The novel Frankenstein written in 1831 by Mary Shelley

The novel Frankenstein written in 1831 by Mary Shelley is a tale that seems to expound on many of the ideas set forth in John Keats’ â€Å"Ode on Melancholy.† The thematic elements concur in their references to the unknown and to the unwanted and melancholic results of knowledge that lies beyond a certain threshold of life. Both works take on a very tenebrous tone and even hint at a certain inevitability in the coming of doom and the destruction of beauty. They might even be considered works that celebrate the sadder circumstances in life—which is in direct contrast to the unbridled optimism of many Romantic poets of the era. The monster created by Victor Frankenstein, as well as Frankenstein himself, enter the dreamlike and unknown territory of Lethe warned against by Keats, and in return find out first hand the inner workings of life’s melancholy.The very first line of Keats’ poem warns against entrance into the unknown, as therein lies even more evidence of the grief that life can hold. He writes, â€Å"No, no, go not to Lethe†¦Ã¢â‚¬  (line 1). Lethe refers to a river found in the Greek mythologies that flowed through the underworld of Hades. This river is one that causes forgetfulness and in that way casts a shroud over reality that is similar to the misty and dreamlike sense created in the novel Frankenstein. Shelley does this using several devices, such as through the setting she creates. The story begins while the first narrator and Dr. Frankenstein sail together on a vessel in the dark and expansive waters of the Arctic. The atmosphere speaks volumes of the lack of clarity that is shown to exist on the earth. It also prefigures the idea of Dr. Frankenstein’s forgetting (as on Lethe’s waters) lessons learned from Faust about seeking too much that which lies beyond death.It can also be seen from the very first letter written by Walton that life is itself shown to be unclear and unstable in its abilit y to mete out despair and melancholy no matter which actions are performed by the persons involved. Walton writes to Margaret: â€Å"And when shall I return? Ah, dear sister, how can I answer this question? If I succeed, many, many months, perhaps years, will pass before you and I may meet. If I fail, you will see me again soon, or never† (Shelley, 4). It is clear that life is like a voyage into the Arctic or on the river Lethe. What lies ahead is unknown and what happiness has past may easily be forgotten, as quickly as sadness may come.Yet Keats’ message is much more specific than the mere pointing out of the dreamlike nature of life. It goes further to deter men from seeking out the underside of life. He specifically warns against the deliberate seeking of things that are associated with death and the underworld. He speaks of the foolhardiness of twisting Wolfs-bane or allowing Proserpine (the goddess of the underworld) to kiss one’s forehead (lines 1-4). Thi s is significant in the novel Frankenstein as the actions performed by that doctor may be compared directly to what Keats warns against.The doctor himself admits: â€Å"The moon gazed on my midnight labours, while, with unrelaxed and breathless eagerness, I pursued nature to her hidingplaces† (Shelley, 45). Frankenstein reveals that he deliberately seeks out the halls of death in his quest to give life to a cadaverous body. He goes beyond the call of the living man and ventures uninvited into the underworld to have his brow kissed by Proserpine. The warning Keats gives seems to be merited as the consequences of his actions serve only to illuminate the more melancholy aspects of life.A portentous smudge on Dr. Frankenstein’s eagerness to infuse the dead body with his new concoction of life symbolizes the doom that is foretold by Keats for those who meddle with the things of death. Frankenstein describes his state during the times leading up to the creation of his monste r, and he reveals, â€Å"I pursued my undertaking with unremitting ardour.My cheek had grown pale with study, and my person had become emaciated with confinement† (Shelley, 44). This demonstrates the toll that his illicit actions were taking on his body. It is as though Proserpine’s kiss of death were spreading through his body while he attempted to give life to the dead one lying on his table. The unfavorable circumstances that are yet to come are prefigured in this episode where Frankenstein seems to be transferring his own life to the cadaver on which he operates.Keats goes on to speak of the fall of melancholy when â€Å"fit,† and this demonstrates that sadness itself will lie in incubation during periods that seem happy. He writes, â€Å"But when melancholy fit shall fall sudden from heaven like a weeping cloud†¦Ã¢â‚¬  (lines 11-12). This demonstrates how in the fullness of time, melancholy itself will burst forth upon the heads of those who have per formed the actions to deserve it. This is also true of the events of the novel Frankenstein. Once the scientific endeavor has been achieved, the Monster becomes a herald of fear and doom.He also becomes the hand of premature death to several of the characters, all of whom were loved by Victor. Furthermore, Keats’ comparison of melancholy’s â€Å"fall† to the weeping of a cloud makes it known that such sadness is a part of the cycle of life—and therefore gives the impression that there is no real need to seek it out, since it comes of its own accord anyway. Death would have come to Elizabeth, William, Justine and Frankenstein’s father without the help of the monster that was created. There was no real need for the Dr. Frankenstein to create that artificial taker of life, since life itself has its own built-in machinery of death.Yet Keats’ solution to the fall of melancholy holds a cryptic message that appears difficult to interpret. It is nec essary to dig deeply into its meaning before it can be reconciled with the events portrayed in Mary Shelley’s novel. He indicates that when melancholy falls, one should â€Å"glut thy sorrow on a morning rose or on the rainbow of the salt sand-wave or on the wreath of globed peonies† (lines 15-17). When one â€Å"gluts† or oversupplies something, this leads to a drop in the price of the thing.Sorrow glutted upon these things of beauty causes itself to become cheap, and therefore easily acquired. It is difficult to see how this can be a solution to sorrow at all, since it merely proliferates it. However, it does support the thesis that sorrow is easily achieved in life; and it can also be seen to fit well with the ideas of the novel Frankenstein, in which the Monster goes on a rampage and gluts sorrow upon the happiness that once existed in Victor’s world.Yet, the glut of sorrow that Keats indicates exists in life is even more visible when one considers th e condition of the Monster himself. The â€Å"life† into which he is brought is even more desolate and melancholy than that experienced by real humans. He is the only one of his kind and is marginalized by his very dissimilarity to man. His hatred and wickedness is spawned directly from this fact—which is a direct result of Frankenstein’s â€Å"[twisting] Wolfs-bane [†¦] for its poisonous wine† (Keats, lines 1-2).When the Monster speaks to Frankenstein, it is to display the condition to which he has been brought in life. He says, â€Å"I am malicious because I am miserable. Am I not shunned and hated by all mankind?† (Shelley, 147) It is this immense sorrow that the Monster’s life has brought him that overflows in its surplus and gluts itself on the morning rose of everything that is good in Frankenstein’s life. It affects the promise of his friend and brothers’ lives, and causes the shedding of his wife’s bloom and beauty.The ideas concerning the melancholy of life, which are reflected in this poem and novel, demonstrate several notions that are usually considered Romantic. The idea of something’s being Romantic gives the impression that it affects more gaiety than it really does possess. This can be shown to be true of the novel Frankenstein as the contentment that the doctor proposes to receive from fulfilling his plan is in direct contrast to what actually results from his work. Yet further ideas concerning Romanticism can also be extracted from these two works.The moral and Romantic belief in the apocalyptic events (as those portrayed in the Bible) followed by an era of peace and serenity can be shown to be reflected to some extent in the texts of the Keats’ poem and Shelley’s novel. Shelley’s protagonist is hit upon by doom and destruction as a result of the actions he performed during his life. This is also demonstrated in the melancholy that â€Å"fallsâ₠¬  in Keats’ poem as a result of the actions of one who deliberately seeks out the underside of the life. Similarly, Romantic (biblical) destruction of the earth is also purported to be a direct result of the actions of mankind. However, once the destruction is complete, peace returns to the earth.This is seen to occur at the end of the novel Frankenstein when the monster destroys his maker and then wanders off to seek his own destruction. This appears to restore equilibrium to the world. Yet, this equilibrium cannot be said to be of the same optimistic quality as the â€Å"peace and tranquility† that is supposed to follow the apocalypse. In fact, this equilibrium keeps itself closer to the theme of melancholy being present naturally within life, as it is a balance between good and evil that defines this equilibrium.The novel Frankenstein by Mary Shelley and the poem â€Å"Ode on Melancholy† by John Keats bear many similarities to each other. They contain the i dea that seeking too much the things that lie beyond life will unleash a measure of death and sorrow that is not only unnecessary, but that will disrupt the gentle equilibrium that exists on earth. Life, in equilibrium, contains both joy and sorrow—so melancholy will come in good time without being sought.The actions of Dr. Frankenstein prove Keats’ theory to be correct in that he pushes to see beyond life and finds the death and sorrow in greater abundance than that which he sought. The optimism typical of the romantics is challenged in the ideas of these writers, as even the return of life’s equilibrium means that death and sorrow will have as much freedom to harm humans as life and happiness to comfort them.Works CitedKeats, John. 1819. â€Å"Ode on Melancholy.† The Norton Anthology of English Literature, Vol. I.   Ã‚   M. H. Abrams, et al. New York: W.W. Norton, 1993.Shelley, Mary. 1831. Frankenstein. Bowser, BC: Aerie Publishing, 1988.

Human Natures Tragic Flaw Essay

Do you believe there is a beast within man that tempts us to do wrong and commit sin? Or is it just human nature to be sinful? In the bible, book of Genesis, it shows how God created Adam and Eve. These two beings had everything one could possibly imagine, food, water, shelter, and the protection of our heavenly father. Their only rule in The Garden Of Eden was to not eat from the forbidden fruit tree in the center of the garden, but Adam and Eve were flawed and soon fell into temptation from the serpent, and ate the fruit. They went against God’s only command and made the human species sinners. In the novel, The Lord Of The Flies, a plane crashes on an uninhabited island leaving numerous boys stranded. These boys had to learn to survive without adults to make their food and provide shelter for them. At first they all agree to a chief, Ralph, and are willing to work together to build shelters, but as the novel reaches its climax, they turn savage which soon leads to the death of three boys. The author â€Å"William Golding† portrays that it is not human nature within ourselves that makes us act out, but when times are rough, violence and sin leads us away from the path of righteousness. Symbolism is used throughout the novel to show that things put in this world tempt us to act out. The biggest illustration of symbolism in The Lord Of The Flies is in relation to â€Å"the beast†. The Beast was introduced on the very first day on the island. A little boy with a mulberry-colored birthmark on his face educated everybody of a so called Beast, which he had apparently seen on the previous night. At the time, this was overlooked by the older boys as something in his imagination. As the story advances it becomes evident that the older boys begin to believe in this Beast. One evening Simon was spotted when returning from one of his nature walks, and Jack persuaded the others that he was the Beast. Each boy began pouncing on Simon, stabbing and beating him to death. This shows that a small thing, such as the serpent in the Garden of Eden, can cause fear and tempt us to do wrong, and in this case commit murder. Another example that holds much symbolic value throughout the story is the usage of the word â€Å"scar. † When the plane crashes on the lush island, it disrupts the balance and harmony of nature untouched by man’s influence. The twisted wreckage of the plane creates an imperfection in the peacefulness of nature, and leaves the beach a â€Å"scar† of what it used to be, stunning and unharmed by man’s vicious impulse. An object which also attains much symbolic relevance as the story unfolds is the conch shell. Delicate, fragile, and white, the conch is what brings the boys together on the first day at the beach. It is used throughout the story as an object of high importance and tradition, as it calls meetings together and determines who has the right to speak, depending on who is holding it at the time. It can be seen as a representation of law and order amongst the boys, as it unites them and prevents chaos from arising. As the book progresses, however, characters like Jack and his hunters put less and less importance in the sensibility and order in the concept of the conch, and finally disregard it altogether as chaos erupts over the island. This symbolizes the struggle of civilization and savagery, as Jack’s hatred of Piggy and Ralph grows and he and his boys resort to primal urges like hunting and killing. It is shown throughout the novel that although it is man’s natural instinct to cause destruction, it is not human nature to sin. We are tempted into sin by those around us, and even our own mind sets. â€Å"William Golding† beautifully portrays that it is not human nature within ourselves that makes us act out, but when times are rough, violence and sin leads us away from the path of righteousness.

Women Rights in Islam – Modernizing or Outdated?

Women Rights in Islam – Modernizing or Outdated? Definition According to the Oxford dictionary, ‘Women’s Rights are the rights that promote a position of social and legal equality, of women to men. According to the Oxford dictionary, ‘they are the rights, claimed for the women, equal to those of men, as regards to suffrage that right to vote, as regards to property, etc. ‘Modernizing according to the Oxford dictionary means, ‘to make modern, to adapt to modern needs or habits And according to the Webster’s dictionary it means ‘to make modern, or to give a new character or appearance – e. . , to modernize ones ideas In short, modernizing is a process of updating or opting for the betterment of the present status itself – It is not the present modern status itself. Can we modernize ourselves, to master our problems, and to realize a new way of life, for the whole human race? I am not concerned about the modern ideas, the conclusions and the categorical statements made by scientists and inexperienced armchair experts, as how a life should be lived by a woman. I am going to base my conclusions and considerations on truth, which can be proved by experience. Experience and unbiased factual holistic analysis, are the sure test, between the gold of truth, and the glitter of theory. We have to check our thinking against reality, otherwise many a times, our mental process will go astray – Indeed the great brains of one time, believed that the world was flat. Women Rights in the West If we agree with the ‘Women’s rights in Islam as portrayed by the Western media, you have no option, but to agree that the ‘Women’s rights in Islam are outdated. The Western talk of women’s liberation is actually a disguised form of exploitation of her body, deprivation of her honor and degradation of her soul. The Western society which speaks of upgrading the status of women in Islam, have actually reduced her status to concubines, to mistresses, to society butterflies, which are mere tools in the hands of sex marketers and pleasure seekers, which are disguised behind the colorful screen of art and culture. Women Rights in Islam Islam’s radical revolutionary support, gave women their due right and status n the days of ignorance 1,400 years ago. Islam’s objective was and continues to be, to modernize our thinking, our living, our seeing, our hearing, our feeling and striving for the women’s upliftment and emancipation in the society. Before I dwell further with the topic, I would like you to make note of a few points. †¢Approximately one fifth of the world’s population consists of Muslims. There are dif ferent Muslim societies – Some may be close to Islam, some may be far away from Islam. The ‘Women’s rights in Islam should judge according to the authentic sources, and not what individual Muslims do, or what the Muslim society does. †¢The authentic sources of Islam are the Qur’an, which is the word of God, and the authentic Sunnah, and the traditions of our beloved Prophet (peace be upon him). †¢Qur’an will never contradict itself, nor will the authentic Hadith contradict itself neither will these two authentic sources, contradict each other. †¢Sometimes the scholars differ, and many a times, these differences can be removed by analyzing the Qur’an as a whole, and not just by quoting one particular Verse. Because if one particular verse of the Qur’an is ambiguous many a times the answer is given somewhere else in the Qur’an – Some people quote one source and neglect all the other sources. †¢It is the duty of every Muslim, male or female, to seek the pleasure of God, and to act as His trustee on this world, and not to try and gain fame or satisfy one’s own ego. Islam believes in equality of men and women Equality does not mean ‘identicality In Islam, the role of a man and woman is complimentary, it is not conflicting. It is that of a partnership, it is not contradictory, so as to strive for supremacy. Where ‘Women’s rights in Islam is concerned, I have divided it into 6 broad categories. Six Categories of Women Rights in Islam The first are ‘the Spiritual rights second are ‘the Economical rights third are ‘the Social rights fourth are ‘the Educational rights fifth are ‘the Legal rights and last are ‘the Political rights. Sex is Not the Criteria to Enter Paradise: The greatest misconception that the West has about Islam, is that they think ‘Paradise in Islam, is only meant for the male – it is not meant for the female This misconception can be removed by quoting from Surah Nisa, Ch. No. , Verse No 124, which says, ‘If any of you do deeds of righteousness, whether it be male or a female and has faith, they shall surely enter Paradise and not the least injustice shall be done to them. A similar thing is repeated in Surah Nahl, Ch. 16, Verse No. 97 which says ‘If any of you perform good deeds, be it a man or a w oman and is a believer, We shall give you good life and We should reward you for all your good works. Just because in Islam, sex is not the criteria to enter Paradise, will you call such rights in Islam as modernizing or outdated? A. Spiritual Rights of Women in Islam Another misconception is that, which the Western media has, that, ‘The woman has no soul. In fact, it was in the seventeenth century, when the Council of wise men, when they gathered at Rome, and they unanimously agreed that the woman had no soul. In Islam, man and woman have the same spiritual nature. It is mentioned in Quran, Ch. 4, Verse No. 1, which says that, ‘O humankind reverence your Guardian Lord, who has created you from a single person and created like nature his mate. A similar thing is mentioned in Surah Nahl, Ch. 16, Verse No. 72, which says that, ‘We have made for you companions and mates of your own nature. In Surah Al-Shura, Ch. 42, Verse No. 11, it says, ‘He is the one who has created the heavens and the earth and has made for you pairs from among yourselves. Just because the spiritual nature of a man and woman is the same in Islam, will you call such rights in Islam, as modernizing or outdated? The Qur’an clearly mentions that, ‘God has breathed somewhat of His spirit into the human beings. If you read Surah Hijr, Ch. 15, Verse No. 29, it says, ‘When I have fashioned you in due proportion and have breathed into you something of my spirit, fall you down in obeisance. A similar thing is repeated in the Qur’an, in Surah Sajdah, Ch. 2, Verse No. 9, which says, ‘Then He fashioned him and breathed into him of His Spirit†¦ Here, when God refers to as ‘Something of My Spirit, is breathed into the human beings? E- it does not mean, a sort of incarnation or a pantheistic form. It means that Allah has given to every human being something of His s piritual Nature, and the Knowledge of God Almighty, and coming closer towards Him. Here it refers to both Adam and Eve (may peace be upon them) – Both were breathed something of God's Spirit. Again we read in the Qur’an, that Allah has appointed the human being as His vicegerent, s His trustee, as is mentioned in Surah Isra, Ch. 17, Verse No. 70, which says, ‘We have honoured the children of Adam and bestowed on them special favours? E Note, here all the children of Adam have been honoured, male as well as female. There are some Religious scriptures, for example the Bible, which puts the blame on Eve for the downfall of humanity. In fact if you read the Qur’an in Surah Araf, Ch. 7, Verse No. 19 to 27, Adam and Eve (may peace be upon them both) are addressed, more than a dozen of times. Both disobeyed God, both asked for forgiveness, both repented, and both were forgiven. In the Bible, if you read Genesis, Ch. 3, only Eve is held responsible (May peace be upon her) for the downfall of humanity. And according to the doctrine of ‘Original Sin? E because of Eve (may peace be upon her) the whole of humanity is born in sin. Does Pregnancy Uplift the Women or Degrade? If you read the Bible in Genesis, Ch. 3, Verse No. 16, it says that, ‘To the woman He (God) said, â€Å"I will greatly multiply your pain in childbearing; in pain you shall bring forth children, yet your desire shall be for your husband, and he shall rule over you. ‘ That means, pregnancy and child birth has been said in the Bible to degrade the women and the labor pain is a sort of punishment. In fact if you read the Qur’an, pregnancy and child birth have uplifted the women. If you read Surah Nisa, Ch. 4, Verse No. 1, it says, ‘Respect the womb that bore you Its mentioned in Surah Luqman, Ch. 31, Verse No. 14, it says, ‘We have enjoined on the human being to be kind to the parents, in travail upon travail did their mother bore them and in years twain was their weaning. A similar thing is mentioned in Surah Ahqaf, Ch. 46, Verse No. 5, it again repeats, which says, ‘We have enjoined on the human beings to be kind to his parents. To be kind to the parents – in pain did their mother bore them, and in pain did she give them birth – Pregnancy in the Qur’an has uplifted the women not degraded her. Just because pregnancy has uplifted the women in Islam will you call such rights in Islam as modernizing or outdated? Criteria in the Sight of God to Judge Male and Female: The only criteria for judgment in the sight of Allah is ‘Taqwa ‘God consciousness or ‘righteousness It is mentioned in Surah Hujurat, Ch. 49, Verse No. 3 ‘O humankind, We have created you from a single pair of male and female and have divided you into nations and tribes, so that you shall recognize each other not that you desp ise each other and the most honored in the sight of God, is the one who is the most righteous. Sex, color, caste, wealth has got no criteria in Islam – The only criteria in the sight of God is ‘righteousness neither is sex the criteria for God to reward or to punish a person. If you read Surah Imran Ch. 3 Verse No. 195 it says ‘I will never suffer the loss of any of you, be it male or female, you are companions unto each other. Equal Moral Duties for Men and Women: I had started my talk by quoting a verse from the Qur’an from Surah Al Ahzab, Ch. 33, Verse No. 35, which says, ‘For Muslim men and Muslim women, for believing men and women, for devout men and women, for true men and women, for men and women who are patient and constant, for men and women who give in charity, for men and women who fast and deny themselves, for men and women who guard their chastity, for men and women who engage much in God's praise, God has prepared for them forgiveness and a vast reward. This verse indicates that the spiritual duties, the moral duties, for the men and women in Islam are the same – Both have to believe, both have to pray, both have to fast, both have to give in charity, etc, etc. But the women has been given certain concession in Islam. If she is undergoing her menstrual period or pregnancy, she does not have to fast – She can keep those fasts later on, when she is more healthy. During the menstrual period and during the postnatal period, she needs not pray also – she has been given the concession, and neither does she have to compensate it later on. Just because the moral duties of the men and women are equal in Islam will you call such rights in Islam as modernizing or outdated? B. Economical Rights to the Women Islam gave economical rights to the women 1,300 years before the West. An adult Muslim woman can own, she can dispose or disown any of her property without consulting any one, irrespective whether she is married or she is single. In 1870, it was the first time in England, that the West recognized the rights of the married woman, where she was allowed to own or dispose any of her property without consultation. I do agree that the women were given their economical rights 1300 years ago – these are ancient rights – but the question is ? E‘are they modernizing or outdated Enbsp; Women on Job: A women in Islam, if she wishes to work she can work – There is no text in the Qur’an or the authentic Hadith which prevents or makes it prohibited for a woman to do any work, as long as it is not unlawful, as long as it is within the preview of the Islamic Shariah, as long as she maintains her Islamic dress code. But natural, she cannot take up jobs, which exhibit her beauty and body – Like for example, modeling and film acting, and such kind of jobs. Many of the professions and jobs which are prohibited for the woman are also prohibited for the man, for example serving alcohol, working in gambling dens, doing any unethical or dishonest business. All these jobs are prohibited for both men and women. A true Islamic society requires women to take up profession such as doctors. We do require female Gynecologists, we do require female nurses, we do require female teachers. But, a woman in Islam has got no financial obligations – The financial obligation is laid on the shoulders of the man in the family – Therefore she need not work for her livelihood. But in genuine cases, where there are financial crisis in which both the ends do not meet, she has the option of working. Here too, no one can force her to work – She works out of her own, absolute free will. Financial Security for Women: A woman in Islam has been given more financial security, as compared to the man. As I told you earlier, the financial obligation is not put on her shoulder – It is put on the shoulder of the man in the family. It is the duty of the father or the brother, before she is married and the duty of the husband or the son, after she is married to look after her lodging, boarding, clothing and financial aspects of her. Compulsory Marital Gift for a Woman: When she gets married, she is on the receiving end. She receives a gift – she receives a dower or a marital gift, which is called as ‘Meher? E And it is mentioned in the Qur’an in Surah Nisa, Ch. 4 Verse No. 4 which says, ‘Give to the woman in dower, a marital gift? E For a marriage to solemnize in Islam, ‘Meher? Eis compulsory. But unfortunately in our Muslim society here, we just keep a nominal ‘Meher? Eto satisfy the Qur’an, say 151 Rupees, or some people give 786 Rupees and they spend lakhs and lakhs of Rupees on the reception, on the decoration, on the flowers, on the lunch parties, on the dinner parties. In Islam, there is no lower-limit, nor is there an upper limit for ‘Meher? E- But when a person can spend lakhs of Rupees on the reception, surely the ‘Meher ? Eshould be much more. There are various cultures which have crept into the Muslim societies, specially in the Indo-Pak area. They give a small amount of ‘Meher? Eand they expect the wife to give a fridge, to give a T. V set, they expect the wife to give an apartment, to give a car, etc. , and a large sum of dowry, depending upon the status of the husband. If he is a graduate, they may expect 1 lakh – If he is an engineer they may expect 3 lakhs – If he is a doctor they may expect 5 lakhs. Demanding dowry from the wife, directly or indirectly is prohibited in Islam. If the parents of the girl give the girl something out of their own free will, it is accepted – But demanding or forcing directly or indirectly, it is prohibited in Islam. No Financial Liabilities: If a Woman works, which she does not have to – whatever earning she gets, it is absolutely her property. She need not spend on the household – if she wants to spend it is her free will. Irrespective how rich the wife is, it is the duty of the husband to give lodging, boarding, clothing and look after the financial aspects of the wife. In case of divorce or if a wife gets widowed, she is given financial support for the period of ‘Iddah? E- and if she has children, she is also given child support. Right to Inherit: Islam gave the right to the women to inherit, centuries ago. If you read the Qur’an – in several verses, in Surah Nisa, in Surah Baqarah and in Surah Maidah, it is mentioned that a woman, irrespective she is a wife or she is a mother, or a sister, or a daughter, she has a right to inherit. And it has been fixed by God Almighty in the Qur’an. C. Social Rights of Women in Islam Broadly it can be categorized into four sub-headings. Social rights given to a daughter, to a wife, to a mother and to a sister. Social Rights to a Daughter: Islam prohibits, female infanticide. The killing of female children is forbidden in Islam. It is mentioned in Surah Taqveem, Ch. 81, Verse No. 8 and 9, ‘when the female child is buried alive and when she questions you, for what crime was she killed? E Not only female infanticide has been prohibited, all sorts of infanticides has been prohibited in Islam, whether it be a male child or a female child. It is mention in the Qur’an in Surah A’nam Ch. 6, Verse No. 151 that, ‘Kill not your children for want of sustenance for it is God that will provide sustenance for you and for children? E A similar thing is mentioned in Surah Isra, Ch. 17 Verse No. 31 which says? E‘Kill not your children for want of sustenance, for it is God that will provide sustenance to you and your children, for killing of children is a major sin? E In the pre-Islamic Arabia, whenever a female child was born mostly she was buried alive. Alhamdullillah, after the spread of Islam this evil practice has been discontinued. But unfortunately it still continues in India – According to a BBC report, in the programe assignment the title of which was ‘Let Her Die? E there was a British reporter by the name of Emily Beckenen, who came all the way from Britain to India to give us the statistics of the female infanticide. In that programe, it gives the statistics, that every day more than 3,000 fetuses are being aborted on being identified that they are females. If you multiply this figure by the number of days, that is multiplied by 365, you get a figure of more than one million female fetuses are being aborted every year in our country. And there are big hoarding and posters in states like Tamil Nadu and Rajasthan, which says spend 500 Rupees and save 5 lakh Rupees. What does it mean? – That spend Rupees 500 on medical examination like Aminocententus or Ultra Sonography, and identify the gender of child. If it is a female you can abort it and you’ll save 5 lakh Rupees – How? The couple of lakhs you spend on upbringing her and the remaining lakhs of Rupees you spend on giving dowry to the man who will marry her (a custom in India). According to the report of the Government Hospital of Tamil Nadu ? E‘out of every 10 female children that are born, four are put to death? E- No wonder the female population in India is less than the male population. Female infanticide was continuing in India since centuries – If you analyze the statistics of the 1901 census, for every 1000 males there were 972 females. According to the 1981 statistics and census, it tells you for every 1000 males you have 934 females. And the latest statistics of 1991 tells you that for every 1000 males you have 927 females. You can analyze that the female ratio is dropping every year – And since science and medicine has advanced, it has helped in this evil practice. Just because Islam tells you that you should not kill any children whether it be male or female will you call these rights in Islam as modernizing or outdated? Qur’an not only prohibits female infanticide, it rebukes at the thought of you rejoicing at the birth of a male child and getting saddened at the birth of a female child. In Islam, a daughter should be brought up correctly. In Islam, there should be no partiality in upbringing of the daughter or the son. According to a Hadith, ‘In the presence of the Prophet Muhammad, once a man kissed his son and placed him on his lap but did not do the same to his daughter. The Prophet immediately objected and said that you are unjust – You should have even kissed your daughter and placed her on the other lap? E Social Rights to Wife: All the previous civilizations, they have considered the women to be an ‘instrument of the devil? E The Qur’an refers to the women as ‘Mohsana? E that is a ‘fortress against the devil? E And if a woman, who’s good, marries a man, she prevents him from going on the wrong path. There’s a Hadith in which Prophet Muhammad (peace be upon him) he said that, ‘there is no monasticism in Islam? E. And again according to Sahih Bukhari, Volume No. 7, Ch. No. Hadith No 4 it says that ‘the Prophet Muhammad ordained the young men, all those who have the means to marry, they should marry – For it will help them to guard their gaze and guard their modesty. The Qur’an say’s that, ‘We have put love into the hearts of the husband and wife? E If you read Sura h Rum, Ch. 30, Verse No. 21 it says that, ‘And amongst our signs We have created for you mates or companions, so that you may dwell in them in tranquillity and we have put love and mercy between your hearts? E According to Surah Nisa, Ch. 4, Verse No. 21, marriage is considered as a strong agreement, a strong contract. According to Surah Nisa, Ch. 4, Verse No. 19, it says, ‘You are prohibited to inherit women against their will? E- Means, to marry the permission of both the parties are required. It is compulsory that the man and women both should agree to marry. No one – not even the father can force their daughter to marry against her wishes. There’s a Hadith in Sahih Bukhari, Volume 7, Book 62, Number 69, which says ‘that a lady she was forced by her father to marry against her wishes? E- And she went to the Prophet and the Prophet invalidated the marriage? E Another Hadith in Ibn-e-Humbal, Hadith No. 469, it says ‘that a daughter was forced by her father to get married – And when the daughter approached the Prophet, the Prophet said you can either continue, or if you wish you can invalidate the marriage. That means, the consent of both the male and the female is required. In Islam, a women is considered as a homemaker – She is not considered as a hou sewife, because she is not married to the house. Many people use terminology, without understanding what it means ? E‘Housewife? Emeans ‘you are the wife of the house? E So I believe, from now onwards the sisters would prefer calling themselves ‘homemakers? E than ‘house wives? E if they are occupied more in the home. In Islam, a woman, she is not married to a master that she should be treated like a slave – She is married to it is equal. And there is a Hadith which says in Ibn-Hambal – Hadith No 736, 7396. It says that, ‘the most perfect of the believers are those that are best in character and behavior, and those that are best to their family and their wives? E Islam gives equal rights to the man and woman. Qur’an clearly mentions that men and women, husband and wife have equal rights in all aspects, except leadership in the family. It is mentioned in the Qur’an in Surah Baqarah Ch. 2, Verse No. 228. It says that, ? E.. the women have been given rights similar against them (men) on equitable terms but the men have a degree higher†¦? E Most of the Muslims have misunderstood this verse, when it says ‘a men have a degree higher? E- As I said we should analyze the Qur’an as a whole. And its mentioned in Surah Nisa, Ch. 4, Verse No. 34 which says, ‘The men are the protectors and maintainers of the women, for God has given one of them more strength than the other and they give them their means? E People say the word ‘Kawwam? E means, ‘one degree higher in superiority? E- But actually the word ‘Kawwam? Ecomes from the root word ‘Ikamah? E ‘Ikamah? Emeans for example ‘when you give the Ikamah before prayers – You stand up? E So ‘Ikamah? Emeans to standup – so the word ‘Kawwam? Emeans one degree higher in responsibility, not one degree higher in superiority. Even if you read the commentary of ‘Ibne-Kathir? E- He says that the word ‘Kawwam? Emeans one degree higher in responsibility, not one degree higher in superiority. And this responsibility, should be carried out by mutual consent of both husband and wife. It is mentioned in Surah Baqarah, Ch. 2, Verse No. 187, which says, Which means? E‘Your wives are your garments, and you are their garments? E What’s the objective of garments – It is used to conceal and to beautify. The husband and wife, should conceal each others faults, and they should beautify each other – Its a relationship of hands and gloves. The Qur’an mentions that, ‘even if you do not like your wife, you should treat her kindly? E It is mentioned in Surah Nisa, Ch. 4, Verse No. 19, that, ? E.. consort with them (your wives) in kindness, for if you hate them it may happen that you hate a thing wherein God has placed much good. Even if you dislike your wife you have to treat her kindly and with equity Just because the rights of a wife are equal to those of the husband in Islam, will you call such rights in Islam as modernizing or outdated? Social Rights to a Mother: The only thing above respect to Mother, is the worship of God – It is mentioned in: Ch. 17, Verse No. 28-29, It says that? E‘God has ordained for you, that you worship none but Him, and to be kind to your parents. And if any one or both of them reach old age do not say a word of contempt or repel them but address them with honour, and speak to them with kindness, and lower your wing of humility and pray to God – ‘My Lord! bless them as they have cherished me in childhood? E Surah Nisa, Ch. No. 4, Verse No. 1 says, ‘Respect the womb that bore you? E Surah A’nam, Ch. 6, Verse No. 151, says that, ‘You have to be kind to your parents? E Surah Luqman Ch. 31, Verse No. 14, says that, ‘We have enjoined on the human beings to be kind to his parents. In travail upon travail, did their mother bore them and in years twain was their weaning? E A similar thing is repeated again in Surah Ahqaf, Ch. 46, Verse No. 15, that? E‘We have enjoined on the human beings to be kind to his parents. In pain did their mother bore them and in pain did she give them birth? E Another Hadith related in Sahih Bukhari in Volume 8, Ch. No. 2 Hadith No. 2, as well as in Sahih-Muslim – It says that a man asked the Prophet Muhammad? E‘Who requires the maximum love and respect and my companionship in this world? The Prophet replied ? E‘your mother? Ebr> ‘Who is next? E ? E‘your mother? Enbsp; ‘Who is next E? E‘your mother? Enbsp; The man asked for the fourth time, – ‘Who is next? Enbsp; The Prophet replied ‘your father? E So 75% of the love and respect goes to the mother and 25% of the love and respect goes to the father. Three fourth of the better part of the love and respect goes to the mother ? EOne fourth of the remaining part of the love and respect goes to the father. Social Rights to a Sister: According to Surah Tawbah, Ch. 9, Verse No. 71, it says that, ‘The men and the women they are friends of each other? E Prophet Muhammed (may peace be upon him) he said, ‘The women are the ‘Shakat? E-‘Shakat? Emeans sister? E D. Educational Rights to a Woman The first 5 verses which were revealed in the Qur’an were from Surah Alaq, or Surah Iqra, Verse No. 1 to 5 which says: ‘Read, recite or proclaim in the name of your Lord, Who has created the human beings from a congealed clot of blood (a leech like substance). Read, your Lord is most bountiful. Who has taught the use of the pen. Who has taught the human beings that which he knew-not? E The first guidance given in the Qur’an to the humankind was not to pray, was not to fast, was not to give charity – It was read – Islam pays utmost importance to education. Education is Compulsory in Islam: According to Quran: †¢God will exalt those of you who believe and those who are given knowledge to high degrees. (58:11) †¢And say, O my Lord! increase me in knowledge. (20:114) †¢And whoever is is given knowledge is given indeed abundant wealth. (2:269) According to a saying of Prophet Muhammad (pbuh) â€Å"It is obligatory for every Muslim, male or female, to acquire knowledge (Al-Bayhaqi). Imagine, 1400 years ago, when the women were ill treated and were only used as property, Islam asked the women to be educated. Because Islam tells that every woman should be educated, – Will you call such women’s right’s in Islam as modernizing or outdated? E. Legal Rights to a Woman According to the Islamic law, men and women are equal – The Islamic Law protects the life and property of a man and woman both. If a man murders a woman he too will receive the capital punishment of ‘Kisaas? E According to the Islamic law of ‘Kisaas? E men and women – irrespective the injury be of the eye, of the nose, of the ear, of the body – both receive equal punishment. And if the guardian of the murderer, even it be a woman – If she says, that forgive the murderer and she accepts ‘Dia? E that is compensation – her opinion cannot be rejected – they have to accept it. And if there’s difference of opinion between the relatives of the person whose murdered – And some say that the murderer should be killed and some say that he should be forgiven and ‘Dia? Enbsp; should be accepted – people should prevent the relatives from killing that murderer. And irrespective whether the witness or the opinion is given by a man or woman, it has same weight. According to Surah Maida, Ch. , Verse No. 30 – It says? E‘As to the thief, whether he be man or a woman, cut off his or her hand as a punishment for his crime, an example from God? E Means, if a person robs, irrespective whether he is a man or a woman his or her hands should be chopped – The punishment is the same. According to Surah Nur, Ch . 24, Verse No. 2, it says ‘If any commits fornication, be it a man or a woman, flog them with 100 stripes? E The punishment for fornication in Islam irrespective whether it is a man or a woman, it is the same – Flogging with 100 stripes. The punishment for men and women, is the same in Islam. In Islam a woman is allowed to give witness Imagine, Islam gave right to a woman to be a witness, 14 centuries ago. Even now in as late as 1980, the Jewish Rabai, they were considering that whether the women should be given a right to act as a witness or not – And Islam gave that right 1400 years ago. Accord ¬ing to Surah Nur, Ch. 24, Verse No. 4, it is said ‘If any of you put a charge against the chastity of a woman, produce 4 witnesses, and if they falter, flog them with 80 stripes? E In Islam for a small crime, you require 2 witness – for a big crime you require 4 witnesses. Accusing a woman falsely is a big crime in Islam, therefore you require 4 witnesses. Now a days you see in the modern society, you find men abusing women and calling them all sorts of name. They call them prostitutes etc, and nothing is done. In an Islamic state, if a man calls her a ‘prostitute? Ein public or anywhere else, and if she takes that man to court – And if that man cannot produce 4 witnesses or even if he produces 4 witnesses and any one of them falter, all of them will receive 80 lashes each, and in future all their evidence will be rejected. Islam gives utmost importance to the chastity of the woman. When a lady marries, she normally adopts the name of her husband. In Islam she has the option of either keeping her husband’s name, either adopting the name of the husband, or maintaining her maiden name. And maintaining the maiden name is recommended in Islam – And we find in several Muslim societies that women, even after they get married they maintain their maiden name, because according to the Islamic law men and women are equal. Will you call such rights in Islam modernizing or outdated? F. Political Rights of a Woman According to Surah Tawba, Ch. 9, Verse No. 71, ‘The men and the women they are friends (supporters) of each other? E Supporters not only Socially – even Politically ? EPolitically, men and women should support each other. Women can even take part in law making. And according to the famous Hadith in which Hazrat Umar (may Allah be pleased with him), he was discussing with the Sahabas, and considering putting an upper limit on the ‘Meher ? E since young men were discouraged from getting married – a lady from the back seat she objected and said When the Qur’an says in Surah Nisa Ch. , Verse No. 20 that? E ‘you can even give a heap of treasure, a heap of gold in ‘Meher? E when Qur’an puts no limit on ‘Meher? E who is Umar to put a limit (may Allah be pleased with him). And immediately Hazrat Umar (peace be upon him) said? E‘Umar is wrong and the lady is right? E Imagine, she was a common lady – If it would have been a famous lady, the name of the lady would be mentioned in the Hadith. Since the Hadith does not mention the name of the lady, we can understand that the lady was a common lady. Means, even a common lady can object to the ‘Khalifa? E the head of the state. And in technical terms it would be called that ? E‘she is objecting to the breach of the constitution? E- because Qur’an is the constitution of the Muslims – That means a woman can even take part in law making. Women have even taken part in the battle fields There is a full chapter in the Sahih Bukhari mentioning women in the battle field – Women gave water – they give first aid to the soldiers. Because the Qur’an says ‘Man is the protector of the ‘Woman? E Under normal circumstances, the women should not go to the battle field. It is the duty of the man. Only when required, under necessity are women allowed – and they should go to the battle field if they want. Otherwise you’ll have the same position as you are having in the USA. Women in USA are Not Safe In USA women were allowed to join the battle since 1901 but they were not allowed to take active part – They only played the part of a nurse. Later on after the ‘Feminist Movement? Ehad started in 1973, the ‘Feminist movement? Edemand ¬ed ? E‘Why aren’t women allowed to take active part in the battle field E/font> So the American government allowed women to take active part in the battle field. And according to a report of the Defense Department of America, which was released on the 23rd of April, 1993 it said that, ? E0 people were sexually assaulted in a convention, out of which 83 were women and 117 officers were charged with in disciplinary action? E Imagine in one convention only, 83 women sexually assaulted. What was the crime of those 117 officers? They made the women run and they snatched at their clothes. They made them parade absolutely nude without even covering the genital parts. They were made to have sex in public. Is this what you call ‘Women’s rights? E If you think that this is what is ‘Women’s right? E then you can keep your rights to yourselves. We do not want our sisters, our daughters our mothers to be sexually assaulted. And there was a uproar in the parliament and the President, Bill Clinton – he himself had to apologize publicly and he said, ‘Necessary action will be taken? E And you know when politicians say ‘necessary action will be taken, what happens. So Islam allows women to take part in the battle field only when required. But there also they should maintain their Islamic dress and the Islamic ethics, and their modesty. USA Has One of the Highest Rates of Rape United States of America is supposed to be one of the most advanced countries of the world. It also has one of the highest rates of rape in any country in the world. According to a FBI report, in the year 1990, every day on an average 1756 cases of rape were committed in U. S. A alone. Later another report said that on an average everyday 1900 cases of rapes are committed in USA. The year was not mentioned. May be it was 1992 or 1993. May be the Americans got ‘bolder? Ein the following years. Islamic Law Let's Women Breathe Easily Consider a scenario where the Islamic law is implemented in America. Whenever a man looks at a woman and any brazen or unashamed thought comes to his mind, he lowers his gaze. Every woman wears the Islamic dress as mentioned in Quran. After this if any man commits rape he is given capital punishment. I ask you, in such a scenario, will the rate of rape in America increase, will it remain the same, or will it decrease? If Islamic law is implemented in any part of the world, women will breathe easier. Conclusion Before I conclude, I’d like to give an example. As I said in the beginning of my talk, Islam believes in equality between men and women – Equality does not mean identicality. Suppose in a classroom 2 students, student ‘A? Eand ‘B? E during an examination both come out first – Both secure 80% marks – 80 out of 100. When you analyze the question paper, the question paper has 10 differ ¬ent questions, each carrying 10 marks. In question 1 student ‘A? Egot 9 out of 10, and student ‘B? Egot 7 out of 10 – So in question 1 student ‘A? Ewas higher than student ‘B? E In question 2, student ‘A? Egot 7 out of 10 and student ‘B? Egot 9 out of 10 – Student ‘B? Ewas higher than student ‘A? Ein question number 2. In question 3 both of them got 8 out of 10, both were equal. So when we add up the marks of all the ten questions, both student ‘A? Eand ‘B? Egot 80 out of 100. So in short, student ‘A? Eand student ‘B? Eare over all equal. In some questions ‘A? Eis higher than ‘B? E in some questions ‘B? Eis higher than ‘A? E in others both are equal. In the same fashion, taking the example that since God has given man more strength – Suppose a thief enters the house will you tell, ‘I believe in women’s rights – I believe in women’s rights? E – will you tell your mother, your sister and your daughter, to go and fight the thief E No, but natural you’ll fight him – If required they may interfere – Under normal circumstances since God has given you more physical strength, you have to go and tackle the thief. So here, in physical strength, man is one degree higher than the woman Let us take another example where it comes to respecting the parents – The children are supposed to respect the mother 3 times more than the father (as mentioned earlier). Here the women have one degree higher than the men – Over all both equal So Islam believes in equality, not identically – Men and women are over all equal in Islam. This was in brief, the highlights, of ‘the Women’s Rights in Islam? E After this what the Muslim society did is different – Many of the Muslim societies did not give the women their rights and they deviated away from the Qur’an and the Sunnah. The Western society is largely responsible for this – because of the Western societies, many Muslim societies have become over protective, over precautions and have gone to one extreme and deviated away from the Qur’an and the Sunnah. On the other extreme, some of the Muslim societies turned to the Western culture, and followed their culture. I want to tell the Western society that if you analyze the women’s rights in Islam according to the Qur’an and the Sunnah – you will realize it is modernizing and not outdated.

Employment Law Problem Question Coursework Example | Topics and Well Written Essays - 3250 words

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Business data analysis Essay Example | Topics and Well Written Essays - 1750 words

Business data analysis - Essay Example Additionally they have decided to analyse the operating cost of the copier machines compared to various alternatives as well as phone call data for sales reps and the sales report for active customers over the past year. Laurel plans to use these records to provide management with information that can assist in some way in the decision making process. Introduction This paper represents an analysis of the operations of HH Industries. The company has employed an analyst to provide information that will help the company to make decisions. This information has to be presented to management in such a way that they can understand and so will make informed decisions regarding the way forward. 1.1 Frequency Distribution Tables and Histograms for Quarter 1 and 2 Laurel has prepared frequency distribution tables and histograms for quarter 1 and quarter 2 of 1991. These can be found in Appendix 1. The table and chart for Quarter 1 1991 shows the frequency of the average daily order size for Jan uary to March 1991. The information in the table and chart indicates that orders valued between $120 and $140 occurred most frequently for a total of 19 days for the quarter. This was followed by orders ranging from $100 to $120 (17 days), $140 to $160 (10 days) and $80 to $100 (8 days) respectively. The data in Appendix 1 (a) also shows the frequency distribution and histogram for quarter 2 of 1991. The Table and histogram provides information on the frequencies of the average daily order size for April to June 1991. It shows that orders valued from $100 to $120 occurred most frequently – 24 days for the quarter. This was followed by orders ranging from $120 to $140 (19 days), $80 to $100 (10 days) and $140 to $160 (6 days) respectively. 1.2 Frequency Distribution and Histogram of Total Daily Orders for all Four Quarters The frequency distribution and histogram of the total daily orders for Quarter 3 of 1990 which are shown in Appendix 1 (b) indicates that daily orders of 15 0 to 160 occurred most frequently at 16 days during the quarter. This was followed by daily orders of 140 to 150 which occurred 14 times for the quarter, 160 to 170 which occurred 13 days for the quarter and 170 to 180 which occurred for a total of 10 days during the quarter. The frequency distribution and histogram of the total daily orders for Quarter 4 of 1990 indicates that daily orders of 160 to 170 occurred most frequently at 15 days during the period. This was followed by daily orders of 150 to 160 which occurred 10 days for the period, 170 to 180 which occurred 9 days for the quarter, and 180 to 190 and 190 to 200 which occurred for a total of 8 days each during the quarter. The frequency distribution and histogram of the total daily orders for Quarter 1 of 1991 indicates that daily orders of 170 to 180 occurred most frequently at 14 days during the period. This was followed by daily orders of 160 to 170 which occurred 12 times for the period,

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Easy Jet's strategy in action-Strategic management undergaraduate - Essay Example These companies then ran almost scraped ships, and so on. On the other hand, EasyJet applies an efficient, cost-effective strategy that spreads in all racks of its management operations, that is, from boardroom to cockpit. Though being a large-scale airline operator that manages busy routes with modern aircraft, EasyJet is still low-cost company that has boomed in the market in a very short time. For the customers the EasyJet offers a safe, friendly airline that is, all the more, efficient for very low fare prices. With the growth of the company’s assets (its moving from a private venture to a public company, for example), has alerted other brands in the airline industry and a very intense air of competition is what can be seen soaring the European airline industry. As such other such giants as the British Airways and Ryanair are coming up with more solid strategies as well that give EasyJet a hard time as the â€Å"British Airways implementation of a low-cost strategy on its European network has put easyjet under pressure from a "full-service" airline on one side and Ryanair, the "no-service" airline, on the other† (proquest.umi.com). As such it is a challenge for the EasyJet to be in the market with the similar nature of being a low-cost no frills airline that is growing by the day and also on the constantly upward-moving curve of high profits, monopoly of its own modern kind, goodwill among the customer for safe and secure airline service, and most of all of being a low-cost, high-quality operator in Europe and elsewhere. In this regard, we can see that EasyJet is coming heavy as the company merger with GO airline is a milestone and it was analysed that â€Å"EasyJet/Go would become a bigger player overnight through its merger† (myphlip.pearsoncmg.com). Thus, in the following part of the paper, it seems wise to look

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Speech - Essay Example It is the character that made mother Teresa famous during her time and even many years after she died. She left a mark that has not faded. Nobody has been equated to her, and she is the reason as to why her life is celebrated by all people who appreciate helping others. There are many worshipers and followers of Christ in the world. However, not many are remembered for their faith. Mother Teresa stands as a beacon of light since all her deeds were Godly. She has not been associated with any sin, and no critics have been raised against her. She was able to live a humble life and help other people despite not being rich. Her message was proclaimed through her actions unlike most believers who do it by word of mouth. She always emphasized that rich and poor are equal, and they all deserve attention and help. She always taught people around her how to love and care for the needy. â€Å"Love is not measurable by money or anything material† was her main message each time she spoke to people (Spink 198). Accomplishing her mission was not easy. She was subject to criticism and struggles were her way of life. The unsupportive society did not stop her from achieving what she was destined to achieve. She was not discriminative, and she believed that offering a helping hand what her main reason for living. It is surprising that she loved all the people that she came across. She would not take a meal while someone within her proximity slept hungry. Her firm foundation in faith and love kept her sailing and rising above the odds. Despite being a Christian, she helped everyone regardless of their religion, beliefs or race. She always said that judging other people formed a barrier to extending support. She offered her help to anyone who needed it. She was not rich and did not have enough support for all people. However, she ensured that the people she encountered felt loved and

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Data Analytics and Understanding Big Data - Literature review Example Te article is relevant to the rest of the sources in that it also discusses the uses of artificial intelligence although in a different professional field. In this article, the researchers have found that artificial intelligence has not been widely accepted as a tool to use in medical settings although some of its earliest applications were healthcare oriented. Currently, artificial intelligence tools are being used individually for different purposes, such as, for device control and waveform analysis. The researchers have also found that because of the availability of big data and opportunities for improved healthcare delivery efficiency, AI tools must be applied in the intensive care environment for a variety of purposes including controlling of bedside devices and monitoring of electronic data systems. The researchers have concluded that with the use of artificial intelligence tools, healthcare delivery costs can be reduced and patient outcome can also be improved. The article has been written in a well-organized manner and the reader does not get out of focus at any stage while reading the article. Summing it up, the article includ es a wide range of information that can be used to the research paper regarding uses of artificial intelligence in different organizational settings. Bahrammirzaee, A 2010, ‘A comparative survey of artificial intelligence applications in finance: artificial neural networks, expert system and hybrid intelligent systems’, Neural Computing and Applications, vol. 19, no. 8, pp. 1165-1195. This article deals with the use of artificial intelligence tools in financial settings. The main purpose of the article is to establish the role of artificial intelligence tools in making true financial decisions. Portfolio management, credit evaluation, and financial prediction and planning are those three domains of a financial market that need a proper and careful analysis in order for them to come

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The 21 Irrefutable Laws of Leardeship - Essay Example This has made me to spend my time studying and reading motivational books that has really expanded my horizon and changed my perspective about life. The Law of Process has been enacted in my life as I have learnt that life is a transformational phase as I have developed over time. Just like the world is not stagnant, my life has evolved over time and now I believe in the Law of Process. The first law, which is the Law of the Lid is the one that I have found out that I am relatively weak in. The Law of the Lid as postulated by John Maxwell states that, one’s leadership ability is the lid that decides how effective one would be in the position of leadership (Maxwell). I have never been a leader before and this makes me feel that I don’t have any leadership quality. The Law of the Lid also postulates that, talented people would make effective leaders and I feel that I am not talented enough for the position of leadership. This is actually a feeling and I would have to work on this weakness in order to increase my effectiveness in this regard. I would believe more in myself and I would have the I CAN attitude. I believe by doing this, I would have worked on my weakness and increase my level of effectiveness as a

Financial Independence of Elderly Statistics Project

Financial Independence of Elderly - Statistics Project Example Unfortunately for those who are approaching retirement age, the ever-increasing numbers of people eligible for Social Security means that the government may, in future, exhaust its allocated funds. The most interesting statistic here is that 23 percent of people aged 65 are still working. Some may be working voluntarily, but the majority of people are working simply because they have no other means of financial support. Many must take jobs that are far below their professional capabilities, and pay much less than they were once able to earn-competing with the younger generations is just too difficult. Only two percent of people aged 65 in the United States are financially independent. What did this two percent of people do that the remaining 98% did not Whatever the answer may be, it is evident that the vast majority of 65-year-olds do not enjoy financial freedom after working for more than 40 years. A recent Time Magazine article noted that those who are aged 65 and over often have one or even two jobs to support themselves. It occurs to me that the question of how to live like one of the lucky two percent is a very important one for me to answer, so that I don't have to live like one of the 98 percent.

Suppporting children Essay Example for Free

Suppporting children Essay E1/E2- Five pieces of current legislation are, Children Act 2004, Human Rights Act 2000, UNCRC 1998, Equality Act 2006 and Protection of data act 1999. Children Act 2004 states that the interests of children and young people are better in all considerations of welfare and safeguarding and that safeguarding children is everyones responsibility. This is because safegaurding can only be achieved by building up a range of outcomes for children and young people, which include their health, education and growth and also safety. (0]). This will influence working practice in the setting because the Children Act 2004 makes sure that each setting has policies and procedures, such as multiagencies, this gives children more support within the setting and prevents anything happening to them because lots of agencies come together and work more effectively. Human Rights Act 2000 is all about, having the right to dignity, respect and fairness in the way they are treated. This is to make sure that no setting is able to use corporal punishment even if a parent allows it. This is because it is seen as degrading and breaking the law of Childs Rights. The Human Rights Act means that the parents of children are also pretected. (Penny Tassoni, childcare and education page 115) This will influence working practice in the setting because the Human Rights Act makes sure that no child is felt left out and is resepcted by the practitioner and also is treated fairly throughout there peers, this is because if a child is left out they will feel like they are different and thismakes them feel isolated and unincluded within the setting. UNCRC 1998, this policy was drawn up in 1989 and gives children and young people under the age of 18 years their own special rights. A few of the special rights are, Reinforces the importance of fundermental human dignity, highlights and defends the familys role in childrens lives, seeks respect for children and endorses the principle of non-discrimination (Penny Tassoni, childcare and education page 115). This will influece working practice in the setting because it gives the children there own rights are respect within the setting and allows them to keep there dignity. I have seen this in placement when a child wet themselves but the practitioners did not make a fuss about it so the other children didnt make fun of this child, this is keeping the childs dignity. Equality Act 2006, a key part of this policy is the organization of the commission for equality and human rights. It will plan equality legislation on age, disability and health, gender, race, religion or belief. This policy gives children equal rights no matter what there age, disability etc. This makes the children feel equal and not different to there peers, this is great because it will never make a child feel isolated within the setting and always feel like they have someone to talk to. I have experienced this in my setting because there was a child who was a Jehovah Witness and it was near christmas time so he wasnt able to do any christmas activities or the christmas play so i sat with him and we done lots of different activites together and made him feel like he was included even though the activites were different he still felt as a part of a group. Protection of Data Act 1999, this act set up a register of names of people who are unsuitable to work with children. It needs settings working woth children to make sure they do not offer employment or volunteer work to anyone before they have been tested by the Criminal Records Bureau. I have seen this is my placement where the secetary asked me for my CRB check to make sure i was suitable to work with children and also they always know who the parents or gaurdians are before they let them into the school. Also we have a system which is when a parent or gaurdian is picking up a child from school they have a password which they have to say to the practitioner and only close family or friends will know this password. This makes sure no onespicks up the children who shouldnt be picking them up and this keeps them safe. E3- Describe how the policies and procedures will help safeguard children Policies and procedures will help safe gaurding children because by following the right procedures will keep children safe, some policies and procedure which will keep children safe are, anti-bullying policy, collection by parents/carers, photography policy and safe internet use policy. The anti-bullying policy will keep children safe because if a child gets bullied there is steps the practitioner must take from the policy which will let the children know that bullying is wrong and not kind and that the child will be punished for it. This will then keep other children safe because the other peers will see what happens to the child if he/she bullies another pupil and will not want to do it because they will not want to recieve the punishment which could be, not being allowed to chose at over to you time or not being able to go outside at dinner. This is deffinately an effective method because children love playing outside and being able to be independant and chose what they can do them selves at over to you time. Collection by parents or carers also plays an important role within a setting because if this policy was not set into place then anyone at anytime could pick any chid up from school. This policy makes sure that all children are safe within there setting and cannot be taken from school by anyone random for any reason. The setting will make sure this doesnt happen by mkaing sure that the practitioners know who the parents/carers or they could also have a scheme which is a password scheme, this scheme is put into place to stop anyone from taking the children. This scheme consists of the parent or gaurdian having a password which allows them to pick up there child from school and if a close family member or friend is to pick the child up from school for some reason they will then say the password which wil then notify the practitioner that they know the child and that the parent/gaurdian trusts them. This policy would come under the Data Protection Act 2006. Photography Policy is an important part of a setting as only the practitioners are able to take photos of the children on a school camera for displays and other work which is used within a setting. This is because parents might not want other people to have pictures of their children, practitioners take this very seriously because it is part of Data protection act and schools take it seriously because if they dont the practitioners could loose there job for not following legislation and not be able to work with children again. If any photos are taken on a different camera by parents then they call the parents in and ask them to delete the photos and if they dont the school could take other precausions which would be highly nessessay. It is important to follow this procedure also because it is apart of the Data Protection act aswell. Safe internet use policy is important because this makes sure no practitioners arent watching or viewing anything innapropriate within the setting, because this policy is in place it will keep the children safe because the setting would be made sure that nothing innapropriate would be viewd to the children and that they would be safe throughout there school years. This policy isnt just for the practitioners it is also to make sure that no children or pupils try to search anything innapropriate on the internet. So to prevent this from happening all schools have a fire wall on there computers which stops the practitioners and pupils to open anythinginnapropriate. I think this is a great idea because it keeps all the chidren safe and it is also great in high schools where teenagers try to search silly things, but it stops them. E4- Describe how the policies and procedures promote fair, just and inclusive strategies Policies and procedures promote fair, justice and inclusive strategies. They do this because in a setting all children deserve to be included no matter what there race, religion or disability etc. The disability discrimination act is a good example because all schools should have disability access because it makes dissabled children not feel an individual and makes them feel as part of a group like they are not any different to the other children. Another one would be the Human Rights Act this means that the child has the right to reach their full potential so this means the practitioners push them to make sure that they reach their full potential. They do this by making sure that the classroom has different groups for different abilities, they do this to make sure that each child is pushed to there ability but not too far and also that theyre not given work that is too easy for them. If they are given work that is too easy they will not be pushed to be able to achieve there ultimate best. E5- Two strategies which the setting may use to empower children to develop independance and self-relience. One strategie would be over to you time this is because it gives each child the independence to choose what they would like to do for 40 minutes of the day, i think this is great because it helps the child to grow up and be more independant and help them choose freely what they would like to do, and make choices for themselves. This is also a goos stragagie because if they choose something they like they are more likely to pay an interest in it and have no problem doing it, where as if you gave the children maths to do they wouldnt be as interested but in over to you time they are also still learning something beause they could be on the writing table learning how to write there name, only because they are not taking part in an actual lesson doesnt mean that they are not learning anything because they learn something new everyday. Another strategie would be at dinner time and choosing their own food i think this is good because they can be independant again and choose what they like to eat, this is great because they are only going to chose food which they like which will mean they will eat it all and be strong and healthy, this is good because they also have healthy options which the children also choose. They can also decide when theyd like to have dinners. They dont have to have it everyday just on the days they know they are going to eat the food. They feel independant and all grownup when they can chose there own food because its what there parents do and their parents are there role models and they like to copy them. Being able to chose there own food makes them be self-relient because they can rely on themselves to choose food which they like and will enjoy. B- Discuss how the causes and effects of discrimination may affect practice in the setting In class we talked about Jane Elliot and her descrimination experiment, in her experiment she went to a school setting and split up the blue eyed people from the brown eyed people, she was fair to the blue eyed people and was unfair to the brown eyed people she was fair by praising them and letting them play with things they wanted to play with but for the brown eyed people she was being unfair by making them stand up and squash in into small places, this made the brown eyed people feel uncomfortable and not welcome in the setting. We tried this experiment in our lesson by the blue eyes people being allowed there phones out and able to sit on a chair whereas the brown eyed people werent allowed their phones and they had to stand up or sit on the floor and also the blue eyed people were allowed to talk to their friends and the brown eyed people got told off if they spoke. I was one of the brown eyed people and it made me feel unwelcome and unwanted, I can imagine what it would make children feel like in a setting and I think it would make them not want to go to school. Discrimination is brought on in many different ways, not just because of someones eye colour it is also because of their religion, race, beliefs and if they have a disability A- Feflect on influence of legislation on working practices within early years setting. In the placement setting they have to follow lots of different types of legislation such as the Equality Act 2006, this act gives ALL children equal righs whatever their race, religion, gender and beliefs maybe. Also another important legislation which the school has to follow is the Data Protection act 1998, this makes sure that all practitioners keep confidentiality of each child, this will mean keeping information on all children private and confidential, locked away for no one to be able to get at it, or if it is on a computer or laptop it is password protected and no available for anyone to see. Also it is important to not share or spread any imformation on a child which the parents or child has told you in confidence because then they will loose all trust in you and you will break the confidentiality policy. All of the policies within a setting are influenced by legislations, these legislations are then put into place within the setting to safe gaurd the children and also their families, this will kepp them all safe within the setting. Forexample in my placement we have a coded door at the back which only members of staff know the code to, then also at the from we have a buzzer which leads to reception so the receptionist can look at who is wanting to comeinto the building before letting them in, once she has let them in she asks them who they are and what they are looking for, doing this make sure that no one who shouldnt be in the school doesnt get in witout permission. This is mentioned in the Data Protection act 1998, it is important to follow the policies and procedures and correctly and to take the correct precautions because if you dont you could put a child in serious danger. For example if you think a chid is getting abused at home and you dont tell anyone about it they could be in serious danger, so by taking the right procedures you will be able to talk to the right people and then they will do what is bets for the child. Duties of being a practitioner is to make sure that each child is safe and also feels safe within the setting, I as a practitioner can do this by helping the child in any way and also making sure the classroom is not a danger hazard and that everything is put away correctly so no child will fall, or slip and hurt themselves. Also when the children go outside to play all practitioners have to make sure that the playing yard is safe for children to play on, so making sure there are no sharp objects or fieces on the floor and also making sure that all the gates are shut so no child can wnder off without anyone knowing, this is part of the child protection act 1998 and the health and safety policy in my setting. Also in my placement we have a behaviour policy which states that you are not allowed to use physical punishment on ny child under any circumstances evenif the parent gives you permission too, this is because of the human rights act 200, this legislation states each child have the same rights and is able to keep the same dignity as adults.

The importance of childrens play and talk

The importance of childrens play and talk The first example is of Js first experience of mark making with felt tip pens and on speaking to the parents this was his first experience of using any drawing implements. This activity came about from Js own initiation his interest was gained when he saw his sister with the pens she was sat beside him drawing a picture of what she described as a rabbit, J watched for a while then grabbed at the pen his sister asked ‘Do you want to draw a picture ‘, J made a sound his sister gave him a blank piece of paper and a felt tip pen. J made marks on the paper looking up at his sister every so often who would say ‘wow J thats fantastic, good boy J would smile then continue to make more marks, Js sister gave him more colours J tried to pick all the pens up at once but dropped them all, he picked one up made a mark then tried another he continued this action for the duration of the activity. The activity was initiated and endedby J which lasted around 30 minuets. The second example is again by J and his first mark making and exploration with paint. This activity was adult initiated, the adult introduced a large rectangular blank canvas and different coloured paints with different size paint brushes. J was unsure at first and kept his distance, however moved closer and closer firstly poked the canvas with his finger, he picked up a brush exploring it with his mouth and then fingers, he put the brush on the table then put his finger in a paint pot he looked at his finger touching it with his thumb he put his hand on the table when he lifted his hand off he looked at the mark the paint had made poking his finger in the mark moving it around this made the mark bigger, J put his finger on the canvas the adult said ‘ what that ‘look its Js finger, J put his finger back in the paint moving it around the canvas. The adult picked the large brush up handing it to J ‘do you want to try the brush J took the brush he explored it with is mouth screwing his face up as the brush touched his tongue, ‘ewwwww said the adul t pulling his face ‘put it in there pointing to the pot of paint. J looked at the pot he dipped the edge of the large brush in the paint then dragged the brush across the canvas he continued this action a few times the picked the smaller brush putting it into different colours using a dabbing motion he made more masks on the canvas , he held the brush in one hand then placed the other onto the canvas lifted it up looking at his hand which was covered in different coloured paint he moved it closer to his face dropped the brush poked his painted hand moving his finger around the paint , J looked at his finger then put both hands together pulling them apart them put one on the canvas looking at the adult smiling ‘wow J thats Js hand J squealed then poked at the canvas with his painted finger. J put his hand on his face the adult laughed J then put both hands on his face laughing the adult said ‘come on J we better get you cleaned up . Because of the age of J the activity was more about exploration and investigation and the introduction to new experiences. Clay 1979; Goodman 1973; Smith 1971 cited in Barrat-Pugh 2000 challenged the developmentalist view of literacy drawing upon the 1970 research into how children learn to read and write their suggestions were that reading and writing are not isolated skills that can be taught but however the child is an active participant and the process is ongoing from birth. Arguing that reading, writing and oral language developments are interrelated, emerging over time through participation in literacy events. The childs family and community are central to this process as they provide experiences that facilitate emergent literacy. The importance of childrens play and talk is recognised in the Governments literacy and numeracy strategies where a commitment is stated to using these for reception children in their first year of school (Wood, E. 2004). The Association for Early Childhood Education recommends that practitioners make allowances for the fact that children learn at different levels and so activities need to be well planned and organised, thus providing opportunities for different children to shine in different contexts. The Curriculum Guidance for the Foundation Stage in England also recommends a play-based curriculum. The practioner needs to be able to plan and resource challenging learning environments and to support childrens learning through planned play activity. The practitioner also needs to be able to extend and support the spontaneous play of children and help develop their language and communication skills through play. The practitioner also needs to ensure the childs continuity and progress ion (Wood, E. 2004:20). Moyles et al (2001) have argued that a learning environment that is dependent on play leads onto more mature forms of knowledge, skills and understanding. There is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities. Practitioners need to be resourceful and have a tightly organised environment if they are to integrate play into the curriculum and the child becomes a powerful player in constructing their own learning (Malaguzzi, 1993). In order that the process is meaningful the teacher needs to understand how and what the child thinks and knows, and to be able to engage with this (Wood, 2004). Vygotsky (1933) argued that what children learn and how they learn it is driven by the social experiences and social interactions that they encounter and the development of their thinking occurs as a result of the interaction between themselves, their environment, and more experienced others. Thus, learning is a collaborative process, practitioners need to be aware however of the power relationships that exist in educational settings. Children have no control over the world they enter, of the pre-existing cultural practices or of the power of the expectations of others, particularly their parents and teache rs (MacNaughton, 2004). Training for those who intend to work in the early years sector should not neglect the issue of power or the contexts in which it operates. In English preschool classrooms, learning by being active and interactive, by exploring the environment, has gained universal status (Curtis, 1998). Dewey advocated that children learn best by exploring and manipulating their environment. Isaacs (1933) also emphasized the importance of learning by doing. She wrote that play is not the only means by which children come to discover the world; the whole of their spontaneous activity creates their psychic equilibrium in the early years. Communication, Language and Literacy includes the child to read a variety of different books, being able to communicate in different ways, such as facial expressions and eye contact used in non verbal communication. Children should be able to communicate in order for them to participate in their society. Children should also receive simple reading tasks and texts and writing for different purposes. Drake, (2001) A study carried out by Halls (1987) in a literate home corner, showed that where paper, pencils, newspapers, planners, telephone directories, cookery books and catalogues were added as part of the environment. During the four hour days of this study, children were engaged in 290 literacy events. For example it was found that the frequency, duration and complexity of childrens play with print increased and that the objective encouraged self-generated literacy activity. A particularly interesting finding was that children in the intervention group often transformed the literacy objects into something else. Another example was the cookery books became magic genie books, and newspapers became magazines. Language is a powerful source of signs, and empowers the child to restructure his or her environment, (Taylor and Woods 1998). There are many ways that children make connections with writing and reading, and many pathways into literacy. Writing and reading can enter young childrens lives in a variety of ways. Early experiences with literacy may be initiated by the child or by other people, they may be playful or work-like, and may take place at home, in the neighbourhood or in community settings. The range and diversity of early literacy experiences suggests that there are many ways that children make connections with writing and reading, and many pathways to literacy. Literacy development often starts in young childrens early symbol using activities: in talking, in play and fantasy, in scribbling and drawing, in pretend reading and writing. Between the ages of 1-5 children learn to use symbols they invent for themselves and those donated by the culture (Gardner Wolf, 1979, p.vii). The use of symbols—which may include words, gestures, marks on paper, objects modelled in clay, and so forth—makes it possible to represent experience, feelings and ideas. Symbols also allow children to go beyond the immediate here and now and to create imaginary worlds Play consumes much of young childrens time and energy, and for many children, play is where writing and reading begin. Play is the arena in which young children make connections between their immediate personal world and activities that are important in the larger social world of family and community, and play is the context in which many children find ways to make culturally valued activities part of their own personal experience. When children play with writing and reading, they are actively trying to use—and to understand and make sense of—reading and writing long before they can actually read and write. When books, paper, and writing material are among the objects children play with, important literacy learning can occur. As they experiment with written language, often in playful ways, children begin to learn what writing and reading are, and what they can do with them. At the same time, children can acquire a range of information and skills related to writing and r eading, as well as feelings and expectations about themselves as potential readers and writers. This multifaceted body of knowledge and attitudes constitutes early or emergent literacy (Holdaway, 1979; Teale Sulzby, 1986). Play appears to have at least two potential links to the development of literacy: First, as a symbolic activity, pretend play allows children to develop and refine their capacities to use symbols, to represent experience, and to construct imaginary worlds, capacities they will draw on when they begin to write and read. Second, as an orientation or approach to experience, play can make the various roles and activities of people who read and write more meaningful and hence more accessible to young children. In play the focus is on exploring rather than on accomplishing predetermined ends or goals, so there are few pressures to produce correct answers or final products. Plays non literal, not-for-real, not-for-profit orientation allows players the freedom to manipulate materials, experiences, roles and ideas in new, creative, experimental, as if ways (Bruner, 1977, p.v; Garvey, 1974). Play thus creates a risk-free context in which children do not have to worry about getting it right or about messing up. This freedom may lead children to discover or invent possibilities—new ways of doing things and new ways of thinking about ideas—which may, in turn, lead them to new questions, problems, and solutions. Approaching writing and reading with such an experimental, as if attitude may help children realize that written language is something they can manipulate in a variety of ways and for a variety of purposes. Playing at writing and reading—by scribbling, drawing, pretend ing to write, or pretending to read—may serve to open up the activities of writing and reading for childrens consideration and exploration (Bruner, 1976; Sutton-Smith, 1979). While activities like talking, playing, and drawing are closely linked to writing and reading, and while their use often intertwine and overlap, there are no direct or inevitable transitions between earlier—and later—developed symbol systems. Whether and how children make connections between talking, playing, drawing, and writing and reading depends on the childrens interests and personalities, on what is available and valued in their particular culture, on how the people around them use writing and reading in their own lives, and how these people initiate and respond to childrens writing and reading activities. In other words, early literacy development does not simply happen; rather, it is part of a social process, embedded in childrens relationships with parents, siblings, grandparents, friends, caretakers, and teachers. Early writing activities tend to be more visible than early reading activities because they involve making something. If given crayons or pencils, children usually begin to scribble around the age of 18 months; they find scribbling interesting because it leaves a visible trace—they have made something that didnt exist before. When children encounter print in their environment, they use this visual information in their scribbling and pretend writing. Marie Clay (1975) has shown that as scribbling develops, it begins to incorporate various features of conventional written language, such as linearity, horizontally, and repetition. As children learn that marks and letters represent or stand for something, they are developing an understanding of what Clay calls the sign concept—which is of central importance in learning to write and read. Robert Gundlach (1982) has argued that beginning writers need to master the functions, uses and purposes of writing; the forms and features of written language; and the processes of writing. Children must learn what writing can do, and, in particular, what they can do with writing. Early literacy development is closely tied to the specifics of young childrens relationships and activities. To these relationships and activities, children bring their curiosity, their interest in communicating and interacting with others, and their inclination to be a part of family and community life. They also bring their desire to use and control materials and tools that they perceive as important to the people around them—their urge to do it myself. And they bring their willingness to seek help from more proficient writers and readers. When they interact with more competent writers and readers, children serve as spontaneous apprentices (in George Millers phrase), learning about written language and how to use and control it for a range of purposes. What is the relationship between early experiences with literacy and later, long-term literacy development? There are as yet no definitive answers to this question, but as in other aspects of psychological development, we assume that there is a relationship between early literacy experience and later mature literacy. How this relationship unfolds for a particular child will depend on several factors which interact with one another in complex ways. These include the childs interests, temperament and personality, opportunities at home and in the neighbourhood for writing and reading, as well as the nature and quality of the instruction the child encounters in school. Even children who do not narrate their play are enacting a narrative with their gestures. It has been shown that children engage in this kind of symbolic play more and in richer ways when they do it with a facilitating adult, usually a parent or caregiver. A typical interaction consists of a young child moving a toy around, guiding the toy or toys through a sequence of actions. Often it is the adult who provides the language that highlights the narrative form embedded within the childs play gestures The Emergence of Story Telling During the First Three YearsBy Susan Engel Bennington College,Bennington, VermontZero to Three Journal, December 1996/January 1997. http://www.zerotothree.org/site/PageServer?pagename=ter_key_language_storytellingAddInterest=1145