The Tragical History of Doctor Faustus Essay Example for Free

The Tragical History of Doctor Faustus Essay Christopher Marlowe, in his play The Tragical History of Doctor Faustus, examines the renaissance spirit that aims for secular and materialistic knowledge, and explores its affinity with magic. In our modern era secular knowledge has lost all its associations with magic, and this makes it difficult for modern audiences to appreciate the concerns of Marlowe. Magic has been reduced to a quaint and harmless superstition for most, and therefore the heretic’s heroic pursuit of it, or the Church’s severe condemnation and suppression of it, either has ceased to make any sense. The Bible, indeed most religious scriptures, severely proscribes magic, and paints it as the most serious threat to civilization. This contrasts with the modern attitude in which magic is only meaningless chants and redundant amulets with no efficacy whatsoever. In the original context of the play magic was seen as an active scourge, and was believed to be a way to knowledge that shunned the path of God. The connection between magic and secular learning is revived throughout the play. On several occasions we find Faustus faulting his books for his downfall: â€Å"O, would I had never seen Wittenberg, / never read book! † In his last desperate attempt to gain redemption from the clutches of Lucifer he offers to burn his books. In recent times such knowledge is called materialistic, and at times condemned as such. However, rarely is such knowledge associated with black magic. In Marlowe’s time conceptions were radically different. Indeed all the great pioneers in the renaissance of learning knew the nature of the task they undertook. When Roger Bacon submitted to the Pope his elaborate blueprint aimed at a fundamental new direction in learning – the Opus Majus – he coined the term â€Å"white magic† for it. Christian doctrine taught that magic was a black art, because evil. Bacon explained to the pope that his new experimental way to learning, if properly guided by the authorities, such as the Vatican itself, would not harm, but instead improve society. Bacon stated intention was to â€Å"better demonstrate the inferiority and indignity of Magical power to that of Nature or Art†. Despite Bacon’s optimism, the suspicion that the rise of secular knowledge was releasing into Christian Europe the seven deadly sins was slow to fade. When Goethe retold the Faust story in the early nineteenth century he still held that the protagonist was making a pact with the devil, but added a crucial difference to the ending, where Faust is not subject to eternal damnation after all. In Marlowe’s time ungodly knowledge was manifestly a black art. Therefore Doctor Faustus, symbolizing the renaissance spirit, does not escape eternal damnation. The opening soliloquy of Faustus explains the rationale behind magic concisely and powerfully. A luminary of learning in Wittenberg, he is ruminating in his study over his multitudinous achievements, and yet finds dissatisfaction over and over again. He has mastered Aristotle’s logic, but is it only to win a metaphysical debate, he ponders. He has applied Galen’s medicine and saved Wittenberg from the ravages of the plague. But to what avail, he ponders, if man be mortal in the end. Justinians’s Institutes of law appears now to him a â€Å"mercenary drudge†. In the end divinity is judged to be above all secular arts. But then the biblical doctrine of original sin confronts Faustus squarely. If it is in the nature of man to sin, and by sinning he meets eternal death and damnation, then the doctrine of predestination is meaningless, he thinks: â€Å"What doctrine call you this, Che sera, sera, What will be, shall be? † By refuting religion in the end, Faustus is left at the doors of magic. It promises riches, power and dominion over world, and meets exactly the needs of a soaring ambition that is sated with mere learning for learning’s sake. A sound magician is a demigod,† he expresses. In this way Faustus has come to the logical conclusion of secular knowledge, the aim of which he professes at the beginning, to â€Å"level at the end of every art†. In the process has made clear the link between the spirit of the renaissance and magic. This is why the play is truly a tragedy, and not merely a morality play that teaches the wages of sin. After this soliloquy and Faustus has finally chosen the path of magic, the rest of the play is merely a drawn out dramatization of the inevitable fall. The only remaining tension is in the mind of the protagonist, as it vacillates between moving ahead into the kingdom of Lucifer, and turning back with repentance to God. In fact the latter is not an option at all, which Mephistopheles and Lucifer remind him times over, and he finds out on his own whenever to tries to repent: â€Å"My heart is hardend, I cannot repent; / Scarce can I name salvation, faith, or heaven. † He has sold his soul to the devil with a pact signed in blood, which signifies none other than that he has committed himself to the path of magic. He is damned and destined for an eternity in hell. The 24 years granted by Lucifer is his perdition. They are expended in exercise of meaningless powers over kings and emperors, and a tormenting vacillation between heaven and hell. The latter is in fact the only dynamic in the play after the pact signed in blood. It is the tension of what might have been and what is. The last glimmer of hope for Faustus is when his blood congeals before the pact is signed with it, signifying that the body is resisting that which the mind has already yielded to. But Mephistopheles brings in fire to keep the blood warm and running, and the final disaster is completed. A further dynamic in the play is the realization of the ultimate futility of magic. Faustus has been granted worldly power and glory, by which he impresses and wins favors of kings and princes. But they turn out to be meaningless to him in the end, just as meaningless as his prior accomplishments in the fields of metaphysics, medicine and law. He is quickly sated with his new found powers, and ends up just as dissatisfied as prior to selling his soul. He is tortured by pangs of remorse, and begins to think the glories of heaven far superior. By degrees Faustus is made to learn what hell really is. His first shock is to learn that hell is not really an old wives’ tale after all. In answer to Faustus’ suspicion Mephistopheles interjects, â€Å"But I am an instance to prove the contrary, / For I tell thee I am damnd and now in hell. † Faustus wants to learn more about hell. The first response he gets that it is under heaven. He urges for clarity and Mephistopheles responds: Within the bowels of these elements, Where we are torturd and remain for ever: Hell hath no limits, nor is circumscribd In one self-place; but where we are is hell, And where hell is, there must we ever be: And, to be short, when all the world dissolves, And every creature shall be purified, All places shall be hell that are not heaven. In this description hell is clearly identified with materialistic knowledge and pursuits. â€Å"Within the bowels of these elements† is exactly where materialistic knowledge is sought. The materialistic world order is indeed painted as permanent and indifferent. Against this Mephistopheles points out that the present order will be dissolved and all living souls purified. The materialists stubbornly resist any suggestion that there could be a transcendence beyond empirical world. But Mephistopheles confirms that there is an â€Å"Above†, and after the dissolution and the purification of souls, all places are hell, except for where the transcendental souls reside – i. e. in heaven. By clinging to the lowly elements, through the illusory promise of magic, Faustus has indeed chosen hell as his eternal abode. Doctor Faustus is thoroughly imbued with the spirit of the renaissance, and it is only his overarching enthusiasm for it that leads to his fall. This is why he is a truly tragic figure, and the contemporary audience of Marlowe’s time would certainly have appreciated this fact. Modern audiences will tend not to sympathize with the protagonist, but what is even more shocking is that a large part will be left indifferent. Those of a religious temperament will judge that anyone who consorts with the devil deserves eternal damnation, and will probably fail to appreciate that Faustus was moved by nothing other than a tremendous spirit of learning borne of the Renaissance. The larger part, on the other hand, does not believe in hell at all, and will merely express indignation that so much suffering be heaped on one who dabbles in a few charms, and did no one any harm. To appreciate the tragic element of the play one needs to understand the spirit of the renaissance, as well as have a clear conception of magic. Modern audiences are infused with the former, but have discredited the latter as mere superstition.

Two different approaces to learning in the early years

Two different approaces to learning in the early years Firstly, about Maria Montessori she was born on 31 August 1870 in Italy. At the end of summer of 1952 she died in the Netherlands. As a child she was educated at home where she was interested in mathematics and science. (ODonnell) She preferred to the technical, rather than classical stream of education. (Isaaca, 2007) For her further studies she was enrolled in boys technical school. When her interest turned to medicine with many problems she was allowed to enrol at the University of Rome as the very first Italian female to study medicine. When she was a student she was working in the psychiatrics department of the paediatric clinic attached to the University. This is where she came in contact with children and she observed them closely and particularly how they played with food at mealtime. She interpreted the behaviour as developing from an inner urge to be active. (Schulz-Benesch, 1997) She graduated in 1896 with two honours as Doctor of Medicine and Doctor of Surgery degree. (OD onnell, 2007) According to O Donnell (2007), Montessori was interested in childhood mental diseases, therefore she enrolled in course in pedagogy and educational theory during 1897 and 1898, she became familiarized with the theories and writing of Locke, Rousseau, Froebel, Pestalozzi and Owen. They all visualized education as a means of creating a new ideal society. However, Montessori came to the conclusion that all their approaches were incomplete in some way. Therefore, she developed her own approach called the Montessori Method in 1909. (Casa-Montessori 1997) Her approach to education was developed based on her observations and her belief in the education of children as to create a better society. She felt the goal of education should not be to fill the children with facts but rather to encourage their own innate wish to learn. She believed if environment was not properly prepared then the learning becomes difficult and tedious for the children. (Casa-Montessori 1997) Isaacs (2007) Montessori believed that children developed in stages and that each stage had its own unique qualities and characteristics. As said by O Donnell (2007) Montessori recognised childhood as a special time of life, and she realised that the development could not be rushed, as well as the each stage will depend on what had been learned during the previous stages. Montessori followed Rousseau and believed that a child comes in to the world with the mind like a black slate (tabula rasa). The education begins at birth and continues throughout life. She also agreed with Froebels Kindergarten approach that children should be allowed to explore the environment and learn through direct experience and play is an essential part of the educational process. (Slideshare, 2010) By the 1914 there were hundreds of Montessori schools established in Europe, North and South America and Asia. (Isaacs, 2007) The Montessori school environment is arranged according to subject area such as cooking, cleaning, gardening, art, caring for animals, library and more. At Montessori school children are always free to move around the room instead of staying at the table. The children have no limit to how long they can work on something they like. Children learn through firsthand experience by including practical life experience such as gardening, cutting and more. Montessori teachers would avoid using plastic toys such as dolls and they will use natural material (Montessori, 2009). Today, Montessori directresses worldwide prepare the environment for children with self-teaching Montessori materials providing a variety of activities which help them develop the foundations of healthy education by following their own interests. (O Donnell 2007:138) While children were using the materials their reactions were closely observed and those materials which interested the children and what they frequently selected are regularly included as part of their prepared environment. (O Donnell 2007) McClay, (1996) argued that the childrens classroom atmosphere should be relaxed where children feel protected, and where they can work together easily with other staff. Gee argued that the right environment show the way directly to well-behaved and creative children (Gee, 1996). Since 1907 Montessori environment have always met these criteria. She realized that childrens physical health was at risk because of the lack of movement. Therefore, she allowed the children to move about, choosing activities that they want to do. She also made sure that work at individual tables with movable chairs made especially to suit different heights of the children. (O Donnell 2007) There are three stages of process of learning: Stage 1: introduction to a concept by means of a lecture, lesson, something read in a book. Stage 2: processing the information, developing an understanding of the concept through work, experimentation and creation. Stage 3: knowing to possessing an understanding of, demonstrated by the ability to pass a test with confidence or to teach another. (S.M. Stephenson, 2010) In these three stages, stage two is the most important and the longest stage because with it is importance on developing, working, experimenting and creating this enables the children to actually learn and remember what they have learned. Parents today expect their children to read and write at very early age and Montessori in 1907 demonstrated how children began to first write and then to read automatically at the age of four. She designed a sensory materials like sandpaper letters and moveable alphabet to help children develop. (O Donnell 2007) Montessori approach are also described as a phonic approach; it is clear direct teaching the three-period lesson to introduce the links between sound and letter to each children individually before they write or read. (O Donnell 2007) Many families use Montessori principles at homes because according to Montessori education takes place where the children are (Montessori, 2009). Montessori Method is a unique sequence of learning designed to meet the ordinary development of the children. The children who learn the essential skills of reading, writing and arithmetic in ordinary way have the advantage of starting their education without hard work, tediousness or discouragement. ( Casa-Montessori 1997) Secondly, High/Scope was developed in 1960s by Dr. David P Weikart in America. He studied at the University of Michigan in the last 1950s and he was also an ex-marine. (Holt, 2007) He started the organization to continue research and program activities in the beginning as an administrator with the Ypsilanti Public Schools (HIGHSCOPE, 2010). High Scope stands for High the individual level of achievement for all children in their care. Scope the range of experience they offer to children to support them to achieve (Holt, 2007). HighScope is not a part of the public schools or any governmental organization. HighScope preschool programs are compatible with the Guidelines for Appropriate Practice published by the National Association for the Education of Young Children (NAEYC). (HIGHSCOPE,2010) According to Holt (2007), Weikart discovered that children from lower class society especially African American children from elementary school shown the lower achievers and also the stranded test showed him that they had the lowest IQ scores. However, he also noticed that children from predominantly white area scored higher even though they were the same age group. He then discovered that children who lived in the deprived areas were achieving low scores as a rest of lack of opportunity rather than their intelligence. (Holt,2007) Therefore, in 1962 the Perry Pre- School Project began. This was a vital project because children were randomly selected to either attend the HighScope project or to stay in their local community. From this project they were able to control group for comparison to see if being in a preschool setting made any difference to the children (Holt, 2007). Highscope.UK (2010) suggests that the High Scopes curriculum was based on Piagets theories of development. HighScope is about cognitive development approach where children are encouraged to solve problems and think independently. (Walsh Petty, 2007) Weikart strongly felt that, children progress at their own speed and their classroom life should accommodate childrens interests and the activities. (Highscope.UK, 2010) According to Holt (2007) HighScope curriculum is active learning and they believe that children learn from key experience gained from their own discovery and the world around them. The key experiences are organized around these topics: creative representation, language and literacy, initiative and social relations, movement, music, classification, number, space and time (Hohman and Weikart, 1995). Similar to Montessori Approach, HighScope use a unique classroom environment in which the environments help out activities and the adult became supporter and observer of the children it is also providing children with opportunities to develop their strengths. The key experiences classify the kinds of knowledge young children are gaining as they interact with mixture of materials, people, ideas, and events and from this children gain learning skills (Highscope.UK, 2010) Holt (2007) experienced that parents have a key role in childrens learning, therefore home visits were set up, so teachers can suggest ideas about children development and learning. As a result, this became a mutual process and this gave parents an opportunity to share information about their childs interest to the teachers. (Holt, 2007)The results from the project showed that children made huge step in improving their IQ scores when they were entering into mainstream school. Weikart said poor children could move on from the pre-school to elementary school better able to engage in traditional education(Weikart,2004:55) As a consequence from between 1962 and 1967 they decided to follow the children who attended the project and their education beyond to determine the benefits of HighScope throughout their life. The information about one hundred and twenty three students were collected annually from the age of three to eleven and then at the age of fourteen, fifteen, nineteen, twenty-seven and finally forty. (Holt, 2007) After each data was collected, staff analyzed the information staff wrote a complete official report. The findings of the program effects through age 40 and the areas of education, economic performance, crime prevention, family relationship and health. (L. J. Schweinhart, 2005) The HighScope approach follows five basic principles that support the practice. This helps the practitioner when they are using the approach with the children. The five principles are Active learning, Adult and child interaction, Daily Routine, Learning environment and, Assessment (Holt, 2007). Active learning is when children learn by being active and by engaging with other people, materials, events and ideas that immediate and meaningful to them. Each aspect of the HighScope Approach supports active learning. (Highscope.UK, 2010) Adult and child interaction is adults working with children and providing them a safe environment for the active learning to take place. They also work together to support with childrens learning. (Holt, 2007) Children achieve more when they feel happy and secure therefore HighScope practitioners bring trust to their relationships with children and they respect and value each childs personal and cultural identity. (Highscope.UK, 2010) Daily Routine provides a structure within which children to choice and to follow their interests. This gives the children the sense of security they need to make choices and to take risks. Firstly, the Plan-Do-Review sequence is unique to the HighScope curriculum. It includes a time which children plan what they want to do then it is a work time for children to carry out their plans or they can start new activities that interest them. Then it is a period for reviewing with adult and other children what theyve done and learned.   Small-group time is based on childrens interest and skills. Secondly, small group activities where children meet with adults and during this time children and adult experiment with materials, try out new skills, and solve problems. Thirdly, large-group time this is when up to 20 children and 2 adults come together for group and music activities, interactive storytelling, and other shared experiences are shared with the children. (HIGHSCOPE, 2010) Learning Environment support activities and resources that give confidence to children to investigate and imagination and gives them plenty of space to move around and give the children opportunity to develop their co-ordination control and build their confident. (Holt, 2007) Assessment gives out multiple purposes which are It looks at meaningful educational outcomes, it gather information and provide truthful information that can be used for individual child planning. Assessment can be used to assess children to see how they are developing and to determine how the programs children attend contribute to the childrens development. (HIGHSCOPE, 2010) The conclusion from the HighScope research is that children across cultural and from different socio-economic backgrounds benefit from the HighScope Approach. This approach is seen as an investment in a childs future life and as an investment in the future welfare of society. (Highscope.UK, 2010) The Montessori and the HighScope approach both are focusing on teaching the children of the future. There are hundreds of Montessori schools established worldwide (Isaacs, 2007). The mission of HighScope UK is to bring the HighScope Approach to adults working with children from birth to adolescence through the provision of high quality support and nationally and internationally accredited training. (Highscope.Uk, 2010) The HighScope approach and Montessori approach are play based for this reason learning environment is important to both approaches. The environments are arranged according to subject area therefore children can play freely. (Montessori, 2009) HighScope believes the outdoor space as equal to the indoor learning environment. (Holt, 2007) From both approaches children decide how they want to learn. HighScope Believe that children gain confidence, initiative and love of lifelong learning when involved in well supported activities of their own choosing (Bell, 2004:5) At Montessori school children are given the material and they can work independently or with their friends. (Isaacs 2007) However, in a Montessori school the teachers role is to observe in order to connect the child with the suitable materials (Goffin Wilson ,2001). Whereas the HighScope is shared control is essential to how adults and children interact. (HIGHSCOPE, 2010) In HighScope, childrens creative exploration is encouraged which leads to pretend play, while in Montessori, practical life work was relates to the real world. Montessori assessments are by portfolio and the teachers observer and keep record of children. They verify if the system is working or not by achievement and behaviour of the children, their happiness, maturity, kindness, and of le arning and level of work. (Montessori, 2009) On the other hand, HighScope use Plan-do-review were children are encouraged to plan the methods they are going to work with; then carry out their plan and review with their teacher. In 2003 government published Every Child Matters influenced by the HighScope and followed by EYFS from September 2008, is to help young children achieve the five outcome which are to staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic well-being by setting the standards by ensuring that every child makes progress and that no child gets left behind. Providing for equality of opportunity is by ensuring that every child is included and not disadvantaged because of ethnicity, culture, religion, family background, learning difficulties or disabilities, gender and ability. Creating the framework for partnership working with parents and professionals and all the settings that the children attend. Improving quality and consistency in the early year sector through a worldwide set of standards which apply to all settings. Laying a secure foundation for future learning through learning and development that is planned around the individual n eeds and interests of the child. EYFS is compulsory to all early year settings. (The EYFS Statutory Framework,2008). The EYFS principles Approach are A Unique Child : recognising that every child is a competent learner from birth. To focus around development; inclusion; safety; and health and well-being. Positive Relationships: loving and secure relationships with parents and/or a key person. Enabling environments: to supporting and extending childrens development and learning and focus on observation, assessment and planning. Learning and Development: recognises that children develop and learn in different ways and at different rates. (The EYFS Statutory Framework,2008). There are six areas covered by the early learning goals and educational programmes which are Personal, Social and Emotional Development; Communication, Language and Literacy; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development ; Creative Development. All these goals are equally important and they all depend on each other to support to child development. (The EYFS Statutory Framework, 2008) The EYFS use sensory materials to teach children in setting this method was influenced by the Montessori approach because this approach values childrens imaginative interpretation and teachers recognize that materials in the Montessori environment, such as sand trays, chalkboards, and language cards encourage childrens independence. (Montesori,1995) Montessori also believed that children environment should be comfortable therefore they should have child-sized chairs and table. This was inspired by the early years setting. Montessori Method was based on personal development rather than skills. From self discovery and social development children learn to respect the work of others in the environment as they consistently encounter situations (Montessori). Whereas the EYFS and the HighScope approaches were high structured and planned for children to get ready for school and world of work. According to Nursery World (2010) children will be assessed with new readiness for school at the age of five, linked to the EYFS profile. Whereas, the EYFS and the Montessori approach ensured that every child was include in their approach. However, the HighScope approach only looked at the lower class society especially African American children. (Holt, 2007) EYFS, HighScope and Montessori approach are all play based curium. Children are given the opportunity to take care of themselves, each other, and the environment. (S.M. Stephenson, 2010) However, on the EYFS teaches what can be assessed rather what is worth learning. For example children cannot be assessed if they are happy or not by doing a particular activity. Like the EYFS the HighScope classroom has a regular routine. This is ensuing certainty to help children understand what will happen next and encourage them to have control in their classroom. From these approaches we notice that HighScope and Montessori approach influenced in the EYFS.

Early Growth And Development Of Islam Religion Essay

Early Growth And Development Of Islam Religion Essay The foundation of Islam can be traced back to 6th century Saudi Arabia. Islam is the youngest of the enormous world religions. Islam is the religion of loyalty to God, or Allah, and his prophet Muhammad. The word Islam itself means obedience to Allah. Muhammad is the central prophet of the Islamic faith. He was born into a noble Quraish clan, and he was orphaned at an early age. Mohammed lived from around 570C.-632C. He also grew up to be a successful merchant in his home town Mecca. The prophet Muhammad introduced Islam in 610 A.D. after experiencing what he declared to be an angelic visitation, which consisted of the angels command from God for Muhammad. Muhammad dictated the Quran, the holy book of Islam, which Muslims believe to be the perfect words of Allah, their God. It is said, that beginning when he was around 40 years old, Muhammad was commanded by Allah to recite the words that would later become Islams book and Holy Scripture, the Quran. Mohammed is also said to have rece ived all of his revelations over a period of around 23 years from the angel Gabriel, who was repeating the word of God to Muhammad. However, to a spiritual Muslim, Islam began long before Muhammad ever walked the earth. Early Growth and Development: After Muhammud completed the Quran, he traveled back to his hometown to spread the news of his new religion. Soon, Arab conquests outside of Arabia began under the second caliph, Umar. The religion of Islam and the Muslim community began to stretch through the Middle East through invasion and the result in growth of the Muslim state offered the ground in which the newly exposed faith could thrive. The military occupation was encouraged by religion, but it was also motivated by gluttony and politics. But this combination of motives united to form a procedure that created Islamic and Arab ideals, and societies into a fast-growing spiritual and political uniqueness. The early progress of Islam quickly started with military expansion. Abbasid decline became evident in the second half of the ninth century as the conversion to Islam accelerated. Transition Period: After the death of Muhammad in 632 CE, the youthful Muslim alliance came under tension. Some of the tribes determined that their loyalty to Islam had been principally to Muhammad himself. His death approved them to conclude their faithfulness to Mecca and to Islam. This began to cause many new problems in the Muslim community because many had become sincere Muslim believers and began to fight amongst themselves over who should take control now that Muhammad had passed away. To make things more difficult, Muhammad had not left clear directions as to who should lead and take power of the society. Fortunately, the community immediately choose Muhammads close friend and father-in-law, Abu Bakr, as his heir. Abu Bakr was famous as the first caliph and a innovative monarch of the society. The title of caliph gave Abu the status of a spiritual leader, in addition to his political power. This can be seen as a similar role as the Judaic priest. Abu Bakr took hasty military feat in opposition to the communities that sought to break away. These campaigns, identified as the apostasy or ridda wars, effectively consolidated Arabia into a single nation under Muslim rule within two years. The political position of Islam, and the task Muhammad had given it as a political and religious strength was toughened in the military conquests. Within half a century of the prophets death, Islam had spread to more than three continents. By the 8th century, Africa, western Asia and even Europe had been influenced and conquered, in several regions, by the Muslim conquests. The original Islamic doctrine was not a faith of war nor did it multiply primarily by means of invasion. The wars and battles that took place around Saudi Arabia were targeted at controlling and correcting the many communities of people that worshiped false idols, in contrast to the real God, or Allah. Islam was spread by declaring war against those clans which did not accept the message of God. At first, Christians and Jews were not required to convert or were treated with disrespect. In addition to the region around Saudi Arabia, the vast lands of the Middle East dominated by the Arab armies in a small period were ultimately converted to Muslim by the appeal of the latest religion, instead of by the sword. It was faith in one God and stressed the importance of his mercy that brought immense numbers of people into the religion of Islam. The new faith did not oblige people to convert to Islam. Many continued to remain Jews and Christians and to this day, significant communities of the supporters of these faiths are found in Muslim lands. The expansion of Islam was not restricted to its astonishing early growth outside of Arabia. During later centuries the Turks accepted Islam calmly as did a great number of the citizens of the Indian subcontinent. Islam has stretched during the past two centuries even under the potent authority of European colonial monarch. Today: Islam is a large and powerful worldwide religion up to this day. Although the religion of Islam has spread to throughout the world, Indonesia is the country which has the largest population of Islamic followers. In addition to Indonesia, India, Pakistan and Bangladesh each have an grand number of 100 million or more devotees. Today Islam persists to grow not just in Africa, but also in Europe and America where Muslims now encompass a well-known minority of people. Today, Muslims and Islamic followers face many new challenges. One of the biggest problems Muslims and Islamic believers are facing is other people having ignorance towards Islam. This ignorance has begun to lead to stereotyping, fear, and distrust towards the Islamic people. Muslim American citizens allegiance and loyalty to the United States has grown to be questioned. Muslims are given a bad name and therefore an easy target for prejudice and racism. Another danger resulting from ignorance of the religion of Islam is the omnibus anti-terrorism legislation that, which unfairly targets Muslims as widespread purveyors of terrorism. Although affected by various ideologies such as communism, during much of the twentieth century, the Islamic individuality and the supremacy of Islam on political troubles and arguments have dramatically increased during the early twenty-first century. The quickly expanding Western interests in Islamic regions, international conflicts and globalization have changed the pressure of Islam on the world of the twenty-first century. Muhammad was born in Mecca just around the time of 570 C.E. and was a affiliate of the Quraysh tribe. As with many famous people, almost nothing is known about his years of adolescence. His parents passed away when he was a juvenile. Something that was quite sad for Muhammad the great prophet was that as a child he was never taught how to read or write. When Muhammad was only twelve years old, he visited Syria and had his first introduction to other religions and other faith groups, Muhammad began to grow respect for these other people. At the age of twenty-five, Muhammad wedded a widow who was called Khadija. Khadija was a merchant, like many people of his time were, and soon enough he began to be a merchant himself. While he left home to go onto a trading expedition, when he was around the age of forty, Muhammad stumbled upon the angel Gabriel. The word of God was discovered to him through the angel Gabriel and Muhammad copied down everything he was told, in Arabic and was later kn own as the Quran. The angel Gabriel began to reveal to him, many special revelations. The revelations which the angel Gabriel revealed to him, said that he was to grow to be the herald of God and he would become a great prophet. Some of the revelations told to Muhammad incorporated that the world would end one day, that God would arbitrator humans fortunately if they gave in to His will, and that people should pray to demonstrate their gratitude to Allah. After his great experience and revelation, he began to follow the path of a prophet. Mohammed hurried to return home to his wife and city where he soon began spreading the teachings he learned. After his teachings began to spread, he started to create a system of conduct that he said had been spoken by Allah himself. The main beliefs of Islam were incorporated over time, as not everyone was eager to believe Muhammads claim to be Gods herald. People who believed in Muhammads knowledge came to be branded as Muslims. The religion that Muhammad had created became to be known as Islam, which means in Arabic, surrender (to the will of Allah). Muhammad was said to be one of the last and most perfectly spiritual prophets. However Muhammad was hated by many people at the time. In addition to having to hear and listen to the criticism of his ideas and what he believed, he also went through a great deal of pain, when his wife and uncle passed away in the same year. In 622, Muhammad left on a journey from Mecca, for an oasis that was known as Yathrib at that time. This trip became known as the hejira, or as the flight from persecution in Mecca. Muhammad soon gained a new home which was renamed Medina, Muhammad became a negotiator, arbitrating arguments and fights between different tribes. Muhammad had respect for the Jews, and his early knowledge appeared to be taken from the Jewish tradition. The Jews started to keep themselves from Muhammad; however, once it was clear that the Jews would not recognize him, Muhammad sta rted to eradicate the Jewish power on his viewpoint. Originally, he said the Arabs were offspring of Abraham through his son Ishmael, but in the Koran Abrahams correlation to the Jews is deprived of, with Muhammad saying that Abraham is only the patriarch of Islam. One of the instant consequences of Muhammads aggravation was the eviction of two Jewish clans from Medina and the execution of all the associates of a third Jewish clan. But what was even worse, was that for the long-term handling of the Jews were a number of provoking statements about them that Muhammad created that appeared in the Koran. Muhammad gradually began to construct his control by the persuasiveness of his confidence. He came to be in charge of the markets, which forced other traders and tribesmen to negotiate with him. During the two centuries after Muhammads death, the rules that all believers were to abide by were codified in the Shariah. Muhammad passed away in 632, and it was left to his followers to carry on the customs he had begun. His clique developed Islam, just as the supporters of Moses and Jesus created Judaism and Christianity over time. http://www.islamfortoday.com/beliefs.htm The Earth and Its People, Houghton Mifflin, Bulliet Crossley, Headrick Hirsch, Johnson Northup, Third Edition, 2005. In the Shade of the Quran, Sayyid Qutb, Islamic Foundation. The True Religion, by Abu Ameenah Bilal Philips.

The effectiveness of urine on Cancer :: essays research papers

The Greek audience would have been familiar with the story told in Antigone and with the background of the characters. An understanding of Antigone's family and her father's fate helps to put the events of the play in context. Antigone is of the Labdacids, a great but star-crossed family. Her father was Oedipus. Oedipus was born of Laius and Jocasta, the rulers of Thebes, but his parents were warned in prophecy that the boy would grow up to murder his father and marry his mother. A herdsman was charged with killing the child, but out of pity he gave the boy to another herdsman from a neighboring kingdom. This second herdsman gave the child to his own king and queen, who raised the child as their own. The child Oedipus never knew that his adoptive parents were not his biological parents. When a young man, Oedipus was warned by an oracle that he would kill his father and marry his mother. He fled home, thinking he would be able to avoid this fate, embarking on a series of adventures th at resulted in the exact fulfillment of the prophecy. Along the way, he solved the riddle of the Sphinx, saving Thebes and becoming her king as well as Jocasta's new husband†¹but not before he killed, in a fit of uncontrolled anger, a stranger at a crossroads. The stranger, of course, was his true father, Laius. After Oedipus had been in power in Thebes for some time, a plague began to kill Theban citizens. An oracle informed the king that Thebes was being punished because Laius' murderer was dwelling among them. Oedipus, the great riddle-solver, set out to learn the culprit's identity. Finally, he learned that Laius was the man at the crossroads, and worse, that Jocasta and Laius were his true parents. Jocasta was able to put the pieces of the puzzle together some time before her husband-son, and in despair she hanged herself. Oedipus, on discovering her body, blinded himself with her broaches and left the city. He entrusted his daughters, Antigone and Ismene, to Creon's care. In the days preceding the start of the action of Antigone, Thebes has been torn by war. Many years have passed since Oedipus's reign, and war eventually broke out between Oedipus's two sons. During the conflict, the two brothers, Polyneices and Eteocles, fought against each other as leaders of the two different sides.

hannibal Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  From the middle of the 3rd century to the middle of the 2nd century BC, Carthage was engaged in a series of wars with Rome (Dorey, P 57). These wars, known as the Punic Wars, ended in the complete defeat of Carthage by Rome. The most prominent figure of the Punic wars was General Hannibal of Pheonician Carthage. During these wars, it's likely that the colonizing expeditions of the Carthaginians were supported by many emigrants from the Phoenician homeland.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Hannibal was the son of the great Carthaginian general Hamilcar Barca. According to Polybius and Livy, the main Latin sources for his life, Hannibal was taken to Spain by his father and at an early age was made to swear eternal hostility to Rome (Dorey, P 24). From the death of his father in 229/228 until his own death, Hannibal's life was one of constant struggle against the Roman republic.   Ã‚  Ã‚  Ã‚  Ã‚  His earliest commands were given to him in the Carthaginian p rovince of Spain by Hasdrubal, son-in-law and successor of Hamilcar; and it is clear that he emerged as a successful officer, for, on the assassination of Hasdrubal in 221 BC, the army proclaimed him, at the age of 26, its commander in chief, and the Carthaginian government quickly ratified his field appointment (Dorey, P 27).   Ã‚  Ã‚  Ã‚  Ã‚  Some details of Hannibal's crossing of the Alps have been preserved. At first danger came from the Allobroges, who attacked the rear of Hannibal's column. (Along the middle stages of the route, other Celtic groups attacked the baggage animals and rolled heavy stones down from the heights on the enfilade below, thus causing both men and animals to panic and lose their footings on the precipitous paths. Hannibal took countermeasures, but these involved him in heavy losses in men.) On the third day he captured a Gallic town and provided the army from its stores with rations for two or three days. Harassed by the daytime attentions of the Gauls from the heights and mistrusting the loyalty of his Gallic guides, Hannibal bivouacked on a large bare rock to cover the passage by night of his horses and pack animals in the gorge below. Snow was falling on the summit of the pass, making the descent even more treacherous. Upon the hardened ice of the previous year's fall, the soldiers and animals ali... ...r his elephants and horses as well as his men gives proof of a humane disposition. His treachery, that punica fides that the Romans detested, could from another point of view pass for resourcefulness in war and boldness in stratagem (encyclopedia.com). Of his wit and subtlety of speech many anecdotes remain. He spoke Greek and Latin fluently, but more personal information is absent from his biographies. He is shown in the only surviving portraits, the silver coins of Cartagena struck in 221, the year of his election as general, with a youthful, beardless, and pleasant face. Hannibal Michael Long 3.05.02 Medieval History, Hour 2 Works Cited http://www.wsu.edu:8080/~dee/ROME/PUNICWAR.HTM   Ã‚  Ã‚  Ã‚  Ã‚  It is a web page by the Washington State University. http://www.encyclopedia.com/articles/02359ThePunicWarsandtheDeclineofCarthage.   Ã‚  Ã‚  Ã‚  Ã‚  html   Ã‚  Ã‚  Ã‚  Ã‚  This is a web page of factual information provided in the form of an   Ã‚  Ã‚  Ã‚  Ã‚  encyclopedia. Dorey, T.A., and D.R. Dudley. Rome Against Carthage. London: Secker & Warburg,   Ã‚  Ã‚  Ã‚  Ã‚  1971.

Controversy Control And Contraception Essay -- Religion

Controversy and contraceptives has been recorded together in some of the earliest writings of man. In Genesis, it was written that when a man spilled his seed on the ground, the Lord was upset and killed the man. â€Å"And it came to pass, when he went into his brother’s wife, that he spilled it on the ground, lest that he should give seed to his brother. And the thing which he did displeased the Lord: wherefore he slew him also (Genesis 38:9-10).† Many have used this scripture as their reason to be against birth control, but throughout time there have been particular groups of people and parties that have also taken up the issue of birth control and have used it as a way to divide people. Two groups in particular have very opposing views on the issue of contraceptive use, they are Conservatives and Feminists. While feminist believe women should have control over the use of birth control and it should be available for all, contemporary conservatives are against contra ceptives because they believe contraceptives creates moral degradation, and the use of birth control is contrary to God’s will, and that the government is violating religious freedom rights by requiring women access to birth control. Conservatives views on contraceptive uses varies, the type of contraception Conservatives choose to boycott depends on their religious beliefs. Followers of the Vatican strongly oppose all types of birth control. . Ironically, the man responsible for improving the birth control pill, that many use today, was Catholic. Dr. John Rock labeled himself a social conservative and early on in his medical career he began to change his mind about the use of birth control. Dr. Rock began to support contraception within the confines of marriage... ...inter_1118.shtml (accessed May 29, 2012). Hartline, Dave. The American Catholic: In the Birth Control Controversy; The Mocking of Conservative Religios Women By Militant Secularist Will Soon Backfire. February 19, 2012. http://the-american-catholic.com/2012/02/19/the-mocking-of-conservative-religious-women-by-militant-secularists-will-soon-backfire/ (accessed May 29, 2012). Holman, D.S. Commonsense Conservative Views: Are American Women Stupid? March 4, 2012. www.dsholman.com/conservative-politics/are-women-stupid/ (accessed May 3, 2012). MacKinnon, Catherine A. Toward a Feminist Theory of the State. Cambridge: Harvard University Press, 1989. NOW. NOW and Abortion Rights?Reproductive Justice. 2011. www.now.org/issues/abortion/ (accessed May 28, 2012). Schrieber, Ronnee. Righting Feminism: Conservative Women and American Politics. Oxford: University Press, 2008.

Learning Activity Essay

Today by contemplating the corporate world we can realize that change is so very necessary for firms if they want to prosper. The market is changing so rapidly and technological advancement has created such hype that firms need to evolve from time to time. Researchers say that nowadays firms do not need to bring changes to get an edge over rival firms, but to survive. This itself defines the importance of change. However, just planning change is not important; smart execution is even more important. It includes the way management communicates the change, the way it handles employees’ reaction, the way it manages resistance to change, the way it deals with the after effects of it, and etcetera. These are very important issues that senior management focuses on. The following paragraphs will deal with two of these core issues, namely communicating change and managing change (Ian, Richard and Gib, 2009). Being the resort manager of Baderman Island, I will be very careful in rolling out this information to my employees as communicating the fact that they will be fired if customers continuously complain is a very sensitive issue. Firstly, I will try to explain them the problem, i.e., dissatisfaction of customers and then will discuss the reasons associated with it as put forward by customers. After this will ask for suggestions from them as I want them to feel that they are valued, which is sometimes known as underscore and explore strategy. Then company’s new policy will be disclosed smartly and the desired outcomes will also be floored. When communicating sensitive information like this, firms should give reasons behind the changes made and policies designed as employees have a right to know all about it. It should also be explained that how it will affect the organization and how important it is. If these things are taken care of then there is very less chance of resistance and negative reaction. Moreover, managing resistance to change is again a very important issue. If any resistance occurs concerning the changes in policies brought by Baderman Island’s management I will take care of it very carefully. Again I will use a democratic approach by getting involved in a dialogue with employees who resist. I will try to explain them what they mean to the firm and why has the firm decided to introduce this policy of firing employees due to bad performance. In addition to this, I will also explain the outcome of this policy and the positive effects it will have on the reputation of this firm. Sensible and potential employees will understand and for those who do not, I will use my authority to deal with them the harsh way. Furthermore, I will also help and facilitate employees who are worried about their job security by explaining them ways to satisfy customers and to improve their over all performance. In this way I will manage any resistance to the change. Reference: Palmer, Dunford and Akin (2009). Managing Organizational Change, McGraw Hill Publishers.