Rsm 230 Assignment 1

Question 1: i) 91 Day Treasury Bill – it is a government issued debt obligation that matures in 91 days. It is sold at a discount and the buyer is paid the face value at maturity. The yield is the difference between the discounted price and the face value. ii) 90 Day Commercial Paper – it is a promissory note issued by a company that matures in 90 days. In case the issuing company defaults, the buyer has no recourse. Similarly to a treasury bill, commercial paper is also sold at a discount. ii) 90 Day Bankers Acceptance – it is a short term corporate paper that company sells to its bank that guarantees it and sells it again to the end user. This is used when the buyer is uncertain about the risk of default by the issuer. iv) BBB long term Corporate Bond – it is a long-term debt obligation issued by a company that has been rated as having â€Å"adequate capacity to meet financial commitments, but more subject to adverse economic conditions† by Standa rd and Poor’s. Although they are priced with quoted base value of 100, they may be sold at either a discount or a premium. ) Prime Rate – it is the base rate on which a margin is added by the lending bank to calculate one’s financing charge. vi) LIBOR – LIBOR stands for London Interbank Offer Rate. It is the rate that is charged when banks borrow loans in the short-term interbank market. Question 2: (a) | 3 month Treasury Bill Rate (%)| 3 month Bankers’ Acceptance Rate (%)| 3 month Prime Corporate Paper Rate (%)| Bank Rate (%)| Prime Rate (%)| Government of Canada Marketable Bonds, over 10 years (%)| December 31, 2007| 3. 2| 4. 71| 4. 81| 4. 50| 6| 4. 10| December 31, 2008| 0. 83| 1. 41| 2. 22| 1. 75| 3. 50| 3. 45| December 31, 2009| 0. 19| 0. 33| 0. 37| 0. 50| 2. 25| 4. 09| June 30, 2010| 0. 50| 0. 77| 0. 73| 0. 75| 2. 50| 3. 59| (b) | Bankers Acceptance and Treasury Bills Spread (in BPs)| Prime Corporate Paper and Treasury Bills Spread (in BPs)| Govt. Of Canada marketable bonds and 3 month Treasury Bills (in BPs)| | | | | December 31, 2007| 89| 99| 28| December 31, 2008| 58| 139| 262| December 31, 2009| 14| 18| 390| June 30, 2010| 27| 23| 309| (c) fff Question 3: (a) | US Treasury Bill Rate (%)| LIBOR Rate (%)| Spread between LIBOR Rate & 3 month US Treasury Bill rate (in BPs)| US Commercial Paper – 3 month rate (%)| Long Term US Treasury Bond yield (%)| Spread between US Long Term AA Corporate Bond yield & Long Term US Treasury Bond yield (in BPs)| Spread between US Long Term BBB Corporate Bond yield & Lond Term US Treasury Bond yield (in BPs)| December 31, 2007| 3. 7| 4. 07| 90. 75| 5. 08| 4. 03| 140| 204| December 31, 2008| 0. 13| 1. 43| 130| 1. 30| 2. 22| 460| 634| December 31, 2009| 0. 05| 0. 25| 20. 06| 1. 35| 3. 39| 162| 332| June 30, 2010| 0. 18| 0. 53| 35. 89| 1. 35| 2. 93| 134| 299| (b) Fffff (c) Fffff Question 4: (a)

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 paper explores some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. It examines the broad contours of this system by looking at the public attitude towards knowledge, scholars and students; the various types of institutions, and the evolution of curriculum. It also looks at the depth of Indian scholars’ engagement with IadEth and other sciences. Finally, it also looks at Sufis and their attitude towards the various Islamic sciences.The paper suggests that the educational system of the period under study was organic in structure and was in tune with the needs of the individual and the society. The course of study was a good balance between the temporal and the religious. Indian ‘ulamE were fully engaged with the IadEth sciences; and lastly, the Sufis gave great importance to all Islamic sciences. This paper suggests that the historic al Muslim educational system in pre-colonial India provides valuable resources for the problems faced by modern educational systems.INTRODUCTION The aim of this paper is to bring to light some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. By pre-colonial India, we refer to the time from the advent of Islam in India in the beginning of the eighth century CE up to the consolidation of colonial rule in the middle of the eighteenth century. 1 This short paper cannot do justice to all the details of the Muslim Educational System during this period. Therefore, we shall confine ourselves to only some aspects of it. These include the evolution of the curriculum over the centuries, and general contours of the educational system.We will also be challenging some conventional theories. These include the notion that before the coming of the press, books were in short supply in India. The other is that IadEth was little known in India until the coming of ShEh WalE AllEh (d. 1762). We will be presenting individual incidents which we feel to be representative of a broader trend and from these we shall draw general conclusions. During the period under study Muslim rule gradually extended from Sindh to include the whole of Northern India until it became one of the three major Muslim powers of that time under 1All the dates mentioned in this paper are CE (common era) dates unless otherwise noted. the Great Mughals,2 Ottoman Turkey and Safavid Iran being the other two. Such a strong and vast empire required a strong administrative structure which in turn required an effective system of education. As we shall see later, education was sufficiently sought after, and provided for during this time, such that India at that time could favourably compare and often compete with the central lands of Islam in the field of scholarship. 3POSITION OF KNOWLEDGE AND EDUCATION IN ISLAM We begin our analysis with looking at the position of knowledge and education in Islam. Numerous Qur’anic verses and Prophetic traditions establish the centrality of knowledge in Islam. The verses include â€Å"Are those who know and those who do not know alike? † (39:9); the first revelation â€Å"Read in the name of your Lord who created† (96:1); and the prayer taught in the Qur’an, â€Å"Say (O MuIammad), My Lord! Increase me in knowledge† (20:114). Similarly, the Prophetic traditions (aIEdEth) exhorting people to seek knowledge are also well known.Examples include the famous tradition in which the Prophet is reported to have said, â€Å"It is obligatory upon every Muslim to seek knowledge. †4 At another time, he said â€Å"Seek knowledge even if you have to go to China. †5 Similarly, al-TirmidhE has reported a IadEth in which the Prophet (Allah bless him and give him peace) said, â€Å"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 pursuit of knowledge resulted in defining the objective of education as al-fawz bi al-sa‘Edah fi al-dErayn i. e. to succeed through bliss in this world and the hereafter. This in turn implied that education should be acquired 2 â€Å"Great Mughals† is a term used to refer to the first six 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 till 1555.The empire reached 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 hands of the British in 1857. 3 S. M. Jaffar, Education in Muslim India, (Delhi: Id Era Adabiyyat-e-DillE, 1972), viii. 4 AbE Bakr AImad ibn al-? usayn al-BayhaqE, Shu‘ab al-OmEn, (Beirut: DEr al-Kutub al-‘Ilmiyyah, 1410AH), 2:253. 5 Ibid. 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. ), 7:456. 1. To understand the will of God and to lead one’s life according to it. 2. To inculcate Islamic values 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 sole means to success. Knowledge (‘ilm) and practice (‘amal) were inter-linked. Instruction (ta‘lEm) went hand in hand with training (ta’dEb). The traditional Islamic concept of education was, thus, holistic as understood at that time.Muslim scholars had divided knowledge into two parts, the farI ‘ayn (individually obligatory ) and the farI kifEyah (collectively obligatory); but there was no strict separation between the religious and the secular sciences. Both formed part of an integrated whole. THE GENERAL ENVIRONMENT AND PUBLIC ATTITUDE As we have seen above, Islam has placed considerable emphasis upon knowledge. Because of this we find that, historically, the general attitude of Muslims, throughout the world, towards knowledge, scholars and students had been that of reverence.In every land, there were to be found a significant number of people who had dedicated themselves to learning and/or teaching. 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 stable and strong Muslim governments, enabled people to move across great distances in search of knowledge. In spite of the crude means of conveyance, people were constantly on the move; students setting out to learn, teachers trav eling to teach. GhulEm ‘AlE OzEd BilgirEmE (d. 785) writes in his book Ma’Ethir al-KirEm, which is a historical account of sixteenth/seventeenth century Mughal India, that: Seekers of knowledge travel in multitudes from one place to another. Wherever, the situation is agreeable, they get busy in learning†¦. The well-to-do people of each town take care of these seekers of knowledge and consider it a great honour 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-Ta‘lEm-o-Tarbiyyat. Lahore: Maktaba RaImEniyya, n. d. ) 19. The teachers occupied a high position in society. Though their emoluments were not always great, they commanded universal respect and confidence. GilEnE mentions a number of incidents when the teachers, in spite of their poverty, refused to accept any monetary help from others; and whatever help or gift was accepted, the giver always considered it to be an honor for his gift to have been accepted. 9 This attitude was widespread throughout the period under review. Even absolutist monarchs showed deference to the ‘ulamE and the Sufis. Ni?EmE has also mentioned several incidents of ‘ulamE and Sufis refusing royal gifts even while suffering from abject poverty. 10 For many, poverty was a chosen path and the royal gifts were seen as undoing years of patient hard work. 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. Almost every mosque served as an elementary school. However, a large number of eminent scholars and men of letter taught independently and even supported the students who came to them to study.This then was the foundation upon which the whole system was built; the teacher and the student. The issue of budgetary allocations for school buildings and provision of other services was not the top most priority for these people. What was most important was the existence of a sincere teacher and a sincere student. If these two were obtaining, other things could be improvised. OzEd has mentioned a famous teacher of his hometown Bilgiram, MEr MubErak. He taught there for years but throughout this time, he was based in the verandah of a certain 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 organized affairs; scattered throughout the length and breadth 9 Hundreds came and studied from him but he continued to operate from that Ibid. , 24. Khaliq Ahmad Nizami, Some Aspects of Religion & Politics in India during the 13th century, (Bomba y: Asia Publishing, 1961), 152-156. 1 It should be noted that madrasah refers to an institute which offers a comprehensive 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 Qur’an and basics of Islam. 12 GElEnE, 21. 10 of India. All three levels viz. elementary, secondary, higher, were catered for. However, no one level dominated 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 system’s greatest strength. 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 rare. The focus was on the real thing: education; with very little squabbling over the means to acquire it.Muslim rulers also patronized scholars. Amongst the earliest examples is that of the famous theologian Fakhr al-DEn al-REzE (d. 1209). He was also a great philosopher and expert in many 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 about him that he had al-REzE stay in his camp wherever he went. Al- REzE was the official prayer leader and delivered sermons and lectures in the camp. 14 COURSE OF STUDY Muslims first reached India as conquerors in the beginning of the eighth century.The intellectual climate of their Arab homeland was extended to Sindh, the portion of India that had been conquered. At this stage we find an active participation of Sindh based scholars in the field of Iad Eth. Their names appear in the chains of transmission of aIEdEth that were later on recorded by other IadEth masters. Some of their names and works 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 only four centuries and Muslim rule was confined to Sindh and Multan (southern Punjab).Beginning towards the end of the tenth century, Muslims began to enter India from the North-West in successive waves, each time extending their territories even further towards North and Central India. Along with each invading army, and on 13 14 Ibid. MuIammad ShafE‘, FutEI al-Hind, (Karachi: IdErat al-Ma‘Erif, 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 quickly turned into centers of learning. Initially, Multan, then Lahore and finally Delhi became the pre-eminent centre of learning in North India. 16 This second 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 Mongol 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 made them feel extremely welcome. Every newcomer was given a post or a stipend 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 history in all Islamic lands, a child’s education began with the Qur’an.Each locality had teachers who specialized in tajwEd, the art of recitation of the Qur’an. 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 Qur’an. His teacher was a freed slave who had converted from Hinduism to Islam and knew the seven major recitations of the Qur’an. 17 After Qur’an, students would normally move on to Persian, the official language of the country. Most of the major works of Persian prose and poetry were studied. These included the works of major writers such as Sa‘dE, ? Efi? SalmEn SaojE, AnwarE, and others. 18 The education of the general population normally stopped at this level. Howeve r, it seems reasonable to assume that some elementary Arabic was also taught at this stage because the students were expected to understand the Arabic phrases that were often used in Persian books and regular conversation. We also find 16 17 Ibid. , 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 Qur’an 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 MufaIIal for Arabic grammar; and MukhtaIar al-QudErE and Majma‘ al-BaIrayn for HanafE fiqh (Jurisprudence). 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, pr eaching, etc. and entitled one to be called a dEnishmand (wise man) or a mawlawE. Studies at this level would correspond to the fourth 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 (Qur’anic 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 completed 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-OaIE’if were studied. 21 In fact, the general attitude amongst the ‘ulamE towards these is best summed up in thi s statement of FatEwE al-TEtErkhEniyah, a fatwE collection compiled during the fourteenth century: The issues of ‘ilm al-kalEm lead to new dissentions (fitnahs) and innovations and cause deterioration 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 Sa‘d al-DEn TaftEzEnE moved 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 the se became part and parcel of the curriculum. 24 Again during this period, purpose built institutions existed side by side with individualized private instruction. The fourth period can be said to have begun from the early part of eighteenth century lasting until the founding of DEr al-‘UlEm at Deoband 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 focused 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-NisE’E and Sunan Ibn MEjah) and al-MuwaIItE of MElik ibn Anas. Later on, WalE AllEh’s son ShEh ‘Abd al-‘AzEz, operating from his base in Delhi, helped to popularize it throughout India. SihElvE, based at FarangE Mahal in Luckno w, focused on developing a comprehensive curriculum which came to be called Dars-e-Ni? EmE, after him. SihElvE focused more on the ma‘qElEt (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 ShE‘ites of Lucknow came to the Sunni school of FarangE Mahal to study because of the reputation of this curriculum at producing well-rounded and rational, educated individuals. Although, our period of research ends here, however, let us state this much.WalE AllEh’s curriculum and SihElvE’s curriculum represented two extremes in their emphasis upon the transmitted and the rational sciences, respectively. Quite a number of p eople took advantage of both the curricula but there was still 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 combination 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 AllEh’s emphasis on IadEth was also incorporated so that during the last year of study, the OiIEI Sittah, as well as the SharI Ma‘EnE 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 IadEth was historically a neglected science in India. It was only with the coming of WalE AllEh that this changed.The unique position that WalE All Eh 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 keeping 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-BukhErE’s 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 written on it by ‘ulamE in Egypt, Iraq, Syria and Hijaz. It was held in such high esteem that Sultan MuIammad ibn Tughlaq is reported to have placed it side by side with the Qur’an while taking oath of allegiance from his officers. 6 26 Muhammad Ishaq, India’s Contribution to the Study of Hadith Literature, (Dhaka, University of Dacca, 1976), 218-221. There are many other examples from each of the succeedi ng 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 IsmE‘El 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 commentary 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 confined 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 forefront in the science of IadEth.They flourished in Gujarat and Makkah and from there, their influence extended to various parts of the world. In Delhi, ’Abd al-WahhEb’s 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 quite active i n 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 Nadvi’s 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 MaImEd ShEh (d. 1397) of the South Indian Bahmani kingdom that he had set aside special stipends for the scholars of IadEth so that they could stay engaged in their scholarly pursuits without having to worry 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 saw 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 M ashEriq 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 FawE’id al-Fu’Ed. 39 Even a cursory glance at this collection will show that Ni? Em al-DEn had a thorough understanding 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 native Lakhnauti to Delhi to benefit from Ni? Em al-DEn. He lived in Ni? Em al-DEn’s 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 ijEzat nEmah (license to teach) that Ni? Em al-DEn received from his teacher after completing MashEriq al-AnwEr. 39 AmEr ? asan SijzE, FawE’id al-Fu’Ed, 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 condition for him. He accomplished this in six months. 40 This shows the erudition and skill 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 purpose 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 quite an issue of.Some historians, as evidence of this claim, have cited an incident involving WalE AllEh’s son, ShEh ‘Abd al-‘AzEz. It is reported that when ‘Abd al-‘AzEz began writing his Persian commentary on the Qur’an (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 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 ShEfi‘E, AbE YEsuf (the main student of AbE ? anEfah), al-GhazzElE, Ibn ? azm, Ibn Taymiyyah, etc.Some of these works were hard to find even a fter coming of the press. It is reasonable to assume that someone who had access to such rare works would also have had access to al-REzE’s 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 OzEd’s 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 Qur’anic verse â€Å"and for those who have the power† (2:184).According to OzEd even for this relatively minor issue, most major works of tafsEr, including al-REzE’s 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 Awrangzeb’s (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 author’s marginalia on this work is available 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, QaIE’s 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 in Bihar, it is quite reasonable to assume that they would have been available in the capital Delhi as wel l. In fact, not only were books easily available during the period under study, rather it was not such a major issue. There are two important 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 area 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 Akbar’s court. Although working under Akbar, he had become thoroughly disgusted with Akbar’s eclecticism. Even though an officially approved history of Akbar’s reign had been written by Abul Fazl titled Akbar NEmah, BadEyEnE felt that the record needed to be set 42 43 Ibid. , 5 7. MuIib AllEh BihErE, ?Eshiyat Musallam al-ThubEt, MS. Or. 350, p. 1, University of Leipzig Library, downloaded from â€Å"UIEl al-Fiqh wa al-QawE‘id al-Fiqhiyyah,† al-MuIIafE min al-MakhIEIEt al-‘Arabiyyah wa alIslEmiyyah, %20 %20 %20 accessed 16 August, 2010). 44 During the period under study, copyrights violation was not an issue. There was no legal hindrance to making copies of other people’s books. Today, the opinion is divided among traditional scholars regarding copyrights. Some insist that they have no basis in Islamic law.Others approve of them. For a sampling, see NEh ? E MEm Keller, â€Å"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 Akbar’s reign. He could not make it public during his own lifetime for fear of severe official reaction. After his death, some copyists got hold of it and befo re 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 reasonably 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), ma‘EnE, bayEn, fiqh, uIEl, and tafsEr, all of these, he copied with his own hand. And for every book, he wr ote 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, â€Å"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 Qur’an 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-WahhEb’s student ‘Abd al? aq DehlavE in his AkhbEr al-AkhyEr. ‘AlE MuttaqE had moved to Makkah and was the foremost 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 sending 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 CONCLUSION A systematic study of Islamic intellectual heritage (of India as well as the rest of the Muslim world) is essential for a better 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 commercial enterprise. The general attitude of the public towards knowledge and those who engaged in it was fundamental to the flourishing of this system. General interest in the various Islamic sciences meant that all segments of the population participated in the cul tivation 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. Moreover, 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 overall 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, Shu‘ab 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 alQawa’id al-Fiqhiyyah [Principles of Jurisprudence and Legal Maxims], al-MuIIafE min al-MakhIEIEt al-‘Arabiyyah wa al-IslEmiyyah [Chosen 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 Ta‘lEm-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 Dima shq. 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‘ alTirmidhE]. Ed. ‘Abd al- RaImEn MuIammad ‘UthmEn. BayrEt: DEr al-Fikr. Muhammad Ishaq. (1976). India’s Contribution to the Study of Hadith Literature. Dhaka, University of Dacca.MuIammad ShafE‘. (2002). FutEI al-Hind [Conquests of India]. Karachi: IdErat al-Ma‘Erif. 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-NashriEt–e-IslEm. SijzE, AmEr ? asan. (1996). FawE’id al-Fu’Ed [Benefits of the Heart]. (ZiyE-ul-? asan FErEqE, Trans. ). New Delhi: DK Printworld.

Babe Ruth 3 Essay Research Paper Babe

Babe Ruth 3 Essay, Research Paper Babe Ruth On February 6, 1895, Kate Schamberger Ruth gave birth to her first kid. George Herman Ruth, Jr. was born in Baltimore, Maryland. He was the first of eight kids born to Kate and George Herman Ruth. Ruth # 8217 ; s father worked as a barman and finally opened his ain tap house. Many believe that George was an orphan all his life, but for the first seven old ages of his life he was with his parents, but he survived without counsel on the dirty, crowded streets of the Baltimore riverfront. On June 13, 1902, George Herman Ruth took his seven year-old to St. Mary # 8217 ; s Industrial School for Boys. Not merely did he topographic point immature George in the school, but he besides signed over detention of the male child to the Xaverian Brothers, a Catholic Order of Jesuit Missionaries who ran St. Mary # 8217 ; s. At St. Mary s he met Brother Mathias, he taught George about life and Base baseball Baseball was a popular signifier of diversion for the male childs at St. Mary # 8217 ; s. Young George Ruth, Jr. , displayed his potency at a really immature age. He played all places on the field, and was an first-class hurler. He besides possessed a brilliant ability to hit the ball. By his late teens Ruth had developed into a major conference baseball chance. On February 27, 1914, at the age of 19, Ruth was signed to his first professional baseball contract by Jack Dunn, director of the Baltimore Orioles, at the clip a minor conference franchise in the International League. Because Ruth # 8217 ; s parents had signed over detention of the child to St. Mary # 8217 ; s he was supposed to stay at the school until the age of 21. To acquire around this, Dunn became Ruth # 8217 ; s legal defender. When George Ruth, Jr. , appeared with Dunn at the ballpark the other participants started checking gags, and one of the participants quipped, # 8220 ; Well, here # 8217 ; s Jack # 8217 ; s newest Babe. # 8221 ; The remainder of the participants besides started mentioning to immature George as # 8220 ; Babe # 8221 ; and the name stuck. Therefore began the celebrated calling of Babe Ruth. In the forenoons, Ruth would travel into Landers # 8217 ; Coffee Shop in Boston, and it is here that he met Helen Woodford, a seventeen-year-old waitress. They married on October 17, 1914 in Ellicott City, Maryland. In December of 1919 Babe was sold to the New York Yankees. Prior to Ruth # 8217 ; s reaching in New York, the squad had neer won a crown. With # 8220 ; The Babe # 8221 ; as portion of their squad they became a dominant force in major conference baseball, winning seven crowns and four World Championships from 1920 to 1933. In 1921, the twosome adopted a babe miss, Dorothy. On January 11, 1929, at the age of 31, Helen died of asphyxiation in a fire. Dorothy, who was eight at the clip, was off at get oning school. Babe met and became earnestly interested in a immature widow, Claire Hodgson. Claire had come to New York from Georgia with her immature girl Julia in 1920 and worked as a theoretical account and actress. On April 17, 1929, the two were married in New York. In October 1930, Babe adopted Claire # 8217 ; s girl Julia, while Claire did the same with Dorothy. He had a passion for runing and fishing, pugilism, and bowling. But possibly one of his biggest athletic passions was golf. He loved the game and played whenever he could. Babe Ruth # 8217 ; s last twelvemonth as a Yankee was 1934. He wanted severely to pull off in the major conferences. In 1935, at the age of 40, he announced that his playing yearss were through and that he wanted to go a director. In late February, the Boston Braves, wanted Ruth to fall in the squad by doing him believe that the undermentioned twelvemonth he may go the squad # 8217 ; s director. Unfortunately for the Babe, that neer came to go through. Ruth played his last major conference game on May 30, 1935, for the Boston Braves and announced his retirement on June 2, 1935. From that twenty-four hours on he kept trusting to acquire a opportunity to pull off in the major conferences, but the chance neer came. In 1946, Babe was diagnosed with pharynx malignant neoplastic disease. Even though physicians performed surgery and he received radiation interventions, the malignant neoplastic disease couldn T be cured. With physicians being unable to make any more for him, Babe was released from the infirmary. Subsequently, April 27 was declared # 8220 ; Babe Ruth Day # 8221 ; in every baseball park in the United States and Japan. Although excessively frail to wear his old uniform at the clip, Babe did do an visual aspect on that twenty-four hours at Yankee Stadium. His concluding visual aspect at Yankee bowl really came subsequently, on June 13, 1948, during the twenty-fifth day of remembrance of # 8220 ; The House that Ruth Built. # 8221 ; During the jubilation the Northerners besides retired his uniform, figure 3, and for that ground Babe put on the uniform for one last clip. At 8:01 p.m. on August 16, 1948, Babe Ruth lost his conflict with malignant neoplastic disease. For two yearss, his organic structure lay in province at the chief entryway to Yankee Stadium. Hundreds of 1000s of people stood in line to pay their last respects. Babe # 8217 ; s funeral was on August 19 at St. Patrick # 8217 ; s Cathedral in New York. He is buried at Gate of Heaven Cemetery in Hawthorne, New York. He now rests along side of his married woman Claire who was buried following to him after her decease in 1976.

Hum M3 Al Essay Example | Topics and Well Written Essays - 250 words

Hum M3 Al - Essay Example Being related to consciousness and choice, they are acquired from the culture and environment. In contrast to animals, whose code of values are automatically formed and whose senses help them distinguish between good and evil, people have choice of knowledge and thus can acquire certain sets of values they choose. The code of values of the person forms his/her attitudes and affects thoughts. Thoughts and attitudes, as it is stated by Burns, forms emotions and feelings. 3. The Dominant Values test was rather puzzling for me, as I found most of the values important for me; none of them is opposite to my position in life. However, the test results indicate that Benevolence and Security are my dominant values, and Tradition has proved to be at the lowest stage in my life. I would say that results are true, because I care much about welfare and security of others. In Cognitive Empathy test, I’ve scored 25, which is the moderate ability of perspective talking. The score of Emotional Empathy is, however, higher, 27, and this is the high level of emotional empathy. I agree with the results, as I tend to feel compassionate for many people. Finally, Dispositional Mood Scale test has shown that the current tendencies in my mood are relatively high tiredness and negative arousal and moderate positive energy and

Way of Thinking Essay Example | Topics and Well Written Essays - 500 words

Way of Thinking - Essay Example Although critical thinking or reasoning or way of thinking seems easy actually it’s a tough affair, as it requires the natural skills like consideration, reflection and deliberation. However, in order to justify the various aspects of any idea, high level of intellectual talent and knowledge is required so as to arrive at logical conclusions. On the other hand, experience of the senses may not present accurate results, as it does not include any sort of evidence. Therefore, it might be stated that critical thinking or rationale is extremely essential to attain relevant and justified conclusions that may be accepted by all individual. For example recruitment of an experienced leader or manager in an organization is accepted by all in order to enhance its productivity and profitability.Such an idea is the desire of all, i.e. manager as well as the employees. In addition, reason may be used for synthesizing and evaluating varied information in an apparent and rational way, in ord er to enhance its quality of evidences. However, it might be possible only by scientific investigation of various resources and evidences so as to reduce the pitfalls. By doing so, the accurate and actual facts might be analyzed very easily and effectively rather than the experience of the senses. So, the way of thinking or explanation is considered to be the most trust-worthy phenomenon for any individual as compared to the experience of the senses.Furthermore, reason is considered as a mental procedure that may be used in order to attain purposeful and self-regulatory analysis and judgments. By doing so, the exact problem of any situation might be analyzed or diagnosed prior finding its solutions. So that the solution might be at-per with the situation and may be accepted and acknowledged by all. However, such a facility may not be attained in case of facts evaluated through experiences of the senses.  

Death in the Woods Research Paper Example | Topics and Well Written Essays - 1500 words

Death in the Woods - Research Paper Example umber of short stories where the narrator has made an attempt to describe the death of an old woman who dies on her way home from the village, and how soon after, how body becomes transformed mystically. The story is set in the nineteenth century in the deep dark areas of Illinois. This paper helps to provide an analysis on the same. Mrs Grimes is the main protagonist around whom the story has been woven. The narrator has presented himself as a very unreliable source upon which no one has a choice but to bank upon in order to hear the entire story of how Mrs Grimes died. She lived on the edge of society and made a livelihood by selling eggs. She and her husband did not have much standing in society as they were frowned down upon because her husband was called a horse thief. People were under the impression that they did not belong to a good family and thus did not deserve to be a part of the social circle. Mrs Grimes is thus ignored by the people around her, on a daily basis and she is quite used to the fact as well. Despite being quite an old woman, the narrator has described her physique as a rather appealing one. â€Å"A thing so complete has its own beauty.† (Anderson, S) She grew up as an indentured servant in the house of a German man. He treated her badly and made her provide him with sexual favours, as it has been suggested within the book, and this put her in the bad books of his wife, who beat Mrs Grimes up cruelly. However, she was rescued by Jake who helped her escape and married her. However, the two gave birth to a son and daughter – the daughter died during childhood and the son grew up to be like his father, and they both abused Mrs Grimes and gave her the worst time. They treated her much like the German master did and thus the narrator stated that for Mrs Grimes, life had always been rough, brutish and the worst form experienced by her and thus she did not know a different side to life at all. As she grew up, she began to take care of animals

What do you consider is the function of metamorphosis in the Angela Essay

What do you consider is the function of metamorphosis in the Angela Carter collection (The Bloody Chamber) - Essay Example In other words, metamorphosis functions to transform fairy tales from a male oriented reading to that of a female oriented reading. Fairy tales have notoriously depicted male dominance over women. Carter resorts to gender metamorphosis in that she liberates women and stresses the female sexual liberation and desire and reverses conventional feminine and masculine roles. In doing so, Carter unveils repressed female sexuality and sexism and the male dominated construction of the female self (Makinen 1996, p. 41). The Bloody Chambers The Bloody Chamber is based on the fairy tale Bluebeard. The original tale, Bluebeard did not give voice to the female protagonist’s own feelings and thoughts relative to her own tumultuous marriage (Roemer and Bacchilega 2001, p. 94). In Carter’s metamorphic retelling of Bluebeard in The Bloody Chamber, Carter’s female protagonist comes across as poignantly informed and instructed by the experience of her marriage (Carter 1993). Not on ly is this purely female perspective told in the first person narrative, but delivered in a direct and informative manner. Carter’s The Bloody Chamber immediately informs that the narrator is a female whose metamorphosis from girl to woman has resulted in an informed and mature woman with a voice and feelings. The short story opens with the female protagonist’s reflection of her journey to womanhood. She recalls with â€Å"excitement† that is likened to: The train that bore me through the night, away from Paris, away from girlhood, away from the white, enclosed quietude of my mother’s apartment, into the unguessable country of marriage (Carter 1993, p. 7). Carter masterfully, lets the female protagonist narrate the fairy tale from her own perspective and by taking this approach, she is transformed into a sympathetic character. The original tale may have conjured up images of the perpetuated image of the female as the biblical Eve: an object of temptation (Roemer and Bacchilega 2001, p. 94). Carter’s metamorphic depiction, allows for a revisionist version of conventional perspectives entrenched in Christian presentations of the Eve myth. Carter presents a strong female and invites a more positive perspective on the Eve myth. As Roemer and Bacchilega (2001) puts it: Carter’s literary revision of Bluebeard undercuts the Christian doctrine of original sin. Her heroine’s agonizing ordeal, so similar to Eve’s, is portrayed as a necessary and bold initiation into self and worldly knowledge rather than as an act of foolish disobedience (p. 95). In the original fairy tale, Bluebeard’s female protagonist marries an older man who subsequently takes a leave of absence. Before leaving he gives his bride the keys to the palace and instructs that she may have access to all the rooms in the palace, save for one. The bride however, soon gives into temptation and enters the forbidden room. In doing so she finds the corpses of her husband’s previous wives. Despite the fact that the bride is shaken by the discovery, the tale presents her as inconsequential and disobedient. She apparently experiences no self-growth as a result of this experience (Roemer and Bacchilega 2001, p. 96). In Carter’s metamorphic depiction of Bluebeard, the female protagonist has a voice and is not inconsequential. Carter’

Marketing of Nivea Products Assignment Example | Topics and Well Written Essays - 750 words

Marketing of Nivea Products - Assignment Example Nivea products identify themselves through distinct packaging and clear labeling of the products. Nivea products are convenient products for shopping as they already sought out products packed in convenient amount, and well labeled that makes it easy for customers efficiently select their desired preferences. Again, the products are packed in small packages, which make the products portable and convenient for consumers to carry around. The products are available everywhere from supermarkets, pharmacies and convenient grocery stores. The uniqueness of the product identified through the satisfaction it has on the consumers. The products have refined scent, dry, smooth skin, in fact, most women say they products makes their lips kissable has a sensational, romantic touch. This response explicitly makes the product unique over other closely related products. In addition, the brand is extremely popular for skin care and beauty. Besides, the products are not only useful to women but also to men and a range of diverse men’s products are available. Nivea brand is owned by a German company Beiersdorf named after the owner Carl Paul Beiersdorf who was a pharmacist. The product is developed from water in oil emulsion with eucerit and used as a skin cream. The company produced products such as shampoo, tanning oils, facial toners and shaving cream which lead to development of Nivea products. The products also contain cellulite that help reduce cellulite and makes the skin firm, Nivea cellulite gel-cream is used to serve this purpose. Lotus extract obtain from flowering water plant is able to tighten the pores of the skin. It also has an anti-inflammatory features that help skin purification and cleansing. In addition, Nivea products have the following mix:

Dry Needling in Physical Therapy Research Paper

Dry Needling in Physical Therapy - Research Paper Example Moreover, Gerwin and Dommerholt (2006) state that DN is not considered as a precise approach and is not suitable for every patient. There has always been a debate whether or not DN should be considered a part of acupuncture which is based on traditional Chinese medicine. According to Amaro (2007), DN techniques are performed â€Å"with the same solid filament needles acupuncture practitioners are using, but dry needling does not require knowledge of the theoretical foundations of acupuncture†. Dommerholt et al. (2006) state that some countries accept in their policy that IMS falls within the scope of physical therapy while others do not. According to them, the DN techniques include different models such as the radiculopathy model, the trigger point (TrP) model, and the spinal segmental sensitization (SSS) model. Superficial DN works under TrP model; deep DN needs both TrP and radiculopathy models; while, injection therapy works under TrP and SSS models. Radiculopathy model. The radiculopathy model was first put forth by Dr. Chan Gunn and is based on Cannon and Rosenblueth’s Law of Denervation. According to this model, it is always the peripheral neuropathy or radiculopathy that causes the myofacial pain syndrome (MPS). If there is a free flow of nerve impulses, the innervated structures function correctly, otherwise these innervated structures become supersensitive. According to this model, the best treatment points are located near the motor muscles. This model always remained limited to the hypothetical stage. According to Dr. Chan Gun’s research (as cited in Dommerholt et al., 2006): Relative minor injuries would not result in chronic pain without prior sensitization of the nerve root is inconsistent with many current neurophysiological studies that confirm that persistent and even relatively brief nociceptive input can result in pain-producing plastic dorsal horn changes. Trigger point model. This model basically deals with MTrPS.

Marketing Environment Essay Example for Free

Marketing Environment Essay Before we start with marketing environment it is important to know what a market is and how can marketing be defined as. A market is any structure that allows buyers and sellers to exchange any type of goods, services and information. †¢The market facilitates trade and enables the distribution and allocation of resources in a society. †¢Markets allow any tradable item to be evaluated and priced. A market emerges more or less spontaneously or is constructed deliberately by human interaction in order. †¢Marketing can basically be looked upon as the interaction between marketing mix variables and environmental variables. †¢It is only with the help of marketing variables, that the market managers tackle the environmental variables. †¢Marketing is an ongoing process of planning and executing the marketing mix for products, services or ideas to create exchange between individuals and organizations. According to Kotler â€Å"Marketing is a social and managerial process by which individuals and groups obtains what they need and want through creating, offering and exchanging products of value with others†. The American Marketing Association defines marketing as:- â€Å"The performance of business activities that direct the flow of goods and services from producers to consumers or users†. †¢Marketing tends to be seen as a creative industry, which includes advertising, distribution and selling. †¢ It is also concerned with anticipating the customers future needs and wants, which are often discovered through market research. †¢Essentially, marketing is the process of creating or directing an organization to be successful in selling a product or service that people not only desire, but are willing to buy. In the words of Stanton â€Å" Marketing is a total system of interacting business activities designed to plan ,price, promote and distribute want satisfying products and services to present and potential customers†. Therefore good marketing must be able to create a proposition or set of benefits for the end customer that delivers value through products or services. Government agencies, political parties, pressure groups and laws create tremendous pressure and constraints for marketing management. †¢Laws affect product design, pricing and promotion. Irrespective of the political ideologies, intervention in the marketing process has become common in every nation. †¢The legal environment is also referred to as public policy environment. The vast government network of laws and regulation, policy decisions, government bureaucracy and the legislative processes have varied impact on marketing strategies. †¢Multinationals like Coca Cola and IBM had to flee India during 1977 due to a hostile political environment. The positive political situation has permitted these corporations to again operate in the country. The impact of political and legal forces may be summarized as under: ? Substantial amount of legislation regulating business exists to protect consumers from unfair business practices, to avoid unfair competition, to safeguard small firms and to conserve foreign exchange. ?Marketing managers are required to get full knowledge and understanding of political and legal forces for achieving their goals. Political factors include government regulations and legal issues and define both the formal and informal rules under which the firm must operate. For example †¢Tax policy †¢Employment laws †¢Environmental regulations †¢Trade restrictions and tariffs †¢Political stability †¢Study and knowledge of economic forces is essential to preparing effective marketing plans. †¢Anticipation of future economic conditions will enable the firm to devise appropriate marketing strategies. Under economic environment, a marketing manager generally studies the following factors and trends: †¢Trends in cross national product and real income growth †¢Pattern of income distribution †¢Variations in geographical income distribution and trends †¢Expenditure patterns and trends Trends of consumer savings and how consumers like to hold their savings †¢Borrowing pattern, trends and governmental and legal restrictions †¢Major economic variables Economic factors affect the purchasing power of potential customers and the firms cost of capital. For example †¢Economic growth †¢Interest r ate †¢Exchange rates †¢Inflation rates †¢Economic conditions affect marketing directly because such organizations are themselves a part of the market place. For instance, the costs of all inputs positively respond to upward swing of economic condition. †¢This will affect the output price and consequentially affect the sales.

Full-Scale Fatigue Testing using the Resonance Method

Full-Scale Fatigue Testing using the Resonance Method Welding: Welding is a process that is employed to join two distinct pieces of the same metal or remove any unwanted material from metals. In other words, the welding can be broadly discussed as the forging of two heated metals by employing electrode which acts as a slag and prevents the atmospheric contamination. The art of welding began when man started forging tools from metals. The first form of welding that was available to mankind was metal forging by pounding a metal until they are fused together. [1] Types of Welding: We live in a world where we can fuse a metal and separate a single metal into many components. There are many available methods of welding to achieve this objective. They have all been evolved from the idea of forging and have a high influence in the human survival. Some of the different types of welding that are been used are: Â   Â   Oxy-Acetylene gas welding Shielded metal arc welding (SMAW) Gas tungsten arc welding (GTAW) Electroslag welding (ESW) Gas metal arc welding (GMAW) Submerged arc welding (SAW) magnetic pulse welding (MPW) Electric resistance welding (ERW) Flux-cored arc welding (FCAW) laser beam welding and electron beam welding [2] Weld Geometry: Welding two metals depends on a numerous factor such as type of joints, type of welds, groove face, root face, root edge, bevel angle, depth of bevel, groove angle, groove face, groove radius, and root opening. Based on all these factors there are nine categories of welds. They are Groove Welds Plug or Slot Welds Spot or Projection Welds Back or Backing Welds Flanged Welds Fillet Welds Stud Welds Seam Welds Surfacing Welds [3] Figure 2: Type of Weld Figure 1: Type of joint Figure 3: Process of a) Spot Welding b) Seam welding c) Projection Welding Types of Failure: A metal component is always subjected to stresses and strain. They have an impact on the total life of the component. A flaw that can cause disruption in the performance of a metal gives us an idea on the integrity of the metal. In case of welding the defect can occur in the area that has been welded. Based on the study, it is identified that most of the failure in the welds occur due to wrong technique, process conditions, bad weld groves, incorrect consumables and operator error. The common types of failures that occurs in welding are due to hydrogen embrittlement and residual stresses. So, the type of welding failure that can affect the life of the metal component are: Arc strike cracking Undercut Cold cracking Hot cracking Crater crack Root and toe cracks Hat crack Underbead crack Lamellar tearing Longitudinal crack Gas inclusion Reheat cracking Distortion Inclusions Transverse crack Lack of fusion and incomplete penetration [4] Fatigue: Fatigue may be characterized as the weakening of metal caused by the frequent application of cyclic loading and unloading. It causes progressive structural damage to the material. The fatigue strength is defined as the maximum strength a material can exhibit without breaking is an important dimension that is employed to study the life cycle of the metal or the welded structure. The BS 7608 or DNV-RP-C203 gives us an idea about the fatigue strength to the applied load for different weld geometry. Principle of Fatigue Testing: Resonance Method Testing is employed for the analysis of fatigue in welds. The process involves the excitation of the welded metal to be tested to its first mode of vibration by applying rotational radial force at one end. The rotational force causes a bending moment in its longitudinal axis of the welded metal with two nodal points without any deflection. The welded metal is supported at these points. Figure 4: Principle of resonance fatigue testing (in two dimensions). Figure 5: Bending-stress-profile-in-a-resonance-fatigue-test-specimen-with-a-circular-cross-section This method is employed to calculate the bending stress in a metal. The resonant frequency depends on the mass and stiffness of the material. Usually the tests are conducted below the resonant frequency to control the stress and thereby regulating the strain and deflection. [5] Figure 6: Resonant-response-of-specimen-deflection-controlled-by-changing-the-speed-of-rotation-of-the-excitation-force. Industrial Application: Resonant Testing Machines is the commonly employed fatigue testing machine when compared to its counterpart Servo-hydraulic testing machines due to its advantages such as better efficiency, high frequency, low maintenance and cost. They are used for the fatigue analysis of aerospace and automotive fasteners, engine components, turbine blades, chains etc. Aerospace Industry: Resonant test is employed in aerospace industry to study the fatigue strength of the composite materials such as Glass Fiber Reinforced Polymer (GFRP). They are employed to study the fatigue strength of aerospace fasteners such as bolts, screw, studs and rivets. An aircraft uses an utmost 3 million fasteners with bolts taking 25% and the rivets taking the rest. So, fatigue test is done to analyze the reliability of the fasteners to the repeated pressure and temperature cycles, variations in dynamic loads, and high vibration levels. [6] Figure 7: Fatigue Toughness Testing with resistance heating tester. Automotive Industry: Resonant tests are being implemented in structural dynamics lab in order to study the fatigue strength of high stiffness components such as the automotive components such as connecting rods, crankshafts, bolts, brackets, gear teeth, knuckle etc. The test duration is controlled by the stiffness of the material and the frequency can go high as up to 100 Hz. [7] Reference: The_Procedure_Handbook_Of_Arc_Welding_742pages_1973.pdf Online: https://en.wikipedia.org/wiki/Welding Online: http://nearyou.imeche.org/docs/default-source/hong-kong-branch/1- 20.pd Online: https://en.wikipedia.org/wiki/Welding_defect Online: http://www.twi-global.com/technical-knowledge/job-knowledge/full-scale-fatigue-testing-using-the-resonance-method-141/ Online: http://www.fastenerandfixing.com/news/high-cycle-fatigue-evaluation-of-aerospace-fasteners Online:https://www.araiindia.com/services_RnD_services_structural_dynamics_engineering_services.asp

Style Mirrored in the theme of As I Lay Dying :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Style Mirrored in the theme of As I Lay Dying William Faulkner in his book As I Lay Dying communicates the central theme of Independence to show his style of writing; Point of view. In As I lay Dying the theme is independence; of the family, of each character. Each of the characters independence is devised of their isolation and their individuality. In each characters chapter its their points of view, either if they are reliable or not, he shows what they are and converts it through the characters words and then to us. There are three passages in sequential order which show true isolation through their points of view are; Cora, Addie, Whitfield. These three characters have conflicts relation to one another, but each of their chapters they inform us more, while the other characters are oblivious to what really happened. In the chapter of Cora (the wife of Tull, a religious woman in the area, who disapproves of Addie) she spends the finals hours of Addie’s life with her. There was a flashback to when they were having a conversation of religion, how Addie was judging rather then leaving it up to God. Addie was vain and proud of it, and she realized that Jewel was her favorite and most appreciative. That Jewel is her God â€Å"He is my cross and he will be my salvation.† Cora is independent to this family; she has nothing in common but their location. They Bundren family is not religious compared to Cora, Cora seems as a missionary trying to convert this family into believers. But even thought The Cora and the family don’t see eye-to-eye, she thinks that she needs to be there to explain religion.

Affirmative Action: Giving Preferential Admissions to Minority Students

Should universities eliminate affirmative action polices that give preferential treatment in admissions to minority status? â€Å"Anyone interested in higher education should want to contemplate, on behalf of colleges and universities, students and faculty, alumni and paying parents, the fate of affirmative action(Chace, M William 20). The Oxford Dictionary states Affirmative Action is â€Å"an action or policy favoring those who tend to suffer from discrimination, especially in relation to employment or education; positive discrimination.† In 1961, John F. Kennedy signed an Executive Order calling for â€Å"affirmative action to ensure that applicants are employed, and that employees are treated during employment, without regard to their race, creed, color, or national origin.† This is now known today as the Equal Employment Opportunity Commission(EEOC). Affirmative action policies would later be forced upon businesses and have also been instituted at many universities where minorities are given preferred admissions over non-minorities. An Example of this would be at the University of Mic higan where applicants who represented racial or ethnic minorities were given 20 points towards admission out of a 150 point system where only 100 points were needed to gain admission. Trying to put the 20 points in perspective, applicants with perfect SAT scores only received 12 points toward admission. This system was later struck down by the Supreme Court, but another similar policy was upheld at the University of Michigan Law School. With how diverse our society is currently compared to years ago, it seems to compliment that the policies have indeed worked. But now, the policies are questioned by many as whether or not they moral, constitutional, and/or... ...s Cited Charles, Camille Z., et al. "Affirmative-Action Programs for Minority Students: Right in Theory, Wrong in Practice." The Chronicle of Higher Education 55.29 (2009). Academic OneFile. Web. 9 Aug. 2011. Selingo, Jeffrey. "New Study Questions Educational Benefits of Diversity." The Chronicle of Higher Education 49.29 (2003). Academic OneFile. Web. 9 Aug. 2011. Connerly, Ward. "My Fight Against Race Preferences: A Quest Toward `Creating Equal'." Chronicle of Higher Education 46.27 (2000): B6. Academic Search Premier. EBSCO. Web. 17 Aug. 2011. Chace, William M. "Affirmative Inaction: Opposition to affirmative action has drastically reduced minority enrollment at public universities; private institutions have the power and the responsibility to reverse the trend." American Scholar 80.1 (2011): 20-31. History Reference Center. EBSCO. Web. 18 Aug. 2011.

Dr. Martin Luther King Jr. :: essays research papers

Dr. Martin Luther King Jr. was a very important leader of the American Civil Rights movement as well as a Nobel Prize winner. He proved that Civil Disobedience was an effective weapon against depression. King’s challenges to segregation and racial discrimination in the 1950’s and 1960’s helped convince many white Americans to support the cause of Civil Rights in the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Dr. King was born into the American Civil Rights movement in Atlanta, Georgia on January 15, 1929. His grandfather was the founder of the Atlanta Chapters of the NAACP, and his father was the Pastor of the Eboniza Baptist Church where he worked as a Civil Rights Leader. Dr. King attended Morehouse College and graduated with a bachelor’s degree in sociology in 1948. Dr. King married Coretta Scott King in 1953. After graduating with honors from Crozer Theological Seminary in Pennsylvania in 1951, he went to Boston University where he earned a PHD in Divinity in 1955. After graduating from Boston University, Dr. King became the Pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama where he began the activities that would make him an American Civil Rights Leader.   Ã‚  Ã‚  Ã‚  Ã‚  In many states, African Americans were denied voting rights and access to schools, buses, and other public facilities that were segregated. They were also denied accommodations in hotels that were for whites only. Discrimination was openly practiced and in some places sanctioned by law. Dr. King’s goal was to protest segregation until it was declared unconstitutional. In 1955 Rosa Parks was ordered by a bus driver to give up her seat to a white passenger. When she refused, she was arrested and taken to jail. King started the Boycott of the Montgomery Bus System. In 1956 the Supreme Court declared Segregation Laws unconstitutional which ended Bus Segregation. King learned Civil Disobedience from Gandhi and proved that peaceful non-violent protests, such as marches, boycotts, and sit-ins, were an effective weapon against depression. In 1957 Dr. King and other ministers formed the SCLC (Southern Christian Leadership Conference) which fought for the Civil Right s of all Americans. In 1959 King returned to Atlanta, Georgia, the headquarters of the SCLC, to assist his dad and work for Civil Rights. In August of 1963 Dr. Martin Luther King gave his â€Å"I Have A Dream† speech during the March on Washington. Later in the spring of 1963 President JFK introduced the Civil Rights Act (the single most important piece of Civil Rights Legislature) which was passed by President Johnson.

Call of Duty

Call of Duty is an extremely successful video game franchise created by Activision consisting of seven different games to date. In the fall of 2009 Call of Duty – Modern Warfare 2, the prequel to this year’s Black Ops, set the record for five day video game sales with 550 million in revenue. The Call of Duty franchise has a very strong and loyal following but Activision decided to advertise heavily for their newest installment regardless. A billboard in Times Square was only the first step in this advertising thunderstorm. Though the numbers are up for debate, Activision CEO Bobby Kotick called this campaign â€Å"The biggest investment ever made in the launch of a game title†. The commercial being critiqued received the most attention of all the Black Ops advertisements. The commercial was developed by the Advertising Agency TBWA, and was directed by up and coming director Rupert Sanders. The target audience for this advertisement is most likely males 12-34 years old, which is consistent with the largest sector of the video game market. The ad ran heavily during National Football league games in order to target this demographic. The NFL dominates this demographic in terms of viewership. The ad aired during day games as well as night games. The commercial appealed to hardcore gamers as well as novices and was designed to excite the loyal followers of the franchise as well as stimulate the interests of new players. The commercial shows people from all ages and occupations, including a business woman, a young girl, a nurse, a chef, and even celebrities Kobe Bryant and Jimmy Kimmel, engaging in realistic war battles set to The Rolling Stones â€Å"Gimme Shelter†. The central message of the commercial is that anyone can experience the rush of being a hero from the safety of their video game consoles, as driven home by the tagline â€Å"There is a soldier in all of us† that ends the commercial. The commercial also excites the viewer due to its realism and action while portraying a dramatized version of the gameplay. The presence of Kobe Bryant and Jimmy Kimmel, who are both real life fans of the game, conveys a message that you can buy this game and even compete against celebrities in multi player modes. There is a message that in the Black Ops world, we are all soldiers hidden in a cloud of anonymity and are ranked simply by ability to play the game. This commercial was controversial but extremely effective. Call of Duty – Black Ops generated 360 million in revenue in the first day of release and 650 million over the first 5 days, making it the most successful video game launch ever. Even The Rolling Stones felt the power of the Call of Duty franchise when according to Billboard. om, sales of The Rolling Stones â€Å"Let It Bleed† album (featuring â€Å"Gimme Shelter†) rose from approximately 2,000 copies sold per week prior to the commercial airing, to 11,000 copies after. In terms of recommendations, numerous people argued that the advertisement was in bad taste for making light of real wartime scenarios and also promoting violence. The experience of the commercial is of course subjective. In this case, controversy seemed to only increase awareness and ad sales. The rush created by this commercial created a positive association with the game and led potential customers to feel that they can have a thrilling experience for sixty dollars in the form of a game with no actual consequences. My personal recommendation would be for Activision to be aware of audience sensitivities in order find balance between increasing awareness and not offending fans, or potential fans, of the game. Possibly issuing a warning at the end of the commercial that the action is dramatized could help slow criticism as well.

Ethical Issue: Abortion

ETHICAL ISSUE: ABORTION INTRODUCTION The root question to ethics is whether abortion is considered murder or a justified killing? Is it morally wrong and if so, should it be made legal or illegal? There are mainly 2 views towards abortion. The pro-choice regard abortion as acceptable in some circumstances as women should be given a freedom of choice. Whereas the pro-life regard abortion an absolute act of wrong and should be criminalized. Let us first take a look at various approaches to help us better understand and justify both sides of the argument. RIGHTS APPROACHA pro-choice would argue that women have the rights to her life, body and health. Before abortion was permitted, women will either have to carry their pregnancy to term or desperately seek to abort due to various reasons (eg. health, incest, rape, career), thus resorting to unsafe and life-threatening procedures. However, with access to safe and legal abortions, women will have the basic right of managing their own bodie s and the risk of health will be reduced. One example is an article extracted from the National Organization for Women which mentioned the deaths of women who turned to illegal and unsafe abortions. Refer to Example 1) Besides, women have the rights to liberty and thus have the power to exercise their rights to abortion. In the event a woman needs to continue her employment or meet other obligations, she will not be forced to bear a child against her will which can result in misery as it becomes impossible for her to carry out her duties and obligations in the usual manner. An example is from the New York Times Magazine (LIVES – When One Is Enough). A woman named Amy Richards explains why she decided to go for abortion. (Refer to Example 2) In addition, women have the rights to sovereignty.By allowing abortion, women would not be unjustly forced into motherhood which in turn forces them into submissive roles in society. Thus their rights to livelihood and continuation of educ ation and profession will not be depleted. They can have the potential of being on equal status, dominion and power as men. Under the concept of personhood, it is argued that fetuses are not yet born and are not sentient beings. They do not have the capacity to have experiences (eg. feeling pain) and are not yet reasoning, self-aware beings capable of moral reciprocity.Hence, they do not have a substantial right to life yet. However, I feel that fetuses are considered human beings from conception and thus they should enjoy the full moral status of born human beings. It is said that although fetuses may not be persons yet, they have the potential to become one and thus, fetuses should enjoy basic moral rights to life. Hence, the rights of an unborn should not be compromised against the rights of the mother. UTILITARIAN APPROACH On one hand, it is argued that legalizing abortion diminishes the maternal mortality rate of women within the society.Studies have indicated that after the le galization of abortion, it has resulted in a much lower percentage of maternal death rates due to greater access to safer and legal methods of abortion and timely abortions, thereby reducing the risk of health complications. (Refer to Example 3) Besides, timely abortions can be made. Abortions done in early stages (1st trimester) will greatly reduce the fetus’s suffering compared to later stages where the fetus starts developing into a sentient being (capability to experience suffering).In addition, it can potentially reduce the number of unwanted children. In the cases of rape or physical and mental defects of the unborn child, abortion will be the better alternative to reduce the potential physical and mental suffering the mother feels that her child will possibly face in future. For instance, the child suffers psychologically due to his peers teasing his physical defects. Furthermore, it can help diminish the growth of over-populated areas especially in countries like Sing apore. The New Statesman indicated that â€Å"The world as a whole is overpopulated by 2 billion†.A decrease in population can help to reduce the rate at which natural resources are being used and reduce competition for employment opportunities which results in a higher standard of living. However, I believe banning abortion has its benefits as well. A study revealed that women who had undergone abortions place themselves at a higher death risk than women who give birth. A Finland study revealed a 7 fold increased death rate among aborting women resulting from suicide due to post-abortion distress. Besides, it encourages economic growth.Parents will have to spend financial resources on their child for the purposes of education, clothing and food. Due to the increase in expenditure, demand increases, leading to a rise in supply. The overall effect will lead to an increase in the country’s Gross Domestic Product. Furthermore, it encourages population growth in under-popu lated countries such as Australia. This prevents the excessive exploitation of resources such as food, energy and minerals and helps to better maximize the utility of such resources.In addition, in the event that the mother decides to send her child for adoption due to reasons like being financially handicapped, there will be more opportunities for infertile couples to adopt a child. COMMON GOOD APPROACH On one hand, allowing abortion reduces the overall suffering of unwanted children in the society which; can be due to the inexperience and financial instability of the mother. Some children thus remain in the foster care where a sense of loss and overwhelming rejection is developed.It also gives women the liberty to abort the baby based on their right to privacy as they might not want others to learn about their pregnancy. The US Supreme Court found that women have better mental health when offered abortion as an option. This means children who are born are wanted more by their fami ly and thus they will be able to attain a better welfare and education. In addition, abortion has allowed women to have an opportunity to pursue their life and educational goals which they may not be able to pursue after being a mother.Furthermore, legalizing abortion serves to protect the safety of women as now; many will not turn to illegal abortion but instead seek proper medical aborting procedures. Nonetheless, I feel that banning abortion emphasizes on the importance of responsible contraceptive usage and birth control methods which is crucial to help reduce the occurrence of accidental pregnancy.. According to the National Abortion Federation, 78% of teenage pregnancies are unintended, out of which 35% sought abortion.It also increases the awareness of respect for sex. It is important to understand that a woman is not an â€Å"object† for sexual gratification nor is sex to be abused without regard. Thus, banning abortion stresses on the importance for taking responsibi lity for one’s actions. Furthermore, it helps us to better appreciate human lives. A life of an unborn cannot be undermined to the life of a born human. This teaches us to have compassion and empathy towards any human life. VIRTUE APPROACH By allowing abortion, one of the virtues developed is love.Love leads the mother to abort the baby as she is unconfident of being a good mother to the child, thus she rather not let him live a difficult life in the long run. Self-accountability is also developed as the mother has to face possible consequences that could arise as a result of her abortion. (Eg. Depression, guilt) Besides, courage and fortitude is developed as the mother has to confront the reality of abortion and take courage to accept the responsibility of abortion and its aftermath effects (Eg. post traumatic stress disorder).In addition, resilience is developed in the mother throughout the entire abortion process for having the strength and ability to cope with the reality and effects of abortion. This helps them to move on with their lives instead of being overwhelmed with emotional trauma and setbacks. On the other hand, by banning abortion, it gives the mother determination to carry on her pregnancy despite external factors that may sway her decision such as being a single mother and unconfident of bringing her child up singlehandedly.It also develops self-accountability as one has to responsible for one’s own actions. In addition, courage and fortitude is developed as the mother may have to face possible consequences for taking responsibility for the child such as spending more financial resources for the child’s sake. Impartiality can also be developed as the mother is able to be objective in her views and preserve the life of an innocent despite the fact that her child was the result of rape. Self-sacrifice and selflessness can also be developed as the mother decides to put aside her own needs to keep the child.She may have to qui t her current job and terminate all other obligations even though she might not be mentally prepared to raise a child yet. Fore-sightedness is developed as the mother would have to plan ahead of time to provide her child the best treatment possible. FAIRNESS/JUSTICE APPROACH It is argued that if abortion is allowed, everyone will be given an option to abort regardless whether they want to. Since everyone is given a choice, it is fair as it respects everyone’s individual rights.Since an unborn is only considered human when it is a sentient being, it is fair to abort it in its early stages and not treated as homicide. Furthermore, since it is not born yet, it does not possess human rights to life and thus its life should be decided by its mother. Furthermore, it is only fair that the mother has the right and option to decide what to do with her child since it is her flesh and blood. On the contrary, I believe a human life is determined at conception. Hence abortion equates to t he murder of any born human. Thus, it is only fair to grant an unborn an equal right to living as any born human.Additionally it is also fair to grant the baby the right to live as the baby is an innocent party that should not be dragged into abortion as a result of rape, incest, careless or irresponsible acts of humans. PERSONAL STAND In conclusion, multitudes have come to believe that they benefit from abortion. However, they had failed to realize that if a choice needs to be made, it should be done so before conception of the child. There is no real difference between killing a child before or after it is born. In the case of rape, it is true that the mother may not have come to terms ith carrying her pregnancy to term. However, it is important to adopt an objective view. An unborn should not be killed simply to alleviate the suffering of the mother. Moreover, if abortion is so easy attainable, how many would stop to think of the cruelty of taking away a life of an innocent? Now that legal abortion gives women a safeguard, more will turn to it. Since the Supreme Court handed down the Roe v. Wade decision in 1973, there had been a 64% increase in the number of abortions in the United States. In addition, family values may be distorted in generations to come.By aborting her baby, the mother-to-be will lose part of her motherhood and respect. Legalizing abortion also makes it easier for one to overlook the negative consequences and take abortion for granted. Whereas, banning abortion allows people to think twice before acting and take responsibility for their actions. Therefore, I believe abortion should be banned. (1930 words) EXAMPLE 1 [pic] EXAMPLE 2 [pic] EXAMPLE 3 [pic] REFERENCES Josh Levinson. (2004). Abortion poses great ethical dilemma. In The daily campus. Retrieved 18 May 2012, from http://www. dailycampus. com/2. 7438/abortion-poses-great-ethical-dilemma-1. 067241. Josh Marshall. (2004). The Abortion Dilemma: Legal Isn't Always Ethical. In Ethics s coreboard. Retrieved 18 May, 2012 from http://www. ethicsscoreboard. com/list/abortion2. html Claire Pomeroy. (2008). Abortion and Women's Rights: Unification of Pro-Life and Pro-Choice through Feminism. In Serendip. Retrieved 18 May, 2012 from http://serendip. brynmawr. edu/exchange/node/1845 Amy Richards. (2004). LIVES; When One Is Enough. In nytimes. Retrieved 18 May, 2012 from http://www. nytimes. com/2004/07/18/magazine/lives-when-one-is-enough. html Unknown. (2008). Utilitarianism vs.Moral Duty: Ethical Dilemmas of Abortion. In ivythesis. typepad. Retrieved 18 May, 2012 from http://ivythesis. typepad. com/term_paper_topics/2008/02/utilitarianism. html Abortion Access Project. (2003). The impact of illegal abortion. In ourbodiesourselves. org. Retrieved 18 May, 2012 from http://www. ourbodiesourselves. org/book/companion. asp? compID=100&id=20 Unknown. (2005). When abortion was illegal. In socialworker. org. Retrieved 18 May, 2012 from http://socialistworker. org/2005-2/562/562 _06_Abortion. shtml EI. (2002). Abortion Increases Women’s Mortality Rate. In afterabortion. rg. Retrieved 18 May, 2012 from http://afterabortion. org/2002/abortion-increases-womens-mortality-rates/ Austine Cline. (Unknown). Abortion is a serious ethical issue. In atheism. about. Retrieved 18 May, 2012 from http://atheism. about. com/od/abortioncontraception/p/AbortionEthics. htm Kundan Pandey. (2011). Ethical Issues on Abortion. In goaccess. org. Retrieved 18 May, 2012 from http://www. goaccess. org/ethical-issues-on-abortion. html BrookesB. (2005). Abortion: An ethical dilemma. In writework. Retrieved 18 May, 2012 from http://www. writework. com/essay/abortion-ethical-dilemma

The Women of Colonial Latin America

The Book is rich with topics describing opportunities and challenges that shaped the lives of women in Latin America influenced by Spain and Portugal. Engagingly written by Socolow the book can be a very useful reference for teachers of Latin American Studies. The piece abounds with historical information covering effects of conquests, colonization, and settlement of colonial women. It looks into the various roles played by women stressing on their responsibilities and duties as well as their limitations.It gives light as to how factors like race, social status, occupation and environment among others affect women in every circumstance. I would say the piece is one whole powerful presentation. Socolow being a member of the gender in discussion gives weight to the whole intellectual experience. The book might have a different feel if it was written by a man. Socolow made sure that she started her book with an attention grabbing Introduction. I think everyone who has read would agree t hat it is very effective.It is very perceptive but not overly dramatic, it hands the reader all the needed information to the last detail but not to the point that it becomes dreary. The author can be likened to a professional cab driver – expertly maneuvering a vehicle full of passengers to an intended destination. Chapter One, Iberian Women in the Old World and the New is an interesting historical account of how key players in history changed women’s role across time.Chapter Two, Before Columbus: Women in Indigenous America and Africa is an enlightening and at the same time intriguing description of history. Chapter Three, Conquest and Colonization documents the hardships and brutality experienced by women during war. All the other Chapters namely Women, Marriage, and Family, Elite Women, The Brides of Christ and Other Religious Women, Women and Work, Women and Slavery, Women and Social Deviance: Crime, Witchcraft, and Rebellion, Women and Enlightenment Reform bear t he same keen observation and consistency of purpose.The book seems just historical at first but it has more than just historical information. I would say it is a must read – for those who wants to understand how the role of women evolve from early Spanish conquest to what it is presently. The author use easy and simple language that her ideas just flow from page to page. All in all – Socolow’s ‘The Women of Colonial Latin America: New Approaches to the Americas’ is a rich book that surely gets its reader’s hooked.