Celebrity Synthesis

Celebrities s are not entitled to the same privacy as normal citizens because they are dollied so much by socio TTY, play a huge ole in determining the social norms of the community, and sacrificed a right t o privacy in exchange for fame. Celebrities are dollied by countless people, made up mostly of the younger g enervation, and are often viewed as role models. This makes it only right for their private I ivies to be made known to the individuals who hold them in such high regard. The way people live their private lives does tell us things that can help to make judgments about them. † (Sour CE E) A peek into the lives of their favorite stars allows fans to see how these celebrities really a CT and behave, ether than the image they attempt to portray. This enables individuals to ma eke the proper judgments as to whether or not to continue to idealize that particular star. W hen a celebrity has â€Å"lied about or deceptively omitted† (Source A) something, they â€Å"ca nnot then c nominal when the Richards 2 truth becomes known. (Source A) If celebrities are going to pose as role mod else, especially for the younger population, the fact that their private lives will have to be shared must be accepted. These stars are public figures that play a huge role in determining the social n arms of society. In recent decades, â€Å"Celebrities have become the chief agents of moral change in the united states. : (Source C) justifying their lack of privacy. People base their moor alls and behavior on the way celebrities act and carry themselves.Society has â€Å"populated [their] lives with celebrities†¦ Whose stories we eagerly weave into our own lives. † (Source C) Of ten celebrities use their personal lives to further their career and so â€Å"cannot object when others question whether their carefully scripted images are accurate. : (Source B) In order to continue t hold celebrities in such high regard, individuals must have access to the tru th behind these image sees. Without a look into the personal lives Of celebrities, society WOUld not know who these stars t rule were.People would base their lives on the public image portrayed by these stars rather that n on the character of these role models. Thus access to the secret lives of celebrities allows society to determine whose morals are true and can be followed and held in high regard. It is common knowledge how intrusive the media can be when it comes to cell verities, and hose who came into fame were well aware that from that moment on their p riveter lives would no longer belong to just them.

Chronology in ‘A Rose for Emily’

William Faulkner takes into account the ever-complicated concept of time in â€Å"A Rose for Emily†. It is a manifestation his contemplation on the nature of time. It lacks a standard chronology. Faulkner ensnare almost three quarters of century in a few page story. He does it superbly by avoiding a proper chronological order.Faulkner skillfully put the story up to demonstrate the indefinable and intangible character of time. He constructs it in such a subtle manner that it is hard to detect any chronological order of the plot. Time does not flow in a linear direction but take a circular direction with the progress of story.Fault consciously or unconsciously does not concern himself with specific dates. A handful of explicit dates are cited in the story.   But these indications reveal as plenty of information about the linear chronology of the vents. For example, it is quite clear that remittance of Emily’s taxes by Colonel Sartoris takes place in 1894.It is further p rovided that he is dead for the last ten years and this the time Emily meets the new aldermen. Story further discloses that Emily died at 74. This hint capacitates us to construct a linear chronology of the events.The linear sequence of events in Emily’s life is as follow; Section 4 illustrates her birth during civil war. Section 2 describes a joint ride with her father in an old wagon.Her father dies. Homer Barron appears on the scene and an amorous affairs starts with Emily in section 3. She purchases male lavatory set and outfits for him in section 4. We are again forced to revert back to section 3 when town people degrade him and reverted back and summon her cousin. Section 4 is marked with the arrival of cousins and departure of Homer from the town.He returns back after the exit of her cousins. We again slip back to section 3 where Emily purchase poison from a local vendor and Homer disappears in the next section. Section 2 illustrate stink from her house indicating his death and four aldermen are shown sprinkling water on her grave. Faulkner has used a novel narrative technique as story starts with Emily’s funeral (the end) and concludes with the finding of Homer’s rotten dead body.Faulkner’s concept of time and its effective utilization does not weaken the story but it is the most obvious strength of its plot, construction and thematic expressions. Although presentation of time in this manner is mostly related is subject to philosophical orientation of the author but it had deep impact on the plot.He merges past into present and present into past and this feature of the story captivates the reader. â€Å"Faulkner gives the story a chronology, but as with so many of his stories, we have to sort it out† (McGlynn 461); Furthermore, it hinders the formulation of reader’s judgment about Emily till the end.The effects of this non-linear chronology on the story are beautifully summed up by McGlynn (1969). He says that â€Å"A chronology of ‘A Rose for Emily’ is useful for at least two reasons: it makes the plot more easily comprehensible, and it helps clarify the function of time in the story† (461).By evading a clear and linear chronological order of events, Faulkner attempts to provide his reader a riddle comprised of various bits. However, he provides clues to facilitate this puzzle-solving. The motive behind this exercise seems to involve his reader more deeply in the story.ReferencesFaulkner, William. A rose for Emily. Columbus; Merrill. 1970.McGlynn, Paul D. William Faulkner: An Interpretation; â€Å"The Chronology of ‘A Rose for Emily,†Ã¢â‚¬Ëœ Studies in Short Fiction. 6. 1969.

A Leap Further By Being Stiff Essay

The concept of being inflexible or being stiff in making decisions has been conceivably one of the finest characteristic which has served the protagonists in the famous stories made in Asian literature.   Pak Hun in The Descendants of Cain, the student in Ya Dafu’s Sinking and Junshi in Creation, portray a character which in one point or another gives light to what appears to be sturdy sense of personality in the arena of decision making and in the context of survival and collaboration with the other characters in the story.   Perhaps that certain point of personality is nevertheless one of the viable factors why the aforementioned roles portrayed has been greatly regarded by the viewing audience, and in a larger concept, patronized as distinctive and distinguishing for that instance (Anderson). Pak Hun in Hwang Sun-won’s Descendants of Cain   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The main character of the story is Pak Hun, which is characterized as a passive person with eternally hesitant and ineffectual finesse.   Even though he is placed in a pedestal of social and political turmoil over the issue of survival and the perception of â€Å"not acting is not surviving,† the author gave him a powerful disposition in the love story that he has shared with the married lover, Ojaknyo.   His nostalgic yet inexorable presupposition on how to help the people in his village without compromising his fists just to save the love he has painstakingly pampered has caused him well in leading on to his venture in life and manhood. Unlike the other heroes in most stories, Pak Hun is deprived to act in his own will, driven by the horrors of reality and of what seemed to be his inherited fate in social class and on his manner in taking on the course of life.   Apparently, this so-called stated cowardice has served him the best of his effort, his compassion for others has saved him from the infamous destiny that he has forsaken.   Being sympathetic and sensitive has been a source of syntax towards emotion and a stronger drive for the Hamlet-like character to lead more than what he might further get in return of the â€Å"inflexibility† not to move mountains but to live a life worth living (Choe). The Student in Ya Dafu’s Sinking   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The connotation of â€Å"national allegory† in Yu Dafu’s Sinking offers an articulate and interwoven portrayal as represented by the student in the story (Denton).   Consequently, several critics portrayed the character as that which depicts the political situation of China as well as with the state of â€Å"powerlessness† that it is experiencing—gradually that of a modern mind, alienated from the faà §ade of the society, turned in on itself, ultimately divided and desolate for liberalism—psychologically apart from the social milieu. Sexual liberalism was rarely stated in the story, hence, in the general context in deciphering the meaning of the whole gist of the story, it would be seen that the student is after the â€Å"affection† of love and sexual activity—which on the more complex comprehension determines the fatal state of crisis of China in that certain point of time.   The protagonist’s patience and admiration to the flow of what seemed to be â€Å"natural way of life† has saved him from being off the scene of explicit exposure to the red light society which he later finds out to be a beneficial thing within the grasp of the May Fourth dilemma. Those who were behind the bars of desperation have been emotionally convicted in living in agony’s sagacity and apparently making them a part of the unidentified sinking icons in their community.   All of which lead to a single idea that the protagonist himself his leading a social transformation through the light of traditionalism.   Nevertheless, it showed that the point of â€Å"sinking† was happening in a nationalistic schema which in the vortex of the south and traditional China’s scenario, it may be taken to assumption that a moral community has longed for a distant sense of transformation which is clouded by a strike of fantasy and illusion. Junshi in Mao Dun’s Creation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Creaation, published in the year 1928 commences the story with Junshi, an intellectual man experiencing a crisis in life and a flashback of emphasis on failed projects which on the brighter side has made the protagonist gain much by choosing to stick on the result of what has been defined as lacking of revolutionary consciousness.   The ostensibly optimist portrayal with regard to women’s emancipation has been symbolized through Junshi’s stubborn yet sanguine personality which fueled his drive to overcome pessimism (Anderson).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The inflexible and confining ideals that has bewildered Junshi was basically a manifestation on his dream and hope, perceivably, to transform his wife, Xianxian through the advent of providing her with the amenities and educational entities which are aimed to mold her into a fashionable and politically and culturally inclined woman. Junshi then later finds out that his so-called creation of his wife has not given him the ample point of expectation that he wished to have, rather making him the person who is to catch up rather than one to have molded his wife in return.   The very fact that it has weakened his wife’s dependence on him and made her stronger in an astonishing effect—unlike the other characters in the aforementioned stories, inflexibility in Junshi’s case has been unsuccessful and has even made him see himself as a pitiful and apathetic person rather than that which ruled their marriage. Works Cited Anderson, Marston. â€Å"Beyond Realism: The Eruption of the Crowd.† Mao Dun, Zhang Tianyi, and the Social Impediments to Realism: The Regents of the University of California, 1990. Choe, Wolhee. â€Å"The Descendants of Cain.† Pacific Affairs 73.2 (2000): 2. Denton, Kirk A. â€Å"The Distant Shore: Nationalism in Yu Dafu’s â€Å"Sinking†.† Chinese Literature: Essays, Articles, Reviews (CLEAR) 14 (1992): 107-23.   

Serving Customers in Global Markets (Report) Essay

Serving Customers in Global Markets (Report) - Essay Example Nevertheless, the advert was able to garner the attention of consumers by influencing and in some cases even challenging their perceptions of beauty. The commercial also addressed the concepts of self-confidence and self-perception in a truly unique manner by depicting the stark contrast between how we view ourselves and how others see us. The influence of Dove’s Real Beauty Sketches is an embodiment of the psychological dimension of marketing which essentially represents the significance of successfully understanding consumer psychology to gain an advantage over the competitors. As stated by Haugtvedt, Petty and Cacioppo (1992), the cognitive element of advertising is associated with the development of a consumer’s behavior and attitude regarding a particular product. Furthermore, a comprehension of the psychology of the customer is also important for a business from the point of view of branding. Schmitt (2012) proposes the development of a consumer psychology model o f brands, the recommendations of which can be integrated to discuss the consumers’ judgment of the brand. ... The key message in the advert wishes to enlighten the audience on the perceptions of beauty by encouraging women to value their natural beauty. 2. Application of Consumer Psychology Theories According to Pieters and Wedel (2004), a print advertisement’s ability to attract the attention of the consumer is governed by three elements which are that of brand, pictorial and text. On the contrary, Porter and Golan (2006) postulate that the content which can be classified as ‘viral’ capitalizes on an individual’s will to share the material as much as possible and this characteristic does not stand valid in the case of television adverts. The differentiation that is shared by these cases essentially outlines a medium’s ability to immediately capture the attention of a consumer. Kahnemann (1973) understands that attention is associated with the contents of short-term memory which can be obtained from stimuli that exist both internally and externally. As depic ted in the diagram below short-term memory, is also known as working memory, and its contents are lost when forgotten. Fig 1. Information Processing and Memory Stores With respect to the advertisement, the attention of the viewer is captured through the simplicity of the setting, which can also be assessed in the light of perceived meanings. The setting of the commercial, with its large, well-lit and airy space shows the studio of a forensic artist and this component instantaneously draws the customer into the calm, secure and natural environment. The commercial characteristics that have been employed in the advertisement under study can be assessed in accordance with the concept of repetition, the application of which allows a specific

Coursework about Computers and the Law CW2 Essay

Coursework about Computers and the Law CW2 - Essay Example In his spare time, Jasper has also been hosting a web site from the Bank’s server which advocates violence and the political over throw of elected government in the UK. The Government Security services discover Jasper’s web site and want to spy on Jasper’s activities while he is hosting it, believing it will supply them with useful intelligence. One of the main issues that are raised in the above scenario is the issue of privacy. In order to be able to determine the legitimacy of the employers’ interception of Jasper’s emails it is necessary to consider the Human Rights Act 1998 and Article 8 of the European Convention on Human Rights 1950. It is also necessary to examine the rights of the government to be able to order the interception of emails. In this particular case justification could be based on issues of national security since Jasper is a hosting a website which advocates overthrowing the elected government and advocates violence. This will involve an examination of the Police and Criminal Evidence Act 1984 and the Regulation of Investigatory Powers Act 2000. This will also require an examination of the Data Protection Act 1998. In examining the rights of the employer to intercept email the issue of personal freedom is challenged. Craig (1999)1 was concerned that allowing employers to conduct electronic surveillance of employees through intercepting their emails could allow them access to private information about the employee, even if this was not the intended purpose of the monitoring. The case of Copland v United Kingdom [2007]2 demonstrates this issue nicely. In this case the complainant alleged that Article 8 of the European Convention on Human Rights 1950 had been violated by her employers monitoring of her email and internet usage as well as her telephone calls. The respondent argued that respect for her private life had not been

Homelessness Essay Example | Topics and Well Written Essays - 750 words - 6

Homelessness - Essay Example Governments as well as organizations have tried in combating the issue of homelessness but the fight is yet to be won. The state of homelessness is not pleasant. According to worldwide survey conducted in 2005, it was apparent that there were more than one hundred million people without permanent dwellings across the world; it is almost obvious that this figure has grown with time considering the exponentially advancing capitalism economy across the world. The worst hit is countries in Africa and some parts of Asia, the situation in the United States and Europe is better. According to a survey by the National Alliance to End Homelessness, there was a minimal reduction in the state of homelessness in America between 2009 and 2011; this reduction was by a margin of one percent (Coalition of the Homeless of Central Florida 1). The reduction was attributed to several advancements in the side of the Federal government as well as the state governments. A major breakthrough has been courtesy of an innovative program launched in 2010 by the federal government dubbed Prevention and Rapid Re-Housing Program ( Coalition of the Homeless of Central Florida 1). Various causes are accompanied by homelessness all across the world. It appears that the driving forces are the same, poverty. United States is one of the countries that enjoy low rates of homelessness courtesy of the well-established economy. Countries that are struggling in keeping up with economic instabilities are worst hit, some parts of Africa have reported up to millions of people living in muddy houses and makeshift houses if not tents. However, there are policies in development by individual countries to counter the menace. Enactment of workable policies and growing the economy seems to the lasting solution, the realization of these will be a contribution of all the relevant stakeholders. In order to prevent homelessness all individuals must take an active

Discuss the advantages of analysing organizations as incentive Essay

Discuss the advantages of analysing organizations as incentive mechanisms - Essay Example Hence, financial stability and economic prosperity is the basic motive behind all the efforts made by the individuals for obtaining different skills, degrees and qualifications. Theorists are of the opinion that the higher the level of education and technical skill or both, the brighter the probabilities of attaining respectable socioeconomic status in individual and collective life of the people. â€Å"In the age of globalisation, the knowledge economy discourse has become a way to characterise the new relationships between the state, society and economy and rendered higher education increasingly important for the international competitiveness of the nation states through their central tasks of generation, application and dissemination of knowledge and training high skilled labour force.† (Macerinskiene & Vaiksnoraite, 2006) Consequently, the efforts made in learning and studies certainly carry the purpose of enjoying incentives in the form of salaries, profits, facilities an d promotions in professional career. All corporate firms and organisations are well aware of this very reality that managers, employees, staff members and workers stick to one company provided it continues the policy of offering various incentives in the form of reasonable salary package, announces bonuses on showing excellent performance, assures job security, medical allowances and regular promotions on the basis on capabilities, dedication and targets achievement. The present study looks for analysing the companies as incentive mechanisms in the light of the theories articulated by the scholars and philosophers time and again pointing out the advantages of incentives in the growth of the organisations on the one hand, and in the performance of the work force on the other. Celebrated psychologist theorist Abraham H. Maslow has articulated his Need Hierarchy Theory in 1943 on the very notion of motivational effects, where he submits to state that five basic motivational scales are inevitable for the companies for the maintenance of the employees’ satisfaction. These levels include fulfilment of physiological needs, safety assurance, social/professional recognition, ego and self- actualising. (Maslow, 1943) The theorist argues that since motivational factors aptly rise from the lowest possible scales, so the most fundamental needs and requirements of the employees must be satisfied in precedence for the upgrading of their performance on the one hand, and for accelerating the pace of their interest in the tasks they are expected to accomplish on the other. Maslow vehemently declares the fulfilment of physiological needs as highly supportive for the job satisfaction of the workers. He is of the opinion that the employees should be assigned the tasks keeping in view their aptitude, interest, dexterity and command, which will not only turn out as the most inspirational factor of motivation for them, but also may pave the way towards the growth and developme nt of the organisation at large. Consequently, the more attractive and relevant to the disposition and aptitude of an employee the work, the higher will be the level of his motivation while performing his obligations and giving results to the organisation. In addition, if an employee's salary or wages are not sufficient to buy basic necessities including food, clothing and shelter for him and his family, his motivation level will surely be low and he will be unable to pay due heed to his work. Furthermore, job

Child Slavery in West Africa's Cocoa Plantations Research Paper

Child Slavery in West Africa's Cocoa Plantations - Research Paper Example The paper tells that it is ironical that while children in cocoa growing countries live a miserable life, large manufacturers in Europe and the US reap huge profits selling chocolates made from cocoa. These children work in almost slave-like conditions while millions of consumers derive pleasure by consuming cocoa products. According to UNICEF, nearly 200,000 children are made to work in West and Central Africa through human trafficking. Mostly, these children are exported from Mali, Nigeria, and Cameroon. The cocoa farms in these countries operate in violation of basic human rights. Cote d'Ivoire and Ghana’s economy largely depends on the cocoa exports and the prices farmers fetch from the international market. International prices are not in their control and the value gain depends on the yield they get from their farms. Much of the work, even today, is done manually and farmers have never thought of exploiting technology to replace manual labor over last several decades due to its easy and abundant availability. At times, weather also plays their role in success and failure of cocoa crops. All these factors, and the traditional way of farmers’ thinking in using manual labor for having the lowest possible cost in producing cocoa, they continue to use child labor as they cost them much lower in comparison to adult labor. Cote d'Ivoire also known as Ivory Coast is the largest producer of cocoa beans followed by Ghana. Most of the child laborers in these countries arrive from Mali. Mali is one of the poorest countries not only in the region but in the world with a GDP of less than $1000 per capita as per the CIA Factbook as on 2010 with over 30% of the population below poverty line. The unemployment rate has been estimated huge 30% as per 2004 estimation. Over 80% people in Mali earn their living from agriculture. With hardly any earning opportunities available Malians are forced to move other neighboring countries. That is why poor families in Mal i agree to send their children to Cote d'Ivoire and Ghana.

The Impact of Technology in the Delivery of Healthcare Research Paper

The Impact of Technology in the Delivery of Healthcare - Research Paper Example Thus in 1998, The Committee on the Quality of Health Care in America, or CQHCA was established in order to develop plans to create substantial improvement in healthcare quality (IOM, 2001). A report released by the OIM contained the findings and recommendations of the committee, and it was mentioned that the committee gave emphasis on the support of meticulously and well-thought of designs in making the health care delivery system a lot more safer, much more effective, as well as being patient-centered, suitable to the patients’ needs, reasonable and competent (IOM, 2001). Both of the IOM reports showed how medicine and innovation can work together for better results, and it can be accomplished by the use of information technology. Using information technology as the means to implement changes in the health care industry means that the system would be upgraded to give better and more reliable results for both patients and health personnel (IOM, 2001). The main goals that were set by the CQHCA that utilize information technology were developed to address the following aspects of the health industry: Safety – there are evidences showing that automated order entry system can bring down the number of errors in drug prescription and dosage administration. Effectiveness – there are evidences showing automated reminder system improves the compliance rate with clinical protocols and guidelines. Patient-centered – information technology can be used to facilitate access to clinical information through Web sites and online support groups: and tailor fit health education as well as disease management information. Timely – IT can provide clinicians and patients timely information through Internet-based communication such as telemedicine and e-visits. Efficiency – clinical decision support system made possible by IT reduces the need for redundant laboratory tests. Equity – provision of broader range of options for interaction through Internet-based communication with clinicians to all people, regardless of ethnicity, race, geographical location, and socio-economic status. Electronic Health Records through Information Technology Electronic health record (EHR) is a system that is composed of electronic devices, computer programs, active users such as medical personnel and providers, support mechanisms, and other enhancements that not only document care, but also improves its provision (Amatayakul & Lazarus, 2005). It is a collection of health information of individual patients or of groups of people or a population that can be retrieved electronically from a closed system of programs. It may include the patient’s personal data such as age, weight, medical history, laboratory tests, and billing information. Overall, EHR is a clinician’s tool that manages various areas of patient care (Carter 2001). The most common computer systems and their functions in order to make electronic health records as efficient as possible are shown in table 1.

International Economic Essay Example | Topics and Well Written Essays - 750 words

International Economic - Essay Example This period of years also showed a significant economic strategy shift with a new approach to industrialization and more intervention on the part of the government. In this period there was a major program by the government about investments and it was labeled â€Å"Big Push† and it was launched in year 1973 to ensure that Korea had a comparative advantage. This program was characterized by an escalation in inflation levels as well as a slump in export growth. There was also the rise in the ratios of capital to output and dismal performance of the income distribution. During this period the rate of exchange was set at a fixed point such that it could improve in real terms. Despite being viewed as a mistake in policy making, some of the investments set had been seen to appreciate reasonably. Over the period starting from 1979 to 1982, the characteristic of the Korean economy was that of crisis subsequent to the assassination that was done to their then president as well as the decline in the agricultural produce. Besides these negative factors were the oil shocks. After the assassination of Park (the president) in 1979, the military took over the control of the economy in 1980 led by General Chun Hwan and he was later, in 1981, elected as the country’s president. He ruled up to year 1988. ... During the years 1980 and 1981 the rates of exchange were devalued, but the fiscal and monetary policies’ direction alternated. Korea continued to borrow huge amounts to ensure investments were stable. In year 1982, exports had stagnated, and inflation had fallen resulting to a small decline in the accumulation of deficits of the current account. Over the period of 1983 to 1986, there was some recovery. In years 1983 and 1984 there was a significant recovery in the economy and towards the year 1986, the growth stagnated due to a fall in the global demand levels. (Collins and Park, 1989) For over two decades, South Korea had almost the entire of its focus on raising its levels of the export profits but it did not manage to get above the deficit levels. In 1986, the economy saw its first break through when the trade balance levels reflected a positive figure of USD 4.2 billion. Current account balance continued to reflect a rise for the following three years and the highest poin t was reached in 1988- the year of Seoul Olympics. Surplus of trade was 11.5 billion USD during that year. From the year 1990 through 1996, there were deficits recorded as they came back to haunt the economy. This was with the exception of a minute surplus of 1993. The deficit in year 1996 was USD 15.3 billion. The reason for this was many with the inclusion of the currency of South Korea’s behavior towards foreign currencies. There were constant raises in wage levels setting in from 1987 and this led to a negative impact on the terms of trade. Exports returns were based on few specific items like steel, semiconductors, and for which market was too sensitive and volatility was high. (Kleiner, 2001 p259) In year 2009, the current account of the economy of South

Influence the Age of Exploration Had on the New World and Africa Essay Example for Free

Influence the Age of Exploration Had on the New World and Africa Essay The Europeans, during the Age of Exploration, had an influence on both the New World across the Atlantic Ocean, and the much closer continent of Africa. In both Africa and the New World, Europeans had similar influences in that they negatively affected the natives in their search for riches such as spices and precious metals, and wherever they traveled they would spread Christianity to the natives. One example of this is when Cortes arrived in the Aztec empire he demanded they convert to Christianity, and when the Portuguese began colonizing east Africa it didnt take long for the Jesuits to come. However the spread of diseases, the slave trade, and the economic takeover of natural goods differed in the New World and Africa. Africans were accustomed to the diseases of Europe, the natives of the Americas were not enslaved as the Africans were, and the Europeans were unable to take over the natural resources of the Africans because of their stronger government structure. In both the New World and Africa the Europeans were constantly in search of riches and devoted to the spread of the Christian faith. Christopher Columbus’s first expedition across the Atlantic was in search for spices. In Africa, they wanted precious metals such as gold. In the New World and Africa the native people had their land taken from them by the Europeans so that they could search for these valuable things. When the Portuguese were settling the east African coast they forced the leader of the Mwene Mutapa to grant large sections of land to their officials. In the New World the natives also lost land but the Europeans were much more forceful. When Cortes came to the Aztec city of Tenochtitlan a battle broke out that killed the majority of the local population. This negatively influenced both the two worlds. Another influence on the native population was the spread of Christianity. The Spanish had forced the Aztecs to convert to Christianity but when they refused, a battle broke out. In Africa Jesuits had started to come to the Portuguese settlements in hopes to convert natives. Although the Portuguese Jesuits were less violent than the conquistadors, both Africa and the New World were influenced by the spread of Christianity European exploration and colonization had different effects on the New World in contrast with Africa in regards to disease effecting society, the effect politics had on slave trade, as well as the economic takeover of natural goods in the New World. European diseases alone wiped out at least half the population of the Americas. When Columbus arrived to  Hispaniola the population was 100,000 but just 77 years later and it had dwindled to 300. Diseases had a massive impact on the New World whereas it had little to no effect on Africa. Due to the fact that Africa is so much nearer to Europe, they had more exposure to these diseases, specifi cally Malaria. African ancestors were able to build up a stronger immunity to the diseases carried be European therefore it had contact with Europe via the Trans Saharan Trade Route, it is believed that African ancestor’ exposure to many diseases created resistance in further African generations. Therefore, the African population was much less effected by diseases carried by Europeans explorers than the Native Americans. When the Europeans arrived to the Americas they were able to take the population by storm. The Native Americans were weak and defenseless compared to the Spanish, who had horses and modern weapons. Columbus himself called these people â€Å"naà ¯ve innocents.† Due to their innocence it was easy for the Spanish to capture them and put them to work in sugar cane fields. This was quite the opposite however of the slaves captured from Africa. These slaves were actually negotiated between African slave traders and the Europeans. Slave merchants were paid with East Asian textiles, furniture, and spices. This differentiates from the completely forced capture of the slaves in the Americas because Africa was already well established. The indigenous people had a strong form of government and trade was strong along the Trans Saharan Caravan Trade Route. The Native Americans on the other hand did not have a stable enough government to withstand the Europeans. Looking at this form and economical stand point, natural resources were taken over in the Americas by the explorers. They harvested all the sugar cane, gold, and silver for their own trade purposes. The Indians were forced to work the fields, not own them like before. In Africa though, due to its strong establishment, Europeans could not forcibly take resources. Instead they negotiated and traded with slaver merchants to get what they wanted: slaves who would be forced to go the Americas to be the labor force for harvesting the natural resources there. The New World and Africa were affected by the Europeans during the Age of Exploration in similar and opposite ways. Both were negatively affected in the European’s search for riches and spices. They were also influenced by the spread of Christianity by the Portuguese Jesuits and Spanish conquistadors. There were differences however in the way European  diseases effected the foreign populations, how slavery in Africa was handled compared to the New World, and the economic takeover of natural goods in the societies.

Romeos cousin Essay Example for Free

Romeos cousin Essay In the ending of the prologue, violent scenes are rapidly shown. During one of the clips, a helicopter flies over Verona giving us very quick views of the city below. This creates a shaky image of the city. The audience experience a feeling of being on board the helicopter looking down. As the montage progresses to the end, the operatic music playing in the background becomes louder until it reaches a climax. Baz Luhrmann has compressed many section of the film in a short space of time. In one of the clips, we also see a little choirboy singing, and then a shot of Juliet as she unveils, dressed in white wedding dress in a church. This little boy signifies innocence and the church suggest religious setting as well as the little boy. The noisy, riotous gunfire creates a picture of a city in chaos. Police officers armed with guns and fire around the area gives us the impression that Verona is not safe and there is a lot of violence. The fire symbolises anger and hatred, a theme that runs through the Romeo and Juliet play. In one of the scenes, as the choirboy opens his mouth to sing, a clip of someone shooting a gun is shown. Baz Luhrmann puts these images together to create a feeling of the choirboy being shot. As the prologue ends there is a large cross icon in red with white stripes, which becomes smaller and the text Romeo and Juliet is shown. The cross replaces the word and in the text. The red colour of the cross symbolises death. Baz Luhrmann has made the prologue exciting by the use of the images, sounds and editing techniques. The images in the prologue are like a trailer of what will happen in the film. (Baz Luhrmann knows that teenagers have a short attention span, so he sets the pace of the prologue at a high speed with excitement. This is another way he gets the appeal of the younger audience). After the prologue has finished Baz Luhrmann uses a range of camera shots to draw the attention of the audience and to get the audience involved. The most effective of all the shots are the point of view and extreme close up shots. Baz Luhrmann uses the extreme close up shot when he is showing the family arms on the guns, he uses this type of shot because with the extreme close up you could see the difference between the two arms, the Capulets arm is gold, red and black where as the Montagues arm is silver, blue and black these colour differences represent the differences in the families. He also uses the extreme close up when he shows Tyblots (Juliets cousin) and Benvolios (Romeos cousin) eyes usually this is used when there is a shootout about to happen therefore Baz Luhrmann is foreshowing that there is going to be a shootout which does happen, furthermore he uses this shot to show the expressions on their faces Tybolt looks confident but Benvolio looks shaken. To get the audience involved with the movie he uses the point of view shot. It is used when two of the Montague boys try to escape the shootout and Tyblot sees them and takes aim, as Tyblot is taking aim it seems like we are taking aim. Finally, Baz Luhrmann also uses the zoom in shot to show how he has transformed the movie, sword in to guns, he does this by zooming in to Benvolios guns as he aiming for Abra and the printing on hes gun says Sword 9 mm Series S. The director doesnt only use the colours of the family arms to shows the difference in the families, he also uses costumes. As the prologue ends it shows the Montague boys in the car, the boys are all wearing Hawaiian shirts which are undone, (this relates with young boys lives) the Hawaiian shirts represent fun and shows that the Monatuges are lively and immature. When the Montague boys get to the fuel station minutes later the Capulets come, the Capultes are wearing black suits this shows that they are serious and mature. This shows that Baz Luhrmann makes the Montagues immature and lively but does the opposite for the Capulets, mature and serious. In conclusion, Baz Luhrmann has made a mind-blowing, hair gripping, exciting movie and has transformed every part of this play in to a movie, except one the concept of marriage. He had changed swords to guns, the Prince to a cop. It was acceptable for people to get married at a young age in Shakespeares time, because of the low life expectancy. But since we have high life expectancy we intend to get married between the ages of 20-40 years old, yet Baz Luhrmann fails to show this. Baz Luhrmann also fails to appeal to a wider audience since his main target audience is teenagers.

The Role Of Sunnah In Islamic Jurisprudence Theology Religion Essay

The Role Of Sunnah In Islamic Jurisprudence Theology Religion Essay Literally, Sunnah means a clear path or a beaten track but it has also been used to imply normative practice, or an established course of conduct. It may be a good example or a bad, and it may be set by an individual, a sect or a community. In pre-Islamic Arabia, the Arabs used the word Sunnah in reference to the ancient and continuous practice of the community which they inherited from their forefathers. The Sunnah, according to the scholars of hadeeths, is everything that has been related from the Messenger (SAW), of his statements, actions, tacit approvals, personality, physical description, or biography.   It does not matter whether the information being related refers to something before the beginning of his prophetic mission, or after it. The statements of the Prophet include everything the Prophet said for various reasons on different occasions. The actions of the Prophet include everything that the Prophet did that was related to us by his Companions.   This includes how he made ablutions, how he performed his prayers, and how he made the Hajj pilgrimage. The tacit approvals of the Prophet includes everything that his Companions said or did that he either showed his favor towards or at least did not object to.   Anything that had the tacit approval of the Prophet is as valid as anything that he said or did himself. An adequate answer to the question as to whether the Sunnah is a mere supplement to the Quran or a source in its own right necessitates an elaboration of the relationship of the Sunnah to the Quran is tried in the following paragraphs: The Holy Quran is the foundation of Islamic Law.   It is the miraculous speech of Allah that was revealed to the Messenger, may the mercy and blessings of Allah be upon him, by way of the angel Gabriel.   It has been transmitted to us with so many chains of authority that its historical authenticity is unquestionable.   It is written down in its own volume, and its recitation is a form of worship. As for the Sunnah, it is everything besides the Holy Quran that came from Allahs Messenger.   It explains and provides details for the laws found in the Holy Quran.   It also provides examples of the practical application of these laws.   It is also either direct revelation from Allah, or decisions of the Messenger that were then confirmed by revelation.   Therefore, the source of all the Sunnah is revelation. The Holy Quran takes precedence over the Sunnah in two ways.   For one thing, the Holy Quran consists of the exact words of Allah, miraculous in nature, down to the last verse.   The Sunnah, however, is not necessarily the exact words of Allah, but rather their meanings as explained by the Holy Prophet (SAW). The Position of the Sunnah in Islamic Law During the Messengers lifetime the Holy Quran and Sunnah were the only sources of Islamic Law. The Holy Quran provides the general injunctions that formed the basis of the Law, without going into all the details and secondary legislation, with the exception of a few injunctions that are established along with the general principles.   These injunctions are not subject to change over time or with the changing circumstances of the people.   The Holy Quran, likewise, comes with the tenets of belief, sets down acts of worship, mentions the stories of the nations of old, and provides moral guidelines. The Sunnah comes in agreement with the Holy Quran.   It explains the meanings of what is unclear in the text, provides details for what is depicted in general terms, specifies what is general, and explains its injunctions and objectives.   The Sunnah also comes with injunctions that are not provided by the Holy Quran, but these are always in harmony with its principles, and they always advance the objectives that are outlined in the Holy Quran. The Sunnah is a practical expression of what is in the Holy Quran.   This expression takes many forms.   Sometimes, it comes as an action performed by the Messenger.   At other times, it is a statement that he made in response to something.   Sometimes, it takes the form of a statement or action of one of the Companions that he neither prevented nor objected to.   On the contrary, he remained silent about it or expressed his approval for it. The Sunnah explains and clarifies the Holy Quran in many ways.   It explains how to perform the acts of worship and carry out the laws that are mentioned in the Holy Quran.   Allah commands the believers to pray without mentioning the times that the prayers had to be performed or the manner of performing them.   The Messenger clarified this through his own prayers and by teaching the Muslims how to pray.   He said: Pray as you have seen me praying. Allah makes the Hajj pilgrimage obligatory without explaining its rites.   Allahs Messenger explains this by saying: Take the rites of Hajj from me. Allah makes the Zakat obligatory without mentioning what types of wealth and produce it is to be levied against.   Allah also does not mention the minimum amount of wealth that makes the tax obligatory.   The Sunnah, though, makes all this clear. The Sunnah specifies general statements found in the Holy Quran.   Allah says: Allah commands you regarding your children: to the male, a portion equal to that of two femalesà ¢Ã¢â€š ¬Ã‚ ¦ (Holy Quran 4:11) This wording is general, applying to every family and making every child an inheritor of his or her parents.   The Sunnah makes this ruling more specific by excluding the children of Prophets.   Allahs Messenger (SAW) said: We Prophets leave behind no inheritance.   Whatever we leave behind is charity. The Sunnah qualifies unqualified statements in the Holy Quran.   Allah says: à ¢Ã¢â€š ¬Ã‚ ¦and you find no water, then perform tayammum (dry ablution) with clean earth and rub therewith your faces and handsà ¢Ã¢â€š ¬Ã‚ ¦ (Holy Quran 5:6) The verse does not mention the extent of the hand, leaving the question of whether one should rub the hands up to the wrist or the forearm.   The Sunnah makes this clear by showing that it is to the wrist, because this is what Allahs Messenger did when he performed dry ablution. The Sunnah also comes emphasizing what is in the Holy Quran or providing secondary legislation for a law stated therein.   This includes all the hadeeths that indicate that Prayer, the Zakat, fasting, and the Hajj pilgrimage are obligatory. An example of where the Sunnah provides subsidiary legislation for an injunction found in the Holy Quran is the ruling found in the Sunnah that it is forbidden to sell fruit before it begins to ripen.   The basis for this law is the statement of the Holy Quran: Do not consume your property amongst you unjustly, except it is a trade among you by mutual consent. The Sunnah contains rulings that are not mentioned in the Holy Quran and that do not come as clarifications for something mentioned in the Holy Quran.   An example of this is the prohibition of eating donkey flesh and the flesh of predatory beasts.   Another example of this is the prohibition of marrying a woman and her aunt at the same time.   These and other rulings provided by the Sunnah must be adhered to. The Obligation of Adhering to the Sunnah A requirement of believing in Prophet-hood is to accept as true everything that Allahs Messenger (SAW) said.   Allah chose His Messengers (SAW) from among His worshippers to convey His Law to humanity.   Allah says: à ¢Ã¢â€š ¬Ã‚ ¦Allah knows best with whom to place His Messageà ¢Ã¢â€š ¬Ã‚ ¦ (Holy Quran 6:124) Allah also says: à ¢Ã¢â€š ¬Ã‚ ¦Are the Messengers charged with anything but to convey the clear Message? (Holy Quran 16:35) The Messenger is protected from error in all of his actions.   Allah has protected his tongue from uttering anything but the truth.   Allah has protected his limbs from doing anything but what is right. Allah has safeguarded him from showing approval for anything contrary to Islamic Law.   In conclusion, it may be said that both sides are essentially in agreement on the authority of Sunnah as a source of law and its principal role in relationship to the Quran. They both acknowledge that the Sunnah contains legislation which is not found in the Holy Quran. The difference between them seems to be one of interpretation rather than substance. The Quranic ayat on the duty of obedience to the Holy Prophet (SAW), and those which assign to him the role of the interpreter of the Quran, are open to variant interpretations. These passages have been quoted in support of both the views, that the Sunnah is supplementary to the Quran, and that it is an independent source. The point which is basic to both these views is the authority of the Holy Prophet (SAW) and the duty of adherence to his Sunnah. In the meantime, both sides acknowledge the fact that the Sunnah contains legislation which is additional to the Quran. When this is recognized, the rest of the debate becomes largely redundant. He (SAW) is the most beautifully complete of Allahs Creations.   This is clear from how Allah describes him in the following verses of Holy Quran: By the star when it sets.   Your companion has neither gone astray nor has he erred.   Nor does he speak of his own desire.   It is only revelation that has been revealed. (Holy Quran 53:1-4) QUESTION: Kamali asserts that The essential unity of Shariaah lies in the degree of harmony that is achieved between revelation and reason. Ijtihad is the principal instrument of maintaining this harmony. Discuss how personal reasoning (Ijtihad) has helped to develop Islamic jurisprudence? ANSWER: 1. Introduction: Ijtihad played an important role in the development of Islamic legal theory. The aim of this essay is to discuss the concept of Ijtihad in the development of the Islamic legal theory. Thus it will not be out of place to give a brief introduction of the concept of Ijtihad. 2. Ijtihad: The Arabic word Ijtihad is derived from the Juhud which means expending of maximum effort in the performance of an act. In Islamic jurisprudence Ijtihad means the effort made by the Mujtahid in seeking knowledge of the Ahkam (Rules) of the Shariaah through interpretation. (Nyazyee, Ch. 14: P. 263). This definition implies the following: That the Mujtahid should expend the maximum effort, that is, he should work to the limits of his ability so much so that he realize his inability to go any further. That, the person expending the effort should be a Mujtahid. An effort expended by non-Mujtahid is of no consequence, because he is not qualified to do so. The effort should be directed towards the discovery of the Rules of the Shariaah that pertain to the conduct. The method of discovery of the Rules should be through interpretation of the texts with the help of other sources. This excludes the memorization of such Rules from the books of Fiqh or their identification by the Mufti. Thus, the activity of the Faqih and the Mufti cannot be called Ijtihad. 3. The Three Modes of Ijtihad: The Jurists in general practice three types or modes of Ijtihad. In reality, the activity of the jurist cannot be split up into separate modes. Ijtihad is single seamless process, but for simplification and ease of understanding this activity is divided into three types as follows; In the first mode, the Jurist stay as close to the text as he can. He focuses on the literal meaning of the texts, that is, he follows the plain meaning Rule. When the first mode of literal construction is exhausted by the Jurists, he turns to syllogism, which is Qiyas. This mode is confined to strict types of analogy. These are called Qiyas Al-Mana and Qiyas Al.illah. The second mode of Ijtihad is confine to the extension of the law from individual texts, while in the third mode the reliance is on all the texts considered collectively. This means legal reasoning is undertaken more in the line with the spirit of the law and its purposes rather than the confines of the individual texts. 4. Role of Ijtihad in the development of Islamic legal theory. Early notion of Islamic legal theory and the concept of Ijtihad: At the time of the Holy Prophet (SAW) the only source of the Shariaah was revelation. That revelation had two types, one was the direct speech of Allah, namely the Holy Quran, and the other was indirect speech of Allah which the Holy Prophet (SAW) expressed in his own words, that is termed as Sunnah of the Holy Prophet (SAW). The Holy Quran by nature is implicit. It does not provide details of each and every individual case, rather it describes general principles, examples etc. the Holy Prophet (SAW) used to explain and implement those principles and general rules in individual cases, that is Sunnah of the Holy Prophet (SAW), in that sense the Sunnah is the explanation of the Holy Quran, though as it is mentioned earlier that explanation was also directed by the God. Although as it is mentioned earlier that the only source of law at that time was revelation, but some time the Holy Prophet (SAW) practiced Ijtihad in its narrow sense in the absence of reveled rule(s) as the Holy Prophet (SAW) said, when I do not receive a revelation I adjudicate among you on the basis of my opinion (Abu Dawud, 1984:1017). However, the difference of that Ijtihad with ordinary Ijtihad bil ray is that whenever, He (SAW) mistook, a verse would be revealed in order to inform him the correct decision. For instance, once the Holy Prophet (SAW) was asked by a woman about the rule of dhihar. The Holy Prophet (SAW) answered her I dont think that the rule is different from that of divorce. Then Allah revealed verses regarding the hukum of dhihar, which was not similar to divorce and then the hukum of dhihar had been corrected. The companion of the prophet used to do Ijtihad at that time also. When the Prophet was not available or when the Prophet sent them to somewhere, they use to do Ijtihad in the absence of explicit Quranic verse or Sunnah of the Prophet. They use to interpret the verses of the Quran and the Sunnah of the Prophet as well as in cases of completely new issues they use to do Ijtihad on the basis of the principles of Shariaah. The advantage of them was if they mistook they could correct themselves by asking the Prophet or Allah would revealed the correct rule(s). Therefore, Shariaah was very much based on the revelation at that time, i.e. either Allah would reveal the hukum of a certain masala or He would approve the decision(s) of the Prophet and his companions or He would disapproved and correct their decision(s). Hence, despite the fact that the practice of Ijtihad was started from that time, but it did not get the status of a source of Islamic legal theory then. Development of Islamic legal theory and the concept of Ijtihad: After the death of the Holy Prophet (SAW), the gate of revelation has been closed for ever. Therefore, in order to deal with new problems, the companions of the Holy Prophet (SAW) used to depend on the Ijtihad. However, it did not substitute the Holy Quran and Sunna at all, rather whenever they faced a new phenomenon regarding which they did not know any Quranic verse or Sunnah of the Holy Prophet (SAW), they used to ask the other companions whether they knew any Hadith of the Holy Prophet (SAW) concerning that. They used to do Ijtihad in the absence of the revealed rule and whenever they found any Hadith regarding that case they use to abandon their Ijtihad and followed that Hadith. Because of the quick expansion of the Muslim world in first century, a huge number of people embraced Islam. A number of the companions of the Holy Prophet (SAW) migrated to different places in order to teach the new Muslims the science of Islam. People gathered around them to learn Islam. Through their teaching they created groups of scholars. Those groups were the producers of the different schools of thought. Two distinctive trends of thought emerged at that time, namely Ahl al-Ray and Ahl al-Hadith. The trend of Ahl al-ray can be traced back to the second caliph Hazrat Umar (RA) and a renowned companion Hazrat Abdullah ibn Masud (RA), whereas the trend of Ahl al-Hadith can be traced back from two renowned companions and scholars Hazrat Zaid Bin Thabit and Hazrat Abdullah Bin Umar (RA) (Abdur Rahim,2003:55). Ahl al-ray are those who depend on personal opinion (Ijtihad bil ray) in order to solve the problems and analyze the Ahkam of Shariaah and extract the major causes of those in order to draw out those to new phenomenas. Ahl al-Hadiths are those who depend on only authentic evidences. There strategy is to express exactly what is in the authentic narrations. They do not involve in causation of the Ahkam of Shariaah and extend those to new phenomenas. Nevertheless, the more the Muslims faced new problems the more the former trend became prominent, because of their wide practice of Ijtihad they could solve the new phenomenas better than Ahl al-Hadith School of thought. However, Ahl al-Hadith school of thought did not completely deny or overlook the concept of Ijtihad. Ijtihad also played a big role in the development of that school of thought. However, their concept of Ijtihad was narrower than that of Ahl al-Ray as discussed in the following section of the essay. Hence, it could be said that by the end of first century, Ijtihad became an important source of Islamic jurisprudence through the practice of it by the companions of the Holy Prophet (SAW) and their followers, although there were difference of opinion among them about the definition, scope and way of practice of it. Institutionalization of Islamic legal theory and the role of Ijtihad in it: The last companion of the Holy Prophet (SAW) died in the end of the first hijra. Around that time the process of institutionalization and compilation of Islamic jurisprudence started. The notion of Madhhad (School of thought) emerged at that time in different places. Although there were countless Madhhabs, but, apart from four Madhhabs others are not existed now a day.   We will discuss here the development of those four Madhhabs and the concept of Ijtihad in those. Hanafi school of thought: Hanafi school of thought is based on the jurisprudence of Imam Abu Hanifa. The Usul of Imam Abu Hanifa as he describes, is as follow: If I find any hukum in the Holy Quran, I confined myself with that. If I do not find that there, I accept Sunnah of the Holy Prophet (SAW) which has come to me through authentic narrators. When I do not find that in the Holy Quran and in the Sunnah, I follow the opinion of the companions meaning their general consensuses. In case of their disagreement with each other I accept or abandon which ever I want, but I do not prefer others opinion over theirs. In case of the opinion of others, I have the right of Ijtihad as well as they have. The Maliki School of thought: The Maliki Madhhad is based on the jurisprudence of Imam Malik (93-179 A.H.). The method of his jurisprudence which is the method of Maliki Madhhad as well is that, in order to find out the hukum of a certain issue he first used to look in the Holy Quran, if it is not available in the Holy Quran then he used to look it in the Sunnah of the Holy Prophet (SAW). Similarly if the Quran describes the principle or indirect hukum of the issue he also used to search the Sunnah in order to find out the details of that. He used to consider the practice of Ahl-Medina as Mutawatir Hadith. If he did not find the solution in the Holy Quran or in Hadith he would refer to the general consensus of the companions who were known as faqih, if there were no general consensus regarding that matter then he would follow the individual opinions of the companions or would do Qiyas. If it was an abstract matter where there is no room for Ijtihad bil ray then he would follow the op inion of a companion, else he would prefer Ijtihad bil ray. Al-Shafi School of thought: Imam Al-Shafi emerged during the period of the compilation of the above mentioned two school of thoughts jurisprudence. He is credited as the inventor of Usul al Fiqh. However, Kamali argues that the Usul al-Fiqh was existed before but until the time of Al-Shafi it was not in a form of science. Imam Al-Shafi authored a book regarding the principles and rules of jurisprudence namely Al-Risalah, which is considered as the first book on Usul al-Fiqh (Kamali, 1991:3, 4). The motivations which prompted Al-Shafi to introduce the usul al-Fiqh are some inconsistencies which he observed in the discourses of his predecessors. He mentioned those in the beginning of his book kitabul Umm. It is appear from the reform activity of Al-Shafi that the objective of that was to make the Ijtihad systematic and to demolish the tendency of unconditional imitation of the predecessors Fatwas and hence to reopen and widen the scope of Ijtihad. Although, he excluded Ray from the category of Ijtihad, especially he was critical about Istihsan, and emphasized more on qias but he made the point clear that he is against the following of ones personal whim and amounts to unjustified legislations. Conclusion: In conclusion, it can be argued that Ijtihad played an important role in the development of Islamic legal theory. It appears from the essay that some of the school of thought emerged as a reaction against Taqlid or blind imitation of predecessors and the objective of them was to reopen and widen the gate of Ijtihad. QUESTION: In Islamic legal theory the law preceded society and is considered to be eternal as Allah. Explain, how todays states, with elected governments and independent judiciaries apply these rules of law. ANSWER. Introduction: The Holy Quran is a complete code for mankind and provides guidance for man in all walks of his life. It has its own concepts of ethics, politics, economics and sociology. It is an irony of fate that, now a days the demand for the enforcement of the Islamic law has come to surrounded by such a thick mist of misgivings that a mere reference to it raises a storm of criticism not only in non Islamic but even in Islamic countries also. Thus for instance, the questions are asked: Can a centuries old legal system be adequate to fulfill the requirements of our modern state and society. To be sure, these questions are not the outcome of any antagonism towards Islam but mostly of sheer ignorance which must quite naturally breed suspicion. The first task, therefore, is to explain to people the meaning and applications of Islamic Law, Its objectives, its Spirit, its Structure and its categorical and unchangeable injunctions along with the reasons of their permanence. They should also be informed of the dynamic element of Islamic Law and how it guarantees the fulfillment of ever increasing needs of the progressive human society in every age. Islamic Law: The establishment of political authority which may enforce Islamic Law requires a Constitutional Law and Shariaah clearly laid down its fundamentals. The Shariaah has provided answers to the following basic questions of Constitutional Law. What is the basic theory of the state? What is the source of the authority of its legislation? What are the guiding principles of state policy? What are the qualifications of the ruler of an Islamic State? What are the objectives of an Islamic state? In whom does the sovereignty reside and what are the different organs of the state? What is the mode of distribution of power between different organs of the state, viz.: Legislature, the Executive and the Judiciary? What are the conditions of Citizenship? What are the rights and duties of Muslim Citizens and what are the rights of non Muslim citizen? The guidance which the Shariaah has provided in respect to these questions constitutes the Constitution of Islam. Besides laying down the fundamentals of Constitutional Law, the Shariaah has also enunciated the basic principles of Administrative Law. Beside that there are precedents in administrative practice established by Holy Prophet (SAW) and the first four rightly guided Caliphs of Islam (Khulfah-e-Rashidin). For instance, the Shariaah enumerates the sources of income permissible for an Islamic State and those which are prohibited. It also prescribes the avenues of the expenditure. It lays down rules of conduct for Police, the Judiciary and Administrative machinery. Elected Governments and Islamic Law: The Holy Quran and Holy Prophet (SAW) encourage Muslims to decide their affairs in consultation with those who will be affected by that decision. The concept of consultation is known as SHURA in Islam. Shura is an Arabic word for consultation. Majlis al-Shura and a Parliament Many traditional Sunni Islamic Jurists agree that to be in keeping with Islam, a government should have some form of council of consultation or Majlis al Shura, although it must recognize that sovereignty belongs to ALLAH ALMIGHTY and not the people. Jurists have written that members of the Majlis should satisfy following three conditions: They must be just, They have enough knowledge Islamic Injunctions to distinguish a good caliph from a bad one, and They have sufficient wisdom and judgment to select the best caliph. Many contemporary Muslims have compared the concept of Shura to the principles of western parliamentary democracy. For example: What is the Shura principle in Islam? It is predicated on three basic precepts. First, that all persons in any given society are equal in human and civil rights. Second, those public issues are best decided by majority view. And third, that the three other principles of justice, equality and human dignity, which constitute Islams moral core, are best realized, in personal as well as public life, under Shura governance. Judiciary and Islamic Laws: Islam is the religion that Allah wants for mankind from the time that He sent Holy Prophet (SAW) shows great concern for the judicial system and those appointed to carry out its responsibilities. Islam prescribes for it many legal injunctions. How else could it be, when Islam is the religion of mercy, equality, and justice? It is the religion that comes to free people from worshipping Creation and bring them to the worship of Allah. It is the religion that comes to remove people from oppression and iniquity and bring them to the highest degree of justice and freedom. Allahs Messenger (SAW) was the greatest of judges. He used to act in the capacity of judge in the city of Medina, which was the first Islamic state. He used to appoint people to be judges in other cities In the era of the Rightly Guided Caliphs, the head of state continued to be the one to appoint judges, govern their affairs, protect their independence, and keep the governors and political appointees and even the Caliphs subject to the judges verdicts. Hazrat Umar bin al-Khattà ¢b (R.A.), the second Caliph, was the first person to make the judge an independent entity, distinct from the Caliph and the governors. So it was Islam that not only called for independent Judiciary but also the first religion and state that actually setup the independent Judiciary. Conclusion: The Islamic Law, the Law which Holy Prophet (SAW) delivered unto mankind for all times to come, this Law admits of no difference between man and man except in faith and religion. Those religious and social systems and political and cultural ideologies which differentiate between men on grounds of Race, Country or colour, can never become universal creeds or world ideologies for the simple reason that one belonging to a certain race cannot get transformed into another race, one born in certain country cannot tear asunder his entity from that place, nor can the whole world condense into one country, and the colour of negro, a Chinese and a white man cannot be changed. Such ideologies and social systems must remain conned to one race, community, or country. They are bound to be narrow, limited and nationalistic and cannot become universal. Islam, on the other hand, is universal ideology. Any person who declares belief in LA ILAHA ILLALLAH MUAMMAD-UR-RASULLULLAH enters the pale of Islam and entitles himself to the same rights as those of other Muslims. Islam makes no discrimination on the basis of race, country, colour, language, or the like. Its appeal is to the entire humanity and it admits of no narrow minded discriminations. This law is eternal. It is not based on the customs or traditions of any particulars people and is not meant for any particular period of human history. It is based on the same principles of the nature on which man has been created. And as that nature remains the same in all periods and under all circumstances, the law based on it unalloyed principles should also be applicable to every period and under all circumstances. And this universal and eternal religion is Islam.

Mark Twains The Adventures of Huckleberry Finn - A Controversial Novel :: Adventures Huckleberry Huck Finn Essays

Huckleberry Finn – Controversial Novel A well-studied piece of American literature was written by Mark Twain and is known as The Adventures of Huckleberry Finn. It is an adventure story, as the title suggests, about a boy who escapes his abusive father and finds himself in the company of a runaway slave as they head down the Mississippi together to find freedom. Along the way, they become equals in their venture and Huck's belief system that was formed by the society he lives in is shattered. Not only is this book, one of the most controversial novels of all time, but it is true American ideals and flaws. The fact that The Adventures of Huckleberry Finn is one of the most widely taught books in American literature classrooms across the country speak of its greatness. But what exactly is it about the book that makes it so great? First, the use of satire throughout the book gives different parts of action irony. Satire is a literary work in which vices, follies, stupidities, abuses, etc. are held up to ridicule and contempt. Twain uses satire through the story to poke fun at the society in which he grew up. Satire is useful because it makes the readers truly think about what Twain has said, and at the same time, the irony of it is based on truth and can be used to force the readers to think about society today. By stepping back, they realize the modern irony that they live by. The examples that Twain used in Huck Finn range from Jim, the runaway slave calling Huck white trash, to the people on the river abandoning Huck when they think "his father" is ill with small pox. But the best use of satire in the book is when the Grangerfords and the Shepardsons go to church: Next Sunday we all went to church, about three mile, everybody a-horseback. The men took their guns along, so did Buck, and kept them between their knees or stood them handy against the wall. The Shepardsons done the same. It was pretty ornery preaching-all about brotherly love, and such-like tiresomeness; but everybody said it was a good sermon, and they all talked it over going home, and had such a powerful lot to say about faith and good works and free grace and preforeordestination, and I don't know what at all, that it did seem to me to be one of the roughest Sundays I had run across yet.

Distance Learning Essay -- Education Educating Learn Essays

Distance Learning missing works cited Definition and Description of Distance Education Distance education is any academic learning method that lets the teacher and the student participate and communicate in a convenient manner, while sometimes in different places and sometimes at different times. The distance education concept has allowed a diverse set of individuals to continue their education, whether it is for personal or professional satisfaction. The teacher is still able to create, design, and plan with goals and objectives, and the student is able to learn and experience through the distance (Davey, 1999). Another word that is associated with distance learning is multimedia. With the use of multimedia, the learning is literally at the "fingertips" of the teacher and the learner. The long distance allows the multimedia, or the use of video, audio, graphics, images, animation, and text, to let the teacher relay information from one location to the learner in a totally different location. This is a process to use when face-to-face interaction is not possible (H ancock, 1999). A summative definition of distance education is a system of instructional learning in which the student(s), in groups or singly, and the teacher are physically separated. The methods of learning takes place with technology consisting of various combinations of telecommunications, hardware and software (Ely; Foley; Freeman, & Scheel, 1995). This learning promotes change in both business and education. This change has its features, benefits and concerns in both fields, which will be discussed (Holloway, & Ohler, 1999). Business and Instructional Technology Side of Distance Education Inc. magazine reports that in the business and instru... ...mind (Hancock, 1999). Holloway and Ohler suggest to keep talking and reading literature about distance education. Other educational systems and organizations may be willing to share resources and technologies associated with distance education (1995). Also, the technologies need to associate to the learning environment. Blumenstyk, Goldie, and Kelly state that "institutions should not go overboard with technology, but to keep it in perspective as one aspect of a balanced educational philosophy" (1999). At this point, distance education is starting to become an outstanding use of learning in higher education. Distance education can be classified as an innovation that combines theory and implementation in "educational technology", better than other trends (Ely; Foley; Freeman, & Scheel, 1995). Distance education is part of out past, present, and future.

Marlon Brando :: Biographies Biography

Marlon Brando was born on April 3rd 1924, in Omaha, Nebraska, the third and last child of Dorothy Pennebaker Brando and Marlon Brando, Senior. He had two sisters Jocelyn and Frances and was descended from Irish immigrants. In 1935, his parents separated, and his mother moved with her three children to Santa Ana in Orange County, California. Two years later, in 1937, his parents were reconciled again, and the family moved to Libertyville, Illinois, north of Chicago near Lake Michigan. (Bosworth, 2004) In 1940, he was sent to a military boarding school - Shattuck Military Academy in Fairbult, Minnesota, from which he was eventually expelled for insubordination. In 1943, Brando relocated to New York City to study the Stanislavsky method under Stella Adler. (Editor, 2004) Brando's, first film was Fred Zinnemann's The Men in 1950. In 1951, he played in A Streetcar Named Desire .The role he performed in that movie earned him the first of four consecutive Best Actor Academy Award nominations. He followed up with impressive, very individualistic performances as a Mexican revolutionary in Viva Zapata in 1952 and as Marc Anthony in Joseph L Mankiewicz's adaptation of Shakespeare's Julius Caesar in 1953. (Maltin, 2004) In 1954, he performed in On the Waterfront, as a washed-up boxer. His great performance in the movie won him an Academy Award. In1956, he performed in Sayonara, for which he garnered another Oscar nomination. (Editor, 2004) In 1957, he married Anna Kashfi but unfortunately their marriage only lasted for two years. In 1962, he married Mivta but their marriage also did not last for a long time, and they divorced in 1963.Some of his movies in 60’s were, Mutiny On The Bounty in 1962, The Ugly American in 1967,and Reflections in a Golden Eye in 1967. (Editor, 2004) The Brando renaissance began with 1972's The Godfather. Against the objections of Paramount, director Francis Ford Coppola cast him to play the aging head of a Mafia crime family. Brando was brilliant, delivering his best performance in well over a decade. His great performance in The Godfather won him another Academy Award. (David Thomson) Brando did not appear on screen for three years, finally resurfacing in The Missouri Breaks in 1976 opposite Jack Nicholson. His next appearance, in Coppola's 1979 Vietnam epic Apocalypse Now, was largely incoherent, while for 1980's The Formula, he appeared in only three scenes. For a decade, he did not perform in any movies.

Education of Pakistan Essay

Introduction: Education has always been considered as one of the main factors for socioeconomic and subsequently the national development because of its ability to raise the quality and productivity of the human capital. Education also creates awareness, tolerance, self esteem and confidence, which empower people to defend their rights, reduce poverty and inequality and improve in health, status and good governance in implementation of socio economic policies. It also enables the people to protect their ideological inspiration and help in developing national cohesion. Source: Wikipedia, MoE GoP Education in Pakistan is overseen by Ministry of Education of Government of Pakistan. The academic institutions are the responsibility of the provincial governments whereas the federal government mostly assists in curriculum development, accreditation and some financing of research. Background: The Government of Pakistan recognizes education as one of the fundamental rights of a citizen as well as extends its commitment to provide access to education to every citizen. According to the Constitution of the Islamic Republic of Pakistan, the State is responsible, â€Å"to provide basic necessities of life, such as, food, clothing, housing, education and medical relief, for all citizens, irrespective of sex, caste, creed or race, [38 (d)] †¦ to remove illiteracy and provide free and compulsory secondary education within minimum possible period. † [37 (b)]. In this context, the public sector has invested in education in both urban as well as in rural areas, and in formal as well as non-formal institutions. The private sector also participates, though on a limited scale, in extending education and has established formal schools, mostly located in urban localities. Besides, some NGOs and non-profit organizations also offer primary schooling, both under the formal as well as non-formal systems. Stages of formal education. The education in Pakistan is generally divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate or SSC); intermediate (grades eleven and twelve, leading to a Higher Secondary (School) Certificate or HSC); and university programs leading to graduate and advanced degrees. Primary education Only 63% of Pakistani children finish primary school education. Furthermore, 68% of Pakistani boys and 72% of Pakistani girls reach grade 5. The standard national system of education is mainly inspired from the British system. Pre-school education is designed for 3-5 years old. After pre-school education, students go through junior school from grades 1 to 4. This is preceded by middle school from grades 5 to 8. The two commonly used indicators for measuring changes in primary and middle schooling are the Gross Enrolment Rate (GER and Net Enrolment Rate (NER). The Primary education is divided into the following three stages. i) Pre-Primary Education Pre-Primary Education is an important component of Early Childhood Education (ECE), Prep or Kachi classes of children having age of 3-4 years. An increase of 2. 6 % in Pre-Primary enrolment (8. 434 million) in 2008-09 over 2007-08 (8. 218 million) has been observed and during 2009-10, it is estimated to increase by 2. 2 percent. Primary Education (Classes I – V) A number of 156,653 Primary Schools with 465,334 Teachers are functional. An increase of 0. 6 % in Primary enrolment (18. 468 million) in 2008-09 over 2007-08 (18. 360 million) has been observed and during 2009-10, it is estimated to increase by 1. 3 percent. Middle Education (Classes VI-VIII) A number 40,919 Middle Schools with 320,480 Teachers are functional . A decrease of 0. 2 % in middle enrolment (5. 414 million) in 2008-09 over 2007-08 (5. 426 million) has been observed and during 2009-10, it is estimated to increase by 0. 6 percent. Sources: 1. Figures of Primary, Middle, High and Higher Sec. from 1992-93 to 2007-08 is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad 2. Figures of Inter Colleges and Degree Colleges for 2004-05 and onwards is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad 3. Figures of Private School data from 1992-93 to 1999-2000 is based on 8th Five Year Plan : Planning Division, Pakistan 4. Figures of Private School data from 2000-01 to 2004-05 is based on ‘Census of Private Education Institution 1999-2000’, Federal Bureau of Statistics, Ibd 5. Figures of Private School data of 2005-06 onward is based on ‘National Education Census, 2005’ AEPAM, Ministry of Education, Islamabad Secondary education Secondary education in Pakistan begins from grade 9 and lasts for four years. After end of each of the four school years, students are required to pass a national examination administered by a regional Board of Intermediate and Secondary Education (or BISE). Education intermediate indicators include functional public schools, basic facilities in public schools, posts filled against sanctioned strength in public schools and percentage of trained teachers in these schools. Number 24,322 Secondary Schools with 439,316 Teachers are functional. An increase of 2. 9 % in middle enrolment (2. 556 million) in 2008-09 over 2007-08 (2. 484 million) has been observed and during 2009-10, it is estimated to increase by 5. 6 percent. Sources: Figures of Primary, Middle, High and Higher Sec. from 1992-93 to 2008-09 is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad Figures of Inter Colleges and Degree Colleges from 2004-05 onward is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad Tertiary education According to the OECD’s 2009 Global Education Digest, 6. 3% of Pakistanis (8. 9% of males and 3. 5% of females) were university graduates as of 2007. Pakistan plans to increase this figure to 10% by 2015 and subsequently to 15% by 2020. There is also a great deal of variety between the different age cohorts. Less than 6% of those in the age cohort 55-64 have a degree, compared to 8% in the 45-54 age cohort, 11% in the 35-44 age cohort and 16% in the age cohort 25-34. An enrolment of 1. 147 million is estimated in 2009-10 over 1. 074 million in 2008-09 and 959,690 in 2007-08. 3,291 Higher Secondary Schools / Inter Colleges with 76,184 Teachers are functional Sources: Figures of Technical & Vocational from 2003-04 onward is based on Pakistan Education Statistics Reports, AEPAM, Islamabad Figures of Universities from 1992-93 to 2007-08 was downloaded from website of HEC, Islamabad (www. hec. gov. pk) Quaternary education. Many Master’s degree programs only require one and a half years of study. Doctor of Philosophy (PhD) education is also available in selected areas and is usually pursued after earning a Master’s degree. Students pursuing PhD degrees must choose a specific field and a university that is doing research work in that field. PhD education in Pakistan requires at least 3–5 years of study. An enrolment of 458,835 students is expected during 2009-10 in Degree Colleges over 429,251 in 2008-09 and 383,810 in 2007-08. 1,238 Degree Colleges with 21,176 Teachers are functional and 205 new Degree Colleges have been added since July 2008. Universities Education (Classes XV onwards) An enrolment of 948,364 is estimated in 2009-10 in Higher Education over 803,507 in 2008-09. In order to boost-up higher education four new universities have been established during the year 2009-10 making the total number to 132 universities with 50,825 Teachers in both Private and Public Sectors Sources Figures of Technical & Vocational from 2003-04 onward is based on Pakistan Education Statistics Reports, AEPAM, Islamabad Figures of Universities are provided by Higher Education Commission (HEC), Islamabad (www. hec. gov. pk). Spending on education As a percentage of GDP, Pakistan spends only 2. 9% of it on Education. However, the government recently approved the new national education policy, which would result in education being allocated 7% of the GDP. The government plans to raise the literacy rate to 85% by 2015. In accordance with the target set by the Millennium Development Goals for Pakistan and EFA Education for All. Public Expenditure on Education as percentage to GDP is lowest in Pakistan as compared to other countries of the South Asian region. According to official data, Pakistan allocated 2. 5% of GDP during 2006-07, 2. 47% in 2007-08, 2. 1% in 2008-09 and 2. 0 % in 2009-10 which shows persistent declining trend. According to UNESCO’s EFA Global Monitoring Report 2009, the Public Sector expenditure on Education as percentage of GDP, in other countries of the region was 2. 6% in Bangladesh, 3. 2% in Nepal, 3. 3% in India, 5. 2% in Iran and 8. 3% of GDP in Maldives. The breakup of investment in education by the Federal Government and the Provinces for the year 2009-10 is given. [pic] Ministry of Education [pic] Education statistics, ministry of education Objectives/ Goals. †¢ Promote the educational and economic interests of backward classes or areas with special care. †¢ Remove illiteracy, and provide free and compulsory secondary education within minimum possible period. †¢ Make technical and professional education generally available on merit. †¢ Enable the people of different areas, through education, training to participate fully in all forms of national activities, including employment in the service of Pakistan. †¢ Decentralize the Government administration to facilitate expeditious disposal of its business to meet the convenience and requirements of the public. †¢ Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning, life skills and citizenship programmes; †¢ Achieving 50% improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for adults; †¢ Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. †¢ Ensuring that by 2015 all children with special emphasis on girls and children in difficult circumstances have access to and complete free and compulsory primary education of good quality. †¢ Eliminating gender disparities in primary and secondary education by 2015 and achieving gender equal access to and achievement in basic education of good quality. †¢ Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. Source: MoE website. Situation analysis: [pic] GER at primary education The primary-level GER for children 5-9 years old, excluding katchi16 class, according to the PIHS, was 72 percent in FY 2001/02. Sound progress has been made so far in improving both GER and NER and is evident when the comparison is made between FY 2000/2001 and FY 2006/07 based on PSLM. The PSLM results are encouraging in many aspects. The overall increase in primary school GER is impressive in PRSP period, from 72 percent in FY 2001/02 to 91 percent in FY 2006/07 The role of the private sector in primary education has increased overtime. Of the total primary level GER of 87 percent in FY 2005/06, the government school GER was 57 percent and private school GER 30 percent. The government school GER increased by 15 percent between FY 2001/02 and FY 2005/06 period while the private school GER increased by 33 percent during this period. It suggested, on the one hand, that new enrolment has taken place in both public and private schools. On the other hand, the relatively higher increase in private school GER suggested some shifting of children from public to private schools. However the PSLM shows that the coverage of the public school system increased to 69 percent in FY 2006/07 compared to 65 percent in FY 2005/06 but witnessed an overall decline from 72 percent in FY 2004/05 to 69 percent in FY 2006/07. Source: Annual Report, SPRSM Isb. Percentage change in education from year 2000-2001 to 2008-2009 Education related expenditures in FY 08-09 recorded increase of 28. 10 percent relative to FY 07-08 with largest increase in â€Å"Others† followed closely by Secondary and Primary Schools. There is considerable provincial variation in the sub sectors of education; Punjab achieving highest percentage increase in Secondary and Professional Education; in Khayber Pakhtoonkhwa, two sub sectors of higher education, General University and professional education taking precedence over primary education; Baluchistan and Sindh expenditures in Technical and Vocational Training depicts increase in FY 08-09 as compared to year 07-08. Statistics show that Primary and Secondary Education hold major share in total education related expenditures. Professional education and Vocational Trainings hold least share in years 08-09. A uniform pattern emerges at the provincial level with Primary and Secondary Education contributing the most to respective aggregate provincial education expenditures. In university/college education, all the provinces exhibit identical trend with a share of 8-10 percent while professional education depicts highest share of 7. 85 percent in the year 08-09. Teacher and Vocational Training assume the least contribution in all but two provinces Baluchistan with 1. 96 percent and Punjab with 2.93 percent of aggregate education expenditures. |Percentage distribution of education expenditures in FY 08-9 and FY 08-09 by province | | | |Federal |Punjab |Sindh |KBRPKTNKWA |Baluchistan |Pak| | | | | | | | |ist| | | | | | | | |an | |Primary Education |6. 2 |37. 4 |40. 71 |38. 01 |34. 9 |32. 4 | | |Secondary Education | 08. 52 |24. 21 |29. 24 |38. 88 |31. 64 |24. 68 | | |University/College |63092 |8. 21 |11. 97 |8 |9. 63 |19. 3 | | |Professional Technical universities |10. 81 |1. 78 |5. 26 |7. 85 |4. 94 |5. 13 | | |Techs & Voc training |. 16 |2. 9 |0. 77 |0 |1. 96 |1. 53 | | Others | |10. 39 |25. 23 |12. 05 |7. 2 |16. 93 |16. 9 | | |Total | |100 |100 |100 |100 |100 |100 | | |Source: Annual Repot SPRS Monitoring Islamabad. Literacy: According to the latest Pakistan Social and Living Standards Measurement (PSLM) Survey 2008-09, the overall literacy rate (age 10 years and above) is 57% (69% for male and 45% for female) compared to 56% (69% for male and 44% for female) for 2007-08. The data shows that literacy remains higher urban areas (74%) than in rural areas (48)and is prevalent for men (69%) Compared to women (45%). However, it is evident from the data that overall female literacy is raising over time, but progress is uneven across the provinces. When analyzed provincially, literacy rate in Punjab stood at (59 %), Sindh (59%), Khyber Pakhtunkhwa (50%) and Balochistan at (45%). The literacy rate of Sind and Khyber Pakhtunkhwa has improved considerably during 2007-08 to 2008-09. According to the data, the overall school attendance, as measured by the Net Enrolment Rate (NER), for 2008-09 was 57% as compared to 55% in 200708. All the provinces have shown an increasing trend, with Sindh recording the highest increase, followed by both Khyber Pakhtunkhwa was well as Balochistan. Nationally, the Gross Enrolment Rate (GER), sometimes referred to as the participation rate, which is the number of children attending primary school (irrespective of age) divided by the number of children who ought to be attending, in case of both male and female saw no change and remained at 91% between 2007-08 and 200809. Sindh and Khyber Pakhtunkhwa have shown Noticeable increase in the respective period. According to latest Pakistan Social and Living Standards Measurement (PSLM) Survey 2008-9 the literacy rate (age 10 years and above) is 57% (69% for male and 45% for (female) compared to 56% (69% for male and 44% for female) for 2007-08. The data shows that literacy remains higher in urban areas (74%) than in rural areas (48%), and is more prevalent for men (69%)compared to women (45%). However, it is evident from the data that overall female literacy is rising over time, but progress is uneven across the provinces. When analyzed provincially, literacy rate in Punjab stood at (59 %), Sindh (59%), Khyber Pakhtunkhwa (50%) and Balochistan at (45%). The literacy rate of Sindh and Khyber Pakhtunkhwa has improved considerably during 2007-08 to 2008-09 According to the data, the overall school attendance, as measured by the Net Enrolment Rate (NER), for 2008-09 was 57% as compared to 55% in 2007-08. All the provinces have shown an increasing trend, with Sindh recording the highest increase, followed by both Khyber Pakhtunkhwa as well as Balochistan. Nationally, the Gross Enrolment Rate (GER), sometimes referred to as the participation rate, which is the number of children attending primary school (irrespective of age) divided by the number of children who ought to be attending, in case of both male and female saw no change and remained at 91% between 200708 and 200809. Sindh and Khyber Pakhtunkhwa have shown noticeable increase in the respective period. [pic] [pic] Source: Annual Pakistan Education Statistics Reports, AEPAM, Islamabad National Education Policy 2009 The new National Education Policy (NEP) 2009 has been formulated after lengthy deliberation initiated way back in 2005. NEP formulation process remained almost dormant during the years 2007 and 2008, owing to fluctuating political situation. The present Government re-activated the NEP process and convened 15th Inter-Provincial Education Ministers (IPEM) Meeting in February 2009 at Islamabad to share the draft NEP and getting implementing partners new political and bureaucratic leadership of education departments of provinces as well as other federating units on board. After establishing consensus at aforesaid IPEM meeting, a summary for the Cabinet on â€Å"National Education Policy 2009† (NEP 2009) was submitted to Cabinet Division in early March 2009, which was  considered by the Federal Cabinet on 8th April 2009. The Honourable Prime Minister directed Ministry of Education (MoE) to share the Policy document with all stakeholders for evolving more broad-based policy actions. MoE also made a presentation before the National Assembly Standing Committee on Education, which endorsed most of the policy actions contained in NEP 2009. Finally, Cabinet in its meeting held on September 9th, 2009 approved NEP 2009. A shift has been made by making national policy a truly ‘national’ rather than a federal matter. For this, it has been recommended that the Inter-Provincial Education Ministers’ (IPEM) Conference, with representation of all the federating units, will be the highest body to oversee progress of education in the country. Problems Of Educational systems of Pakistan. 1- Academic Problems: †¢ Inefficient use of available resources. †¢ Unequal distribution of Faculties among Public & Private Sector †¢ Lack of Monitoring †¢ Lack of standardization of Private Universities. †¢ Emphasize on quantitative education rather than qualitative aspect of education. †¢ Inadequate attention to research and support for it. 2- Management Problems: †¢ Ineffective governance and management structures and practices. †¢ Inefficient Regulatory steps †¢ Strong skepticism about the realization of reform †¢ Politicization of faculty, staff and students †¢ Poor recruitment practices and inadequate development of faculty and staff. 3- Practical Problems: †¢ Lack of internship facilities for students of higher Education institutions and universities. †¢ Week coordination between Universities and industrial, agricultural, and other sectors of the economy. 4- Financial Problems: †¢ Inadequate funding. †¢ Un adjusted fee structure of private universities †¢ No share of Foreign Direct investment in Education sector †¢ No concept of Debt Financing in Education sector 5- Social Problems: †¢ Lack of moral training in Higher Education Institutions †¢ Promoting Westernization on the name of Modernization †¢ Creating social misbalances EFA Education For All Financing education, in general, and especially in the context of the six goals of EFA has Emerged as a key area, which needs urgent attention. More specifically, the study attempts to: i) develop a sound financing plan, based on the financial requirements and available resources to meet EFA targets in the country; ii) accurately estimate the financial resources gap, and serve as a credible instrument to indicate the magnitude of assistance required from external development partners’ iii) understand the financial management procedure prevalent in the country (under a devolved set up, if any); iv) capture the essence of public private partnerships in vogue and its financial implications /benefits through case studies; and v) Recommend a set of suggestions to improve education finance – related to financial management procedures, collaboration between various government departments, coordination with private sector / NGOs and civil society and effectiveness of donor assistance. Based on information obtained from provincial population census reports and population projections by NIPS, the net enrolment in primary education is expected to reach 17. 536 million students in 2015/16. Of these, 9. 041 million will be boys and 8. 495 million will be girls. The total cost of primary education to be incurred by the public sector is estimated to be around Rs. 955,571 million, with Rs. 582,300 million projected to maintain the present participation rate and Rs. 373,271 million to finance the additional students for the achievement of the EFA goal related to universal primary education. The total cost of achieving 86% adult literacy rates for all Pakistani males and females is Rs. 208,197 million while the total cost of achieving a participation rate of 50% in early childhood education for both boys and girls in both urban and rural areas is Rs. 48,329 million. The total bill for achieving EFA goals and targets by 2015/16 is, therefore, about Rs. 1,212,097 million. Problems The main question arising is whether this bill can be met from domestic resources? In Pakistan the absolute amount of budget allocated to education is low. Although education enjoys the highest priority on the social sector agenda, yet allocations are relatively modest due to the intrinsic rigidities in the financial system of Pakistan, arising from more pressing commitments of the country. As national expenditures have always far exceeded revenue collections, fiscal deficits have remained high. To close the resource gap, there has been a historical heavy reliance on external borrowing. In addition, the present geo-political situation of the country is such that high defense allocations are required for maintaining security and national sovereignty. As such, interest payments and defense expenditures make up bulk of expenditures. During the past four years, defense expenditures and interest payments consumed about one-fifth and one-third of total expenditures. The amount spent on social, economic and community services is approximately 15 % of total expenditure. Estimates suggest that of this, almost one-half i. e.about 7%-8% is spent on education. Projections of the financial resources available to meet EFA targets in the three themes, i. e. , primary education, adult literacy, and early childhood education for the thirteen years show that the total budgetary resources available by 2015/16 would be Rs. 786,005 million. Given the financial requirements of Rs. 1,212,097 million, the resulting â€Å"financing gap† is to the tune of Rs. 426,092 million. It may be highlighted that these estimates include an annual average additional cost of achieving Given the financial requirements of Rs. 1,212,097 million, the resulting â€Å"financing gap† is to the tune of Rs. 426,092 million. It may be highlighted that these estimates include an annual average additional cost of achieving UPE by 2015/16 of US $495 million, which compares well with the average annual additional cost of achieving UPE by 2015 for Pakistan estimated by international agencies such as UNICEF (US $790. 38m); UNESCO (US $394. 91 m); and the World Bank (US $660. 69 m. ). However, if a more idealistic approach based on good quality i. e. , five-classroom in urban and two-classroom in rural model schools, is considered, the financing gap is considerably higher and expected to exceed Rs. 2,031,292 million. How these problems can be met? Recommendations? Problems in education can be solved by solving following series of effective approaches. †¢ More resource generation and higher budgetary allocation to education: The major issue in education finance in Pakistan is the low public sector investment. Although education enjoys the highest priority on the social sector agenda, yet allocations are relatively modest due to the intrinsic rigidities (such as resource constraints, large establishment bills due to a large salaried workforce and heavy debt interest repayments) in the financial system of Pakistan, arising from more pressing commitments of the country. Public sector allocations to education have steadily declined over the past five years from 2. 7% of GDP in 1995-97 to 1. 8% of GDP in 2001/02. It is, therefore, recommended that all efforts should be made to enhance the budgetary allocation to education to 4% of GDP, as suggested in the National Education Policy (1998). In addition, innovative approaches should be designed to generate additional resources for increased funds for the education sector, especially to primary education, adult literacy and early childhood education if Dakar targets have to be met by 2015. †¢ Higher proportion of development spending in education: At present, an extremely high proportion (over 95%) of education budgets at the provincial levels are spent on recurrent heads, particularly on salaries of teaching staff, with negligible proportions i. e. , below 5%, remaining for development expenditures due to avoidable delays and budgetary cuts in view of shortfall in resources. It is recommended that besides improving these procedures, more emphasis should be placed on quality improvements such as teachers’ training, curriculum development, assessment systems and overall supervision of delivery of education. †¢ Higher participation of the NGO and private sectors: Though considerable progress has been observed during the past decade in the participation of NGO and private sectors in the field of education, especially primary and university education, but more involvement of NGOs and private organizations would benefit the delivery of educational services . To facilitate this, the national and provincial education foundations also need to play a more active role in guiding and coordinating NGOs and private organizations in â€Å"adopting† public schools and supporting rural community schools to achieve rapid progress in achieving the Dakar goals. Costing of such arrangements needs to be worked out in greater detail and its implications for the financing gap of meeting EFA goals up to 2015. Also, it is essential for the government to provide a legal and policy framework as well as a regulatory mechanism for a realistic and sustainable public-private partnership. †¢ Better efforts to seek required foreign assistance: In view of its commitments to the achievement of EFA goals, the Government of Pakistan has developed a National Plan of Action (NPA) on Education for All for the period 2001-2015, supported by the study based on estimates of financial need and availability of resources, incorporating targets, strategies and investment requirements of primary education, adult literacy and early childhood education. The gap in financial resources required to implement this plan is enormous and will, most certainly, have to be met from external assistance. It is, therefore, recommended that efforts should be made to obtain the required assistance through grants, loans, debt SWAP and/or Fast Tracking Initiative (FTI). Based on the EFA goals of universal free and compulsory primary education of good quality, the study estimates the total cost requirement of the achieving these goals by 2015/16. The total cost on primary education to be incurred by the public sector is estimated to be around Rs. 955,571 million, with Rs. 582,300 million projected to maintain the present participation rate and Rs. 373,271 million to finance the additional students for the achievement of the EFA goal related to universal primary education. [pic] Source Research paper on â€Å"Education for all† ministry of education, GoP Challenges: †¢ Declare education as the highest priority of the government. Explain that unless the impediments of illiteracy and lack of education are removed, the road to democracy will remain fraught with the danger of exploitation of.