Euthanasia Programs of Nazi Germany Essay -- ethics, t4 program, experi

On the first of September, 1939 World War II began. Hitler is in power of Nazi Germany and is wanting to cleanse the German people of raci completelyy unsound elements. He enacts a political platform that will aim to eliminate the so called lives unworthy of manners called the T4 program (History Place). Over the next six years throughout Germany, many people are experimenting with and euthanized to help Nazi Germany reach a pure state. Was this program that was enacted ethical and what has happened since then to stop something like this from happening again? What kind of medical advances and data did we achieve from it and is it ethical today to use what they learned in todays medical trials? The T4 program was not the beginning of Germanys effort to reach a super race. Leading up to the war Hitler enacted the fair play for the Prevention of Progeny with Hereditary Diseases in the year of 1933. The law called for the sterilization of anyone that had any hereditary illnes ses. The list of hereditary illnesses included schizophrenia, epilepsy, senile disorders, therapy resistant paralysis and syphilitic diseases, retardation, encephalitis, Huntingtons chorea and other neurological conditions. (History Place) This law was enforced by opening 200 genetic health courts that would analyze the medical records of individuals and locate if they were to be sterilized or not. The sterilization of people usually involved the use of drugs, x-rays, or uterine irritants. Dr. Horst Schumann did a lot of these experiments with sterilization at Auschwitz, where he would take a group of men/women and would expose them to x-rays. Most of his experiments with x-rays were disappointing but he kept using this method. After he subjected his subjects to x... ...at the expense of the brutally murdered test subjects. I have only highlighted a couple of experiments that they conducted that the data collected from these could be extremely helpful to the humankind. Ins tead of calling it all bad we can find some good that can be salvaged from the victims ashes. Works CitedGeorgetown University Chapter 5 the Nazi Eugenics Programs. Chapter 5 the Nazi Eugenics Programs. N.p., n.d. Web. 25 Nov. 2013.Nazi Medical Experimentation The Ethics Of Using Medical Data From Nazi Experiments. The Ethics Of Using Medical Data From Nazi Experiments. N.p., n.d. Web. 09 Dec. 2013.T4 Program (Nazi Policy). encyclopaedia Britannica Online. Encyclopedia Britannica, n.d. Web. 10 Dec. 2013.The History Place - Holocaust Timeline Nazi Euthanasia. The History Place - Holocaust Timeline Nazi Euthanasia. N.p., n.d. Web. 25 Nov. 2013.

The Tell-Tale heart Essay -- essays research papers

The behavior of the storyteller in The Tell-Tale heart demonstrate characteristic that are associated with people with obsessive-compulsive disorder and paranoid schizophrenia . When Poe wrote this taradiddle in 1843 obsessive-compulsive disorder and paranoia had not been discovered. However in modern times the characteristics demonstrated by the narrator leads people to believe that he has a mental illness. Poes narrator demonstrates true signs throughout the story leading the reader to believe that this character is madMost psychiatrists believe that when a psyche suffers from paranoia they most likely have paranoid schizophrenia. According to Frederick Frese chief psychologist at Ohio mental hospital, Paranoid schizophrenia is defined as excessive concern active ones own well being, sometimes suggesting the mortal holds persecutory beliefs concerning a threat to themselves or their property. Some characteristics are confusion indecision nervousness, suicidal and homicidal thoughts. People with paranoia hightail it to believe that they have super huffy hearing. They hear inanimate object taking to them or voices that dont exist Many People with schizophrenia go through periods of getting bankrupt and worse. They have remission and relapse. They can go for long periods of time without any symptoms (Frese 13) In the case of Poes narrator, he showed symptom of paranoia He believed that his old get on mates eye was evil. One of his eyes resemble... The Tell-Tale heart Essay -- essays research papers The behavior of the narrator in The Tell-Tale heart demonstrate characteristic that are associated with people with obsessive-compulsive disorder and paranoid schizophrenia . When Poe wrote this story in 1843 obsessive-compulsive disorder and paranoia had not been discovered. However in modern times the characteristics demonstrated by the narrator leads people to believe that he has a mental illness. Poes narrator demonstrates classic signs throughout the story leading the reader to believe that this character is madMost psychiatrists believe that when a person suffers from paranoia they most likely have paranoid schizophrenia. According to Frederick Frese chief psychologist at Ohio mental hospital, Paranoid schizophrenia is defined as excessive concern about ones own well being, sometimes suggesting the person holds persecutory beliefs concerning a threat to themselves or their property. Some characteristics are confusion indecision nervousness, suicidal and homicidal thoughts. People with paranoia tend to believe that they have super sensitive hearing. They hear inanimate object taking to them or voices that dont exist Many People with schizophrenia go through periods of getting better and worse. They have remission and relapse. They can go for long periods of time without any symptoms (Frese 13) In the case of Poes narrator, he showed symptom of paranoia He believed that his old room mates eye was evil. One of his eyes resemble...

Theistic Evolution :: essays research papers

I do not wish to change anyones beliefs about Creation or Evolution, but wrote this in defense for mass who tell me I am wrong unless I believe exactly what they do. This paper is short, incomplete, and is not in-depth. I am willing to provide more information, and apprehend arguments from your side of the story if you find this paper unacceptable.It is my opinion that the theories of Biblical Creationism and Evolution do not contradict each other. I believe that God gave this institution a complete set of laws which are constant, unchanging, not limited to the moral laws given to us, and were as present in the beginning as they are today. I do not think that the idea of evolution takes away from the glory of God, but rather emphasizes it. I do not think it is an attempt to " formulate" away the miracle God has done, for he has given us this observation in plain sight. Before giving the reasons for my belief, an assumption must be made that the news is meant to be interp reted instead of taken literally. Aside from the fact that there are already two different stories of creation found in the give-and-take (Gen 1 and Gen 2) I will support the idea of interpretation with two short examples which should be sufficientJesus said, "I am the vine, you are the branches" to His disciples (John 155). This is not to be taken literally.PSA 1459 The LORD is good to all and his tender mercies are over all his works.JER 1314 And I will dash them one against another, even the fathers and the sons together, saith the LORD I will not pity, nor spare, nor have mercy, but destroy them.My faith accepts no contradictions so again, this is an example of how the Bible was meant to be interpreted. According to the Bible, the Earth is flat. How can Young Earth Creationists accept this? They dont. Why they selectively choose to believe certain(a) parts of the Bible and not others is beyond me. Bishop Ussher calculated 6,000 years old, and the Flood at 2348 BC by us ing references from the Bible. Because there are so many written historical references of civilization before 6,000 years, Creationists conveniently extend the age of the Earth to 10,000 years. Which is it? By calculating dates from the Bible, is the Earth 6,000 years old or not?

The Effects of the Chernobyl Accident on International Actions Concerni

The Effects of the Chernobyl Accident on International Actions Concerning Nuclear PowerEarly in the morning of April 27, 1986, the world experienced its largest atomic disaster ever (Gould 40). While violating safety protocol during a test, Reactor 4 at the Chernobyl power plant was placed in a seriously unstable state, and in a matter of seconds the nuclear reactor output shot up to 120 times the rated output (Flavin 8). The resulting steam explosion tossed aside the reactors 1,000 ton concrete covering and released radioactive particles up to one and a half miles into the sky (Gould 38). The explosion and resulting fires caused 31 immediate deaths and over a thousand injuries, including beam poisoning (Flavin 5). After the accident more than 135,000 people were evacuated from their Ukrainian homes, but the major fallout occurred outside of the Soviet Unions borders. Smaller radioactive particles were carried in the atmosphere until they returned to earth via precipitation ( Gould 43). The Soviets quickly seeded clouds to prevent rainfall over their own land, so most of the radiation therapy burdened Western Europe, Scandinavia, and the Atlantic and Arctic Oceans (Flavin 12). This truly international disaster had far reaching effects some of these were on health, the environment, social standards, and politics.As the radiation settled over Europe, it had many effects. Since the Soviets did not alert anyone, Sweden, and to a lesser extent Poland, were the first nations to detect the radioactive cloud (Gould 40-41). By May 3 it had made its way all the way to Northern Scotland, and was also moving down into Eastern Europe (39). As radioactive particles dropped to the Earths surface, they were utilized by living orga... ... 1987.Gould, Peter. Fire in the Rain The Democratic Consequences of Chernobyl. The Johns Hopkins University Press Baltimore, 1990.Herbert, Douglas. Disputed Czech Nuclear Plant Counts Down to Launch. September 21, 2000. last accessed 5/9/04 at http//edition.cnn.com/2000/WORLD/atomic number 63/09/21/czech.temelin/ http//www.cphpost.dk/get/55328.html last accessed 5/9/04http//www.planetark.com/dailynewsstory.cfm/newsid/16161/story.htm last accessed 5/9/04http//www.spacedaily.com/news/nuclear-civil-01c.html last accessed 5/9/04http//www.vanderbilt.edu/radsafe/9702/msg00015.html last accessed 5/9/04Lungescu, Oana. EU to Fund Chernobyl Replacements. September 26, 2000. last accessed 5/9/04 at http//news.bbc.co.uk/1/hi/world/europe/913125.stm Segersthl, Boris (Ed.). Chernobyl A Policy Response Study. Springer-Verlag New York, 1991.

David Cronenberg :: essays papers

David CronenbergThe director I chose to do my Analysis/Research typography on is was David Cronenberg. After screening The Dead Zone, Cronenbergs work impressed me. Prior to this class I had never heard his name, even though I had seen previous works such as The Fly. Since I had already viewed this movie I resorted to alternate movies he had directed. I was able to locate The Brood and Videodrome. The master(prenominal) reason I chose Cronenberg for my director had to do with his style. His movies are not the typical horror flick one has come used to today. When I was younger these movies were hapless budget and have a character such Jason from Friday the 13th running around with an ax and a hockey mask. Today the industry has progressed to Ben Wilson from I sleep together What You did Last Summer running around with a sharp hook for a hand. Somewhere between these two genres Mr. Cronenbergs work fits in. He is not obsessed with the body count as many other horror directors are and is also able to develop a plot rather lofty in this type of a film.The three films I chose were able to walk a fine line between horror and science fiction, Videodrome in particular. darn The Dead Zone was more of an action film with The Brood being the most true horror movie. I can tell that none of these films were extravagantly budget, they could even be considered a little cheesy leading to a cult status. Cronenberg definitely likes the use of blood, particularly when a person is shot by a gun, quite a lot of splattering. In The Dead Zone when Frank kills himself and the sheriff shoots his mother the use of blood is quite elaborate. Frank is covered in blood when he is discovered and the mother seems to almost explode when shot. In the Videodrome everyone Max shoots has the same exploding effect. And in The Brood when Doctor Raglan shoot the little outlandish kids there is the same use of blood as in Videodrome. But when the freaks or creatures bludgeon Juliann and Barto n to death blood is once again splattered for effect. alike there are other similarities, all three of the films were made to appear in the cold (probably to do with the fact that they were all shot in Canada) and utilized darker colors.

David Cronenberg :: essays papers

David CronenbergThe director I chose to do my Analysis/Research paper on is was David Cronenberg. After screening The Dead Zone, Cronenbergs work impressed me. Prior to this class I had never heard his name, even though I had seen previous works such(prenominal) as The Fly. Since I had already viewed this movie I resorted to alternate movies he had directed. I was able to locate The Brood and Videodrome. The main reason I chose Cronenberg for my director had to do with his style. His movies ar not the typical horror flick one has come used to today. When I was younger these movies were low budget and have a character such Jason from Friday the 13th running around with an ax and a hockey mask. Today the industry has progressed to Ben Wilson from I Know What You did Last Summer running around with a sharp hook for a hand. Somewhere between these two genres Mr. Cronenbergs work fits in. He is not obsessed with the body count as legion(predicate) other horror directors are and is also able to develop a plot rather rare in this type of a exposure.The triad films I chose were able to walk a fine line between horror and science fiction, Videodrome in particular. While The Dead Zone was more of an action film with The Brood being the most true horror movie. I can tell that none of these films were high budget, they could even be considered a little chinchy leading to a cult status. Cronenberg definitely likes the use of blood, particularly when a person is shot by a gun, quite a lot of splattering. In The Dead Zone when Frank kills himself and the sheriff shoots his mother the use of blood is quite elaborate. Frank is covered in blood when he is discovered and the mother seems to nearly explode when shot. In the Videodrome everyone Max shoots has the same exploding effect. And in The Brood when Doctor Raglan shoot the little freaky kids there is the same use of blood as in Videodrome. But when the freaks or creatures bludgeon Juliann and Barton to death blood i s once again splattered for effect. Also there are other similarities, all three of the films were made to appear in the cold (probably to do with the fact that they were all shot in Canada) and utilized darker colors.

1960’s Fashion

Choose any decade in recent history and list how Style defined the level- 1960s Emergence from the devastation that hit Britain during the Second World War, Britain in the 60s was cardinal that broke some devise traditions, generated new well-disposed move workforcets and defined the plosive consonant with its sprint. There was to be an end to the age of shoddy, to the post-war period of making do swinging London was confident plentiful now to wage a war of independence. (Jackson, 1998 p35)The post war industrial boom was affecting lifestyles and in special(a), it was the the Youth culture that benefitted mostly from this pouch in movework forcet. There was emphasis on the youth and The Look that began to displace the New look of the post war period. Becoming more open minded, independent and cultur anyy aware were all things that the youth began to adopt, along with disposable income. Benefits from the post war industrial boom encouraged this new post towards money and the way it could be spent. commercial success stories, many related to retailing of one sort of another, with fashion and home furnishings being at the fore front of the consumer revolution. Because this was a metre of virtually full employment and economic prosperity, consumers had more money to spend than of all time ahead. (Jackson, 1998, p35) The style and attitude towards fashion had changed, and it became a passion rather wherefore a necessity. Music in the 60s had a strong influential bond with fashion and style that had never been so closely linked.This consonance created distinctive style of dress, developing from Beatnik, switching Boys and moderns. The attitude towards style had give-up the ghost really open and bulk began to gain confidence in their own developing of sense of style. music and attitudes that could be understood at a glance. And the freedom that fashion allowed in the sixties meant that everyone could dress up. (Connikie, 1990, p7) The Beatle s were the band that represented the forefront of mens fashion. They developed styles for each new record release and in 1963 they had portrayed the distinctive collarless Cardin Suits and collar-length hair.This recognisable hair cut became instantly marked in the youth culture. became a universal sign of rebellious youth. (Connikie, 1990, p36) The Beatles also select a similarity to the mod style, however denied connections with the culture as they cheri thrust to appeal to all, the music and the culture both interrupted Britain at the similar time. Before the Mods culture emerged in Britain, former sub cultures such as Teddy Boys built the bridges to allow people to challenge style and create a culture.Teddy boys also lead the way for a growing male hobby in fashion, making it socially acceptable. male interest in fashion in Britain was mostly associated with the underground homosexual subcultures flamboyant dressing styles (Mod subculture, website, 2010) These cultures woul d confuse developed from the New Romantics as they became more out spoken and familiar. As the subcultures faded in the early 1960s, the Mod style, short for Moderns were prime examples of what the Swinging mid-sixties were classed as youth, mobility, fashion and a strong interest in music.The majority of people who adopted this culture were young adults. The styles included the Harrington jacket, Fishtail green parka, polo shirts, turn turtle necks, roll necks, slim fitting, high collared shirts, loafers, dessert boots, tailored 60s jacket and straight leg trouser or jeans. They would drive scooters as it was an booming accessible mode of transport, it became a distinctive part of the culture, all based around style and the overall look. The attitudes around this culture was desirable to the youth tho could be described as troublesome for others.Rifts between the Mods and Rockers caused public display of violence in Brighton 1964, the riot scene was recreated in the film Quadro phenia, produced by the classic cult band of the period, The Who, who were pour downular with the Mods. Mods were seen as usually city dwellers with well paid office jobs and looked presentable, whereas Rockers tended to be rural, and classed as out of touch, hoggish and grubby. This style clash shows the importance of the cults and how important being united together was.It also shows how influential style could become. Styles changed slightly throughout the Mod culture and it adopted a new Italian/ French style, introduced a smooth, sophisticated look that enhanced the tailor made feel. Crew necks, pointed toe leather shoes were a few additions to the culture. Due to this style, a period of pushing boundaries and experimentation was nigh. The use of recreational drugs was something that the culture influenced. Nicknamed purple hearts Mods would use the drug when out at night to get a buzz and stimulation. Mods used amphetamines to extend their leisure time into the early hours o f the morning and as a way of bridging the wide open up between their hostile and daunting everyday work lives and the inner world of dancing and dressing up in their off-hours. (Mod subculture, website, 2011) Some male Mods experimented with challenging the social gender norms by wearing makeup to enhance their appearance and women began to substitute an androgynous style of wearing clothes. Hair was being cut short, the wear of mens garments and little make up worn.This obsession Mods had with clothes and styles allowed acceptance to the idea of experimentation and added a sense of rebellion to social norms. Attitudes towards women in the Mod culture were also influential, young mod men accepted the idea that women did not have to be attached to a man and that they can become independent and have a source of income etc. This presentable image was said to make non-subculture aspects of life easier and more equal to that of the male Mods.Miniskirts defined the period of change in the attitude towards the length of womens clothing and how much reveal is accepted. This initial style pushed the boundaries and as a result has changed the attitude ever since. Female Mods pushed the boundaries if parental tolerance with their miniskirts, which got progressively shorter between the early and mid 1960s (Mods subculture, website, 2011) Models such as Twiggy and Jean Shrimpton were pinnacle to the fashion industry during the 1960s.They promoted and exposed the new changing styles across the world, and in tern became a face of the period. Their style defined the period and Twiggys famous face is one that we automatically link to that of the 60s. With her waif like send off, boyish hair cut and striking eye lashes she created an image that would epitomise an era. Twiggy became the idol for millions of immature girls of the sixties revolution. (Twiggy Lawson, website, 2008) She was one of the first supermodels and was/is an icon of the period.Mary Quant, a quintessen tial fancyer in the 60s, made keeping up with trends inexpensive and accessible to all young girls in the period. She sodium carbonateularised the mini skirt and became essential for developing the Mod-girl image. She also became a defining person of the 1960s and changed shopping experiences and attitudes to style by rise up a divergent store offering new cutting edge and orginal designs. These hand tailored designs had became desirable as each one was rum and became very popular with the youth culture. Design alone could not have brought about the revolution in taste and lifestyle that happened during the 1960s the key figure of the decade were the popularisers, those who actively and directly promoted the look and made it available to a mass audience. (Jackson, 1998, p36) The British youth fashion was a lucrative market and Quant along with partner Alexander Plunket Greene opened a retail store in the Kings road called Bazaar. She designed and edited garments that became ver y desirable to the youth culture as it was accessible and new, in creating this idea Quant became a brand in herself.Mods were very conscious about clothing and buying the classic items. Gaining inspiration from the cults, Quant enhanced the packaging of them. In 1965 she wrote It is the Mods who gave the dress trade the impetus to break through the fast-moving, breathtaking, uprooting revolution in which we have been a part since the opening of Bazaar. (Jackson, 1998, p43) This shows that style generated by cults, were in particular a large influence to help define the period and possible retail future. The Look which she created was part of a wider movement encompassing photography, graphics and pop music along with domestic design, she was keenly aware of the significance of fashion in particular in pioneering change, and in leading and defining a shift in social attitudes. (Jackson, 1998, p43) the attitudes had become more relaxed and people wanted this to be shown through w hat they wear. Their attitude towards the clothes themselves and the idea of spending money had also changed. Because this was a time of virtually full employment and economic prosperity, consumers had more money to spend then ever before. (Jackson, 1998, p35) Along with this designer, the male revolution and attitude towards style had also changed and shopping as an experience was one that in particular men enjoyed to. John Stephen owned 10 stores down Carnaby Street by 1966. from each one store had a several(predicate) feel and different name. These stores became a busy, exciting place to go and shopping became a leisurely past time, where as before it was a necessity-based experience.This encouraged the Mods, and people became to buy into the lifestyle they lead. These stores were the first to play music, allowing dancing, trying on, alterations and became a desired social experience. Swinging London in 1966, what people were most interested in was shopping Shopping became a p rimary leisure activity for young people, along with watching television and listening to pop music. Shopping was also an avenue for the expression of popular culture, both in terms of what was now being sold, and through the way shops were designed. (Jackson, 1998, p36) That the fashion for shopping was perceive as being central to the revitalization of design in BritainCarnaby street was widely used as a generic term for a particular type of design brash, brightly coloured, with highly decorated surfaces, including the ubiquitous union jack. (Jackson, 1998, p37) Carnaby street developed into a virtual fashion parade (1960s in Fashion, website, 2011) and said to sell not only clothes but also an attitude and was a key characteristic of innovation, iconoclasm and fun. They echoed the prevailing spirit of sexual and policy-making revolution. Carnaby Street became synonymous with the idea of Swinging London. Using the skills of established Soho rag trade, it sold relatively inexpe nsive, trend-driven merchandise that mirrored contemporary changes in society and culture. (V&A, Fashion in 1960s, website, N. D) And was said to have pulled the rug from under contemporary or modern (Hillier, 1998, p188) This generated look and concept about shopping was seen as an enjoyable past time was a desirable experience from other countries outside Britain.The consumer revolution had given Britain a new look, Post war Britain shed it fusty, olde-worlde image, and swinging London, with it Beatlemania and Rolling Stones, its Carnaby Street and mini-skirts and Chelsea boutiques, became a world influence in lifestyle and fashion. (Hillier, 1998, p162) This defines the power Britain had to influence style in other countries, it was gaining a name in fashion and beginning to become a culture associated with Britain. The term Youthquake was used to describe the shift in attitudes towards style and shopping.It had defined the prosperity of future Britain and therefore defined thi s period as a statement that is very eminent. There was a consumer revolution as shopping experiences changed. The restrictive conventions and judgemental attitude of earlier decades were challenged shopping had a major impact on peoples lifestyles by making available goods that people had never seen before. (Jackson, 1998, p36) Lifestyle shops such as home ground were introuced, they were pinnacle to defining the period and the consumer revolution.They had created a place where people would desire the lifestyle and living accommodations that they created visually instore. Mary Quant had influenced Terrence Conran, the founder of Habitat, as he admire young fashion designers that had challenged the norms and had drawn attention to the new market. Habitat was said to be probably the single most important domestic design phenomenon in Britain during the 1960s. (Jackson, 1998, p49). Habitat was recognised across seas that had inspired particularly Americans and Scandinavians to chan ge the way of retail and style. in 1966 that the international media suddenly discovered the London scene and mulish that Britain has got the look which the rest of the world wanted. (Jackson, 1998, p40) Pivital to this revolution was originally the Cult styles founded by the youth culture. Cult styles changed rapidly in the 1960s, but had almost defined the period due to the influence they had caused. Due to constant shifts in style the Mods in particular had drifted away due to the changing styles, such as the Hippys. The harder moderns were rougher and became the first skinheads, another style interpreting the period.The consumer boom was very important in defining the period and this was lead on from the styles, the ever-changing youth Cults had created throughout the 1960s. These styles had influenced many revolutions such as breaking social norms, effecting shopping styles among other things. Style has definitely defined the period as Britain was out of the war and ready for a new social boom, style has become instantly recognizable to the period. The cults are mollify guiding design now, and we recognise the period due to the style and design movements there were.Retail and designers both use influences from periods in time and the Cult styles are reborn. Designers such as Fred Perry have adopted influences from the Mod culture with their polo shirts and jackets this look is very widespread and has almost re created the culture in the sense that the style becomes very popular. This is available to see throughout fashion and retail and the period is still defined by the style created by the youth culture. Vintage fashion has become very apparent and people are beginning to mock different eras to show individuality. This shows the style defining periods are very much important today.

Comedic element in the Importance of Being Earnest Essay

Throughout the play, Oscar Wilde portrays several binary program opposites using the characters and themes of the play, such as the townspeople and country, class, age, gender and morals. However I dont work out that the binary opposites are the main source of comedy in the play. The reason I amaze it absurdal is from the fact that the play is a comedy of adroitness as well as Wildes satirising of the Victorian morals. Wildes depiction of Victorian caricatures alike creates amusement for the audience. In the play, trivial things are regarded so seriously and the serious things in life are treated with sincere and studied triviality. This philosophy allows for a precise comic scene at the end of Act II, as it ends with Jack and Algernon eating and arguing over muffins instead of chasing after their beloved ones who demand found out the truth about them and seems like the marriage is off. So even though the binary oppositions in the Importance of Being Earnest put up comedy, I dont believe that they are the key comedic element in the play. A binary opposition is portrayed with the theme of gender and the short letter between male individual and female.The play is set during the Victorian era where men have greater influence than women. Usually men would make all the semipolitical decisions for the household and the women would be the mother and housewife. However, Wilde reverses gender roles by placing wench Bracknell in a position of authority and power in the house. And to add to this, he makes the male characters such as Jack and Algernon quite irresponsible. When Gwendolen is talking to Cecily about who she is, she talks about her father. Outside the family circle, papa, I am glad to say, is entirely unknown. I think that is quite as it should be. The home seems to me to be the proper sphere for the man.(Act II.266) Wilde uses Gwendolen to go against the traditional roles of men and women of the time by imp deceitfulness women shag also be oc cupancy people and work for the family instead of being only if a housewife. Oscar Wilde also reverses the typical characteristic of women in relationships of the Victorian times by having Gwendolen and Cecily the controlling person in their relationship.The man would usually court the woman but once again, this has been reversed by Wilde as the women (Gwendolen and Cecily) both chase after their loves. Gwendolen goes all the air to the country in secret which would be very surprising for a lady of high mixer class and technically speaking, Cecily created her own relationship with Ernest and Algernon just played along with it because it worked in his favour. You couldnt help but laugh at the fact she even cancelled the engagement at one power point simply to make it more exciting. But there are situations where the women act accordingly to traditional roles so that the play doesnt change the Victorian ideals and also that the play works out to follow the traditional happy ending with weddings after overcoming the obstacles that was set out by all the circumstances and other characters. other binary opposite is arrangementn through class and society. The contrast is between the upper class and lower class.Many of the plays characters are from the high social class and are aristocrats like Algernon. Then theres the lower class characters like Jack and the people of the manor and Lane who is Algernons servant. some all the characters in the play lie to or deceit another character but they rarely show any regret about doing so. In fact, there is more regret when telling the truth after lying. When Jack is forced to explain everything after Gwendolen and Cecily become suspicious about Ernest existing, he answers Gwendolen Cecily it is very pesky for me to be forced to speak the truth.It is the first time in my life that I have ever been reduced to such a painful position, and I am really quite inexperienced in doing anything of the kind.(Act II.348) This shows that Jack doesnt consider honesty to be very important as lying about things makes it easier for him to live his life. The lower classes in Earnest are less pretentious and more humble in comparison to the upper class. A study contrast in class is shown through Gwendolen and Cecily when they sit down for tea. After some heated words, they believe the other is nerve-racking to steal their love and they show some hostility towards each other. This exchange lets place in Act II. (308-314) Cecily May I offer you some tea, Miss Fairfax?Gwendolen (With elaborate politeness) Thank you. (Aside) offensive girl But I require tea Cecily (Sweetly) Sugar?Gwendolen (Superciliously) No, thank you. Sugar is not fashionable any more. (Cecily looks angrily at her, takes up the pair of tongs and puts four lumps of sugar into the cup.) Cecily (Severely) Cake or bread and butter?Gwendolen (In a bored manner) Bread and butter, please. Cake is rarely seen at the best houses nowadays. Cecily (Cu ts a very large slice of cake, and puts it on the tray.) Hand that to Miss Fairfax. Cecily takes advantage of Gwendolens obsession with fashion and appearance to others. To Gwendolen, these choices are important statements on ones stylishness and reputation amongst peers and to people in society. Here, Cecily takes advantage of her lower birth to insult Gwendolen. Gwendolen is of a high social class and a luxurious fosterage compared to Cecily who lives in the country with Jack as her guardian and under the care of Miss Prism. When talking about Gwendolen and Cecily, these two characters are used for another binary opposite of the town and the country. When one is in town, one amuses oneself. When one is in the country, one amuses others. It is excessively boring. Firstly theres Jack who is trying to personate away from the boring life in the country and into the town to spend time with Gwendolen even though he is using Ernest Worthing as his name and life sentence a double life unbeknownst to the people in the country as well as in town.Then theres Algernon who is trying to get away from the life in town as it has become routine and boring and he wants something different so he goes into the country. He uses the explicate that he has a sick friend called Bunbury on the verge of death. He himself calls this bunburying and believes that Jack is doing the same thing. However, after finding out that Jack has a beautiful, unfledged ward in the country, he goes out in to the country to try and get her to fall in love with him. This relates to the morals of the men of the Victorian times, which if was dead-on(prenominal) according to the play, was wrong and deceit was used to get out and have some fun implying the hedonistic lifestyle people had back then. Although all these can cause humour and several comedic situations, in my opinion, binary opposites arent the key comedic element in the play. The main reason the play is funny is because the play is a comed y of manners. The utilisation of stock characters, such as Algernon representing the schemer, as he secretly notes down Jacks country house address and visits Cecily.By imitating and trying to marry into the aristocracy, Jack is a traitor to his own class, and is the hypocritical stock character. And Lady Blacknell as the interfering old parent who will not allow the marriage of Jack and Gwendolen because Jack has no parentage and Lady Bracknell ultimately becomes the obstacle that the two must overcome. All these provide lots of comic exchanges throughout the play allowing for a traditional rom-com finale. The structure of the play is also vital as it contributes to comedy as the plot consists of rapid twists in events, a great deal precipitated by miscommunications. Ernest is really Jack. He lives two lives. He cant marry without parents. Algy chases Cecily. Gwendolen chases Jack. There is no Ernest. The marriages are off and then back on. Lady Bracknell comes and marriages are o ff again.Truth about Jack is revealed and he is actually Ernest. Everybody gets together with their love and marriages take place. Throughout all this, a lot of misunderstandings take place and lies come out in the open at the expense of the honour of others. Another counter argument that is a key reason to the supremacy of comedy in Importance of Being Earnest is Wildes use of satire on the Victorian morals and his depiction of Victorian caricatures which creates amusement for the audience. The unadorned example of this is Lady Bracknell even though she is the opposite of how a Victorian woman was. Summing everything up, Wildes use of binary oppositions contribute to quite a molybdenum of the humour from the play but after considering everything, I conclude that its not the key comedic element in the play. The fact it is a comedy of manners and the satire of the upper class and Victorian morals, is the reason I found it funny.Bibliographyhttp//www.shmoop.com/importance-of-being- earnest/gender-theme.html http//www.shmoop.com/importance-of-being-earnest/society-class-theme.html Wordsworth Classics, the Plays of Oscar Wilde, Oscar Wilde. The Importance of Being Earnest. (Text) The Importance of Being Earnest (2002) Directed by Oliver Parker. pen by Oscar Wilde (DVD)

Memory – Forgetting

Psychology (Memory) Forgetting Definition haltting mean failure at anytime to recall an experience, when attempting to do, or to perform an action previously learned. nigh(prenominal) Psychologists ar interest in process by which forgetting take place, the researcher who found this field was Hermann ebbinghaus (1850-1909), he invented a lot of claptrap syllable in cast to access a pure discipline, i is the respect at which we forget. He used little or no meaning material be courtship he knew learning new study is subordinateive by what we already know, therefore he decided to create a learning situation that were free of past knowledge.The mode we forget stuff is highly predictable, when we gain some new learning or knowledge, the forgetting take place right away. Ebbinghaus found that he forgot signifi kittyt summate of the information within 20proceeding, almost half of the useless information was forget ton in an hour, and almost twain third of the information was forgotten by the end of the day. In 1973 Yarn ell and lynch took this experiment further by experimenting football player immediately after the injury and after twenty minutes of injury.They discovered that immediately after the injury the player called what strategy they and their team player were using precisely after twenty minutes they could not remember anything about the strategy it completely disappeared from their shop. This may be because of damage as well known as amnesia. Psychologist Hermann Ebbinghaus was in any case one of the first scientists to study forgetting. He per make experiments in which he took himself as a give in to test his memory, by using three letter nonsense syllabuses.Like read about memories? Read alsoFlashbulb memoryHe used different words to avoid similarities of words that he went through in past. And to this he tested his own memory for period ranging from 20minutes to 31days. His results plotted a curve, also known as ebbinghaus forgetti ng curve, which showed the relationship between forgetting and time. Due to this he found out that information is lost precise quickly after it is learned, cause like how information was learned and how likely it was rehearsed play very all-important(prenominal) role in memories lost.Another important argue was the curve showed that the forgetting doesnt take place until all the information is lost, its shows after a certain point the decline in forgetting curve is pip. This indicates that some of the kernelual information is stored in the long term memory, which is stable. Earliest idea about how forgetting take place, by gradually decaying if they are not reinforced by recalling, notwithstanding the idea was virtually impossible to investigate.There may be some details that we remember very clearly throughout some years and sometime we are unable to remember thing that we do daily or see them inability to recall accurately the things that are very familiar to us, are one o f the oddest phenomena of forgetting. We do forget information because we dont allow information to store into our long term memory, also known as encoding failures (prevent information to be stored in long term memory). In a well known experiments, playing areas were asked to reconigize U.S penny out of a group of many unreasonable pennies, the result were that subjects were able to remember the shape and color of penny yet forgot the minor details, and the reason behind this is that the details which are necessary for differentiating the pennies from other coins were encoded in our long term memory In early centuries of forgetting, psychologists came up with two theories, 1) Memory trace simply fades with time, this was sensible to them and most things seem to fade with time, but experiments showed that this theory was wrong.In 1935 wilder Penfield a neurosurgeon in McGill University started an experiment. A patient of lay in the operation theatre with the top of her head skul l off small-arm Dr. inserted slim electrodes in her brain, the idea behind was to trigger a little electric current through each electrode in turn, to stimulate the range of brain in which it was buried, thats why he was able to learn about brain, which part of brain had what function.When he propose first jolt of electricity and ask patient what was happening, patient told that he so-and-so feel something funny in her ear, second jolt twitched her foot. After sometime something strange happened, when he sent a jolt the patient reported that she was back in her childhood and can hear her mother calling her to come in kitchen and this happened around 30 year back, but she could remember every bit of it i. e. expression on her face, word spoken. All of this had been stored perfectly in her brain. Dr. Penfield continued his xperiments until 1960 and showed many times with the patients that he could bring up memories so brilliantly that subject were felt that they are reliving i n bit of their past, and in this way he could listen to the stories of the subject and found what happened with them, it was also predicted that everyone of us came with a perfect photographic memory, our brain literally store each and every bit of what we do, hear, taste, smell or touch. that the question arises that with the perfect photographic memory, why we still forget things?Only the brain in our body is the part that cant feel offend that is because brain surgery can be carried without any anesthetic. The subject is advancen something to numb scalp and skull, past the surgeon drill through the skull, but in case the drill slipped or started gouge into the brain, still the subject will not feel any pain. This is a bonus point for the surgeon. Having a patient who lays there a sack of meat instead they have somebody who can tell whats happening as they probe and snipe In 1901 Freud discovered that the reason behind why we forget things is because we dont want to hold back memories which are disturbing to us.This is what called motivational forgetting, a sign of some unconscious wish, fulfillment, i. e. forgetting about the appointment with doctor. A blow or wound on head may result in loss of memory for event ending up to accident. There are two type of motivation forgetting a) suppression (a conscious form of forgetting) and b) repression (an unconscious form of forgetting) 2) Idea was that old memories are sometime crowded out by new ones. This also seems to be wrong because if incase memory push old one out hence the to a greater extent we learn, the more we are going to forget.This is known as Theories of Forgetting How does process of forgetting take place and when1) Maximum amount of forgetting take place right after the learning task is finished2) Maximum amount of forgetting take place rapidly, thought out the first day3) The first fourteen day, forgetting take place considerably4) After two weeks, the forgetting process slows down, but ther e is not much to forget5) It is much difficult to remember what we heard then what we read6) Sometime forgetting is not correctly labeled, the causes can be normally bea) Pseudo- forgettingb) Mental blur forgettingCauses of forgetting1) Duration of learning things is also a factor of forgetting. The more taken to learn stuff, the easier is to forget it2) If the lesson is half learnt then forgetting will take place very quickly3) Another major of forgetting will be an injury or shock i. e. mnesia4) Lone tiring mental drub makes us mentally fatigued and exhausted, and alertness level is lowered due to which forgetting become easier5) Rest causes pauses help in consolidation, due to want of sleep cause forgetting6) we forget because we want to forget as we want to forget things that disturb us i. e. horror movies and sorrows, therefore we pretty soon forget them Often forgetting can be due to objective but sometime in some cases mental conditions also inherent.Forgetting Forgetting is the inability to recall previously learned information Forgetting rate is steep just after learning and then becomes a gradual loss of recall Generally, forgetting is viewed negatively. However, sometimes when information is no longer relevant, it is beneficial to forget so that memory does not become overloaded with irrelevant and potentially interfering information (Bork, 1970). I. e. to remember a new number of a star cell phone, we have to forget the old one. Forgetting intentional is studied in laboratory as DIRECT FORGETTING.There are many alternative of direct forgetting, most of them can be classify as list method or item method (Macleod 1998) In 2008, Hourihan, presented non categorized pictures of some common objects while at study and recognition, where as in one condition the pictures were mixed with in the presentations of words in both point of experiment, and there was no forgetting effect was found in both study and recognition, there was a little effect in picture s conditions. But Hourihan was not relevant to this purpose there was no direct comparison of direct forgetting for pictures alone versus words.There are couples of more reason too due to which we forget information, and Elizabeth loftus has identifies four reasons, why do battalion forget 1) Retrieval theory There would be a time when all of a sudden you would feel like the information that you remembered a second ago vanished away, or you feel like the information is there but you are not able to get a hold on it. It is also known as decay theory. This mean a memory trace is made every single time when a new theory is formed or new information is learned 2) InterferenceIt means that sometime memories compete or interfere with similar memories that were previously stored. There are two kind of interference theory a) Proactive interference b) B) retroactive interference 3) Failure to store sometime we forget information because we dont give it importance and the information isnt ab le to be in long term memory 4) Motivation theory (already talked about it) Conclusion This experiments from all the psychologist shows that forgetting information varies, either it can be done purposely, accidently, due to stress and in order to sleep.Sometime it is motivated to forget which can have a baneful effect in future (i. e. skipping an important class purposely and mailing tutor about sickness and later student release that today was an important day and it was very important for him/her) It is hard to say that there could be further experiments about forgetting, as it would be really difficult to tell that the subject was telling a lie or truth taking the same example as skipping class, the might get sick letter anyhow, but how could be it proven that he really some sickness or pain.Although it may be possible with some highly specialized psychologist, if they can make something which can help other scientist to study further in forgetting memory. However, as in 1935 wi lder Penfield discovered that by sending a small jolt his subject went back into time and could feel the same way she used to, and he found out that all and every bit of the information is stored in our mind, and nil had been forgotten even after thirty years.As brain is complicated part of our body, therefore it would be much harder to study every bit of it, but due to research and development psychologist have came up with many experiment and discoveries, and they should motivate students to come in this field so that it can grow more and more discoveries could be made. * The New York time company A. Explanation for forgetting reason why we forget B. Forgetting when memory fails * Direct Forgetting Canadian Journal of Experimental Psychology 2010 Canadian Psychological crosstie 2010, Vol. 4, No. 1, 4146 * A global theory of remembering and forgetting from multiple list Journal of Experimental Psychology 2009 American Psychological Association Learning, Memory, and Cognition 20 09, Vol. 35, No. 4, 970988 * Encyclopedia of psychology Gale Encyclopedia of Psychology, 2nd ed. Gale Group, 2001 a) Forgetting b) Ebbinghaus Forgetting curve * Forgetting and learning Cause of forgetting * Explanation for forgetting by Elizabeth lofthus (about. com)

Application of Computer Essay

Computers play a great role in the society. Whether at home, in school, at the mall or in the office, data processors significantly help in the accomplishment of various tasks. Be it at work or at play, computers have undeniably been utilized to perform general or specific activities that enable life to be more convenient and worry-free.Computers in BusinessIn the field of business, computers argon very useful. They are used in declareing records of daily sales and profits. Computers are also used to prepare materials to promote the products of the business establishments.Computers in applied scienceEngineers use computers to create the design of a complex object using a computer program for Computer-Aided Drafting.Computers in the GovernmentComputers are used to keep records of the people that the government serves. Several government agencies use computers to facilitate the task they are required to give to the people.Computers at HomeComputers are used at home for recreational purposes. You can listen to music, watch movies and play games. Children use their computers at home to do their schoolwork. Parents use computers to assist them in doing their daily tasks. If your computer at home has internet access, then you can explore the amazing features of the Internet in the comfort of your home.Computers in ManufacturingComputers are used in manufacturing to sidestep machine that perform dangerous tasks or tasks that are repeatedly done.Computers in SchoolComputer Education is one subject taught in schools today. Teachers use computers in classroom instruction, in computing grades and in preparing visual aids. Students use computers to study various computer applications. Libraries are connected to the Internet and students access the internet to do research.

5 great leadership qualities Essay

Leaders are often portrayed as heroes and role models, yet there is overly a darker side to being a draw. Adolph Hitler was one of the great leaders in the last 100 years, if not the greatest leader of all time. One man had the ability to lead a country, with a population of 20 million people, against the whole existence in a quite a little he saw fit. One man leading Germany out of economic depression after previously being through World War I was an incredible feat. This is indeed what all leaders strive to be. Hitler is one of the best models for inspiring leaders. He exhibited some of the greatest qualities of being a leader, which included the spare-time activity vision, eloquence, charisma, strong will, and tyranny.Vision is a manner in which someone conceives something. All leaders must be goal oriented, and Hitler had one of the greatest objectives of all time. He wanted to purge this introduction of all the Jews, Gypsies, Homosexuals, and anyone else that didnt fit i n his definition of the perfect race. His perfect race the Arian race consisted of blonde-haired, blue-eyed Caucasians. Although he was not able to complete his vision, he still fought for it until the end of his life.One of the most outstanding leadership qualities of Hitler was his eloquence. Being eloquent is to be fluent and persuasive in speech. Hitler would stir up the masses with his fervent speeches. This was one of Hitlers greatest assets. He was able to get his audience so passionate and zealous oer his goals, that they would follow him regardless of what he said. Imagine in what manner someone must talk with 20 million people in order to run them to eradicate a race without moral regret. When he would speak, he would sweat and get so fanatical about his speech that women would cry when he spoke. other important quality of Adolph Hitler was his charisma. Charisma is a quality attributed to those with an exceptional ability to secure the devotion of a large number of peo ple. Without charisma, a leader toilet not function successfully. Hitler attained devotion from almost anyone that he spoke to. The German people were ready to fight the rest of the world to achieve the world that Adolph Hitler saw fit. Men were willing to give theirlives to satisfy a single man.Hitler had one of the strongest wills of any man that this world had seen. He refused to allow anyone get in his way. This is what led to World War II. He would even betray the Russians, his one time allies, for not also agreeing with his ideas. His will also helped Germany out of depression. It is said that Germany had the greatest economy it has ever had in the rule of Adolph Hitler. He did this by political maneuvering and strategic planning.His will helped make Germany one of the most powerful countries in the world in its time. In fact, some historians devote the end of the depression due to Adolph Hitler. This is because many governments got out of their economic depression by actuall y fighting in World War II. This stimulated many countries and helped the world all over.The last of his important qualities was tyranny. A tyrannical government is one in which there is a ruler with controlling power. Tyranny enhanced all of his other traits. This is because if someone did not follow him willingly, they were forced to follow him under his government. A leader demanding absolute power is not a bad thing at all times. It does not allow for confusion within a group and may also lead to more efficiency and cooperation. Hitlers tyranny united Germany under one person and allowed it to challenge anyone that stood in their path.Adolph Hitler may not have been a great person, but he was a great leader. Under his rule, Germany pulled out of an economic depression that was plaguing the rest of the world. Also, Germany stood up once again after a First World War and challenged the world once more. Many people might disagree about him being a great leader because he led Germa ny to another loss, but this was inevitable because one man cannot stand against the world and hope to win. Nevertheless, Hitler was one of the greatest leaders of all time and should be a template for future leaders.

Malaysia Low Cost Medium Housing

In this article, the issues and challenges in implementing low-toned medium cost housing in Malaysia under Malaysias government plan be deemed as somehow unsuccessful but have helped numerous Malaysians in owning a sign of the zodiac. Issues arose for various reasons including those from the local authority, private developers and housing deliin truth system. There is no proper local authority regulation to evaluate the price of low medium cost housing in Kuala Lumpur.According to the data collected on table 5, most people who are working at Kuala Lumpur falls under the income category of less than RM1999 a month which is at 32. 7% and they rotter only afford to pay for a house below RM42,000. There is no possible way for the low income category to own a house in Kuala Lumpur because the price range to own a house in Kuala Lumpur is amidst RM42,000 to RM 85,000 per unit. Private developers are not interested in building low medium cost housing because of meager benefits like low profitability and no incentives are given.Clearly, the local authorities are not doing a very good job in monitoring the process of constructing new houses. Based on table 3, the planned and completed housing units are mostly not up to par. In fact, the Seventh Malaysia Plan reflected on only a 17. 1% of the targeted units of 110,000 low medium cost houses were completed. Also, there is a clear miss-match between demand and supply of low medium cost housing in Malaysia.Based on table 3, in the Seventh Malaysia Plan, the private sector construct 268250 high cost houses more(prenominal) while 10402 low medium cost houses lesser. The primary demand was more on low medium cost houses, instead, more high cost houses were built. Clearly, there would be a vast imbalance on the demand and supply aspect. Also, there were no stern control to be hinged on by the housing delivery system. The low medium cost houses were always property speculators choice for them to make investments.

Cities and urban life Essay

In any developing and developed countries, one of the indicators of development is the infrastructure and the growth of cities. Urban culture is the heathen behavior that is associated with the urbanites. Cities all over the world, from the time immemorial have behaviors and cultural elements that separate them from otherwise peculiar(prenominal) comparable rural areas. In the developed countries, the word urban is solemnly used as a euphemism to describe dot com culture or subsets of racial culture, and this forms a defined groups as a guinea pig of urban tribe.Therefore, names for cultural artifacts like urban loud music could be seen as a new term for certain class music. It can also refer to the greater availability of cultural resources such as art, theatre, events, etc as compared to suburban or rural areas. EXECUTIVE SUMMARY Impacts of urban spiritedness In summary, the author ventures on the advantages and disadvantages of urban life as compared to rural life. Here, ther e arises a doubt as to why the rich or the affluent prefer living in major cities. Moreover, the measly are associated with the rural life. Some of the advantages of urban life include availability of basic human unavoidably in varieties.There is cheap and ready means of transport in urban areas as impertinent to rural areas. Availabilities of reputable health facilities. In rural areas, one has to travel miles away to access health facilities, market, higher institution of learning etc. Contrary to that, close to of the weaknesses associated with urban life include congestion due to over population, concurrent crime activities, pollution to water, air and environment at coarse, due to wrack less dumping of refuses, polythene bags and tins. Slums are another menace associated with urban life. In every large city, there must be a slum nearby.Conclusion From other disciplines perspective, the author introduces a disciplinal analyses and contested accounts of tourism and urba n culture from geographical, historical, sociological, anthropological and economical point of view. Finally, there are some developments in subject field analyses from urban and planning studies, Cultural and leisure studies, Gender and queer studies. denotationCities and urban life, retrieved on 22sd September 2007, available at www. amazon. com/ Nancy Kleniewski (2004), A Political Economy of Urban Life, retrieved on 22sd September 2007, Longman, U. K

Children should be required to help with household tasks Essay

?It is ture that only good students gain a grittyer program line has its merits. They apply the healthful abilitiy to study new things and they deport more departtive to explore something unsure. It is non only conductive to themselves, merely too contri besidesing a lot to society. However, no matter how outstanding they are, e genuinely citizens should be distributeed equ on the wholey. Moreover, matter-of-fact commonwealth also use their talent to make it better. Therefore, as far as I am concerned, a college or university education should be forthcoming to all students.For one thing, all people have their own right to deside whether attend to a college or university and all people also should be treat equally whatever they are good or common. That is a basic rules that everyone should respect for others. If a college or university only choose the people who are amazing, that leave behind hurt others who also desire to attend this school. It lead lead to a adverse i mpact on them, even they are never stimulated by studying due to their odinary gift. In addtion, it is not a truth that good people are forever good.Some students might be not aware of their talent and they even do not cheat what field they want to engage or study before they go to a college or university. at one time they attend there, they would find their own route, which fit them and they want to pursue. In this process, a host of people allow for gain their real dream, and in order to fulfill it, they will become diligent and ambitious. That is why many famous people have not high IQ or special capacity but still seccessful in the future. I regain that they could be enlightened by high education.Some people believe that a college or university education should be available to all students. Others think that high education should be available only to good students. Maybe both parties have their weights, however, I agree that all students should have the opportunity to rec eive high education. To begin with, everyone has the right to receive a better education. It is very important for all the students get higher education. College education improves the quality of people and is a necessary preparation for the later social life. People learn not only knowledge and skills but also social methods and experience. An higher education experience is of great support in finding a good argumentation and living a good life. Moreover, it is not certain that good students in high school will be still good in further education. Many people claim that it is most powerful to give Good students higher education. Nonetheless, there is not promise that every good student press release to a college will graduate successfully. Jack, one of my university classmates is a good mannequin. He rolled in the university with a very high score. However, he often was absent in class and indulged himself in drinking.Subsequently, failing to pass many exams, he had to drop o ut. In this case, a university education is not benefit to Jack. However, many students who were not that good in high school can do well in their college. Many of them have the faculty and potentiality to study well, but they did not realize the importance of education when they were in high school. After entering a college, they learn by heart, and become good college students. If they are derived the right to higher education, it will be a big loss to them and the society. To conclude, higher education plays an important role in ones life.All students have the right to study in a college or university, that is, higher education should be available to all the students, including both good students and bad students. People learn through their entire lives. They constantly improve their knowledge and gain new experience. I think that a college or university education should be available to all students because every person has the right to choose the way to self-perfection. to a lower place I will give some reasons to support my position. First of all, every person should have the put on the line to get a higher degree, gain new knowledge and experience.However, some people believe that higher education should be available only to good students. I think it is silly. It is like to make unprocurable travelling for one who does not have IQ high enough. Secondly, some young people do not do well at school but they have great personality and ability to learn. They are self-confident, persistent and patient. With these qualities they can get higher grades than their classmates who are talented but lazy. Imagine for example situation when a teenager gets high grades because his or her parents constantly make him or her study and help to do most of the homework.In this case a child is good at school but I think a college can show the opposite results. Finally, it is a discrimination against students to make available higher education only for good ones. So, if a student does poor and gets low grades he or she should be sent down. But if a person has never been given a chance to set about himself or herself at college what one can do in this case? To sum up, I think that all young people should have the chance to get a higher education. To take or not this chance must be up to them.

Autonomous Learning Essay

2.1 A Gen periodl Review on pupil Autonomy dickens classic definitions of indecorum influenced my study a lot when I set up my re front programme.The firstly was put forward by Henri Holec in 1981, and the encourage by David itsy-bitsy in 1991.2.1.1 Definitions of AutonomyLearner autonomy is when the perk uper is willing and clear of taking charge of his/her ingest learnedness. The assimilator should be capable of de enclosureining the objectivesdefining the contents and the go alongions carrying method actings and techniques to be used observe the procedure of acquisition, evaluating what has been acquired.(Henri Holec,1981). Autonomy is a condenser for detachment, critical reflection, decision making and independent action. It presupposes, but in addition entails, that the student will soften a calveicular kind of mental relation to the deal and content of his cultivation.(Little,1991). It is clear from this that autonomy is non a method of vocabulary scholar ship it is a capacity the capacity to undertake discipline stars shake off learn.(Benson, 20012)This seems to distinguish it from close to other types of development with which it is sometimes associated, such(prenominal) as self-study, give awaydistance instruction and independent learnedness.The main point here is that most of these can be seen as ways of organizing cultivation, as methods. They may be to a greater extent or less seeer-led and the degree of teacher control is not clear. Holec use the term autonomy to refer to a capacity and not a method It is a capacity that usu all in ally ask to be acquired, hence our emphasis is on knowledge how to learn. On a general note, the term autonomy has come to be used in at least vanadium ways the first is for flecks in which learners study entirely on their witness the number is for a set of skills which can be learned and use in sovereign skill the ordinal is for an inborn capacity which is suppressed by ins titutional education the fourth is for the exercise of learners duty for their own learning and the last is for the right of learners to determine the direction of their own learning. (Benson & Voller, 1997 2) It is noteworthy that autonomy can be thought of in terms of a departure from education as a social process, as well as in terms of redistribution of power attending the construction of knowledge and the roles of the participants in the learning process.Autonomous speech learning requires the learners to be responsible for their learning, including deciding their learning objective, choosing their learning materials, monitoring and adjusting their learning process and evaluating their learning impressions. There is broad agreement in the theoretical literature that learner autonomy grows out of the individual learners acceptance of responsibility for his or her own learning (e.g., Holec, 1981Little, 1991). This fashion that learner autonomy is a subject field of explicit o r conscious intentionwe cannot accept responsibility for our own learning unless we perk up some idea of what, why,and how we are trying to learn. The learner must take at least some of the initiatives that give shape and direction to the learning process, and must share in monitoring progress and evaluating the extent to which learning targets are achieved.The pedagogical justification for wanting to foster the instruction of learner autonomy rests on the claim that in formal educational contexts, reflectivity and self- wittingness produce part learning. The free learner shows initiative regarding learning, and shares in monitoring progress and evaluating the extent to which learning is achieved (Schunk, 2005).The ideas that cluster approximately the concept of learner autonomy have too been promoted under banners such as, humanistic lyric poem training, collaborative learning, experiential learning, and the learning-centered classroom. We prefer the term Learner autonomy b ecause it implies a holistic view of the learner as an individual. This seems to us grave for two reasons. First, it reminds us that learners bring to the classroom a face-to-face history and individualized needs that may have picayune in common with the assumed background and implied needs on which the curriculum is found.Second, it reminds us that the ultimate beat of success in due south or alien spoken communication learning is the extent to which the target run-in belongs a fully combine part of the learners identity. In conlusion,some of the most well cognize definitions in present literature are Autonomy is the superpower to take charge of unmatchables own learning (Henri Holec,1981) Autonomy is essentially a matter of the learners psychological relation to the process and content of learning (David Little,1991) Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his or her learning and the implementation of those decisions. (Leslie Dickinson,1987) Autonomy is a recognition of the rights of learners within educational systems. (Benson,2001)2.1.2 Theoretical Background of Learner AutonomyAutonomy is not real by single, clearly defined theories or methods, its evolution has reflected a more general trend in language inform however, its independence from specific theories does not mean that speculation is not relevant. In fact, umpteen researchers in the literature seek justifications of learner autonomy from a wide variety of philosophical, psychological, and political sources. And some antennaes to educational psychology humanism, constructivism had a profound impact on the advocacy of autonomous learning. A keep of the two approaches to language education, especially to second language learning and teaching will be offered.2.1.2.1 ConstructivismConstructivism is one of the hottest topics in educational psychology. Constructivism is a parvenue educational psychology instill whic h is influenced by Piagets cognitive develop psychic psychology and Vygotskys social interactionism. Constructivism is described as a learning conjecture based on authentic and real- orbit situations. Students internalize and construct youthful knowledge based on past experiences. The constructivism theory is student-centered and encourages higher aim processing skills to apply their working knowledge. In other words, everyone causes their own nose out of the world and the experiences that surround them. In this way the learner is brought into central focus in learning theory(Williams M.& impression R.L., 19972). The educational impact of constructivism is positive, in that instruction is based on students prior knowledge, allowing them to make significant connections and solve complex problems.Vygotskys point of view was that acquisition and participation were synergistic strategies in learning situations. Aspects of participation involved teaching in contexts that could be heartful to students based on their personal and social history, negotiating, class handlings, small group collaborative learning with projects and tasks, and valuing meaningful activity over counterbalance answers. Social Constructivism trys that learning takes place through interactions with other students, teachers, and the world-at-large. (Vygotsky,1978) In terms of process of learning, acquiring and constructing new knowledge, the student plays an progressive role. The student brings past experiences and prior knowledge to the classroom and uses these to dynamically connect with new ideas or problems that are presented. Knowing is being able to internalize the material, connecting it with things you already know.Students use higher level processing skills, such as evaluating, analyzing and synthesis to apply newly constructed knowledge to problems or situations. According to the theory of constructivism, student responsibility is great, as they discover how new knowledge connects with prior knowledge. The learner continuously asks questions and guides their own learning process. Students learn that there is not just one way to solve problems, but instead multiple ways to take ining answers. Typical classroom instruction, consistent with the constructivist learning theory may imply problem-based approach to teaching, hands-on activities, including the use of manipulatives, experimentation, and simulations. The constructivist theory allows teachers to be creative and innovative with teaching.In brief, constructivism believes that learning is a process in which learners construct new ideas or concepts based on their past knowledge. Constructivist learning theory advocates that learning is student-centered and instructed by teachers, which puts great emphasis on learners. Students are not passive receiver. Instead, they are active constructors. The learners select and transform discipline, construct hypotheses and make decisions relying on a cognit ive structure. Cognitive structure (i.e. schema, mental models) provides meaning and organization to experiences and allows the individual to go beyond the randomness given.2.1.2.2 HumanismHumanism is a school of thought that believes human beings are different from other species and possess capacities that cannot be found in animals. Humanists, therefore, give primacy to the study of human needs and interests. In humanistic view, the sanctioned concern is the human potential evolution and education is to enhance actualization and give free harness to ones potential. Humanistic approaches emphasize the importance of the inner world of the learner and place the individuals thoughts, feelings, and emotions at the forefront of all human development(Williams,M.&Burden, R.L. 19974).These aspects of the learning process are often unjustly neglected, yet they are vitally important if we are to understand human learning in its totality. There are five basic objectives of the humanistic v iew of education the first is to promote positive self-direction and independence (development of the regulatory system)the second is to develop the ability to take responsibility for what is learned (regulatory and affective systems)the third is to develop creativity (divergent sentiment aspect of cognition)the fourth is to arouse curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems)the last is to cultivate an interest in the arts (primarily to develop the affective/emotional system).2.1.3 Teachers theatrical role in Autonomous schoolingIn literature works there are many detail descriptions of the teachers role in developing learner autonomy. According to Huttunen (1986), teachers should guide the learners in the process of their logical, psychological and good development towards autonomy. Their task is to en bountiful, balance, and clarify the learners experience and to help them to seek new experiences to structure and simplify experi ences they need, and to find ways of associating the learners experiences with the various aspects of life in their culture, including its heritage Higgs (1988) stated that in the process of learners autonomous learning teachers should act as a manager who is available as a preference, will create learners a supportive and nonthreatening learning environment, can motivate learners to achieve their potential and can help learners to be aware of institutional requirements and expectations associated with the discipline in which they are learning according to Nunan (1993), teachers are readjusting their traditional roles and to the new ones.They become active participants, monitors, consultants and guides in the process of students language learning and help students to develop better learning strategies mound (1994) suggested that since the decision to promote autonomy comes usually from the teacher, and the success of attempts to empower learners to become actively involved in thei r learning depends to a large extent on the teachers ability to redefine roles to Little (1999), he believes that teachers should be responsible for deciding whether and to what extent it is possible for learners to determine their own learning objectiveness, select their own learning materials and evaluate their own learning process HuaWeifen (2001)believes that language teachers should enable students to set learning objectives, choose learning materials, develop the effective learning strategies, monitor their learning process and evaluate the learning results. She further proposes three roles of teachers in developing students independent learning a counselor who helps learners to develop their own learning ability instead of making decisions for them, a facilitator who provides psychological, social support and technical support, and an information resource Xiao Fei (2002) feels that teachers must adjust their counselors, roles from the purveyors of language information to the organizers and managers of learning activities, and resource learning providing necessary help.Teacher serves as one of many resources for students, not necessarily the primary source of information. The teacher engages students in experiences that challenge introductory conceptions of their existing knowledge. The teacher uses student responses in the planning of next lessons and seeks elaboration of students initial responses. The teacher encourages questions and discussion among students by asking open-ended questions. The teacher assists students to understand their own cognitive processes (metacognition) by development cognitive terminology such as classify, analyze, create, organize, hierarchy, etc. when framing tasks. The teacher encourages and accepts student autonomy and initiative by being willing to let go of classroom control The teacher makes available raw information and primary resources, along with manipulative and interactive physical materials. The teacher does not separate knowing from the process of finding out.Nouns and verbs. The teacher facilitates clear intercourse from students in writing and verbal responses, from the point of view that communication comes from ones deep structural understanding of the concepts being communicated. When they can communicate clearly and meaningfully, they have truly integrated the new learning. The teachers role is to anticipate and address student misconceptions while presenting authentic questions and real-world problems or situations. The teacher does not provide clear answers on how to solve these problems or questions, but guides students to make sense of how things work according to what their past experiences are and how it applies to the new knowledge they are constructing.2.2 enter Theory2.2.1 Krashens theory of language acquisitionDuring the late 1970s Krashen put forward an account of SLA first known as the Monitor Model subsequently its main claim near the role of monitoring in langua ge learning (Krashen, 1979). In the early 1980s this was expanded into a broader-based model, described in Krashen (19811982), which consisted of five linked hypotheses acquisition/learning, monitor, natural order, arousal, and affective filter. The aspect of the model that became most developed was termed the stimulant Hypothesis, the deed of Krashens last major theoretical book (Krashen, 1985). In order to better understand the Input Hypothesis, it is necessary to have a general idea about the five hypotheses as they are nigh related to each other.They areThe Acquisition-Learning HypothesisThe Monitor Hypothesis The Natural Order Hypothesis The Input Hypothesis The Affective Filter Hypothesis. Krashen summarizes the five hypotheses with a single claim People acquire second languages notwithstanding if they obtain comprehendible input and if their affective filters are low enough to allow the input in In other words, clear input is the essential ingredient for second language acquisition. all other factors thought to encourage or cause second-language acquisition work only when they contribute to understandable input and/or a low affective filter. pic2.2.2 Input hypothesis in second language learningThe Input Hypothesis is Krashens attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashens explanation of how second language acquisition takes place. So, the Input Hypothesis is only concerned with acquisition, not learning. According to this hypothesis, the learner improves and progresses along the natural order when he/she receives second language input that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at stage i, then acquisition takes place when he/she is exposed to comprehensible input that belongs to level i+1. Since not all of the learners can be at the very(prenominal) level of linguistic competence at the same time, Krashen suggests that natural c ommunicative input is the key to figure a syllabus, ensuring in this way that each learner will receive some i+1input that is appropriate for his /her current stage of linguistic competence. The Input Hypothesis is simply stated worldly concern acquire language in only one wayby understanding messages or by receiving comprehensible input (Krashen, 19852). That is to say, language acquisition depends upon trying to comprehend what other people are saying.Provided that the learner hears meaningful speech and endeavors to understand it, acquisition will occur (cited in Cook, 1993). The theory (Krashen 19811985 1989) also makes the hobby claims, as Ellis (1994) has summarizedLearners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence. Although comprehensible input is necessary for acquisition to take place, it is not sufficient, as learners also need to be affectively disposed to let in the input they comprehend. Input becomes comprehensible as a result of simplification and with the help of contextual and extralinguistic clues fine-tuning (i.e. ensuring that learners receive input rich in the specific linguistic property they are due to acquire next) is not necessary. Speaking is the result of acquisition, not its cause learner production does not contribute directly to acquisition.It is understood that to be reclaimable to the learner, the input must be neither too difficult to understand nor too easy. This is conceptualized by Krashen in terms of the learners current level, called i, and the level that the learner will get to next, called i+1.For the learner to progress rather than remain static, the input has always to be slightly beyond the level at which he or she is completely at home the gap between the learners i and the i+1that he or she needs is bridged by information haggard from the situation and from the learners previous experience. We also use context, our know ledge of the world, our extra-linguistic competence to help us understand (Krashen, 1982, 21).Krashen emphasizes that input does not need to be finely tuned in the sense that it is linguistically alter to contain i+1.It requires only rough tuning, which is automatic if the focus is on successful communication.2.2.3 The web-based meltimedia language input for autonomous learning Students need accessible materialscomprehensible input, the underlying assumption is that the learner needs help identifying the critical features in the wealth of the linguistic and nonlinguistic information they receive (Plass & Jones, 2005, p. 470). This means that the supports infix in a multimedia instructional approach should guide what students notice in a word, sentence, passage, or image. The autonomous leaners need to be provided with more and up-to-date language input in as many ways as possible, such as vedio and audio materials downloaded from the internet. This strategy can also be staring(a) through immediate and focused teacher feedback. When a teacher highlights portions of an assignment that require revisions, the students ability to evaluate and revise her work increases. These strategies help the learner understand task directions and focus on pertinent information to comprehend or revise.2.3 Web-Based Language Teaching and Learning2.3.1.The development of web-based language teaching and learning Web-based language learning is developed from Computer-Assisted Language Learning. It may be defined as the search for and study of industriousnesss of the calculating machine in language teaching and learning (Levy, 19971).As for teaching, the lecturer presents a language teaching plan in a logical order and learns whether the students responses are countersink or not correct by computers. As for learning, the language learners use computers to monitor their own progress, and provide themselves with proper lessons, materials, etc. Richards. J.C.(1998) also points out that CALL refers to the use of computer in the teaching and learning of second or foreign language. The CALL in the academic literature has been existed for about forty years. The subject is interdisciplinary by nature, and it has evolved out of previous efforts to find ways of using computer for teaching or for instructional purpose across a wide variety of subjects areas, with the weight of knowledge and breadth of application in language learning ultimately resulting in a more specialized field of study (Levy, 1997).According to Warschauer and Healey (1998), CALL has experient three stages in the last forty years behavioristic, communicative and integrative. Each stage will be featured by its important projects and development despite the fact that there is in fact no clear-cut line among stages (Hu&Jiang, 20025 34-538). The first stage of CALL, Behavioristic Call, started from the 1950s and applied in sixties and 1970s, was on the basis of the then dominant behaviorist theori es of learning. Programs of this stage were repetitive language drills and can be concluded as drill and practice. One of the most complicated projects of this period is the PLATO (Programmed Logic/Learning for Automated Teaching Operations) system, which operates on its own special PLATO hard ware, including central computers and terminals.The vocabulary drills, brief grammar explanations drills, and interpreting tests at various intervals (Ahmad, Corbett, Rogers&Sussex, 1985)were included. In the late 1970s and early 1980s, behavioristic CALL was replaced because of two important factors. First, behavioristic approaches to language learning had been out of stage at both the theoretical and the pedagogical level. Secondly, the application of microcomputer provided a whole new range of chances. The stage was set for a new era of CALL-communicatory CALL. One of the main advocates of this new approach was John Underwood, who in 1984 proposed a serial of premises for Communicative CA LL (Underwood, 198452). According to him, the Communicative CALL focuses more on using forms.The teacher uses the computer to teach grammar implicitly rather than explicitly allow and encourage students to utter naturally rather than just moderate prefabricated language it does not assess everything the students do nor give them congratulatory message, lights, or bells avoids telling students that they are erroneous and is flexible to a variety of student responses it uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen and will never try to do anything that a book can do just as well. Many types of CALL programs were developed and applied during this period. Integrative computer assisted language learning covers the more recent development of 1990s, and even the multimedia computers and the Internet.This period was greatly influenced by the growth of constructivist approach, which believes tha t knowledge is not obtained through the transmission of teachers, but the meaning construction of learners themselves in a certain social and cultural context with the others, including their teachers and their peers, and also the use of resources. Furthermore, this approach emphasizes that learners are the necessary component of learning main body in the cognitive process and the active constructor of knowledge meanings, and teachers take the roles as organizers, guiders and facilitators. Also, the importance of authentic learning environment and social interaction is emphasized. This phase is featured by the use of multimedia, hypermedia and interactive technologies to enhance comprehensive skills. 2.3.2 web-based language learning context and input thoeryCompared with the traditional language teaching and learning context, web-based language learning would expose college students to greater amount of language information input. On the one hand, the colorful, multi-facet, and limi tless information provided by the internet and computer programs attracts the learners attention. It could also make their English study much easier. It is obvious that, the multimedia, hypermedia and Internet enrich the information input and to a large extent promote the students curiosity, interest and motivation in English learning. On the other hand, the multi-facet or multi-channel information input may be in some way derange learners attention and make learners feel at a loss in their autonomous learning after class, thus weaken the learners productivity of English language. Therefore, to help learners to wisely choose the useful information to develop their own autonomous language learning models become the teachers focuses.2.4 Assessment in autonomou learningIn a recent report, Dam and Legenhausen (1999 90) claim that learners ability to reflect critically on their learning is a measure of the effectiveness of the learning environment. They use the term evaluation to refer to the metacognitive activity of reviewing past and future learning experiences in order to enhance learning, and claim that In an autonomous classroom . . . evaluation is viewed as the pivot of a good learning/teaching cycle . . . Evaluation has a retrospective and prospective function, in which the learning experiences of the past are reflected upon and transformed into plans for future action. The potential for learner autonomy increases as an individuals learning awareness grows. Therefore activities which prompt learners to reflect on their learning aim to enhance learners brainstorm into their learning processes. Assessments for autonomous learners may cover a wide area of knowledge,for example, reading an authentic language text or a small, tightly focused area ,for example, questions at the end of a worksheet on a specific grammar point. Assessments may serve one or more of a number of purposes, such as confidence building, demonstrating learning gain, or motivation, and th ey may be constructed in a number of ways, for example, by the teacher, by the learner, collaboratively or as a portfolio (Gardner and Miller, 1999).Assessments with any combination of the above criteria can be self-assessments because this term refers simply to the mode of administration, i.e., assessments which are self-administered. It is reasonable to assume that autonomous learners would benefit from feedback on chievements in their learning through engaging in some kind of assessment procedure. The individualised nature of autonomous learning makes large-scale, institutionalised assessments problematic although an autonomous learner may make the decision to include these as part of a personalised assessment regime. Self-assessment seems to accommodate itself much more easily to the diverse and flexible requirements of an autonomous learner. Indeed, it has been argued that self-assessment is an integral part of autonomous learning (Holec, 1981 Tudor, 1996 Thomson, 1996 Gardner and Miller, 1999) and that all learners engage in it (Holec, 1985) although not necessarily knowingly (Thomson, 1996). Dickinson (1987) argues that self-evaluation of exertion is an important skill for all language learners but of particular importance to autonomous language learners. Thomson (1996) implemented a self-assessment project as a way of getting learners involved in self-directed learning.The effectiveness of self-assessment is detailed by Nunan (1996 21), who states that, Autonomy is enhanced when learners are encouraged to self-monitor and self-assess. An important aspect of the monitoring process for learners is simply knowing how they are doing in their learning. They want to know if they are becoming more proficient as users of the target language. Brindley (1989 60) says that self-assessment has five purposes. Firstly, learners have greater responsibility for assessment of their proficiency and progress secondly it lets them diagnose their strong and weak areas th irdly it lets them compare their present level with the level they attentiveness to obtain fourthly it helps them become more motivated and lastly it helps them to develop their own criteria for monitoring their progress.However, Brindley (1989 61) also points out that there are objections to self-assessment. The idea that learners can be reliable judges of their own performance is by no means universally accepted.Therefore self-assessment is a skill, that has to be learned. Brindley (1989 83) divides this learning into technical training, and psychological training. Technical training is to help the students judge their own performance, and consists of self-monitoring of language use, development of criteria, definition of objectives, and knowledge about language learning. Self-assessments help learners monitor their level of success in specific learning tasks. A series of self-assessments will contribute to monitoring progress towards specific learning objectives.They can also ha ve a motivational effect. Success breeds confidence. Self-assessment does not always demonstrate success but where it does, even on a small scale, learners motivation will be enhanced. Teachers also need to know how well learners are doing. They have a professional responsibility to help learners learn. Gardner and Miller (1999 210) suggest the assessment should contain the following pieces of information the purpose of the assessment, the benefit to the learner, the procedure for conducting the assessment, the procedure for marking the assessment, a suggested marking scale, a choice of follow up actions based on the score achieved.

Political Islam Essay

The constant failure of westerly secular ideologies to have a resolve for the problems facing humanity has given birth to the political side of Islam. Since its inception in to the world, western principles have done nothing but abuse and brutalize Moslem doctrines, traditions, values, and culture. To add to a greater extent(prenominal) aggravate to injury, western ideologies have implanted a fake sound of progress to Islam in its failure to nail the economic conditions of Islamic societies and nations. Given the extra-religious motivations, political Islam or more ideally known as Islamic fundamentalism is fueled by a multitude of concerns that pollute Islam in numerous ways possible.In invest to expound the symptoms that lead to the foundations of Islamic political sight, John Esposito lists down and discusses varying frameworks for such phenomenon. He setoff explains the failure brought about by the secular philosophies justifies Islams legitimacy as an alternative form o f political orientation in governments and societies. Esposito simply suggests that the Muslims weednot be blamed if ever they result to assertly unorthodox ways to subsidize because the only choice left for them is to look for another non-corruptive option to uplift their worsening economic, cultural, and moral sectionalisation (Eposito, 2000).Esposito also cont mop ups that the role of armed forces such as the Taliban in Afghanistan have made a alert role in setting the course for Islamic fundamentalisms resurgence (Eposito, 2000). The resurfacing of Islam in a more extreme manner has its root cause in other angles apart from the contributions of heterogeneous militia forces. Primarily, the elevation and dominance of Judeo-Christian traditions in various sects around the world is a plausible angle, this is because Judaism and Christianity have peculiar(a) doctrines which are at odds with Islam. Though they do not attack places of worship, Muslims still violate Christian a nd Jewish laws through their radical behavior.John Esposito (2000) implies that Islam or Islamic Fundamentalism for that content is a case of civilization collision between two different civilizations. He furthers that the rising run of righteousness in orbiculate affairs contributes to the conflicts of civilizations. In this particular argument, Esposito attempts to generalize the role of religion in other endeavors, but religion has its own interests to pursue. In Islams case, how can its adherents postulate a world order if the doctrines that highly influence their ways of life are incoherent?The clash of civilizations theory is just as the same as clash of interests. If a person does not concur with the concept of a particular ideology it is his or her prerogative to disagree and not conform to it. Espositos framework in this sense is as wide-eyed as the United States refusal to embrace the concept of communism and the Soviet cause during the 1950s. Osama bin Laden for ins tance, expresses a great deal of resentment over the United States and its ideologies, thats how he justifies his acts of terrorism in various cities and countries, but if he wants to claim Islam as the world order, he is then misguided by his alleged advocacies that would save the world.Democracys main concept is freedom nation refuses to be shackled by laws that hinder progress. Religion meanwhile has its own foundations based on what is morally right and morally wrong. It is instead considerable how Esposito gives a non-biased discussion of whether there is conflict of interest between Islam and democracy. He concludes that politics is more influential here and not religion, and that failure to support civil society as well as failure to participate in political affairs strengthens religious and secular authoritarianism (Esposito 2000).It is plausible to theorise that there can be a mediating factor between Islam and democracy this is due to the fact that two ideologies have a similar cause, which is to pursue the best interests of the people. It is quite true that Islam and its conformists are on the receiving end of western immoralities however, it is a persons own will whether to conform to what certain aspects of western ideologies imply. Furthermore, although Islam and democracy may have some overlapping and conflicting principles, a certain application of mutual obligingness is possible to satisfy all angles in conflict.In Light of John Espositos article regarding the resurrection of the Islamic resentment over western secular ideologies, a number of questions are raised to address the matter How is terrorism justified as a counter-measure against the perceived immoral and corruptive nature of western thought? In what context and up to what extent does evil apply in western ideologies? If Mohammed were alive today, would he be having a similar response to the nature of western views as modern political Islam conformists do? Do the Political Islam ists simply advocate for the upholding of Islams tenets or do they also thirst for global power in other aspects such political and economic? If Islam in itself postulates a diversity of beliefs, how can Islamic fundamentalists constitute their very core ideas in to the world?