Euthanasia and Early 20th Century free essay sample

Life is precious and shouldnt be taken for granted. A high percentage of people living in America believe that the taking of someone’s life is rather normal in certain ways. Euthanasia is illegal in most of the world, however is permissible in the Netherlands and also in Colombia. In the United States of America, euthanasia is legal only in the state of Oregon. Rendering to a May 2004 Gallup Poll, 53% of all Americans think that euthanasia is ethically acceptable, while 41 % believe it is wrong. During the time of the early 20th century, groups formed supporting euthanasia, and mainly were located in England and America. Throughout World War II, the Nazis in Germany had their own program assisting euthanasia. They assisted people with euthanasia who weren’t worthy and who were not in good physical shape enough to live on. They were comprised of primarily children and older people. Euthanasia has its pros and cons, and obviously has its reasons. We will write a custom essay sample on Euthanasia and Early 20th Century or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You’re probably wondering, what is euthanasia? Euthanasia comes from the Greek language and means â€Å"good death†, and is basically a thought of â€Å"mercy killing†. Euthanasia can be divided in to two categories. Two Main Types of Euthanasia There are two types of Euthanasia, active and passive euthanasia. Active euthanasia is an ending of one’s life, mainly done by a physician, usually by lethal drug injections. On the other hand, passive euthanasia is when someone stops a patient from receiving his/her medical treatments which eventually causes that person to die. As we can see, euthanasia is related to death in either case. Euthanasia is mainly used at hospitals, where people are in very bad condition, especially individuals who are in comas. There are even times when Euthanasia is practiced by turning off the life support machines, or not providing enough food and/or water to the patient. In addition, there are cases where prescribed medications like antibiotic, morphine, etc. , are given to patients which can lead to a patient’s death. Performing the action of euthanasia, passive or active, is a big problem that needs to be addressed by the government. The main problem lies with the decision maker in determining the sick patient’s future. If the decision maker thinks that the patient is suffering exceedingly, he/she will perform the act of euthanasia. However, if the patient is not suffering, the performer will not proceed to his/her prescribed actions. It’s important to note that today, machines, medicines and other technology have saved millions of lives, therefore, making euthanasia a more and widely discussed and controversial matter throughout the world. Sometimes euthanasia can be beneficial when a person is in critical condition and is too sick to benefit from life. It could also be a way to dismiss extreme pain. However, Euthanasia can have a negative aspect. Euthanasia can debase human life or a monetary reason to save loads of money rather than spending it on life support machines. In conclusion these are the basic pros and cons of euthanasia. The pros and cons of the supporting evidence will be discussed in detail below to be understood in its supposed manner. Pros and Reasons Supporting Euthanasia There are many pros for supporting Euthanasia. One would be to help remove extreme suffering from a terminally sick person. Secondly, it another way for ending tremendously high medical bills, knowing that a patient is not going to be cured or knowing that a patient will not live due to the suffering that’s being experienced. Lastly, euthanasia can be beneficial when used on a person who has been in a coma for a while to help family members or close friends overcome any thoughts or feelings that they might have towards the person in the coma. Cons and Reasons Opposing Euthanasia There are also negative aspects for supporting Euthanasia. A person shouldn’t be killed with the use of euthanasia because it is compared to â€Å"murder†. Secondly, Euthanasia is another way to stop the high costs of medical bills. This type of thinking is immoral. Lastly, Euthanasia can be influenced by the sick patient’s wealth and his/her personal belongings, i. e. , acquiring wealth, property, inheritance, etc. As we can see from the above pros and cons mentioned above, the action of Euthanasia is rather opinionated. Some people side with euthanasia while others criticize and oppose it. There seems to be no really right or wrong side, but more of a sense of morals involved. Euthanasia is a large topic and can interfere in many people’s lives, and can even interfere in one’s religion, which is a whole separate topic. The following will show the thoughts about Euthanasia in both Christianity and Islam. The Christian religion has several beliefs on Euthanasia. One aspect deals with life which concerns the giving and life and the taking away of life is created by God and God only, and therefore people’s lives should not be determined by human choice. They also believe that no human being should have the right to take the life from another for any reason possible. The Islamic religion is quite similar to the Christian religion on this topic. In the Islamic religion, Allah SWT once said in the Quran, â€Å"Do not take the life, which Allah made sacred, other than in the course of justice. † The Prophet, PBUH, said: Amongst the nations before you there was a man who got a wound, and growing impatient (due to the pain), he took a knife and cut his hand with it and the blood did not stop till he died. Allah said, ‘My slave hurried to bring death upon himself so I have forbidden him (to enter) Paradise. Sahih Bukhari. Therefore, a person who takes one’s own life away will not enter Paradise. It’s not up to individuals to make the determination on when life should end; it only belongs to God. Carmelite Spirituality and the Practice of Mental Prayer. Web. 30 May 2011. . As we can see in the figure above, a very ill patient, Faye, lying down in bed, with an illness which caused her to be both paralyzed and speechless. Faye cannot move any part of her body and cannot communicate with anyone, as well. Faye and her family collaborated together and have decided to use active euthanasia, by the means of using lethal drug injections. In this situation, Faye has agreed to the injections because she feels that she will not gain anything from life due to her terminal conditions. Euthanasia for Faye was an upright choice because it provided an easy death for her and avoided a lot of pain and suffering that she was experiencing. As for Faye’s family, it saved them a large debt that included life support, which would have kept her alive throughout her miserable future. In conclusion, euthanasia is a debatable subject matter and deals mostly with morals and one’s beliefs about the topic. It has both positive and negative aspects to it, but in regards to both sides, it’s a very controversial topic. My belief is to allow one’s life to be in the hands of our Creator, the only one who instills life in us and the only one who can take life away.

Science/Religion Definition Of Religion And Defense Definition Of Reli

Science/Religion Definition of religion and defense Definition of Religion: Religion is norms,values, or a way of life to an individual or community. A spiritual guide that governs the way a person lives from day to day by giving that person hope, belief, and reason to exist in this world. Religion can be whatever that person makes of it. Religion can be a persons assets, family, or other individuals or possessions, it can be many things besides worship to a "God" or "Deity". It can be whatever a person deems holy or sacred. Defense: "Religion is norms, values, or a way of life to an individual or community". This can be defended by taking a look at they way most religious people live. Many people live accordingly to there religions rules and regulations. This includes Buddhists, Muslims, Mennonites, and Amish just to point out a few. Not only in dress and in possessions but people who respect their religions live by their religion's rules. "A spiritual guide that governs the way a person lives from day to day by giving that person hope, belief, and a reason to exist in this world." Religion can give an individual codes to live. It can give a person hope, belief, and a reason to exist by making the individual feel loved or cared about by their religion or their religious deities. It can also give them hope and belief by feeling included within a group of individuals that share their same views. By giving them a reason to exist religions give an individual something to look forward to after death and purpose for being on earth. "Religion can be whatever a person makes of it. Religion can be a persons assets, family, or other individuals and possessions, it can be many things besides worship to a "God" or "Deity"." Religion can mean different things for different people. It can be a rich mans money, poor mans shelter, a mad mans weapons. Many people or cultures worships numerous "gods" for different occasions. Some people worship the earth or animals while m any other individuals worship other "people" or "mortals". A persons religion can be what they make it. "It can be whatever a person deems holy or sacred." By determining what is holy or sacred to the individual they can choose to make that their religion. Whether it be a feeling of enlightenment or a persons bank account, the individual has the right to make what they consider holy their religion. Not saying it is wrong or right because it is all based on a matter of opinion and belief. Much like my definition of religion.

Free Essays on Satire In Connecticut Yankee

The story A Connecticut Yankee in King Arthur’s Court was written by Mark Twain. Mark Twain is an author known for all of his best-selling novels, also, for the satire used in his stories. Satire is poking fun at a social custom, political practice, individual, or an organization in an attempt to get people to recognize and correct a problem. There were many instances that satire was used in both Twain and Malory’s version. Hank fools everyone into thinking that he has magical powers. One of the biggest tricks he pulled was when he was getting ready to get executed. He told them that he would take the sun away from them, but they ended up moving the execution up a day, therefore, there was no eclipse. Somehow though, they had gotten the date mixed up and it really was time for the eclipse. So he tricked them into believing that he was taking the sun away from them, and they named him chief executive. Also, Merlin tries telling everyone that Hank really doesn’t have any magical talents. To get back at him Hank locks Merlin in jail, and is going to blow up his castle. Hank tells Clarence his plan, and Clarence decides to help him. They fill the tower with gun powder, and wait for a thunderstorm. When the storm does finally come, Merlin tries casting spells that will overcome Hanks, but the lightening strikes, and blows up the tower. Finally, everyone is convinced that Hank is magical. Hank also made a telephone system, but only the people that he wanted to know about it did. He used this for to his advantage when he has to call for help. My favorite thing though, was when the Nobles were at the feast and they were betting on dog fights. They were rude, obnoxious, and dirty. The best thing about it was that the women were behaving the exact same way. These are a few examples of how satire, which is poking fun at social customs, individuals, or organizations to fix a problem, is used. I believe that satire mak... Free Essays on Satire In Connecticut Yankee Free Essays on Satire In Connecticut Yankee The story A Connecticut Yankee in King Arthur’s Court was written by Mark Twain. Mark Twain is an author known for all of his best-selling novels, also, for the satire used in his stories. Satire is poking fun at a social custom, political practice, individual, or an organization in an attempt to get people to recognize and correct a problem. There were many instances that satire was used in both Twain and Malory’s version. Hank fools everyone into thinking that he has magical powers. One of the biggest tricks he pulled was when he was getting ready to get executed. He told them that he would take the sun away from them, but they ended up moving the execution up a day, therefore, there was no eclipse. Somehow though, they had gotten the date mixed up and it really was time for the eclipse. So he tricked them into believing that he was taking the sun away from them, and they named him chief executive. Also, Merlin tries telling everyone that Hank really doesn’t have any magical talents. To get back at him Hank locks Merlin in jail, and is going to blow up his castle. Hank tells Clarence his plan, and Clarence decides to help him. They fill the tower with gun powder, and wait for a thunderstorm. When the storm does finally come, Merlin tries casting spells that will overcome Hanks, but the lightening strikes, and blows up the tower. Finally, everyone is convinced that Hank is magical. Hank also made a telephone system, but only the people that he wanted to know about it did. He used this for to his advantage when he has to call for help. My favorite thing though, was when the Nobles were at the feast and they were betting on dog fights. They were rude, obnoxious, and dirty. The best thing about it was that the women were behaving the exact same way. These are a few examples of how satire, which is poking fun at social customs, individuals, or organizations to fix a problem, is used. I believe that satire mak...

What Is the IB Program, and What Are IB Classes

What Is the IB Program, and What Are IB Classes SAT / ACT Prep Online Guides and Tips One factor some students consider when choosing a high school is whether it has an International Baccalaureate program. Sometimes compared with the Advanced Placement (AP) program, the IB program allows students to take college-level courses while in high school. So what is International Baccalaureate? What is the IB Program and an IB Diploma, and why are IB classes worth taking?In this article, we introduce all things IB, including the diploma requirements and features of the exam. We also tell you whether you have to get an IB diploma in order to earn college credit for your IB classes. What Is IB? An Overview The International Baccalaureate (IB) program was designed in Switzerland in the 1960s. Its purpose was to give students around the world a chance to earn a rigorous, internationally recognized diploma, which they could then use for entry into universities. (You can read more about the history and philosophy of the IB program on the official IB website. ) To earn an IB diploma, you have to go to an IB-approved school and meet the requirements, including taking classes in the six subject groups, passing the IB exams, and completing three additional core requirements. But what if you don’t want to do the diploma? It's also possible to take a few IB classes without doing the full-blown diploma program, though each high school has its own policy on this. How Does College Credit Work for IB? IB exams are recognized for college credit in a way similar to how AP exams are used. You don’t have to earn the IB diploma to get credit for individual classes, as colleges give credit course by course. For example, check outStanford’s chart for IB credit. IB classes come in two forms: "higher level" and "standard level" (we will discuss this in more detail below). Some colleges only give credit for the higher-level classes (as Stanford does). Also,some colleges will completely waive general education requirements for students who have completed the full IB diploma.See the University of Utah’s policy here as an example. This means that a student with an IB diploma could totally skip gen ed classes and jump right into their major. This would obviously save a ton of time and money,and shows why getting the IB diploma can be a huge advantage. To find a school’s policy on IB credit, search for "[School Name] IB credit policy." Most universities have a dedicated web page for explaining their IB credit policy. What Are the Benefits of the IB Program? One of the chief benefits of the IB program is that it provides academic preparation for college. IB courses are known for being interdisciplinary, requiring a good deal of independent thinking, and assigning oral presentations and original research- all characteristics of college courses. Spoiler alert: college-level research involves a bit more work than just Googling something. Especially if you earn the full IB diploma, your IB courses will be a great way of showing that you have taken tough courses in a range of subjects,from math to English to history to science, and are able to manage college-level coursework. As we discussed before, colleges want to see that you've taken the most advanced classes available to you.And taking IB is a great way to do just that. In addition to getting preparation for college, you can get credit for college classes by passing IB exams. Again, you don’t need to complete the full IB diploma in order to earn credit, so if you don’t think you can fit the IB diploma into your schedule, it might still benefit you to take a few individual IB classes. Unfortunately, taking an IB exam isn’t cheap. There's a $172 registration fee as well as a $119 fee per exam. While this is a lot of money, it is much less than the tuition you would pay for the same intro-level college course. Many schools also have their own financial aid programs for IB. Learn more about IB costs here. What Are the 6Core Courses in the IB Program? To earn the full IB diploma, you have to take courses from six subjects, one each from groups 1-5, and either one from group 6 or a substitute from one of the other groups: Group 1: Studies in Language and Literature (most likely an English literature course if you’re an American student) Group 2: Language Acquisition (a foreign language course) Group 3: Individuals and Societies (history, economics, geography, other social sciences) Group 4: Experimental Sciences (biology, chemistry, physics, other sciences) Group 5: Mathematics Group 6: The Arts (dance, theater, visual arts, etc.) Between three and four subjects must be taken at the â€Å"higher level† (HL) and the rest at the â€Å"standard level† (SL) in order to earn the diploma. Higher-level courses are more challenging- IB recommends a minimum of 240 hours of instructional time for HL courses, and 150 hours for SL courses. Some schools handle the higher-level requirements by having students take the SL or AP version of a course first, and the HL version second, thereby forming a two-year sequence. For example, you might take AP English Literature as a junior, and then Higher-Level IB English as a senior. Also, note thatmany high schools with IB programs have recommended four-year plans to help students fit in all the requirements,since there's a lot to keep track of. Therefore, you won't necessarily have to do a bunch of schedule-planning on your own. If your school or a school you're interested in has an IB program, get in touch with the guidance counseling office to find out whether they have recommended IB class sequences. This can help you if you're deciding which high school to attend, or if you can’t decide whether you want to take IB classes or not. What Are IB Exams? For each of those six core classes, you also have to take an IB exam. IB exams are given in May (or November for southern hemisphere schools). They have two parts: an external assessment and internal assessment. The external assessment is the more traditional exam portion, and consists of two or three "papers," usually done on the same day or a few days in a row. A paper is essentially an exam section, and they usually have a combination of multiple-choice, short-answer, extended-response, and data- or case-analysis questions. You won't spend much time bubbling in answers on an IB exam. The papers are graded by independent examiners- similar to how AP exams are graded by certified AP graders. The internal assessments are done by the teacher. These can include oral presentations, practical work (such as a written lab report), or other written work. 5% or more of the internal assessments will also be graded by a moderator appointed by IB- and based on this moderation, the grading curve of that subject at the school will be set. IB exams are graded from 1 to 7, with 6 and 7 considered an A, and anything 4 and up generally considered a passingscore (though IB doesn’t set official passing grades). Most colleges give IB credit for scores of 5 and higher. To earn the IB diploma, you need to score an average of 4 on each exam to get the minimum 24 needed points. You canlearn more about IB examson the IB website. What Are the 3Core Requirements in the IB Program? In addition to IB classes and exams, there are three more core requirements students must complete to earn an IB diploma. Read about them below: #1: The Extended Essay This is an independent research essay of up to 4,000 words that's graded externally by IB. It has to be focused on one academic subjectand written on a topic that's been approved by IB. Students are awarded points toward their diploma based on how well they do on the essay. #2: Theory of Knowledge (TOK) Class This class teaches the nature of knowledge and builds skills in critical thinking. Students have to complete a presentation (graded by the teacher) and a 1,600-word essay (graded externally) to pass this course. #3: Creativity, Activity, Service (CAS) Lastly, students are required to participate in anactivity outside of class, either community service, athletics, or creative activities.For most students, their regular extracurricular activities and sports count for these hours, meaning that they don't need to add anything to their schedules in order to fulfill this requirement. IB vs AP: Key Similarities and Differences We have a complete rundown of AP vs IB in this post, which includes a guide to deciding between the two programs. That being said, here are some of the key similarities and differences between the two. What’s the Same? Both the AP and IB programs allow you to take a challenging course followed by an exam that you can earn college credit for. In some schools, they're even the same course (e.g. AP/IB French, AP/IB Biology, etc.). AP and IB are generally the most challenging courses available to high school students. Unless you're able to sign up for local college courses or do advanced independent projects and research, AB and IB are likely the best (and most convenient) way for you to begin preparing for college. What’s Different? Although both programs offer challenging courses for high school students, there are a lot of differences in how they do so. Popularity Advanced Placement is by far the more popular program.In 20142.3 million students took AP tests, and in 2017 this number rose to more than 2.7 million. By contrast,only about 160,000 students took IB exams in 2017. The diploma pass rate was 78.4%. Some families opt for the IB program over the AP program as it's rarer and can help set students apart in the admissions process. Diploma IB was designed as a diploma program (although, as we discussed above, it is possible to take just a few IB classes for college credit). Meanwhile,the AP program was designed around advanced classes- not a diploma. (That said, the AP has created a competitor to IB via the AP International Diploma, whichyou can read about here.) Class Curricula IB curricula are stricter for teachers. IB has certain required assignments your teacher has to grade, such as oral presentations, as part of the internal assessment. In contrast, AP teachers have a bit more freedom in how they may teach an AP course, just so long as they're effectively preparing students for the exam. Difficulty IB Higher Level courses are often considered more difficult than APs, whereas IB Standard Level courses are considered the same as or easier than APs. Keep in mind that how difficult a class is to pass at your school will vary depending on the teacher and his or her curriculum. Exam Content IB exams contain more writing and application of ideas, whereas APs are more about proving what you know. This is why AP exams have more multiple choice, while the IB exams feature more short-response questions, essays, and case studies. Cost IB exams are more expensive than AP tests since there's a registration fee and a fee per exam. For AP exams, you just pay for the exam, which is $94. Remember that these fees are much lower than college tuition for the same classes! College Credit Getting AP credit can be more straightforward since more US colleges are familiar with it and the College Board officially sets a passing grade (3 out of 5) while IB does not. Furthermore, because AP courses only come in one difficulty level, it can be easier for colleges to set credit policies for AP exams. For IB, colleges have to decide how they'll handle Standard Level and Higher Level courses. However, for both IB and AP, the higher your passing score is, the more likely you are to get credit for college. For example, an AP exam score of 5 nearly always earns credit, the same as an IB score of 7 does. Don't forget this when you're studying! What’s Next? You know a lot about IB- but what about AP? See our guide to what AP classes are and why you should take them. Also studying for the SAT or ACT? Figure out which exam you're more likely to do the best on! Get a timeline for studying for the SAT/ACT. Planning ahead will give you the opportunity to get a higher score on test day! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A project is defined set of rules or functions that meet the Assignment

A project is defined set of rules or functions that meet the pre-defined set of objectives - Assignment Example Management refers to control the over all activities or to manage the system with respect to technical skills and philosophy. Management also refers to manage the whole team and get them together and take work from them in timely and friendly manner. Project management means set of rules that are created to manage resources (e.g. people, money) and over all organization. There are different activities that need to manage the project so that one can achieve the goal in time with the feasible money and cost requirement. PMBOK (Project Management Body of Knowledge as defined by the Project Management Institute - PMI):"Project management is the application of knowledge, skills, tools and techniques to project activities to meet project requirements." PRINCE2 project management methodology: "The planning, monitoring and control of all aspects of the project and the motivation of all those involved in it to achieve the project objectives on time and to the specified cost, quality and performance." There is a project for developing the computerize system for a National Bank. The bank has many branches all over the country and wants that one branch can communicate to other branch through the created computerized system. Basically whenever a project is going to be created it is necessary to cover its all features like used requirements, his desire outcomes, they way he wants to see the project, his thinking about project, his cost about creating the system and quality about the project. Then there should be a breakdown process which means to break the large project into sub modules. These sub modules are individual to each other and perform a specific task. This is called work break down (WBS). It also helpful for doing the task, Moreover it help to check the error and bugs into the program. There can be future enhancements or updates also done very well. If the Bank (National Bank) project is divided into sub modules then there will be: Figure: Work break down (WBS) for national Bank After these entire modules division there are some basic procedures that project team needs to create the algorithm about developing the project. Algorithm means step by step procedure to solve any problem. This means how to project can be develop. After creation of algorithm, there must be a pictorial representation of all

Case Marketing Essay Example | Topics and Well Written Essays - 500 words

Case Marketing - Essay Example In most cases, different products are developed on the premise that people with similar interests as well as income levels tend to live in the same areas hence it would be easier to reach them. Hats and caps are perceived differently by different people in the local market. In some cases, they may be perceived as luxury which is a preserve for mainly those who constitute the middle class and the affluent by virtue of their income but just like American popular culture, they are gaining prominence. Benefit segmentation can be used as one variable where One Source Gear can group people on the basis of similar benefits they seek to gain from a product such as low price or quality product. This can be done at the level of educational institutions since they will seek something uniform. Kotler (1999) posits that benefit segmentation deals with characteristics such as personality, attitudes, opinions as well as life styles. Thus, according to Kotler, such segments are indicators though the y may not be perfect, of behaviour such as lifestyle, price sensitivity and brand preference. Another variable that can be used to segment the market by the distributor is occasion segmentation which primarily deals with certain events. This can be done on the level of sporting teams such as soccer or athletics. These are special occasions held during particular periods and the distributors should target such occasions given that they will an impact on the sales made. Another variable that can be utilised when segmenting the market is usage level segmentation which entails grouping people into whether they are heavy, medium, light users or non users of the product. This depends on the level of interests of a particular product by the targeted people in the market. Usually, people with similar usage levels of a particular product display the same behaviour as well as attitude towards it. 2.

Relationship between Social Groups and Religious Beliefs

Relationship between Social Groups and Religious Beliefs Assess sociological explanations of the relationship between social groups, religious beliefs and religious organisations Different social groups, all show different trends in relation to religious beliefs and religious organistions. This essay will only very briefly touch on the difficulty of defining religious organisations, as this is not its focus. It shall split the social groups into three major categories, age, ethnicity and gender; and attempt to distinguish reasons behind varying levels of religiosity. Religious organisations are difficult to define. Many sociologists, from Troeltsch to Wilson, attempt to define into four different categories, churches, denominations, sects and cults. There however is the problem when there are components which fit many different categories, this can arise when religions change current form (e.g Christianity started off as a small sect eventually becoming a church with its own denominations) as well as times when religions have properties of multiple categories (the church of Jesus Christ of latter day saints, sect or denomination?). Different social groups are generally attracted to different religious organisations, in the class system there is evidence that people of lower classes tend to lean towards world-rejecting sects whilst higher classes choose world-accepting churches and cults. There are clear differences in religious beliefs and participation between genders. Whilst there is a large majority of men in priesthood running churches (some changes in recent times in the Anglican denomination however only last month, October 21st, numerous news outlets reported how conservatives within the church were rebelling against such changes are leaving to join Catholicism) the majority of people who practice inside religions are female. This is shown by in 2005 1.8 million women in England were churchgoers, as against 1.36 million men. This supported Miller and Hoffman (1995) thesis that women express greater interest in religion and attend church more often. Other sociologists put forward similar theories with Bruce (1996) estimated that twice as many women were in sects then men. In attempt to explain these differences the Davie analyses the differences between women and menà ¢Ã¢â€š ¬Ã¢â€ž ¢s proximity to birth and death, she assumes that men do not have as close conn ection to these life processes meaning women are closer to the ultimate questions. This can be criticised as using the term closer to the ultimate questions is ambiguous, it could mean either closer to pondering about the question or closer to the answer; and even without the ambiguity it seems to overlook the men who work in professions where these life processes frequently occur and levels of non-belief among them, such as Doctors. Another explanation put forward for levels of female participation is that religion serves as a compensator for deprivation. Glock and Stark (1969) and Stark and Bainbridge (1985) argue that three main types of deprivation exist which are common among women explaining their high levels of sect membership. These include organismic deprivation, stems from physical and mental health problems, ethical deprivation, stems from evidence that women tend to be more morally conservative and social deprivation exists from evidence that women tend to be poorer. Assuming, without evidence, that Stark and Bainbridge carried out extensive research before coming up with their compensation for deprivation thesis it should be analysed to its validity in contemporary society. There have been many changes in society, such as wealth of women becoming higher, wages becoming more equal and receiving higher promotions than previously available; also there is evidence that women tend to vote, what would be g enerally be considered, more progressive or liberal could challenge Glock, Stark and Bainbridges thesis. In other social groups within society there is also evidence of varying levels of religiosity depending on ethnicity. According to policy studies institute (1997) the majority religions associate themselves with Christianity (around 72%) however different ethnicities make up this figure, ranging from white British members to those of black African or Caribbean origin. Other religions exist consisting of Muslims, Hindu and Sikhs make with almost all members coming from ethnic backgrounds originating in the Indian subcontinent. The Policy Studies Institute (1997) showed how white Anglicans where least likely to find their religion as important in their lives comparatively with African Caribbean Protestants who rated their religion as very important in their lives. Muslims were also found to have high levels of belief with Hindus and white Catholics being more in the middle of the table. Bruce (2002) attempts to explain these ethnic differences, he argues that religion is used as a cultural defense factor, becoming something to be unified under in an uncertain or hostile environment. This explains why migrants are more likely to be religious in a new country and explains why the native population inside a country has falling levels of church attendance. Bird (1999) supports this finding; he found religion as a unifying power within minorities. He also found that religion can aid with coping with oppression in a racist society, this is shown by the white churches in the UK not actively welcoming black Africans or Caribbean Christians. These both seem logical and explain how when migrants are integrated into society they start to leave the church. Will Herberg (1955) gives the reason, which isnt very different than Bruce of Cultural transition, instead of a means in which religion is used to defend culture; it is used as an integrator into new societies instead. This is also supported by the diminishing levels of religiosity among integrated social groups. It is most probable that both are equally relevant to ethnicity and religiosity, this, in fact, was shown by Ken Pyrces (1979) study of the African Caribbean community. There are big differences between the age of people and their religiosity. The general pattern is the older a person is the more likely they are to attend religious services. The English Church Census, however, found two exceptions to this rule. The under 15s are more likely to attend then other age groups because they are forced to do so by their parents, over 65s were more likely to be sick or injured to attend religious worship. It should be remembered that attendance at church, just as the levels of under 15s show, does not reflect accurately levels of belief. Other age groups could attend church for other elements, such as the social offering of religion, rather than the religious doctrine. Voas and Crockett (2005) attempt to explain these differences, they use the concept of the ageing effect, which is the view that people turn to religion as they get older. There is also the generational effect this is where each new generation becomes less religious than the one before. The latter being the imperative as its claimed that each generation is half as religious as previous generations. To evaluate this claim, the ageing effect, people starting to face their own mortality and turning to spirituality is in a sense logical. The church offers faith-based answers and provides a world in which death is only the beginning. It seems obvious that people facing the own demise would be attracted by this; it could also be supported by the evidence, English Church Census does support the idea that there is a higher number of older people than young in religion. The Kendal project showed people turn to spirituality when they get older therefore making them more likely to attend church . This supports the Ageing factor. The generational effect is supported by the English church census; the levels of the 15-19 year olds fell very sharply since 1979, showing how the new generation had a lower level of religiosity. Religiosity varies among lots of different social groups, the people who choose different religions generally all have different reasons for doing so. Ethnicity, gender, class and age are all different reasons why someone would want to join a particular religious organisation and have varying levels of religiosity. What is not explained however is what is the most important element, it is quite possible for a person to fit into all four categories, be a member of an ethnic minority; female; working class and young, what would, to this young female, be the most important part of her religiosity and her religious participation.