Leadership Theory And Leadership Development - 1481 Words

INTRODUCTION As the world changes and progress, it becomes more complex than before. The advances in technology, the globalization that opened and bridged the economies of the world, political and social factors contributed to people’s need of continuous development. So as an important parameter of the ongoing need of innovation and changes of the nature of work, leadership development becomes essential part of the success of the organisations. The aim of this paper, is to try and identify if all people in all organisations should be given the opportunity of leadership development and discuss one aspect of leadership theory, the approaches and limitations of the leadership development. LEADERSHIP THEORY To begin with, between leader and†¦show more content†¦It is said, that one of the most common leadership style that business adopt is based on transformational leadership theory. (www.mindtools.com). Transformational leadership theory is about creating a high- performance workforce by stimulating people’s realization of their potentials and achieve goals beyond their requirements. To be able and adopt the changes into the organisations culture and inspire people to follow, they must cultivate the four â€Å"I† model which exhibits four factors: idealized influence, individualized consideration, intellectual stimulation and inspirational motivation. (Avolio, Waldman Yammarino, 1991). Idealized influence talks about the leader becoming a role model for the followers, someone to trust and respect, and as a result to idealize him and his ideas. Individualized consideration factor is how leaders promotes themselves as mentors to their followers. Followers are supported by their leaders and reward them for being creative and innovative, thus they also provide them with the feeling of empowerment of being free to make their own decisions. Intellectual stimulation is when leaders encourage the followers to be innovative and creative. There is support from the leaders for new ideas without criticizing mistakes committed by the followers and are keen to disregard old practices and

Nurse on Thinking Outside the Box Free Essays

Innovative thinking is required but In order to do so, one must gain ample experience to foresee crisis that may happen upon the application of the unconventional. Getting out of the box means sucking with the problem longer, and looking at It from various sides, which may not always be suitable for a fast paced nurse, even with the right time management nurses are naturally multi-tasters and are known to accomplish one job to get on with the other. In the box thinkers often believe that every problem needs only one solution; therefore, folding more than one possible solution is a waste of time. We will write a custom essay sample on Nurse on Thinking Outside the Box or any similar topic only for you Order Now In Nursing Leaders/Supervisors: Nursing leaders on the other hand, thinking outside of the box may mean seeking the opinions of others which can help in the creative thinking process. As a nurse leader, one can improve out of the box thinking if one seeks ideas from those outside of one’s own profession. Asking oneself on how things are being done in other industries could go a long way from Just going around his/her own department. Through this, a leader can easily seek what ideas can be best applied to a particular situation/task/problem and this requires a willingness to take new respective to day-to-day work. As nurse leaders, they need to nurture their ability to think outside the box and promote this skill in others. In Nurses Working in Offices: While nurses who have ventured outside the clinical set-up and have chosen the cubicle type of work environment, by doing so only proves that they’re one of the outside of the box thinkers. They are the ones who like to challenge their own assumptions on a regular basis, which can be the most difficult part of out of the box thinking. One must remember that Just because something has always been one ay, doesn’t mean that it has to continue to be that way. Out-of-the box thinking requires openness to new ways of seeing the world and willingness to explore. It means considering other Innovative options, from roles as nurse educators, executive nurse leaders and policymakers, to nurse entrepreneurs, retail clinic nurses, nurse Informatics and researchers–to name a few–we have seen how nurses have been able to parlay their clinical backgrounds and health care skill sets Into entirely new realms, one must not stop because even great creative people can become In-the-box thinkers when they stop trying. How to cite Nurse on Thinking Outside the Box, Papers

Amphitryon By Plautus Analysis Essay Example For Students

Amphitryon By Plautus Analysis Essay The play Amphitryon, by Plautus, revolves around a small circle of characters. The major roles in the play are those of Amphitryon, Jove, and Alcamena. Twoslightly lesser roles, though of equal importance, are those of Mercury andSosia. These two characters act as main intermediaries for their masters. Thisis one of the similarities I found in their roles. However, I also found manydifferences in these two characters. I believe the roles of Mercury and Sosia toboth be important ones, with similarities as well as differences, which can beclearly seen in their relationships with their masters, the audience, andAlcamena as well. I think that both Sosia and Mercury respect their masters. Although in the beginning, both characters complain about being servants. Sosiasays, No easy job, this serving a millionaire; A rich mans servant leads alousy life. All his nights and days its just a constant strife(7). Thisquote shows early in the play Sosias displeasure in being a servant. Mercurycomplains about his service to Jove as well. When he hears Sosia complain hestates, Hey, Im the one who should complain that way! Till Papa pressed meinto service today Id no idea what slavery meant. Now, hes been used tobeing a slave.(8). Despite these complaints about slavery, I think both ofthem enjoy serving their masters but for different reasons. Early in the playSosia tells the audience of how his master led us like a wonder(9). Herefers to the victory in battle Amphitryon had over the Thebans. I believe thatSosia is rather proud of his service to Amphitryon and respects his mastersnobility and bravery. Mercury also shows signs of respect for Jove, his masterand father. Mercury, the patron god of thieves, enjoys playing tricks andcausing mischief. I believe this to be the reason he enjoys helping his fatherin this situation. Jove is playing one big joke on everyone, and Mercury likesthis very much. Of his father he says, A smooth operator, this one here. Andwhy not? Hes my father. Watch how hes going to butter the girl up.(25). In different ways, I can see how Mercury and Sosia are very similar in respectto their masters. Differences between Mercury and Sosia arise in their dealingswith the audience. I think that these characters monologues to the audiencegive insight into their personality. Sosias dealings with the audience makehim out to be a coward as well as a fool. When Sosia hears Mercury talking ofharming someone coming his way, Sosia cowers to the audience and says, Imso scared, Im numb all over!(16). When Sosia gathers enough courage toconfront Mercury, the god easily convinces him that he is not himself. Sosiasays to the audience, Hes convinced me. Ill have to find anothername!(22). In almost all his dealings with the audience, Sosia is baffled anddumb struck. The audience knows what is happening so Sosia is made out to be adumb character. Conversely, Mercurys dealings with the audience show him tobe a cunning trickster. Being a god, Mercury has everything planned out andreveals his plans to the a udience. On scarring away Sosia, he says to theaudience, this job went off very nicely(24). Mercurys monologues to theaudience are almost like narration as he tells them what happens and what willhappen. Enjoying this chaos he helped create, he says to the audience: Illget both of them all mixed up and drive them and Amphitryons whole householdcrazy, until Fathers had enough of his inamorata. Then, when its all over,theyll all find out what happened, and Jove at the end will restore Alcamenaand her husband to their former married bliss(24). In this quote, Mercurybasically describes the rest of the play to the audience; most of whom, Ibelieve already knew the story. Another difference between the characters ofMercury and Sosia deals with each characters handling of Alcamena, wife ofAmphitryon. When Mercury acts as Sosia, he has minimal dealings with Alcamena. Ithink his opinion towards her is amusement in the role she plays in his and hisfathers game. He says chuckling, Didnt I tell you hed do this? Alittle buttering up, and he has the poor girl eating out of his hand(26). .uc658ddeecc20c70194ba2d54a2ea8527 , .uc658ddeecc20c70194ba2d54a2ea8527 .postImageUrl , .uc658ddeecc20c70194ba2d54a2ea8527 .centered-text-area { min-height: 80px; position: relative; } .uc658ddeecc20c70194ba2d54a2ea8527 , .uc658ddeecc20c70194ba2d54a2ea8527:hover , .uc658ddeecc20c70194ba2d54a2ea8527:visited , .uc658ddeecc20c70194ba2d54a2ea8527:active { border:0!important; } .uc658ddeecc20c70194ba2d54a2ea8527 .clearfix:after { content: ""; display: table; clear: both; } .uc658ddeecc20c70194ba2d54a2ea8527 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc658ddeecc20c70194ba2d54a2ea8527:active , .uc658ddeecc20c70194ba2d54a2ea8527:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc658ddeecc20c70194ba2d54a2ea8527 .centered-text-area { width: 100%; position: relative ; } .uc658ddeecc20c70194ba2d54a2ea8527 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc658ddeecc20c70194ba2d54a2ea8527 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc658ddeecc20c70194ba2d54a2ea8527 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc658ddeecc20c70194ba2d54a2ea8527:hover .ctaButton { background-color: #34495E!important; } .uc658ddeecc20c70194ba2d54a2ea8527 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc658ddeecc20c70194ba2d54a2ea8527 .uc658ddeecc20c70194ba2d54a2ea8527-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc658ddeecc20c70194ba2d54a2ea8527:after { content: ""; display: block; clear: both; } READ: The Essence of Pop Culture EssayAmused by his fathers skill in seducing women, Mercury even tries to help. When Jove gives Alcamena the gold cup as a gift Mercury says to her, Sayrather a wonderful gift as wonderful as the getter(27). While Mercury treatsAlcamena with amusement, Sosia regards her sourly. He thinks shes crazybecause he knows nothing of the tricks the gods are playing. At first he thinksshes gone crazy because she claims shes seen him even though she hasnt. He says to Amphitryon, Dont you understand? If you try to say no to amadwoman, youll make the crazy thing crazier(38). His being unaware ofthe tricks, causes him to treats her rather crudely because he believes her tobe crazy. This is another main difference I see in the characters of Sosia andAmphitryon. I believe that by examining the relationships of Mercury and Sosiawith other characters in the play, I was more able to clearly explore theirrelationships. After examining these relations I believe that Mercury and Sosiaare indeed more different than they are alike. The reason for this could be thatone character has godly powers, but maybe not. Mercury seems to be just ascommon and scheming as any man. Theater

Information Technology Transformation in Organizations

The authors of the given article cogitate about the issue of IT technologies and its development in terms of the functioning of various organizations. Being an extremely important part of modern society, IT technologies influence the way in which organizations accomplish their tasks greatly.Advertising We will write a custom essay sample on Information Technology Transformation in Organizations specifically for you for only $16.05 $11/page Learn More That is why, the authors tend to prove the fact that all changes, which happen to IT functions, are influenced by various pressures that appear in society as the response to the development of the demand for various services. The given paper also contains the literature review which is made by the authors in order to outline the approaches towards the sphere of IT technologies that are peculiar nowadays. The given review also helps to prove the fact that nowadays IT function undergoes some transformation cau sed by the change in the environment. Additionally, the idea that even optimal IT functions, that have been used for a long period of time, should be changed is also emphasized. The authors try to ground their findings on various theories and concepts peculiar to the sphere of IT technologies. That is why the typological theory is analyzed by the authors. The given theory suggests a certain typology of IT functions and helps to understand their main functions. Besides, analyzing the theory of punctuated equilibrium, the authors also come to the idea that the change of the main IT function is inevitable as it is influenced by a great number of external factors. Performing the analysis of the functioning of a certain organization, the authors show that IT functions could be transformed in a certain period of time in order to meet the increased number of demands of various organizations. However, the authors also conclude that these changes to happen pressures and conditions have to ac cumulate and promote their combined influence on the IT function. The given article could be taken as a rather credible source that provides some information connected with the sphere of IT technologies. Thus, the theories used by the authors to provide the clear basis for their ideas could be taken as appropriate. They help to understand the main concepts of the IT function and recognize the basis of all changes that happen to the IT sector. Additionally, the combination of ideas, suggested in these theories, helps to make the authors assumptions more credible. Trying to show the process of change of the main peculiarities of IT functions the authors perform a case study analysis that helps to obtain clear data that proves their idea. Finally, the discussion provided by the authors helps to reconsider their main findings and look at the suggested issue from another perspective.Advertising Looking for essay on it? Let's see if we can help you! Get your first paper with 15% OFF Learn More The given article presents an important perspective on the very topical issue of IT technologies. The authors revolve around the idea that any IT function will be changed because of the influence of a great number of demands from its main users. Additionally, they also provide some theoretical basis for their cogitations, outlining some theories that could be applied to the analysis of the IT sector. Main concepts of these theories could be used in the further investigation of the given issue. With this in mind, it is possible to state the fact further development and change of some IT functions could be predicted as the number of demands and challenges grows. This essay on Information Technology Transformation in Organizations was written and submitted by user Kaliyah S. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The First African-American Church in the U.S.

The First African-American Church in the U.S. The African Methodist Episcopal Church, also called AME Church, was established by the Reverend Richard Allen in 1816. Allen founded the denomination in Philadelphia to unite African-American Methodist churches in the North. These congregations wanted to be free from white Methodists who historically had not allowed African-Americans to worship in desegregated pews.   As founder of the AME Church, Allen was consecrated  as its first bishop. The AME Church is a unique denomination in the Wesleyan traditionit is the only religion in the western hemisphere to develop from the sociological needs of its members. It is also the first African-American denomination in the United States. God our Father, Christ our Redeemer, Man our Brother - David Alexander Payne Organizational Mission Since its establishment in 1816, the AME Church has worked to minister to the needsspiritual, physical, emotional, intellectual and environmentalof people. Using liberation theology, the AME seeks to help those in need by preaching the gospel of Christ, providing food for the hungry, providing homes, encouraging those who have fallen on hard times as well as economic advancement, and providing employment opportunities to those in need. The History of the AME Church In 1787, the AME Church was established out of the Free African Society, an organization developed by Allen and Absalom Jones, who led African-American parishioners of St. Georges Methodist Episcopal Church to leave the congregation because of the racism and discrimination they faced. Together, this group of African-Americans would transform a mutual aid society into a congregation for people of African descent. In 1792, Jones founded the African Church in Philadelphia, an African-American church free from white control. Desiring to become an Episcopal parish, the church opened in 1794 as the African Episcopal Church and became the first black church in Philadelphia. However, Allen wanted to remain Methodist and led a small group to form the Mother Bethel African Methodist Episcopal Church in 1793. For the next several years, Allen fought for his congregation to worship free from white Methodist congregations. After winning these cases, other African-American Methodist churches  that were also encountering racism wanted independence. These congregations to Allen for leadership. As a result, these communities came together in 1816 to form a new Wesleyan denomination known as the AME Church. Before the abolition of slavery, most AME congregations could be found in Philadelphia, New York City, Boston, Pittsburgh, Baltimore, Cincinnati, Cleveland, and Washington D.C. By the 1850s, the AME Church had reached San Francisco, Stockton, and Sacramento. Once slavery ended, the AME Churchs membership in the South increased tremendously, reaching 400,000 members by 1880 in states such as South Carolina, Kentucky, Georgia, Florida, Alabama and Texas. And by 1896, the AME Church could boast membership on two continentsNorth America and Africaas there were churches established in Liberia, Sierra Leone, and South Africa. AME Church Philosophy The AME Church follows the doctrines of the Methodist Church. However, the denomination follows the Episcopal form of church government, having bishops as religious leaders. Also, since the denomination was founded and organized by African-Americans, its theology is based on the needs of people of African descent. Early Notable Bishops Since its inception, the AME Church has cultivated African-American men and women who could synthesize their religious teachings with a fight for social injustice. For example,  Benjamin Arnett addressed the 1893 Worlds Parliament of Religions, arguing that people of African descent have helped develop Christianity.  Additionally,  Benjamin Tucker Tanner wrote, An Apology for African Methodism in 1867 and The Color of Solomon in 1895. AME Colleges and Universities Education has always played an important role in the AME Church. Even before slavery was abolished in 1865, the AME Church began establishing schools to train young African-American men and women. Many of these schools are still active today and include senior colleges Allen University, Wilberforce University, Paul Quinn College, and Edward Waters College; junior college, Shorter College; theological seminaries, Jackson Theological Seminary, Payne Theological Seminary and Turner Theological Seminary. The AME Church Today The AME Church now has membership in thirty-nine countries on five continents. There are currently twenty-one bishops in active leadership and nine general officers who oversee various departments of the AME Church.

Cell Phones Essay Example for Free (#2)

Cell Phones Essay Cell phones are the way of life today. In the US, little kids are carrying around the newest iPhone versions. Closing the digital divide requires studying and learning about the country’s needs and capabilities of upgrading to the digital world. There are countries that are financially unable to afford a cell phone, but it should be the cell phone companies that should be able to work around various prices for cell phones. For example, in the U.S. the iPhone is taking over and consumers require the latest technologies. As the phones get older, companies should send those phones to less developed countries in an effort to grow the digital market and close the digital divide. As the article mentions, India leads the way with 756 million subscribers, while being a developing country. All it takes is an introduction to the country and cell phones begin to spread like wildfire. They market themselves once introduced in a country at a reasonable price. If the price is too much for a single family to afford, the family can set goals to attain a cell phone in the future. Either way, cell phones sell themselves. â€Å"To get a sense of how rapidly cell phones are penetrating the global marketplace, you need only to look at the sales figures. According to statistics from the market database Wireless Intelligence, it took about 20 years for the first billion mobile phones to sell worldwide. The second billion sold in four years, and the third billion sold in two. Eighty percent of the world’s population now lives within range of a cellular network, which is double the level in 2000† (Corbett, 2008). In 2008, these statistics show that cell phone market was on a rise. Since iPhone’s introduction in 2007, the cell phone market has grown even more substantially, especially in the U.S. I can speak for the ever-increasing mobile service in India as even rickshaw drivers who make about 50 rupees (about $1.25) in two hours are carrying a cell phone. Companies such as Obopay and Moka are transforming the service provider payment plan to pay as to go in various countries. â€Å"Obopay, for instance, is enabling third-world countries including India to receive and send payments via text message, while Moka provides language translations, such as English to Chinese† . This is a way to close the divide. If a family cannot afford to pay a consistent wage every month for a cell phone, companies such as Obopay are able to provide the pay as you go plan. Families and individuals in India pay as they go, they utilize their cell phones, as they need to, according to how much they are able to afford. Through these payment plans, cell phone companies can sell their phones to a mass audience in large countries like India and China. One company that has millions of customers in third world countries is Nokia. â€Å"There are entire chunks of the planet where Nokia has a virtual monopoly because no other manufacturer even wants to compete† . With the iPhone and Android dominating the U.S. market, Nokia has found its niche in third-world countries. The countries where consumers cannot yet afford the newest iPhone are turning to Nokia. They have positioned themselves as #1 ahead of Samsung, Apple, Motorola and anyone else. This is because they saw a market opportunity and are utilizing the need for cell phones around the world. The U.S. may be looking for new technology, but to the third world countries, simple Nokia phones are new technology. Corbett, S. (2008, April 13). Can the Cell Phone Help End Global Poverty. Retrieved April 18, 2012, from NYTimes: http://www.nytimes.com/2008/04/13/magazine/13anthropology-t.html?pagewanted=all Openshaw, J. (2009, May 24). Mobile Phones: Key To Developing Nations. Retrieved April 18, 2012, from Huffington Post: http://www.huffingtonpost.com/2009/04/23/mobile-phones-key-to-deve_n_190809.html Raby, M. (2012, January 30). Nokia still top mobile phone maker. Retrieved April 18, 2012, from TG Daily: http://www.tgdaily.com/mobility-brief/61102-nokia-still-top-mobile-phone-maker Cell Phones. (2017, Jan 19).

To what extent do historians own history Essay Example | Topics and Well Written Essays - 1000 words

To what extent do historians own history - Essay Example While one may often mistakenly assume that history is actually in black and white, it is quite clear that when historians write down history, they do mainly according to the various social practices and policies of the country at the time (2002). It is often up to the historians to help in determining the extent to which history will ultimately be rewritten (Foner, 2002). Oscar Wilde is credited as having once said that the one duty of the persons that happen to own history is to ensure that they rewrite it. Arguably, it has been claimed that modern historians have undertaken to fulfilling this aspect of their work a little too well. This is exemplified by the fact that in the modern day society, there is a large number of people who as opposed to celebrating the rather exciting anniversary of Columbus’ discovery of the American continent, instead choose to mourn Columbus Day by choosing to remember it as a genocidal invasion of the continent by large numbers of White Europeans (Marsh 61). In contrast to the branding of murderer by some modern day historians, the popular perception of Columbus was quite different a hundred years ago when during the 400th celebration of Columbus’ arrival in the New World, Presid ent Benjamin Harrison paid tribute to Columbus and referred to his as the pioneer of both enlightenment and progression. In a similar vein, the American Indians who had previously been portrayed as being an extremely cruel and savage race, have now undergone a historical reprisal that has seen them often being pictured as being a being an extremely peaceful people that strive to live in constantly harmony with their natural environment. In light of this change in the manner in which the past is recounted, Foner (2002) points out that although historical truths do happen to exist, it is often seen that the most difficult

Obesity and chemistry Essay Example | Topics and Well Written Essays - 1000 words

Obesity and chemistry - Essay Example The government spends more than $7000 in medical treatment and lost productivity of a single obese person. Obesity is blamed for more than 160,000 deaths a year. Understanding the factors that lead to obesity Shedding extra weight is very difficult despite the seemingly simple formula of consuming fewer calories than being expended. Dieting is not effective for two thirds of dieters who end up heavier two years after dieting. The National Institutes of Health is spending $800 million annually to understand the underlying causes of obesity with focus on metabolism, genetics and neurology. Highlights of the researches are protein function, signaling pathways in the brain and other organs, obesity genes, and effects of environment on metabolism and weight gain. The large body work has led to understanding of protein interactions that result in energy extraction and distribution; fat production and storage; hunger signals emanating from the brain, and genetic inclination towards obesity. In the brain, the hypothalamus, brain stem, limbic system, and the pre-frontal cortex are involved in controlling hunger and fullness. Metabolic studies show that brown fat is associated with lower weight or leanness in some persons; while the prevalence of white fat is for storage of excess energy, and hence increased weight. Genetic studies identified more or less twenty genes that correlate with predisposition to weight gain, although the effects were later quantified to be modest. Genetic regulators for obesity were identified in mice, but human homologues are not yet known. Possibly, the environment has a large effect on the switching on of genes that predispose an individual to obesity. However, since the results of biological studies have not been translated to a solution for the problem on obesity, the article proposes that the best approach is behavioral psychology methods that have been used for over than 50 years and proven to work in treating autism, alcoholism and stut tering. Behavioral psychology as a solution to obesity In the hope of finding a quick means to losing weight, the public is easy to follow recommendations from researches that are played up by the media. However, the results of the different studies are sometimes in conflict. It is clear that the obesity problem cannot be fixed by a single simple action because of the contribution of many factors. The combination of social, biological, economics and marketing factors make simple solutions to obesity fail. Diets and exercise regimens are also bound to fail because they become more punishing as weight is lost, since more effort is exerted to retain that loss. Furthermore, as the diet and exercise become more severe, the reward (reduced weight) recedes. A less punishing regimen will make more people stick with it. Changing behavior has had the most success in losing modest amounts of weight and keeping off that weight with diet and exercise. This approach involves making small sustaina ble modifications in the eating and exercises habits with the encouragement of people and environment surrounding the individual. The basis for the behavioral approach goes back to more than fifty years when BF Skinner, Harvard university psychologist, developed the science of behavioral analysis. The foundation for the approach is the belief that the workings of the brain are unknown despite advanced science, but physical behavior is measurable and so is the

Tom Burtonwood and Holly Holmes Essay Example for Free

Tom Burtonwood and Holly Holmes Essay The painting Vertical Envelopment by Tom Burtonwood and Holly Holmes is obviously a modern painting that deals with the issues of technology, power, and war. These two Chicago based artist have displayed the power of the military through this painting. The painting symbolizes the stark reality that war is not a game, but a reality. The subject of the painting is that of a large black military helicopter that is centered in the painting. The bird’s eye view of the ground and the looming chopper, symbolizes the all knowing omnipresence of the military and through modern technology. The colors used to portray the ground are washed out yellow and gray. These colors represent the desert warfare or the Iraq War that the artists oppose. There is a black river that cuts through the painting like a half moon that is representative of lack of life. The medium used in Vertical Envelopment is aluminum and acrylic. Burtonwood and Holmes used the aluminum to give the feel of cold harsh metal of the weaponry. They chose acrylic paint because of its adherence to any type of surface. Any other paint would not have endured on the aluminum. The vividness of color would have been another reason that acrylics would have been chosen. The crisp black of the helicopter is essential to the painting. The style of Vertical Envelopment is more like that of social realism. It seems that this style would fit the painting because it is political in tone. One can tell by the dominance of the helicopter to the point that it is menacing and frightening, shows that the artists are against the war. They are also making the statement that machines are fighting the war and that is contrary to the idea that it is not the machines that are destroyed by war, but the people and the earth that are destraoyed. The lines used in Vertical Envelopment are mostly straight except for the river. The straight lines of the objects on the ground from a view much higher, gives a lifelessness of those objects. It looks as if there is order to what is going on at ground level, when nothing could be farther from the truth during war. The curved yet somewhat vertical lines of the river, give feeling of straying to those things that are straight. Burtonwood and Holmes also added vertical lines of gray and black to represent either gun fire or rain. This offsets that horizontal shape of the helicopter. The value of the painting is not one of luminosity. It is dull and drab, but that is for a reason. The artists do not want to add a glossed overview of war. The predominant color used in the painting is black. One reason it was chosen was that the main symbolic meaning of black is death which is a reality of war. The drab yellow and gray represents the lifeless earth after the ravages of war. The texture of Vertical Envelopment is smooth which is oppositional to the message that it presents on the negative aspects of war. Vertical Envelopment by Tom Burtonwood and Holly Holmes is one that speaks volumes to me. I feel that war is devastating to everyone involved and this particular is shows the harshness. There is a huge emphasis on the subject, the helicopter, and that says to me that war is like the metal and machinery of the helicopter. It is cold and unfeeling, yet it is powerful and destructive. It is difficult to run from it because of the vantage point that it has. The way that Burtonwood and Holmes emphasize the metal through their painting and the aluminum, strikes me because it makes their message so obvious yet innovative. This work of art speaks volumes to the viewer about the political situation of the world. ? Works Cited Burtonwood, Tom and Holmes, Holly. Vertical Envelopment. 2004.

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Discuss Two or More Psychological Explanations

Discuss two or more psychological explanations for institutional aggression. The importation model is a dispositional theory which states that an individual would bring in – import – characteristics from outside of prison which lead them to be aggressive in daily life. This then leads to aggression while incarcerated. Cheeseman said that men have a certain way of behaving, probably why they ended up in prison to begin with, which they then apply to their new setting. Irwin and Cressey found 3 subcultures within prisons, the criminal, the convict and the straight/conventional.They found that the convict subculture were most likely to be aggressive as they are influenced by deprivation, and bring values of this into the prison setting. Also, certain factors such as age, sex and race can affect the level of aggression you exhibit in prisons, as found by Janus. Support comes from DeLisi who examined prison records of 831 prison inmates from South West USA. They made note of prisoners who had been involved in street and prison gangs. They found a small but significant relationship between gang membership and prison aggression.This implies that they imported subculture values of being in a gang with them into prisons. Further support comes from Poole and Regoli who looked at juvenile correction facilities and found that inmates who were violent outside of prison where more likely to be violent inside of prison. This shows that they may have imported aggressive characteristics into the prison setting with them. However, in a real life setting this theory isn’t particularly useful, as it does not give any suggestions as to how aggression can be reduced within prisons.Also it is deterministic to say that people of a certain race, age and education level will be aggressive within prison as it ignores the fact that humans have free will and also would lead to stereotyping within prison. This theory can be considered socially sensitive as people will b e stereotyped and treatment towards them by others could change. This would in turn lead to scapegoating and possibly have a negative impact on the persons self esteem. The deprivation model is a situational model.Situational models say that it is the environment which causes aggression, not the individuals. This model suggests that aggressive behaviour within prisons is due to a prisoner being deprived of 5 fundamental rights that they would have outside of the prison setting. These include liberty –prisoners aren’t trusted to live in the free world, autonomy – prisoners have a lack of power – and security. When these are removed, it can lead to prisoners becoming stressed, anxious and often they act aggressively towards others to release this.Prison settings can also lead to deindividuation, as prisoners are represented by numbers and wear the same uniform as everyone else, causing them to lose their own identity. This can lead to aggression as individu als do not feel accountable for their actions. Also, the dysfunctional power systems model, outlined by Zimbardo, says that when people are given power without direction It can lead to aggressive behaviour. This is known as the Lucifer Effect, which was Zimbardo’s assertion that situations turn good people evil.An example that supports this is the treatment of Iraqi prisoners of war in Abu Ghraib. American military police tortured and abused Iraqi detainees after being given power to make sure they were ready for interrogation. This gave them the power to treat prisoners how they wished, without any restrictions on what is acceptable to do to them. This also supports the theory of deindividuation, as the soldiers were anonymous, and dehumanized the prisoners to make what they were doing appear justified.The deprivation model is culturally bias to a westernized culture, as in some cases where deprivation is common throughout life, prison may actually be a better environment fo r prisoners than their usual living environment, which would not explain any aggressive behaviour they may have. Also, in terms of applications to the real world, this model is quite effective, as if these deprivations were somehow prevented, it may improve aggression in prisons.

Seligram Inc. Case Analysis

At the beginning, the Electronic Testing Operations (ETO) measured two components of cost: direct labor and burden, but the burden is grouped into a single cost pool that includes all costs and divided by direct labor dollars to obtain the burden rate. (Q2) ETO’s manager picked up 5 components to evaluate the impact of different accounting system. The reported costs from existing system can be computed as follows, given the burden rate 145%: Product Direct Labor Burden Total Costs ICA 917 1,330 2,247 ICB 2,051 2,974 5,025Capacitor 1,094 1,586 2,680 Amplifier 525 761 1,286 Diode 519 753 1,272 Based on the accounting manger’s proposal, the operation burden can be divided into machine-hour and direct labor burden. We use the revised burden rate 21% and machine-hour rate $80. 1 to show the updated costs: Product Direct Labor Burden Machine Hour Machine Burden Total Costs ICA 917 193 18. 50 1,482 2,591 ICB 2,051 431 40. 00 3,204 5,686 Capacitor 1,094 230 7. 50 601 1,924 Ampl ifier 525 110 5. 00 401 1,036 Diode 519 109 12. 00 961 1,589If ETO follows the consultant’s recommend, treats the main test room and mechanical test room as different cost pools. The three-burden-pool system reports the cost: ($63. 34 for main room burden rate and $112. 63 for mechanical room) Product Direct Labor Burden Main Room Hour Mech. Room Hour Test Room Burden Total Costs ICA 917 193 8. 50 10. 00 1,665 2,774 ICB 2,051 431 14. 00 26. 00 3,815 6,297 Capacitor 1,094 230 3. 00 4. 50 697 2,021 Amplifier 525 110 4. 00 1. 00 366 1,001 Diode 519 109 7. 00 5. 00 1,007 1,635Among the three costing systems, we prefer the consultant’s proposal (Q3). The accounting manager treats the machine hours as separate cost pool because the automated operation process leads to large percentage of total cost comparing to direct labor. Measuring the machine hour costs can help us to assess the total burden more accurate. However, given the same machine hours, the different hours spend in main room and mechanical room also incurs different costs. We can see from Exhibit 5 that mechanical room has higher unit cost per hour.Therefore, the three-cost-pool system can trace the costs back to the actual operation factors more clearly. (Q1) According to the two explanations shown above, the critical problem that causes ETO to fail is the single cost pool accounting system. In the single cost pool system, all products consume direct labor and overhead in the same proportion. However, some products need more direct labors while others require automated machinery operation. And the trends of direct labor obsolescence also biased the calculation of burden rate, which causes the verall product cost assessment become misleading. Managerial Accounting Case Study 2: Seligram, Inc: ETO Group 1 2 Although we prefer the consultant’s proposal, the three-cost-pool system still can be further improved by introducing another cost pool, the technical support costs (Q4). Both the accounting manager and consultant regard the administrative and technical functions as the same cost factor. However, we think the technical support is very different in nature comparing with administrative cost. Each type electrical component which sent to ETO varies greatly in its complexity.For example, a keyboard IC is much simpler then a 3D graphic processing IC and requires less (or nearly no) technical support since keyboard IC is a matured product. Administrative cost usually includes general overhead such as indirect salaried employee, security, store/warehousing, telephones, and others. If we classify the technical functions in the same cost pool as administration costs, then a keyboard IC and a 3D graphic processing IC share the same direct labor burden rate, which is not reasonable. Therefore we recommend a four-cost-pool system that separate technical support from general direct labor burden. Q5) From the data provided in Exhibit 5 and Exhibit 7, we can calculate the ma in test room burden rate if the new machine is included. The first year’s burden rate will be: Hours Variable Depreciation Other Total Old Machine 33,201 887,379 88,779 1,126,958 2,103,116 New Machine 400 100,000 500,000 225,000 825,000 Sum 33,601 987,379 588,779 1,351,958 2,928,116 Machine Hour Burden Rate $ 8 7. 14 (first year) And the remaining years’ burden rate: Hours Variable Depreciation Other Total Old Machine 33,201 887,379 88,779 1,126,958 2,103,116New Machine 2,400 100,000 125,000 150,000 375,000 Sum 35,601 987,379 213,779 1,276,958 2,478,116 Machine Hour Burden Rate $ 6 9. 61 (remaining years) The original burden rate calculated from three-cost-pool system is $63. 34. Both the first year ($87. 14) and remaining years’ ($69. 61) burden rate per machine hour are much higher, especially for the first year. Since the new equipment is only needed by one or two customers in the foreseeable future, we should treat the new machine as separate cost center, or the new equipment will have a disastrous effect on ETO’s pricing structure.

Free Essays on Mesopotamians Religious Behavior

Mesopotamians Religious Behavior Mesopotamia is the most urbanized society known in antiquity, so it is the first society that can be made researches on. They had the first logical, coherent and systematic religious system in history. They had made an entire system adapted to the social life of Mesopotamian people. The religious system has three parts to be constructed. First one is religious sentiment, which includes things like admiration, need, attraction, fear, and retreat that ties people to the divine beings. Religious ideology, which is construction of images, ideas, symbols about the divinity. And last of all, the religious behavior. Religious behavior is the execution of religious ideology and religious sentiment in a civilization. Religious behavior of Mesopotamian people can only be understood with an explanation of their ideas about divinity. Then one can learn their way of service to their gods, their obedience, their sanctions, their ‘sacramental’ cult, their sacrifices, their death concep t, and divinations. The religion of Mesopotamian people was primitive, i.e. their religion was not imposed by a prophet. It was developed by communal reactions to the mysterious things going on in nature â€Å"their religion only adapted their native thinking, feeling, and living to the supernatural†¦Ã¢â‚¬ (p.203) The sources for the religious system constructed in Mesopotamia are hymns and prayers, which represent the religious sentiment, Myths, which represent the religious ideology, cults, which represent the religious behavior. The Mesopotamians were polytheist, i.e. they believed in more than one god, and anthropomorphist, i.e. they believed their gods had the pattern of man. They had a body identical to ours, but they hadn’t got any of our weaknesses. They had families, children. They had daily lives and relationships. The gods had a monarchical system between each other, the supreme power was divided between three gods: A... Free Essays on Mesopotamians Religious Behavior Free Essays on Mesopotamians Religious Behavior Mesopotamians Religious Behavior Mesopotamia is the most urbanized society known in antiquity, so it is the first society that can be made researches on. They had the first logical, coherent and systematic religious system in history. They had made an entire system adapted to the social life of Mesopotamian people. The religious system has three parts to be constructed. First one is religious sentiment, which includes things like admiration, need, attraction, fear, and retreat that ties people to the divine beings. Religious ideology, which is construction of images, ideas, symbols about the divinity. And last of all, the religious behavior. Religious behavior is the execution of religious ideology and religious sentiment in a civilization. Religious behavior of Mesopotamian people can only be understood with an explanation of their ideas about divinity. Then one can learn their way of service to their gods, their obedience, their sanctions, their ‘sacramental’ cult, their sacrifices, their death concep t, and divinations. The religion of Mesopotamian people was primitive, i.e. their religion was not imposed by a prophet. It was developed by communal reactions to the mysterious things going on in nature â€Å"their religion only adapted their native thinking, feeling, and living to the supernatural†¦Ã¢â‚¬ (p.203) The sources for the religious system constructed in Mesopotamia are hymns and prayers, which represent the religious sentiment, Myths, which represent the religious ideology, cults, which represent the religious behavior. The Mesopotamians were polytheist, i.e. they believed in more than one god, and anthropomorphist, i.e. they believed their gods had the pattern of man. They had a body identical to ours, but they hadn’t got any of our weaknesses. They had families, children. They had daily lives and relationships. The gods had a monarchical system between each other, the supreme power was divided between three gods: A...

Education of Women and Girls Research Paper Example | Topics and Well Written Essays - 2250 words

Education of Women and Girls - Research Paper Example From the discussion it is clear that  80 percent of out-of-school girls in Yemen and 62 percent in Pakistan are unlikely even to enter school, compared with 36 percent of boys in Yemen and 27 percent in Pakistan. The situation is the most dramatic in sub-Saharan Africa, where 12 million girls are unlikely to enroll. In 2007, eighteen sub-Saharan countries had the gender parity index (GPI) of less than 0,90, which meant that they had not achieved the goal of gender parity in primary schooling, set by UNESCO for 2005.  This paper discusses that  there is a strong inverse relation between gender parity and school enrolment; in poor countries with a low enrolment ratio there is usually a large disparity between boys and girls out-of-school. Thus, several developing countries have included strategies to reach gender parity as part of their wider policies aimed to provide all children with universal primary education. The policy measures introduced in Yemen to increase the gender par ity index contributed significantly to the increase in enrolment from 2.3 million in 1999 to 3.2 million in 2005. The interventions targeted at out-of-school girls, such as providing girls in grades 1 to 6 with free textbooks and employing more female teachers in rural areas, enabled many girls to enroll, which lead to an increased number of all school children. Due to security concerns and household labor demands, few parents decide to enroll their daughters in schools far away from home.

Topics in Physical Chemistry Essay Example | Topics and Well Written Essays - 3750 words

Topics in Physical Chemistry - Essay Example The understanding of chemical equilibrium has also advanced by different research studies thereby bringing new knowledge. Through exploration of different studies on the topic, this paper presents current study from peer reviewed journals and how research advance the studies in chemical equilibrium and its application. The use of computer simulations in the study of simple and long chain chemical reactions has also beenexplored. Finally, the paper explores the law of thermodynamics and how it applies to chemical equilibrium. Introduction Chemical reactions involve reactants and interacting under certain conditions to produce a product. It refers to the process of transforming a set of chemical compounds or substances to another or others with totally different identities. It involves the changes of the position of electrons with regards to formation or breaking of the bonds while the original elements always remain the same. Since there is no change in the original elements present, a chemical reaction can always be represented by an equation. Reagents or reactants are the initial substances that participate in a chemical reaction thus during a chemical reaction, there is always a change. This is because the new products exhibit different properties. New products may have differences with regard to physical, biological or chemical properties depending on the nature of chemical reaction. Chemical reaction equation must have the starting materials (reactants), conditions for reaction, intermediate products and finally the end products. However, there are certain chemical reactions that are very simple and do not need to pass through the intermediate product in order to get to the final product. In a chemical equation, we may have two different types of chemical reaction as well. Chemical reaction that takes place according to concentration and temperature at a specific rate is called non spontaneous while one that require no other conditions except thermal energy is known as spontaneous. This principle forms the basis of calculating the rate of reaction as well as managing it. In this respect, non spontaneous reaction is very slow and thus requires an additional energy or catalyst to increase its rate. Objective of the Study The objective of this study is to explore different literature and explore the current studies in chemical equilibrium. This paper aims at exploring studies in academic journals mainly focusing on equilibrium constant and its application in different industries. Chemical Reaction Chemical reactions can be well illustrated by chemical equations. Chemical equations consist of two or more reactants on the left side and the resultant products of that particular reaction on the right side. An arrow at the middle of the equation always represents the direction of reaction which can be either to the right or to the left depending on the conditions. It is therefore important to note that most chemical reactions are reversible r eactions. This is often represented by a double arrow which points on the both sides. The meaning of this is that products can also produce reactants depending on the concentrations and certain conditions. aA + bB cC + dD Irreversible reactions aA + bB cC + dD Reversible reactions The above equations shows the basic principle of a chemical reaction where A and B substances react to produce C and D substances. However, a, b, c and d

Capital Structure and Firm Value Assignment Example | Topics and Well Written Essays - 3000 words - 1

Capital Structure and Firm Value - Assignment Example The perfect capital markets are not characterised by any market frictions like trading costs, taxes and the information is easily transmitted between the investors and the managers. M&M made a clear distinction between the financial risk and business risk faced by a firm. While the financial risk refers to the choice of risk distribution between the bondholders and shareholders, the business risk refers to the uncertainty of cash flows of the business. It has been pointed out by Miller and Modigliani that changes in leverage does not cast any significant influence on the cash flows generated by the business. Therefore changes in leverage cannot alter the value of the firm. According to them leverage simply defines the distribution of cash flows between the bondholders and the shareholders. As per M&M model the value of levered firm (VL) is equal to the value of unlevered firm (VU). Suppose there are two companies- Company 1 and Company2. It is assumed that the two companies have identical cash flows and belong to same risk profile. The difference between the two companies is with respect to financing. M&M state that the market value of the two companies is same. Suppose the pay-off of Company 1 in good state is 160 and in bad state is 50. This company is financed only by the equity mode of financing. Similarly the payoff of Company 2 is 160 in good state and 50 in bad state. It is financed by the combination of debt and equity. Suppose the total debt of Company 2 is $60 and its market value is $50; the market value of its equity is $50. Then the value of the Company 2 is- Modigliani and Miller have stated that the â€Å"value of leveraged firm† is equal to the sum of â€Å"the value of unleveraged firm plus tax advantage of debt†. Miller modified the equation obtained under MM Proposition without taxes (Lee, et al., 2009, p.208).   

Proposing a Solution Essay Example | Topics and Well Written Essays - 1500 words

Proposing a Solution - Essay Example Notably, cyber attacks do have the potential to create an extreme economic damage as well as, social impact that are disproportionally costly to the nation or organization at risk. Therefore, it is essential to establish workable approaches to maintaining the security of the communication and technological systems. The advent of the security challenges created another aspect of terror, an establishment that many nations are yet to consider as a possible channel for terror attacks. However, in the U.S. after the memorable 9/11 attack, the subject of security evolved into a critical matter that none of the congressional representatives or the general population would take lightly (Werner 16). It is notable that the cyber attack in all its aspects targets the essential applications and databases within any of the government or public institutions creating havoc against that nation (Levy, Michelle & Raymond 77). The media drama is as subjective as any physical bombing incidence, considering the psychological implications involved in the attack. The cyber attack can create an element of distrust and unstable relations among the populations. The cost to the nation is the absence of coordinated systems, which can bring the entire internet system of the nation down. This creates more chances for advan ced physical attacks on the country. The U.S. is at a heightened level of cyber threats considering the milestones it has made in the telecommunications and technological fields. An eminent attack in the entire systems of the nation would render a cyber apocalypse to the nation, bringing down all essential infrastructure required in daily activities of the government, business entities and the general population (Werner 16). At the helm of the escalating risks to the national security in the country, the cyber environment threats are equally evolving, as

Islamic Education After Independence Education Essay

Islamic Education After Independence Education Essay Initially, Islamic education was taught after school hours. Starting from 1962, the Islamic religious subject was implemented and officially included in the school time table where it was taught for 120 minutes (2 hours) per week by the teachers approved by the state authority.(Education Ordinance 1957). Rosnani (1996) is of the opinion that although these recommendations were positive, in the sense that they gave importance to religious instruction in national and national-type schools, they affected all Islamic religious adversely i.e a decline in pupil enrolment because Malay parents saw many advantages in the national schools, firstly their children could learn religion whether in national and national-type English schools. Second, greater opportunities to further studies and, greater job opportunities that awaited graduates of national schools compared to religious schools.The decline in enrolment was due also to the automatic promotion until Form Three, the abolition of the Malayan Secondary School Entrance Examination and the establishment of national secondary schools. The second major consequence was the transformation of the the Madrasahs curriculum in accordance with the National Educational Policy where the Malay language replaced Arabic as the medium of language and the religious subject had to be reduced to accomodate new secular subjects i.e Malay language, English, Mathematics, Geography, History and general Science. The third major impact of the National Education Policy was the shortage of teachers in the Madrasah because qualified teachers left for better facilities and better pay offered by National schools. Madrasahs institutions also had acute financial problems and had to be rescued by state religious department. Rosnani, (1996) further claimed that these factors, in addition to changing societal values brought about the decline of Madrasah and near demise of pondok in 1960s. Paradigm shift a) The Integrated Curriculum for Primary School (ICPS) and The New Secondary School Integrated curriculum (NSSIC) It was a fact that the 70s witnessed the increase of Islamic conciousness among the Muslim throughout the Muslim World including Malaysia which subsequently contributed to educational reform. A few Islamic organizations such as ABIM, Al Arqam and Jamaat Tabligh were also formed during the 70s where their dynamic activities help to strengthen Islam in Malaysia. According to Ghazali (2000), there are many factors contributing to the Malaysian educational reform. Apart from the implementation of suggestions and report made in 1979, the changes in the political climate where people were more inclined to Islam should be considered. The influence of the Islamic movement in Iran gave a significant impact among the Muslims in Malaysia to support the Islamic party (PAS). Then, the government under the leadership of Tun Dr. Mahathir officially introduced Islamization policy in 1983. Consequently The Islamic institutions, the International Islamic University (IIUM) and the Islamic Banking were established. The philosophy of the University was inspired by the recommendations of the first World Conference on Muslim Education held in Mecca in 1977. According to this philosophy, knowledge shall be propagated in the spirit of Tawhid leading towards the recognition of Allah as the Absolute Creator and Master of mankind. Thus all disciplines of knowledge should lead towards subservience of this truth. Knowledge is a form of trust(amanah) from Allah to man, and hence man should utilize knowledge according to Allahs will in performing his role as the servant and vicegerent (khalifah) of Allah on earth. In this way the seeking of knowledge is regarded as an act of worship (Diary IIUM, 2005) Subsequently in 1982, The Ministry of Education, introduced The New Primary School Curriculum (NPSC). It was implemented nation wide in 1983. The NPSC was formulated to provide equal opportunity to students to acquire basic skills and knowledge in addition to inculcating noble moral values. The emphasis of this new curriculum is on the acquisition of the three basic skills,namely reading, writing and mathematics. With a renewed emphasis on integration, it was decided in 1993 that a change of name take place. The New Primary School Curriculum (NPSC) is now known as The Integrated Curriculum for Primary School (ICPS)(Curriculum Development Centre 1997). The New Secondary School Integrated curriculum (NSSIC) or integrated Curriculum for Secondary Schools (KBSM) which was guided by the recommendation of the first World Conference on Muslim Education 1977, in Makkah was introduced in 1988 for lower secondary level and in 1989 the curriculum was implemented in phase up to form five level. (Hasan.L, 1993). The main focus of the curriculum is on an integrated educational approach. The approach incorporated knowledge with skills and moral values. It also combine theory with practical training. The strategy is to incorporate Moral Values into curriculum and the Malay language with curriculum (Curriculum Development Centre,1997). b) The National Educational Philosophy (NEP) The Education Act 1961 has determined Malaysias education policies for over three decades until it was repealed in 1996. The Education Act 1996 is the latest and is the most comprehensive where it stated for the first time in writing the National Educational Philosophy (Under Act 550). The official statement of NEP states as follows : Education in Malaysia is an on-going effort towards further developing the potential of individuals in holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on the firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are resilient and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large. Langgulung, H (1993) stated that based on this NEP, the planning of KBSM is meant to help students to develop their intellectual, spiritual, emotional as well as physical potentials in comprehensive and integrated manner. It is hoped that the comprehensive and integrated development could create student who is able to adjust himself in society and contribute to the progress and the welfare of himself in order to function effectively and productively in the national development. Southeast Asian Education particularly Islamic Religious Education in Indonesia and Malaysia The Indonesian Experiences After the downfall of Ottoman Empire the entire Muslim countries were completely dominated by Western Colonial countries, particularly British, French, Spanish, Dutch and so forth. Southeast Asian countries were ruled by the British and the Dutch. The British ruled Malaya and North Borneo, whilst the Dutch ruled Indonesia. Dutch rule in Indonesia lasted for over three hundred years who used iron claws to suppress private schools that sought to establish carders to fight colonialists. The establishment of Sekolah Tinggi Islam Japan occupied Indonesia for three years, during which Dutch schools were totally closed down and replaced by Japanese curriculum including language of instruction. Indonesian fighters for Indonesian independence suggested that since all tertiary level of education were closed by Japanese, it is high time that Islamic higher institution of learning (Sekolah Tinggi Islam = STI) be established. The idea was suggested by Majlis Shura Muslimin Indonesia (Masyumi) along with the establishment of armed forces called Hizbullah (Gods Party). The prominent personalities leading the school are : 1. Dr. Mohammad Hatta (Vice President) as chairman 2. Mr. Soewandi (Civil servant) as deputy chairman 3. Mohammad Natsir (later on became the first Prime Minister of Indonesia after independence) as secretary 4. Several other members of society such as Prof. R.A.A Hoesein Djajadingrat, Dr.Hidayat, Dr. Soekiman and many others were acting as members of executives. The Sekolah Tinggi Islam started with four faculties i.e Law, Religion, Economics and Education. After independence, Religious faculty was sponsored by Ministry of religious affairs and became Government Institute religious of knowledge (Institute Agama Islam Negeri = IAIN) whose curriculum were planned by people graduated from Al Azhar. It is logical that the curriculum of IAIN in early days of its establishment was carbon copy of faculties in Al Azhar before the latest reforms in 1961. The institute originally has three faculties like in Al Azhar, i.e Usuludin, Shariah and Arabic language, later they added faculty of tarbiyyah (education) Organization like the Muhammadiyah during the Dutch rule even set schools using Dutch as a medium of instruction to compete with the schools established by the Dutch. Other organization such as Nahdatul Ulama (NU), Persatuan Islam(Persis) and Al -Irsyad continued to maintain Pesantren (religious training centre for Advanced Islamic Studies), Madrasah (Islamic schools) and pondok(Muslim boarding schools) which they had been managing, so much so that bumiputera (the son of the soil) children need not have to go to Dutch government schools for their education. In the early fifties the government tried to set up schools for the training of religious teachers (Sekolah Pendidikan Guru Agama-PGA) by putting some of the exising Madrasah under the management of religious affairs. The objectives was to train religious teachers in government schools where religious knowledge was also taught. This was followed by the setting up of Sekolah Guru Hakim Agama (SGHA) to cater to the needs of the Muslim jurists both in Shariah and the State courts. The Muslim organizations and Muslim community alike were quite disappointed with the scope offered by both the PGA and SGHA. Muslim organizations such as Muhammadiyah continued to be self reliant in the management of their schools. All they needed to do was to comply with the government regulations and current requirements. Pesantren too began to mushroom since the fifties. A press statement issued by the Ministry of Religious Affairs in the later part of the seventies put the figure at 20,000 Pesantren with 9 million students. It is estimated that current figures have far exceeded these numbers in view of the 40% increasing of Indonesian population from 150 million in the seventies to a 220 million currently. Rapid Development of Islamic schools Among the factors that contributed to the rapid development of Islamic schools lately were: 1. The government inability to cater to the educational needs of all children. The problem therefore was partly resolved by the existence of private schools. 2. Dissatisfaction with the scope offered by the PGA and the SGHA in the fifties.The government, however, has been trying to improve the situation by: i) Accepting the standard of madrasah so that they would be at par with public schools. ii) Uplifting students of madrasah for admission into equivalent public schools at primary, lower secondary and upper secondary levels. iii) Recognizing the private madrasah certificate as equivalent to the state (government) madrasah certificate to enable leavers of private madrasah to continue with their studies in equivalent government schools iv) The influence of the Islamic revivalist phenomenon world wide, particularly the international Conferences of Muslim Education first held in Makkah 1977, Second in Islamabad 1980, Third in Dakka (Bangladesh), 1981, Fourth in Jakarta 1982, the Fifth in Cairo 1987 and Sixth in Makkah 1993 and the Seventh in South Africa 1996. The conferences had deliberated on this religious education from elementary to tertiary level and produced guidelines for the implementation. How far Muslim countries, particularly in Southeast Asia, have responded to these guidelines and implement them in their curriculum is yet to be seen. The International Conferences of Muslim Education mentioned above should be a stepping stone toward the unified religious curricular reforms in Muslim countries for the years to come. The Malaysian Experiences The history of Islamic religious education in Malaysia before independence The history of Islamic education in Malaysia dated back as early as 13th century when Islam first came to this region (Abdul Halim, 1995). Islamic education can be divided into four stages : i. Centered around teachers houses ii. Centered around mosques, suraus and madrasahs iii. Centered around religious institutions called pondok. (literally , Hut school) iv. Centered around religious institutions called madrasah schools i. Centered around teachers houses At the early stage it was carried out in a very informal way suitable to the environment of that time which it centered around teachers homes (rumah-rumah guru). Students came to the teachers (normally known as Ulama) homes to learn reading Quran and fardhu Ain (basic Islamic teaching). ii. Centered around mosques, suraus and madrasahs Due to the increasing number of students flocking to the teachers homes where the later could not accommodate all of them, then came the idea of religious education to be centered around mosques, suraus and madrasahs. The teachers used to sit with their students in circles. These teachers were easily received by the society even sometimes they were called to palaces to teach the king of the state and their relatives. iii. Centered around religious institutions called pondok Subsequently it centered around religious institutions called pondok. (literally, it means hut school) Pondoks are traditional religious schools which dominated the Malay world education system in the earlier part of 14th century. i.e pre colonial and even during colonial period. The pondok institution was the first and most influential legacy in Islamic education in both Malaysia and Indonesia (called Pesantran). The management of these pondoks differs from place/center to another place/center and there was no standard set of syllabus. However, the mode of instruction was similar to that practised in Makkah and Cairo before the advent of modern methods of teaching. Rosnani (1996) mentioned that many scholars have discussed the origin of Pondok institution in Malaysia, whether it originated from Sumatera, Indonesia or Pattani, in Southern Thailand. However, she argued that one cannot dismiss the possibility that the pondok institution was an influence of Makkah education of that era because the content and the teaching methods in pondok institutions were comparable to those in the Al Haram Mosque in Makkah and many pondok teachers had taken the pilgrimage to Makkah and deepened their knowledge of Islam. Some of the famous ulama (Tok guru) in the middle of 19th century were Tok Selehor, Tok Kenali, Tok Kemuning, Tok Ku Pulau Manis, etc. Although there was no standardised content and no limitation in the years of study. The pondok curriculum shared some common features of the subject. All pondoks usually include the basic disciplines such as Tauhid, Al-Quran, Fiqh, Hadith, Nahu, Sarf, Tasawwuf and Akhlaq. After years of study and considered as alim or knowledgeable by their guru these students will come back to their respective villages to teach and some may go abroad to further their study to Makkah, Cairo, Pakistan or India.. When these students went to Al Azhar University and other Middle East countries they were taught and trained with the curriculum of that particular place of study and easily got influenced by it. Thus, when they returned to their home countries they usually joined the existing pondok or established a new one. They would planned and implemented either totally or partially the curriculum they had went through in their early days as students. Thus, it was not a surprise to find out that many pond oks or madrasahs curriculum were the carbon -copy of Al- Azhar and other Middle East countries. This situation continues until now since the academic results or certificate given by these pondoks and madrasahs are not generally accepted by mainstream universities, many of these students have to continue their education in locations such as Pakistan, Egypt and other Middle East countries. iv. Centered around religious institutions called madrasah schools At the end of 19th century especially after World War 1, with the influence of Islah movement led by reformists Sayyid Jamaluddin Al Afghani (1839-1879) and Muhammad Abduh, (1849-1905), many religious madrasah schools were established in many places in Malaysia as alternative to pondok school and also to compete with the secular school. The Malaysian reformists ideas came from Sheikh Tahir Jalaludin and Shiekh Ahmad Al Hadi who were very much influenced by Al-Afghani and Abduh (Al Attas,1972). With these Madrasah system, Islamic education not only focus on spiritual, fardu Ain and Tauhid but it became more comprehensive, it include other subjects in the curriculum such as Arabic language, Maths and Geograph. Islamic Education during the British Period Japan conquered Malaysia (1941-45) and was defeated to the British. The British then made few educational reformations starting with Barnes Report and Fern Wu Report. Briefly, the Barnes Report stated the lack of religious instruction in schools had led Malay parents sent their children to learn religion in the afternoon sessions which were very tiresome. The committee suggested jawi be omitted and religious instruction be taught instead. Barnes Report also suggested only one system of primary education (national primary school) to be held. Fenn Wu Report suggested and supported trilingual where Malay, Chinese and English languages should be encouraged to be the medium of instruction. As a compromise, the government passed the Education Ordinance 1952, where the promotion of national school system by gradual introduction of English into Malay Vernacular schools and Malay and English languages into Chinese and Tamil Vernacular school and also recommended the maintenance of English nat ional type school. Interestingly, it also recommended that religious education be provided to pupils either within school premises or in suitable premises close by as part of the school lessons ( Hussein Onn,1957). During the British period education was divided into religious and non religious education. Here has the beginning of the secular education in Malaysia. Secular schools in Malaysia were largely an innovation of British colonial government. Many of the earliest schools in Malaysia were started in the Straits Settlements of Penang, Melaka, and Singapore. The oldest school in Malaysia is the Penang Free school, founded in 1816, followed by Malacca Free School later changed to Malacca High school in 1978. While the Malay College Kuala Kangsar (MCKK) was established in 1905 based on English Public School. Many of these schools still carry with them an air of prestige although there is no formal difference between these schools and other schools. Islamic education after independence and the impact of National Educational Policy Formal educational policies came into place after Malayas independence in 1957. The task of the new government was to establish a national education system which, while making the Malay as the national language of the country, the languages and cultures of non- Malay communities are preserved and sustained. The most important development was the implementation of The Education Act 1961 where The Razak Report and the Rahman Talib Report became the basis for the formulation of this Act. The main features of the Razak Report are; a uniform national education and centralized examination system, A Malayan oriented curriculum, one type of national Secondary school, English and Malay language compulsory and Bahasa Melayu as the main medium of instruction. While the main features Rahman Talib Report are : Free primary and universal education, automatic promotion to Form 3, Establishment of schools Inspectorate, Bahasa Malaysia as the main medium of instruction, Religious/moral education as basis for spiritual development, emphasis on teacher education . In addition, the implementation of Islamic education in National Educationtal System was also based on the reports made during Razak Report (1956) and Rahman Talib Report (1960) where it is clearly stated that in any assisted school where not less than 15 pupils profess the Muslim religion, religious instruction to them shall be provided at public expense. Instruction in other religions to other pupils may be provided so long as no additional cost falls upon public funds and provided that no child shall be required to attend classes in religious instructions without the parents consent Initially, Islamic education was taught after school hours. Starting from 1962, the Islamic religious subject was implemented and officially included in the school time table where it was taught for 120 minutes (2 hours) per week by the teachers approved by the state authority.(Education Ordinance 1957). Rosnani (1996) is of the opinion that although these recommendations were positive, in the sense that they gave importance to religious instruction in national and national-type schools, they affected all Islamic religious adversely i.e a decline in pupil enrolment because Malay parents saw many advantages in the national schools, firstly their children could learn religion whether in national and national-type English schools. Second, greater opportunities to further studies and, greater job opportunities that awaited graduates of national schools compared to religious schools.The decline in enrolment was due also to the automatic promotion until Form Three, the abolition of the Malayan Secondary School Entrance Examination and the establishment of national secondary schools. The second major consequence was the transformation of the the Madrasahs curriculum in accordance with the National Educational Policy where the Malay language replaced Arabic as the medium of language and the religious subject had to be reduced to accomodate new secular subjects i.e Malay language, English, Mathematics, Geography, History and general Science. The third major impact of the National Education Policy was the shortage of teachers in the Madrasah because qualified teachers left for better facilities and better pay offered by National schools. Madrasahs institutions also had acute financial problems and had to be rescued by state religious department. Rosnani, (1996) further claimed that these factors, in addition to changing societal values brought about the decline of Madrasah and near demise of pondok in 1960s. Paradigm shift a) The Integrated Curriculum for Primary School (ICPS) and The New Secondary School Integrated curriculum (NSSIC) It was a fact that the 70s witnessed the increase of Islamic conciousness among the Muslim throughout the Muslim World including Malaysia which subsequently contributed to educational reform. A few Islamic organizations such as ABIM, Al Arqam and Jamaat Tabligh were also formed during the 70s where their dynamic activities help to strengthen Islam in Malaysia. According to Ghazali (2000), there are many factors contributing to the Malaysian educational reform. Apart from the implementation of suggestions and report made in 1979, the changes in the political climate where people were more inclined to Islam should be considered. The influence of the Islamic movement in Iran gave a significant impact among the Muslims in Malaysia to support the Islamic party (PAS). Then, the government under the leadership of Tun Dr. Mahathir officially introduced Islamization policy in 1983. Consequently The Islamic institutions, the International Islamic University (IIUM) and the Islamic Banking were established. The philosophy of the University was inspired by the recommendations of the first World Conference on Muslim Education held in Mecca in 1977. According to this philosophy, knowledge shall be propagated in the spirit of Tawhid leading towards the recognition of Allah as the Absolute Creator and Master of mankind. Thus all disciplines of knowledge should lead towards subservience of this truth. Knowledge is a form of trust(amanah) from Allah to man, and hence man should utilize knowledge according to Allahs will in performing his role as the servant and vicegerent (khalifah) of Allah on earth. In this way the seeking of knowledge is regarded as an act of worship (Diary IIUM, 2005) Subsequently in 1982, The Ministry of Education, introduced The New Primary School Curriculum (NPSC). It was implemented nation wide in 1983. The NPSC was formulated to provide equal opportunity to students to acquire basic skills and knowledge in addition to inculcating noble moral values. The emphasis of this new curriculum is on the acquisition of the three basic skills,namely reading, writing and mathematics. With a renewed emphasis on integration, it was decided in 1993 that a change of name take place. The New Primary School Curriculum (NPSC) is now known as The Integrated Curriculum for Primary School (ICPS)(Curriculum Development Centre 1997). The New Secondary School Integrated curriculum (NSSIC) or integrated Curriculum for Secondary Schools (KBSM) which was guided by the recommendation of the first World Conference on Muslim Education 1977, in Makkah was introduced in 1988 for lower secondary level and in 1989 the curriculum was implemented in phase up to form five level. (Hasan.L, 1993). The main focus of the curriculum is on an integrated educational approach. The approach incorporated knowledge with skills and moral values. It also combine theory with practical training. The strategy is to incorporate Moral Values into curriculum and the Malay language with curriculum (Curriculum Development Centre,1997). b) The National Educational Philosophy (NEP) The Education Act 1961 has determined Malaysias education policies for over three decades until it was repealed in 1996. The Education Act 1996 is the latest and is the most comprehensive where it stated for the first time in writing the National Educational Philosophy (Under Act 550). The official statement of NEP states as follows : Education in Malaysia is an on-going effort towards further developing the potential of individuals in holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on the firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are resilient and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large. Langgulung, H (1993) stated that based on this NEP, the planning of KBSM is meant to help students to develop their intellectual, spiritual, emotional as well as physical potentials in comprehensive and integrated manner. It is hoped that the comprehensive and integrated development could create student who is able to adjust himself in society and contribute to the progress and the welfare of himself in order to function effectively and productively in the national development. The Islamic educational challenge faced by Malaysia since Sept 11 To ensure that the Malaysian education system responds properly to the nation building, unity and the development of the country there were many curricula reviews and tremendous changes in Malaysia education since its independence in 1957. It is a well-known fact that the Muslim education system in the Muslim world including Indonesia and Malaysia is the extension of the Western educational system which is compartmentalised and secularized. As a consequence of the Western influence and the weaknesses of the Muslims, the religious curriculum in schools and university levels in both Malaysia and Indonesia are still compartmentalised. Rosnani ( 2004 2nd edition) claimed that the curriculum practiced in Muslim countries either borrowed wholesome or partially from the West and even the subjects and methodologies presently taught in the countries are copies of the Western. Here, it is important to note the statement made by Tan Sri Murad, the President of the social committee for the study of curriculum in national schools that the implementation of religious education at National Schools have a lot of weaknesses because there are still many students cant read Al Quran and write Jawi although they had attended six years of primary schools. (Berita Harian , 26/Feb/2003). Although there were many surveys and writings carried out for examples by Rosnani (1996), Sahari Langgulung (1999) and Abdul Hamid (2003) found several weaknesses of Islamic religious schools such as its curriculum, lack of facilities and financial and poor administration. However, one has to remember that SAR has contributed significantly to Islamic education in both Malaysia and Indonesia before their independence. Despite the weaknesses of Islamic religious schools, informal conversations and interviews with some Muslim parents revealed that they were still interested to enroll their children at this school due to a variety of reasons: i) With the high cost of living, many Muslim parents are both working full time thus they have very limited time to teach their own children and expect the schools to act on their behalf ii) Some of these Muslim parents are interested to teach their own children, unfortunately they themselves do not know how to read the Al- Quran and either have no or very limited knowledge regarding fardu Ain iii) Some parents also opt to send their children for religious classes after school hours or Sunday schools at the mosques because they feel that religious subject at the national school is not adequate or failed to meet their expectation iv) Many muslim parents are aware and worried about the moral decadence (social ills) in the society especially among the youth keep on increasing such as drug addicts, illegitimate child , bullying, gangsterism and etc. Thus it was not a surprise to learn that Peoples Religious Schools (SAR) in Malaysia mushroomed because parents were concerned about their children Islamic knowledge while the national school curriculum seemed inadequate. According to a daily newspaper, there were 500 SARs nation wide with 126,000 students receiving Islamic education in such institutions (NST, 22 Jan 2003). People Islamic religious schools (SAR) are schools mostly built, funded and owned by individuals or a group of people offering full time students Islamic religious education. These schools also use the curriculum which has been standardized by State religious department or Department for the advancement of Islam in Malaysia (JAKIM).These religious shools received the grant given by the government i.e RM 60 per year for a primary school student and RM120 for a secondary school student. However, in November 2002, the Malaysian government has stopped their state subsidy to SAR. The government gave two reasons for i.e that SAR lack of facilities which resulted students poor achievement and lack of trained teachers and thus urged parents to send their children to national schools (NST 9/10 Dec,2002). Rosnani (2004 2nd edition) raised a few important questions rega

James Joyce Essay -- essays research papers

James Joyce James Joyce, an Irish novelist and poet, grew up near Dublin. James Joyce is one of the most influential novelists of the 20th century. In each of his prose works he used symbols to experience what he called an "epiphany", the revelation of certain revealing qualities about himself. His early writings reveal individual moods and characters and the plight of Ireland and the Irish artist in the 1900's. Later works, reveal a man in all his complexity as an artist and in family aspects. Joyce is known for his style of writing called "stream of consciousness". Using this technique, he ignored ordinary sentence structure and attempted to reproduce the rambling's of the human mind. Many of his works were influenced by his life in Ireland as an artist. He was influenced by three main factors in his life, his childhood and parents, his homeland of Dublin, Ireland, and the Roman Catholic Church. These three aspects show up in all his works subtly, but specifically in, The Dead, A Portrait of the Artist as a Young Man, and Araby. James Joyce, was born February 2, 1882 in Dublin, Ireland. He was the first of fifteen kids born to Mary Jane Murray, and John Stanslaus Joyce. He was christened James Augustine Aloysius Joyce. His mother was a mild woman who had intelligent opinions but didn't express them. His father was a violent, quick tempered man who was a medical student and politician. He was educated in Dublin at Jesuit school's his whole life. In 1888, he went to Clongeswood College, but his father lost his job and James had to withdraw. He graduated in October of 1902, from Royal University. He was fascinated by the sounds of words and by the rhythms of speech since he first started school. He was trained by the Jesuits who at one time hoped he would join their order; but Joyce became estranged from the Jesuits and defected from the Catholic Church after graduating college. Joyce made a huge effort to free himself from all aspects of the past such as, family, religion, and country. He left Ireland in 1902 after graduating college. He spent the rest of his life in either Trieste, Zurich, or Paris. During this time he was very poor. He spent much of his working career as a language instructor. He was said to have known 17 languages. He also s... ...and that people should think on their own, without the church telling you how to think. James Joyce's was interested in discovering the truth in his writings and revealing it. He was a good observer of reality, which he loved, and he always wanted to get at the truth behind the appearance. Joyce voluntarily exiled himself from Ireland, but still Ireland was never far from his mind, and his writing. He also exiled himself from the church yet wrote about it and it's constraints often. He left his childhood behind and chose to write his childhood autobiography under a different name. He observed other people's reality and yet choose to ignore his own. He left Ireland, the church, and his childhood, psychically, but he never left them in his own unconscious. He choose to write about his life and feelings in other peoples words and in other peoples mouths. Still wishing to exile himself from his life, he almost felt as if by leaving all these places on the outside he would leave all his feelings behind also. He wrote about the topics he choose to distance himself from, as if to get an unbiased look at them, and to write about the real truth. James Joyce Essay -- essays research papers James Joyce James Joyce, an Irish novelist and poet, grew up near Dublin. James Joyce is one of the most influential novelists of the 20th century. In each of his prose works he used symbols to experience what he called an "epiphany", the revelation of certain revealing qualities about himself. His early writings reveal individual moods and characters and the plight of Ireland and the Irish artist in the 1900's. Later works, reveal a man in all his complexity as an artist and in family aspects. Joyce is known for his style of writing called "stream of consciousness". Using this technique, he ignored ordinary sentence structure and attempted to reproduce the rambling's of the human mind. Many of his works were influenced by his life in Ireland as an artist. He was influenced by three main factors in his life, his childhood and parents, his homeland of Dublin, Ireland, and the Roman Catholic Church. These three aspects show up in all his works subtly, but specifically in, The Dead, A Portrait of the Artist as a Young Man, and Araby. James Joyce, was born February 2, 1882 in Dublin, Ireland. He was the first of fifteen kids born to Mary Jane Murray, and John Stanslaus Joyce. He was christened James Augustine Aloysius Joyce. His mother was a mild woman who had intelligent opinions but didn't express them. His father was a violent, quick tempered man who was a medical student and politician. He was educated in Dublin at Jesuit school's his whole life. In 1888, he went to Clongeswood College, but his father lost his job and James had to withdraw. He graduated in October of 1902, from Royal University. He was fascinated by the sounds of words and by the rhythms of speech since he first started school. He was trained by the Jesuits who at one time hoped he would join their order; but Joyce became estranged from the Jesuits and defected from the Catholic Church after graduating college. Joyce made a huge effort to free himself from all aspects of the past such as, family, religion, and country. He left Ireland in 1902 after graduating college. He spent the rest of his life in either Trieste, Zurich, or Paris. During this time he was very poor. He spent much of his working career as a language instructor. He was said to have known 17 languages. He also s... ...and that people should think on their own, without the church telling you how to think. James Joyce's was interested in discovering the truth in his writings and revealing it. He was a good observer of reality, which he loved, and he always wanted to get at the truth behind the appearance. Joyce voluntarily exiled himself from Ireland, but still Ireland was never far from his mind, and his writing. He also exiled himself from the church yet wrote about it and it's constraints often. He left his childhood behind and chose to write his childhood autobiography under a different name. He observed other people's reality and yet choose to ignore his own. He left Ireland, the church, and his childhood, psychically, but he never left them in his own unconscious. He choose to write about his life and feelings in other peoples words and in other peoples mouths. Still wishing to exile himself from his life, he almost felt as if by leaving all these places on the outside he would leave all his feelings behind also. He wrote about the topics he choose to distance himself from, as if to get an unbiased look at them, and to write about the real truth.

How has John Donne treated the theme of love in his poem ‘Lover’s Infiniteness’? Essay

Through his poem, John Donne, expresses his yearning to possess ‘all’ of his lady-love’s affection. He narrates about the pain and feelings he faces whilst trying to woo her. ‘Lover’s Infiniteness’ is part of Donne’s complex collection of literary work known as ‘Songs and Sonnets’; this particular piece was published in 1601. The poem deals with a question of how ‘vast’ or unconditional someone’s love can be, thus the word ‘Infiniteness’ in the title which expresses the enormity of Donne’s love for her. Being a metaphysical poet, Donne induces the elements of religion, identity, passion and reasoning into his poetry- for instance, in this specific poem, he emphasizes his ‘desire’ for the ownership of his lover’s heart yet, continues to think deeply and question her faithfulness to him. This further leads him into overthinking about the unquestioning love he has for her and how she might never reciprocate that amount of love to him. The tone of the poem suggests insecurity and- subtly- jealousy and possessiveness: this can be evident through lines such as ‘This new love may beget new fears’, ‘New love created be, by other men’, ‘The ground, thy heart is mine†¦have it all’. Using a variety of literary devices, Donne puts across the main idea of the poem vividly. Donne compares love to a ‘transaction’ wherein he expects his lady-love to ‘gift’ her love to him after he has ‘spent’ a lot of his ‘sighs, tears, and oaths, and letters’ to ‘purchase’ her heart- this is one of the many examples of both metaphor and visual imagery he uses(a clear picture of his efforts is being made). Some instances of the usage of paradox can also be seen: ‘If thou canst not give it, then thou never gav’st it’ expresses that if she doesn’t care for him every single day, then it would mean that never ever cared for him. The entire poem has been written in a well-structured manner of 3 paragraphs consisting 11 lines. Each paragraphs portrays a different aspect of Donne’s thoughts regarding his pining for his lover, aiding to a gradual build-up of a climatic ending to the poem. The poem follows a consistent rhyme scheme of ABABCDCD. Donne begins with ‘If yet I have not all thy love, /Dear, I shall never have it all.’ The tone suggests gentleness, but the lover seems to be wanting more from his lady-love – more attention, more love and affection. He is completely awestruck by her and deeply craves for her heart; he ‘cannot breathe one other sigh, to move, /nor can entreat one other tear to fall’ for he has been doing so for a very long time and cannot afford to spend any more of his ‘treasures’ of ‘sighs, tears, and oaths, and letters’. He calls her love for him as a ‘gift’ that is ‘partial’: the irony -usually love towards a lover isn’t supposed to be partial- when he stresses on how her heart might belong to other men as well, not fully his. Donne says ‘Dear, I shall never have thee all’, conveying how he worries about she not being his at all in reality. In the second stanza Donne questions his lady-love. He wonders that even if she did give him her ‘all’, what if it doesn’t last for a long time? The lines convey a sense of insecurity and jealousy the poet feels when he ponders about other men- just like him- who too would go through pain and try to gain her heart by using their share of ‘sighs, oaths and letters’ that would ‘outbid’ him- he fears of losing her. ‘This new love may beget new fears/ for, this love was not vowed by thee’, he sadly states out of fear and addressing the harsh reality. The last three lines of the paragraph show a more optimistic side of his: ‘And yet it was, thy gift being general’, he thinks about the positives of owning her love. He says ‘The ground, thy heart is mine; whatever shall/ Grow there, dear, I should have it all’: he compares her heart to fields where the seed of his love would grow and whatever she feels woul d be his too- an example of metaphor. John Donne wants a totality of love, but he has also reached the limit of his capacity to feel; he wants more to look forward to. The theme of possession and, specifically, commercial transactions underscores the inadequacy the lover feels when he thinks of or discusses the â€Å"all† of love that he requires from the lady. In the third stanza, he imagines their growing love as a kind of deposit with interest- he feels the need for her to pay back every single moment he’s spent putting efforts for their relationship with equal amount of love and attention. He could do no more. ‘He that hath all can have no more.’ After deep thought, Donne comes to a very contrasting conclusion: he suggests that if he has earned ‘all’ of her love and has been granted the ownership of her ‘heart’, he wouldn’t have anything more to look forward to as he feels that her love for him isn’t vast or unconditional- it might eventually stop growing. ‘Thou canst not every day give me thy heart/ If thou canst give it, then thou never gav’st it’: he questions that if she didn’t give him her heart before, then what assures the fact that she will give him her heart later on? Through a painful yet gentle tone he says ‘Love’s riddles are, that though thy heart depart†¦sav’st it’, here Donne expresses that even she might never respond to his feelings or leave him, he would still keep her heart- that he once had for a short while- safe and will always cherish the memories that they had shared before. Towards the end of the poem, Donne requests his lady-love to join hearts with him and be everything for each other: ‘Than changing hearts, to join them, so we shall/ Be one, and one another’s all.’ Through 3 paragraphs, Donne successfully conveys the pain, efforts and time he had spent to gain his lady-love’s heart. He portrays different the consequences faced while craving for one’s love and attention. Subtly expressing his possessiveness and jealousy, he tells of his true, infinite love that he has for her and how he wishes for her to answer him with same infiniteness.