Islam is the second religion of the book Essay Example for Free

Islam is the second religion of the book Essay Incidentally, the term: â€Å"People of the Book† comes from the Qur’an which cites both Judaism and Christianity, religions which came before Islam, as having part of its origins in the prophet of Abraham. In this, we can see a respect for the other religions; a respect which is lost on the perception of a vocal minority of Muslims and as a result, a perception that Muslims hate all other religions. This is false and dangerous assumption for both sides. Belief in Islam requires that a convert believe in only one God, the revelations which he has given to his people from his angels, his messengers and chiefly, the prophet Mohammad whose writings from 610AD until his death in 632 AD helped to compose the Holy book of Quran. It is a central belief and one that is seen as the most important: That there is no â€Å"God but Allah and Mohammad is his prophet. † This is required of all those wishing to consider themselves Muslims and followers of Mohammad and his teachings. There are an estimated 1. 6 billion Muslims with an annual growth rate which exceeds all other religions in the world. Muslims are spread all over the world but are highly concentrated in the Middle East. Pakistan is the most heavily populated country of Muslims and even America has an estimated seven to ten million Muslims in the country. Muslims believe that the Koran is the literal word of God and was made such by a visitation of the angel Gabriel to the prophet Mohammad. Angels are described in the Koran as: â€Å"messengers with wings. Two or three of four pairs. He adds to Creation as He pleases. † This is a central belief as well as the fact that Mohammad, despite his greatness in the religion of Islam, is not considered a deity of any kind. Neither is Jesus who, despite being highly regarded in the official teachings of the last fourteen centuries, is considered to be only a man and a prophet of God’s, although his greatness is not to exceed that of the prophet Mohammad. God is a central theme of the religion and his is referred to as: â€Å"God, the One and Only: God, the eternal, Absolute, He begetteth not, nor is He begotten; and there is none like unto him. † It is also a central theme of Islam; the Day of Judgment. Similar to the Christian belief in predestination, many Muslims believe that people are predestined as to whether they will enter heaven or enter hell on the Day of Judgment. That is not to say that an individual does not have the freedom to choose, rather that God, from the beginning of time, knows the destination of every person who ever existed, or who will ever exist. In this fervor, the message of a complete submission to God is central as well as to the belief in Islam. Disbelief and a failure to submit to the will of God are one of the main offenses which, according to the Koran, will result in a person, on the Day of Judgment, going to hell. The latter is one of the main appeals that individuals have for Islam as in many countries with a high population of Muslims, the living conditions are less than substandard and people live a very tough existence. Lastly, one of the most important and central teachings of Islam is called the â€Å"Five Pillars of Islam. † There are five major aspects of Islam which individuals are strongly encouraged to observe. The first is belief in Mohammad as the prophet of God and that the words of the prophet which are located in the Koran are the literal word of God. The second is praying in the direction of Mecca, five times a day. The third is the giving of alms or charity to the poor and needy. The fourth is fasting during the month of Ramadan in which one must not eat or drink from dusk to dawn. The last is called the Hajj or a pilgrimage during the fourth Islamic month to Mecca at least once in their lifetime. † The latter will compel millions of Muslims, sometimes two and three million Muslims at a time, to go to Mecca at the same time in order to fulfill their last duty, or pillar of Islam. When asking Mr. Aziz about the importance of the religion of Islam within his own life, he gave a very passionate and informed response. â€Å"In America, there is a great deal of misconception about the religion of Islam and as a Muslim; it is my responsibility to live in a way that would help to dispel those myths. Although not in the same light, nor with the same amount of spotlight, it is similar to the experience that the American boxer, Joe Louis had while he was the Boxing heavyweight champion of the world. His manager was careful not to have Joe Louis portrayed in a way that would add to the misconceived stereotypes about African Americans at that time since the last African America boxer, Jack Johnson, had done the opposite and was shunned by America. † When asked if he has found this to help within his own life; the conception of others about him, his ethnicity and his religion, Mr. Aziz had a mixed response. â€Å"There will always be people who will not change their opinions about the Middle East or Islam. I can’t really help that. However, for three high majorities of people who make the effort to know me, they have sometimes come out and said that they were wrong about Muslims, or at least about me. There is still a hint of racism within such sentiments. However, it is progress. † Mr. Aziz then talked to me about his religion. â€Å"In Islam, there are five pillars which every Muslim is expected to respect and obey these pillars. In no specific order, these five pillars are to travel to Mecca at least once in your life, to give to charity, to pray five times in the day while facing in the direction of Mecca, to fast during the Holy Months and to believe that there are no gods but Allah and that Mohammad is his messenger. The last is the most important and is what helps to connect the more than 1. 6 billions Muslims in more than a hundred countries in the world, each one to the other. It is very important to all Muslims. I have not yet gone to Mecca but I hope to by the end of the decade. I have not always been faithful in the completion of the other four on a daily basis as most people of faith experience a lapse in their faith and devotion. That has happened before. However, I am quick to connect the dots and to separate myself from whatever vehicle is serving as an impediment to my faith. † â€Å"Fasting is also important. During the Holy month of Ramadan, there is to be no eating during sunlight. This is one of the most difficult of the five pillars. The reason to fast is that it will help to bring the believer closer to God through the realization that God is the supplier of everything and that nothing can be done apart from him. We eat his food and breathe his air. We use his sunlight and are stewards of his world. In comparison with God, man is so small and weak. Sometimes people forget that. Fasting helps to remind them. † Mr. Aziz also prays five times a day as well as gives to charity. â€Å"I wake up at 5am and pray then as well as at 8am, noon, four pm and before I go to bed at 9pm. Since I was raised to do this and to adhere to the five pillars, this has become a habit of mine and is not really difficult. I remember as a child, I rebelled a great deal towards this especially since I wanted to stay in bed. It was not until two consecutive years, did I feel its difficulty ease and I began to enjoy it. † It is also important to give to charity. This does not solely mean money. There are many people in the world who are very poor and do not have the money to give. To give to charity, or to give alms, means also to be helpful to one’s neighbor. Whether it is shoveling the snow from an elderly neighbor’s driveway or simply just informing a person at the grocery store that they dropped their purse; these all are examples of charity. † Mr. Aziz also speaks to the importance that his religion has towards his community. â€Å"Even though here in America, there is an estimated three to seven million Muslims, there are very few where I live and no places of worship. One of the reasons for the latter I believe is caused by the beliefs that the people in the surrounding towns have about Muslims and that we are all terrorists. Therefore, there have been many attempts, to diffuse any building plans for a mosque. † How do you feel about that? â€Å"It is discouraging to me but me and fellow Muslims meet in people’s homes in order to worship and pray. It is similar to the 1st century Christians who were barred from worshiping by the Roman authorities or the Jews who during WWII were not allowed to worship either. We are not under the same level of persecution but as these other two groups. However, it still requires some planning. † â€Å"It is my family and friends which help to lay a foundation of faith within my life. There are few Muslims in the surrounding areas. Therefore, the friends that I do have and which practice Islam as well as my family, for more than one reason, provide a structure and foundation for me. This is very important. America does not have the same problem with their Muslim population in comparison to the troubles in Europe because we have assimilated. This is important to a degree. We do not want to become completely Americanized but in the process, love American sports and the traditions that come with this country. † So we are then relegated to worship nearly in private. † It is one of the prices to pay for being a Muslim in America. However, since the majority of American Muslims are doing well in America and enjoy this land, we are content to pay some of that price. We are Muslims first however and Americans second. Just as Christians have as a major aspect of their identity in which it cannot be separated from who they are, the same can be said about Muslims. † â€Å"The societal restrictions towards Muslims in America have eased up. However, as a Muslim in America, I still feel as though I am a foreigner in a country that I immigrated to legally over twenty years ago. America has still given me more opportunities than my homeland. I just look forward to the day when I can be truly being considered an America. If I do not live to see that day, I will be sad but I will remain happy that I have had such a rewarding and blessed life while living in America. † Mr. Aziz still continues to work and to support his family. When asked about the faith of his two daughters, Mr. Aziz comments: â€Å"They are eight and ten years old so they are young, but not too young to understand some of the world around them. I hope that I can keep them from experiencing instances of racism or prejudice. I do not however, that the worst that they receive in America, is still better than what they could have hoped for in Pakistan. That is why I am hesitant to complain too loudly. I am still able to raise my children, along with my wife, in the ways that we choose. This is a great freedom that America has; its religious freedom. I recently watched a documentary on Thomas Jefferson and learned that he was instrumental in creating a foundation of religious freedom that is present in America. This happened more than two hundred years ago. Yet, I am a recipient of such actions even today. It is very amazing to me and I am very appreciative. † â€Å"I am proud to be an American. However, I am also proud to be a Muslim. It seems that in the past few years, especially since 9/11, such sentiments have been seen as an oxymoron. I believe that they are one in the same as America promises religious freedom to all who will practice their religion of choice without breaking the law. This is the great gift that America’s forefathers and all who help to preserve such efforts, to contemporary Americans and all who will follow. It is the effort of every Muslim, not to be swayed by the fleeting morals of a society but to hold firm to the faith and teachings of Islam. This is what I am attempting to do. I have not always been successful and have fallen away from my faith from time to time. It is important, just like with anything in life, that once somebody has fallen short of their personal expectations, to get right back up and to try again. Religious faith is an ongoing process and does not stop while one is alive. † This is my hope and prayer for me and all others who feel that the law can only go so far and that a personal relationship with God is paramount in a person’s life. WORKS CITED Armstrong, Karen Islam: A Short History New York: Random History 2006 Burns, Ken Thomas Jefferson New York: Steeplechase PBS Films 1997 Miller, James Religions of the World. New York: WW Norton 1987 The Holy Qur’an (2002) New York: Oxford University Press An Interview with Mr. Aziz. Recorded with his permission on November 1, 2007 and Transcribed on November 4, 2007.

A Comprehensive Definition Of Counselling Psychology Essay

A Comprehensive Definition Of Counselling Psychology Essay This essay will give a clear definition of counselling and give a discussion with regards to the counselling settings that make a client feel safe. The essay will so discuss the characteristic that an effective counsellor should possess and give the importance of unconditional positive regard, empathy and congruence in the counselling process. Importance of self-care will also be discussed in the essay. A COMPREHENSIVE DEFINITION OF COUNSELLING Counselling is a process that enables a person to sort out issues and reach decision affecting their life. Often counselling is sought out at times to change a crisis and help people at any time of their life. Counselling involves talking with a person in a way that helps that person to solve in a way that create conditions that will cause the person to understand and improve their behaviour, character, values or lifes circumstances. Counselling is often performed face to face in confidential sessions between the counsellor and clients. Counselling can and may take many different format to bring a person to a better understanding of themselves and others. It can be seen that counselling can be of benefit to a person experiencing problems in finding, forming and maintaining relationships. Counselling is an umbrella term that covers a range of talking therapy. These are delivered by trained practitioners who work with people over a short or long period of time to help them bring about effective change or enhance their wellbeing. It is also a process in which a person is helped to explore the situation and find solution or answers for a problem. Counselling is a method of guidance of an individual. It helps the client to grow to a greater maturity by allowing the individuals to take responsibilities and to make their own decision ( John Rita, 2004). A DISCUSSION OF WHAT THE COUNSELLOR CAN DO WITH THE REGARDS TO THE COUNSELLING SETTING TO MAKE A CLIENT FEEL SAFE. A counsellor can have a Person-centred counselling where a therapeutic relationship between a counsellor and a client is formed. The client needs to be able to talk about whatever they need to, share their intimate thoughts and explore sometimes difficult feelings. For this a client needs to feel able to fully trust the counsellor, feel safe, supported and that they will not be judged. The counsellor should work on creating the right environment in which a client feels able to look at themselves and develop a greater understanding of their own thoughts, feelings and meanings. The counsellor is not there to analyse or give them advice, but instead to be alongside them supporting them and helping to explore their own issues with the belief that the client will come to find their own answers (France, 1984). According to Sutton (1998:50-56) creating a warm and safe environment is an essential stepping-stone to building a strong therapeutic alliance. A counsellor should have a room that h elps the client feel comfortable so that they can star sharing their concerns. Counsellors should give examples of opening sentences to help break the ice, as well as discussing some other important topics, including building trust boundary issues such as contrasting and terminating sessions on time. There should have the sessions in the same room that way the client will feel safe and comfortable and a counsellor should have chairs places approximately four feet apart and slightly at an angle. A small clock needs to be positioned where the counsellor can glance at it and attention should be paid to the lighting and room temperature. A box of tissues should be placed where the client can easily reach them, a vase of flowers should be available to add some colour to the setting so that the client can feel some warmth and reflect something of your personality. Greeting the client and showing them their sit can also make them feel safe. Addressing the client by the first name can also make them feel comfortable and accepted but you should ask them how they want to be addressed and introducing yourself with your first name can also mean breaking down the barriers of inequality. The counsellors opening sentences should be empathic and their posture should demonstrate to the client that they are ready to listen. Building trust is also important for people who have been let down before so developing the skills of active listening, accurate, sensitive responding, reflecting feelings, and empathy demonstrating that you are fully present for the client can help to establish a solid foundation of trust ( Sutton, 1998). THE CHARACTERISTICS THAT AN EFFECTIVE COUNSELLOR SHOULD POSSESS. First the counsellor should work on building a relationship. A requirement for being an effective counsellor is being able to practice and impart the skill of empathy in the client-counsellor interaction. The ability to convey a sense of confidence give clients a sense of confidence in themselves and confidence that the counsellor is directing people in the right direction. The counsellor should always be open-minded. They should not be judgemental but instead know how to give the best suggestions on how to deal with different types of situations. They need to know how to put themselves in ones shoes. Counsellors also need to be friendly with everyone. They should never let the person they are counselling feel more down than they already are. The counsellor should also be a good listener (Gladding, 1988). An effective counsellor should be able to relate to the person they are counselling and display a level of commitment. A counsellor should be able to inspire their client and help them see their potential. An effective counsellor should show their client that opportunities multiply and that life is a long line of opportunities. A counsellor should make their client understand that the choices they make presently will affect them in the long run and to collate what and how these choices will and are playing a role in their lives. According to Gladding (1988:100-105) a counsellor should have awareness and understanding of ones own self it means understanding ones feelings, personal strengths and limitation. This would help counsellors to understand themselves sufficiently and to know exactly what they are doing, why they are doing it. A counsellor should be in good health and should not be distracted by ones own problems. A counsellor should be open minded meaning that they should be able to distinguish between their own beliefs and values to that of their client and not force them to follow a particular value or belief system. Counsellors should have respect for their clients; they must view them as worthwhile people and treat them with warmth and dignity. The counsellor must have assertiveness. It may be verbal or non-verbal. Verbal attentiveness involves what is expressed to the client and the way it is expressed. Allowing clients to complete their sentences is one way of verbal attentiveness. Using verbal encouragers such as I see are ways of demonstrating verbal attentiveness. It is also important for a counsellor to learn to alter their voice and change their volume and speed depending on the clients reactions and situations. Non-verbal attentiveness includes eye contact, head nods, facial expression, body posture and distance. THE IMPORTANCE OF UNCONDITIONAL POSITIVE REGARD, EMPATHY AND CONGRUENCE IN THE COUNSELLING PROCESS Unconditional positive regard, empathy and congruence are the counsellors conditions needed to facilitate change. Without these conditions being present a healing relationship cannot form. 5.1 The importance of unconditional positive regard According to Rogers (1951:55-60) unconditional positive regard is when one person is completely accepting towards another person. This is not just showing acceptance but is an attitude that is demonstrated through behaviour. Unconditional positive regard is the fundamental attitude of the person-centred counsellor towards the client: Some component of unconditional positive regards include Respect: respecting a person in the dignity and brokenness as a person Non-judgemental: being neither judgemental against people of different race and sex Acceptance: accepting people in all their fullness, missing out including how they treat the relationship with you. Valuing: embracing the person you encounter, and valuing them as a unique person. Caring: being concerned for the person and wanting the best them Nurturing: wanting to help the person to grow in whatever ways are open for their growth as a person Love: experiencing the full richness of non-possessive love for the person in this relationship 5.2 The importance of empathy and in the counselling process According to Rogers (1942:60-65) Empathy is an essential variable for engendering constructive personality change in the therapeutic process. Empathy in addition to congruence and unconditional positive regard, has achieved a consensus standing in the professional literature as a core condition in facilitating the treatment relationship in counselling and psychotherapy. Empathy is the capacity to recognize and share feelings such as sadness and happiness that are experienced by another person and it involves sensitivity to the clients problems and being able to see things the way the client does. It involves perceiving and communicating. Perceiving is an intense process of active listening by the counsellor. On the other hand in communicating the counsellor says something that tells the client that their meanings and feelings are understood. Cultural sensitivity and knowledge of cultures different from the counsellor own are important to the effective use of the empathy. Empathy is r ecognized as a prominent variable in the development of a positive relationship. With an enhancement of empathy understanding, clients generally increase their level of therapy satisfaction, likelihood of compliance, and involvement in the treatment process. Being empathetic ensures you are listening and dealing with the clients concerns as they present them. You are not judging them. Empathy can assist counselors when dealing with challenging clients through Intensity responding to the feelings expressed at the appropriate level of intensity for example if you are working with a client. They are very agitated, about to be evicted and their mother is sick. Your response is You are a bit upset. The client becomes distant you have not reflected their level of emotion accurately. Context take all aspects into account not just word and non-verbal behaviour. A lot of people we come into contact with have multiple problems in their lives. They may behave in ways we find inappropriate but taken in context of their experience are understandable. Selective responding sometimes it may be appropriate to respond only to feelings or behaviour. Some clients do not respond well to discussing their feelings and in these cases it is useful to focus on more concrete elements such as experience and behaviour. When your empathic responses have been successful it is evident from the clients response, a nod of the head, or a positive verbal response. If a counsellors empathic response has not been accurate the client will indicate this non-verbally by stopping, fumbling or becoming frustrated. Being aware of these signs will assist a counsellor in relating to the challenging client (Rogers: 1951). 5.3 The importance of congruence in the counselling process According to Rogers (1942:66-70) Congruence means genuineness. People are congruent when they are not trying to appear to be anything other than what they are. Congruence is concerned with a persons attempt to achieve harmony in their way of being. Congruent is closely related to a number of terms such as honesty, transparency yet its meaning does not coincide with any of these. In providing the three counselling processes the counsellor creates a therapeutic environment which enables a client to psychologically self-heal. Congruency can help a counsellor to identify a client by the way the client will be portraying themselves. In counselling process this would help a counsellor to be able to work with a person who knows their true self so it wont be difficult to help that person to overcome the obstacles they face in life. THE IMPORTANCE OF SELF-CARE FOR COUNSELLORS Self care is a way of living that incorporates behaviours that help you to be refreshed, replenish your personal motivation, and grow as a person. It is the equivalent of keeping your car filled with gas so that you are ready to go anywhere you want without being worried if the gas is enough to go a distance. As school counsellors one of the major expectations is developing prevention and intervention strategies for students. However this cannot discount the need to develop own prevention and intervention plans for self-care. Prevention for burnout might include such things as asking for supervision, promoting your own personal wellness plan including a method to refill your own emotional bucket. Develop your own professional and personal support system with not only those who support you but those who will challenge you if you are exhibiting signs of burnout. Periodic self-assessments and evaluation of life stressors is an important prevention strategy. Personal counselling, nurturi ng your own emotional self, evaluating personal relationships, engaging in stress management and positive recreational activities offers value in burnout prevention as well ( Gladding, 1988). Counsellors should build a strong foundation for themselves this means spending time to strengthen themselves physically, mentally, emotionally and spiritually for example daily clearing is to check and identify how you are feeling and what you are thinking. Gather quality support such as finding a community like-minded people so that they can give you support. When you are with supportive people you will feel positive and empowered. Get rid of commitments that weigh you down and use the time to do things that give pleasure. Self-care is actually taking care of yourself after a long day at work so that you can work on your inner thoughts and be able to help people with a free mind and not experiencing burnout. Giving yourself time to do all the things that mean a lot to your life and keep you happy will keep you revived and strong enough to face your client with confidence ( Gladding, 1988). CONCLUSION This essay defined counselling and discussed the setting that a counsellor should be at to make a client feel safe with specific reference made looking at the characteristic that an effective counsellor should possess. The essay discussed the importance of unconditional positive regard, empathy, congruence and self-care in counselling process and in a counsellors own life

Hypothetical Consent and Political Legitimacy Essay -- What is Politics

ABSTRACT: A commonly accepted criticism of the social contract approach to justifying political authority targets the notion of hypothetical consent. Hypothetical contracts, it is argued, are not binding; therefore hypothetical consent cannot justify political authority. I argue that although hypothetical consent may not be capable of creating political obligation, it has the power to legitimate political arrangements. Hypothetical Consent and Justification A commonly accepted criticism of the social contract approach to justifying political authority targets the idea of hypothetical consent. Since only actual agreements are binding, the argument goes, citizens are not bound to obey their governments on the ground that, under circumstances different from the ones in which they now find themselves, they would have agreed to submit to its authority. (1) The purpose of this paper is to rescue hypothetical consent from this objection. I begin by distinguishing political legitimacy from political obligation. (2) I argue that while hypothetical consent may not serve as an adequate ground for political obligation, it is capable of grounding political legitimacy. I understand a theory of political legitimacy to give an account of the justice of political arrangements. (3) I understand a theory of political obligation to give an account of why and under what conditions, citizens are morally required to obey the rules constituting those arrangements. The social contract tradition offers us hypothetical consent theories of both political obligation and political legitimacy, frequently neglecting to distinguish the two ideas. Likewise, the common objection to hypothetical consent theories — that hypothetical contracts do not bind — ... ...vice of representation". (14) For an argument that no contractual agreement on the two principles of justice occurs in the original position and that therefore the two principles are not justified by a contract, see Jean Hampton, "Contracts and Choices: Does Rawls Have a Social Contract Theory?" The Journal of Philosophy 77, 6 (June 1980): 315-38. (15) As Jeremy Waldron maintains, "When we move from asking what people actually accept to asking what they would accept under certain conditions, we shift our emphasis away from the will and focus on the reasons that people might have for exercising their will in one way rather than another." Waldron, p. 55. (16) This objection is due to Bruce Landesman. (17) For a discussion of this distinction and the relation between the reasonable and the rational, see Rawls, PL, pp. 48-54. (18) See Freeman, pp. 123-31.

My Antonia Essay: The Role of Women -- My Antonia Essays

The Role of Women in My Antonia  Ã‚        Ã‚   In her novel, My Antonia, Cather represents the frontier as a new nation. Blanche Gelfant notes that Cather "creat[ed] images of strong and resourceful women upon whom the fate of a new country depended" . This responsibility, along with the "economic productivity" Gilbert and Gubar cite (173), reinforces the sense that women hold a different place in this frontier community than they would in the more settled areas of America.      Ã‚  Ã‚  Ã‚   One manner in which this unusual place can be seen is in the women's privileged relationship to the land in the text. While Jim Burden attends school, it is Antonia who shapes and works the new land that the pioneers inhabit, going "from farm to farm" to fill the need for agricultural hands (111). While Otto and Jake fill this need early in the text, it is predominantly Antonia's cultivation of the land that is followed throughout the remainder of the text. Similarly, the concrete contributions of the "hired girls" stand in pointed contrast to the invisible and/or passive employment of male characters such as Mr. Harling.      Ã‚  Ã‚  Ã‚   In the same way, Jim recognizes that it is the "hired girls" like Antonia who will form the backbone of the society when the next generation comes: "the girls who once worked in Black Hawk kitchens are to-day [sic] managing big farms and fine families of their own; their children are better off than the children of the women they used to serve" (150-1). These assertions--of the women's direct involvement of the development of the region, both agriculturally and socially--highlight an important point: "it is insufficient to think of nationalism affecting gender in a one-way relationship" (Walby 237). In other words,... ...Own: Attitudes Toward Women in Willa Cather's Short Fiction." Modern Fiction Studies 36:1 (Spring 1990): 81-89. Mosse, George. Nationalism and Sexuality: Respectability and Abnormal Sexuality in Modern Europe. New York: Howard Fertig, Inc., 1985. Ryan, Maureen. "No Woman's Land: Gender in Willa Cather's One of Ours." Studies in American Fiction 18 (Spring 1990): 65-75. Summers, Claude J. "'A Losing Game in the End': Aestheticism and Homosexuality in Cather's 'Paul's Case.'" Modern Fiction Studies 36:1 (Spring 1990): 103-119. Walby, Sylvia. "Woman and Nation." Mapping the Nation. ed. Gopal Balakrishnan. New York: Verso, 1996. 235-254. Woolf, Virginia. Three Guineas. London: Hogarth Press Ltd., 1938. Wussow, Helen. "Language, Gender, and Ethnicity in Three Fictions by Willa Cather." Women and Language 18 (Spring 1995): 52-5.          My Antonia Essay: The Role of Women -- My Antonia Essays The Role of Women in My Antonia  Ã‚        Ã‚   In her novel, My Antonia, Cather represents the frontier as a new nation. Blanche Gelfant notes that Cather "creat[ed] images of strong and resourceful women upon whom the fate of a new country depended" . This responsibility, along with the "economic productivity" Gilbert and Gubar cite (173), reinforces the sense that women hold a different place in this frontier community than they would in the more settled areas of America.      Ã‚  Ã‚  Ã‚   One manner in which this unusual place can be seen is in the women's privileged relationship to the land in the text. While Jim Burden attends school, it is Antonia who shapes and works the new land that the pioneers inhabit, going "from farm to farm" to fill the need for agricultural hands (111). While Otto and Jake fill this need early in the text, it is predominantly Antonia's cultivation of the land that is followed throughout the remainder of the text. Similarly, the concrete contributions of the "hired girls" stand in pointed contrast to the invisible and/or passive employment of male characters such as Mr. Harling.      Ã‚  Ã‚  Ã‚   In the same way, Jim recognizes that it is the "hired girls" like Antonia who will form the backbone of the society when the next generation comes: "the girls who once worked in Black Hawk kitchens are to-day [sic] managing big farms and fine families of their own; their children are better off than the children of the women they used to serve" (150-1). These assertions--of the women's direct involvement of the development of the region, both agriculturally and socially--highlight an important point: "it is insufficient to think of nationalism affecting gender in a one-way relationship" (Walby 237). In other words,... ...Own: Attitudes Toward Women in Willa Cather's Short Fiction." Modern Fiction Studies 36:1 (Spring 1990): 81-89. Mosse, George. Nationalism and Sexuality: Respectability and Abnormal Sexuality in Modern Europe. New York: Howard Fertig, Inc., 1985. Ryan, Maureen. "No Woman's Land: Gender in Willa Cather's One of Ours." Studies in American Fiction 18 (Spring 1990): 65-75. Summers, Claude J. "'A Losing Game in the End': Aestheticism and Homosexuality in Cather's 'Paul's Case.'" Modern Fiction Studies 36:1 (Spring 1990): 103-119. Walby, Sylvia. "Woman and Nation." Mapping the Nation. ed. Gopal Balakrishnan. New York: Verso, 1996. 235-254. Woolf, Virginia. Three Guineas. London: Hogarth Press Ltd., 1938. Wussow, Helen. "Language, Gender, and Ethnicity in Three Fictions by Willa Cather." Women and Language 18 (Spring 1995): 52-5.         

andy warhol Essay -- essays research papers

Andy Warhol, the American painter, printmaker, illustrator, and film maker was born in Pittsburgh on August 6, 1928, shortly afterwards settling in New York. The only son of immigrant, Czech parents, Andy finished high school and went on to the Carnegie Institute of Technology in Pittsburgh, graduating in 1949 with hopes of becoming an art teacher in the public schools. While in Pittsburgh, he worked for a department store arranging window displays, and often was asked to simply look for ideas in fashion magazines . While recognizing the job as a waste of time, he recalls later that the fashion magazines â€Å"gave me a sense of style and other career opportunities.† Upon graduating, Warhol moved to New York and began his artistic career as a commercial artist and illustrator for magazines and newspapers. Although extremely shy and clad in old jeans and sneakers, Warhol attempted to intermingle with anyone at all who might be able to assist him in the art world. His portfolio secure in a brown paper bag, Warhol introduced himself and showed his work to anyone that could help him out. Eventually, he got a job with Glamour magazine, doing illustrations for an article called â€Å"Success is a Job in New York,† along with doing a spread showing women’s shoes. Proving his reliability and skills, he acquired other such jobs, illustrating adds for Harpers Bazaar, Millers Shoes, contributing to other large corporate image-building campaigns, doing designs for the Upjohn Company, the National Broadcasting Company and others. In these early drawings, Warhol used a device that would prove beneficial throughout his commercial art period of the 1950’s-a tentative, blotted ink line produced by a simple monotype process. First he drew in black ink on glazed, nonabsorbent paper. Then he would press the design against an absorbent sheet. As droplets of ink spread, gaps in the line filled in-or didn’t, in which case they created a look of spo ntaneity. Warhol mastered thighs method, and art directors of the 1950’s found in adaptable to nearly any purpose. This method functioned provided him with a hand-scale equivalent of a printing press, showing his interest in mechanical reproduction that dominates much of his future work. Such techniques used for almost all of his works derived from his beginning in the commercial arts. His pattern of aesthetic and artistic innovation, to â€Å"expect ... ...y not have been completely random. Throughout the Death and Disaster paintings, Warhol makes use of background color to serve various functions. Mostly, throughout the series, he avoids the use of primary colors, using mainly secondaries, such as oranges, lavenders, and pinks, the types of colors â€Å"you would expect to find in a wallpaper store.† His use of background color in the Death and Disaster paintings is mostly extrinsic to the content of the images. In some, such as â€Å"Lavender Disaster,† the background color seems to intensify the effect of alienation created by the realism of the visual content. In others, such as â€Å"Atomic Bomb,† the red-orange color serves a supporting role. The images Warhol selected for these paintings were gruesome, though he showed again his brilliant eye for such images so effective in shocking the viewer. â€Å"With an eye for the eccentricity of an individual event, Warhol’s paintings capture the unpredict able choreography of death.† Using a broad range of images, from car crashes, suicides, burn victims, funerals, riots, to the culmination with the atomic bomb, Warhol succeeded in giving the viewer what one expected of Warhol; to expect the unexpected.

Dekada 70 Starting Summary

In the 70's, the Republic of the Philippines was suffering under the midst of then- President Ferdinand Marcos' reign as ruler. It was in September 21st, 1972, that he chained close whatever inkling of democracy the Filipinos had by declaring Martial Law. Unfortunately, it was a rule of a a twisted sort: the nation would be under the rule of the Armed Forces, but contrary to its definition, Marcos' Martial Law kept himself in power. Dekada '70 (Translated into English, the 70's decade) is a bittersweet tale of love in the face of hate, hope in the face oppression, and new life in the midst of death. It is a novel of a mother, her examination of her oft-unappreciated role in modern society, and how she struggles to find for herself a sense of purpose and identity while suffering through the very pit of the nation's disintegration. It is a novel of a mother and her family, how society around her affects her family. It is a tale of she becomes torn between the letter of the law or her responsibility as a mother. Dekada '70 tells of how under hate, greed and corruption, one normal person transcends beyond right and wrong: instead learns that it is freedom that entails survival. Set in the 70's, urban Metro Manila, Amanda Bartolome is a middle-class mother of five young men. Amanda acts as a supposed symbolism of detachment. First of all, she was a mother, a housewife; such were not considered integral parts of society during those times. She was not the breadwinner; she did not experience the foremost effects of the decline of the Philippines economy back then. She was a member of the middle class; her family did not take money, like the rich, nor did her family suffer the worst of the financial crises, like the poor. The lives of Amanda's children each went in different directions in the story, and each varied. Her eldest son was Jules. Jules grew up normally, similar to every other ideal family. His upbringing was that of what ideally conformed to normal.

Affects of Gender on Intelligence

The Effect of Gender on an IQ – Spatial Intelligence Introduction Intelligence is the capability to take in new information and adapt to situations. It is derived from both genetics and environment. Genetics are the part that genes play in a person’s life. It is also questioned that different levels of different types of intelligence are based on whether a person is male or female. Howard Gardner suggested that there are multiple types of intelligence, those of which are: linguistic, logical-mathematical, musical, spatial, bodily-kinaesthetic, naturalistic, interpersonal and intrapersonal.These intelligences make up the IQ of an individual. Types of intelligences: * Linguistic: the ability one has with of words. * Logical-mathematical: the use calculation. * Musical: sound and rhythm. * Spatial: the use of spacing and where the placing of things are in comparison to one another. * Bodily-Kinaesthetic: the use of body and motion. * Naturalistic: the awareness one has wit h their natural environment. * Interpersonal: the use of interaction with other people. * Intrapersonal: the understanding of one’s self.A previous experiment conducted shows the differences between levels of spatial intelligence in males and females and how it can be changed, stating that the findings ‘found that playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability’ (Playing an Action Video Game Reduces Gender Differences in Spatial Cognition – 1990). It stated that ‘women benefit[ed] more than men’. The aim of this experiment is: to investigate the effect of gender on multiple types of intelligence, specifically spatial intelligence.Hypothesis: It is believed that the majority of males have more spatial intelligence than females. Independent Variables: gender Dependent Variables: level of intelligence Method Participants Eq ual amount of 12 girls and 12 boys from the two current (2013) Year 11 Loyola College Psychology classes aged 16 to 17 years. Materials * Task Sheet * Computers with internet * IQ quiz handout Procedure As Seen on ‘Unit 2 Psychology APS 2 SAC 1: ERA Intelligence’ – Task Sheet (refer to appendix) 1. You will form a pair where the 1st person will do puzzle 1 and the 2nd will do puzzle 2. 2. Person 1 Go to the website below complete the puzzle ttp://www. onlinejigsawpuzzles. net/animals_14_polar_bear. htm 3. Record the time required to complete the test and gender of the participant on the table attached. 4. Person 2 to go to the below website and repeated the process above http://www. onlinejigsawpuzzles. net/animals_11_parrot. htm 5. Now complete the questions 1-10 on the IQ quiz handout on logical reason. 6. Correct your questions. 7. Give your results table to either Mr Hong or Ms Ray so that the result may be collated. Results Spatial Test Scores Table: Test Sc ore| No. of Girls | No. of Boys| 8| 1| 3| 7| 4| 2| 6| 1| 2| 5| 5| 4| 4| 0| 1| 3| 1| 0|Mean: Girls – 5. 83 Boys – 6. 16 Median: Girls – 5. 5 Boys – 6 Mode: Girls – 5 Boys – 5 Graph: Statement of Table and Graph: These results are from a Spatial Intelligence test. The highest scores given were four eights one of which was achieved by a female and the other three by males. The lowest score given to females was a three and the lowest score given to males was a four. On average males scored higher than females with the average score for both categories (male and female) being a score of five. Jigsaw Puzzle Times Table: Times in Minutes:| No. of Girls:| No. of Boys:| 4:00 – 4:59| 3| 0| 5:00 – 5:59| 3| 4| :00 – 6:59| 3| 4| 7:00 – 7:59 | 0| 2| 8:00 – 8:59| 1| 2| 9:00 – 9:59| 2| 0| Mean: For girls and boys – 6:00 – 6:59 Median: Girls – 5:00 to 5:59 Boys – 6:00 to 6:59 Mode: Girls à ¢â‚¬â€œ 4:00 – 4:59, 5:00 – 5:59, 6:00 – 6:59 Boys – 5:00 – 5:59, 6:00 – 6:59 Graph: (in minutes) (in minutes) Statement of Table and Graph: The Jigsaw Puzzle time results ranged from above four minutes to below 10 minutes. The specific male range was between five minutes to 8 minutes and 59 seconds. Over half of both males and females scored between 5 minutes and 6 minutes 59 seconds. The quickest time and the longest time were both completed by females.Discussion In this experiment the hypothesis was supported in the Spatial awareness test with the majority of males performing at a higher level of spatial intelligence compared to females but not supported in the Puzzle as the majority of females finished their puzzles in a shorter time than males. In the spatial intelligence tests the males had a higher average than females with a quarter of the males achieving the top score compared to the one female. This is not as much shown in the puzz le completion times where, although the lowest score was achieved by a female, the highest score was ompleted by a female as well as the majority of the shortest times were done by females. Males had a smaller range though, with their scores a little more consistent than females. These results suggest that males do tend to have more spatial awareness compared to females but does not mean that there are not exceptions to this suggestion. This may because males, especially within the age range selected for this experiment, have a higher tendency to be playing action video games which in earlier experiments have suggested can improve and maintain a higher level of spatial awareness.Variables could include the past experience of the subjects including interests, availability to mind games and information, previous intelligence tests conducted, etc. as well as the mood and energy of the person and the time the test was conducted. Improvements could include having all subjects tested at t he same time and under quitter conditions without communication. No ethical consideration was given with the exception of the task sheet briefing for the subjects. No debriefing or acknowledgment of agreement to the experiment was given.As the participants were under the age of 18 an improvement for next time would be to have parental consent to the participation of the experiment. It is concluded that in this experiment males showed a higher ability in spatial awareness. This information suggests that gender does in fact have an effect on intelligence levels but does not mean that there are not exceptions to this suggestion. References * Feng J. , Spence I. , & Pratt J. (1990) Playing an Action Video Game Reduces Gender Differences in Spatial Cognition University of Toronto, Toronto, Ontario, Canada Edwards R. , Blaher-Lucas E. , Marangio K. , Moore V. (2010) Oxford Psychology Units 1 & 2 Oxford University Press, South Melbourne, Victoria, Australia Appendices Appendix 1 – L ink to puzzle page Appendix 2 – Participant data/Raw data Unit 2 Psychology AOS 2 SAC 1: ERA Intelligence The Task: To investigate the effect of gender on multiple types of intelligence, specifically spatial awareness. You will conduct the experiment along the following guidelines. 8. You will form a pair where the 1st person will do puzzle 1 and the 2nd will do puzzle 2. 9.Person 1 Go to the website below complete the puzzle http://www. onlinejigsawpuzzles. net/animals_14_polar_bear. htm. 10. Record the time required to complete the test and gender of the participant on the table attached. 11. Pearson 2 to go to the below website and repeate the process above http://www. onlinejigsawpuzzles. net/animals_11_parrot. htm 12. Now complete the questions 1-10 on the IQ quiz handout on logical reason. 13. Correct your questions. 14. Give your results table to either Mr Hong or Ms Ray so that the result may be collated. The Written Report:The written report must be written under the following headings: Title Introduction Method Results Discussion/conclusion References Appendices All aspects of this ERA will be completed at home. You will be given the ERA in the last week of term 3. The final ERA will be due via email on the 19th of October. If you wish to hand in a draft of the ERA it must be given to your teacher by 5th October. Introduction (250-500 words)- The introduction must provide: * Rationale for this experiment * Exploration and discussion of any key theories and concepts related to this experiment from past research. Identification and discussion of the key concepts involved in this experiment that can be used to explain the results * Stated aim of the experiment * Identification of the dependent and independent variables of the experiment * A stated operational hypothesis Method (150 words)- The method must include: * Participants, Materials, Procedure written according to Lab Report conventions * Information regarding the characteristics of your e xperimental design, participant selection and reference to ethical procedure Results (no word limit)- The results must include: At least one annotated table and an overall statement of results. This must be manipulated in order to present it in a fashion that is ideal for the manner in which you will interpret the data in your discussion Discussion/Conclusion (400-600 words)- The Discussion/Conclusions must include: * A reference to the support or unsupported operational hypothesis * A valid justification for your opinion * Valid inferences from the raw data and results * A discussion regarding how the ideas provided in the introduction are supported or not by your findings * Generalization of findings * Extraneous/confounding variables Conclusion and possible improvements As a final note: * The world limit must be adhered to with a 10% variation both ways. Excess words will not be considered in the grading process (the title, abstract, results, all in-text references, graph/table t itles and annotations, appendices and final reference lists are not included in word count) * All work must utilize in-text referencing (Harvard Style) and provide references * All work must be typed in size 12 (Calibri or Times New Roman font) * All tables, graphs and pictures must be labeled and annotated * Appendices must be included.If referred to in your Lab Report, there must be a clear indication as to which specific areas of the appendices is being utilized. * PLAGARISM FROM ANY RESOURCE WILL NOT BE ACCEPTED. Any identified plagiarism will result in that section of the Lab Report being removed and not considered in the grading process. In the case of work being copied from another student, BOTH students involved will face disciplinary actions based upon VCAA guidelines that may result in an ‘N’ grade for Unit 2 Psychology.Grade Criteria and Structure for SAC 1b Unit 2 Psychology Name: Criteria: Introduction| 5| 4| 3| 2| 1| 0| Identification and exploration of su perordinate goals and other theories and concepts relevant to the experiment| | | | | | | Evidence of research and explanation of concepts relevant to the experiment. | | | | | | | Identification and use of IV and DV in an operational hypothesis| | | | | | | TOTAL: /15| Criteria: Method| 5| 4| 3| 2| 1| 0|Identification of key process in developing a method| | | | | | | Identification and explanation of the utilized experimental design| | | | | | | TOTAL: /10| Criteria: Results| 5| 4| 3| 2| 1| 0| Ability to manipulate raw data into a meaningful format and presentation (Creation and use of accurate data graphs and tables) | | | | | | | Accurate identification of key statistical information from raw data (Mean, median, mode and/or other relevant statistics)| | | | | | | TOTAL: /10|Criteria: Discussion and Conclusion| 5| 4| 3| 2| 1| 0| Accurate and justified identification of support/no support for operational hypothesis| | | | | | | Proposed explanation of results in relation to acquir ed data| | | | | | | Proposed explanation of results in relation to researched theories and concepts relevant to the experiment| | | | | | | Exploration of the relevance of the results to the areas of reducing prejudice| | | | | | | Identification and discussion of extraneous variables and improvements to the experiment| | | | | | | Identification and summation of general conclusions to the population based upon the established data | | | | | | | TOTAL: /30| Criteria: Overall Requirements| 5| 4| 3| 2| 1| 0| Quality of referencing and research, and overall written quality and presentation of the ERA| | | | | | | TOTAL: /5| Total Score: /70 ( %) Comments: Recording table | Gender (male/female)| Time (in seconds)| Participant 1| | | Participant 2| | | ______________________________________________________________________________ Articles for your reference in completing this ERA Go to the following links to read articles related to spatial intelligence and gender. http://pss. sagepub. com/content/18/10/850. full http://pss. sagepub. com/content/4/1/35. full. pdf+htmlThe following websites contain information on multiple intelligences http://www. tecweb. org/styles/gardner. html http://www. infed. org/thinkers/gardner. htm Raw DataFemale Participants| Gender| Score on test| Jigsaw puzzle time| 1| f| 7| 5:07| 2| f| 5| 4:48| 3| f| 7| 4:42| 4| f| 7| 6:25| 5| f| 5| 9:35| 6| f| 5| 9:33| 7| f| 8| 4:58| 8| f| 3| 8:16| 9| f| 7| 5:27| 10| f| 5| 6:40| 11| f| 5| 6:24| 12| f| 6| 5:43| Male Participants| Gender| Score on test| Jigsaw puzzle time| 1| m| 7| 5:10| 2| m| 6| 6:31| 3| m| 8| 6:00| 4| m| 7| 6:22| 5| m| 5| 8:39| 6| m| 8| 5:48| 7| m| 5| 6:04| 8| m| 8| 5:18| 9| m| 5| 7:21| 10| m| 5| 7:39| 11| m| 6| 5:39| 12| m| 4| 8:17|