The Muslim women are in the western world Essay

The Muslim women are in the western world - Essay Example This essay is based on my own cultural background. It will explore the reasons for honour killing. There are female artists in the West who have used the idea honour killing in their works. Artist, Hayv Kahraman’s work becomes significant because it represents the state of women who are exploited and abused. Women’s position is such that they are caught between what Islam preaches and what the cultural dictates. This is because, Asian families expose their daughters to the western culture; daughters are not given the same life chances and opportunities as sons. The Muslim children are left perplexed and confused and left to cope with this form of sexism. First generation Muslim women were forced to marry at a younger age: a time when they did not realize the need for emotional, physical or economical dependence, they were married off. It is a disturbing notion that women from several so-called Islamic households are only seen as somebody’s possession, who are giv en away at the time of marriage. While sons carry on the family name, hence they are given more importance in a family structure. A prevalent backward custom practiced by most parents is to keep daughters at home who may or may not dishonor the family’s name; they are not proponent to invest in their daughters’ well-being and instead consider it a waste of money eventually women are not encouraged to pursue their aspirations. They are believed to have only three roles - to be a dutiful wife, bear children, and serve her family. Times have changed; education is making a difference for the generation of today, letting women decide their own good. However, the education system propagates the western culture which is in direct contradiction with the ways of the East. Parents are not willing to accept that their daughters and sons have equal rights according to Islam. As a result, women feel the need to abandon their own Islamic beliefs and adopt those of the west. A Muslim woman’s position is such that she is helpless and cannot escape subjugation. Honor killings are committed if a woman is seen associating with the opposite sex she is assumed to put the family name to disgrace and is sentenced to death at the hands of her own family. The height of this injustice is such that women are the only ones who bear the burn of the honor killing. This essay will explore Hayv Kahraman’s works, which is rooted in the social context of Iraq’s Islamic society. She has managed to experiment with the ide a of honor killings and incorporate it into her work. Her work shows the reality of the honor killings in a subtle way, and also questions the justification of such acts from the world outside. The isolated and hidden nature of honor killings and other such injustices against women are perpetual in patriarchal society. It is an important investigation since it helps highlight the idea of such crimes with formal and aesthetic concerns. Main Body In a traditional society, men are thought to believe that women are an â€Å"object owned by the man who assumes responsibility for her behavior and her life† [Mirza, 2005]. Women are expected to meet the demands of their father, brother or husband and should be forcefully domesticated. Since Islam gives importance to husband and their well-being, women are made to believe that their sole purpose is to fulfil the wishes of her husband or she will not enter paradise. However, the same men who live by this rule of thumb forget that the v ery same religion has given women far more important rights to remember and practice. For example, â€Å"the role of mother is given a higher status in Islam, the Prophet said that Paradise lies under a mother’s feet† [Unknown, 2007]. In Islam women have property rights and the rights to own wealth, to work, to get an education, to run a business and have the freedom to choose who to marry. However, at home, parents make justifications for the way they treat their daughters. Sons are seen as the

A comparison of the Ideas of William James and the Teachings of Christ Essay Example for Free

A comparison of the Ideas of William James and the Teachings of Christ Essay William James had an incisive insight about a number of intellectual and psychological dealings. He was a trained medical doctor yet he excelled in the field of philosophy and wrote enormously about his thoughts and ideas. Pragmatism, Meaning of Truth as a Sequel to Pragmatism, Pluralistic Universe, and Varieties of Religious Experiences are considered as the major philosophical premises proposed by William James. The ideas of Pragmatism demand scrupulous attention to understand. As per William James, the meaning of an idea or a proposition or a thought lies in its observable practical consequences. Hence the idea under proposition must exhibit this quality of direct practical results. He believes that a thought or an idea must always be based on the verity of faith. He writes: A fact [may] not come at all unless a preliminary faith exists in its coming†¦ Faith in a fact can help create the fact. (James, The Will to Believe, 1897) Therefore trust and idea are sometimes inter-reliant and may often cease to exist without each other. He opines that the truth or falsity of a judgment depends on the obtainment of the expectations that follow the judgment under question. For a judgment to comply with this, one needs to be pragmatic [= as a matter-of-fact] in his approach towards the events which are going to be judged. We can also see a contrast between his thoughts when he constantly vacillates between science and religion. The general credence that religious experiences involve a supernatural domain, on the whole, is somehow remote to science. However, to the individual human being these remote things are accessible as their driving force is faith and not empirical examination. James tries to bridge this gap between science and religion. The difference between the scientific principles and religious beliefs are woven to arrive at a multipart thinking procedure which we can call as the â€Å"Science of Religion†. He wrote about this as follows: Religious experience, in other words, spontaneously and inevitably engenders myths, superstitions, dogmas, creeds, and metaphysical theologies, and criticisms of one set of these by the adherents of another. Of late, impartial classifications and comparisons have become possible, alongside of the denunciations and anathemas by which the commerce between creeds used exclusively to be carried on. We have the beginnings of a â€Å"Science of Religions,† so-called; and if these lectures could ever be accounted a crumb-like contribution to such a science, I should be made very happy. (James, The Varieties of Religious Experiences, Lecture XVIII) These thoughts point towards that eternal question of can there be a God who created this universe? A pragmatist, such as James Williams, would say â€Å"Yes, there indeed must be an empirical God who made all this universe provided the consequences are proved or the relations established†. That, simply put, is another state of perplexity where the vision of identifying the ‘Cause’ and ‘Effect’ may cease to exist. Now let us examine what pure religion and religious thoughts or philosophies (sans James Williams! ) say about such perplexities of life. The Bible and the preaching of Jesus Christ and other religious foundations categorically decline the right to question. They demand absolute ‘surrender’ in order to get absolute ‘delight’. The teachings of Jesus must be quoted here: Therefore everyone who hears these words of mine and puts them into practice is like a wise man who built his house on the rock. The rain came down, the streams rose, and the winds blew and beat against that house; yet it did not fall, because it had its foundation on the rock. But everyone who hears these words of mine and does not put them into practice is like a foolish man who built his house on sand. The rain came down, the streams rose, and the winds blew and beat against that house, and it fell with a great crash. (Matthew 7:24-27) The teachings of Christ demands unquestionable faith in the supernatural in order to attain absolute delight. This absolute delight or state of freedom is in total contrast to what we have seen so far in the flow of William James’ ideas. However there is one similarity: That both the schools of thoughts agree to the fact that humanity is something which, neither needs to be empirically analyzed nor pragmatically accepted. The laws of both pragmatism and religion bend and tend to converge at one solitary point and this point of convergence is diligently referred to as ‘Kindness’. Historically, William James lived in the 19th Century. (January 11, 1842 August 26, 1910) During this period of time America was witnessing the industrial revolution and started emerging as the international power. It was also that phase of the history when the country was reeling under aftereffects of the Civil War and the laborer strikes. The ideas of William James were widely accepted from both laymen and intellectuals alike. The very concepts of ‘Pragmatism’, â€Å"Will to Live’, ‘Pluralistic Universe’ and ‘A Study in Human Nature’ were regarded as the new hopes amidst turbulent times. Even though the dynamics of the contemporary society have changed immeasurably, I still feel some of James’ ideas would be contentedly accepted. Economical imbalances (Read: The Recession), and religious conflicts (Read: Fundamentalists/Extremists) have rendered a sense of cynicism. The thoughts of William James will surely be a respite if understood and implemented diligently. The astute adoption is the key as James writes: The art of being wise is the art of knowing what to overlook. (William James The Principles of Psychology, 1890) Let us hope better sense prevails upon the humanity and the thoughts of William James guide us through the testing times. References William James, The Will to Believe, 1897 William James, The Varieties of Religious Experiences, Lecture XVIII Bible, Matthew 7:24-27 William James The Principles of Psychology, 1890

Significant Sociological Research In Relation To Educational Change Education Essay

Significant Sociological Research In Relation To Educational Change Education Essay The Educational changes in United Kingdom are basically the tripartite system, comprehensive education and the changes that have taken place since 1979 to 1988. The tripartite system was introduced in Britain in 1944 which set up three types of schools: grammar, secondary modern and technical school for pupils up to the age of 15. Each schools ordering a different type of education, was based on the idea that there were different kind of intelligence, each needing a different kind of schooling. Grammar school offered an academic education leading to qualification; secondary modern gave pupils a practical education with few opportunities to get qualification. Pupils were allocated to school via the 11+, better pupil were creamed off to grammar school while the rest attending secondary modern schools. The system was more bipartite than tripartite. [Gidden, A. p482] Comprehensive school were introduced in 1965 by labour along with grammar school. The aim of the government is to remove many of inequalities of the tripartite system and to end the selection at 11+via the 11+ exams and to break down the class barrier in society as one schools for all pupils in a particular area meant that all social classes would be brought together. Pupils would have more opportunities to gain qualification. The biggest changes in education took place in 1988 under Thatcher regime. They saw that education was failing to provide a sufficiently skilled workforce. They also believed that schools were failing pupils and needed to raise the standard of education. The education policy that took place under Thatcher regime were National curriculum in England and Wales, The Act also brought Standard Assessment Tests [SAT] at 7, 11, 14 and 16. School could opt out of their LEA and become Grant Maintenance School, Parent empowerment to choose school for their children, formula funding of schools and vocationalism education such as NVQ, GNVQ CTC and New vocationalism. In conclusion, tripartite system shows a class division in schools for creaming off the bright student in school to grammar school and the rest to secondary modern and technical school. Eleven + culturally favoured the middle class and majority of student in grammar school came from middle class background. Grammar school received more money per student than other types of school and girls have to achieved higher pass than boys before they can get to grammar whereas comprehensive school remove the inequalities that existed under the tripartite system and higher proportion of pupils gained more qualification and GCSE and A level rate have all risen and brighter pupils are not held back. According to Ball et al [1994] the government education policy encourage the parent choice, creation of new types of school- Grant Maintained, CTCs, Technology college status, publishing of the national testing and league tables of exams results and decision for a school to opt of LEA control was given to parents of pupil at school. The New Right thinking is about competition and choice[Haralambos and Holborn p616-621] 3.3 EVALUATE THE CONTRIBUTION OF SOCIOLOGICAL THEORY AND UNDERSTANDING OF PROCESSES AND STRUCTURES WITH IN SCHOOLS. The Interactionist view on processes of schooling and the relationship between teachers and student seems to be very important for the effectiveness of education since social class influence in educational attainment. Teachers tend to share an image of ideal pupils whereas teachers perceived middle-class pupils as close to the idea, and lower working class pupils as furthest from it. Label is a major feature placed on a person by others. Teacher tends to label middle-class as good student this may discourage working -class pupils. When pupils labelled as bright others will tend to respond to them and interpret their actions in term of this label, there is a tendency for a self-fulfilling prophecy to result. The hidden curriculum refers to the message schools transmit to pupils without directly teaching them or spelling them out, it consists of values, norms, beliefs and ideas which are embedded in the normal routines and procedures of school life. In functionalists view, the transmission of society core values can be seen as part of hidden curriculum such as the value of individual achievement, pupils are encouraged to achieve good grades, qualification, it prepares them to achieve as individuals in the wider society. In Marxists view, the hidden curriculum of schools is the transmission of ruling class ideology, producing next of generation of workers schooled to accept their roles in the society. [ Haralambos and Holborn p603] Marxists are very critical of the role played by the education system. They do not agree with functionalists and others that it is a meritocratic system but rather it keeps the inequalities found in capitalist society going. It does by pretending to give everyone an equal chance but the reality is that those from middle class background do better at school than those from working class background. This is why Marxists often talk about the myth of meritocracy [Haralambos and Holborn p 604]. In functionalists view, education is a meritocratic that is a system in which social positions are filled on the basis of individual merit and achievement, rather than ascribed criteria such as inherited wealth, sex or social background. [Haralambos and Holborn p601]. In conclusion, Each of the theories have their own view on education but no one theories can stand on his own and we cannot blame the structure of schooling underachievement to outside influence. Functionalists think that education is needed and if it wasnt there, society wouldnt function properly and they teach the skills and knowledge needed in peoples future lives. Marxists think that education reinforce class divide and that it maintains inequality in society. Feminist thinks that education is bad as it clearly divides and separate girls from boys. They think it is more suited for boys. 4.14.2 EXPLAIN DIFFERENTIAL EDUCATIONAL ATTAINMENT SCHOOLS. AND ANALYSE CULTURE AND STRUCTURAL EXPLANATIONS OF DIFFERENTIAL ACHIEVEMENT. Education Attainment refer to as been able to complete a course successfully and obtain a qualification that may lead to employment. Children educational attainment from various background can be influenced by in school factor [human, physical, financial resources] and out-school factor [poverty, parental interest, language difference, cultural capital, positional theory] are related to background of the childs parent. Studies found that some student performs better than others. Evidence shows that class position; gender and ethnicity play an important role in determines the educational achievement of some and failure of others. The following sub section will explain those aspects in full details. CLASS AND ATTAINMENT/ACHIEVEMENT Social class differences in educational achievement are not purely the outcome of cultural factors, such cultural deprivation and cultural difference. There are many factors that contribute to the determination of why working class student tend to achieve less. Cultural deprivation is one of the reasons why working class student are generally achieving less than middle class student. It attributes to working class underachievement to the fact that they have often been brought up with a negative attitude towards education. According to J.W.B Douglas [1964] which focuses on the key role of parental aspirations, claiming that working class parents are less interested in formal education of their children and hence in their success[Haralambos and Holborn p629-630]. Boudon positional theory [1974] suggest that it is harder for working class children to aspire to university and high status professions because there is no parental role model to follow, hence expectations of parents, teachers and peers are lower[Warren,K. et al p242]. Cultural difference theorists, however suggest that there is a natural difference between working class culture and middle class culture, inevitably placing working class children at a disadvantage in schools. For example, Peter Bourdieu[1977] argues that middle class culture is more closely linked to that of the school, meaning that pupils are more likely to understand what is being taught. The point is about cultural capital the taste, ideas and knowledge of parents more closely matches that of teachers so their children are on the same cultural wavelength and are therefore rewarded with greater educational success. This was further back up by evidence carry out by Alice Sullivan [2001] who showed a close relationship between cultural capital and social class in terms of reading, access to TV, newspaper, participation In cultural activities and vocabulary used[Haralambos and Holborn p636]. Basil Bernstein [1990] support this idea with his study into speech codes, which suggested that middle class childrens knowledge of a more elaborated vocabulary allowed them to understand the teacher better than working class children, who were confined to a more restricted speech code. Bernstein view is that the middle class language structure is the same that used by teachers in contrast to the working class language structure code, which is far more restricted. Hence, the school system is culturally biased in favour of the middle class. According to Paul Willis [1969] in his study into sub-culture also limits student educational achievement as the student can only do as well as their label allows. Labelling of student by teachers is a theme that was developed by Keddie [1971] he concluded that the educational outcome for different classes becomes a self- fulfilling prophecy. The labelling is of course based less on actual performance than on stereotyped expectation[Warren,K. et al p242-243]. Functionalists believe that an individual academic success depend upon his IQ and effort they apply to their studies. They also believe society works in a meritocratic system. Marxists believe that this is due to social class and that in education only the ruling class values are transmitted. This means that working class people find it difficult to get along with the education system. GENDER ATTAINMENT/ACHIEVEMENT Girls outperforming their male counterpart from primary to university level and the dramatic change happen across culture and continent. In 1970 research focus on girls underachievement within the educational system. According to Oakley [1974] a radical feminist argued that primary socialisation plays an important role in shaping, conditioning boys and girl and help to reinforce existing gender stereotype. This also have impacts on the educational aspiration of girls who are socialised to become passive, submissive and future nest builders. Furthermore, Sue Sharpe [1976] support this view and claims that lower class girls priorities and aspiration is to be in love, get married, have a husband and children are in conflict with their educational success. Radical feminist emphasised on reading materials and the content of textbooks as being sexist in nature and these reinforce gender stereotype. Michelle Stanworth [1983] interviewed teachers and student from seven different classes in the humanities department and found that teachers both male and female displayed certain stereotypical attitudes towards their students. Girls, who were not in the lot of submissiveness, silent and unresponsive, were seen as having the potential to break through a professional career. Moreover, teachers themselves often saw marriage as the outcome of most girls. In term of classroom interaction, it was seen that boys were more assertive and took part in class discussion while teachers gave girls lesser attention, although they outnumbered boys. Functionalist argued that there is tendency to exaggerate over the issue of patriarchy impacting on school curriculum. They pointed out that feminists studies are not enough to rely on and not valid because there have been inadequate samples and weak methodologies to support their claims and make representative generalisation. Statistics have shown that boys and girls do achieve equally well at school and in different fields. Moreover, free and compulsory education has opened door for girls and they are able to compete on equal terms. Later, research by Randall [1987] criticise of Stanworths study by arguing that latters research are bias and unfounded. He also found that in laboratory classes girls are more forthcoming to interact with their teachers [Haralambos and Holborn p642-649]. ETHNICITY AND ATTAINMENT/ACHIEVEMENT Britain is a multicultural society and educational attainment of ethnic minorities has become nature of debate for a long time. The Swan Report [1985] found that there were several significant difference between the achievement of ethnic minorities and whites in Britain [Haralambos and Holborn 2000]. However, this phenomenon has not stagnated since other studies like The Studies Policy Institutes Fourth Survey of ethnic Minorities [1994] reported that there was considerate improvement in educational qualification of ethnic minorities when compared to figure in the 1980s[Modood et al 1997]. Below is the explanation of some studies that tries to explain why ethnic minorities do underachieve in education. Jensen [1974] and H. Eysenck [1971] both have sorted out that black were genetically less intelligent than whites while Herstein and Murray [1994] put forward that IQ scores are caused by both genes and environment factors, since black are more likely to live in poverty. They also found in their research that even if environment are equalised, that is when black and whites of similar income levels and occupational statuses blacks do have a slightly lower IQ test score. The Swan Report [1985] found that linguistic factor in Britain might be responsible for some ethnic minorities since English is not their mother tongue and lack of fluency became an obstacle. Bernard Coard [1971] saw that the British educational system made black children become educationally subnormal by making them felt inferior in every way. Racist stereotypes that exist in society are reinforced by teachers expectation; the latter would negatively label children coming from minority groups. The child comes to see him/herself as such and when he/she is only fit for manual and unskilled jobs[HaralambosHolborn. p649-653]. Bodmer[1972] criticism explained that sometimes it is impossible to control all environmental factors that can affect IQ scores as prejudice and discrimination against black people will always hinders equalisation of environment with whites. Pilkington[1997] challenge the idea of a genetic basis for IQ not fixed by genetics as IQ scores have increasingly been rising among ethnic minorities in many parts of the world and secondly, difference in socio-economic status largely explain educational differences. Coards view must be treated with care as he has over generalised over the issue, there is evidence of Asian children in Britain who have achieved well. However, according to Ken Pryce [1979] Afro-Caribbean preferred to send their children back to their country to study because black are deprived of the value needed for school success. [Warren,K.et al p246]. 4.3 EVALUATE A RANGE OF SOCIOLOGICAL RESEARCH FINDINGS IN RELATION TO ACHIEVEMENT, SOCIAL DIFFERENTIATION. Paul Willis [1977] developed a neo-marxist approach to education. Willis approach focus on how education prepare workforce and adopted a research method by using symbolic interactionism in his study and variety of methods at Midland school in England. He used observation and participation observation in class, school, leisure time and formal interview. Paul Willis carried out his study by observing a group of 12 working class boys in one school in the Midland whom he observed for 18 month and followed them for the first few months at work. These 12 working class boys formed a group with a bad attitude towards school. Willis referred to them as lads. The lads form a counter school culture. They see themselves as superior to teacher and earoles. Having a laff is the most important thing and very sexist and racist, they also see themselves as a real man. Willis argued that the lads failed themselves deliberately in recognition of the inevitable manual working future that awaited them. According to Blackedge and Hunt [1984] they criticised Paul Willis for using small group of 12 pupils to carry out his research and all of them were boys ignoring the aspect of gender [girl]. He did not considered children in society as a whole. Willis ignores other cultures within the school and since 1977 there are few jobs in manual work, therefore many such lad stay on longer and develop same attitude to work. [HaralambosHolborn.p605-608] Michelle Stanworth [1983] interviewed is based on the A level student and teachers of humanities subject. She found that teachers gave more time and attention to boys and expected more from them. Teachers both male and female tend to know the names and expressed more concern and interest in boys. Stanworth conclude that all the attention and interest shown by the teachers both male and female to the boys, the girls do better than boys in the exams. Stanworth research was unethical because the girls did not know that they were been observed. Dale Spender [1983] the invisible woman claims womens contribution is largely controlled by men who use their power to further their own interests. The curriculum favour a male perspective womens contribution to human progress are often ignored. Girls receive less attention than boys in the classroom. Boys are often abusive to girls but are not told off. Male dominance in society is the cause of girls difficulties in education but schools help to reinforce the dominance. According to Randall [1987] he criticised the method used by Stanworth and Spender. Stanworths work was based on interview rather than direct observation. Therefore, it cannot actually establish that teachers are giving less attention to girls. [Taylor, P. et al p306-307] Mac en Ghaill [1992] studied African-Caribbean and Asian student in a sixth form college in Midland. He found that the way student responded to schooling varied considerably and was influenced by their ethnicity, gender and class composition of their former secondary schools. All of the ethnic minorities student experience problem in their educational system but in a different way depending on their gender and ethnic group. The study is important because it shows how class, gender and ethnicity interact with the school system and Mirzas study shows that negative labelling does not necessarily lead you to academic failure. [Kirby, M. et al p204-205]

An Analysis Of The Lord Of The Flies :: essays research papers

An Analysis of The Lord of the Flies   Ã‚  Ã‚  Ã‚  Ã‚  The novel Lord of the Flies, written by William Gerald Golding, is a remarkable piece of literature that discusses many important topics while remaining an enjoyable read. One of the important topics that is discussed in the novel is human nature. Many aspects of human nature is depicted in the book, but one major is the development of a man's personality and character. This aspect of human idiosyncrasy is portrayed through the development of Ralph, the main character and protagonist of the novel. Ralph's development from innocent, irresponsible, playful adolescent to a tough, self-reliant man shows how the hardships and turmoil of life can greatly effect a person's character.   Ã‚  Ã‚  Ã‚  Ã‚  The story takes place on a deserted island after a plane crash strands a group of adolescent boys. The boys are forced to learn how to live on the land without any resources or adult assistance. The group chooses Ralph as their leader and gives him the responsibility of guiding the group. Ralph's main enemy and adversary is Jack, the appointed leader of the savage hunters. The boys go through many trials and hardships while on the island including the dangers of the jungle, finding food, and remaining a functional group.   Ã‚  Ã‚  Ã‚  Ã‚  The novel's main focus is on Ralph and his experiences on the island. As leader of the group, Ralph has a great deal of responsibility and must learn how to work with this responsibility. Through the course of the story, Ralph changes from an adolescent child to a mature person, but ends up breaking down at the end of the novel. This aspect of Ralph's character is a way that Golding depicts human behavior in society, which is the main theme of the book.   Ã‚  Ã‚  Ã‚  Ã‚  As the novel begins, Ralph is portrayed as being a normal adolescent who is irresponsible and negligent. Even when he is chosen as leader, he still is depicted as an inexperience boy. One example of this childish action is seen at the beginning of the novel when Ralph plays games while doing serious work. By doing things like this Ralph tries to show the freedom the boys have without any adult supervision. These are not the acts of a responsible leader and is something that Ralph soon comes to regret.   Ã‚  Ã‚  Ã‚  Ã‚  With progression of the story, Ralph's attitudes change as he becomes more responsible and mature. He realizes the importance of being a responsible leader and begins to guide the other boys more. Ralph begins to try to convince the others that they act with the groups best interest at hand and tells them to

Essay on the Moon in the Works of William Shakespeare :: Biography Biographies Essays

The Motif of the Moon in the Works of Shakespeare  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the paper, "The Hounds of Love: A Midsummer Nights' Dream, it is suggested that Shakespeare borrowed heavily from Chaucer's "Knight's Tale" to the extent that Shakespeare dramatized the image drawn in Chaucer of Diana, the moon goddess, with the hounds of love about her feet--Lysander and Demetrius behaving like the hounds of love in A Midsummer Night's Dream. While Shakespeare "creates unity of atmosphere [in Midsummer Night's Dream] chiefly by flooding the play with moonlight" (Schanzer 29), he also--by frequency of allusions to similar cyclical motifs (Moon, Diana, Wheel of Fortune)--creates an overall atmosphere, or structure, to many of his other plays. Northrup Frye's thesis--that the comedies have a cyclical pattern of the characters who depart from the city to the forest then return to the city recovered from the madness that occurred in the forest (see class handout)--can be applied to many of the other plays. But one must look beyond the locality of the characters (as Fr ye does) to note the frequent allusions to Diana, the Roman personification of the moon, and the similar allusion to the Wheel of Fortune. What does the Wheel of Fortune have to do with Diana? Shakespeare considered both of them to be much the same. Both have a cyclical nature: the moon waxes and wanes just like Fortune waxes and wanes. The motif of both figures in Shakespeare's plays reveals his belief that the moon is a symbol of the fickleness and changeability of fortune and luck, at once an omen and a blessing, and the result of the changeability of the moon/Wheel is the character's madness, leading to the audience's laughter (as in A Midsummer Night's Dream and Much Ado About Nothing) or catharsis (as in King Lear, Macbeth, or Hamlet). Diana figures mostly in the comedies, the most blatant example in A Midsummer Night's Dream. Shakespeare begins with Theseus vocalizing his desire that the moon should change, a symbol for his impatience for the wedding:   Four happy days bring in Another moon; but O, methinks, how slow This old moon wanes! (1.1.2-4) The old moon is own aging self that shall be renewed by his marriage just as the moon passes through its cycle to eventually become a new full moon. It is under the auspices of the changing moon that overlooks the forest that the madness of all of the characters ensue.

Lao-tzu: The Moderation Of Rule Essay -- essays research papers

Ruling a country effectively is executed through a variety of methods. Lao-Tzu, a follower of Taoism, expresses his belief on the most efficient way to govern. "The more prohibitions you have, the less virtuous people will be. The more weapons you have, the less secure people will be. The more subsidies you have, the less self-reliant people will be" (25). This quote from Lao-Tzu can be interpreted many different ways. The author discusses what he feels the role of a leader should be, the restrictions and the privileges that should be given to the people. There are various views on this particular passage even among Americans. Lao-Tzu feels that taking action in order to make people feel safer and ensure their well being will actually be detrimental; although I agree with Lao-Tzu's tactics, most Americans hold differentiating views.The more restrictions you place on a people, the less moral the people will be. Americans encounter this on a daily basis. American society was founded upon and is enraptured by rebellion. The early American colonists revolted against the English government. The more laws and restrictions the King would place on them the more they would rebel and fight. When the American people feel oppressed by any law or prohibition set forth by the government the people will challenge it in an effort to change it. America is one of the only countries where its people actually believe they can make a difference and change what they feel is not righ...

Causes And Effects Of Climate Change Environmental Sciences Essay

The Earth ‘s ambiance contains some gases known as nursery gases, which occur of course: H2O vapour, C dioxide, methane ( CH4 ) , azotic oxide ( NO ) , and ozone ( O3 ) . The beds of these gases of course present in the atmosphere Acts of the Apostless as the roof of a nursery and trap heat near to the Earth ‘s surface. As a consequence, it maintains the average temperature of the Earth ‘s surface at around 16AÂ °C, which is important to guaranting climatic conditions that can back up life of animate beings and workss on Earth ( CRCD, 2009 ) . Harmonizing to IPCC ( 2007 ) , since the industrial revolution, human activities have caused significant additions in concentrations of nursery gases in the ambiance. The chief GHGs and their emanation beginnings are: Those above mentioned are the chief factors that much contributed to do the clime alteration has been happening of all time since. In 1990, IPCC, which consists of about 2,500 international scientists, confirmed that human activities have contributed to climate alteration. It besides concluded that if current nursery gas emanation tendencies continue, the mean planetary temperature will increase by 3AÂ °C before the terminal of the twenty-first century ( IPCC, 2007 ) . Within this respect, clime alteration is holding serious impacts on agricultural production, H2O resources, human wellness, coastal countries, forest and ecosystems. Increasing inundations, drouths, windstorms and other clime alteration related catastrophes, both in frequence and strength, have caused tremendous amendss to many states throughout the universe. The followers are some facts about clime alteration ( Anup, 2004 ) : The universe is heating up fast. Temperatures are lifting more rapidly than they have done for 10,000 old ages. The 1990s were the warmest decennary on record, and 1998 was the hottest twelvemonth. The Earth ‘s mean surface temperature has warmed between 0.3 and 0.6 grades Celsius in the last 100 old ages. It may lift by two grades in the following 100 old ages, if we go on bring forthing nursery gases at the present rate Sea degrees have risen by between 10-25 centimeters in the last 100 old ages, as polar ice caps have melted. They are projected to lift another 50 centimeters by 2100 There have been unpredictable and utmost conditions forms freak weather catastrophes such as hurricanes, storms, and inundations. Normally, clime alteration consists of three cardinal effects: alterations in regional rainfall forms, sea degree rise, and increased mean temperature. Those impacts are summarized one time at a clip as the followers.The Impacts of Climate ChangesIn this paper, the impacts of clime alteration are divided into two parts. The first portion is traveling to capture the impacts of clime alteration in general while the latter focal points on the impacts of that in Cambodia as the instance survey and besides as one of the intent of this paper. Global Impacts of Climate Change The impacts of clime alteration is recognized is no boundary issues. Actually, both developed and developing states suffer from them. However, developing states will bear the brunt of clime alteration impacts. This is because poorness makes people more vulnerable to climate alteration impacts. The hapless do non hold equal capacity and resources to cover with and to accommodate to climate alteration. For case, lifting sea degrees will endanger 1000000s of people populating in island provinces and in low-lying deltas in states like Bangladesh, Egypt and China. ( ADB, 2009 ) . Global heating will impact H2O supplies and cut down nutrient production in the Torrid Zones and semitropicss, where most underdeveloped states are, seting 1000000s of people at hazard of hungriness in the hereafter.Water ResourcesBased on Chu, Kittipong, Guillaunme, & A ; Vithet ( 2010 ) , climate alteration will take to alterations in the hydrological rhythm. Precipitation will increase in some countries and di minution in others. This will alter inundation and drought frequence and strength. Changes in seasonal forms may impact the regional distribution of both land and surface H2O supplies. Water quality may besides react to alterations in the sum and timing of precipitation. Changes in H2O temperatures could impact the endurance, diverseness and productiveness of fresh H2O ecosystems.Agricultural ProductionHigher temperature and alterations in rainfall forms will hold impacts on harvest outputs and productiveness. Outputs will likely diminish due to inordinate irrigation demand, increased rainfall, which will do dirt eroding and dirt leaching, and harvest amendss caused by increasing utmost clime events. Sea degree rise will besides do losingss in cropland in low-lying coastal countries ( Anup, 2004 ) .Human HealthThe study from Odingo ( 2009 ) shows that the direct impacts of clime alteration on wellness include an addition in heat emphasis and in cardiovascular, respiratory, allergic and air borne diseases. Increase in frequence and/or strength of utmost conditions events could ensue in decease, hurts, psychological upsets, and harm to public wellness substructures. The hapless will be more vulnerable to the wellness impacts than the rich. However, richer states will besides be progressively vulnerable as their populations age. For case, tropical diseases such as malaria and dandy fever febrility are besides likely to increase as the home grounds for mosquitoes and other vectors ( insects ) expand when the temperature rises. Food- and water-related diseases will besides increase due to warmer temperatures, reduced H2O supplies and proliferating micro-organisms.Coastal AreasObservations show that the planetary mean sea degree has risen by 10 to 25 centimeter over the last century, which is chiefly related to an addition of 0.3-0.6 o C in the planetary mean air temperature since 1860. If the current tendency in planetary heating continues, so, sea degree is predic ted to lift another 15 to 95 centimeter by the twelvemonth 2100. This will happen due to the thermic enlargement of ocean H2O and an inflow of fresh water from runing glaciers and ice. As a consequence, the low-lying coastal zones and little islands are highly vulnerable to sea degree rise. It is projected that a 1 m low-lying rise would do estimated land losingss of 6 % in the Netherlands, 17.5 % in Bangladesh and over 50 % for some little island provinces ( CRCD, 2009 ) .Forest and EcosystemsForests play an of import function in the clime system. They are a major reservoir of C. They besides straight affect local, regional, and Continental clime by act uponing land temperature, evapo-transpiration, heat coefficient of reflection, cloud formation, and precipitation. The composing and geographic distribution of ecosystems will alter as single species respond to new clime conditions. At the same clip, home grounds will be degraded and fragmented by the combination of clime alteration , deforestation, and other environmental force per unit areas. The extinction of some works and animate being species that are unable to get by with clime alteration impacts would probably happen ( Odingo, 2009 ) .