Understanding Religion Through Kurt Vonneguts Cats Cradle Essay

Understanding Religion Through Kurt Vonnegut's Cat's Cradle The following is issued as a warning from the author Kurt Vonnegut to the reader: "Any one unable to understand how a useful religion can be founded on lies will not understand this book either"(14). The latter quote is typical of Vonnegut in his usage of creating a personal narrative. Kurt Vonnegut Jr. was born in Indianapolis, like many of his characters, in 1922. His life from that point on closely resembles the lives of the people in his satirical novel Cat's Cradle. Vonnegut's mother committed suicide when he was twenty two years old and in many of his novels the character of the mother is dead. Vonnegut's "lifelong pessimism clearly has its roots in his parents' despairing response to the depression" (Allen 2). He was captured in WWII and was present in Dresden, Germany when it was bombed and set fire to, killing 135,000 citizens. This later became the basis for Vonnegut's greatest success Slaughterhouse-Five. Cat's Cradle was published in 1963, and though it wasn't as big a success as Slaughterhouse, it became widely known as contributing to the "counter-culture" since it does in fact question and counter almost every part of our society's culture (Reed). One of the largest points of our culture brought into question in Cat's Cradle is religion. Vonnegut himself is a Humanist, meaning that he isn't sure of the existence of a God, but values life above all else. In his last novel Timequake, Vonnegut explains that he understands that humans need religion as something to turn to for comfort and suppo... ... Literature). Columbia, SC: University of SouthCarolina Press, 1991. Broer, Lawrence R., editor. Sanity Plea: Schizophrenia in the Novels of Kurt Vonnegut (revised edition). Tuscaloosa, AL: University of Alabama Press, 1994 Huber, Chris. The Vonnegut Web. 14 Feb. 2002. 25 Feb. 2002 http://www.duke.edu/~crh4/vonnegut/ Klinkowitz, Jerome. Vonnegut in Fact: The Public Spokesmanship of Personal Fiction. Columbia, SC: University of South Carolina Press, 1998. Reed, Peter J. Kurt Vonnegut, Jr., Warner Books, 1972. Vit, Marek. Marek Vit's Kurt Vonnegut Corner. 4 Mar. 2002. 25 Feb. 2002 http://www.geocities.com/Hollywood/4953/vonn.html Vonnegut, Kurt . Cat's Cradle. 1963. New York: Dell Publishing, 1988 Vonnegut, Kurt. Mother Night. New York: Fawcett, 1962. Vonnegut, Kurt. Timequake. New York: Putnam, 1997 Understanding Religion Through Kurt Vonnegut's Cat's Cradle Essay Understanding Religion Through Kurt Vonnegut's Cat's Cradle The following is issued as a warning from the author Kurt Vonnegut to the reader: "Any one unable to understand how a useful religion can be founded on lies will not understand this book either"(14). The latter quote is typical of Vonnegut in his usage of creating a personal narrative. Kurt Vonnegut Jr. was born in Indianapolis, like many of his characters, in 1922. His life from that point on closely resembles the lives of the people in his satirical novel Cat's Cradle. Vonnegut's mother committed suicide when he was twenty two years old and in many of his novels the character of the mother is dead. Vonnegut's "lifelong pessimism clearly has its roots in his parents' despairing response to the depression" (Allen 2). He was captured in WWII and was present in Dresden, Germany when it was bombed and set fire to, killing 135,000 citizens. This later became the basis for Vonnegut's greatest success Slaughterhouse-Five. Cat's Cradle was published in 1963, and though it wasn't as big a success as Slaughterhouse, it became widely known as contributing to the "counter-culture" since it does in fact question and counter almost every part of our society's culture (Reed). One of the largest points of our culture brought into question in Cat's Cradle is religion. Vonnegut himself is a Humanist, meaning that he isn't sure of the existence of a God, but values life above all else. In his last novel Timequake, Vonnegut explains that he understands that humans need religion as something to turn to for comfort and suppo... ... Literature). Columbia, SC: University of SouthCarolina Press, 1991. Broer, Lawrence R., editor. Sanity Plea: Schizophrenia in the Novels of Kurt Vonnegut (revised edition). Tuscaloosa, AL: University of Alabama Press, 1994 Huber, Chris. The Vonnegut Web. 14 Feb. 2002. 25 Feb. 2002 http://www.duke.edu/~crh4/vonnegut/ Klinkowitz, Jerome. Vonnegut in Fact: The Public Spokesmanship of Personal Fiction. Columbia, SC: University of South Carolina Press, 1998. Reed, Peter J. Kurt Vonnegut, Jr., Warner Books, 1972. Vit, Marek. Marek Vit's Kurt Vonnegut Corner. 4 Mar. 2002. 25 Feb. 2002 http://www.geocities.com/Hollywood/4953/vonn.html Vonnegut, Kurt . Cat's Cradle. 1963. New York: Dell Publishing, 1988 Vonnegut, Kurt. Mother Night. New York: Fawcett, 1962. Vonnegut, Kurt. Timequake. New York: Putnam, 1997

A New Kind of Dreaming by Jamie Riley Essay

Jamie Riley changing for the better throughout the novel ‘A New Kind of Dreaming’ is thanks to many of the events throughout his stay in Port Barren. The courts sending Jamie to Port Barren on Isolated Care, I find, is the best thing they have done for him. Even though he was targeted, threatened and set-up, he managed to endure it, and come out the other side a better person. He can only owe it to Port Barren and its people for the turnaround in his life. Jamie’s poor attitude and behaviour issues are no fault of his own. They are at the fault of both his father and late mother. His mother had passed when Jamie was quite young, and his father was of no use either, ‘†¦usually too pissed to worry about anything, particularly the boys.’ Having no parents meant that both Jamie and Eddie could do whatever they like and not have to reap the consequences. Jamie and Eddie both took full advantage of this situation, and it hasn’t done either of them any favours. Eddie is now behind bars, still with no concept of the severity of the situation. He just continues to think that it doesn’t matter, that he will get out and go and find Jamie in Port Barren and they’ll live happily ever after. This attitude of Eddie’s plays a major part in influencing Jamie, especially because Eddie is the only person Jamie can look up to, and he isn’t what I would call a ‘good influence’. So as Jamie carries this attitude into Port Barren, he cops a bit of shit for it. As soon as he arrives in Port Barren, he stops dead still in the road with shock, as if ‘something bad, something evil had reached out and touched him as he crossed the road’. After this little incident, mid-way thru a conversation between Jamie and his social worker Lorraine, a comment she makes, startles Jamie a little bit ‘This is it, Jamie. This is your last chance.’ As much as he had heard it all before, he knew that for some reason, this actually was his last chance. Being Jamie’s last chance, before Jail, he’d been putting in the hard yards. He was attending school, and had become quite close with Cameron, who was becoming more and more like a brother as the story unfolded, and had settled at Archie’s. Often, of an evening, Jamie would go for long walks, to think,  and occasionally to release some ‘steam’. However, on the way back from one of his regular walks, after seeing Butcher burning the school down, Butcher followed him home, and just before Archie’s stopped Jamie; blamed him for burning the school down. Jamie tried to defend himself, but Butcher just smacked him over the back of the head with his Nightstick and threw him in the back of the police truck. After a torturous ride in the back of the police truck, Butcher deserted Jamie at an old Mining Station, Flaherety’s Curse, handcuffed to a retaining pole. Cameron managed to decipher where Jamie was, however, another visit from Butcher, he smashed Cameron’s Father’s car into the Mining Hut, and left. Which meant if the boys even wanted a chance of survival, they’d have to hike it back to town, a very strenuous journey, especially after all of Jamie’s experiences. The boys found the previous person Butcher had left out there, who was unlucky enough to have died out there, and they bought her skeleton back too. After their near-death experiences on their travels, and being struck with pure luck, of finding a watering hole and two recreational hikers, who gave them a ride back to Port Barren, they made it back. Butcher, furious with the news, made a beeline for Archie’s house, in search of Jamie, and after a call from Cameron, he made for his sacred place, the boat. Butcher, eventually finding Jamie, set the boat alight, and upon Jamie’s escape from the inferno, held him at gunpoint. Thanks to some ingenuity from Robb, Cameron and Archie, they managed to make it before it was too late, and Robb shot Butcher in the shoulder, saving Jamie’s life. They made contact with the Karratha Police, and had Butcher arrested and charged. Once all the fuss was settled, Jamie returned to Archie, and in reference to a story Archie had told Jamie, he asked if he was a wanderer or a lost one, and Archie’s reply was ‘Neither mate, you’re a local’. This was a massive milestone for Jamie. Clearly Jamie realises that he needs to ‘pull his finger out’ or he has had it. This is shown right throughout the novel. Jamie does well at school, offers to give Archie around the house occasionally and he is off the streets. He feels different, usually when he was sent to Foster Homes, they’d all smother him, and nurture him, and treat him like an idiot, however, Archie’s was different, he had the freedom to do whatever he liked, but most of the time, he’d be controlled; he’d stay at home, and sleep or  study. Also, throughout his stay in Port Barren, he felt as if he had a Guardian Angel, constantly watching over him and speaking to him. In the words of the narrator, ‘The girl’s presence filled Jamie. She’d been watching him, helping him, calling him, ever since the moment he’d stepped off the bus and into Port Barren. I find that Jamie is also very grateful for the experiences throughout his stay in Port Barren, as good or as bad as they were, because if it wasn’t for them, he’d still be the same juvenile delinquent he’d come as, and for all we know, could’ve ended up in Prison with Eddie.

Social Studies

Social studies is defined by the Board of Director of the National Council for the social studies as, the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and neutral sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. There are two main characteristics of social studies as a field of study. First is social studies promoting civic competence, the knowledge, skill, and attitudes of a student needed to assume â€Å"the office of citizen† in our democratic republic. The National Council for the Social Studies considers civic competence as a main goal for social studies. The NCSS says, students who learn these skills in social studies will help shape the future of a democratic society. The second characteristic of social studies is the social studies program, K-12, integrates knowledge, skills, and attitudes within and across disciplines. A third characteristic is one in which social studies programs help students construct a knowledge base and attitudes drawn from academic disciplines as specialized ways of viewing reality. This can be achieved with courses such as, history, geography, political science, sociology, and language arts, English and fine arts. Examples from each help students experience concepts reflectively and actively, through reading, thinking, discussing and writing. The fourth characteristic of the social studies program is the demonstration of the changing nature of knowledge, fostering entirely new and highly integrated approaches to resolving issues of significance to humanity. The social studies program should help students gain knowledge of how to know, how to apply what they know, and how to participate in building a future. A well designed social studies curriculum will help each student achieve a blend of personal academic, pluralist, and global views of the human condition with a personal perspective, academic perspective, pluralist perspective, and global perspective. A personal perspective will help to explore events and recurring issues, consider implication for self, family, and the while nation and world community. Students should be able to make choices for themselves and others. Students should learn how to construct an academic perspective through study and application of social studies learning experiences. Based on diversity, social studies students should construct a pluralist perspective. A global perspective includes knowledge, skills, and commitments needed to live wisely in a world that possesses limited resources. It involves viewing the world and the people with understanding and concern. A social studies student will be able to connect knowledge, skills, and values to civic action as they engage in social inquiry. Knowledge is constructed by learners as thy attempt to fit new information, experiences, feeling, and relationships. In social studies educators draw from a number of disciplines to construct circular experiences enabling students to actively relate new knowledge to their existing understanding. For students to be better thinkers and better decision makers, they must have contact with those accustomed to thinking with precision, refinement, and clarity. They should be encouraged to be critical. Skills promoted in an excellent social studies program includes, acquiring information and manipulation data, developing and presenting polices, arguments and stories, constructing new knowledge, and participating in groups. The social studies curriculum focused on how values are formed and how they influence human behavior rather than on building commitment to specific values. The emphasis is placed upon helping students weigh priorities in situations in which a conflict exists between or among values. With each position students will be able to improve the ways in which they deal with persistent issues and dilemmas and participate with others in making decisions about them. Students who pose knowledge, skill, and values are prepared to take appropriate civic action as individuals or as members of groups devoted to civic improvements. The principles of teaching and learning document which must undergird all social studies programs include, social studies teaching and learning are powerful when they are meaningful, social studies teaching and learning are powerful when they are integrated, social studies teaching and learning are powerful when they are value based, they are powerful when they are challenging and they are powerful when they are active. The document also states additional requirements to support an excellent social studies program which lie beyond the control of the individual teacher. The purpose of the social studies standard is to serve as a frame work for K-12 social studies program, to serve as a guide for curriculum decision, and to provide examples of classroom practice to guide teachers in designing instruction to help students meet performance expectations. They provide criteria for making decisions as curriculum planners and teachers address issues, and how to access whether students and apply what they have learned. The social studies standards are presented as a set of ten thematically based curriculum standards, corresponding sets of performance expectations and illustrations of exemplary teaching and learning to foster students achievements of the standards at each school level. The ten standards for the social studies curriculums at every school level are, One culture; two time, continuity, and change; three people, places, and environments; four individual development and identities; fume individuals, gourd, and institutions; six power, authority, and governance; seven production, distribution, and consumption; eight science, technology, and society; nine global connections; and ten civic ideals and practices. The NCSS House of Delegates voted in November 1992 to approve the final version of the definition of social studies. NCSS recently issued position statements on curriculum, assessment, teacher education, and professional development. The purposes and goals of social studies are stated in NCSS’s â€Å"Essentials of the Social Studies,† it identifies citizenship education as the primary purpose of K-12 social studies. It states that, effective social studies programs prepare young people to identify, understand, and work to solve problems. Assumptions about social studies as a school subject include social studies as diverse, all students should have access to the full richness of the social studies curriculum, teachers need adequate time and resources to teach social studies well at every grade level, and social studies teachers need to treat the social world realistically and address its controversial aspects. The vision of powerful social studies teaching and learning comes from the goals and purposes of social studies, the assumptions, and the available research and scholarships. Social studies teaching and learning is powerful when they are meaningful, integrative, value based, challenging and active, all of which are equally important. Powerful social studies teaching and learning is likely to become more common when assessment approaches at all levels focus on measuring progress toward social understanding and efficacy goals; teachers benefit and education receives support from administrators, parents, the local community, and government agencies; and the nation successfully meets ceratin currently recognizable challenges. Social Studies Social studies is defined by the Board of Director of the National Council for the social studies as, the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and neutral sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. There are two main characteristics of social studies as a field of study. First is social studies promoting civic competence, the knowledge, skill, and attitudes of a student needed to assume â€Å"the office of citizen† in our democratic republic. The National Council for the Social Studies considers civic competence as a main goal for social studies. The NCSS says, students who learn these skills in social studies will help shape the future of a democratic society. The second characteristic of social studies is the social studies program, K-12, integrates knowledge, skills, and attitudes within and across disciplines. A third characteristic is one in which social studies programs help students construct a knowledge base and attitudes drawn from academic disciplines as specialized ways of viewing reality. This can be achieved with courses such as, history, geography, political science, sociology, and language arts, English and fine arts. Examples from each help students experience concepts reflectively and actively, through reading, thinking, discussing and writing. The fourth characteristic of the social studies program is the demonstration of the changing nature of knowledge, fostering entirely new and highly integrated approaches to resolving issues of significance to humanity. The social studies program should help students gain knowledge of how to know, how to apply what they know, and how to participate in building a future. A well designed social studies curriculum will help each student achieve a blend of personal academic, pluralist, and global views of the human condition with a personal perspective, academic perspective, pluralist perspective, and global perspective. A personal perspective will help to explore events and recurring issues, consider implication for self, family, and the while nation and world community. Students should be able to make choices for themselves and others. Students should learn how to construct an academic perspective through study and application of social studies learning experiences. Based on diversity, social studies students should construct a pluralist perspective. A global perspective includes knowledge, skills, and commitments needed to live wisely in a world that possesses limited resources. It involves viewing the world and the people with understanding and concern. A social studies student will be able to connect knowledge, skills, and values to civic action as they engage in social inquiry. Knowledge is constructed by learners as thy attempt to fit new information, experiences, feeling, and relationships. In social studies educators draw from a number of disciplines to construct circular experiences enabling students to actively relate new knowledge to their existing understanding. For students to be better thinkers and better decision makers, they must have contact with those accustomed to thinking with precision, refinement, and clarity. They should be encouraged to be critical. Skills promoted in an excellent social studies program includes, acquiring information and manipulation data, developing and presenting polices, arguments and stories, constructing new knowledge, and participating in groups. The social studies curriculum focused on how values are formed and how they influence human behavior rather than on building commitment to specific values. The emphasis is placed upon helping students weigh priorities in situations in which a conflict exists between or among values. With each position students will be able to improve the ways in which they deal with persistent issues and dilemmas and participate with others in making decisions about them. Students who pose knowledge, skill, and values are prepared to take appropriate civic action as individuals or as members of groups devoted to civic improvements. The principles of teaching and learning document which must undergird all social studies programs include, social studies teaching and learning are powerful when they are meaningful, social studies teaching and learning are powerful when they are integrated, social studies teaching and learning are powerful when they are value based, they are powerful when they are challenging and they are powerful when they are active. The document also states additional requirements to support an excellent social studies program which lie beyond the control of the individual teacher. The purpose of the social studies standard is to serve as a frame work for K-12 social studies program, to serve as a guide for curriculum decision, and to provide examples of classroom practice to guide teachers in designing instruction to help students meet performance expectations. They provide criteria for making decisions as curriculum planners and teachers address issues, and how to access whether students and apply what they have learned. The social studies standards are presented as a set of ten thematically based curriculum standards, corresponding sets of performance expectations and illustrations of exemplary teaching and learning to foster students achievements of the standards at each school level. The ten standards for the social studies curriculums at every school level are, One culture; two time, continuity, and change; three people, places, and environments; four individual development and identities; fume individuals, gourd, and institutions; six power, authority, and governance; seven production, distribution, and consumption; eight science, technology, and society; nine global connections; and ten civic ideals and practices. The NCSS House of Delegates voted in November 1992 to approve the final version of the definition of social studies. NCSS recently issued position statements on curriculum, assessment, teacher education, and professional development. The purposes and goals of social studies are stated in NCSS’s â€Å"Essentials of the Social Studies,† it identifies citizenship education as the primary purpose of K-12 social studies. It states that, effective social studies programs prepare young people to identify, understand, and work to solve problems. Assumptions about social studies as a school subject include social studies as diverse, all students should have access to the full richness of the social studies curriculum, teachers need adequate time and resources to teach social studies well at every grade level, and social studies teachers need to treat the social world realistically and address its controversial aspects. The vision of powerful social studies teaching and learning comes from the goals and purposes of social studies, the assumptions, and the available research and scholarships. Social studies teaching and learning is powerful when they are meaningful, integrative, value based, challenging and active, all of which are equally important. Powerful social studies teaching and learning is likely to become more common when assessment approaches at all levels focus on measuring progress toward social understanding and efficacy goals; teachers benefit and education receives support from administrators, parents, the local community, and government agencies; and the nation successfully meets ceratin currently recognizable challenges.

My Last Duchess by Robert Browning Essay

In poem My Last Duchess, Robert Browning wants his readers to understand the conflict of art and morality. In the poem, the narrator talks about his dead wife, using eloquent words as though his word itself is a painting, but beneath his beautiful words, he tells a story of why and how he killed his wife, â€Å"I gave commands; Then all smiles stopped together† (Browning 2). He killed his wife because, she doesn’t appreciate him as much as he would like her to appreciate him, â€Å"as if she ranked/ My gift of a nine-hundred-years-old name/ With anybody’s gift† (Browning 2). The significance of Browning’s title to the theme of the poem is the engagement of art and morality of the poem and the actions of the narrator, he wants his readers to understand the beauty of the poem and question the actions of the narrator. Browning wants to know weather the readers will deem his poetry elegant despite of the fact that the narrator in the poem killed his wife. Works cited Browning, Robert. My Last Duchess and Other Poems. New York: Dover Publications, Inc. (1993).

Definitions of Discipline Essay Example | Topics and Well Written Essays - 750 words

Definitions of Discipline - Essay Example Among all the other strategies suggested by Charles, the most effective one seems to relate to the students personally. Discipline and behavior management is a fundamental part of concern in pedagogical interests. Failure of a teacher to execute appropriate strategic measures to resolve differences that often occur between teacher and students springs forth a bitterness of teaching experience. Those measures must be performed to reconcile this rift. Disciplining understood in its action involves mending the wrong-doing of a student by using appropriate measures. But the term, as Charles (2008, p.9) points, is often referred to â€Å"coercion and forceful tactics† of the teachers. Management is therefore, the appropriate word to describe â€Å"preventing, suppressing, and redirecting misbehavior† (p. 9). The approaches suggested by C.M. Charles (2008) in his book play handy in controlling misbehaviors of the students in the class. Firstly it must be agreed that often times students misbehave for reasons that the teacher is either responsible for or he/she has no knowledge about. Wynne (1990, p. 177) argues that â€Å"teachers should have clear personal visions of their own discipline and character standards†. An action, big or small, calls for a disciplinary reaction when, as Charles (P.8) notes, a student engages in behavior â€Å"that is inappropriate for the setting or situation in which it occurs. First of his suggestions to â€Å"Prevent† (Charles, p. 7) any of misbehaviors from occurring, might seem futile and impractical on first look. That is because the relative implication of ‘preventing’ a student’s inappropriate behavior that occurs independently and mostly unpredictably, is difficult to meet. However, this strategy is not different from what Purkey and Strahan (2002, p.3) argue as inviting five â€Å"P’s†, â€Å"people, places, policies, programs,

GOOGLE STRATEGIC MANAGEMENT Essay Example | Topics and Well Written Essays - 2000 words

GOOGLE STRATEGIC MANAGEMENT - Essay Example But in line with this selection, a comprehensive tool vested in the use of a VIRO analysis is implemented in critically evaluating the credibility of the selected option for the company. The VIRO analysis will be simplified in a manner that takes four major independent variables, which are tested against four other dependent variables. The independent variables are given as financial resources, human resources, material resources, and nonmaterial resources. Each of these will be tested against value, rareness, imitability, and organization in place at Google Inc. The cost Leadership Option Generally, the cost leadership option is in place to ensure that the company gains competitive advantage by taking consumers away from competitors and bringing them to the side of Google Inc. To effectively do this, there are two major approaches for the company to follow. In the first instance, there is the need to increase market share by reducing prices (Horkheimer and Theodor, 2007). This may s ound as an irony as a pair of objectives that cannot be achieved hand in hand. But from a very technical viewpoint, it is possible to both reduce prices and increase market share by using the cost leadership option (Lessig, 2009). ... This is because it has already been established that when there is increase in revenue, there must be a corresponding reduction in expenditure to make profitability possible. Meanwhile, the cost of production accounts for one of the highest sources of expenditure for most companies, of which Google Inc. is not exception (Barthes, 2008). Since 2004, Google’s cost of production has been said to be going up steadily especially as the company started engaging in a number of divestitures that are aimed at increasing the revenue pool of the company. To effectively use the cost leadership option, the company must be prepared to focus attention on the need to reduce most of its identified cost, especially internal costs that bring about cost sharing situations (Althusser, 2011). This way, it will be possible to produce goods and services at a much reduced cost, which will ensure that even if prices are charged at all-time low, market share will not be affected. Using VIRO Analysis to analyze the Cost Leadership Option Having identified the cost leadership option as the most viable option for Google, this section of the paper uses the VIRO analysis to critically break the option down into four major business constituents of Google Inc. these four constituents are financial resources, material resources, nonmaterial resources and human resources. Each of these four constituents shall be analysed using the four acronyms of VIRO, which are value, imitation, rareness and organisation. Financial Resources As far as the value of Google’s financial resources are concerned, one major question is posed. This is the question of how expensive the financial resource is (Gramsci, 2007). It would be established that Google is one of the most fortunate global IT companies that has a

THE IMPORTANCE OF NUTRITION FOR A HEALTHY LIFE STYLE Essay

THE IMPORTANCE OF NUTRITION FOR A HEALTHY LIFE STYLE - Essay Example Some cut back on the proteins, while others reduce the intake of carbohydrates in certain proportions. But according to the latest study published in The New England Journal of Medicine, the comparison of different diets shows that they are not only very difficult, their tastes buds are already immune to a pattern in which they cannot stay away from cheese burger, additives, pizza, candy or soda for very long, but also not successful in most cases (Parker, 2008). Thus failure of weight loss due to such diets leads people to believe that its it their fault they are overweight and hence has further negative effects on their lifestyle, for example loss of self confidence. The answer to such negative effects is not diets but instead a healthy lifestyle which may not make one very skinny but a person can enjoy a good healthy life. In opinion an additional advantage of having nutritional food over unhealthy food is that not only the consumption becomes less (since we won't eat packets and packets of Doritos), but also less expensive (organic food) and makes our lifestyle fit, our bodies stronger and lowers our health cost since we would be required to spend much time in the doctor's office or the hospital.