Education Essays Design and Technology

Education Essays Design and Technology Can we promote more interest in Design Technology by having more relevant projects. Abstract To define Design and Technology and what students need to know in education is complex, and drawing directly on real world practices may provide educators with confidence and guidance in teaching design. This should give clear definitions and descriptions on how design works in practice, thus enabling educators to select which features of these practices can be translated into the encouragement of designer thinking and behaviour in educational contexts. This paper considers the encouragement of interest required to enhance and motivate a higher interest in Design Technology by having more relevant projects. Where realisation of concepts empowers fantasies, freeing the imaginations from reality into design. Creating the desired from the perceived. Resulting in keeping the process sharp. This paper will discuss considerations on the way a pupil perceives and processes information, for design in terms of action, reflection and appraisal and for technology in respect to solutions to technological problems through the process of invention. Evaluation will be made of performance in respect to previous research highlighting the teaching strategies used and the managing of the project. Above all, the undertaking of the project and the design process involved will set out to be a successful evaluation of teaching / learning experience. Review of Literature The work of Denton (1993) discussed the relevance of the design process in schools and whether it has merely a stylised ritual, more to do with the production of endless sheets of over decorated artwork with elaborate borders than a design tool. He discusses how the ritual of designing has arisen in education, the origins predating the National Curriculum, around the time when Craft, Design Technology was introduced into the Curriculum. Furthermore, Denton states that it appears to be centred on an incomplete understanding of the process of designing and the functions of modelling and drawing. The formal design process, as used in industry certainly does flow from initial ideas, research, questionnaires and so on, and Denton is not being overcritical of the design process as such, instead he points to the obvious primary function in design activity being the practical outcome rather than a neat visual presentation of the design activity. Commercial designers have a rough idea of the outcome before they actually start designing and they model a progression of refinements and variations in their ideas. By modelling, Denton makes reference to three types that are useful design tools:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Drawing: These range from rapid sketches of the design to externalise design ideas to formal rendered pictorial representations of the finished product, complete engineering drawings and exploded diagrams.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Models: These range from 3D lash ups to demonstrate he principles, give a better idea of proportion and, again, to externalise design ideas. The other end of the scale is the professional presentation scale model that we are familiar with.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CAD: These can also range from doodles in ProDesktop (or something similar), which enables the designer to get an idea of scale, right through to professionally produced rendered CAD designs. Most of these final coloured, rendered, anatomically correct models (and drawings) are used to communicate with clients, who will have no interest in rough sketches. It is these rough sketches and doodles that are at the heart of the design process and should be of prime importance to teachers as they are better indicators of the childs design thinking. Denton asserts that most schools prefer exquisitely finished and attractively presented work, complete with borders, in contrast with the rudimentary initial sketches of the design process. This preference is communicated to the pupils, who then spend time reworking their initial drawings, wasting time and efficiency in the process, and slowing down the exploration of fresh ideas. Much of this folder work is finished to such a standard that it is indicative of it being produced after the artefact has actually been made. In this paper, he proposes that it may be a more useful strategy to break away from the current strategy: starting at AT1: Investigating Making generating ideas, and instead start by evaluating something in order to make proposals on how it may be made better. I find that this proposal makes perfect sense, after all most designs are a redesign of an earlier design. The first cars were redesigned carriages, and subsequent cars were simply evolutionary changes, besides, one can empathise with pupils that have limited life experiences, trying to design an artefact starting with a virgin sheet of paper. Another proposal that, I think, has merit is changing the ratio of designing to making in favour of making, since it is the making that takes the most time. A disproportionate amount of time is spent doing research or more accurately, collating images. Entire lessons devoted to cutting pictures out of Argos catalogues have little merit and a minor influence on the final design. Denton suggests that efficiency and effectiveness may also be developed by the use of informal groupwork in the early stages coupled with the use of short deadlines can also promote motivation and possibly the generation of ideas (Denton, 1992). Kimbell et al explores the results derived from the APU (Assessment of Performance Unit) study of 1991, that described the capability in Design and Technology in terms of action, reflection and appraisal. He explains, in graphical terms, how boys and girls differ in the results of their coursework. According to the APU, girls consistently outperform boys right across the range of abilities, ie, high achieving girls perform better than high achieving boys and low achieving girls perform better than low achieving boys. While this study is fruitful, it doesnt explain why this should be the case. Lawler (1999) examines this disparity in results between genders by setting a group of pupils in the final year of primary school two separate tasks, recording the results and making comparisons. This age group were chosen because they had had minimal exposure to the procedural methodology imposed on them by their teachers. The paper hasevolved from research into ways of describing the process of designing. Two possible descriptors to show the effects of introducing project work have been called Big pictures and Small steps. Big pictures designing is future focussed, inspirational, and results in statements of complete ideas. Concerned with the mental process rather than the procedural, self directed, metacognitive process of design. Smallsteps designing is reflective, sequential, analytical, and descriptive. Good designing is evidenced as a combination of these two styles. Some pupils may have a preference for one approach that, if it conflicts with the way their teacher manages the project work, may restrict their progress. Raising the awareness of the teacher to the effects that the strategy that they impose on the project work has on the pupils, could be an important factor in increased student success. The study compared two different contextualised designing approaches to the presentation and management of project work. It shows the effects that each approach had on the performance of a group of seventy-five 11 year olds, and highlights the different responses of boys and girls to the same design situations. The results indicate that the strategy adopted by the teacher for the sequencing of practical project work had a greater effect on good designer boys, than it did on good designer girls and had a greater negative effect on less able girls than it did on less able boys (Lawler, 1 999) In a different attempt to relate pupils thinking styles to performance in Design and Technology, Atkinson (1995) used a test of Cognitive Style, shown to be intimately related in ideas and attitudes, to examine the performance of pupils in their GCSE coursework, utilizing a test devised by Riding and Cheema (1991) The Cognitive Style Analysis (CSA). The test was a result of over thirty methods of defining cognitive style being reviewed had it was concluded that most could be grouped within two fundamental independent cognitive style dimensions. These descriptors used in that test were seen along two axes (x, y) each subject being placed along the two continua of Wholist to Analyst (x axis) and Verbaliser to Imager (y axis). Analytic Verbaliser Imager Wholist A pupils position in the Wholist to Analytic dimension reflects whether they understand situations as a whole or see things in parts, while their position in the Verbal to Imagery dimension reflects the manner in which they represent information while thinking, either as words or mental pictures. In psychological terms analysts were defined as being field dependent, being affected by the world around them (in their perceptions) and wholists as being the opposite and field independent. By combining these two concepts, using wholist and analyst to examine pupils style of designing, new descriptors for designing styles were proposed. The CSA was produced as a computerised test that automatically calculates and plots a pupils position on both dimensions. The results reflect the way a pupil perceives and processes information. The relative speed in which a pupil answers different styles of questions, reveals their cognitive style (Riding Staley, 1998) Methodology Whilst on school placement, I noticed another teacher suggesting ideas to a year-12 pupil. Within minutes, the teacher had filled up a side of A3 with quickfire sketches and doodles. If pupils have a short time to focus their minds on quick sketches, it can be more productive than spending an entire lesson producing coloured drawings. I had an opportunity to try this approach at my last school placement when teaching a class of mixed ability Year 9s. The class were stuck, having spent the previous lesson producing 1 or 2 designs. I suggested that they all swap papers in their groups of four and improve on the original idea. After 10 minutes, the papers were swapped again, and again after another 10 minutes. This resulted in each pupil with three additional ideas to work with. From this placement experience, I have decided that the best way to establish what Key Stage 3 pupils gain from the Design Make tasks would be to revisit the two schools in which I taught whilst on teaching practice. The purpose of my visits would be as follows:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To examine the projects that are made by Key Stage 3 pupils and taking one example note the following; the tools required to make the task, the processes involved, and the amount of the pupils own design input.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Subject to approval by the head of department, ask pupils to complete my questionnaires. This will be an indication of whether the pupils have enjoyed making the project, what the pupils have learned from making the project and, if the pupil is in Year 9, whether that pupil is considering taking up Design Technology in Key Stage 4.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, I will also ask pupils if they have any suggestions that will improve the project. The purpose of undertaking design is the development of outcomes of various types. Each design project has stages of construction: these are the components of the final object, in which each stage contains action, reflection and appraisal. As an example: to build a car, there are stages of construction for the engine, transmission, wheels, bodywork, doors, windows, and interior etc. Each of these components has an initial concept, in which action, reflection and appraisal takes place for choice, material and size before it is offered into the final construction of the car, where once again action, reflection and appraisal will take place. Then once all the components are fitted and the car is complete, then reflection and appraisal takes place. Final changes are made and appraisal takes place. The car is completed. The degree of action, reflection and appraisal that each pupil with undertake is governed by the leadership of their long-term teacher, the teachers experience of design in general and knowledge of design in the real world, and most importantly their confidence and competence within their specialism. This performance of the teacher: and their use of rapid sketches, pictorial presentations and engineering assembly drawings all go towards efficient modelling techniques. The final piece may be a scaled version or may only exist on a computer screen, but regardless its value is in the development of design ideas and the extent of the pupils thinking. I will visit each school every two weeks to evaluate and discuss pupil progress. The project being set for the Design and Make task for Key Stage 3 will be in the context of control, which allows pupils to appreciate the final significance of their work. My direction will be focused towards: the efficiency effectiveness of design, and a good quality product within a short deadline. These factors I will encourage, as they are the foundation towards the promoting of motivation and the generation of ideas (Denton, 1992). My direction of evaluating for the projects research will be concise as possible, giving the pupil the high-level skill opportunity, looking for the right amount of information that allows them to realise the aim. Following completion of my evaluation, I will give verbal feedback to everyone, with a more detailed written appraisal sent within a reasonable time period. The written assessment is an important factor, for the pupils motivation and long-term progression of development for both designerly thinking and behaviour. My aim will be to make clear links between the knowledge and skills the pupils need and the sequences of learning activities they are being taught. In my preparation before the visits I will have a clear direction for the design problem: who is it for, what are their needs, where will it be used, number of units to be produced etc., and which design solution of: particular materials, technologies, or products can be identified and taught (Anning et al, 1996) During each visit I will look for the teaching of technology to be presented in a clear manner that shows a real understanding of technology can be obtained. This understanding will be of the processes of design as well as elements of technological knowledge and essential technological principles. I will look for pupil seeking solutions to technological problems through the process of invention, showing a deeper, fuller understanding of technology by result. Throughout I shall look for encouragement in the use of independent strategies, methods and principles of development, for out of this process of technological development by the pupil can be examined (Hill, 1996). During my visits, through a brief allocated period, by way of this time constraint test I will evaluate their design performance by way of the Big Picture and Small Step descriptors. I will encourage the pupils towards professional designers practices for inspiration, and seek evidence for emphasis the importance and need for the following in professional design: discussion at all stages of the design process, to continually refer back to the project aims, to continually evaluate progress, and to use sketching as visual notetaking (Hill, 1996, p.3) Throughout the allocated time for completion of the project, the pupils will be able to access their normal range of information sources made available to them. Therefore I can gain the pupils comments with regard to their depth of to investigation, discussion and resulting informed decisions on the quality, purpose and function required. On completion of the task I will ask each pupil to complete the questionnaire (see Appendix) from which the responses will be assessed. Above all, the undertaking of the project and the design process involved should be a successful teaching / learning experience for all. Results Discussions The project was to complete the design and construct a fuse tester. From the results in table1 it is clear that from the two schools visited, School A shows that there are more stages involved in designing and making the fuse tester. Pupils from School A also had greater scope for individualising their designs, although many pupils copied each other because of lack of creativity. School A School B Circuit theory Circuit theory Draw circuit using livewire Spider diagram to identify end user Solder Components into PCB Initial ideas Test Circuit Final ideas Research into hand-held devices Mark out acrylic Spider diagram to identify end user Cut out design Initial ideas Bend acrylic to shape Final ideas Stick copper tape on acrylic Make prototype from foam Solder the joins Make Mould (two halves) Test and Evaluate Vacuum form case from Moulds Test Evaluate Table 1 My aim to make clear links between the knowledge and skills the pupils needed and the sequences of learning activities was successful. With my preparation before the visits I had a clear direction for the design problem: Who is it for: General consumer What are their needs: To test general household fuses Where will it be used: In home and office Number of units produced: 250,000 Which design solution- particular materials: Plastic, technologies: True or false indicator, Circuit board and products: Connector(s), Battery On each visit, on initially addressing the class I checked with those pupils furthest away that all could hear me, and that my voice was not too quiet. I then briefly explained the task, whilst handing out extra information sheets, which I then covered in details and finished by asking for any questions. I had taken with me large print versions on the task in case there was pupil(s) present with sight difficulties. My teaching of technology was presented in a clear manner, where good listening and learning regarding the processes of design as well as elements of technological knowledge and essential technological principles took place. It was clear that individual pupils on the whole, sought solutions to the technological problems through the process of invention, where a fuller understanding of technology followed. I encourage the use of independent strategies, methods and principles of development, from which the process of technological development by the pupil could be examined. I successfully informed the pupils towards professional designers practices for inspiration at a reasonable pace, checking that all pupils understood, and emphasised the need for discussion at all stages of the design process, to make sure to continually refer back to the project aims, to continually evaluate progress, and to always use sketching as visual notetaking. All of which was successful in varying degrees. It was seen that some pupils were stronger in relating to some production concepts than others, and in using a varying degree of photographic memory in their detailed sketches whilst seeking their solutions. Not all designers in the real world are specialists in all fields, therefore it was not expected that a pupil would excel in all areas. And that was confirmed with some pupils being stronger in relating to some design and production concepts than others, a degree of photographic memory being one example where a pupil showed promise in solving a problem with a detailed sketch of a related or unrelated object as the solution. The completed questionnaire results confirmed the finding of Atkinson (1995) that showed no significant gender difference regarding the pupils perceived ability or their enjoyment of the design process. From the total sample a large number of the pupils believed that they were poor at designing and did not enjoy the task. Boys % Girls % Enjoyed and achieved Enjoyed but could not achieved Did not enjoy but achieved Did not enjoy and could not achieve Totals 100% ( ) 100% ( ) Table 2: Pupils perceived enjoyment and capability to achieve good results. As outlined in Atkinson (1995) the skill and teaching strategies used confirm a clear comparison of collaborator (School A) and interventionist mode (School B). The concept of collaborative learning brings to mind the image of a circle of learners, in which the pupils learn with each other by co-constructing knowledge. Collaboration means that people labor together to construct something that did not exist before the collaboration. From this it was seen that the input by the teacher: their personal technological capabilities; their understanding on how each idea could or could not be manufactured by the available resources; the time available; and the knowledge of the pupils manufacturing capability. Whilst the interventionist mode a faster pace is dictated, not much time was spent on the design, it was draw initial ideas and straight to manufacturing. Very few detailed sketches and their development took place, the project development took place during the manufacturing. Pupils tended to get out of their depth with their technological ability, and showed that here the pupil lost ownership of their idea to the teacher. At this point even capable pupils would be waiting for further instruction as the next step was beyond their capability, which resulted in the teacher becoming frustrated with the pupils demands. Regardless of which teaching strategy was adopted the findings confirm that of Atkinson (1995, p.40) at the projects start they both followed a similar pattern. The project was explained, then work began on the specifications and analysis of research required. It was observed that girls were at ease working in a reflective, evaluative research and analysis phase, whilst a large number of the boys were intent on looking forward, past this important design period, on to the manufacturing period ahead. In respect to the assessment of Big Pictures and Small Steps the process of control and achievement of the pupil by the teacher. Observed over the duration of the project it proves that the creative thinking and project management of Small Steps in School A was clearly passed on to the pupils, as opposed to the linear model of Big Pictures used in School B, yet on an individual level, pupils being offered a combination of both processes produced Good designing capabilities. From the undertaking of the time constrain test the results confirmed the findings of Lawler (1999) in that a large proportion of the boys achieved better results when the project was introduced through Big Picture designing, and that a large proportion of the girls achieved better results when the project was introduced through Small Step designing. It was interesting to see a confirmation of data as found by Lawler (1999, p.136) in that the boys did better with a Big Picture

Nick Carraways Epiphany in F. Scott Fitzgerald’s The Great Gatsby Essa

Nick’s Epiphany in The Great Gatsby A soft breeze lifts off the Sound and brushes Nick Carraway’s face as he emerges from the shadows into the moonlight. His eyes first gaze across the bay to the house of Tom and Daisy where Nick sees past the walls to people who â€Å"...smashed up things and creatures and then retreated back to their money or their vast carelessness or whatever it was that kept them together...† (Fitzgerald: 187- 188). Nick’s head then turns to his side where he views Gatsby’ s mansion. His heart swells for the man who was unable to let go of the past, and move toward his future. With the two houses juxtaposed in his mind’s eye, Nick ponders his experiences in the East, and enters the car to take him home with a new perspective on life. Nick’s maturity becomes evident as his perspective of society becomes more realistic as a result of his observing the consequences which occur in unhealthy relationships. Nick observes many relationships during his stay in New York, and looks upon these relationships with a perceptive eye. He sees that relationships which lack mutual feelings are destined for failure. Nick watches as Tom Buchanan meets with his mistress, Myrtle, and Nick notices the disparity in the respect that Tom and Myrtle have for each other. Myrtle appears to follow Tom’ s each and every demand, as if she were at the end of a tightly held rope, which Nick compares to the â€Å"...small expensive dog leash made of leather and braided silver† (166) which was found in Myrtle’ s drawer at her house. Myrtle’ s leash, one that could be used to control and manipulate every action of a person’s pet, is representative of Myrtle’ s willingness to subordinate her will to accommodate Tom’s demands. Myrtle’ s absolute de... ...e Novel, The   Critics, The Background.   Ed. Henry D. Piper.   Charles Schribner's Sons, New York: 1970. Fitzgerald, F. Scott.   The Great Gatsby.   Simon and Schuster Inc., New York: 1991. Hooper, Osman C.   "Fitzgerald's ‘The Great Gatsby'," The Critical Reputation of F. Scott   Fitzgerald.   Article A353.   Ed. Jackson Bryer.   Archon Books, Maryland: 1967. Samuels, Charles T.   "The Greatness of ‘Gatsby'." Fitzgerald's The Great Gatsby: The Novel,   The Critics, The Background.   Ed. Henry D. Piper. Charles Schribner's Sons, New York: 1970. Trask, David F.   "The End of the American Dream," Fitzgerald's The Great Gatsby: The Novel, The Critics, The Background.   Ed. Henry D. Piper. Charles Schribner's Sons, New York: 1970. Trilling, Lionel. "F. Scott Fitzgerald." Critical Essays on Scott Fitzgerald's "Great Gatsby." Ed. Scott Donaldson. Boston: Hall, 1984. 13-20.

Crime in America Essay

Crime statistics tells us the variation of crimes that are being committed in the United States. The Bureau of Statistics compiles information processed in the federal justice system and gives us statistics on the many different crimes in America. This is a site that compiles crimes and tells us about how many different crimes are being committed and how many times they are being committed. This also gives us an idea of how much space we need to house these criminals. There are many jails and prisons that are over populated. Statistics also tell us that our crime fighting is not as good as it should be. With the websites for crime reporting this helps us to see what crimes are being committed and, how we can prepare for this and, how to prevent it. There is not a way to stop all crime or even prevent it but if we know what crimes are being committed more it will help us get a better understanding on how to catch the criminals that are involved in this type of behavior. In my honest opinion no crime is ever going to be completely stopped. If we all work together to pinpoint the main crimes we may also be more prepared to deal with them and catch the individuals involved. Crime in America today is on the rise the question is how to fix it before it gets out of hand. There are many different crime reporting measuring systems today. These help us get an idea of what crimes are being committed the most in what areas. With these types of statistics we may be able to start fighting crime in these areas to prevent further destruction in our communities. The Nation’s two crime measures are the UCR program and the NCVS. The UCR (Uniform Crime Reporting) this program collects information on crimes reported to law enforcement agencies. It compiles data monthly from the state agencies that report to the FBI. This system examines each report for accuracy or errors that may have occurred. It compares each monthly report to previous months and years to determine how much crime was committed from each month to each year. It gives us a detailed annual report. This comes in handy when trying to figure out if crime is on the rise or it is decreasing. The NCVS (National Crime Victimization Survey) this program gives us a detailed picture of crime incidents, victims and trends. This is used to uncover crime, update the survey methods and broaden the scope of crimes measured. The survey is designed to collect detailed information on the frequency and nature of the crimes that are being committed. This helps us to determine how many times this crime is committed and how it is being committed. It does over 43,000 personal household interviews twice a year. They rotate new houses every couple of years to make sure that it remains as accurate as possible. It also estimates crimes that have been reported and those that have not been reported. It also summarizes the reasons that individuals give for reporting or not reporting the crime. These programs share many similarities and differences. The similarities that they have are that they both measure crimes. The way that they measure crimes are very different from one another. But they both hope to achieve the same things. How they differ the most is in what they do. The UCR is designed to gather information and determine the statistics of the crimes reported by the law enforcement officers. The NCVS was designed to provide information about crimes that used to be unavailable. Also the two crime programs are different in other ways a well. One may judge crime by the size of the household, why the other judge’s crime by the number of crimes divided by so many people in that area. So as you can see even though they are out to achieve the same thing they just do it in different ways. It is hard to tell if the public’s perception of crime has changed over time. American’s perception of crime may be influenced by their assessments of how things are going in the country today. They also perceive it to be on how the country is economically. If America has a higher amount of jobs the crime rate may go down. When jobs are low and there is no work the crime rate may go up. Looking at the amount of crimes committed each year can also determine the public’s perception from one year to another. If they see more crimes in the last two years then they did in the previous years they are going to see that crime is on the high. I think that the future of crime depends on the economy. It also depends on how much crime is reported, and how people relate the experience of their crimes. If crimes are not being reported it is hard to figure out what types of crimes are being committed. It is hard for me to predict the future of crime because each criminal and each crime is different. If there were more people in America that would work as a whole to keep their community as safe as possible, I don’t think that crime would be big in that particular community. Also there are crimes today that are being committed due to lack of jobs. Most people will do what they have to, to make sure that their families are being taken care. A lot of problems today in my opinion depend on job security. If more people could have jobs then I don’t think that there would be as many crimes being committed. The American crime rate in my opinion just depends on the economy and the people in the economy. If you want to make a difference you will. If you don’t then you will be part of the problem not the solution.

Euthanasia in the Roman Catholic Church Faith and Tradition - Free Essay Example

Sample details Pages: 8 Words: 2457 Downloads: 1 Date added: 2019/02/06 Category Medicine Essay Level High school Topics: Euthanasia Essay Did you like this example? Brittany Maynard found out she was dying when she was twenty-nine years old. Newly married and full of life, Maynard learned that she had terminal brain cancer in January of 2014. In April, after multiple unsuccessful surgeries, she was given six months to live. Don’t waste time! Our writers will create an original "Euthanasia in the Roman Catholic Church Faith and Tradition" essay for you Create order She considered dying in hospice care, but balked at the image of her family surrounding her bedside, watching her die an agonizingly slow and painful death. Instead, Maynard and her husband moved to Oregon, where physician-assisted suicide—a specific type of euthanasia—is legal. She chose to pass away in November of 2014 after taking the lethal prescription prescribed by her doctor (CNN 2014). This is the reality of euthanasia in the twenty-first century, although it has existed for thousands of years; throughout classical antiquity, euthanasia was a widely accepted practice. However, with the dawn of Christianity and Roman Catholicism, society’s view of euthanasia began to sour. While the Roman Catholic Church experienced the Reformation, the Renaissance, the Enlightenment, and postmodernity, it remained steadfast in its condemnation of euthanasia. Only in recent years—notably the last two decades—has euthanasia again began to gain widespread traction. Nevertheless, from a strictly Roman Catholic perspective, euthanasia is morally unacceptable regardless of the circumstances; the intentional death of any human being is sinful due to the Christian belief of God’s sovereignty, the Church’s teaching on suicide and homicide, and the Catholic philosophy of suffering. These beliefs, however, do not fully align with the shared reality and experience—the sensus fidelium—of many church members, signalling a failure of reception. From an etymological standpoint, euthanasia has an extensive history. According to the Oxford English Dictionary, the word comes from the Greek eu-, meaning â€Å"well,† and thanatos, meaning â€Å"death.† The word first appeared in its anglicized form in 1646, and is currently defined as â€Å"a gentle and easy death† (OED n.1.). This definition, however, fails to acknowledge particular aspects of euthanasia that are essential in understanding its meaning today. The definition posed by the Euthanasia Society of America and set forth in The Morality of Mercy Killing, written by Reverend Joseph V. Sullivan and published in 1950, is more appropriately nuanced: â€Å"the termination of human life by painless means for the purpose of ending severe physical suffering† (3). This definition is preferred for two reasons. First, it emphasizes action; euthanasia is not just death itself, but the act that causes this death. The Roman Catholic Church does the same in its own definition of euthanasia: â€Å"mercy killing† (Sacred Congregation 6). Second, it clarifies the specific purpose of euthanasia, which is to end a patient’s pain and suffering. This comprehensive definition of euthanasia can be broken down further into various different subsets: voluntary, involuntary, passive, and active. An article from the database of the United States National Library of Medicine, titled Euthanasia: Right to Life vs. Right to Die, clearly defines these terms. The first two terms regard who consents to the procedure. Voluntary euthanasia is conducted with the patient’s consent, while involuntary euthanasia is conducted without. Involuntary euthanasia is only invoked when the patient—like someone in a coma—is completely and utterly incapable of making the decision themselves. The latter two terms, passive and active euthanasia, acknowledge how the procedure is actually accomplished. Passive euthanasia is carried out by withdrawing or withholding life-sustaining treatment from the patient, while active euthanasia is carried out by intentionally introducing a lethal force to end the patient’s life (Chaturvedi and Math 1). Active euthanasia can be broken down even further, and this distinction rests on who ultimately administers the lethal force. If the patient administers it themselves, they are performing physician-assisted suicide; if the doctor administers it to the patient, they are performing active euthanasia (Dixon 3). The concept of euthanasia is as old as the word itself. In A Merciful End: The Euthanasia Movement in Modern America, Ian Dowbiggin asserts that, in the ancient civilizations of Greece and Rome, â€Å"there was widespread support for voluntary death as opposed to prolonged agony† (3). In Greece, philosophers such as Plutarch, Plato, and Aristotle condoned—if not outright encouraged—the practice of euthanasia (Sullivan 7). Reverend Sullivan observes that â€Å"these men condemn suicide and homicide, and yet they view euthanasia as not only permissible but under certain circumstances as the ideal† (7). Like its Grecian counterpart, the Roman Empire’s attitude towards euthanasia was both reflected in and influenced by the writings of its moral philosophers. One such man, Seneca the Younger, explicitly advocates for euthanasia in his piece Epistulae morales LXX: If one death is accompanied by torture, and the other is simple and easy, why not snatch the latter? Just as I shall select my ship when I am about to go on a voyage so shall I choose my death when I am about to depart from life. Everyone ought to make his life acceptable to others besides himself, but his death to himself alone. (10) What Seneca and his Greek predecessors could not have predicted was the conception and subsequent domination of Christianity. This new religion believed in God’s absolute sovereignty over life and death. In the Old Testament, God declares, â€Å"It is I who put to death and I who give life† (Deut 32:39). Within this context, Seneca’s conviction that his death is â€Å"to himself alone† completely loses its accuracy; since God grants every man and woman the ability to live, it is only His to take away. This idea of God’s complete and utter sovereignty is reflected in the Statement on Euthanasia, issued by the United States Conference of Catholic Bishops in September of 1991. The document defines life as â€Å"a gift over which we have stewardship but not absolute dominion† (4). This distinction between stewardship and mastery is necessary. As stewards, humans act as attendants to their own bodies; they oversee the daily operations of life. Ho wever, God as master has the ultimate and final decision-making power. Thus, to kill someone is to blatantly â€Å"reject Gods sovereignty and loving plan† (Sacred Congregation 5). Through this understanding, euthanasia directly and blasphemously contradicts God’s will. Though Greek philosophers accepted euthanasia and denounced homicide and suicide, the Catholic Church makes no such distinction. Active euthanasia is immoral because it is considered suicide; passive euthanasia is immoral because it is considered homicide. In certain instances, the procedure could be considered both. Naturally, this contributes to the Church’s argument against euthanasia. Suicide in the Christian tradition dates back to the Old Testament, in which four people—Samson, Saul, Abimelech, and Achitephel—commit suicide without reprehension (16). Despite this neutral biblical background, the Church has a history of considering suicide to be one of the gravest sins an individual can commit. As Joseph Bayly explains, â€Å"at one time the church taught that suicide was the greatest sin, greater even than murder. The reason: there is no opportunity to repent afterward† (74). Repentance is a deeply fundamental aspect of Christianity; to die without i t is to risk the promise of eternal salvation. Homicide is far less complex than suicide. It is condemned outright in the Bible; to kill is to break one of the ten commandments, the most basic set of moral principles that humans must follow. The sole purpose of euthanasia, as previously determined, is to bring an end to a person’s intense physical suffering. The Church’s own definition of euthanasia—â€Å"mercy killing†Ã¢â‚¬â€implies a compassionate urge to release those suffering from their pain. However, the Catholic Church’s philosophy of suffering directly opposes this concept. Suffering is not meant to incite dread, and it should not be escaped; instead it symbolizes the devotion of an individual to God. As Pope John Paul II explains in Salvifici Doloris, to suffer is to share in Christ’s death and redemption (19). Jesus died a gruesome and painful death on the cross, and to suffer is to participate in this shared experience. As Reverend Sullivan explains, â€Å"we can never be like [God] in power or dignity. We can, however, become like him in our suffering. In other words, by suffering we become God-like† (75, 76). By participating in this practice of suffering, Ch ristians can understand the pain and sacrifice of our God. Ultimately, the church’s teaching is explicitly and unforgivingly clear in its condemnation of euthanasia as a â€Å"violation of the divine law, an offense against the dignity of the human person, a crime against life, and an attack on humanity† (Sacred Congregation 6). This teaching, however, fails to properly align with the lived experience of the laity. Movements to legalize euthanasia have been rapidly gaining momentum within the last twenty years, and this shift in perspective has manifested into approved ballot measures, court case victories, and effective state legislation. In 1994, Oregon became the first state to legalize some form of euthanasia—in this case, physician-assisted suicide—by passing the Death with Dignity Act. It was implemented in 1997 (Oregon Department of Education 2018). Since then, Washington D.C. and six other states—California, Colorado, Hawaii, Montana, Oregon, Vermont, and Washington—have followed suit. In 2017, a Gallup poll found that 73% of Americans support euthanasia, supporting the recent trend of legalization. This rate rose to 87% when focusing on people who rarely, if ever, attend church; it dropped to 55% when focusing on weekly churchgoers (Gallup 2017). This third figure is alarmingly high: over half of churchgoers disagree with the Church on an issue that the hierarchy deems irrefutable. To the Roman Catholic Church, euthanasia is not a controversy at all. The Church’s argument, as outlined above, relies on ancient scripture, papal and curial documents, centuries of established Christian values, and a milenia of tradition. Yet there still exists this massive inconsistency between doctrine and the shared belief of the laity. This discrepancy signals a failure of the hierarchy. The Church has a responsibility to listen to its lay people and discern the sensus fidelium—Latin for â€Å"the sense of the faithful†Ã¢â‚¬â€which means the â€Å"universal consent in matters of faith and morals† (CCC 28). The congregation shares in the authority of church beliefs as a collective body, because each individual participates and shares in the gift of life and faith. If half of this body is in contention with the other, there is no â€Å"universal consent,† and the teaching may need to be reevaluated. This dissonance could also signal an issue with reception, which goes hand-in-hand with the sensus fidelium. The church is obligated to communicate its teachings with its laity; a teaching has only been fully received when the entire church body accepts it, based on a common experience of faith in the Holy Spirit. If this common experience of faith—the sensus fidelium—is not achieved, full reception is impossible. With 55% of churchgoers disagreeing with the Church on euthanasia, it is safe to argue that the Church either failed to properly discern the sensus fidelium or failed to properly communicate its teaching and demonstrate its beneficiality. In the last century, the Church has made one significant adjustment to its doctrine regarding end-of-life care. This attempt to—partially—realign church doctrine with the laity’s sensus fidelium appears in the Declaration on Euthanasia. The Sacred Congregation for the Doctrine of the Faith declares: When inevitable death is imminent in spite of the means used, it is permitted in conscience to take the decision to refuse forms of treatment that would only secure a precarious and burdensome prolongation of life, so long as the normal care due to the sick person in similar cases is not interrupted. (8) While this situation could easily fall under the umbrella of euthanasia, the document is careful to differentiate between the two. Passive euthanasia is the withdrawal of life-sustaining treatment, some forms of which the church considers â€Å"normal care.† The situation laid out in the document only allows for the discontinuation of what Pope Francis defines as â€Å"overzealous treatment† or â€Å"disproportionate measures† (5, 8). Passive euthanasia is also explicitly intended to cause death; this proposed scenario is not explicitly meant to cause death, but rather to allow God’s plan to take its natural course. Subtleties aside, this is a progressive example of the Church’s ability to reframe its argument to better suit its laity, while still remaining true to its core values and beliefs. Euthanasia is a complex and multidimensional issue with a long and rocky history. Today the Church continues its tradition of rejecting euthanasia based on its belief in the absolute sovereignty of God, its views on suicide and homicide, and its philosophy of suffering. However, modern medicine and technology continue to rapidly improve. With these advancements come longer life expectancies; with longer life expectancies come higher rates of terminal and chronic diseases. As the public need and support grows stronger for euthanasia, the Church may need to redefine and reframe its argument to align more properly with the sensus fidelium, or find a way to more effectively communicate its current teaching. Regardless of what the church does, the secular world will continue to change and adapt around it, as it has for centuries. Brittany Maynard was a beautiful person who perfectly represents the average non-churchgoers attitude towards euthanasia. This is why stories like hers are essen tial in any discussion of euthanasia; they can help the Church strengthen their arguments, while simultaneously reminding the Roman Catholic Church that these are real people with real families, pain, hopes, dreams, and beliefs, religious or otherwise. Works Cited Amundsen, Darrel W., and Edward J. Larson. A Different Death: Euthanasia the Christian Tradition. InterVarsity Press, 1998.. Bayly, Joseph. The Last Thing We Talk About. David C. Cook Publ. Co., 1978. Catholic Church. Catechism of the Catholic Church: An Access Guide for Adult Discussion Groups. United States Catholic Conference, 1995. Chaturvedi, Santosh K., and Suresh B. Math. â€Å"Euthanasia: Right to Life vs. Right to Die.† National Center for Biotechnology Information, U.S. National Library of Medicine, Dec. 2012. Dixon, Nicholas. â€Å"On the Difference between Physician-Assisted Suicide and Active Euthanasia.† The Hastings Center Report, vol. 28, no. 5, 1998, p. 25. Dowbiggin, Ian R. A Merciful End: the Euthanasia Movement in Modern America. Oxford University Press, 2003. Euthanasia Statement. National Conference of Catholic Bishops, United States Catholic Conference, 1998. â€Å"Frequently Asked Questions.† Oregon Department of Education: 2018 Social Sciences Standards SBE First Reading Draft: Social Sciences: State of Oregon. Gallup, Inc. â€Å"Majority of Americans Remain Supportive of Euthanasia.† Gallup.com, 12 June 2017. Maynard, Brittany. â€Å"My Right to Death with Dignity at 29.† CNN, Cable News Network, 3 Nov. 2014. Oxford English Dictionary. Oxford University Press, 2009. Pastoral Constitution on the Church in the Modern World: Gaudium Et Spes. Catholic Truth Society, 2012. Paul, John. On the Christian Meaning of Human Suffering: Salvifici Doloris. Pauline Books and Media, 2014. Sacred Congregation for the Doctrine of the Faith. â€Å"Declaration on Euthanasia.† Vatican, 5 May 1980. Sullivan, Joseph V. The Morality of Mercy Killing. The Newman Press, 1950. Print. The Holy Bible, Containing the Old and New Testaments. American Bible Society, 2000.