CHILD ABUSE 1 Essay

CHILD ABUSE 1 Essay CHILD ABUSE 1 Essay CHILD ABUSE 1 (JOURNAL 2) In church I normally talk to people on the basic of one to one. Some people love to talk about what they are going through and some, what they are planning to do. But we have some of the people who are comfortable speaking to the other leaders. On the second Sunday on the month in January one particular lady come to me and shared with me what she said she had never shared with anybody in her life. She said this inner pain has been in her since she was six years old. She explained how she was sexually abused by her uncle and was warned not to mention anything to anybody. This went on for four years until she threaten her uncle that she was going to tell her mother if he was not going to stop. Her mother was busy working to make ends meet for her and her siblings. She indeed managed to put a stop but she never knew that what happened to her at that younger age would be something tormenting her everyday. She said she would remember it every day of her life, and the more she thought abou t it the more she felt bad about it. Her experience explained to me about her attitude around people. She was always on her own and would not want to mingle with other people. I spoke to her by relating to Joyce Myers incident, where her own father was the one who abused her but she choose to forgive her father and move on. She told me she never thought that she would share it with anybody but it was destroying her from the inside. I met with her counselling her and praying for healing and also talking to her about forgiving. This was not easy, as she thought nobody would believe her story after many years. I asked her if she would be a help to the other parents, and share her incident so that mothers would be careful with their daughters. She accepted and I gave her chance to testify for few minutes during our ladies meeting in which she did and

How to Use Dashes

How to Use Dashes How to Use Dashes How to Use Dashes By Jacquelyn Landis Writers have three different dashes at their disposal: the hyphen, the en dash, and the em dash. Most of us are familiar with hyphens and their uses. They’re used to form compound modifiers (such as in â€Å"a well-attended event†). We also use them to break a word that falls at the end of a line. This usage is becoming less common, however, because word processing and layout software programs typically have automatic end-of-line hyphenation features. En and em dashes are less understood. The en dash is the width of a capital N (hence, its name). It’s used to indicate a range, as in the following examples: For your homework, please read pages 162–195. The meeting will be on Thursday, 4:00 p.m.–6:00 p.m. The artist’s blue period, 1948–1952, was his most productive. En dashes are also used to connect a prefix with an open compound: post–World War II ex–vice president The reason for using an en dash with such compounds is to send a subtle signal to the reader that the prefix belongs to the entire compound, not just the first word of it. Em dashes are the width of (you guessed it) a capital M. Most often, they’re used in pairs to emphasize an element or elements within a sentence: Cruciferous vegetables- broccoli, cabbage, and cauliflower, for instance- are said to lower the risk of cancer. Em dashes can also show an abrupt change in thought: I thought I had time- more than enough time- to catch the train. Or they can show interrupted dialogue: â€Å"I told you I can’t- † â€Å"You mean you won’t, not can’t,† she said. Many writers use a double hyphen in place of an em dash, and you might have noticed that your word processor sometimes will automatically turn them into an em dash. Most word processors have shortcuts for creating en and em dashes. It would be worth your while to search your help menu to find out what they are. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Taser or Tazer? Tazing or Tasering?40 Synonyms for Praise

Social, Economic, And Political Changes Caused By Globalization Essay

Social, Economic, And Political Changes Caused By Globalization - Essay Example Global wealth is currently shifting from less heavily populated American and European regions to the more heavily populated Asian region because of globalization. According to Lieber and Weisberg (2002, p.274), globalization helps people all over the world in the creation of a stronger and stable world. Supporters of globalization believe that globalization benefits the world through the promotion of such ideas like human rights, democracy, and freedom and that it enhances the success of the world through free trade, free investment, and better technology. According to Dharam Ghai (2003), free market and private enterprise are extremely important in determining the success of globalization. Cross-cultural businesses have been increased a lot as a result of globalization. Imports and exports between different countries were also increased because of the liberalized rules affected in many countries as part of globalization. Despite all these arguments in favor of globalization, some pe ople believe that globalization is nothing but imperialism. It should be noted that imperialism is the process of taking over of a weaker nation by a stronger nation (What is imperialism, n.d.). Critics of globalization believe that capitalist countries like America and UK are trying to loot the wealth of developing and underdeveloped countries in the name of globalization. Globalization is labeled as Americanization by the opponents. They pointed out that instead of globalization, glocalization is necessary for a country to progress properly. It should be noted that glocalization is the process of integrating local markets into world capitalism. It refers to a concept in which individual, group, organization, product or service upholds the local standards even while operating internationally.

Compare the parliamentary and presidential forms of government. What Essay

Compare the parliamentary and presidential forms of government. What are the strengths and weakness of each - Essay Example The Prime Minister (who is the chief executive) may be elected to the legislature in the same way that all other members are elected" (Governing Systems and Executive-Legislative Relations n.d.). Power in Parliamentary systems is concentrated in the Parliamentary leaders. It follows that pressure groups, to promote their interests, must influence the leaders, and this they can do effectively only by putting pressure on them directly or by acting through agencies that can, above all the parties and civil servants. Parliament, of course, also has some influence with its leaders, hence it is not entirely useless for British pressure groups to try to influence Prime Ministers (Mettenhiem 27). But compared to the pressures exerted through parties and civil servants their parliamentary activities are secondary. For instance, the need to focus pressure on the bureaucrats is reinforced by the activities of British government. First, the vast scope and technical character of decision-making r equired by welfare-state policies has led to the devolution of more and more decision-making authority to the bureaucracy, so that there is in Britain a vast amount of executive legislation (Ben-Zion Kaminsky 221). Equally important, the decision-making powers delegated to the Departments are likely to be of special concern to interest groups (Lijphart 129). General policy, of course, is still predominantly made by the Government, but technical details, especially the sort needing fairly frequent revisions (e.g., how much money is to be paid to doctors; what prices to guarantee to the farmers; on what basis to grant or withhold licenses to build, import, issue securities or acquire raw materials), are taken care of by the Departments, and such details are likely to be of as great concern to interest groups as policy in its broad sense (Mettenhiem 29). In contrast to Parliamentary systems, where the P.M is a party leader, the President is chosen by a separate election. "The President then appoints his or her cabinet of ministers (or "secretaries" in US parlance). Ministers/Secretaries usually are not simultaneously members of the legislature, although their appointment may require the advice and consent of the legislative branch" (Governing Systems and Executive-Legislative Relations n.d.). In this view, the constitutional separation of the executive and the legislature is the main culprit in the now excessive fractionizing of governmental power. Following Lijphart (1992): "the notion of the supremacy of parliament as a whole over its parts is a distinctive characteristic of parliamentary systems" (37). The main differences between the Parliamentary and Presidential forms of government are found in separation of power (Lijphart 16). In general, the Presidential form stipulates separation of power between different branches while the Parliamentary form means a fusion of power. In both forms, corporatism is characterized by high concentrations of government power as well as private power (Ben-Zion Kaminsky 221). Pluralism, on the other hand, is based on low concentrations of government and private power. A state-directed system is characterized by high concentration of government power, and low concentration of private power. And, finally, high concentratio

Insurgency and Counterinsurgency in Cinema Essay Example for Free

Insurgency and Counterinsurgency in Cinema Essay Both the films Braveheart and V for Vendetta explore the issues of insurgent and counterinsurgent behavior but do so in slightly differing terms. As an important note, we have to take into consideration that the time periods in which both films are set cannot be even more different. Braveheart, the struggle of the legendary Scottish figure William Wallace, is set amidst the trials and tribulations of Middle Age England. On the other hand, V for Vendetta takes place in a not-too-distant version of modern day England. From this understanding comes the realization that while both films attempt to characterize the power struggle between those who have it and those who do not, there is a curious discrepancy in the way that the characters within those films view their plights. Mel Gibson, who directs Braveheart, chose to present insurgency as the morally apt option against the tyrannical rule of England against the Scots. It is heavily implied in the film that because the English has continuously abused its authority as against their constituents, that it is but proper for the beleaguered Scots to rise up and protect themselves from further maltreatment. The most striking characterization of this abuse happens early on when the lord of the land uses his authoritarian privilege of primae noctis, allowing him to take the virginity of a newly-wed. It is of course the wife of William Wallace in the film that fall victim to this exercise. Braveheart thus sets forth the idea that the collective abuse wrought on by an alien authority or figure upon a group of people is enough justification for a moral uprising, which in this case an armed one. William Wallace’s merry band of Scottish insurgents is clearly the â€Å"good† ones whereas King Edward I of England is the very facade of evil as his method of counterinsurgency is singularly fueled by his belief that his authority is supreme. V for Vendetta takes quite the different approach. Foremost, the insurgency presented in V is primarily lonesome, with the titular character going on a one-man crusade against a tyrannical party authority in 2027 England when it seems the rest of the world has succumbed to the â€Å"flaws† of democracy. In this film, the subjugation of freedom by the central authority is not necessarily carried out for the purposes of vanity or glory. Unlike in Braveheart’s Edward I, V for Vendetta’s Chancellor Sutler, while still very clearly presented as morally corrupt, actually believes that his party’s style of governance is for the greater good. Meanwhile, the film’s protagonist, or antihero as the case may be, V, appears to be as morally corrupt as the figure he is struggling against, resorting to the use of kidnapping and outright murder. This is a far cry for Mel Gibson’s interpretation of William Wallace, who is portrayed almost like a sword-saint. Clearly, both films attempt to portray their central characters as victims of circumstance, with Wallace as the distraught husband and V a survivor of governmental subjugation and that both are somehow motivated by sentiments of revenge. In a simple conclusion however, it is very interesting to propose the notion that Braveheart’s version of insurgency is more akin to a moral rebellion while V for Vendetta’s version edges closer to terrorism with a cause. Bonus Question: Of Cinematic Appeal I found V for Vendetta as more cinematically appealing than Braveheart. While Braveheart is an epic adventure that has a very satisfying â€Å"good vs. evil† template powering its message, V for Vendetta’s morally ambiguous structure is far more interesting. Just as the Alan Moore graphic novel original, the film adaptation of V for Vendetta is not only a visual masterpiece, but it is a prime subject for further discussion. In a way, I find that while V for Vendetta is very clearly easy on the eyes, it is not so easy on the brains. This is a complimentary observation for me because viewers, depending on their pre-conceived notions or biases, can take on differing sides of the moral dilemmas presented. As I watched V for Vendetta, I asked myself several times, â€Å"Isn’t V just a terrorist? † Then I realized that for V, maybe that wasn’t the case at all. Mid-Term Questions: 1. Compare and contrast the following concepts: a) Insurgency and Counterinsurgency: Insurgency constitutes an armed uprising by a group with no apparent vested authority against a duly-recognized power. Meanwhile, counterinsurgency is the means by which the besieged authority attempts to quell the insurgency normally by way of combat. In casual terms, insurgency is the act of rebel forces while counterinsurgency is the act of government. b) Insurgency and Terrorism: While insurgency covers the broad notion of an armed struggle following a somehow systemic way of combat against an opposing force, terrorism is likewise the use of lethal force with no apparent target. In a way, terrorism is a way to inflict terror, possibly to incite fear and paranoia amongst a populace, leading to concessions by the governing authority. c) Insurgency and Guerilla Warfare Guerilla warfare is a style of combat characterized by small groups using non-conventional means of warfare such as ambushes, hit-and-run tactics, but rarely acts of terrorism. Most insurgent groups prefer guerilla-style warfare early on in their struggles as they lack logistical support and manpower. 2. Briefly outline the four-stage model created by Dr. Polk in the book entitled, Violent Politics, to study the insurgency movements around the world. William Folk basically argues that any foreign occupation provides for the necessary ingredients for insurgency in the occupied land. This insurgency tends to favor the use of terrorist acts as a means to convey its struggle which in turn merits the response of the occupying power. As the cycle of terrorism-counterterrorism continues and builds up, a point is reached wherein the initial insurgency evolves into full-blown rebellion. 3. Briefly discuss Foucaults concept of power; and its impact on how people view what is normal and what is deviant. (15 points) Foucault’s concept of power is the exercise of intention. He claims that as power is everywhere, that intention is likewise everywhere. The ubiquity of intention influences the perceptions of the everyman, does giving birth to socially-agreed definitions or norms regarding deviance and normalcy.

The Anatomy and Physiology of Lipids Essay -- Anatomy Physiology Lipid

The Anatomy and Physiology of Lipids Abstract When you get up each morning and look outside your window looking out at the beautiful plants and adorable little animals, have you ever wondered what makes all living things? Lipids are what help create all the living things we see everyday. Lipids are found in all membranes, mainly plasma membranes, meaning animals and plants contain lipids. In this paper I will display and explain the formation of micelles and bi-layers from lipid amphiphilicity. A variety of books were used to study different types of lipids; the three major components, glycerophospholipids, sphingolipids, and sterols, and their affects in the cellular and multicultural systems. 3 Lipids are structural components found in living cells that are either soluble in organic solvents or insoluble in water.1 These lipid membranes are demonstrated in Singer and Nicolson’s 1972 fluid mosaic model. Lipids are commonly recognized as fats, oils, wax, etc. There are three major different types of lipids that exist: glycerophospholipids, sphingolipids, and sterols.2 Within each type there are a variety of subtypes. Glycerophospholipids are commonly referred to as plain phospholipids. Within itself it contains three components. First it is constructed with a phosphorylated head group, then a three carbon glycerol backbone, and finally a two hydrocarbon fatty acid chains. The phosphorylated head group is attached to one of the glycerol hydroxyls with addition to the two hydrocarbon fatty acid chains bonded to the other two glycerol hydroxyls.3 The purpose for glycerophospholipids is to construct and or maintain the cell membrane. In a microscopic view of the cell membrane we can observe that the glyceropho... ... Guardiola, Francesc, ed. Cholesterol and Phytosterol Oxidation Products : Analysis, Occurrence, and Biological Effects. New York: AOCS P, 2002. Hooper, Nigel, and David Hames. Instant Notes in Biochemistry. New York: Taylor & Francis Group, 2005. Kreuzer, F. and J.F.G. Slegers. Biomembranes Vol. 3 : Passive Permeability of Cell Membranes. New York; Plenum Press, 1972. "Lipid bilayer." Wikipedia. 24 July 2008 . "Micelle." Wikipedia. 26 July 2008 . Mukherjee, Kumar D. CRC Handbook of Chromotography Vol. 3 : Analysis of Lipidsseries. New York: CRC P, 1993. Perkins, Edward G. Analyses if Fats, Oils and Lipoproteins. Illinois: American Oil Chemists’ Society, 1991. Vance, Deenis E, and Jean E. Vance. Biochemistry of Lipids, Lipoproteins and Membranes. Amesterdam: Elsevier, 1991.

What Are the Ethical Teachings of Al-Ghazali and How Important and Relevant Are They to Contemporary Muslims? Critically Discuss

What are the ethical teachings of al-Ghazali and how important and relevant are they to contemporary Muslims? Critically discuss. Imam al-Ghazali (d. 1111) remains perhaps the most important religious authority in Islam after the first three generations of Muslims. The title, ‘Proof of Islam’, conferred upon him by the majority of Muslims, is a reflection of the complexity of his work, which included jurisprudence, theology, philosophy, psychology, and mysticism.This essay will demonstrate how al-Ghazali synthesised concepts of tawheed (unity of God), islam (ritual worship, virtue, ilham (Godly inspiration) and tasawwuf (Sufism) in a broad ethical theory. His ethics, as illustrated in the Ihya Ulum id-Deen, can be applied by common Muslims, Muslim scholars. More broadly, its implications–spiritual, social, behavioural, and intellectual–can play a significant role in the umma’s Islamic revival.Al-Ghazali’s ethical vision was based on humans att aining happiness, which is ultimately found in salvation in the next life (Hourani 1976, p. 77). The means by which he thought this was achieved best was through spiritual devotion rather than rationality. Al-Ghazali prioritises spirituality over intellectualism in knowing what is right and wrong based on his assertion of the soul as the human’s most important component (Moosa 2005). The soul possesses reason, thus holds the potential of knowing God and the capacity to know the realities of this world.As the immaterial soul is merged with the material body, the temporal worldly form of a human is experienced. The body is the vehicle through which the soul can achieve its potential of knowing God; bodily senses become tools through which the soul achieves ethical behaviour. The body has faculties such as anger, appetites for food and drink, lust and greed. It is possible for the bodily faculties to overcome the soul’s faculty of reason, a condition described in the Qura n as the ‘self that incites to evil’ (Quran 12:53).Conversely, reason can be used to control bodily faculties, and by doing this achieve the ‘serene soul’ (Quran 89:27). A third self is the middle one between the two, the reproachful self (Quran 75:2), which is in constant struggle with temptations of the evil self. The integrated divine and animal souls form the nafs, which is the human’s true self or identity. The coexistence of soul and body is volatile; the soul wishes to know God, while the body desires temporal sensory pleasure.The bifurcation of the human into these two opposing components indicates the necessity for a method of achieving equilibrium, for the solution to the struggle between the divine and animal forces is not a simple separation of soul and body, as this renders void the Creator’s wisdom in creating the worldly human. A more complex method assumes the human comprises other entities integral to the nafs. Here al-Ghazali ’s ethical theory assumes a view of the human imparted by Sufis before him; in addition to the soul and body, there is the ruh (spirit), qalb (spiritual heart), and ‘aql (intellect) (Moosa 2005, p. 24). The qalb is an abstract entity directly linked with the physical heart that contributes to the human experience, the faculties of perception, knowing, and spiritual experience (Moosa 2005, p. 225). The level of integration of the faculties of the qalb determines the success of the soul’s goal in knowing God. Thus, the qalb’s condition is vital to the outcome of the soul’s journey through this temporal life. Hourani (1976) describes Ghazali’s ethical concern as ‘right conduct and the purification of the soul by the individual . . ’ (p. 1). To this end, the method of equilibrium that al-Ghazali promoted, like Sufis after him, is tazkiyat al-qalb, or purification of the spiritual heart. Ameur (2009) notes three aspects of the process of purification: good action; virtues; and knowledge (p. 3). Good action refers to the following of ritual and social behaviour as prescribed by the shariah. Ghazali’s categorises actions in a five-fold system: fardh (commanded), sunnah (recommended), mubah (permitted), makruh (disapproved), or haram (forbidden).The significance of external acts lies in both their being rewarded as obedience, and their contribution to cultivation of virtues (Hourani 1976, p. 77). Good action cultivating virtues indicates a key agenda in Ghazali’s ethics: the restoration of balance between the outward and the inward states of people (Murad 2002). He realised that this balance could be best pursued in the purification of the inward, which requires first the elimination of vices. Vices are spiritual ailments of the qalb and include harmful traits such anger, envy, lust, and riya (ostentation). They form impediments to spiritual progress.The method of removing these impediments is mujahad a (Ameur 2009, p. 4) or what is commonly described by Sufis as jihad al-nafs (struggle against the self). Mujahada is a concept covering a broad array of practices used in tasawwuf to purify the nafs including: tafakkur (introspection); muraqaba (self-awareness); dhikr (meditation); and zuhd (asceticism). The previous two aspects of purification are not possible without knowledge. For al-Ghazali, knowledge is of two types: (a) one that is learnt in tenets of faith and rules of Islamic law; (b) one that is known through the qalb (Ameur 2009, p. ). The first type is all knowledge required to perform good action. This includes the basic tenets of faith, and worldly and religious activities including social dealings and private worship. The sources of these knowledges are – in accordance with Ghazali’s tradition-based approach to theology and jurisprudence – the Quran, Sunnah, ijma (consensus of ulama), and qiyas (analogical deduction from the Sunnah). The second ty pe of knowledge is abstract in nature as its locus is the qalb. This knowledge can be described as insight.One Prophetic tradition warns ‘beware the firasa of the believer, for he sees with the light of God’ (Tirmidhi, cited in Gulen). This knowledge is a set of experiences, or insights, impressed upon the heart through good action and Godly disposition. Such knowledge, Ameur (2009) states, â€Å"is a disposition deeply rooted in the soul, from which actions flow naturally and easily without need of reflection or judgement† (p. 4). This state is described in a hadith Qudsi reported in Sahih Bukhari:My slave approaches Me with nothing more beloved to Me than what I have made obligatory upon him, and My slave keeps drawing nearer to Me with voluntary works until I love him. And when I love him, I am his hearing with which he hears, his sight with which he sees, his hand with which he seizes, and his foot with which he walks. If he asks me, I will surely give to him , and if he seeks refuge in Me, I will surely protect him (cited in Keller 1995). In this way a reciprocal relationship emerges between action, virtue and knowledge; each reinforcing the other.The successful integration of them leads to the soul’s objective of knowledge of God. Here the veil of the human’s limited ‘sight’ is lifted; the result is the realisation of truths (Gardener, p. 136). The culmination of Ghazali’s ethical purification is wilaya (intimacy). For the wali (an intimate) of God, the inner and outer are harmonised in realising tawheed. Here, tawhid (the unity of God) is not merely knowledge of theological principles, but rather it is ‘an inbuilt attribute’, the product of repetitive good acts and strengthening of virtues (Ameur 2009, p. ). For al-Ghazali, like other Sufis, knowledge of tawheed signifies the ultimate ethical goal of attaining happiness, which is experiencing as the nafs al-mutma’inna (the serene s oul). The scope of al-Ghazali’s ethical theory, incorporating shari’ah knowledge, theology, philosophy, and Sufism, ensure its relevance to contemporary Muslims is multifaceted. It holds special relevance to laymen, scholar and umma in general, as illsutrated in the title of the work that is a summary of Ghazali’s ethics: the Ihya Ulum id-Deen (Revival of the Religous Sciences)For the lay Muslim, al-Ghazali’s tripartite system of purification provides a practical guide to living Islam as a whole; hence, the Ihya covers all activities falling under iman, islam, and ihsan (Ormsby 2008, pp. 111-119). It explains the relationship between ritual devotion, social dealings, belief, vices, and virtues. Nofal (1993) uses a specific example from the Ihya that shows the relevance of the latter’s ethics to contemporary Muslims in the area of children’s education. Al-Ghazali says about children that:They must be trained to obey their parents, teachers an d elders, and to behave well towards their classmates’; ‘should be taught modesty, generosity and civility’; ‘[their] tutors must devote attention to religious education (cited in Nofal 1993, p. 5). A noticeable lesson here for Muslim parents and educators is that education ‘is not limited to training the mind and filling it with information, but involves all aspects—intellectual, religious, moral and physical—of the personality of the learner’ (Nafal 1993, p. 5).More broadly, the raising of children described by al-Ghazali facilitates adab, or Islamic culture, which in light of the modern culture of individualism and selfishness, is vital for cultivating Islamic personality. The scholarly class also may benefit from al-Ghazali’s Ihya. Ebrahim Moosa (2005) describes him as an exemplar for ‘critical traditionalism’ (p. 264). His scholarly legacy vis-a-vis ethics, Moosa (2005) comments, is that revival of traditi on entails fostering understanding of the ethical imperatives and practices in tradition (p. 278).This idea promotes juridical ethics over legal scientism, indicating the primacy of the implicit moral code of Quran and Sunnah over its text. In outlining this ethical system, al-Ghazali resuscitated the discursive sciences. The importance of his accomplishment is understood by reflection on his environment. To resuscitate the religious sciences, al-Ghazali effectively bridged the Arabicate and Persianate modes of thought prevalent at that time. Muslim scholars and students today, even moreso than al-Ghazali, face a dilemma of multiple matrices of cultures and politics.Within Islamic thought, Saeed notes eight main trends (ref), which can be characterised as varieties of traditionalism, modernism, and fundamentalism. Al-Ghazali’s approach to ethics could indeed be the bridge allowing crossing of ideas between the three main strands. Julia Day Howell (2001), commenting on Sufismà ¢â‚¬â„¢s role in the Indonesian Islamic revival, says that ‘as part of the broader revival, it has been subject to reinterpretations that have helped break down distinctions between ‘‘Traditionalists’’ and ‘‘Modernists’’’ (p. 710).Finally, the umma at large is also in need of the tasawwuf aspect of al-Ghazali’s ethics. The vagueness of the term within modern society notwithstanding, historical Muslim communities understood its importance, as noted by ibn Kaldun, who says about tasawwuf: This knowledge is a branch of the sciences of Sacred Law that originated within the Umma. From the first, the way of such people had also been considered the path of truth and guidance by the early Muslim community and its notables (cited in Keller 1993). Keller (1995) notes that for the early communities, tasawwuf signified ikhlas (sincerity).Ikhlas is a state of the qalb, and like other states of the qalb such as love, mercy, f ear is obligatory for Muslims hoping for felicity in the afterlife. The Quran says: ‘a day when wealth will not avail, nor sons, but only him who brings Allah a sound heart’ (26:88). Thus tasawwuf, Keller notes, is necessary for ‘fully realising the Shariah in one’s life, to attain the states of the heart demanded by the Quran and Sunnah’. Al-Ghazali’s ethics, as practical tasawwuf, becomes a means of addressing the spiritual aspect of religious life.The broader implications of Ghazali’s tasawwuf lie in negotiating the modern world. Murad (2002) notes that the failure of the ‘Enlightenment paradigm, as invoked by the secular elites in the Muslim world, to deliver moral and efficient government and cultural guidance, indicates that the solution must be religious’. To this end he suggests traditional Islam; it is the middle path between two extreme responses elicited by secularisation: liberalism and fundamentalism. Moosa (20 05) notes that one of the challenges to contemporary Muslim society is epistemicide, the destruction of a social-group’s knowledge (p. 65). The need to stem this epistemicide surely cannot be done by zealots or modernist liberals as the former cannot relate its scripture to changing circumstances and the latter decide to change its basic meanings. Here Ghazali’s ‘critical traditionalism’ may be utilised. Its moderate tradition-based ethics provides an antithesis to the ‘contemporary positivist and scientist ethics of dos and donts’ (Murad 2002). A critique of the relevance of al-Ghazali’s tasawwuf-laden ethics is that it may alienate many contemporary Muslims.The more advanced stages of his ethics involving knowledge of God are ungraspable for the non-initiated ‘purifier’. However, the beginning of his ethics, practice of daily rituals and pursing good character, remains accessible to all people. Therefore, in view of conte mporary society’s focus on materialism, and the lax attitude elicited by modernity towards religious life, al-Ghazali’s tasawwuf-laden ethics, at various levels, provides a robust cognitive-behavioural ethical methodology that can facilitate religious living in contemporary society. In summary, al-Ghazali’s ethics provides a successful method of attaining the ‘serene soul’.He framework of purification of the self involving action, virtue, and knowledge culminates in the state of wilaya wherein one witnesses realities of tawheed. The implications of his holistic ethics are daily application in worldly and religious living, resuscitation and mediation of Islamic scholarship, and a tasawwuf-based spiritual revival of the umma. References Ameur, R 2009, 101466 Ethical Traditions in Islam, The Ritual of the Law: lecture transcript, University of Western Sydney, Milperra. Gardener, RWR 1917, ‘al-Ghazali as Sufi’, The Muslim World, vol. 7, no. 2, 131-143.Hourani, G 1976, ‘Ghazali on the ethics of action’, Journal of the American Oriental Society, vol. 96, no. 1, pp. 69-88, University of Western Sydney Resources Online ( 101466). Gulen, F n. d. , Basira and insight. http://www. fethullahgulenchair. com/index. php? option=com_content&view=article&id=626:basira-and-firasa-insight-and-discernment-&catid=69:key-concepts-in-the-practice-of-sufism-&Itemid=210>. Howell, JD 2001, ‘Sufism and the Indonesian Islamic Revival’, The Journal of Asian Studies, vol. 60, no. 3, pp. 701–729. Keller, NHM 1995, The place of tasawwuf in traditional Islam, viewed 8 June 2011, .Keller, NHM 1995, How would you respond to the Claim that Sufism is bid'a? , viewed 8 June 2011, . Moosa, E 2005, Ghazali: The poetics of imagination, The University of North Caroline Press, Chapel Hill. Murad, AH 2002, The Faith in the future: Islam after the Enlightenment, viewed 9 June 2011, . Nofal, N 1993, Ghazali, Prospects: The qua rterly review of comparative education vol. 23, no. 3/4, pp. 519-542. Ormsby, E 2008, ‘The revival of Islam’, in Ghazali: The revival of Islam, Oneworld, Oxford. Saeed, A 2007, ‘Trends in contemporary Islam’, The Muslim World, vol. 97, pp. 397-404.

Sedimentary Rocks

Plate tectonics are responsible for many of Earth’s natural occurrences. From volcanoes to earthquakes plate tectonics play are large role. Another natural occurrence that is not is discussed as much as volcanoes and earthquakes is the formation of sedimentary rock. Plate tectonics also plays a major role in the formation of this type of rock. Plate tectonics is a term that is used to describe how the different plates that make up the Earth move and the reactions that occur as they are moving. Before explaining how plate tectonics are related the concept of sediments must be understood. Sediments are pieces of solid material are deposited on Earth’s surface by way of wind, water, ice, gravity or chemical precipitation. This occurs through weather and erosion (McClearly, 2005). As convergent plates move towards each other, one plate is subducted under the other plate and as this is occurring the plates are moving accumulated sediment and rocks with them. Divergent boundaries also have an effect on sedimentary rock. In divergent movement the plates are moving away from each other and the young sedimentary rock is pushed to the open boundary (Ryan, 2008). Sedimentary rock actually originates from the disposition of the sediments after they are moved by the movement of plates. The climate controls how sediments are moved and how the rock weather. After weathering and erosion has occurred the sediments stop moving and settle. Where they settle is known as their disposition. The origination of sedimentary work is a combination of natural processes that result in the disposition of sediment. The way the sediment is actually formed is a process known as Lithification. Lithification is physical and chemical processes which loose sediment is transformed into sedimentary rock. Lithification begins with compaction. The weight of sediments on top of other sediments forces the sediment grains closer together, which results in physical changes. The next process that occurs is through a chemical process known as cementation. Cementation occurs when mineral growth, in combination with high temperatures, cement sediment grains together into solid rock (McClearly, 2008). After sedimentary rock is formed then it is organized on the Earth’s surface. The pattern of organization is known as bedding. Bedding is the layered arrangement of strata in a group of sediment or sedimentary rock. Over time strata’s that are adjacent to each other may look different because the mineral composition of the sediments in a specific location may changes or the way the sediments are transported or deposited may be different. The bedding surface, which is the boundary between adjacent strata, is the indication that rock was once sediment. Once sediments have been formed they are classified into three different categories. The first is clastic sedimentary rock. These rocks are formed from the sediment and debris from weathering and erosion. There are four different types of clastic, conglomerate (gravel), sandstone (sand),siltstone (silt), and mudstone (mud) or shale. These four categories are characterized by the size of their particles. The next category of sedimentary rock is chemical sedimentary rock. These rocks are formed by precipitation of minerals dissolved in lakes, rivers or sea water. This precipitation can occur is two ways. The first is plants and animals living in water can alter the chemical balance of the water which has an effect on the sediments. The second way is the evaporation of fresh water because of warm dry climates, which leads to increased salinity, the salts become solid because they are not dissolving. The last category of sedimentary rock is biogenic sedimentary rock. These rocks are formed from sediments that are primarily composed of plant and animal remains. This can include the hard shells of animals as well as the bones and teeth. From plants this can include fragments of plant matter such as roots, wood and leaves (Murck, Skinner, Mackenzie, 2008). Since there are three categories of sedimentary rock differentiating in the three is important. One way to tell the difference in the rock is the physical characteristics or physical location. Clastic rock is in the form of gravel, sand, slit or mud, which are all easily recognizable. Chemical sedimentary rock will be located in areas with water such as seas and lakes, since the chemical process which creates these rocks are done inside of water. Biogenic sedimentary rock is easily recognizable because these rocks will have pieces of animal or plant matter in them. Fossils can be carved out of these types of sedimentary rock (McClearly, 2005). Sedimentary rock is one type of rock that is located all over the world. From mountains to oceans sedimentary rocks can be found. With the combination of plate tectonics, weather and erosion sedimentary rocks are formed. Clastic, chemical and biogenic rocks are all very different but together they make up the category of sedimentary rocks.

A Biography of Letizia Bonaparte - Napoleons Mother

A Biography of Letizia Bonaparte - Napoleons Mother Letizia Bonaparte experienced poverty and opulent wealth thanks to the actions of her children, the most famous of whom was Napoleon Bonaparte, the twice Emperor of France. But Letizia was no mere lucky mother profiting from a childs success, she was a formidable figure who guided her family through difficult, albeit often self made, situations, and saw a son rise and fall while keeping a relatively steady head. Napoleon might have been emperor of France and Europes most feared military leader, but Letiziawas still happy to refuse to attend his coronation when she was unhappy with him! Marie-Letizia Bonaparte (nà ©e Ramolino), Madame Mà ©re de Sa Majestà © lEmpereur (1804 - 1815) Born: 24th August 1750 in Ajaccio, Corsica.Married: 2nd June 1764 in Ajaccio, CorsicaDied: 2nd February 1836 in Rome, Italy. Childhood Born in the middle of the eighteenth century, August 1750, Marie-Letizia was a member of the Ramolinos, a low ranking noble family of Italian descent whose elders had lived around Corsica - and in Letizias case, Ajaccio - for several centuries. Letizias father died when she was five and her mother Angela remarried a few years later to Franà §ois Fesch, a captain from the Ajaccio garrison which Letizias father had once commanded. Throughout this period Letizia received no education beyond the domestic. Marriage The next phase of Letizias life began on June 2nd 1764 when she married Carlo Buonaparte, the son of a local family with similar social rank and Italian descent; Carlo was eighteen, Letizia fourteen. Although some myths claim otherwise, the couple certainly didnt elope on a lovesick whim and, although some of the Ramolinos objected, neither family was overtly against the marriage; indeed, most historians agree that the match was a sound, largely economic, agreement which left the couple financially secure, although far from rich. Letizia soon bore two children, one before the end of 1765 and another under ten months later, but neither lived for long. Her next child was born on July 7th 1768, and this son survived: he was named Joseph. Overall, Letizia gave birth to thirteen children, but only eight of those made it past infancy. On The Front Line One source of family income was Carlos work for Pasquale Paoli, a Corsican patriot and revolutionary leader. When French armies landed in Corsica during 1768 Paolis forces fought an, initially successful, war against them and, in early 1769, Letizia accompanied Carlo to the front line - at her own behest - despite her fourth pregnancy. However, the Corsican forces were crushed at the battle of Ponte Novo and Letizia was forced to flee back to Ajaccio through mountains. The incident is worth noting, for shortly after her return Letizia gave birth to her second surviving son, Napoleon; his embryonic presence at the battle remains part of his legend. Household Letizia remained in Ajaccio for the next decade, bearing six more children who survived into adulthood - Lucien in 1775, Elisa in 1777, Louis in 1778, Pauline in 1780, Caroline in 1782 and finally Jerome in 1784. Much of Letizias time was spent caring for those children who remained at home - Joseph and Napoleon departed for schooling in France during 1779 - and organising the Casa Buonaparte, her home. By all accounts Letizia was a stern mother prepared to whip her offspring, but she was also caring and ran her household to the benefit of all. Affair with Comte de Marbeuf During the late 1770s Letizia began an affair with the Comte de Marbeuf, Corsicas French military governor and a friend of Carlos. Although there is no direct evidence, and despite the attempts of some historians to argue otherwise, the circumstances make it quite clear that Letizia and Marbeuf were lovers at some point during the period 1776 to 1784, when the latter married an eighteen year girl and began to distance himself from the, now 34 year old, Letizia. Marbeuf may have fathered one of the Buonaparte children, but commentators who claim he was Napoleons father are without any foundation. Fluctuating Wealth / Flight to France Carlo died on February 24th 1785. For the next few years Letizia managed to keep her family together, despite numerous sons and daughters scattered across France in education and training, by running a thrifty household and persuading notoriously ungenerous relatives to part with money. This was the start of a series of financial troughs and peaks for Letizia: in 1791 she inherited large sums from Archdeacon Lucien, a man who had lived on the floor above her in the Casa Buonaparte. This windfall enabled her to relax her grip on household tasks and enjoy herself, but it also enabled her son Napoleon to enjoy quick promotion and enter into the turmoil of Corsican politics. After turning against Paoli Napoleon suffered defeat, forcing his family to flee for the French mainland in 1793. By the end of that year Letizia was lodged in two small rooms at Marseilles, relying on a soup kitchen for food. This sudden income and loss would, you can speculate, colour her views when the family rose to great heights under the Napoleonic empire and fell from them with equally spectacular speed. Rise of Napoleon Having plunged his family into poverty, Napoleon soon saved them from it: heroic success in Paris brought him promotion to the Army of the Interior and considerable wealth, 60,000 francs of which went to Letizia, enabling her to move into one of Marseilles best homes. From then until 1814 Letizia received ever greater riches from her son, especially after his triumphant Italian campaign of 1796-7. This lined the elder Bonaparte brothers pockets with considerable riches and caused the Paolistas to be expelled from Corsica; Letizia was thus able to return to the Casa Buonaparte, which she renovated with a massive compensatory grant from the French government. The Wars of the 1st / 2nd / 3rd / 4th / 5th / 1812 / 6th Coalition Mother of the Emperor of France Now a woman of great wealth and considerable esteem, Letizia still attempted to control her children, remaining able to praise and chastise them even as they became kings, princes and emperors. Indeed, Letizia was keen that each should benefit equally from the Bonapartes success, and each time he bestowed an award on one sibling Letizia urged him to restore the equilibrium with awards to the others. In an imperial story full of wealth, battles and conquest, there is something warming about the presence of the imperial mother still making sure the siblings divided things equally, even if these were regions and people had died to gain them. Letizia did more than simply organise her family, for she acted as unofficial governor of Corsica - commentators have suggested that nothing major occurred without her approval - and oversaw the Imperial Charities. Snubbing Napoleon However, Napoleons fame and wealth was no guarantee of his mothers favour. Immediately after his imperial accession Napoleon granted titles to his family, including that of Prince of the Empire for Joseph and Louis. However, Letizia was so chagrined at hers - Madame Mà ¨re de Sa Majestà © lEmpereur (or Madame Mà ¨re, Madam Mother) - that she boycotted the coronation. The title may well have been a deliberate slight from son to mother over family arguments and the Emperor tried to make amends a year later, in 1805, by giving Letizia a country home with over 200 courtiers, high-ranking servants and vast sums of money. Madame Mre This episode reveals another side of Letizia: she was certainly careful with her own money, but willing to spend that of her children and patrons. Unimpressed with the first property - a wing of the Grand Trianon - she had Napoleon move her into a large seventeenth century chateau, despite complaining at the opulence of it all. Letizia was exhibiting more than an innate miserlyness, or using the lessons learnt from coping with her free-spending husband, for she was preparing for the potential collapse of Napoleons empire: My son has a fine position, said Letizia, but it may not continue for ever. Who knows whether all these kings wont some day come to me begging for bread? (Napoleons Family, Seward, pg 103.) Refuge in Rome Circumstances did indeed change. In 1814 Napoleons enemies seized Paris, forcing him into abdication and exile on Elba; as the Empire fell, so his siblings fell with him, losing their thrones, titles and parts of their wealth. Nevertheless, the conditions of Napoleons abdication guaranteed Madame Mà ¨re 300,000 francs a year; throughout the crises Letizia acted with stoicism and gentle bravery, never rushing from her enemies and marshalling her errant children as best she could. She initially traveled to Italy with her half brother Fesch, the latter gaining an audience with Pope Pius VII during which the pair were granted refuge in Rome. Letizia also exhibited her head for sensible finances by liquidating her French property before it was taken from her. Still showing parental concern, Letizia traveled to stay with Napoleon before urging him to embark on the adventure which became the Hundred Days, a period when Napoleon regained the Imperial Crown, hurriedly re-organised France and fought the most famous battle in European History, Waterloo. Of course, he was defeated and exiled to distant St. Helena. Having traveled back to France with her son Letizia was soon thrown out; she accepted the protection of the Pope and Rome remained her home. Post Imperial Life Her son may have fallen from power, but Letizia and Fesch had invested considerable sums during the days of Empire, leaving them wealthy and ensconced in luxury: she brought the Palazza Rinuccini in 1818 and installed within it a large number of staff. Letizia also remained active in her familys affairs, interviewing, hiring and shipping staff out to Napoleon and writing letters to secure his release. Nevertheless, her life now became tinged with tragedy as several of her children died young: Elisa in 1820, Napoleon in 1821 and Pauline in 1825. After Elisas death Letizia only ever wore black, and she became increasingly devout. Having lost all her teeth earlier in life Madame Mere now lost her sight, living many of her final years blind. Death / Conclusion Letizia Bonaparte died, still under the protection of the Pope, in Rome on February 2nd 1836. An often dominant mother, Madame Mà ¨re was a pragmatic and careful woman who combined an ability to enjoy luxury without guilt, but to also plan ahead and live without exorbitance. She remained Corsican in thought and word, preferring to speak Italian instead of French, a language which, despite almost two decades living in the country, she spoke poorly and could not write. Despite the hatred and bitterness aimed at her son Letizia remained a surprisingly popular figure, probably because she lacked the eccentricities and ambitions of her children. In 1851 Letizias body was returned and buried in her native Ajaccio. That she is a footnote in the history of Napoleon is an enduring shame, as she is an interesting character in her own right, especially as, centuries later, it is often the Bonapartes who resisted the heights of grandeur and folly who endear. Notable Family:Husband: Carlo Buonaparte (1746 - 1785)Children: Joseph Bonaparte, originally Giuseppe Buonaparte (1768 - 1844)Napoleon Bonaparte, originally Napoleone Buonaparte (1769 - 1821)Lucien Bonaparte, originally Luciano Buonaparte (1775 - 1840)Elisa Bacciochi, nà ©e Maria Anna Buonaparte/Bonaparte (1777 - 1820)Louis Bonaparte, originally Luigi Buonaparte (1778 - 1846)Pauline Borghese, nà ©e Maria Paola/Paoletta Buonaparte/Bonaparte (1780 - 1825)Caroline Murat, nà ©e Maria Annunziata Buonaparte/Bonaparte (1782 - 1839)Jà ©rà ´me Bonaparte, originally Girolamo Buonaparte (1784 - 1860)

How to Succeed in Writing an Essay

How to Succeed in Writing an Essay How to Succeed in Writing an Essay Lets be honest; writing is probably not a skill you can boast about. You probably havent written a best-seller yet, and you havent won a Nobel Prize in literature. Well, dont get desperate. You wont believe how many good writers havent done it, either. You are reading this article because you want to learn how to write better, and that is already a good sign. So, you need to write an article. Have you selected a topic yet? Sometimes your teacher will assign you a topic, but if you have an opportunity to select one yourself, you should definitely do so. You can write about something you are good at or interested in or perhaps something you wanted to learn about but don’t have the time. Before you begin writing, you might develop a plan. Careful planning helps you work more productively, gives you a better idea of how much time you should spend on writing every day, and also helps you to understand what needs to be accomplished and in what order. First of all, ask yourself whether you know enough to write on topic you have chosen. If not, conduct some preliminary research. Read a book or a magazine, ask a person who is knowledgeable about it, or just research it on the Internet. Once youve conducted a little bit of research, you may feel like you have all the information needed, but it may seem a bit chaotic in your head. You may often find yourself sitting at your desk, trying to sort everything out so you express your ideas or understanding on paper. You have to analyze all the information, determine what needs to be included in your paper, what information is irrelevant, what sources are reliable, and which are not. Doing so will help you to become more organized in completing the paper. Very often people are intimidated by a blank sheet of paper. You may be afraid to start writing, thinking that you are too incompetent. Possibly, you are not willing to make mistakes and feel discouraged at the thought of making errors. However, even experienced writers are sometimes afraid to write. None of them are sure that what they write will appeal to their readers; yet, they take risks and succeed. You shouldnt worry too much about making mistakes as you write. First, if you dont write anything, you will definitely fail, so its worth trying to write at least something. Second, write whatever you feel like writing now. Think of your writing as a lump of clay. You take away here and add there. You mold and shape it into what you want it to be. Writing is a craft, an art. Keeping that in mind, your first draft may drastically differ from the final version of your paper. So, once your first draft is completed, your task is to edit your paper with care and consideration for what yo u want to say and how you want to say it. Rewriting may take more time than you spent on writing the original draft, but this proves how important proofreading and revising is in making a paper flawless. Writing is not easy, but with the tips mentioned above, a great deal of diligence, and a bit of inspiration, you can successfully write an essay. Probably, you need a professional essay writing service to have your academic paper written by highly qualified writers? Try our custom writing company now!

Tutorial 13 Coursework Example | Topics and Well Written Essays - 250 words

Tutorial 13 - Coursework Example During the informal language lesson, I learnt that it is not appropriate to term language usage as informal because it is applicable to many contexts. Moreover, in the excerpt about Mitt Romney’s comment concerning the plight of poverty, I noted that there are many government safety nets meant for the poor while the middle-class citizens are neglected. Therefore, there should be development of policies that pay attention to the middle-class citizens. Regarding the levels of formality, it is not bad to use contractions in academic writing provided that they are not used in excess, occasionally used, and well executed. Further, quotes should be reproduced exactly as they are while taking care on the first and second person pronouns in the academic writing works. In addition, it is proper to avoid the first person references to create a great impression on the readers. Moreover, when using emails, memos, and business letters, the recipients’ title needs consideration. In the context of professional and academic writing, specific writing styles prefer particular and consistent ways of writing references. Individuals, who are unable to correctly reference, should regularly refer to the conventions provided for in reference guiding manuals. Furthermore, fragment sentences are not appropriate in academic writing as they are in social media and they should be avoided unless called needed. Further, informal writing styles should never be used in academic writing and it is paramount to comprehend genres, tasks, and expectations for writing. A writer can seek clarity from the instructor. All the constructions should not be too casual. However, the constructions must be marked and edited to tailor it to the appropriate style. Conclusively, formality depends on context, purpose, audience and situation of the