Vaccines and Autism Essay Example for Free

Vaccines and Autism Essay The measles, mumps, and rubella (MMR) vaccine is used to immunize children against diseases that can cause major disabilities and fatal illnesses. In 1994, the vaccine was mandated for all school children and since then a spike has been seen in the diagnosis of autism. Many of those diagnosis falls within a few months of the MMR vaccine and in 1998, Andrew Wakefield published a study indicating a relationship between the MMR vaccine and autism (Rudy, 2009). Intense media coverage followed and many parents refused to give their children the MMR vaccine, believing their children would develop autism. The study was later retracted due to the lack of evidence but many children are still not receiving the MMR vaccine. The public health field has tried to raise awareness about the benefits of the MMR vaccine but many are still skeptical about the vaccine. Efforts have now been focused towards increasing awareness about the vaccine and trying to encourage parents to get their children vaccinated. In February 1998, The Lancet published an article entitled â€Å"Ileal-Lymphoid-Nodular Hyperplasia, Non-Specific Colitis, and Pervasive Developmental Disorder in Children,† which suggested that the measles, mumps and rubella (MMR) vaccine could contribute to the development of autism. Dr. Andrew Wakefield, a gastroenterologist, suggested the link between the MMR vaccine and autism. Wakefield proposed that the virus could â€Å"have a negative impact on a child’s immune system, lead to persistent infection in the gastrointestinal tract and lead, in the long run, to possible brain damage and autism† (Rudy, 2009). Eight of the twelve children had severe intestinal inflammation, with symptoms emerging six days after receiving the MMR vaccine. The vaccine had damaging effects on the intestines and caused serious inflammation, â€Å"allowing harmful proteins to leak from the gut into the bloodstream and from there to the brain, where they damaged neurons in a way that triggered autism† (Begley, 2009). Wakefield’s study was later called fatally flawed due to the fact that Wakefield was studying children who had pre-existing gastrointestinal problems. The group size was also very small, 12 children, and â€Å"no proof was offered that the measles virus found in autistic children’s’ guts was causally connected to their autism† (Rudy, 2009). The researchers lastly suggested that the MMR vaccine caused bowel problems in children which lead to autism. In the children studied, symptoms of autism appeared before the symptoms of the bowel disease, proving that the bowel symptoms, as a result of the MMR vaccine, did not cause autism. In 2004, The Lancet published a retraction submitted by 10 of the 13 original authors that stated that there was no connection between the MMR vaccine and autism: We wish to make it clear that in this paper no causal link was established between MMR vaccine and autism, as the data were insufficient. However, the possibility of such a link was raise† (Immunization safety review vaccines and autism, 2004). There were many things found flatulent with the Wakefield study. Details of the medical histories of all the children used in the study were later revealed to the public and journalist Brain Deer interviewed several parents whose children participated in the study. Deer outlined major problems with the study including that the children were not randomly selected for the study and one came from as far as California when the study was conducted in the United Kingdom. All of the children were found to be recruited through anti-MMR vaccine campaigners (DeNoon, 2011). Wakefield was a paid consultant to a lawyer who was suing MMR vaccine makers for damages caused to children who contracted autism months after the vaccine. Wakefield received a sum of about $668,000 to publish the study from the lawyers and was published biased results. Five of the children had evidence of developmental problems before receiving the MMR vaccine and this is a significant number of children since only twelve children were studied. Only one of the children had regressive autism, despite the fact that the studied reported nine of the children had the condition. Three of these nine children were never diagnosed with autism (DeNoon, 2011). â€Å"At least five were clients of an attorney who was working on a case against vaccine makers alleging that the MMR caused the childrens autism† (Begley, 2009). Lastly, all twelve children’s medical records and parent’s accounts contradicted the case descriptions in the study. All of these discrepancies proved that Wakefield deliberately faked the study and was paid to publish these false, biased results. Wakefield had multiple conflicts of interest, had manipulated the evidence, and broke numerous ethical codes (DeNoon, 2011). Wakefield defamed his reputation and later had his medical license revoked, no longer able to practice medicine. There is no evidence that links the vaccine to autism and the overall benefits outweigh the risks. Wakefield’s theories have raised controversy due to the fact that autism arises around age two to three, the exact same age children receive the MMR vaccine, the chicken pox vaccine, and other shots (Rudy, 2009). Some parents state that their children respond with autistic regression after receiving the MMR vaccine. Other research has correlated the MMR vaccine with brain injury, making parents more wary about giving their children the vaccine. In 1998, Dr. Vijendra Singh and Dr. Victor Yang correlated the MMR vaccine to brain injury. Their findings suggest that exposure to the measles virus may trigger an autoimmune response that interferes with the development of myelin†¦ If myelin in the brain doesn’t develop properly, nerve fibers won’t work as they should. This could be one way that the brain abnormalities associated with autism arise (Rudy, 2009). Many studies have been conducted proving that autism is not a direct result of the MMR vaccine including the 1999 study conducted by Taylor, â€Å"Autism and Measles, Mumps, Rubella Vaccine: No Epidemiological Evidence of for a Causal Association. † The study showed that the number of autism cases has increased since 1979, but no significant increase since the introduction of the MMR vaccine in 1988 (Autism and the MMR Vaccine, 2001). Children exhibiting symptoms of autism were diagnosed with autism at the same age of the onset of the symptoms. This is important because if the MMR vaccine really did result in autism, the children who were vaccinated would show symptoms before and after the vaccination, not just after like the 1998 study concluded (Begley, 2009). The vaccination rate for children with autism was at the same rate for children who did not have autism. If the MMR vaccine resulted in autism then the vaccination rate for children with autism would be higher than the rate for children who do not have autism; there would be a greater percentage of children with autism who received the MMR vaccine than children who do have autism. Lastly there is no definitive time frame for the onset of the symptoms of autistic behavior. The symptoms can occur at any given time and are not more likely to occur after the MMR vaccine (Autism and the MMR Vaccine, 2001). The Wakefield study resulted in large longitudinal effects across the globe. After the study was published, MMR vaccination rates decreased in the United Kingdom, Europe, and in the United States. MMR vaccine peaked in 1996 at 92% and after the study was published the MMR vaccination dropped in the United Kingdom to 84% in 2002 (Miller, 2009). By 2006, the MMR vaccine was only given to 85% of children aged 24 months. In London, the rate was estimated at 61% in 2003, far below the expected rate for the vaccination (Miller, 2009). The study continues to have merit in those parents who believe the vaccination results in autism. Despite the fact that the study used twelve children, it led to widespread fear regarding the vaccine. After the study was published, measles became endemic in the United Kingdom and vaccination rates dropped sharply, leading to an increased incidence of measles and mumps (DeNoon, 2011). This in turn led to more deaths and injuries from measles and pumps and physicians have made statement tying this study to various epidemics and deaths. In 1998 there were 56 cases of measles in the United Kingdom and by 2006 there were 449 cases in the first five months (Does the MMR Vaccine Cause Autism, n. d. ). Each of these cases occurred in children who did not receive the vaccination due to widespread fear evoked from the Wakefield study. Mumps also began to rise in 1999 and by 2005 there were 5000 cases within the first month in the United Kingdom. Measles and mumps continued to rise and in 2006 rates were 13 to 37 times higher than the 1998 levels† (Does the MMR Vaccine Cause Autism, n. d. ). In the United States there was a sevenfold increase in measles outbreak (Begley, 2009). This study had widespread consequences and in 2000 an Irish outbreak lead to three deaths and 1,500 cases which occurred due to a decrease in the vaccination rates of the MMR vaccine following the Wakefield study (Does the MMR Vaccine Cause Autism, n. d. ). Lastly in 2008, measles was declared an endemic in the United Kingdom due to the high rates of the disease. The Wakefield study has had serious repercussions, even after its retraction, and many parents are still convinced that there is a link between the MMR vaccine and autism. After the publication of the Wakefield study parents became very skeptical about the effectiveness of the MMR vaccine. The perceived risks of the vaccination outweighed the risks and parents refused to give their children the vaccine out of fear. The one shot approach was also very fearful since it was thought that children’s immune systems were too young to receive the vaccine in one dose. Concerns regarding the MMR vaccine were never a large issue; it was the fear of autism as a result of the vaccination that led parents to reject the MMR vaccine (Shan, 2011). Parents look to the internet for reliable information and any parent coming across the Wakefield study would be wary about allowing their children to receive the vaccine. The media is a major contributor to the public’s opinion and the public listens to the media regarding risks and what to avoid. Since the retraction of the study more parents are opting for the MMR vaccine but more needs to be done to raise the vaccination rates. Educating the public regarding the benefits of the MMR vaccine is crucial to increase vaccination rates; this is where the public health sector is needed (Shan, 2011). Educational efforts are needed to increase MMR vaccination rates and parents need to be educated about the MMR vaccine to increase overall rates of vaccination. The decreased vaccination of MMR in children following the Wakefield study has occurred due to a decrease in public confidence in the safety of the MMR vaccine. This has resulted from the incorrect assertions that the vaccine results in autism, as demonstrated in the fraudulent study conducted by Wakefield. No credible evidence supports the claim that MMR causes autism and more than 20 studies have been conducted since the Wakefield study that found no evidence that links the MMR vaccine to autism (Poland, 2011). The media’s role in fostering fear in parents has led to an overall decrease in vaccination which is detrimental to children who have an increased risk of developing life-threatening diseases. Autism is now a public health concern that must be addressed by â€Å"enhancing research funding and directing that funding toward studies of credible hypotheses of causation† (Poland, 2011). Money needs to be funded in an attempt to disprove the connection between the MMR vaccine and autism and money needs to be funded for studies that provide information on the benefits of the MMR vaccine. Another important public health concern is to insist on â€Å"responsible and scientifically informed media reporting† (Poland, 2011). Widespread fear occurs when conspiracy theories and other misinformation is given to the public. Uninformed reporting increases fear and mistrust about vaccines, leading to parental confusion and reduced vaccination to children. It is the responsibility of the public health sector to ensure reliable information is given and to continue funding scientific research regarding the MMR vaccine and autism (Poland, 2011). The reluctance of parents to immunize their children has become a public health threat in that it can lead to vaccine-preventable diseases such as measles. Viruses spread quickly among children who are not vaccinated and it is a threat to the public health when children are not receiving the appropriate vaccinations. Measles is a life-threatening disease and parents are putting it off due to fear. Vaccines are the foundation in the public health field as â€Å"vaccines are one of the greatest achievements of biomedical science and public health† (Miller, 2009). The reduction of any vaccination is of major concern to the public health arena and in response to the reduction in the MMR vaccine the CDC examined the major safety issues regarding the vaccination. The CDC rejected the link between the MMR vaccine and autism based on the following, â€Å"a lack of epidemiologic evidence linking autism and MMR vaccine, case reports of children with autism and bowel disorders that did not address causality, and a lack of biologic models linking ASD and MMR vaccine† (Miller, 2009). Vaccine phobias become a public health threat and it is the responsibility of the public health arena to educate the public on the benefits of such vaccinations (Grant, 2010). There is an urgent need for research on the causes and treatment for autism as well as better support services for families caring for an autistic child. â€Å"One in 110 American children are considered to fall somewhere along the autism spectrum, a stunning 57% increase in prevalence since 2002† (Park, 2009). Autism is a significant public health concern and researches continue to discover new information linked with the condition. Public health officials need to make available more services and knowledge regarding autism in the schools, families, and community (Park, 2009). Public health experts endorse the safety of the MMR vaccine and advise parents to give their children the MMR vaccine. Since 1995, the Department of Health and Human Services has increased its focus on ASDs (Autism Spectrum Disorders). From 1995 to 2001, â€Å"research funding for autism has quintupled from $11 to $56 million. At the same time, both the CDC and the National Institutes of Health (NIH) have developed new initiatives, building a federal foundation for the public health response to autism† (Newschaffer, 2003). Autism now includes a broad spectrum of affected individuals and more individuals have been seeking â€Å"educational, medical, and social services to help confront the formidable challenges of autism† (Newschaffer, 2003). The Center for Disease Control supports ASD surveillance projects to provide accurate information regarding risk factors of autism. The Disabilities Education Act also provides funding for screening and early intervention to infants and toddlers. Early detection is important to the public health and a new emphasis is now placed on providing training and consultation to physicians about detection and diagnosis of autism. Resources are more being directed towards assessment of autism and has led to a more informed public health response to autism. Making the decision to not immunize children with the MMR vaccine due to fear places children at great risk and is an irresponsible decision. When fewer people are immunized, diseases begin to increase in numbers and in order to protect everyone the population must be immunized. Regardless of the overwhelming data, parents still continue to refuse vaccinating their children. Parents are ill-informed and because signs of autism arise around the same time as children receive the MMR vaccine, some parents link the MMR vaccine to the development of autism. The current research provides evidence that the MMR vaccine is safer than not getting vaccinated and the CDC agree that the MMR vaccine is not responsible for the onset of autism.

Parenting that Reflects the Image of God

Parenting that Reflects the Image of God Abstract The inceptive understanding of God by children is deeply shaped by their relationships with their parents. Premium Christian parenting will endeavor to reflect the character of God as a foundation for developing the childs emerging relationship with God. A solid foundation for children to experience the love of God laid by providing genuine love with clear boundaries. I. Introduction The most influential environment in the lives of the majority of children is the home. The first experience of the world by a child is the family and continues to occupy a dominant portion in their lives until adulthood. Though the school also plays an important role for most children and youth, the family remains the nucleus of their life experience. The family has played a crucial role in the outworking of the purposes of God on earth from the beginning. The family has been designed to provide the platform for the nurture and training of each subsequent generation. God designed the family to reflect and bring forth the spiritual truth. The Scripture makes use of images of the family to speak of our relationship with God in Christ. Believers are adopted children in the family of God (Romans 8:15-17). God is our Father (Hebrews 12:5-11), and we are his children and joint heirs with Christ (1 John 3:1; Romans 8:17). These relationships illustrate the high calling and task which accompanies Christian parenthood. The primary focus of this paper is to develop some strategies for parents who want to raise their children in a way that will reflect the image of God. To carry out this assignment, some research findings and biblical principles on loving, disciplining and developing children of spiritual and moral character will be examined. II. The Research on Parenting and Children Gods Concepts. The huge influence of home and family is much greater than what happens the few hours that children spend Church or other Christian programs. It is the home that provides the primary shape for the spiritual understanding of children (Smith, 2005). Though the formal spiritual upbringing in the home is valuable, there is proof to suggest that more noteworthy for spiritual development is the nature of connection that is raised in the family. Variety of studies have pointed to substantial correlation that exits between parental childrearing practices and children concepts of God (Choua Uata, 2012; de Roos, 2006; Lee Earia, 2000; Limke Mayfield, 2011; Moriaxty Hoffman, 2007) The recent research of neurotheologian (Albright Ashbrook, 2001; Newberg, dAquili Rause, 2001) suggests that there may be some form of Gods Spot in every human (Beauregard OLeary, 2007; Hay Nye, 2006; Seybold, 2007). Whether Gods Spot exit or not, the agreement is that children natural spiritual curiosity appears to be inborn. Possibly, the best interpretation of the research starts with the identification of the fact that the search of a child for God is tinted by human relationships. One interesting study has pointed to the value of bidirectional religious communication in the home in which parents and children are active, and both are active, and both behave in ways that may ultimately influence the other (Boyatzis Janicki, 2003). The situation in which parents both listen and guide the childrens expression of faith will likely lead to long-term faith and commitment on the part of the children. Parent-child affinity is the most instant and persistent relationship that go through in childrens early developmental years of life, and this is probably the reason why this relationship deeply impact children perception of God. Concerned parents who recognize this pattern always look for ways and means to direct their children to a healthy relationship with God. Studies have also shown that fathers relationship with the children may be more influential. Longitudinal Study of Generation LSOG) has shown a substantially greater impact on religious transference in close father-child interaction than close mother-child interaction (Bengtson, Putney, Harris,2013). III. Biblical Principles for Parenting that reflects the Image of God. 1.The atmosphere Of the Christian Home. A home that is represented by the presence of God should be filled with an atmosphere of love, forgiveness, openness, acceptance and honesty. The ideal Christian home should be a place of fun, creative activities, enjoyment, encouragement and relaxed attitudes. This can only be possible if Christ is the unified factor in the life of the family and parents set a good example of what it means to be a believer in Christ. There is the need for Christ-like attitude to prevail in parents so that every member of the household is made to feel very important in the family. Parents should model before their children the quality of mutual respect for one and other. The individuality and dignity of each member of the family must be recognized in a positive and encouraging manner. Parents should avoid favoritism, and there should be no comparison of one child with another. The great mistake that Rebeca made by loving Jacob more than Esau his senior brother should be avoided in the home. It is also very important for parents to ask for forgiveness from their children when they embarrass, mistreat or break a promise. This good attitude will make honesty and esteem for each member of the household to be implanted in the mind of the children. IV. Spiritual Development Principles The Scripture states in Deuteronomy 6:4-5, Hear O Israel! The Lord is our God; the Lord is one! And you shall love the Lord your God with all your soul and with all your might. Parents cannot impact what they do not have to their children. It follows therefore that parents should have a growing relationship that their children can emulate with God. The first necessary condition for a godly parent is to love God with all his strength and might. And this can be achieved through an unfailing relationship of dependence, trust, and communion with the Lord. Before love can radiate in our home, it must first be in our hearts as we respond to Gods love and walk in it. Another condition can be found in Deuteronomy 6:6 which states, And those words which I am commanding you today, shall be on your heart. Parents need to respond to Gods love and also to His W ord. The Word of God speaks to every area of life, and the success of parents in any area depends so much on the degree to which they know and make a claim on relevant biblical principles. Children cannot be raised in the image of God by doing just what comes to mind naturally. Deuteronomy 6:20-24 admonishes parents to tell their children when they ask questions about what the requirements and regulations that commanded mean. In other words, parents should be ready to share their testimonies of the goodness of the Lord in their lives. This will make parents a living model for their children. What parents communicate through their actions are far more than what they say verbally. In other words, parents must demonstrate practically the reality of their faith for their children to emulate. Children will copy and do exactly what they see in their parents. If parents are dedicated to positive spiritual change and growth, their children will follow suit. They will not walk in the way of the Lord just because they are told to do so. This is because children respond to reality, not pretense or lip service. For instance, if a father who wants his children to grow in the image of God is unkind to his wife and treats others with disrespect, the children will be confused with the distorted image of God. A healthy view is best transmitted by the parent who will allow the Spirit of God to make them loving and Christ-like. Another principle that will help parents to raise children in the image of God is that of love and boundaries. Though the language of fatherhood is not directly given in the story of creation, one can see the balance between love and boundaries displayed in Genesis chapter one. Here God provided an environment of space for Adam and Eve and all the creatures. The separation of light from darkness in Genesis 1:4-5 and the waters below (Genesis 1:6-7) show Gods value for order and space. When God created Adam, He provided a space He provided a space for him to carry out the first assignment of naming all the animals (Genesis 2:19-20). In like manner parents need to create order and space in which children will be able to express their voices, we reflect Gods character in our relationship with them (Shaw Constatineanu, 2003). In the parable of the prodigal son, Jesus completely redefined the fatherhood of God. The image of God in this parable is that of a father whose love, care, forgiveness, goodness and compassion has no limits. The central theme in the Gospel narratives is Immanuel, incarnation, and paralysis. God in Christ enters the world of his children to direct them to God. In the same manner, Christian parents must reflect Gods character by entering into the world of their children in other to show them the way to God. In Jesus teaching, he made mention of how God cares for the birds of the air in Mathew 6:26, makes the sun to rise on the evil and the good and allows rain to fall on the just and the unjust (Mathew 5:45), and looks after little ones (Mathew 18:14). Paul also extends the same message to all believers ware formerly slaves to the devil, but now they are now the beloved children of God (Galatians 4:6). This invitation is now for parents whose lives can become a good example of what it means to made in the image of God and live a life full of love and holiness. A good reflection of the character of God as an example for family life is a challenge to many of our traditional stereotypes of the roles of gender in parenting. God is not only referred to as a father, but many images suggest His motherly fatherhood. In Psalms 17:8, God is described as a mother eagle who hovers over its young, and then pushes the eaglet out of the nest (Deuteronomy 32:11), while underneath is the everlasting arms Deuteronomy 33:27). Jesus also made use of imagery to express his emotions towards Jerusalem in Mathew 23:37. When parents understand the richness of Gods love and His holiness, their lives become a clear witness to others. In the same manner, homes are represented by boundaries and love are likely to show Gods holiness and love under which children can embrace the gospel and live to display the character of God. The placing of a child in the midst by Jesus in Mathew 18:2 points to the mutual nature of parenting that reflect the image of God; children learn about God through the nature of their relationship with their parents and the character and behavior of children can alert adults to the challenges of living with integrity in their covenant relationship with God (Shaw Constantineanu, 2013). Children should be encouraged and sanctioned within the family, both parents and children experience the mutual joy of learning and growth that is one of the features of hospitable space. 1.Love and Discipline (i) Love Rules and regulations are important in the home, but they cannot have meaning unless they are within the context of a relationship. Some parents do not discipline their children because they dont want to hurt their feelings. This is a wrong approach because a child that is not disciplined will eventually become unruly. The Scripture in Hebrews 12:6 states that the Lord chastens those whom He loves and scourges every son whom He receives. Whenever it becomes necessary to punish a child, it is important to give to give reasons and at the same time reaffirm your love so that the child will know that you hate his behavior, not him. Philippians 4:8 admonishes us to allow our minds to dwell on what is honorable, true, pure, of good report and worthy of praise. Love lays emphasis on the positive, not the negative. Parents who use loving affirmation accomplish more than those who make negative comments. Parents can teach their children to love by displaying love. It is very disheartening to children to see their parents fighting or yelling at each other. Love should be the lifestyle of everyone in the home. (ii). Discipline. The Scripture admonishes parents in 1 Timothy 3:4 to maintain discipline at home. But this discipline as discussed earlier must be balanced with love. Discipline without love will lead to hostility and resentment. Love without discipline will spoil a child. Ephesians 6:1-4 will help in maintaining a balance. The words instruction and discipline refer to preventive and corrective discipline. Biblical discipline involves both the negative activity of punishment for disobedience and the positive aspect of teaching children the way they should go. Protective teaching should be supported with corrective action and correction should be reinforced by teaching. The book of Proverbs teaches that children are not good naturally. Foolishness is bound up in the heart of a child, the rod of discipline will remove it far from him. Proverbs 23:13-14; Proverbs 22:15. Children tend to be selfish; they do not understand love regarding giving themselves to others but regarding receiving. A prudent parent recognizes these facts and also understand that children can be taught. Proverbs 9:18 admonishes parents to discipline their children while there is hope. The rod and correction give wisdom, but a child who is always having his own way will bring shame to his mother Proverbs 29:15. To bring up a child in the image of God, parents must be consistent in their discipline because inconsistent discipline results in frustration, insecurity, and anger. Christian parents must have biblical philosophy of child discipline so that there will be consistent and agreement between husband and wife in they respond to disobedience. Children receive mixed signals when parents are divided or disagree about discipline. If you must use threats to correct your child, then make sure you follow the threat through or else your children will not take you seriously. (iii). Forgiveness Parents should always remember that regardless of what method they use to discipline their children, the goal of discipline is forgiveness and reconciliation. Children must be taught that disobedience to parents is sin and thus, teach your child to confess his sin of disobedience to God and thank Him for forgiving him. Forgiveness should result in restoration of fellowship and forgetting of the offense. If a parent makes forgiveness a lifestyle, he will be modeling the love and forgiveness of God (1 Timothy 1:9). Forgiveness impacts the inner life while discipline focuses on the outward behavior. V. Conclusion The Christian home has been referred to as a laboratory for the appliance of biblical truth in a rational situation. It is the childs training ground for the impression of values, the development of relationship, for teaching and learning to obtain and give love. Parents have been assigned the responsibility of determining their children character and directing their spiritual, intellectual, psychological, emotional and physical growth. This responsibility should not be left to outside institutions. Many studies carried out on this issue support the fact that there is a substantial correlation between parental childrearing practices and childrens concepts of God. The home that is filled with the atmosphere of love, openness, forgiveness, acceptance and honesty is the ideal place to raise a child in the image of God. There are biblical principles that can be applied to bring up children in fear of the Lord. A good reflection of the image of God as an example for family life is a challenge to many of our traditional standards of the roles of gender in parenting. God is not only referred to as a father, but many images suggest His motherly fatherhood There should be love and boundaries which will be applied in the home. Punishment must be applied when necessary to check indiscipline and disobedience as instructed in Hebrews 12:6. If parents make forgiveness a lifestyle, they will be modeling the love and forgiveness of God (1 Timothy 1:9). Forgiveness impacts the inner life while discipline focuses on the outward behavior. Proverbs 23:13-14 tells us that children are not good by nature and the parents have the responsibility to use the rod of correction. Notwithstanding the method of punishment used, the goal of discipline is forgiveness and reconciliation. REFERENCES. Albright, C., Ashbrook, J. (2001). Where God lives in the human brain, Naperville, IL: Sourcebooks. Bengtson, V., Putney, N. Harris, S. (2013). Families and Faith:How religion is passed down across generations. New York, NY: Oxford University Press. Boyatzis, C., Janicki, D. (2003). Parent-child communication about religion: Survey and diary data on unilateral transmission and bidirectional reciprocity styles. Review of Religious Rsearch, 44(3), 252-270. Shaw, P., Constantineanu, C. (2013), Space community, engagement and empowerment: Missionlogical equipping for a new mission era. Paper presented at the 4/14 Window Missiology Conference, Seoul, Korea. Choua, H-T., Uata, D. (2012). The impact of parental discipline on the image of God, Mental health, Religion Culture. 15(7),677-688.

Barbaric and Cruel Childrens Songs :: essays papers

My sense of humor today was influensed by song song parodies that i sang as a child. Wether I relied it or not, much of it was satirical. Satire is my most favorite form of comedy. Unfourdunatly, sometimes I would learn the words of the variation before the actual lyrics. When I was in second or third grade, during a christmas vespers servise, the church started to sing â€Å"Joy to the World.† I was very excited because I knew the song, I sang Jubilatly through the first verse, but then there was asecond verse that I had never heard before, I did however know another verse which went something like Joy to the world My teacher's Dead We barbequed her heaad We disembowed her body And flushed it down the potty And round and round it goes And round and round it goes And round and round and round it goes My mother had a diffret opinion about how the song went and as a result we had a little chat about when it was aproprae to sing certain songs, and which songs there was never an approprate time to sing. Another song in which was â€Å"never an approprate time to sing† was a version we three kings that made more sense tan the actual one. When I was in elementary school â€Å"orient are† sounded like one word, and I had no idea where Orientar was or which star the Yonder star was, basicly the whole song was jumbled words until my third grade class was sitting at the cafateria lunch tables, waiting for lunch and I heard an uproar of laughter at the bench across from me, and being a nosey third graded, as third graders are know to be, I absolutly had to know what they were laughing at. A little third grade boy had sung for his group of admirers the absluly most creaive, humrus thing that we hat ever heard in our entire lives or at least in the past five minutes, he sang for us a very soulful rendition of the once jibberish song about the kings from Orientare to a song where the kings smoked a â€Å"loaded rubber cigar† that exploded, who christmas could be so muchfu n? Little did I realise how closely related christmas was to school. For instance, rather than decking the halls with bows of holly, we could Deck the halls with gasoline and then light a match and watch it gleam.

Comparison of the Book and Movie Version of A Clockwork Orange :: Movie Film comparison compare contrast

A Comparison of the Book and Firm Version of A Clockwork Orange    In the story of his teenage years, starting at fifteen.   He begins his tale as the leader of a small gang that spends its evenings pillaging and wreaking havoc on the town until the gang mutinies and "Your Humble Narrator," as Alex refers to himself, is caught by the police.   From there, Alex travels to State Jail 84F to serve 14 years, but receives an offer from "the Government" which entails undergoing experimental treatment in return for early release.   He seizes what seems to him an opportunity, but is horrified by the "cure" he endures.   The new "good" Alex that is released unto the world is depressed, frustrated, and lonely, although no longer violent.   A radical political group then exploits him as an example of the cruelty of "the Government."   This faction tries to force Alex to suicide in order to gain a martyr, but Alex's attempt fails and he is nursed back to health and his natural mental state by the Government, who in the end comes out on top.   Ã‚  Ã‚  Ã‚  Ã‚   Alex, whose last name is not mentioned in the book, is a violent, aggressive teenager of fifteen, who is the leader of a four-person gang.   He truly enjoys violence, reveling in the sight of blood or weapons.   Alex's love of hate is not simply a rebellious emotion, but as he explains, it is his very nature, and he could not change it if he wanted to.   Despite his passion for what most see as ugly and disgusting, Alex does have a great appreciation for classical music, especially Beethoven.   Ã‚  Ã‚  Ã‚  Ã‚   Alex's main conflicts are both external and internal.   His external conflicts are between him and the members of his gang.   Dim and Georgie, two of the members of Alex's gang, are unwilling to accept Alex's leadership.   They challenge his authority, and Alex reacts rashly by trying to re- establish his dominance through defeating both of his aggressors in fighting.   This confrontation only raises tensions within the gang, and leads to a betrayal which results in Alex's capture on the charge of murder.   Alex's main internal conflict is a physiological one.   The Government's experimental treatment which Alex undergoes involves conditioning to produce a feeling of nausea and

Probability and Genetics Essay -- Mathmatics Math Papers

Probability and Genetics Probability theory is the study of the likelihood of an occurrence of random events in order to predict future behaviors of a system (2). The principles of probability are widely used. In genetics, for example, probability is used to estimate the likelihood of gene distribution from one generation to the next. In business, insurance companies use the principles of probability to determine risk groups. Probability is closely related to statistics since uncertainty always exists when statistical predictions are being made. A number between 0 and 1 represents the probability of an outcome (1). The probability of an impossible event is 0. Where as the probability of something that is certain to occur is 1. The theory of probability is recognized as being developed by Blaise Pascal with help from his friend Pierre de Fermat. Blaise Pascal was born at Clermont, France on June 19, in 1623. He was the third child of Etienne Pascal, and his only son. Blaise was only 3 when his mother died (3). In 1631, his family moved to Paris to carry on the education of Blaise, who had already displayed exceptional ability. Pascal was home taught, and to ensure that he was not overworked, his father decided that his studies would only involve the languages, and should not include any mathematics. At the age of twelve, Pascal demonstrated to his tutor an interest in geometry. He was stimulated by the subject, and gave up his playtime and chose to study geometry instead. In a few weeks, he discovered the many properties of geometric figures, in particular, that the sum of the angels of a triangle equals180 degrees. Impressed by Pascal’s display, his father gave him a copy of Euclid's Elements, which Pascal read and soon ma... ...volve money. By playing the odds right, someone could win big, either at a card table or on Wall Street. Probability makes random events look like very predictable ones. Work Cited 1. Campbell, Neil, Jane Reece, Lawerence Mitchell. Biology fifth edition. Addison Wesley Longman, Inc., 1999 2.Interactive Mathematics Miscellany and Puzzles, Probability. http://www.cut-the-knot.com/probability.html.( 12/5/99) 3. Pascal. http://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Pascal.html. (12/5/99) 4. A Short History of Probability. From Calculus, Volume II by Tom M. Apostol (2nd edition, John Wiley & Sons, 1969 ) On line: http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/stat-meas/probHist.html. (12/5/99) 5.Wilkins, D. R. Blaise Pascal (1623 – 1662) http://www.maths.tcd.ie/pub/HistMath/People/Pascal/RouseBall/RB_Pascal.html. (12/5/99)

Karl Marx and Old Major

Karl Marx believed that the policies of the government should be controlled by the lowest working class rather than the upper middle class. â€Å"The first step on the path to the workers' revolution is the elevation of the proletariat to the position of ruling class (â€Å"Dictatorship of the Proletariat†). † As the animals was the labor community of the farm they should command, â€Å"getting rid of Man, and the produce of our labor would be our own (Orwell 7). † Just like Karl Marx, Old Major also believe that a community should be ruled by those who work for it, not the upper middle class.The power concentrated in the hands of the minority was getting in the way of the development of communism. â€Å"The theory of communism may be summed up in one sentence: abolish all private property (â€Å"Chapter II. Proletarians and Communists†). † Their lives was simple, â€Å"The animals were born and given just so much food as will keep the breath in ou r bodies, and those who are capable of it are forced to work to the last atom of their strength (Orwell 6). The majority works on behalf of a minority, this small piece grows while the overall decays, the labor of the animals it isn't in their favor, Mr. Jones takes advantages of them just like the capitalism system. In a socialist society, everyone would receive an equal amount of goods. In Critique of the Gotha Programme, Karl Marx said â€Å"From each, according to his ability, to each, according to his need (â€Å"Critique of the Gotha Programme†).Manor farm would support a dozen horses, twenty cows, hundreds of sheep- and all of them living in a comfort and a dignity that are now almost beyond their imagination (Orwell 7). † In the farm, the animals were underfeed in a land where everybody could eat properly as Marx and Old Major believes every goods should be equally divided. Karl Marx wanted the equality between the proletariat and the bourgeoisie. Rachel McHenr y wrote about his theories, â€Å"It was also Marx's belief that before complete equality could take place there must be a dominance of the proletariats.The dictatorship of the former lower class will last for a short while, this being necessary for order's sake. (â€Å"Encountering Communism: The Theories of Karl Marx†). † Man serves the interest of no creature except himself, no one should be submissive to another. And among the animals let there be perfect unity (Orwell 10)† In Animal farm, Karl Marx ideas are mirrored by Old Major ideas, the union of the lower classes is the power of change.

Left Brain vs Right Brain: How Does It Impact Learning

| | | | | | |The left and right hemispheres of our brain process information in different ways. We tend to process information using our dominant side. However, the learning and thinking process is | |enhanced when both side of the brain participate in a balanced manner. This means strengthening our less dominate hemisphere of the brain. In trying to differentiate between the left and | |right brain, My paper will show information processing styles that are characteristically used by our right or left-brain hemisphere. | |According to Coballis M. C (2007) The left side of the brain processes information in a linear manner. It processes from part to whole. It takes pieces, lines them up, and arranges them in a| |logical order; then it draws conclusions. The right brain however, processes from whole to parts, holistically. It starts with the answer. It sees the big picture first, not the details. If| |one is right-brained, he or she may have difficulty following a lecture unless he or she given the big picture first. That is why it is absolutely necessary for a right-brained person to | |read assigned chapter or background information before a lecture or to survey a chapter before reading. Predominantly Right-brained people have trouble outlining. They rather wrote the | |paper first and outlined later | | | |In addition to thinking in a linear manner, the left-brain processes in sequence. They love to make a list of things they need to accomplish during the day. Left brained enjoy making | |master schedules and daily planning. They complete tasks in order and take pleasure in checking them off when they are accomplished. Learning things in sequence is relatively easy for them. | | | |By, contrast, the approach of the right-brained student is random. If you are right-brained, you may flit from one tack to another. You will get just as much done, but perhaps without | |having addressed priorities. An assignment may be late or incomplete, not because you weren't working but because you were working on something else. You were ready to rebel when asked to | |make study schedules for the week. Because of the random nature of your dominant side, you must make lists, and you must make schedules. This may be your only hope for survival in college. | |You should also make a special effort to read directions. Oh yes, the mention of spelling makes you cringe. Use the dictionary, carry a Franklin speller, use the spell checker on your | |computer. Never turn in an assignment without proofing for spelling. Because the right side of the brain is color sensitive, you might try using colors to learn sequence, making the first | |step green, the second blue, the last red. Or you may want to â€Å"walk† a sequence, either by physically going from place to place or by imagining it. For the first step of the sequence, you | |might walk to the frond door; for the second, to the kitchen; for the third, to the den, etc. Or make Step One a certain place or thing in you dorm room or study place, and Step Two | |another. If you consistently use the same sequence, you will find that this strategy is transferable to many tasks involving sequence. | |Symbolic Vs. Concrete Processing | |The left brain has no trouble processing symbols. Many academic pursuits deal with symbols-such as letters, words, and mathematical notations. The left brained person tends to be | |comfortable with linguistic and mathematical endeavors. Left-brained students will probably just memorize vocabulary words or math formulas. The right brain, on the other hand, wants things| |to be concrete. The right brain person wants to see, feel, or touch the real object. Right brain students may have had trouble learning to read using phonics. They prefer to see words in | |context, to see how the formula works. To use your right brain, create opportunities for hands-on activities, use something real whenever possible. You may also want to draw out a math | |problem or illustrate your notes. | |Logical Vs. Intuitive Processing | |The left brain processes in a linear, sequential, logical manner. When you process on the left side, you use information piece by piece to solve a math problem or work out a science | |experiment. When you read and listen, you look for the pieces so that you can draw logical conclusions. If you process primarily on the right side of the brain, you use intuition. You may | |know the right answer to a math problem but not be sure how you got it. You may have to start with the answer and work backwards. On a quiz, you have a gut feeling as to which answers are | |correct, and you are usually right. In writing, it is the left brain that pays attention to mechanics such as spelling, agreement, and punctuation. But the right side pays attention to | |coherence and meaning; that is, your right brain tells you it â€Å"feels† right. | |Verbal Vs. Nonverbal Processing | |Left brain students have little trouble expressing themselves in words. Right brain students may know what they mean, but often have trouble finding the right words. The best illustration | |of this is to listen to people give directions. The left brain person will say something like â€Å"From here, go west three blocks and turn north on Vine Street. Go three or four miles and then| |turn east onto Broad Street. † The right brain person will sound something like this: â€Å"Turn right (pointing right), by the church over there (pointing again). Then you will pass a McDonalds | |and a Walmart. At the next light, turn right toward the BP station. † So how is this relevant to planning study strategies? Right brain students need to back up everything visually. If it's | |not written down, they probably won't remember it. And it would be even better for right brain students to illustrate it. They need to get into the habit of making a mental video of things | |as they hear or read them. Right brain students need to know that it may take them longer to write a paper and the paper may need more revision before it says what they want it to say. This| |means allowing extra time when a writing assignment is due. | |Reality-Based Vs. Fantasy-Oriented Processing | |The left side of the brain deals with things the way they are-with reality. When left brain students are affected by the environment, they usually adjust to it. Not so with right brain | |students. They try to change the environment! Left brain people want to know the rules and follow them. In fact, if there are no rules for situations, they will probably make up rules to | |follow! Left brain students know the consequences of not turning in papers on time or of failing a test. But right brain students are sometimes not aware that there is anything wrong. So, | |if you are right brain, make sure you constantly ask for feedback and reality checks. It's too late the day before finals to ask if you can do extra credit. Keep a careful record of your | |assignments and tests. Visit with your professor routinely. While this fantasy orientation may seem a disadvantage, in some cases it is an advantage. The right brain student is creative. In| |order to learn about the digestive system, you may decide to â€Å"become a piece of food! And since emotion is processed on the right side of the brain, you will probably remember well anything| |you become emotionally involved in as you are trying to learn. |These are just some of the differences that exist between the left and right hemispheres, but you can see a pattern. Because left brain strategies are the ones used most often in the | |classroom, right brain students sometimes feel inadequate. However, you now know that you can be flexible and adapt material to the right side of your brain. Likewise, those of you who are | |predominantly left brain know that it would be wise to use bot h sides of the brain and employ some right brain strategies. |