Act 1 Scene 7(lines 1-28), Act 2 Scene 1(lines 33-64) and Act 5 Scene 5(lines 18-27) Essays

Act 1 Scene 7(lines 1-28), Act 2 Scene 1(lines 33-64) and Act 5 Scene 5(lines 18-27) Essays Act 1 Scene 7(lines 1-28), Act 2 Scene 1(lines 33-64) and Act 5 Scene 5(lines 18-27) Paper Act 1 Scene 7(lines 1-28), Act 2 Scene 1(lines 33-64) and Act 5 Scene 5(lines 18-27) Paper Essay Topic: Macbeth Macbeths state of mind changes drastically throughout the course of the play. This change is shown in his three main soliloquies. In Act 1 Scene 7 Macbeth is hesitant about killing Duncan and tries to think of reasons to justify killing him but Macbeth can only think of reasons not to kill Duncan. In Act 2 Scene1 Macbeth has a hallucination of a dagger with the handle pointed towards him. This dagger resembles his own and the blade is pointed toward Duncans room and, as the soliloquy goes on, appears to have blood all over it. This is Macbeths sub-conscious warning him not to kill Duncan. Finally, in Macbeths last soliloquy in Act 5 Scene 5, Macbeth is regretting killing Duncan, Banquo and Macduffs wife, children and household. Macbeth starts at the fact that he had tried so hard to be memorable but he will be forgotten. Also, Macbeth states how meaningless his life has been and, like a candle, his end is inevitable. Before Act 1 Scene 7 King Duncan has arrived at Macbeths castle and he has so far played the humble guest. However, Macbeth has been persuaded by Lady Macbeth to kill Duncan so the prophecy of the witches comes true, Macbeth is very noble at this point and is thinking hat killing Duncan will go against his values. Macbeths first soliloquy about his changing state of mind is in Act 1 Scene 7(lines 1-28). This soliloquy sees Macbeth contemplating whether or not to kill Duncan and Macbeth is desperately trying to think of reasons that would aid him in the killing of Duncan. However Macbeth can think of no such reasons, the only thing the he can think of are things that serve only to keep Duncan alive and that killing him now would be the greatest act of villainy. Because Duncan is at Macbeths castle he is in double trust first as Macbeth is his kinsman and his subject and then as his host, who should against his murderer shut the door, not bear the knife himself. Another thing that Macbeth tells himself is that killing Duncan would be about as cruel as leaving a naked newborn babe striding the blast and that tears would drown the land at Duncans death, since he was such a good and just king. Furthermore, Duncan is portrayed as a kind and gentle king as he showers Lady Macbeth with gifts when he enters Macbeths hospitality. When Macbeth makes his decision he has thought of all the possible outcomes. Macbeth is scared to kill Duncan because he fears eternal damnation. This is relevant at the time because people believed that the King was chosen by God and that killing the king would be like killing a part of God, it would also upset the natural order. At the end of the Scene Macbeth tells Lady Macbeth his decision not to kill Duncan but adamantly this is met with rage and abuse as Macbeth is called a coward by Lady Macbeth. This serves to change his mind. By Macbeths second soliloquy, in Act 2 Scene 1, he has decided to kill Duncan and is on his way to do so when he starts to see a dagger. Firstly he sees the daggers hilt pointing toward him, the blade points towards Duncans room. Macbeth tries to grab the dagger but his hand goes straight through it as it is not real and only a manifestation of his guilty conscience. The dagger then changes to having blood all over it. This is what Macbeths dagger will look like once he has killed Duncan. Furthermore, during the soliloquy Macbeth thinks that the stones that his castle are made from are moving and if they were then they would certainly be crying out at the terrible deed that Macbeth is going through. There is a lot of reference to movement in this soliloquy; Macbeth speaks of ravishing strides, a stealthy pace and Moves like a ghost. This could show that he is concerned that if he stops moving he will become scared of killing Duncan and so will not. Macbeth seems to be going mad at this juncture; he realises that the dagger, which at this point is moving towards Duncan, is not real. His eyes are the fools othother senses. This could mean that his eyesight is either much better or much worse that his other senses. At the moment Macbeths state of mind is one of great fear at both his thoughts and feelings and at being discovered. He also feels dread at what is to come in the future. As we know Macbeths future is not the best, but he is not to know that at this point in the play. Another reason for Macbeths fear is that while he is walking around talking to himself and thinking about the dreadful deed he is about to commit, Duncan still lives; and Macbeth could be discovered at any time and he would be unable to explain himself. The last two lines of this scene are a rhyming couplet. Macbeth is commenting that the bell ringing in the background is Duncans knell, a funeral bell rung to announce a death, summoning him to heaven or hell. This could be seen as some sort of dark humour on Shakespeares part, Macbeth is sure of where both he and Duncan are going. Duncan to heaven; Macbeth to hell. In Act 5 Scene 5 the battle between the armies of Macbeth and Malcolm is about to begin and Macbeth is starting to think that all his plans are coming undone. Macbeths castle is under siege and he begins to contemplate life and its petty pace from day to day, meaning that life, especially his, is meaningless and like a brief candle his end is inevitable despite his trying to make an impression on the world. At this point Macbeth is totally incapable of emotion whether fear at his impending doom or, as it happens, grief at his wifes death. His only comment is that she should have died hereafter. This is almost as if to say that Lady Macbeths death was inconvenient at this time. Macbeth again states that life is worthless, and is not as exciting as it seems, not unlike a tale told by an idiot, which is told with a lot of exuberance but, in the end, signifies nothing. Furthermore, like a poor player being forgotten and unsuccessful, Macbeth has not made enough of an impression to be remembered, even as a great tyrant and traitor. Macbeth mentions a dusty death which, in his case, would mean that his death shall not be remembered and like a dusty book on the top shelf he will not be acknowledged or honoured. Macbeth changes again in Act 5 Scene 5. He is now impervious to any emotion and he believes that all life, his mainly, is a waste of time and should not have been bothered with in the first place. He has gone past being a nobleman and being afraid of an unjust death and now is not able to feel any emotion at all. By the end of the play Macbeth becomes a cold-blooded killer from a noble lord and his actions are ruled by his dependence on the prophecy of the witches and his eventual total victory through their words. Little does Macbeth know that the prophecy is not intended for his victory but is designed to make him suffer for yielding to the power of the witches, murdering Duncan and trying to elevate his status in Scotland. This shows that Macbeth deserves the death that he gets because he is a true tyrant and traitor to the crown.

Magnesium Oxide Experiment Lab Report Essays

Magnesium Oxide Experiment Lab Report Essays Magnesium Oxide Experiment Lab Report Paper Magnesium Oxide Experiment Lab Report Paper One objective was to figure out if the burnt MGM ashes weigh more than the product which is Magnesium Metal. Another objective was determining the formula of the compound that results when Magnesium and Oxygen react. Theory: The purpose of this lab was to confirm the chemical formula of magnesium oxide by comparing the masses Of pure magnesium solid prior to any reaction and magnesium oxide solid after a reaction between all of the magnesium and oxygen from the air when heated from a Bunsen burner in a crucible. Sing molar masses of both magnesium and oxygen. An expected percent composition, by mass, was found and compared to our experimental results. Experimental: 1. Setup ring stand 2. Obtain desired amount of Magnesium which was g 3. Weigh the crucible, 13. Egg 4. Weigh the crucible with the lead, 15. Egg 5. Heat the crucible with the MGM present 6. Continue to heat until lead starts to change to an ash color, lead should start ruining very bright 7. Shut burner down and let the MGM cool 8. Add water to the MGM until the crackling and smoking stops (Among+MGM) C Ammonia 9. Now, heat crucible till the water evaporates ICC, Allow a few minutes for cooling 11 Weigh the crucible along with the MGM ashes, 16. Egg Calculations: To find the formula of magnesium oxide, you need the mass of the magnesium and the mass of the oxygen. Also the atomic masses. Magnesium is 24 and oxygen is 16. Divide mass by the atomic mass for each element. This gives the number Of moles Of each. Having done this for both elements, you should find the ratio between the two by dividing them both by the smallest number. The ratio should be close to as the formula Of magnesium oxide is MGM. OMG +02 OMG 2. Smog 3. Gomes . Monologue 02/20 .

People Resourcing Coursework Example | Topics and Well Written Essays - 250 words

People Resourcing - Coursework Example A contingency plan would have been important for G4S because no matter how well the recruitment was organized and initiated, there were bound to be many variables which can come into play and scupper the process. The contingency plan would have given the company a plan B on all potential disaster scenarios and alternative strategies of how to turn these situations around. When he appeared on Radio 4, Nick Buckles of G4S lacked information regarding details of the recruitment, training and vetting processes. He was not in a position to explain what had gone wrong or confirm a number of issues about the candidates. Communication would have helped to better plan for the whole recruitment process because it was an important contract and controlling the recruitment process can be complex which can benefit from an external perspective. Being an internationally recognized and reputable firm, G4S would have made it a precondition for Wave to ensure that it was involved in the whole process, the reputation of the security firm being at stake. With less than an year and being expected to recruit 8,000 inexperienced staff, the first thing that would need to be done is to ensure have a plan for addressing and managing candidate’s expectations. This will minimize the issue of candidates turning down the offer upon being cleared as successful. G4S faced many such dropouts which affected the recruitment process. In addition, I would address the issue of suitability skills required for the position. The question that many sought answered on the recruited candidates is whether they would speak fluent English, which Buckles could not confirm. Ensuring suitability skills are considered will minimize the issue of having a poor caliber of candidates which will compromise the credibility of the company and the process. Overall, I would ensure that there is a contingency plan to identify issues quickly and speed up the drive to get the perfect candidate

The New Strategy by the Seven-Eleven Stores Essay

The New Strategy by the Seven-Eleven Stores - Essay Example This will paralyze the distribution and meet the customer’s needs. The new strategy was anchored on demand, which was seasonal and was dependent on the new products thus this faced the risk of collapsing when the season was over. In addition, the decision-making process is made within three days, which means some decisions can contribute to business collapse as some decisions needed a lot of time (Akira 2003, p.66). Â  The Seven Eleven Company in Japan employed the use of the integrated store information system that aimed at simplifying its mode of operations. The installed information system connected each outlet, distribution stores, suppliers, and the headquarters of the company. The company in1991 developed two-way and online communication that enabled the company to link with their suppliers and customers’. In 2007, the Seven-Eleven introduced internet shopping that enabled the company to meet their customers online by enabling the customers to buy the products online that were not in their retail shops. This online service solved the problem of transportation while delivering goods to their clients situated in various parts of Japan. The distribution system of the company was flexible enough to change their delivery services to their clients thus meeting their demand (Akira 2003, p.67).This provided the customers with the element of convenience since they could not travel to retail shops to make purchases. The company further concentrated on regional merchandizing thus enabling them to meet their customer preferences easily.

Interviews and Reflection Report Essay Example | Topics and Well Written Essays - 500 words

Interviews and Reflection Report - Essay Example I aimed to understand the perception and awareness of people about the different forms of mental illness that exists in today’s society and how most people think about handling people with psychological problems. Before the interview was conducted I hypothesized that most people will have some form of knowledge about mental illnesses and at least 80% will be able to name three different types of mental illnesses where depression might be the most common. I expected that most people will understand that not all patients are a threat to society and that through proper counselling and clinical therapies, people with mental illnesses can recover and lead a normal life as well. Furthermore, I expected a very average result when it came to people knowing where to seek help in order to help a mentally ill person they knew. After I had conducted the interview, the results were a bit different than what I had expected. Most people knew about mental illnesses and 100% of the people were able to name mental problems. However, contrary to my expectation, alcoholism and drug addiction were the most popularly known addiction problems. This may be because of the increases awareness programme that works with addiction problems. Also, most people were shocked when they heard that 1 in 5 people were mentally ill and 90% of the subjects said they did not know that mental illness was a huge problem. 80% of the subjects believed that mentally ill people were a challenge to society and needed proper asylums and rehabilitation centres to help they recover. Most importantly, only 1 of my subject was able to name 2 organizations that worked for mentally ill people. The results indicate that even though most people of different age groups were aware of mental problems there was widespread lack of sensitization among the people especially among the middle aged people. However, people did not know that mental problems were so widespread. The results also highlighted the fact that most

The Aims Of Education In The Islamic World Religion Essay

The Aims Of Education In The Islamic World Religion Essay In any society, education is a major vehicle for the transmission of ideas, attitudes, and beliefs. This means that control over educational content and access to classrooms can become valuable commodities in a conflict. Education, and especially the teaching of history, can perpetuate negative judgments about the other, engendering hostility and aggression among the young, and firing up the fever to go to war. But educational content and teaching approaches can also provide powerful means to change these attitudes, to promote tolerance and a willingness to settle conflicts without resort to violence. In order to increase the capacity of the educational sector to promote conflict prevention, peacemaking and post-conflict reconciliation it has to enhance the ability of teachers and scholars to incorporate peace education and conflict management into curriculum and classes many institutes, both Islamic and others, mostly under the auspices of the United Nations Educational, Scientific and Cultural Organization, commonly known as UNESCO  [1]  , all work together with the main objective to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms. Under its current Education for All campaign, it conducts research and runs programs in countries in Africa, the Middle East, and South and Southeast Asia. The United Nations Children Fund (UNICEF) advocates and works for the protection of childrens rights to h elp the young meet their basic needs and to expand their opportunities to reach their full potential. Among other programs, they have developed peace education programs in a number of countries, including Afghanistan and Indonesia. The mission of the Association of Arab Universities is to enhance cooperation among universities in the Arab world. It is associated with central governments through their respective ministries of education. (www.aaru.edu.jo). Islam has, from its inception, placed a high premium on education and has enjoyed a long and rich intellectual tradition. Knowledge (ilm) occupies a significant position within Islam, as evidenced by the more than 800 references to it in Islams most revered book, the Koran. The importance of education is repeatedly emphasized in the Koran with frequent injunctions, such as God will exalt those of you who believe and those who have knowledge to high degrees, O my Lord! Increase me in knowledge and As God has taught him, so let him write. Such verses provide a forceful stimulus for the Islamic community to strive for education and learning. Islamic education is uniquely different from other types of educational theory and practice largely because of the all-encompassing influence of the Koran. The Koran serves as a comprehensive blueprint for both the individual and society and as the primary source of knowledge. The advent of the Koran in the seventh century was quite revolutionary for the predominantly illiterate Arabian society. Arab society had enjoyed a rich oral tradition, but the Koran was considered the word of God and needed to be organically interacted with by means of reading and reciting its words. Hence, reading and writing for the purpose of accessing the full blessings of the Koran was an aspiration for most Muslims. Thus, education in Islam unequivocally derived its origins from a symbiotic relationship with religious instruction. HISTORY OF ISLAMIC EDUCATION This was the way, Islamic education began. Pious and learned Muslims (mu allim or mudarris), dedicated to making the teachings of the Koran more accessible to the Islamic community, taught the faithful in what came to be known as the kuttÄ b (plural, katÄ tÄ «b). The kuttÄ b could be located in a variety of venues: mosques, private homes, shops, tents, or even out in the open. Historians are uncertain as to when the katÄ tÄ «b were first established, but with the widespread desire of the faithful to study the Koran, katÄ tÄ «b could be found in virtually every part of the Islamic empire by the middle of the eighth century. The kuttÄ b served a vital social function as the only vehicle for formal public instruction for primary-age children and continued so until Western models of education were introduced in the modern period. Even at present, it has exhibited remarkable durability and continues to be an important means of re ligious instruction in many Islamic countries. The curriculum of the kuttÄ b was primarily directed to young male children, beginning as early as age four, and was centered on Koranic studies and on religious obligations such as ritual ablutions, fasting, and prayer. The focus during the early history of Islam on the education of youth reflected the belief that raising children with correct principles was a holy obligation for parents and society. As Abdul Tibawi wrote in 1972, the mind of the child was believed to be like a white clean paper, once anything is written on it, right or wrong, it will be difficult to erase it or superimpose new writing upon it. The approach to teaching children was strict, and the conditions in which young students learned could be quite harsh. Corporal punishment was often used to correct laziness or imprecision. Memorization of the Koran was central to the curriculum of the kuttÄ b, but little or no attempt was made to analyze and discuss the meaning of the text. Once students had me morized the greater part of the Koran, they could advance to higher stages of education, with increased complexity of instruction. Western analysts of the kuttÄ b system usually criticize two areas of its pedagogy: the limited range of subjects taught and the exclusive reliance on memorization. The contemporary kuttÄ b system still emphasizes memorization and recitation as important means of learning. The value placed on memorization during students early religious training directly influences their approaches to learning when they enter formal education offered by the modern state. A common frustration of modern educators in the Islamic world is that while their students can memorize copious volumes of notes and textbook pages, they often lack competence in critical analysis and independent thinking. During the golden age of the Islamic empire (usually defined as a period between the tenth and thirteenth centuries), when western Europe was intellectually backward and stagnant, Islamic scholarship flourished with an impressive openness to the rational sciences, art, and even literature. It was during this period that the Islamic world made most of its contributions to the scientific and artistic world. Ironically, Islamic scholars preserved much of the knowledge of the Greeks that had been prohibited by the Christian world. Other outstanding contributions were made in areas of chemistry, botany, physics, mineralogy, mathematics, and astronomy, as many Muslim thinkers regarded scientific truths as tools for accessing religious truth. Gradually the open and vigorous spirit of enquiry and individual judgment (ijtihad) that characterized the golden age gave way to a more insular, unquestioning acceptance (taqlid) of the traditional corpus of authoritative knowledge. By the thirteenth century, according to Aziz Talbani, the ulama (religious scholars) had become self-appointed interpreters and guardians of religious knowledge.à ¢Ã¢â€š ¬Ã‚ ¦ learning was confined to the transmission of traditions and dogma, and [was] hostile to research and scientific inquiry. The mentality of taqlid reigned supreme in all matters, and religious scholars condemned all other forms of inquiry and research. Exemplifying the taqlid mentality, Burhà ¤n al-Din al-Zarnà ¼ji wrote during the thirteenth century, Stick to ancient things while avoiding new things and Beware of becoming engrossed in those disputes which come about after one has cut loose from the ancient authorities. Much of what was written after the thirteenth century lacked originality, and it consisted mostly of commentaries on existing canonical works without adding any substantive new ideas. The lethal combination of taqlid and foreign invasion beginning in the thirteenth century served to dim Islams preeminence in both the artistic and scientific worlds. Despite its glorious legacy of earlier periods, the Islamic world seemed unable to respond either culturally or educationally to the onslaught of Western advancement by the eighteenth century. One of the most damaging aspects of European colonialism was the deterioration of indigenous cultural norms through secularism. With its veneration of human reason over divine revelation and its insistence on separation of religion and state, secularism considered by many as anathema to Islam, in which all aspects of life, spiritual or temporal, are interrelated as a harmonious whole. At the same time, Western institutions of education, with their pronounced secular/religious dichotomy, were infused into Islamic countries in order to produce functionaries to feed the bureaucratic and administrative needs of the state. The early modernizers did not fully realize the extent to which secularized education fundamentally conflicted with Islamic thought and traditional lifestyle. Religious education was to remain a separate and personal responsibility, having no place in public education. If Muslim students desired religious training, they could supplement their existing education with moral instruction in traditional religious schools-the kuttab. As a consequence, the two differing education systems evolved independently with little or no official interface. AIMS AND OBJECTIVES OF ISLAMIC EDUCATION 3.1. Problems in Islamic Schools Before proceeding further, and in order to have a better understanding of the Aims Islamic Education it is better to first examine the problems facing the contemporary Islamic schools in the Western World. Generally these are: No Adaab or Islamic etiquette or behaviour Parents want teachers to be lenient Some girls and boys meet secretly in the basement. They have girl-friends and boy-friends. They do smoke. Profanity is written on the walls, desks, blackboards, etc. Behave roughly: laughing, talking, screaming, rip off their Hijab on the buses. Discipline: Behaviour is no different from the Public Schools. Teachers are not fair. Spoiled kids as their parents are rich or important. Less school activities for girls. Little opportunity to interact with other students. Islamic schools are running without an Islamic curriculum, often without a syllabus. No textbooks. No qualified and trained teachers or certified teachers. (Quality in education is not possible without good teachers.) Those who attend Muslim high schools do not fare better in college. Non-Muslim teachers who are qualified and certified. (Live-in boyfriend rejects institution of marriage. Wear tight and revealing outfit. Promote gay agenda, anti-religion agenda, or insensitive to Islamic values and events) Qualified and certified Muslim teachers work in Public schools. As Islamic schools do not offer viable salaries, benefits (pension health benefits, etc.) When they leave Islamic schools and graduate from colleges, some of them, they do marry non-Muslims as the Muslim community and their parents have exerted zero influence on them. Chronic shortage of space, science labs, auditoriums, gyms, playgrounds, libraries, bathrooms. High turnover rate (30 to 40 percent annually) of teachers. Parents fear Islamic schools trade off academics for Islamic environment. Organization, planning and discipline -suffer most in Islamic schools. Governance is the big reason why most Islamic schools suffer Do not develop an autonomous and unique decision-making (governance) structure School Boards require training in how to run a school School Boards rarely include women Parents do not play a part in Governance structure No qualified administrators Some parents worry Islamic schools offer an inferior quality of education. Children are not prepared to face competitiveness and the challenges of the modern world. Seriously lacking in Muslim literature and culture. For many Muslim families, Islamic schools are not affordable. In sparse Muslim population areas, Islamic schools are not financially viable. Very few trained Muslim teachers in special education or none The Arabic language has three terms for education, representing the various dimensions of the educational process as perceived by Islam. The most widely used word for education in a formal sense is talim, from the root alima (to know, to be aware, to perceive, to learn), which is used to denote knowledge being sought or imparted through instruction and teaching. Tarbiyah, from the root raba (to increase, to grow, to rear), implies a state of spiritual and ethical nurturing in accordance with the will of God. Tadib, from the root aduba (to be cultured, refined, well-mannered), suggests a persons development of sound social behavior. What is meant by sound requires a deeper understanding of the Islamic conception of the human being. Education in the context of Islam is regarded as a process that involves the complete person, including the rational, spiritual, and social dimensions. As noted by Syed Muhammad al-Naquib al-Attas in 1979, the comprehensive and integrated approach to education in Islam is directed toward the balanced growth of the total personalityà ¢Ã¢â€š ¬Ã‚ ¦through training Mans spirit, intellect, rational self, feelings and bodily sensesà ¢Ã¢â€š ¬Ã‚ ¦such that faith is infused into the whole of his personality. In Islamic educational theory knowledge is gained in order to actualize and perfect all dimensions of the human being. From an Islamic perspective the highest and most useful model of perfection is the prophet Muhammad, and the goal of Islamic education is that people be able to live as he lived. Seyyed Hossein Nasr wrote in 1984 that while education does prepare humankind for happiness in this life, its ultimate goal is the abode of permanence and all education points to the permanent world of eternity. To ascertain truth by reason alone is restrictive, according to Islam, because spiritual and temporal reality are two sides of the same sphere. Many Muslim educationists argue that favoring reason at the expense of spirituality interferes with balanced growth. Exclusive training of the intellect, for example, is inadequate in developing and refining elements of love, kindness, compassion, and selflessness, which have an altogether spiritual ambiance and can be engaged only by processes of spiritual training. Therefore Education in Islam is twofold: acquiring intellectual knowledge (through the application of reason and logic) and developing spiritual knowledge (derived from divine revelation and spiritual experience). According to the worldview of Islam, provision in education must be made equally for both. Acquiring knowledge in Islam is not intended as an end but as a means to stimulate a more elevated moral and spiritual consciousness, leading to faith and righ teous action. EDUCATION OF MUSLIM CHILDREN CHALLENGES AND OPPORTUNITIES Education is the birth right of every Muslim and Muslimah. Islam puts considerable emphasis on its followers to acquire knowledge. Investment in education is the best investment one can make, because it eventually leads to intellectual property. Intellectual property is the intangible property, which no one can steal or destroy. This is the property on which no Government can levy a tax. It was as a result of application of knowledge that Muslims were the superpower of the world for twelve centuries.   Today, globally Muslims have the lowest literacy rate. Education of Muslim children in the west has both opportunities and challenges.   In the Western World the purpose of education is to provide for the economic prosperity of a nation. At a personal level the purpose of education is to acquire academic and professional skills that enable one to earn a respectable living with riches and fame, and also a luxurious and comfortable life. For a Muslim providing economic prosperity of a nation does not contradict his/her Islamic beliefs, however focusing the goals of education solely for the purpose of money making is unpalatable. Muslims want to impart Islamic education. The vast majority of Muslims think that Islamic education means acquiring Islamic religious knowledge-study of Quran, Arabic, Hadith, Sunnah, Seerah, Fiqh, Islamic history, and allied subjects. As a matter of fact, in the present world broadly speaking we have two types of Muslims: a) those who have followed the Western type of education, or secular education, and b) those who have acquired Deeni or Islamic education. In the twentieth century, due to colonialism and Western influence, Muslim parents concentrated on imparting only Secular education to their children. The weak or not so bright students were sent to Deeni (religious) Madrasas (schools) in their own countries or to one of the Middle Eastern countries. The Muslims who immigrated to Western countries became aware of their religious identity and wanted to impart both Islamic and Secular education, what is now known as Integrated Education. When they lacked the numbers and resources, they sent their children to public schools during the week and to the Islamic schools in the Mosque or Islamic Centre during the weekends. As their numbers grew and acquired sufficient resources, they have opened full-time Islamic Schools from kindergarten to 12th grade (senior or final year) in High School.  [2]  It takes about two to three years of full-time study to become a Hafeez. During this time the student takes an equivalent to sabbatical leave from his or her public or parochial school.   The greatest objective of education is to prepare the young generation for leadership. Islamic education is of course has the highest objective, and more than that can hardly be imagined. The aim of Islamic education is Character building. Growth and development of an Islamic personality should be the final goal of any Islamic School. Islamic values are the foundation of the Islamic personality. For Muslims the educational aim is to develop the personalities of children to the end that they will be conscious of their responsibility to God (the Creator) and to fellow humans. The aims and objectives of Islamic education have been defined in the Recommendation of the Committee of the First World Conference on Muslim Education as: Education should aim at the balanced growth of the total personality of man through training of the human spirit, intellect, rational self, feelings and senses. The training imparted to a Muslim must be such that faith is infused into the whole of his/her personality and creates in him/her an emotional attachment to Islam and enables him to follow the Quran and Sunnah and be governed by Islamic system of values willingly and joyfully so that he/she may proceed to the realization of his/her status as Khalifatullah to whom God has promised the authority of the universe. There is a need to prepare the younger generation having leadership quality and not to be the followers of alien ideologies but to play the role of torchbearer by their excellence in knowledge, character, and positive action. Some scholars believe that this quality can be developed in Muslim youth by a direct study of the Quran with a view to solve the problems of life in its light. A program of action to bring up the younger generation for leadership has not yet been formulated.   

Free Essays On Shakespeares Sonnet 65 :: Sonnet essays

Analysis of Sonnet 65 Since brass, nor stone, nor earth, nor boundless sea, But sad mortality o'ersways their power, How with this rage shall beauty hold a plea, Whose action is no stronger than a flower? Oh how shall summer's honey breath hold out Against the wrackful siege of battering days, When rocks impregnable are not so stout Nor gates of steel so strong but time decays? Oh fearful meditation! where, alack, Shall Time's best jewel from Time's chest lie hid? Or what strong hand can hold his swift foot back? Or who his spoil of beauty can forbid? Oh none, unless this miracle have might- That in black ink my love may still shine bright. This sonnet shares several similarities in imagery as sonnets 63 and 66, and also to the theme of time and Rome as seen in Spencer's translatory sonnet sequence, _Ruins of Rome by: Bellay_. To best understand this sonnet we must realize to what or whom the pronouns refer to. My explication relies on "their" in line 2 referring to both time and ruin, a theme sustained from sonnet 64. 1-2: 'Only depressing mortality can overturn the tyranny of time and ruin, considering that brass, stone, earth or sea cannot prevent it'. Thus, death is an escape from time and the ruin which it imposes. The second quatrain is reminiscent of the thematic imagery of Rome's susception to time in sonnet 9 of _Ruines of Rome_: "Why were not these Romane palaces / Made of some matter no lesse fime and strong? . . . All things which beneath the Moone haue being / Are temporall, and subject to decay." Echoing the elements in the first line of the sonnet, Shakespeare is iterating the inability to avoid and preve nt time. "Battering days" also shares this imagery as "Time's injurious hand crush'd"; which, to note further, appears as "iniurious time" in Spencer's work. Knowing this, he appeals to dreadful and injurious knowledge in line 9: 'where should we hide time's most precious jewel [our youth] from the vault it is held in'. the reason I believe the jewel to be a symbol of youth stems from sonnet 63, in which time steals "away the treasure of his spring." Spring here, and in many other sonnets of Shakespeare, refers to youth and sexual prime.

Do you think secondary schools in Malta understand ‘inclusion’

IntroductionInclusion is portion of much larger image than merely do portion of category in school. It is being included in life and plays a portion utilizing one ‘s abilities in twenty-four hours to twenty-four hours activities as an indispensable component of the community as anyone else. Inclusion is being a portion of what everyone else is, being received and embraced as a member who belongs. In the last old ages, the thought of inclusive instruction has featured in precedences sing the instruction of many states. The issue of inclusive instruction is ruling many treatments and educational policies. The attempts to advance inclusive instruction are focused on school activities and the manner how they could go more inclusive. But in his book, Developing Inclusive Teacher Education, Tony Booth and others, present the inquiry, whether universities are reacting to inclusive instruction by developing future instructors in their initial instruction, since this phase have a serious function to play in the development of inclusive patterns in schools they will finally work in.[ 1 ]Inclusion in secondary schools in MaltaAbout 15 old ages ago the thought of inclusive instruction in Malta, peculiarly puting kids with disablement in mainstream schools, was a cradle. But in July 1995 development takes topographic point, which led around 600 kids with different types of disablement or less potency to school to go to mainstream schools.[ 2 ] In September of 2002, the Ministry of Education issued a papers called, ‘Creating Inclusive Education ‘ where it gives guidelines for the execution of the National Curriculum Policy on Inclusive Education. The papers gives clear guidelines how to prosecute in inclusive instruction procedure and the features which makes school more inclusive.[ 3 ] But due to this papers can we state that our secondary school understand ‘inclusion ‘ ? On one manus we can state that today schools offer many installations and chances for everyone particularly for kids with disablement. Children who have some type of disablement find our school more accessible and more easy to take portion in and take part in every activity in every portion of the school. There is besides the work of many Learning Support Assistants who assisting pupils to experience that security in order to happen it more easy to incorporate and take part both in school activities and category. On the other manus there are some advancement that need to be taken into consideration. Today our society is going more witting of the presence of many aliens in our state. This in fact is reflected in our school with the presence of pupils who have an international background. In my instruction pattern experience I have noticed negative attitude to foreign pupils particularly those with different coloring material tegument. Our schools need to make more inclusive civilization in our school, in order to educate our kids to accept and include everyone. Many times the pupils ‘ behavior reflects the attitude of many people in the street. Apart from foreign pupils, today we are confronting pupils with different backgrounds. It is critical today more than before that we view every pupil as a alone person. In order to make that instructors must pass some oif their clip, particularly during school interruptions to construct a good relation with the kids in order to cognize their demands and what they expect.The Relevance of Inclusive EducationInclusive instruction is something which brings many benefits to the school and the wider community. This is non merely done by making nil but it requires difficult work and a process in order to achieve the ends of this inclusive civilization. First of all, by inclusive instruction, many pupils display positive attitudes towards kids who were vulnerable to marginalisation, i.e. foreign pupils, kids with disablements, kids categorized as holding particular demands, kids coming from hapless households. High school pupils in research made abroad describe that their relationships with pupils with disablements resulted in more positive attitudes, increased their response to the demands of others, and increased grasp for diverseness.[ 4 ]For illustration, pupils help international pupils who find trouble in pass oning through the state ‘s linguistic communication, pupils who give aid for other pupils with some type of disablement, particularly when the LSA is absent.[ 5 ] Research surveies have express positive consequences with regard to credence of pupils with disablements in regular instruction environment. For illustration pupils with disablements show more societal additions than those in detached scenes.[ 6 ] Inclusive instruction stimulates every pupil to take part in schoolroom activities. Teachers can assist by making activities harmonizing to the abilities of each kid in order for all, even those who experienced troubles in acquisition, to be able to take part. With engagement one can include coaction between pupils. From research covering with inclusive methods by pupil instructors was observed that pupils take enterprises towards developing coactions on the footing of the rules of inclusive instruction. Students seem to join forces with school caputs, instructors, other pupils, parents etc. In each instance the coactions aimed at increasing engagement, diminishing marginalisation and supplying equal chances learning and larning to all pupils.[ 7 ] All parents want that their kids be accepted by equals, have their friends, and populating regular life as other kids. Inclusive scene can do this vision a world for many kids which for a ground or another feel that they are excluded in their environment. This vision helps all kids to larn by being together. Children learn at their ain gait and manner within a fostering acquisition environment.DecisionInclusive instruction is doubtless a challenging, complex and contested construct, and its manifestations in pattern are many and varied. It is about lending to an inclusive society through determining the procedure by which the engagement of all kids and immature people in instruction is enhanced and maximized. A characteristic common excessively much of the research on inclusion, is the restrictive reading of the term in pattern. As a term, it has been most closely associated with the assimilation of students holding particular educational demands into mainstream schools. Teacher peda gogues working alongside instructors in schools have the capacity to consequence alteration, to assist transform patterns and to do a difference to kids and immature peoples ‘ lives. Such an attack could guarantee the sustainability of the seeds which were sown during initial teacher instruction.

THE U.S. PRESIDENTIAL ELECTION essays

THE U.S. PRESIDENTIAL ELECTION essays The United States has recently elected a new president. The two frontrunners for the presidency were George Bush and Al Gore. It was a close race all way up to Election Day. There was some controversy over the ballads, which prolonged the election. In some states their had to be a recount to see who would win that states electoral votes. The question that most people ask is should their even be an Electoral College or should the president be elected by just popular vote. How should the United States elect its president? The president of the United State is an important person so the presidential election is treated as an important event, but is the president really elected by the people. Should the president be elected by popular vote only? If the people elect the president why shouldnt they tally-up the total votes of each candidate and whoever has the most votes is the president. But, that isnt the way things are done for example, this year presidential election the person who had the most popular votes didnt win the election. By election the president through electoral votes that allows the candidates to ignore the smaller states, who have less electoral votes than the big state, and focus on the bigger states that have more people. There are statistics that prove the candidates spend more of their time in the states that have the most amounts of people. A state is given its electoral votes by the amount of people there, which means the more people the more electoral votes it gets. One w ould think winning the popular vote would be a presidential candidates goal, but winning the popular vote would be in vein if the candidate doesnt have the most electoral votes. The Electoral College is the constitutional method of electing the president where each state selects a group of electors equal to the states representatives plus senators. So however many representatives a state has ad...

Tragic situation in innu community essays

Tragic situation in innu community essays Until 30 years ago the Innu were nomadic hunters in the forests of eastern Canada. Today they live in communities with high rates of suicide, alcoholism, child abuse and family violence. Canada seems intent on destroying the Innu's land - their sole hope of survival - with a series of mega-projects, which it is pushing despite the fact that the Innu have never signed away their land. Between the 1950s and 1970s the Innu were settled in fixed communities, under pressure from the government and the church. This abrupt change in their way of life has been a catastophe for the Innu. Stuck in communities where there is nothing to do, and cut off from the land which gives their culture meaning, the Innu's society has fallen apart. They blame the tribe's plight on the Canadian Government policy of moving the Innu into villages and away from their traditional hunter-gatherer lifestyles. They lost their life in their land where they have lived for at least 7,000 years. They had no motivation to live and couldn't live without alcohol and gas sniffing. As a result, Alcoholism and Gas-sniffing has been a problem in Sheshatshiu for at least 40 years. Many of the children who sniffed gas then are now the alcoholic parents and In this situation, I think both side of Innu community and Canadian government are responsible for this tragic situation in Labrador with the Innu children and gas sniffing. First, Canadian government should have guaranteed Innu's life in Sheshatshiu. The right of any small community can not be disregarded. Government should respect each community equally. Second, Innu people should not live dependent on alcohol and gas sniffing. If they have a strong will to survive, they can enjoy their life wherever they live. Alcoholism and gas sniffing are not the solution for their problem. If they still have weak will for their life, the situation can not be changed. ...

The Connection between Management and Leadership Essay

The Connection between Management and Leadership - Essay Example The researcher states that being a leader is easy. Gaining followers is the easiest part of being a leader, but it is still tough for most people. Leading one’s followers is a different prospect though; it demands the maximum one can offer. A well-structured organization should have a pool of leaders and managers in order to be successful. In fact, what they actually need is a few first-class leaders and many brilliant managers. This shows the connection between management and leadership. It is far more difficult to be a leader than a manager. One can go to school and become an excellent manager, but there is no guarantee that reading motivational books and attending workshops can make one a leader. Managers are the persons tasked with the job of management (planning, budgeting, staffing, organizing, controlling and problem-solving). On the other hand, leaders create a path, guide people, inspire, and motivate. In this regard, it is easy to see that leaders interact with peopl e much more than managers do. A leader usually has to go out there and put his skills to the test because the followers always want to see them. On the other hand, a manager can perform his duties in absentia and still achieve a decent degree of success. A manager can sit in his office the whole day and employees will still recognize that he is around. This is possible but difficult in leadership. A leader has the heart, drive, and creativity while a manager has the determination, the logic and the mind. A leader is inspiring, innovative, courageous, flexible and independent, while a manager is analytical, authoritative, direct, consulting and stabilizing. Management and leadership play an important role in service delivery in organizations. Although they are similar in many aspects, they may involve different types of behaviors, skills, and perspectives.

IOM Assignment Example | Topics and Well Written Essays - 250 words

IOM - Assignment Example When the country is equipped with such a big number of professionals, it becomes much easier to satisfy the diverse needs of clients throughout the nation (DeWit 322). The acquisition of a baccalaureate degree is of great value because it can improve the standard of healthcare in the country. Therefore, it should be implemented by bringing the public and private sector together. First, the health care organizations within the country should urge all the nurses with diploma and associate degree qualifications to enroll for a baccalaureate degree program upon the completion of their courses (DeWit 319). Besides, both the public and private funders should be ready to work as a team. They should allocate enough funds to support bac ­calaureate programs. This would enable many nurses to enroll for it. Last, but not least, the U.S. Secretary of Education, Health Resources and Services Administration and other agencies should avail loans and grants for the nursing students who are willing to pursue baccalaureate degree programs. These would make it much accessible to them whenever they need