Culture as Social Legacy in Mirror for Man :: Mirror for Man Essays

In Clyde Kluckhohn's Mirror for Man, he explains the differences and similarities among the world's peoples by stating two important ideas: 1) People are similar because they have the same biological equipment and undergo similar life experiences "such as birth, helplessness, illness, old age, and death," but, 2) people are culturally different because of the way they were brought up and they may live in a different environment created by human beings, and acquire a distinct social legacy from their own people. Kluckhohn suggests that where a person lives is one of the factors that determines one's culture. In China, people have a strong dislike for milk and milk products. In the United States, a person drinks milk from the time of birth because American society has made a pattern for its people; Americans make milk a integral part of their meals because they are told it's the only way to remain healthy and develop strong bones and to avoid disease such as osteoporosis, a disease brought on by the lack of calcium (which is found in milk). Therefore, the Chinese may not understand why Americans drink milk so often, and Americans may wonder why the Chinese do not know the health benefits of milk. Kluckhohn implies that there are cultural misunderstandings between different sets of people because they are not aware that "each specific culture constitutes a kind of blueprint of all life's activities." I do support Kluckhohn's theory that culture is determined by a person's environment and their "design for living." I have been raised in Los Angeles and I have friends of varying ethnic backgrounds, languages, birth places, and cultures. My best friend came from Korea nine years ago and has assimilated to the ways of American behavior. Yet, I do not understand why Sandy remains stoic when she has a serious problem or why her parents never display public affection to her or to themselves. I asked my mother if Sandy's behavior was strange and she replied "no" because she said Sandy is from Korea where she was brought up in a different environment, where her culture taught her ethical and moral values that differ from values taught in the United States. I came to realize that although Sandy will remain in the United States for the rest of her life, she may never "give up" her Korean values or her Korean upbringing.

Investigate the Osmotic Point of Equilibrium in a Potato :: GCSE Biology A2 A-Level Coursework

Investigate the Osmotic Point of Equilibrium in a Potato The following Passages are information which I have managed to find when researching the topic of Osmosis: - The cell membrane controls the movement of substances going into and out of the cells. The cell therefore controls the Chemical composition of the internal environment of the cell. It does this in two ways; Passive Process - this does not require energy Active Process - this does require energy to occur This works in principle which diffusion in which molecules and ions in a solution move from an area of high concentration to an area of low concentration resulting in the equal distribution of molecules. Cells membranes are selectively or partially permeable, this means moving the membrane allows certain molecules to pass through it moving freely down the concentration gradient but not others. Osmosis The cell membrane is partially permeable in that it allows some molecules to diffuse rapidly but slows the passing of others. The glucose molecules try to diffuse to the outside but cannot get through the membrane because the pores are too small. The water molecules diffuse trough the pores down the concentration gradient. This membrane- controlled diffusion of water molecuse is controlled by osmosis, it can works both ways so that it can pass into and out of the cell. Osmosis and Diffusion If water is withheld from a flowering plant, the flowers wilt. If bacterial cells are placed in concentrated salt water solution, they collapse and die. Human red blood cells placed in fresh water expand and burst. These are examples of the effects of osmosis, the process by which water passes through a cell membrane. Osmosis is possible because of the constant state of motion that exists at the atomic and molecular levels of matter. Specifically, in liquid solutions, molecules of solute (the dissolved substance) and solvent (the substance, usually liquid, in which the solute is dissolved) move about randomly, spreading from regions of high concentration into regions of low concentration. This process is called diffusion. If a cell membrane allowed an equal passage of solute and solvent, diffusion through the membrane would lead to a cell whose internal composition would be identical to its environment. This does not occur because the cell membrane is differentially permeable, or semipermeable-that is, it is permeable to some molecules but not to others. Water molecules (and dissolved gases such as oxygen and carbon dioxide) pass through the membrane much more readily than dissolved solid solutes, such as sugar and salt (see Cell, "The Cell Membrane"). If the environment is hypertonic (having a higher concentration of solute than the cell), water diffuses out of the cell.

Augustan Poetry Essay -- Literature

Augustan Poetry Often through hardship and nearly insurmountable difficulty great works of art are born. Although years of bloodshed and civil war had plagued Rome since the death of Julius Caesar, some of the most powerful and influential literature in the western world was developed in that timeframe. During the Age of Augustus (approximately 43 BC – 17 AD) such great writers as Virgil, Horace, Livy, Propertius, and Ovid created epic masterpieces of literature and philosophy. It was through the collective efforts of these great poets and writers as well as Augustus himself, that the rise of a new facet of Roman literature was possible. Seeing the opportunity to foster a great rebirth of Roman culture (specifically literature), Augustus and his closest advisor Maecenas created a situation advantageous for the great writers of the time to write (for the government) and profit from their skills. Augustus genuinely wanted lasting peace and a solid foundation for his new government, and so he es sentially helped out the writers who in turn, indirectly helped him. The great literature was not pure propaganda for Augustus (although it was a little biased towards him) but from this revival of Roman identity through a revolution in literature, Augustus was able to ensure a great deal of peace, pride, prosperity, and power from his people and respect from the rest of the ancient world. The great literary resurgence of the Augustan Age would not have been possible without the great writers of the time. Some of the most influential, persuasive, and powerful writing emerged out of Caesar’s murder, the civil wars, and the peace thereafter. Virgil was the first to begin the literary explosion as he claimed a classic Greek style of ... ...d evolution of society in Rome, Ovid tore literature’s power, and his own success, to shreds. Although it ultimately came to an end, the Augustan Age created some of the most influential, powerful, and beautiful works of western literature of all time. The environment created by Augustus and Maecenas, the unfathomable skills of the writers and their willingness to adventure, explore, and take risks, to benefit Roman culture led to (probably) the greatest collection of literature the western world has ever seen. Works Cited Wikimedia Foundation. â€Å"Wikipedia: The Free Encyclopedia.† Last Updated: May 21, 2004. Date Visited: May 20, 2004. Wheelock, Frederic M. 6th Edition Wheelock’s Latin. New York: HarperCollins Publishers, Inc. 2000. Conte, Gian B. Latin Literature: A History. Baltimore: The Johns Hopkins University Press. 1994.

Lascelles Chin …. the Journey of a Jamaican Entrepreneur

Lascelles Chin is founder, chairman and Chief executive officer of the Lasco Group of Companies in Jamaica. The Lasco group is made up of Lasco Distributors, Lasco Foods Successors Ltd, Lasco Foods Ltd, Lasco Barbados Ltd, Lasco Financial Services Limited and Lasco Remittance Services. The range of products and services delivered by the companies is diverse. Lasco Foods Successors Ltd is responsible for the manufacturing and exporting of soy based products while Lasco Foods Ltd is responsible for the packaging of milk powders. Lasco Distributors Ltd is responsible for the local distribution of the ever expanding range of consumer and pharmaceutical products that has made Lasco a household name in Jamaica. These companies currently run by Lascelles Chin marks the present milestone on an entrepreneurial journey by Lascelles Chin that has stretched for more than forty years, Mr. Chin intends to continue this quest for another forty years and beyond. His entrepreneurial journey started in 1961. According to Mr. Chin, he started business with ?175 and was at a great disadvantage as many prominent families were dominating the commercial landscape in Jamaica at the time. He persevered, did his research and learnt as much as he could about manufacturing and distribution practices, importation and various related fields. His policy was to deal honestly with his customers, work very hard and most importantly, avoid spending more than he earned, (Observer 2009). Accordingly this helped him to achieve success. He also realized quite early in life that the only way to maintain success as a business entrepreneur was by honing his skills, hard work, determination, perseverance, clarity of vision and the ability to see obstacles as challenges, (Observer 2009). After graduating from high school in the 1950s Lascelles Chin worked as a lab technician for a short period before taking up a job as a salesman. He did well, and focused on saving portions of his earnings which he later used to start National Trading Company. This principle of not spending more than you earn or saving as much as you can from your earnings would set the stage for his development as an entrepreneur. With this business he sold peas and powdered pepper on a commission basis. He later became a distributor of Henkel products upon recommendation from a visiting representative. The business did well by targeting furniture manufacturers with the Pattex brand of adhesive. Later, during the 1970s, when people were leaving Jamaica in droves, Mr. Chin decided to stay and expand his warehouse and factory. Here Mr. Chin demonstrates the strength and resolution to move against the tide and lay foundations for the future when others were packing up and calling it quits. With time the business moved from Orange Street, downtown Kingston to East Street and then to its current location on Red Hills Road, (Gleaner 2006). He later went on operate other lines of business, Kingston Heirlooms, manufacturing and exporting furniture, Datrex Limited, computer supplies and parts, Triple A Car Rental, Zenith Insurance Brokers, Soft Sheen and Exotic Farms Limited to name a few, (Gleaner 2006). It was however the LASCO branded businesses LASCO Foods Limited and LASCO Distributors Limited operated by Mr. Chin from the 1980’s which made him and his businesses household names within Jamaica. The motivation behind his businesses†¦Ã¢â‚¬ ¦.. the unfulfilled needs identified A journey which started with a man selling peas and powered seasoning on a commission basis had now developed into a number of businesses driven by the same man fuelled with a passion to deliver the best value for money to its customers. According to the company’s website, Lascelles Chin founded LASCO in 1988; its initial operation included the importation of bulk skimmed milk powder and repackaging of sachets for distribution within the Jamaican market. Chin’s intention was to provide a source of milk protein which was affordable for all. Since then Lascelles Chin business has grown from packaging and distributing skim milk to the corporate entity it is today providing a wide range of pharmaceutical, food, household and personal care products to Jamaica the Caribbean, Latin America, North America and England, (LASCO website, 2010). Lascelles Chin apparently influenced by his daily and close interaction with the grass root people on the streets of Kingston during his earlier days as a Salesman, having seen their need for an improved nutritional intake sought to source and deliver products at prices which could be afforded by all. By doing so he has made valuable contribution to the development of the Jamaican society and its labour force with his delivery of nutrition or nutritious products within the reach of the poor and needy. His drive in this area has lead to the pioneering of a number of soy based protein products again with an emphasis on nutritious value and affordability. Procurement of resources Lascelles Chin was able to start his first business, National Trading Company with a few pounds, an accumulation of his savings from his job as a lab technician and sales person. Along the way his business grew due to his timely and astute business decisions which included ventures some of which were risky at the time. Some of those businesses have failed due to changes in the Jamaican landscape, for instance Kingston Heirlooms, his furniture business which was a good earner of valuable foreign exchange at the time suffered from changes in government policies which made conditions difficult for manufacturers. In order to deliver affordable products LASCO has gone to great lengths to source raw materials, consumer and pharmaceutical goods from cost effective sources. LASCO has formed allegiance with major international manufacturers. One of those searches led LASCO to Solae Incorporated, a subsidy of the DuPont Group. With their help LASCO was able to pioneer its current and growing range of soy protein isolate products, facilitating the delivery of highly tasty, nutritious products at an incredible low price to consumers across the Caribbean, (LASCO website, 2010). According to LASCO’s website, â€Å"the popularity of their soy based product has made LASCO the Number One customer in the world for soy protein isolate from Solae Incorporated. Additionally, the American Soybean Association has hailed the LASCO Food Drink line as the tastiest soy product in the world†. Bolstered by this success, LASCO continues its global search for the most affordable, best quality products and have branded corned beef from Argentina, mackerel from Chile, ketchup from the Eastern Caribbean, and vitamins from an outstanding US supplier, whole milk from Ireland, and Corn Flakes from Germany† (LASCO website, 2010). LASCO Distributors has also formed an important strategic alliance with Johnson & Johnson (Jamaica) Limited on April 2, 2001. As a result of that arrangement, LASCO Distributors handles the distribution of all Johnson & Johnson products while LASCO Pharmaceutical Division is esponsible for Lifescan, Contact Lens, and Pharmacy sales. (LASCO website, 2010) According to an interview conducted by Gleaner Lifestyle Editor, Barbara Ellington with Lascelles Chin in 2006 and published in May 2006, a lot of effort is placed in sourcing by the LASCO group. Approximately 50% is purchased locally, 15% within the CARICOM countries and the rest from international firms. According to Mr. Chin in that interview, part of his strategy lies in the fact that he sources well and is not greedy for huge profit margins, this strategy facilitates giving the customers value for money, considering the poorest in the society at all times. He effectively reaps the benefits of the eventual sales volume by keeping his prices one tenth, one fifth or even half of others, (Gleaner, 2006). Lascelles Chin takes pride in the LASCO team who support and execute the corporate strategy on a daily basis in their respective roles. According to the Gleaner Article, May 2006, he indicated that his team is a hard working and dedicated one which operates like a family; they are treated well and are willing to go beyond the call of duty. He believes he has some of the best workers in Jamaica. Challenges faced and overcome The challenges faced by Lascelles Chin during his entrepreneurial journey have been as varied as each of the over forty years since he started National Trading Company. He has faced numerous challenges with financing, security cost, government regulations, changing technology, and the ever changing Jamaican economic landscape to name a few. According to Mr. Chin in his interview with Barbara Ellington, â€Å"In the early days, he wanted a line of credit of ?1,000, and the banks would not give it to him. They thought he was crazy, he eventually got it from Scotia bank†. His problems with pilferage downtown forced a movement of his earlier operations from East Street to Red Hills Road. Today his operations on Red Hills Road and those at his expansive distribution plant at White Marl Central Village, due to their location in two troubled communities have created high security cost. The LASCO team in a bid to mitigate this cost at these locations takes steps to â€Å"work with the communities, establish good relationships and avoid going home late†. Faced with the high manufacturing cost of the 1990s Lascelles.Chin was forced to shut down and bear the losses associated with his furniture and data processing companies. Mr. Chin has however graciously accepted the philosophy that â€Å"failure in a business is an opportunity to learn†. In his bid to He has fought and loss battles with the government pertaining to government regulations geared towards protecting the local milk industry by its imposition of tax levies on powdered milk. LASCO imports a lot of its raw materials and finished products, this creates a demand for foreign currency to service those foreign accounts. In a bid to lessen this strenuous demand compounded by the ever depreciating Jamaican dollar LASCO has leverage its business with the inclusion of LASCO Financial services, a licensed cambio and LASCO Remittance Services a Money Gram representative in Jamaica. These two businesses along with LASCO Successors, which manufactures and exports soy-based, products helps to generate the foreign exchange needed by the LASCO Group. Financial Performance and Customer’s Perception of the business To date LASCO has been doing well. Lead by its founder’s philosophy of giving back from the profits made, the corporation has made numerous and continuous sponsorships and contributions to various areas of nation building, The National Policeman, Nurse, Teacher and Principal and Pharmacist of the Year Awards, are just a few of the many such programmes that LASCO has been associated with over the years. It contributes to various school feeding programmes, school related competitions, it makes donations to various government programmes, mothers and various charities. In return LASCO has gain customer loyalty which keeps the wheels of their business turning. The LASCO brand is currently a household name, synonymous with the provision of healthy nutritious and affordable products and services. According to its website, â€Å"LASCO is renowned for its quality beverages, cereals, canned meats and sauces, personal care items, household products and pharmaceuticals. The company has pioneered a range of products, which utilizes soy protein and delivers to the consumer a highly nutritious product at an incredible low price†. Future Outlook In the earlier operations of his business, Lascelles Chin was supported by is then wife Audrey Chin and other family members at different points along the journey. Today, his eldest daughter holds a senior position in one of the divisions. The LASCO business is a going concern and will remain that way whilst it continues to offer and deliver the kind of products and services that has led to its significant growth over the last two decades. The core business has grown from offering three products to ove r an hundred items. Its consumer and pharmaceutical lines continues to grow with the addition of a range of products each year. The LASCO brand now includes the LASURE, LASCARE and LASMED range of products. Its focus is still on the provision of â€Å"best quality for the consumer’s money†. Steps have been taken to expand their warehouse and distribution plant in White Marl. They have also invested heavily in a new information technology system. Their distribution network continues to spread across the Caribbean, Latin and Central America, The UK and Canada. Though it is dogged by constant competition from major players in the respective markets, LASCO continues to carve out a niche for itself by being the low cost, and value for money supplier of consumer and pharmaceutical products within Jamaica. Conclusion and Opinion of the entrepreneur’s journey Lascelles Chin journey has been one that strongly demonstrates the power of determination mixed with consistent effort in spite of adverse circumstances. Though he has won numerous awards and worn various civic hats including, The Order of Jamaica, The 2001 Business Leader of the Year, The 1997 Entrepreneur of the Year Award from the Jamaica Institute of Management, The President of the Jamaica Exporters Association and is considered to be one of Jamaica’s leading philanthropists, he remains humble in his quest to make â€Å"Living Affordable â€Å"for the Jamaican people. He is an inspiration to all; he has in no uncertain way demonstrated that much can be gained, even with a small start. His entrepreneurial prowess were not garnered in academia, but were nurtured nonetheless by a quest to understand the business landscape and environment ensuring that he understood clearly what he was shaping and the factors that would ensure a successful execution of those ventures. He was unsuccessful in some of his ventures but was not deter from his quest to make a valiant contribution to the development of Jamaica. If I were to have taken the journey taken by Lascelles Chin, before I understood his process and his strategy for success, I probably would have stopped from the 1970’s and become a part of the massive tide of migrants leaving the island for a better opportunity elsewhere. I believe I have a bit of persistence and perseverance but probably would have been deterred from pursuing ventures geared towards improving the quality of life of the Jamaican society by the negative elements within the same society who would have pilfered by business place. The challenges presented by the lack of effort from the different governments to preserve manufacturing or keep the exchange rate stable or exercise the measures needed to curb crime and criminality would have probably led to my â€Å"locking shop† and leaving Jamaica. However, based on the lessons learnt from the journey of Lascelles Chin who started out with his savings, made prudent decisions, braved the economic times and conditions, focused on his goal of improving the quality of life of the poor and needy, through various economic, governmental and technological and social changes, I would take up the mantle of entrepreneurship, having the understanding that success can be achieved, through perseverance, determination, clarity of vision, whilst taking one step at a time, spending less than I earn and treating each failure challenge or obstacle as an opportunity to advance. References Ellington Barbara May 22, 2006, The Monday Interview: Lascelles Chin – Brand Domination at its Best. Retrieved on June 17, 2010 from http://www. jamaica- gleaner. com/gleaner/20060522/business/business1. html Ellington Barbara May 22, 2006, The Monday Interview: Lascelles Chin – Brand Domination at its Best. Retrieved on June 17, 2010 from http://www. jamaica- gleaner. com/gleaner/20060522/business/business1. html Ellington Barbara May 22, 2006, The Monday Interview: Lascelles Chin – Brand Domination at its Best. Retrieved on June 17, 2010 from http://www. jamaica- gleaner. com/gleaner/20060522/business/business1. html Ellington Barbara May 22, 2006, The Monday Interview: Lascelles Chin – Brand Domination at its Best. Retrieved on June 17, 2010 from http://www. jamaica- gleaner. com/gleaner/20060522/business/business1. html Kumar, S (June 2003), Transformation: A Journey. Retrieved on April 26, 2010 from http://www. caibinc. org/files_custom/3176_2350. df National Commercial Bank Annual Report 2009, Retrieved on May 04, 2010 from http://www. jncb. com/docs/NCB_Annual_Report_2009. pdf http://zenithbrokers. com/about_us. html https://www. jamaicaobserver. com/news/161017_Question-Time Ellington Barbara, The Monday Interview: Lascelles Chin – Brand domination at its best http://www. jamaica-gleaner. com/gleaner/20060522/business/business1. html http://www. lascojamaica. com/site/company-profile. htm

Educational policy Essay

On Tuesday May eleventh, 2010 David Cameron became the British Prime Minister after forming a Conservative and Liberal Democrat coalition. This followed five days of negotiation as the general election had produced a hung parliament. While the Conservatives were the largest party, they held an inadequate number of seats to meet the threshold for majority rule, and so formed a coalition with the Liberal Democrats, (guardian.co.uk, 2010). Even prior to becoming Prime Minister, David Cameron spoke at length on the Conservatives’ education election manifesto by announcing plans to attract the most educated professional teachers into the classroom. Central to his party’s focus on education was his party’s desires to improve the standard of teacher’s education, he said, â€Å"The most important thing that will determine if a child succeeds is not their background, the curricula, the type of school or the amount of funding, it’s the teacher,† (daily mail.co.uk, 2010). This paper intends to examine the evolution of the Academy school system under the current coalition government, make a comparison between the current the education policy under the coalition government and the tripartite system of the 1944 Butler Education Act. It will examine the effects of both systems on the pupils within them, whether in fact pupils will benefit from the Academy and free school systems or is it the case that there are also be some pupils who are disadvantaged by this  system. There will also be an examination of what will happen to pupils who are not educated in either the academy or free school systems and the influence that market forces will have on the establishment and success of schools. Education is the delivery of knowledge, skills and information from teachers to students; the process of becoming an educated person, (Carr & Kemmis, 1986). Education promotes the abilities to perceive accurately, think critically and act effectively to achieve self-sele cted goals and aspirations, (Gelber Cannon, 2011). It allows individuals to map their experiences and provides a variety of reliable routes for individual’s to return to optimal states when they find themselves facing difficult decisions and life events. Crucially in modern era, education itself is seen as a vital resource for global economies, in fact most first world economies are characterised as ‘learning economies’, (Tze-Chang, 2011). It is the acquisition and retention of knowledge that drives global economies which, in previous generations, were based entirely on pure market forces, (Avis, 1996). Consequently an economy based exclusively on market forces would be unable sustain learning and innovation, (Morgan, 1997). For modern economies to flourish they must develop a combination of a ‘learning economy’ with market forces, (Beckett & Hager, 2002). It is for these reasons that successive governments have recognised the essential value of a higher educated population and have improve the way in which the population is taught from school age right throughout life, (Wolf & Evans, 2011). Even Prior to the Coalition Government taking power, there had been a move towards Neoliberal ideology from the previo us two governments. From 1997 New Labour brought about changes within educational policies that Tony Blair stated were part of the ‘Third Way’. This was intended to evolve social democratic ideals into encompassing the Neo-liberalism that had been prevalent for the decade under Thatcher’s Government, (Hill,2001). Neo-liberalism attempts to evolve away from social democratic principles such, redistributive policy, taxing the very wealthy, defending equal opportunities with a strongly proactive sense of achieving more equal outcomes, relying on the high standard qualifications of professional groups (such as teachers) and regulating these professionals in the interests of equal opportunities. Neo-liberalism focuses on the continuation of the national curriculum which has had a strong influence from central government. So for instance, Margaret Thatcher insisted that events of the previous twenty years had not to be included in history lessons, (Thatcher, 1980). Even today many teachers believe the national curriculum prevents them encouraging creativity and innovation, focusing on a narrow curriculum and a strict testing regime, (McCormick & Burn, 2011). Neo-liberalism encourages the competition of schooling through supporting market forces with the spread of selective `specialist schools’, (Hursh, 2005). New Labour called these ‘Modernising’ comprehensive education’ by encouraging ‘selection and diversity’, (Kassem et al, 2006). One important area of neo-liberal ideology is marrying of private organisations with public services such as education; New Labour termed these `creating new partnerships’, (Clarke et al, 2000). These ideologies question of `standards’ achieved in school tests expecting that education focus on achieving good test results and making these a requirement for entry into Higher Education, (Rowden, 2011). There are concerns that neo-liberal education policies increase in inequalities in terms of social class, (Hill, 2003). In many ways the new school systems will create winners, those who attend new inspiring buildings that are full to the brim with facilities and opportunities for the pupils, however there will also be losers, those who continue to attend buildings possibly built in the 1950’s with teachers who are not amongst the highly paid or highly educated, (Griffiths, 2007). Investment by the private sector, (which is prone to the nuances of market forces) and reduction in public spending on education is considered `increased public expenditure’, from a neoliberal approach, (Goodwin, 2011). The Importance of Teaching, The Schools White Paper 2010, was published 24th November 2010, its intention was to improve the standard of education for teachers and allowing head teachers to recruit and set pay for the highest educated teachers. Following this the Coalition formulated their plans for the future of education in the UK. This would in some respects follow on from New Labour’s neo liberalistic approach of including private organisations in the creation of new ‘Academy Schools’, (Gunter & Forrester, 2008). The first academies were introduced under the Labour government in 2002, (Higher Standards, 2005). Academy schools are independent from local  education authorities and are state funded with assistance from external organisations; these can include businesses, charities or other governmental bodies. The idea followed the inception of charter schools in USA, (Budde, 1988). They were also influenced in part by the Swedish School system. Charter schools are American schools which are independent from their ‘public school system’, (Finn et al, 2000). They were intended to allow the schools themselves more freedom to be more innovative, while being accountable to local education boards for improved student achievement. Charter schools were meant to create partnerships between educators, parents and students. Many Charter Schools began in the 1990’s; however there has been widespread criticism of the Charter school system. One criticism is that funding has in fact not followed the schools, which were often built within deprived areas. This in fact has meant that many have actually lost funding and have gone into administration, (Buckley & Schneider, 2007). Kunskapsskolan schools were established in Sweden in 1999, it translates into ‘Knowledge School’s and currently operates 30 secondary schools in Sweden. Kunskapsskolan schools are privately managed, non-selective and non-fee paying, with funding for these schools provided by the Swedish government, (Eiken, 2011). The Kunskapsskolan model in Sweden has produced higher than average results and is currently the model behind a number of the UK academy schools. The Kunskapsskolan model was based on personalised learning with every student following a long-term learning and attainment plan which is formulated between the student and the student’s Personal Tutor and their parents. The learning plan was designed to ensure that every student achieves the very best results that he or she is capable of. Kunskapsskolan students are offered the opportunity to work at their own pace, using their own learning style to achieve their own goals and those set by accrediting bodies. Parents are encouraged to actively engage in their children’s education, participate in setting goals and are able to monitor their child’s progress through online reporting systems, (Ball, 2008). New Labour intended that the establishment of academies would drive up standards by replacing failing schools in struggling education authorities, (Chitty, 2009). Under New Labour’s guidelines the academy schools could be established only if they held a sp onsor and could raise two  million pounds in independent funding. The government would then contribute  £25 million, (Pennell & West, 2007). The academy would then run the school outside of the local education authority’s (LEA) funding control, but still operate within all the national requirements for curriculum and standards, (Griggs ,2010). The Coalition Government has greatly expanded the number of Academy schools. The Secretary of State for Education, Michael Gove, initially asked every head teacher in England if they would be interested in achieving academy status. By 31st August 2010, 170 mainstream schools had made an application to convert to academy status and as of 1st April 2012 there are 1776 academies in the UK, (education.gov.uk, 2012). The Academies Bill opened up the possibility of applying for Academy status to all schools and no longer required these schools to hold sponsorships or raise the initial  £2 million, (Wilson, 2011). All other schools, irrespective of their ‘Ofsted’ rating, were also able to apply to become academies if they are part of a group which includes a high performing school or if they join an existing successful academy trust. For the first time since its inception primary schools are also permitted to apply for Academy school status, (Bassett et al, 2012). Ofsted refers to the acronym used for the Office for Standards in Education. It monitors and is the overall regulatory body for the provision childminding, child day care, children’s centres, children’s social care, state schools, independent schools (including Academy schools) and teacher training providers, colleges and learning and skills providers in England, (ofsted.gov.uk, 2012). It also monitors the work of the Independent Schools Inspectorate. Following this, The Coalition Government introduced The Education Bill into the House of Commons on Wednesday 26th January 2011 and received Royal Assent on 15th November 2011, (legislation.gov.uk, 2011). The Education Act specified that from now on all new maintained schools must be setup as either an academy or ‘free schools’. So in effect there will be no new state schools, (Needham et al, 2006). Prior to this they launched a new initiative to introduce what they termed ‘Free School’s into the education arena. Free schools are proposed and governed by local community groups such as groups of parents, faith groups or other interested parties. They are free at source to parents and are all-ability state-funded schools set up in response by local people to meet the needs of local communities and in order to improve education for children in their community, (Leo et al, 2010). The first Free Schools opened in September 2011. Alongside Academies and Free schools, The Government also proposed other types of secondary educational settings governed by local community groups such as the University Technical Colleges and Studio Schools were launched. The process of creating a free school begins with the Secretary of State entering into an Academy Arrangement with a person, group of people, or an organisation. These arrangements usually take the form of an â€Å"Academy Agreement†. In this agreement, the government agrees to provide funds for the school in exchange for certain undertakings, including that the school provides provision for children with special educational needs and different abilities. that the curriculum is balanced and broadly based, that in the case of secondary schools, they provide an emphasis in a particular subject such as sport, science or the arts, and that the pupils are drawn wholly or mainly from the area in which the school is located, (Gunter, 2011). One concern voiced is the claim that Academy schools will be completely outside of the control of not only education authorities but national overarching governmental control, (Woods, 2011). However even the regular state schools have increasingly less control by local education authorities and it is certainly the case that successive reforms over the past two decades have given all schools much greater autonomy, (Bangs et al, 2010). Most legislation that governs schools is currently derived from national government or national bodies, such as the national curriculum or Standard Assessment Tests, Ofsted, or government legislation on issues such as safeguarding or Every Child Matters, (Field, 2010). Local education authorities, in fact have increasingly less control over individual schools. LEA’s continue to be responsible for the provision of school places, sitting appeals when a child does not gain a place at their chosen school and taking responsibility when a school fails, (Bradley & Taylor, 2010). LEA’s also continue to have responsibility for the provision of educational psychologists and special educational needs support. Nonetheless, Academy schools system does provide an increasing  amount of freedom not only for head teachers and teachers, in what they teach, how they are structured, pay structures, freedom to adapt the national curriculum and the freedom to vary the length of the school day and how the school sets its holidays, (Bassett et al, 2010) They also offer freedom to pupils in the sorts of the subjects they study and even in fact the kinds of examinations they gain, for instance, the English baccalaureate, (Taylor, 2010) When asked by the BBC’s Mike Baker in 2010, â€Å"what exactly makes an academy different?† The Former Schools Commissioner, Sir Bruce Liddington, stated that they are more, â€Å"a state of mind more than anything else†, (bbc.co.uk, 2010). Sir Bruce Liddington is the director-general of E-Act (formerly Edutrust Academies Charitable Trust), which is responsible 14 academies and free schools which aim to target the education of children in Britainâ⠂¬â„¢s most deprived areas. However critics have voiced concerns in regards to E-Act’s expansion plans in that they wish to create a â€Å"super-chain† of 250 academy and free schools within five years. There has also been criticism of how these schools will be run and the way market practices will influence the teaching, such as buying and selling of intellectual property, (guardian.co.uk, 2011). The Education Secretary, Michael Gove has stated that â€Å"outstanding† schools may possibly no longer have to undergo the Ofsted inspection, freeing them to concentrate solely on education and not preparing for audits. He has also made the link between â€Å"outstanding† schools and Academy schools, by allowing all â€Å"outstanding† schools to automatically achieve Academy status. Clearly this equates academies with quality, (Dept. of Education, 2010). New academy schools will not be able to select purely on ability, however Grammar schools which have converted to Academy status c an continue to do so, (Miller, 2011). Nonetheless Academies can and do select according to the behaviour of the child, (Sales et al, 2010). Much available research points to there being an increase in challenging behaviours amongst children and young people who come from deprived backgrounds, (Wickham, 2011). Michael Gove himself stated, in a speech at Durand Academy in London, ‘There is a direct line to deprivation which begins when children are failed in primary because their behaviour is not policed with proper boundaries and they are not taught how to read properly. When these young people arrive in  secondary school they cannot follow the curriculum and cover up their failure with a show of bravado, acting up in class’, (politics.co.uk, 2011). Michael Gove also made the link between children who have no positive male role model in their lives and, ‘the Educational underclass’, who he believed would ultimately continue on to become, ‘NEETS’ (not in education, employment or training), again making the links between behaviour and social and economic deprivation, (Attewell & Newman, 2011). The attempt to bring children out of poverty and encourage participation in education has been a central theme for the Neo-liberalism policies of the Coalition Government and the previous New Labour Government, (Hall, 2011). However it was the Coalition Government alone who expanded on the idea of the Academy Schools to Include ‘Free Schools’ and the thinking behind such proposals as the University Technical Colleges and Studio Schools. Free Schools are a recent concept introduced by the Coalition Government, making it possible for the first time parents, teachers, faith groups, charities and businesses to set up their own schools, (Morris, 2011). They are non-fee paying and supported by government. Free schools are subject to the School Admissions Code of Practice, other than that they are permitted to accept only those children they chose. The government has stated that Free Schools must meet the same admissions criteria as the National Admissions Code, however they will have the flexibility to select based on their own criteria. These types of schools are an extension of the existing Academies Programme. Free schools are expected to offer a broad and balanced curriculum. They are still su bject to Ofsted inspections and are expected to comply with standard performance measures, (education.gov.uk, 2011) The first 24 free schools opened in autumn 2011. They represent the most overtly market-oriented policy as part of the neo-liberal Coalition government’s school reform policies in England. There is some degree controversy, as these schools are led by market forces and again to achieve success will be motivated to accept only children from a particular group (for instance those of a particular faith). This could lead to some democratic discrimination if they are not made to be fully accountable in terms of the application process, the governance of free schools, and their effect on local authorities, (Hatcher, 2011). There are also some concerns that some free schools will be run for profit. So for example, it was reported in The  Guardian Newspaper,(guardian.co.uk, 2012), that the head of News Corporation, Rupert Murdoch; who is currently being investigated on charges of telephone hacking had had secret meetings with The Education Secretary Michael Gove expressed an interest in applying to set up a free school, (guardian.co.uk, 2012). One example of a free school will be the Phoenix Free School in Oldham which was conceived by Tom Burkard, a former teacher and military instructor. The school itself will be run by ex-military staff and will have a focus on discipline. Burkard says the school will teach children between the ages of 11years and 18years, and will encourage high standards of behaviour, literacy and numeracy, (localschoolsnetwork.org.uk, 2012). University Technical Colleges are described as a new concept in education which offers secondary age pupils from age 14years to 19years olds vocational courses at specialist colleges. There initially proposed by New Labour but had cross party support. The former education secretary, Lord Kenneth Baker proposed them as a means to promote the concept prepare younger people for work. He said, â€Å"We want to forge a partnership between vocational education and universities, further education colleges and employers.† Each university technical college (UTC) will be sponsored by a university or college of further education. They will develop their own specialism, usually to reflect the university’s a rea of excellence. The colleges are intended to be small, with numbers no more than 800 students. Funding is intended to come from sponsorship and from government. The university will not be required to provide funds; however, their assistance is needed for curriculum development, teaching support and guiding student’s education progression. These sorts of courses are intended to reflect a normal weekday and the students will embark on high quality vocational courses rather than purely academic ones. However, there is a requirement that the pupils continue have a background in academic study. Following post sixteen education, the pupils can progress onto apprenticeships utilising support from local employers for day placements with the most up to date equipment. This enhances the employment experience of students and is intended to encourage the development of a work ethic. Pupils can progress on to study for diplomas, A-levels other related qualifications, (edge.co.uk, 2012). There have been  some concerns voiced about the UTCs. For instance, John Bangs who is the head of education at the National Union of Teachers, fears this could lead to reintroducing widespread selection at 14, â€Å"Academies and UTCs are predicators of the kind of pessimism that kids are forever destined for one or other route. It sorts the sheep from the goats, which I’m very opposed to†, (guardian.co.uk, 2010). But Professor Alison Halstead, who is heading a UTC sponsored by Aston University, due to open in 2012, says fears are unfounded. â€Å"Nobody wants academic selection. This type of technical institution is not going to be suitable for all youngsters, and, if it’s not, there are 76 other schools in this area to choose from†. However the Department of Education has strict selection criteria which currently allow UTC’s to select only 10% of pupil admissions based on their aptitude and states that all of new the new school types must comply with the School Admissions Code, (Clegg, 2011). The Studio School is a yet another new concept in education, which seeks to address the growing gap between the skills, and knowledge that young people require to succeed, and those that the current education system provides. Studio Schools are designed for 14-19 year olds of all abilities. They are small schools for 300 students; and with year-round opening and a 9-5 working day, the emphasis will be on creating an environment more like a workplace than a school, (Fuller & Unwin, 2011). Working closely with local employers, Studio Schools will offer a range of academic and vocational qualifications including GCSEs in English, Maths and Science, as well as paid work placements linked directly to employment opportunities in the local area. Students will gain a broad range of employability and life skills through the skills framework, and will have the option to go on to university, further training, and into employment. There are also the concerns that these sorts of education facilities, like the free schools could have influence from market forces, (Bonell et al, 2011). Evidence in the past has suggested that this has a negative effect on children’s education and reduces their life choices in later life, (Gorard, 1997). As mentioned previously, many of the Charter Schools in USA have since failed many because they failed to attract the investment of businesses. The reasons for this are diverse, however some commentators highlight that many were developed within deprived inner city areas. Business ventures did initially contribute funding to set these  schools up but ultimately withdrew support as the area’s the schools were built in, were not in positions to sustain market involvement. It appeared that many were unlikely to become self-sustaining without on-going support from philanthropic communities, (Minow, 2000). It is the frailty of involving market forces into education that causes concerns for many. There are also issues as regards future life choice, for example, would a child whose school was funding entirely by a bank and who experienced the full weight of that bank’s marketing focuses, make another choice as regards their banking when they reached adulthood, (Adkins, 1999)? With all these new types of education structures there appears to be central themes of freedom and flexibility for teachers and head teachers with new opportunities for children, however alongside this there are concerns that these schools will create divisions within the education system. Also what of the children who will not get the opportunity to attend one of these new types of schools? Will they ‘suffer’ from attending less prestigious schools? What of teachers who do not hold prestigious qualifications? Although the new schools are not able to select purely on intellect, they can make some selections which state schools cannot, they can also select out children who have behaviou ral problems. As has been discussed earlier, this does tend to discriminate against children from deprived backgrounds and these were part of the criticisms that the ‘tripartite system of education’ was charged with in the 1960’s In 1944 The Butler Act brought about radical changes for the British Education System with the basic aim was to give every pupil an equal opportunity to develop his or her talents and abilities to the full, within a free system of state education, (Dent ,1948). For the first time the structure of Education in England and Wales was divided into three stages; Primary schools which taught children from 5years old up to the age of 11years, secondary from the age of 11years until 15years (This was increased to 16years from 1973) and then finally optional post-16yrs education in either an academic setting and on to Higher education or vocational qualifications via the further education route. The most important aspect of this was that for the first time, free secondary education became compulsory for all. At the time the Butler Education Act received cross party support, (Boyle, 1972). The Butler Act proposed three  different types of schools; grammar schools (which were intended for the most academic of children), secondary technical schools (which were intended for children who were gifted in the arts, technology or crafts) and secondary modern schools (For everyone else). This became known as the tripartite system. The tripartite system did allow for a small number of schools to combine all three types of school into one ‘Comprehensive system’, however in reality this did not happen, (Francis, 1995). Pupils were assessed by a tests called ‘the eleven plus’ which was administered to them at age 11years. This was a once only test after their 11th birthday. The system was intended to allocate pupils to the schools best suited to their â€Å"abilities and aptitudes†. However increasingly there were many criticisms directed at this system. For instance, the once only test decided a child’s future, the late developers, or children who were ill on the day, children with dyslexia or social problems were expected to achieve the same as any other child. It was almost certainly true that the test which was given by more or less exclusively middle class teachers was biased towards middle class children, for example it might ask a question which related to classical composers, something a middle class child would be more likely to answer right than a working class child, (Moore,1996). The intention had been that there would be parity of esteem between the three types of school, with none holding a more prestigious position than the other two. However, there were often only two types of school available in practice, those pupils classed as ‘Technical’ were denied the opportunity to attend Secondary Technical schools as very few were built. As a result Technical children went to Secondary Modern schools, (Elder, 1965). It was official policy to mark down female scores, so girls on the borderline of the academic threshold were denied a Grammar school education just because of their gender which resulted in them going to Secondary Moderns, (Deem, 1981). In effect, these meant that it became a one opportunity to pass or fail the eleven plus. Those who passed were granted the opportunity to attend Grammar schools, those who failed would be forced to attend Secondary Moderns, (Hendrick, 1997). Ultimately the result that vast majority of children went to Seco ndary Modern schools, (around seventy percent), and only about five percent were accepted into Secondary Technical schools. Consequently the majority of children were automatically considered to have  Ã¢â‚¬Ëœfailed’ the eleven plus, (Simon, 1986). Middle class children certainly derived the most benefit out of the tripartite system, and this was directly at the expense of the working class. Children from middle class homes were more likely to be focused to achieve within education, (Tomlinson, 1991). Middle class children were taught and tested by mostly middle class teachers which asked questions about experiences they were familiar with, (Welford, 1968). Working class children, in particular experienced the democratic prejudice that has more recently been a major criticism of the New Academy school system. For instance the eleven plus was seen as culturally biased towards the middle class; questions related to table place settings for example, something a middle class child would be more likely to be aware of than a working class child, (Marwick, 2003). Children attending the Secondary modern schools were not intended to achieve academic success or enter into the professions. Curriculums were developed out of the interests of local employers, such as manufacturers and agriculture and consequently taught subjects with a practical dimension. As there was no external examinations to be taken at the end of the pupil’s education and pupils were not under pressure to achieve, (Heath, 1984). There was a possibility of staying on for a further year and in the 1950s there was a growing tendency to do so. Those who continued into the 5th year could sit the General Certificate of Education (GCE) and a very small number did continue on to Higher education and the professions, (Little & Westergaard 1964). However this system did change things for many school children. It ensured secondary education was free for all and one of the results of the Act was to educate and mobilise women and the working class for the first time ever (Thompson, 2000). The Tripartite System was abolished by the new Labour government of 1974 and The 1976 Education Act finally ended any selection of pupils by ability thus officially ending the Tripartite System, (Aldrich, 2002). Although certainly there are a small number of Grammar schools who continue to operate and continue to select based entirely on ability. This is in part due to The Thatcher government allowing selection once again in 1979, and it was used increasingly by individual schools eager to choose  the best pupils, (Chitty, 1989). In 1986 the first City Technology Colleges were proposed, arguably inspired by the Technical schools. Although currently there have no further attempts made to restore the Tripartite System, the perceived failure of the Comprehensive System gave New Labour and currently the Coalition Government the impetus to propose â€Å"Beacon Schools†, â€Å"Advanced Schools† and an â€Å"escalator† or â€Å"ladder† of schools, (Brighouse, 2003). So will the new school systems create disparity? Certainly for pupils attending Academies do appear to gain much more from their state school counterparts; often built in brand new or newly renovated buildings, with smart new uniforms, lots of facilities and the best, most engaged and most highly paid teachers, (Gewirtz, 2009). As was discussed earlier, there has been a move by the Coalition Government to increase professional standing amongst teachers, by only allowing those with a first class honours degree to even enter the profession, (education.gov.uk, 2012). As a consequence these young teachers will obviously be sought after and will be attracted to the schools that pay the most, (Avis, 2011). Clearly Academy Schools, who can set their own pay scales, are more likely to attract the best educated teachers, (Lupton, 2011). So what of the rest? Michael Gove has often made the link between non-academy schools and ‘failure’. Immediately thrusting these children in a position of being ‘written off’ as ‘no hopers’ and failures; destined to a life of being a NEET or ending up in youth custody, (politics.co.uk, 212). Will these children in the future, become ‘the rest’ who under the tri-partite system ended up in secondary modern schools, those who were never quite good enough to meet the standards for a grammar school education? In April 2012, the National Association of Schoolmasters Union of Women Teachers’ union (NASUWT) meeting for its annual conference voiced concerns that academies will be used to dismantle national teacher’s pay agreements and will attack the stability of existing state schools, (bbc.co.uk, 2012). Michael Gove has also suggested that organisations of individuals who oppose the changes in the school systems are, â€Å"happy with failure†, (bbc.co.uk, 2012). However in fact, the Academy school system itself has not produced the outstanding educational results expected, (Barker,2012 ). Barker (2012) stated that the changes in the school system  were more likely to, ‘provoke a crisis than to sustain the last government’s drive for improved effectiveness’. There have also been other anxieties voiced by individuals, such as the celebrity chef, Jamie Oliver who accused the Government of attempting to make profits from school children by de-regulating school meals and allowing schools to utilise private companies and his biggest worry, fast food outlets to provide meals for school children, (bbc.co.uk, 2010). For British society to compete in the Global market place, it has to continue to educate its young people. The United Kingdom (UK) can no longer rely on its manufacturing base or the products of commonwealth nations. In the future the UK’s most saleable commodity will be its knowledge. Any Government will need to invest in its young people, encouraging in them a desire to learn and stimulate participation. The UK’s current market is dominated by financial services, especially in banking and insurance. For these services to continue to maintain the prestigious place they hold globally they must supported by continued inn ovation from information technology, architecture, science and the arts. However education is vital not just for the contributions the next generation will provide in creating wealth but as a part of human life in of itself. The importance of education to children and to British life is beyond question. It therefore should continue to attract the highest levels of investment from Government. Government’s led by individuals who most understand what it means to teach children; teachers. Teachers should be the ones to set standards, not big businesses. Children should be encouraged to participate because school is a place where they can feel valued and happy. Schools should ensure safety, not just within buildings or against school bullies but free from the influence of market forces. Governments should encourage parity across all schools and not attempt to make links between certain types of school and failure. The tripartite system benefitted one group of children with the exclusion all others. Modern education policies should not continue to do the same, because as Ghandi said, ‘You must be the Change you wish to see in the world’. 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Islam Worksheet Essay

When studying Islam, it is important to understand the essential elements of the faith, how they are practiced, and the distinctions among the three branches: Shiite Islam, Sunni Islam, and Sufism. Write a 1- to 2-paragraph response for each of the following directives and note where there are differences among the three branches of Islam. 1. Explain the meaning of the name, Islam. The literal translation of the word Islam is surrender or submission. The name Islam implies a complete surrender to Allah, and those who practice Islam are referred to as Muslims. The word Islam is derived from the Arabic word salam, which means peace or safety. Muslims believe that the reason for human existence is to surrender to the One True God, Allah (Molloy, 2010). 2. Explain the basic concepts of Islam. Islam teaches it followers (Muslims) that the Holy Quran is the literal word of God is an all-encompassing book and includes everything about Islam. One of the most fundamental concepts of Islam is the belief that only one God exists. Islam teaches many aspects about God that are similar to the teachings of Judaism and Christianity. Islam teaches that God has always existed, cannot be destroyed, knows everything, created the universe. Another basic concept of Islam is that God never had a son (Jesus); however, Islam does teach that Jesus was a prophet as was Muhammad, but Muhammad is believed to be the last of a number of profits, and he was sent to Earth by God to confirm the word of God to the world. The most fundamental beliefs or concepts of Islam are: †¢ There is only one True God †¢ No other being or thing is worth of worship, only the True God †¢ Muhammad is God’s messenger and the last prophet †¢ Every human who has ever existed will face God on Judgment day to account for his or her deeds and at this time, God will grant or deny admittance into Heaven. 3. Describe the practices of Islam. The main practices of Islam are concentrated in what are known as the Five Pillars of Islam. The Five Pillars of Islam, as outlined in the Quran are thought to be mandatory practices that each Muslim must practice. The Five Pillars of Islam are: 1) Shahada (Profession of Faith) – Muslims must verbally acknowledge the existence of only one God and Muhammad is God’s messenger. The creed, â€Å"There is no God but Allah, and Muhammad is his messenger,† is spoken daily in prayer, and inscribed on and in Mosques (Molloy, 2010). 2) Prayer – Muslims are required to pray five times every day of the week; the prayers are required every day before dawn, at midday, at midafternoon, at sunset, and at nighttime. Muslims typically undergo a ritualistic cleansing of the hands, arms, face, and neck before prayer, and face toward Mecca when praying (Molloy, 2010). 3) Zakat (Charity to the Poor) – Muslims are required to give a percentage of the total of everything they own to the poor each year. In addition to giving to the poor, Muslims are expected to be generous and charitable toward the poor when they encounter an opportunity in their daily lives (Molloy, 2010). 4) Sawm (Fasting during Ramadan) – Ramadan is the ninth month of the year according to the Muslim calendar and the month during which it is believed that Muhammad began receiving revelations from God. As with various other religions, fasting is thought to bring spiritual growth; for Muslims the month-long fast help to form a bond and unite Muslims. During Ramadan, Muslims abstain from food, liquids, tobacco, and sexual activity from dawn until dusk. Ramadan ends with a feast to celebrate the Revelations given to Muhammad (Molloy, 2010). 5) Hajj (Pilgrimage to Mecca) – Every Muslim is required to visit Mecca (Hajj) at least once in their lifetime. A pilgrimage, as with other religions, is believed to bring about new understanding and personal transformations based on the spiritual goals of the religion. Only Muslims are permitted to enter the city of Mecca (Molloy, 2010). 4. Describe the goals of Islam. The goals of Islam are similar to the goals of other religions in that the religion is believed to be a moral and ethical authority in a world that is in a constant struggle between good and evil. Framing the world as in constants peril and painting itself as the moral and ethical authority, Islam (like other religions) seeks to regulate human life through rules, rituals, and other dogma (Molloy, 2010). Staying in the realm of regulating human life, Islam attempts to provide guidelines to enable Muslims to life a life as close to perfection (God) as possible. Islam also has developed controls and bans on specific activities, things, actions, etc. as a means of creating and maintaining social order and increase the happiness of Muslims (Molloy, 2010). 5. Describe the view of authority in Islam. The Islamic view of authority began with Muhammad; Muhammad combined political (civil) authority with spiritual authority, which is essentially a theocracy. However, modern Islam has split into two main branches that differ on their view of authority. Sunni’s, which accounts for the largest percentage of the world’s Muslim population, recognize a real difference between religious and civil authority. The Shiite Muslims; however, maintain the belief that both religious and civil authority should be centralized. Shiite Muslims place give all spiritual and religious authority to one person (Flesher, n.d.). The Qur’an serves as the primary source of information and authority for Muslims, much as the Bible does for Christians. With this in mind, evaluate Islam’s historical influences on law, philosophy, and the arts in the Muslim world. Write a 1- to 2-paragraph response for each of the following questions. Provide examples to illustrate your thinking. 1. What is the legal ideal in Islamic law? How does the Qur’an inform and guide Muslims in attaining this ideal? The legal ideal of Islamic law, which is known as Sharia, are laws that continually bring day-to-day life into closer coherence with the rules set forth in the Quran. The Quran provides numerous rules and rituals that must be followed by Muslims and lays the groundwork for Sharia. Muslims believe that the Quran is the literal word of God; they also believe that God cannot be separated from any aspect of human life. Therefore, traditional Islam is theocratic and seeks to impose the laws and rules of God upon everyone to help ensure human spiritual fulfillment (Molloy, 2010). 2. What is the relationship between philosophy and theology within Islam? Is it acceptable for Muslims to hold separate philosophical and theological beliefs? The relationship of philosophy and theology within Islam is as complicated as it is old. Many of the early philosophic questions had to be answered to ensure a uniform understanding of the Quran and its laws. However, these early philosophical questions were not truly philosophical because the question mixed religious revelations with human logic and reasoning. Aside from the philosophical questions that were asked during the emergence of Islam, most of the philosophical and theological questions that have emerged have been the result of the expansion of Islam and its contact with other religions (Molloy, 2010). There is no clear answer to the question of whether or not it is acceptable for Muslims to hold separate philosophical and theological beliefs, because throughout the history of Islam the discussion if philosophy and theology changes from a liberal to a conservative approach, and back again. Generally speaking, Islam has two philosophical schools; a liberal view that values human reasoning and sees it as a gift from God, and a conservative view that believes reason is false pride and favors intellectual submission. Although Islam does have a somewhat liberal faction that values reason and logic, for the vast majority of Muslims it is not acceptable to hold different philosophical and theological views. The majority of Muslims reject rationalism and promotes complete submission to God, which includes intellectual submission (Molly, 2010). 3. What artistic themes are regularly expressed in Islamic art and architecture? How are these themes explored? How has the Qur’an influenced the development of art in the Islamic world? Several themes are apparent in both Islamic art and architecture, such as the serious and simplistic style and the use of negative space to direct an individual’s attention to a specific area. Mosques can be large or small, grandiose or modest, bur regardless of the specific mosque or building, Islamic architects place a high value on space. The shaping of a building and the space symbolizes God, who is invisible but everywhere (Molly, 2010). Islam prohibits images of humans or animals, but despite that restriction, Islam has a vibrant artistic past. As with architecture, negative space is also used in art, but the theme that is most apparent in Islamic art is paradise. Most Muslim art includes some aspect of paradise as it is described in the Quran. One can find images or symbols of paradise on prayer rugs, paintings, and building architecture (Molloy, 2010). References Flesher, P. (n.d.). Exploring Religions. Islam Religious and Political Organization. Retrieved November 18, 2012, from http://uwacadweb.uwyo.edu/religionet/er/islam/iorg.htm Molloy, M. (2010). Experiencing the world’s religions: Tradition, challenge, and change (5th ed.). New York, NY: McGraw-Hill.

Western Heritage 8th Edition

Brittney Henley Pd. 2A Chapter 12: Age of Religious Wars Key Topics; -War between Calvinists and Catholics in France. -The Spanish occupation of the Netherlands. -Struggle for supremacy between England and Spain. -The devastation of Central Europe during the Thirty Years’ War. Vocabulary |Notes | | | | |Counter Reformation- A movement within the Rome |Renewed Religious Struggle | |Catholic Church that sought to revitalize the |Peace of Augsburg (1555)- A regions rule would determine its religion, However it | |church and oppose Protestantism. did not recognize Non Lutheran Protestants | | |Geneva became a refuge for persecuted protestants and an international school for | |Baroque Art- 3 dimensional display of life and |protestant leaders | |energy. | | | | |Politiques- Ruler who urged tolerance and |French Wars of Religion | |moderation and compromise on religious matters |Anti-Protestant Measures and the struggle for political power | | |French Protestants are known as Hu guenots. | |They were persecuted by the French, when King Charles of Germany / Spain captured | |Huguenots- French Protestants. |Frances King’. To pacify King Charles, France persecutes the Huguenots in the | | |hopes of gaining the freedom of the King of France. | | | | |Edict of Fontainebleau—Subjected French Protestants to the inquisition | | |France remain hostile to the protestants until King Henry of Navarre gains the | | |throne | | | | | |3 competing fraction for the Kings (Francis II) ear in France | | |Bourbons- power in the south and west | | |Montmorency-Chatillons- controlled the center of France | | |Guises- dominate in eastern France / Strongest power and had more influence over | | |the king due to family connection | | |Bourbons and Montmorency-Chatillons developed strong Huguenot sympathies | | | | | |Conspiracy of Amboise (1560) – Bourbons and Montmorency-Chatillons plotted to | | |kidnap the king of France (Frances II) | | | | | |Appeal of Calvinism | | |Huguenots were in important geographic areas and were heavily represented among | | |the more powerful segments of French society. They wanted to establish sovereignty| | |with in France. | | | | | |Catherine De Medici and the Guises | | |Catherine mother to 15 year old Frances II becomes the regent of France upon the | | |death of her husband Henry II. | |On the death of Frances II her younger son Charles IX becomes king where she | | |resides as regent. Catherine fears the power of the Guiles family and sought | | |alliances with the Protestants. | | |She issues the January Edict which allows protestants freedom to worship publicly | | |outside of towns. | | |Duke of Guise surprised a protestant congregation at Vassy, Champagne and | | |massacred the worshipers.This is the beginning of the French wars of Religion | | |March 1562 | | | | | | | | |Peace of Saint-Germain-en-Laye (1570) | | |Ended the thirty year war, the crown acknowledging the power of the Protest ant | | |nobility, granted Huguenots religious freedoms within their territory. | | |Catherine fearing the mounting power of the other two families and Protestants she| |Coligny: leader of the Huguenots, Charles IX most|cultivates the support of the Guise. | |trusted advisor. | | | |The Saint Bartholomew’s Day Massacre | | |Catherine tried to have Coligny assassinated by a bullet.Fearing the fallout from| | |the attempt, she convinces King Charles that the Huguenots were attempting to | | |attack Paris | | |On Saint Bartholomew’s Day August 24, 1572, Coligny and 3000 Huguenots were | | |massacred in Paris. Within 3days another 20,000 were executed | | | | | |The Rise to Power of Henry Navarre | | |Henry III sought the middle ground and gained support from a growing body of | |Protestant Resistance Theory: |neutral Catholics and Huguenots. | | | |John Knox- wrote First Blast of the Trumpet |Peace of Beaulieu (May 1576)- granted the Huguenots almost complete religio us and | |against the Terrible Regiment of Women |civil freedom. It was later recanted because of political pressure of the Catholic| |-He declared removal of a heathen tyrant was |League. Both religious orders pick up arms. | |permissible | | | |Henry Navarre led the Protestant army. Henry III brother-in-law) | |Francois Hotman- wrote Franco-Gallia | | |-Humanist argument that representative Estate |Day of the Barricades –Henry III surprise attack on the Catholic League (Spain | |General held more authority then the French king |Supported) and failed. Henry then assassinated the Duke and Cardinal of Guise. | | |Reprisal from the League was fierce causing Henry III to join forces with Henry | |Theodore Beza- wrote On the Right of Magistrates |Navarre. Henry III was killed; Henry IV (Navarre) is the next successor to the | |Over their Subjects |throne. |-Permissible for lower authorities to overthrow | | |tyrannical rulers |Protestant as king, the League wants France to be Catholic but politically weak so| | |Spain sends in troops to help achieve this goal in hopes of putting his daughter | |Philippe du Plessis Mornay- Defense of Liberty |on the throne. | |Against Tyrants |The French rallied behind their king disbanding the League and outing the Spanish. | |-Princes, Nobles and magistrates are guardians |Henry IV turns Catholic.Ending the war of religion in France | |and to take up arms against tyranny in other land| | | | | | | | | |Edict of Nantes | | |Proclaimed a formal religious settlement it recognized minor religions in an | | |official Catholic country | | | | | |Treaty of Vervins -ended hostility between France and Spain | | | | | |Imperial Spain and the Reign of Philip II | | |Gold Silver and bullion were being imported from Spain’s colonies in the New | | |World. | | |The increased wealth and population in large cities in Europe triggered inflation. | | | | | |Fewer jobs, less food, wages stagnated and greater coinage in circul ation while | | |prices increased. | | | | |The Revolt in the Netherlands- | | |Antoine Perrenot- Cardinal Granvelle. | | |Perrenot hoped to break the local autonomy of the Netherlands providences and | | |establish a centralized royal government directed from Madrid, and religious | | |conformity to Catholic. | | |Granvelle proceeded to reorganize the Netherlands. | |William of Nassau (Prince of Orange) & Count of Egmont organized the Dutch | | |nobility in opposition, which had Granvelle removed from office | | | | | |The Compromise- | | |Margaret (Regent of Spain) spurned the protesters. Leads them to call for aid and | | |rebel against Spain; however the nobility does not support the rebellion. | | |Duke of Alba-sent to the Netherlands to gain control back. | | |He had several thousand suspected heretics publicly executed. | | |He then taxed the people of Netherlands to pay for the suppressing of the revolt. | | | | |Pacification of Ghent- | | |November 4 1576: Spanish mercen aries ran amok in Antwerp killing 7000 people in | | |the streets known as the Spanish fury. | | | | | |Pacification of Ghent (November 8, 1575)- Catholic regions and Protestant regions | | |in the Netherlands unified to oppose Spain. | | | | | |Perpetual Edict- provided for removal of all Spanish troops from the Netherlands | | |within 20 days. | | | | | | | |Netherlands Independence- | | |King of Spain Phillip II declared William of Orange an outlaw. | | |December 1580 William of Orange publicly denounced Phillip as a Heathen and tyrant| | |and should not be obeyed. | | |Known as The Apology. | | |Peace of Westphalia in 1648 – Netherlands is fully recognized | | | | | | | | | | | | | | | | | | | |England and Spain 1553-1603 | | |[pic] | | | | | |Jane Grey (granddaughter to Henry), 3rd Queen | | | | | | | | | | | |Mary I – reign lasted 5 years | | |Edward VI died. | | |Lady Jane Grey tried to ascend to throne. | | |Mary Tudor was the rightful heir. Grey-9 days Queen then beheaded. | | |Mary marries Prince Philip II of Spain. Mary | | |Had Parliament repeal the Protestant laws.Mary | | |Decreed all of England Catholic, burned Protestant leaders at the stake. | | |Dies 1558 | | | | |The Compromise: A solemn pledge to resist the |Elizabeth I – takes throne 1558 | |decrees of Trent and the Inquisition. |Daughter of Henry and half sister to Mary. | | |Advisor William Cecil. | |Passed laws for religious toleration | | | | | |Act of Supremacy 1559- Repealing all anti-Protestant legislation of Mary Tudor. | | | | | |Phillip II seeks marriage with Elizabeth. | | |Mary Stuart, Queen of Scots seeks England throne. | | |Supporters claim Elizabeth is illegitimate. | | |Queen of Scots is the granddaughter to Henry the VIII’s sister Margaret. | |Raised French and Catholic. | | | | | |Deterioration of Relation with Spain | | |Spanish Duke of Alba (1547)- marched troops into the Netherlands; England sees | | |this as a threat du e its close proximity to England. | | |Elizabeth allows pirating of Spanish vessels. | | | | |Mary Queen of Scots | | |Elizabeth executes Mary Queen of Scotts (second cousin) for plotting against the | | |crown. | | |Mary’s husband is killed by her lover, who is acquitted, and then marries Mary. | | |This causes outrage from her people. | | |Mary surrenders her throne to her one year old son James VI, who later becomes | | |Elizabeth’s heir to throne. | |The pope authorize Spain to invade England for the killing of Mary who was their | | |hope to turn England Catholic | | | | | |The Armanda | | |May 30 1587 -130 ships with 25,000 sailors sent to invade England. | | |Spain wanted the ships to dock in France before continuing the invasion. | | |France prohibits the ships from leaving and a fog roles in around the channel. | | |England has advantage and wins. | | | | |Thirty Year War | | |Preconditions for War | | |Germany = Holly Rome | | |Germany consists of 360 a utonomous entities. | | |Each had its own tolls, taxes, coins and religion, making it difficult to travel | | |and do business | | | | |Four Periods of War- | | |Bohemian (1618-1625) Swedish (1630-1635) | | |Danish (1625-1629) Swedish-French (1635-1648) | | | | | |Bohemian Period- | | |Ferdinand ascends to the throne and wants to return the region to Catholicism. | | |He revokes the religious freedoms of the Bohemian Protestants. | | | | | |Defenestration of Prague- Protestant nobility in Prague throw Ferdinand III’s | | |regents out of window in reaction to the revoke of religious freedoms. They did | | |not die, landed on manure which cushioned their fall. | | | | |Ferdinand was managed to subdue the Protestants and re-Catholicize Bohemian | | | | | |Danish Period- (1625-1629) | | |Lutheran King Christian IV of Demark picks up Protestant banner-invades Germany | | |and loses. | | |Ferdinand attacks Demark and breaks Protestant resistance. | | |Causes fear among all Protestants. | | | | | |Edict of Restitution in 1629- Calvinism is illegal and orders the return of all | | |church lands acquired by the Lutherans. | | | | | | | |The Swedish Periods (1630-1635) | | |Gustavus Adolphus king of Sweden | | |Was a unified Lutheran nation, bankrolled by France, an wished to keep the | | |Habsburg armies tied down in Germany. | | |Adolphus won several battles due to a lighter army and better weapons. | | |Adolphus is killed on the battlefield. | | | | |Peace of Prague in 1635- majority of the Protestants states reached a compromise | | |with Ferdinand, barring the Swedes | | | | | |Peace of Prague plunged them into the fourth war. | | | | | |The Swedish-French Period (1635-1648) | | |The French join the war in 1635. | | |Dragged on for 13 years with Spanish, French and Swedish soldiers looting Germany. | | | | |About 1/3 of the German population died as a direct result of the war. | | | | | |Treaty of Westphalia- | | | | | |The Treaty of Westph alia 1648 -brought all hostilities within the Holy Roman | | |Empire to an end.Ended Edict of Restitution and reasserted the Peace of Augsburg,| | |which allows each ruler to determine its religion. | | | | | |German princes become supreme over their principalities. | Summary: From Martin Luther’s death in 1546 until the middle of the seventeenth century, European life was dominated by religiously and politically inspired violence. France descended into nearly 50 years of civil war before emerging with a united monarchy under the terms of the Edict of Nantes in 1598. Spain escaped civil strife and remained firmly Catholic.Spain’s American empire provided immense wealth, but Spain failed to subdue Protestant nationalism in the Netherlands and suffered defeat of its Armada naval fleet at the hands of the English. As a result, Spain’s position in international affairs declined. Unlike the French, the English managed to avoid civil war under the inspired leadership of Queen Elizabeth I. In Germany, the original center of the Reformation, Lutherans and Catholics had come to tolerate each other. But in the early seventeenth century the temporary compromises collapsed. The resulting free-for-all, known as the Thirty Years’ War (1618–1648), consumed much of Europe’s energies until it was resolved in the Peace of Westphalia. ———————– Elizabeth I 4th, Queen Mary I 2nd, Queen Edward VI 1st, King Henry VIII King