Piaget and Vygotsky Essay Example for Free

Piaget and Vygotsky EssayIn this Essay I go forth compare and contrast the theories of Piaget and Vygotsky. They both were influential in forming a more(prenominal) scientific approach to analyzing the cognitive processes of the child active cook upion of knowledge. They both developed their own ideas of child discipline and they believed cognitive development in children took place in stages. However they were distinguished by different styles of thinking.Piaget thought that children actively construct their own cognitive worlds and they adapt their thinking to include naked as a jaybird ideas beca accustom additional information kick upstairss understanding. He in a bad way(p) that to make sense of our world we organize our Schemata or experiences. We connect oneness idea to another. We also espouse new ideas. Adaptation is by assimilation, which occurs when individuals incorporate new information into their existing knowledge into an existing ruler of behavior of sc hemata ( suit). Piaget refers to Schemata or schemas to the way we organize our knowledge. We can think our knowledge as units and each of them colligate to aspects of the world including actions, objects etc. (referencing ) Accommodation occurs when individuals adjust to new information.Piaget thought that equilibrium occurs when is a balance in the midst of assimilation and accommodation. He believed equilibrium schema is both the category of knowledge as well as the process of acquiring that knowledge. As experiences happen and new information is displayed, new schemas are developed and disused schemas are changed or modified. An example is, say a child sees a crow and a pigeon in the sky, and is told that they are birds. The child then forms a bird schema defined as something that flies.The next day, he goes out and sees a seagull, which easily fits into his existing bird schema. This is called assimilation, when we take new experiences/knowledge and put them in our existing schemas (or categories). The next day, a child goes out and sees a plane in the sky. Whilst this fits the definition of something that flies, it seems to be quite different than the other birds he has seen, and he is told that this is not a bird. To explain this, the child forms one large category of flying things, with two sub-categories birds and planes. This process is called accommodation, where we change our existing knowledge structures to account for new information that doesnt fit.Piaget also believed that we go thought four stages in understanding the world. Each stage is age related and consist of a distinct way of thinking, a different way of understanding the world. This surmisal is known as Piagets Stage Theory because it deals with four stages of development, which are sensorimotor, preoperational, concrete operational and testicle operational. ( referencing ) On the other hand, Vygotsky believed that children actively construct their knowledge.He gave affectionat e interaction and culture far more important roles in cognitive development than Piaget did. Vygotsky socio cultural cognitive theory emphasizes how cultural and social interactions turn over cognitive development. He portrayed the child development as inseparable from social and cultural activities. Vygotsky argued, accomplishment is a necessary and universal aspect of the process of developing culturally organized, specifically human mental function (1978, p. 90). In other words, social larn tends to precede development. He believed that the development of memory, attention and ratiocination involves learning to use the inventions of society, such as language, mathematical systems and memory strategies.( referencing)Piaget believed that development had to come before learning Vygotsky believed that development and learning worked together though socialization and language. Vygotsky gave language a huge role in development. For vygotsky Language plays two critical roles in cog nitive development. First language is the main means by which adults transmit information to children. Secondly, Language itself it is a very powerful tool of intellectual adaptation. Vygotsky believed that language develops from social interactions, for communication purposes. Later language ability becomes internalized as thought and inner speech. Thought is the exit of language.Piaget thought that on that point was a connection between biological and cognitive development. Vygotsky believed that knowledge from social interactions spurred cognitive growth and development.Even they had really big differences they both believed that social interactions played an irreplaceable role in cognitive development. Piaget thought that cognitive development is influenced by social transmission (learning from others). Vygotsky believed that social interactions were an instrument in development and that it heavily influenced thoughts and language.Piaget strongly considered that the developmen tal ages of students determined where they should be in the learning process. Vygotsky took that idea further by comparing the learners actual development to their potential development. He called this area of partition off of proximal development. ZPD is the range of tasks that one cannot yet perform in figureently, but can accomplish with the assistant of a more competent individual. For example, a child might not be able to walk crosswise a balance beam on her own, but she can do so while holding her mothers hand. Since children are always learning new things, the ZPD changes as new skills are acquired.Piaget stages are hierarchical. Each of Piagets stages must be complete before moving to the next one. Vygotskys theory does not depend on time. Piaget stages imply that children cognitively develop on their own, without the help of someone or something. Vygotsky concentrates more on social interactions and aide given to a child when develops. Vygotsky Scaffolding is the kind o f help, assistance and support that enables a child to do a task which they cannot quite manage yet alone and which it will help them in the future to be able to make that task or similar on their own. For example In a school laboratory science class, a teacher might provide staging by first giving students detailed guides to carrying out experiments, then giving them brief outlines that they might use to structure experiments, and finally asking them to set up experiments entirely on their own.What the child can do with assistance today she will be able to do by herself tomorrow (Vygotsky, 1978, p.87).Both these educators contributed to the present day ideas of constructivist learning. Both offer some incredible insight into possible ways children learn and byusing there theories it is possible to create a more conductive learning environment for the child.

The Unity of Heaven and Human Essay Example for Free

The wholeness of Heaven and Human EssayYour assignment is to write a paper that comp ares and contrasts the ideas of each two of the interest three philosophers Confucius (aka Kongzi), Mozi, Zhuangzi. In your comments, you should try to adopt the perspective of one of these three thinkers. For example, if you are comparing Confucius and Zhuangzi you cogency present Zhuangzis perspective on Confucius Which of his ideas are similar to your own and therefore worthy of approbation? Which ideas are different from your own and therefore reprehensible?Six different permutations are possible Confucius on Mozi Mozi on Confucius Zhuangzi on Mozi Mozi on Zhuangzi Zhuangzi on Confucius Confucius on Zhuangzi The paper should be 3 pages (typed, double-spaced, with no remarkably sized type fonts). It is due in class on Wednesday, October 16. Late papers will escape one grade step (e. g. B+ to B) immediately and an additional step every day until they are turned in. For your reference, I am putting the following books on Reserve in Hale subroutine library Vitaly Rubin, Individual and State in Ancient chinaware.Arthur Waley, Three Ways of Thought in Ancient China Basic Writings of Mo Tzu, Hsun Tzu, and Han Fei Tzu, translated by Burton Watson Sources of Chinese Tradition, edited by Wm. Theodore de Bary The use of these books or some(prenominal) other sources apart from assigned class readings is entirely optional. Bear in mind that if you borrow either ideas from any printed sources (including books, articles and Web sites) you should indicate your source, and if you borrow their exact words you must use quotation marks. in that location is no need, however, to cite me for somatic in your notes that is based on class lectures and discussions. For course purposes, such material is considered to be in the public domain. In citing sources, for assigned reading and any of the four books listed above its OK to use a parenthetical citation such as (Ivanhoe, p. 109) o r (Rubin, p. 25). If you cite any other sources, it would be best to provide a footnote or endnote providing full bibliographical breeding in the first instance. Please check with me if you are unsure how to proceed.

Stress and Burnout Essay Example for Free

Stress and Burnout EssayBurnout A Challenge to the Human Services Roxanne Arballo BSHS 461 University of Phoenix Those who piece of work in the Human Services field and nonprofit areas are highly vulnerable to burn out. 2010 provides larger poem of clientele, forced human service personnel overtime work hours, on-call after hours, and other schedule and work imbalances. World population numbers are escalating as the budget for the health services is on a continual decline. Causes of burnout for the human services rofessional may be individual, cultural, organizational, supervisory programy, or from lack of cordial support. According to Johnson and scar (1987), burnout refers to a state of physical, emotional, and mental exhaustion resulting from involvement with people in emotionally demanding situations. Three study factors of burnout (Maslach, Jackson, Letter, 1996) are emotional exhaustion, a soupcon of low personal accomplishment with clients, and a sense of hypostati zation (a dehumanizing, uncaring attitude toward clients). According to Maslach Letter, burnout is the egree of dislocation between what people are and what they have to do. Effects of burnout mogul appear in the form of exhaustion, detatchment, and feelings of ineffectiveness. These results might be from the gradual process of loss during which the mismatch between the needs of the person and the demands of the Job grows ever greater. Maslach and Leiter (1997) have summarized these causes into the categories of work overload, a lack of control, insufficient rewards (from gold to joy), a breakdown in community, the absence of fairness (trust, openness, and espect), and opposed values. Previously labeled causes of burnout allow ind types of organization, supervision, social support, and culture.More recently, Maslach and Leiter (1997) summarized these causes into the categories of work overload, lack of control, insufficient rewards (from money to Joy), breakdown in community, the absence of fairness (trust, openness, and respect), and conflicting values. To forbid these various stages of burnout, included are individual, Job role, and organizational rules. Some clients might be slam-bang and Jeopardize the professionals safety. Demands for a workers time might prevent taking meal or rest breaks. travel must be taken to protect them, to the degree possible, from some of the work-related essay that can lead to burnout.Cherniss (1980) suggests that a number of positive steps can be taken to diminish organizational stress and prevent burnout. These include a change in the way Jobs are structured. Flextime, part-time work, Job sharing, new weapons platform development, and new career options might help modify the routine patterns of the human service professional and lessen likelihood of burnout. In eference to the organization, members who share a sense of excitement, strong purpose, clear goals and objectives help create antifertility measures for burnout. ensure that workers are doing meaningful work (Cherniss, 1995).Also monitored are overload with impossible demands and a feeling of decision-making autonomy appropriate for human service professionals. Support, information, and some degree of structure might be unavoidable along with feedback and an under boothing of their own importance as role models. A number of factors can stand in the way of good job performance and cause well-earned productivity to decline. These can include job-related stress and personal concerns. When it becomes a concern of the organization, it affects on-the-Job behavior.Employee assistance programs (EAPs) for workers experiencing such problems (Van Den Bergh, 1995) have been developed to include services like counseling and referrals as well as crisis management services. These programs enhance employee wellbeing, offer supervisor training, and create employee problem-solving task forces that are part of the EAPs used by an increasing number of organizations. One method l, as a student and human services worker, se to reduce personal and work-related stress is to pass on at least 10 minutes alone each day.Whether I spend this time at home, the library, or driving in the car, this alone time seems to put me in a better mood. I find that regular exercise is another way to reduce stress and prevent burnout. I chance on that the less I exercise, the higher my stress level is. I try to get outside, thank my higher(prenominal) Power for everything including the hardships that might be potential for burnout, and share the success in these measures of prevention. Due to personal changes in my life, I am taking on new esponsibilities and find it hard to adjust to these added tasks in my effortless routine.Therefore I am working to decrease stress and possible burnout through a exploitation passion and thanks for my family, future career, and faith. My belief that personal struggles are ways to learn and be a power source for o ther human services students and professionals are certain preventative measures I do and will continue to take against the threat of burnout. References Cherniss, C. (1980). Professional burnout in human service organizations. New York Praeger. Cherniss, C. (1995). beyond burnout. New York Routledge. Johnson, M. , Stone, G. L. (1987).

Bangladesh and Education Essay Example for Free

Bangladesh and cultivation render genteelness a simple word that is one of the major drivers of our planet earth. Through information citizenry consume to know who they are, where they came from and where they will be heading in the most future. facts of life is the spearhead of a party. It is because of proper study that people get to know about the diversity of this unpredictable world. upbringing forges the lives of those who get it. Education is one of the Copernican factors that affect the quality and the means of leading a prosperous life. Bangladesh was expound as one of the poorest countries of this world after the libe symmetryn war in 1971. It had gone through acidulated phases of floods, droughts, cyclones, famines and some other natural calamities and at redeem one of the worlds most crowded countries quiet remains well be pocket-sized the poverty line and as a precede most of the race is still illiterate. Education still and al slipway will remain an important form of social expectant in this world.Education fosters innovation, contri just nowes to the economic growth of a country and likewise maturations the efficiency, effectivity and productivity of wholly the individuals who get the light of raising. The world Bank (WB) approved generous amount of loans in the new-fangled bypast to promote and purify the commandment sector of Bangladesh. However, the government and the NGOs are playing an active role in the development shape by educating the mass population of Bangladesh and the whole course of action mainly sharpen their vision on the kidren and women.In Bangladesh the rearingal process is so slow and weak that the development process has become sluggish. OBJECTIVE Education system in Bangladesh is three-tiered and amplyly subsidized and the Bangladesh government operates galore(postnominal) pedagogy institution in the main(a), secary and high junior-grade levels. Through the University Grants Commis sion, the government funds more(prenominal) than 35 state universities in the tertiary nurture sector. Bangladesh emphasizes on the education For all(prenominal) (EFA) objectives, Millennium Development closing (MDG) and the Inter terra firmaal Declarations.According to the articles 15 and 17 of the Constitution of Bangladesh, every citizen has the right to education and every children among the ages of 6-18 should receive elemental and secondary education free of charge. The government should provide the underprivileged children with free books and education free of cost. METHODOLOGY As we are the students of RS, we were unable to go outside to meet with people and occupy interviews with them. So, to gather our information and data, we had to go though different forums, journals, books and different websites. HISTORY OF precept.From 1971 our education system started offici all(prenominal)y. At the beginning of the education system in Bangladesh the follow of schools and un iversities were very poor. There were alone 6 unexclusive universities in 1971. But now the numbers of universities are wobble magnitude. Now the numbers of direct schools are near about 76000. The great point system started from 2000 and the JSC and JDC education system was started from 2010. In recent eld Bangladesh has pick out various strategies to organise the general people mainly the children. In education sector BRACs parting is bigger. Sir Fazle Hassan Abed founded BRAC School at 1972.In the history of education BRAC played an important role . EDUCATION SYSTEM AFTER LIBERATION After the liberation war of Bangladesh in 1971, the Peoples Republic of Bangladesh became an independent nation free to choose its own educational destiny. As Bangladesh was, and still is, a secular state, many forms of education were permitted to co-exist. The formidable British system was, and still is, largely practiced. In fact, presently, the Bangladeshi system of education is divided up into three different branches. Students are free to choose anyone of them provided that they consent the means.These branches are The face Medium English medium schools are mainly closed-door and thus reserved for the wealthy class. After three historic period of pre-school, students must successfully pass through ten grades to be eligible for writing the Ordinary take Exams, besides called the O-levels. Then after one more yr of studies, students can indite the Advanced Level (A-Level) Exams. The Bengali Medium the Bengali Medium, which is offered by the government. In the Bengali Medium, all the courses are offered in Bengali with the exception of English courses and the Religious course.The tuition fee is minimal compared to English schools but they still turn largely among schools. After three days of pre-school, students in the Bengali medium do phoebe bird eld of pristine school. Then they move to high school for grade five to grade ten. At the end of the tent h grade, they appear for their SSC (Secondary School Certificate) exam. Afterwards, they move on to two years of college following which they nominate to economize for the HSC (Higher School Certificate) exam. The Religious Branch Bangladesh is a very poor country with cardinals of al-Qaedaless children.To educate these children, there are religious institutions called Madrashas where these children are sheltered, fed and taught the ways of Islam by priests. These children learn the scripts from the Koran and the fastness prayers. Literacy situation in Bangladesh Period Census The 1974 number defined literacy as the ability to read and publish in any language. This definition was in conformity with the UNESCO one accepted throughout the world. The definition of literacy employ in the 1981 census covered only persons of age 5 years and above and included those who could write a letter in any language.The 1991 census also defined literacy as the ability to write a letter in any language but covered persons of age 7 years and above. The effect of change in definition of literate has been reflected in the literacy rates of different census years. step-up in Literacy Literacy rate among people of all ages rose from 17% in 1961 to 24. 9% in census year 1991. For the 7 years and above age group, the literacy rate increased from 26. 8% in 1974 to 32. 4% in 1991. In all census periods, the literacy rates were high among the masculines than among the females.The female literacy rate, however, rose significantly in the 1991 census. It was 16. 4% in 1974 and 25. 5% in 1991. Urban rural variation in literacy rate is also quite evident in all census periods. Literacy rates in urban areas are higher than in rural areas in all census periods. Adult literacy Adult literacy rate for population 15 and above is defined as the ratio among the literate population of the age 15 years and over to the aggregate population of the same age expressed in portionage. This rate for both sexes was 25. 9% in the 1974 census and 29.2% in the 1981 census. In the 1991 census the rate was 35. 3%. In all census periods, male braggy literacy rate was higher than the female. Educated braggys come to the urban areas for best body of work and education. As a result, the adult literacy level of urban population is much higher than that of their rural counterparts in all census years. However, the crack between urban-rural literacy rate narrowed in 1991, as did the gap between the male and female population. This is due to rural peoples increasing participation in education in recent times.Steps of Bangladesh after Liberation towards development of education The independence of Bangladesh generated a new enthusiasm in both government and private level in efforts to expand literacy and remove illiteracy. The Bangladesh Constitution of 1972 provides the basis for a insurance policy on universal basal quill education. The policy has three components establish ing a uniform mass orient and universal system of education extending free and compulsory education to all children and relating education to the demand of society and removing illiteracy.Keeping in view the constitutional directives, Bangladesh committed itself to implement the recommendations of The World Conference on Education for All (1990), The World Summit on Children (1990) and The Summit Declaration on Education for All (1993). old Education of Bangladesh primitive education was recognised as the foundation of preparing literate citizens of the country in all national documents, reports of the commissions, and committees on education. But this stage of education got a momentum only after the commandment of the Compulsory capital Education Law of 1990.Compulsory primary education under this Act was introduced in 1992 in 68 thanas, and all over the country in 1993. Measures such as satellite schools, union schools, and regimen for Education Programme were taken up to increase introducement and decrease dropout. The new primary curriculum based on terminal competencies was implemented in 1992. These steps resulted in some improvements in various efficiency indicators of primary education such as in gross enrolment ratio and the completion rate and raised the participation of girls in primary education.In addition to state intervention, from the second half of 1980s, the government allowed NGOs to experiment with a variety of delivery mechanisms to cater to the basic educational deprivations of the disadvantaged population. Role of BRAC BRAC launched its education plan in 1985 with 22 one-room primary schools following non-formal approach. The goal of the BRAC Education Programme is to make a significant contribution to the achievement of education for all in Bangladesh.The BRAC Education Programme is mainly focusing on increase approach path of basic education in unreachable and underserved population improve quality in formal education sys tem support the government in achieving Millennium Development Goal 2 Education for All by 2015 ? In sheer size, BRAC operates the largest private school system in the world 1. 1 one meg million students (70% of them are girls) are enrolled at present in 37,000 BRAC schools that provide four years of non formal primary education. So far, almost 5 million children have already graduated from primary school and got their basic education from these schools and close to 95% enrol to secondary schools.Education Programme Primary School Operations Primary Schools Currently running24,398 Current Students0. 75 mil Graduates4. 95 mil Cost per Child per YearUSD 32 Schools for Indigenous Children2,441 Pre-Primary Schools Currently Running13,054 Current Students0. 36 mil Graduates4. 33 mil The Five Year platform(s) According to the Report of Bangladesh Education Commission of 1974, the number of adult men and women illiterates in the country at the time of independence was 35 million. The Report recommended sufferance of non-formal and mass education programmes for them.Accordingly, the First Five-Year designing (1973-78) launched a massive functional literacy programme through non-formal education and allocated Tk 400 million for this subsector. The Second Five-Year Plan (1980-85) attached high priority to eradication of mass illiteracy. In the Third Five-Year Plan (1985-90) the programme was revived with an allocation of Tk 250 million and a modest post of devising 2. 4 million adults literate by June 1990. Information from the office of the Integrated Non-Formal Education (INFE) project (former MEP Office) luff that only 27 upazilas were covered in this project out of a target of 71 upazilas.A tot of 291,600 adults were made literate in five years. In the Fourth Five-Year Plan (1990-95) Tk 235. 70 million was allocated. During the Plan period MEP was continued as a spillover under the project and total of 367,660 adult illiterates of 11-45 years age were mad e literate. The programme was implemented in 68 thanas of the country. Moreover, under the aegis of the district formation a programme named Total Literacy Movement (TLM) was started in 1995 in Lalmonirhat and Bhola districts. It was by and by extended to 15 other districts. Preparatory work is now under way to extend TLM to 22 more districts.The Fifth Five-Year Plan (1997-2002) adopted an ambitious objective to achieve the goal of Education for All (EFA) by the end of Plan period 2002. The major objectives are to increase gross enrolment in primary schools to 110 percent (net 95%) with particular emphasis on enrolment of girls and on increasing completion rate of primary education to at least 75 percent by the year 2002. The Fifth Plan also set up some important objectives of mass education consistent with the overall objectives of achieving the goal of EFA and fulfilling the educational needs of 30 million adult illiterates.These objectives are to increase literacy rate of adult s (15 years and above) to 80% by the year 2002, to empower learners with technical acquisitions, entrepreneurial traits and leadership skills, to empower skills link to literacy, numeracy and communication, to reduce gender gap in literacy rates in both rural and urban areas, and to develop continuing education programme for neo-literates. ? BANGLADESH, EDUCATIONAL STATISTICS OF 2005 ? BASIC EDUCATION STATISTICS, 2010 Number of Institution, Enrolment and Teacher in Post-Primary and Primary by precaution and sex, 2010 Type of SchoolManage.mentInstitutionTeacherStudentIndicators TotalTotalFem. % FemTotalGirl% GirlTSRSPITPI Primary School EducationPublic3767218145510543158. 109885697506116551. 20542625 Private4 d21995026812834. 157018849347542149. 52351564 Total8267438095717355945. 5616904546853658650. 50442045 Secondary School EducationPrivate187232107804791722. 737240497387315753. 493438711 Public3177231241733. 4322527710651947. 283171123 Total190402180115033423. 09746577439796765 3. 313439211 College EducationPrivate3068773201626521. 04150516671642347. 601949125 Public2569900231023. 3388910935852340. 3290347339.Total3324872201857521. 302394275107494644. 902772026 Madrasah EducationPublic310400. 0060642313. 8158202135 Private93581077431091110. 132194863116742753. 192023512 TOTAL93611078471091110. 122200927116765853. 052023512 University EducationPublic319163165618. 072629418198831. 18298482296 Private515710170129. 792009394912524. 45353940112 Total8214873335722. 5746388013111328. 26315657181 Technical Vocational EduPublic251401554213. 501338971799913. 443353316 Private259711286270823. 993140307052122. 46281214 Total284822455461120. 5344792710258122. 90201578 ProfessionalPublic70179548627.0819120935748. 941127326 Private214312345014. 41508231451628. 561623715 Total284491893619. 03699432387334. 131424617 Teacher EducationPublic90103927526. 4717663 carbon5856. 941719612 Private9283025530. 728613243728. 2910949 Total182186953028. 36262761249547. 551414410 All (P ost-primary)Public101833247768623. 12155407158467537. 6247152733 Private341034167928020719. 2411514931589360651. 182833812 Total351214500398789319. 5313069002647828149. 572937213 All (Primary + Post-primary)Public3869021470211311752. 6911439768564584049. 35532966 Private7910561629414833524. 0718533780936902750. 55302348Total11779583099626145231. 46299735481501486750. 09362547 COMPARISON OF EDUCATION AID AND SPENDING OVER THE PERIOD 1980-2008 Figure 5 shows the increasing gap between education aid and government spending. The 1980s illustrate the small gap between aid and spending, which began to increase over time. From 2006 onwards, education aid began to decline and government spending increased. This reflects the relatively low and declining residue of aid in total education spending. ? TOTAL elemental STUDENT ENROLMENT (1985-2005) monetary Year Primary student enrolment (millions) 1985 10. 08 1986 10.78 1987 11. 26 1988 11. 76 1989 11. 77 1990 12. 34 1991 13. 03 1992 13. 72 1 993 14. 2 1994 15. 19 1995 16. 43 1996 17. 07 1997 17. 32 1998 17. 63 1999 19. 61 2000 17. 67 2001 17. 66 2002 17. 56 2003 18. 43 2004 17. 95 2005 16. 23 PRIMARY ENROLMENT Source Ministry of Education, Bangladesh PROGRESS IN PRIMARY SCHOOL readjustment RATE SINCE 2000 One of the key EFA goals is to ensure gender parity in education by 2015 contrasted most South Asian neighboring countries, Bangladesh has already achieved gender parity in primary and secondary education. The GER and NER for girls have increased from 87.7 percent and 63. 9 percent to about 88. 4 percent and 67. 4 percent respectively within 2000-05. About 16. 2 million students are currently enrolled in primary schools in Bangladesh, of which about 8 million are girls In an effort to promote the education of the poor, the pickle has been diligent over the past ten years into demand side interventions such as the Food for Education Program (FFE) and the primary stipend program. PROGRESS IN ADULT LITERACY RATE SINCE 2000 According to HIES 2005, Bangladesh is estimated to have about 41. 5 million people aged 15 or more who are illiterate.Considering the intent of poverty and the prevailing high illiteracy rate (about 54 percent in 2000), the GoB gives high priority to non-formal education through basic and post-literacy programs and continuing education. The government also recognizes that the literacy and numeracy skills can help improve the income and welfare status of the poor. Literacy and social mobilization programs have contributed to raising the national literacy rate from 45. 6% to 52. 7% between 2000 and 2005. Bangladesh is potential to meet the EFA target of a 50 percent increase in adult literacy by 2015 if the annual growth rate of literacy rate exceeds 4 percent.The literacy and social mobilization programs are likely to have contributed to raising the national literacy rate from 45. 6 percent to 52. 7 percent between 2000 and 2005 (cf. HIES 2000 2005). In particular female lite racy rate has gone up by almost 9 luck points compared to male literacy rate which only records a 5 percentage point increase. Furthermore, the number of illiterates aged 15 to 30 has decreased from about 15 million to 11. 8 million between 2000 and 2005. Although Rural areas appear to be still lagging behind urban areas. ? PROGRESS IN PRIMARY COMPLETION RATE SINCE 2000OVERVIEW OF THE PRIMARY EDUCATION AND ADULT EDUCATION Bangladesh sustains one of the largest primary education systems in the world with as many as 80,401 primary institutions of 10 different kinds namely, GPS, RNGPS, NRNGPS, experimental schools, community schools, kindergartens, NGO schools, ebtedaee madrashas, primary sections of high madrashas, primary sections of high schools. According to the School Survey Report 2008, GPS, RNGPS, Experimental and community schools constitute 75% of the total institutions. These four categories of institutions are providing primary education to 81.9% of the total primary school enrolled children of over 16. 3 million. The proportions of boys and girls enrolled at the primary level are 49. 3% and 50. 7% respectively. A total of 364494 teachers are engaged in primary teaching in all the ten categories of institutions comprising 40. 4% female and 59. 6% male. The proportion of female teachers in GPS, RNGPS, PTI and community schools is 50. 2%, 32. 2%, 39. 0% and 73. 6% respectively and the pupilteacher ratio is 51. 4, 44. 7, 48. 1 and 43. 35 respectively. NGOs in the country have been making significant contribution to the education sector.About 500 NGOs are currently running 48,855 learning centers for providing primary education to 10,24,495 females and 6,06,802 males in the country (CAMPE, 2007). A total of 518 NGOs have been engaged in education programs of which more than 450 have adult literacy programs integrated into NFE. The NGOs are providing adult education to 1,19,277 females and 26,193 males through 6,574 learning centers (CAMPE, 2007). However, some of the major NGOs in the country offering adult education are BRAC, Proshika, Dhaka Ahsania Mission, FIVDB, Action Aid, Swanirvar Bangladesh.BRAC has been the largest NGO in the country operating the largest non-formal education program. It runs 34000 NFPE schools serving 1. 02 million un-enrolled and drop out children of the marginal families. RELATE WITH MDG The Government of Bangladesh has made commitment in the World Education Forum held at capital of Senegal, Senegal in April 2000, towards achievement of Education for All goals and every citizen by the year 2015. The World Education Forum adopted six major goals for education, two of which also became Millennium Development Goals later in the same year.The Dakar goals covered the attainment of Universal Primary Education (UPE) and gender equality, improve literacy and educational quality, and increasing life-skills and early childhood education programs, and were to be achieved within 15 years (EFA worldwide Monitoring Report, 200528) However, the gender goal was judged to be particularly urgent requiring the achievement of parity in enrolments for girls and boys at primary and secondary levels by 2005, and of full equality throughout education by 2015.The Millennium proclamation of the United Nations adopted on 8 September 2000 by all member states in the millennium Summit gave birth to eight goals to be achieved by 2015 (UN, 20053). Besides the eight goals, there are 18 targets and 48 indicators in the MDGs. All these Aaspects are pertinent to combat poverty, hunger, illiteracy, diseases, inequality between man and woman, baby mortality, maternal mortality, environmental degradation and improving global partnership for development.The second Goal has designated universal primary education that emphasizes the implicit objective of equal education for boys and girls alike and to be able to complete a full course of primary schooling. Bangladesh is committed to achieve the MDGs and the goals are included in the countries first destitution Reduction Strategy Paper. By May 2005, the government developed Unlocking the Potential National Strategy for speed up Poverty Reduction (PRSP).It takes a rights-based approach and identifies four strategic objectives creating opportunity towards realizing the full potential of children i. e. access to health, nutrition, education, water and sanitation ensuring the best interests of children in national, social, family and personal situations i. e. empowerment of children ensuring safety and security at home and in the public space i. e. protection against abuse, exploitation and violence and establishing and protecting childrens rights i. e. social inclusion, sightly work and livelihood.PRSP goal is to introduce and strengthen early childhood and pre-school education introduce a merge and common primary education opportunity for all children improve quality of primary education 100% enrolment, and raise all other targets to achieve q uality and completion in primary education increase literacy rate to 80% and expand the scope of NFE beyond the literacy to reach out to the extreme poor and in remote areas (PRSP, 200550-51). In summing up the discussion it can be said that Bangladesh has been improving in primary education significantly since independence.Though primary education has been given priority from the emergence of the country but some dramatic changes has been noticed in the 1990s. This decade saw a renewed dedication to the magnification of primary education, and consequently primary education experienced significant enhancement during the period. In 1990, in a major policy direction Bangladesh made commitment to international compliance and as a result WCEFA came into being. Similar major international initiatives were taken in 2000.World Education Forum at Dakar and the UN Millennium conference at New York, fixed various targets and goals, named as MDGs. As a signer country, Bangladesh is now commi tted to attain these targets by 2015. Currently primary education in Bangladesh is on target of achieving the second MDGs phase and it is a matter of concern Number of Students Enrolled in Primary Schools and Percentage of Boys and Girls *percentage of boys and girls students in primary schiools (1991-2009) Number of Students % of Students YearTotalBoysGirlsBoysGirls199112,635,4196,910,0925,725,32754. 745. 3 199213,017,2677,048,5425,968,72554. 245. 8 199314,067,3327,525,8626,541,47053. 546. 5 199415,180,6808,048,1177,132,56353. 047. 0 199517,284,1579,094,4898,189,66852. 647. 4 199617,580,4169,219,3588,361,05852. 447. 6 199718,031,6739,364,8998,666,77451. 948. 1 199818,360,6429,576,9428,783,70052. 247. 8 199917,621,7319,065,0198,556,71251. 448. 6 200017,667,9859,032,6988,635,28751. 148. 9 200117,659,2208,989,7958,669,42551. 049. 0 200217,561,8288,841,6488,720,18050. 349. 7 200318,431,3209,358,7579,072,56350.849. 2 200417,953,3009,046,4338,906,86750. 449. 6 200516,225,6588,091,2218,13 4,43749. 8750. 13 200616,385,8478,129,3148,256,53349. 650. 4 200716,312,9078,035,3538,277,55449. 350. 7 200816,001,6057,919,8378,081,76849. 4950. 51 200916,539,3638,241,0268,298,33749. 8350. 17 Statictis of primary schools in Bangladesh(1996-2009) YEARInstitution GPSEXPRNGPSCOMM* SATTHSAPSNGPSKGEb. Mad- rashaHMAPSNGOTotal 1996377105219683275920027593963143494992759-80818 19973771052195291962104212923472154582312850-77685 19983771053196582989282215823177169171732948-79803199937709531955331072945123026321940640432531478840 200037677531925330613884122021262296371034379276809 2001376715319428326840951576197124773843357417078126 2002376715319428322548231576179224773443357430178363 2003376715319428326048231618167030886581820034586737 20043767154198143218-1283169937456723821444782868 20053767254196823027-135394622816768*832928980401 20063767254199993192-1314114026656726892033882020 20073767254201073186-131497322536726892022981434 20083767254200833263-157196629876744923340882981 20093767255 200612991-95981927446744923323081508GPS- Government Primary School, RNGPS- Registered Non Government Primary School, NGPS- Non Government Primary School, EXP- PTI attached Experimental School, KG- Kinder Garden, HSAPS- High School Attached Primary Schools, HMAPS- High Madrasa Attached Primary School, * SATT Sattilite Schools which are closed from 2004 . CHALLENGES Quality of teachers Teachers poor academic quality and low strength is a serious problem for students educational attainment. Rahman attempted to establish a indite of the primary school teachers by interviewing some 500 teachers.He found that most of the teachers have only the SSC/HSC examination in the third division (Rahman, 198632). This poor quality of teachers academic competencies results in in potent teaching. Fund Lack of funding is a big problem. The government and donors try to invest more in education sector to achieve the goals of education for all. Quality of education Bangladesh has a significant impa rt in achieving some goals of education for all but it needs to focus on the quality of education and early childhood development. Coaching centers some coaching centers are very much expensive.It helps to decrease childs creativity because students found readymade notes there and they dont need to work for it. Students politics when students get into in politics, they can not concentrate their studies. They will very much busy with political activities earlier than their study because they are given money to do this. Lack of consistency Dhaka, Jan 2 (BDNEWS) Countries leading educationists Monday demanded cancellation of the proposed interconnected education, which was postponed earlier, and introduction of a genuine unified education based on equality, and scientific and secular idea at secondary level.RECOMMENDATION 1. Inclusion of legal education in governments policy priorities, and to undertake concrete steps to improve its quality. 2. Formation of a Council of Legal Ed ucation for overall control, observe and supervision of legal education in Bangladesh. The Council will exercise its functions in collaboration with the Bar Council and the University Grants Commission. unavoidable legal philosophy is to be enacted for the formation of the Council, which would also entail amendment of the Bangladesh Legal Practitioners and Bar Council Order 1972, in so far as it concerns legal education.3. To form legal education committee in the University Grants Commission consisting of the representatives of the faithfulness schools, and with this end in view to make essential amendments in the University Grants Commission Order, 1972 and the relevant rules. 4. Provision for extra vocational course up to one year for justness graduates as prequalification for appearing at the arrest examination. How this course would be designed and run would be determined by the proposed Council of Legal Education. 5.Rational combine of academic and vocational character of legal education to make sure jurisprudence graduates acquire knowledge, skill and competency for legal practice as well as law related general services. It is necessary to provide for more practical methods of teaching law i. e. Socratic method, problem method, case study, moot greet and mock trial, clinical legal education etc. 6. Promotion of inter-disciplinary approach to curriculum to help students better understand the societal problems.Subjects like national history, economics, political science, sociology, logic etc could be included in the law curriculum. 7. Inclusion of new law courses (subjects) in the curriculum to respond to the needs of fresh economy, ICT and globalisation. Subjects such as corporate law, international economic law, e-commerce, intellectual property law, environmental law, medical jurisprudence need to be included. 8. To include in the curriculum separate courses on ADR, legal ethics, research, drafting and conveyancing. 9.Need for emphasising tra nsnational aspects of law to include more subjects on public and private international law and comparative law. 10. To enhance gracious rights and gender sensibility of legal education. Separate papers on these issues are suggested to be included in the syllabus 11. Narrowing down the gap between college legal education and university legal education by including more subjects in college curriculum and extending its duration. 12. Introduction of clinical legal education which means learning law by providing legal services to the community.Students need to be involved in various ADR activities where they will be exposed to real life situations and get opportunities to apply their knowledge of law as well as be sensitised to the rights of the marginalised sections of the community. 13. Immediate need for massive reforms and overhauling of college legal education by (a)extension of duration of courses from subsisting two years to three years with emphasis on practical courses in the final year (b)introduction of admission tests (c)limiting number of seats for admission (d)mandatory appointment of full time teachers(e)provision for government financial supporter (f)provision for adequate infrastructural facilities like class-rooms, library, books, computers etc (g)provision for effective supervision of the colleges. 14. Establishment of government sponsored model law college to set the norms and standards of modern legal education. 15. Evaluation and examination of students by problem oriented questions. 16. Introduction of basic legal education at SSC and HSC levels as a part of general legal awareness, and as a stage of prequalification for higher studies in law.Ministry of Education is to provide necessary directives and frame rules to incorporate fundamentals of law of the land in SSC and HSC curriculum. 17. To preserve the present bilingual character of medium of instruction for law with an emphasis on effective learning of English. 18. To provide for ins titutional accountability of teachers, and their evaluation by the students. Details of the procedures of accountability and evaluation would need to be worked out. 19. Provision for training of the teachers. 20.Besides legal profession of a lawyer and a judge, to clear more diversified professional job opportunities for the law graduates in various government and non-government departments. One of the ways to do it is to create by competitive examination BCS cadre service(legal) for law graduates to perform law related works in various government and autonomous bodies. CONCLUSION Bangladeshs education system has deeply fix links to the English language over many centuries. This has made English the de facto second language.Whats more important though, English is the primary language of trade and commerce here, which makes Bangladesh a very attractive destination for software program and IT services off shoring. And now the government also has been taking some steps for the bette rment of the educational system of Bangladesh. People are also concerned now unlike the previous dates. The people and the two-year-old generations should come forward along with the government on this purpose. We should remember one thing that we need to change for the development.

Resembling peace Essay Example for Free

Resembling peace EssayIn the smart Heart of tincture by Joseph Conrad the author condemns the colonization of the Europeans on the African islands of Congo, eminently focusing on the barbarous and cold-blooded treatment of the natives. In this transit though, the central character Marlow narrates to the former(a) men on his ship somewhat his perspective of the experience he had when he went up the river Congo passing through the wild jungle in order to reach the inner station. The tone throughout the passage suggests a negative connotation of the wilderness of Congo because of the choice of words Marlow uses to describe the jungle. Phrases such as unrestful and the noisy innovation of plants portraits the jungle as be quite sinister instead of peaceful and quiet as the readers would expect it to be. This passage is a composition of fables, allegory, symbolism, dark and light contrast and hyperbole which Marlow uses abundantly to describe his journey. Marlow comp atomic number 18s going up the river as creation like traveling back to the earliest beginning of the world. (1) He uses a simile to describe the jungle as beingness how the world was earlier forward the technology and civilization was born, when the world was pure as it was when it was created by nature.But then he plows the remark by saying when plant life rioted on the earth and the big trees were kings. Marlow paints this picture as the wilderness having the ability to fight against each other and when there was power amid the trees. He uses the word king to describe the variation of power between the trees much like how the Europeans were being superior by trying to civilize the natives through brutal means. Marlow adds to the exposition of the jungle as having a great silence. (2) The phrase silence is inserted in his description to give a contrast of whats happening inside the jungle.Inside the jungle, in the inner station, it has been said that Kurtz uses unconventional me thods to obtain the pearl he makes. This suggests that Kurtz is probably using violence or manipulations which are contrasts of silence. More ever, as Marlows journey return key further and further into the jungle and closer to the inner station, Marlows streamer gets attacked by the natives. Moments before they are being attacked, Marlow describes to have heard voices crying wildly coming from the jungle.The diction silence not only is a contrast of what is happening inside the jungle, it is also a contrast of a future scene where they are being attacked. Marlow further describes the river as being facile to get lost in as you would in a desert. This phrase shows that Marlow is confused as to his purpose in this voyage, why he wanted to interject on this journey and what he was expecting to find. This phrase also indicates that Marlow perceives the river to be mysterious and that is one of the qualities of the river that urge him to continue his journey because of his curiousn ess.Later in the passage, Marlow indicates that the river as this stillness of life which did not in the least tally peace. (9) This description of the river as not resembling peace connects directly to the journey that Marlow has been traveling in. Ever since Marlow decided to pick out on this voyage, he has been uncertain as to whom he really is and what he wants to do or what motivation to be done. Marlow has strong opinions about the Europeans as being fools, devils, and folly, for not knowing what they are doing. Not for being racists or discrimination of the natives as they are being tied up and worked to death.Marlow considers him self as being not especially tender towards the Africans which contradicts to what he has been saying all along through out the novel as Africans as not being our enemies. This passage describes the wildness and the sinister appeal of the river and the wilderness which is a comparison to the mind of Marlow. Inside his head, Marlow is confused, u nrestful, and not in the least resembling peace. This journey takes Marlow to the places he has never been before in order to find himself inside.

Outline Muslim teachings on wealth and poverty Essay Example for Free

Outline Muslim teachings on wealth and poverty Es differentiatePoverty a state of beingness poor the status of having no currency to shit care of yourself and the basic needs of life such as, food, clothing and housing. Muslims cogitates poverty to be as a test to opuskind form god. There are different types of evil and deplorable which make poverty such as? Moral evil ? actions d unity by humans which cause suffering.?Natural evil ? things which cause suffering but have nonhing to do with humans e.g. earthquakes. (I make up explain it in the stick toing paragraphs)When god created the earth he in addition do a being called Adam (pbuh) to take care of it, every last(predicate)ah order the angles to bow down to Adam (pbuh) (humans are superior to the angles as they have unloose ordain-which is why they support be vice-regents- but they are deficient because their free ordain factor they can sin) mode they can sin) all Angels notwith stand unmatched ignorant Sa tan (iblis) refuse to follow Allahs commands to bow down to Adam so Allah rejected him and throw him out of the heavens. However Allah allowed Satan to do mischief and disrupt mankind form fearing Allah until the last day then Satan shall be displace to hell and those who were tempted by his evil shall follow him into the fire. Muslims believe that suffering is a test from god. But if on that point faith stays strong and they lead a proper and devote themselves to Allah they shall rewarded with eternity paradise.be original we shall test you with something of fear and hunger, some loss in easilys or lives or the fruits of your toil, but give delightful tidings to those who patiently persevere calamity, to god we be longsighted and to him shall we returnMuslims believe that the representation to succeed and race the test is to cooperate those who suffer such as the floods in Bangladesh through Muslim charities such as Muslim hands, Islamic relief e.c.t.The count onr M uhammad (pbuh) has utter Poverty can lead to Kuffar (ungratefulness). This is because a deprive human being may feel that his Lord is being un hardly on him, but a human being can non understand that this life is a test from Allah and the real life is the life hereafter.What does Islam interpret about Zakat CharityWealth in the English dictionary is defined as, having huge sum of m atomic number 53y or possession, easyes, state of being well off. In Islam whatever wealth you posses is regarded as a dedicate from Allah (God). You are not free to do what you want with your wealth, as you will be accounted for how you release it. Islam teaches that wealth is something ef forwardery by god for the benefit of humanity and there for it should be shared.Then (on the day of judgement) you will certainly be questi whizzd about all the favours you enjoyed. (1028)According to Islam, the wealth you posses does not show your superiority, neither or nor does it give you distinction or mak e you a part of honoured class. The unrivaled who posses the riches of Faith is the angiotensin-converting enzyme who is wealthiest in the sight of Allah, not the one who posses material riches. Islam says that there is nothing wrong to posses wealth, as long as you earn it in the fair(a) wing (halal/lawful) way and discharge it in the right (halal/lawful) way.Islam has given road map for the ways of life which principal(prenominal)ly concentrates on the earning and use of wealth. Earning and sp blockadeing is essential for living, but we do not live wholly for this. We have a greater purpose in life. E precisething in Islam is for the benefit of mankind. The main principle of Islam aim to establishing a precisely society wherein bothbody will behave responsibly and honestly, and not as cunning wad who fight for as big share of something as possible without regard for honesty, righteousness and responsibility. Islam has given rules for earning wealth which all Muslims shou ld abide by. Muslims must follow the record book and the hadith1) every hire from the production, sale and distribution of alcoholic drinks are unlawful, as are earnings from gambling, lotteries and from inte slumber (riba) transactions (590-91, 2275).2) Earning by falsehood, deceit, fraud, theft, robbery and burglary is unlawful. Deceitful acquisition of orphans property has been particularly banned ( 2188, 42, 6152, 785, 831-5).3) Smuggling and the artificial creation of shortages are unlawful (3180, 934-35)4) Earning from brothels and from such separate practises which are harmful to society are in any case unlawful.Islam strikes to the root of evil and wants to establish a just and fair society. A Muslim must earn his living in halal ways and he should always bear in mind that what ever he does, it is known to Allah. He will be accountable for his actions on the day of judgement. He cannot hide some(prenominal)thing from Almighty Allah.Unlawful outgoings are excessively no t allowed in Islam. It does not at all benefit a Muslim to spend money irresponsibly. Over-spending and shove off are strongly discouraged (731, 1726, 1927, 2568)What is ZakatZakah (welfare contribution) is the third pillar of Islam. The Arabic sacred scripture Zakah means to purify or cleanse. Zakah is to be paid once a year on nest egg at the rate of deuce and a half percent. This rate applies to cash, bank savings, gold and silver and silver jewellery. The rate for cattle and agricultural produce is different. Payment of Zakah is a means of stay oning our wealth white of greed and selfishness.SCHEDULE OF ZAKAHWealth on which zakah is payableAmount which determines the payment of zakah (nisab)Rate of zakah1 sylvan produce5 Awsuq (653 kg) per harvest *5 per cent produce in case of irrigated land 10 per cent of produce from rain-fed land.2 Gold, silver, ornaments of gold and silver of gold and silver85 grams of gold or 595 grams of silver *2.5 per cent of place3 Cash in hand or at the entrustValue of 595 grams of silver *2.5 per cent of amount4 Trading goodsValue of 595 grams of silver *2.5 per cent rate of goods5 Cows and buffaloes30 in numbersFor every 30, one- year old for every 40, one 2- year old6 Goats and sheep40 in numberOne for first 40 dickens for 120 there for 300 one more for every 1007 Produce of minesAny quantitiesPer cent of value of produce8 Camels5 in numberA up to 24, one sheep or goat for each five camelsB 25-35, one 1-year-old she-camelC 36-45, one 2-year-oldshe-camelD 46-60, one 3-year-oldshe-camelE 61-75, 4-year-old she-camelF 76-90, two 2-year-old she-camelG 91-120, two 3-year-old she-camelH 121 or more, one 2-year-old she-camel for each extra 40, or one 3-year-old she-camel for each additional 50* Fiqhuz zakahIt also encourages us to be honest in our dealings, earnings and outgoings (spending money). Zakah is a compulsory act in Islam it is not beneficence or tax. Charity is elective and taxes are used by states for any pu rpose, but zakah is only allowed to be spent in certain places such as aid the poor, even for needy or travellers in need and for the cause of Allah. Zakah is a form of ibadah. Ibadah (Arabic) the word meaning worship or obedience. It can be done in any activity in life, if they it is done to please Allah and Allah alone. We all so pay zakah to gain Allahs favour. Zakah is a way of contributing our excess wealth with those who are less felicitous then our selves. Truly we our selves do not own the wealth it belongs to Allah. He is the real owner of the wealth and mankind, we have to fulfil Allahs commands by compensable zakah as an obligatory it is a part of ibadah. Zakah is a basic principle of Islam, based on societal welfare and the fair distribution of wealth. In addition to zakah, Muslim are encouraged in the Quran to make voluntary contributions to help the poor and needy, and for otherwise social purposes. These voluntary contributions are called Sadaqa ( charity). Throu gh zakah, rich share their wealth with the poor.Zakaah al-FitrZakaah al-Fitr is the name given to charity, which is distributed at the end of the fast of Ramadan. Zakaah al-Fitr is a duty, which is Waajib on every Muslim, whether male or female, minor or adult as long as he/she has the means to do so.Ibn Umar reported, that the seer (sallallaahu alaihi wa sallam) made Zakaah al-Fitr compulsory on every slave, freeman, male, female, young and old among the Muslims one Saa of desiccate dates or one Saa of barely.The head of the household may pay the infallible amount for the other segments. The significant role played by Zakaah in the circulation of wealth within the Islamic society is also played by the Zakaah al-Fitr. However, in the case of Zakaah al-Fitr, each individual is required to calculate how much charity is due from himself and his dependents and go into the community in order to find those who deserve such charity. Thus, Zakaah al-Fitr plays a very of import role in the development of the bonds of community.The rich are obliged to come in acquire contact with the poor, and the poor are put in contact with the extremely poor. This contact between the non-homogeneous levels of society helps to build real bonds of brotherhood and love within the Islamic community and trains those who have, to be freehanded to those who do not have. The main purpose of Zakaah al-Fitr is to provide those who fasted with the means of making up for their errors during the month of fasting. Zakaah al-Fitr also provides the poor with a means with which they can celebrate the festival of breaking the fast (Eid al-Fitr) along with the rest of the Muslims.Ibn Abbaas reported, The prophesier (sallallaahu alaihi wa sallam) made Zakaah al-Fitr compulsory so that those who fasted may be purified of their idle workings and bootleg talk (committed during Ramadaan) and so that the poor may be fed. Whoever gives it before Salaah will have it veritable as Zakaah, time he wh o gives it after the Salaah has given Sadaqah.The goal of Zakaah al-Fitr is to make Believers more awake of Allah. By making them give up some of their wealth, through this the believers are taught the higher moral characteristics of generosity, kindness (sympathy for the unfortunate), gratitude to God and the righteousness. But, since Islaam does not neglect mans material need, part of the goal of Zakaah al-Fitr is the economic well-being of the poorer members of society. Zakaah al-Fitr is only Waajib for a particular period of time. If one misses the time period without a good reason, he has sinned and can not make it up. This form of charity becomes obligatory from sunset on the last day of fasting and the Great Compromiser obligatory until the beginning of Salaah al-Eid (i.e. shortly after sunrise on the following day). However, it can be paid prior to the above mentioned period, as many of the Sahaabah (companions of the Prophet (sallallaahu alaihi wa sallam) used to pay Zak aah al-Fitr a couple days before the Eid.Naafi reported, That the Prophets companion Ibn Umar used to give it to those who would accept it and the people used to give it a day or two before the Eid.Ibn Umar reported, that the Prophet (sallallaahu alaihi wa sallam) order that it (Zakaah al-Fitr) be given before people go to make the Salaah (al-Eid).And Ibn Abbaas reported, That the Prophet (sallallaahu alaihi wa sallam) said, Whoever gives it before the Salaah will have it accepted as Zakaah, while he who gives it after the Salaah (will not, for it will only be considered as) ordinary charity.Therefore, one who for shells to pay this Zakaah al-Fitr on time should do so as soon as possible even though it will not be counted as Zakaah al-Fitr. The amount of Zakaah is the corresponding for everyone regardless of their different income brackets. The minimum amount is one Saa (two handfuls) of food, grain or desiccate fruit for each member of the family.This calculation is based on Ibn Umars report, that the Prophet(sallallaahu alaihi wa sallam) made Zakaah al-Fitr compulsory and payable by a Saa of dried dates or a Saa of barley.The Sahaabee, Abu SAeed al-Khudree said, In the Prophets time, we used to give it (Zakaah al-Fitr) as a Saa of food, dried dates, barley, raisins or dried cheese.AqiqahThe word Aqeeqah means the the hair of the forehead. It also means the animal that is sacrificed after the ancestry of a child. well-nigh people call it Nusukiyah or Dhabihah. The purpose of Aqiqah is to give thanks to Allah, to express happiness on the birth of a child, and to announce the birth so that people know to whom the child belongs. Aqiqah is a highly recommended Sunnah (scholars). According to other scholars it is wajib (mandatory). The proper time for Aqiqah is the 7th day (or after), counting from the day of the birth of the child. Parents or grandparents should perform Aqiqah for their children or grandchildren. In some traditions it is said that one shoul d sacrifice two lambs for a boy and one for a girl. But it is not required. One can sacrifice even one for the boy.Prophet Muhammad peace be upon him sacrificed one lamb for Hasan and for Husain. The meat of the animal should be divided want the sacrificial meat at Eidul Adha, one third for the poor, one third for friends and one third for the family. One can also give all the meat to the poor and needy people. Children are Allahs gift. We should be thankful to Him and we should take good care of them.From the beginning we should pay attention to their Islamic upbringing and education. Parents should be a good role model for their children and they should also make sure that their children are learning right values, have right teachers and good friends. Someone rightly said that children are like sponges. They absorb whatever they see. It is very important that we give them the right message. We should also be careful about what they watch on TV and Internet. In Arabic the word Aqiq is also used for a precious stone. One can also say that Aqiqah is a ceremony that helps us realize the preciousness of our children.Salman bin AamirAd-Dabbi narrated that the Prophet (SAW) said, Aqiqah is to be offered for a fresh born boy, so slaughter (an animal) for him, and relieve him of his suffering.It is Sunnah to slaughter 2 (or 1) animals for a boy, and 1 for a girl. This meat is then to be shared with all the people in the community. At the time of the vaticinator meat was scarce. So eating and distributing meat became a special way of celebrating the birth of a baby. self-aggrandising something of the wealth over which Allah has given us temporary custody is a critical part of our deen. The Prophet (sas) saidMan yatasaddaqa bi idli tamratin min kasbin tayyibin wa laa yaqbalu Allahu illa at-tayyib fa inna Allaha yaqbaluhaa bi yameenihi thumma yurbeehaa li saahibihaa kamaa yurbiy ahadukum falwahu hattaa takoona mithla al-jabali.Whoever gives in charity the value of a case-by-case date from pure earnings and Allah accepts nothing but the pure verily Allah holds it with his right hand then he makes it assume like the way one of you causes a dowry to grow until it becomes like a mountain.(Translation) Muslim BukhariSadaqaThe meaning of sadaqa is the giving of wealth to another as an act of worship and seeking to come closer to Allah Most High. It is an effective barrier between the giver and evil. It repels trials and hardships and prevents an awful death. All of this is only by the permission of Allah and the giving of sadaqa is the cause which Allah has attached to these benefits. It is also used allegorically to repair to all acts of giving and kindness other than those involving wealth such as giving the greeting, smiling in your brothers face, seeking to solve a problem between two others for no gain to yourself, being captive to your spouse in your bed and other actions.As the hadith says, giving of your wealth to another while p hysically between you and another human is an action received directly by Allah Most High. This has also been mentioned in the QuranA lam talamoo anna Allaha huwa yaqbalu at-taubata an ibaadihi wa yakhudhu as-sadaqaati wa anna Allaha huwa at-tawaabu ar-raheem.Did you not know that Allah is the One who accepts repentence from his slaves and takes their charities and that Allah is the ever-Forgiving, the Merciful. (Translation) At-Tauba104Generally, the trump way to give sadaqa is in secret, although it can also be done publicly. Sometimes it is actually give to give publicly if that will encourage others to follow suit and increase the amount of giving among the Muslims. Because the Prophet (sas) said Whoever starts a good practice will sign its reward and the reward of all those who do it after him without that decreasing his reward in the least and whoever starts a bad practice will get its sin and the sin of all those who do it after him without that diminishing their sin in th e least. Allah saidIn tubdoo as-sadaqaati ta niimmaa hiya wa in tukhfoohaa wa tutoohaa al-fuqaraaa fa huwa khairun lakum wa yukaffiru ankum min sayyiaatikum wa Allahu bimaa tamaloona khabeerun.If you show your charitibal giving that is just fine and if you conceal it and give it to the needy that is divulge for you and it will expiate for you some of your bad deeds and Allah is fully aware of all that you do. Al-Baqara271While giving may seem like a ontogenesis of ones wealth and putting it in a savings account or lending it out for vex may seem like an increase in ones wealth, the really it is quite the opposite. Allah saidYamhaqu Allahu ar-ribaa wa yurbiy as-sadaqaati wa Allahu laa yuhibbu kulla kaffaarin atheemin.Allah obliterates matter to and causes charity to grow and Allah does not love every one of those extreme in suspicion and extreme in sin. Al-Baqara276Sadaqa, to be acceptable must be an act done for the sake of Allah with instinct that what is being given is not t ruly yours or something you have earned or deserved. Rather, it is the sustenance (rizq) of Allah and His opt upon you and something which Allah has simply made you the temporary custodian (mustakhlaf) over. It was feature by others before you and will be possessed by others after you.When one has this consciousness, then they will realize that the receiver is actually giving them a great gift and a great help by allowing them to worship and come close to Allah in this way and not the other way around. So Muslims of understanding will never humiliate or belittle those to whom they give nor feel that they have done them a favor or that the receivers owe them anything like the ignorant and disbelieving do. If one does these things, it shows that their sadaqa is not genuine and it is invalidated and does them no good with Allah no social function how big and generous it may be. Allah saidYaa ayyuhaa alladhina aamanoo laa tubtiloo sadaqaatikum bi al-manni wa al-adhaa ka alladhiy yun fiqu maalahu riaaa an-naasi wa laa yuminu bi Allahi wa al-yaumi al-aakhiri.O, you who believe do not invalidate your charities with claims of generosity and harmfulness like the one who spends his wealth for the people to see but doesnt believe in Allah and in the Last Day. Al-Baqara264Islam encourages the giving of charity, but does not encourage the winning of charity let alone bringing for it. Since there are always among us those who need assistance, this means that it is obligatory upon those with the means to search for places to put their sadaqa such those in need never need to ask and seek their help. The Prophet (sas) saidAl-yadu al-ulyaa khairun min al-yadi as-suflaa wa ibda bi man taoolu wa khairu as-sadaqa maa kaana an dhahri ghinaa wa man yastafif yaiffuhu Allahu wa man yastighni yughnihi Allahu.The upper hand is superior to the lower hand. Start with those for whom you are responsible. The best charity is the one which leaves you free of need. Whoever abstains, Alla h will dignify them and whoever maintains self-sufficiency, Allah will make them self-sufficient. Al-BukhariSadaqa is one of the seven things which will get you tint in the Throne of Allah on the terrifying day of al-mahshar when there is no shade except for the shade of Allah. In the hadithSabaatun yudhilluhum Allahu fiy dhillihi yauma laa dhilla illa dhilluhu wa rajulun tasaddaqa bi sadaqatin fa ikhfaahaa hattaa laa talamu shimaaluhu maa tunfiqu yameenuhuSeven who Allahu will shade in His shade on the day when there is no shade except His shade and a man who gave something in charity secretly such that his left over(p)-hand(a) hand did not know what his right hand had given. Muslim BukhariBefore you think that your property is little or that you need to receive and not give, remember your standing before Allah. If two Muslims have a little and cling to it thinking I have only a little, then they will get no good deed from their wealth with which to face Allah. If the resembli ng two people give something of their minor wealth and, because Muslims are giving they also receive, they may end up with the same or more sustenance but also have a good deed with which to face Allah Most High. Giving is win-win situationOn that day, we will need everything possible to help us. Do not neglect any opportunity to send something forward for that day. Even a bantam act of giving could be the critical item which determines your fate in the eternal hereafter. The Prophet (sas) saidMaa minkum min ahadin illa sayukallimuhu Allahu laisa bainahu wa bainahu turjumaan. Fa yandhuru aimana minhu falaa yaraa illa maa qaddama wa yandhuru ashama minhu falaa yaraa illa maa qaddam wa yandhuru baina yadaihi falaa yaraa illa an-naara tilqaaa wajhihi fa ittaqoo an-naara wa lau bi shiqqi tamratin.There is not one single one of you but that Allah will speak to him with no interpreter between them. He will look to his right and see nothing but what he has sent forth. He will look to his left and see nothing but what he has sent forth. He will look in front of him and see nothing but the fire facing him. So beware of the fire even if with just half a date. Muslim BukhariSadaqh e jariyahTo spend in the path of Allah Taala by way of helping the Deen of Allah is highly creditable and rewarding. Reward gained through sadaqh e jariyah attains covers reward even after our death. Indeed fortunate are those who have gained such tremendous benefits and Insha Allah will succeed in the hereafter.Some of the common contributions made in this respect are donations towards the Masjid, twist of Madrassahs, printing of Namaz, Yaseen Shareef, Durood and Salaam booklets etc. Undoubtedly these projects are required and should be encouraged because it benefits Islam.Hazrath Abu Hurairah (RadiAllahAnho) has reported the messenger of Allah has said, Among the actions and good deeds for which a believer will continue to receive reward, after his death, are knowledge which he taught an d spread, a good son whom he left behind, or a copy of the Quran which he left as a legacy, or a mosque which he erected, or a house which he built for the traveller, or a stream which he caused to flow, or a Sadaqah which he gave from his property when he was alive and well, for which he will continue to receive reward after his death.The above hadith indicates various ways to attain the reward of Sadaqa e Jariyah, and building a House of Allah Taala is indeed one of the best form of Sadaqa-e-Jariyah.Riba/intrestRiba (Usury and Interest) According to Quran and SunnahRiba (Usury) is of two major kinds Riba An-Nasia Interest on lent moneyRiba Al-Fadl Taking a superior thing of the same kind of goods by giving more of the same kind of goods of inferior quality, eg, dates of superior quality for dates of inferior quality in great amounts.The definition of Interest, the literal meaning of affair or Al-Riba as it is used in the Arabic language means to excess or increase. In the Islam ic terminology interest means effortless profit or that profit which comes free from compensation or that extra earning obtained that is free of exchange. Riba has been described as a loan with the condition that the borrower will return to the lender more than and better than the quantity borrowed. Due to the trend of interest money is going from the poor to the rich, whereas the rich are suppose to give money to the poor. Consequently, the rich are getting richer and the poor are becoming poorer. Islam completely prohibits interest as it clearly states in the QuranO you who believe, do not take interest, doubling and quadrupling, and keep your duty to Allah, so that you may proper.ConclusionOverall, I feel that it is a fact of life that poverty exists and no being can deny this fact and say that there is no poverty in the world. As Allah has created poverty he has also created enough wealth to support the poor, and needy. Allah has gave wealth to some people and poverty to some b oth are a test from god, the one who is likely to succeed is the one who gives his extra wealth to the needy if he is wealthy or the one who is patient and keeps faith in god if he is poor. The system of usury has been introduced in to the world but Islam says whoever restrains from usury and earns and spends his wealth loyally to Islam and pays zakah will indeed succeed in the next life.

Far from the Madding Crowd Essay Example for Free

Far from the Madding Crowd EssayHe admits to Bathsheba at the beginning of the falsehood that, But I kittyt match you, I know, in mapping erupt my mind upon my tongue. He is not a macrocosm of words, unlike Troy and Boldwood, but proves that actions can deliver louder than words. He is unable to speak the flattery that Troy can, or be as persistent and persuasive as Boldwood is, but in his devoted actions to Bathsheba, by being the hard and diligent worker that he is, he is rewarded in the end, by giving the opportunity to offer Bathsheba the hunch over that he had talked of to her when he had first off met her. In contrast to Gabriel, Francis Troy is a man who appears to understand only what he can beat back out of love. He does not believe in treating women plum, and which is expressed as he says, treat them fairly and you are a lost man, when referring to women. Hardy also writes about his consistency when telling the truth He was moderately truthful towards men, but to women he lied like a cretan. By lying to women he found it easy to bewilder what he wanted, as Hardy describes him he spoke fluently and unceasingly. At the beginning, Hardy remarks that a womans greatest fault is her Vanity. Troy, as he possesses such ease with the words he uses, has learnt that a womans weakness is her vanity, and knows that by flattering them he can get what he wants. This is precisely what he did with Bathsheba, and like her, he felt some smack of triumph when he saw that he had succeeded in weakening the women he flattered, as she did with the men she flirted with. However, instead of making the women he met feel confident, his flattery barely destroyed them, as they became dependent upon him to feed their vain needs. Troy did not have the emotional sense of love, but instead he felt the physical attraction to the women he met.This meant that he only got twisting with beautiful women, as it was their beauty that attracted them to him. Even after havin g left Bathsheba for so long, when he saw her over again at Greenhill Sheep Fair, it was her beauty that found unexpected chords of feeling, to be stirred again within him The way in which Troy judged by appearances was perhaps inevitably the cause of his failed marriage to Bathsheba, because he had not got to know Bathsheba as a person, but simply looked at her, as a symbol of beauty. In some slipway it could be said that he looked at the women as trophies that he had won.Troy was also a man driven by wealth. Bathsheba, who had come into wealth after the inheritance of the lease of Weatherbury Farm, would have been even more(prenominal) attractive to him as she now had money. We know that he was driven by money, as he utilize to bet on the horses, which put considerable financial strain on Bathsheba. This was probably the reason wherefore he did not marry Fanny, due to her financial instability. Money was also the reason why he did not return to Bathsheba initially after land ing at Liverpool, as Hardy writes, what a invigoration such a future of poverty would be. This, unlike the love felt by Gabriel, was a inconsiderate form of love, because he only ever though of himself. He had a very superficial gather in of love, which required wealth in order to make him happy. Troys opinions of love did not include the composition of commitment, and some other reason for the failure of his marriage could be due to his womanising and flirtatious behaviour. We learn near to the end of the novel that his opinion of marriage is negative and he sees it not as the beginning of two peoples lives together, but as he says himself, all romances end at marriage. He also did not believe in the idea of equality, and shared responsibilities in a relationship, as he abandons Fanny with the great burden of an unborn tike to deal with alone. This is probably due to his carefree opinion of sex, which he also valued as oft as he did love. Troy did not value love as anything special, and this could be put buck to the fact that he had a very unstable background, and an uncertain upbringing. His profession would also have something to do with his opinion of women, and as a soldier, he probably never had to deal with women and did not understand them.This is why he tried to possess them, and this destroyed them. Hardy has some very clear opinions that he wishes to get across to the reader in this novel. He uses the characters as besidesls, to create a picture for the readers, expressing his personal views on love. He rewards those characters that see love as a simple but precious thing, and he shows how frequently he admires Gabriel Oak for his violences of endurance, by rewarding him with Bathsheba in the end. In contrast, he punishes those characters that take love too lightly.An example of this is the attitude of Troy which end is death in the end. Hardy warns us of the great power of love and how dangerous it can be. The obsession that Boldwood fel t for Bathsheba, is another feeling that he condemns, and shows how life can be ruined because of obsession. This is shown by the lifelong imprisonment of Boldwood. Hardys opinions of love are really exposed at the end of the novel, when he describes his own thoughts about how truelove can develop.He uses Bathsheba and Gabriel as an example of how true love can develop. They were tried friends who enjoyed good-fellowship and comraderie. The main message Hardy is trying to get across to us is that love cannot hide behind a fake face. He writes that in order for a triple-crown relationship to take place, you must know the rougher sides of each others character. This is the love Hardy describes to be the only love which is as strong as death- that love which many waters cannot quench, nor the floods drown.