“The Veldt” Essay Essay

Technology and its Bad Effect on Families Imagine holding so much engineering that your childs start to believe of it as their female parent and male parent. The narrative â€Å"The Veldt† by Ray Bradbury uses many literary elements to demo the audience that excessively much engineering can destruct a household. In the narrative. two childs and their parents live in a Happylife Home that does their mundane undertakings for them. The children’s parents. George and Lydia. are traveling to larn that giving their kids excessively much engineering is traveling to take to bad events in the hereafter. Through the usage of struggle. scene. and characterization Bradbury conveys that excessively much engineering can destruct a household. By depicting the struggles between the Hadley’s. Bradbury conveys that excessively much engineering can destruct a household. In the narrative. Peter gets into an statement with his pa who wants to turn off the baby's room. It is a good illustration of the struggle between them two. He says to his male parent. â€Å"I wish you were dead† ( Bradbury 7 ) . This shows that Peter has so much engineering in his life and now that his pa threatens to turn it off. he wants his pa gone. In add-on to this piece of grounds. Bradbury explains the psychologist look intoing in with the baby's room and what he finds out about it. â€Å"You’ve Lashkar-e-Taiba this room and this house replace you and your married woman in your child’s fondnesss. This room is their female parent and male parent. far more of import in their lives so their existent parents. And now you come along and want to close it off. No admiration there’s hatred here† ( Bradbury 6 ) . This shows how Wendy and Peter have so much engineering in their lives. that it is replacing their parents and making a struggle between them. The childs don’t want their parents around any longer since they have this engineering. Through the descriptions of the struggles between the Hadley household. readers see how so much engineering impacts them throughout the narrative. Through depicting the scene of the narrative. Bradbury conveys that excessively much engineering can destruct a household. In the narrative. the scene is largely the Happylife place that the Hadley’s live in and is described by Peter kicking that he may hold to make undertakings himself. â€Å"That sounds awful! Would I have to bind my ain places alternatively of allowing the shoe grade make it? And brush my ain dentition and comb my hair and give myself a bath? † ( Bradbury 5 ) . This shows how the childs are so used to holding engineering do everything for them that when their parents endanger to turn it off. they are forced to believe about what they might hold to make and they don’t want it to go on. Furthermore. Bradbury explains the scene of the baby's room as being the African Veldt. â€Å"He stepped into Africa. How many times in the last year†¦with slaying in the heat† ( Bradbury 3 ) . This shows how this engineering is showing the childrenâ €™s ideas onto the walls of the baby's room which happens to be the African Veldt with hungry king of beastss. Besides. the usage of the word â€Å"murder† in the quotation mark is a mark of what is traveling to go on to the parents subsequently in the narrative. By puting the scene of the narrative with descriptions of the scene. readers can see how Bradbury expresses how excessively much engineering can destruct a household. Last. Bradbury demonstrates that excessively much engineering can destruct a household by depicting the character’s personalities. In the narrative. George shows that he can be serious when needed while in an statement with Peter about turning off the house. â€Å"I won’t have any menaces from my son† ( Bradbury 7 ) . This shows that Peter is so spoilt that when his pa wants to take engineering off from Peter. he threatens his pa which is traveling to take to more household struggles subsequently on. Additionally. Bradbury explains the psychologist’s visit to look into the baby's room and figure out what’s incorrect. â€Å"How come you didn’t feel this before? † ( Bradbury ) . This shows that since the last clip the psychologist checked the baby's room. the kids have gotten more destructive heads and ideas that create the African Veldt all because of how their parents have been handling them. The psychologist used the engineering to ca lculate out how the kids have bad ideas toward their parents. which is traveling to ensue in the ruin of their household. Through the descriptions of these characters’ personalities. readers see the negative impact engineering has on this household. Ray Bradbury demonstrates to the reader of â€Å"The Veldt† through the usage of struggle. scene and word picture that excessively much engineering they had in the baby's room and the whole house. In the terminal. the childs end up killing their parents in a surprise stoping. Bradbury makes a great point in composing about the hereafter to non let excessively much engineering into this universe because it could take over and take to bad events.

Skills and Learning Statement

OXFORD BROOKES UNIVERSITY Skills and Learning Statement for Topic 8: An analysis and evaluation of the business and financial performance of an organization over a three years period Being a Research and Analysis Project submitted in partial fulfillment of the requirements of: BSc (Hons) in Applied Accounting Oxford Brookes University By: Name: Tao De ACCA Registration Number: 2171332 Submission Date: 24th May 2012 Words Count: 1881 Table of Contents Lessons Learned From Meetings With Project Mentor3Extent to Which Research Questions Have Been Answered5 Demonstration of Interpersonal and Communication Skills During Project Work7 Benefits Of Undertaking The RAP In Accountancy Studies and/or Current Employment Role8 Copy of Presentation Slides9 Lessons Learned From Meetings With Project Mentor During the project, I meet with my project mentor, Sonny Chan, for three times. In the three meetings with him, he gave me general guidance over my project progress, pointed out problems that I h ad made and took enquiries from me. First MeetingIn the first meeting, I came up with an idea of writing topic 8, and my mentor supported my idea. He gave me suggestions that potential problems that I may come up with, e. g. ratio explanation; and suggest me to review F7 (Financial Reporting) first to quickly pick up knowledge that I might forgotten, e. g. ratio analysis. After deciding the topic, I gave my mentor a list of companies that I want to analyze. The companies I selected are mainly operating in real estate industry, e. g. Frasers Centrepoint Trust, CapitaLand Commercial Trust and Suntec Real Estate Trust.Mr. Chan suggested that I need to choose a company that can make comparison, which means they have to have same year ending, similar operating area and both in form of trust. Only in this way, the ratios that have been calculated are meaningful and can be compared between two companies. From the first meeting, I learnt that a good targeted company and a good comparable co mpany selection is critical for a report. And also after the first meeting, I went through all the financial ratios, which helped me refresh my memory of what I have learnt during the F7 study.Second Meeting In the second meeting, I had finished main parts (financial analysis and business analysis) in my RAP project. After reviewed those analysis, my mentor pointed out that my explanation of ratios are not sufficient, and he shows me with examples as what is a sufficient explanation of ratio. He also suggests that I should have a segmental analysis regarding to Suntec REIT’ revenue. Besides these, he thought I needed to improve my references, which can make the analysis more convincing and have academic support.The second meeting is very meaningful indeed. It helps me improved my research report and taught me to think â€Å"deep†. For example, further explanation of ratios according to case helps my financial analysis much more meaningful. And it also helps me to know how to apply what I learnt in F7 study. Third Meeting The third meeting is relatively smooth; and my mentor’s main focus is on the format and presentation of my RAP projects. He pointed out certain wrong format of my references and inappropriate presentations, e. g. paper size, font size and line spacing.When the analysis report is about to finish, I was asked to prepare a presentation to my mentor and other students. After the presentation my mentor thought that I should improve my tone of speech to make it more convincing and encouraged me by saying that the RAP project is well prepared and he is very satisfied with my work. The third meeting with my mentor helps me to finalize my research report by adjusting things like font size and reference list. It let me know how to produce a standard and formal report, which will definitely be useful in future.And from presentation session, I learnt how to give an effective presentation to present my works. Extent to Which Research Q uestions Have Been Answered The objective that I set is to analyze the operation of Suntec REIT from financial and business perspective and try to help potential investors form a decision over the company. I believe after the research has been finished I have met the objective that I set and answered all the research questions. Though the research process is tedious, I managed myself to meet the objective answer the questions that I have set.Financial Analysis Firstly, I collect relevant information, e. g. 3 consecutive years of Annual Report of Suntec REIT and CCT REIT. Then transfer the Statement of Financial Position and Statement of Comprehensive Income in the Annual Report into excel format. After the transfer, I used excel to compute basic ratios, e. g. net profit margin, current ratio and gearing; and form another tab to put these ratios in organized form (table). For explanation purposes, charts and tables were made based on those ratios and absolute numbers, e. . profit and revenue; and again being put into separate tab in the excel, ready to be used in the writing process. After the primary data being transformed into easily explainable table and charts, the financial analysis process begins. The financial analysis proceeds in the order of segmental analysis, profitability, liquidity, leverage and investment ratios. Under each heading, the relevant ratios are compared between two companies, underlying meaning of the ratio are explained and the reason for adverse/favorable are explained.For certain ratios, the potential impact is also discussed. Business Analysis At the start of this part, the business model to be used was quickly decided. At that time, I thought PESTEL analysis and SWOT analysis would be appropriate for the analysis, as PESTEL analysis gives an external picture of the business environment and SWOT analysis can provide general view of the business operation. However, during the business analysis, I found SWOT and PESTEL have certain p arts are overlapping, and this gives me a serious lesson of careful picking business analysis model.And to mitigate the problem, I try to more specifically differentiate the overlapping parts, e. g. PESTEL more focus on specific external factors while Opportunities and Threats are more general view of the environment that he company facing. Same as financial analysis, business analysis begins with information collection. During this period, I visited websites that relate to the real estate industry, e. g. Singapore REITs (http://sreit. reitdata. com), went to school library and review previous text books.During I reading the information, I took down the relevant information may useful as preparation for the business analysis. The writing process of the business analysis is mainly relying on the information being gathered. The information is written under the relevant headings of the models. Besides with this, the potential impacts are discussed. The two analysis can help potential i nvestors to have a general view of Suntec REIT’s operation both from the internal financial analysis and analysis based from business analysis model.And this can help them to make their decisions over the company. Therefore I confidently believe that I met the objective that I met. Demonstration of Interpersonal and Communication Skills During Project Work I believe that interpersonal and communication skills have been showed throughout the course of my RAP. Oral skills were required when I met up with my mentor and when making my presentation to my mentor and other students. And my writing communication skill is demonstrated through my writing of my research report.Effective communication is significantly important in have a productive interaction between my mentor and me. Every meeting with my mentor must be effective. As such, I will spend time to form my questions on the issues that I wanted to ask and diligently write down whatever suggestions that Mr. chan gave me durin g our meetings. As far as I can, I will play an active role in the oral discussion about the issues that I prepared before the meeting. Open-ended questions were asked when I needed more elaboration on certain issues.And I will also ask close-ended questions when I need a confirmation on specific issues. Besides face-to-face meeting, I discussed with my mentor through emails, text messages, Skype and MSN between meetings. In order to avoid misinterpretations, I tried to make sure that every message was well thought and organized before transmission. Writing research report requires me to have good written communication skills. This includes proper grammar and appropriate vocabulary. Except for that, I must be able to do good summaries.During the meetings and other methods of communication with my mentor, I have realized that conveying my message in a specific manner is crucial. I must not be too ‘wordy’ and always should present my points in an organized manner and try to progress into details. In the presentation of my research report, I found encouraging audience participation is an important aspect in the presentation. I have used my body language to emphasize important points. Besides that, I have also made regular eye contacts with the audience so that they can remain interested in my speech.Except for that, I also need to be sure that I am perfectly competent to take any questions during the Q&A after the presentation. And in order to do so, I predicted any areas that the audience may question about and prepare my answer for it, so that I won’t be brain go bland and come up with meaningless answers. Benefits Of Undertaking The RAP In Accountancy Studies and/or Current Employment Role The RAP is a completely new adventure for me and gives me significant challenge to finish such a big project, which takes almost 4 months. And I believe I benefit a lot during the project.In the project I reviewed the knowledge that I have learnt, e. g. F 7, F9 and P3; and applied them in the chosen companies, i. e. Suntec REIT and CCT REIT. This experience helps me to have further understanding of the knowledge I have learnt, e. g. actual meaning of those ratios instead of their computation and the application of PESTEL instead of theoretical concepts. Besides that, I also find certain areas that I need to enhance on. In the business analysis, I used an overlapping business model being introduced to analyze the chosen company.This shows my weak understanding over that area. Immediately after the project, I read up relevant material in P3 so that to enhance my better understanding over the subject and to apply it more proficiently in the future. After the project, I also find more about myself. I find my advantages, e. g. organizing random and complex information. These advantages can help me recognize which area I am good at and take advantage of in the future. And at the same time I also find some short comes that I need to avoid o r improve in the future e. g. ack of time control and weak at prioritizing tasks. And these can help me to know what need to be pre-considered to avoid same issue happen again. Besides these, the journey of completing the project can somehow help me to promote my career in the future. †¢ In the research report, it taught me how to form an official report with convincing tone and objective facts. And this experience may let me to form formal report in the future work place. †¢ From the presentation part, I learnt how to give a great presentation to fellow mates and pass information effectively.In the future, I can know how to give a much greater presentation based on the OBU project experience. †¢ The application of those ratios into real cases builds my confidence in using them to analyze financial performance of companies in practice. All these experiences can help me to better prepare for my future career and increase my opportunity to â€Å"shine† in the wor k place. In conclusion, I have to testify here that RAP provides me an experience that will definitely contribute to my further ACCA study and future employment.

Margin Call Essay Example | Topics and Well Written Essays - 500 words

Margin Call - Essay Example Once customers realize what the company is doing, its actions will be exposed. This course of action was ethically questionable because it revolved around making false promises to customers who would have bought securities that would be worth nothing. The moral philosophy from which Jared and John justify their actions is through ethical relativism. While they would not normally take such drastic actions, they feel that the situation warrants quick thinking, and getting rid of all the company’s toxic assets would do just that. While it is easy to feel sympathy for the company and its perilous position, this does not justify the actions that were subsequently taken. If they had listened to Sam, then the management could have realized that following their course of action would only worsen the situation. The problem with ethical relativism is that decisions are based on circumstance rather than a set list of rules and regulations. The reason why corporate governance is important is because it prevents actions like the one John and Jared took. Although some financial laws may seem too restrictive, there is a need for greater regulatory control, as evidenced by the start of the global financial crisis in this movie. One moral philosophy that would have led to a different result is ethical fundamentalism. This philosophy holds the view that there is a clear right and wrong, and crossing the line can result in severe consequences. If John and Jared had adopted ethical fundamentalism as part of their decision making process, then they would know that selling of the firm’s toxic assets go against most thinking. Criticism of this moral philosophy would be that it does not allow freedom to make choices, but in actual fact it only provides boundaries by which to live by. If John and Jared would have following this thinking, the firm would have certainly experienced financial ruin, but at least some credibility would remain intact. Another moral

A Brief for a financial case Essay Example | Topics and Well Written Essays - 500 words - 1

A Brief for a financial case - Essay Example o partners together with a team of experienced professionals, whom they hired, build a portfolio of investments that provided investors with a unique risk profile and substantial long-term returns (Bruner, p.672). Palamon’s investment strategy was to make bridge investments in companies that were in a process of moving from small, private ownership to the public capital markets. Palamon focused broadly on small to mid-sized European businesses in which it aimed to acquire control. To achieve its investment strategy of transforming from private to public ownership, Palamon required both funding and management ability. Palamon complemented their financial investments with advisory services to increase the possibility that the portfolio companies would successfully make it to the public markets. TeamSystem provided an excellent investment opportunity, but there were various challenges and risks facing the company, and Elson had to evaluate the viability of the investment in TeamSystem (Bruner, p.673). As Bruner, p.674, notes that Palamon investment process started with the development of an investment thesis taking into consideration the changes in the market, which included trade liberalization, new technology, and deregulations among others. Palamon looked for attractive investment opportunities using various ways. Palamon deal negotiations enclosed many issues including the management, the board composition and price of products of the company. In the investment process, the company looked for exit alternatives after they have fulfilled their objectives. Palamon identified an investment opportunity in TeamSystem, since the industry in which TeamSystem operated had extreme fragmentation and frequently changing regulations. Elson noted that, for the previous five years, TeamSystem Company had no audited consolidated financial statements. The significant players in the industry where TeamSystem operated were family owned firms which had limited access to global

Management Enquiry and Research Methods (MBA) Essay

Management Enquiry and Research Methods (MBA) - Essay Example These steps include data collection, analysis, presentation and validation as well as goal setting, the creation of a proposal for targeted team building efforts and the implementation of the proposal. 1. Data collection-In general data collection will be done in a confidential manner by interviewing each team member. During the interview process, it will be the aim of the researcher to identify the common sentiments of the group members and ascertain the strengths and weaknesses of the team as a whole. 4. Validation of Data-This is a very important step in that the findings need to be checked for accuracy. During this process, the data collected is relayed to the team and the team is asked for input with regards to its accuracy. 5. Goal Setting-Before a team can begin to solve its problems, it is prudent that the team identify the direction in which it intends to go. This will serve as a means of shaping and formulating the future of the company in a structured manner. 6. The Proposal-This is an integral part of any action research. During this phase, the team considers the current issues and devises a plan for their solution. Much of this phase involves discussion and focuses on accountability. 7.

Pastoral Ward Visit in the Context of Chaplaincy Essay

Pastoral Ward Visit in the Context of Chaplaincy - Essay Example In the study, the researcher used Daily log to examine the time spent in attending one patients as well as the time spent by chaplains in the wards. To get direct feedbacks from patients, the researcher used questioner. The questioner was also used to examine what is considered a success in pastoral ward visit. On the other hand, the questioner was also used to evaluate the level and nature of training among chaplains as well as soliciting the ideas of improving the services offered by chaplains. Informal interview was also employed to access whether the pastoral ward meets patients’ religious and spiritual needs.As the report discusses in spite of promoting religious and spiritual messages, chaplains in their pastoral ward visits also offers support to patients in their hospital treatment.   Chaplain works hand in hand with people who face death of their loved ones, parents who losses their children as well as patients who are facing their own demise.   Additionally, in t heir ward visits, chaplains’ teams offer spiritual and inspirational support to hospital staff members. On the other hand, chaplains’ provides linkage between patients in hospital wards and others support teams in the society such as Non Governmental organisations, charity groups and well wishers. Additionally, the chaplains’ works towards ensuring spiritual, cultural, religion support to everyone who need these form of support.   

Play Experiences Essay Example | Topics and Well Written Essays - 1500 words

Play Experiences - Essay Example Much of a child’s early learning is gained though play. Though to children, play is mainly a source of fun but is important to note that play is a fundamental learning process. According to children, play is just but a fun tool which takes many forms and aimed at achieving pleasure. It is the pleasure driven from plays which acts as the driving force behind the repetitiveness nature of plays. With repetition in the play comes mastery which brings a greater degree of confidence and accomplishment of the acts. Depending on the personalized needs and circumstances, children engages in a range of plays which include; solitary, onlooker, parallel, and associative. These types of plays are conducted in stages which serve as the complexity stages of play. The initial stage in a play is the sensory exploration manipulation. This takes symbolic form of play through object invention and transformation (Palmer, 2001, p.84). Play enhances a child’s growth through development of int erpersonal, communication, and psycho-motor skills. Through play, children develop cognitive skills as they learn more objective classification skills, problem solving techniques, concept development and creation of sense out of events or things. The development of cognitive skills is made possible through trial and error act of play commonly practiced by children. Besides, cognitive skills are acquired in the play through goal planning and decisions made by children while playing. The other essential skill developed through play is the motor skills. Through plays, a child may develop coordination and control of muscles which are important in writing, walking, eating and kicking. Plays involving talking, rhyming, singing, or word play help the children to master the sounds and rules of language as they enjoy the fun of playing, hence enhancing their language skills. Through play, children gain emotional and social skills which are essential tools in education (Palmer, 2001, p.48). P lay helps in developing creativity and imagination. It also helps children to acquire social skills like negotiation, cooperation, sharing, expression of emotions, and taking turns. As a child learns about himself/herself and the real world, she/her acquires self-reliance, self-confidence, and self-expression. Home learning patterns Parents could describe the learning patterns of the students as a foundation for future generations. The home based curriculum sets to enhance the education community. It gives a guideline to what needs to be learned by the students as they go through the learning curriculum. With respect to the product model of looking at running programs, parents will be able to assist in defining the individual students with respect to their strengths. It is a classical model in the approach of understanding the curriculum. The curriculum utilizes this model in achieving basic amenities that will assist the students. With the help of this model, the educational system develops a curriculum with a detailed description of the contents of teaching, or syllabi. The teachers are expected to deliver to their pupils through teaching. The model originates from the Classical Tylerian educational rationale, which relates the learning process and teaching as a linear casual relationship (Palmer, 2001, p.95). Countries apply this model in development as it links pre-determined educational objectives to the appropriate sections, which will bring out relevant methods of teaching with the qualities of students and teachers.

Ten Socio-Psychological Motivation that can be satisfide by a Tourist Research Paper

Ten Socio-Psychological Motivation that can be satisfide by a Tourist Visiting Fiji - Research Paper Example Tourists are motivated to travel because of different issues. This essay analyses the socio-psychological motivators that make tourists travel to their various destination. Our destination that we will focus on is the country of Fiji and we will indicate how each of these socio-psychological needs is satisfied in the country of Fiji with use of various pictures. 2.0 Republic of Fiji This is an island nation found in South Pacific Ocean. It is located in Melanesia. It is bordered by several countries like Vanuatu, New Caledonia, Tonga and Samoas. It covers an area of 194,000 square kilometres and a population of around 78,000. It is a country with several islands to be estimated to be more than 332 and only 106 are uninhabited. It has abundance of minerals forests and fish resources. One of the main sources of income of the country is tourism industry. It also enjoys a source of foreign exchange from sugar exports. Fiji is renown of its ability to build the finest vessels of pacific. It has four major divisions those are central, eastern, northern and western. They are further divided into 14 provinces (Wright, 1986, pp.6-24). 3.0 Tourism in Fiji Tourism is one of major sectors of an economy of countries that have the capability of and luck of participating in it. Fiji supports tourism industry and is thus growing at a faster rate in terms of the number of people employed in tourism industry of around 45000. It is a private driven sector and contributes approximately 25 percent of GDP of the country. It has several holiday opportunities, beautiful beaches and places that allow tropical romance. It has white sand, pristine reefs, lush rainforest and great accommodation facilities. Individuals have embraced diverse culture although they still preserve their indigenous customs. It has good established airline services like Air Pacific, Air Calin, Air New Zealand, Continental Airlines and several more airstrips (Wright, 1986, pp.6-24). They enjoy a variety of sports activities comprising of rugby, golf and several festivals. They are a mixture of Fijians, Chinese, Indians, colonial Europeans and other pacific islanders. They pra ctice their famous culture of fireworks. They have provided necessary transportation services like buses, cars, ferry services and helicopters for hire. Fiji has beautiful sites to host weddings and honeymoons. They also provide wedding packages. One of the colourful islands for tourists is Vanua Levi and Taveuni located in the northern part of Fiji (Derrick, 1951, pp.112-118). Other eye catching sites to see include Savusavu pearl farm and hot springs, Waisali nature reserve

A world Full of challenges Essay Example | Topics and Well Written Essays - 500 words

A world Full of challenges - Essay Example The individualism can be traced back to the 18th century. The ideologies of individual freedom, a chance to compete for ones material well-being and the government not interfering with individuals’ initiative. The assumption of those ideologies is that if individuals pursued their own goals it would be interfered with by the public spirit, which would hinder the common goal of shaping the social institutions. The ideal of an autonomous individual was embedded in moral ecology like family and the church (Robert, 2011). The economic initiative which is in the public sphere was hoped to grow together with public spirit. Public spirit is crucial to the institution of democracy, individualism is primarily expressed through market mentality, it has affected every part of individuals’ lives, it undermines institutions like family and community, in general, that have in the past worked for collective purpose. Lack of common concern or purpose for a common good is ill for people claiming to be democratic. To restore the institutions in a way that transform and revitalize the democracy, in a culture of individualism is not easy. The people have to shed their individualistic blinders and pay attention to things that they are dependent on and their collective responsibility for the institutions to shape their common life. Create space for collective responsibilities starting with the family, where the parent should share their responsibilities equitably, places of work where people should embrace teamwork. Religious and educational institutions bear peoples moral and hence plays a vital role in intelligent and active participation in public work (Robert, 2011). Underlying this proposal, people should participate in public projects hence broadening their perspectives and concerns. From the focus of self to viewing individuals as members of the larger community, concerned with fellow citizens,

Graffiti and Form Essay Example for Free

Graffiti and Form Essay There are a lot of different perspectives on weather or not graffiti is a form of art or graffiti is just vandalism. In my essay I will explain to you why graffiti is a form of art, I will also show you how graffiti is just vandalism as well. First, Graffiti is a form of art because its a form of self-expression much like other kinds of arts. Artist use graffiti to show their talents. Although graffiti is used on public buildings and walls its a type of street art so the public can see. Graffiti is a way to show the public your thoughts, they wouldnt have to pay a penny to go see it. Many people say graffiti is vandalism because it symbolizes gangs, but thats not what real graffiti is. Secondly, Graffiti is art because its somebodys passion and thats why they enjoy doing. Graffiti artist should not be fined money if they are caught. Graffiti not only has different meanings inside of their paintings it also beautifies cities and such. Graffiti is art because it shows who you are and what we feel inside and by doing graffiti it helps people express theirselves. Finally, Graffiti is vandalism because it destroys buildings and they are destroying somebodys property. Not only does it look bad to others it also cost thousands of dollars just to remove it. Graffiti also spread gang-related violence with all the tagging of gang names. Another example why Graffiti is vandalism is because most graffiti are just tags and gang communication. In conclusion, different people have their own opinion on weather or not graffiti is a form of art or just vandalism. Graffiti is a form of art because its a form of self-expression, it shows the public your thoughts and how they feel. Graffiti is vandalism because graffiti is done illegally on buildings and most of it is tagging, it also spreads gang violence through their work.

Reaction time of visual response

Reaction time of visual response Data Collection and Processing In this experiment, the reaction time of visual and tactile response has been investigated by measuring how both hands reacted when eyes were open and then when eyes were closed. For a better comparison of the two, the averages have been compared as well. The rulers centimetres have been turned into time counted in seconds using the formula; Observations The tactile responses where faster to visual stimuli presented As time passed, the reflexes where becoming reasonably slower, however, at some point, it was easy to expect when the other student would let go of the ruler due to the many trials. Using the measurements obtained from the above tables, graphs have been organised so as to better comprehend the outcomes of this experiment. Observations; In general, the right hand seems to have a faster response to tactile stimulation than visual one. Some values seem to not comply with the rest of them, probably due to the existence of other factors affecting the outcome of the experiment. Observations; In general, the left hand seems to have a faster response to visual stimulation than tactile one. Some values seem to not comply again with the rest of them, probably due to the existence of other factors affecting the outcome of the experiment. Overall, the tactile responses seem to be faster than the visual ones, dependent nevertheless from factors such as left-handedness and/or right-handedness. Observations; The left hand had a faster response to the visual stimuli compared to the right hand Observations; The right hand had a faster response to tactile stimuli than the left hand. Bearing the previous observations into consideration, a relation could be made between different parts of processing the stimuli (spinal cord and brain) and the reactions of each of the hands and hence the brains functioning. From the graphs, it becomes evident that tactile responses are faster than the visual ones. Furthermore, from the averages, we can conclude that the two hands much varied in their performance of the visual and tactile responses. It has also been observed that some of the values do not comply with the general tendency of the other results, thus indicating the existence of other, uncontrolled, factors affecting the results. Conclusion and Evaluation As our literary sources command, the main function of our nervous system is the coordination of rapid responses to stimuli, including reflexes. A stimulus is a change in the environment which is detected by receptors. Once perceived by the organism, a certain response is elicited and a change in the organism occurs. In this experiment, we investigated the speed of a humans response to tactile and visual stimuli. The findings of this experiment agree to the fact that our tactile responses (performed with closed eyes) are considerably faster from our visual responses (performed with the eyes open). This happens because the signal transmitted from the sensory neurons of our eyes is directly processed by our brain, whereas the signal received from our skin, as the feeling of touch, is processed at the spinal cord and are involved with the local segmental reflexes. As the results of this experiment agree to the general knowledge given from various other literary sources, it can be characterized as reliable. Despite the many efforts to control for the confounding variables which might affect the very outcome of the experiment, some values have been observed to not comply with the general rule, generated by the rest of them. A number of factors could be responsible for this. In order to make the measurements of height, a ruler has been used, causing the possibility of error to rise. The possible error that might have been involved is that of a 0.05cm At times, the ruler was not caught at all by the participant and the trial was repeated until a positive number was achieved. It could be argued though that these times are important as well since the inability to react fast could be thought of as a visual or tactile response. External factors might have affected the results of this experiment. Even though it was conducted in a laboratory, noise or distraction could have occurred due to the other classmates. Ways to improve the methodology of the experiment A control of the external confounding variables, such as noise, could help the experiment acquire more focused results. A more precise ruler could have been used A second verification of the data would be beneficial to the better support of the results found. It would also be good if more participants were used as well. The participants to this study should not be aware of the theoretical points in biology, which would affect their performance due to biases. Future work Suggested future work, related to this study and its theoretical points, could involve the study of how fast a message is transported through the nervous system or how can this speed be affected by variables such as attention and stress or other neurological conditions. Moreover, individuals could be assessed with visual and tactile stimuli so as to test the different responses between the reaction time of their left and right hands, correlating the results to whether they are left-handed, ambidextrous or right-handed.

Some Things Just Really Make Me Angry :: Education Educational Essays

Some Things Just Really Make Me Angry I was reading Chapter 2, "It's all in the sign!", of Danesi's Messages and Meanings when I ran into a passage that, to put it politely, just really made me angry. Angry because my interpretation of this passage brought back a lot of memories of events that I have had to deal with in my educational "career". There were two sentences, in particular, that really ticked me off. The first was: If a drawing instrument is put in the child's hand, that child will almost instinctively use it to draw--a "skill" that no one has imparted or transmitted to the child. The second was: The child must be exposed to language in order for him or her to acquire it; that same child does not, however, need to be exposed to visual art in order for him or her to draw. These two seemingly innocent statements (that can be found on page 27 and which I have taken out of context) undermine everything that I hold dear. There is a huge assumption in the first sentence that drawing, as a "skill", is innately obtained, especially when "no one has imparted or transmitted to the child". Your naturally talented! Your daughter has so much talent! I wish I had your talent! Your so creative! Well, creative people are like that. I wish I could be as creative as you are! You're the artist of the group/class/school/etc...! Think of something creative/original/new! As I see it, these comments are not compliments of my ability to create visual images but at my "gift", my "talent". Hard work, practice, trial and error, learning the rules, processes, techniques or simple tricks..none of these are examined. The artistic process, to many, remains this mystical and quite godly transformation of something out of nothing and those with this gift of transformation are artistic. What it tells me as a teacher of the arts is this, that I am wasting my time trying to teach everyone, for there are only a talented few (please read the last sentence sarcastically). There is another point of contention that I have with the first statement. What I have taken out of context is the comparison that Danesi makes between language acquisition and drawing skill development. O.K. Danesi states that a child picks up a crayon (drawing instrument) and uses it to scribble naturally and spontaneously, without anyone imparting this knowledge to the child.

Sodium (Na) :: Science Chemistry

Sodium (Na) Sodium has an atomic number of 11 and a mass of about 23g. It is a silvery white-metallic element classified under the alkali metals. Sodium has been known since early times and was used by the people of Mesopotamia and Egypt to make glasses. Sodium is the sixth most common element found on the earth. It is usually not found in nature but more often in compounds such as salt (NaCl). Sodium conducts heat and electricity easily. Without this element life could not exist. Each compound is used for a certain reason. About 2.8 percent of the earth's crust contains this element making it the sixth most common in the earth's crust. Sodium is found in compounds among dry lake beds, underground, and as well as in seawater in such places as: Belarus, China, France, Germany, India, Russia, Ukraine, United Kingdom, and the United States. Sodium is an extremely chemically active element. If combined with water it tends to react vigorously. For example . Since, sodium is such a dangerous element it has to be handled with care and stored airtight meaning without oxygen. Sodium was first extracted into pure form in 1807 by an English chemist known as Sir Humphry Davy. He used the process of electrolysis where an electrical current is passed through a molten sodium compound such as sodium chloride, sodium was first extracted into its pure form. Many manufacturers today still use electricity to obtain sodium. Sodium is still highly manufactured for many industrial and commercial uses. Sodium has commercial us es as well as industrial uses. From soaps to fertilizers, sodium is used to make water softeners, textiles, and is used as well as to relieve stomach acid, sodium bicarbonate: a white crystalline weakly alkaline salt NaHCO 3 used especially in baking 1 powders, fire extinguishers, and medicine. (Definition from Structure and Matter, Glossary) Photographers use sodium thiosulphate: a hygroscopic crystalline salt Na 2 S 2 O 3 used especially as a fixing agent (Definition from Structure and Matter, Glossary)and a reducing or bleaching agent to fix photographic images on paper. Sodium in its pure form also has industrial uses such as in catalyst which help in making synthetic rubber. Sodium is combined with other metals to produce titanium zirconium and many other chemicals. It is used in the manufacture of tetraethyl lead and some power plants even use it in liquid form to cool nuclear reactors.

Suburbanization and the Social Use of Television :: Television Media TV Essays

Suburbanization and the Social Use of Television The 1950s can be seen as a time of unprecedented family values, in which young, white, middle-income nuclear families arrived en masse in the pre-planned community living areas of suburbia. In the article "Joyride", Kunstler identifies the reasons for, and attraction of, a grand public relocation to previously uninhabited areas outside main city centres. Kunstler argues that it was, in part, the replacement of the streetcar (or trolley), and later the automobile, from the horse-powered transit of earlier 20th century life, that ignited weekend traffic to expand outside urban centres. "Joyriding" on weekends, as Kunstler explains, made suburban areas more accessible and attractive. Suburban areas often hosted various family attractions (such as amusement parks) in which families could experience safe, clean entertainment while being removed from the chaos of the city. Two factors encouraged this "weekending" family behaviour: (1) with the introduction of the electric trolley, passengers could travel any distance at a flat rate cheaper than old horse-drawn methods; and (2) automobiles were greatly subsidized after their initial introduction, thus promoting the number of middle-class car owners. Both these factors brought large-scale transit outside of the city, making the suburbs more accessible and demanding the development of suburban communities. This major development, as described in Lynn Spiegel's article "The Suburban Home Companion", was largely driven by the concept of suburbia as a safe, clean environment (free from "undesirables" such as blacks and lower-income families) in which families could experience both an increased private and community life. This separation, Spiegel says, is what opened the opportunity for TV success. As nuclear suburban families desired to experience the "outside" world (including travel, unusual voyages etc.), they were also trapped in a homogenous communities where life was mundane, and immense pressure was put on each family in these "fair tale" towns to keep up with, and out-do, next door neighbours, and produce a consistently stable and satisfied appearance. As this suburban sprawl of the fifties took America by storm, Spiegel discusses how television provided a necessary means of escapism for frustrated families. The first television show, broadcast in 1949, was a very simple program in which a man and woman sit watching and discussing the TV. Although by today's standards this would be seen as unsurpassingly boring to audiences, this simple show provided a stress relief and easy entertainment; it seemed as though audiences enjoyed watching programs which, similar to their own situation, seemed more rewarding.

Bite Me: A Love Story Chapter 9

9. Tenderloin If you're looking for a great taco in San Francisco, you go to the Mission district. If you want a plate of pasta, you go to North Beach. Need some dim sum, powdered shark vagina, or ginseng root? Chinatown is your man. Hankering for stupidly expensive shoes? Union Square. Want to enjoy a mojito with an attractive, young professional crowd, well you'll want to head for the Marina or the SOMA. But if you're looking for some crack, a one-legged whore, or a guy sleeping in a puddle of his own urine, you can't beat the Tenderloin, which was where Rivera and Cavuto were investigating the report of a missing person. Well-persons. â€Å"The theater district seems somewhat deserted today,† said Cavuto as he pulled the unmarked Ford into a red zone in front of the Sacred Heart Mission. The Tenderloin was, in fact, also the theater district, which was convenient if you wanted to see a first-rate show in addition to drinking a bottle of Thunderbird and being stabbed repeatedly. â€Å"They're all at their country homes in Sonoma, you think?† Rivera said, with a sense of doom rising inside him like nausea. Normally at this time of the morning, the Tenderloin sidewalks ran with grimy rivers of homeless guys looking for their first drink of the day or a place to sleep. Down here you did most of your sleeping during the day. Night was too dangerous. There should have been a line around the block at Sacred Heart, people waiting for the free breakfast, but the line barely reached out the door. As they walked into the Mission, Cavuto said, â€Å"You know, this might be the perfect time for you to get one of those one-legged whores. You know, with demand down, you could probably get a freebie, being a cop and all.† Rivera stopped, turned, and looked at his partner. A dozen raggedy men in the line looked, too, as Cavuto was blocking the light in the doorway like a great, rumpled eclipse. â€Å"I will bring the little Goth girl to your house and film it when she makes you cry.† Cavuto slumped. â€Å"Sorry. It's all kind of getting to me. Teasing is the only way I know to take my mind off of it.† Rivera understood. For twenty-five years he'd been an honest cop. Had never taken a dime in bribes, never used unnecessary force, had never given special favors to powerful people, which is why he was still an inspector, but then the redhead happened, and her v-word condition, and the old one and his yacht full of money, and it wasn't like they could tell anyone anyway. The two hundred thousand that he and Cavuto had taken wasn't really a bribe, it was, well, it was compensation for mental duress. It was stressful carrying a secret that you could not only not tell, but that no one would believe if you did. â€Å"Hey, you know why there's so many one-legged whores in the Tenderloin?† asked one guy who was wearing a down sleeping bag like a cape. Rivera and Cavuto turned toward the hope of comic relief like flowers to the sun. â€Å"Fuggin' cannibals,† said the sleeping bag guy. Not funny at all. The cops trod on. â€Å"If you only knew,† said Rivera over his shoulder. â€Å"Hey, where is everybody?† asked a woman in a dirty orange parka. â€Å"You fuckers doing one of your round-ups?† â€Å"Not us,† said Cavuto. They moved past the cafeteria line and a sharp young Hispanic man in a priest's collar caught their eyes over the heads of the diners and motioned for them to come around the steam tables to the back. Father Jaime. They'd met before. There were a lot of murders in the Tenderloin, and only a few sane people who knew the flow of the neighborhood. â€Å"This way,† said Father Jaime. He led them through a prep kitchen and dish room into a cold concrete hallway that led to their shower room. The father extended a set of keys that were tethered to his belt on a cable and opened a vented green door. â€Å"They started bringing it in a week ago, but this morning there must have been fifty people turning stuff in. They're freaked.† Father Jaime flipped on a light and stood aside. Rivera and Cavuto entered a room painted sunny yellow and lined with battleship gray metal shelves. There was clothing piled on every horizontal surface, all covered, in varying degrees, with a greasy gray dust. Rivera picked up a quilted nylon jacket that was partially shredded and spattered with blood. â€Å"I know that jacket, Inspector. Guy who owns it is named Warren. Fought in Nam.† Rivera turned it in the air, trying not to cringe when he saw the pattern of the rips in the cloth. Father Jaime said, â€Å"I see these guys every day, and they're always wearing the same thing. It's not like they have a closet full of clothes to choose from. If that jacket is here, then Warren is running around in the cold, or something happened to him.† â€Å"And you haven't seen him?† asked Cavuto. â€Å"No one has. And I could tell you stories for most of the rest of these clothes, too. And the fact that clothing is even being turned in means that there's lot of it out there. Street people don't have a lot, but they won't take what they can't carry. That means that this is just what people couldn't carry. Everyone in that dining room is looking for a friend he's lost.† Rivera put down the jacket and picked up a pair of work pants, not shredded, but covered in the dust and spattered with blood. â€Å"You said that you can link these clothes to people you know?† â€Å"Yes, that's what I told the uniformed cop first thing this morning. I know these people, Alphonse, and they're gone.† Rivera smiled to himself at the priest using his first name. Father Jaime was twenty years Rivera's junior, but he still spoke to him like he was a kid sometimes. Being called â€Å"Father† all the time goes to their head. â€Å"Other than being homeless, did these people have anything in common? What I mean is, were they sick?† â€Å"Sick? Everyone on the street has something.† â€Å"I mean terminal. That you know of, were they very sick? Cancer? The virus?† When the old vampire had been taking victims, it turned out that nearly every one of them had been terminally ill and would have died soon anyway. â€Å"No. There's no connection other than they were all on the street and they're all gone.† Cavuto grimaced and turned away. He started riffling through the clothing, tossing it around as if looking for a lost sock. â€Å"Look, Father, can you make us a list of the people these clothes belong to. And add anything you can remember about them. Then I can start looking for them in the hospitals and jail.† â€Å"I only know street names.† â€Å"That's okay. Do your best. Anything you can remember.† Rivera handed him a card. â€Å"Call me directly if anything else comes up, would you? Unless there's something in progress, calling the uniforms will just put unnecessary steps in the investigation.† â€Å"Sure, sure,† said Father Jaime, pocketing the card. â€Å"What do you think is going on?† Rivera looked at his partner, who didn't look up from a dusty pair of shoes he was examining. â€Å"I'm sure there's some explanation. I don't know of any citywide relocation of the homeless, but it's happened before. They don't always tell us.† Father Jaime looked at Rivera with those priest's eyes, those guilt-shooting eyes that Rivera always imagined were on the other side of the confessional. â€Å"Inspector, we serve four to five hundred breakfasts a day here.† â€Å"I know, Father. You do great work.† â€Å"We served a hundred and ten today. That's it. Those in line now will be it for today.† â€Å"We'll do our best, Father.† They moved back through the dining room without looking anyone in the eye. Back in the car, Cavuto said, â€Å"Those clothes were shredded by claws.† â€Å"I know.† â€Å"They're not just hunting the sick.† â€Å"No,† Rivera said. â€Å"They're taking anyone on the street. I'm guessing anyone who gets caught out alone.† â€Å"Some of those people in the cafeteria saw something. I could tell. We should come back and talk to some of them when the priest and his volunteers aren't around.† â€Å"No need, really, is there?† Rivera was scratching out numbers on his notepad. â€Å"They'll talk to the paper,† Cavuto said, pulling in behind a cable car on Powell Street, then sighing and resolving himself to move at nineteenth-century speed for a few blocks as they made their way up Nob Hill. â€Å"Well, first it will be covered as amusing stuff that crazy street people say, then someone is going to notice the bloody clothes and it's all going to come out.† Rivera added another figure, then scribbled something with a flourish. â€Å"It doesn't have to come back to us,† Cavuto said hopefully. â€Å"I mean, it's not really our fault.† â€Å"Doesn't matter if we get blamed,† said Rivera. â€Å"It's our responsibility.† â€Å"So what are you saying?† â€Å"I'm saying that we're going to be defending the City against a horde of vampire cats.† â€Å"Now that you said it, it's real.† Cavuto was whining a little. I'm going to call that Wong kid and see if he has my UV jacket done.† â€Å"Just like that?† â€Å"Yeah,† Rivera said. â€Å"If you go by Father Jaime's example, they've eaten about three-quarters of the Tenderloin's homeless in, let's call it a week. If you figure maybe three thousand street people in the City, you're talking about twenty-two hundred dead already. Someone's going to notice.† â€Å"That's what you were calculating?† â€Å"No, I was trying to figure out if we had enough money to open the bookstore.† That had been the plan. Early retirement, then sell rare books out of a quaint little shop on Russian Hill. Learn to golf. â€Å"We don't,† Rivera said. He started to dial Foo Dog when his phone chirped, a sound it hadn't made before. â€Å"The fuck was that?† asked Cavuto. â€Å"Text message,† said Rivera. â€Å"You know how to text?† â€Å"No. We're going to Chinatown.† â€Å"A little early for eggrolls, isn't it?† â€Å"The message is from Troy Lee.† â€Å"The Chinese kid from the Safeway crew? I don't want to deal with those guys.† â€Å"It's one word.† â€Å"Don't tell me.† â€Å"CATS.† â€Å"Did I not ask you not to tell me?† â€Å"The basketball court off Washington,† Rivera said. â€Å"Have that Wong kid make me one of those sunlight jackets. Fifty long.† â€Å"You get that many lights on you they'll have you flying over stadiums playing Goodyear ads on your sides.†

Commerce Education and Employability

COMMERCE EDUCATION AND EMPLOYABILITY It is commonly agreed that education should aim at ‘holistic development’ of the individual. Further, such development should be in harmony with the society and the nature. To quote the great Indian philosopher Sri Aurobindo, education should aim at â€Å"all round development of the personality, which includes education of the sense, body, mind, moral and spiritual education. † The concepts of ‘all round development of personality’, or ‘holistic development’ include all the aspects of development-intellectual, spiritual, moral, economic, etc.However, some philosophers have defined the economic aims of education. Christopher Winch1; a British scholar says ‘education is broadly, although not exclusively concerned with preparation for life or for particular phase of life’. He gave three aspects to this concept of education, which are ‘fulfillment’, ‘civic participationâ₠¬â„¢ and ‘vocation’ and specifies that the individual conception of education, as they can be found in particular societies at particular time, consists of distinct combination of these different aspects.In order to define the objectives of commerce education, it may be important to go a little into its history. The origin of commerce education can be traced to the 19th century. It started with the teaching of skill based courses of ‘typing’ and ‘book keeping’, to meet the emerging manpower requirements in these areas. With an increase in commercial activities and expansion of banking, insurance, transportation and other related services, the nature and scope of commerce education changed. From a vocational bias in the initial years, the focus changed to providing liberal business education.Some experts even gave different objectives for different stages or levels of education. For example, Prof. Dasgupta (1959) used three different expressions to indicate ‘business education’, at three different levels. At the junior level (higher secondary stage), it was referred to as ‘commercial education,’ covering specific skills programmes; at the first degree stage, the term used was ‘commerce education’, to cover general stream courses for preparing semi professionals and at ‘post graduation’ level, it was termed as ‘Professional Business Education’, with the aim of preparing experts in specific areas.In other words, commerce education, at less than degree level was referred to as ‘commercial education’ or ‘vocational business education’. However, the commonly accepted view at present is that commerce education at higher secondary stage is not merely to satisfy the skill or vocational needs of pupils but provides basic understanding of the various principles, procedures and practices related to business. It also fosters an understanding of the economy, of the community in which activities related to business and industry takes place. It prepares the learners to take up business career.The secondary schools should therefore, provide the students with knowledge of the background of commerce and of the way it affects the life of the community, apart from the commercial knowledge and skills. This integrating approach to the liberal and vocational education has the support of many modern thinkers on education. It is argued that education should turn the people to something he knows well and can do well. Thus, commerce should be taken as both a knowledge subject and a skill subject. The specific objectives of academic stream of commerce education i) To provide knowledge of principles, practices, procedures, etc. bout business, trade and industry and its relationship with the society; ii) To provide basic knowledge of technological tools including computers and its application in business; iii) To develop an understanding of the environment in which we live and undertake various activities relating to business; iv) To develop basic skills needed to undertake different commerce related activities; v) to educate learners in different functional areas and develop their basic understanding about the same; vi) To develop right aptitude and qualities for undertaking business and commerce related activities; and vii) to encourage the spirit of entrepreneurship and prepare learners to enter into a business career. Linkage with the Industry The present curriculum has been found to be only moderately useful to the industry. In order to make it more useful it is suggested that the students should be exposed to practical knowledge, a) by engaging them on project work, or attachment with industry, and b) establishing interaction with industry through field visits, involving professionals in teaching, and organising lectures by industry experts/successful entrepreneurs.It was generally perceived that the present cur riculum offered low degree of opportunities of skill development to the students of commerce As a result, the pass-outs of higher secondary course only have theoretical or conceptual background of various aspects of business and trade. When it comes to the practical knowledge when they are asked to perform an activity, the results are rather poor because the required skills have not been developed in them. This is a common situation, which affects the acceptability of the students by the industry as well as the users of services. The industry looks for skilled people who have a practical exposure to various commerce related activities and possess generic skills like communication skills, problem-solving skills etc. As the present curriculum offers low opportunities of skill development, need for rectifying the position has been strongly felt.Various suggestions received to improve the situation in this regard include organization of field visits, on the job training of the students, improving the infrastructural facilities and provision for establishment of commerce laboratories in the schools. Strengthening linkages Any serious effort to make the commerce curriculum relevant to the industry and increasing its acceptability would require strengthening of linkages between the school and the industry. Various suggestions have been received in this regard, from the responding stakeholders. These are discussed as follows. Firstly, it is strongly felt that organising field visits to business ecommercial establishments etc. would be of great help in exposing the students to the real work of business.For example, the student may be taken to a factory and shown how goods are being manufactured or packaged. This will give them a real feel of the various processes and an opportunity or relating these to what is being taught in the class. This is very important for sustaining their interest in the subject and making them useful to the employers as well as to the society in general. Second, it is suggested that industrial internship, to three to four week’s duration, during the summer vacation (or some other vacations), would be quite helpful in providing the students an opportunity of actually working in an office or in the field environment.Third, the students may be assigned some project work relating to the subject of study. Let us say while teaching the chapter on marketing, the students may be asked to go to their local market and find out which brands of a particular product, say toothpaste or toilet soap are available in a retail outlet; which of these are preferred by a particular class of buyers (say people belonging to lower income group) and why? Further, the schools may regularly organize seminars, workshops and discussions where experts from industry are invited to participate and interact with the students. For example, sharing of experiences by successful entrepreneurs may be of great interest and utility to the student.Fifth, the schools may be encouraged to set up commerce laboratory where the students can practice through charts, models, computer games, exploration on internet, etc. some of the practical aspects of what is taught in the class. Other important suggestions received for strengthening the linkages include making a provision for extensive training of the teachers and inducing industry for adoption of schools so that the course can run efficiently. If the teachers are not trained regularly, they would not be able to impart knowledge and skills about the latest developments in their field. Moreover, the role of teachers is changing fast. They have to work like facilitators, in the present day world of information and fast changing technological and economic environment.Thus, periodic training of teachers is very important for effectively running a course. As regards the strategy for development of linkages, it is agreed enterprises, it is agreed that the industry should be persuaded to coope rate with the schools. Entrepreneurial Values The present curriculum was perceived to be offering low degree of opportunities for development of entrepreneurial values, attitudes and skills. As a result most of the pass-outs were included to look for some wage employment opportunities, after completing their studies. This creates a lot of stress on the already soaring list of unemployed youth in the country and need improvements. The students may be induced towards entrepreneurship.The entrepreneurial values, attitudes and skills should be groomed from schools days so that the pass-outs can be prepared to set up their own ventures instead of looking for wage employment to improve the situation, various suggestions. Include organization of field visits, adoption of case study approach, teaching of biographies of successful entrepreneurs, use of small Business Games and Mock stock exchange proceedings for teaching these aspects and bringing change in the orientation of curriculum and textbooks, to incorporate entrepreneurial value and attitudes. Commerce Education needs the infusion of fresh ideas so as to provide a stimulating, supporting and sustaining environment. The Social Context of Education The education system does not function in isolation from the society of which it is a part.Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven economic development that characterize Indian society also deeply influence access to education and participation of children in school. But at the same time, globalisation and the spread of market relations to every sphere of society have important implications for education. Business Studies Syllabi and Textbooks The syllabi and textbooks in commerce have been prepared according to the principles of the National Curriculum Framework. 1. The chapter on Social Responsibility of Business discusses how a business unit has to take care of the society of which it is a part.Every busi ness needs to act in a socially desirable manner and respect its employees, the community and the environment in which it operates. Our objective is to sensitise the student to social issues and concerns and the fact that business can do a lot for society, while fulfilling its social obligation. Environmental Protection also forms part of the chapter where conservation and industrial pollution are discussed. Business Ethics is also included to make students aware of ethical and responsible behaviour of a business. This also instills in a student value of personal ethics and standards and a code of conduct which can be applied in personal life also.Interrelationships however between business ethics and individual ethics need to be drawn by the teachers. 2. The global and local perspective and rural development needs to be taken care of. Small Business has been included in the syllabus and covers tiny and cottage industries and assistance to business provided by the government to smal l business reasons of including this in the syllabus. Rural Development and growth is a priority area and has been given a special emphasis in the latest year plans and all documents pertaining to economic development. In fact, marketers are depending on the rural demand and markets. Examples from rural business have been given throughout the book to sensitise children to the rural aspect of the country.Local perspective needs emphasis as a student is always able to relate to his local surroundings, therefore, local examples are better understood by them. 3. Connecting knowledge to life outside school. The environment in which a business operates forms an important aspect of management. A business unit has to constantly interact with the economic, political, legal and social environment. The business environment is dynamic in nature and examples can be taken from all around us, newspapers, business magazines, business TV programmes and the internet. Management has to respond to all these changes and this chapter has been specially included so that students are aware of what is going on in the economic, political, legal and social environment.A business has to analyse the environment before taking decisions. 4. Projects, activities and case problems have also been included to ensure that learning is shifted from rote methods. Creativity is a value that needs to be fostered. At the end of each chapter projects, activities and case problems have been given. 5. Boxes includes enrichment material taken from newspapers, business magazines and the internet. We hope these will enable students to connect textual knowledge to the business world Students should draw interrelationships between the text and the news in the print and electronic media. The Objective is to give students an idea of what is happening inside a business. 6.We live in an age of unprecedented violence, local regional, national and global. Values of love, cooperation, non violence, peace are univers al and need to be emphasized again and again. Social equality and justice is an integral part of peace education. Our chapter on social responsibilities emphasizes social equality and justice but teachers need to revisit the concept and connect it to place in society. The topic on cooperative societies and international business are based on the spirit of cooperation. Cooperation as a value needs to be re emphasized by teachers and then lead the student to imbibe the value of cooperation. International agreements, WTO and GATT are all based in international cooperation.Since management involves doing work systematically and resolving conflict situations, while we are teaching management we can revisit the idea of maintaining peace and harmony within an organization. Coordination of activities ensures harmonious relationships which is what manage motivation which again is related to peace and harmony. The teacher in the class needs to draw interconnections between the text and values of peace and non-violence. This has become almost an essential and moral duty of every teacher. 7. India is a multicultural society and all groups have equal rights to coexist and flourish. In our texts we have tried to give business examples from all regions.When the social environment of business is taught then certain examples can be taken up so that students have a fair idea of the pluralistic society in which we live. 8. Any economic development affects the Financial Market and ultimately every business unit in some way or the other. The role of major financial institutions and banks are becoming prominent in the financial markets. The fluctuations in the capital market are due to a variety of reasons. How the political, economic and social changes affect the markets can be studied, it will be going beyond the textbook. However, students will find it very interesting. These topics are important, current issues and students need to be aware of such topics as they shape the coun try’s future and economic development.In fact, the whole world is looking at India and China since they are relatively strong economies because of the regulatory mechanisms in the financial markets. Reference 1. www. ncert. nic. in/programmes/teacher_edu/pdfs/Commerce. pdf In Service Teacher Education Manual for Teachers and Teacher Educators in Commerce. 2. Emerging Trends in Commerce and Management, Santosh Gupta, Published in University News41 (05) 2003 3. Recent Trends in Commerce and Management Education, Dr. V. V. Khanzode, Strling Publishers Private Limited. 1990 4. National Policy on Education1986 an Appraisal, DoabaHouse, New Delhi. 1989 5. Commerce and Management Education in India,Ed. K. V. Sivayya,Ashish Publishing House, New Delhi. 1990 Commerce Education and Employability COMMERCE EDUCATION AND EMPLOYABILITY It is commonly agreed that education should aim at ‘holistic development’ of the individual. Further, such development should be in harmony with the society and the nature. To quote the great Indian philosopher Sri Aurobindo, education should aim at â€Å"all round development of the personality, which includes education of the sense, body, mind, moral and spiritual education. † The concepts of ‘all round development of personality’, or ‘holistic development’ include all the aspects of development-intellectual, spiritual, moral, economic, etc.However, some philosophers have defined the economic aims of education. Christopher Winch1; a British scholar says ‘education is broadly, although not exclusively concerned with preparation for life or for particular phase of life’. He gave three aspects to this concept of education, which are ‘fulfillment’, ‘civic participationâ₠¬â„¢ and ‘vocation’ and specifies that the individual conception of education, as they can be found in particular societies at particular time, consists of distinct combination of these different aspects.In order to define the objectives of commerce education, it may be important to go a little into its history. The origin of commerce education can be traced to the 19th century. It started with the teaching of skill based courses of ‘typing’ and ‘book keeping’, to meet the emerging manpower requirements in these areas. With an increase in commercial activities and expansion of banking, insurance, transportation and other related services, the nature and scope of commerce education changed. From a vocational bias in the initial years, the focus changed to providing liberal business education.Some experts even gave different objectives for different stages or levels of education. For example, Prof. Dasgupta (1959) used three different expressions to indicate ‘business education’, at three different levels. At the junior level (higher secondary stage), it was referred to as ‘commercial education,’ covering specific skills programmes; at the first degree stage, the term used was ‘commerce education’, to cover general stream courses for preparing semi professionals and at ‘post graduation’ level, it was termed as ‘Professional Business Education’, with the aim of preparing experts in specific areas.In other words, commerce education, at less than degree level was referred to as ‘commercial education’ or ‘vocational business education’. However, the commonly accepted view at present is that commerce education at higher secondary stage is not merely to satisfy the skill or vocational needs of pupils but provides basic understanding of the various principles, procedures and practices related to business. It also fosters an understanding of the economy, of the community in which activities related to business and industry takes place. It prepares the learners to take up business career.The secondary schools should therefore, provide the students with knowledge of the background of commerce and of the way it affects the life of the community, apart from the commercial knowledge and skills. This integrating approach to the liberal and vocational education has the support of many modern thinkers on education. It is argued that education should turn the people to something he knows well and can do well. Thus, commerce should be taken as both a knowledge subject and a skill subject. The specific objectives of academic stream of commerce education i) To provide knowledge of principles, practices, procedures, etc. bout business, trade and industry and its relationship with the society; ii) To provide basic knowledge of technological tools including computers and its application in business; iii) To develop an understanding of the environment in which we live and undertake various activities relating to business; iv) To develop basic skills needed to undertake different commerce related activities; v) to educate learners in different functional areas and develop their basic understanding about the same; vi) To develop right aptitude and qualities for undertaking business and commerce related activities; and vii) to encourage the spirit of entrepreneurship and prepare learners to enter into a business career. Linkage with the Industry The present curriculum has been found to be only moderately useful to the industry. In order to make it more useful it is suggested that the students should be exposed to practical knowledge, a) by engaging them on project work, or attachment with industry, and b) establishing interaction with industry through field visits, involving professionals in teaching, and organising lectures by industry experts/successful entrepreneurs.It was generally perceived that the present cur riculum offered low degree of opportunities of skill development to the students of commerce As a result, the pass-outs of higher secondary course only have theoretical or conceptual background of various aspects of business and trade. When it comes to the practical knowledge when they are asked to perform an activity, the results are rather poor because the required skills have not been developed in them. This is a common situation, which affects the acceptability of the students by the industry as well as the users of services. The industry looks for skilled people who have a practical exposure to various commerce related activities and possess generic skills like communication skills, problem-solving skills etc. As the present curriculum offers low opportunities of skill development, need for rectifying the position has been strongly felt.Various suggestions received to improve the situation in this regard include organization of field visits, on the job training of the students, improving the infrastructural facilities and provision for establishment of commerce laboratories in the schools. Strengthening linkages Any serious effort to make the commerce curriculum relevant to the industry and increasing its acceptability would require strengthening of linkages between the school and the industry. Various suggestions have been received in this regard, from the responding stakeholders. These are discussed as follows. Firstly, it is strongly felt that organising field visits to business ecommercial establishments etc. would be of great help in exposing the students to the real work of business.For example, the student may be taken to a factory and shown how goods are being manufactured or packaged. This will give them a real feel of the various processes and an opportunity or relating these to what is being taught in the class. This is very important for sustaining their interest in the subject and making them useful to the employers as well as to the society in general. Second, it is suggested that industrial internship, to three to four week’s duration, during the summer vacation (or some other vacations), would be quite helpful in providing the students an opportunity of actually working in an office or in the field environment.Third, the students may be assigned some project work relating to the subject of study. Let us say while teaching the chapter on marketing, the students may be asked to go to their local market and find out which brands of a particular product, say toothpaste or toilet soap are available in a retail outlet; which of these are preferred by a particular class of buyers (say people belonging to lower income group) and why? Further, the schools may regularly organize seminars, workshops and discussions where experts from industry are invited to participate and interact with the students. For example, sharing of experiences by successful entrepreneurs may be of great interest and utility to the student.Fifth, the schools may be encouraged to set up commerce laboratory where the students can practice through charts, models, computer games, exploration on internet, etc. some of the practical aspects of what is taught in the class. Other important suggestions received for strengthening the linkages include making a provision for extensive training of the teachers and inducing industry for adoption of schools so that the course can run efficiently. If the teachers are not trained regularly, they would not be able to impart knowledge and skills about the latest developments in their field. Moreover, the role of teachers is changing fast. They have to work like facilitators, in the present day world of information and fast changing technological and economic environment.Thus, periodic training of teachers is very important for effectively running a course. As regards the strategy for development of linkages, it is agreed enterprises, it is agreed that the industry should be persuaded to coope rate with the schools. Entrepreneurial Values The present curriculum was perceived to be offering low degree of opportunities for development of entrepreneurial values, attitudes and skills. As a result most of the pass-outs were included to look for some wage employment opportunities, after completing their studies. This creates a lot of stress on the already soaring list of unemployed youth in the country and need improvements. The students may be induced towards entrepreneurship.The entrepreneurial values, attitudes and skills should be groomed from schools days so that the pass-outs can be prepared to set up their own ventures instead of looking for wage employment to improve the situation, various suggestions. Include organization of field visits, adoption of case study approach, teaching of biographies of successful entrepreneurs, use of small Business Games and Mock stock exchange proceedings for teaching these aspects and bringing change in the orientation of curriculum and textbooks, to incorporate entrepreneurial value and attitudes. Commerce Education needs the infusion of fresh ideas so as to provide a stimulating, supporting and sustaining environment. The Social Context of Education The education system does not function in isolation from the society of which it is a part.Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven economic development that characterize Indian society also deeply influence access to education and participation of children in school. But at the same time, globalisation and the spread of market relations to every sphere of society have important implications for education. Business Studies Syllabi and Textbooks The syllabi and textbooks in commerce have been prepared according to the principles of the National Curriculum Framework. 1. The chapter on Social Responsibility of Business discusses how a business unit has to take care of the society of which it is a part.Every busi ness needs to act in a socially desirable manner and respect its employees, the community and the environment in which it operates. Our objective is to sensitise the student to social issues and concerns and the fact that business can do a lot for society, while fulfilling its social obligation. Environmental Protection also forms part of the chapter where conservation and industrial pollution are discussed. Business Ethics is also included to make students aware of ethical and responsible behaviour of a business. This also instills in a student value of personal ethics and standards and a code of conduct which can be applied in personal life also.Interrelationships however between business ethics and individual ethics need to be drawn by the teachers. 2. The global and local perspective and rural development needs to be taken care of. Small Business has been included in the syllabus and covers tiny and cottage industries and assistance to business provided by the government to smal l business reasons of including this in the syllabus. Rural Development and growth is a priority area and has been given a special emphasis in the latest year plans and all documents pertaining to economic development. In fact, marketers are depending on the rural demand and markets. Examples from rural business have been given throughout the book to sensitise children to the rural aspect of the country.Local perspective needs emphasis as a student is always able to relate to his local surroundings, therefore, local examples are better understood by them. 3. Connecting knowledge to life outside school. The environment in which a business operates forms an important aspect of management. A business unit has to constantly interact with the economic, political, legal and social environment. The business environment is dynamic in nature and examples can be taken from all around us, newspapers, business magazines, business TV programmes and the internet. Management has to respond to all these changes and this chapter has been specially included so that students are aware of what is going on in the economic, political, legal and social environment.A business has to analyse the environment before taking decisions. 4. Projects, activities and case problems have also been included to ensure that learning is shifted from rote methods. Creativity is a value that needs to be fostered. At the end of each chapter projects, activities and case problems have been given. 5. Boxes includes enrichment material taken from newspapers, business magazines and the internet. We hope these will enable students to connect textual knowledge to the business world Students should draw interrelationships between the text and the news in the print and electronic media. The Objective is to give students an idea of what is happening inside a business. 6.We live in an age of unprecedented violence, local regional, national and global. Values of love, cooperation, non violence, peace are univers al and need to be emphasized again and again. Social equality and justice is an integral part of peace education. Our chapter on social responsibilities emphasizes social equality and justice but teachers need to revisit the concept and connect it to place in society. The topic on cooperative societies and international business are based on the spirit of cooperation. Cooperation as a value needs to be re emphasized by teachers and then lead the student to imbibe the value of cooperation. International agreements, WTO and GATT are all based in international cooperation.Since management involves doing work systematically and resolving conflict situations, while we are teaching management we can revisit the idea of maintaining peace and harmony within an organization. Coordination of activities ensures harmonious relationships which is what manage motivation which again is related to peace and harmony. The teacher in the class needs to draw interconnections between the text and values of peace and non-violence. This has become almost an essential and moral duty of every teacher. 7. India is a multicultural society and all groups have equal rights to coexist and flourish. In our texts we have tried to give business examples from all regions.When the social environment of business is taught then certain examples can be taken up so that students have a fair idea of the pluralistic society in which we live. 8. Any economic development affects the Financial Market and ultimately every business unit in some way or the other. The role of major financial institutions and banks are becoming prominent in the financial markets. The fluctuations in the capital market are due to a variety of reasons. How the political, economic and social changes affect the markets can be studied, it will be going beyond the textbook. However, students will find it very interesting. These topics are important, current issues and students need to be aware of such topics as they shape the coun try’s future and economic development.In fact, the whole world is looking at India and China since they are relatively strong economies because of the regulatory mechanisms in the financial markets. Reference 1. www. ncert. nic. in/programmes/teacher_edu/pdfs/Commerce. pdf In Service Teacher Education Manual for Teachers and Teacher Educators in Commerce. 2. Emerging Trends in Commerce and Management, Santosh Gupta, Published in University News41 (05) 2003 3. Recent Trends in Commerce and Management Education, Dr. V. V. Khanzode, Strling Publishers Private Limited. 1990 4. National Policy on Education1986 an Appraisal, DoabaHouse, New Delhi. 1989 5. Commerce and Management Education in India,Ed. K. V. Sivayya,Ashish Publishing House, New Delhi. 1990

Environmental and Ecological Issues in Robyn Eckersley’s Perspective Essay

Robyn Eckersley, a renowned environmentalist believes that ecocentric theorists do not claim that anthropocentrism is the sole or original cause of the ecological crisis. She also reflects that environmental crisis is the outcome of humanity’s joyful and spontaneous instincts due to repressive social and psychic division of labor. As a matter of fact, she contends to the idea that it is the rise of material paradigms that people are in need of reconciliation with nature. She notes that utilitarianism in its very state undermined the essence of the environment which is why the veil of knowledge worn by the society is covering them thus colonizing the life-world. Eckersley examined the deontology of ethics inclined with the aim of making the recent topographical shifts within the field that are less â€Å"unknown to us (Eckersley). † To note, she states â€Å"utilitarian and eudaimonistic or therefore theological moral philosophy derives difference between good and evil from the effects which actions and attributes by nature have for the form of life of the actor and his environment (Louden). † In further illustration, she meant that the good deeds can conveyed as those that are considerably favorable effects for human welfare, while those that bring about the opposite are otherwise. Hence, this connotation also falls on the deliberative state of intuitive and formalistic ethics. Although Eckersley favors a rights discourse as a way to include the natural world in a liberal system, she admits that, â€Å"†¦the rights discourse becomes considerably strained (in all its dimensions) when we come to consider ecological entities (Eckersley). † She defines multiple human activities to be the cumulative result of the ecosystem’s components and that today’s approach towards this epidemic will not ensure sustainability. In essence, she is not against any form human-driven doings; however, she is not favor of the manner that it handles the resources that in the light provides for the very existence of human beings. The harvesting of the planet’s resources is seen to be detrimental to the future of the ecosystem and if such is prolonged, survival will be provided only for the few. Socialist critique of liberalism in comparison with the ecological state will differ in terms of morality and the deontology of ethics. It is apparent that not all deeds are the same when it comes to utilitarianism, sometimes, the ecosystem, being unable to air its share of sentiments, id reprimanded and oftentimes taken for granted (Rice). Humans are subject to care for those of its kind and the environment is not considered to be a part of it. In consequence, such is an irony, given that the human beings live and survive with the help of a healthy ecosystem—without the ecosystem, the members of the society will not be able to live. Policies, regulations and management may have changed over time. If compared to the previous century where not all are aware of the threat and the challenge of sustainability, the contemporary era now gives regard to narrowing the problems and eradicate or at least moderate in the utilization of resources provided that there is a massive chance that it may no longer be available in the next 100 years. The signs of climate change is a proof that laws would need to focus on combining good deeds not only for the people that it serves but also to detain the precautionary measures that may possibly harm the humanity.Accordingly guidance is considered necessary on the position of ecosystem mechanism that may be at risk (Rice). Works Cited Eckersley, Robyn. â€Å"Liberal Democracy and the Rights of Nature: The Struggle for Inclusion. † Environmental Politics 4. 4 (1995). Louden, Robert B. â€Å"Toward a Genealogy of Deontology. † Journal of the History of Philosophy 34. 4 (1996). Rice, Jake. â€Å"Can We Manage Ecosystems in a Sustainable Way? † A symposium on Sustainable Management of Marine Living Resources 60. 1-2 (2008). .

Hijab and Islam Essay

There are so many topics in Islam that fascinate me but the one that always inquires my desire to learn more is the topic of women and Hijab. There are many views with regard to Hijab in Islam from the Muslims themselves. The issue of Hijab can be analyzed from several perspectives. Firstly, the Islamic view on Hijab, the importance and benefits to society at large and the world view of Hijab and the women wearing Hijab living in the Western hemisphere. However, some Muslim women believe that the wearing of the Hijab is the right and the choice of the Muslim woman. They are not forced or pressured to wear a veil and they are not forced to cover their hair when they are around men that are not their Mahrrams (men that they are able to marry). Muslim women believe that Allah has ordered all females after the age of puberty to wear the Hijab and that it is an obligation from the Lord. As any other obligation in Islam such as praying five times a day, fasting in the month of Ramadan, pilgrimage to Mecca, wearing the Hijab also is compulsory on all women. There are no excuses or allowances for certain women to wear or not to wear. The issue of choice is not entertained by these Muslim feminists. Sometimes what happens is that when a woman decides to wear the Hijab, there are members in the family that disagree. The main reason for disagreeing is the fact that these family members feel that these women will be tormented in society and that they will not find a good job or husband. Little do these ignorant people know. I say to them, please have faith in the All Merciful and All Knower, he will take care of those that strive to get closer to him. Allah enjoins on His believers tasks that He knows are not beyond their capacity a nd endurance. He knows that a strong and dedicated Muslim woman will put all her effort in trying to wear the Hijab and will try and support herself in this wonderful religious act that she alone chose for the only purpose of pleasing her Lord. Every Muslim woman wearing or starting to wear the Hijab should equip herself with the right information in order to answer to inquisitive questions from non-Muslims. Often times many Muslim sisters in Islam are not properly encouraged once they begin to observe the requirements of Hijab. It may be that a sister has been obliged to wear the Hijab without truly pondering over its superiority. Perhaps she has reached the age of puberty and her Wali (guardian) has instructed her to wear it. Perhaps she has  recently reverted to the Islamic religion and her Muslim friends have informed her of the importance of Hijab or even more common is perhaps her husband has commanded her to wear Hijab. What ever the issue or reason behind this endeavor, a Muslim woman who does not truly know the superiority of Hijab will always remain jealous of the women of the Kuffar. Why? Because they see these misguided women looking beautiful for all to see. Hence, the Muslim woman then compares herself to that woman which causes her to feel ashamed of her own Hijab. Therefore, Muslim women need to encourage each other and remind each other that they are indeed beautiful and above all protected from the evil eyes of the Non-Muslims and particularly the men. These Muslim women need to remember that they are struggling but that they are beautiful and Allah will reward them in this world and also more importantly in the Hereafter. However, to the West, the Muslim women wearing Hijab, to them, is a sign of oppression. The West believes that the religion is forcing the women to lose their identity and their independence by having them cover up and dress modestly and beautifully. But we, as Muslims, say that the women are liberated and gain even more independence by wearing the Hijab and by respecting their religious duties. Women in Islam can work, study, start a business and perform or engage in any work or leisure activity while beautifully dressed in her Hijab. Therefore, Muslims don’t need pity from any one; they don’t need understanding or a should to cry on simply because they are independent, happy, strong women that chose to follow the teachings of their religion. Because of this decision, the non-Muslims should at least respect that much in these women and give them credit of being steadfast and determined. To promote the overall well being of the Muslim woman, some contemporary educators and scholars such as Qasim Amin, a pro-Western Egyptian journalist, lawyer, and politician in the last century wanted to bring Egyptian society from a state of â€Å"backwardness† into a state of â€Å"civilization† and modernity. He strongly objected to the hijab. He said that it is because of the Hijab that Muslim women are ignorant, superstitious, anemia and even premature aging of the Muslim women. He believed women should get away from this backward form of living and become modernized by removing the hijab and conforming to society at large. He  insisted as much on the woman’s right to mobility outside the home as he did on the adaptation of shar’i Islamic garb, which would leave a woman’s face and hands uncovered. Women’s domestic seclusion and the face veil, then, were primary points in Amin’s attack on what was wrong with the Egyptian social system of his time. Muhammad Abdu tried to restore the dignity to Muslim woman by way of educational and some legal reforms, the modernist blueprint of women’s Islamic rights eventually also included the right to work, vote, and stand for election-that is, full participation in public life. He separated the forever-valid-as-stipulated laws of ‘ibadat (religious observances) from the more time-specific mu’amalat (social transactions) in Qur’an and shari’a, which latter included the Hadith as one of its sources. Because modern Islamic societies differ from the seventh-century umma, time-specific laws are thus no longer literally applicable but need a fresh legal interpretation (ijtihad). What matters is to safeguard â€Å"the public good† (al-maslah al’-amma) in terms of Muslim communal morality and spirituality. Shaykh Muhammad al-Ghazali in his book Sunna Between Fiqh and Hadith said that those who claim that women’s reform is conditioned by wearing the veil are lying to God and his Prophet. He expresses the opinion that the contemptuous view of women has been passed on from the first jahiliya (the Pre-Islamic period) to the Islamic society. Al-Ghazali’s argument is that Islam has made it compulsory on women not to cover their faces during the pilgrimage and prayers, the two important pillars of Islam. If women in these two very important rituals do not cover their faces, then how is it that they are to do so for other mundane things? He went on to say that all the aspects of Islam that emphasizes that women stay home and not be part of society are the remains of the time of ignorance or ‘Asr Al-Jahiliya. Al-Ghazali says that during the time of the Prophet women were equals at home, in the mosques and on the battlefield. Today true Islam is being destroyed in the name of Islam. Another Muslim scholar, Abd al-Halim Abu Shiqa wrote a scholarly study of women in Islam entitled Tahrir al-mara’a fi ‘asr al-risalah: (The Emancipation of Women during the Time of the Prophet). In his study, Abu Shiqa agrees with al-Ghazali about the discrepancy between the status of women during the time of the Prophet Muhammad and the status  of women today. He says that Islamists have made up sayings which they attributed to the Prophet such as ‘women are lacking both intellect and religion’ and in many cases they brought sayings, which are not reliable at all and promoted them among Muslims until they became part of the Islamic culture. Abu Shiqa also commented that in many third world countries, sayings of the Prophet are fabricated in order to provide support and evidence that are important to that particular society. He argues that it is the Islamic duty of women to participate in public life and in spreading good (Sura Tauba, Aya 71). He also agrees with Zin al-Din and Ghazali that hijab was for the wives of the Prophet and that it was against Islam for women to imitate the wives of the Prophet. If women were to be totally covered, why did God ask both men and women to lower their gaze? (Sura al-Nur, Ayath 30-31). Islam is a religion that believes in fairness and justice. Islam does not only look at women as the ones that need to be protected, but Islam makes it compulsory that the men also lower their gaze when walking near Muslim women that are not their mahrams. This also enjoins on the men to respect the women and to treat them with dignity and respect. Islam’s desire is to protect women from bad situations such as female infanticide, unlimited polygamy etc and to uphold the dignity and respect for the Muslim woman. However the main purpose is to establish the equality of man and woman in the sight of God who created them both in like manner, from like substance, and gave to both the equal right to develop their own potentialities. Thus Islam is a religion that wants all the Muslims, men and women, to become free, rational people. Thus the Qur’an liberated the women from the indignity of being sex objects into persons. In turn the Qur’an asks the women that they should behave with dignity and decorum befitting a secure, Self-respecting and self-aware human being rather than an insecure female who felt that her survival depends on her ability to attract or cajole those men who were interested not in her personality but only in her sexuality. One of the verses in the Qur’an protects a woman’s fundamental rights. Aya 59 from Sura al-Ahzab reads: O Prophet! Tell Thy wives And daughters, and the Believing women, that They should cast their Outer garments over Their Persons (when outside): That they should be known (As such) and not Molested. Although this verse is directed in the first place to the Prophet’s â€Å"wives and daughters†, there is a reference also to â€Å"the  believing women† hence it is generally understood by Muslim societies as applying to all Muslim women. According to the Qur’an the reason why Muslim women should wear an outer garment when going out of their houses is so that they may be recognized as â€Å"believing† Muslim women and differentiated from streetwalkers for whom sexual harassment is an occupational hazard. The purpose of this verse was not to confine women to their houses but to make it safe for them to go about their daily business without attracting unwholesome attention. By wearing the outer garment a â€Å"believing† Muslim woman could be distinguished from the others. In societies where there is no danger of â€Å"believing† Muslim being confused with the others or in which â€Å"the outer garment† is unable to function as a mark of identification for â€Å"believing† Muslim women, the mere wearing of â€Å"the outer garment† would not fulfill the true objective of the Qur’anic decree. In conclusion, it is very clear that Islam is a religion of just, peace and fairness to all the believers. Hijab in Islam is compulsory and is required for all women after the age of puberty. It is a scarf or head gear that is a symbol of Islam but is also a symbol, to Muslim women, of independence, respect and freedom to live in any society. Islam places women on a pedestal and protects their rights and position in Islam. Women are not forced to cover nor are they second-class citizens in Islam. However, Muslims associate the hijab with all that is positive, strong and respectful.