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Table of contents

1. Watson’s Theory
2. Orem’s Theory
Stage 1: assessmentStage 2: diagnosisStage 3: PlanningStage 4: ImplementationStage 5: Evaluation

Nursing theory is the framework that provide the understanding that some of the nursing world by grouping the theory into different categories. Nursing theories have a lot of impact on today’s nursing; they improve the nursing care, learning and research. In this thesis, I am comparing and contrasting the Watson’s theory of human care and Orem theory. Watson's theory and Orem's theory known as grand theories; they are formed of concepts, and perceptions representing universal and multifaceted phenomenon (George, 1990). They connote the most theoretical level of advancement and address the broad marvels of concern. These theories don't manual for the development of particular nursing intercessions, yet they give a general structure to building wide, dynamic observations. Different cases of terrific theories are; humanistic model, Roy's Adaptation Model for Nursing, Parse's Human getting to be Theory, and Erickson's Modeling and Role.

Watson’s Theory

Watson theory focuses on holistic care and relationship between patients and caregivers. Watson concentrated on caring of human being. The theory emphasis on caring as the moral and ethical ideal of nursing. Watson argues that human caring preserves human dignity, integrity, and relationships, this advance theory patient care by recognizing and appreciating the patient as a human being that has; mind, soul, and body. Watsons also argues that trust and a special bond between a nurse, and a patient created when the two mingle face to face (Faetibold, & Waton, 1995). Watson’s theory diverts attention from sickness, assessment, diagnosis, planning, implementation and evaluation and focus on human caring, spiritual and healing. Watson believes in philosophy and science of care was divided into 4 major concepts: environment, health, human being and nursing.

Orem’s Theory

Orem’s theory divided in three theories, theory of self-care, theory of self-care deficit and theory of nursing process. Orem explained in the first theory that every human being has the capacity to maintain and adjust to a personal health, and well-being all through life (Orem, & Taylor, 1986). The second theory; theory of self-care deficit, explains that every human being has a need for survival and has the capability of attaining it for health and life. Self-care deficit results when individual are unable to attain survival needs. The third theory, Orem argues that an action plan that connects self-care theory and self-care deficit need develop. Orem explained various five ways in which nurses can help their patients to enrich self-care, teaching, supporting and encouraging personal development.

An arrangement on how the two theories are used and actualized

The planned used to utilize and actualize the theories in nursing translates as the same logical approach utilized by nurses to guarantee the quality patient care. This arrangement breaks into five separate advances:

Stage 1: assessment

This is the first phase or stage where a nurse gathers information about the patient psychological, physical, sociological and spiritual information. This stage also involve observation, signs and symptoms the patient displace. It’s the collection of raw data from the patient

Stage 2: diagnosis

This is the stage where nurse use critical thing and nursing judgement about patient actual and potential health problems. It itemize exact patients health problems and other risks that associated with the current health problem that can later develop as a result of current health problem.

Stage 3: Planning

This is the stage where nurse and patient work together to select the best planning action and course of healing

Stage 4: Implementation

This is the action stage, where planning is been executed. Each patient has individualized planning of care and individualized implementation. The nurse observe the patient for signs and symptoms of improvement after implementation of plan while performing nursing role in educating, instructing counseling advocating and following up with the patient about the care

Stage 5: Evaluation

Patient condition is evaluated to know if the condition is improving or getting worse. Any planning that is met is terminated and anyone that is not met is recycle back to the nursing process.

Both the Orem’s theory and Watson s theory are similar in that , both of them focus on the patients care, Watsons theory proposes that human caring is the moral ideal of nursing, nurses participate in the individualize care of the patient in holistic manner, to enhance, protect and preserve humanity. The nurse help patient in finding a balance and peace in the mist of ailment, and pain. Orem’s theory deal with supporting education system, the patients require assistance and the care of the nurses (Orem, & Taylor, 1986). Orem categorizes care as supportive- educative system, whereby nurses help the patients in decision making, and take necessary action in meeting the self-care requirements to meet the patient’s daily needs.

Nurses roles is to provide support and education needed to help the patient reach their optimum goal and capabilities to carry out self-care that will lead the patient to self-control, self-knowledge and sell healing. Both theories argue that nurses performed the care while patient is the receiver of the care. The two theories include holistic and spiritual nursing. The two theories focus on holistic healing of the whole person rather than curing diseases. Holistic nursing of the two theories addresses the connection between the mind, the spirit and the body (Baldacchino, & Draper, 2001). Orem’s and Watsons explained that the three combine to create the person. To effectively heal the person, nurses must focus on these three aspects and how these three aspects will affect the totality of the person health and how quickly the person will respond to treatment. Spiritual nursing focus mainly on hope, religion and faith as the distinct parts of what define human communities, and provide room for individual to evaluate their experiences.

There are uncertain in the Watson theory, in that, he used certain terms to describe caring, such as the soul, the mind and the spirit which are vague and biased to the individual and not practicable. The perception in which Orem discussed her theory was not well defined and open to bias.

Watson theory cannot be measured and quantify, Watson said that the nurse duty is to encourage feelings of faith and hope to the patient. This make the theory immeasurable, abstract and biased (Orem, & Taylor, 1986) while on the Orem’s, the theory is measurable. It’s a research which used quantitative and qualitative research methods. Orem’s theory explained the foundation for many proofs based practices which include nursing process. Watson's theory of caring is complex, many of the ideas involved, propose theoretical questions about the definitions of caring, morality, growing, healing, spirituality, and what is considered human (Faetibold, Michels, & Waton,1996). Watson's theory offers a structure that grasps science, art, spiritual and humanities, which are one-sided and dynamic recognitions. While, Orem's hypothesis; is composed and very much organized into three classes; self-mind, self-mind shortfall, and the way toward nursing, this hypothesis is basic and functional.

Table of contents

1. Introduction to Crime and Punishment
2. A Comparative Study of England and Pakistan
3. Crime and Punishment in Pakistan
Factors Leading to Crime in PakistanTypes of Crime in PakistanThe Relationship Between Crime and Unemployment Rates in the Long Run and in the Short-run
4. Crime and Punishment in England
Types of Crime in EnglandThe Relationship Between Crime and Unemployment Rates in the Long Run and in the Short-run
5. Crime Justification in England and Pakistan
6. Conclusion

Introduction to Crime and Punishment

A crime can be portrayed as a corrupt demonstration that deserves of the state or some other specialists. In customary criminal law, crime had an all-inclusive acknowledged definition in spite of today, where there are variable definitions in regards to the demonstration. However, it very well may be especially seen as an offense that hurts both an individual and their locale, just as the general public and state they are put. Punishment can be named as an unfortunate result from an individual from an expert. It is the aftereffect of an obvious conduct submitted by a person. It might be ordered as acting naturally incurred despite the fact that it is for the most part required with self-compulsion. Settling on discipline might be the consequence of considering the crime committed. Through punishment, a few impacts, for example, anticipation of different violations can be caused. A few researchers contend that the only way of reducing crime is through punishment. In criminal justice, each crime can be seen as being punishable. Criminals might be punished in different ways including inability where criminals have separated from the general public; discouragement where the potential offenders are educated regarding the law; reprisal; reclamation; and restoration.

Punishment may exceedingly achieve the instance of the death penalty that stretches out to prisons, sentencing laws and jails. Different types of punishments have been distributed. For example, revenge is defense by condemning, though the suffering punishment will discourage the criminal from committing the crime again. Punishment may now and again be lined up with recovery which tends to issues with crime (Robinson, 2008).

Countries implement the risk of criminal punishment by creating laws that administer the general public while giving the jurisdiction a chance to contain shifting discipline. However, punishment might be serious than planned or needed. Therefore, it is critical to think about how different countries explore around crime and punishment. Crime and punishment are different for England and Pakistan in different ways.

A Comparative Study of England and Pakistan

While England is arranged in the United Kingdom, it lays under the guidelines of its authorities. Each country including England has their courts and policy system divided into three sections, which incorporate Scotland, Northern Ireland, and the judicial system of England and Wales. The responsibility for a crime committed within the lands of England are divided to the Home office, the government department that pressures on the prevention and reduction of crime ; and to the Ministry of Justice that is in charge of the justice system in the UK including jails and courts. The most defenseless area in England for crime and punishment is Cleveland. Then again, crime and bad behaviours in Pakistan are exhibited in different forms. The common crime includes money laundering, drug trafficking, and blackmailing (Cilluffo, 2000). Some others may incorporate support in the black market, political violence, snatching, and terrorism. The country houses has different other terrorist organisations that challenge the region.

Crime and Punishment in Pakistan

There has been a quick rise in criminal activities in Pakistan that have prompted the financial aspects of crime. The idea of criminality in Pakistan is viewed as a making of distortion and discomfort in the very society that leads to instability and security issues for each community therein. Being a bad behaviour, crime is viewed as the attempt to get for nothing. In Pakistan, it is viewed as the commission of a demonstration that is prohibited by law. Crime might be found from the thought of the different parts of human science, criminology, geography, and demography. For example, unemployment is an issue that leads to wrongdoing in Pakistani regions. Many people who commit crime lead to barriers to the accomplishment of different aims. Criminals are probably going to rise when there are various rewards and when they are inclined to getting a charge out of regard in the network that they have a place. Crimes can be viewed as one negative externality that prompts incredible social and financial contribution on both the government and the citizens of a country like Pakistan. Different criminologists and economist states that the fact that there is a biased circulation of assets leads people adopting such uncontrollable activities. The Constitution of Pakistan of 1973 has different Islamic perspectives in the death penalty. Some non-Islamic data is included into the constitution regarding to crime and punishment. For example, the theft punishment is listed under Section 392 of Pakistan Penal Code-PPC while murder cases are included in section 302 of Pakistan Penal code.

Factors Leading to Crime in Pakistan

Either part of the world, either comprising of created or undeveloped nations are victims of injustice. Pakistan is a standout amongst the least developing country that is combined with violations as there is an great increase in reported crimes lately. In any case, the size of crimes has been increased by the factor of unemployment, an increased cost of living, the dividing gap between poor and rich people, the migration of people from less thick regions to populated places, as well as increased level or illiteracy. Moreover, the rates of crime can be identified with the informed and powerful people as they are for the most part on the run to generate wealth through illegal activities (Tyler and Fagan, 2008). Crime isn't described by groups of individuals or a community in the country. However, the many middle and high society people, just as the educated ones, are incredibly engaged with crimes. The official statistics of crimes in Pakistan demonstrate that inside and common criminal rates have been on the expansion paying little respect to the different policies and claims from their organizations. It might be considered as a disappointment or part of law enforcement agencies to have crime rates extremely high for a long time.

Types of Crime in Pakistan

The violations saw in Pakistan are of different categories including murder, thievery, burglary, robbery of cars, and harmless crimes. Different other crimes including bank frauds, tax avoidance, computer and credit card crimes, just as cell phones and online crimes characterise the region of Pakistan. Such crimes are viewed as collar crimes, which are committed by the people who have a place with the high social class in their occupations. The length of criminology can be dated back to history despite the fact that the research between crime and economics is restricted since there are methodical musings with respect to financial aspects concerning the impacts and involvement of crime in the economy. However, the increase in illegal activities has led to more economists thinking about the suggestions brought about by wrongdoing. The expanding rates of crimes in Pakistan have been an issue of thought for many scholars, policymakers, just as social masterminds.

The Relationship Between Crime and Unemployment Rates in the Long Run and in the Short-run

There has been an inactivity of crimes each day of the year. The essential goal is the consistent elimination of social activities and killings to society. There is a positive co-development between crimes and rates of unemployment either over the long run or in the short-run. The impacts of unemployment on property and violent crimes are fluctuated extensively. Property crimes will in general be a lot more grounded in the region. While referring to property violations, these could mean appropriating from shops, vehicles, bicycle thefts, and other related types of thefts. It is very conceivable that unemployment impacts are not quite the same as different violations. For example, it might be easier to commit crime for the people with high profile jobs, which is an implication that rates of unemployment could be in a negative co-development with specific crimes. Increase in unemployment chances can lead to the implication of lesser individuals in the development and lower money supplies. The lack of sufficient circulation money, just as the limited employment opportunities, will in general influence rates of unemployment, leading to more crimes directly. In Pakistan specifically, contribution in crimes is supported by the lack of panic of punishment. Different results of crimes include solid and negative co-development among crime rate and literacy both in the short and long runs. There has been more salary which implies better advantages for crimes and increasing in criminals. The princely territories in Pakistan are the most attractive areas for criminals because of the available opportunities for them. While unemployment is a leading cause of crime, it may not still be the main proportion of the circumstance of a labour market. A labour market can be viewed just like a circumstance where effects of crimes are estimated which involve the wage levels when unemployment condition is included.

Financial components can be recognized for their reasons for crimes in Pakistan. Furthermore, the concern or policies to keep crime rates at a slower pace and the prioritization of different laws for improving the viability of the economic condition of the country lead to increased crime rates. In the effort to reduce crime rates, the government should improve better business opportunities in different regions, which may lead to a reduction of unemployed people from the region. Besides, the expert of Pakistan should moderate neediness by dynamic investment in projects and undertakings just as offering the general population with different chances to develop their skills. The government should put its emphasis on the security sector, which should contain the police and law regulating authorities through the upgrade of incentives, profits, and allowance to relieve issues with bribery and let the people do their duties effectively and sincerely. The different laws and policies governing crime and punishment should be exacting and execution should be implemented. In the advancement of training, more mindfulness can likewise be made among the people, who may see the level of crime and punishment reduce in the region.

Pakistan is a country that does not thrive in terms of economics, cultural, social, technological, environmental, spiritual, and moral dimensions. It is consequently that wrongdoing rates in Pakistan have turned out to be progressively sorted out and different offenders know about the ground-breaking elites. The government has tried to control punishment and crime rates in Pakistan, however the corrupt authorities, poor implementation of policies and increased terrorist attacks have upset crime decrease rates. The lack of justice, just as impact on the ground-breaking legal executive, has likewise empowered crime in Pakistan.

Crime and Punishment in England

The criminal justice system can well be described principal however be hard to describe in practice. For England, it has been very hard to take note the numbers of offenders and the definite periods that the offenders serve in jail. The numbers in a national criminal justice system have been hard to decide since there are huge number of offenders and crimes included and the country is a diversified one. Every wrongdoer in England can be followed through different stages in a criminal justice system through unique magic numbers. William Blackstone of England added to making the Commentaries on the Laws of England which was coordinated into the laws of the provinces in regards to crime and punishment. The government was associated with new roles, for example, the Welfare State since 1906 that gave security and wellbeing to residents. The laws made added to the changing of attitudes including banning race separation and sex.

Types of Crime in England

Property theft, for example, vehicle burglary and shoplifting in England just as assault and manslaughter are progressively pervasive contrasted with Pakistan. The crimes related to rape, manslaughter, theft, and attack have led to a condition of upsetting the nation. The chances of finding an offender as being liable in court or one being sentenced to custody is on a decrease in England for crimes and punishments in regards to robbery and vehicle theft.

The Relationship Between Crime and Unemployment Rates in the Long Run and in the Short-run

Many Different individual crimes in England and different other countries, for example, Wales don't include delayed reflections. The circumstances that lead to violent and criminal activities are named to be past decision, and the substitute activities are known to exist for different debates with respect to settlement. In spite of the connection between crime rates and unemployment in Pakistan, the relationship in England is with the end goal that there is a negative relationship among authorization and rates of offense. The authorities have had little to act upon in isolating the general systems in the region. Rates of detainment can be utilized as proportions of discouragement in England and somewhat, can be identified with crimes dependent on weakening. The people who keep on committing crimes are detained in England, however that can't be viewed as a proportion of the decrease in crime rates, like Pakistan. The debilitating impact of detainment in England is reliant on the versatility of criminals, which for the most part involve their responsive capacity to the return crimes.

Britain includes numerous people who are unable to work because of their illiteracy skills, which might be either temporary or permanently. It is hence that they are for the most part dismissed by recruiting department of different organisations in the country. Accordingly, there is additionally the failure of the industrialist creation mode to produce more work and wealth for the region. The strain leads to a legitimacy crisis combined with lawbreakers. These issue population for the most part will in general separate themselves from the agreed to be under the standard of law. In this way, they are viewed as being potential criminals for the regions, prompting dangers to social law, control, and order.

The numerous problem populations England has must be smothered or checked for them to safeguard a social authority. The criminal justice system is versatile and can expand into the zones that were not under jurisdiction. The system is increasingly arranged contrasted with that of Pakistan regarding parachuting forces into the extended territories. The criminal justice system is, in this way, capacitive of increasing rates of fear and prosecution in the region, and be eager to blind the disregards for policies. The capacity of the system is a first-line protection that is accessible to the powerful in England.

There is additionally an ability to understand the connection between unemployment and detainment in manners, for example, buying in to trick accounts where there might be fracture and dispiriting by the amazing. Increment in unemployment is viewed as an impression of the pervasive economic crisis and can be joined by increments in the seriousness of national compulsion, which includes the rate of imprisonment close by the length of remains in jail. However, the incorporation of imprisonment isn't viewed as an assurance to react to any ascents in crimes yet only an inspired reaction to the risk of crimes that is displayed by the potential criminals in the number of inhabitants in the underestimated people. Despite the fact that saw in an unexpected way, it can't be denied that there is a plausibility of expanding crimes rates because of rates of joblessness. The rates of joblessness can be seen to affect the rate of imprisonment and the seriousness of punishment.

The conventional, sociological and philosophical impression of criminals is invalid in England and Wales. Numerous criminals don't include themselves in unruly behaviour since they are sick or deviant. In any case, they vary by the way that they are settling on decisions that are fairly not quite the same as that of the major population. A good theory of criminal conduct is what can abstain from numerous other theories just as mental deficiencies. In any case, a few abnormalities may wind up infamous.

The present economic theory in England is what depends on the suspicion that different natives may play out their picked represents the expansion of their utilities gave they have the likelihood of contributing time and assets to them. In criminal justice, crime can be seen as a venture as it is a business-arranged economic activity that is performed for financial biases. The majority of the people in England are not considered as criminals but rather are they who move all through illegal activities concerning their difference in circumstances. A potential criminal may think about different approaches to perform crimes to have better lifestyle. England for the most part, hence, thinks about the time and asset limitations while assessing for crime and punishment. The way that England follows an economic theory as an expansion to proposing balanced conduct gives them a chance criminal activity evaluation. The total capability of approach authorization assets request can, along these lines, be viewed as the capacity of crime rate contrasted with the single relationship with unemployment in Pakistan.

Crime Justification in England and Pakistan

Justification of the capital punishment has been a noticeable element even in England with its execution talks. These justifications are given by pastors, who put together their choices with respect to sacred writings. In spite of Pakistani devotees who don't base their religious ethics with God, England has constantly considered its type of criminal justice similar to a moral, moral one that liaises with the laws given by God. Be that as it may, however, the supports in Pakistani are intense as the country can't be seen thinking about the arrival of offenders yet the death penalty. One can't discover clear pictures that rise up out of authentic writing of patterns in nature and the prevalence of crimes both in England and Pakistan as the nations have distinctive criminal justice system. The degree of the capital punishment from differing offenses did not co-stretch out with the vases where capital punishment was perpetrated. Current criminology and the present criminal justice system in the both countries can be found as comprising liberal elitism. The criminal conduct of the disparate population in the both countries can be developed as governed by similar however Special Forces.

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Conclusion

As analyzed in this essay, crime and punishment have been apparent in the most criminal justice system including Pakistan and England. These nations have had different stages of punishment to reduce crime. The both countries have had increases in criminal activities but have had notable differences in the underlying factors that have led to immoral acts. The principle issue with Pakistan is Unemployment, a condition that incurs and increase crime. Different financial factors, for example, education are also contributors to crime in Pakistan. Being a country that does not thrive well compared with England in terms of economics, cultural, social, technological, and environmental factors. Anyway such cases are minimal for England. The main trouble with England is the qualification of the Criminal Justice system due to the enormous numbers of offenders and crimes included. Property theft is the top crime revealed for England with different discipline identified with debilitation. While Pakistan manages Unemployment, England manages an authorization as the factor towards Crime and punishment. Besides, the social, technological, and philosophical components obvious in Pakistan are invalid for England as the decisions for crime commitment is identified with the lack of interest with the main population. England takes into consideration for justification of crime, a factor that makes qualification of crime rates troublesome.

It depends on the perspective of a person how they see drones and remote control cars. People were already crazy over RC cars but since drones came along, the attention is divided between the two. If we look at it simply then these two are completely different from each other but at some point people consider one over another.

Drones are designed beautifully with an amazing amount of things that can be done with it. On the other hand, remote control cars have the amazing variety of designs and colors along with the powerful stunts that can be performed with it.

In my point of view, both are different and amazing in their own way and there is no need to put one over another. Let’s have a look at what they can do and then decide for yourself which one you would prefer.

Drones

The most captivating thing about a drone is that it cannot only fly but can also do interesting things up there. Being able to feel like traveling up in the air but still standing on earth with just a remote in your hand, that’s the magic of a drone camera. From difficult tasks to fun and enjoyment, drone covers it all.

With advances in control technology, most drones can be operated by users with relatively minimal experience.

A drone with a GPS and an autopilot system can fly a programmed route that can take the best aerial photos and videos.

Drones have also proven to be particularly valuable when it comes to emergency services.

Hook up a string of LED lights to several drones then there is no need to blow your money on fireworks.

RC Cars on the other hand, are mesmerizing in their own way. If the attractive designs that capture a person’s eye with just one look are not enough, then look at the way they move and run with their amazing speed and drifting power. From kids to adults, they can easily catch every person’s attention.

The stunts you can perform with RC cars, from flips to drifting are mind blowing.

You can also mount a small camera on your car to get a better view of the action.

They come with an amazing battery life that can keep the car going for a good amount of time.

Nitro cars are the best RC Cars for intermediate and advance users, and electric cars are more beginners friendly.

Recommendations

You can challenge your friends for an exciting RC car or a drone racing competition. It’s always been an amazing sport for RC cars, not only for kids but also for the adults who enjoy it with amazing advanced cars. Drone racing is also becoming popular as there are many racing drones built for this purpose. You can also try to race a drone with a remote control car, but I don’t think that it would be possibly fair because one thing would be on the ground while the other would be flying in the air. Let’s just stick to the separate competitions, here are some amazing options to look into if you are deciding to have a racing competition.

Rise Vusion 250 Racing Drone is impressively equipped with instant FPV to create the ultimate flying experience.

Walkera F210 Professional Racer Drone has the latest F3 flight systems and you can also get integrated night vision as well.

Arris X-Speed 250 with the best drone camera angle which is easy to adjust the flight parameters I no time, it also has a vibration dampening plate that makes the videos better as well.

RedCat Racing EPX Drift Car comes with an excellent design and sturdy built, the motor is good enough for some turns and twists.

Traxxas XO-1 is capable of reaching speeds over 100mph, if you are looking for speed out of the box, this is it.

Losi Desert Buggy XL is for the off-road exploring with all the basic needs for racing and climbing in the great outdoors.

Both the RC Cars and Drones are amazing inventions. If you can have fun with them, it doesn’t mean that you can treat them like a toy. You need to be more careful if you are investing your money in the best products. You need to be careful using them. If you are a beginner, I recommend you to not jump directly on the advanced and expensive products. Whether it is a remote control car or a drone, you can end up destroying or losing it. Learn how to properly use them and then enjoy as much as you want.

The Iliad became adapted into a film during 2004 called Troy, in which the story was both dramatically and subtly changed in its adaptation. A major difference in the film was that there were no intervening or actions of the gods whatsoever, whereas in the book, the gods were constantly playing an active role, ultimately effecting the outcome of the story. Further major changes included Achilles being just a human man, the combination of Briseis and Chriseis into one person, and the portrayal of emotions and imagery of certain characters throughout the film that subtly change the film with great impacts. One may think that these changes were awful and of poor taste however, it gives insight on what life would have been for the given characters without the gods, and the characters in a different light that in Homer’s story, whether it was a negative or positive one.

In the Iliad, Homer portrayed Achilles as both an angry and merciless, yet an emotional compassionate character with both god-like and humanistic traits that fed into his essential being: a demigod. Because of the lack of gods in the film, Achilles was never shown crying to his mother in the sea for his ‘prize’ back, therefore leaving the audience with a lack of empathy and resonation with Achilles. In turn, the deletion of this scene and aspect of gods showed Achilles in a darker light, as a warrior with lack of sympathy or emotions, possibly even a ruthless killer as Briseis saw him in the beginning of the film. On the topic of the involvement of the gods, the following events unfolded in the same results but in a different manner than originally written. In book XXIII of the Iliad, where Hector and Achilles battled, Achilles becomes a giant chasing after Hector, who was under the impression that Paris was by his side to help him defeat Achilles. The gods played a crucial role in determining the outcomes of situations such as Athena handing Achilles back his arrow when he had missed hitting Hector with it. Furthermore, without the involvement of Athena, Hector knew he was on his own the entire time, never misguided in the battle which would have resulted in giving Achilles the upper hand during battle. On the other hand, this could be seen as a good change considering that the help of the gods that favoured Achilles, was technically ‘cheating’ when they would help him in his battles. Additionally, with the lack of gods in the film, the plague and sickness was a very real thing and unexplained science instead of the priests and priestesses of Apollo praying to Apollo to cause an epidemic. Lastly, without the involvement of the gods, there are no comparisons to be drawn between humans and gods to see the outstanding similarities in the both, and for the audience to notice that the gods were just as petty and childish as the humans they played with. This is an extremely important change in that it gave the audience a loss of insight and characters a loss of guidance and protection.

Without the validation of the existence or involvement of the gods, there left doubt, little faith, and no fear for the gods in Troy the film. This is displayed when Achilles belittles Briseis for her beliefs in that he did not care for them, nor did he fear them. In the kidnapping, harm, and attempted sexual assault of Briseis, she attempts to kill Achilles his sleep. In this Hollywood adaptation where a love story must always be involved, Briseis and Achilles fall for one another, even though he killed everyone she ever loved and knew, choked her, threw her, and continues to be a monstrous murderer in her eyes. Nonetheless, with the integration of Briseis and Chriseis as one person, and love story involved, this grants Briseis overall protection under Achilles, and shows a softer side to him. While they are speaking in a tent, Achilles confides in a “secret” to Briseis “The gods envy us. They envy us because we’re mortal, because any moment may be our last. Everything is more beautiful because we’re doomed. You will never be lovelier than you are now. We will never be here again.” As a result, Briseis views Achilles a more than just a killer, and more insightful than she may have thought. As they fall in love, the storyline has no kidnapped Chriseis to worry about. Furthermore, because Achilles killed her father, she has no one to be returned to other than Priam. This both makes the movie’s storyline simpler and love story more “flexible” in a sense.

Both Achilles and Hector are important characters that were shown in different perspectives than they were in the Iliad. In the Iliad, Hector was seen as cold and not as caring for his family meanwhile in the film adaptation, Hector was seen playing with his child and protecting his wife by showing her an escape passage if he were to die. Scenes and moments like these are not implemented within The Iliad, giving Hector less of a relatable and kinder image. While Achilles is still full of wrath, prideful, and extremely concerned about his legacy, he was not shown with the expression of emotions too often. As aforementioned with the lack of gods which included his mother Thetis, Achilles is not shown crying out to the sea for her, nor does he calm his temper from the help of Aphrodite when she comes from the heavens to tell him that he must be wise and work in the favour of the gods that protect him. As a result, Achilles in Troy was displayed as hot-headed, enraged, and merciless, especially after the death of his cousin Patroclus. What this turns into is a major shift of empathy when watching the film as opposed to reading the book. The Hector in the film is more relatable and the audience would be more likely to root for him rather than Achilles, who may be seen more as a ruthless brute with no care in the world for anything unless it is for his personal gain. Furthermore, even with this detrimental shift of the opinions of the audience, this also shifts into which side the audience would side with, regardless that the film and book were centred on Achilles.

The 2004 film Troy offered an immensely different perspective about the Wrath of Achilles that the original book The Iliad did. These changes by the director were extremely important in that they showed characters in a different, and potentially new light than the Iliad did, including how the gods were viewed. The changes in emotions, scenes, relations, motives, and events all changed how the audience reacted and felt towards the entire work with shifts both small and huge.

Literature Review

A theory that supports the theoretical foundation of this study is systems theory. Systems theory can be applied to any system that exists in nature, technology, or, or human domains (Boulding, 1991). Systems theory involves systems thinking, which means concentrating on the whole rather than the individual parts (Mele, Pels, & Polese, 2010). The individual parts are important in that their interactions create the essence of the whole, as they are rationally connected to each other (Mele et al., 2010). The individual parts share a purpose that requires understanding the coherency of the inputs and outputs emerging from the whole, rather than simply focusing on the sum of the parts. The focus of systems theory is on the interactions of the parts (Mele et al., 2010).

Systems theory can be described as a systematic approach to categorizing anything. It’s founder, Ludwig van Bertalanffy (Hammond, 2003) proposed that the concept was a universal practice that allows components of any and no particular system to interact with each other. Though this concept was published in 1934, it is a concept that is still applied among all disciplines of academia today. Even outside common academic fields, systems theory is used in even the most seemingly trivial areas of life. Systems theories will not always operate according to the same structure, but the concept itself is applied to essentially anything that uses a system to function.

“General systems theory has been proposed as a basis for the unification of science.” (Kast & Rozenzweig, 1972) Bertalanffy was a biologist himself. While systems theory may have originated from a scientific foundation, it is one which can be universally applied to just about any aspect of life that calls for some form of orderly structure to sustain itself. (Boulding, 2003) This can be applied to everyday situations such as business management, city planning, or academic institutions. Naturally, we will be using this concept to establish the most ideal elements in effectively planning ideal curriculums for the latter.

The purpose of action research is to improve or refine a process (Brydon-Miller, et. al, 2003). One of the main advantages of action research is that it is always relevant to the situation of the participants. (Sagor, 2000) Ever since Kurt Lewin founded the concept of Action Research, it is a term that has found its way into a multitude of applications. Ultimately, the principle behind action research is to promote constant change and development for the sake of improving upon something. (Dickens & Watkins, 1999) Action research is often used in the field of education because it promotes teamwork among educators through sharing of new ideas (Scott-Ladd & Chan, 2008). Action research involves the same seven steps, regardless of the situation or setting (Scott-Ladd & Chan, 2008). The seven steps are: (a) selecting the focus of the study, (b) clarifying existing theories about the topic, (c) identifying relevant research questions, data collection, data analysis, reporting the results of the study, and then transforming the research into informed action (Sagor, 2000).

Action research serves three major purposes. The first purpose of action research is to build a reflective practice. (McNiff, 2016, p. 3) The second purpose of action research is to achieve progress (Scott-Ladd & Chan, 2008). The third purpose of action research is to build professional culture within the organization (Scott-ladd & Chan, 2008).

One of the key components of successful action research is having team members agree on the type of research needed and the outcomes that needs to be achieved. (McNiff, 2016, p. 34) To do this, the faculty must agree on a single research topic (McNiff, 2016, p. 34).

One purpose of action research was to help professional teachers become even more professional in their classroom delivery (Chan-Ladd, 2008). Action research also helped to revitalize and motivate teachers who were getting burned out over their lack of student progress (Sagor, 2000). Schools must meet the needs of an increasingly diverse student population (McNiff, 2016, p. 3). Diversity can present challenges for meeting the requirements of standardized testing (Cassell, 2006).

One of the main motivations for teachers is that they want to know they are making a difference in the lives of their students. Negative pressures can often cause teachers to become exhausted and lose motivation (Sagor, 2000). Action research that leads to meaningful data is the best road to success in a school system that is standards based (Sagor, 2000). The results of this study could be a significant contribution to the teaching profession.

This section examines the ways that action research and systems theories can be applied to this study. We will cover the applied literature and analyze ways in which educators can collaborate with their faculty leaders to improve the structure of their curriculum for their students. We will be discussing the significant pros and cons between departmentalized and self-contained classrooms,

Elementary education has a long history of self-contained classrooms in US education. The contemporary self-contained classroom consists of one instructor, teaching up to X number of children, who teaches every required content area. This setting remains common for students with special needs, students in alternative schools, and at the elementary level in the general school setting (Lane & Wehby, 2005). On rare occasions, elementary-aged students were identified as gifted attend self-contained classes (Hayden, 2007). The advantages of the self-contained setting are that the teacher has more opportunities to learn the strengths, weaknesses, and individual learning styles of the students (Ackerlund, 1959). There is more flexibility in the schedule, and a better chance for integration of the different content areas (Lane & Wehby, 2005). In addition, students have more actual learning time in the classroom because they are not losing time moving to another setting (McGrath & Rust, 2002).

Researchers have described the effects of departmentalization and self-contained classrooms. Early research focused mainly on finding ways in which students could be distributed amongst peers of their own learning abilities, interests and intellect. As the 20th century progressed, curriculums expanded to many different subjects and learning styles, which created many different optimal curriculums for students on all spectrums of the learning curve, specific classes catered to individual core subjects, and specialized classes for children who do not fit into a mainstream curriculum (Gray, 2008). Researchers moved on to determine that while the majority of students are on the average end of the learning curve, and can thus adapt to a standard curriculum with little or no difficulty, some students have special needs that can be better addressed on a personal level. (Lane & Wehbly, 2005).

The researchers concluded self-contained settings were better for gifted students because the students can learn without fear of social implications and because they were not singled out as separate from their peers.

Chan and Jarman (2004) pointed out several qualities of departmentalization. for instance, the ways in which it helps students assimilate to middle school formats, creates grade-level instructional teams, and promotes teacher retention. Departmentalization is positively related to teacher retention, which was shown to have significant positive impacts on student achievement (Barmby, 2006; Vanderhaar, Mu, & Rodosky, 2006). The idea of departmentalization began with John Dewey, teacher and philosopher, who believed in the need to educate the whole child and to encourage a free flow of ideas based on students’ individualized interests (Stuckart and Glanz, 2010). Dewey (1938) identified three important goals of educating the whole child through the curriculum including the development of intelligence, the acquisition of socially useful skills, and the healthy growth of the individual. Dewey also stressed the importance of teaching the whole child by paying close attention to the personal experiences of the learner when constructing lessons and addressing problems in society through the lesson. This is the opposite of the philosophy that exists today regarding standardized testing and the standardization of the curriculum.

McGrath and Rust (2002) addressed different aspects of meeting the social and emotional needs of elementary students and the academic achievement level of those students. The researchers examined the relationship between elementary school classroom organizational structures and standardized achievement scores, transition time between classes, and instructional time. The study included 103 fifth grade participants and 94 sixth grade participants from two schools in one school district in rural Tennessee. The students from school A attended departmentalized classrooms; whereas, the students from school B attended self-contained classrooms. The socioeconomic levels from each school were similar with approximately 27% of the students at each school receiving free or reduced lunch. Student scores from the Tennessee Comprehensive Assessment Program (TCAP), measuring the achievement of basic skills in reading, spelling, language, mathematics, study skills, science, and social studies, served as the dependent variable for the study. McGrath recorded both transition and instructional time for two full days through direct observation. Results indicated students in self-contained classrooms gained significantly more than those in departmentalized classes when considering the total battery, language arts, and science portions of the test with no differences found in reading, mathematics, and social studies. The average transition time of 3.27 minutes in self-contained classrooms was significant compared to the departmentalized classrooms with an average transition time of 4.55 minutes. Despite these differences in transition time, there was no significant difference in actual instructional time with departmentalized classes averaging 48 minutes of instruction per hour while self-contained classrooms averaged 46 minutes of instruction per hour. Interestingly, anecdotal observations also revealed that self-contained classrooms offered instruction in additional academic areas not addressed in the departmentalized classroom including computer usage, creative writing, and journal writing. This finding was congruent with the findings from other studies supporting the notion that departmentalization and scheduled times to switch classes should not be used in elementary schools because it limits what teachers can offer their students instructionally (Dunn, 1952; Harris, 1996; McGrath and Rust, 2002).

McPartland (1987) used data from a sample of 433 schools in the PEQA to examine the quality of the subject matter along with teacher/student relationships with the goal of discovering the effects of departmentalization. He hypothesized that departmentalization would produce higher quality instruction and teacher based knowledge in the singular subject area they were learning. McPartland based his hypothesis on the belief that departmentalized instruction allowed teachers to specialize while self-contained classrooms allowed teachers to meet the needs of the whole child. McParland stated positive results from developing the whole student. The students in the study completed achievement tests in reading, writing, mathematics, social studies, science, analytical thinking, and answered 14 survey questions about their perceptions of the school. The results from the study indicated more positive teacher/student relationships in self-contained classrooms as opposed to departmentalization. By contrast, results indicated that departmentalization improved the quality of instruction by having teachers specialize in the subject matter. McPartland concluded that schools could use departmentalization if the homeroom teacher assumes responsibility for the needs of the whole child in their homeroom class, or the school would need to assign the student to a staff member as a mentor. McPartland’s research is pertinent to this study because the results revealed the strengths and weaknesses of both classroom organizational structures.

Departmentalization allows teachers to be experts in their field, which prevents teachers from having teachers teach subjects where they do not feel comfortable and competent. Chan, and Jarman (2004) found that teachers in self-contained classrooms are forced to teach subjects they do not enjoy nor feel comfortable teaching. “Teachers need not be Jacks of all trades but can be masters of their fields,” (Chan and Jarman, 2004, p. 70). Baker (2011) conducted a qualitative study that explored the decision-making process where the choice to departmentalize the 9th grade in a school that had recently been established in a small, rural Pennsylvania district. She discovered that the institution exerts a significant influence on the decision-making process, and she observed the benefits and limitations to departmentalization firsthand (Baker, 2011). This led her to conclude that semi-departmentalization may effectively reduce the limitations typically associated with departmentalization by balancing a student-centered approach with content specificity (Baker, 2011).

Yearwood (2011), examined whether fifth grade students receiving instruction from a departmentalized classroom structure attained higher testing t-scores on the reading and mathematics section of state assessments in comparison to fifth grade students who were placed in self-contained classroom settings during the same school year. Yearwood used a convenience sample of about 2,152 fifth grade students attending public school in a rural county in Georgia. In 14 schools, the individual Criterion-Referenced Competency Tests (CRCT) mean scores were obtained and analyzed regarding skills in alignment with state performance tests in reading and mathematics, the two benchmark content areas assessed for Adequate Yearly Progress (AYP) in Georgia. The author used archival student achievement scores from the 2010 Georgia CRCT in reading and mathematics section of the CRCT. Yearwood reported that in both reading and mathematics, the students placed in departmentalized classroom settings outperformed the fifth-grade students attending self-contained classroom structures. This finding contradicted previous researchers who found no statistically significant difference in student achievement between the classroom structures. Yearwood found a statistically significant difference in fifth graders’ mathematics achievement scores based on their placement into departmentalized settings.

Another researcher examined attitudes and achievement for students transitioning into middle school from either departmentalized or self-contained classroom organizations. Disseler used 700 randomly selected sixth grade students from a rural area of North Carolina using the end-of Grade Math and Reading Assessment (GMRA) used in the district to measure student achievement. Using multivariate analysis, Pillai’s Trace and Post hoc analyses, Disseler found no significant interaction between the organizational structures found at the elementary level regarding transition concerns, gender, or achievement.

Department, which was given to all sixth graders in early October of the 2009-2010 school years. The survey was optional. Students were asked to list the name of the school they attended in fifth grade. Disseler (2010) also had teachers complete surveys in which they were asked to predict end-of-grade assessment regarding how well the students would score on the test following the year of instruction in their specific classroom organization of departmentalization or traditional self-contained. After the assessment was completed, the scores were compiled and analyzed. The scores were analyzed from the viewpoint of how well students did on the fifth-grade assessment in comparison to how well the teachers were able to accurately predict their scores.

The passage of Public Law 94-142, The Education of All Handicapped

Children's Act, create a significant transformation in the education of students with

disabilities (GA DOE, 2010). It introduced the concept of the Least Restrictive Environment (LRE) to guarantee students with disabilities the right to be educated, to the degree possible, among the general student population (Cawley, Hayden, Cade, and Baker-Kroczynski, 2002). Public Law 105-17, the Individuals with Disabilities Education Act (IDEA), was an

Amendment that supports the LRE mandate and stipulates that SWDs have access to and make advancements in the general education (GE) curriculum to the best of their abilities (Cawley, et al., 2002). The NCLB Legislative Act of 2001, ensured that every child, regardless of disabilities, met the required proficient level of academic achievement by the 2013-201 (GA DOE, 2010). Accountability reform had proven benefit to students with disabilities as school systems had been required to increase the instruction and provide the opportunity for children with special needs to learn the same curriculum as other students (Nagle, Yunker, and Malmgren, 2006).

For the current research study the problem was that there is the lack of research on the academic success of students in terms of the type and organization of the classroom instructional setting at the research site. Few students at the research site had the opportunity to explore the benefits or differences between receiving instruction in self-contained classrooms as compared to the departmentalization model of instructions. The goal from this research was to increase student achievement. In this very important time period of test scores and school grades, it is imperative that individual schools find the best methods of instruction in order to ensure the success of their students.

Culyer et al. (2002) conducted a research study similar to the current study. The study investigated the relationship between elementary school classroom organizational structure (i.e., self-contained versus departmental formats) and standardized achievement scores. It also examined transition time between classes, and its effect on instruction time. Participants in Culyer’s (1992) study included 103 fifth-grade and 94 sixth-grade students from one school district. Based on previous findings, students from self-contained classes were predicted to achieve significantly higher than comparable students from departmentalized classes, take substantially less time to change classes, and spend more time in instruction. Results from Culyer’s (1992) study indicated that the self-contained group gained substantially more points on Total Battery, Language, and Science subtests when compared to the departmentalized classroom group. Students in departmentalized classes took significantly longer to transition from subject to subject than did the self-contained class students. No differences were found in terms of instructional time. Findings were consistent for both fifth and sixth grade students.

Each Public Florida school receives a School Grade at the end of each school year. The school grade is determined based upon student achievement results on the state assessment (FCAT). Schools can receive a Grade in the range of A-F. School grades also determine school funding as well as other important aspects of program planning for the upcoming school year. Based on the achievement data for Elementary X, the current research site, there has been a substantial reduction in the school grade, as indicated by the Florida Department of Education, since there has been a shift to the departmentalized setting. Using data from prior school years when the school was self-contained, there is substantial data to suggest this may be the best method for increasing achievement levels at Elementary X (Florida Department of Education, 2015).

When looking at the departmentalized approach, each classroom teacher is responsible for instructing the students on an individual subject or a few groups of subjects. In this type of instruction, the teacher is working in their area of expertise while the students transition to other teachers. The departmentalized model can guarantee additional instructional time for hands on teaching and provide greater resources for each class of students (Gess-Newsome, 1999).

Gough (1982) states, “Specialization also releases teachers from the isolation of the self-contained classroom, where no other adult is available to provide insights into social interactions and instructional problems” (p. 41). A possible rationale for departmentalized classrooms is cost reduction due to less teachers needing prep work. Departmentalized classrooms in the upper elementary grades were scheduled similarly to middle school, having one teacher responsible for conveying subject content to several students (Slavin, 2007).

The self-contained model of classroom organization consists of students assigned to one teacher who is responsible for covering all content areas during the school day. In the

traditional, self-contained classroom, a teacher was responsible for instructing all content areas of the curriculum each day (McGrath and Rust, 2002). This organizational structure enabled teacher and student a better opportunity to become acquainted, while allowing the teacher to understand the strengths and weaknesses of each individual student. They were able to understand how to help them with their individual learning needs (McGrath and Rust, 2002). It is important to note that in a self-contained classroom there is less time for collaborative planning due to time constraints. When looking at time constraints many questions have been brought up about the amount of teaching taking place for additional subjects (science/ social studies), since they are not a tested subject, (Abell et al, 2010). Self-contained classroom organizations consistently achieve considerably more instructional time than similar students from a departmentalized structure because of the decreased amount of transitional time between classes (McGrath & Rust, 2002).

The structural organization of the elementary classrooms has been an area of intense research interest. Specifically, at question was whether the departmentalized model of instruction created a classroom environment that better suited development of better student critical thinking skills (Cianciolo, Flory, & Atwell, 2006). Researchers described two models to describe and determine the affect academic achievement had on student performance, and those two models were the Adequate Yearly Progress and the Criterion-Referenced Competency Tests. Researchers have continued to insist upon the importance of utilizing teacher specialists in elementary schools as part of the NCLB (2002) reform (Century, Rudnick, & Freeman, 2008). Other models have been identified, such as the self-contained model, where one teacher is responsible for teaching all content areas in a self-contained room with the same group of students throughout the school day (Levy et al., 2008; Yearwood, 2011). Several teachers in the self-contained classrooms felt that they did not receive sufficient support, and they felt where were not properly trained to perform at an adequate level to use inquiry-based curriculum materials (Levy et al., 2008).

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The review of related literature demonstrated that there is not a clear connection between classroom instructional organization, departmentalization and self-contained structural settings. With the various variables, it is still undetermined as to which classroom structure is dominate for improving student achievement levels. According to Slavin (1987), “Given a relatively fixed set of resources, every innovation in classroom organization solves some problems but also crates new problems which must themselves be solved” (p. 93). Other research has shown that there was no significant difference on the organizational setting and how it relates to student achievement (Disseler, 2010). The mixed results obtained from this review support the need for the current research study regarding the best teaching method for various types of students. This study will delve more into the ideal teaching methods for students of all intellectual and behavioral backgrounds, so that a common curriculum that is best suited for the vast majority of students can be feasible.

Introduction: Coming into a world where you are able to choose what you want to become can get very stressful once starting to become a teenager. As we age year by year we are to be put up with many things on our shoulders. Deciding on things that we can’t have other individuals decide for us may become very frustrating to us. As in Brave New World, the people in those societies are given and guaranteed a path for their life, starting when being young. As of a young age they are already being controlled, being put into incubators. Being in lifestyle that is controlled wouldn’t be the same as a life where you are able to choose what you want to pursue in. Thesis statement: Even though there maybe be a rough path into our lives it is always better to be different than the people around us. So this essay will analyze the lifestyle depicted in Brave New World by Aldous Huxley.

Background: Living in the life that I am living in today, has a huge variety compared to the way the people in Brave New World live. In our world we aren’t controlled on the way we need to live life and not to be programmed and resisted to do certain things. The story takes place in “Central London Hatchery and Conditioning Centre” in small short letters it says the motto “Community, Identity, Stability.” First when thinking of a hatchery you might think of animals in particular chickens however, it is humans. In the book of chapter One it states, “Bent over their instruments, three hundred Fertilizers were plunged as the Director of Hatcheries and Conditioning entered the room”. In the term Fertilizers is just another saying of humans, these humans are controlled since their births since given to the brief description of the humans being very young, pink and callow. Throughout the book they start to explain the types of societies in Brave New World; Alphas, Betas, Gammas Deltas, and Epsilons. Before being places in two the societies they would be predestine and condition into the society that well fit them. The Alphas or Epsilons were to be as “future sewage workers” or “future Directors of Hatcheries” while the Epsilon mind wasn’t mature at ten, their bodies were not fit to work till the age of eighteen. A connection that can be made to today’s world would be the decision of going to school. As we start going to school at a young age, we are programmed to go to school until we get our degrees in the careers that we want to pursue. We are told that if we don't chase the passion we will not be able to maintain a normal living life without a degree. The temptation to live in Brave New World comes into play with the decisions that we have to make as we get older. In Brave New World you are already set a path that will fit throughout the test you do to see into what society you get to be in.

Topic sentence: In Brave New World they choose what you are going to do rather than being set out alone and figuring things on your own. As said earlier if you are placed into the Alphas or Epsilons you would become a future sewage worker or a future Directors of Hatcheries. Living the life that the people live in Brave New World do not get judge as easily as we do in our era of our world. If someone is not the way they should be they tend to get judged about such as; people with acne, people with their weight problems, and the way they act for their age. Evidence & citing: In Brave New World, they do a process called the Bokanovsky’s Process which, “One egg, one embryo, one adult….. From eight to ninety-six buds, and every bud will grow into a perfectly formed embryo, and every embryo into a full-sized adult.” Commentary: Creating the same ninety-six identical twins allows everyone to be the exact same. With everyone being the same, there is less of judgements to one another because everyone is exactly the same and they all look the same because they’re twins.

Topic sentence: When living in an era that we are living in today, causes scare to the human body. No matter how healthy we try to eat or maintain our health we will always get sick because of the way the world is today. Even if being on a good diet or on strict healthy style, we still are able to get sick. With the production of foods and the way they are made causes a lot of illnesses to the human body. Living in Brave New World, they always seem to be healthy because of the experiments the scientists did to the people. In the book it states, 'That's because we don't allow them to be like that. We preserve them from diseases. We keep their internal secretions artificially balanced at a youthful equilibrium. We don't permit their magnesium-calcium ratio to fall below what it was at thirty. We give them transfusion of young blood. We keep their metabolism permanently stimulated”. Commentary: The people in Brave New World are much stronger and healthier than the people today because their bodies have been improved by scientists. Knowing that I will not get sick and not catch a serious disease such as; cancer, diabetes, and a stroke would make me feel much better about my future. When becoming old we tend to get a lot of pain such as back pain, there are even kids in their teenage years who experience back pain. Living in a world were diseases and illnesses are not to be known seems to be more of a positive aspect, knowing that you are going to live life longer.

In today's world temptations from being on technology for too long than rather being outside and enjoying yourself. In today’s world I feel like I have drawn myself into technology way too much. When going anywhere I am always using some sort of technology rather than enjoying my alone time. With the bigger advantage of technology I feel like I don’t really learn as much as I used to because of the progression of technology. Now if you don’t know anything you are able to search up however, before the improvement of technology we would have to figure it out in our own way. Evidence & citing: In the book it states, “Twenty children were grouped in a circle round a chrome steel tower. A ball thrown up so as to land on the platform at the top of the tower rolled down into the interior, fell on a rapidly revolving disk, was hurled through one or other of the numerous apertures pierced in the cylindrical casing, and had to be caught”. Commentary: In Brave New World they are able to have fun with anything around them, just as we did as we were kids. Since the improvement of technology I feel like I have limited my ways of creating fun, because the cellphone is such a huge distraction. Without technology others are able to interact with one and another face to face. In today’s world I am limited to the people that I can interact face to face without having a phone in site.

Topic sentence: In Brave New World, their emotions and identity are the same as everyone else in the different types of the societies. If they were all to be different the community wouldn’t be able to function. All the citizens lack of emotions, which they are told to be taken the drug soma. Evidence & citing: In the story it briefly describes how the people would feel when taking the drug soma, “Eyes shone, cheeks were flushed, the inner light of universal benevolence broke out on every face in happy, friendly smiles”. Commentary: In order for the characters to feel joy they are made to take the drug soma, immediately after the drug has left their immune system they go back to being normal, lack of emotions. Instead of having to have them take a drug to have sense of enjoyment, give them a hobby to have. For instance like playing a sport or going to the gym to have them get better of themselves. When going to the gym and seeing improvements and a slight change of the body, brings a sense of joy to all of us. Being able to achieve happiness on your own effort rather than having to take a drug would make it better to feel joyment. Evidence & citing: In the book it states, “No wonder these poor pre-moderns were mad and wicked and miserable. Their world didn’t allow them to take things easily, didn’t allow them to be sane, virtuous, happy”. Commentary: Not being able to feel emotions without taking the drug called soma must be a devastating life to live. No other feeling beats the feeling of happiness, it keeps people running throughout the days. With having no clue of emotions or feelings, we wouldn’t know how to care about things. We would be doing things that we primarily wouldn’t be doing if we didn’t have emotions.

Topic sentence: As we live in a house where we have our own rooms and bathrooms, Brave New World has it differently. In the book it states, “Home, home-a few small rooms, stiflingly over-inhabited by a man, by a periodically teeming woman, by a rabble of boys and girls of all ages. No air, no space; an understerilized prison; darkness, disease, and smells”. Commentary: In Brave New World they are made to sleeptight next to each other with no privacy at all. Seeing how people live their lives in the book makes you want to be grateful with the things you have in your life that they don’t have. Being able to have your own room and bathroom is something that everyone should take for granted, it is a serious matter. As shown in the book, these kids would sleep side by side having little to nothing room.

Topic sentence: The descriptions given in Brave New World seem like they have say at all, they’re limited to the things they are able to do. In our world we have all the freedom we want, being able to do anything that we perhaps choose to do. Throughout the story all the people seem to be exactly the same, all the societies that are listed. With the scientists finding out new ways for people to live longer makes it seem that no one is going to die from natural causes. The deaths that happen throughout the book seem to be people getting killed through the drug, soma. Evidence & citing: In Brave New World, everything is assigned to you since the day you were born. To stay in what society your were assigned with. It’s already planned and assigned to you what you are going to be doing for the rest of your life, there is no changes that can be made.

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Conclusion paragraph: To wrap it all up, Brave New World seems like a place that I wouldn’t want to be around for. Even though with the things happening to us in this era, I would gladly stay in the place where I am today. Not being controlled and choosing what I would want to be is a lot better than being told what to do and not being able to choose what society you are to be in.

References

1. Brunekreef, B., Miller, B. G., & Hurley, J. F. (2007). The brave new world of lives sacrificed and saved, deaths attributed and avoided. Epidemiology, 18(6), 785-788. (https://journals.lww.com/epidem/fulltext/2007/11000/the_brave_new_world_of_lives_sacrificed_and_saved,.21.aspx)
2. Woiak, J. (2007). Designing a brave new world: eugenics, politics, and fiction. The Public Historian, 29(3), 105-129. (https://online.ucpress.edu/tph/article/29/3/105/89976/Designing-a-Brave-New-World-Eugenics-Politics-and)
3. Stivers, R. (2010). Our brave new world today. Bulletin of science, technology & society, 30(4), 247-251. (https://journals.sagepub.com/doi/pdf/10.1177/0270467610373820)
4. Kass, L. R. (2000). Aldous Huxley Brave new world (1932). First Things: A Monthly Journal of Religion and Public Life, 51-51. (https://go.gale.com/ps/i.do?id=GALE%7CA60864210&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=10475141&p=AONE&sw=w&userGroupName=anon%7Ef22019a8)
5. Miller, D. D. (2011). " Brave New World" and the Threat of Technological Growth. Inquiries Journal, 3(04). (http://www.inquiriesjournal.com/articles/509/brave-new-world-and-the-threat-of-technological-growth)

Introduction

Should follow an “upside down” triangle format, meaning, the writer should start off broad and introduce the text and author or topic being discussed, and then get more specific to the thesis statement.

Background

Provides a foundational overview, outlining the historical context and introducing keyinformation that will be further explored in the essay, setting the stage for the argument to follow.

Thesis statement

Cornerstone of the essay, presenting the central argument that will be elaborated upon and supported with evidence and analysis throughout the rest of the paper.

Topic sentence

The topic sentence serves as the main point or focus of a paragraph in an essay, summarizing the key idea that will be discussed in that paragraph.

Evidence & citing

The body of each paragraph builds an argument in support of the topic sentence, citing information from sources as evidence.

Commentary

After each piece of evidence is provided, the author should explain HOW and WHY the evidence supports the claim.

Conclusion paragraph

Should follow a right side up triangle format, meaning, specifics should be mentioned first such as restating the thesis, and then get more broad aboutthe topic at hand. Lastly, leave the reader with something to think about and ponder once they are done reading.

Religious values are known as a crucial factor in the cultures of all countries. Traditions, monuments, duties are part of all religions. Hinduism and Buddhism have significant issues that are people curious about. Hinduism and Buddhism have a special role in the composition of the classical civilization of India. It is also interesting for people to get information about different values. To compare and contrast Hinduism and Buddhism in this essay, we will discuss similarities and differences of these religions.

Hinduism and Buddhism have a special role in the social life of people. Hinduism existed in the Indian continent before Buddhism, chronologically 2000 BCE. Although Hinduism does not have a certain founder, its followers are called Hindu. It is a nationally strong religion with a strong regional influence, which surrounds the Indian subcontinent from North India to the Indus.

Hindus call their religion “Sanatana Dharma” (eternal law), not Hinduism. Classical Hinduism covers the period from its appearance to the appearance of the Advaita movement. In this period, some religion beliefs started to exist like Jainism and Buddhism. When it comes to Buddhism, it is a religious system, which chronologically started to emerge in 6 BCE after Hinduism. It first appeared in North India. It is named by the influence of founder Buddha. The name of this character is not the Buddha. This name is used as an adjective in terms of meaning, for the person whose real name is ‘Siddharta Gautama Sakyamuni’ as ‘enlightened, awakened’. There are a lot of issues that are known as similarities between these two religion systems. Firstly, it is obvious that both of them have the origin of India. And they always have a significant impression on the lifestyle of the Indian population.

Both religions have the belief that one’s destiny is composed of one’s movements, thoughts, and states of consciousness. So, both religions have an understanding of karma. Both of them believe that a person is born until his evolution, like a theory of rebirth. But there are some diversities about this statement. Hinduism has an understanding of the transmigration of the soul. In Buddhism, there is no existence of unchanging belief in the soul that is completely separate from one’s self. Buddhists just call it simply like a rebirth. Both religions have the understanding of Nirvana, but there are differences in the perception. In Hinduism concept of Nirvana is identified as the concept of Moksha. In Buddhism, the concept of Nirvana is known as a theory that is very difficult to describe in words and very hard to understand without experience. Both religions indicate sacredness of all life and living things; they deserve respect, love. It is called a harmless principle (ahimsa). Moreover, we can say that meditation exists in both of them. And lastly, there is an existence of sculptures, statues and a high sense of symbolism in both religions.

There are differences that are discussable in Hinduism and Buddhism. This paragraph illustrates the differences and diversities of these two religions. As a first difference, it can be diversities in belief in god. Hinduism is a polytheistic religion. On the other hand, gods are defined as male and female, and they are human characteristics, birth, death, jealousy, and protection. they also contain emotions. So they have God’s anthropomorphic imagination. Respect-compassion ceremonies and rituals underlying the worship theory are successful in getting their Gods ‘ numbers. In Hinduism, powerful gods are assumed males, and they are assigned divine duties and actions, such as especially creating and destroying. Essentially, in Hinduism, there is a trinity of God called “Trimurti”. And each God has their own responsibility: Brahma as a creator, Vishnu as a preserver, and Shiva as a destroyer. On the issue of Buddhism, it has not been created as clearly and distinctly as the belief system of God in Hinduism, and the Buddha has not said much about it. Historically, although Buddha chose Hinduism doctrines as the focal point and inspiration of his teachings as the focal point of criticism and established doctrines against them, it does not mean entirely denying God’s imagination that the supreme beings are mortal and unnecessary. Secondly, we can compare the holy figures of these two religion systems.

The concept of anatta is one of the distinct differences between Buddhism and Hinduism. Hinduism claims that there is a human soul while Buddhism claims the opposite. Anatta means “non-self” or “substanceless.” In the Budhist religion, the term represents the concept that in humans, there is no concrete underlying surface that could be considered a soul. In short, there is no one essence that makes up a human spiritually. This doctrine states that humans are made up of five factors. These factors are also constantly changing. This is considered to be one of the seven beneficial perspectives of Buddhism.

In Hinduism religious culture, the holiness of the people, or the incarnation of the gods, their mission in history, and the compilation of sacred texts of a revelation within the framework of these missions have given them extraordinary qualifications and thus have become sacred figures. But Buddhism is a religious system within the religious framework that, as a result of individual efforts and not social salvation, focuses on liberating and finalizing human desires. There is, therefore, no sacred religious figure in Buddhism except for Buddha and his followers. We can also analyze varieties of principles of worship in Hinduism and Buddhism. In Hinduism, worship is communication with God through convincing and consistent words. This communication is carried out in the form of saying, making wishes, calling, singing, praising and especially worshiping magical words. In Hinduism, there is no congregation worship. Worship, although individual, is not bound to a certain shape. They believe that the gods see worship everywhere. Therefore, worship can be performed anywhere, in any form and at any time.

Although it is stated that there are many religious ceremonies and practices in Hinduism, Hindus suffice the fulfillment of a few of these worships. Buddhism did not initially include the idea of worship. Later, some worships emerged. Fasting ceremony can be considered as one of these worship. Buddhist monks meet twice a month, either on the moon or on the fourteenth, and check whether Buddhism is fully practiced. In Buddhism, the places where the Buddha was born, gained high inspiration, turned the wheels of the law and reached Nirvana is considered sacred and visits are made. After Buddha’s death, two sects named “Mahayana” and “Hinayana” appeared. The main feature of the first of these is that one believes in the Buddha, surrenders to it, and trusts his eternal contract. Therefore, one should try to save not only himself but all living things in dangerous situations.

The second is a Buddhist community based on the idea of the basic trio of Buddhism (Buddha, Dharma, Sangha), which does not care much about Gods and souls, believe that the temporality of events, life and rebirth are painful and that man can only be saved by reaching Nirvana. As a result, Hinduism, which has regional characteristics, is a national religion. Buddhism, which emerged after it, is a religion with universal characteristics. The theses and doctrines they developed against Hinduism play an important role in the development of Buddhism.

In conclusion, we can easily say that when it comes to Hinduism and Buddhism, similarities and diversities are interesting to discuss on every occasion. This essay contains the comparison of values, beliefs, and dogmas between Hinduism and Buddhism that leads to breaking the phenomenon of “considering them as a source of one cultural background”.

Works Cited

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At first, I just wanted to say I don’t hate dogs! I’m just going to tell you why some people prefer cats over dogs. This is a debatable topic to write about considering many people like cats and many don’t! In this essay I will compare and contrast dogs and cats, to explain why cats might be better pets for your household, and why you should pick cats over dogs. As I said before don’t consider me as an anti-dog person, I’m just a cat person who will explain why I like cats.

One reason why cats are better housing pets than dogs is because they need less space. Although there are small breeds of dogs, the average size of a cat is mostly smaller than the average size of a dog. Because cats tend to be smaller, they get relatively more opportunity to move around the house. Cats also may get their elimination needs met at a smaller place then dogs. A little litter box is all a cat needs for doing their business, and that can easily fit into a house! Because of the average cats size they are able to get way more exercise than a dog. I guess it just depends on the kind of person you are. Dog owners might think that their dogs senses are better than cats, but that isn’t entirely true. An average dog has a worse sense of smell than a cat. Also cats can better tell colors than dogs, plus cats also have excellent vision in dim light. Some cat owners report that their cats strangely start looking at a direction due to a great sense of awareness. But there is also a plus in dogs too! Dogs make a great companion too, dogs inspire their owners to go on walks, which makes both the dog and the person train, while cats might be lazy and lay most of the day around.

Cats, as anyone who has one can say that they are better than dogs in every possible manner. They’re experts in excessive murderers of rodents. Better education is the best way to get the dog and cat better pets. They’re gentler, more sweetened, and wiser. They’re quiet and cleaner too. Dogs are better pets when trained properly. When the dog obeys its owner, it gets the work easier. Get in the house, or field is a great way to engage the dog to relieve the weight off its person. Cats don’t make its hands dirty a bit much. It’s last of cats to do some bad work. The dog may take loads of waste, or pick up objects with its mouth while the person carries different objects. The size of the cat will tell the difference of the dog and cats business habits.

The first reason why cats represent the excellent animal at dogs is because cats need less to keep as far as annual (water, food, toys) and medical costs. The annual price for felines is at $450 which is substantially different from the $660 annual price for the dogs. Bottom line, dogs are one and a half times more costly than the average yearly price for the cat. After you have both a cat and the dog, most could see that dogs are drastically more expensive than cats. Still, there is an even larger cost ratio for medical measures when we consider these two known pets. The average medical fee for the feline is just $160 yearly. Whereas, the dogs fee may take $290 a year or more. There is one considerable change in price when comparing dogs and cats. Surveys have indicated that regardless which way you cut it, cats are cheaper.

As you can see, there are many advantages of owning a cat. They are cheaper, and cleaner. At first, cat food doesn’t cost as much yearly, and their vet cost is way cheaper than dogs. Second, cats are cleaner because they lick themselves unlike dogs which need baths regularly, they are also cleaner in terms of fleas. If you have an outdoor cat you will have a little flea problem which you can defiantly control, but dogs regularly go outside which means a larger flea problem and will be harder to control. In all cats are better pets than dogs, but it just depends on the kind of person you are!

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Hinduism is an accumulation of religious beliefs that grew gradually over a significant stretch of time. Parts of the religion can be followed back to ancient periods of time. While Buddhism was created during a time of religious questioning. Even though these two religions at the time were formed in different ways their teachings have been similar in a couple of ways. Even though this is true, that does not mean that they never contradicted each other or clash with each other. Buddhism had an interesting look at life. One example was the Four Noble Truths and the Noble Eightfold Path. Historians and religious leaders have debated these topics for years, and it is clear that these two beliefs have similarities and differences. Hinduism and Buddhism have similar ways of believing in the world and religion in general. To start, Both Hinduism and Buddhism started in the Indian subcontinent and offer an extremely long, but instead impossible to miss and awkward relationship, which from multiple points of view is tantamount to that of Judaism and Christianity.

The Buddha was conceived in a Hindu family, similarly as Christ was conceived in a Jewish family. Both Hinduism and Buddhism believe in the idea of the world and the job of karma and want ridden activities in keeping the creatures bound to the cycle of births and dyings. As indicated by the Buddha, want is the underlying driver of misery and the expulsion of want in the entirety of its structures brings about the end of anguish. A comparative view is held by practically all Hindu philosophical schools and organizations. The Bhagavadgita proposes that craving ridden activities and connection to common things are liable for our servitude and enduring while at the same time performing activities as a sacrifice without wanting their fruit would bring about our freedom.

There are various similarities between the two religions; presumably in light of the fact that Buddha himself was Hindu before his enlightenment. Even though this is true, the two have differences in their beliefs. Hinduism accepts that one is naturally introduced to a standing or societal position dependent on one's past life. In spite of the fact that the Indian government has banned the framework, confidence in it is across the board. Buddhists don't rehearse the standing framework, rather they do accept that one's previous existence has some assurance on one's future life, however it doesn't tie one into an ironclad social organization. They do accept that rebirth proceeds until the cycle is broken. They additionally accept that all enduring is brought about by want, and one can just break the cycle of enduring by closure want. Hinduism has lots of Gods, however, it isn't true that Buddhism does not have Gods, one of which, Mahayana, or the 'more noteworthy vehicle, love Buddha himself as a God.

The Four Noble Truths include the parts of Buddha's lessons, however, they leave a lot of left unexplained. They are the truth of suffering, the truth of the cause of suffering, the truth of the end of suffering, and the truth of the path that leads to the end of suffering. All the more basically, enduring exists; it has a reason; it has an end, and it has a reason to realize its end. The idea of enduring isn't expected to pass on a negative world view, but instead, a down to earth viewpoint that manages the world all things considered, and endeavors to amend it. The idea of delight isn't denied, yet recognized as short-lived. Quest for joy can just proceed with what is eventually an insatiable thirst. A similar rationale gives a false representation of the comprehension of bliss. At last, just maturing, ailment and demise is sure and unavoidable. The Four Noble Truths are an alternate course of action for managing the enduring mankind faces - enduring of a physical kind, or of a psychological sort. The First Truth distinguishes the nearness of anguish. The Second Truth, then again, tries to decide the reason for affliction.

The Third Honorable Truth, the reality of the finish of affliction, has double importance, recommending either the finish of enduring in this life, on earth, or in the otherworldly life, through accomplishing Nirvana. At the point when one has accomplished Nirvana, which is an otherworldly state free from affliction and our common cycle of birth and resurrection, profound illumination has been come to. The Fourth Noble Truth graphs the strategy for accomplishing the finish of anguish, referred to Buddhists as the Respectable Eightfold Way. Additionally, there are three topics into which the Way is partitioned: great good direct (Getting, Thought, Discourse); reflection and mental advancement (Activity, Occupation, Exertion), and astuteness or knowledge (Care and Focus). The Four Noble Truths is basically the manual for the finish of misery: the Noble Eightfold Path. The eight pieces of the way to freedom are gathered into three basic components of Buddhist practice — moral conduct, mental order, and wisdom. The Buddha trained the eightfold way in for all intents and purposes the entirety of his talks, and his headings are as clear and reasonable to his devotees today as they were the point at which he initially gave them. Right Speech is one of the Five Precepts for ethical conduct, along with protecting life and not killing, taking only what is freely offered and not stealing, using one’s sexual energy in ways that do not harm oneself or others, and refraining from the use of intoxicants to the point that they cloud the mind. In addition to being one of the Five Precepts, Right Speech is additionally one of the segments of the Noble Eightfold Path.

The Buddha was exact in his portrayal of Right Speech. He characterized it as “abstinence from false speech, abstinence from malicious speech, abstinence from harsh speech, and abstinence from idle chatter.” In the vernacular this implies not lying, not utilizing discourse in manners that make disagreement among individuals, not utilizing swear words or a skeptical, unfriendly or raised manner of speaking, and not participating in tattle. Another Noble Eightfold Path is Right Action. Right action aims at promoting moral, honorable, and peaceful conduct. It admonishes us that we should abstain from destroying life, from stealing, from dishonest dealings, from illegitimate sexual intercourse, and that we should also help others to lead a peaceful and honorable life in the right way. Right Livelihood is another one of the Eightfold Paths and it means that one should abstain from making one’s living through a profession that brings harm to others, such as trading in arms and lethal weapons, intoxicating drinks or poisons, killing animals, cheating, etc., and should live by a profession which is honorable, blameless, and innocent of harm to others. One can clearly see here that Buddhism is strongly opposed to any kind of war when it lays down that trade in arms and lethal weapons is an evil and unjust means of livelihood. Right understanding is the understanding of things as they are, and it is the four noble truths that explain things as they really are. Right understanding, therefore, is ultimately reduced to the understanding of the four noble truths. This understanding is the highest wisdom which sees the Ultimate Reality. Finally, Right effort. Right effort is the energetic will to prevent evil and unwholesome states of mind from arising, and to get rid of such evil and unwholesome states that have already arisen within a man, and also to produce, to cause to arise, good, and wholesome states of mind not yet arisen, and to develop and bring to perfection the good and wholesome states of mind already present in a man.

It is clear that Buddhism and Hinduism have lots of similarities and differences. Even though this is true, Buddhism might be different at times but it still originated from Hinduism. Because of this, they have clear similarities in their teachings and beliefs, not to say there are no differences. There are plenty of changes that Budah made when merging out of Hinduism in terms of his beliefs. For instance, the caste system, reincarnation, and more. The Four Noble Truths are very important parts of Buddhism and help define what their beliefs are. Same with the Noble Eightfold Path. The eight parts of those are also key factors in Buddhism. Overall, the two religions have similarities and differences but they all come from the same place.

Religion and history go hand in hand. Religion was created to tell our history: where we came from, and what higher being we have to thank for our existence. It also tells us what our beliefs are, and about life after death. Every religion dates back generations, but the two oldest religions in the universe are Hinduism and Buddhism with the earliest being Hinduism. Although Buddhism derives many of its ideals from Hinduism there are also many discrepancies as well. One large difference between the two is Hinduism does not focus on the worship of one true God but was formed from generations of principles and celebrates a multitude of deities, but that is an understatement.

There are 33 million gods and goddesses of Hinduism, some believe there are endless. While some are much more widely revered, they each serve a different purpose and are vital to the religion. This may be one of the largest discrepancies between the two because not only does Buddhism not worship millions of gods; it doesn’t worship a single one. Buddhists strive towards an end goal, believing man does not need a god, and Buddha doesn’t actually take the place of god. Although Buddhism doesn’t have any gods, it does focus on one individual quite a bit. This individual is Buddhism’s creator. Buddha originated by a man by the name of Siddhartha Gautama, also known as Gautama Buddha who lived a pretty relaxed life until he was 29 years old and experienced the actuality of the dreadful side of life.

Consequently he made the decision to leave his life of luxury and began to practice self-discipline by living a simple life. Upon beginning this new path of life this is where the importance of looking at life realistically and learning to deal with the suffering throughout our life. In the Hindu religion there is the belief that we live more than one life known as samsara which is based on our performance in life. Following the death of an individual they continue to exist in a dimension of bliss or misery which is determined by a combination of a person’s actions throughout life whether good or bad. They continue to experience reincarnation throughout life and can morph into a different person, animal, or spirit. This is where the two are alike. This idea is referred to as different things; karma, dharma, moksha, and reincarnation, and is agreed with by both Buddhism and Hinduism. The main agreement being that there are endless lifecycles until the cycle is broken. There are actually steps to receiving salvation in the Hindu religion. One of which being Vairagya, the term in the Hindu religion that pertains to the separation from the cravings of the earth.

As soon as this desire continues the continuing cycle of samsara will go on. Jain is the title given to a person who has achieved the freedom of the connection to the world. Brahman is the supreme power and is something you have to consume yourself in. Possessing absolute knowledge of Brahman does not mean you have complete perception. Salvation from reincarnation concludes with moksha which is the final level of life. In the Hindu religion here are some who believe you can reach this final stage of while you still have breath and others see this stage solely as unifying with God. The path to moksha requires adherence to “personal deity (bhakti), inward spiritual knowledge of Brahman, (jnana) and doing one’s duty in the world without thought of reward (karma).” In Buddhism the freedom from suffering is described in the term Nirvana. This parallels to Hinduisms Moksha and has requirements of its own. The definition of Nirvana is “a transcendent state in which there is neither suffering, desire, nor sense of self”. Nirvana gives a person complete restraint from the outside world and not letting it control your destination. To get to this point there are thing you must do first, and firstly being Samsara. Samsara is a word in Buddhism that means “decay and pain.”

This aligns with the four noble truths. The first noble truth discusses the reality of suffrage in life and learning to deal with the pain. Secondly clinging to life in this world and not being grateful can add to our sorrow. Thirdly is the determination to confront the end to the desire for worldly cravings within yourself. In addition to the Four Noble Truths there is also the Noble Eightfold Path which leads to the ultimate internal tranquility. The first level is the Right Awareness and understanding life as it is without living in a dream world. The next level is Right Mindedness which is having pure objectives in life and not being self-centered. Third is the Right Language and not speaking ruthless words of others. This includes talking about oneself and having a bad attitude. Fourth is your behavior. This comprises of the following: no harm to others, no theft, and abstinence from sex. Fifth level is staying away from professions that can do damage to others. “This includes jobs trading in weapons used to kill other people; any form of trading human being, business in meat or intoxicants, and any form of trade in poisons or toxic agents designed to kill.” Sixth level is the right effort. This embraces evasion from all immoral actions and judgements towards others. Without the right effort you cannot advance in life. Seventh level is being heedful of what you focus on. This requires “Meditation and focus to contemplate the nature of reality more deeply.”

Lastly we have the eighth step which is Right Concentration. This is a very deep step that requires focusing on one purpose and meditation is the vehicle to help with this practice. Without this final step you are not able to reach the full potential of nirvana, which is complete peace. Nirvana is similar to the Hindu meaning of moksha which brings deliverance from samsara. As our text states this is a stage of life that seldom occurs for people. Once you attain this phase of your life you no longer have to experience the ongoing reincarnation. Nirvana is the final step to peace in an individual’s life and it takes diligence obedience in order to reach this destination in life. Both Buddhism and Hinduism have the respect for the suffering of this world and learn to appreciate and learn from their mistakes. Although they differ in the definition of the terms the goal for both religions is to ultimately experience complete peace from the trials and tribulations of the physical world and an ultimate end to adversity.