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Allegory of the Cave Essay

Piaget Drawing Development

Piaget Drawing Development Luquet was one of the first to start researching into the development of drawing using a cognitive development theory and releasing a book in French during 1927. He described differing stages of drawing development which a child will pass through; this became known as the stage account. Luquet thought that after a period of scribbling that children go through, there were four stages of realism which children will also go through. These were thought to be fortuitous realism, failed realism, intellectual realism and visual realism. Fortuitous realism shows the childs drawing as mostly scribbles but the child can see real life objects within the marks. The child will do this again and again and notice these accidental representations, until they reach the point where they will set out intending to draw something representational from real life. The child will be entering the second stage which is failed realism when they consistently set out with the intent to draw something resembling real life. During this stage an adult can see an adult can see what the child has set out to draw although it can look like there are many mistakes with important features missed out and objects not always where they should be, (such as a childs drawing of a parent, where the parent has a face but no body, with its legs and arms extending out from the head). Intellectual realism occurs when improvements of the childs concentration and attention occurs, meaning the drawing will depict prominent important features of the object. This is the stage where the child will feel it is important that the defining features in the shape are drawn. To achieve this, the child will use transparency, draw certain features as if like a plan, and draw certain things broken down. However this prospective is different to how the object is seen in real life and the child notices this and will start to become concerned about drawing this way. This leads to the child wanting to draw life like representations of an object and this takes the child into the fourth stage, visual realism, which means that the child will draw on object from one perspective and will only draw the objects features from the same perspective. In 1956 Piaget took the work of Luquets (1927) stages of drawing to use to develop his framework, which too was using a cognitive development theory, Piaget didnt see drawing as a special part of development, but rather a window into the general cognitive development of a child. For him, a drawing showed the cognitive competence of a child rather than what stage of development they were at. For the most part, Piaget agreed with Luquets theory and both of there frameworks has similar stages of development for childrens drawing. There are certain strengths for their theory which include that they seem to explain seeming stages of acquisition, supporting evidence for this was shown by Clark (1897) who studied children aged 6 to 16, they were asked to draw an apple with a hatpin passing through it, the younger children were found to draw a continuous line while the older children tended to only draw the visible parts of the pin, and Freeman Janikoun (1972) who studied cups that were dra wn by children. The cups had a flower pattern and were positioned so that handle or flower pattern was either visible for the child or not visible for the child, they found that they younger children drew the handle even when it was not visible where as the older children only drew what they could see. However, the weaknesses for Luquet/Piagets stage theory are that the roles of culture and environment had not been taken into consideration. Evidence against their stage theory has been shown by Selfe (1977, 1995) who studied artwork of gifted children and autistic savants. She studied a young girl with autism who could draw remarkable pictures, the drawings she studied were produced by the child between the ages of 3 and 9, and said that the girls pictures were remarkable because they were done while she was so young and because Nadia (the young girl) did not show that she had any type of ability to see conceptually. This goes towards showing that not all children will go through the stages that Luquet and Piaget suggest, but whether this is just for children with conditions such as autism is not currently known. Barret, Beaumont Jennett (1985) also provide evidence against Luquet and Piagets stage theory by talking about the instructions which the children received, for instance, did the children receive standard instructions (with the instructor saying draw exactly what you see from where you are sat) or whether the child received explicit instructions (with the instructor saying draw exactly what you see from where you are sat, look at it very carefully so you can draw it just as you see it). They found that when children received the standard instructions 11% of the children got the drawing correct, and when the children received the explicit instructions 65% of the children got the drawing correct. According to Luquet (1927), children move gradually from one stage to the next and that they can still draw from pervious stages in when they are in that last stage, this is because they may still want to represent something in a different way. He suggests that the reason children will draw the same things over again without them varying much is not due to habit but that they prefer to draw it in that way. Luquets theory should not be considered as just a stage theory as he had many other points to add to it, including the two above, for this reason childrens drawing ability should be seen as more of a fluid motion, since a child will progress through the stages but can easily slip back if they want to, allowing them to represent not only the part of the object that they see but the whole of the object. Kellogg (1970) used a generalist theory and took a different approach by suggesting that drawings of children are just patterns as children only draw things that show what they perceive as good form. She found that usually when a child reaches 5 or 6 years old, that most children will be able to draw a fairly accurate and complete person; this is because by this age most children will have formed a drawing formula which allows them too continuously and consistently draw an accurate picture of a person. She thought that some shapes can be seen in childrens scribbles and that it is these shapes that can then be used to form a picture. Kellogg did agree that drawing made use of the base of representational experience but says that the use of the lines would differ. Kellogg did come up with a descriptive classification that had the appearance of developmental progression by looking at thousands of childrens drawings and examining them closely. These drawing showed that the development pa ssed from basic scribbles then diagrams, then shapes finally moving to combining shapes, she suggests that when a child reaches that stage the child is functioning as an artist. Willats (1977) used a perceptual theory but agreed that drawings can be seen as representations but thought that children could possibly experience perceptual problems when they try to draw a 3D image on paper (a 2D space). He also suggested that children can change the solutions to these problems as they grow older and develop. Willats (1977) took children aged from 5 to 17, and showed then a real scene, the children were asked to draw what they saw from a fixed view point. When the children had finished their drawing Willats chose to classify the drawings using a drawing system which gave a certain score to a picture. The score was given based on the number of correct representations of occlusion by overlap. There are many drawing systems and during this investigation six were found, and it was shown that it was the older children who used the more complex systems. Willats found that there were discrete stages at which the development took place which was found to cover all the age s of the children tested, this also showed that the ability to use overlap appears continuous, with few children using overlap at under 9 years old with children learning fast between the ages of 10 and 12 years old. Arnheim (1974) used a generalist theory and had suggested that a child will draw an object which will show the defining features (as the child sees them) in the simplest way for the child to be able to draw them within a piece of paper (2D space). One example that was given of this is that a child will most likely draw an animal from the side so that the relationship between its legs, tail, and any other defining features are visible allowing people to clearly see what animal it is, while a child will draw a person from the front, allowing the facial features to be depicted and also showing the symmetry of these features making it clear that it is a person. This was supported by Ives Rovet (1979) who consistently found that children of any age who had passed the scribble stage, and were asked to draw an object that was familiar but without seeing the object, all used those specific ways of drawing. Luquet and Piaget are the two big names when it comes to looking at the development of drawing in children, but much more research has been done since Luquets initial research in 1927 which was popularised in 1956 by Piaget. They both took the cognitive development approach to drawing development which may have been why they both agreed on the stage theory, with research by others looking into different approaches to drawing development. There is a lot of support for Luquet and Piagets theory of stages of drawing development, and although it has a few criticisms, the main one being that it does not account for any cultural differences, most psychologists will agree that there is some form of stages of development that a child will go through when it comes to drawing development. Another criticism of Luquet and Piaget is that it does not think about the children with such developmental conditions as autism and asperger syndrome. These conditions can involve delays and impairments in t he development of the childs communicative and social skills, which may delay the child in some areas of development, while other children with these types of disorders have been shown to be good at certain things which including drawing, with some children showing remarkable advancement in drawing. It also depends on the instructions that the children are given as to whether they get the drawing correct or not, and so the instructors have to be careful how they ask the children to draw the object otherwise it may influence how they draw the object.

The Rise of the Nazi Party Essay -- Nazis Germany Hitler Essays

The Rise of the Nazi Party Hitler’s rise to power was the result of many factors, but Hitler’s ability to take advantage of Germany’s poor leadership and economical and political conditions was the most significant factor. His ability to manipulate the media and the German public whilst taking advantage of Germany’s poor leadership resulted in both the collapse of the Weimar Republic and the rise of Hitler and the nazi party. During the early 1920s, Germany was struggling with economic instability and political uncertainty. Germany, after being defeated in the Great War, was forced to sign the unforgiving treaty of Versailles, which the Weimar Republic was held responsible for. This brought forward feelings of fear, anger and insecurity towards the Weimar Republic. Hitler built on these feelings and offered the secure and promising alternative of the extremist nazi party. Although there were many factors that contributed to the rise of Hitler and the collapse of the Weimar republic, Hitler’s ability to build upon people’s frustrated view of the hatred of the treaty of Versailles and the circumstances it placed upon the German nation, was the fundamental reason for Hitler’s rise to power and the Weimar Republic to collapse The Treaty of Versailles, signed by the Weimar Republic at the conclusion of WW1, introduced economic insatiability and caused a profusion of hardship. The idea of resorting to an extremist group promising better alternatives became an attractive option to many Germans. The Treaty of Versailles’ vindictive terms and unreasonable reparations (6,600,000,000 pounds) resulted in undesired economic circumstances. Unemployment rose to 25%, no less than fifty percent of school children were undernourished and annual meat consumption fell from 52kg to 26kg per person. In general, the German standard of living decreased dramatically. The terms of the hated treaty angered and frustrated people. Hitler, intensely detesting the November criminals1, promised to build a back powerful nation, the German public, in a state of disillusionment, responded positively to this claim and began to support the Nazi Party. Hitler’s ability to take advantage of the Treaty of Versalles and the har dship that it brought to the German nation contributed to Hitler’s rise to power and the collapse of the Weimar Republic. The instability of the newly for... ... with other factors, lured many Germans in to believing in the nazi ideals and supporting the Nazi party whilst stirring up a hatred of the current Weimar Republic. With a combination of poor leadership on the Weimar Government’s behalf, the signing of the hated Treaty of Versailles and an unattractive economic situation, Hitler, using his charismatic personality, was able to convince the majority of the public to resort to the extremist nazi party. There are many other factors that influenced the collapse of the Weimar Republic and the rise of Nazism; In every case, however, Hitler’s manipulative skills and sophisticated behavior towards circumstances lead to the success of the Nazi Party. By successfully manipulating the above set of circumstances, Hitler was able to cause to the collapse of the Weimar Republic and the rise of the Nazi Party. 1The November criminals. Hitler nicknamed the Weimar Republic this as he saw them as being responsible for signing the hated tTreaty of Versalles. Resources Problems and issues in modern history   Ã‚  Ã‚  Ã‚  Ã‚   J. Simpson et al Booklets handed out in class Encyclopedia of Britinica Various internet sites

Abortion-An Ultra-Conservative View :: essays research papers

My best friend is a 26-year-old woman in Medical School at the University of South Florida who has had two abortions. Through each one, I have stood by her as a faithful and loyal friend. This is not something she wishes everyone to know, but this woman is not bashful about it if asked. As a matter of fact, she has discussed it several times in front of me. In these cases, her birth control failed, and she aborted her unborn children early in the pregnancy. Simply, she made the decision to abort because she just wasn’t ready. Honestly, being a successful medical student, would you blame her? I found myself beginning to judge her after twenty years of friendship, and I think, she would not be pleased with my judgment. But, after wondering what I would do in her shoes, I have asked myself, â€Å"Is abortion justified†? My view, No. Abortion is immoral in every circumstance, which makes me an ultra-conservative person. Before I begin to discuss Marry Ann Warrens’ article, â€Å"Abortion is Morally Permissible†, I wish to define the different views of abortion. The first view of abortion is a called, â€Å"Ultra-Conservative†, which state regardless of the reason, having an abortion is immoral. This, as I stated in my introductory paragraph, is my personal view of abortion. The second view is referred to as, â€Å"Moderate-Conservative†, which states that abortion is permissible in some instances, but, overall, not moral in others. In society, many people believe this view to be accurate. But, who can judge what is permissible or not? The third view is the â€Å"Ultra-Liberal position†, which is the view that Mary Ann Warren wishes to provide support for in her article, â€Å"Abortion is Morally Permissible.† This position states that abortion is fine in all instances, regardless of the circumstances. Although many people have different views, Mary Ann Warren does hold the view of Ultra-Liberal. In Warrens’ article, she believes that a child is not a â€Å"person†. She believes that before the fetus reaches a certain point in the mothers’ pregnancy, the child cannot understand the concept behind abortion. Warren (2000) mentions in her article the following about the development of a fetus:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In the ways that matter, from a moral point of view, human fetuses are very unlike human persons, particularly in the early months of development.†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Generally, Warren defines that the forming of a fetus into a â€Å"person† can only come after the first trimester.

Battle Of Impunity :: essays research papers

Battle of Impunity   Ã‚  Ã‚  Ã‚  Ã‚  Insults often serve as a catalyst for revenge. Yet, revenge never comes without consequences. These consequences can stay in a person’s subconscious for the remainder of their life. Through the clever short story â€Å"The Cask of Amontillado† by Edgar Allan Poe, Montresor suffers from being insulted, seeking revenge and living with guilt. Montresor is unsuccessful in punishing Fortunato with impunity. The obsession to confess is a killer. Montresor starts the evil revenge plot with a smile on his face. â€Å"It must be understood that neither by word nor deed had I given Fortunato cause to doubt my good will. I continued, as was my wont, to smile in his face, and he did not perceive that my smile now was at the thought of his immolation.† Montresor believes that he will feel free and better about himself, for he will be completing his mission of impunity. With one brick remaining, â€Å"My heart grew sick; it was the dampness of the catacombs that made it so.† He thinks he will feel free, but throughout his life his freedom to do otherwise stands chained in the dank vault with Fortunato. He to is dead to the world, immobile, chained to the rock of his one guilt-ridden act of aggression. The sickness he feels isn’t the dampness of the catacombs, but the first feeling of remorse. He is killing a well â€Å"respected and even feared† man. Now confessing, t here is no way to change the past and his guilty conscience still remains. Through all the trouble Montresor goes through to kill the one person he truly despises, he benefits nothing. He thinks he will be happy. He even smiles at the sight of Fortunato in the beginning. Once he completes the task, the only thing left to do is live his life leaving Fortunato behind physically and mentally. Montresor can be better off leaving Fortunato alone, but instead he takes the unchristian way out and ends Fortunato’s life. He doesn’t gain anything from doing this, except a guilty conscience and a dead body. â€Å"A wrong is unredressed when retribution overtakes its redresser. It is equally unredressed when the avenger fails to make himself felt as such to him who has done the wrong.† Montresor doesn’t gain anything positive from the revenge.   Ã‚  Ã‚  Ã‚  Ã‚  With every experience one learns a lesson. Montresor lets the insulting Fortunato go straight to his head. He over reacts and cleverly tricks Fortunato into â€Å"the catacombs of the Montresors.

Society Is Corrupt And Wisdom And Goodness

>Immediately the audience learns that despite it being against their fathers will, and despite Orlando being deserving of it, Oliver deprives him of his right to be a gentleman â€Å"mines my gentility with my education† to the extent that even Oliver's â€Å"horses are bred better. This comparison reveals the brutality of his brother, who lives in an urban-town setting, thus highlighting his greed for power along with the depth Of the anger and new he feels towards Orlando.Shakespeare has entwined three of the deadly sins: greed, anger and envy in his play, primarily in the first act, not only because the deadly sins are conventionally used in dramatic comedy but also because they widely reflect the corruption of society. In comedy we often see society's customs exposed as foolish, and thus corrupt. An example f this is the idea of inheritance. It is made obvious that Orlando is the more deserving brother to gain his father's inheritance, as even Oliver admits he is â€Å"f ull of noble devise†.However Oliver, who unintentionally reflects himself as â€Å"an envious emulator of every man's good parts† when attempting to describe Orlando to Charles, has dangerously inherited power despite this. Society customs effect everybody. This is not problematic if the outcome is beneficial, however if the custom is negative an individual alone is not affected but a society as a whole. When the sibling rivalry between the Dukes lead to the encashment of Duke Senior and the new ruling of Duke Frederick, everyone he now rules over in court suffers from his moody and suspicious nature â€Å"Thou art thy father's daughter, there's enough. Those who serve him fear him rather than love him. It is apparent that such customs as ruling and leadership are unfair, as Frederick has not proven fit for such a title as ‘Duke'. The unfairness seen here reflects the corruption of society. The character of Touchstone, regardless of the fact he is a ‘fool', has ironically been constructed by Shakespeare to outwit the majority of characters and much of is speech can be seen as surprisingly sensible. Many of the audience are accustomed to the ways of society and therefore find difficulty in noticing or identifying issues with it.Touchstone is often used to manipulate the audience into questioning such traits. This is seen when he raises the awareness that â€Å"fools may not speak wisely what wise men do foolishly†, insinuating that although he is a fool- meaning that he is employed to expand his speech to that of a sarcastic and mocking nature- he is also restricted and therefore lacks freedom of speech also, â€Å"Speak no more of him†. Those in the audience deemed unimportant in society would have faced severe punishments for speaking out of turn, like Touchstone who is threatened by Roseland ‘You'll be whipped for taxation† when he goes too far in offence to her father.The lack of freedom in speech highligh ts the inequalities between the classes in society, as only those deemed important could speak their mind. Therefore, as it is so unequal and lacks freedom, it can be argued that society is court opt. However, despite his criticisms of society over the duration of the play Touchstone is often seen defending court life, including hen he first enters the Forest of Arden and states â€Å"at home I was in a better place†.This suggests that society may not be as entirely corrupt as first thought, otherwise Touchstone, who has consistently held truth in his words, would find no difficulty in preferring the Forest of Arden. It is also apparent that society is not completely corrupt, otherwise it is unlikely it would be possible for Roseland and Orlando to meet in town yet experience the genuine love they feel towards each other in Act 1 , â€Å"love him†. Love itself if not at all associated with negativity or corruption and as many individuals in society fall in love it woul d be unfair to say that all aspects of society are corrupt.Nature in ‘As You Like It' is seen primarily through the location Of the Forest of Arden. Nature is often associated with positivist, including goodness and wisdom â€Å"woods more free from peril†. Shakespearean play has largely conformed to this association. Indirectly, Shakespeare has compared the Forest of Arden to the Garden of Eden. Not only are these two natural, rural locations related through the fact that they share a similar sound, but they are both based on fantasy and mythology, containing creatures and lands of wide, unlikely versatility: from a â€Å"palm-tree† to an â€Å"oak† tree, and a â€Å"deer† to a â€Å"lioness†.In addition to this, both the Forest of Arden and the Garden of Eden hold religious references, such as when Shakespeare entwines ‘the penalty of Adam† in Duke Senior's first main speech. Shakespeare has used the biblical knowledge of the El izabethan audience to reflect the goodness of the Forest of Arden knowing that people would associate it with the goodness of the Garden of Eden, and thus goodness is found in nature through these references. A central idea used by Shakespeare in his dramatic comedy ‘As You Like It' is that of Fays ‘GreenWorld'. Notably, the ‘Green World' consists of a natural, rural environment where time is forgotten due to the combination of the absence of clocks, and the merging of mythology and reality. Through this, those in the Forest of Arden are theoretically able to enjoy a sense of freedom: the freedom to no longer have to adhere to the expectations of society such as that of status as there is no hierarchy in the forest â€Å"free of public haunt†, the freedom of speech, which in urban society was extremely limited, and the freedom from worry.Due to the absence of surrounding influences such as that of law, the redeem in Arden permits individuals to form opinions for themselves and allows them to expand their capacity of thoughts because there are no longer boundaries or restrictions to this in the forest, and thus wisdom is increased through nature. An example of this can be seen through the character of Duke Senior who has spent a lengthy duration in the forest. This becomes apparent when he states that there is â€Å"goodness in everything'.It is clear that the positive influence of his natural surroundings has enabled him to forget the weight of the heavy negativity in society and he focuses instead on the oddness of the world. It is nature that has inspired him to do this, showing that nature holds much goodness and increases wisdom dramatically. Previously in Act 1 it was suggested that an education is required in order to hold the goodness of a gentleman. Oliver shows signs of confusion about how his brother possesses such a trait despite his poor education â€Å"never schooled†.It is a common expectation that teaching and sc hooling are required to gain an education. Duke Senior however, offers an alternative interpretation in Act 2 when he makes it clear that the Forest of Arden revised a spiritual education and emphasizes that people do not need the formality of urban schooling to be ‘good': â€Å"books in the running brooks† People such as Oliver and Duke Frederick, who have both been educated in urban society and yet been made by Shakespeare to be the villains of the play show that education does not necessarily increase the ‘goodness' of an individual.Characters introduced in Arden such as the shepherds however, who have not been formally educated and yet are extremely good natured, emphasize the goodness of rural society and nature. The good nature of the shepherds s seen first when Silvia expresses his love towards Phoebe â€Å"love so heartily† and remains kind despite the fact the love is unrequited. This is seen secondly when Coring wishes â€Å"peace† to the n ewcomers â€Å"to you, gentle sir, and to you all. † This suggests that perhaps Shakespeare, bred in a semi-rural environment, may be indicating this as a personal belief.Imperfections in nature are highlighted when Duke Senior speaks of the death of the deer which â€Å"from the hunters aim had eaten a hurt†, and the negative â€Å"icy fang' of winter, which connotes that nature is not entirely good. Also despite being in Arden, a timeless place with no hierarchy, Touchstone brings both of these elements into the forest when Jacques speaks of his conversation with him â€Å"It is ten o'clock† and when he informs the shepherds that he and his company are their â€Å"betters†.Overall I believe that Shakespeare does wish to portray nature with a larger amount of wisdom and goodness and less corruption then society. He does this by using various techniques including structure, language and character influences. He deliberately focuses Act 1 entirely on town life in socio and Act 2 primarily on the rural, natural setting of the Forest of Arden.

Culture and Cuisine Essay

Food is one of many factors that distinguishes one culture from another. It has been used for ceremonial purposes, sacrificial rituals, and some food even holds symbolic meaning based on religion. Why do people of the Jewish and Islamic faith choose not to eat pork? Why is wine and alcohol often associated with parties and celebrations? The origin of many of today’s cuisine and dining traditions can be traced back thousands of years, and often have a religious significance. Religion has influenced people’s food choices and traditions since ancient times, and much of its impact is still prominent in today’s world. In everyday life, it is easy for anyone to take note of religion’s presence in food and different types of cuisine. In grocery stores and supermarkets, foods are often labeled as â€Å"Kosher† or â€Å"Halal†; and with holidays such as Lent and Ramadan, it is clear that many traditions that began thousands of years ago are still important to people in today’s society. The ban of pork products within the Jewish and Islamic faith, for example, dates back to ancient Egypt. The ancient Egyptians were known for having a strong dislike– perhaps even fear– of the pig. For this reason, pigs were never depicted in hieroglyphics, even though they were present. Believing that the animals carried parasites and leprosy, it was only Egyptians of the lowest social class who were swine herders, and they were banned from entering any temples or places of worship. Maguelonne Toussaint-Samat suggests that is why the pig has become a forbidden food source: That attitude could be at the root of the Jewish and Muslim prohibition of pig meat. Moses†¦ declared the animal unclean†¦ this taboo slowed down Islamic expansion into China, for the Chinese love pork as much as carp and ducks†¦ Today a certain amount of pig meant eaten in Europe, particularly ham, comes from China. (370) This shows how religion has influenced not only what a certain culture chooses to eat, but also how it has affected trade and migration patterns throughout the world’s development. It is clear that food can hold so much religious significance, that it can even prevent two cultures from integrating with each other, as shown by the lack of Islamic presence in China. With various religious beliefs, comes various opinions about certain foods. â€Å"†¦Patterns of behavior vary among followers of different religions, resulting from different norms† (Heiman, Just, McWilliams, and Zilberman). An example of clashing viewpoints is the difference between Greek, Muslim, and Chinese opinions about wine. The ancient Greeks are some of history’s greatest lovers of wine. They used wine for celebrations and believed it to be a drink of the gods as it was made by Dionysus, the god of wine. Alternatively, some Muslims forbade wine. This is most likely because of their fear of its effects, and drunkenness was looked down upon. There was, however, a Muslim mystic by the name of Nabulsi who declared that wine was the drink of divine love. Like Nabulsi, some chose to believe the Chinese proverb that states it is not wine that intoxicates– man is the one who becomes intoxicated, because he is weak (Toussaint-Samat 234). These different views of wine, or alcohol in general, is still evident today as some Muslims choose to drink it while some choose not to. In Christianity, wine is symbolic of the blood of Jesus, and holds significance particularly in the Catholic church for occasions such as communion. Symbolism, perhaps, is the most obvious connection between food and religion– it is not the food itself that is sacred or significant, but what it stands for. Michel Desjardins explores how food can be a symbol in different religions and cultures: At times, food also function symbolically– for example, when prayer before eating express thanks for divine concern, when the Passover meal commemorates mythic stories, or when the Arabic Muslim and Christian coffee ritual calls on the divine. Other times food is offered directly to deities†¦(153) Not only does religion affect what some people eat and do not eat, but also the types of meals that are made, the preparation, and the rituals that are paired with the food. Christian traditions involve praying before partaking in a meal, and Jewish customs call for elaborate feasts that are prepared by traditional methods. Another common use for food is sacrificing or offering certain foods to deities. Buddhists often present rice and or fruits to statues of Buddha– a long-standing religious tradition. Religion has greatly impacted the culinary world in the past, as well as today. The combination of religion and cuisine has proven to be deeply rooted in the history of mankind and the development of different cultures, as people all over the globe still maintain these traditions. Whether one is partaking in wine during communion, preparing Shabbat dinner, setting food before Buddha, or makes a lifelong decision not to eat pork, religion has an obvious presence in today’s society. Works Cited Desjardins, Michel. â€Å"Teaching about Religion with Food. † Teaching Theology and Religion. 3rd ed. Vol. 7. Oxford: Blackwell Ltd. , 2004. 153-58. Heiman, Amir, David Just, Bruce McWilliams, and David Zilberman. â€Å"Religion, Religiosity, Lifestyles and Food Consumption. † Ebscohost. Web. . Toussaint-Samat, Maguelonne. A History of Food. Paris: Wiley-Blackwell, 1992.