Diet and Exercise Essay Example for Free

Diet and Exercise Essay Obesity has become an epidemic not only in America but also all over the world, and many times people are taking the easy way out with costly surgery over natural weight loss of diet and exercise. A person is considered obese when he or she has a body mass index of at least 30 or has developed a medical condition from being obese and in the United States obesity affects 149.3 million people every year. Losing weight for anyone can be difficult and there are so many different ways to accomplish this like diet, pills, diet plans, shots, surgery, and of course diet and exercise. In this essay I will compare and contrast the risks and benefits of liposuction versus diet and exercise. Liposuction has fast results and is being accepted as a weight lose method instead of a last result. Liposuction is a procedure that vacuums out the fat deposits from areas on the body like the stomach and bottom. I can’t imagine using a vacuum to suck out the fat, when all that is needed some exercise and good nutrition. Liposuction can be very painful, and can cause swelling that could take up to 2 months to subside, depending on how much fat is removed. Who is to say once the swelling does go down if the weight will even stay off? Imagine spending 5,000 on surgery and then within 6 months all of that fat is back or even more because all that was done is having fat removed. In 2009 American spent over 5 hundred million dollars on liposuction surgery. Most are women making up 90% of all liposuctions done in the United States. From 2008 to 2009 men having liposuction increased 18%. Liposuction is not an instant cure to obesity and can come with many complications. The FDA cites studies that indicate the risk of death is as low as 3 deaths per 100,000 operations, but the risk is between 20 to 100 per 100,000 deaths. Deaths in liposuction operations have a higher mortality rate than car accidents. A person’s expectation of results after surgery is not always met. When an excessive amount of fat is removed the skin can look wavy and wrinkly. Skin loss is also a risk especially with smokers and people with diabetes because the skin can die and would have to be removed. Unlike with diet and exercise that none of these problems will exist. Diet and exercise when done as a life style change can completely change how you look, feel, and keep you healthy. Exercise can help control weight, when you do a work out, or run you burn calories. The more intense the workout the more calories are burned. Not much time is needed daily, just a half an hour everyday to get your heart rate up, which will help deter heart disease, diabetes, and high blood pressure. Diet is also an important part of making you feel better. Have you ever heard the saying you are what you eat. Replacing your snacks with healthy choices like carrots and celery and eating well rounded balanced meals anywhere from 3 to 5 will make a difference when it comes to how you feel and look. Diet and exercise can also boost your energy; regular workouts can improve muscle strength and boost endurance. When you exercise and eat foods that are healthy you give oxygen and nutrients to tissue and your cardiovascular system works more efficiently and gives you more energy. Diet and exercise helps prevent health conditions and disease and boost good cholesterol. Liposuction is usually not covered by any insurance companies because it is considered a cosmetic procedure and liposuction procedures can cost around $3,000. The average membership to a gym cost somewhere between $20 and $100 per month which is just under a 1,500 per year but this all depends on what type of gym and the services you use. This is 1/3 the cost of liposuction. You don’t need an expensive surgery or even a membership to a gym to be health and have a healthy weight. Walking or running cost you nothing and grocery shopping is already something most Americans do which can be less in cost than you think. Making the choice to change is the first step to living a healthy life. Anyone can do it and it doesn’t have to cost you anymore than what you spend now, making this choice can be the difference between living happy and dying early in life. Making this choice is everyone own decision. Liposuction isn’t the quick fix everyone thinks it is and there are complications to it and if you do have liposuction there is still a need to change your lifestyle. Removing the weight does not guarantee it will stay gone and the need to change your lifestyle after this type of surgery is a must or all of the weight will just be gained back. A natural diet and exercise over time can give you the results you want but can also decrease your risks of major health issues like heart disease, diabetes, and cancer.  Making this type of lifestyle change is what make lives better and using a quick fix like surgery can only make the problem worse the way I see it because in the end the life style change will be needed with or without surgery.

Gender roles in language acquisition Essay Example for Free

Gender roles in language acquisition Essay We reprimand our daughters for being bossy and praise our sons for showing such assertiveness. These were the sentiments expressed during Sheryl Sandburg book promotion tour in early 2013. Mrs Sandberg is largely accepted as one of the most successful female businessperson in modern society. During her many lectures and academic interviews she essentially cited her success as the result of going against the gender norm for women. Although specifically referring to the business world, does Sheryl have a point? Are we reinforcing gender roles in the words we promote and discourage our children to use? It is largely accepted across both linguistic and psychology fields that girls develop their language skill in: understands, quantity, quality and range of vocabulary acquired at an earlier age and faster rate than their male counterparts. A very recent study by Rikard Bauman in 2010 (Stockholm University Press) explored vocabulary growth and language production in pre-school children. It is suggested that at 22 months girls have a more extensive vocabulary than boys due to capacity differences; however, at 34 months such a pattern cannot be found. Furthermore it is suggested that gender affects language production in the sense that male and female speakers will prefer to produce words that are associated with their culture’s definition of masculinity and femininity. The study on vocabulary growth is based on the assumption that TTR (type/token ratio) reflects vocabulary size and it proves that, at 22 months, girls have a more extensive vocabulary than boys; however, at 34 months such a pattern is less obvious, if any conclusion can be drawn it is that boys have a slightly larger vocabulary than girls. The study on language production is focused on verb production and it shows that boys and girls prefer verbs that are associated with common stereotypes of masculinity and femininity. It seems that these gender distinctions are not unique to the English language or the Western world as Found when examining the Japanese language. according to Eleanor Harz Jorden, when learning language in Japan children learn that there are some words and some grammatical constructions that are associated explicitly with men or boys, while others are associated with women or girls. Such differences are sometimes called gendered language. In Japanese, speech patterns associated with women are referred to as onna kotoba (womens words) or joseigo , womens language). In general, the words and speech patterns associated with men are seen as rough, vulgar, or abrupt, while those associated with women are considered more polite, more deferential, or softer. Some linguists consider the rough/soft continuum more accurate than the male/female continuum. For example, Eleanor Harz Jorden in Japanese: The Spoken Language refers to the styles as blunt/gentle, rather than male/female. There are no gender differences in written Japanese (except in quoted speech), and almost no differences in polite speech (teineigo), since males take on softer speech, except for the fact that women may be more likely to use polite speech in the first place. The word onnarashii , which is usually translated as ladylike or feminine, refers to the behaviour expected of a typical Japanese woman. As well as behaving in particular ways, being onnarashii means conforming to particular styles of speech. Some of the features of women’s speech include speaking in a higher register, using more polite forms and using polite speech or honorifics in more situations, and referring to themselves and those they address more formally. Some linguistic features commonly associated with women include omission of the copula da, the use of personal pronouns such as watashi or atashi among others, use of feminine sentence-final particles such as wa, na no, kashira, and mashoo, and the more frequent use of the honorific prefixes o and go. According to Katsue Akiba Reynolds, ladylike speech is instrumental in keeping Japanese women in traditional roles and reflects Japanese society’s concept of the difference between women and men.[4] For example, there is the potential for conflict for women in the workplace in that, to be onnarashii, a woman must speak politely, submissively and humbly, yet to command respect as a superior, she must be assertive, self-assured, and direct, even when dealing with male subordinates. Actual language used by Japanese-speaking women differs from these ideals. Such onnarashii speech is a norm that institutions such as education and media encourage women to adopt. Similarly, these forms may be prescribed for women learners by Japanese textbooks and other materials. There are, however various deviations from these norms in conversation. Although Japanese women may not follow the gender norm in speech, some linguistic studies indicate that Japanese women tend to use more honorific language than men do, which reinforces the idea of onnarashii and traditional gender roles.[5] Traditional characteristics of Japanese mens speech [edit] Just as there are modes of speaking and behaviour that are considered intrinsically feminine, there are also those that are considered intrinsically masculine. In speech, being otokorashii (manly or masculine) means speaking in a lower register, using fewer polite forms and using them in fewer situations, and using intrinsically masculine words. Research on Japanese mens speech shows greater use of neutral forms, forms not strongly associated with masculine or feminine speech, than is seen in Japanese womens speech. Scholars argue that men use typically masculine forms to assert their own authority and knowledge of themselves. Some studies of conversation between Japanese men and women show neither gender taking a more dominant position in interaction. Men, however, tend to show a self-oriented conversation style, telling stories and expressing their expertise on topics being discussed, than is typical of women in these studies. Gender differences in modern society :- As women gain an increasing leadership role in Japanese society, notions of onnarashisa and otokorashisa, that is, what is deemed appropriate behaviour for men and women, have evolved over time. Although comparatively more extreme movements call for the elimination of gender differences in the Japanese language (gender-neutral language), convergence in usage is considered unlikely and may not even be desirable. Instead, trends in actual usage indicate that women are feeling more comfortable using traditional characteristics of female speech (such as wa) while still maintaining an assertive attitude on par with men. In other words, there is a gradual decoupling of language forms and traditional cultural expectations. Although the characteristics of Japanese male speech have been largely unaffected, there has been an increasing sensitivity regarding certain usages (such as changing the terms used to refer to mature women -chan) that may be considered offensive. Regional dialect may often play a role in the expression and perception masculinity or femininity of speech in Japanese. Another recent phenomenon influencing established femininity in speech is the popularity of Okama, very feminine men as popular Geinoujin (television personalities). While homosexuality and transgenderism is still a fairly taboo subject in Japan, lesbians with male traits, or cross-dressers, are referred to as onabe or tachi. Problems for Japanese learners [edit] Without the proper instruction by fluent Japanese speakers and/or teachers, non-native persons risk learning and expressing themselves inappropriately to native Japanese. Compounding the difficulty of language acquisition, formal instruction may emphasise learning the polite forms of expression (that favour female students) while glossing over informal expression (that favour male students) and honorifics (distinguishes natives from foreigners). It is important for non-natives to be instructed by members of the same sex or be aware that mere mimicry may not have the expected results. In addition to the use of pronouns to refer to oneself and others, the use of titles also is strongly influenced by gender-based overtones and is another source of potential problems for the non-native speaker. The situation is further complicated by regional variation. For example, in many regions of Japan it is common for older men to refer to themselves as boku or older women to refer to themselves as ore. How does this relate to language spoken in the Western world? Opinion is, as is often the case, divided. AGAINST 1) other major influences Mahsa Saligheh Revisiting Age and GenderInfluence in Second Language Acquisition 2012 states, There is no doubt that language acquisition process is a complex process which involves several factors, and that this process is highly influenced due to plasticity of the brain. Furthermore, the types of memory systems involved in females and males are also have a pivotal role that makes the genders distinct. The researchers claim, age and gender, are among the factors that run in parallel with other factors that deeply influence language acquisition process such as motivation, personality, styles, strategies, gender and age. The present study attempts to investigate the last two factors: age and gender. Given the importance placed on the role on age and gender, the researchers hold they are not the necessary conditions for second language acquisition. However, the writers claim that genetically there are some benefits that can be reaped for those who begin L2 acquisition early. Furthermore, both males and females are equipped with some predetermined tendencies that would be helpful for them to acquire some aspects of language much faster and easier. 2) biological basis Mar. 5, 2008 — Although researchers have long agreed that girls have superior language abilities than boys, until now no one has clearly provided a biological basis that may account for their differences. For the first time and in unambiguous findings researchers from Northwestern University and the University of Haifa show both that, areas of the brain associated with language work harder in girls than in boys during language tasks, and that boys and girls rely on different parts of the brain when performing these tasks. Our findings which suggest that language processing is more sensory in boys and more abstract in girls could have major implications for teaching children and even provide support for advocates of single sex classrooms, said Douglas D. Burman, research associate in Northwesterns Roxelyn and Richard Pepper Department of Communication Sciences The researchers measured brain activity (using functional magnetic resonance imaging) in 31 boys and in 31 girls aged 9 to 15 as they performed spelling and writing language tasks. The tasks were delivered in two sensory modalities visual and auditory. When visually presented, the children read certain words without hearing them. Presented in an auditory mode, they heard words aloud but did not see them. Using a complex statistical model, Burman and Pepper accounted for differences associated with age, gender, type of linguistic judgment, performance accuracy and the method (written or spoken) in which words were presented. The researchers found that girls still showed significantly greater activation in language areas of the brain than boys. The information in the tasks got through to girls language areas of the brain (areas associated with abstract thinking through language). And their performance accuracy correlated with the degree of activation in some of these language areas. To their astonishment, however, this was not the case for boys. Boys accurate performance when reading words depended on how hard visual areas of the brain worked. In hearing words, boys performance depended on how hard auditory areas of the brain worked. If that pattern extends to language processing that occurs in the classroom, it could inform teaching and testing methods. Given boys sensory approach, boys might be more effectively evaluated on knowledge gained from lectures via oral tests and on knowledge gained by reading via written tests. For girls, whose language processing appears more abstract in approach, these different testing methods would appear unnecessary. One possibility is that boys have some kind of bottleneck in their sensory processes that can hold up visual or auditory information and keep it from being fed into the language areas of the brain, Burman said. This could result simply from girls developing faster than boys, in which case the differences between the sexes might disappear by adulthood. Or, an alternative explanation is that boys create visual and auditory associations such that meanings associated with a word are brought to mind simply from seeing or hearing the word. While the second explanation puts males at a disadvantage in more abstract language function, those kinds of sensory associations may have provided an evolutionary advantage for primitive men whose survival required them to quickly recognise danger-associated sights and sounds. If the pattern of females relying on an abstract language network and of males relying on sensory areas of the brain extends into adulthood (a still unresolved question) it could explain why women often provide more context and abstract representation than men. Ask a woman for directions and you may hear something like: Turn left on Main Street, go one block past the drug store, and then turn right, where theres a flower shop on one corner and a cafe across the street. Such information-laden directions may be helpful for women because all information is relevant to the abstract concept of where to turn; however, men may require only one cue and be distracted by additional information. Conclusion Alongside most if not all empirical and theoretical evidence involving human beings it is impossible to make concrete and definite conclusions. Having extrapolated the information the most obvious conclusion can only deduce Is this only evident in childhood, does the distinction disappear by adulthood or was Sandberg right in stating that the division in language between the sexes continues through life. References Burman is primary author of Sex Differences in Neural Processing of Language Among Children. Co-authored by James R. Booth (Northwestern University) and Tali Bitan (University of Haifa). Jorden, Eleanor Harz; Noda, Mari (1987). Japanese: The Spoken Language. New Haven: Yale University Press. ISBN 978-0-300-03834-7. Siegal, Meryl; Okamoto, Shigeko (2003). Toward reconceptualizing the teaching and learning of gendered speech styles in Japanese as a Foreign Language. Japanese Language and Literature 37 (1): 49–66. Retrieved 2013-4-26. Kazuko, Ashizawa (1998). Mangajins Basic Japanese Through Comics. Weatherhill. ISBN 0-8348-0452-2. Reynolds, Katsue Akiba (1990). Female Speakers of Japanese in Transition. Aspects of Japanese Womens Language (Tokyo: Kurosio). Tanaka, Lidia (2004). Gender, Language and Culture: A Study of Japanese Television Interview Discourse. John Benjamins Publishing. ISBN 978-90-272-3079-9. Sreetharan, Cindi Sturtz (2004). Students, sarariiman (pl.), and seniors: Japanese mens use of †²manly†² speech register. Language in Society 33 (01). doi:10.1017/S0047404504031045. ISSN 0047-4045. ^ Itakura, Hiroko; Tsui, Amy B. M. (2004). Gender and conversational dominance in Japanese conversation. Language in Society 33 (02). doi:10.1017/S0047404504332033. ISSN 0047-4045.

Labelling Theory for Understanding Youth Crime

Labelling Theory for Understanding Youth Crime Outline labelling theory and consider its usefulness in understanding youth crime and anti-social behaviour in Britain today. Labelling theory claims that deviance and conformity results not so much from what people do but from how others respond to those actions, it highlights social responses to crime and deviance Macionis and Plummer, (2005).Deviant behaviour is therefore socially constructed. This essay will describe in full the labelling theory and comment on the importance of the theory to the deviant behaviour of the youth and the anti-social behaviour of the youth in Britain today. The labelling theory becomes dominant in the early 1960s and the late 1970s when it was used as a sociological theory of crime influential in challenging orthodox positivity criminology. The key people to this theory were Becker and Lement.The foundations of this view of deviance are said to have been first established by Lement, (1951) and were subsequently developed by Becker, (1963).As a matter of fact the labelling theory has subsequently become a dominant paradigm in the explanation of devience.The symbolic interaction perspective was extremely active in the early foundations of the labelling theory. The labelling theory is constituted by the assumption that deviant behaviour is to be seen not simply as the violation of a norm but as any behaviour which is successfully defined or labelled as deviant. Deviance is not the act itself but the response others give to that act which means deviance is in the eyes of the beholder. Actually the labelling theory was built on Becker, (1963 :9) statement that Social groups create deviance by making the rules whose infraction constitute deviance, and by applying those rules to particular people and labelling them as outsiders-deviance is not a quality of the act of a person commits, but rather a consequences of the application by others of rules and sanctions to an offender The deviant is one to whom that label has successfully been applied. Deviant behaviour is behaviour that people so label. The way out is a refusal to dramatize the evil. The labelling theory connects to great sociological ideas of Dukheim the symbolic interactionism and the conflict theory. The theory also draws from the idea of Thomas (1928) that when people define situations as real they become real in their consequences. Lement ,(1951-1972) distinguishes deviance into primary and secondary deviance in which he described primary deviance as those little reactions from others which have little effect on a persons self concept and secondary deviance as when people push a deviant person out of their social circles which leads the person to be embittered and seek the company of the people who condone his behaviour.Lement further argued that rather than seeing a crime as leading to control it may be more fruitful to see the process as one in which control agencies structured and even generated crime. Secondary deviance leads to what Goffman (1963) deviant career. This will subsequently leads to stigma which is a powerful negative social label that radically changes a persons self concept and social identity. A criminal prosecution is one way that an individual is labelled in a negative rather than in a positive way. Stigmatising people often leads to retrospective labelling which is the interpretation of s omeones past consistent with the present deviance Seheff; (1984).Retrospective labelling distorts a persons biography in a prejudicial way guided by stigma than any attempt to be fair. No social class stands apart from others as being either criminal or free from criminality. However according to various sociologists people with less stake in society and their own future typically exhibit less resistance to some kinds of devience.Labelling theory asks what happens to criminals after they have been labelled and suggests that crime may be highlighted by criminal sanctions thus sending one to prison may help to criminalise an individual further. Stigmatising young offenders may actually lead them into a criminal career. Howard S.Becker , (1963) one of the earlier interaction theorists claimed that social groups create deviance by making the rules whose infraction constitute deviance and by applying those rules to particular people and labelling them as outsiders. Furthermore the labelling theoretical approach to deviance concentrates on the social reaction to deviance committed by individuals as well as the interaction processes leading up to the labelling. The theory therefore suggests that criminology has been given too much attention to criminals as types of people and insufficient attention to the collection of social control responses. That therefore means the law, the police, the media and the public publications helps to give crime its shape. This is supported by the conflict theory which demonstrates how deviance reflects inequalities and power .This approach holds that the causes of crime may be linked to inequalities of class, race and gender and that who or what is labelled as deviant depends on the relative power of categories of people.Cicourels study on Juvenile justice in California, (1972) pointed out that police stereotypes result in black, white class youth being labelled criminal. The conflict theory links deviance to power in the form of the norms and the laws of most societies which bolster the interests of the rich and powerful. The labelling theory links deviance not to action but to the reaction of others .The concept of stigma, secondary deviance and deviant career demonstrates how people can incorporate the label of deviance into a lasting self-concept. Political leaders recognises that labelling was a political act for it made them aware on which rules to enforce, what behaviour is to regarded as deviant and which people labelled as outsiders may require political assistance Becker,(1963-7).Political leaders went on to produce a series of empirical studies concerning the origins of deviancy definitions through political actions in areas such as drugs legislation, temperance legislation ,delinquency definitions,homosexuality,prostitution and pornography. Becker, (1963) examines the possible effects upon an individual after being publicly labelled as deviant. A label is not neutral; it contains an evaluation of the person to whom it is applied. It will become a master label in the sense that it colours all the other statuses possessed by an individual. If one is labelled as a paedophile, criminal or homosexual it is difficult to reject such labels for those labels largely overrides their original status as parents, worker, neighbour and friend. Others view that person and respond to him or her in terms of the label and tend to assume that individual has the negative characteristics normally associated with such labels. Since an individuals self concept is largely derived from the responses of others they will tend to see themselves in terms of that label. This may produce a self fulfilling prophecy whereby the deviant identification becomes the controlling one. This links to the interactionist approach which emphasizes the importance of the meanings the various actors bring to and develops within the interaction situation. However the labelling theory has its weaknesses which includes Liazos,(1972) who noted that although the labelling theorists aims to humanise the deviant individual and show that he or she is no different than other individuals except perhaps in terms of opportunity. It however by the very emphasis on the deviant and his identity problems and subculture the opposite effect may have been achieved. He further suggested that while considering the more usual everyday types of deviance such as homosexuality, prostitution and juvenile delinquency the labelling theorists have totally ignored a more dangerous and malevolent types of deviance which he termed covert institutional violence. He pointed out that this type of violence leads to such things as poverty and exploitation for example the war in Vietnam, unjust tax laws, racism and sexism. It is questionable whether labelling theorists should even attempt to discuss forms of deviance such as this in the same way as more commonplace indiv idual crimes or whether the two should be kept totally separate being so different in subject matter. Akers, (1994) also criticized the labelling theory by pointing out that it fails to explain why people break the law while the majority conform explaining that people go about minding their own business and then wham-bad society comes along and stops them with a stigmatised label. The theory fails to explain why the moral entrepreneurs react in the manner described but rather blames society and portrays criminals as innocent victims which is not always the case. To counter for the negative effects of punitive measures to youth crime and anti-social behaviour the British government introduced the ASBO and ABC which means anti social behaviour orders and acceptable behaviours respectively.ASBO and ABC are recent developments in Britain which were designed to put a stop to anti-social behaviour by the individual on whom they are imposed.ASBO is a statutory creation and it carries legal force where as an ABC is an informal procedure though not without legal significance. Both types of interventions are aimed at stopping the problem behaviour rather than punishing the offender which may lead an individual into a deviant career. The ABC proved most effective as a means of encouraging young adults, children and parents to take responsibility for unacceptable behaviour. These measures are being used to improve the quality of life for local people by tackling behaviour such as harassment, graffiti, criminal damage and verbal abuse without criminalisi ng the offender. The crime and disorder act (1998) contains the key elements of labours new youth justice system which saw the establishment of the youth justice and the restructuring of the non custodial penalties available to the youth court. The government believed that preventing offending promotes the welfare of the individual young offender and protects the public. The youth justice board oversees the youth offending teams which has a number of roles including assessing the risk and protective factors in a young persons life that relate to their offending behaviour to enable effective interventions to be implemented, providing support to young people who have been released from the custody into the community and early intervention and preventative work both in criminality and anti-social behaviour. To further reduce the effects of labelling the British government is tackling anti-social behaviour and its causes by tackling family problems, poor education attainment, unemployment, alcohol and drug misuse. The most successful interventions to be implemented where noted to be those that engage the individual in changing their own behaviour. This is being done ensuring that an individual understands the impact of their behaviour to the community whilst offering the necessary support to conform. Rather than labelling and criminalising an individual the British government came up with effective advice, councelling and support that enable people who behave anti-Socially to change their behaviour. Perpetrators young and adults have issues in their lives that require the help and support of professional, statutory or voluntary organisations. Issues like money management and debt, communication difficulties with the family, young people struggling within the educational or employment because of offending behaviour and victims of domestic violence can all benefit from available services in Britain today. This essay therefore concludes that labelling theory is enormously influential in directing attention towards the relative and somewhat arbitrary nature of dominant definitions of crime and criminality in Britain. It also critizes the criminal justice and the agencies of social control for it reflects on the consequences of our social reaction and advocates for changes in public policy on juvenile justice, restorative justice,de-institutionalisation and communitarian approaches. The powerful insights of the labelling theory made the British authorities to rethink again on the tough on crime stance hence the introduction of new restorative measures which does not label or criminalise young offenders. The labelling theory is therefore quite useful in understanding that the rise in the yob culture, gang culture and hoody culture in Britain was a result of criminalising young offenders rather than addressing issues leading the young into crime and anti-social behaviour. References Berker and Howard, S (1963) Outsiders: Studies in the sociology of deviance, New York: free press Goffman, E (1963) Stigma: Notes on the management of spoiled identity, Prentice-hall Hall, S (1978) Policing the crisis, The Macmillan press LTD Haralambos, M and Holborn (1991) Sociology themes and perspectives, Collins education. Macionis, J and Plummer, K (2005) Sociology a global introduction, Pearson education limited. Taylor et al, (1973) the new criminology for a social theory of devience, Routledge

Essay --

Another major principle of Islamic is fairness. In Islamic banking, fairness is highlighted through its operations which the dubious terms and condition transactions are not engaged with Islamic banks. Terms and conditions needed in a transaction are disclosed in the agreement. In addition, everyone in the transaction can make informed decision which are not misled or cheated. Besides, according to article for WIBC on Islamic Banking and Finance, there is a clear division between the allowed and forbidden of the activities. For example, transactions involving alcohol, gambling, armaments, pork related products, and other socially detrimental activities should be avoided in Islamic Finance. In Islamic banking, there are still five main concepts which are profit and sharing, Wadiah, Musharakah, Murabaha and Ijarah. Profit and loss principle is actually based on mudarabah principle. Under this principle, profits will be shared between owner of capital (financier) and the entrepreneur on the basis of contractual agreement. However, financier will lost it money invest if the business fail. This means that, income from the money invest by financier is not guarantee. For wadiah, refund of the principal is guarantee by the bank. Depositor under this principle might receive a share on profit of the bank’s business. Wadiah is safekeeping as their principal is guarantee in full of demand although the profit of investment by bank is not guarantee. Musharakah is a joint enterprise or partnership business which both parties will manage the business together. Under this principle, ratio of profit or loss pre-determined basic. After a certain periods, a party can terminate the joint venture gradually. Murabaha is another principle of Islamic ban... ...e in financial resources. The principle of Islamic is Syariah, it is developed through four main Islamic juristic schools which is Hanafi, Maliki, Shafi and Hanbali. However, Quran and Sunna is the two main sources which the Shariah derived from. In Islamic finance, there are three major principles. Firstly, the prohibition of usury or interest (riba). In the words of Maulana Maudoodi, page 139, Riba can be defined as the stationary increase on the capital which collected against a fixed period. This means that interest is consider as riba if the amount loaned is going doubled and re-doubled and it is given as consumption needs instead of productive needs. One of the examples of riba is rental income. According to Chapter 2, Verse 275 of the Qu’ran, involve in trade activities although is sound like soft of riba but actually is encouraged by Islam but not for riba.

Creationism and the Classroom Essay -- essays research papers fc

Creationism and the Classroom The American classroom is suffering from a major deficiency. The science curriculum supports one theory of evolution and no other theory as to how the existence of the universe has come to be. This narrow-minded approach has kept many young minds from seeing a very broad picture of this world. Scientific creationism should be included in our public school curriculum because it is paramount to the progress of modern science. Duane Gish, who has a Ph.D. in biochemistry from Berkeley, says, â€Å"†¦neither creation nor evolution may be referred to as scientific theory since neither can offer eyewitness evidence of what happened in the past.† Gish further states, â€Å"Both are ultimately based upon inferences derived from circumstantial evidence. As such, they remain on an equal footing and should receive equal time in public classrooms in the United States† Creationism assumes there is a Creator who designed the universe with purpose and gave the universe direction. This theory can be put into our classrooms without being abrasive to the U.S. Constitution, so long as it is treated as science. Gish says, â€Å"Science can tell us nothing of who the Creator is, why the universe was created, or anything about the relationship of the things created to the Creator.† Without creationism in the public school system, students are left only to learn about evolution, which can be considered as religion. Gish explains, â€Å"†¦evolution is a non-theistic theory of origins which by definition excludes the intervention of an outside agency of any kind. Evolutionists believe that by employing natural laws and processes plus nothing it is possible to the origin of the universe and of all that it contains. This involves the acceptance of a particular philosophical metaphysical world view and is thus basically religious in nature.† Just as evolutionism has been accepted by many in the religious community as religion, creationism has been accepted by many in the science community as science. Ker C. Thompson is a former Director of the U.S. Air Force Terrestrial Sciences Laboratory. He holds a B.A. in Physics and Geology from the University of British Columbia and DSc in Geophysics from the Colorado School of Mines. Thompson believes that the only way ... ...the only theory for the origin of the universe taught to our students, then our country is in danger of a scientific freeze. Without challenges to such theories, the students come away with unfair, one-sided views. If those views are not challenged in a scientific arena, as opposed to the students’ places of worship, then the students will not see any other views as science. Our students will take this lopsided understanding into adulthood. This understanding then has the danger of becoming dogmatic to our population. The progress of science will slow down without public challenges and governmental support. Works Cited Gish, Duane T â€Å"'Scientific Creationism' Should Be Taught in Science Classrooms". Opposing Viewpoints Resource Center. Thomson Gale. 18 May 2005 Kofahl, Robert E "Scientific Evidence Against Evolution and for Creation Should Be Included in Science Curricula". Opposing Viewpoints Resource Center. Thomson Gale. 18 May 2005 http://galenet.galegroup.com/servlet/OVRC Thomson, Ker C "Physical Laws Support Creationism". Opposing Viewpoints Resource Center. Thomson Gale. 18 May 2005

My Antonia :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"A plump, fair skinned girl was standing in the doorway. She looked demure and pretty, and made a graceful picture in her blue cashmere dress and little blue hat, with a plaid shawl neatly about her shoulders and a clumsy pocket book in her hand.† This is the first glimpse of the transformation from girl to successful woman of Lena Lingard in My Antonia, by Willa Cather. In the beginning of the book, Lena is portrayed as a struggling dressmaker, who because of her personality, goals, and motivation, becomes a successful individual.   Ã‚  Ã‚  Ã‚  Ã‚  Lena’s independence and obstinacy makes her a strong personality in My Antonia. Despite how easily she attracted men, Lena never wanted to marry. This is because she was afraid of losing the independence that she had all her life. Her independence was also shown when she arrived at Jim’s apartment in Lincoln, Nebraska. Lena wasn’t tied down, so she was able to go where she wanted, whenever she wanted. Obstinacy showed in Lena’s refusal to marry. In a conversation between Jim and Lena, Jim stated, â€Å"Every handsome girl like [Lena] marries.† All through Jim’s argument, Lena stayed true to her anti-marriage view.   Ã‚  Ã‚  Ã‚  Ã‚  Lena’s goals were simple: not to marry, yet, make something of herself. Within the book entitled, ‘Lena Lingard,’ Lena has a discussion with Jim about her unwillingness to wed. She would â€Å"prefer to be foolish when [she] feels like it, and be accountable to nobody.† In ‘The Hired Girls’ Lena stated her desire to go into business. A later paragraph expressed her wish to become a teacher. However, Lena found this goal impossible because she was not â€Å"born smart.† Motivation was something that Lena never lacked. â€Å"I’m going to get my mother out of that old sod house where she’s lived so many years. The men will never do it.† Lena took her mother’s fate into her own hands when it was not socially acceptable for her to do so.

High School and Exemption Forms

I am in the process of distributing Exemption Forms to students today. I wanted to go over a few things with you so that we are all on the same page. Exemptions were put into place to encourage and reward good attendance and behavior. This is not a privilege entitled to every student simply because they are enrolled in our school†¦ It is a REWARD. Please pass this on to your students. The rules are very simple†¦. If you have been in SIS, DEEP or if you have been suspended this semester, then you can't be exempt. The average that a student must have in your class in order to be exempt is based on he number of absences that he or she has in your class. A. If a student has 0-1 excused absence in your class, their semester average must be an 80 or above B. If a student has 2 excused absences in your class, their semester average must be an 85 or above C.If a student has 3 excused absences in your class, their semester average ,must be a 90 or above If a student has an unexcused absence in your class, they may not be exempt from your test. Notes for unexcused absences will not be accepted at this point. It is the students' responsibility to turn in notes within 5 days of returning to school after they eave been absent. Please do not give the student the attendance information that you see in your grade book as this includes extracurricular absences in the total number and those do not count.