The Kickapoo Indians Essay Example for Free

The Kickapoo Indians Essay The growth of today’s youth in an endangered culture. I. Topic The Kickapoo Indians are a type of Native American people that have tribes across the United States. Stationed in Texas, Kansas, and Oklahoma, the Kickapoo Indians have a culture that has not been looked over and talked about much in our world and lifetime. While they are part of the overall population of our country, we know little about them, and the influence they have on their children and the youth around them in the community. I want to study the youth culture and see how the Kickapoo Indians affect the other cultures around them. II. Literature Review I have done many searches on many sites to look for any research and studies on this tribe and the culture of these people. The states in which they live have the most information about them. The state with the most information is Texas, and there is more information on the Mexican Kickapoo Indians than the other three combined. III. Methodology To study the life and effect of the Kickapoo Indians, the plan is to join into their tribe under the clarification that it will be to show the world more about their culture. We would need to gain funding to help with living costs until the researchers are able to find suitable replacements in the area. We plan to ask permissions for this fieldwork to study the tribe currently in the lower portion of Texas. (see map) The plan is to win trust among the people, and slowly ask them to introduce us to their ceremonies, and beliefs and culture over time. We plan to gain at least three informants. We would pick an informant from each age group to better understand the evolution of the tribe through these past years. (Chapter 5 of Book). We would also like to accomplish a mapping process to understand how the distribution of the land works for the tribe as a whole. (Chapter 5) The tribe, being in lower Texas, will easily be reached by plane. No passports or documents needed for out of country fieldwork will be needed for this field research. The foreseeable problems would be being able to ain access to the tribe grounds, as well as integrate into their community without repercussions. We expect to be able to approach the tribe after a year to two years of preparations prior to the move. After we arrive we figure it will be at a max, an amount of 4 years to be able to gather the information we can from the tribe. We believe it will take a minimum of 2 years in order to gain the trust fully of the tribe. Then another two years to gain th e information from the three informants we hope to gain. IV. Ethical Considerations We are unsure of what type of ethical problems we will be facing when it comes to the Texas tribe of the Kickapoo Indians. Seeing as how these Indians are part of the American culture as well, it would be safe to bet that it would be one of the safer tribes in the world to visit. We can ensure confidentiality using methods placed by federal systems, and can refrain from using informants that fear for their safety among the tribe if they wish, so that they are protected. We can also alert the reservation law enforcement to make sure we are backed up in the protection of the people. We will do anything we can to ensure that any risk to being a participant in our fieldwork is minimal. (Activity 1 Information page) V. Conclusion In conclusion, we would like to study the Texas tribe of Kickapoo Indians to learn about how their youth continue to thrive in the traditions of their elders as they grow in the ever changing world on the United States. With the Kickapoo youth being a part of normal American society we get to see the influence of the traditions of their culture in them, as they influence others around them.

Self Reflection on Developing Confidence

Self Reflection on Developing Confidence Competence is difficult to measure and define because it is a complex concept (FitzGerald et al., 2001). As many people wrongly think, competence is not simply the satisfactory performance of a set chores; competence is much wider than that. Australian Nursing and Midwifery Council (2011) defines competence more extensively as the putting of skills, knowledge ,attitudes, values and power to perform that base productive and or better accomplishment in a professional area. Competence is one of the five main constructs of caring behaviours. To be able to demonstrate caring attitude as a well-trained professional nurse, one must first be a competent practitioner of the nursing profession. For a nurse to be fully competent there is the need to have a sound knowledge based on my area of specialty in other to function independently with confidence. Smith Straham (2004) identifies that the ability to teach requires considerable amount of confidence in ones professional career. A nurse who lacks confidence as a tutor is not probable to give up control of the ward or classroom to students. High self-efficacy is also really needed from me as tutor. One most significant aspect about teaching is that it also helps you develop your knowledge. Feeling unsure and uncertain as a nurse is not a good quality, I need to gain confidence as well as I have gained experience. As a staff nurse teaching student nurses is an important part of my duty, student will always turn to me for assistance and guidance in clinical care. Normally student nurses find it easier to approach newly registered nurses to ask for support and counselling. RELATING MY SKILL TO SECTION With latest exclusion of stimulated experience, traditional methods to clinical education in nursing have not been changed substantially for years. In this olden model, faculty instructors give instructions and evaluate learning for a group of 8 to 10 students and work as clinical experts and supervisors for them. Patient assignments are always received in advance and clinical experiences are planned for by reviewing procedures, pathology, drugs and nursing interventions. When teaching I interact with the student through the patient assigned to them but I lack confidence which is unprofessional. My priority though is my patient care first and the learning student a secondary concern. Their primary relationship normally is with faculty members. My duty also as a tutor in the ward is to work simultaneously with the students each day. Sometimes the presence of students in the ward can be seen as burdensome and interferes with my ability to provide patient care. Raines (2006, Pp. 8) stressed that nurses make a huge difference in also helping students have clinical competence and skills. When student nurses are allocated to staff nurses they begin to appreciate the full range of professional nursing roles and responsibilities but in a case where the staff nurse assigned to a student nurse lacks confidence what would the student feel? Clinical practice competence and skill competence both relies on role competence (ORourke, 2006). COMPETENCE AND NMC (NURSING AND MIDWIFERY COUNCIL) The National Council of State Board of Nursing (2005) defines competence as the power to act and apply Knowledge, interpersonal, directing and psychomotor skills to nursing practice role.Tiley (2008) noted that there is no definite and welcomed definition of competence in nursing education and practice. Notwithstanding competence is defined in unlike ways, there is a common goal: to guarantee nurses have the information, skills and power to perform duties expected and required for their practical settings. The word competence is acquired from Latin and it means having important qualities and abilities to function in a distinguishing ways. Nagelsmith (1995) explains the basis of professional competence as a set of vital and appropriate knowledge, skills and attitudes. There are different essential features needed to achieve competence: Perseverance of Knowledge, skills and abilities needed for graduates of nursing education programs, based on principles and legal necessity; Pertinence to current practice; Registration and licensing examinations by board of nursing; Board of nursing persistent education requirements for licensing; Employer watching carefully of required staff development modules, finishing of courses, demonstrations and examinations; Guidelines and accreditation for nursing practice. In addition, competences are required in practice as a profession because it is needed to always exercise ones professional responsibility and practice. Nursing and Midwifery council (NMC) included competence as a constituent in professional practice because as a professional you must keep your skills and knowledge current throughout your working life. Specifically you should take part as a matter of usual practice in learning activities that grows your competence and accomplishment. To practice capably in learning activities that develops your competence and performance. To practice capably one must have the knowledge, skills and abilities needed for lawful, safe and productive practice without direct supervision. One must recognise the extent of his or her professional competence and only attempt practice and accept responsibilities. It was also stated that if an area of practice is beyond ones level of competence or outside your area of specialization, you must get help and supervision. One also has a responsibility to assist the progress of students of nursing, midwifery and health visiting and others to cultivate their competence. Having accountability to deliver care based on current proof, best practice and where appropriate, validated research when available. RATIONALE WHY I NEED TO DEVELOP COMPETENCE IN THE CHOSEN AREAS Safe nursing practice in my chosen area, mental health at this level is typified by the use of nursing process to treat people with truly existing or potential mental health problems or psychiatric disorders to: advance and promote health and safety I should be able to evaluate dysfunction: help persons to get back or improve their coping abilities, increase strengths and stop further disability. In contributing to safe practice to the people in the society i have to develop my competence in a wide sphere of interventions ,including health promotion and health maintained plan of action, intake screening and assessment and triage, case management, milieu therapy, promotion of self care actions, psychobiologic interventions, health teaching, giving advice, critical situations care and psychiatric restoration. The nurse maintains accountability for maintaining competence in this area of mental health nursing practice through life long learning. Competence is an essential component in my professional responsibilities. Professional responsibilities also need me to recognise limitations and put myself in settings and duties that allows me to function safely. Minimum vital competence for safe practice is also essential for me they include essential features such as basic principles of nursing, critical thinking, interpersonal relations and areas of ethics. There is a lot of risk involved working as a mental health nurse; preventing suicide depends on the nurses ability to know about a persons suicidal risk status. In most cases mental health nurses are the most competent to attempt a full risk assessment of a suicidal patient. The general health professional is frequently placed in place of activity where potential patient suicide risk is sure through direct account from the patient, noting of behaviour or from patient history examination. In this clinical place of activity, the general nurse or allied health professional responsibility is to carry out a brief risk assessment and then refer to the suitable mental health professional for an inclusive psychiatric assessment (Department of Health, 2004). SELF ASSESSING AND MAINTAINING COMPETENCE IN THE CHOSEN SKILL In the field of nursing competence is required for nurses to make safe clinical decisions. Other methods for evaluating competence include self-assessment and the development of professional portfolios. The usefulness of self-assessment has helped me to maintain and improve competence in the aspect of teaching student nurses who wants to learn more in the area of mental health nursing. My individual competence has improved as I become more experience and the knowledgeable. In complying with my duties as a mental health nurse in supporting other skills development i will participate in team meetings where equal opportunities are given to share knowledge and ideas with colleagues. I will also engage in a teaching programme either as an instructor or a study under a preceptor. In addition improve my clinical practice by with self or others.

King Lears Emotional Stages :: essays research papers

King Lear’s Emotional Stages   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the play King Lear, Shakespeare portrays King Lear as a normal human being with a very complex and fragile character. In this very sentimental play, Shakespeare places Lear through the worst anguish of his life (Bruhl 312). The anguish Lear goes through helps him finally realize that human nature is not always loving, caring, and giving as his kingship disguises him to think. One may describe the mental states Lear goes through as myriad mental states. Throughout the play Lear reaches many realizations through his mistakes and symbolic madness, people’s wrong doings toward him, and his return to sanity through redemptive salvation.   Ã‚  Ã‚  Ã‚  Ã‚  Lear makes many mistakes at the end of his lifetime. The want of an untroubled life of second childhood without the responsibilities of a well respected king is the main mistake Lear makes. The slippage of his self- image finally causes him to go mad (Dominic 233). Before Lear goes mad he realizes the state in which he is turning when he states, “My wits begin to turn.';( III.ii.67). Lear’s suffering is primarily mental and climaxes when Regan throws him out in the storm (Bruhl 317). The main mistakes appears “ as he [Lear] enters the phantasmagoria [fantastic imagery, as in a dream] of his madness';( Halio 192). This type of thinking makes Lear become mentally unstable.   Ã‚  Ã‚  Ã‚  Ã‚  One can attribute King Lear’s main mental anguishes to the direct act of wrong doing towards him. The wrong doings cause so much suffering because it comes from the two people he thought loved him more than any person on earth, Goneril and Regan. These ungrateful daughters strip Lear of his knights when he gives over his power (Dominic 233) of which this quote makes an exemplary example: Regan: And speak’t again, my lord. No more with me Lear: Those wicked creatures yet do look well favored When others are more wicked: not being the worst Stand in some rank of praise. I’ll go with thee. Thy fifty yet doth double five-and-twenty And thou are twice her love. Goneril:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hear me, my lord: What need you five and twenty, ten, or five,... Regan:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  What need one? Lear: O, reason not the need! Our beset beggars Are in the poorest thing superfluous. (II.iv.257-267) This conversation describes how evil subverts good; but in the end good is victorious (Ribner 136). Lear’s daughters cause him to think that everyone who says they love him will turn on him.   Ã‚  Ã‚  Ã‚  Ã‚  In the end of the story, Lear reaches the pinnacle of redemptive salvation. Lear sees his imprisonment as a time he and Cordelia can “live, / and pray, and sing, and tell old tales, and laugh/ At guilded butterflies and

Essay --

The world as a whole has been using resources from the earth for thousands of years. We used fire for heat and to cook our foods, rocks metals as tools and weapons, and water as a source for drink and washing. As the population grew in numbers, so did the demand for the earth’s resources. It wasn’t until the industrial age that the United States and receding countries began the sole use of fossil fuels to power homes, buildings, cites and vehicles. This increase in usage intensified the search and extraction of the demanded resources. The population of the world had exceeded four, five, and even six billion people, which put a strain on the earth and its recourses. Pollution increased and the atmosphere, water, land were affected drastically. The result of the burning of fossil fuels at such a high rates, caused a rapid depletion of the used fossil fuels. This lead to the search for alternative green energy, including the use of waves (tidal power) to create electricity to meet our demands. Methods of extracting the energy from waves are being created, and others have been put to use already. Wave energy is an environmentally safe form of hydropower that harnesses the energy from the up-and-down motion of ocean waves and converts it into electricity using the sole power of the tides. Tidal power uses the change in the high and low tides to the harness energy. These two types of energy provides us with another source we can use instead of the limited fossil fuels that we use today. Tidal energy is abundant in some parts of the world that have long periods of intense tides. The wave power varies in all parts of the world, areas with abundant wave power include Australia, Scotland, southern Africa, northern Canada, and the northw... ...n it comes to using the waves, the energy is free because no fuel is needed and no waste by product. It is also relatively inexpensive to operate and maintain. The turbines can produce significant amounts of energy which is amazing considering the inexpensive cost to maintain the sites. However, a suitable site is needed for this to function and work to potential. The waves need to be constantly strong to get the maximum output, and the turbines/generators have to measure up to the rough weather out in the ocean. The development of turbines and generators is very costly and they pose a possible threat to navigation from collisions due to being low profile and above water, making it undetectable by direct sunlight or radar. The sites in which turbines and generators are set up can disrupt marine life, including the type and distribution of marine life near the shore.

Reason and Irrationality in King Lear :: William Shakespeare Love Essays

Reason and Irrationality in King Lear In King Lear, Shakespeare deals with the issue of reason and irrationality namely by contrasting the Machiavellian tactics of Goneril, Regan, and Edmund with the love Edgar, Gloster, Lear, and Cordelia experience. In doing so, he makes a very profound statement about the nature of human existence—he condemns reason and natural order while promoting the most nonsensical thing in the world: human love. From the text, I ascertain that Shakespeare believes that all anybody needs to survive in the unjust world is love. I, however, believe that this is an unreasonable and unattainable expectation for the world we live in. In order to understand how Shakespeare arrived at his conclusion, it is first necessary to see how he characterized reason and unreason in the text. Reason was found in the egoists, the characters that would be considered the villains or antagonists of the play. Edmund, Goneril, and Regan displayed behavior of methodical ambition for status and power. Their actions reflected the desire to revert to what I deem â€Å"the natural† and discard the contrived conventions of society. For example, Edmund desired to be treated like the human being he was instead of the bastard he was known in society. Goneril and Regan’s treason against their father, though considered disrespectful by society, would be perfectly normal in nature where survival depends on the strongest and fittest. Thus, this conduct is based on reason and the basic means to survive and thrive without interventions from emotions or moral dilemmas. The behavior of these characters is symbolically reflected in the storm. The storm, a natural event, was destructive and nondiscriminatory. It did not care whether there was a king or a beggar in its path. Although the storm appeared to be chaotic, its behavior can be described in scientific terms. When we do this, we find that its movements are very precise and that lightning does not strike randomly but due to the buildup of excess charge in the sky. Thus, the storm, and in fact all things in nature, behaves in calculating and precise manners. Edmund, Goneril, and Regan’s behavior was no different from what can be found in nature. Certain species of animals will kill â€Å"family† members in order to gain territory or become alpha male of the pack.

Human ideal Essay

Human Ideal is a very subjective idea across the board. There are many factors that influence a person’s perspective on a prefect human ideal. The most prevalent factor seems to be the culture of the society. The culture and the society I was raised in brought me to the finalization of my personal human ideal. People should live to fulfill the ultimate good of happiness without stepping on others to reach it and at the same time to avoid extreme and take the middle way. My human ideal is pretty much stated in â€Å"Nicomachean Ethics by Aristotle†, but the other texts have their own validated ways to reach the human ideal. The Odyssey portrayed a character who seems to be the ideal mortal. His name was Odysseus and he had fought for his country with bravery. The gods were all in favor of his homecoming from Troy because of his bravery. â€Å"You dog, you never thought I would any more come back from the land of Troy, and because of that you despoiled my household,†¦ and sought to win my wife while I was still alive, fearing neither the immortal gods who hold the wide heaven,†¦Now upon you all terms of destruction are fastened.†(Odyssey of Homer, 22:35-41) Odysseus’ house had been overtaken be suitors and the gods lead him to bring justice to the suitors. The suitors did not fear the â€Å"immortal gods† like Odysseus did so they were fated to be destroyed by the God-like Odysseus. The suitors would be an example of an anti-human ideal in the culture the book is based on. Gods play a huge role in deciding the correct way to be a mortal. If you did not fear them and respect their power, you would be looked down upon and would have â€Å"all terms of destruction† fastened upon you. Odysseus was a war hero who fought in Troy for his people and he alone survived and because of this he was held high above everyone else this is the major reason Zeus would grant him a glorious homecoming. In† Euthyphro†, the human ideal is portrayed to be very different than â€Å"The Odysseus†. In order in to be prefect human, you had to live life without  certainty and to always ask questions even when you feel you are correct in your way of thinking. Socrates believed that people were often ignorant and talked in a way where they were correct even when they far from it. Euthyphro was on his way to court where he had run into Socrates and Socrates asked him what he business was there. Euthyphro was there to prosecute his father for murder of a servant who had also committed murder. Socrates being the human ideal example for this text brought up the question of â€Å"If you had no clear knowledge of piety and impiety you would never have ventured to prosecute your old father for murder on behalf of servant† (Euthyphro). Socrates tested Euthyphro’s sense of piety because Socrates thought it was wrong that he had no doubt in his mind it was justified to bring his own father to court. Socrates believed you should always ask questions because not everything in the world can be black and white. Socrates believed that all things had a grey area where what is piety and what is impiety was unclear. This brought of the question should he not bring a murderer to count merely because it’s his own father and does it even make a difference if the person he murdered was a murderer himself? My personal favorite human ideal of all the books is the one from The â€Å"Nicomachean Ethics by Aristotle†. The basic idea behind Aristotle’s book is that the ultimate goal in life is to achieve true happiness. This particular idea makes the most sense to me. â€Å"Happiness, then, is found to be something perfect and self-sufficient, being the end to which our actions are directed† (Aristotle, Page 15). This quote states that happiness is the final, the end and all other things will lead up to this. Happiness is stated to direct our actions because people all want to be happy. This idea gives people the feeling of â€Å"self-sufficient† because no other person can make another person achieve the ultimate good because it is all dependent on the person. Happiness is a perfect thing because no one truly knows what it is until they reach it themselves. The idea of happiness is subjective around the world given the different cultures so it is impossible to even begin to describe specifically how to reach the ultimate good. He also says â€Å"Since happiness is a certain sort of activity of the soul in accord with complete virtue, we must examine virtue; for that will perhaps also be a way to study happiness better† (Aristotle, 16). Happiness is a virtue and in  order to know happiness then you need to have an idea of what a virtue is. Virtue is the behavior showing high moral standards. Moral standards are important in all culture and especially in the Geek culture because of the gods who everyone seems to fear so greatly. They try to not offend any of the gods so their virtue is based around that for the most part. Which means their ultimate good involves pleasing the gods in order to achieve their goal of happiness. In John, the human ideal is a tad more divine than Aristotle’s view. John focuses more on having faith without doubt of its truth. Throughout the bible there are many examples that can be attached to this idea and John is no exception. Jesus was sent out in to the wilderness to survive for forth days and forty nights. The devil tempted him with power and ending of this suffering in the wilderness, but Jesus’ faith was much too strong for the devil. â€Å"The devil led him up to a high place and showed him in an instant all the kingdoms of the world. And he said to him, ‘I will give you all their authority and splendor; it has been given to me, and I can give it to anyone I want to. If you worship me, it will all be yours’† (John). The devil showed him the power he could have had if he would worship him, but of course it was in vain given he is Jesus and there is nothing in the world that could corrupt his faith. Jesus is the prime example of an ideal human and people believed if they acted like Jesus, then their life would have meaning and be complete. However, if it were any other mortal who was confronted with the offer that the devil made may have taken all that power in a heartbeat. The only way a person could reason with themselves in order to not take that deal would require a lot of faith in God and truth their decision may be rewarded in some way. The ideals presented in the Bible require people to have great faith in the Lord. My personal view of the human ideal is fairly general since I have no idea how to even get close to a perfect way to be human. My ideas agree with Aristotle in that happiness should be the ultimate goal no matter what way you achieve it. The one exception I have is that your path to happiness shouldn’t put others down and obstruct their path to happiness. If you feel there is no other option to reach your goal, then think again because there  is always a middle way and some way to reach your goal without hurting others. You need to live for each other and of course put your life or loved ones at the top of your list, but even a homeless drug addict on the street is a person and should be treated as such regardless of their poor choices in life. This also brings of the issue of what is that person has hurt someone. I feel that even if a person has intentional hurt another human being should at least have the chance to change unless they murdered, raped, or committed crimes as extreme as those. However, if the person shows no signs of regret or urge to reform, then justice will be properly laid onto the person in question. In this world, justice is a must because without it nothing is stopping people from obstructing other’s paths to happiness. Happiness is all too important in life to let a few hurt or corrupt the many. Human ideals seem to play a big role in culture, literature, and religion. However, there is of course no true human ideal because no two people think exactly the same way. The ideals ranged from fighting for your home and to kill for glory to achieving the ultimate good of happiness. Perfection in this world is merely an idea and it has a hard time fitting in with anything since nothing is truly perfect.

Who Are Aware of the Demands of Religious Commitment in Everyday Life.’ in What Ways Does Classroom Re Achieve This

The outcome of religious education is religiously literate young people †¦ who are aware of the demands of religious commitment in everyday life. ’ In what ways does classroom RE achieve this? The quote in this essay title not only states that children who experience religious education become religiously literate young people; but that they also begin to know the importance of religious commitment in everyday life. This however is an easy proposition to state, but to achieve this in classroom Religious Education can be a demanding and challenging realisation.For a child to become religiously literate they need to be able to understand and have knowledge about Religion, but to become aware of the demands they not only need to learn about Religious Education, they need to learn from it. Religious Education in catholic schools is not only learning from classroom RE but from the wider community: from parents and the parish. It is important when learning catholic religion in a catholic school the teacher links the learning in the classroom to the wider community so the children can become aware and possibly adapt the demands of the catholic everyday life.As the Catholic Education Service says ‘If in Catholic schools, we are able to play our part in the moral development of the young people in our charge, we need to agree among ourselves, with parents, what are shared values are and how we plan to put them into practice. A school contributes or fails to contribute, to the moral development of its pupils, by the broad values that are upheld by the school generally. ’ (1995,20) Catholic Education inspires children to be able to make their own decisions, as Catholics believe we were all made in the image and likeness of god.Religious Education should be portrayed to children as a journey, where children can use their free will to choose their own religious path. They should be able to understand that everything we do our talents, gifts and expe riences help us to lead a life in the image of God; this is a huge commitment Catholics make in their everyday lives. Children in Classroom religion should be able to reflect on this and become aware of the demands of religious responsibility. As it states in the Bishops conference, ‘The catholic vision of education promotes the dignity and freedom of every person as created in the image and likeness of God.This vision inspires and encourages the beliefs and values which are lived out in the daily life of the catholic school. ’ (1996,10) When teaching Religious Education in a catholic school the teachers aim should be to develop the children’s knowledge about religion and help them understand it. It should be able to allow children to investigate and have opinion on some of the biggest question asked. However even when teaching in a catholic school not all children may have been exposed to religion and this may be their first look into it.Some children will have come from very catholic backgrounds and when they look into Catholicism deeper it may heighten their faith. However to some children it may make them realise that they don't want to commit to the religious way of life. Whatever the children's beliefs it is important in a catholic school children are able to understand the religion and what it is about, as Grace and O’Keefe suggest ‘For some, classroom religious education will deepen and enhance their personal faith; for many it may well be the first presentation of the Christian beliefs†¦. he freedom of conscience must be respected. ’ (2007, 262) Although Religious Education is not subject to nationally prescribed attainment targets there are two attainment targets for Religious Education they are: Learning about Religions and Learning from religion. Learning about Religions covers skills necessary for pupils to develop knowledge and understanding of a variety of religions. Even in a Catholic school it is im portant children learn about other religions to give them a broader knowledge of the world around us.Learning from religion encourages reflection and allows learning from each other and listening to what the children bring to the class, by them sharing their own thoughts and ideas. Learning from religion allows children to ask questions about life's meaning and purpose and explore and share human experiences. Religious Education encompasses many things and can be linked to many cross curricular subjects. It is important that religion helps develop children morally and spiritually.Religion can be linked to many subjects such as English, History, PSHE, I. C. T, Art, Drama and Mathematics. Linking Religious Education to these subjects helps children grasp topics more easily and makes the lessons more varied. For example when I was on placement in a Catholic school I taught an RE lesson, the learning objective was to learn about the different stories the bible tells us about the birth o f Jesus. We looked at the Annunciation and The Visitation, when we looked at the Visitation we looked at Luke 2:8-20 and Matthew 2:1-12.The children then drew on their tables using a whiteboard pen a Venn diagram to show the differences and similarities between the two versions of the story. This brought maths into the lesson and the children stayed engaged all the way through as they were doing something different. Afterward we then did some freeze frames of the stories, if the children were tapped on the shoulder they would become the character and say how they were feeling at the time.This encompassed drama into the lesson, and the children were able to get up and involved in the lesson, it really helped them understand the story and become part of it for a few moments. Another way to keep the children engaged and bring variety to Religion is by going to visit a place of worship, for example if we were studying Islam the children could be taken to Mosques this will allow reflecti on and add reality to the learning experience. McCreery, Bowen and Berminghem suggest ‘The presence of such places will reflect the religious and cultural make-up of the local community.A place of worship is the source of a first-hand learning experience in which children can begin to recognise that their community is made up of diverse groups of people. ’ (2007,93) One subject to which Religious Education particularity links to is PSHE and they complement each other well; together they can help moralistic development. Children can learn from faith about many contemporary issues, for example forgiveness in the playground, helping others, living life in the image and likeness of Jesus.Much can be learnt from parables in the bible; one parable that in particular gives a clear message across to the children is the parable of the good Samaritan. This shows children that no matter what we are doing or who is in need of help, it is important that we always lend a helping hand to the people around us; just like the Samaritan did. The Samaritan helped the man on the side of the road even though he was a Jew; people would think he would have done the opposite as Samaritans disliked the Jews.Whereas the priest and the Levites just walked past, it is important children understand this is the wrong thing to do and they would follow in the Samaritans footsteps. They can think as if they were walking past the old man what would they do? This is not just teaching the children about the parables but linking it to real life situations, making them aware of the commitment to Catholicism in everyday life. For children to completely understand ‘the demands of religious commitment in everyday life’ it is important that they can link religion to everyday and the world around us.A good way to do this would be to talk about media, for example earlier this year Stephen Lawrence was murdered and his mother after loosing her son was willing to forgive the murde rers however she said in an article â€Å"I don't forgive the boys who killed Stephen. They don't think they have done anything wrong. They took away Stephen's life and there is nothing in their behavior or anything to show they regret what their actions have done and the pain it has caused us as a family. It is important especially in a KS2 RE classroom to talk about the way the mum would be feeling? The fact she’s forgive the murderers if they showed any remorse, is this a Christian way to behave? This allows children to develop their knowledge and understanding of, and their ability to respond to, Christianity in Britain. Although achieving a standard in an RE classroom where children can become ‘religiously literate young people’can be challenging; I believe with the right attitude and variety it is very possible.Using other subjects to keep the children engaged and links to the world around us, children will become aware of the demands of a religious life. However whatever is taught in the classroom must be seen through the life of the catholic school, through charity work, kindness and forgiveness. Religious Education is not part of the national curriculum, however if working in a catholic school I think teaching Religious Eduction is vital and will develop children morally and spiritually, as the learn from and about religion.Catholic Education Service (1995) Spiritual and Moral development across the curriculum. Matthew James Publishing Hoodless, P, Mccreery, E, Bowen, B and Berminghem (2007) Teaching humanities in primary schools. S Learning matters ltd The Bishop’s Conference of England and Wales (1996), Religious Education Curriculum Directory for Catholic Schools, London, Catholic Education Service. Grace,R and O’Keefe, SJ (2007) International Handbook of catholic Education. Springer