Tag: short essays

Introduction: “Adopting a Creator Mindset”

Skip Downing has divided his chapter “Adopting a Creator Mindset” into three major parts. He discusses self-responsibility to highlight how it is a key to success, how it shapes the mindset of a creator versus a victim, how it varies and impacts individuals across cultures, and how it is intertwined with the choices individuals make in their careers or lives. In the first part, Downing references the opinions of authorities such as Richard Logan, who stated that individuals facing different challenges, such as those in “concentration camps,” take responsibility for their survival (41). Thus, self-responsibility plays a crucial role in their ultimate survival. Downing also presents a case study of Debora, who failed her English 101, illustrating the concepts of the creator and victim mindsets. He then cites the well-known example of Rosa Parks.

In the second part, Downing delves into the cultural background’s role in determining responsibility. A major point he discusses is the “locus of control,” which becomes a central factor when viewing the assumption of responsibility through a cultural lens (43). In the third part, he elaborates on the choices individuals make and how they respond to them. He terms self-responsibility as a key to success, creating a mindset that, despite facing cultural constraints, ultimately leads to the final decision-making process in response to stimuli. Downing not only highlights the role of self-responsibility but also discusses its limitations across different cultures. He explores how the choices individuals make regarding responsibility contribute to their success in life.

Self-Responsibility in “Adopting a Creator Mindset”

In the first part, Downing emphasizes that self-responsibility is the key to success, whether in terms of survival, educational pursuits, or passing examinations. He cites the insights of Richard Logan, a psychologist, who studied successful individuals and concluded that they assumed self-responsibility by creating their own paths for survival. Downing refers to this as “response-ability,” signifying an individual’s capacity to respond to the choices they encounter in life (41). He argues that it involves becoming actively engaged to face challenges, as opposed to passively letting events unfold without taking intentional action (41).

To illustrate this point, Downing shares the case of Debora, one of his students who failed English 101 three times due to her passivity in embracing her responsibilities. Her persistent use of the word “but” in her conversations became a contributing factor to her failure (42). This passivity transformed her into a victim mindset, highlighting the detrimental consequences of not taking up self-responsibility.

Mindset Type in “Adopting a Creator Mindset”

In the second part, Downing explores the dynamics of a victim and a creator mindset. He asserts that an individual adopts a victim mindset when they refrain from taking up responsibilities and consciously choose to remain inactive. This choice leads to the development of a set of beliefs, which Downing labels as a “mindset,” trapping individuals in what he terms a “Victim mindset” (42). This mindset hinders people from acting on their choices, causing them to become passive.

On the contrary, the Creator mindset represents individuals who actively seek various options and choose to implement one of them to bring about positive change in their lives. Downing describes it as taking up personal responsibility, akin to forging a new path. As an illustrative example, he mentions Rosa Parks, who serves as an “inspiring example” of someone with a creator mindset (43).

Culture and “Adopting a Creator Mindset”

In the third part, Downing delves into the influence of culture on responsibility and outcomes. He references the insights of psychologist Julian Rotter, who introduces the concept of a “locus of control” within each culture, shaping people’s perceptions of external forces (43). In cultures with an “internal locus of control,” individuals believe that destiny is within their own hands (43). On the other hand, in some cultures, destiny is associated with cultural symbols, as seen in the Muslim culture where the phrase “God willing” is invoked when initiating or postponing tasks. Downing suggests that these cultural trends contribute to determinism, self-determination, and the issue of assuming personal responsibility. To illustrate this, he cites the example of William Henley, encouraging readers to take charge of their destiny as a compelling point (44). This highlights the interplay between cultural influences, determinism, and the individual’s ability to take personal responsibility.

Choice and “Adopting a Creator Mindset”

This leads him to delve into the concept of choice, examining whether an individual possesses agency in their life and the power to exercise this choice. Downing contends that the act of making a choice compels a person to engage in critical decision-making. When faced with a stimulus, he suggests that a person with a Victim mindset is likely to complain and make excuses, whereas an individual with a Creator mindset would pause, reflect, and then make a decision or explore alternative options (45). In fact, he distinguishes between a person who blames others, indicative of a Victim mindset, and a person who takes up self-responsibility, often leading to success and characterized as having a Creator mindset. The ability to navigate choices and take responsibility becomes a pivotal factor in determining an individual’s mindset and subsequent outcomes.

Me and “Adopting a Creator Mindset”

One part of this chapter, concerning culture, relates to a friend of mine. I have found that he frequently complains about difficult tasks assigned to him here in the United States. I won’t mention his name. However, I’ve observed him consistently blaming either his professors or a friend, whom he claims doesn’t teach him when they are together. Interestingly, this specific friend has informed me that the complaining friend often makes excuses, such as going shopping, having no time at the moment, planning to study later on weekends, or going to sleep. This behavior indicates that he has a Victim mindset.

Works Cited: “Adopting a Creator Mindset”‘

1. Downing, Skip. On Course: Strategies for Creating Success in College and in Life. 4th ed. Boston: Cengage Publishing,2004. 41-46. Print.

Relevant Questions: “Adopting a Creator Mindset”

1. What is the central role of self-responsibility in “Adopting a Creator Mindset”?
2. How does culture influence responsibility and outcomes in the context of “Adopting a Creator Mindset”?
3. What distinguishes the characteristics of a Creator mindset from a Victim mindset in the chapter?

Introduction: Cyberbullying

Sometimes, people find themselves surprised by human aggression, questioning whether it possesses adaptive qualities to emerge as a new threat to peace in the form of cyberbullying. Numerous events and incidents unearthed over the last decade of social media dominance affirm this transformation into a new phenomenon. Guan Ng Chaung et al., in their article “Cyber Bullying – a New Social Menace,” provide ample evidence supporting the assertion that bullying has evolved into cyberbullying, causing disruption and anxiety to victims, even leading to suicidal thoughts. They characterize it as a deliberate, repetitive, and power-imbalanced phenomenon, highlighting its prevailing rate at around 30 to 55 percent, notably high, with a rate of approximately 15 percent among school boys (106). This suggests a correlation between the increase in social media and internet penetration and the rise in cyberbullying. Julie Marie Luker and Barbara C. Curchak have echoed these elements when discussing cyberbullying’s prevalence in higher educational institutions, noting that around 41 percent of surveyed individuals reported its occurrence (145). This fact underscores its expanding reach in tandem with the growing prevalence of social media and internet usage. Over the past decade, cyberbullying has transformed from a concept into a harsh reality, posing a threat not only to children but also to vulnerable victims such as girls and women, evolving into a veritable crime.

Victims of Cyberbullying

The most vulnerable victims of cyberbullying are often children, susceptible to grooming by predators, particularly pedophiles, creating a perilous situation where escape becomes challenging. As highlighted in a report from the FBI, cited by Peter Brust, more than 20,200 cases of cyberbullying were investigated, with a staggering 10,000 cases involving the sexual exploitation of children (Brust). Recognizing the gravity of these threats, the FBI has initiated over 30 undercover operations on an international scale to identify and counter risks posed to vulnerable victims, encompassing issues such as blackmail and abuse (Brust).

Peter Brust emphasizes that these perpetrators exploit the weak privacy systems and limited technical knowledge of their victims, heightening the threat to the victims’ lives and potentially leading to suicidal thoughts (Brust). These distressing experiences manifest in the form of severe psychological impacts on the victims, contributing to conditions such as depression and heightened anxiety. The FBI’s proactive efforts underscore the urgency of addressing cyberbullying, particularly when it involves the exploitation of children, necessitating a comprehensive approach to safeguarding vulnerable individuals from the grave consequences of online abuse.

Psychological Problems in Cyberbullying

When psychological problems escalate to an excessive degree, as noted by Mustafa Sahin and his colleagues in their article “Cyber Bullying, Cyber Victimization and Psychological Symptoms: A Study in Adolescents,” the stakes become a matter of life and death for the victims, with the distress often leading to suicides or suicidal threats (57). Parry Aftab echoes this grim reality, supporting Peter Brust’s assertion by revealing that six kids have taken their own lives due to the impact of cyberbullying (Brust). Mustafa and his colleagues also emphasize the potential existence of gender variables in these situations, highlighting that, in many cases, victims, particularly young girls and women, may be unaware of the online threats they face (57).

Peter Brust, relying on statistical evidence, further underscores the vulnerability of individuals to cyberbullying, noting that the number of victims is on the rise, leading not only to psychological harm but also to physical threats or even criminal activities (Brust). Despite the proactive measures taken by entities such as the FBI through undercover operations and the existence of local laws, the threat of cyberbullying continues to escalate, underscoring the urgent need for comprehensive strategies to address and mitigate the devastating consequences of online abuse on vulnerable individuals.

Evidences in Cyberbullying

Parry Aftab, in collaboration with Peter Brust, draws attention to the extensive scope of cyberbullying by emphasizing her interactions with over 10,000 teens and surveys involving more than 50,000 individuals. The findings reveal a concerning trend, with 85 percent of respondents reporting the online threats they have faced (Brust). Similarly, Mustafa Sahin provides comprehensive evidence, specifically focusing on the increasing number of women and girls falling victim to cyberbullying within the Turkish context, a trend indicative of broader European and global patterns. He presents statistical data, suggesting a male-to-female ratio of 1 to 2 among victims (54).

Brendesha Tynes adds another dimension to the discussion by highlighting that the number of adult victims is estimated to be around 2 to 3 percent, but many cases go unreported due to legal ignorance or other factors (Tynes). This underscores that, while cyberbullying affects individuals across age groups, the social menace predominantly targets children and young girls, who are particularly vulnerable and more likely to fall victim to these online threats. The extensive evidence provided by these researchers emphasizes the urgent need for increased awareness, preventive measures, and legal safeguards to protect individuals, especially the youth, from the adverse impacts of cyberbullying.

Usage of the Internet and Cyberbullying

On the flip side, the contemporary reality presents a scenario where parents often find themselves lacking the time to closely monitor their children, leading to a situation where children are not always supervised during their internet use. While some parents restrict independent internet usage, Brendesha Tynes argues against an outright limitation of screen time, emphasizing the manifold benefits associated with online engagement (Tynes). It is noteworthy that, even in cases where there are strained relationships between parents or they live separately, there may be instances of responsible monitoring.

Despite the prevalent belief that most female victims come from broken families, there are instances where parents diligently monitor their children despite differences. The assertion that the increase in cybercrimes is overblown neglects the evolving nature of online communication, as Guan Chong and his colleagues point out. They stress that as online communication gains precedence over face-to-face interactions, cyberbullying is on the rise, taking on new forms and presenting threats of violence. The underreporting of numerous cases further underscores the need for a more nuanced understanding of the evolving landscape of online crimes and cyberbullying, as these issues become an unsettling reality over time.

Conclusion: Cyberbullying

In conclusion, it is evident that cyberbullying has evolved into a concerning manifestation of human aggression, posing a significant threat to individuals, particularly children and the most vulnerable who may lack knowledge about technology and relevant laws. This peril extends beyond mere online harassment, as exploitation, robbery, and sexual harassment become distressingly common experiences for some victims, including girls and women. Importantly, the threat is not confined solely to vulnerable demographics, as adults are increasingly falling prey to cyberbullying as well.

The sheer magnitude of child victims is alarming, with young girls ranking as the second-largest group affected. Urgent and sustained global efforts, akin to the proactive operations initiated by the FBI, are crucial to combat this menace and safeguard the virtual realm of knowledge. It is imperative to recognize that cyberbullying transcends boundaries and impacts individuals of all ages, necessitating a united front against this pervasive issue. Only through concerted global initiatives can the virtual world be liberated from the shackles of cyberbullying, fostering a safer and more inclusive online environment for everyone.

Works Cited: Cyberbullying

1. Brust, Peter. “The Predator Fear.” Frontline PBS. 22 Jan. 2008. https://www.pbs.org/wgbh/pages/frontline/kidsonline/safe/predator.html. Accessed 08 Dec. 2017.
2. Ng Chong, Guan, et al. “Cyber Bullying – a New Social Menace.” ASEAN Journal of Psychiatry, vol. 17, no. 1, Jan-Jun2016, pp. 104-115. EBSCOhost, login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=117304111&site=ehost-live&scope=site.
3. Şahin, Mustafa, et al. “Cyber Bullying, Cyber Victimization and Psychological Symptoms: A Study in Adolescents.” Cukurova University Faculty of Education Journal, vol. 41, no. 1, Apr. 2012, pp. 53-59. EBSCOhost, /login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=79544815&site=ehost-live&scope=site.
4. Tynes, Brendesha. “Cyberbullying Is a Bigger Problem Than Screen Time Addiction. The New York Times. 24 Aug. 2016. https://www.nytimes.com/roomfordebate/2015/07/16/is-internet-addiction-a-health-threat-for-teenagers/cyberbullying-is-a-bigger-problem-than-screen-time-addiction. 03 Dec. 2022.
5. Luker, Julie Marie and Barbara C. Curchack. “International Perceptions of Cyberbullying within Higher Education.” Adult Learning, vol. 28, no. 4, Nov. 2017, pp. 144-156. EBSCOhost, doi:10.1177/1045159517719337.

Relevant Questions: Cyberbullying

1. How can educational institutions and online platforms effectively address the issue of cyberbullying, incorporating both preventative measures and support systems for victims?
2. What role can legislation and law enforcement play in combating cyberbullying, and what challenges exist in creating and enforcing laws that effectively deter and penalize online harassment?
3. How do societal attitudes and digital culture contribute to the prevalence of cyberbullying, and what educational initiatives can be implemented to foster a more respectful and responsible online environment for users of all ages?

Introduction: Global Warming and Human Activities

Global warming and human activities leading to it is the greatest challenge that humanity is facing on Earth, possibly leading to its extinction, yet many are deliberately ignoring this challenge. Although some people perceive it as simply longer summer months, it is more complex than that, as “the environment is a complex network made up of the atmosphere, soil, water, and humans under the influence of the Sun,” leading to “climatic variability” (Bota, Voisculescua, and Bota 26). This complexity means that climate and temperature vary from place to place, but the problem lies in human activities that are responsible for a considerable increase in this temperature. As Simona Condurache-Bota, Mirela Voiculescu, and Gica Condurache-Bota state, “climate change and global warming are important issues” (27). The issue of global warming is due to numerous human activities, and reducing these activities could lead to overall improvements in weather conditions globally. However, if ignored, as is the case for various people, it may cause widespread disasters.

Opposite Views on Global Warming and Human Activities

However, there are many opposing views. The first is that only humans are not responsible for global warming. There are some natural phenomena that humans cannot stop, leading to global warming and climate change. Brad Balukjian says, “Only 40% of Americans attribute global warming to human activity, according to a recent Pew Research Center poll” (Balukjian). It is also evident that there is a lack of knowledge about global warming. He states that “many university professors teaching global warming barely had a better understanding of its mechanism” (Balukjian). This means that most people are not aware of what global warming is, let alone its human causes.

Richard Renneboog says that “Overall, the condition of the earth’s atmosphere is the result of a planetary balancing act between incoming solar energy and energy emitted into space from the planet’s surface” (01). He has identified three major causes of this balancing act: solar energy and the energy from space that come from the surfaces of the planets. He further states, “There is a contingent of climate scientists who correlate global warming with solar activity and terrestrial cycles” (01). This means that not all aspects of global warming can be attributed to human-made activities, and there are several scientists who do not attribute it solely to human activities. However, this does not negate the fact that human activities are contributing to climate change.

Different Opinions about Global Warming and Human Activities

In fact, there is some difference of opinion and understanding, as shown by Brad Balukjian and Richard Renneboog, indicating either ignorance among people and experts or the presence of many other factors. There is some truth in both perspectives. It is acknowledged that various natural activities have been occurring for years. However, the key point is the neglect of human activities that contribute to the increase in temperature through different means. For instance, the National Academy of Sciences has stated in a report that “Since the Industrial Revolution, all developed economies have been based on the burning of fossil fuels, which release carbon dioxide and other greenhouse gases,” highlighting a man-made activity (Bowman 2). This underscores the difference in understanding about the issue, indicating that common people may not be clear about it, and some scientists may not have considered the human dimension of the problem.

The real position aligns with both of these opinions. Bowman’s perspective is supported by an article on National Geographic, “Causes of Global Warming,” which demonstrates that human activities are influencing the climate. The article states that “there are several greenhouse gases responsible for warming, and humans emit them in a variety of ways” (“Causes of Global Warming”). It further mentions that the greenhouse gases responsible for the increase in temperature mostly “come from the combustion of fossil fuels in cars, factories, and electricity production” (“Causes of Global Warming”). This indicates that the human contribution to the problem has not been fully explored.

Multidimensionality Global Warming and Human Activities

It also shows that reality is multidimensional, and different people perceive the same issue in quite different ways. In other words, both opinions in this connection are correct. There are natural causes as well as man-made activities contributing to the increase in overall temperature, leading to problems in the form of natural disasters and diseases. Although there are some truths in Balukjian and Richard Renneboog, they do not represent the whole truth. The other side is equally correct, implying that human activities are indeed causing global warming.

Conclusion: Global Warming and Human Activities

In fact, the whole situation is that, regardless of the specific truth, both of these factors contribute to global warming, which is not benefiting mankind on Earth. In other words, if both of these factors, which are within the power of human beings, are addressed and managed to maintain the climate, it would benefit the human race in the long run. For example, reducing the burning of fossil fuels and deforestation could help keep our environment clean and free of greenhouse gases that impact temperature. Therefore, global warming, caused by man-made activities, could be mitigated to reduce the overall increasing temperature and keep the world a safe place for future generations. Otherwise, if both sides of the argument continue to adhere to their positions, it seems that practical actions may not be taken until time runs out.

Works Cited: Global Warming and Human Activities

1. Balkujian, Brad. “Why Doesn’t Everyone Believe Humans Are Causing Climate Change?” NOVA Next. 19 Nov. 2014. http://www.pbs.org/wgbh/nova/next/earth/climate-change-acceptance/. 21 Dec. 2022.
2. Bowman, Jeffrey and David C. Morley. “Point: Scientists Have Not Determined the Exact Causes of Climate Change.” Points of View: Global Warming, 31 Mar. 2022, p. 2. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=26159048&site=pov-live&scope=site.
3. “Causes of Global Warming.” National Geographic. n. d. https://www.nationalgeographic.com/environment/global-warming/global-warming-causes/. Accessed 22 Dec. 2022.
4. Condurache-Bota, Simona, et al. “Weather Records: A Worldwide View.” Annals of the University Dunarea De Jos of Galati: Fascicle II, Mathematics, Physics, Theoretical Mechanics, vol. 39, no. 1, Mar. 2016, pp. 26-36. EBSCOhost, libaccess.hccs.edu:443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=124713183&site=ehost-live&scope=site.
5. Renneboog, Richard. “The Foundations of Climate Change.” Points of View: Reference Shelf- Global Climate Change, May 2022, p. 1. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=96572723&site=pov-live&scope=site.
6. ­___. “Scientists at Odds.” Points of View: Reference Shelf- Global Climate Change, May 2022, p. 1. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=96572722&site=pov-live&scope=site.

Relevant Questions: Global Warming and Human Activities

1. How do human activities contribute to global warming?
2. What are the most significant impacts of global warming on the environment?
3. In what ways can individuals and communities mitigate their contribution to global warming?

Introduction: Fast Food Industry Is Ruining Health of the Americans

Fast food industry is ruining health of the Americans by entering American households swiftly and almost imperceptibly, with every individual in a household now craving hamburgers or French fries. Schlosser eloquently captures the entire fast-food mania in his remarkable book, “Fast Food Nation,” where he not only traces the evolution of existing fast-food chains but also explores the food processing and subsequent marketing strategies employed by industry giants such as McDonald’s, Burger King, KFC, and others (Schlosser 12-50).

However, the most noteworthy recent development is the growing awareness of health issues and deadly diseases attributed to the consumption of fast food. Initially, the fast-food chains paid little attention, but the public outcry, coupled with media scrutiny, eventually caught the attention of profit-hungry CEOs. Consequently, they initiated their own research, paralleling the approach taken in the fast and extensive processing of food. Several factors contribute to these health concerns, as these chains operate in conjunction with large corporations that supply flavors, preservatives, processed meat, French fries, potatoes, and more. The primary focus remains on reducing assembly-line costs and increasing profit margins, relegating health concerns to a secondary position. Nevertheless, numerous health issues associated with fast food, including obesity, cardiac problems, the spread of deadly pathogens, and damage to the digestive system, continue to emerge regularly.

Obesity: Fast Food Industry Is Ruining Health of the Americans

Fast food outlets are widely recognized for contributing to the spread of obesity, leading to consequential health issues such as cardiac problems and diabetes. The foods processed and utilized in the fast-food industry are often prepared at centralized locations, preserved, and frozen before being transported to various outlets, maintaining uniformity in taste and color, as seen in the case of McDonald’s extensive network of over 3,000 branches throughout the United States (Schlosser).

The processing and freezing of foods like French fries, McNuggets, and beef involve refrying in “partially hydrogenated oils (or trans fats),” which can result in elevated cholesterol levels and an increased risk of heart attacks, according to Freeman (2226). Freeman further explains that these foods are often combined with starch and have a high glycemic load, and when served with sugary drinks like Coke and Pepsi, they contribute to the existing sugar content, thereby contributing to the rising obesity rates in the United States and, subsequently, cardiac issues and diabetic problems (2221-2261).

Chemicals used in flavors, tastes, and food colors also play a role in these health issues, as they often contain added sugars. According to WHO studies and university research, the spread of the fast-food style or Western eating habits is causing an increase in cardiac health issues and diabetes in developing countries, mirroring the expansion of fast food outlets (McKie). Additionally, fast food is implicated in the alleged spread of deadly bacteria and pathogens.

Food Processing: Fast Food Industry Is Ruining Health of the Americans

Technological interventions in food processing and mechanical farming, both of which contribute raw materials to the fast-food industry, have been accused of negatively impacting food safety. Numerous studies, as highlighted by Michael Moss in his article “The Burger that Shattered Her Life” published in The New York Times in 2009, have pointed to instances where individuals experienced severe health issues, such as dance instructor Stephanie Smith, who suffered from digestive tract problems and severe diarrhea traced back to the consumption of a hamburger filled with processed beef contaminated with the E. coli bacteria (Moss).

The US Agriculture Department conducted tests, confirming the presence of the pathogen in samples of beef taken from various fast-food outlets. Moss notes that testing has been a contentious issue since the 1994 ban on selling ground beef contaminated with E. coli O157:H7, and Schlosser also emphasizes the challenges in testing procedures, stating that even with strict regulations imposed in 1982, food processing plants were resistant to third-party testing. Schlosser further notes that the situation has escalated with the discovery of more than a dozen such pathogens. While the government can recall lethal toys, it lacks the authority to force meatpacking companies to remove contaminated ground beef from food kitchens and supermarket shelves, a critical issue contributing to widespread food poisoning and the damage to the digestive systems of an entire generation (Moss; Schlosser 71). Although the government has taken some action, further improvements and vigilance are needed to address this pervasive issue.

Digestive Issues: Fast Food Industry Is Ruining Health of the Americans

The widespread damage to the digestive system is attributed to both pathogens and improper handling of food. When certain foods, such as potatoes or tomatoes, are processed at a plant, they may be mixed with food supplied to an entire state or town, posing a risk of affecting the entire population. The digestive process involves breaking down food in the stomach, passing it to the intestines for nutrient absorption. Fast foods, high in sugars and fats, take a longer time to digest, causing the stomach to work excessively and strenuously. This can lead to acid reflux and inflammation in the intestines, ultimately contributing to digestive issues and the development of intestinal ulcers, particularly among the younger generation with a penchant for fast food.

According to WebMD, speedy meals induce a higher number of gastroesophageal reflux disease (GERD) episodes compared to more leisurely meals, with a total of 15 GERD episodes triggered by fast meals and 11.5 episodes by slower meals. Acid reflux episodes were reported 12.5 times during fast meals (“Eating Food Too Fast Speeds Heartburn”). Schlosser supports this perspective, contending that the presence of pathogens causes inflammation, while fast food itself, coupled with improper handling, faulty processing, and careless packaging, contributes to the damage of the stomach and intestines (Schlosser 72). The combined effect of these factors amplifies the risks associated with consuming fast food, especially when consumed rapidly.

Conclusion: Fast Food Industry Is Ruining Health of the Americans

In short, while people have embraced fast food for its time-saving convenience and flavorful appeal, they may be unaware of the adverse impact on their health. The surge in cardiac issues and diabetes among young individuals and teenagers is a concerning trend. A growing number of people seek medical attention for digestive system-related ailments, including diarrhea, gastroesophageal reflux disease (GERD), and inflammatory bowel conditions, often linked to the rapid consumption of fast food. Despite efforts by the American government to regulate food packing practices, testing procedures remain veiled in secrecy due to the influential lobbying power wielded by the food industry in both the administration and legislature. However, public awareness is increasing, prompting some individuals to shift towards naturally grown vegetables and home-cooked meals. Nevertheless, there is still much work to be done to safeguard the future generation from the potential hazards of these medically detrimental conditions.

Works Cited: Fast Food Industry Is Ruining Health of the Americans

1. “Eating Food Too Fast Speeds Heartburn.” WebMD. WebMD. 2003. Web. 26 Sept. 2015.
2. Freeman, Andrea. “Fast Food Oppression Through Poor Nutrition.” Californian Law Review. 95 (6). 31 Dec. 2013. 2221-2260.
3. McKie, Robin. “Diabetes Epidemic Affecting 350m – and Western Fast Food is to Blame.” The Guardian. The Guardian. 25 June 2011. Web. 26 Sept. 2015.
4. Moss, Michael. “The Burger That Shattered Her Life.” The New York Times. The New York Times. 03 Oct. 2009. Web. 26 Sept. 2015.
5. Schlosser, Eric. Fast Food Nation. Penguin Books. 2002. Ebook.

Relevant Questions: Fast Food Industry Is Ruining Health of the Americans

1. What specific health impacts do fast food and processed food industries have on the American population, and how do these industries contribute to rising health issues?
2. In what ways do marketing strategies and collaborations between food industries and schools affect the dietary habits of children, potentially leading to long-term health problems?
3. How can government regulations and public awareness campaigns be improved to address the negative health consequences of fast food industry ruining health of the Americans?

Introduction: Fast Food Chains Responsible for Lower Grades

While it is commonly believed that the most harm fast foods can inflict is on the digestive system or perhaps cause stomach cramps, recent studies are revealing a surprising connection between the fast food industry and declining grades among teenagers in U.S. schools and colleges, suggesting that fast food chains are responsible for lower grades. One reason, as highlighted by Eric Schlosser in his remarkable book “Fast Food Nation,” is the nature of work provided to teenagers from poor or middle-class communities. These teenagers often fail to acquire tangible skills and find themselves at a disadvantage in terms of career-building. Schlosser comments on this growing trend, noting that “dropping out often seems tempting to sophomores who are working in the ‘real world,’ earning money, and being eagerly recruited by local fast-food chains, retail chains, and telemarketers” (Schlosser 33).

The issue is not only confined to the duties performed by these teenagers but is also linked to the hiring policies of fast food chains targeting this demographic. Another concern is the impact on children’s health as they become addicted to fast foods due to collaboration between some school chains and food outlets. These schools essentially act as advertising agents for these outlets, compelling children to purchase their products, leading to adverse health effects due to excessive consumption of chemicals. Schlosser addresses this in his book, and a student named Amy Ross also emphasizes this point in her paper titled “Nutrition and Its Effects on Academic Performance,” submitted to Northern Michigan University, where she highlights findings from various research studies.

Language:Fast Food Chains Responsible for Lower Grades

Furthermore, the language used in fast-food marketing is contributing to lower grades by steering teenagers towards low-skilled jobs that do not demand much of their time. In essence, fast-food outlets are not only causing lower grades in schools and colleges by providing steady jobs to teenagers and collaborating with schools to offer harmful foods to children, but they are also undermining their educational skills and overall health.

Competition: Fast Food Chains Responsible for Lower Grades

As fast-food chains have automated their assembly-line processes, they are engaged in a race to make jobs simpler than ever before. Therefore, major fast-food chains like McDonald’s, Burger King, and KFC have developed concise manuals, ranging from short pamphlets to extensive dictionaries. The primary goal of these clear and visually instructive manuals is to make the jobs remarkably easy, akin to child’s play. This approach ensures that the chains can easily find workers without investing significant time and resources in training (Schlosser 31 & 33).

In their study on the effects of fast-food chain jobs on students’ performance, Charles Hirschman and Irina Voloshin conducted extensive research, citing experts and analysts from various fields to demonstrate the harmful impacts of fast-food employment on academic performance. They assert, “Students employed in fast food-related occupations tend to work more hours per week and have lower hourly wages than students working in other occupations” (Hirschman & Voloshin). According to their findings, students often work extended hours due to family obligations or personal desires to afford life’s luxuries. Unfortunately, this results in them spending a significant amount of their valuable time working in fast-food outlets, diverting their attention away from career-building activities. Consequently, they lose interest in academic pursuits and fail to achieve good grades.

Future Game Plan: Fast Food Chains Responsible for Lower Grades

Another strategic move employed by fast-food corporations, as devised by their marketing divisions, is to establish brand loyalty among children, targeting the future consumer base. McDonald’s and Burger King, among others, have formed collaborations with various schools across different states. The terms of these collaborations involve schools promoting the brand’s sales on campus, allowing the fast-food chain to open an outlet within the school premises, and permitting the corporation to utilize the school campus for advertising and marketing its products to children. In return, the school receives discounts in the daily meal program, which they can adjust in their budget to address deficits in the annual school budget (Schlosser 72-78).

While it may appear unrelated to the academic performance of students, the reality suggests otherwise. The constant exposure to marketing content for these brands affects schoolchildren and teenagers, diverting them away from consuming organic foods. The consequence is an increase in various health issues, directly impacting academic performance as these students may struggle to sit for prolonged periods and focus on their studies. Additionally, these marketing tactics make the student community susceptible to the profit-oriented intentions of food corporations. Quoting a study from Yale University, Kelly Brownell underscores that both McDonald’s and Burger King engage in these unhealthy practices, leading to severe consequences. He emphasizes, “The nation is paying a terrible price. The industry has had time to prove itself trustworthy, and the government can look the other way only so long” (Brownell). This implies that the detrimental practices of fast-food outlets are wreaking havoc on the health of students, hindering them from adopting healthy habits. If they are not healthy, their ability to engage in academic pursuits is compromised, leading to lower grades and various physical and psychological issues.

Disturbing Issue: Fast Food Chains Responsible for Lower Grades

One of the most disturbing physical issues that has recently surfaced, as reported by Daily Mail journalist Luke Salkeld, is alarming due to its direct connection to studies and, ultimately, student grades. Quoting Professor Kelly Purtell of Ohio State University, Luke Salkeld reports on research investigating the impacts of fast food beyond obesity, revealing that students who consume products from Pizza Hut, Burger King, and KFC tend to perform poorly in science, math, and reading tests. Further studies indicate that this poor performance is associated with the low iron content in fast food products. Iron plays a crucial role in brain growth and function, and its deficiency can adversely affect verbal and spatial memory in children. Australian research has reached similar conclusions after testing fast foods on rats (Salkeld). Eric Schlosser echoes this in his book, “Fast Food Nation,” arguing that the fast-food industry, despite offering job security, fails to provide meaningful educational or working skills to students, enticing them into a deceptive path. They become mere machines engaged in “routinized work” on the assembly line, where they learn nothing valuable. Schools are meant to be places where students acquire not only educational skills but also traits like honesty, perseverance, teamwork, and loyalty through sports and activities. However, the allure of owning a car and covering other expenses often leads them to fast-food outlets, where they spend their precious time. This becomes a psychological trap, as working there results in fewer students participating in after-school sports and activities, failing to learn essential social and moral skills (Schlosser 33-35). Consequently, they not only face academic failure but also become dropouts, supplying a steady workforce to the fast-food industry throughout their lives. Additionally, they compromise their health, facing various physical and psychological issues. CNN’s Ben Tinker has highlighted the use of antibiotics in meat, damaging the health of fast-food enthusiasts. Quoting a report by Friends of the Earth, he mentions that when ranchers and owners use antibiotics for their animals, bacteria develop resistance, transferring to humans through food and causing diseases. This alarming situation could lead to children suffering from MRSA, as these bacteria become immune to all penicillin-related medicines. Tinker emphasizes the importance of FDA transparency in regulating antibiotic use on livestock to safeguard the future generation from diseases caused by antibiotic-resistant bacteria (Tinker).

Conclusion: Fast Food Chains Responsible for Lower Grades

In short, the fast food industry has not only transformed Americans’ eating habits but has also influenced the way they work, live, and interact with each other. This industry has given rise to a new culture of the fast-food generation, characterized by hyperactivity and a robotic lifestyle. This generation lacks an understanding of the value of acquiring life skills from educational institutions. They are caught up in auto and burger mania, disrupting their sleep patterns and hindering their ability to study comfortably. Consequently, these obsessions contribute to lower grades, eventual academic failure, and dropping out of college.

Fast food chains not only offer jobs but also provide food that adversely affects the health of students, leading to poor academic performance in various subjects. Fast food jobs, lacking in skill development, turn students into robotic workers with limited prospects for the future. This robotic force may shape the future generation of America, tasked with leading the nation in the coming years. Unfortunately, fast food outlets have extended their influence into schools through collaborations with school authorities, claiming to fund schools and address budget deficits. However, at the core of this issue are profit-driven corporations responsible for creating the problem. The responsibility to halt this disaster lies with the government, tasked with preventing these profit-centric chains from jeopardizing the future of the American public.

Works Cited: Fast Food Chains Responsible for Lower Grades

1. Brownwell, Kelly. ” Are Children Prey for Fast Food Companies?” The Atlantic. The Atlantic. 08 Nov. 2008. Web. 30 Sept. 2022.
2. Hirschman, Charles, and Irina Voloshin. “The Structure of Teenage Employment: Social Background and the Jobs Held by High School Seniors.” Research in social stratification and mobility 25.3 (2007): 189–203. PMC. Web. 23 Sept. 2022.
3. Ross, Amy. “Nutrition and Its Effects on Academic Performance.” Northern University of Michigan. 28 July 2010. Web. 22 Sept. 2022.
4. Salkeld, Luke. ” Fast food IS bad for the brain as study shows children fed on it have poorer maths test scores.” The Daily Mail. The Daily Mail. 21 Dec. 2014. Web. 30 Sept. 2022.
5. Schlosser, Eric. Fast Food Nation. Penguin Books. 2002. ebook.
6. Tinker, Ben. ” Restaurant report card grades on antibiotics in meat supply.” The CNN. The CNN. 16 Sept. 2015. Web. 30 Sept. 2022.

Relevant Questions: Fast Food Chains Responsible for Lower Grades

1. How do fast food jobs contribute to lower academic performance among students, and what factors influence their decision to work in the fast-food industry?
2. In what ways do collaborations between fast food chains and schools impact students’ eating habits, health, and overall academic success?
3. What role does the culture of fast food consumption play in the decline of life skills, academic focus, and performance in the younger generation, and how can these negative impacts be mitigated?

Introduction: Impact of Fast Food

The new trend of fast food has taken the world of young people by storm with far-reaching mpact of fast food on students’ lives. Not only do fast foods provide them with a unique taste, but they also come in appetizing colors, and, above all, they are readily available at their doorsteps, schools, and colleges. Global giants like McDonald’s, KFC, Subway, and Domino’s top the list with hundreds of branches around the world. Alex Leon Lichtenber of Claremont McKenna College attributes the success of these fast-food chains to their assembly-line production facilities, low production costs, quick service, fast consumption, appealing taste, quality slogans, extensive marketing campaigns, and, most importantly, targeted customer strategies (12-18).

However, the proliferation of fast-food items and outlets is increasing at an unprecedented rate in the history of the food industry. Eric Schlosser, a fast-food researcher, notes in his book “Fast Food Nation: The Dark Side of All American Meals” that McDonald’s alone has over 3,000 branches in the United States, with countless franchises worldwide (33). Born in California during the auto era of 1970, fast-food outlets, according to Schlosser, experienced rapid growth, with more than 3,000 McDonald’s branches emerging in just 13 years from the original 250 branches—a phenomenon he described as a fast-food war. Reflecting on this meteoric rise, Lisa Tillinger Johansane (2012) comments that McDonald’s not only provides good jobs but also offers upward mobility in employment, boasting over 33,000 branches worldwide with e-learning support, scholarships, and financial aid for business education, including its own McDonald’s University (87-88). This illustrates the significant progress made by fast-food restaurants over the last three decades.

The remarkable increase in the number of fast-food chains, however, has had its consequences for the public. These establishments provide taste, color, and appealing shapes of fast foods to the nation’s future generations in a way that captivates these young minds permanently. The danger behind these attractive appearances is more harmful than other processed foods, and simultaneously, the fast-food industry has transformed the employment landscape for this generation. Through enticing robotic employment opportunities and collaborations with school food programs, fast-food chains continue to contribute to students’ poor academic performance and physical health.

Food Chains: Impact of Fast Food

For the past four decades, fast-food chains have entered the competitive restaurant scene, adopting a dual strategy of providing fast manual-based service with minimal learning opportunities and cost-effective assembly-line production. Eric Schlosser (2012) emphasizes this strategy as both a financial and psychological lure, drawing students into early employment opportunities that offer little skill development. He argues that students, attracted by the promise of easy money, often overlook the fact that the time spent in these no-skill-learning jobs could have been better utilized in engaging in social activities such as extracurriculars or sports (48-49).

Describing fast-food chains as “fast food establishments,” Charles Hirschman, a professor of Sociology at the University of Washington, and his associate Irina Voloshin (2009), a researcher from the same university, shed light on the impact of fast-food jobs in their paper “The Structure of Teenage Employment: Social Background and the Jobs Held by High School Seniors.” They highlight the significant consequences of teenagers working in the fast-food industry, including the high turnover rate and limited prospects for upward mobility. The researchers note a concerning trend of around 42% of students joining fast-food outlets due to the allure of easy work, quick money, and the absence of specific skill requirements. They conclude that these fast-food jobs are “prototypical teenage jobs,” characterized by low pay, high turnover, and limited prospects for advancement. As these jobs often involve routinized tasks with minimal training, teenagers, especially high school and college students, become attractive hires for the fast-food industry (189-203).

This lack of on-the-job training or incentives for acquiring specific skills is a recurring theme emphasized by both Eric Schlosser and the research conducted by Hirschman and Voloshin. Students, enticed by the prospect of quick earnings for desirable items like cars and smartphones, end up investing their time in jobs that offer little long-term benefit. Consequently, this not only represents a psychological lure but also a socially destructive trap, as students spend their formative years in positions that do not contribute to their future development or prospects.

Food Chains: Impact of Fast Food

Despite the undeniable reality, fast-food chains have expanded their collaboration with schools, driven by a dual philosophy. From the perspective of the fast-food outlets, the aim is to target future consumers—the students. Conversely, from the viewpoint of schools, this collaboration helps in addressing budgetary deficits, as explained by Eric Schlosser (2012). Fast food chains have even partnered with toy manufacturers to produce branded toys, further enticing children to associate with their brands. Paul Fieldhouse (2013) addresses this culture of expanding fast-food collaboration, stating in his book “Food and Nutrition: Customs and Culture” that these chains have reached various organizations where people gather for work, studies, or even medical treatment. The collaboration extends to schools, hospitals, and toy stores, forming partnerships for cross-marketing opportunities (213).

Although clear dietary guidelines exist for school children, some schools have allowed fast-food restaurants a free hand, provided they help address budget deficits. Fieldhouse notes that this collaboration extends to marketing, as certain outlets and chains approach schools to create a “connection between fast food and academic success.” He describes this as an onslaught on the future generation under the guise of education (214). This collaboration is concerning, as some U.S. states have implemented regulatory measures, proposing bans on specific food items during lunch to combat childhood obesity and reduce BMI indexes. Researchers Ashlesha Datar and Nancy Nicosia highlight the link between school obesity and fast food in their study “Junk Food in Schools and Childhood Obesity,” pointing to the proximity and easy availability of fast food outlets. This marketing strategy adopted by fast-food restaurants in forming collaborations risks turning the future generation into addicts and fostering permanent obesity. The direct impact on the academic learning of children is particularly alarming.

Direct Impact of Fast Food

The direct impact of consuming fast food on the learning of young students has been studied by professors and specialists in children’s nutrition, Kelly M. Purtell and Elizabeth Gershoff. Their research on fifth-grade students, controlling for various social factors such as eating habits, television watching, and sedentary behavior, revealed that those who consumed fast food showed poorer grades compared to students who opted for organic foods. The percentage of students with lower grades was around 11% higher among those who consumed fast food. The study aimed to isolate the effects of fast food consumption from other social factors influencing academic performance (871-877).

This finding aligns with the argument made by Eric Schlosser (2012), who asserted that students engaged in fast-food jobs often neglect the development of essential social skills, impacting their academic performance. Schlosser described this phenomenon as a psychological bait, where students hooked on easy money may opt for dropping out of education altogether. Fast food consumption not only affects students’ health but also influences their learning patterns and sleep, contributing to lower grades. While the research doesn’t explicitly address the impact on intelligence or IQ, it indicates a negative influence on both learning and test scores.

Despite governmental regulations and compliance by fast food chains, concerns about contamination and health effects persist. Anne Radam, a quality assurance supervisor at Smoothie King, acknowledged occasional issues with contamination but emphasized compliance with FDA inspections every three months. She assured that customer complaints, especially regarding students’ health effects, are taken seriously, demonstrating a commitment to health standards (Radam). However, influential fast food chains are accused of negatively affecting the future generation by contributing to health issues, academic underperformance, and skill deficits.

Conclusion: Impact of Fast Food

In short, fast foods, categorized as processed foods, are not only tempting and appetizing but also pose significant risks to physical health, mental well-being, and academic performance. While these foods offer employment opportunities for a considerable portion of the young U.S. population, the jobs provided are often routine and require minimal skills. Fast food outlets have streamlined their tasks to assembly-line activities that do not contribute to skill development or education. Consequently, students working in these roles are taught only routinized tasks, making them unskilled and negatively impacting their educational pursuits. The lure of easy money from fast food jobs further diverts their attention from meaningful educational endeavors.

The detrimental effects extend to the students’ health, with fast foods contributing to addiction and obesity. Marketing campaigns aimed at creating permanent consumers target students through collaborations with schools, social organizations, and toy manufacturers. While these initiatives intend to solidify brand recognition, they inadvertently foster addiction among students. The processed nature of these foods poses significant health threats, affecting both physical well-being and academic performance. Students working in the fast food industry often find it challenging to break free from this routine, leading to college dropouts. In essence, fast foods have multifaceted negative impacts on students, influencing their health and learning abilities in various ways.

Works Cited: Impact of Fast Food

1. Datar, Ashlesha, and Nancy Nicosia. “Junk Food in Schools and Childhood Obesity.” Journal of policy analysis and management.  31.2 (2012): 312–337. PMC. Web. 10 Dec. 2022.
2. Fieldhouse, Paul. Food and Nutrition: Customs and Culture. Chapman & Hall. Derby. 2013. Print.
3. Hirschman, Charles, and Irina Voloshin. “The Structure of Teenage Employment: Social Background and the Jobs Held by High School Seniors.” Research in social stratification and mobility 25.3 (2007): 189–203. National Center for Biotechnology Information. Web. 13 Nov. 2022.
4. Jahnsen, Lisa Tillinger. Fast Food Vindication. Tillinger Publishing, LLC. Lose Angeles. 2012. Print.
5. Litchenberg, Alex L. “A Historical Review of the Five of the Top Fast Food Restuarant Chains to Determine the Secrets of Their Success.” CMS Senior Theses (2012): 1-55. Claremont College. Web. 15 Nov. 2022.
6. Purtell, K. M., and E. T. Gershoff. “Fast Food Consumption and Academic Growth in Late Childhood.” Clinical Pediatrics. 54.9 (2014): 871-77. Web. 14 Nov. 2015.
7. Radam, Anne. “Fast Food Safety.” Personal interview. 9 Nov. 2015.
8. Schlosser, Eric. Fast Food Nation. The Dark Side of All American Meals. Mariner Books. New York. 2012. Print.

Relevant Questions: Impact of Fast Food

1. How does the consumption of fast food among students impact their overall health, and what specific health issues are commonly associated with a diet high in fast food?
2. In what ways does the regular intake of fast food influence students’ academic performance, including factors such as concentration, cognitive abilities, and overall productivity?
3. What measures can educational institutions and policymakers take to address the impact of fast food on students’ health and academic performance, and how can they promote healthier eating habits among the student population?

Introduction: Role of Religion in Public Affairs

Karl Marx, the proponent of Communism, declares religion as the ‘opium of the masses,’ adding that “Man creates religion, religion does not create man” (4), emphasizing the role of religion in public affairs. While his argument differs from that of James Madison, as presented in “Memorial and Remonstrance,” both arrive at the same conclusion that due to varying interpretations of religion among individuals and sects, its involvement in statecraft is highly dangerous and pernicious. Religion not only undermines freedom and equality but also leads to the persecution of other sects and minorities in its worst form. James Madison, condemning “force or violence” in religion as anathema, warns that religion must be left to individual practice; otherwise, it will infringe upon the freedom and rights of others through violence and torture.

Despite the acknowledgment that man creates religion and, therefore, it should stay within the realm of human influence, debates persist, especially in the case of divine religion, where questions arise about whose interpretation should prevail. The challenge emerges when each religion and religious sect considers its version as the exclusive representation of God’s words, attempting to impose it on others, leading to torture and violence. While every religion advocates love, sympathy, and charity, Madison points out that Christianity, for instance, teaches “Christian forbearance, love, and charity,” qualities that should define religious strategies. However, in practice, it has resulted in torture, violence, animosity, and jealousies in the public sphere (Madison 361). Therefore, the role of religion in the public sphere should be characterized by freedom, equality, and tolerance, not the opposite, as the latter desecrates the essence of religion itself.

Freedom and Role of Religion in Public Affairs

Concerning the argument of freedom, each individual holds beliefs in a particular religion and its interpretations, granting him the right to cherish these interpretations and act upon them in his private life. As Madison asserts, “The religion, then, of every man, must be left to the conviction and conscience of every man” (358). This implies that it is the inherent right of every individual to uphold and safeguard his beliefs. The state, according to Madison, must recognize and protect this right, ensuring its preservation and preventing its violation or encroachment. Enforcing a specific sect or religion by the state would constitute a usurpation of the individual’s right, negating the true freedom granted by religion.

Madison deems this right as “unalienable,” emphasizing its inseparability from individuals as it constitutes a “duty towards God” (358). Any attempt by the state or its institutions to seize this right would signify a curtailment of the freedom bestowed by religion and God upon the people. The divine origin of this freedom is crucial, and any attempt to subject it to man-made laws would be a form of desecration, as it should remain beyond the reach of legislative authority. Placing it under human-made laws transforms it from a divine prerogative to an earthly religion, which, although considered sacred by its believers, should not be subject to legal regulation. The role of this freedom, then, should be to empower individuals and remain inviolable, ensuring that everyone can enjoy its benefits. In democratic societies, any form of persecution based on religion, whether by individuals or the state, is widely regarded as a grave violation of religious principles and contradicts the very essence of true religious freedom.

Equality and Role of Religion in Public Affairs

Regarding equality, James Madison asserts that equality forms the foundation of law. If religion becomes an integral part of statecraft and is endorsed as the state religion, it results in excluding all other sects and religions from the legal framework (359). This contravenes the principles of law, as legal systems necessitate the equal treatment of all individuals. Madison emphasizes that, in religious interpretations, since all men are born equal and independent, it is only natural that “all men are to be considered as entering into society on equal conditions.” If this condition is compromised, the legitimacy of the religion in the public sphere diminishes. The ultimate goal of religion, according to Madison, is the pursuit of truth. If, however, a magistrate is tasked with seeking this truth, he “may employ religion as an engine of civil policy.” This approach not only contradicts the essence of religion but also results in the subjugation of people who place faith in that religion, making it a matter of worldly principle rather than a religious one.

Madison illustrates his point by referencing “ecclesiastical establishments” that witnessed “ignorance and servility in the laity,” indicating that authorities enjoyed powers while remaining ignorant of the teachings of Christianity itself. This lack of equality goes against both religious principles and governmental laws, undermining the true essence of religion and perpetuating a system that fosters inequality and servility among the populace.

Love and Tolerance: Role of Religion in Public Affairs

The third argument contends that while most religions advocate love and tolerance, when introduced into the public sphere, they often foster hatred and animosity among followers of different sects and religions. This contradictory outcome, generating animosity instead of love and forbearance, runs counter to the core virtues preached by various religions, notably Christianity. James Madison opposes a bill aiming to establish Christianity as the state religion, expressing that “the policy of the bill is adverse to the diffusion of the light of Christianity.” He argues that Christianity should reach every corner of the world, enlightening every ignorant person (361). However, if the introduction of religion fails to uplift people and nations from darkness but instead spreads vices, it deviates from its intended purpose of promoting virtues.

In essence, if religion, deemed divine with the purpose of spreading love, piety, and tolerance, is manipulated through man-made laws to promote the opposite, it is suggested that it should be left to its intrinsic nature. Thus, it becomes a valid argument against incorporating religion into statecraft and formulating policies that legislate laws creating differences instead of equality and promoting hatred instead of tolerance. Such actions would not only violate the sacred principles of religion but also act against the essence of religious teachings, contradicting the requirements of public life.

Conclusion: Role of Religion in Public Affairs

Hence, it holds true that when religion permeates public life, it can transform into a tool exploited by the clergy and religious authorities to subjugate individuals belonging to different sects and religions, becoming an instrument for the persecution and torture of followers of alternative beliefs. James Madison provides historical examples from the Middle Ages, illustrating how religious clergy wielded power through religion, resulting in persecution and torment for adherents of other faiths. The appropriate role of religion, as Madison contends, should be to grant individuals the freedom to practice their religion, creeds, or sects without encountering obstacles. It should also instill a sense of equality among all human beings in the eyes of God, fostering love, fraternity, and tolerance for others.

When these fundamental elements are absent in the application of religion, it indicates a desecration of the very essence of that religion, forming the basis of societal norms. In other words, religion should be kept separate from laws and governmental rules; otherwise, it may lead to the imposition of a singular sect’s teachings, ultimately resulting in persecution and violence. Madison’s arguments underscore the importance of maintaining a clear distinction between religious beliefs and the governance of a society to safeguard freedom, equality, and tolerance for all individuals.

Works Cited: Role of Religion in Public Affairs

1. Madison, James. “Memorial and Remonstrance.” Reading the World; Ideas that Matter, edited by Michael Austin, Norton, 2015. pp. 358-364.
2. Marx, Karl. A Contribution to the Critique of Hegel’s Philosophy of Right: Introduction.UNICAS Ebook. Web. 29 Sep. 2009. 4-5

Relevant Questions: Role of Religion in Public Affairs

1. How does the role of religion in public affairs influence the formulation of social and political policies, and what challenges arise when navigating the intersection between religious beliefs and the principles of a secular state?
2. To what extent should religious institutions and leaders be involved in shaping public policies, and how can a balance be maintained between respecting religious freedoms and ensuring the separation of church and state in governance?
3. In what ways does the role of religion in public affairs impact social cohesion and diversity within a society, and how can inclusive approaches be fostered to accommodate diverse religious perspectives while maintaining a pluralistic and tolerant public sphere?

Similarities: Epicureanism and Utilitarianism

Epicureanism and utilitarianism are similar in several ways but have some sharp and strong differences that come into play when applied to real situations. Utilitarianism, a consequentialist ethical theory, originated from the works of English philosophers Jeremy Bentham and James Mill, placing significant emphasis on the pursuit of happiness as a fundamental principle. The roots of Utilitarianism can be traced back to the ancient Greek philosophy of Epicureanism, which sought to amplify the teachings of Epicurus. According to Epicurus, the ultimate goal in life is the attainment of happiness, achieved by minimizing pain and maximizing pleasure. This philosophy aims to dispel fears and anxieties, focusing on the idea that the pursuit of pleasure is the central objective of a fulfilling life. Epicurus emphasized that the elimination of fears, including those related to gods and death, is crucial to achieving happiness. The Epicureans posited that the material world is composed of ‘atoms,’ and both good and evil stem from the experiences of pleasure and pain. They contended that a life dedicated to maximizing pleasures is inherently good, with the caveat that it should be pursued with prudence, as overindulgence can lead to self-inflicted misery.

Furthermore, Epicureans held friendship in high regard, viewing it as a blessing for those who approach life with wisdom. They believed that genuine enjoyment of life involves a balanced and prudent pursuit of pleasure, cautioning against excessive indulgence, which can ultimately result in personal misery. In essence, Epicureanism and its connection to Utilitarianism underscore the significance of happiness and the thoughtful pursuit of pleasure while advocating for a harmonious balance to prevent the pitfalls of overindulgence and its detrimental consequences.

Objectives: Epicureanism and Utilitarianism

Utilitarianism, as an ethical concept, has a primary objective centered around the maximization of happiness for the greatest number of people, while simultaneously minimizing harm. This foundational principle reflects a utilitarian approach that seeks to create the most favorable outcomes for society as a whole. The core tenet of “the greatest happiness of the greatest number” underscores the idea that ethical decisions and actions should be geared towards fostering overall well-being and contentment. Utilitarianism’s emphasis on the collective welfare aligns with the broader aim of ensuring that the benefits of actions extend to as many individuals as possible, fostering a sense of societal harmony.

In this regard, Utilitarianism draws parallels with Epicureanism, a philosophical tradition that shares a common goal of promoting individual happiness by dispelling fears and minimizing pain. The similarities between the two ethical frameworks become apparent when they both define good as pleasure and evil as pain. Consequently, both Utilitarianism and Epicureanism advocate for the mitigation of pain to attain a state of happiness. The convergence of these philosophies highlights a shared emphasis on the importance of personal well-being and the collective happiness of society, illustrating a common thread in their ethical principles.

Differences: Epicureanism and Utilitarianism

The divergence between Epicureanism and Utilitarianism becomes evident in their respective focuses on individual versus societal happiness. Epicureanism primarily advocates for the happiness of the individual, emphasizing the pursuit of pleasure and the alleviation of pain for personal contentment. On the other hand, Utilitarianism extends its ethical framework to encompass the broader spectrum of society, asserting that actions are morally good if they result in the maximum happiness for the greatest number of people. This key distinction highlights the utilitarian commitment to the collective well-being, contrasting with the more individual-centric approach of Epicureanism.

Another contrasting element lies in the treatment of metaphysical beliefs. Epicureans reject the existence of gods and propose a materialistic worldview, suggesting that even gods are comprised of atoms and possess souls. Utilitarianism, in contrast, does not delve into metaphysical considerations. Instead, it focuses on the moral worth of actions based on their consequences, defining moral goodness in terms of maximizing happiness, utility, or satisfaction. Moreover, the absence of a discussion on friendship within Utilitarianism distinguishes it from Epicureanism, where friendship holds a significant place in the pursuit of a happy and fulfilling life. In essence, while Utilitarianism can be seen as a refined iteration of Epicureanism, it introduces economic notions such as the Theory of Utility Justice, emphasizing the corrective rather than punitive nature of punishments as a means to encourage behavioral improvement without inflicting unnecessary harm.

References: Epicureanism and Utilitarianism

Melchert, N. (2014). The Great Conversation: A Historical Introduction to Philosophy. Oxford University Press. 7^th Ed.

Relevant Questions: Epicureanism and Utilitarianism

1. How do the ethical theories of Epicureanism and Utilitarianism differ in their perspectives on the ultimate goal of human life, especially in terms of individual happiness versus societal well-being?
2. What are the metaphysical beliefs associated with Epicureanism, particularly concerning the existence of gods, atoms, and the role of pleasure and pain in defining good and evil? How do these beliefs contrast with the metaphysical neutrality of Utilitarianism?
3. Friendship plays a significant role in Epicureanism, being considered a vital aspect of a happy life. In contrast, Utilitarianism seems to be silent on the topic. How do these ethical frameworks approach interpersonal relationships, and what implications do their perspectives on friendship have for their overall ethical principles?

Introduction: Does Genetics Determine Human Behavior?

One of the most philosophical and controversial topic which has emerged following progress in biotechnology and discovery of genes and Does Genetics Determine Human Behavior? It rather creates a plethora of other questions whether upbringing, education, training and upkeep has any role to play if genes are the sole responsible determiners of behavior and attitude. There are several perspectives in this connection. The first one is classical or Mendelian perspective, the second one is behavioral genetics and the third one is whether any prediction could be made based on the information from genes. As far as classical philosophy and science is concerned, it has all the impacts of Mendelian genetics which is almost silent about the determination of human behavior and role the genes play in it. However, the new behavioral genetics talk much about it, as OJ. J. Wine writes in his article “Cognitive Neuroscience: Genes and Behavior” published in 2000. He is of the view that though Darwin has given hint to in his popular, Origin of Species, but this question still begs several ethical and legal explanations associate with human behavior. However, despite this, there is evidence that genes do play some role (Wine). Therefore, classical genetics determine a fewer role, eugenics take it very important while behavior genetics and ethology has given it critical importance in determining behavior and bringing reformation in laws and social traditions.

Classical Genetics: Does Genetics Determine Human Behavior?

Whereas classical genetics is concerned, Gregor Mendel is the chief exponent who made several experiments on the cross-pollination and cross breeding to check whether any change occurs in the next generation to come out with the best generation or best specie. According to Illona Miko, Gregor Mendel only explained the principals of inheritance through his experiments and did not dilate upon the transfer of any behavioral traits in the next generation. He is of the opinion that by presenting model system to explore the impacts of cross fertilization and cross pollination, Gregor Mental has been successful in determining the inherited character traits of some peas and other living species. He has not only left a good legacy of the formation of hypothesis but also of determining dominant and recessive genes in one specie that is peas (Illona). However, he has talked little about human behavior and whether genes play any role in determining the behavior on the basis of which the prediction could be made that unruly parents will breed unruly children or that intelligent parents will have intelligent children. Far from answering these questions, he has only left some conclusions that could be made such as the principal of segregation and inheritance. It is quite interesting that Mendel has not talked about this side of the science or whether genetics has anything to do with this type of predictions so that it could be determined how a person is going to react in certain circumstances. Therefore, there is no ethical issue involved. However, the case of eugenics is somewhat different in which many things related human behavior.

Eugenics: Does Genetics Determine Human Behavior?

Eugenics relate to genes and their role in the making of a person. Laura Hix has explained eugenics in detail in her article, “Modern Eugenics: Building A Better Person?”, in which she states that it means to give birth or create good offspring as it is a Greek word. Attributing Sir Francis Galton as the first user of the term, she argues that some scientists like Sir Francis Galton believes that by using eugenics human behavior could be improved in the next generation and it could be determined whether there will be behaviorally good or bad human beings. Even recent advances in modern eugenics have shed some light on the issue. Although modern genetics, she says, has proved that by removing certain genes, scientists have met success in treating some diseases, the success in behavior traits is not certain although this has created several other ethical dilemmas such as after the diagnosis of the coming child as suffering from some syndrome “parents make difficult decisions, if their fetus” is to be removed or not (Hix). Although it also is a common knowledge that genetic engineering has reached its pinnacle, it has not been determined whether this would create ethically better human beings despite the success it has met in creating healthy and better human beings physically. For example, Hix has highlighted the issue of non-therapeutic gene theraphy for creating professional athletes saying that it is not decided wither it will be “medically sanctioned and regulated” which is a very big question for human beings (Hix). In other words, it could be possible to create better human beings whose behavior could be determined prior to their birth, but it is not decided whether it would be ethically correct or not, for scientists would have to break social bonds to create such human being through genetic engineering. However, as the genetics has progressed, so has psychology and ethology.

Psychology/Ethology: Does Genetics Determine Human Behavior?

Both of these branches of knowledge have taken genetics to the next level of behavioral genetics where certain studies have predicted that it is indeed possible to determine human behavior using the study of genes. In fact, some of the methods have already been used in the formulation of legal frameworks. In this connection, Katherine Kim and David Streid of Columbia University have done an interesting study in which they have shown that some mental disorders such as depression, bipolar disorder and schizophrenia have their links in hereditary sciences such as genetics. They are of the opinion that certain generations have certain genes which are responsible to transfer these phobias and human traits from one generation to another generation. It could be stated that if these genes are removed, one generation could be made not to suffer from them. In other words, they are of the opinion that some studies have made progress in this connection that “there may be a genetic basis for irrational phobias” but at the same time some other studies have shown that there are less chances of inheriting of some other manias (Kim & Streid).  It means that there are no chances as some manias and phobias are byproducts of the circumstances. For example, hydrophobia will not occur if the person does not come into contact with water. Therefore, this type of questioning puts a big question regarding the perfect predictability of the determination of human behavior through genetics, for it means that there are some other outer influences which are more powerful or that both genetics and environmental have equal share. In other words, the use of psychology and ethology could determine the role of genetics in learning and grown. However, further detail about human behavior is still under question.

Changing Human Behavior: Does Genetics Determine Human Behavior?

If behavior genetics is taken as the mode of changing human behavior if it succeeds at all, it will pose a very difficult ethical dilemma for human beings. Quoting Mark Rothstein in his paper, “Ethics and Genetics of Human Behavior” Calum Mackellar says that it is very difficult to decide about alcoholics when it is found that it is in their genes, for Rothstein says, “it may contribute to individuals feeling a sense of resignation and a reluctance to enter treatment” (qtd. Mackellar). This poses a very serious question that arises from the study of behavioral genetics and the ethical question attached with it. However, Michael Breed has contended this proposition arguing that though genes do determine some behavioral traits but they do not make up the whole psychological and mental makeup of a person. They do play an important role, for it happens that bad parenting, aggressive behavior and drug addiction travel in certain generations, it is not necessary that it always happens with each and every person. He is of the view that, in fact, this is more the role of biology than psychology. Some of the “biologists have been underestimating the role of though and reasoning in human behavior”, a point which is only an arena of psychology and not genetics which is a pure science. However, before reaching any specific conclusion, he mentions Charles Darwin saying that evolution “has acted so that genes and environment act to complement each other in yielding behavior solutions” and in this lies the survival of human beings (Breed). In other words, it is not yet determined whether a better human being could be developed through genetics by determining his actions though some success has been made.

Conclusion: Does Genetics Determine Human Behavior?

In conclusion, it could be stated that though science has made much progress, it has yet not been successful in reaching the inner recesses of human mind to find out how a person might reaction in a certain environment or facing a challenge. It is still a mystery. Even studying it further poses several ethical questions about the status of the person as well as the study itself to declare in black and white how an inherited addiction could ruin the future of a person in the society. Therefore, there is no sure answer whether genes are successful in determining likely human behavior but it is certain that some predictions could be made to frame laws and change social customs and treat disorders.  However, it is quite frightening to know that if genes are found to be responsible for human behavior and that human behavior and physical complexion is changed entirely with the addition and removal of some genes, it means the world could be become a better or worse place merely by the wishes and whims of the scientists. Although much has been said about this controversial topic, several of its aspects are still seen as ethically challenging.

Works Cited: Does Genetics Determine Human Behavior?

1. Breed, Michael D. & Leticia Sanchez.” Both Environment and Genetic Makeup Influence Behavior.” Nature Education Knowledge3.10 (2010): Web. 10 Nov. 2022.
2. Hix, Laura. “Modern Eugenics: Building a Better Person.” HELIX. 23 Jul. 2013. Web. 10 Nov. 2022.
3. Kim, Katherine & David Streid. “The Genetics of Human Behavior.” CUSJ 9 (2015). Web. 10 Nov. 2022.
4. MacKellar, Calum. “Ethics and Genetics of Human Behavior.” The Center for Bioethics & Human Dignity, 20 Apr. 2007. Web. 10 Nov. 2022.
5. Miko, Illona. “Gregor Mendel and The Principal of Inheritance.” Nature Education. 1.1 (2008): 134. Web. 10 Nov. 2022.
6. Wine, OJ. J. “”Cognitive Neuroscience: Genes and Behavior.”Standford. 28 Mar. 2000. Web. 10 Nov. 2022.

Relevant Questions: Does Genetics Determine Human Behavior?

1. To what extent does genetics influence human behavior?
2. Are certain behaviors solely determined by genetics, or is there a significant environmental factor?
3. Can specific genetic markers be linked to particular behavioral traits in humans?

Introduction: Rhetorical Analysis of McDonald’s Filet-o-Fish

Rhetorical analysis of McDonald’s Filet-o-Fish delves into the persuasive strategies employed in McDonald’s Filet-O-Fish marketing, examining the use of language, imagery, and appeals to analyze how the fast-food giant strategically communicates its message to the target audience. Marketers shrewdly leverage various cartoon characters for their new products, employing these characters with new props in advertisements. These cartoon characters subtly convey messages targeted at both the young and adults, promoting a neutral stance that communicates a taste surpassing gender or cultural specificities. This approach led to the introduction of a new character—a pirate. The pirate character is portrayed wearing a tea shirt with red and white lines, a black or greyish-black hat, a beard, a blindfold on his left eye, his left hand in his pocket, and a hook in his right hand carrying the featured burger, the focal point of the advertisement. The pirate character is also depicted carrying a dagger with a yellow hilt. The neutrality of the cartoon extends not only across gender and cultural levels but also proves enticing and captivating for children. The unique look of the pirate, particularly with his somewhat twisted mustaches and distinctive speaking style, adds to its appeal.

Rather than simply displaying the burger with a standard announcement, the advertisement incorporates the slogan “Pirates would give their arm for one,” where “one” refers to the Filet-o-Fish. This slogan effectively conveys the burger’s taste, clarifying the significance of the hook in the pirate’s right hand, which is used to carry the burger. The props, including the yellow hilt of the dagger, are intentionally selected to convey the burger’s taste through the pirate character. Simultaneously, the text aligns its meanings with the product, creating a cohesive and effective messaging strategy for the advertisement.

Image and Rhetorical Analysis of McDonald’s Filet-o-Fish

Text alone may not always suffice to make a convincing argument, as it is often complemented by images or pictures. Text, in conjunction with visuals, carries both connotative and denotative meanings. In the instance of the text “Pirates would give their arm for one,” the connotative interpretation suggests a generalization—implying that every pirate would willingly sacrifice a limb for the Filet-o-Fish, the signified “one” in this context. The connotation extends to the taste of the burger, as the willingness of a pirate to give up a body part implies a remarkable quality in the food item. The denotative meaning, on the other hand, straightforwardly communicates that a pirate is prepared to sacrifice a limb for a burger.

The inclusion of the logo and slogan in the bottom right corner of the image serves a dual purpose. Firstly, it adds a layer of logos to the argument, indicating that the advertisement is from a reputable and credible company. Secondly, it establishes a clear relationship and association between the text and the image, enhancing the overall ethos. The text and the pirate image complement each other, reinforcing the credibility of the message. However, the effectiveness of these elements can be compromised in the absence of color contrast and a distinctive font style. These visual aspects play a crucial role in capturing the viewer’s attention and ensuring that the message is conveyed with maximum impact.

Rhetorical Strategies and Rhetorical Analysis of McDonald’s Filet-o-Fish

The use of a combination of serif and non-serif fonts, along with a contrasting color scheme for the fonts against the background, has further enhanced the credibility of the brand, making the argument of the advertisement more effective. Design plays a crucial role in establishing a brand’s credibility, encompassing factors such as font style and color scheme. In this advertisement, the specially designed font style, aligned with the image, adds a distinctive touch. Not only does it heighten the contrast, but it also makes this contrast effective by using a light black color against the background of the greenish-blue sky and dark greenish-blue sea.

This color scheme significantly amplifies the visual appeal of the burger the pirate is carrying. The colors of the plank on which the pirate is standing, as well as the hilt of the sword, stand out prominently against the greenish-blue background. Within this context, the peculiar image of the pirate standing on the long plank seemingly appearing out of nowhere aligns with the uniqueness the brand aims to convey for this product.

Conclusion of Rhetorical Analysis of McDonald’s Filet-o-Fish

In short, the advertisement has been successful in reaching its targeted customers due to having full and perfect props, the best use of a color scheme, text, and fonts. The addition of the logo at the bottom right corner has further strengthened its argument. It is expected, as usual, that McDonald’s will come up with some unique product and a distinctive advertisement scheme. This advertisement has proven it through the use of different props, characters, and design techniques to enhance the rhetorical appeal of the advertisement. The major purpose of all this visual rhetorical argument is that it is important to stay in business when, all of a sudden, a new product emerges and prevails in the market. It seems McDonald’s has achieved its purpose.

Works Cited: Rhetorical Analysis of McDonald’s Filet-o-Fish

1. “Pirates Would Give Their Arm for One.” Blogpost. n. d. http://1.bp.blogspot.com/-DuRhvPaXxaI/TX-UBKp_dII/AAAAAAAABQE/Dhxofjii3dQ/s1600/pirate-advertising-illustration-mcdonalds-filet-o-fish.jpg. Accessed on 11 Oct. 2017.

Three Relevant Questions about Rhetorical Analysis of McDonald’s Filet-o-Fish

1. How does McDonald’s employ rhetorical strategies in its marketing and advertising of the Filet-o-Fish to appeal to specific target audiences, considering factors such as cultural diversity and regional preferences?
2. In the context of a rhetorical analysis, how does McDonald’s use visual elements, such as images and design, to enhance the appeal of the Filet-o-Fish and convey a persuasive message to consumers?
3. What linguistic and persuasive techniques are employed in McDonald’s promotional materials for the Filet-o-Fish, and how do these strategies contribute to shaping consumer perceptions and influencing their choices in the fast-food market?