How Religion Impacts Our Beliefs About Death and Funeral
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
How Religion Impacts Our Beliefs About Death and Funeral
This discussion provides us with the importance of understanding multi-cultural influences on funeral practices and beliefs on death and dying. Cultural beliefs and religion both provide us with a basic view of dying and guide us throughout our lives.
- How religion impacts our beliefs about death and funeral practices.
- How near-death or afterlife experiences are influenced by an individual’s religious background, cultural beliefs and family traditions.
Please support your discussion with Scholarly references and respond to a minimum of two of your classmates, addressing their post in a substantive manner.
Peer 1
Religion is a set of values and beliefs relating to the universe’s purpose, cause, and nature. People’s religious beliefs may impact their perception of the afterlife, death, funeral practices, and the dying process. Several religions, such as Judaism, Buddhism, and Christianity, believe in the afterlife, reducing their uncertainty and anxiety about dying. The afterlife, which refers to any state of being or state of mind that transpires after a person’s death, has various forms in distinct religions but has the same purposes. Generally, having a conviction in an afterlife concept may dictate how people conduct themselves when they are alive.
On the other hand, almost all religions have meaningful and specific customs and traditions around funerals. From procedures for dressing and cleaning the dead to funeral service features to memorial occasions, the system that religion offers around handling a death guides the bereaved survivors and accomplishes religious obligation. Religions have to follow a specific protocol during funerals to allow the dead to transition into life after death seamlessly. Most religions believe that failure to follow their funeral protocols will hinder this transition.
Additionally, believing in some form of existence after death may reduce the uncertainty difference because believers forestall and have an idea of life in the future/ after death. According to San Filippo (2006), religious beliefs offer references to elucidate the experiences perceived as intricate to explain and attributed to a near-death encounter. Furthermore, numerous reported near-death encounters seem to align with several religious and philosophical theories of what is expected in the afterlife, such as union with celestial beings and the existence of hell and heaven. According to Gire (2014), different cultural traditions perceive death as transitioning from life to other forms of existence. Other cultures suggest that death is a continuous interaction between the living and the dead, and some cultures believe in a circular model of multiple rebirths and deaths. However, other cultural traditions perceive death as the end, with no form of life/ existence occurring after a person dies (Gire, 2014). These diverse ideas about death and the afterlife have an evident impact on the cultural members’ lifestyles, their preparedness/ willingness to die for a given cause, the extent to which they fear death, the funeral rituals’ nature, and their mourning and grief expressions.
Peer 2
How religion impacts our beliefs about death and funeral practices.
This goes back to the Neanderthals and the roman empires, and possibly even before that. Religion goes in many ways depending on where you at in the world. Religion such as Buddhism, especially the Tibetans, believe that any living being needs preserving, so once one passes away, they are brought onto a mountain high in the sky, “a sacred place,” and allow vultures to feast on the dead. This is considered a last final good deed. In Christianity, it is said that one must be buried into the ground and worn black. This is very common here in the United States. Although one city celebrates once life with a jazz funeral, in colorful clothing, instruments playing, and lots of dancing, is New Orleans, LA. Here In the U.S., the more elaborate and fancy once casket is, the bigger the headstone and the bigger the life celebration it is, the wealthy one is assumed to be, where Jewish communities believe 0once funeral should never be a flaunt of how wealthy one is or what their social; standings were, Leming, M., & Dickinson, G. (2018).
How near-death or afterlife experiences are influenced by an individual’s religious background, cultural beliefs, and family traditions.
When I spoke about the Buddha’s belief that any life is sacred and that one last deed is to feed the surviving animals, this also means that your soul can re-incarnate if there is something left to do for you. The goal is not to come back because that means you have accomplished everything, but you can come back as a human or animal if you do. Depending on what cultural beliefs one belongs to, differences are visual. Christians believe that one must follow God’s way so that when they pass, they go to heaven and live in a rich, pain-free, superior world. In Mexico, the Zinacantecos cut off a chicken’s head. They put it in a bowl of broth, alongside the passed on corps, in the belief that the chicken will carry the person’s inner soul, and after a black dog carries the soul across the river, Leming, M., & Dickinson, G. (2018). If they reside in the United States, they are limited on what is allowed even though it is a dead person’s last wish, and we are restricted. Burials and the afterlife depend on one culture, each tradition, each tribe, and each family, but one thing is alike in each, we all must die.
Assignment
LEARNING ACTIVITY WORKSHEET
Utilizing the worksheet below, develop detailed paragraphs that focus on the first main point for your final paper. For each section, a minimum of one fully developed paragraph is required. Each paragraph should include at least one in-text APA citation that provides support for the topic.
- Must include in-text citations in APA format
- Must integrate information from your sources rather than simply inserting it.
- Must use at least two scholarly sources. While your textbook can be utilized as a source, it does not count towards your two sources for this assignment. Two new sources should be utilized each week to meet the minimum of eight required sources for the final. By finding and supporting your material with these sources each week, you will have the research necessary to construct a strong Final Paper.
- Facing Death
- Discuss Glaser and Strauss’s four awareness contexts(chap 5.2) Which do you think most often exists in a medical setting with dying patients?
(Use the space below to complete this section.)
- Based on the discussions in the textbook, what is considered to be an “appropriate death”?
(Use the space below to complete this section.)
- Name and briefly describe the five stages of the dying process, as researched by Elisabeth Kubler-Ross.
(Use the space below to complete this section.)
- Why high school and college-aged students have a higher level of death anxiety than junior high school students.
(Use the space below to complete this section.)
- What does death mean to you? What are your personal anxieties with regard to death and dying?
(Use the space below to complete this section.)
2.Reference List (utilizing full APA citations)
(Use the space below to complete this section.)
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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