How far do you agree with Dr Johnson Essay Example for Free

How far do you agree with Dr Johnson Essay Samuel Johnson, or Dr Johnson as he was sometimes referred as, was a great English author who made enduring contributions to English literature. Being such a distinguished and renowned author, his views on literature were and still are today, stern and well-known. However, I have views both agreeing with and opposing Dr Johnsons view that Miltons work lacks human interest. Firstly, human interest strictly speaking, is about everyday people just like us, being able to relate to a story, and possibly learn something from it and put it into practise in our own lives. The epic poem Paradise Lost concerns the Christian story of the Fall of Man, while dealing with more present topics such a marriage and politics. Miltons purpose, as stated in book I, is to justify the ways of God to men. This is a good base to start my argument on, which is that I do not agree with Dr Johnson, and believe that Miltons work does hold human interest. By involving politics and marriage into his works, this is surely of human interest, as people will be curious and inquisitive about how things worked back then, and it is therefore of human interest if people want to learn about it. Milton states the purpose of his epic poem, and it is obvious that he intended Paradise Lost to educate people about God. If anything, Paradise Lost holds universal human interest. The event in the poem concern the whole of the human race, as the single event of disobeying God and plucking a single apple has moulded the destiny of the world, and it should surely be of interest to anyone who is born into this world. People must be, and generally are, curious about how their world evolved and how it reached the state of where it is now. If people are curious about this and eager to be educated on this topic, then they may read Miltons work to learn about these events, and consequently are showing signs of human interest. Looking more in depth into Christianity, Christians believe that due to the event of Eve picking the apple, all humans are born with sin, and it is whether people choose to act on it or not that defines us. However, a big factor to consider is whether people actually believe in God or not. Atheists wouldnt take any notice of this argument, let alone and interest of Miltons epic poem Paradise Lost. This is my argument agreeing with Dr Johnson and saying that Miltons work does lack human interest. To an atheist, they would take absolutely no interest in the Fall of Man, and wouldnt believe anything about God and heaven. Also being literal about it, for anyone, let alone an atheist, it is hard to relate to an event that happened such a long time ago, and we only know to be true from a book and lots of believers. How do we even know that this happened? How do we even know God exists? These are all questions that are very important when answering this question. Many different theological issues are presented in the epic poem, such as fate, the introduction of sin and death into the world, as well as the nature of angels, heaven, hell and Satan. However, sin and death cannot be ignored, even by atheists, as these two issues are both around us and will happen to us in our lives. So, this means that people are able to relate to these issues in Miltons works, and therefore showing signs of human interest. Also, nowadays, we are not scared of disobeying something that will have as huge of a consequence as picking the apple did. Anything that we do today is not going to have an huge impact on the world, affecting all of its inhabitants and the world itself. So, in this sense, it is hard to relate to Miltons work, and it can be said that it does lack human interest. Another literal relation that we can have with Paradise Lost is the consequences of picking the fruit relating to God, not just the event itself. Not only did God show his mercy and temperance in their punishments, but he also displayed his love and compassion through the Son, Jesus Christ. Atheist or not, everyone learns about Christ and the Fall and it is whether you chose to believe it or not which is what makes people an atheist. In this sense, Paradise Lost does not lack human interest as it can always be related to and people are always taught about it, even if it was in the classroom and compulsory, or by their parents. The knowledge of Jesus Christ and the garden of Eden is general knowledge, and therefore must be of human interest. Also, the hard work that men and women have to endure, and the pain of giving birth for a woman are all consequences of Eve picking the apple off the tree and disobeying Gods only rule. And therefore, as we all experience hard work, and the majority of women experience child birth, we can all relate to this in some way or another. So, having analysed and read through this epic poem, I am going to disagree with Dr Johnson that Miltons work lacks human interest. I think that everyone can relate to Miltons work in one way or another. You could say, that if you were not able to relate to his work, then you havent related to the story of Creation and havent learnt about God or Christ. Also, you do not need to believe in all of the Creation stories and the Garden of Eden to have related to Miltons work. Above all, Milton is a fantastically talented writer, and that alone is a reason as to why Miltons work does contain human interest. Bibliography and Webography: The Bible The Complete English Poems John Milton www. wikepedia. org www. sparknotes. com.

Improving Health Literacy with Clear Communication Essay Example for Free

Improving Health Literacy with Clear Communication Essay Health literacy, defined as the ability to search, find, understand, evaluate and act on health information to promote, maintain and improve health in a variety of ways across the lifespan (Manafo Wong, 2013). Paasche-Orlow and Wolf proposed a conceptual model of this relationship that highlights the two-sided nature of health literacy: the role of self-care and personal skill development, and the importance of a therapeutic relationship between patient and healthcare provider. As two aspects operate together in promoting efficient health literacy outcomes, a top priority of health literacy for Canadians is having the necessary capacity, opportunity, and encouragement to collect and use health information efficiently; so, they can act as educated partners in their self-care (Manafo, 2013). Unfortunately, Canadians have a low level of health literacy, which associates with poorer health outcomes. Low health education interferes health promotion and well-being of the aging Canadian population (Poureslami, Rootman, Pleasant, FitzGerald, 2016). Enhancing individual health literacy skills is the next step in promoting the use and uptake of information available to support Canadians’ health and well-being (Manafo, 2013). Improved health literacy associated with reductions in risk behaviors for chronic disease, higher self-reported health status, and decreased health care utilization. (Poureslami, Nimmon, Rootman, FitzGerald, 2017). Due to the active communication between health care providers, who play an essential function in health promotion, management of chronic disease, and disease prevention, we can reach a sufficient level of HL of public (Poureslami, 2106). According to the Erickson’s model, middle age defines as the time between ages 35 to 65. Significant physiological and psychological changes that are gradual and inevitable may occur between the ages 40 and 65 years. The physiological and psychosocial changes presented in the middle adulthood may be accompanied by declining of physical strength and the awareness of mortality (Potter Perry, 2014). Chronic health disorders can arise as an issue accompanied by disability or disease. Successful chronic disease management (CDM) requires patient and health care provider collaboration in which health literacy is foundational. This partnership less effective when patients do not have the skills to process and act on health information and providers lack the skills and resources to deliver that information in ways that support comprehension and uptake (Poureslami, 2106). The aging population, especially among ethnic groups with chronic diseases, have been found to be at higher risk for misunderstanding their diagnosis, treatment plan, and instructions for self-management. It is crucial to understand better the role of the community and public health in supporting health literacy and chronic disease self-management. Creating community-based education and health public programs that mediate exchange and uptake information (FitzGerald, Poureslami, 2014). The source of many chronic health conditions, including type II diabetes and chronic obstructive pulmonary disease (COPD), is behavioral. Furthermore, the successful control of chronic diseases, including asthma, relies on a patient\s activities and behaviors. Asthma can be well controlled when patients put maximum effort to manage exposures to triggers, maintain constant contact with health care providers, and follow specialists’ recommendations and treatments (Bender, 2015). Due to the therapeutic relationship between a nurse and a patient, a shared-decision-making approach has demonstrated positive results in practical application in asthma care (Bender, 2105). Providers who practice patient-centered care often utilize a shared decision-making communication plan to examine patients’ perspectives and involve them in making decisions about their health. According to the recent researching, higher adherence and low percentage of urgent care are recorded in the group of patients whose provider received the shared decision-making training in comparison with the other group of asthmatics whose symptoms got worst due to the routine care and guidelines management instructions. (Bender, 2015). Ineffective asthma management is costly for patients’ and taxpayers budget. According to the statistical numbers from National Health Survey of 2014, the number of patients with asthma increased by 28 % from 2001 to 2011. Moreover, the estimated cost of asthm a for taxpayers budget was $ 56 billion in 2007 (Mishra, Kashif, Venkatram, George, Luo Diaz-Fuentes, 2017). Asthma action plan (AAP) is highly recommended in addition to education to improve outcomes in asthmatics. â€Å"To improve asthma management and reduce the number of deaths from the condition, the national guidance recommends that patients are offered a written, personalized asthma action plan (Newell, 2015, p.12). The Asthma Action Plan provides information about asthma stages identifying when symptoms become worse, medication, and what to do in an emergency. The healthcare provider will write asthma plan with an explanation about right using of inhalers and elimination of all triggers (Newell,2015). The nursing process of writing AAP consists of four phases: assessing, planning, implementing, and evaluating (Newell, 2015). An individualized written action plan is adjusted to the patient’s asthma severity and treatment. Several studies have shown that asthma education improves outcomes like asthma-related emergency room (ER) utilization and hospitalization, unscheduled doct ors’ visits, days off work, and quality of life.

Code of Ethics in Childcare

Code of Ethics in Childcare Ethical dilemma Ethical dilemma is a situation involving issues of right and wrong, duties, or obligations that have more than one defensible resolution, each of which can be justified in moral terms. It makes us think to choose what is right and wrong. Early childhood educators are faced with daily ethical dilemmas and moral conundrums that challenge our view of ourselves and the support we offer. The NZTC Code of Ethics is a tool that urges educators to privilege relationships with children, their families and the communities of which they are a part, and articulate these in terms of childrens growth and learning, just as New Zealand Code of Ethics is a tool that guides the educators to find their sense of what they ought to do. My 1st reaction I believe that we should follow the Curriculum. I accept that there is no Maori child in the centre but the children in the centre going to grow up and going for primary and higher studies and the situations in higher schools and colleges never going to be same like our centre. In early age children minds are fresh and accepting the morals and values what we are teaching them. If we not teaching them according to the curriculum at ECE centre then it going to be hard expecting respect from them for other cultures especially Maori. In respect of making them responsible citizens, I think us not playing our best role by not teaching them Maori at early age. It’s going to be new and hard for children to accept the bi-cultural curriculum at primary school level. They might not happily accept the Maori language in curriculum plus they might not be respectful toward the Maori culture. I agree that some parents might not happy with introducing their children with Maori language at centre. But my intentions is to introduce the language now to the children rather then they have to struggle in the future. Ethically I try to convince the teachers and parents to stick to the curriculum, which is more important. We all got to understand that Maori is the Native language of New Zealand and we can’t avoid it. Teach and model those positive values which are widely accepted in society and encourage learners to apply them and critically appreciate their significance. http://www.teacherscouncil.govt.nz/required/ethics/coe-poster-english.pdf Identifying the stakeholders Teachers who want to implement Te Reo: Teachers are the main stakeholders in this situation. They are in a situation where it’s hard to choose what to do. 1st they have to think about the curriculum then about the opinions of staff members and the parents of children they teach. It’s more hard when other staff members justifying not to implement Te Reo and tikanga maori. Teachers who justifying don’t need to implement Te Reo: Teachers who are happy not to implement Te Reo. Even though they are right too in doing so in some stages, when they don’t have maori child in the centre. Teachers attend to the needs of children first and put children ahead of their own needs. They putting children ahead then the government agency. Parents who are happy with current situation: Those parents who are happy with not teaching maori to their children. Teachers have to consider their interests too when they don’t want their children to learn Maori. Gonzalez-Mena (2002) discusses the differences in individualism and collectivism with regard to early childhood education, and the difficulties that can arise when caregivers and family are at different ends of the continuum (Sarah Hartstone, personal communication Saturday, 23 January 2014, 10:35 AM) Parents who challenge the situation: Those parents who want to stick to the curriculum. Ministry of education: Ministry of education sets up the curriculum for early childhood which is bi-cultural and guide us to implement Te Reo. Children: Children at early stage learn through what they see. Children at that stage can’t make choices what they want to learn and what they don’t, especially if we talk about implementation of Te Reo. They learn about right and wrong not so much by what we say, but by what we do (Freeman,1997). Identifying the issues Personal Morality: We learned the differences between right and wrong through our life long experiences. We judge the things and situations on our decisions. Our personal moral decisions could be differ from social morality. Like in this situation my personal moral opinion is that we should be implementing the Te Reo and Tikanga Maori in centre even though if we don’t have maori children in centre. But the personal opinion of other educators could be totally different. They might don’t feel necessary to implement Te Reo when we don’t have any Maori child. Their 1st preference could be only best care for child and then curriculum or any other government agency is the second most preference. Ethical issues: Is it ethically necessary to implement Te Reo in the centre when we don’t have any Maori child in the centre? When we answering this question lots of issues comes to our mind like other staff member opinions, parents opinion, curriculum. We might not easily get the right idea what exactly is ethical acceptable. At this stage we need to follow the code of ethics. Cultural issues: The major problem in this situation is cultural issue. Staff members who wants to stick to the curriculum and wants to implement Te reo and tikanga Maori facing the major cultural issue. When they don’t have any Maori child in the centre. It’s quite pointless for some staff members and parents to teach Maori to non-Maori children. But if we look at wider picture the children just not going to stay in that centre they are going to explore themselves in further studies. Maori culture is a rich culture and heritage that have lot of moral values which is necessary for our children to learn when they are going to live in New Zealand. It’s important to learn about the history and native language of our country. Social issues: We are living in a society with majority of European and Maori in it. If Maori’s have learnt the English language then at least we should be knowing little bit of Maori culture and language. Our main responsibilities to make our children responsible citizens. To live with peace and love, it’s important that our children should have respect for other culture. If what we teaching children at home and what we teaching them at pre-school is same, then what is the benefit to send them to pre-schools!!? Actually we should be making them socially aware by teaching them about the native culture and language of New Zealand. Brainstorm solutions without evaluating them Early childhood services care for and care about children. The significance of caring and relationship both as an educational goal, and as a fundamental aspect of what the ECS does is recognised. We should stick to the Te Whariki which is bi-cultural and strictly pointing us to teach children both languages. ECS decisions do not conflict with what is in the best and appropriate interests of children and their parents/caregivers. Actions are not taken that could result in harm to any child and family associated with the ECS. A supportive, non-threatening and non-judgemental environment for children and parents/caregivers is provided. The ECS management and staff or contractors are conscious of their own biases and are careful not to let their personal and cultural views influence how they treat any child, parent, or group of children and families. It is important that our children should have knowledge of New Zealand native culture and language. If we follow the code of ethics even it tells us to teach Maori language in ECE centres. Code of Ethics for registered teachers Application of the Code of Ethics shall take account of the requirements of the law as well as the obligation of the teachers to honour The Treaty of Waitangi by paying particular attention to the rights and aspirations of Maori as tangata whenua. http://www.teacherscouncil.govt.nz/required/ethics/coe-poster-english.pdf So, according to the Code of Ethics it is clarified that we should teach Maori language at centres. Our setting should be same, who knows when a Maori child get enrolled to the centre. We can’t say to the parents that sorry we have only European children studying in here. Even we can’t immediately start teaching Maori language, then other children going to find it difficult to understand and that why we changing the daily routine. According to Code of Ethics the professional interactions of teachers are governed by four fundamental principles: Autonomy Justice Responsible Care Truth Teacher should treat people with honour. They should share and prevent the abuse of power. Need to protect each and every ethnicity. They should be honest with their profession. As teacher we should be committed to these four code of ethics: COMMITMENT TO LEARNERS COMMITMENT TO PARENTS/GUARDIANS AND WHANUA COMMITMENT TO SOCIETY COMMITMENT TO THE PROFESSION The Sections a, b and c of Code number 3 Commitment to society a) actively support policies and programmes which promote equality of opportunity for all b) work collegially to develop schools and centres which model democratic ideals c) teach and model those positive values which are widely accepted in society and encourage learners to apply them and critically appreciate their significance. http://www.teacherscouncil.govt.nz/required/ethics/coe-poster-english.pdf Help me to find good solutions that we need to promote equality of opportunity for all. We should support democratic ideas. We should be teaching positive values which are widely accepted. However, we have Maori children in our centre or not, but we need to stick to the Te Whariki. And we don’t know when new Maori child get enrolled to the centre. References New Zealand Code of Ethics for registered Teachers (NZTC,2004) Freeman,N.(1997, September). Using NAEYC’s code of ethics Mama and daddy Taught me Right from Wrong- Isn’t that enough?(pp.65) Sarah Hartstone (2014,January 23) Te Kea Kaha Day 9/10. (online forum comment) retrieved from Moodle: TEPS 751-14C (NET). New Zealand Code of Ethics for registered Teachers (NZTC,2004)

Montana Plants & Native Americans Essay -- essays research papers

Montnana Plants & Native Americans   Ã‚  Ã‚  Ã‚  Ã‚  Since the beginning of the human race mankind has depended on the natural resources in their environment for survival. They utilized the available flora to nourish their body, heal their wounds, comfort their ailments and to create products to ease their daily lives. Many of the same plants utilized thousands of years ago by the indigenous people have been integrated into modern day medicines. The scientific interest and knowledge of plants for nourishment, healing, and practical uses is called ethnobotany.   Ã‚  Ã‚  Ã‚  Ã‚  The multiple use of plants used for nourishment, medicinal purposes and practical use were ignored by Lewis and Clark during their monumental trek across the United States. Rather than consider the Native Indian’s use of native plants they persisted on using Dr. Rush’s Thunderbolt pills that probably caused more problems than the condition that inflicted them. Many modern day cultures continue to ignore native remedies and have come to depend on synthetic pharmaceutical drug production. In recent years the wealth of indigenous knowledge has been acknowledged revealing the use of native plants and the importance it had in the survival of indigenous people.. Pharmaceutical companies have utilized the immense knowledge of the indigenous people and their use of natural plants. The application of natural plant species have revealed the main reasons mankind has survived into present day. Following is a few of the plants, their application and their specifi c purposes. Kinnikinnick Arctroaphylos uva-ursi (L.) Spreng. Common Name: Bearberry This plant has a variety of names through out Montana. This plant grows in poor soil composing mostly of sand or gravel and is commonly found near Ponderosa Pine trees. Kinnikinnick and Bearberry are the most commonly used names in western society. The word kinnikinnick meaning that which is mixed, is derived from the Algonkian Indian’s language. Other versions came from western hunters who called it larb, Canadian traders called it sacacommis or sagack-homi, and the Europeans called it bearberry.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The American Indians mixed Kinninninnick leaves with tobacco to lessen the strength and add flavor to their strong tasting tobacco. Flathead Indian, John Pelkoe, explained ... ...ong, and shorter stalks are 20-100mm long. The flower length from the axils are one to three centimeters long. The optimum flowering time is from May through August. The fruit are pod shaped with seedlings coiled into two to three spirals with a strong net vein three to four millimeters long (montanaplant-life.org).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Where noted information was derived from, http://www.montanaplant-life.org Retrieved 3-19-2004.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All other information was derived from: Hart, J. Montana Native Plants and Early Peoples. Helena. Montana Historical Society Press. 1992.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Living on Death Row :: Criminal Justice Essays

Living on Death Row The purpose of this paper is to examine life on death row. The information obtained in order to write this paper came from one article. In reading the article it is very clear to see the obvious one-sided bias of the author, who is apparently adamantly against the current status of death rows across the United States of America. Unfortunately, no research could be found to illustrate other views or opinions of life on death row. The author of this article used many opinions, first hand accounts and experiences of prisoners living on death row to illustrate his/her ideas. However, there is an obvious bias of those currently living on death row against their living conditions and treatment. It can be assumed that few people would want to be somewhere or enjoy being somewhere when they knew that they would eventually be executed. It is can also be assumed that very few people would find awaiting executing a happy or fulfilling experience. It is interesting to note that while searching t he Internet for information on the death penalty an abundance of web sites were found that belonged to prisoners on death row. All of whom claimed that they were wrongly accused, framed for, and innocent of the crimes that they were convicted of committing.   It is the opinion of the author that the main purpose and goal of death row is "human storage." (Article, p.48) By this the author is suggesting that "condemned prisoners [are] treated essentially as bodies kept alive to be killed." (Article, p.48) The author goes on to use examples given by inmates on death row to illustrate the above-mentioned point. On such example included the alleged treatment of a suicidal prisoner on a death row in Texas. Apparently this prisoner was "placed in a straightjacket †¦handcuffs†¦placed on his wrists†¦a crash helmet†¦. was placed on his head and there he lay for weeks, helpless, alone and drugged." (Article, p. 49) Unfortunately there is no information given as to what else could have been done for the prisoner or what facilities the prison had to deal with this type of issue. This is also an anecdotal example given by someone on death row themselves. It is quite possible that this example may have been exaggerated or distort ed in the re-telling or even told in an attempt to get staff in some form of trouble or get back at the staff for a 'wrong' done against the prisoner.

The Last Thirty Years - Personal Narrative Essay -- History President

The Last Thirty Years My Personal Narrative (assuming I lived during the time of President Lincoln) Hi, my name is David Heard. I just turned twenty years old on February 4. I am a second generation American. My whole family is white and is originally from England. I have an older sister, Mary, who we do not see anymore, (I will get to that later), a younger brother, Adam, and both my parents. My parents and little brother live in a nice size house for the three of them. I plan to get married soon, but for now I live in a house near my parents by myself. They do not own that much land, but it is enough for my mom?s garden and for my little brother to play on. My father used to own a little ice cream and candy shop just on the outskirts of Boston. I took it over because my father does not want to work anymore. He feels that he is getting to old to be getting up before the sun rises to make candy. Exactly one month after my birthday President Lincoln was inaugurated. At the end of his inauguration speech he said, ?We (the North and the South) are not enemies, but friends?, (Out of Many, 444). As much as I respect President Lincoln for the great man that he is I do not believe this. Things in this country are going to get worse before they get better. The population of this country has dramatically increased and this is causing more violence to occur between classes. One cannot walk down the street without seeing a fight somewhere. The country is becoming much too violent. I just hope some big war does not erupt soon. Things have changed so much since I was born and even a few years before I was born. I am a strong believer in human rights, such as humane treatment of Indians and slaves. I think that... ...wide power. I hope and pray that our country can learn from its mistakes and move on to become a better nation because of them. Once people realize that our nation can be better off without slavery and the persecution of Indians, we will finally be able to treat people the way they should be treated and truly be the land of the free. No living, breathing human being should be recognized as a piece of property or pushed off of their property. As I begin to think about how our nation is developing I sometimes wonder why I have not joined my sister at the Oneida Community. They are a group of people that realizes the world is unstable and inconsistent and they are doing something about it to live a better life. I hope that in the next few years President Lincoln can change the direction that our country is going and turn us into the great country that we can be.

Methods of Evangelism

Romans Road shows how a person can be lad to Christ through a series of steps. These steps are all found in the book of Romans, hence the name, Romans Road. It provides a very clear perspective of who needs salvation, why they need salvation, how God provides salvation, how we receive salvation, and the results of salvation. Advantages – It is step-by-step and is very direct on what has happened to Christ, and how we can be with Him for eternity. Disadvantages –Romans Road does not show how to live a life for Christ after a person invites Christ to be their Lord and Savior. Friendship Evangelism Summary of Method – Friendship evangelism is sharing the Word of God with friends who have not accepted him or are not sure that it is the right path to take spiritually. Advantages – When a person wants to use friendship evangelism, they are not talking to total strangers. They are talking to friends that they have made and people that they trust. This allows the m to be themselves when talking about God.Disadvantages – Some people would rather not put their guard down and show some transparency when talking about religion. They might be afraid of rejection from their friends. Door-to-Door Evangelism Summary of Method – Door to door evangelism is going from house to house sharing the good news of Jesus Christ. Morons and Jehovah Witnesses use this method. Advantages- One advantage for this method is that you are talking to people where they are comfortable (at their home). It is a one on one conversation that could be starting a religious revolution in their life.Also, you are reaching out to people who may be at a very vulnerable point in their life, a point where they need Christ. Disadvantages – This method may put your safety in harms way by not knowing who the people are. People may also refuse to listen, may not be home, may rebuke you, and may become hostile with you. Studies and surveys have shown it is not the m ost effective evangelism method. Application of These Methods to Your Own Life What method best suits you? The method that best suits my personality is friendship evangelism.Out of the three methods, friendship evangelism is the easiest for me to relate to. Why is this the best method for you? Friendship evangelism is about sharing the gospel with people that you know. I believe that it is the best method for me because of the people that I am with. I want them to see and be with me in the kingdom of Heaven. I also want them to experience the goodness of God and his grace among them. It is also easier for me to open up to people that I know, people that I can trust, people that I know will respect me and that will still be my friend no tater what I believe in.