Is female genital mutilation a religious requirementbelief in Islam Research Proposal

Is female genital mutilation a religious requirementbelief in Islam - Research Proposal Example Women who did not undergo the procedure may have a hard time looking for a partner. This implies that women who failed to meet the expectation of men will have to suffer perpetual wretchedness. FGM was practiced in some African nations where it had originated and soon adapted by other followers of Islam, Christianity and Judaism. The concoction of these religions who believe in this procedure raised a question on other ardent followers why had these been enjoined in their faith which is very superfluous when basing it in the Holy Book everyone is adhering to. Neither there is a clear substantial basis why this mutilating process occurred. Male circumcision is long been practiced since the time of Abraham. It is to promote cleanliness among male individuals. However, there was no established rationale whatsoever that circumcision binds men to God although Christ himself was also circumcised and several notable apostles have undergone the same. In the contemporary life, this practiced is warranted since it has to do with hygienic condition. Male circumcision is widely accepted and is never being questioned. ... Female circumcision was practiced prior to the birth of Islam which precisely implies that it was not stated therein in the book of Qur'an that circumcision is also through with females. However some FGM advocates quoted this weak proposition: "Um Atiyyat al-Ansariyyah said: A woman used to perform circumcision in Medina. The Prophet (pbuh) said to her: Do not cut too severely as that is better for a woman and more desirable for a husband".1. It is in this text lies the foundation of FGM wherein it is deem important in Sunnah or Tradition of the Prophet to follow the custom of women's circumcision. Several sayings from the prophet Muhammad also surface concurring the FGM practice. However there was no clear statement to confirm the situation as it only states the correct derivation of pleasure. It was on the interpretation surmise the event of female circumcision. Thus there was no authenticity to validate such practice. Part of those who practice female circumcision are Muslims but some religions practice the same. It is part of their tradition to conduct this act without any luminous reason. Cultural reasons dominate over religious traditions although some fervent believers are most likely to adhere on the tradition; it is still an immense question as to what is the point behind the unrelenting practice that until now millions of women are mutilated. Several indicators include: "That female circumcision is rampant in Christian nations such as Kenya and Ethiopia". "That forced female circumcisions are true in all faiths abovementioned. It is a common practice in Ethiopia, Eritrea, Sierra Leone and Sudan". "That FGM was once practiced by Ethiopian Jews known as that Falashas. However

Bret Harte Essay Example for Free

Bret Harte Essay The United States has some of the best literature that has ever been written. American literature is very well refined and unique from other countries. In the writing world, American literature has not even been around that long. The past 337 years that America has been a country is relatively short compared to the thousands of years that literature has existed. The many great American writers are what make American literature able to overcome its short lifespan and be one of the greatest countries for literature in the world. From Washington Irving to Mark Twain, American authors are responsible for American literature’s current amazing state. One certain author played an especially important role in shaping a specific genre in American literature. Bret Harte is the man responsible for making the Western genre of literature popular. His stories are captivating. Bret Harte was able to contribute to the rise of American literature by shaping the Western genre so that other authors may adapt to his new style of writing, and by writing some of the most memorable stories of all time, such as â€Å"The Outcasts of Poker Flat. † Bret Harte was born in Albany, New York, on August 25, 1836. He was raised as one of his family’s four children. Harte was very ill from ages six to ten, which gave him free time for reading (Franks 829). This time for reading had a great influence on Harte, giving him blocks for him to build on in his writing career. He was especially affected by the writings of British author Charles Dickens (Franks 829). His family was so poor, that they were unable to afford for him to finish school (Franks 829). When his father died in 1845, Harte and his family moved to Brooklyn. When his mother became engaged again, he and his family moved to Oakland, where his mother was married. His family was still very poor though. These times of hardship were also very influential on his writing. He was able to understand difficult struggles, thus making the problems that his characters face in his stories more interesting. He connected with his characters in many ways when they would experience times of hardship. His time in Oakland is what made him such a great â€Å"Western† writer. It made writing about the Wild West natural for him. Harte then moved to Union, California, but was run out of town after publishing a newspaper story about local white men slaughtering Indians. Harte married Anna Griswold, and they had four children together. They lived together in San Francisco, where Harte wrote most of his popular stories and became quite famous. During the height of his popularity, he signed a contract with The Atlantic Monthly for $10,000 for 12 stories a year, the most money then offered to a U. S. writer (â€Å"Hutchinson’s†). His fame led to his stories becoming even more popular, but it would also go to his head. The main genre used in most of Harte’s stories is the â€Å"Western†. According to The New Encyclopedia Britannica, the â€Å"Western† is defined as â€Å"an original genre of novels and short stories, motion pictures, and television and radio shows that are set in the American West, usually in the period from the 1850s to the end of the nineteenth century,† (598). An average Western story was about a cowboy fighting Indians or a sheriff catching a bad guy, but Harte made his special. Of those stories, one of the most popular is â€Å"The Outcasts of Poker Flat. † This story is about a group of people who are kicked out of their town for being â€Å"bad† people. They set up camp together and attempted to work with each other to stay alive. The group experiences many setbacks, including a member betraying them, a long snowstorm, and a shortage of food. While the reader watches the story unfold, he or she starts to see that these people really are not that bad, and perhaps they did not deserve this punishment. This story is very different from the traditional Western stories. In â€Å"The Outcasts of Poker Flat,† Harte is able to make criminals seem like good guys. Usually a â€Å"Western† is about a perfect main character, who stops the bad guys; but in this story, the main characters are some of the worst people in the town. His is also different from traditional â€Å"Westerns† in the way that it does not have any guns. When most people think of a â€Å"Western,† they think of guns, but Harte was able to change that. He wrote a story with no guns at all, and it is able to focus more on the characters and their feelings, rather than action and violence. Harte goes far beyond the ordinary way of writing with this story. In the opening paragraph of â€Å"The Outcasts of Poker Flat,† Harte writes: As Mr. John Oakhurst, gambler, stepped into the main street of Poker Flat on the morning of the twenty-third of November, 1850, he was conscious of a change in its moral atmosphere since the preceding night. Two or three men, conversing earnestly together, ceased as he approached, and exchanged significant glances. There was a Sabbath lull in the air, which, in a settlement unused to Sabbath influences, looked ominous. (â€Å"The Outcasts of Poker Flat†) As is visible in this paragraph, Harte was a very descriptive writer. He was able to paint a picture in the reader’s mind and effectively set his story’s mood. The characters that Harte used in this story were very significant. As said by Abby H. P. Werlock, his characters included â€Å"the stoic gambler, the soft-hearted prostitute, the unthinking drunk, and the vigilante committee driven by personal interests and blinded by the passion of a moment† (Werlcok). All of these characters that Harte used are still seen in many Western stories today. In fact, they are quite typical in modern Western stories, but Harte was the one to come up with them. Shaping the Western genre and writing some of the most memorable stories of all time, such as â€Å"The Outcasts of Poker Flat,† was how Bret Harte was able to contribute to the rise of American literature. After Harte’s era, â€Å"Westerns† became much more popular. He forever changed American literature to be much more Western themed. Harte will always be remembered as one of the best authors of all time, and more specifically, the man who changed the way Western stories are written.

Americas Enterence into WWI was Ideological Essay -- essays research

Was America’s Entrance into WWI Ideological or Economic? â€Å"Our object†¦is to vindicate the principles of peace and justice in the life of the world as against selfish and autocratic power and to set up amongst the really free and self-governed peoples of the world such a concert of purpose and of action as will henceforth insure the observance of those principles. Neutrality is no longer feasible or desirable where the peace of the world is involved and the freedom of its peoples†¦Ã¢â‚¬  Woodrow Wilson said this to congress when he was addressing them to declare war against Germany. He is aware that even though he had fought so hard to keep neutral that the Germans had just pushed too hard. Wilson continues saying that the Untied States has no quarrel with Germany but merely wants to end the war and bring peace to the world. A peace without victory, that was Wilson’s goal. He believed that a peace can only be maintained if there is a partnership of democratic nations, that no autocratic government could be trusted to uphold its principles and â€Å"covenants.† Wilson believed that all people deserved to be free and that then and only then could peace be attained. He regretted entering America into WWI but knows that for the good of the world it had to have been done. Wilson was determined to bring peace and equality to the world so that all the nations would be peaceful, â€Å"so that she can do as God does.† Wilson was a very moral pers on and held his truths to be self-evident, he wanted to create a world of peace. He entered the Untied States into the war to do so. Wilson only meant there w to be one world war. During the first Great War America became the global superpower. Under the instruction of President Woodrow Wilson the ... ...th Century American History. New York. The MacMillan Company,1963. Newman, John, J, and Schmalbach, John M. United States History: Preparing for the Advanced Placement Examination. New York: Amsco School PUblications, Inc., 2002.Divine , Robert. Ninkovich, Frank. The Wilsonian Century: U.S. Foreign Policy Since 1900. Chicago: The Univerisy of Chicago Press, 1999. Pennock, Michael. Catholic Social Teaching: Learning and Living Justice. Notre Dame: Ave Maria Press, 2000. Reich, Walter. Eds. Origins of Terrorism: Psychologies, Ideologies, theologies, States of Mind. Woodrow Wilson International Center for Scholars and Cambridge University Press, 1990. Strachan, Hew. The First World War. New York: Viking, 2004. Thoumin, Richard, General. The First World War: A major New History of the Wreat of 1914-1918. New York: G.P. Putnam's Sons, 1963. America's Enterence into WWI was Ideological Essay -- essays research Was America’s Entrance into WWI Ideological or Economic? â€Å"Our object†¦is to vindicate the principles of peace and justice in the life of the world as against selfish and autocratic power and to set up amongst the really free and self-governed peoples of the world such a concert of purpose and of action as will henceforth insure the observance of those principles. Neutrality is no longer feasible or desirable where the peace of the world is involved and the freedom of its peoples†¦Ã¢â‚¬  Woodrow Wilson said this to congress when he was addressing them to declare war against Germany. He is aware that even though he had fought so hard to keep neutral that the Germans had just pushed too hard. Wilson continues saying that the Untied States has no quarrel with Germany but merely wants to end the war and bring peace to the world. A peace without victory, that was Wilson’s goal. He believed that a peace can only be maintained if there is a partnership of democratic nations, that no autocratic government could be trusted to uphold its principles and â€Å"covenants.† Wilson believed that all people deserved to be free and that then and only then could peace be attained. He regretted entering America into WWI but knows that for the good of the world it had to have been done. Wilson was determined to bring peace and equality to the world so that all the nations would be peaceful, â€Å"so that she can do as God does.† Wilson was a very moral pers on and held his truths to be self-evident, he wanted to create a world of peace. He entered the Untied States into the war to do so. Wilson only meant there w to be one world war. During the first Great War America became the global superpower. Under the instruction of President Woodrow Wilson the ... ...th Century American History. New York. The MacMillan Company,1963. Newman, John, J, and Schmalbach, John M. United States History: Preparing for the Advanced Placement Examination. New York: Amsco School PUblications, Inc., 2002.Divine , Robert. Ninkovich, Frank. The Wilsonian Century: U.S. Foreign Policy Since 1900. Chicago: The Univerisy of Chicago Press, 1999. Pennock, Michael. Catholic Social Teaching: Learning and Living Justice. Notre Dame: Ave Maria Press, 2000. Reich, Walter. Eds. Origins of Terrorism: Psychologies, Ideologies, theologies, States of Mind. Woodrow Wilson International Center for Scholars and Cambridge University Press, 1990. Strachan, Hew. The First World War. New York: Viking, 2004. Thoumin, Richard, General. The First World War: A major New History of the Wreat of 1914-1918. New York: G.P. Putnam's Sons, 1963.

A Separate Peace :: essays papers

A Separate Peace A Separate Peace is a coming of age novel in which Gene, the main character, revisits his high school and his traumatic teen years. When Gene was a teen-ager his best friend and roommate Phineas (Finny) was the star athlete of the school. Gene was only a mediocre athlete and is always jealous of Finny. They form a Super Suicide Society of the Summer Session which includes jumping from a tree into a river as its initiation. Eventually, Finny falls from the tree fracturing his leg. This leads to Finny’s death and Gene struggle to find himself. The relationship between these two boys proves my thesis statement; a friend and an enemy can be one in the same. The characters of Gene and Finny are as opposite as apples and oranges. Finny is a free spirit and Gene enjoys structure. The main problem though, is that Finny has â€Å"some kind of hold†(9) over Gene. The fact that Gene lets Finny talk him into things troubles Gene. Therefore, when they form the Suicide Society and jump out of the tree it becomes destructive for Gene because he is cutting himself off from the structure that normally runs his life. With all the time commitments to Finny and the society Gene’s grades plummet. He forms the idea that, â€Å"Finny had deliberately set out to wreck my studies.†(45). Since academics are so important to Gene he begins to resent Finny and he feels that he has to get revenge. This anger leads to Gene jouncing Finny out of the tree. The tone of this story changes frequently. Its changes are bases mostly on Genes feelings toward Finny. Gene often has feeling of resentment and uncertainty about their friendship; this creates a negative tone. Finny on the other hand seems to make the mood somewhat whimsical. For example he beets the school swimming record without ever practicing. He also sneaks away to swim and sleep by the ocean. The tone in this novel is important to the theme because Gene longs to have that same whimsical way that Finny has. However, Gene can never accomplish this and he becomes very cynical at times. Symbolism is also very important to this novel. An example of this is the war; it symbolizes several different things. Finny explains to the head master that â€Å"We’re all getting ready for the war†(15)when asked why he was late for dinner.

Kongi’s Harvest Essay

President Kongi, the dictator of an African developing nation, is trying to modernize his nation after deposing King Oba Danlola, who is being held in detention. Kongi demands that Danlola present him with a ceremonial yam at a state dinner to indicate his abdication. Daodu is Danlola’s nephew and heir, and he grows prized yams on his farm. Daodu’s lover Segi owns a bar where Daodu spends most of his time. Segi is revealed to be Kongi’s former lover. The different tribes are resisting unification, so Kongi tries to reach his goal by any means necessary, including forcing government officials to wear traditional African outfits and even seeking advice from the man he deposed. In a climactic scene at the state dinner, Segi presents Kongi with the disembodied head of her father. Post-Colonial review Colonization and Post colonization are twin evils in the so called civilized times. During colonization criticizing the Empire was not possible. But in the postcolonial era the colonized is not spared. Personal freedom demands that a human being has the right to follow any religion and faith. According to social rights he has the right to social security, protection and participation in the cultural life of the community. But these fundamental rights were denied to the colonized and the post colonized. The writers in the post-colonial period expose the cruelty and dehumanization ruthlessly practiced on the colonized. The very means and ways by which the native was discredited become effective weapons to hit back at the colonizer. The native was demeaned as a ‘savage’, his land called ‘a dark continent’, his heart ‘heart of darkness’, his religion ‘barbarous’ and himself ‘a cannibal’. The post-colonial writers use their cultural myths to prove the ignorance of the colonizer and his racial prejudice. They prove through their myths the greatness of their religion, the cosmic vision engendered by it, the possibility of rejuvenation inherent in it and the lesson of universal brotherhood advocated by it. The writers aim at exploiting various techniques as myths, carnival, intertextuality, palimpsest, contrapuntal reading, symbol etc. to help the reader see things from a new angle so as to question the official version of history, the so-called authenticity of the canon and the authority of intellectual hegemony exercised. The difference between the post-modern writer and the post colonial writer is that the former does it to promote nihilistic playfulness, whereas the post colonial writer is always conscious of the suffering undergone by the individuals; starting from concrete experience of pain he expresses his characters’ utter disorientation at the psychic level. The post colonial writing aims at rejuvenation of the wronged colonized and restoration of their prestige and identity. Myths engender ageless wisdom. When a writer uses it creatively and dynamically, he invests them with fresh layers of meaning and interpretation which highlight the contemporary reality. Malinowski’s observation affirms this; â€Å"Myth contains germs of the future epic, romance and tragedy† and continues that it â€Å"finds itself in certain of its forms of subsequent literary elaboration† Myth and ritual in a primitive society are the sustaining forces both in normal times and crises. No wonder all the African writers seek recourse to myths for restoring the fragmented personality of their fellowmen and reclaiming the distorted faith in their cultural tradition. Soyinka as a great traditionalist uses myths as the core of all his writings whether they are poems, fiction or drama. Kongi’s Harvest, Wole Soyinka’s latest play, has predictably created a sensation at Dakar, where it was presented at the Negro Arts Festival. For Soyinka has chosen a topical subject, African nationalism, and whether he tikes it nor not, his hysterical Kongi has probably been judged as much in terms of Nkrumah’s ejection, for example, as by artistic merit. This reviewer is largely unfamiliar with African politics and the traditional values upon which Soyinka apparently bases so much of his work. Consequently, these remarks of an unabashed outsider of necessity concern only the clarity and coherence of the play considered, perhaps unfairly, outside its social context. As mounted in the Arts Theatre at the University of Ibadan—that is, without the final scene, called â€Å"Hangover† and with considerable confusion attending its conclusion—the play depicts for the outsider what sort of harvest a man reaps if he sits alone on top of a mountain. That is Kongi’ssituation through the greater part of the play’ he descends, at its conclusion, to a harvest festival at which he is presented not with the expected new yam, but with a decapitated human head. Kongi, as several characters, in the play remark, is a poseur , a man who thinks of the world as watching him at all times. He sits upon his mountain looking out on the world, and at the same time, he is visible to that world. Such an approach to living seems to have taken its, emotional toll. Kongi is, hysterical, and in the final scene, he delivers in mime what we are told is a four-and-a-half hour speech, while the affairs of the world – the preparation of the new yam and the noise thereof— completely submerge the words of the speech. The speech is pure gesture, devoid of sound, unheeded by the world. The gestures, full of fury only, are those of a man out of all emotional control. Ranged in various more or less defined sorts of opposition to Kongi are at least three characters. The first of these is Oba Danlola an old arid obstinate, fiery, traditional leader. He is in detention as the play opens, presumably for opposition, and one of the major actions of the play involves bringing Danlola to present Kongi with the new yam—to renounce in effect his traditional authority in I he feast. The old order passeth, and DanLoJa finally consents. The outsider is not really competent to judge Obas generically. One imagines that, as sketched, Danlola is a stock traditional figure, and he seems a pleasant enough fellow. Yet, at one point, two characters liken him to Kongi in the important matter of posing. To the uninitiated there seems little obvious point in the comparison not because Danlola does not pose, but because his posing does not seem to have produced hysteria. This point may also be made in terms of the notion of â€Å"isms† developed in the play. Kongi, rules a land called Isma and his devotion to â€Å"isms† seems to be a function of his posing. Danlola, poseur though he may be, can’t really be said to participate in this fondness for â€Å"isms†. We have only the bare, unqualified assertion of Danlola’s likeness to Kongi and nothing visible on the stage to suppport the statement. Surely, here Soyinka has either led us considerably astray, or has failed entirely to carry us with him. Apparently, Danlola’s nephew and heir, Daodu, is also ranged against Kongi and his â€Å"isms†, â€Å"Apparently†Ã¢â‚¬Å¾ because we see Daodu do precious little. He is a bar fly, a habitue of Segi’s Night Club, and Segi’s present Lover. Segi is a sort of Herculean whore, Kongi’s former mistress about whom terrifying stories circulate: she destroys men, the suggestion is, sexually. It does not appear to what extent. Kongi’s present, highly disorganized condition is owing to his experiences with her. Nor is it clear whether it is Segi or Daodu who has the upper hand in their relationship. When he is not drinking Segi’s beer. Daodu raises champion yams on a farm settlement which runs a sort of Loose competition to the Kongian establishments, outdistancing them every time, it is his yam which is selected at the concluding festival, pounded and presented to all but Kongi, Obviously in the matter of harvest Daodu and his yams are separated from Kongi and hiS human head by the distance between life and death. However, Daodu at one point in the play announces a platform of resistance to Kongi which is predicated upon very nearly universal hatred and, to follow the metaphor, human heads. Segi opposes his position pleading for a loving approach to one’s fellow men, but, like so much in the play, the point of this conversation remains obscure. One is left to speculate whether Segi here asserts her basic domination of Daodu, or whether Daodu is to be viewed as the â€Å"developing character† who grows out of his hatred, or whether it is all a horrible joke. Segi’s words of love sullied by her profession. At any rate Daodu’s program of hatred seems clearly opposed to his benevolent yam growing, and we never see him do anything which resolves the issue. Segi may also be placed in opposition to Kongi, but if it is difficult to determine Daodu’s and Danlola’s positions, with Segi the problem is hopeless. Primarily this is true because we see her do even less, than Daodu. She never acts unambiguously in such a way as to disprove the persistent story that she destroys men. Her relation with Daodu is so undefined as to shed little light on this matter. For much of the play she maintains silence, which she breaks most noticeably with her passionate appeal for universal love. Here, her destructive tendencies seem open to question. Her other major action, completely at odds with her profession of universal love, concludes the play. Facing Kongi directly, she presents him with the decapitated head of her father. As staged, the confrontation is symbolic with a capital ‘S’ , in view of the obvious sexual overtones of the harvest festival, one immediately suspects that Kongi’s particular harvest results from cultivating the Likes of Segi, that if one resorts to her one can only get abominations. Here again Soyinka may have led us astray. If Segi is a champion in the pitched battle between the sexes—engaged in the good fight Soyinka his portrayed in The Lion and the Jewel—destroying men as rumor reports he does, Soyinka has carried us a long way from African nationalism in that final scene. For in that case, Kongi, and also Danlola and Daodu are mere tools in a perverse fertility rite, and the trouble with Africa lies not in its dictators, but in its whores. In view of the series of major interpretive alternatives suggested above, one is forced to conclude that Kongi’s Harvest is, to the outsider an incoherent sprawl. Alternative, and mutually exclusive interpretations are not artistic ambiguity, Soyinka sets us on a number of scents, which pursued, lead in no single direction. We are led into every briar patch in the area, along widely divergent andmutually exclusive paths, and end by running in very small, perplexed circles. Against such a view of the play two objections might be raised. First, some of the suggestions about the meaning of various actions might be termed over-ingenious. Such an objection must be at least partially granted; yet, Soyinka himself must bear partial responsibility for this critic’s over-zealous application, Soyinka has the true dramatist’s gift of making actions seem significant. His imaginative use of action and language effectively commands the audience â€Å"look here, this is important, and you should watch carefully†. When a comparison of two characters is underlined try considerable discussion of the comparison, when a dumb character finally speaks, when a passive character finally acts, we cannot choose but suspect the situation is important. Perhaps Soyinka is too good at gelling, our attention, with the result that we are fascinated by the non-essential as well as the essential. On the other hand, it might be objected that a man as unfamiliar with African politics and culture as this reviewer cannot form a proper opinion of such a play. This too is a formidable objection. Still, drama is a public form of art, if it is anything, and an artist like Soyinka should decide whether he wants to reach anything larger than a purely Nigerian or African public. It would seem that an artist tries to order parochial events in such a way that they have more than a parochial significance in presenting the uninitiated a dramatic experience with African politics Soyinka only confuses, and one can only suspect that he is confused himself. The matter of Right and Left Ears of State exemplifies the outsider’s difficulties very nicely. Those two remarkably named characters are introduced, as the henchmen of Kongi’s Organizing Secretary. They are a grand â€Å"sight gag†Ã¢â‚¬â€the conception funny enough to demand our attention, and we expect that they will do something amusing. Instead, they disappear mutely into the backroom of Segi’s Night Club, never to re-appear. We later learn that they have been killed in retribution for Kongi’s politics. Their memory lingers on, however; we can’t really believe that we have lost them so early; moreover, various characters employ â€Å"ear† phrases which recall their names to us. As a result, when in the last scene, the head is presented to Kongi, we, without Soyinka’s stage note stating whose head it is, recall, even if only for a brief moment, our old friends the Ears. Our attention, in other words is at least partially distracted at this important point by the strong expectation that the Ears will prove interesting. Soyinka must reckon with the fact that he can arouse our interest, and in nonessential matters, handle that talent carefully. It is a great disappointment to realize finally that, in the interests of coherence and clarity, many fascinating dramatic touches in Kongi’s Harvestshould, like the Ears of State, be more fully developed, carefully subordinated, or lopped off. Conclusion The end of the play leaves no hope in us for the purging of such societies. The struggle by Daoudu and others to overcome Kongi’s destruction is doomed. This futility of action is first hinted in the proverbs from â€Å"Hemlock† . Even Daodu and Segi who are the only ones courageous enough to openly condemn Kongi’s rule, are in the end victims of the predicted general clampdown indicated by the iron grating that clamps on the ground at the end of the play.

Museum critique essays

Museum critique essays Place Visited: Collin County Community College Arts Gallery Title: Plano, Past Artist: Janee Reeder Method: Painting Medium/Media: Acrylic The two most dominant visual elements of design in this piece are line and color. Line is the basic element in art. It is capable of infinite suggestions. It is able to create different moods and feelings with minimal effort. This piece has a mixture of both, actual and implied line, and contour and gesture line. Color is actually a property of light, but very important to this piece. Usually in pieces set in the past you do not see color only black and white but in this piece you see vivid colors, with different hues, values, and intensity. The colors make the shading pop out and draw ones eyes directly to the little girl in the bright red coat. The artist used shape and form to make the painting look natural and realistic. The painting was very curvilinear. You could tell that the little girl was standing directly in front of the car because of the scale and proportion of her and the car. Unity is shown through the colors in the piece. It was somewhat of an asymmetrical balance to the piece also. The focal point of the painting was the little girl in red and it catches your eye right away. I liked this painting. It was interesting and caught my eye right away. Ive always liked old time picture and paintings. My family has always said I was born in the wrong time period, because Im so interested in the clothes, cars, and everything else from past time periods. I think it was very important for the artist to put the car behind the little girl in the painting, because it gives more to the picture. The meaning or message from this piece is time stopped in a picture. Or a look into the past would be another meaning or message in this piece. The colors give you more of the looking into the past feel, but ...

Essay Sample on Cervical Cancer among Hispanic Women

Essay Sample on Cervical Cancer among Hispanic Women Cancer has grown to become one the leading causes of death in the world today. Cervical cancer affects the cervix, which is the lower narrow end of the uterus. It is caused by the Human Papillomavirus Virus (HPV virus), which causes the rise in the malignant neoplasm thus causing cancer in the cervix uteri (Stewart, 2008). This virus is transmitted sexually from one person to the other. Although it is not as common as other types of cancer, it is still a significant challenge to the healthcare system. The most common symptoms of cervical cancer are abnormal bleeding and discharge through the vagina and pain during sexual intercourse. To diagnose cervical cancer, healthcare professionals use a Pap test as it tests for the malignant neoplasm, which show positive when in plenty (Parker, 2011). Like the other forms of cancer, cervical cancer can be treated through chemotherapy and radiation therapy. In the United States, the highest numbers of women suffering from cervical cancer are from the Hispanic community, which accounts for 50.5 million people in the total population (Giachello, 2012). Within the Hispanic community, the rate of cervical cancer is twice the rate of all the other communities and has become the leading cause of death for Hispanic women. Some of the major causes that factor this rise amongst the Hispanics include lower income levels when compared to other communities and poor access to healthcare within their communities (Parker, 2011). According to statistics, 27% of the Hispanics live below the poverty level as compared to 10% in the other communities while 31% are uninsured for healthcare as compared to 12% in other communities (Dolecek, 2012). In 2012, the total number of Hispanic women suffering from cervical cancer was estimated to be 2.1 million, which translated to 37% of the overall cases of cervical cancer (Giachello, 2012). This shows that the Hisp anic women are at greater risks of contracting cervical cancer that all other women in the United States. The healthcare system in the United States has been used in the fight against cervical cancer as the government has invested heavily on technological advancements that are to be used in the treatment of this medical condition (Delgado, 2011). According to statistics released by the government, the healthcare system in the United States is excellent with regard to the treatment of cervical cancer. This is attributed to the equipment and professionals that are being used to address this medical condition. The government has set up medical laboratories where research studies are carried out to understand cervical cancer (Hahn, 2010). Healthcare has greatly influenced the rise in the number of cervical cancer cases among the Hispanic women. Firstly, the rising costs of healthcare have hindered the women from accessing these services and testing for cervical cancer. This leads to situations where the women suffering from cervical cancer are diagnosed at later stages of the cancer, reducing the chance of having it cured. Secondly, poor healthcare facilities and lack of qualified healthcare professionals has also been a key factor that has influenced these rates (Giachello, 2012). In areas where the Hispanic women live, the healthcare facilities lack the necessary equipment for the diagnosis of these diseases. Most of these healthcare facilities also lack an adequate number of qualified medical professionals thus meaning that the women may not be able to access diagnostic services (Hahn, 2010). This in turn translates to an increase in the number of women suffering from this condition, as the healthcare system does not give them the opportunity to be tested and treated for cervical cancer. The quality of healthcare services provided in the ecological model is determined by several factors, which also determine the health levels of the people in the society. The factor mainly comprise of four important categories: sociodemographics, phychosocial, lifestyle, and psychological. Under the sociodemographic factors, the Hispanic women have greatly been affected by their income levels as they earn less than other communities. Statistics also show that they have low educational level, which makes it hard for them to understand the importance of testing for cervical cancer (Dolecek, 2012). This translates to the increase in the number of cervical cancer patients from that community. Under the phychosocial factors, the Hispanic women do not comply with the rules and regulations put in place by different healthcare facilities with regard to testing and treatment of cervical cancer. Based on the increase in the number of patients suffering from cervical cancer, the government has put in place measures that ensure that every woman is tested for this illness. Lifestyle factors also determine the level of healthcare services that Hispanic women require. According to different newspaper articles in the United States, the Hispanics get involved in different illicit behaviors based on their low-income levels. These behaviors include intake of alcohol, smoking, and the use of other illicit drugs, which lead to them developing risky sexual behaviors (Hahn, 2010). These translate to risk factors for cervical cancer, which leads to the increase in the number of patients. Lastly, the Hispanic women are affected by the psychological factors, which greatly affect their healthcare behaviors. Some Hispanic women believe that medical conditions such as cervical cancer cannot affect them. This leads to them ignoring having to get tested and the development of an attitude towards healthcare facilities. All these factors mentioned affect their behaviors towards healthcare facilities, which in turn increase the number of women suffering from cervical cance r (Parker, 2011). You can order a custom essay on a Cervical Cancer topic written by one of our professional writers at CustomWritings.com. High quality and on-time delivery guaranteed.

Laura Lee Rose on Career Coaching

Laura Lee Rose on Career Coaching Laura Lee Rose is a career expert and the head of Rose Coaching. She  teaches job seekers both in person and online how to more effectively find a career. She took a moment to discuss why and when you might need a career coach. Why is career coaching so important in the current job market?If you have a coach, you are 95% more likely to achieve your goals. A career coach offers objective assessments and career advancement guidance to help you:Reassess life goals and develop action plansProvide balance between work and lifeStrategize how to deal with stressful situationsMake professional and life decisionsPrioritize projects and timelinesImprove business and working relationshipsAvoid urgent situations involving high risks or challengesIdentify core strengths and maximize their potentialSimplify life to reduce stress and increase productivityManage your time  wiselyHow has searching for a job changed over the last few years?In today’s economy, employees are interested in the Total Package. It’s not enough to be technically savvy or an expert in your specific role. Since companies are in the business to make money, you also need to be able to tangibly illustrate how you can make the company money. You need to be able to quantify your performance against the company’s mission and goals. Soft skills, business networking, marketing and lead generation have become important differentials in individual resumes, regardless of the role or job title.What misconceptions about finding a job are you finding out there?The old chronological format is no longer a sufficient resume format. Merely listing previous job titles and task lists will not set you apart from the crowd. Incorporating self-authored short videos, articles, and presentations to quickly illustrate your expertise, personality, and passion for your craft has much more impact.People do business with people they know, like, and trust. Therefore, business networking has also been elevated in finding a job. Social media and LinkedIn applications make it easier to find the right people to connect with.How has technology changed the job search?As mentioned above, you now have multiple ways for prospective employers to get to know you. This is a two-edged sword. While you can show your expertise and promote yourself as an authority in your craft, you can also be caught off-guard. Mixing your professional contacts with your family/friend contacts on Facebook brings along its share of risks.In the old days, it was simpler to keep your private life private. With today’s technology, individuals now need to be mindful of keeping work and personal life both separate and professional.What trends in hiring and human resources should we watch out for?Since many global organizations conduct business via Skype/webcam, teleconferences, and web conference, hiring strategies will start incorporating web conference technology in both their hiring and their  the performance eva luation practices. Since many organizations will be hiring remote employees, more focus will be placed on remote employee procedures and how to better manage/evaluate remote employees.Part of the reference checks will include social media checks as well, which is why I recommend individuals keep their personal and professional social media separate.

Ethical Marketing Reflective Essay Example | Topics and Well Written Essays - 1500 words

Ethical Marketing issues by Trump on Aberdeen Wind Farm - Essay Example It is evidently clear from the discussion that the Aberdeen Wind farm has resulted in ethical and legal battles between the Scottish government and entrepreneur, Donald Trump who believes the construction of the wind farm will result in an ugly sore adjacent to his greatest golf course. According to Trump, building his $ 1 billion golf course in Aberdeenshire was because he was informed that the wind farm project would not continue. However, â€Å"former and current first ministers, Jack McConnel and Alex Salmond† denied that they agreed to have the project stopped owing to the plans for the building of the golf resort by Trump. The current minister says Trump wanted the current government to be held accountable for the promises of the previous government, which he believes is not possible and resulted in a court battle filed by Trump’s legal team. In a bid to halt  the development of the wind farm, Trump appeared before the Scottish Parliament’s committee on e conomy, energy, and tourism and he said the wind farm was the most serious problem facing Scotland. From the research, the aim of the wind farm includes the creation of 28,000 jobs, generation of 100 MW of electricity that would supply power to half of Aberdeen city, and act as a pilot project for the aims of turning the country into Europe’s green energy. The Scottish government approved the development of the wind farm resulting in Trump taking to the courts to challenge the project to which he subsequently lost despite the use of misleading campaigns and threats about the fall of the Scottish economy. He also made use of his celebrity status through different media channels and campaigns to influence the court decision, but he was not successful.

Source report - Surrogacy Essay Example | Topics and Well Written Essays - 1500 words

Source report - Surrogacy - Essay Example Haughey’s studies develop theoretically and descriptive analysis of gender selection through surrogacy. According to the author, medical methods used in surrogacy have made it able for prospective parents to propose the preferred sex of their children. In addition, people have developed appealing hypothesis to explain an aspect of sex selection. One of the theoretical hypotheses is concerned with creating a â€Å"balance† in families. Haughey (2005: 85) provides a descriptive study on how surrogacy technology provides couples with a chance to choose sperms that fertilise eggs; hence determining the sex of the offspring. The discussion above lays a scientific foundation regarding the determination of offspring’s sexual features through the selection of sperms to be used for fertilization. Gender balancing eradicates the domination of one gender of children in the family unit by deciding which sexes should be included. In addition, some families may use sex selection to replace or rebuild the family after the death of a child. It is also evident that sex selection occurs when the foetus is selected based on gender, social or medical reasons before it is implanted into the womb. In addition, it is important to note that sex selection also occurs when the foetus is aborted based on gender. Stacey develops theoretically and descriptive hypothesis to that link gender selection in surrogacy and medical reasons. According to the author, couples prefer to point out the desired gender of their children to avoid gender specific genetic and chromosomal disorders. Surrogacy also offers a ground where embryos are screened for genetic diseases and those that are found safe implanted into the mothers’ womb. The descriptive argument presented is that sex selection prevents people from having children with sex-linked diseases such as Duchene’s muscular dystrophy, sickle cell anemia or

Has British aid policy over the past 20 years been effective Essay

Has British aid policy over the past 20 years been effective - Essay Example This has been one of the biggest move in the recent years that has ended with U.K. meeting the pledge to give 0.7% of its GNP as donor aid. In the latest development in the policy dubbed the UK AID Match scheme, the public is given a chance to give their opinion on a portion of the international development budget is to be used (Department of International Development, 2015). The scheme is aimed at helping alleviate poverty in the developing countries. In the three years that the scheme is supposed to be running, the United Kingdom is to award a whopping  £120 million to selected developing countries in two funding rounds per year. This has been seen as the most significant turn in the aid policy in the recent years. This paper will therefore try to address the effectiveness of the aid policy in the past 20 years and its effectiveness in fulfilling its mandate. Aid is justified on moral and national interests of the country. This is according to the British Prime Minister David Cameron and international development minister Justine Greening. Therefore, the developments that are made as far as the aid policy is involved are meant to make a point in the international scene (The Guardian, 2013). The periods of economic hardships that have hit the world in the recent past also affected the UK aid policy with little money being set aside for the kit. Africa and other struggling countries such as Syria have been the recipients in the British aid policy. British is obligated to make significant contributions to various programs which include the ones in the European Union. More funding was done to the many civil societies in Africa (Hearn, n.d.). The UK’s total aid program has been the major factor in determining the foreign aid that will be given to countries rather than basing that as an obligation as it has been done in the recent years. The

Limited Liability Partnership Essay Example | Topics and Well Written Essays - 1000 words

Limited Liability Partnership - Essay Example The members of a limited liability partnership have such liability to contribute to its assets in the event of its being wound up as is provided for by virtue of this Act. Accordingly, except as far as otherwise provided by this Act or any other enactment, the law relating to partnerships does not apply to a limited liability partnership. The Schedule (which makes provision about the names and registered offices of limited liability partnerships) has effect (http://www.opsi.gov.uk/acts/acts2000). purpose of this is to introduce a new form of legal entity known as Limited Liability Partnership (LLP). This will help resolve the difficulties arising in the traditional partnerships for larger professional practices. The LLP is not limited to large companies. The professionals who are usually involved in this partnership are the law firms or accountancy that can have partners' world wide. LLP is an alternative business vehicle that gives the benefits of limited liability but the members can have the flexibility in forming the internal structure as a traditional partnership. It composes of both the corporate and partnership characteristics. The LLP has its own benefits that make the partnership more interesting. The limited liability is one of the enticing attribute of LLP that includes protecting the partners or members personal assets such as cars, homes, stocks and etc., This limited liability varies depending on the location of the partnership. It protects the partner in errors and negligence. Another advantage of LLP is the flexibility afforded to the entity through its management structure. Corporate formalities need no further observation as normally imposed by corporations. Pass-through tax treatment in LLP is passed through to its partners or members and taxed at the individual partner or member level. Flexible capital structure - owners are asked to provide flexibility in setting up a capital and compensation structure. Members or partners can distribute profit in any manner agreed by the corporation. (Suzuki, J., 1999). Limited Liability Partnership is not sometimes taken into consideration because of the following reasons ( Derrick G. 2003-2004 ): 1) Once become bind with LLP, the money and property contributed becomes owned by the partnership unless otherwise indicated in the agreement. The contributor is not entitled for a return unless otherwise agreed by the members. 2) LLP varies in legalities and liabilities by state. Some state does not recognized the LLP, do not have the easy of transfer and investment that a corporation structure provides and therefore are regarded as less preferable to other business forms. 3) All income allocated to the owners is subject to self-employment tax. Only a portion of salary allocated for dividends is exempted for SE tax. 4) Since the LLP owners are not employee they are not entitled for a deductions for Medical expenses such as health insurance and other medical expenses. 5) The LLP are needed to provide $500,000 of security against claims, either through insurance, escrowed deposits, letter of credit or security bonds. Potential loss of limited liability Aside from the above reasons why it is not yet taken up by other companies is because of its infancy. Since it is a new structure the topic about tax and legality are not yet polished.

Psychology - personality and values 2 Essay Example | Topics and Well Written Essays - 250 words

Psychology - personality and values 2 - Essay Example â€Å"I’ll see it when I believe it† is however, a proactive approach of an explorative mind that develops and implements ideas in an environment. Examples of differences in expectations across generations in the workplace relate to working conditions and returns from work. The baby boomers expect an enjoyable work experience while the x and y generations expect challenges and utility respectively. The generations’ different expectations are determined by their values. While the baby boomers appreciate a demanding working environment in terms of quantity and quality of work, the X generation anticipates elimination of work while the y generation expects to multitask to meet targets, values that determine the generations’ behavior and attitude towards work. I like working with the baby boomers since they are dedicated to work and delivers quality (Haynes and Nunningham, 2012). Independence, ambition, and reliability are some of the values that drive activities at my work place. Independence and ambition have been laid down as instruments to creativity and innovation towards new developments. Reliability has also ensured every member’s responsibility to ensure that processes are implemented as planned. Some of my values that drive my performance are ambition and competence. My ambition is evident through my hard work as I always strive to meet my goals. Examples include dedication to achieve set academic targets and work deadlines. I similarly value competence through effective exploitation of my potentials (Murray, Poole and Jones,

Limited Liability Partnership Essay Example | Topics and Well Written Essays - 1000 words

Limited Liability Partnership - Essay Example The members of a limited liability partnership have such liability to contribute to its assets in the event of its being wound up as is provided for by virtue of this Act. Accordingly, except as far as otherwise provided by this Act or any other enactment, the law relating to partnerships does not apply to a limited liability partnership. The Schedule (which makes provision about the names and registered offices of limited liability partnerships) has effect (http://www.opsi.gov.uk/acts/acts2000). purpose of this is to introduce a new form of legal entity known as Limited Liability Partnership (LLP). This will help resolve the difficulties arising in the traditional partnerships for larger professional practices. The LLP is not limited to large companies. The professionals who are usually involved in this partnership are the law firms or accountancy that can have partners' world wide. LLP is an alternative business vehicle that gives the benefits of limited liability but the members can have the flexibility in forming the internal structure as a traditional partnership. It composes of both the corporate and partnership characteristics. The LLP has its own benefits that make the partnership more interesting. The limited liability is one of the enticing attribute of LLP that includes protecting the partners or members personal assets such as cars, homes, stocks and etc., This limited liability varies depending on the location of the partnership. It protects the partner in errors and negligence. Another advantage of LLP is the flexibility afforded to the entity through its management structure. Corporate formalities need no further observation as normally imposed by corporations. Pass-through tax treatment in LLP is passed through to its partners or members and taxed at the individual partner or member level. Flexible capital structure - owners are asked to provide flexibility in setting up a capital and compensation structure. Members or partners can distribute profit in any manner agreed by the corporation. (Suzuki, J., 1999). Limited Liability Partnership is not sometimes taken into consideration because of the following reasons ( Derrick G. 2003-2004 ): 1) Once become bind with LLP, the money and property contributed becomes owned by the partnership unless otherwise indicated in the agreement. The contributor is not entitled for a return unless otherwise agreed by the members. 2) LLP varies in legalities and liabilities by state. Some state does not recognized the LLP, do not have the easy of transfer and investment that a corporation structure provides and therefore are regarded as less preferable to other business forms. 3) All income allocated to the owners is subject to self-employment tax. Only a portion of salary allocated for dividends is exempted for SE tax. 4) Since the LLP owners are not employee they are not entitled for a deductions for Medical expenses such as health insurance and other medical expenses. 5) The LLP are needed to provide $500,000 of security against claims, either through insurance, escrowed deposits, letter of credit or security bonds. Potential loss of limited liability Aside from the above reasons why it is not yet taken up by other companies is because of its infancy. Since it is a new structure the topic about tax and legality are not yet polished.

Final proposal Essay Example | Topics and Well Written Essays - 1000 words

Final proposal - Essay Example Manchester offers various properties suited for economic development, relocation assistance, financing and tax credits as economic incentives to assist revenue flow in the local region. Especially in difficult economic times, Manchester’s rather liberal assistance and incentive programs will aid in maintaining short-term profitability by avoiding high relocation costs. The provision of demographic and marketing information – This would include elements of consumer behavior and the ethnic/cultural differences to assist in creating workable marketing strategies to increase profitability. The provision of regulatory assistance – This includes assistance in understanding the practical application of rules and laws which are mandated by Manchester to provide information on how best to structure the business to satisfy legal expectations. This could potentially prevent any future liability on behalf of MMK. The provision of various loans – Manchester wants to draw business to its region, thus offering various loans make the environment more suitable in the event of having to borrow additional capital for improvements to the company. The provision of technical assistance – This will help the company to understand how best to incorporate various technologies to make the company more adaptable and flexible to changing market demands. Quality of life is also evident in Manchester, which will be a positive motivational aspect, from a lifestyle perspective, for any international expatriate employees who will be required to assist in developing the new American facility. As expatriate assignments are generally long-term (Mathis & Jackson, 2005), quality educational facilities are available for school-aged children as well as 900 acres of parks, playgrounds, swimming facilities, beaches, and ski regions (ManchesterNH.gov). For managers or

The Reluctant Security Guard Essay Example for Free

The Reluctant Security Guard Essay Summary of the Facts:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   David Tuff is a security guard of Blue Mountain. As a security guard, he is required by law to report to the police all serious accidents and crimes, including felonies, occurring within the premises wherein which he is detailed. However, Blue Mountain created a new company policy ordering the security guards to just escort intoxicated persons, including drunk drivers, from the parking lots onto the public road. The company policy prohibited the security guards from reporting such incidents to the police.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tuff complained against this new company policy. He says this is contrary to the oath he swore to uphold as required by law. Thus, contrary to another company policy, he revealed to the media this new policy which seemed wrong to him. The result was public disgust against Blue Mountain. Because of this, Tuff was fired. Propriety of Tuff’s Action   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a matter of right, Tuff had every right to speak what he spoke to the media. His right springs from the constitutional guarantee to freedom of speech. This means that his right to speak is not just some ordinary right granted by some law. It is one which is inherent in every man from the moment he is born and is protected by the constitution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, when he signed up with Blue Mountain, he agreed not to disclose anything to the media as reflected by company policy. In a sense, he waived a portion of his right to freedom of speech in order to be employed. This is a valid waiver. Since Tuff violated company policy, he violated an agreement he voluntarily entered into. Thus, his act of revealing company policies to the media is, in the final analysis, inappropriate. What he should have done?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If I were Tuff, I would have not been so rash as to incite public outcry against my employer. To my mind, such a course of action violates the rules of fair play. In fact, it is a violation of a company policy which I agreed to as a requirement for my employment. There are three things to consider: the law, the company policies and my employment contract. Since it is hard to harmonize all three in determining a proper course of action, the right thing to do is to have gone to a lawyer who will discuss to me my options. A lawyer could tell me how to proceed without violating the law, the company policies, or my employment contract, or at least, in case I should violate one, I will still make a better informed decision. Propriety of Firing Tuff   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tuff violated company policy. In fact, his violation can be considered as serious misconduct because he did it with utter disregard of specific orders not to talk to the media. His first infraction was forgiven by management. Yet after that, he made the same violation. This serious misconduct makes his termination justified. Alternative to Termination   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The termination of Tuff is not the only remedy available to Blue Mountain. From a certain perspective, such act is too harsh for after all, he was just exercising his right to free speech on what he sees to be wrong. Moreover, the new company policy is contradictory to what the law requires of him. Under the cognitive dissonance theory, he was just having a hard time harmonizing the dissonance. Management should have at least tried to see it this way.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Surely, the company would hate to make a company policy which makes its employees violate the law. Hence, it should have first sat down with Tuff, which it did not do in this case, to discuss a solution for Tuff’s dilemma. They should have sought to employ one of the many alternative dispute resolution methods. A compromise would have been reached. This solution is quiet and amicable and makes everybody happy. Sensationalizing the issue by going to the media or to the court, for that matter, just worsens the situation and makes everybody edgy, including those not involved, making a compromise harder to reach.

Islamic Education After Independence Education Essay

Islamic Education After Independence Education Essay Initially, Islamic education was taught after school hours. Starting from 1962, the Islamic religious subject was implemented and officially included in the school time table where it was taught for 120 minutes (2 hours) per week by the teachers approved by the state authority.(Education Ordinance 1957). Rosnani (1996) is of the opinion that although these recommendations were positive, in the sense that they gave importance to religious instruction in national and national-type schools, they affected all Islamic religious adversely i.e a decline in pupil enrolment because Malay parents saw many advantages in the national schools, firstly their children could learn religion whether in national and national-type English schools. Second, greater opportunities to further studies and, greater job opportunities that awaited graduates of national schools compared to religious schools.The decline in enrolment was due also to the automatic promotion until Form Three, the abolition of the Malayan Secondary School Entrance Examination and the establishment of national secondary schools. The second major consequence was the transformation of the the Madrasahs curriculum in accordance with the National Educational Policy where the Malay language replaced Arabic as the medium of language and the religious subject had to be reduced to accomodate new secular subjects i.e Malay language, English, Mathematics, Geography, History and general Science. The third major impact of the National Education Policy was the shortage of teachers in the Madrasah because qualified teachers left for better facilities and better pay offered by National schools. Madrasahs institutions also had acute financial problems and had to be rescued by state religious department. Rosnani, (1996) further claimed that these factors, in addition to changing societal values brought about the decline of Madrasah and near demise of pondok in 1960s. Paradigm shift a) The Integrated Curriculum for Primary School (ICPS) and The New Secondary School Integrated curriculum (NSSIC) It was a fact that the 70s witnessed the increase of Islamic conciousness among the Muslim throughout the Muslim World including Malaysia which subsequently contributed to educational reform. A few Islamic organizations such as ABIM, Al Arqam and Jamaat Tabligh were also formed during the 70s where their dynamic activities help to strengthen Islam in Malaysia. According to Ghazali (2000), there are many factors contributing to the Malaysian educational reform. Apart from the implementation of suggestions and report made in 1979, the changes in the political climate where people were more inclined to Islam should be considered. The influence of the Islamic movement in Iran gave a significant impact among the Muslims in Malaysia to support the Islamic party (PAS). Then, the government under the leadership of Tun Dr. Mahathir officially introduced Islamization policy in 1983. Consequently The Islamic institutions, the International Islamic University (IIUM) and the Islamic Banking were established. The philosophy of the University was inspired by the recommendations of the first World Conference on Muslim Education held in Mecca in 1977. According to this philosophy, knowledge shall be propagated in the spirit of Tawhid leading towards the recognition of Allah as the Absolute Creator and Master of mankind. Thus all disciplines of knowledge should lead towards subservience of this truth. Knowledge is a form of trust(amanah) from Allah to man, and hence man should utilize knowledge according to Allahs will in performing his role as the servant and vicegerent (khalifah) of Allah on earth. In this way the seeking of knowledge is regarded as an act of worship (Diary IIUM, 2005) Subsequently in 1982, The Ministry of Education, introduced The New Primary School Curriculum (NPSC). It was implemented nation wide in 1983. The NPSC was formulated to provide equal opportunity to students to acquire basic skills and knowledge in addition to inculcating noble moral values. The emphasis of this new curriculum is on the acquisition of the three basic skills,namely reading, writing and mathematics. With a renewed emphasis on integration, it was decided in 1993 that a change of name take place. The New Primary School Curriculum (NPSC) is now known as The Integrated Curriculum for Primary School (ICPS)(Curriculum Development Centre 1997). The New Secondary School Integrated curriculum (NSSIC) or integrated Curriculum for Secondary Schools (KBSM) which was guided by the recommendation of the first World Conference on Muslim Education 1977, in Makkah was introduced in 1988 for lower secondary level and in 1989 the curriculum was implemented in phase up to form five level. (Hasan.L, 1993). The main focus of the curriculum is on an integrated educational approach. The approach incorporated knowledge with skills and moral values. It also combine theory with practical training. The strategy is to incorporate Moral Values into curriculum and the Malay language with curriculum (Curriculum Development Centre,1997). b) The National Educational Philosophy (NEP) The Education Act 1961 has determined Malaysias education policies for over three decades until it was repealed in 1996. The Education Act 1996 is the latest and is the most comprehensive where it stated for the first time in writing the National Educational Philosophy (Under Act 550). The official statement of NEP states as follows : Education in Malaysia is an on-going effort towards further developing the potential of individuals in holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on the firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are resilient and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large. Langgulung, H (1993) stated that based on this NEP, the planning of KBSM is meant to help students to develop their intellectual, spiritual, emotional as well as physical potentials in comprehensive and integrated manner. It is hoped that the comprehensive and integrated development could create student who is able to adjust himself in society and contribute to the progress and the welfare of himself in order to function effectively and productively in the national development. Southeast Asian Education particularly Islamic Religious Education in Indonesia and Malaysia The Indonesian Experiences After the downfall of Ottoman Empire the entire Muslim countries were completely dominated by Western Colonial countries, particularly British, French, Spanish, Dutch and so forth. Southeast Asian countries were ruled by the British and the Dutch. The British ruled Malaya and North Borneo, whilst the Dutch ruled Indonesia. Dutch rule in Indonesia lasted for over three hundred years who used iron claws to suppress private schools that sought to establish carders to fight colonialists. The establishment of Sekolah Tinggi Islam Japan occupied Indonesia for three years, during which Dutch schools were totally closed down and replaced by Japanese curriculum including language of instruction. Indonesian fighters for Indonesian independence suggested that since all tertiary level of education were closed by Japanese, it is high time that Islamic higher institution of learning (Sekolah Tinggi Islam = STI) be established. The idea was suggested by Majlis Shura Muslimin Indonesia (Masyumi) along with the establishment of armed forces called Hizbullah (Gods Party). The prominent personalities leading the school are : 1. Dr. Mohammad Hatta (Vice President) as chairman 2. Mr. Soewandi (Civil servant) as deputy chairman 3. Mohammad Natsir (later on became the first Prime Minister of Indonesia after independence) as secretary 4. Several other members of society such as Prof. R.A.A Hoesein Djajadingrat, Dr.Hidayat, Dr. Soekiman and many others were acting as members of executives. The Sekolah Tinggi Islam started with four faculties i.e Law, Religion, Economics and Education. After independence, Religious faculty was sponsored by Ministry of religious affairs and became Government Institute religious of knowledge (Institute Agama Islam Negeri = IAIN) whose curriculum were planned by people graduated from Al Azhar. It is logical that the curriculum of IAIN in early days of its establishment was carbon copy of faculties in Al Azhar before the latest reforms in 1961. The institute originally has three faculties like in Al Azhar, i.e Usuludin, Shariah and Arabic language, later they added faculty of tarbiyyah (education) Organization like the Muhammadiyah during the Dutch rule even set schools using Dutch as a medium of instruction to compete with the schools established by the Dutch. Other organization such as Nahdatul Ulama (NU), Persatuan Islam(Persis) and Al -Irsyad continued to maintain Pesantren (religious training centre for Advanced Islamic Studies), Madrasah (Islamic schools) and pondok(Muslim boarding schools) which they had been managing, so much so that bumiputera (the son of the soil) children need not have to go to Dutch government schools for their education. In the early fifties the government tried to set up schools for the training of religious teachers (Sekolah Pendidikan Guru Agama-PGA) by putting some of the exising Madrasah under the management of religious affairs. The objectives was to train religious teachers in government schools where religious knowledge was also taught. This was followed by the setting up of Sekolah Guru Hakim Agama (SGHA) to cater to the needs of the Muslim jurists both in Shariah and the State courts. The Muslim organizations and Muslim community alike were quite disappointed with the scope offered by both the PGA and SGHA. Muslim organizations such as Muhammadiyah continued to be self reliant in the management of their schools. All they needed to do was to comply with the government regulations and current requirements. Pesantren too began to mushroom since the fifties. A press statement issued by the Ministry of Religious Affairs in the later part of the seventies put the figure at 20,000 Pesantren with 9 million students. It is estimated that current figures have far exceeded these numbers in view of the 40% increasing of Indonesian population from 150 million in the seventies to a 220 million currently. Rapid Development of Islamic schools Among the factors that contributed to the rapid development of Islamic schools lately were: 1. The government inability to cater to the educational needs of all children. The problem therefore was partly resolved by the existence of private schools. 2. Dissatisfaction with the scope offered by the PGA and the SGHA in the fifties.The government, however, has been trying to improve the situation by: i) Accepting the standard of madrasah so that they would be at par with public schools. ii) Uplifting students of madrasah for admission into equivalent public schools at primary, lower secondary and upper secondary levels. iii) Recognizing the private madrasah certificate as equivalent to the state (government) madrasah certificate to enable leavers of private madrasah to continue with their studies in equivalent government schools iv) The influence of the Islamic revivalist phenomenon world wide, particularly the international Conferences of Muslim Education first held in Makkah 1977, Second in Islamabad 1980, Third in Dakka (Bangladesh), 1981, Fourth in Jakarta 1982, the Fifth in Cairo 1987 and Sixth in Makkah 1993 and the Seventh in South Africa 1996. The conferences had deliberated on this religious education from elementary to tertiary level and produced guidelines for the implementation. How far Muslim countries, particularly in Southeast Asia, have responded to these guidelines and implement them in their curriculum is yet to be seen. The International Conferences of Muslim Education mentioned above should be a stepping stone toward the unified religious curricular reforms in Muslim countries for the years to come. The Malaysian Experiences The history of Islamic religious education in Malaysia before independence The history of Islamic education in Malaysia dated back as early as 13th century when Islam first came to this region (Abdul Halim, 1995). Islamic education can be divided into four stages : i. Centered around teachers houses ii. Centered around mosques, suraus and madrasahs iii. Centered around religious institutions called pondok. (literally , Hut school) iv. Centered around religious institutions called madrasah schools i. Centered around teachers houses At the early stage it was carried out in a very informal way suitable to the environment of that time which it centered around teachers homes (rumah-rumah guru). Students came to the teachers (normally known as Ulama) homes to learn reading Quran and fardhu Ain (basic Islamic teaching). ii. Centered around mosques, suraus and madrasahs Due to the increasing number of students flocking to the teachers homes where the later could not accommodate all of them, then came the idea of religious education to be centered around mosques, suraus and madrasahs. The teachers used to sit with their students in circles. These teachers were easily received by the society even sometimes they were called to palaces to teach the king of the state and their relatives. iii. Centered around religious institutions called pondok Subsequently it centered around religious institutions called pondok. (literally, it means hut school) Pondoks are traditional religious schools which dominated the Malay world education system in the earlier part of 14th century. i.e pre colonial and even during colonial period. The pondok institution was the first and most influential legacy in Islamic education in both Malaysia and Indonesia (called Pesantran). The management of these pondoks differs from place/center to another place/center and there was no standard set of syllabus. However, the mode of instruction was similar to that practised in Makkah and Cairo before the advent of modern methods of teaching. Rosnani (1996) mentioned that many scholars have discussed the origin of Pondok institution in Malaysia, whether it originated from Sumatera, Indonesia or Pattani, in Southern Thailand. However, she argued that one cannot dismiss the possibility that the pondok institution was an influence of Makkah education of that era because the content and the teaching methods in pondok institutions were comparable to those in the Al Haram Mosque in Makkah and many pondok teachers had taken the pilgrimage to Makkah and deepened their knowledge of Islam. Some of the famous ulama (Tok guru) in the middle of 19th century were Tok Selehor, Tok Kenali, Tok Kemuning, Tok Ku Pulau Manis, etc. Although there was no standardised content and no limitation in the years of study. The pondok curriculum shared some common features of the subject. All pondoks usually include the basic disciplines such as Tauhid, Al-Quran, Fiqh, Hadith, Nahu, Sarf, Tasawwuf and Akhlaq. After years of study and considered as alim or knowledgeable by their guru these students will come back to their respective villages to teach and some may go abroad to further their study to Makkah, Cairo, Pakistan or India.. When these students went to Al Azhar University and other Middle East countries they were taught and trained with the curriculum of that particular place of study and easily got influenced by it. Thus, when they returned to their home countries they usually joined the existing pondok or established a new one. They would planned and implemented either totally or partially the curriculum they had went through in their early days as students. Thus, it was not a surprise to find out that many pond oks or madrasahs curriculum were the carbon -copy of Al- Azhar and other Middle East countries. This situation continues until now since the academic results or certificate given by these pondoks and madrasahs are not generally accepted by mainstream universities, many of these students have to continue their education in locations such as Pakistan, Egypt and other Middle East countries. iv. Centered around religious institutions called madrasah schools At the end of 19th century especially after World War 1, with the influence of Islah movement led by reformists Sayyid Jamaluddin Al Afghani (1839-1879) and Muhammad Abduh, (1849-1905), many religious madrasah schools were established in many places in Malaysia as alternative to pondok school and also to compete with the secular school. The Malaysian reformists ideas came from Sheikh Tahir Jalaludin and Shiekh Ahmad Al Hadi who were very much influenced by Al-Afghani and Abduh (Al Attas,1972). With these Madrasah system, Islamic education not only focus on spiritual, fardu Ain and Tauhid but it became more comprehensive, it include other subjects in the curriculum such as Arabic language, Maths and Geograph. Islamic Education during the British Period Japan conquered Malaysia (1941-45) and was defeated to the British. The British then made few educational reformations starting with Barnes Report and Fern Wu Report. Briefly, the Barnes Report stated the lack of religious instruction in schools had led Malay parents sent their children to learn religion in the afternoon sessions which were very tiresome. The committee suggested jawi be omitted and religious instruction be taught instead. Barnes Report also suggested only one system of primary education (national primary school) to be held. Fenn Wu Report suggested and supported trilingual where Malay, Chinese and English languages should be encouraged to be the medium of instruction. As a compromise, the government passed the Education Ordinance 1952, where the promotion of national school system by gradual introduction of English into Malay Vernacular schools and Malay and English languages into Chinese and Tamil Vernacular school and also recommended the maintenance of English nat ional type school. Interestingly, it also recommended that religious education be provided to pupils either within school premises or in suitable premises close by as part of the school lessons ( Hussein Onn,1957). During the British period education was divided into religious and non religious education. Here has the beginning of the secular education in Malaysia. Secular schools in Malaysia were largely an innovation of British colonial government. Many of the earliest schools in Malaysia were started in the Straits Settlements of Penang, Melaka, and Singapore. The oldest school in Malaysia is the Penang Free school, founded in 1816, followed by Malacca Free School later changed to Malacca High school in 1978. While the Malay College Kuala Kangsar (MCKK) was established in 1905 based on English Public School. Many of these schools still carry with them an air of prestige although there is no formal difference between these schools and other schools. Islamic education after independence and the impact of National Educational Policy Formal educational policies came into place after Malayas independence in 1957. The task of the new government was to establish a national education system which, while making the Malay as the national language of the country, the languages and cultures of non- Malay communities are preserved and sustained. The most important development was the implementation of The Education Act 1961 where The Razak Report and the Rahman Talib Report became the basis for the formulation of this Act. The main features of the Razak Report are; a uniform national education and centralized examination system, A Malayan oriented curriculum, one type of national Secondary school, English and Malay language compulsory and Bahasa Melayu as the main medium of instruction. While the main features Rahman Talib Report are : Free primary and universal education, automatic promotion to Form 3, Establishment of schools Inspectorate, Bahasa Malaysia as the main medium of instruction, Religious/moral education as basis for spiritual development, emphasis on teacher education . In addition, the implementation of Islamic education in National Educationtal System was also based on the reports made during Razak Report (1956) and Rahman Talib Report (1960) where it is clearly stated that in any assisted school where not less than 15 pupils profess the Muslim religion, religious instruction to them shall be provided at public expense. Instruction in other religions to other pupils may be provided so long as no additional cost falls upon public funds and provided that no child shall be required to attend classes in religious instructions without the parents consent Initially, Islamic education was taught after school hours. Starting from 1962, the Islamic religious subject was implemented and officially included in the school time table where it was taught for 120 minutes (2 hours) per week by the teachers approved by the state authority.(Education Ordinance 1957). Rosnani (1996) is of the opinion that although these recommendations were positive, in the sense that they gave importance to religious instruction in national and national-type schools, they affected all Islamic religious adversely i.e a decline in pupil enrolment because Malay parents saw many advantages in the national schools, firstly their children could learn religion whether in national and national-type English schools. Second, greater opportunities to further studies and, greater job opportunities that awaited graduates of national schools compared to religious schools.The decline in enrolment was due also to the automatic promotion until Form Three, the abolition of the Malayan Secondary School Entrance Examination and the establishment of national secondary schools. The second major consequence was the transformation of the the Madrasahs curriculum in accordance with the National Educational Policy where the Malay language replaced Arabic as the medium of language and the religious subject had to be reduced to accomodate new secular subjects i.e Malay language, English, Mathematics, Geography, History and general Science. The third major impact of the National Education Policy was the shortage of teachers in the Madrasah because qualified teachers left for better facilities and better pay offered by National schools. Madrasahs institutions also had acute financial problems and had to be rescued by state religious department. Rosnani, (1996) further claimed that these factors, in addition to changing societal values brought about the decline of Madrasah and near demise of pondok in 1960s. Paradigm shift a) The Integrated Curriculum for Primary School (ICPS) and The New Secondary School Integrated curriculum (NSSIC) It was a fact that the 70s witnessed the increase of Islamic conciousness among the Muslim throughout the Muslim World including Malaysia which subsequently contributed to educational reform. A few Islamic organizations such as ABIM, Al Arqam and Jamaat Tabligh were also formed during the 70s where their dynamic activities help to strengthen Islam in Malaysia. According to Ghazali (2000), there are many factors contributing to the Malaysian educational reform. Apart from the implementation of suggestions and report made in 1979, the changes in the political climate where people were more inclined to Islam should be considered. The influence of the Islamic movement in Iran gave a significant impact among the Muslims in Malaysia to support the Islamic party (PAS). Then, the government under the leadership of Tun Dr. Mahathir officially introduced Islamization policy in 1983. Consequently The Islamic institutions, the International Islamic University (IIUM) and the Islamic Banking were established. The philosophy of the University was inspired by the recommendations of the first World Conference on Muslim Education held in Mecca in 1977. According to this philosophy, knowledge shall be propagated in the spirit of Tawhid leading towards the recognition of Allah as the Absolute Creator and Master of mankind. Thus all disciplines of knowledge should lead towards subservience of this truth. Knowledge is a form of trust(amanah) from Allah to man, and hence man should utilize knowledge according to Allahs will in performing his role as the servant and vicegerent (khalifah) of Allah on earth. In this way the seeking of knowledge is regarded as an act of worship (Diary IIUM, 2005) Subsequently in 1982, The Ministry of Education, introduced The New Primary School Curriculum (NPSC). It was implemented nation wide in 1983. The NPSC was formulated to provide equal opportunity to students to acquire basic skills and knowledge in addition to inculcating noble moral values. The emphasis of this new curriculum is on the acquisition of the three basic skills,namely reading, writing and mathematics. With a renewed emphasis on integration, it was decided in 1993 that a change of name take place. The New Primary School Curriculum (NPSC) is now known as The Integrated Curriculum for Primary School (ICPS)(Curriculum Development Centre 1997). The New Secondary School Integrated curriculum (NSSIC) or integrated Curriculum for Secondary Schools (KBSM) which was guided by the recommendation of the first World Conference on Muslim Education 1977, in Makkah was introduced in 1988 for lower secondary level and in 1989 the curriculum was implemented in phase up to form five level. (Hasan.L, 1993). The main focus of the curriculum is on an integrated educational approach. The approach incorporated knowledge with skills and moral values. It also combine theory with practical training. The strategy is to incorporate Moral Values into curriculum and the Malay language with curriculum (Curriculum Development Centre,1997). b) The National Educational Philosophy (NEP) The Education Act 1961 has determined Malaysias education policies for over three decades until it was repealed in 1996. The Education Act 1996 is the latest and is the most comprehensive where it stated for the first time in writing the National Educational Philosophy (Under Act 550). The official statement of NEP states as follows : Education in Malaysia is an on-going effort towards further developing the potential of individuals in holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on the firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are resilient and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large. Langgulung, H (1993) stated that based on this NEP, the planning of KBSM is meant to help students to develop their intellectual, spiritual, emotional as well as physical potentials in comprehensive and integrated manner. It is hoped that the comprehensive and integrated development could create student who is able to adjust himself in society and contribute to the progress and the welfare of himself in order to function effectively and productively in the national development. The Islamic educational challenge faced by Malaysia since Sept 11 To ensure that the Malaysian education system responds properly to the nation building, unity and the development of the country there were many curricula reviews and tremendous changes in Malaysia education since its independence in 1957. It is a well-known fact that the Muslim education system in the Muslim world including Indonesia and Malaysia is the extension of the Western educational system which is compartmentalised and secularized. As a consequence of the Western influence and the weaknesses of the Muslims, the religious curriculum in schools and university levels in both Malaysia and Indonesia are still compartmentalised. Rosnani ( 2004 2nd edition) claimed that the curriculum practiced in Muslim countries either borrowed wholesome or partially from the West and even the subjects and methodologies presently taught in the countries are copies of the Western. Here, it is important to note the statement made by Tan Sri Murad, the President of the social committee for the study of curriculum in national schools that the implementation of religious education at National Schools have a lot of weaknesses because there are still many students cant read Al Quran and write Jawi although they had attended six years of primary schools. (Berita Harian , 26/Feb/2003). Although there were many surveys and writings carried out for examples by Rosnani (1996), Sahari Langgulung (1999) and Abdul Hamid (2003) found several weaknesses of Islamic religious schools such as its curriculum, lack of facilities and financial and poor administration. However, one has to remember that SAR has contributed significantly to Islamic education in both Malaysia and Indonesia before their independence. Despite the weaknesses of Islamic religious schools, informal conversations and interviews with some Muslim parents revealed that they were still interested to enroll their children at this school due to a variety of reasons: i) With the high cost of living, many Muslim parents are both working full time thus they have very limited time to teach their own children and expect the schools to act on their behalf ii) Some of these Muslim parents are interested to teach their own children, unfortunately they themselves do not know how to read the Al- Quran and either have no or very limited knowledge regarding fardu Ain iii) Some parents also opt to send their children for religious classes after school hours or Sunday schools at the mosques because they feel that religious subject at the national school is not adequate or failed to meet their expectation iv) Many muslim parents are aware and worried about the moral decadence (social ills) in the society especially among the youth keep on increasing such as drug addicts, illegitimate child , bullying, gangsterism and etc. Thus it was not a surprise to learn that Peoples Religious Schools (SAR) in Malaysia mushroomed because parents were concerned about their children Islamic knowledge while the national school curriculum seemed inadequate. According to a daily newspaper, there were 500 SARs nation wide with 126,000 students receiving Islamic education in such institutions (NST, 22 Jan 2003). People Islamic religious schools (SAR) are schools mostly built, funded and owned by individuals or a group of people offering full time students Islamic religious education. These schools also use the curriculum which has been standardized by State religious department or Department for the advancement of Islam in Malaysia (JAKIM).These religious shools received the grant given by the government i.e RM 60 per year for a primary school student and RM120 for a secondary school student. However, in November 2002, the Malaysian government has stopped their state subsidy to SAR. The government gave two reasons for i.e that SAR lack of facilities which resulted students poor achievement and lack of trained teachers and thus urged parents to send their children to national schools (NST 9/10 Dec,2002). Rosnani (2004 2nd edition) raised a few important questions rega

biblical themes in shakespeares the tempest Essay -- essays research p

Biblical Themes in Shakespeare’s The Tempest   Ã‚  Ã‚  Ã‚  Ã‚  Shakespeare is one of the most prolific and admired writers who ever lived. He certainly knew his craft and was familiar with all of the literature available at the time. One of the greatest books ever written was of course the bible. Written over the course of more than a thousand years it is a miracle in itself that the book exists. Shakespeare knew his bible, and his work often incorporated and examined biblical themes. Shakespeare’s last completed work was The Tempest, and it is as complex and deeply moving as any of his works. Readers of the play respond on a much deeper level than the literal. In and of itself it is actually a very simple tale, it is the characters who are representative of so many differing and stimulating aspects of the human condition that make the work so evocative and interesting.   Ã‚  Ã‚  Ã‚  Ã‚  Prospero is the picture of a man in two different aspects. On one hand, he is made in the image of God and given dominion and control over the world created in The Tempest. On the other hand he represents a fallen man who is in exile from his home. Both of these types can be found in the book of Genesis. God himself is in control of his world, and able to manipulate the world in order to stand back and see how the players will react. God and Prospero are both willing to accomplish their goals through imperfect means. When Jacob steals Esau’s inheritance right, the younger son triumphs over the older son by dishonest means. In the end it accomplishes God’s goal, so it is allowed to happen. Just as Joseph’s mistreatment by his brothers and his imprisonment because of Potiphar’s wife cause him great anguish, but move him closer to accomplishing God’s plan. Prospero is a scholar who has spent years in his books perfecting his magical powers. Clearly the last twelve years has been spent developing the power to both punish and forgive his enemies. Prospero controls even the inner workings of Caliban’s body. He is able to punish Caliban physically with his power, in order to completely control him and accomplish his means. Prospers also completely controls Ariel.   Ã‚  Ã‚  Ã‚  Ã‚  According to Steven Marx, both the Bible and the Tempest share the form of creation myth. Marx suggests that Genesis’s God and The Tempest’s Prospero share the roles... ...parallel and reflective storylines. Shakespeare had to have been among the most voracious and intelligent readers ever to have opened a book. Aspects of many of the most scholarly works available in his day can be found in his works. Throughout my research for this paper, several sources mentioned a series of pamphlets concerning the survival of some mariners in the Bermuda Islands after a tempest in 1609. Until then the Bermudas were popularly thought to be inhabited by demons and fairies. Many believe that the idea of survival on a lush, remote and magical island first influenced his conception of The Tempest. That storm certainly turned into a blessing for all of us who so greatly enjoy and appreciate Shakespeare’s works. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Marx, Steven. Shakespeare and the Bible. New York: Oxford University Press, 2000. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Feuer, Lois. â€Å"Happy Families: Repentance and Restoration in â€Å"The Tempest† and the Joseph Narrative.† Philological Quarterly 76 (1997): 3-6.00 3.  Ã‚  Ã‚  Ã‚  Ã‚  Feuer, Lois. â€Å"Happy Families: Repentance and Restoration in â€Å"The Tempest† and the Joseph Narrative.† Philological Quarterly 76 (1997): 22-26.

Theme of Beauty in La Belle Dame Sans Merci Essay -- John Keats

In the poem â€Å"La Belle Dame Sans Merci† by John Keats, the main theme is the idea that beauty is only skin deep and can be an extremely painful emotional experience. The title loosely translates into â€Å"the beautiful woman with no mercy†. As we read the poem it becomes clear that the knight had his feelings shattered by this woman on his steed. Keats uses a number of different language techniques to make the poem effective. The first is dividing the poem into two parts through the use of 2 speakers. We do not know who the first speaker is, probably someone who is passing through the area. In stanza 1 and 2 the poet makes use of repetition as he questions the knight about his condition â€Å"Ah, what can ail thee, wretched wight?† line 1 stanza 1 and 2. He asks him why he is â€Å"so haggard, and so wo...