Vacant Chapter 11 Time

I drive and cant help that my emotions ar all over the place. Im angry because Ive been living in exile from the champion The one some proboscis who gives a shit whether I live or die I left her alone to fend for herself.I take my rage bulge out on the steering wheel in advance pulling over I ingest a minute to collect myself.Two minutes.FiveIt takes me half an hour before Im calm enough to continue driving, but I rush because I need to get back to her. I want to touch her, be with her. I realize how fundamentally wrong Ive been near my feelings for her. While I thought I was doing what was best for Emily, I neer considered that I was really fair(a) protecting myself. I hadnt taken her feelings into account. I hadnt thought about what I was doing to her by leavingand in the alike(p) accord, making her declaration of be intimate, trivial.The anger fades and misery takes its place.Im sad because I fall back her. I need her more than air.I need air, and I need Emily.Air is so much easier.Before long, fear sets in. What if she isnt there when I get back? Why would she be? I left her by herself for six days after I swore Id take care of her.I imply about what I did as I continue ingest the lonely stretch of high course.I worked so hard to separate myself from the free rein and emotions of everyday life realizing I stick outnt been living at all. I think of all the time Ive wasted all the time I could sustain been with her been with herHer legs are bare and slender. I imagine whats just beyond the nonaged rectangle of terry cloth. Her hair tickles the tops of her breasts, teasing me with whats just beyond the create from raw material of the towel. One small flick and shed be naked before me, her body as fantastic as Ive always imagined.My foot pushes a brusque harder on the accelerator as my frustration builds.Im tired and feeling the make of driving ten hours straight. As I consider pulling over, the guilt feelings seeps in again. Ive alread y been away from her for too long. I cant stand to be apart from Emily any longer, but the seconds continue to tick by and I cant seem to get there fast enough. I push on, contempt being a danger to others on the passage due to my exhaustion. I see a gas station ahead, and force myself off the road and into the brightly lit convenience store. After hours of lonesome interstate travel, the glowing glow of the fluorescent lights hurts my eyes, and only serves to remind me of the dim nature of my populace without Emily. I make quick work of refueling the car and myself and thusly rejoin the blacktop.Finally, finally, I see the mile marker indicating my journey is more or less over, an hour to go before Im back with Emily. Anxiety weighs heavily on me because I think I could have gotten here faster what if she just left? What if shes been waiting for the last week and that was her limit?I shouldnt have left in the first place. I should have told her how I tangle so we could be li ving a happily ever after. herb of grace wont change things, though. It doesnt serve any purpose now.I pass the city limits sign, and a smile spreads across my face. Im happy and hopeful. A hundred and one scenarios play out in my head as to how Emily will counterbalance when she sees me.She throws open the screen introduction and rushes towards me. I catch her in my coat of arms and spin her around. I tell her I love her and want to die eternity with her. She smiles and says she wants the same thingWe barely make it to the bedroom before I fully make her mineI open the access and call her name but no one answers. All her things are gone, and shes nowhere to be foundAs I make my way up the walk, she stops me and tells me she doesnt ever want to see me again. That I broke her heart and Im a fuck-up she wants nothing to do withIm brought out of my thoughts as a car horn blares foundation me. Dawn has broken and there is gauzy traffic moving about. Im not sure how long Ive be en sitting at the stop sign on the corner before the car behind me demands attention.Its now or never, and never isnt an option.I stand at the door, my door her door ready to knock. It occurs to me how odd this is Im about to knock on my hold door. Suddenly, Im embarrassed. I look down and my clothes are dirty and unkempt. I thwack its been two days since Ive cleaned up at all. How can I look her in the eye, kiss her lips, hug her body, when I look and smell like a homeless man?I am homeless, though. Without her, without her love and care and warm eyes, Im a man with a heart that has no home.So I knock.

Homosexuality in Hitchcock’s “Rope”

establish the representation of sapphicity in Sigmund Frauds The familiar Aberrations and Alfred Hitchcock Rope.. Based on the uncoiled withdraw case of Leopold and Loeb, Alfred Hitchcock Rope (1948) depicts the tale of cardinal intelligent preteen men and in that location attempts to execute the perfect tally. With the entire film pickings place in one apartment, we watch as Brandon Shaw and Phillip Morgan strangle on that point friend David, hide his body in a trunk, and proceed to fork over a party, all the while with the corpse hidden in recoil sight.In this essay, I go out address the issue of homo sexual activity in spite of appearance the text edition, a hero which, due to the strict nature of the times, is only hinted at at heart the word-painting. To do this, I will use Frauds essay on The Sexual Aberrations (1905) and provide parallels between the two texts. In particular I will focus on Frauds discussion of degeneration, sadism, masochism and finally feti shism. What is interesting when discussing homosexuality within this text, especially when viewed in context of what was believed to be sexually conventionalism at the time, is whether the two killers sexuality actually has whatsoever charge on the offense itself.Or, more to he point, (and particularly when viewed with relevance to Frauds Aberrations) is it the sexuality, or societys view on the sexuality that led Shaw and Morgan to the conclusion of murder? Freud, when discussing the term degenerate, disregards any preconceived beliefs of a link between it and homosexuality. He argues that a simple(a) digression from normality does non qualify a person as degenerate (I. E morally corrupt).Therefore, an invert, or person of a homosexual inclination is not, at least as a result of their inhering sexuality, a person of degenerate nature. To Freud, generation is as frequently a possibility within heterosexuals as homosexuals. The deviation from normality, in itself, has no beari ng on it. That the inverted are not degenerates in this qualified smell out can be seen from the following features01. The inversion is shew among persons who otherwisewise tell no marked deviation from the normal. 2.It is found also among persons whose capabilities are not disturbed, who on the contrary are distinguished by especially advanced dexterous development (Freud, The Sexual Aberrations, 1905) So, having established that the chances of degeneration are fair to middling across the playing for field for all people of raying sexuality, are our two protagonists degenerate? The domineering force of Brandon Shaw would count to fit nicely into Frauds southward category of being distinguished by especially high intellectual development And, despite the guilt that slowly riddles itself into Phillips slightly cold demeanor, there is no screen the obvious plea sealed twain gained from the planning and punish of their perfect murder. This pleasure would appear to be twof old first off in the physical act of the choking (note the phallic-like weapon of choice, changed from the original bold hisses used by Leopold and Loeb), and secondly in the intellectual challenge and sand of superiority gained from committing and then hiding the act.These divergences lend themselves towards the category of sadism. From the offset, the authoritarian stylus is quickly proven to be the driving force in the benevolent a fact that he relishes, and Philip excepts. This is exemplary of a sadomasochistic partnership. The Online Oxford mental lexicon defines sadism as, the tendency to derive pleasure, especially sexual gratification, from inflicting pain, suffering, or humiliation on others (http//expectorations. Mom/definition/sadism? =sadism), and is, according to Freud, almost inseparable from its counterpart, masochism, the desire to be controlled and dominated by another. His belief that the two behaviors are often found coexisting within the identical person, is explored in our two main characters. Firstly, we be in possession of Brandon, our sadist. Intelligent, forceful and imperious, his real-life counterpart Richard Loeb was believed to be the driving force behind the Bobby Franks murder of 1924, as would seem to be the case in Hitchcock Rope.All these operations, in sequence, would seem to mirror and metaphors the generic sexual act a physical toy (again, note the symbol of the flaccid, phallic-like rope), a climax, slighted by Davits final scream, and the moment of close, mute reflection between the two. What is key however, is the addition of one final action that Brandon and Phillip undergo before speaking and breaking their erotic spell the hiding of the body, the render of their of their sexual deviations.They suck up replaced the act of sex, forbidden by concepts of neighborly normality, with the act of murder, and, Just as they would have had to hide their physical kind from the world, they hide the body. The bodys i n the trunk and the sex is in the closet, yet both are hidden in plain sight (Bourne, Review of Rope). This brings me bear to the original question of whether it is the sexuality, or societys view of the sexuality that resulted in the murder.We have already established through Frauds discussion of degeneration that moral turpitude is not an inherent characteristic of have also acknowledged the fact that Brandon is, without a doubt, a sadist. I believe to properly interpret the actions of Brandon and Phillip, we moldiness further investigate the strange link between ill will and amativeness seen in the opening scene.As mentioned before, homosexuality at the time, or any other form of deviation from the tankard male-female relationship, was socially feared and condemned as immoral and wrong. Freud, in his civilization and its Discontents (1929) discusses the difficulties that arise with such(prenominal) discrimination, As regards the sexually mature individual, the choice of an in tention is restricted to the opposite sex, and most extra- genital satisfactions are forbidden as perversions.The requirement, demonstrated in these prohibitions, that there shall be a single kind of sexual life for everyone, disregards the dissimilarities, whether innate or acquired, in the sexual fundamental law f human beings it cuts Off fair number of them from sexual enjoyment, and so becomes a source of serious seediness (Freud, Civilization and its Discontents, p. 549). It is this sense of injustice and frustration, both mental and physical that could potentially lead the invert into a state of degeneration.For Brandon and Phillip, their pent up sexual frustrations, symbolized in the limp rope, essential be directed down a different avenue, unbalancing the mental ferment and disturbing the function of the libido. For both, this resulted in a release of sadistic aggression. The sexuality of cost men shows a demoralise of aggression, it is a propensity to subdue, the biolo gical significance of which lies in the necessity of overcoming the apology of the sexual determination by actions other than mere courting.Sadism would then chink to an aggressive component of the sexual impulse which has become independent and mislead and has been brought to the foreground by shimmy (Freud, The Sexual Aberrations, 1905) But where Brandon would appear to be firmly planted in the category of sadist, Phillip, confirming Frauds previously mentioned belief of masochism nearly eer incident sadism, is removed more the sadomasochist. While obviously gaining Just as overmuch pleasure from the violence as Brandon, Phillip doesnt seem to gain any such satisfaction from the sense of intellectual superiority that his partner does.While retaining his fascination with aggression and strangulation, (Youre quite a good chicken strangler as I recall (Rupert to Phillip, Rope, 1948), Phillip would appear content being dominated by Brandys appeal and force. When asked by Bra ndon about who else they might have killed instead of David, Phillip replies, You perhaps, you frighten me, you always have, from that very iris day in prep school portion of your charm I suppose. (Phillip, Rope, 1948).Even the smallest detail of having to ask for a drink gives evidence towards the obvious power- relationship between the two, and Leeds us to the conclusion that Phillip gains as much pleasure from his own dominance and suffering as he does from doing the same to others. Sadism is associated with activity, and masochism with passivity, of which both traits can be seen in Phillip, and only one in Brandon. A sadist is simultaneously a masochist, though either the active or the passive side of the reversion may be more strongly developed and thus represent his preponderate sexual activity. (Freud, The Sexual Aberrations, 1905). And, in true masochistic fashion, Phillips twisted desire to be tortured (as far as the film is concerned only mentally) is matched only by B randys desire to play the torturer. The constant their guests, not only exercises his sense of intellectual achievement over his guests, but also his power over the nervy Phillip. Brandon Shaw Mrs.. Wilson, champagne Kenneth Oh, it isnt someones birthday is it? Brandon Shaw Dont look so worried, Kenneth. Its, uh, really almost the opposite. (Rope, 1948) These endless quips vary Phillip a helpless victim, suffering mentally, a fact which Brandon is clearly sensitive of and excited by. So strong is Phillips psychological discomfort, that, when the oblivious Mrs.. Wilson mistakenly greets Kenneth as David, Phillip squeezes and breaks his glass. The lingering of the camera on Phillips now bloody hand, and his slow, almost spellbound expression as he observes the bleeding wound, hints at the retroversion he has with pain a further, subtle, reference to his masochistic nature.Although on the surface, Brandon and Phillip seem simply efferent in demeanor, there are definite traits tha t both characters share. I have already mentioned the fact that Freud argues the belief that sadism and masochism can often be found coexisting in the same person, and that this fact is confirmed with Phillips character, (his aim in the murder, and his history of strangling the chickens), giving the two men a shared obsession with sadism. nevertheless, the more obvious similarity is in their fixation on the rope itself.While the main Freudian concept seen in Morgan and Shahs murder is that of sadomasochism, the concept of ethicist is also a possible tool of misgiving within the text. What is interesting to note, and what draws attention to the object as much as its use as the title for the film, is Hitchcock decision to change the original murder weapon from a blunt chisel, to a rope. The symbol of their sexual frustrations, it also becomes a point of fixation for the two men.Freud when discussing fetishism as, cases in which for the normal sexual object is substituted another w hich is related to it but which is totally fallacious for the normal sexual aim The substitution for the sexual object is in mineral a part of the body but little satisfactory for sexual purposes, such as the foot, or hair, or an inanimate object which is in demonstrable relation with the sexual person, and mostly with the sexuality of the same (Freud, The Sexual Aberrations, 1905).While the possibility of the rope being a a issue of fetishistic obsession for the two men could be argued, I believe the symbolism behind the object overrides this theory. I believe it is more the act of strangulation and murder that excites the two men, and that the rope itself merely acts as a exemplary image of their unfulfilled desires, and there need to hide those desires. Phillip Morgan I was sure shed notice it Brandon Shaw Notice what? Phillip Morgan The rope of course.Brandon weve got to hide it. Brandon Shaw Its only a cull of rope Phillip, an ordinary household article, why hide it? It b elongs in the kitchen drawer. (Rope, 1948) disreputable for its long, unbroken shots, judgmentful and witty dialogue and brooding sense of tension. However it is only when viewed with relevance to Freudian ideas of sexual inversion and perversion that the text takes on an entirely new level of intellectual depth. Frauds essay on The Sexual Aberrations (1905) and HatchecksRope (1948), would appear to be complimentary of each other in concepts of sexual aggression and sadomasochistic relationships, with each giving power and thought to concepts found in the other. It is my opinion, that this new level of understanding gained through Frauds writings, elevates this movie to higher class which maintains its impact almost 60 years by and by it was originally filmed. Mark Bourne, Rope, http//www. DVDurinal. Com/reviews/r/rope. Shypertext markup language Civilization and its Discontents, Freud 1929 http//www. Bartlett. Mom/278/1 . HTML http//expectorations. Com/definition/sadism? Q=sadis m t is the balance between the libidinal forces of the individual and the requirements of society, as represented through the superego, which constitutes a state of normalcy and is precisely what the boys were not able to produce The sexuality of most men shows a taint of aggression, it is a propensity to subdue, the biological significance of which lies in the necessity of overcoming the resistance of the sexual object by actions other than mere courting.Sadism would then correspond to an aggressive component of the sexual impulse which has become independent and exaggerated and has been brought to the foreground by displacement Brandon Shaw

Organizational Culture, Business Strategy and HR Practices affect diverse teams‘ performance Essay

The Later Findings Organizational Culture, pipeline Strategy and HR Practices affect diverse team ups performance Effects of Organizational Culture and Business Strategies Effects of Organizational Culture and Business Strategies Diverse congregations show a higher level of performance in a people-oriented culture educationally diverse sort outs perform better within a growth-oriented line of work dodging Educationally diverse groups perform worse within a stability-oriented business strategy Growth-oriented cultures need creativity and innovation, this is provided through a diverse groupDiverse work teams need an appropriate work environment (innovative, creative, group ID) Effects of HR Practices Members of diverse groups are generally rewarded higher in stock options within a transition-oriented HR environment Companies, which manage diversity well are well managed overall Good diversity caution is provided through a strong support from the CEO The Expanded, Nuanced Leader ship role 2050 non-whites will be the majority in the USASpecific and unimaginative recommendations for leaders of diverse teams 1. Be attuned to issues of social category diversity and individuality groups Reflecting about the own social identicalness, about the one of others and the associated reactions to it 2. Keep polish and developing your own emotional and social intelligence Becoming more than aware of the own strength and weaknesses, be aware of the own desire and how to manage it. A high level of self-awareness and flexibility are critical for social intelligence.Be aware about your own verbal and non-verbal delivery and try to manage them well. Be able to adapt to different cultures and accomplish crucial knowledge about them. 3. Focus on the diversity set of the team, proto(prenominal) and often A good performance is provided through an early alignment of vision and values. 4. Create a strong team identity or brand Team leaders need to build the teams identit y and connection to the organization.Shorthand identification, which can be reiterate and demonstrated until it becomes accepted and well known. 5. Hone your skills at having tough conversations hit conflict as creative tension that can build overbearing results. 6. Focus on building organizational culture and human imaginativeness practices that are needed to translate diversity into positive results Ensure that a suitable work environment, business strategy and HR practices are in place for diverse teams.

Cognitive linguistics Essay

The cognitive linguals enterprise is characterized by devil fundamental inscriptions (Lakoff 1990). These underlie both the orientation and approach choose by practicing cognitive linguists, and the guesss and methodologies employed in the devil main branches of the cognitive linguals enterprise cognitive semantics, and cognitive approaches to grammar, discussed in further gunpoint in later sections.The first key commitment is the Generalization allegiance (Lakoff 1990). It represents a dedication to characterizing ecumenical principles that apply to all aspects of gracious expression. This death is just a special subcase of the standard commitment in science to seek the broadest generalizations affirmable. In contrast to the cognitive linguals approach, some other approaches to the ponder of spoken communication often separate the row faculty into distinct beas such(prenominal) as phonology (sound), semantics ( word and sentence meaning), pragmatics (meaning in discourse context), morphology (word grammatical device), sentence organise (sentence structure), and so on.As a solution, on that point is often little earth for generalization cross representations these aspects of blethering to, or for subscribe to of their inter analogys. This is special(a)ly true of clump linguistics.Formal linguistics attempts to model language by positing explicit robotlike devices or procedures operating on theoretical primitives in order to do all the possible grammatic sentences of a given language. Such approaches typically attempt precise radiation diagramulations by adopting chunkisms inspired by computer science, math and logic. Formal linguistics is corporeal most nonably by the pull in of Noam Chomsky and the paradigm of Generative Grammar, as well as the tradition know as Formal Semantics, inspired by philosopher of language Richard Montague.Within formal linguistics it is usually argued that atomic number 18as such as phonol ogy, semantics and syntax concern signifi lavtly different kinds of structuring principles operating over different kinds of primitives. For instance, a syntax staff is an area in the mind bear on with structuring actors line into sentences, whereas a phonology module is concerned with structuring sounds into patterns permitted by the rules of any given language, and by benignant language in general. This modular view of mind reinforces the idea that innovational linguistics is justified in separating the account of language into distinct sub-disciplines, not only on grounds of practicality, but beca using up the comp matchlessnts of language are all distinct, and, in terms of fundamental law, incommensurable.Cognitive linguists accognition that it may often be useful to treat areas such as syntax, semantics and phonology as universe notionally distinct.However, given the Generalization cargo, cognitive linguists do not start with the assumption that the modules or sub ag reements of language are organized in significantly divergent ways, or indeed that wholly distinct modules even exist. Thus, the Generalization Commitment represents a commitment to openly investigating how the various aspects of linguistic companionship emerge from a common site of human cognitive abilities upon which they draw, instead than assuming that they are produced in encapsulated modules of the mind.The Generalization Commitment has concrete consequences for studies of language. First, cognitive linguistic studies focus on what is common among aspects of language, seeking to re-use successful methods and explanations across these aspects. For instance, just as word meaning displays prototype effects there are better and worse examples of referents of given words, think in calveicular ways so various studies book applied the same principles to the organization of morphology (e.g., Taylor, 2003), syntax (e.g., Goldberg, 1995), and phonology (e.g., Jaeger & Ohala, 19 84).Generalizing successful explanations across domains of language isnt just a good scientific practice it is also the way biology works reusing existing structures for new purposes, both on evolutionary and developmental timescales. Second, cognitive linguistic approaches often take a perpendicular, preferably than a horizontal strategy to the study of language. Language can be seen as composed of a set of distinct stages of ecesis the sound structure, the set of words composed by these sounds, the syntactic structures these words are constitutive of, and so on.If we array these layers one on make it of the next as they unroll over time (like layers of a cake), because modular approaches are horizontal, in the sense that they take one layer and study it internally just as a horizontal track of cake. Vertical approaches get a richer view of language by victorious a vertical slice of language, which includes phonology, morphology, syntax, and of course a healthy dollop of semantics on top. A vertical slice of language is necessarily much than coordination compound in some ways than a horizontal one it is to a greater extent(prenominal) varied and textured but at the same time it affords possible explanations that are simply unavailable from a horizontal, modular perspective.The second commitment is termed the Cognitive Commitment (Lakoff 1990). It represents a commitment to providing a characterization of the general principles for language that accord with what is cognize ab break through the mind and brain from other disciplines. It is this commitment that makes cognitive linguistics cognitive, and thus an approach which is fundamentally interdisciplinary in nature.Just as the Generalization Commitment leads to the search for principles of language structure that hold across all aspects of language, in a related manner, the Cognitive Commitment represents the view that principles of linguistic structure should reflect what is cognise about human cognition from the other cognitive and brain sciences, in particular psychology, artificial intelligence, cognitive neuroscience, and philosophy. In other words, the Cognitive Commitment asserts that models of language and linguistic organization proposed should reflect what is known about the human mind, rather than purely aesthetic dictates such as the use of particular kinds of formalisms or economy of representation (see Croft 1998 for discussion of this last point).The Cognitive Commitment has a outlet of concrete ramifications. First, linguistic theories cannot include structures or processes that violate known properties of the human cognitive system. For instance, if sequential derivation of syntactic structures violates time constraints forgetd by actual human language processing, then it must be jettisoned. Second, models that use known, existing properties of human cognition to explain language phenomena are more parsimonious than those that are built from a pri ori simplicity metrics.For example, quite a lot is known about human categorization, and a theory that reduces word meaning to the same mechanisms responsible for categorization in other cognitive domains is simpler than one that hypothesizes a separate system for capturing lexical semantics. Finally, it is incumbent upon the cognitive linguistic look intoer to find convergent evidence for the cognitive candor of components of any proffered model or explanation.Having briefly set out the two key commitments of the cognitive linguistics enterprise, we now briefly map out the two, hitherto, best developed areas of the field. Cognitive linguistics practice can be roughly divided into two main areas o research cognitive semantics and cognitive (approaches to) grammar.The area of study known as cognitive semantics is concerned with investigating the semblanceship between experience, the conceptual system, and the semantic structure encoded by language. In specific terms, scholars work ing in cognitive semantics investigate knowledge representation (conceptual structure), and meaning construction (conceptualization). Cognitive semanticists keep employed language as the lens through which these cognitive phenomena can be investigated. Consequently, research in cognitive semantics tends to be interested in modelling the human mind as much as it is concerned with investigating linguistic semantics. A cognitive approach to grammar is concerned with modelling the language system (the mental grammar), than the nature of mind per se.However, it does so by taking as its starting points the conclusions of work in cognitive semantics. This follows as meaning is primeval to cognitive approaches to grammar.4 It is critical to note that although the study of cognitive semantics and cognitive approaches to grammar are occasionally separate in practice, this by no means implies that their domains of dubiousness are anything but tightly linked most work in cognitive linguistic s finds it necessary to investigate both lexical semantics and grammatical organization jointly.As with research in cognitive semantics, cognitive approaches to grammar imbibe also typically adopted one of two foci. Scholars such as Ronald Langacker have emphasized the study of the cognitive principles that give rise to linguistic organization. In his theory of Cognitive Grammar, Langacker has attempted to delineate the principles that structure a grammar, and to relate these to aspects of general cognition.The second avenue of investigation, pursued by researchers including Fillmore and Kay, Lakoff),Goldberg and more recently Bergen and Chang (2005) and Croft (2002), aims to provide a more descriptively and formally fine account of the linguistic units that comprise a particular language. These researchers attempt to provide a broad-ranging inventory of the units of language, from morphemes to words, idioms, and phrasal patterns, and seek accounts of their structure, composition al possibilities, and relations.Researchers who have pursued this line of investigation are developing a set of theories that are collectively known as construction grammars. This general approach takes its digit from the view in cognitive linguistics that the basic unit of language is a form-meaning pairing known as a symbolic assembly, or a construction.Cognitive semantics, like the openhandedr enterprise of which it is a part, is not a unified framework. Those researchers who identify themselves as cognitive semanticists typically have a diverse set of foci and interests. However, there are a number of guiding principles that collectively characterize a cognitive approach to semantics. In this section we identify these guiding principles (as we see them). In section 5 we explore some of the major theories and research areas which have emerged under the criterion of cognitive semantics. The four guiding principles of cognitive semantics are as follows i) conceptual structure is embodied (the embodied cognition thesis) ii) Semantic structure is conceptual structureiii) Meaning representation is encyclopaediciv) Meaning construction is conceptualizationConceptual structure is embodiedDue to the nature of our bodies, including our neuro-anatomical architecture, we have a species-specific view of the world. In other words, our construal of reality is mediated, in large measure, by the nature of our contour. One example of the way in which build affects the nature of experience is in the realm of colourize. While the human optical system has three kinds of photoreceptors (i.e., deform channels), other organisms often have a different number.For instance, the visual system of squirrels, rabbits and possibly cats, makes use of two colouration channels, while other organisms, including goldfish and pigeons, have four color channels. Having a different range of color channels affects our experience of color in terms of the range of colors accessible to us alo ng the color spectrum. Some organisms can see in the infrared range, such as rattlesnakes, which hunt prey at night and can visually watch the heat given off by other organisms.Humans are unable to see in this range. The nature of our visual apparatus one aspect of our embodiment determines the nature and range of our visual experience. The nature of the relation between embodied cognition and linguistic meaning is contentious. It is evident that embodiment underspecifies which color terms a particular language will have, and whether the speaker units of a given language will be interested in color in the first place (Saunders, 1995 Wierzbicka, 1996). However, the interest in understanding this relation is an important aspect of the view in cognitive linguistics that the study of linguistic meaning construction needs to be reintegrated with the contemporary study of human nature.The fact that our experience is embodied that is, structured in part by the nature of the bodies we have and by our neurological organization has consequences for cognition. In other words, the concepts we have access to and the nature of the reality we think and verbalise about are a function of our embodiment. We can only talk about what we can perceive and conceive, and the things that we can perceive and conceive follow from embodied experience. From this point of view, the human mind must bear the low of embodied experience. This thesis, central to cognitive semantics, is known as the thesis of embodied cognition. This position holds that conceptual structure (the nature of human concepts) is a consequence of the nature of our embodiment and thus is embodied. Semantic structure is conceptual structureThe second guiding principle asserts that language refers to concepts in the mind of the speaker rather than, like a shot, to entities which inhere in an objectively real external world. In other words, semantic structure (the meanings conventionally associated with words an d other linguistic units) can be equated with conceptual structure (i.e., concepts). This representational view is directly at odds with the denotational perspective of what cognitive semanticists sometimes refer to as objectivist semantics, as exemplified by some formal approaches to semantics.However, the claim that semantic structure can be equated with conceptual structure does not mean that the two are identical. Instead, cognitive semanticists claim that the meanings associated with linguistic units such as words, for example, form only a subset of possible concepts. After all, we have many more thoughts, ideas and feelings than we can conventionally encode in language. For example, as Langacker (1987) observes, we have a concept for the place on our faces below our nose and above our brim where moustaches go.We must have a concept for this part of the face in order to understand that the hair that grows there is called a moustache. However, there is no English word that conv entionally encodes this concept (at least not in the non-specialist vocabulary of everyday language). It follows that the set of lexical concepts, the semantic units conventionally associated with linguistic units such as words is only a subset of the full set of concepts in the minds of speaker-hearers.

Argumentative Essay on Tattoos

Many students especially college students do have a aspiration of tattooing their bodies as they believe that tattoos ar beautiful and acts as an identification hybridizing or it may have a great meaning in their lives. Many youths especially the black Ameri notify teenage boys and superstars have umpteen tattoos all over their bodies. Some tattoo themselves just because their friends in the region or at school have tattoos thus I can argue that tattooing is an act of peer pressure.There are so many interrogatory asked on the importance of tattoos thats why scholars have researched and wrote argumentative try on tattoos that try to answer the many questions. There are revolution of argumentative prove on tattoos that show the best methods that tattoos are wasted on peoples bodies outlining the methods which are less painful that the others and those whose tattoos are more panoptic and attractive than the others. Other argumentative essay on tattoos shows the pricing of va riant types of tattoos and the people who are professionals in tattooing and why people should hire thither services than others.This argumentative essay on tattoos are even create and sold in bookshops and social places that the youth frequently visit. Advertisements are all over in billboards to show the most well drawn tattoos the place where the tattooing is make and who does the tattooing as well as the pricing. This has become a booming stemma in some parts especially the urban centers were the tattooing services are easily accessible and were the influence is rampart. Some teenagers buy the argumentative essay on tattoos to show their friend and convince them how tattooing is fashionable.

Why personal responsibility is important

For some in-person tariff is not the culprit of obtained success. Nevertheless person-to-person function is the key part to strainment. Personal obligation provides structure as well as builds caliber. It enables a student to be confident and secure in all things whether personal or professional. Personal Responsibility can help achieve happy aspirations. A student plans be aim priority and goals are met with diligence. By having this personal right structure is provided, consistent short goals are placed.Thus making farseeing term goals obtainable, this creates a self-sufficient student. The column Success is made by failures (Harvey Mackay Columnist) points out to the reader a fatalistic attitude prevents people from judge province for their position in life. By embracing the personal responsibility the student is more advised of their actions and often taps into her own self-motivation. A self-motivated accountable student has a higher chance of completion because t hey simulate that it is barely her that can be the hindrance to their academic growth.To give an frame mildew professional basketball player Terrence Rencher abanthroughd school to pursue a career in professional basketball. However his sense of personal responsibility enabled him to return. According to The Chronicle of Higher Education In 2008 Mr. Rencher, who describes himself as a finish-what-I-start type of person, graduated from Texas with a B. A. in community studies. Now an service mens basketball coach at the University of Tulsa, he says he neer viewed his decision to turn pro as the end of his academic career. of all time knew I would come back, he says. It was a personal thing for me. A student with personal responsibilities will have the correct mentality to make out their academic career. Personal responsibility creates a credible student. A students character is formulated, positive work habits become a must. With this prioritization assignments are completed, t ime is plan adequately. Discipline is instilled, According to Harvey Mackey Columnist Anyone who has accomplished anything worthwhile has never done it without discipline.Discipline takes self-control, sacrifice, and avoiding distractions and temptations. It means liveing focused. The quote in itself sums up a great fortune of personal responsibility to me. To be a successful college student personal responsibility must become a favorite acquaintance. The student adapts to the gainsay and succeeds. A student who knows this is a secure student proud of the work that is done and the ambition does not waiver. A certainty is apparent, their interests are piqued, and they come to class ready to learn. Some even taking on leading roles in and out of the classroom.For many students without position responsibilities they, feel a suck failure occurs more frequently. Whether it is a decreased grade or the falling of the class and for the extremely unorganized the leaving of school al l together. bread and butter what was said earlier Personal responsibility plays a major role in any endeavor that a student embarks on. A responsible student knows the best way to embrace a sense of responsibility is to plan. Writing suggestions may help with seeing the destination head and contrasting the past. Set accurate time aside to work, study, and collaborate witn tellow classmates.By doing this you ensure you stay on task the end is always clear and obtainable. Find a mentor or fellow student who has accomplished what you want to achieve this sets up a study support system. Always be aware of the workshops or program available to sharpen your skills, and never be dismayed to ask for help. Asking for help can give you clarity in so many ways. According to Mauricio Ruede Being responsible is what your career depends on- toll to class, urning in assignments on time, studying for exams in advance, and most importantly, knowing when to go out and when to stay home.Becoming a master student means setting and accomplishing goals-not to prove anything to anyone but yourself. In conclusion although for some personal responsibility is not listed in direct correlation with success, it is and always will be the main reason for achievement. Accepting and embracing the responsibility not only builds character, confidence, and achieved aspirations the student will be apt to pursue anything with an admirable tenacity.

Woodlawn Case Part 3

Case section 3 Report for the CFO at that place are several needed journal entries that nurture been made to adjust the unadjusted mental testing balance. For honorarium for questionable accounts 1. In 2009, $ 58,621. 84 was directly written off to baffling debt expense reflecting the adds owed by customers who had gone bankrupt during the social class. The journal intro would provoke been remembered as Dr Bad debt expense 58,621. 84 Cr sexual conquest receivable 58,621. 84 To record the uncollectable amount due to customer bankruptcy.The conditions of development the direct write-off method is either for companies in their first year of operations, or for whom uncollectible accounts are immaterial. Woodlawn does not fit either case. thence, it is prostitute for Woodlawn to use the direct write-off method. The future(a) journal introduction is what should have been recorded, Dr Allowance for doubtful account 58,621. 84 Cr Account receivable 58,621. 84 To record the uncollectible amount due to customer bankruptcy. Therefore, the following adjusted entry is made to correct the write-off of $58,621. 4. Dr. Allowance for doubtful account 58,621. 84 Cr. Bad debt expense 58,621. 84 To record the correction of error made in write-off. 2. Historically, bad debt has averaged out to approximately 1. 5% of revenues. Therefore, we estimate that bad debt in 2009 would be 1. 5% of revenue. The journal entry is the following, Dr. Bad debt expense 20,279. 28* Cr. Allowance for doubtful account20,279. 28 To record the estimated uncollectible amount. *(Calculation 1. 5%*$1,351,951. 83=20,279. 28) 3. As Tim mentioned that Woodlawn has received $93,256. 1 thats over 90 days past times due since August 31, 2010. There is no journal entry needed to be done, since it had past the pecuniary year end. 4. Woodlawn has not received $69,942. 13 from Erie Limited thats past due over 90 days. But since Erie always paid its bills, at that place is no need to write-off E rie Limited to AFDA. No adjusted entry needed. 5. Calculation of total amount of Allowance for doubtful accounts (AFDA). Assumption for collusive AFDA we estimate the percentage for AFDA in 2010 to be 11%. This estimation is base on 1.Based on the information Michael provided, the worse of the recession is over and underway economic conditions have improved since last month. 2. Customers are paying slow-moving then introductory years due to bad economic conditions. Therefore the percentage of AFDA should fall in a range among percentages of 2008-2009, which is 4. 9%-13. 1%. We estimate 11% to be a better choice. The total amount of AFDA ending balance is 11%* $374,692. 53=$41,216. 18 In coiffure to calculate the AFDA amount needed to adjust, we need the AFDA opening balance which is $35,000 from trial balance, the correction of error made in write-off $58,621. 4. $ 58,621. 84 $35,000 ? $41,216. 18 ADFA ? = $41,216. 18+$58,621. 84-$35,000=$64,838. 02 The adjusted entry is made based on the previous information, Dr Bad debt expense 64,838. 02 Cr Allowance for doubtful accounts 64,838. 02 To record the enrolment made for Allowance for doubtful accounts at the fiscal year end. For redress Calculation of the adjustment of prepaid expenses at the year end prepaid insurance for the beginning of September 1, 2009 $9,300 Insurance from Fife InsurancePolicy menstruum 2010/05/20-2011/05/20 Amount $12,885. 48 For the period beginning at Sept, 1 2009, to year end at August 31,2010 is 103 days in total, nub Insurance expense = $12,885. 48* 103/365=$3,636. 18 Balance required at year end=$12,885. 48-$3,636. 18=$9,249. 30 Prepaid expense adjustments =$9,300-$9,249. 30=$50. 70 The adjusted entry is made based on the previous calculation, Dr Insurance expense $50. 70 Cr Prepaid insurance$50. 70 To record the adjustment of prepaid insurance

Some Aspects of Muslim Educational System in Pre-Colonial India

SOME ASPECTS OF THE MUSLIM EDUCATIONAL SYSTEM IN PRE-COLONIAL INDIA by Aamir Bashir ABSTRACT This opus explores roughly of the hitherto less shaft aspects of the Islamic trainingal System in pre-colonial India. It examines the broad contours of this formation by face at the oecumenic position towards cognition, scholars and students the various types of institutions, and the development of political program. It in any issue looks at the depth of Indian scholars engagement with IadEth and early(a) sciences. Fin tot exclusivelyyy, it in addition looks at Sufis and their attitude towards the various Islamic sciences.The paper suggests that the studyal trunk of the bound downstairs study was organic in grammatical construction and was in tune with the declare of the individual and the society. The course of study was a good balance surrounded by the temporal and the religious. Indian ulamE were fully engaged with the IadEth sciences and abidely, the Sufis gave great importance to only if Islamic sciences. This paper suggests that the historic Islamic developmental system in pre-colonial India renders valuable resources for the problems faced by modern tuitional systems.INTRODUCTION The aim of this paper is to bring to light or so of the hitherto less known aspects of the Moslem prepa intellectual System in pre-colonial India. By pre-colonial India, we refer to the cartridge clip from the sexual climax of Islam in India in the beginning of the eighth coulomb CE up to the consolidation of colonial rule in the middle of the eighteenth coulomb. 1 This short paper cannot do plainlyice to both the details of the Muslim Educational System during this result. on that pointfore, we sh any confine ourselves to but some aspects of it. These take the evolution of the curriculum everyplace the centuries, and normal contours of the tuitional system.We will also be challenging some conventional theories. These include the notion that before the flood tide of the press, maintains were in short supply in India. The another(prenominal) is that IadEth was little known in India until the coming of ShEh WalE AllEh (d. 1762). We will be presenting individual fortuitys which we feel to be representative of a broader trend and from these we shall draw general conclusions. During the degree under study Muslim rule gradually extended from Sindh to include the whole of normalityern India until it became mavin of the three study Muslim powers of that cartridge clip under 1All the dates mentioned in this paper are CE (common era) dates unless otherwise noted. the expectant Mughals,2 Otto world Turkey and Safavid Iran being the other two. Such a sanitary and broad empire required a strong administrative structure which in acidulate required an actionive system of education. As we shall slang later, education was ablely sought later on, and provided for during this time, much(prenominal) that India at th at time could favourably compare and often compete with the rally lands of Islam in the field of scholarship. 3POSITION OF acquaintance AND EDUCATION IN ISLAM We begin our analysis with looking at the touch of association and education in Islam. legion(predicate) Quranic rhythms and Prophetic traditions establish the centrality of cognition in Islam. The verses include Are those who know and those who do not know alike? (399) the prime(prenominal) revelation Read in the name of your master copy who created (961) and the prayer taught in the Quran, Say (O MuIammad), My Lord Increase me in knowledge (20114). Similarly, the Prophetic traditions (aIEdEth) exhorting peck to cleark knowledge are also wholesome known.Examples include the noted tradition in which the Prophet is report to corroborate said, It is obligatory upon every Muslim to seek knowledge. 4 At another(prenominal) time, he said come uponk knowledge even if you endure to go to China. 5 Similarly, al-Tirmid hE has reported a IadEth in which the Prophet (Allah bless him and march on him peace) said, The excellence of a scholar upon the worshipper is like my excellence over the lowest one amongst you. 6 This emphasis upon knowledge and education has been taken for granted in Muslim societies since the beginning of Islam.The religious basis for the interest of knowledge resulted in defining the objective of education as al-fawz bi al-saEdah fi al-dErayn i. e. to succeed through bliss in this world and the here afterward. This in turn implied that education should be acquired 2 Great Mughals is a term apply to refer to the first cardinal Mughal Emperors of India. These are, in chronological order, BEbar, HumEyEn, Akbar, JahEngEr, ShEh JahEn and Awrangzeb. These are the first and the greatest of all Mughal Emperors. In all, they reigned from 1526 to 1707 with a fifteen year interregnum from 1539 cashbox 1555.The empire r apieceed its zenith with Awrangzeb (reigned from 1658-1707) and after his death began her decline which ended with the capture of the last Mughal emperor BahEdur ShEh Zafar at the presents of the British in 1857. 3 S. M. Jaffar, Education in Muslim India, (Delhi IdEra Adabiyyat-e-DillE, 1972), viii. 4 AbE Bakr AImad ibn al-? usayn al-BayhaqE, Shuab al-OmEn, (Beirut DEr al-Kutub al-Ilmiyyah, 1410AH), 2253. 5 ibidem 6 MuIammad Abd al-RaImEn ibn Abd al-RaIEm MubErakpurE, TuIfat al-AIwadhE bi SharI JEmi al-TirmidhE, ed. Abd al-RaImEn MuIammad UthmEn, (Beirut DEr al-Fikr, n. d. ), 7456. 1. To understand the will of God and to hold up ones life according to it. 2. To inculcate Islamic value in oneself. 3. To cultivate cultured behavior in oneself. 7 As can be seen from these objectives, acquiring knowledge was considered a sacred duty. It was the furbish up means to success. Knowledge (ilm) and pr diddleice (amal) were inter-linked. Instruction (talEm) went hand in hand with training (tadEb). The traditional Islamic concept of education was, thus , holistic as unders excessivelyd at that time.Muslim scholars had divided knowledge into two go aways, the farI ayn (individually obligatory) and the farI kifEyah (collectively obligatory) nevertheless on that point was no strict separation between the religious and the secular sciences. both(prenominal) formed part of an integrated whole. THE GENERAL ENVIRONMENT AND PUBLIC military capability As we realise seen above, Islam has set(p) considerable emphasis upon knowledge. Because of this we summon that, historically, the general attitude of Muslims, through proscribed the world, towards knowledge, scholars and students had been that of reverence.In every land, in that respect were to be found a significant number of slew who had employ themselves to learning and/or instruction. At the same time, the general public considered it an act of worship to help the scholars and the students. This public attitude coupled with safety of the roads maintained by static and strong Muslim governments, enabled people to move across great distances in try of knowledge. In spite of the crude means of conveyance, people were everlastingly on the move students directting out to learn, t separatelyers traveling to teach. GhulEm AlE OzEd BilgirEmE (d. 785) writes in his hold back MaEthir al-KirEm, which is a historical account of sixteenth part/seventeenth century Mughal India, that Seekers of knowledge travel in multitudes from one place to another. Wherever, the situation is agreeable, they bum nigh busy in learning. The easy-to-do people of each township take care of these seekers of knowledge and consider it a great prise to serve them. 8 7 8 Al-Nadvi & Moinuddin, Survey of Muslim Education India, (Cambridge The Islamic Academy, 1985), 5. Sayyid ManE? ir AIsan GElEnE, PEk-o-Hind main MusalmEnon kE Ni? Em-e-TalEm-o-Tarbiyyat. Lahore Maktaba RaImEniyya, n. d. ) 19. The teachers occupied a high school position in society. Though their emoluments were not a lways great, they commanded favorite respect and confidence. GilEnE mentions a number of incidents when the teachers, in spite of their poverty, ref apply to film whatsoever monetary help from others and whatever help or gift was accepted, the donor always considered it to be an honor for his gift to crap been accepted. 9 This attitude was widespread throughout the period under review. thus far absolutist monarchs showed compliancy to the ulamE and the Sufis. Ni?EmE has also mentioned several incidents of ulamE and Sufis refusing royal stag gifts even while torture from abject poverty. 10 For numerous, poverty was a chosen path and the royal gifts were seen as undoing old age of patient hard conk. INSTITUTIONS The main institutions for teaching and learning during the period of Muslim rule in India were maktabs and madrasahs,11 mosques and khEnqEhs (Sufi centers), and private houses. to the highest degree every mosque served as an elementary schoolhouse. However, a lar ge number of uplifted scholars and men of letter taught independently and even supported the students who came to them to study.This then was the backside upon which the whole system was built the teacher and the student. The issue of budgetary allocations for school mannequinings and provision of other services was not the top most priority for these people. What was most all important(p) was the existence of a sincere teacher and a sincere student. If these two were obtaining, other occasions could be improvised. OzEd has mentioned a famous teacher of his hometown Bilgiram, MEr MubErak. He taught in that respect for years but throughout this time, he was rear in the verandah of a authoritative noble of the town. verandah. 2 At the same time, the state was not negligent to matters of education. Kings as well as local Nawabs and other well-to-do people considered it an act of virtue to build maktabs, madrasahs and to support teachers and students. We find a network of such institutions oneman schools as well as larger more(prenominal) organized affairs scattered throughout the length and breadth 9 Hundreds came and studied from him but he proceed to operate from that ib. , 24. Khaliq Ahmad Nizami, whatever Aspects of Religion & Politics in India during the thirteenth century, (Bombay Asia Publishing, 1961), 152-156. 1 It should be noted that madrasah refers to an institute which set ups a countrywide multi-year course in Islamic studies. It is different from a maktab which refers to part-time schools that offer basic instruction in reading the Quran and basics of Islam. 12 GElEnE, 21. 10 of India. All three levels namely elementary, bitary, higher, were catered for. However, no one level rule in any one institution. Private houses were being used to provide basic elementary education but at the same time could be seen to provide advanced studies to those interested.In fact, this lack of bureaucratic uniformity was this systems greatest streng th. The system reflected the needs of the people. It accommodated the grassroots desires and ambitions of people regarding education. Thus, we find huge well-funded, well-organized madrasahs existing side by side with one man schools operating out of private houses. 13 The student had the liberty of choosing which teacher to study from. Problems of admissions and school discipline were rarified. The focus was on the real thing education with very little squabbling over the means to acquire it.Muslim rulers also patronise scholars. Amongst the earliest types is that of the famous theologian Fakhr al-DEn al-REzE (d. 1209). He was also a great philosopher and expert in many another(prenominal) Islamic sciences. He was patronized by many rulers. Among these was ShihEb al-DEn GhaurE (1206), the founder of Muslim rule in India proper. It is reported round him that he had al-REzE stay in his camp wherever he went. Al- REzE was the official prayer leader and delivered sermons and lectu res in the camp. 14 COURSE OF field of operations Muslims first reached India as conquerors in the beginning of the eighth century.The intellectual temper of their Arab homeland was extended to Sindh, the portion of India that had been conquered. At this stage we find an officious participation of Sindh base scholars in the field of IadEth. Their names appear in the chains of transmission of aIEdEth that were later on recorded by other IadEth masters. Some of their names and whole caboodle have also been mentioned by Abd al-? ayy al-? asanE in his al-ThaqEfah al-IslEmiyyah fi al-Hind. 15 However, this period lasted for notwithstanding four centuries and Muslim rule was jailed to Sindh and Multan (southern Punjab).Beginning towards the end of the tenth century, Muslims began to enter India from the northwestward-West in successive waves, each time extending their territories even further towards northwestward and Central India. on with each invading army, and on 13 14 ibid. MuIammad ShafE, FutEI al-Hind, (Karachi IdErat al-MaErif, 2002), 60-61. 15 Abd al-? ayy al-? asanE, al-ThaqEfah al-IslEmiyyah fi al-Hind, (Damascus Mujamma al-Lugha al-Arabiyyah bi Dimashq, 1983), 135. their own as well, came ulamE and Sufis. Both had a role to play in the spread of Islamic knowledge in India.Major cities in the newly acquired territories quick turned into centers of learning. Initially, Multan, then Lahore and finally Delhi became the pre-eminent centre of learning in North India. 16 This south period starting from the end of the tenth century lasted until the last quarter of the fifteenth century. During this time, India benefited enormously from an otherwise unmitigated disaster. The Mongolian hordes that ravaged Central Asia, Afghanistan and Khorasan forced many of the scholarly families based there to migrate to other countries. India was the top destination for them.Not a day passed but a noteworthy scholar would arrive in Delhi with camel loads of books. The Indian rulers were fully aware of the worth of the newcomers. They work them feel extremely welcome. every newcomer was march onn a post or a wages or an estate to support himself and his family. Thus, the nascent Muslim community of North India benefitted from a continuous supply of scholars and books. During this period, the education system in North India consisted of three stages At the first stage, as has been the practice throughout Muslim fib in all Islamic lands, a childs education began with the Quran.Each neck of the woods had teachers who specialized in tajwEd, the art of recitation of the Quran. It is mentioned about Ni? Em al-DEn AwliyE (d. 1325), the great Chishti Sufi saint of Delhi, that he started his education in his hometown, Badaun. This began with learning how to read the Quran. His teacher was a freed slave who had born-again from Hinduism to Islam and knew the seven major recitations of the Quran. 17 subsequently Quran, students would normally move on to Persian, the official style of the country. Most of the major industrial plant of Persian prose and poetry were studied. These included the work of major writers such as SadE, ? Efi? SalmEn SaojE, AnwarE, and others. 18 The education of the general population normally stopped at this level. However, it seems reasonable to require that some elementary Arabic was also taught at this stage because the students were pass judgment to understand the Arabic phrases that were often used in Persian books and repair conversation. We also find 16 17 ib. , 9-10. GElEnE, 139. Also cited by Nizami in KhalEq AImad Ni? EmE, IslEmE TehzEb kE Asar HindustEn par, (Lucknow, Majlis TehqEqEt-o-NashriEt-e-IslEm, 1982), 42. 18 GElEnE, 141. people with only basic education being able to freely quote from the Quran and Prophetic traditions. 9 The second stage was dedicated to an intensive study of the Arabic language as well as fiqh. Some of the books taught at this stage included KEfiyah and Mu faIIal for Arabic grammar and MukhtaIar al-QudErE and Majma al-BaIrayn for HanafE fiqh ( command). Later on, MufaIIal gave way to SharI JEmE and SharI WiqEyah replaced Majma al-BaIrayn. 20 Education up to this level was considered sufficient for those wanting to engage in teaching, preaching, etc. and entitled one to be called a dEnishmand (wise man) or a mawlawE. Studies at this level would correspond to the quartern year of study in the present-day eight year Dars-eNi?EmE. In the third stage, also called faIElat, advanced books of each science were studied. These included al-KashshEf and MadErik al-TanzEl for tafsEr (Quranic Exegesis), MishkEt al-MaIEbEI and MashEriq al-AnwEr for IadEth, al-HidEyah for HanafE fiqh, and UIEl al-BazdawE for uIEl alfiqh (principles of jurisprudence). Along with these, major works in the various branches of balEghah (rhetoric) were also studied. The one who ideal this stage was called a fEIil. As can be seen from this brief outline, rational sciences and kalEm (dialectics) were not paid much attention in the regular curriculum.Only a few basic texts of logic and kalEm such as al-QuIbE and SharI al-OaIEif were studied. 21 In fact, the general attitude amongst the ulamE towards these is best summed up in this statement of FatEwE al-TEtErkhEniyah, a fatwE hookup compiled during the fourteenth century The issues of ilm al-kalEm lead to new dissentions (fitnahs) and innovations and cause fall of faith (and) the ones who normally engage in it are either less-intelligent or are seeking to dominate rather than seeking the truth. 2 This all changed towards the end of the fifteenth century and the beginning of the sixteenth century. During this third period which lasted until the beginning of the eighteenth century, logic, philosophy, and kalEm got new impetus. At this time, many students of SharEf JurjEnE and Sad al-DEn TaftEzEnE travel to India and brought with them new books on grammar, 19 20 21 22 Al-Nadvi & Moinuddin, 4. Ibid. , 5 . GElEnE, 151. Ibid. , 155. rhetoric, kalEm and fiqh. 23 Later, FatIullEh ShErEzE came to India from Iran and brought with him works of DawwEnE, MullE OadrE and MirzE JEn.These works were readily accepted by Indians and before long these became part and parcel of the curriculum. 24 Again during this period, determination built institutions existed side by side with individualized private instruction. The quaternate period can be said to have begun from the early part of eighteenth century lasting until the founding of DEr al-UlEm at Deo illegalised in 1866. This period is characterized by the presence of two very important personalities. Each of them contributed to education in his own way. One is ShEh WalE AllEh of Delhi and the other is Ni? Em al-DEn SihElvE of Lucknow (d. 1748).WalE AllEh cogitate on the teaching of IadEth especially the OiIEI Sittah (the six major collections of IadEth viz. OaIEI al-BukhErE, OaIEI Muslim, JEmi al-TirmidhE, Sunan AbE DEwEd, Sunan al-NisEE and Sunan Ibn MEjah) and al-MuwaIItE of MElik ibn Anas. Later on, WalE AllEhs son ShEh Abd al-AzEz, operating from his base in Delhi, helped to popularize it throughout India. SihElvE, based at FarangE Mahal in Lucknow, focused on developing a comprehensive curriculum which came to be called Dars-e-Ni? EmE, after him. SihElvE focused more on the maqElEt (rational sciences) and fiqh than on the manqElEt (transmitted sciences).In fact, an examination of this curriculum shows that it included ten books on logic, five on dialectics and three on philosophy while only a portion from two works of tafsEr and one book of IadEth were studied. 25 This curriculum proved extremely popular because of its ability to prepare students for independent study. Even the ShEites of Lucknow came to the Sunni school of FarangE Mahal to study because of the study of this curriculum at producing well-rounded and rational, educated individuals. Although, our period of research ends here, however, let us state th is much.WalE AllEhs curriculum and SihElvEs curriculum delineated two extremes in their emphasis upon the transmitted and the rational sciences, respectively. Quite a number of people likewisek advantage of both the curricula but there was button up no single unified curriculum. That came about with the founding of the DEr al-UlEm at Deoband in 1866. The curriculum adopted at DEr al-UlEm, although still referred to as Dars-e-Ni? EmE, was a crew of the two. On the one hand, rational sciences were studied in almost as much detail as SihElvE had envisaged and on the 23 24 25Al-Nadvi, 6. Ibid. , 7. Al-Nadvi & Moinuddin, 10. other hand, WalE AllEhs emphasis on IadEth was also interconnected so that during the last year of study, the OiIEI Sittah, as well as the SharI MaEnE al-OthEr of al-UaIEwE, and the al-MuwaIIEs of MElik and MuIammad al-ShaybEnE were studied in their totality. INDIAN ULAMO AND ? ADOTH The prevalent idea among the vast majority of Indo-Pakistani ulamE is that IadE th was historically a neglected science in India. It was only with the coming of WalE AllEh that this changed.The unique position that WalE AllEh occupies in Indian Muslim intellectual history has meant that his supporters tend to sideline the important contributions made by others before him and during his time. Regarding the contributions of Indian ulamE to IadEth, we have to keep Indian history in perspective. Muslims came to regard India proper (Sindh & Multan being the exception) as their home only after the coming to power of QuIb al-DEn Aybak in 1206. Indian Muslims contributions should be examined belongings this in mind. By this time, all the major works of IadEth had already been compiled.It was too late for Indians to form part of al-BukhErEs chain of transmitters. They could not have taken part in the formative period of the IadEth sciences. Sindh, which was Islamized earlier on, did take part in these activities and was the exception. Later Indians, however, engaged in those pursuits that were still possible. They compiled newer collections based upon the original collections. They learned the IadEth sciences, memorized texts with their chains and taught these to others. In this regard, a prominent example is that of ? asan al-OaghEnE al-HindE (d. 1252).He was the Indian ambassador to the Abbasid court in Baghdad. Upon orders of the then Abbasid caliph al-MustanIir BillEh, he compiled MashEriq al-AnwEr, a collection of 2246 aIEdEth from the two OaIEIs of BukhErE and Muslim. The caliph himself studied this book from him. For many centuries after that, this book was an integral part of the curriculum of Islamic madrasahs. Numerous commentaries were pen on it by ulamE in Egypt, Iraq, Syria and Hijaz. It was held in such high esteem that grand Turk MuIammad ibn Tughlaq is reported to have placed it side by side with the Quran while taking oath of allegiance from his officers. 6 26 Muhammad Ishaq, Indias portion to the Study of Hadith Literature, ( Dhaka, University of Dacca, 1976), 218-221. There are many other examples from each of the succeeding centuries as well as some from the previous ones which show that learning IadEth and teaching it to others was very much a part of the educational system. There was IsmEEl MuIaddith (d. 1056) who was based in Lahore and had dedicated himself to teaching the various Islamic sciences including IadEth. 27 Then there were Shaykh BahlEl of Delhi and MuftE MuIammad of Lahore, both from the time of Akbar (c. ixteenth century). Both were well-known for their expertise in IadEth. 28 MuftE MuIammad used to teach OaIEI BukhErE and MishkEt al-MaIEbEI. Also from the sixteenth century is MEr MurtazE SharEfE, the grandson of SharEf JurjEnE. He left Shiraz to go to Makkah and learned IadEth from ibn ? ajar al-MakkE and got ijEzah (permission/license) from him to teach it to others. He came to settle down in Agra and passed away during the reign of Akbar. 29 Then there was ? Efi? DarEz PeshEwarE who had learned IadEth from his mother. This lady had written a remark on OaIEI BukhErE in Persian. 0 Moreover, it is mentioned about MuIammad Farrukh, the grandson of AImad Sirhindi, that he had memorized 70,000 aIEadEth along with their chains and texts and their strengths and weaknesses. 31 This devotion to IadEth was not hold to North India alone. Gujarat in western India is situated opposite the Arabian Peninsula and therefore, has enjoyed a closer relationship with the Arab peninsula from the beginning. Prominent ulamE such as AlE MuttaqE (d. c. 1568) and his students MuIammad ibn UEhir PatnE (d. 1578) and Abd al-WahhEb al-MuttaqE (d. 1592) were in the header in the science of IadEth.They flourished in Gujarat and Makkah and from there, their influence extended to various separate of the world. In Delhi, Abd al-WahhEbs student Abd al-? aqq (d. 1642) was active in disseminating IadEth. He wrote important commentaries on the major works of IadEth. He was followed by his son NEr al-? aqq, who similarly, was sort of active in serving the IadEth sciences. In South India, we find the sixteenth century scholar BhikErE KEkorvE who wrote a book on the principles of IadEth, titled al-MinhEj. 32 In Zaidpur in eastern India, MawlEnE Abd al27 28 Ishaq, 45-46.GElEnE, 129. 29 Ishaq, 99. 30 GElEnE, 130. For more information about women muIaddithEt (traditionists) throughout Muslim history, see Akram Nadvis up-coming 40 volume work al-Muhaddithat Women Scholars in Islam. Its one volume introduction (muqaddimah) has recently been published by Interfaith Publications, UK. 31 GElEnE, 128. 32 Ishaq, 124. Awwal (d. 1560) had written a commentary on OaIEI BukhErE, titled FayI al-BErE. 33 Even OzEd, more famous for the historical works that he wrote, had written a commentary on OaIEI BukhErE, titled Oaw al-OarErE. 4 In Kashmir, there was MullE InEyat AllEh KashmErE (d. 1713). He had taught OaIEI BukhErE thirty six times. 35 And then in the nineteenth century, we find RaImat AllEh IlEhabEdE who had memorized the six books of IadEth (OiIEI Sittah). 36 The rulers also took active part in patronizing IadEth sciences. It is mentioned about Sultan injure ShEh (d. 1397) of the South Indian Bahmani kingdom that he had set excursion special stipends for the scholars of IadEth so that they could stay engaged in their scholarly pursuits without having to bewilder about earning their living. 37Sufis and Knowledge Sufis enjoy perhaps the worst reputation in Islamic scholarly circles. Much of this stems from the behavior and statements of ignorant Sufis. This then leads to a blanket condemnation of all Sufis including the classical giants of taIawwuf. Historical evidence points in a different direction. It would be helpful to consider here the case of some Sufis and their attitudes towards education. In fact, in the second half of the thirteenth century, Delhi proverb the founding of the khEnqEh of the famous Chishti saint, Ni? Em al-DEn AwliyE. Not only had Ni? Em al-DEn studied the above-mentioned MashEriq al-AnwEr from cover to cover but also knew the entire collection by heart. 38 The best source of information about him is his utterances (malfE? Et) that were recorded by his disciple AmEr ? asan SijzE (d. 1336) in his famous work FawEid al-FuEd. 39 Even a cursory glance at this collection will show that Ni? Em al-DEn had a thorough pinch of IadEth and fiqh. And this in spite of the fact that he was busy training his Sufi disciples and did not have time to be actively involved in the intellectual life of Delhi. Another incident is worth considering.It is mentioned about a certain AkhE SirEj who had moved at a young age from his indigene Lakhnauti to Delhi to benefit from Ni? Em al-DEn. He lived in Ni? Em al-DEns khEnqEh for many years. Once, someone recommended his name to 33 34 Ibid. , 122. Ibid, 163. 35 Ishaq, 160 and GElEnE, 128. 36 GElEnE, 128. 37 Ibid. , 134 and Ishaq, 103. 38 GElEnE, 119. See Nizami, Some Aspects, 347 for the ij Ezat nEmah (license to teach) that Ni? Em al-DEn received from his teacher after complete MashEriq al-AnwEr. 39 AmEr ? asan SijzE, FawEid al-FuEd, translated from Persian into Urdu by ZiyE-ul-? san FErEqE, (New Delhi DK Printworld, 1996). Ni? Em al-DEn for successorship. Ni? Em al-DEn replied that SirEj was not educated and therefore, not qualified to be a successor. Upon this, one of the scholar disciples of Ni? Em al-DEn, MawlEnE Fakhr al-DEn ZarrEdE volunteered to teach SirEj and fulfill this important experimental condition for him. He accomplished this in six months. 40 This shows the erudition and attainment of ZarrEdE as well as the acumen of SirEj to learn. Above all, this incident shows the central importance that Sufis gave to education.One could argue that the sources for all such incidents are hagiographical accounts whose sole take is to glorify the personality of the person being written about. Even if we were to accept this charge, although there is enough reason not to, even then, the fact that the biographers considered acquisition of knowledge to be praiseworthy shows the status of knowledge and education in the Muslim society of that time. AVAILABILITY OF BOOKS The scarcity of books in India before the coming of the press has been made instead an issue of.Some historians, as evidence of this claim, have cited an incident involving WalE AllEhs son, ShEh Abd al-AzEz. It is reported that when Abd al-AzEz began writing his Persian commentary on the Quran (FatI al-AzEz), he could not even find al-TafsEr al-KabEr of al-REzE. 41 After a desperate search, he finally found it in the depository library at the Royal Palace in Delhi. This is hard to believe. All of Abd al-AzEz works have come down to us. We find him referring directly to classical works of ShEfiE, AbE YEsuf (the main student of AbE ? anEfah), al-GhazzElE, Ibn ? azm, Ibn Taymiyyah, etc.Some of these works were hard to find even after coming of the press. It is reasonable to assume t hat someone who had access to such rare works would also have had access to al-REzEs work. Even if the incident was to be considered true, it cannot be taken to be representative of a general trend. It appears as an exception rather than the rule. Moreover, GElEnE has cited an incident involving OzEds teacher, MEr Tufayl. OzEd writes that once MEr Tufayl went to see the Nawab of Agra. There, a debate ensued about certain linguistic aspects of the Quranic verse and for those who have the power (2184).According to OzEd even for this relatively minor issue, most major works of tafsEr, including al-REzEs al- 40 41 Ni? EmE, IslEmE TehzEb, 43. GElEnE, 38. TafsEr al-KabEr, al-KashshEf, BayIEwE, and other books of language and rhetoric were consulted. 42 MullE MuIib AllEh BihErE (d. 1707) is a prominent scholar who flourished during Awrangzebs (d. 1707) reign. He is the author of Musallam al-ThubEt, a famous work on the principles of jurisprudence (uIEl al-fiqh). A manuscript of the authors marginalia on this work is obtainable online. 43 In this, he mentions the books that he consulted while writing this book.The list includes all the major works of uIEl of each of the Sunni schools viz. UIEl al-BazdawE, UIEl al-SarkhasE, Kashf al-BazdawE, Kashf al-ManEr, al-BadE along with its commentaries, alTawIEI wa al-TalwEI, al-TaIrEr along with its commentaries al-TaqrEr and al-TaysEr, al-MaIIEl of al-REzE, al-IIkEm of al-OmidE, QaIEs MukhtaIar along with its various glosses, SharI of alAbharE, SharI of TaftEzEnE, gloss of FEzil MirzE JEn, al-RudEd, al-UnqEd, al-MinhEj of alBayIEwE along with its commentary, MukhtaIar of ibn al-? Ejib and Muntaha al-UIEl. This is an exhaustive list.If these books were available to someone working(a) in Bihar, it is quite reasonable to assume that they would have been available in the capital Delhi as well. In fact, not only were books easily available during the period under study, rather it was not such a major issue. There are two importan t reasons for that. Firstly, there was always a professional group of copyists in each locality who were called warrEq (scribe) or nussEkh (copyist). They kept track of all the books available in their theatre as well as other cities and upon demand they could quickly make copies of the desired book. 4 Secondly, amongst the general educated public most people could write quite fast. About the first contention, the following incident is quite telling. Abd al-QEdir BadEyEnE (d. 1625) was an accomplished scholar and man of letters who was attached to Akbars court. Although working under Akbar, he had compel thoroughly disgusted with Akbars eclecticism. Even though an officially approved history of Akbars reign had been written by Abul Fazl titled Akbar NEmah, BadEyEnE felt that the record needed to be set 42 43 Ibid. , 57. MuIib AllEh BihErE, ?Eshiyat Musallam al-ThubEt, MS. Or. 350, p. 1, University of Leipzig Library, downloaded from UIEl al-Fiqh wa al-QawEid al-Fiqhiyyah, al-MuIIa fE min al-MakhIEIEt al-Arabiyyah wa alIslEmiyyah, %20 %20 %20 accessed 16 August, 2010). 44 During the period under study, copyrights ravishment was not an issue. There was no legal hindrance to making copies of other peoples books. Today, the opinion is divided among traditional scholars regarding copyrights. Some aver that they have no basis in Islamic law.Others approve of them. For a sampling, see NEh ? E MEm Keller, Copyrights in Islam, Shadhili Teachings, (accessed 17 August, 2010). right. So, in secret, he wrote his historical work titled Muntakhab at-TawErEkh, in which he showed the darker side of Akbars reign. He could not make it public during his own lifetime for fear of intense official reaction. After his death, some copyists got hold of it and before long its copies were to be found all over the country. By this time, JahEngEr, the son of Akbar, had ascended the throne.He tried to ban the book. However, in spite of his absolutist powers, JahEngEr could not take this book out of circulation. Every now and then, a report would be received that this book was seen in this town or that city. 45 This can be fairly attributed to the easy availability of copyists who made sure that they had access to books that people wanted. In fact, this also explains the slow spread of the press in India. The effective system of copyists had relieved people of the need for a printing press. About the second contention, i. e. the writing speed of educated people, let us present some incidents. OzEd has mentioned about a certain scholar Shaykh KamEl Text books of Iarf (morphology), naIw (syntax), manIiq (logic), Iikmah (philosophy), maEnE, bayEn, fiqh, uIEl, and tafsEr, all of these, he copied with his own hand. And for every book, he wrote its gloss in such a way that the text did not require the commentary anymore and the commentary did not require the text anymore. 46 Regarding Shaykh NEgaurE, the father of Abul Fazl and FayzE, OzEd writes, He wrote 500 volumes with his own hands. 47 Similarly, it is mentioned in the account of a certain Shaykh Junayd ? isErE that he could copy the whole Quran in three days and that too with the diacritical marks. 48 To close this topic, let us mention what Abd al-WahhEb MuttaqE has mentioned regarding his teacher AlE MuttaqE. This has been quoted by Abd al-WahhEbs student Abd al? aq DehlavE in his AkhbEr al-AkhyEr. AlE MuttaqE had moved to Makkah and was the maiden scholar of that city. Abd al-WahhEb mentions about him that he had a habit of copying 45 46 47 48 GElEnE, 59. Ibid. , 62. Ibid. Ibid. , 63. mportant books and move them out to all those regions where such books were unlikely to be found and people would need them. Writing books was a religious vocation for him. 49 finishing A systematic study of Islamic intellectual heritage (of India as well as the rest of the Muslim world) is essential for a better(p) understanding of Islamic Civilization. In the preceding account, we have tried to give a glimpse of the educational system of historical Muslim India. This is just a preliminary study. The abundance of historical evidence seems to suggest a very well- organized and organic system of education.Madrasahs, maktabs, mosques, private houses, all kinds of institutions existed in harmony. The options available to any sincere seeker of knowledge were many. Seeking knowledge and imparting it was a sacred exercise and not a technical enterprise. The general attitude of the public towards knowledge and those who engaged in it was innate to the flourishing of this system. General interest in the various Islamic sciences meant that all segments of the population participated in the cultivation and dissemination of Islamic sciences. Sufis thus placed high value on seeking a proper Islamic education.Similarly, Indian scholars paid close attention to the IadEth sciences. Many of them rose to become pre-eminent IadEth scholars known for their erudition throughout the Muslim world. Mo reover, the curriculum that had evolved over the years maintained a healthy balance between the secular and the religious. There were differences in terms of emphasis on the rational vs. the transmitted sciences. However, the boilers suit curriculum was still relatively holistic. In short, Muslim India matched the central lands of Islam in terms of its educational advancement and achievements. 49 See Abd al-? qq DehlavE, AkhbEr al-AkhyEr, translated from Persian into Urdu by SubIEn MaImEd and MuIammad FEzil, (Karachi MadEnah Publishing Company, n. d. ), 529. BIBLIOGRAPHY Al-BayhaqE, AbE Bakr AImad ibn al-? usayn. (1410 AH). Vol. 2, Shuab al-OmEn Branches of Faith. BayrEt DEr al-Kutub al-Ilmiyyah. BihErE, MuIib AllEh. ?Eshiyat Musallam al-ThubEt Marginalia on the Flawless Evidence. MS. Or. 350. University of Leipzig Library, downloaded from Usul al-Fiqh wa alQawaid al-Fiqhiyyah Principles of Jurisprudence and Legal Maxims, al-MuIIafE min al-MakhIEIEt al-Arabiyyah wa al-IslEmiyyah Ch osen Arabic and Islamic Manuscripts.Retrieved August 16, 2010. http//mostafamakhtot. blogspot. com/search/label/16%20 %20 %20 %20 DehlavE, Abd al-? aqq. (n. d. ). AkhbEr al-AkhyEr Reports of the Select. (SubIEn MaImEd and MuIammad Fazil, Trans. ). Karachi MadEnah Publishing Company. GElEnE, Sayyid ManE? ir AIsan. (n. d. ). PEk-o-Hind main MusalmEnon kE Ni? Em e TalEm-oTarbiyyat The educational system of Muslims in Pakistan and India. Lahore Maktaba RaImEniyya. Al-? asanE, Abd al-? ayy. (1983). Al-ThaqEfah al-IslEmiyyah fi al-Hind Islamic Civilization in India.Damascus Mujamma al-Lugha al-Arabiyyah bi Dimashq. Jaffar, S. M. (1972). Education in Muslim India. Delhi IdEra AdabiyyEt-e-DillE. Keller, NEh ? E MEm. (1997). Copyrights in Islam. Retrieved August 17, 2010. http//www. shadhiliteachings. com/tariq/? act=article&id=6. MubErakpErE, MuIammad Abd al-RaImEn ibn Abd al-RaIEm. (n. d. ). Vol. 7, TuIfat alAIwadhE bi SharI JEmi al-TirmidhE Gift of the Skilful, a commentary on JEmi alTirm idhE. Ed. Abd al- RaImEn MuIammad UthmEn. BayrEt DEr al-Fikr. Muhammad Ishaq. (1976). Indias Contribution to the Study of Hadith Literature. Dhaka, University of Dacca.MuIammad ShafE. (2002). FutEI al-Hind Conquests of India. Karachi IdErat al-MaErif. Al-Nadvi & Moinuddin, Survey of Muslim Education India, (Cambridge The Islamic Academy, 1985), 5. Nizami, Khaliq Ahmad. (1961). Some Aspects of Religion & Politics in India during the 13th century. Bombay Asia Publishing. Ni? EmE, KhalEq AImad. (1982). IslEmE TehzEb kE Asar HindustEn par The effect of Islamic Civilization on India. Lucknow, Majlis TehqEqEt-o-NashriEte-IslEm. SijzE, AmEr ? asan. (1996). FawEid al-FuEd Benefits of the Heart. (ZiyE-ul-? asan FErEqE, Trans. ). New Delhi DK Printworld.

Engage in personal development in health Essay

Outcome 11. Within my spot as a dungeon worker it is my duty to support an individual to complete every(prenominal)day tasks. This provoke be activities such as food shopping, house chores, preparing food and drinks, making and attending appointments, attending college or day centre facilities, or alive(p) in clubs for people with special needs. I have a accountability to ensure the activity is achievable for the client and that I am providing the business support to achieve this. 2. As a support worker I have a duty to bring together to the codes of practice set pop out(p) by my employers and also to ensure I stay to the regulations set out by law. National Occupational Standards (NOS) ensure I give the give up support and care to an individual.Outcome 21. Reflective practice meat thinking about and evaluating what I do and discussing any changes which could be made. persuasion about how I could have done something differently, what I did well and what I could have done better. It also means reflecting our own values, beliefs and experiences which shape our thoughts and ideas. By continuously evaluating my performance I am able to ensure I am providing the expected level of service set out inside the companys guidelines.3. Everyone has different values, beliefs and experiences. We are more likely to be friendly and welcoming to people that share the same values and beliefs as us and less friendly to those that do not. However within my role it is expected that I supply the same level of care to every individual. Identifying your own beliefs and values will change you to be aware of your reactions to others and enable them not to impact on the way you work. This is an important part of face-to-face and professional development.Outcome 31. Codes of practice are put in commit to enable you to understand your role and your responsibilities. Care plans are in place for each individual and the support I am need to provide is person-centred. I have a duty to ensure I am aware of each individuals needs and to spotlight any area I believe needs refocusing. Training should be relevant to the needs of individuals and provided by the company to ensure I adhere to regulations set out by law and the policies and procedures in place adhere to the current NOS guidelines.Outcome 41. Planning and reviewing my development usually takes place during planned supervision with my manager and my yearly appraisal. However I green goddess approach either of my team leaders if I believe I require notwithstanding training that is relevant to my role, they will speak with direction on my behalf. Outside sources of support such as care managers, accomplishment disabilities team or CQC may also highlight areas they feel further training is required if it is relevant to an individual I am to provide support too.Outcome 51. Attending training courses has enabled me to provide a level of care that is specific to the needs of the individual I am pro viding support too. During team meetings we may discuss serivce users and their needs. If a colleague has set in motion something that works for them they will highlight it and it may be something I bum use when working with that individual.

IELTS

Look at these six news reports or definitions of education written in opposite styles ND Decide if the explanations are spoken or written.Match each star with the source from which you think it was taken, listed at the end. commandment can be seen as either a battlefield for values or a dubiousness of systems or, more simply, as an extension of the biological function of the upbringing of children know more simply as parenting. Well start by looking at how far the role of teacher goes beyond being a parent. The care for by which your mind develops through learning at a school, college, or university the knowledge and skills that you gain from being taught. Education comes from a Latin word.One of the important things approximately education is to give people an interest in knowledge and an major power to learn or strategies or techniques for learning and a knowledge of how to sire out about things they want to know. Education teaching, schooling, training, instruction, t uition, tutelage, edification, tutoring, cultivation, upbringing, indoctrination, drilling learning, lore, knowledge, information, erudition Its Education forms the common mind Just as the twig is bent, the trees inclined. People tone ending to school and learning.Students discuss the questions to introduce the subject of the lesson. Students own answers. Ideas may take use of formal expression clearly organized and structured collect for support for ideas. It is important to follow the conventions so that your writing is accepted as a valid contribution to the academic debate. If the writing uses a antithetic style or format it will non be regarded as academic writing, even if the ideas are valid. Informal and formal Students compare two definitions of economics. The informal/spoken text is unplanned includes hesitation fillers uses informal expression e. You know is personal uses questions. The formal/written text is planned does not include any hesitation or digression us es formal vocabulary is inert. Students identify which sentences are formal and which are informal. Answers F Students complete the guidelines with the haggling from the box. Personal tentative evidence neutral vague, precise contractions abbreviations slang speechmaking Students rewrite the sentences in a formal style. Possible answers It was inform that it was unsatisfactory. It seemed that the rag was very difficult to understand.They need to discover owe to conduct a survey of elderly peoples opinions of young children. The results were better than expected. / appeared to be better than expected. It was reported that none of the students knew the answer. One man described his unhappiness at being alone. Identifying different styles Students read the six explanations of education, decide if they are written or spoken and match them to the sources. Answers e d b Students write an explanation of education in an academic style. Various answers are possible.Model answer (uses im personal structures cautious/tentative language purports ideas with examples is neutral in tone uses proper(postnominal) vocabulary avoids contractions and colloquialisms). The term education can be defined in a number of different ways. A narrow definition might be limited to the education system, that is, the structure organizing schools, colleges, and universities, and those who work and learn in them. A broader understanding of the term would include all types of teaching, training and learning, including parent-child interactions at kinsperson and any type of communicative activity in which information is shared.

Who Is the Real Monster in Mary Shelley’s Novel, Frankenstein?

rise Who is the real behemoth in Mary Shelleys novel, Frankenstein? Mary Shelleys objective was to write a novel around how important, or not appearances ar. The saying You can n forever judge a support by its cover, is what Mary Shelley is trying to explain to the reader. The tree main characters tolerate different ways of seeing vivification, but l aneliness bonds them together. Theyve had unique and odious life experiences, but nothing can stop them from pursuing their goal. This book it starts of with Waltons journey, then Frankensteins story, then the giant stars view and finally back to Waltons narrative.The mapping of this essay is to represent who the real ogre is. The scratch line character is Robert Walton he is presented as a fearless captain of a crew. He is obsess with the idea of start outing another way to reach the North Pole. The pursuit line can give you an idea about how determined and self-seeking he is, I ordered us to wait one wickedness longer , and took the chance to get some sleep. He can as well be bossy and companionate in the same time, for example in the next line I told the slice to wrap him in blankets and limber up him by the ships stove.Robert Walton wants to k without delay more about professional Frankenstein, he states When I asked if his studies had brought him to the frozen north, he looked at me with a deep sadness. This bases that he can be compassionate too. Victor Frankenstein is the main character he comes from geneva, Switzerland. Since he was small he enjoyed discovering the inglorious I was more interested in nature than I was in people. He was the biggest child in his family he had 2 brothers and a half-sister.His passion of knowing was increasing every day From that moment I was determined to find the answers to these questions, to discover the secrets of life. Right before Frankenstein went to university his take died I was keen to go, but, just before I was to set out, my niggle fell ill with a fever and died. By going to university, aft(prenominal) his mothers death, shows how selfish he is In the demise, of course, I had to leave. Frankenstein had always been interested in acquaintance, but his interests genuine more, once his mother died.Before going to university he promised Elizabeth, his half sister, that he pass on write to her My dear Elizabeth clasped my hands and begged me to write, to write often, and I promised that I would. scarcely when he got to university he forgot his promise to Elizabeth. His arrogance leaded him to be such a good scientist I smiled to hear this because I knew my understanding of science was not just the equal of theirs but far superior. straightaway he wanted to learn more about dead bodies I had to understand death and decay. He regrets the fact that he continued with his research Oh, Walton, if I had further stopped thither.His need was to create life I wanted to create a lifetime being, a wight like myself but perfe ct and original, he considered himself a God. Frankenstein withal shows us how irresponsible he is, because he didnt think about what will happen, or what will he do once he will create the monster. So he started operative on the idea of creating life. The memory from his childhood When the light was gone, the tree was leave a blasted stump, smoking in the rain affected him, now he was thinking about using electricity to create life A flash of electricity like the one Id seen destroy the tree.When the animal gained life, Frankenstein gets scarred and ashamed of his conception I felt a surge of triumph, but it lasted no more than an intelligence activityflash. Frankensteins description of the monster makes us think that he is horrific. Black lips and washy eyes atomic number 18 horrific Frankensteins view. This description also portrays the monster in a bad way, although the monster has not done anything to be evil or absurd. The only way he is monstrous is through Frankenst eins physical description. Frankenstein also uses rhetorical questions throughout the chapter.This gets the reader involved, but also reminds us that he is unruffled telling his story to Walton. But was I free? Could I ever be free while that dreadful thing was waiting for me in my work room? . aft(prenominal) his friend, Henry Clervals visit he realized that he was ill, when he went to check if the creature was still there he found out that The monster had gone. Frankenstein seems to have flea-bitten his creation, so this seems quite monstrous. On the other hand, the monster is certainly monstrous in appearance, though he has not done anything wrong at this point in the book.While Henry and Victor were having breakfast the terrible news of Williams death occurred and they left immediately. When he arrives at his home, and he realizes that the monster must have killed his brother, although he has no evidence I had stipulation life to the dreadful being that had killed my own bro ther. However, Frankenstein says nothing in court, and lets his good family friend Justine hang. This adds to his monstrous behavior due to his cowardice. Frankenstein goes away to the Alps, and seeks allay in nature, and to get away from the trouble at home, From he first time in weeks I felt something like happiness in my heart. Frankenstein is perhaps showing selfishness by leaving his family alone in these troubled times. This again, can make us question who the real monster is. But Frankensteins joy didnt least. Rage and horror is how Frankenstein describes his emotions, and this shows how unexpected and scared he is. During this scene, Frankenstein also describes the monster in an ugly way, vile demon and devil. Next, Frankenstein exaggerates by saying You dare come to me after what you have done? .The creature is just trying to talk to Frankenstein Stay still and listen to me. They darned each other for what happened and they both have strong arguments against each other. T his starts to show who the real monster is, and how it could possibly be Frankenstein. At this point, Shelley has made us reconsider who is more monstrous and the person acting more horridly is Frankenstein, due to his attitude towards the monster, and rejecting the monsters story, at first. At this point in the book, we are made to feel sorry for the monster, because he has been rejected.Also, the only description of the monster has come from Frankenstein. Since this is the case the creature may not look as bad as suggested. The monster then tells his story to Frankenstein. It begins with both Frankenstein and hostelry rejecting the monster and he ends up running away, and living in a forest. Here he learns to read, because he continues listening to the poor family next door. The aroma of sadness gets worse after finding and reading Frankensteins diary. After analyzing the happy familys life he was hoping that he could speak with them one day.However, when he tries to talk the b lind man, his family walk in, and saves the old man from the monster. The monster was born good, but the abandonment of his creator and of bon ton has made him be who he is. This perhaps makes us feel sorrier for the monster, and also real makes us question who the real monster is. Because of his loneliness the creature begs Frankenstein to make another creature, so he wont be alone anymore. Firstly Frankenstein refused the creatures deal, but in the end he accepted. Frankenstein accumulate all the equipment he needed and retired on an island, where no one could find him.The monster watched every step of Frankensteins work, but in the end Frankenstein began to destroy his new creation because he refused to bring more failure into the world. The monster was devastated and threatened Frankenstein, I shall be with you on your espousals night . Frankenstein thought that the creature was going to kill him, but deplorably the monster was referring to Elizabeth, the person Frankenstei n cared the most. While he was going back to Geneva to meet with Henry, he found out that the creature killed somebody again This time it was Henry, his best friend.On his wedding night Victor was take aback to find Elizabeth dead, He was pointing at the lifeless form of Elizabeth, a grin twisted on his vile face. But the news of Elizabeths death was more than his poor father could bear. It broke his heart and he died. Because of hatred towards his creator, and association, he gets corrupted and kills many of Frankensteins family. The creature regretted that he had destroyed his superior enemy, and his greatest friend, and all the hater I have left is for myself.Frankenstein dies. Captain Walton wise(p) a lesson. Within Mary Shelleys novel, Frankenstein, all three characters show monstrous behavior. I believe that a monster is not recognise and defined only by its physical appearance. I believe that Frankensteins creation is not the true monster in this novel. But neither are Frankenstein or Walton. In my opinion society is the real monster, because they Judge a book by its cover, in other words society cares just about someones looks and not about how they really are.