Saudi Arabia Research Paper Example | Topics and Well Written Essays - 500 words

Saudi Arabia - Research Paper Example government has used the oil wealth of the country for the benefit of its people and it has put a lot of investment not only in infrastructure but also in education (Khatib, 2011). In fact, it can be said that some of the infrastructure in Saudi Arabia is better developed than that in the United States. The cities of this country are also very well planned and built and these are designed in very modern architecture. It is actually a breathtaking site when one approaches a Saudi Arabian city from a distance; it is truly an image of a beautiful oasis in the desert. This country has a very extensive social welfare system that caters for all its citizens and one could dare argue that the Saudi Arabian social welfare system actually functions better than the one in the United States (Wiley, 1999). Many in the United States believe that since Saudi Arabia is a traditionalist society, it does not have the necessary development to be in the modern world. The American image of Saudi Arabia is one of nomadic Arab tribesmen moving from place to place in the desert with nothing better to do than breed religious fanatics (Kamran, 2000). This image of Saudi Arabia is a very bad stereotype of the people of this state because most of the population of this country stopped their nomadic lifestyle more than half a century ago and in fact, many today live in the urban areas. The people of Saudi Arabia have adopted many of the ways of the Western world and this include the use of cars to travel instead of camels, many wear Western clothing (especially the men), and most of all, they live in houses which have been built in the modern style. The popular opinion in the United States is that Saudi Arabia is an extremely fanatical society when it comes to religion (Harris, 2003). This image only applies to a few of the people in this society because the majorities are surprisingly very liberal in matters concerning religion. Moreover, they only appear to be fanatical because of their

Team Communication and Problem Solving Essay Example | Topics and Well Written Essays - 500 words

Team Communication and Problem Solving - Essay Example al. 1999 and Mabey et. al., 1998, amongst others) as decision makers are unable to be objective and rational in the real world. The 'administrative' or 'bureaucratic' model "questions whether managers are capable of making rational decisions" (Fulop & Lindstead, 1999. p. 299) and bases decision making on the actual behavior of the decision-maker. Simon (1960, in Fulop & Lindstead, 1999:308) recognises cognitive limits to human rationality and that "the decision making is likely to be influenced by non-rational, emotive and unconscious elements in human thinking". Incomplete information, time limits and group pressures are "thought to limit the optimising behavior so central to the rational model" (op. cite.). As a result, decision-making is the product of 'bounded rationality' and 'disjointed incrementalism', which results in 'satisficing', where the best decision is made within the confines of imperfect information and 'mutual partisan adjustment' between parties. In the 'bureaucratic' model this process is then institutionalised for future problem solving. The 'garbage-can' model suggests that "decisions are really problems looking for solutions" (Fulop & Lindstead, 1999:299), emphasises both the "role of chance decisions and the concept of strategy as a stream of decisions" (Leonard, et. al.

Malaysia Administration System

Malaysia Administration System Introduction Malaysia, Malaysia (Malaysia) for short, is one of the Southeast Asia by thirteen states and three federal systems composed of district federal countries. Kuala Lumpur, the federal government is located in the city. August 31, 1957 (Ding You years) independence. Western half is located in the Malay Peninsula, often referred to as the west, the north Thailand, and south across the Johor strait, as opposed to a Singapore and Indonesias Riau islands; The eastern half is often referred to as the east horse, south Kalimantan, Indonesia. As early as the 6th century BC, and now the Malaysian region to establish a Kedah kingdom. 14 real Malacca kingdom centered in Malacca, the unification of most of the Malay Peninsula. 1511 Portugal conquered the Malacca. World War II, the United Kingdom, such as the Penang Malay maharaja 9 merges it to federal, Singapore as an independent British colony. Federated Malay States in 1957 independence, the Federated Malay States in 1963 with Singapore, Sarawak, and Sabah merged to form Malaysia. 1965 Singapore quit forming the current Malaysia. The members of the British Commonwealth, the non-aligned movement and members of the organization of the Islamic conference, is also one of the founding of the association of Southeast Asian nations countries. Mainly involved in military action defense alliance with the five countries and the United Nations peacekeeping operations. Administrative structure in Malaysia 2.1 The legislative branch 2.1.1 at the federal level YDPA Malaysian Supreme Head of State as head of state, commander in chief of the armed forces and Islamic leaders from the nine hereditary rulers of the meeting in accordance with the candidacy of Sudan Sudan Aging’s age and became drawn up the list, the highest elected a seniority Sudanese head of state, a term of five years. Supreme Head of State is the head of state has the legal status of the Federal Constitution and the Act of Parliament expressly bar out of his country representative for Malaysia, the highest legislative and executive decision-makers. Senate A total of 69 members of the Malaysian Senate, where 26 is indirectly elected by the state legislature elections in 13 states, in addition to the 44 heads of state from the federal government to the highest recommended for appointment. Senators must be over 30 years of the Federation of Malaysia citizen, a total term of three years, regardless of whether the continuous average term renewable only once. House of representative A total of 193 members must be at least 21 years of age and shall not serve on the Members. Under the five-year term of office of members must be regular and comprehensive re-election, Mr. Election, when voters in the constituency Members voting seats, mining relative majority decision made it past the post voting. Known as â€Å"YANG BERHORMAT†. Responsible by Congress in Malaysia, the task of amending the law and repeal, directly under the Aging of Malaysia. 2.1.2 at the state level Rules Heads of state leaders is highest, according to the countrys constitution, the head of state has the right to recommend the principles of action, as well as the rules and the powers to appoint and YDB YDN, for the appointment of the Minister of State has certain rights. You can refuse the request and agreed to dissolve the legislature of each state, but for the requirements of the rulers of the Council, to be met, the head of the Malaysian Islamic religion give respect and satisfaction. State legislative assembly 13 states, each state has its own legislative assembly, every member is elected by the people themselves, this tradition has been maintained for five years, the election over the age of 21 people, they were known as YANG BERHORMAT Council is responsible for the drafting of the legislation, and debate on them, but a person cannot be at the same time a representative number of constituency, representing a district only. 2.2 The Executive branch 2.2.1 at the federal level YDPA YDPA 2.1.1 has been discussed in the above Council of the rules Council of the rules is made up of nine rulers in Malaysia and four appointed head of the state under the federal constitution 38 provisions of the Council, the main functions of the parliament every 5 years is selected in the nine hereditary ruler supreme head of state and deputy supreme head of state, but only the hereditary ruler has the supreme head of state of the right to vote and the right to vote. Other features include a duty to protect the legal status of the Malay and Islam; Involving Islam problem on a nationwide scale for final decisions; In addition, the ruler has the supreme legislative power, the highest judicial power and administrative power, but in actual operation, he must consult the opinions of the prime minister. Prime minister Malaysias prime minister was the leader of the administrative organ in Malaysia. In Malaysia to clarify in the constitution, the supreme head of state must appoint a congressional majority support members of the House of Commons as prime minister. 1. From the parliaments lower House of Commons 2. Be born in Malaysia citizens Cabinet Malaysias cabinet is the Malaysian government administrative department, the cabinet led by the prime minister and the cabinet minister report to congress on a regular basis. Cabinet members must be elected by congress, which was given the highest approval rating of MPS in the house of Commons will be elevated to the prime minister, then according to the list submitted by prime minister elected cabinet ministers and deputy ministers, cabinet ministers in a cabinet meeting every Wednesday on a regular basis. 2.2.2 at the state level Rules/YDN Malaysia is a constitutional monarchy in the country. Its symbolic head of state rulers called Malaysia (Yang Di-Pertuan Agong), namely the Agong, by seven Malay States Johor, Selangor, Kedah, Perak, Kelantan, Pahang, Tengah House Sultan (Sultan), plus serious side Raja Negeri Sembilan and Perlis served in rotation, either every 5 years. Four other states in the state by the symbolic head of state (Yang Di-Pertuan Negeri) rule. State executive council State cabinet-is headed by minter bear.States that do not have a sultan-is headed by chief minister.Peninsular-state executive council.Sabah-cabinet, Sarawak-supreme council.Responsible for forming various state policies, Implement them and acts as advisor to the ruler.Members of state cabinet head certain portfolios.Practices collective responsibility. Malaysia consists of 13 states and 3 Federal Territories. Federal; Territories: Kuala Lumpur, Island of Labuan, Putrajaya 2.3 Judiciary Malaysias legal and judicial system is complex, Malaysias judicial system is exquisite and meticulous, and it is rooted in the cultural diversity of the colonial history and things. Malaysias judicial system involves many aspects of the legal system in Malaysia; Malaysia ruled by the British for a long time, belong to common law legal system. Criminal justice is an important part of Malaysias judicial system, based on the defendant equality against the judgment of the illegal interrogation officer leading way on the basis of. This system includes three components, namely the court, the prosecuting authority and defense agencies. Its the highest law as the United States constitution of Malaysia. Malaysian court structure can be divided into two parts, namely the Supreme Court and lower court. Lower courts consist of judgment court and district court, but it is the things both impartiality-or otherwise-of the higher court, an appellate court and the federal court. The federal courts pr edecessor was the Supreme Court; it is the highest in the Malaysian legal system of institution and the final court of appeal. The appeals court to Malaysias operation from June 24, 1994 began to take effect. The special court was set up in 1993.Special court will trial all rulers and supreme head of state of civil action. The courts presided over by the federal court, and the other four members, namely what horse two impartiality-or otherwise-of justice and two judges appointed by the Malay rulers conference. A member of the federal court for federal court justices, long appeals courtyard, Malaya, Sabah and Sarawak justice and seven other federal court judges.At present there are 10 in Malaysia the appeals court judge (not including the appeal yard long).The Malayan impartiality-or otherwise-of has 47 judge, Sabah and Sarawak impartiality-or otherwise-of ten judges. In the lower court, there are 60 district court judges, of which 52 in the west, Sabah and Sarawak each four. Judgment court judge has 151, including 122 in the west, ma 10 in Sabah, 18 in Sarawak and 1 in Fujian federal territories.The federal court is the judicial Malaysias supreme leader. The federal court, the appeal judges, west horse yard long, Malaya, federal court judges, the appeals court judge and impartiality-or otherwise-of the judge is the supreme head of state in refer to the advice of the prime minister appointed after meeting and consulting the Malay rulers. 3.0 Explain your country system china The judicial organs of China including the court, procurator ate, public security organs (including the state security organs) and judicial administrative organs and their leading lawyer organization, notary organ, re-education through labor authorities, etc. The peoples court is an organ of the state trial; the peoples procurator ate is the national legal supervision organs; the public security organ is the public security organ, is responsible for the investigation of criminal cases, detention or pre-qualification and arrests. Has the nature of the public security organ of a state security organ; Main responsibility is to management of the judicial administrative organs of the prisons and labor camps, lawyers, notarization, peoples mediation and legal publicity and education, etc. Judicial organization refers to the lawyers, notarization, and the arbitration organization. The latter is not the judicial organs, are essential in the judicial system and links. 4.0 Comparison with Malaysia Malaysia government and society: Constitutional monarchy (a constitutional monarchy is divided into dual monarchy and a parliamentary monarchy, Malaysia belong to parliament monarchy). Rulers meeting by the Johor, Pahang, Selangor, Mei LAN, knight, Deng jail floor, Kelantan, Kedah, glass city nine states of hereditary Sudan and Malacca , Penang, sand, the more, the Shaba of four states of heads of state. Its function is highest in nine hereditary Sudan in turn elected head of state and deputy supreme head of state; Review and promulgated by the national laws and regulations ;Has the final decisions on Islam problem on a nationwide scale; Review involved ethnic Malays and Sabah, sand the privileged status of indigenous peoples and other major problems. Without the consent of the meeting, and shall not by any law rulers of privileged status. China government and society: National nature: the peoples democratic dictatorship of socialist countries. The socialist system is the basic system of the Peoples Republic of China. The socialist system by any organization or individual is prohibited destruction. â€Å"After Hong Kong and Macao return, because of historical reasons, the implementation of one country, two systems, namely in mainland China practices the socialist system and capitalist system in Hong Kong and Macao shall, because civil war failed to unify Taiwan, presently for the system of capitalism, return also suitable for the one country, two systems, still practice the system of capitalism. Government: the peoples congress system. PRC in article 2 of regulation: all power in the Peoples Republic of China belongs to the people. The people exercise state power of authority is the National Peoples Congress and local peoples congresses at various levels. The people in accordance with the law, through various channels and forms, management of state affairs, manage economic and cultural undertakings and social affairs management. 5.0 Conclusion Malaysias special political economic and cultural background as well as for its unique geographical position, one of the world famous. Malaysia pursues an independent foreign policy, neutral and nonaligned. Priority to the development of foreign policy cornerstone for the association of south-east Asian nationsASEAN), relations with ASEAN countries. Great importance to developing relations with power. Is a member of the commonwealth, and its member states more exchanges? With the establishment of diplomatic ties in 131 countries. 6.0 Reference list Websites Malaysia History and society, [online] available at: mailto:http://www.cicir.ac.cn/chinese/newsView.aspx?nid=2946, Accessed on 25th NOV 2014 China History and society, [online], available at: mailto:http://www.npc.gov.cn/pc/11_4/2007-12/05/content_1620424.htm, Accessed on 6th DEC 2014 Word count: 2037

Height and Weight Data on High School Children Essay -- Data Handling

Missing Some Graphs Handling Data Coursework Introduction This is based on fictional data on a school called Mayfield high school. I will be comparing two variables I have chosen to compare the relationship between the height and weight of the pupils in the school. It will be involving the following year groups seven, eight and nine. The data that I have been given to me is a secondary source, which was provided to me by teacher which was from the internet. The data has provided me with each pupils name, age, year group, height, hair and eye color, and the distance from home to school, traveling method, number of brothers and sisters and KS2 results. The aim of this investigation is to find out a relationship between two variables, the two variables which I have chose to investigate are height and weight. Hypotheses To test my first hypothesis i.e. as pupils get older the boys and girls get heavier and taller. I will carry out a stratified sample of 60 boys and girls. The reason why I will do a sample is because it will show the different proportions of people in each year group and gender. Therefore my data will be representative of Mayfield High School. Once I have collected the data I will then organize the heights and weights of the girls and boys in a grouped frequency table. I will then use this table to find the mean, mode, median of the results of the heights and weights of these males and females. I will then construct a cumulative frequency graph to find and locate the median, lower quartile and upper quartile. This will then be used to draw a box plot for the heights and weights of male and females. This data will be used to help me to conclude my first hypothesis. To test hypothesis two i.e. girls in y... ... that overall my hypothesis is correct. This is shown in the graphs of the data showing the boys and girls in year eight, nine and eleven. However in the graphs showing year seven and ten proves that my hypothesis is wrong. Also my last graph shows an overall outlook of the whole population I had sampled and it shows a very positive correlation of the taller you are the heavier you are. To conclude my coursework I have learnt that all of my hypotheses are correct. My first hypothesis was the older you are the heavier you weigh. My second hypothesis was the girls in year seven are taller and heavier then boys in year seven. My last hypothesis is the taller you are the heavier you are. From investigating these I have learnt that the older you are the heavier you are, year seven girls are heavier and taller then boys and the taller you are the heavier you are.

Ethno Religious Crisis in Nigeria: Causes and Remedy.

ETHNO RELIGIOUS CRISIS IN NIGERIA: CAUSES AND REMEDY. BY MUHAMMAD GAMBO ISGOGO HASSAN ADAMU MAKUKU UMAR HAMIDU ALIYU ABSTRACT Introduction Nigeria is no doubt a populous nation of over 88 million (1991 population census) but as at now Nigeria’s population is estimated to be above 120 million people of diverse ethnic groups and many religions. Its people are differently distributed in the 36 states that made up the nation. In addition to this, the nation is blessed with many economic potentialities which help in the movement of the various peoples through the process of economic inter-dependence. Though abounds with human and natural resources, the country has since independence witnessed a number of inter and intra ethnic and religious crisis which continue to be an impediment to its overall development. The causes of conflicts between and within ethnic and religious groups could be seen in a number of factors, such as ways of propagating the religions, mistrust and suspicion between the followers of the various religious and ethnic groups, selfishness ignorance and intolerance amongst the two groups. References are made in the holy books, such as the Glorious Qu’ran and the Holy Bible on their teachings showing how if fully adhered to, the nation will be in peace. In this respect, the prevailing crisis might not be un- connected with the deviation of the teachings of these religions by their followers. In the paper, causes of these crises are discussed and some suggestions are provided which if properly implemented will serve as remedies to both ethnic and religious crisis in the nation. Ethnic Crisis In Nigeria. In the words of Eleazu â€Å"the people of Nigeria are many and varied†1. Actually, a nation with a population of over 120 million people now and about 391 different ethnic groups2 with divergent socio-political, economic, cultural and religious backgrounds could be termed a nation of many and varied peoples. With this heterogametic nature. Nigeria has thus, become a melting pot where social conflicts and especially of ethnic nature are bound to occur. Causes of ethnic crisis in Nigeria are many comprising of both long and short term factors. There had been in the past for example, serious inter-ethnic rivalry to secure slaves for both domestic use and trans-Atlantic slave trade and secondly, there were wars of expanding the territories of the various states, kingdoms and empires that made up what is today Nigeria. These wars were the predominant activities of the various ethnic groups which became a factor of bitter relationship amongst them in the past. This situation of enmity between the various ethnic groups was according to Ryder From the 18th century onwards when the slave trade supplied weapons that made these conflicts more destructive. Internally, a sharpening of divisions within societies is well attested3. These wars caused serious insecurity so that many old towns were relocated in mountainous areas or mass defensive walls were constructed to avoid the intrusion of enemies. It is worth noting that these earlier conflicts were sponsored by the European slavers. In this way one could say, the seed for such conflicts was planted right in the period before colonial rule. Slave trade on its own was an inhuman act and therefore a terrorist act. In the colonial period, the colonial system of dividing what is today Nigeria into three administrative units had contributed greatly in shaping the present day relationship of suspicion, fear and mistrust among the divergent ethnic groups in the country. The administrative units were:-Lagos colony, Southern Protectorate and Northern protectorate, in this arrangement, the north was excluded from the central administration. This exclusion was to later have a serious implication on the relationship between the people of the north and those of the South, (East and West). The implication became more pronounced when in 1914, the three administrative units were amalgamated. This action was marked by mutual suspicion and sometimes open conflict between the diversed ethnic groups. One could say at this juncture that, this suspicion and fear still shapes the relationship between the peoples of these various corners of the country. This is also the genesis of the subsequent crisis of ethnic nature in Nigeria. Today, Nigerians feel insecure in the regions other than their own. The sectional feeling further manifests itself clearly in the unhealthy competition in all aspects of the government between the peoples of the North, West and East. Tensions between these peoples become more and more intensified with each trying to protect its sectional interest. On this note, Awolowo, cited in Ekeh, P. P. and Osaghae, E. E. eds blamed the British: For dividing the North from the South so thoroughly and effectively that the two were divergently and almost irreconcilably oriented4 With Federalism which was instituted to primarily to avoid one ethnic group dominating others and also protecting the interests of the minorities, the nation was once again split into regions, each with its autonomous power. In this political arrangement also, it was observed that: The colonial administrators have passed on to the Nigerian wards the prejudices which had enabled them think and act in the belief that this informal federation was a marriage of convenience between incompatibles 5. With this impression in the minds of Nigerian peoples, it becomes very difficult for them to work harmoniously together without such tribal conflicts. Each of the tribes of the country today works only for the interest of its people and not the nation, thus in these blind competitions of each trying to dominate the other, conflicts of ethnic nature always occur. Clear testimony to this was that the political parties of the first Republic were regionally organized; Northern Peoples’ Congress (NPC), was for the North, Action Group (AG) was for the West (Yoruba) while National Council of Nigerian Citizens (NCNC) was for the East (Igbo). Equally the major parties of the second republic were only the reincarnation of those of the first republic, National Party of Nigeria (NPN) for example replicated the NPC, United Party of Nigeria (UPN) was the AG incarnate while the National Peoples Party (NPP) replicated the NCNC. Each of these worked tirelessly to protect the interest of its geopolitical zone, and in so doing, conflicts occur. A case to mention here was the coup and counter coup of January and July 1966 which came about as a result of the heedless pride, greed, selfishness and shortcomings of the members of these three regions. The wound inflicted by the Nigerian civil war did not heal properly as there are still moves for secession in the country. Minority issues in Nigeria are also seen as one important phenomenon which causes ethnic conflicts in the country. These minority tribes were once neglected in the socio-political and economic affairs of the country. Nigeria was seen and regarded as the home of only three tribes; Hausa/Fulani, Igbo and Yoruba. But later even Arthur Richard cited in Ekeh, P. P and Osaghae, E. E confirmed that: It is only accident of British suzerainty which has made Nigeria one country or one nation socially, economically and even politically, there are deep differences between the major ethnic groups. They do not speak the same language and they have highly divergent customs and ways of life and they represent stages of culture. 6 From the 1950s till date, the reality of Nigerian problem started to unfold. Many minority ethnic groups began to feature in the sharp competitions in the entire aspects of government. This is done through the formation of their own political parties and associations in order to out do the activities of major ethnic groups whom they regard and see as threats to their economic and political aspirations. This suspicion and fear by the minority tribes over the major tribes remain a prominent feature in the Nigerian socio-political and economic activities and have in no small measure helped in intensifying ethnic crisis in the country. The desire to harness and utilize the God given economic potentials distributed in all parts of the country made the movements and permanent settlement of different tribes in different regions of the country inevitable. Socio-political and economic relations that follow, crisis of leadership result in serious clashes between many tribes. In 2002 for example, there was a serious conflict between the Yoruba and Hausa over the leadership of a cattle market in Bodija, Ibadan and in Jos, the conflict is still on between the Hausa and some tribes over who has the legal right of chieftaincy. Cases of this nature are numerous and too many to be mentioned here. One can also still see the traces of the British administration in Nigeria on the issue of sectionalism. It is worth mentioning that after forty four (44) years of independence and despite several calls for national unity, associations of purely tribal interest are established in the country. In the West, there is the Ooduwa Peoples’ Congress (OPC) for purely Yoruba people, in the East, there is the Ohaneze (Ndi Igbo) purely for Igbo people, while in the North, there is Arewa Consultative Forum for the northern peoples. It should be noted that all these associations have been established to directly and openly protect the interests of their respective peoples. Where their interests clash, it results to conflicts. Many ethnic crises in Nigeria are as a result of the activities of these associations. It is very disheartening to add that these tribal associations and other purely tribally motivated movements are directly supported and sponsored by top serving and retired government personalities. These supports only help in fueling crisis of ethnic nature in the country. Worst still, is that security and law enforcement agents always take sides when performing any national assignment of peace keeping. These agents openly support their people even if they are the offenders. This issue is no doubt causing further ethnic crisis and even escalating the existing ones. One cannot also delink this problem of ethnic crisis with the activities of the â€Å"area boys† who emerge suddenly as the result of the growing unemployment in the country. These groups of unemployed, misguided, disgruntled and unpatriotic teenagers unnecessarily cause commotions and misunderstanding under the pretext of tribal issues to enable them loot and steal private and public property. Area boyism is therefore a force to reckon with in causing tribal conflicts in the country. But it is worth mentioning here that some of the activities of these area boys are mostly engineered and sponsored by the selfish, greedy and unpatriotic politicians who by all means and at all cost wan to win election or cause unnecessary commotions. Under the pretext of tribalism, they therefore incite such crises in the country. Wrong and exaggerated information by the press and the media houses sometimes form the background for tribal conflicts in the country. Such exaggerated news will only spark up some ethnic groups to avenge on some innocent victims. Almizan of 16th Zulkida 1420 for example reported that over 2000 Hausa people were killed by the Igbo in the East to avenge the killings of Igbo in Kaduna7. The Igbo took this action because the nation was erroneously informed of the Kaduna crisis by the Today Newspaper of 21/2/2000. ollowing this, other major towns in the country started brewing with tension. No one can quantify the extent of damages caused by these ethnic crises in Nigeria. Hundreds of thousands of lives were lost leaving behind them so many orphans and widows, many were maimed and wounded, private and public property worth millions of naira were damaged. Also the tribes of Nigeria are left in a terrible sta te of perpetual psychological insecurity and fear especially those settling in a region other than their own. In this way, the spirit of national cohesion which is the bedrock of peace and stability still remain a dream, Nigerians therefore remain in either cold war or open war with one another. Religious Crisis In Nigeria (Causes) The causes of religious crisis in Nigeria seem to have been an event that occurs as a surprise to all concerned citizens of the nation. The crisis are mostly centered on religion though with some hidden motives. Religion which is often used as cover up is considered as one of the major causes of the crisis in Nigeria. Definition of Religion. Religion according to the Oxford Dictionary is defined as â€Å"one of the systems of faith that are based on the belief in the existence of a particular God or gods: Jewish religion, Christian Religion, Islamic religion and other world religions8. It is also defined as, a particular interest or influence that is very important in one’s life 9. Christianity is the belief in Christ, the man that Christians believe is the son of God and on those teachings the Christian religion is based. The prayer book 1998 states: the Christian faith is based on the belief in one God summarized in what is popularly known as Nicene Creed thus reads: We believe in one God, the father, the Almighty, maker of heaven and earth, of all that is seen and unseen. We believe in one Lord, Jesus Christ, God from God, light from light, true God from true God, begotten not made, of one being with the father, through him all things were made. For us men and for our salvation he came down from heaven by the power of the Holy Spirit he became incarnate of the Virgin Mary and was made man†¦. 0 Islam as a religion is an Arabic word and connotes submission, surrender and obedience to the laws of Allah. Islam is to enter into peace and Muslim is one who makes his peace wit Allah and man’s peace wit Allah implies complete submission to his will and peace wit man is not only to refrain from evil, injury to another man but also o do good to him. Christianity and Islam as religions of peace pre ach peace and co existence among their adherents. The Bible says in the Book of Prophet Isaiah 9:6 Proclaimed Jesus Christ as â€Å"the prince of peace†12. It will be absurd to see the followers of this prince of peace breaching the peace that was announced. Based on Islamic peace teaching, Al-Ezzati observed, that: The task of guiding the misled to virtuous behavior and persuading them to stop doing wrong (Al-amir bil-al-ma-rouf wa-al-nahy anil-munkar) is laid on every Muslim and this is why every Muslim is supposed to preach righteousness and decency13 . Religious crisis in Nigeria seems to be as a result of digression from the teachings of both religions. Prophet Isa (Jesus) (AS) displayed a good model and requested all his followers to emulate. In the New Testament, the apostle Paul in his admonition to the Romans in chapter 12:9, 10 & 18 charged them: Let love be without dissimulation, abhor that which is evil, cleave to that which is good. Be kindly affectionate one to another with brotherly love; in honour preferring one another. If it is possible, as much as lieth in you, live peaceably with all men14. In Galatians 5:22 peaceful co-existence is described as one of the Christian virtues. The teachings of Prophet Muhammad (SAW) have shown in theory and practice too, the right of neighbours both Muslims and non-Muslims, in a Hadith which states: Whosoever happens to be such that his (or her) neighbours do not feel secured of being afflicted from his evils, will not be admitted into paradise15. Another Hadith states : By Allah he has not acquired Iman (faith) and by Allah he has not acquired Iman. So it was said â€Å"who is that person O ye messenger of Allah: He said, that one whose neighbours do not feel safe from the evil in him or (her). Bukhari narrated 16. The above traditions teach harmonious relationship that is to be encouraged by both followers of the two faiths especially the Muslims. To buttress further from the Christian side, the Holy Bible, in Peter 3:11 says: Let him eschew evil, and do good, let him seek peace and ensue it. For the eyes of the Lord are over the righteous, and his ears are open unto their prayers. But the face of the Lord is against them that do evil 17. If such teachings are emulated by both Muslims and non-Muslims of the world, and Nigeria in particular, there will be no religious crisis. Most if not all of the crisis occurred out of ignorance. The present society tends to neglect all the above teachings and behave recklessly as explained above. Umar Ibn Khattab the second caliph said when sending troops to the battle field. Destroy not fruit trees, nor fertile fields in your path, be just and spare the feelings of the vanquished, respect all religious persons who live in hermitage or convents, and spare their edifice18. Ezzati further explains how caliph Umar protected the people of the Book. The killings, destructions being done in the process of fighting each other is not religious. In one of Jesus’ last sermons to his disciples in John 14:27, He said: Peace I leave with you, my peace I give unto you19. As mentioned above, the religious crisis in Nigeria are mostly manifested out of none adherence to the teachings of all the religions, since all the Holy books like the Qur’an and the Bible teaches peaceful co-existence of the people. The Qur’an openly states in chapter 2: verse 190 Fight for the sake of those that fight against you, but do not attack them first. Allah does not love aggressors20. It is therefore not true to say that the Muslim leaders or Christians of Nigeria are ignorant of such verses and the relationship that existed at the early state, which is supposed to be emulated by the present society. Qur’an 2:256 states: There should be no compulsion in religion21. Another verse states 109:6 Unto you your religion and unto me my religion22. The above verses shows that many religions could co-exist in harmony without conflict since followers of every religion are enjoined to stick to their religions. For example, in the time of the Prophet Muhammad (SAW), some religions existed side by side with Islam, and the prophet himself accorded much respect to the followers of these religions. The Qur’an is full of teachings in which no doubt about it, a guidance to those who are pious, who fear Allah and very much abstain from all kinds of sins and evil deeds which Allah has forbidden, and performance of good deeds which He has ordained. Several crises occurred in many parts of Nigeria from the initial stage as tribal and later turned to religious crisis. But the question is, were all these actually religious crisis, if they were, were the forerunners of these crises ignorant of such teachings of the glorious Qur’an and The Bible? One may likely say that such crisis were not religious as such, since the holy prophet states in one of his traditions that the blood of a brother Muslim is only lawful in three ways: 1. When a Muslim kills a Muslim brother, he will be killed. 2. When he commits apostasy (Ridda) and warned to repent, if he refused, he will be killed. 3. When a married man or married woman commits adultery he or she will be killed. Again the messenger of Allah (P. B. U. H) said: A thief will not commit theft at the time he/she commits it while he is still a Mumin and drunkard will no drink at the time he/she drinks while he/she is still a mumin, and the armed robber will not commit robbery of the precious thing, with people watching him at the time he commits robbery while he is still a mumin23. The above Hadith illustrated the situation in Nigeria about those who call themselves religious and yet engage in such irreligious crisis. As pointed out above, the immediate causes of which can therefore be attributed to: A. Pretensious ignorance of followers of the dominant religions in their religious tenets coupled with lack of proper adherence to the teachings of their religions. B. Due to Lack of Allah’s consciousness ethno – religious crisis arising from economic consideration from the leaders of Nigeria, many of the crisis are economically ignited, e. g. with all Nigeria’s oil wealth, what has been done to alleviate the sufferings of the majority masses. In such a case, uprisings occur in the name of religious crisis where the frustrated Nigerians will take laws into their hands in the name of protecting the interest of their various religions. Though Muslims cite example of a hadith which says: If one sees an abomination he should correct it with his hand and if that is not possible, he should correct it with his tongue and if that is not possible he should hate it in his heart, the later being the weakest degree of faith24. The above Hadith shows the level of correction to be embarked upon by any good Muslim, not the correction through destruction as it is done in Nigeria. This is the correction that is done, not with the loss of lives or destruction of public property C. Although Nigeria is a secular state, yet some top government officials   Ã‚  Ã‚  Ã‚  Ã‚  take biased decisions in favour of their religions, especially on   Ã‚  Ã‚  Ã‚  Ã‚  employment and other government affairs. This action always provokes   the followers of other religions which consequently result to crisis in the name of religion. An example is that of complains by Christians about the Arabic inscriptions in the Nigerian currency, while on the other hand the Muslims too complain about Friday not being work-free day just like their Christian  counterparts enjoy Sundays as work free day. D. Misunderstanding of the concept of shariah: Some Muslims and non Muslims in the country are ignorant of the entire   concept of shariah and therefore, see it as an instrument of oppression   and abuse of human rights. With this erroneous conception of shariah,   some Muslims and non Muslims oppose its implementation openly and   in so doing conflicts of religious nature occur. To this end, remedy to these problems must be sought in order to      create a peaceful social environment for the overall development of our   country, Nigeria. Suggestions As Remedies For Ethno-Religious Crisis In Nigeria. We have seen that the socio-political history of Nigeria has been bedeviled with series of conflicts especially of ethnic and religious nature. These conflicts are also varied, sometimes within a given religion or between religions, so also is the case with ethnic crisis. These crisis are seriously hindering the nation towards achieving one of its desired objectives of unity and stability which is the basic pre-requisite for any meaningful development. Below are a number of suggestions which would serve as remedies to the frequent ethnic and religious crisis in the country. 1. The method of imparting to the Nigerian citizenry the spirit of patriotism should be revisited. Nigerians should be fully acquainted with the ethics of patriotism. They should be made to take the nation first before any sectional interest. 2. Followers of both religions should value and adhere strictly to the teachings of their faiths since all religions are peace-loving, the spirit of tolerance ad cooperation will be developed so that Nigerians can work with one another peacefully. . The basic aim of the Federal Character Commission should be observed with all sense of seriousness. The aim is : â€Å"to give every citizen of Nigeria a sense of belonging to the nation notwithstanding the diversities of ethnic origin, culture, language or religion which may exist and which it is their desireto nourish, harness to the enrichment of the federal Republic of Nige ria†. If this aim is fully implemented, all Nigerians irrespective of language, religions or sex will have a sense of belonging and fuller participation in all government affairs without discrimination. In this way the feeling of one tribe or religion dominating the other will be discarded. 4. Formation of associations of purely tribal nature should be out rightly discouraged. 5. Inter-faiths Mediation Centers should be developed at all levels of government. 6. Law enforcement and security agents should be re-oriented on the importance of being neutral when putting down crisis of any nature in the country. 7. Standards should be set for preaching on all religions. In this way rampant preaching by the scholars of various religions could be controlled. 8. The supreme bodies of various religions in the country should enforce the law guiding the adherence of their belief system. Muslims for example should be made to apply Shari’ah. In the same vein application of ecclesial law should be encourage . In this way conflicts within and between religions would be reduced. 9. Media houses and the press should always be fair in their reports, especially when it involves crisis of ethnic and religious nature. 10. As some of the crisis are caused deliberately by area boys and certain movements, this is actually reflecting the economic situation of the country. Effort should be done to reduce the activities of area boyism through employment and equitable distribution of the nation’s wealth. 11. There should be total war against the debilitating problems of ignorance, poverty and disease, therefore promoting the well being of the individuals that make up the nation. Notes And References 1. Eleazu, U. â€Å"History and Geography of Nigeria† in Eleazu U. Ed. Nigeria: The first 25 years, Lagos Heinemann. 1985 -p3 2. Abdul Basir, A. A. & Bala, U. K, â€Å"In search of Lingua Franca/National Language Towards Sustainable Democracy for Nation Building†. A seminar paper presented at the 1st national Conference organized by School of Arts & Social Sciences, F. C. E. Kontagora. From 26th – 30th April. 2004, p- 1 3. Ryder, A. F. C. â€Å"The Trans-Atlantic slave Trade† in Obaro, I. Ed. Groundwork of Nigerian History, Ibadan, Heinemann. 1980. p150 4. Ekeh, P. P. and Osaghae, E. E. (eds) Federal Character and Federalism in Nigeria, Ibadan, Heinemann. 1989;   p 337 5. Ibid, p337 6. Ibid, p340 7. Al-mizan of 16th Zulkida, 1420; Similarly see all the publications of Almizan and other Kaduna based Newspapers published within the period of the Kaduna crisis, I. . from 20th February, 2000. 8. Hornby, A. S. Oxford Advanced Learners’ Dictionary of Current English, 6th Ed. New York. 2000. p 900 9. Ibid pp. 900 10. The Holy Bible: Authorized King James Version, U. S. A. World Publishing. Ioma falls Ioma 50126 p. 165 11. Edmund, P. Christianity in Northern Nigeria. 2nd Ed. Zaria, Gaskiya Corporation. 1976, p131. 12. Ibid,p. 13 1. 13. Ezzati, A. An introduction to the History of the spread of Islam, Lagos, Islamic Publication Bureau. 1979. p 4. 14. Ibid, p 116 15. Idris, I. G. The need of a Muslim (Bugyatul-Muslimina) English translation, Kauran Wali Islamic Publishers, Kaduna. 1979. p 49. 16. Ibid pp 49 17. Ibid in Peter 3:11 18. Ezzati, A. 1979 p. 5. 19. Authorized King James Version, John 14:27 pp. 78 20. King Fahd Complex The noble Qur’an, English Translation of the meanings and commentary. (1419 A. H). 2:190 21 Ibid, 2:256 22Ibid, 109: 6 23. Abdur Rahman, I. Doi. Shariah: The Islamic Law, Ta Ha Publications, London, 1984 p 355/6 24Idris, I. G. 1979. p. 50.

W.E.B Dubois View of Equality vs Frederick Douglass View of Equality

Equality W. E. B. Dubois had a better idea of equality than Frederick Douglass. Both of these civil rights leaders have lived and experienced a remarkable different life. Frederick Douglass was born into slavery. His mother was a slave and his father was a slave owner. W. E. B Dubois was born free and his parents were free African Americans. Douglass and Dubois education upbringing was a totally different experience. Douglass lived in the slave times. It was illegal to a slave to read and write. Any slave caught reading or writing would be severely punished or even killed.Slave owners felt that if they learn they will soon rebel and start to fight back. Douglass even grew up not even knowing his own age. His master’s wife is what started off his education with the alphabet behind the master’s back. Through little poor children, He exchanged food for book lessons with the children. He became self-taught in gradually teaching himself to read and write. Which is how he wen t form slave to free man. Dubois lived in the time after slavery was abolished. It was legal to learn how to read and write. Even with the Jim Crown laws separating blacks and whites.Dubois excelled in his studies becoming valedictorian of his senior class. His education navigated his way of life. No matter how he thought, planned, or reviewed any part of advocacy. They both had different up bringing that shaped them in there life of civil rights and how to go about solving a problem that they faced. Even in the very different upbringings they both became civil rights leaders fighting for the equality of African Americans. But both Douglass and Dubois had a very different way about getting the rights for African Americans. F.Douglass was an advocate and an abolitionist for all black people. He expressed excitement in learning how to making anyone see that blacks are equal to every race. He just wanted to be â€Å" treated as equal in the eyes of the white race† (Douglass pg. 3). He taught slaves to read in the south when it was nearly impossible for them to teach themselves. â€Å" The work of instructing my dear fellow slaves was the sweetest engagement with which I was ever blessed† (Douglass, Narrative Of Frederick Douglass pg. 431). This was his idea of independence from his teachings of independence.He went after every right in order to speak up for those slaves that didn’t have a voice. Education was one of his beliefs that helped him. Telling his story to the world, born a slave but now a free man. He fought for African Americans not are viewed as â€Å"property† or â€Å"slaves† but as equal to whites and must receive fair treatment. Douglass also in his speeches liberated what Americans in this economy would have done with blacks. In his speech â€Å"what the blacks want† he states, â€Å"I have had but one answer from the beginning. Do nothing with us!Your doing with us has already played the mischief. † (Douglass). Society’s â€Å"America† has already put us in a category. Race we are not superior or equal to no other. Economically we don’t have the means to live out what we strive for. Education wise we have none, we are not sufficient enough to read or write for us to have a better life. Douglass in this speech stresses to leave us alone we are cable of doing bad or good on our own. His would view principle of self-ownership, which he understood to include both the racial and equality.In his other speech â€Å"What to the slave is the fourth of July† Douglass pointed out that slaves plow, plant, and reaping mourns of loss, and using all kinds of mechanicals tools. Proof that they deserved the fuel range of natural rights. In the political â€Å"Thought Of Frederick Douglass† he dived into his study of abolitionism. Douglass states â€Å"robust conception of mutual responsibility† and the ideas of universal self – ownership, natu ral rights, limited government, and an ethos of self-independent living (Douglass pg. 3).Douglass advocated for his equal rights amongst other races, and for equality with the slaves. While Dubois believed hard work, education, equality, race, and economics success was the key to success. Dubois was determined to learn all he could about the world and use that knowledge to help fight against segregation and discrimination. He plunged himself into historical, economic, and philosophical studies of being black in America hoping to elude a cure for the race problem in America. He founded The Niagara Movement to accommodate Booker T. Washington â€Å"Atlanta Compromise†.Washington suggested â€Å"African American shouldn’t agitate for social and political equality in return for the opportunity to acquire vocational training and participate in the economic development of the new south† He believed through hard work and earned respect, African Americans would gain the esteem of white and eventually receive full citizenship. Meaning slaves should endure being ridiculed, beaten, demeaned, and disrespected then eventually receive equal rights to slaves. Dubois Niagara Movement â€Å"manifesto† in his words â€Å" We want full manhood suffrage and we want it now†¦ we are men! We want to be treated as mean.And we shall win. † The movement became the forerunner of the N. A. A. C. P. Dubois believed in a true higher education and voting fights for blacks. In those times slaves didn’t have a right to vote. He believed through education blacks can be equal to whites. The most of his free time he devoted to teaching slaves to read and write. He understood how the international perspective and practical oppressions of social justice. Discrimination was based off ignorance. He became convinced that if each race could learn and understand each other’s truths, there would be no reason to fear or hate each other’s race.H e also felt that through education African Americans could prevail and succeed. Not through violence and protests of people demanding their rights as people of America. Dubois concluded that after slavery ended â€Å"African Americans were still viewed as less intelligent, civilized, cultivated, and more prone to violence and crime then white students† (Dubois, Narrative of F. Douglass pg. 3). In order for there to be equality amongst people he started programs to reduce, eliminate color prejudice. W. E. B Dubois wrote a speech titled The Talented Tenth. Black men will rise and become more then there stereotypes. Education and work are the levers to uplift a people. Work alone will not do it unless inspired by the right ideals and guided by intelligence. Education must not simply teach work†¦ it must teach life† (Dubois pg. 15). In conclusion Dubois fought for equal rights of African American people through his teachings, speeches, programs, and lessons. His goal w as to make black as equal to whites through education. Not through violence or arguments we can obtain free social justice as righted African American people. But through education we can obtain social equality and be equal to other races.

buy custom Waiting for Superman essay

buy custom Waiting for Superman essay Davis Guggenheim, in the documentary Waiting for Superman, brings to light the corrupted and broken educational system of America. He says that the educational system is heading downhill, causing more harm than good, or suppressing growth, which it should enable anyway. In this documentary, he uses the Superman figure as the Superhero, or someone that should come along and save the educational system and the country at large from stunted growth and subsequent collapse. Waiting for Superman, released in 2010, is a documentary that sets out to unveil the causes of problems in the current educational system, and how it is producing children who are less educated. Moreover, it foresees an even worse scenario with the lapse of time if superman does not save the occasion. Therefore, Guggenheim explains that some of the factors, that affect childrens education, range from broken homes, availability of good education, and jobless or single parents. To make it clear, he concentrates on five children and their desperate families, who experience these challenges first-hand. He brings you even closer to what they experience through personal interviews with the children and their families, and makes an evaluation of how these factors directly affect their educational performances. The children on the spotlight are Bianca, a child in kindergarten and the first grade student, Francisco, who have both applied to Harlem Success Academy. The other children on observ ation are fifth grade students Daisy and Anthony; and an eighth grade student, Emily, who is at Silicon Valley. Anthony of Washington D.C does not live with his mother or father. Instead, his grandmother, Gloria, is the only guardian he knows. Ms. Gloria explains explicitly in the documentary there was no choice of a better school for her grandson. She loves him so much and she would do anything for him, even take him to the best school if she could. It is only unfortunate that there is no choice-option of a better school in the neighborhood. Bianca, on the other hand, has very big dreams. She wants to be a doctor, or a nurse. However, the challenge is that the parents are struggling so much financially My dad is struggling because he doesnt have a job, and my mom is also trying to get a job. Essentially, this cuts off her parents ability to take her to a private school. Firstly, after having a critical look at the theme of this documentary, it has become clear that the major issue, or the matter of concern, is the quality of education that the students get at school. Do the students get relevant knowledge that is necessary to develop skills for a good career? Guggenheim explains in the documentary that this is most unlikely because of overcrowding in public schools, which does not allow for a more interpersonal relationship between teachers and their students. Secondly, the system does facilitate teachers professional growth. On the contrary, it retains teachers who perform poorly. Consequently, these less performing teachers migrate from one school to another in a scene known as Lemon Dance. From the documentary, a student asks their teacher, are you just going to sit there or are you going to teach us? This is just a snap shot of what the students go through, once the teachers are sure that they cannot lose their job under whatever circumstance. Therefore, whether they teach their students or not, it does not really matter. They will still receive payment, and cannot be fired, as the educational system dictates. Moreover, in the 1990s charter schools emerged. In more often situations, these schools produce excellent results, and are the reasons why most people flock and apply for opportunities to have their children go to charter schools. The secret behind these schools excellent results is that they are run independently from other district schools, and not by the rules that govern other educational institutions. The teachers in these schools are more determined to give results, and spend extra time with their students as opposed to public schools. The charter schools are very attractive to most parents who want their children to excel. However, in schools like KIPP schools, Harlem Success Academy, and The SEED School of Washington they cannot take too many students. The available slots are very few, and the applicants for them are very many. In that case, as is evident in the documentary, the schools have to run a public lottery for the available positions. In conclusion, I certainly agree with Guggenheims idea that lack of development, or economic stagnation is not to blame entirely on the teachers, but on the education system and the curriculum. In the 1970s, the current education system gave great results. However, times have changed. Economic needs and other aspects of the global market, as technologies have changed and the educational syllabus has remained constant. It is, therefore, important for school program to be in synchrony with economic demands. Additionally, in my opinion, education should start right from home. Parents ought to push their children a little bit, especially when the children do not show much interest in education. For example, Francisco does not like to go to school. I think this is because he does not get mentorship about the importance of education from home. Buy custom "Waiting for Superman" essay

Death Explored in The Story of an Hour essays

Death Explored in The Story of an Hour essays Death is the natural phenomena that every human will experience. Because of its unique characteristics and consequence, humans instinctively fear it. Death is so powerful and unstoppable that no one can really resist it. In Kate Chopins short story The Story of An Hour, the protagonist sits on the chair and feels that there [is] something coming to her and she [is] waiting for it (9th paragraph). The something in fact refers to death, not freedom. Firstly, the author mentions in the first sentence that Mrs. Mallards physical body is not healthy. Mrs. Mallard has a heart trouble [and] great care was taken to break to her as gently as possible the news of her husband's death. This suggests that Mrs. Mallard is vulnerable to shocks so that her sister has to be very careful about anything that may hurt her or else her heart may fail. This reveals that Mrs. Mallards heart trouble is considerably severe. In addition, Mrs. Mallards body is revealing unhealthy signals. In the fourth paragraph, she [sinks], pressed down by a physical exhaustion that [haunts] her body and [seems] to reach into her soul; this shows that she is exhausted both physically and mentally. Furthermore, the author describes that now there [is] a dull stare in her eyes, whose gaze [is] fixed away off yonder on one of those patches of blue sky. It [is] not a glance of reflection, but rather indicated a suspension of intelligent thought. The description reveals that Mrs. Mallard is experiencing a short period of pathological shock because of the oxygen lack in her brain result from her severe heart disease. She may not even notice these serious symptoms because she is still immersed into the joy from her husbands death. Some readers may think that the thing that is coming to Mrs. Mallard when she is resting on the chair is the freedom that she is waiting for after y...

Abolitionism in William Blakes Works

Abolitionism in William Blake's Works William Blake’s Abolitionism â€Å"I know my Execution is not like Any Body Else I do not intend it should be so.† William Blake is arguably one of the most eccentric and enigmatic artists of the Romantic era. His ideas about religion, art and society are often considered anachronistic. In general, Blake’s vision is different from other Romantic era artists because of his lower-class background, his personal spirituality, and his interest in the visual arts. However, he does have similar opinions about the important issues of the time, especially concerning the French Revolution, abolitionism and the visionary imagination. In approaching Romantic literature with a global prospective, it is important to consider Blake’s unique contribution and influence, as well as his divisions. His oeuvre converges in fundamental ways with the literary art and the limitations of his time, including views on gender and racial equality. In this paper, I will focus on his ideas concerning slavery and the unique ways in which he expresses his abolitionism through an investigation of his poetry and art. I will examine the presentation of slavery and abolitionism through a close-reading of the poems â€Å"The Little Black Boy†, from Songs of Innocence, and â€Å"Visions†, from Visions of the Daughter of Albion. The literary analysis will incorporate analysis about various works of art by Blake, including the illustrations of these poems. The two poems demonstrate, through their abolitionist message, the oppressive forces of conventional religion and British moral and social expectations, and that they have corrupted natural relations between human beings. I will exhibit that although his poetry is highly progressive for its day, it still relays the underlying belief of his time that women and racial others are inferior. Blake is successful in exposing the problems of the conventional religion of Britain, but his highly spiritual and mythological vision makes his message less effective in causing any real change within society. Blake is worthy of academic attention and there is indeed an overwhelming amount of criticism on his works. I have learned a great deal from David Erdman’s article â€Å"Blake’s Vision of Slavery†, which outlines abolitionism in Visions. Saree Makdisi indicates the necessity of reevaluating the history of the Romantic-era when considering Blake’s works. Susan Fox also indicates Blake’s anachronistic role within the era, but argues that he exhibits the limitations of his time in utilizing women as metaphors for failure in his works. Anne Mellor indicates the argument of Visions, in terms of the human form and Blake’s spiritual beliefs, as a criticism of British morality for destroying the vitality of a true spiritual union. My analysis of abolitionism within the two poems will assert that Blake’s portrayal of slavery is linked to his larger program of addressing the injustice and false spirituality of power relations in British society. â€Å"The Little Black Boy† indicates Blake’s beliefs concerning the power of parents over children and racial inferiority, while Visions illustrates his ideas about gender equality and sexual relations. Despite his progressive opinions about equal relationships and abolitionism, Blake exhibits many of the divisions and limitations of his time. His greatest limitation is the complex mythological system that renders his artistic message politically ineffective. In the collection Songs of Innocence and Experience, Blake explores and depicts an â€Å"age when God is fully manifest in man† and feels the spiritual and psychological comfort of God’s protection and love (Matlak, 274). The poetry is highly profound in its promotion of an equal society based on love and freedom, not simply childlike naivety. This book of poetry, like many of his others, is illuminated with several works of art. Blake is unique in this practice because his artwork does not simply serve as supplements to the verse; they amplify, complicate and, at times, contradict the poetry. This challenges notions of reading, interpreting and the relationship between the written and visual arts. His artwork is highly original, and often considered anachronistic, within the English artistic tradition. He chose to use uncommon mediums, notably relief etchings for producing his illuminated books of poetry. Blake also painted in watercolor, a medium which rejected the he avy and traditional method of using expensive oil paints. This medium creates artwork that emphasizes light, pure color and lightness, while also rejecting the orthodox artistic notions of the English Academy and encouraging all classes to produce artistic works. The poem â€Å"The Little Black Boy†, from Songs of Innocence, portrays the simple spirituality of a child who believes in God’s promise of love, while also indicating the spiritual equality of humanity. The boy sings of the lessons his mother has taught him about the perfect afterlife he will enjoy. In this heaven, he will experience pure joy, but also equality with the white English boy. This simply constructed, childlike verse holds many layers of meaning. The poem poignantly asserts the spiritual equality of all humans, alluding to the Christian argument against slavery of his time. â€Å"The Little Black Boy† indicates the spiritual dignity and equality of the boy, therefore, valorizes him. Blake does this in multiple ways, most importantly through the assertion of the religious belief in heaven as a utopia where everyone is equal. The boy is taught that when in heaven he will be released from the oppression and subjugation encoded in his black body, become equal with the white English boy and be loved by God. His spiritual education provides the basis for the boy’s hope, while also promoting the notion of the equal spiritual union in heaven. Blake also promotes the boy’s dignity by referencing his mother and his education through her. The boy’s loving relationship with his mother (lines 7, 21) illustrates his youth and innocence, but also portrays him as more human and endearing. The boy learns diligently and quickly from his mother, who represents the voice of age and wisdom. Blake emphasizes learning as a significant part of childhood throughout his iconography and artwork. The title page of Songs of Innocence portrays two children reading a book lying on a woman’s lap, presumably their mother. The idyllic and bucolic scene indicates the spiritual growth of the children, which is in the hands of the older members of society. This illustration also exemplifies Blake’s vision of positive womanhood as natural and motherly, which was initiated in Songs of Innocence. Mellor and Matlak describe this iconography, â€Å"In Blake’s aesthetic world, the female is identified with nature, the physical body or matter, and the realm of the domestic. Blake’s positive females give birth, raise children, and offer sexual delight and supportive compassion to Blake’s males† (Matlak, 274). Another example of this scene of children learning is â€Å"Age Teaching Youth†, which portrays two children learning from an older figure through reading and verbal instruction. These two works illustrate the poem’s message that learning as an integral aspect of childhood and that children learn from the adults around them. The construction of the figures is similar to the second illustration of â€Å"The Little Black Boy†. Both compositions portray an adult figure sitting and addressing the small children at their feet. This construction emphasizes the authority of the adults, but also the eagerness and attentiveness of the children. They are willing to accept the ideas of the words of the adults. Blake’s promotion of the boy’s equality in â€Å"The Little Black Boy† has many complications and problems. Most importantly, the boy’s resignation to earthly subjugation and racism, as a result of his acquired belief in conventional religion, is problematic because of it is an acceptance of racial discrimination on earth and indicates that there is no need for real social change. The poem focuses on God’s light and heat, symbolizing Divine love, using the racial images of blackness and shadows. The third stanza portrays this clearly, â€Å"And we are put on earth a little space, / That we may learn to bear the beams of love, / And these black bodies and this sun-burnt face / Is but a cloud, and like a shady grove† (lines 13-16). Blake indicates the boy’s spiritual goodness, along the same racial lines, by associating his soul with whiteness; â€Å"And I am black, but O! my soul is white† (line 2). This imagery exhibits the comm on tendency of Blake’s time to associate physical darkness with intellectual depravity. Blake argues against the discrimination the boy suffers on earth, claiming that he will experience a spiritual union with God in the afterlife, where all humans are equal. This vision is highly problematic because despite Blake’s efforts to promote the equality of the little boy, the subjugation he experiences on earth seems to be justified or appeased by the idyllic vision of future equality in heaven. The boy resigns himself to the subjugation he experiences on earth as a result of his mother’s teachings. He believes in his corporeal inferiority, as it is taught to him, stating in lines three and four, â€Å"White as an angel is the English child: / But I am black as if bereav’d of light†. The boy focuses on the afterlife and hopes for a union with God, believing that he will be loved then. The last lines of the poem state, â€Å"To lean in joy upon our fathers knee. / And then I’ll stand and stroke his silver hair, / And be like him and he will then love me† (lines 26-28). Note the use of the word â€Å"then† to emphasize that he is not loved by God in this life. Blake presents a complicated argument for racial equality that seems to appease the injustice experienced on earth. By illustrating the boy’s belief and hope for the afterlife, Blake indicates the oppressiveness of conventional religion. English Christianity colludes in the subjugation of the boy, through the mother’s instruction, to accept his inferiority on earth. Indeed, Blake presents the oppressive morality and society institution of the conventional religion, but also the adult’s role in continuing the oppression through the education of the youth and promotion of the conventional ideas. The second illustration to â€Å"The Little Black Boy† illustrates this in a subtle, but important way. The Christ-like figure’s garment looks like stone. The heavy, flat and severe cloak is associated with Blake’s iconography with rationality and conventional religion. Another important message of the illustration is the use of light, an important motif throughout the poem. The sun is a prominent part of the composition’s background, but does not give off a g reat deal of light. In fact, the sun seems to be setting, as darkness creeps into the picture field. This seems to suggest a limitation in the heat and light of God portrayed in the poem, contrasting with the optimism of the verse. Finally, the composition portrays black boy standing behind the white child, who actually touches the God figure. This important placement, along with the fading sun, indicates the subordination of the black boy even in the afterlife. This is not explicitly explained within the composition, but one possible explanation is the oppressiveness of conventional religion. â€Å"The Little Black Boy† indicates some of the limitations of Blake’s time concerning race and racial equality. Although Blake compellingly illustrates the spiritual equality of the afterlife, this is inherently limited because it seems to offer a justification or acquiescence to the racial injustices of English society, including the slave trade and slavery. The vision of an equalized spiritual utopia, and the criticism of conventional English religion, eclipses the abolitionist message of the poem. In representing this vision and the maladies of organized religion, Blake portrays his mystical view of human relations; they are ideally mutual spiritual relationships, while social standards and customs create unnatural power relationships that are oppressive and damaging. In â€Å"The Little Black Boy† this is demonstrated through the control that white, English society have over black populations, the influence that the mother has over her child which causes h im to believe he is inferior and, finally, the conventional God who dominates over the children in the second illustration. Blake’s important poem, Visions, also demonstrates his ideas about power relations and unnatural relationships. This poem describes Oothoon’s victimization by Bromion’s rape, and Theotormon’s belief that she is defiled and unacceptable, despite his love for her. Oothoon is enslaved by her condition as an exploited woman, while Bromion is trapped by his violent act, and Theotormon by the social constructions he abides by. The poem begins, â€Å"Enslav’d, the Daughters of Albion weep a trembling lamentation†, immediately connecting slavery with the subjugation of women in English society. This is influenced from Mary Wollstonecraft’s argument in A Vindication of the Rights of Women that women in England have the same political and civil status as slaves. Visions complexly portrays the repercussions of society and religion’s warped control over human interactions, addressing several different power relations, including the dominanc e of men over women, master over slave and organized religion over society. David Erdman states, â€Å"†¦love and slavery prove to be the two poles of the poem’s axis† (Erdman, 242). This poem promotes a more equal treatment of women by indicating Oothoon’s sadness and extreme despair. She grieves, â€Å"Are both alike: a night of sighs, a morning of fresh tears† (Plate 2, line 39). Her exploitation is obviously condemned in an interesting way because this oppression connects her to horrors of the institution of slavery, including sexual abuse and emotional despair. Blake presents quasi-feminist and abolitionist arguments against the sexual and economic exploitation of humans, because it distorts freedom and natural relationships. Institutionalized subjugation and enslavement does not simply destroy the victimized, such as Oothoon, but the entire society because it warps all human interactions. Bromion becomes enslaved by his violent act, while Theotormon is enslaved by his jealousy and inability to love Oothoon after she has been defiled. He is trapped by the standards of conventional religion and morality, specifically the notions of marriage. The frontpiece to Visions of the Daughters of Albion serves as a dramatic visual representation of the poem’s portrayal of mental and physical bondage. Oothoon is shackled to Bromion, facing opposite directions from one another. Bromion faces out towards the sea with a look of horror, while Oothoon directs herself towards Theotormon, bending downwards in despair and resignation. Lukacher states that, â€Å"her jealous and inhibited lover cowers and withdraws into himself on the cavernous ledge about the enchained figures† (105). Theotormon’s body language indicates his self-entrapment and despair because the social restrictions he believes in prohibit him from being with the woman he loves. This composition utilizes Michelangelo-esque nudes and opposing body languages to contain and reduce the complex drama of the poem. The landscape also conveys the bleak tone of the literary work. The entrance to the grotto frames the figures and the background including a blea k sea, clouds and a darkened sun. Visions clearly argues against the subjugation of women and the institutions that promote economic and physical exploitation on human beings, most significantly slavery and marriage. Blake promotes, instead, love as a equal spiritual and physical union. This notion of free love rejects the standards of Christian marriage in England, promoting an equal union between man and woman. The composition, Circle of the Lustful, exemplifies this notion well. This illustration portrays Virgil standing over the fainted Dante. Dante envisions his Paolo and Francesca released from purgatory and re-united together in the luminous orb. A whirling vortex of punished lovers rushes out of the river of purgatory. Blake liberates the lovers, freeing them from the sin that society condemns them for. The figures are mostly androgynous, indicating Blake’s vision of the ideal human form as containing both the male and female genders. This composition promotes free love, asserting the goodness of spiri tual love, while also overturning Dante’s tradition that imposes strict moral and sexual codes on society. Blake’s work, like Visions and Circle of the Lustful, deals with subjugation and exploitation as distortions of power and human relations. Blake condemned those who abused and exploited others through the misuse of power. His portrayals of this exploitation prompted Saree Makdisi to promote the reevaluation of his time. A specific example of Blake’s condemnation of the powerful is The Ghost of a Flea, a composition that portrays the profane spirit of this powerful man as a reptile-like creature. The comet indicates a supernatural event and the dramatic, stage-like setting emphasize the evilness of this creature. Although this composition is a specific condemnation of English industrialists, it demonstrates Blake’s view of the powerful that exploit and subject the rest of society. Blake’s mythological vision asserts their impending punishment. Visions condemns the mental and physical bondage promoted by the institutions of slavery and marriage. The poem is not, however, highly effective in promoting any real change. In a similar manner as â€Å"The Little Black Boy†, Visions addresses too many issues to be efficacious in directly promoting the feminism of Mary Wollstonecraft or the abolitionist cause. The poem is also rendered ineffective because the definition of slavery is blurred and turned into a multifarious term that applies any lack of freedom. In fact, the poem seems to deal more with spiritual and mental enslavement than with the political and economic practices of the slave trade and slavery. Blake concerns himself most greatly with the condemnation of the sexual limitations and moral codes of conventional religion. Susan Fox claims that Blake’s feminist agenda in Visions is ineffective because Oothoon lacks real assertiveness. â€Å"No woman in any Blake poem has both the will and the power to ini tiate her own salvation – not even the strongest and most independent of his women, Oothoon† (Fox, 513). Blake presents gender and sexuality in a similar way as many artists of his time; although he promotes the dignity and worth of women, the representation ultimately affirms feminine inferiority and lack of agency. Visions’ large and far-reaching messages about slavery, power relations, sexuality and religion addresses many issue in a liberal and progressive way, but these multifarious and complex issues render the poem unable to directly confront any one issue to prompting real change. Blake is most successful in directly promoting abolitionism through the illustrations of actual events and atrocities of the slave trade, such as A Negro Hung Alive by the Ribs to the Gallows. These etchings are politically subversive in a direct and real sense, because they specifically address the institution of slavery’s violation of human dignity. These images are clear criticisms of the atrocities committed by the slave trade, calling for real political action. These illustrations, however, are very simple artistic constructions that portray one figure’s suffering, asserting their humanity and dignity. Although they are not artistically complex or important, they do serve to directly promote the abolitionist cause during his time. In conclusion, abolitionism is not the main concern of â€Å"The Little Black Boy† or Visions. Slavery is the starting point of the poems, which is used to condemn the abuse of power and conventional religion. The other social ills addressed in the poems, such as gender and racial inequality, are similarly presented as aspects of the larger spiritual program. Although these aspects are highly progressive in promoting human equality, they include the underlying belief of racial and gender inferiority, common throughout the Romantic era. Blake’s overarching concern for his poetry and artistic illustrations is the portrayal of ideal mystical vision of natural, vital and equal human relationships. Makdisi states, â€Å"Blake must be seen to be trying to rescue against all odds the possibility of a political aesthetic of immortal joy, which we can understand as an affirmation of joyous unity and collective freedom. This amounts to a refusal of the very logic of domination, of warrior power over others† (Makdisi, The Impossible History, 258). The spiritual attention distinguishes the theme of slavery in Blake’s poetry from direct and bold abolitionist poetry of the Romantic era, such as the works by Hannah More and Ann Yearsley. â€Å"The Little Black Boy† and Visions are concerned with promoting the esoteric mythological vision, not with the instigation of real social change. The mystical investigation of bondage and slavery in these poems offers interesting artistic portrayals of human relationships and spirituality. Bibliography: Erdman, David V. Blakes Vision of Slavery. Journal of the Warburg and Courtauld Institutes 15 (1952): 242-252. JSTOR. 1 Dec. 2007. Fox, Susan. The Female as Metaphor in William Blakes Poetry. Poetic Form in Blakes Milton. Comp. Susan Fox. Princeton: Princeton UP, 1976. 507-519. Lukacher, Brian. Visionary History Painting: Blake and His Contemporaries. Nineteenth Century Art: a Critical History. Ed. Stephan F. Eisenman. London: Thames Hudson Ltd., 2007. 102-119. Makdisi, Saree. William Blake and the Impossible History of the 1790s. Chicago: The University of Chicago P, 2003. Makdisi, Saree. Romantic Imperialism. New York City: Cambridge UP, 1998. Mellor, Anne K. Blakes Human Form Divine. Berkeley: The University of California P, 1974. Townsend, Joyce H. Willaim Blake: the Painter At Work. Ed. Joyce H. Townsend. Princeton: Princeton UP, 2003.   www.blakearchive.org

Evaluation Essay Example | Topics and Well Written Essays - 1000 words

Evaluation - Essay Example Being an artist also takes the skill to evaluate one’s self in relationship to the creative moment, to be able to channel that something from deep inside into the piece so that the work is something more than just ‘pretty’. In deciding to be an artist, the pathway towards artistic achievement is far beyond the imaginings of the experience, even for the artist. Technique evolves through the experience of working with a medium. One learns through the educational venue, through working with materials, and through exploring with the raw substances that will go into creating the piece of work. One of the surprises in working with the materials that I have chosen for my body of work is that it takes so much longer to assemble a work than I had ever imagined. Despite that fact that it took someone like Seurat two years to paint Grande Jatte, I was surprised at how long different types of detailed work took to complete (Elkins74). One of the mediums that I used was to ass emble work using a colour palette developed from magazine clippings and weaving. The piece that I created, a scene of one boy carrying another on his back, took me a long length of time because of the limits on the colour palette and because of the intricacy of the work. While I expected that the intricacy of the work would take a great deal of time, it was unexpected that it would take so long to sort through the colour availability in order to successfully construct the image. In order to work on the piece, I had to construct a frame of mind in which deep concentration and meticulous, detailed work could be achieved from the placement of the magazine shreds. As well, it took a great deal of time to work adapt two paintings into one piece of work. The intention is to awaken the spirit of the integration of the Caribbean and British cultures through putting together imagery of The London Bridge in England and the Kissing Bridge in the Caribbean. The symbolism of the bridge between c ultures is made literal by the integration of the images of two bridges from differing culture in order to create a symbolic union. The Kissing Bridge in the Caribbean is a common sight where weddings are held, thus it extends the interpretive platform that I labeled â€Å"Culture Marriage†, in order to express the interlaced iconic imagery that were used to connect both cultures. My work is highly textural, the use of fabrics and weaving techniques creating a visual complexity that comes together to support the language that I have created through the discourse within my work. Because I have chosen to work with textiles, I was invited to integrate my work into an event of a free-range exhibition of the work of fashion students at our university. I used this event as a preliminary experiment towards the eventuality of my own exhibition. I found that people were attracted to my work because of the textural elements that were involved in creating the work. Because of the tactil e element, some people wanted to reach out to the work and touch it to experience it from more than just the sense of sight. This type of â€Å"sensory art experience† allows for the viewer to experience the art on many levels, although it is more preferable if viewers do not disturb the pieces (Hinz 63). The type of communication that I intend with the work is partially through the textural elements, conveying the multiple layers of culture and the way in which culture has a variety of dimensions. This surprising

Does Alcohol dependancy lead to depression Essay

Does Alcohol dependancy lead to depression - Essay Example cancers, unintentional injuries, and violence.† (Mokdad, Marks, Stroup & Gerberding 2000) Professional health care practitioners are constantly vigilant on monitoring alcohol dependents, especially if it exists in conjunction with other illnesses, like depression. The negative effects that alcoholism causes cannot be undermined. This paper is written to present a review of literature on the topic: does alcohol dependency lead to depression? Given the research question, the purpose of the study is to explore four scholarly researches made on the topic identifying methodologies, findings and general consensus. The U.S. Department of Health and Human Services define alcoholism, also known as â€Å"alcohol dependence,† as â€Å"a disease that includes four symptoms: craving: a strong need, or compulsion, to drink; loss of control: The inability to limit one’s drinking on any given occasion; physical dependence: Withdrawal symptoms, such as nausea, sweating, shakiness, and anxiety, occur when alcohol use is stopped after a period of heavy drinking; and tolerance: The need to drink greater amounts of alcohol in order to â€Å"get high.† (2001, 1) â€Å"The American Medical Association and the World Health Organization have both recognized addiction (including alcoholism) as an illness, not a lack of willpower†. (Dossey, Keegan, & Guzzetta, 2000, 514). Definitely, this is a fact that pervades people from all walks of life depending on diverse factors. According to Dossey, et.al. (2000), â€Å"although there are many types of addictions to various substances, alcohol addiction is the most prevalent in the United States, afflicting at least 11 million people†. (514) There are a multitude of scholarly researches written on alcoholism and diverse concerns related to it. Through secondary sources from books, journals and electronic references, appropriate materials would enable one to proffer a comprehensive and objective view of the topic. A study conducted by Dr. Achal

Research paper Assignment Example | Topics and Well Written Essays - 500 words - 2

Research paper - Assignment Example those with the disease in question and those individuals without the underlying medical condition who differ from the other group on at least a testable parameter. An example is patients who have pneumonia infiltrates on x-ray while the control group without pneumonia does not. When conducting a screening or a diagnostic test, there are two obvious errors that is the test can fail to identify persons who do not have condition or it could as well falsely classify a person as having the pathological condition when they do not actually have it. It is important to note that if you adjust some threshold value in an effort of reducing one type of error, the other type of error increases. In explaining the phenomenon better, the sensitivity and specificity concepts are used in determining the accuracy of a test. According to Donner-Banzhoff (2011), the sensitivity also referred to as the recall or true positive rate measures the actual proportion of true positives correctly identified as suffering from the disease. Thus, sensitivity will refer to the probability that the test will turn out as positive in patients known to be suffering from the condition. A test can either have a high or low sensitivity. Highly sensitive tests have  lesser negative results and a re very accurate and useful in ruling out a certain disease being tested in a population (Smith et al., 2011). An example is when a test is 96 percent sensitive, then 96 percent of the patients with the pathological condition will provide true positive results while the other 4 percent will provide false negative results. Highly sensitive tests are important when ruling out dangerous pathological conditions such as lumbar puncture for subarachnoid hemorrhage. On the other hand, specificity also referred to as true negative rate determines the proportion of negatives that is the proportion of healthy persons who are identified correctly as not suffering

Psychology of communications (Visual communication is the most Assignment

Psychology of communications (Visual communication is the most persuasive medium in mass communication) - Assignment Example The mass element derives its basis from recipients of the media products which include within it the people from different segments of life and are essentially undifferentiated individuals living within a society or varied societies globally. Within mass communication, the visual form of communication is indeed the most persuasive form that could possibly be derived. This is because the visual form of communication encloses the art and design elements that are deemed significant to the human eye which in turns let the brain notice the said artwork (Vuruskan, 2011). Visual communication is all the more necessary to understand because it depicts a meaning which is different from others. It adheres to the policy of bringing about a solid notion of long-lasting effect on the minds of the audience. This indelible impression is one that does more good than any harm for the sake of mass communication and specifically for the field of advertising. It would be a fact if stated that visual com munication is the success criterion upon which communication ranks are based (Ritterbush, 2008). Within the fields of marketing and advertising, the aspect of visual communication has attained greater heights than any other field imaginable. This is because visual communication has exponentially increased the chances of making the product more visible and apparent to the end consumers. They feel satisfied that their product is coming along in a reasonable way and the extent to which success could be achieved as far as its sales dynamics are concerned is something that holds a great amount of value for the marketers and advertisers. It is because of such tangents that the discussion on visual communication has been greatly increased with the passage of time, and same shall be the case in the times to come (Bassett, 2006). What is most essential here is an understanding that visual communication does bring in the eye impressions when it is sought after the most. It also fathoms the fa ct that visual communication is the end result that a marketer or an advertiser would like to have, and which shall be the cornerstone of his success when he is about to sell a product or a brand to the intended target markets. How these marketers and advertisers shape up their communication message is now a totally different proposition altogether. How they fix in the right words, visuals and the combination of other aspects and features used in visual communication is something that paves the way for the perfect blend of all these factors – a fact that is understood in hand by the people who matter the most within the realms of marketing and advertising. Also the manner under which these marketers and advertisers are trying to get their respective messages across to the target audiences is something that paves the way for coining and developing the visual form of communication at the end of the day. One shall agree with the perspective that the communication which is facili tated in terms of visuals is indeed the one that has the most mileage and value. It is for this reason that the psychology of communications banks strongly on the premise of visual communication, a promise that delivers for the sake of mass communication in the long run. What is even more important is the fact that visual communication does not hinder in the light of the comprehension of the end

Changing an Outdated Policy Assignment Example | Topics and Well Written Essays - 1750 words

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The Hulk Movie Review Example | Topics and Well Written Essays - 750 words - 1

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