Melting of the Arctic Glaciers Essay Example | Topics and Well Written Essays - 750 words

Melting of the Arctic Glaciers - Essay Example . . . . . . . . . . . . . .3 B. Adaptation Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 C. Examples of Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 4. Works Cited (Bibliography) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Introduction People had previously dismissed warnings about global warming because of claims a group of scientists tasked to study its effects had fudged or manipulated their data. But today, there is no more doubt on this topic as the glaciers in the Arctic region of the world (located in the northernmost part of the Earth) are melting away fast due to the greenhouse gases caused by the burning of fossil fuels. Oil and coal are used to produce energy and electricity but they also produce by-products which are mainly carbon dioxide and methane that trap the sun heat energy. It is su pposed to be reflected back to outer space in a process called as Albedo effect. A warmer Earth has changed the ocean's surface temperatures and also its salinity with serious effects on marine life (Ehrlich 1) and caused rising sea levels. This brief paper examines all its effects on the populations of low-lying areas of the world and what can be done about it. Discussion Even the skeptics are now convinced that global warming really exists as manifested by weather that has gone haywire, as mentioned in an article by Mr. Hertsgaard like a â€Å"fiercer heat wave, harsher droughts, heavier rains and rising sea levels† (1). The top three polluters of the world are China, America and India, in this order of magnitude. â€Å"The world pumped about 564 million more tons (512 million metric tons) of carbon into the air in 2010 than it did in 2009. That's an increase of 6 percent. That amount of extra pollution eclipses the individual emissions of all but three countries - China, the United States and India, world's top producers of greenhouse gases. It is a "monster" increase that is likely unheard of, said Gregg Marland, a professor of geology who has helped calculate Department of Energy figures in the past. This extra pollution in China and the U.S. account for more than half the increase in emissions last year.† (Borenstein 1). What is even more alarming is the observation that even if all emissions are stopped or discontinued today, global temperatures will still keep rising for 25 years. There are basically two ways or approaches by which people can deal with the global warming phenomenon: first is mitigation and the second is adaptation. Mitigation pertains to a front-end approach of reducing gas emissions to slow down the warming trend and it includes using renewable and clean energy sources, such as wind power or solar power. The other end of the equation is adaptation which are actions intended to safeguard a community or country from the il l effects of global warming, such as rising sea levels that can inundate low areas. Mitigation – everybody can contribute to reducing greenhouse gases by living simple lifestyles. The idea is to reduce a person's carbon footprint by using less fuel in daily living. It entails, for example, using the car less and walking more often, or using a bicycle for moving around. There are many ways by which one can accomplish this, such as reducing the use of manufactured products or consumer items that use a lot of energy, reducing use of electricity, or by patronizing more

Smile Now, Cry Later Essay Example for Free

Smile Now, Cry Later Essay Gangs are becoming a growing problem within American society. â€Å"In 2002 more than 877,700 young people between the age of 10 to 24 were injured from violent acts, and 79% of homicide victims ages 10 to 24 were killed with firearms† (Youth Violence: Fact Sheet 3). Young people are turning to gangs as a way to solve problems in their lives, problems such as: poverty, home violence, peer pressure, forced them to seek for power, money, respect, protection or simply love on the streets. the majority of gang members have been exposed or have suffered violence in their homes. When youths join gangs, social activities with friends, and school. Gang members tend to fall behind their classmates in school and do not try to stick around. They lost their motivation, interests and see school like a part of the problem and not like a solution. The majority of gang members are illiterate because they drop out of school at a very young age. Most of them have or are related with drugs, which destroy their lives and their chances for a good education and better life. Teenagers are joining gangs every day, becoming a problem in ghettos, urban areas and neighborhoods. They can be found in about every city in the United States. One thing that all the gangs have in common is that According to Luis J. Rodriguez’s book, Always Running ‘’La Vida Loca or The Crazy Life†, â€Å"the barrio gang experience, originated with the Mexican Pachuco gangs of the 1930s and 1940s and was later recreated with the cholos† (5). The cholos, one of the most prominent and violent gangs in southern California region, still attract more and more teenagers. Teens usually join gangs in an attempt to correct both the social and emotional problems in their lives. There are many complex reasons kids join gangs: the majority grew up in broken families without a father or a mother to look up to when everything went chaotic and family conflicts present. These kids have a very low-self esteem due to the poor family function. They join in order to find love and acceptance. They see gangs as a surrogate, or substitute family, and they find in the streets what they don’t have at home. They also join gangs to gain power, money and respect eventually by getting into fights and killing each other. They often join gangs because they want to feel that they fit in somewhere, feeling rejected in more common situations due to their cultural heritage, religious believes, sex, or race. They join gangs as a way to protect themselves from discrimination, racism, prejudice, and to find acceptance among other members of the gang. Gangs are one of the results of urban deterioration that’s why we see some communities more affected than others. Gangs are a violent reality that people have to deal with today because gangs are a direct result of human beings personal wants and peer pressure. These issues can be identify by looking at the way humans are influenced in society, because I truly believe there is good evidence to point the blame at several institutions including the power that the media has in our society, the government, drugs and our economic system.

The differing historical and sociological views of childhood

The differing historical and sociological views of childhood This essay will highlight how childrens health and the laws to protect them from being exploited by employers through the introduction of Parliamentary Acts have been effective. It has also been important to discover how taking children out of the workforce impacted on society and how it was able to support them. A further issue to be investigated will be how important it was to rescue children from living rough and trying to support themselves which was taken up by Nonconformists such as Thomas Barnardo and how the National Society for the Prevention of Cruelty to Children (NSPCC) was founded (Cunningham-2006). Another aim of this assignment is to seek out how childrens health has improved through both Government and other organisations intervention. Therefore, what Government Acts were introduced to improve the living standards of the very poor and how they have been updated to deal with the problems of the twenty first century. Another part of trying to improve the lives of all ch ildren has been focused on providing all children with an education that would link into them achieving a better standard of living and being able to make a positive contribute to society. This has been a theme of Barnardos homes since Victorian times (Rose. J 1987) and is still been seen as a necessary goal in the Governments green paper Every Childs Matters (2003) and the Early Years Foundation Stage (EYFS-2007). Therefore this will be the final area discussed in how different historical and sociological views of childhood are linked to the in present day UK. Cunningham (2006) Miller et al (2002)research states that Victorian times saw fifty per cent of recorded deaths in children aged five years old and under, the biggest killers being diarrhoea, whooping cough, measles and small pox. In 1840 it became compulsory to be vaccinated against small pox; a vaccination founded in 1790 by Edward Jenner a country doctor working in a practice in Gloucestershire. He had a chance conversation with a milk maid who had contracted cow pox and she told him that folk lore said that if a person had survived cow pox they could not contract small pox. His vaccine was an important discovery as small pox was the biggest killer in Victorian time; in todays terms it claimed as many lives as cancer or heart disease. During this period ten percent of the population suffered from the disease in rural areas, this rose to twenty percent in towns and cities who contracted the virus and subsequently there was a higher death toll due to overcrowded conditions. The lar gest group was of children, as one in three died. Jenners assertion was that the cow pox protects the human constitution from the infection of small pox (Health affairs, 24 No 3 2005) He called it the Speckled monster (www.Jenner museum.com-30/12/10). In 1853 an act was passed that made it compulsory that all infants under three months were to have the vaccination. If parents failed to have their children immunised they could be ordered to court where they would be fined, property confiscated and finally imprisoned. However, this did not deter some parents across all classes who continued to battle with the authorities until their children were fourteen years old and did not have to have the vaccination. This was because many parents feared that the conditions in which the procedure was carried out were not sterile. Their fears were well founded as there was evidence that other disease were spread e.g. erysipelas, syphilis and scrofula (Baxby, small pox vaccination). Although Jenner gave this vaccination to the world for free, the doctors charged for this service therefore many poor people, who were amongst the most vulnerable, could not afford it. If doctors had not charged for this vaccination, small pox would have been under control a lot soon than it was. (www.History Learning Site.co.uk-30/12/10). However, childrens survival rate did increase as they got older although other health factors came to the forefront. Life expectancy was reduced due to the hazard of death at work, from dust in mines, quarries, barns, mills and bakeries alongside many accidents involving using dangerous equipment. In 1842 the mines act (Maybin.J, 2003) was passed so that no child under ten years old or woman were to work underground in mines but this did not stop them from working above ground where the conditions were not much better. Many acts were also passed in the late eighteenth and early nineteenth century that tried to control the hazardous, and what proved in many cases the fatal occupation of chimney sweeps or climbing boys as they were called (Cunningham, H 2006). All these previous acts proved ineffective and it took a court case in 1875 about an eleven year old boy, George Brewster who died when sweeping a flue at Fulbourn Hospital in Cambridge. The post-mortem showed that George had suf focated, his head was congested and he had large levels of black powder in his lungs and windpipe. Lord Shaftesbury then put forward another bill to parliament, this time with success. This ended what the Times newspaper called the worst public scandals of the Kingdom. (Strange, K.H, 1982) Other Acts of Parliament were also passed to try and safeguard children in cotton mills and factories over a period of time e.g. 1802 Health and Morals of Apprentices Act and the Factory Act of 1819 (Maybin,J.2003) but no provision had been ordered for these acts to be enforced. Things did not really improve until 1832 when thousands of children and adults marched to York to listen to speakers calling for a ten hour day act. The outcome of this was the 1833 Royal Commission on the Employment of Children in Factories Act (Maylin, J.2003) which said that no child under nine years of age could work in a factory and it also said that the eight hours older children spent at work had to be matched with eight hours of time spent in school until they were fourteen years old. This was supposed to be implicated by inspectors even thought there were only four for the whole of Britain. However, their work did go some way to put into place regulations that refined a system that progressed through the century. This meant that children spent equal amounts of their time in work and in school until 1918 (Cunningham-2006). Although these acts gave children more rights they were also the cause of other problems for society and the policy-makers. The poor law amendment act of 1834 (PLAA) was still in place, which was a problem for certain authorities who had to care for the children as the work they were allowed to carry out was getting more difficult to find. However, factory masters in Northern England and the Midlands needed children to work their machines in these remote sites. This led to the London authorities who were in charge of the poor houses, to take these factories needs as an opportunity to send cartloads of children to these valleys to work. One boy, Robert Blincoe tells of how 80 girls and boys were promised Roast beef and plum pudding ,but instead were forced to work 14 hours a day, were regularly beaten and given insufficient food .( Cunningham, H.2006) Thomas Barnardo became one of the most famous men in shaping childrens history in Victorian Britain. He arrived in London from Ireland in 1866.The city at the time was coping without much success with the effects of the Industrial Revolution. London was over populated had bad housing, poverty, massive unemployment, and an outbreak of cholera had just ripped through the East End of London.3,000 people had died leaving many children without family, homeless and also many were left with terrible injuries sustained from accidents in factories. Barnardo was appalled at the site of these unfortunate children and in 1867 set up a ragged school, so called because of the condition of the childrens clothes, in the East End of London for poor children to receive some basic education. A young boy Jim Jarvis from the mission showed Barnardo round the streets one cold night, children were sleeping on roofs huddled together for warmth. This sight effected Barnardo greatly and he decided to dedicate his time and efforts to helping destitute children. In 1870 Barnardo opened the first home for boys in Stepney Causeway. One evening a boy, John Somers was turned away from the home because it was full. He was found two days later dead from malnutrition and exposure. The home from that day had a sigh which read No Destitute Child Ever Refused Admission. Barnardo opened a home for girls in Barkingside which housed 1,500 girls. The aim of these homes was by the time children left they had a skill to help them make their way in the world and make a contribution to society. Boys learnt a craft or trade, girls learnt domestic skills. Barnardo believed that family life was the best for children to be bought up in. He started the first fostering scheme boarding out children to well to do families; he also started a scheme to board out babies born to unmarried mothers. The mothers worked in service nearby so they could still see their off spring. Victorians looked upon poverty, something t hey had helped to create, as shameful. They believed it came about through vice and laziness. Thomas Barnardo felt that all children, no matter what background they had come from deserved a chance and the best start in life . A philosophy that still inspires the charity today. Even though Barnardo was seen as a benevolent person there were still those who opposed him and tried to undermine his efforts. He was accused of having liaisons with a prostitute, falsifying photographs by dressing children in ragged clothes and miss using funds. All this was unfounded.(Cambridge University 1998) In 1946 The Curtis Report was published it was a national report on children deprived of a normal home life. Children were acknowledged as the nations responsibility. This report was the backbone of the Childrens Act of 1948 which placed local authorities responsible for the care of homeless and those children in need. Another Act that helped to change history and the plight of children for ever is the National Society for the Prevention of Cruelty to Children. The Reverend George Staite caused a public stir in writing a letter to the Liverpool Mercury dated 1881 in it he asked Whilst we have a society for the Prevention of Cruelty to Animals, can we not do something to prevent cruelty to children? This statement summed up the callous way the late Victorian era still treated its children. Social attitudes of Victorian people saw a very distinct line between public and private lives. Lord Shaftesbury, who himself had campaigned successfully for the Mines Act of 1842, warned Reverend Staite against trying to help protect children using the legal system. Shaftesbury said the evils you state are enormous and indisputable, but they are of so private, internal beyond the reach of legislation. However by 1884 The London Society for the Prevention of Cruelty to Children was born. Lord Shaftesbury was given the post of President and the Reverend Benjamin Waugh and Reverend Edward Rudolf were joint honorary secretaries. Waugh lived in Greenwich in London, and after seeing the high levels of child cruelty in the area, wanted to draw public and government attention to the unnecessary suffering of the children. The London Society lobbed parliament hard and succeeded in changing the law through what was called Childrens Charters. These charters reduced the parental powers. The society recognised that most neglect and abuse happened at home. An annual meeting was held in 1889 and the name of the society was changed to the National Society for the Prevention of Cruelty to Children. Queen Victoria became patron and Waugh the director. In 1889 the society had thirty two branches across the UK. Inspectors were paid by raising funds. They investigated reports of abuse and neglect usually from neighbours. The public had finally got behind this Act and by 1901 the NSPPC had 250 inspectors and had had over 50,000 complaints. The NSPPC continues to uphold the traditions set in place by its founders; it acts as an independent voice of children and young people to this day.(Hendrick,H.2003) With more children now attending school scientific studies showed that were serious health issues. These studies lead to the 1906 Welfare Act .Until this Act was in place free school meals for children of poor families were suggested but optional so some local authorise did not provide them. By 1914 150,000 children were getting one good meal a day. These studies also paved the way for the 1907Act that meant that all children who attended school were entitled to a free health check. The floor in this Act was that not all children went to school and were still working more times than not to keep their family from poverty. In 1986 a National Childhood Vaccine Injury Act (NCVIA) came into effect in the UK and a similar attitude to that of the Victorians recurred with parents having concerns about links between vaccinations specifically the MMR and neurological problems. Research was headed by Dr Andrew Wakefield at the Royal Free Hospital London. The research suggested that there were links between the MMR vaccination and autism in children. It went on to also make possible links to bowel disease. Two reports in1998 and 1999 looked at the evidence from Dr Wakefields team and concluded that firstly there was no evidence to link the MMR to autism or bowel disease and secondly that there was not enough information available to cause concern about the safety of the MMR vaccination. The Department of Health did acknowledge that the final decision was with the parents or guardian of the child but they had no hesitation to advice the use of the MMR vaccine. In 2001 (WHO) the World Health Organisation came out in a report supporting the MMR vaccine (MacLeod-Brudenell 2004). Even though things have improved for children from Victorian times, things are still not ideal for our children of today. Poverty is still a major concern in the 21st century .Three times as many people are living relative poverty compared to 1979. Families are experiencing high levels of divorce, separation and traditional networks decrease(DSS 1999a).These changes have an adverse impact on childrens emotional well-being and physical health. Children who live in families experiencing relative poverty are; less likely to eat healthy, to be breastfeed for any length of time, to do well in school and more likely to have childhood accidents, to have parents that smoke and have parents that suffer from depression. After the death of an eight year old girl ,Victoria Climbie, she was tortured and killed by her aunt and partner. Lord Laming chaired a public inquiry it asked how in the 21st century this little girl could have been failed so miserably. After the Laming Report, a minister for children,. The government published the green paper Every Child Matters.(DfES 2003)The spirit of this paper is positive. This policy outlined the care that needed to be in place to protect our children including the National Service Framework(NSF) for childrens health, Sure Start for families with children under five, improve access to health food, and reduce child poverty.(Miller,L.2002) In conclusion, from Victorian days up to modern times there have been pioneers who developed vaccinations such as Edward Jenners small pox inoculation to Lord Shaftesburys law to protect the chimney sweep boys. However, any changes no matter how well intended have had some serious implications to families ability to survive poverty. Further, even though there were laws to ensure the authorities did take care of the poorest in society, reforms to protect children from working had serious implication to their ability to fulfil their role.

Brooks, Gwendolyn Essay -- Essays Papers

Brooks, Gwendolyn Poet, writer. Born June 7, 1917, in Topeka, Kansas. Throughout most of the twentieth century, Gwendolyn Brooks was a lyrical chronicler of the black urban experience in America. In 1950, she became the first African-American poet to win the Pulitzer Prize. Brooks grew up on the South Side of Chicago, Illinois. She began writing poetry as a young girl, and by the age of 16 had begun publishing her poems regularly in The Chicago Defender. She attended the Woodrow Wilson Junior College in Chicago before marrying a fellow writer, Henry L. Blakely, in 1939. The couple lived together in Chicago, divorcing in 1969 but reuniting in 1973. They had two children, Nora Brooks Blakely and Henry Blakely Jr. Brooks earned a good deal of critical attention in 1945 with the publication of her first anthology of poetry, A Street in Bronzeville. (â€Å"Bronzeville† was Brooks’ name for the predominately African-American South Side of Chicago.) Over the next several years, Brooks won a grant from the American Academy of Arts and Letters and several fellowships from the Guggenheim Foundation. She published her second volume of verse, Annie Allen, in 1949. The book, which followed a Bronzeville girl throughout the stages of her life, was written in a loose, experimental form that Brooks called the â€Å"sonnet-ballad.† Annie Allen won the Pulitzer Prize the following year, catapulting Brooks to a whole new level of literary and popular acclaim. A novel, Maud Martha (1953),...

Critical Thinking Assignment: Buddhism

1. The question of Origin- Those who follow Buddhism have faith that the universe and god are one and the same. (Weider & Gutierrez, 201, 56) Buddhist turn to the teachings of Siddhartha Gautama also known as Buddha to live correct and at death escape the course of karma. After death, they trust they will become one with the universe. 2. The question of identity- The question of identity in Buddhism is answered in their belief that all living things are equal. They believe you must live according to the teachings of Buddha in order to escape karma and reincarnation after death. . The question of meaning/purpose- For Buddhist the primary goal is to reach Nirvana and end all personal suffering. In order to end suffering one must eliminate all fleshly desires and follow the teachings of Buddha which consists of the â€Å"Four Noble Truths† and the â€Å"Noble Eightfold Path†. 4. The question of morality- Because Buddhist believe everything is sacred they follow the † Ethical Code† instructed in the â€Å"Eightfold Path† which entails refrain from all forms of evil. The major points in the â€Å"ethical code† are; one must keep from taking a person’s life, stealing, immoral sexual behavior, lying and intoxication. 5. The question of destiny- Buddha rejected the idea Hindus hold about karma, which states that a person will continue to be reincarnated throughout time. He believed that one could escape through the denial of personal desires which lead to dissatisfaction because nothing in this world lasts. Buddha taught that everyone could reach Nirvana as long as they lived right. Once they reach Nirvana believers will live in a state where one feel neither hate nor love. Part 2: Compare and Contrast 1. The question of origin- Christians believe God is the creator of the universe and everything in it. Buddhist believers follow the idea that the universe and everything in it are one and the same. To the Buddhist everything has always existed unlike for Christians who believe there was a beginning which is explained in the book of Genesis. 2. The question of Identity-In Genesis 1:27 the bible states that we are created in the image of God. Just as we inherit traits from our parents we inherit traits from God. Buddhist believe humans and animals are one with the universe and both are equal in importance. 3. The question of meaning and purpose- For Christian’s the meaning and purpose of humans is found in John 17:3. John tells us that we are to know God through his Son Jesus Christ. We are to have a close intimate relationship with God. As ambassadors of Christ we are to go and communicate to the world what we know about Jesus, who makes this relationship with God possible. Buddhist do not believe in a personal God. They believe god is distant and does not become involved personally involved in people’s lives. The Buddhist believe their main purpose in to escape the karma and reach Nirvana where they will live without any desire. 4. The question of morality- Without God we are unable to determine what actions are right and wrong (Weider & Gutierrez, 2011, p 61) Christian believers follow the word of God as a guide to live their live. The bible calls believers to love God and to love their neighbor as they love themselves. These two commandments keeps believers from sinning against their neighbor. Buddhist believer in Buddha’s â€Å"Four Noble Truths† and the â€Å"Eight Noble Truths†. Their â€Å"Ethical Conduct† section says a person should conduct himself with â€Å"right speech, right action, and right livelihood. † These codes will liberate a person from the cycle of karma. Unlike Christians Buddhist do not believe in forgiveness the way Jesus offers it. However both beliefs agree that respect is inevitable to live in peace. 5. The question of destiny- Christians believe in heaven and hell. The difference in where a person will go depends on their acceptance in Jesus as Lord and Savior of their lives. Repentance of sin is followed by the forgiveness of Christ. A Christian will live for eternity in heaven if they accept the forgiveness offered by Jesus Christ. Buddhist believe â€Å"salvation† must be worked out. According to the teachings of Buddha anyone can reach Nirvana as long as the person works to behave â€Å"right† during their lifetime.

Objectivity vs. Subjectivity

Objectivity vs. Subjectivity Introduction People have the ability to choose between objectivity and subjectivity. Objectivity refers to the ability to judge issues from a personal perspective. Objective thinkers see beyond what other people say. According to Pillar, objectivity is intelligence because it provides room for rational thinking and reasoning beyond the ordinary (par. 2). On the other hand, subjective thinkers merely rely on the reasoning of scholars and experts in various fields.Advertising We will write a custom essay sample on Objectivity vs. Subjectivity specifically for you for only $16.05 $11/page Learn More For instance, the fact that the sun rises from the East and settles in the West is a subjective reason. In essence, it is impossible for people to reason beyond the ordinary. Subjectivism does not incorporate logic or intelligence. This paper intends to discuss the possibility that people could be completely objective in thinking. Possibility of Being Completely Obj ective Social scientists explain that it is impossible to attain objectivity. People constantly look for knowledge in both primary and secondary sources. Research can never end, and this explains why it is impossible to be completely objective. Individuals will often criticize materials generated by social scientists and this explains how intelligence seeks proof from policies. Seeking intelligence is a natural process that signifies objective reasoning. It occurs in a cyclic manner and can never come to a possible conclusion. Kahneman and Tversky argued that people would often distort the world due to their overconfidence in explaining things. Most of them do not have solutions to the problem, but through collective efforts and using intelligence, people could find credible answers to various situations (Kahneman 15). In essence, intelligence has no limits. Importance of Intelligence to the Intelligence Community Objectivity should be a vital trait for the intelligence community si nce they have to create a connection between different aspects in life. They include crime, politics, education, and culture. The intelligence unit demands complete commitment from objective individuals. In most cases, they could apprehend an innocent person without assessing other possibilities. Intelligence creates a boundary between propaganda, public relations, and sentiments from normal political rallies. Without objectivity, it would be impossible to assess the intelligence of such experts while in the field (Ehrman et al. 7). The intelligence community comprises of people from different socioeconomic backgrounds. Most of them view ideologies differently, as nature and nurture most of them dissimilarly. Objectivity and Subjectivity Objective and subjective reasoning apply to different people in the society. Besides politics, religion raises many questions among populations. Faith is a personal decision since in the society atheists exist. They do not believe in any religion be cause they have personal ideologies against this concept. Certain individuals advocate for Protestantism while others purely focus on Catholicism. Eastern religions equally play a significant role in the society, especially Buddhism.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some people question the ideologies or policies of certain religions. This happens when they want to join the sect, or when they want to criticize it. On the other hand, many people belong to no religion because after assessing most religions, they find atheism as the most appealing option. Religions have different traditions that their inventors formulate. Other people do not question religions since they uphold a subjective thought process (Ehrman et al. 22). Most of these individuals embrace religions that their predecessors initiated. Others blindly follow religious ideologies because their societies sup port such religions. Today, countless religious beliefs exist and people follow the ones they find comfortable. From this perspective, objectivity and subjectivity strongly apply in religious settings. Objectivity has to exist because people have the freedom of worship. On the other hand, subjectivity prevails because conservative communities exist. Conclusion Experts equate objectivity to intelligence since people often strive to reach the highest level of intelligence that they cannot achieve. When an expert develops an idea, people will generate different opinions and fallacies to challenge such reasoning. People are naturally different and intelligence is inherent to an individual. This offers the ability to object or support certain ideologies in the society. Ehrman, John, Hayden Peake, Martin Petersen, and Igor Lukes. Studies in Intelligence. Journal of the American Intelligence Professional 55.1 (2011): 1-50. Print. Kahneman, Daniel. Two Brains Running. The New York Times 25 Nov. 2011: 12-17. Print. Pillar, Paul R.. Chapter 29: The Perils of Politicization. UC Irvine: School of Social Sciences. N.p., 3 Mar. 2010. Web.