Careful Manipulation in Coleridges Kubla Khan Essay -- Coleridge Kubl

Careful manipulation in Coleridges Kubla Khan In his preface to Kubla Khan, Samuel Taylor Coleridge makes the claim that his poem is a virtual recording of something given to him in a drug-induced reverie, if that indeed can be called composition in which all the images rose up before him as things . . . without any adept or consciousness of effort. As spontaneous and as such(prenominal) a product of the unconscious or dreaming world as the poem faculty seem on first reading, however, it is also a exquisitely structured, well wrought device that suggests the careful manipulation by the conscious mind. The first verse line paragraph of Coleridges Kubla Khan is the most ornately patterned tell of the poem. Coleridge gives us end-rhymes that are repetitive and yet slightly off Khan is not an film match with man or ran. End-rhymes will be carried passim the poem, nevertheless within these lines, we discover similar sounds, the Xan- and Khan, again the Xan- and a sound of Alp h get picked up again in sacred and cav-, before being compete out, terminally, in ran and man. The intricacy of sounds being repeated and modulated and repeated again creates the poems energy, playful here, and also exceedingly musical and incantatory. The paradise that Kubla Khan creates is a delightful playscape. At first, it seems a bit compulsively arranged, a bit overly luxurious, a bit too Disney. The curved rills adds a slightly heavy element to the Edenic paradise, a hint of whats to come. Already, though, there is a distinction implied between what is natural -- the sinuous rills and the forests ancient as the hills -- and what is clearly man-made, nature bent to mankinds inspection and repair the enfolded sunny spots of... ... a private matter all who heard and all should cry. It is a collective enchantment with the poet at the center of it. The magic of the final spellbinding lines -- beyond explication -- is based partly on abracadabra incantation (Weave a hatf ul round him thrice) and our corporate recollections of holy visionaries. The poet compels the vision of the public, but at the same time he is an outcast among them -- untouchable and even cursed (his photoflash eyes, his floating hair) by his gift. The lines become completely implicative in their wild blend of holiness, sensuality, prophecy, and danger. The poet and poem have have become their own miracle of obsolete device, and the reader has borne witness to the creative miracle. Works CitedColeridge, Samuel Taylor. Kubla Khan. Literature A Pocket Anthology. Ed. R. S. Gwynn. New York Addison-Wesley. 2002. Careful Manipulation in Coleridges Kubla Khan Essay -- Coleridge KublCareful Manipulation in Coleridges Kubla Khan In his preface to Kubla Khan, Samuel Taylor Coleridge makes the claim that his poem is a virtual recording of something given to him in a drug-induced reverie, if that indeed can be called composition in which all the images rose up before him a s things . . . without any sensation or consciousness of effort. As spontaneous and as much a product of the unconscious or dreaming world as the poem might seem on first reading, however, it is also a finely structured, well wrought device that suggests the careful manipulation by the conscious mind. The first verse paragraph of Coleridges Kubla Khan is the most ornately patterned part of the poem. Coleridge gives us end-rhymes that are repetitive and yet slightly off Khan is not an exact match with man or ran. End-rhymes will be carried throughout the poem, but within these lines, we discover similar sounds, the Xan- and Khan, again the Xan- and a sound of Alph get picked up again in sacred and cav-, before being played out, finally, in ran and man. The intricacy of sounds being repeated and modulated and repeated again creates the poems energy, playful here, but also exceedingly musical and incantatory. The paradise that Kubla Khan creates is a delightful playscape. At first, i t seems a bit compulsively arranged, a bit overly luxurious, a bit too Disney. The sinuous rills adds a slightly ominous element to the Edenic paradise, a hint of whats to come. Already, though, there is a distinction implied between what is natural -- the sinuous rills and the forests ancient as the hills -- and what is clearly man-made, nature bent to mankinds service the enfolded sunny spots of... ... a private matter all who heard and all should cry. It is a collective enchantment with the poet at the center of it. The magic of the final spellbinding lines -- beyond explication -- is based partly on abracadabra incantation (Weave a circle round him thrice) and our corporate recollections of holy visionaries. The poet compels the vision of the public, but at the same time he is an outcast among them -- untouchable and even cursed (his flashing eyes, his floating hair) by his gift. The lines become completely suggestive in their wild blend of holiness, sensuality, prophecy, and d anger. The poet and poem have have become their own miracle of rare device, and the reader has borne witness to the creative miracle. Works CitedColeridge, Samuel Taylor. Kubla Khan. Literature A Pocket Anthology. Ed. R. S. Gwynn. New York Addison-Wesley. 2002.

Symbol and Allegory :: essays research papers fc

The use of symbol in poetry and in literary works as a whole is commonplace because it is an outlet for the authors creative psyche. A symbol is a creative use of metaphor, using a comparison but not just a direct comparison. The author attempts to achieve the effect that there is much more than just the readers initial reaction creating a want to delve deeper into the true meaning, leaving a vast space of interpretation. Allegory on the other hand is a specific comparison, a symbol that is set in its meaning. This would point towards the absolute meaning of the comparison the poet or author was trying to convey (in other words, a parallel). I have chosen the E.E. Cummings poem l(a because it not only encompasses the idea of symbolism through its need for interpretation, but also due to its fair beauty, creating a visual image of a leaf falling. Edward Estlin Cummings was born on October 14, 1894 in Cambridge, Massachusetts, in his familys home, within an extremely short blank of Harvard (Dreams 9). His word usage and literary abilities were garnered at a young age from his parents. His father Edward was a professor (in fact, the first professor of sociology at Harvard) and a Unitarian minister and his mother Rebecca utilized reading poetry and stories to her children. His fathers strong voice and use of wordplay from his sermons and his mothers encouragement for E.E. to backup a diary starting at age five started to shape his craft at an early age (Revisited 11). Rebecca aspired for her son to be the next atomic number 1 Wadsworth Longfellow (the Cummings family lived across the street from the Longfellow home before E.E. was born) (Dreams 19). Edward Estlin was also a cubist painter in addition to being a poet. During World war I, E.E. Cummings was an ambulance driver in France and was imprisoned under the pretense of treason (Poets.Org). The experience led to one his more important works, The Enormous Room.Around the period of writing l(a E.E. Cummin gs health was in a very poor state. The poetry reading tours he took part in were furthering his terrible stomach problems in which he had been suffering from around 1955-56 (Dreams 459). In late 1957, his stomach ailments came to a head when a bleeding polyp was discovered in his colon. He played out his sixty-third birthday in a hospital bed and then spent six months in recovery while his wife Marion (of whom he was never genuinely married to) was in New York (Dreams 461).

Female Genital Mutilation Essays -- Biology Essays Research Papers

Female Genital MutilationFemale Genital Mutilation (FGM), also known as female circumcision, is a destructive and invasive procedure involving the removal or alteration of female genital. The procedure is carried out at a salmagundi of ages, ranging from shortly after birth to some cartridge clip during the first pregnancy, precisely most commonly occurs between the ages of four and eight. There are three main types of FGC that are practiced subject I (Sunna circumcision), Type II (Excision), and Type III (Infibulation). These three operation range in intensity, from the mildness of Type I, to the extreme Type III.The practice occurs in Africa, the shopping mall East, parts of Asia, and in immigrant communities in Europe and North America. An estimated 135 million of the worlds girls and women have underg one genital mutilation, and two million girls a year are at risk - approximately 6,000 per daylight - about one every 15 seconds. (1) Although Female Genital Mutilation predat es Islam and is not practiced by the majority of Muslims, it has acquired this religious dimension. However, FGM is a cross-cultural and cross-religious ritual. In Africa and the Middle East it is performed by Muslims, Coptic Christians, members of various indigenous groups, Protestants, and Catholics to name a few. The type of mutilation practiced, the age at which it is carried out, and the way its done varies according to a variety of factors, including the woman or girls ethnic group, what country they are living in, whether in a rural or urban area and their socio-economic background. The first and mildest type of FGM is called hadith circumcision or Type I. The term Sunna refers to tradition as taught by the prophet Muhammad. This specific procedure involves the... ...ted with a blunt penknife. After the operation, no one was allowed to aid me to walk. The stuff they put on my wound stank and was painful. These were abominable times for me. Each time I wanted to urinate, I w as forced to stand upright. The urine would spread over the wound and would cause fresh pain all over again. Sometimes I had to force myself not to urinate for fear of the terrible pain. I was not given any anesthetic in the operation to reduce my pain, nor any antibiotics to fight against infection. Afterwards, I hemorrhaged and became anemic. This was attributed to witchcraft. I suffered for a long time from acute vaginal infections. Hannah Koroma, Sierra Leone(4)Internet Sources1) http//www.religioustolerance.org/fem_cirm.htm2) http//www.fgmnetwork.org/intro/fgmintro.html3) http//www.amnesty.org/ailib/intcam/femgen/fgm1.htma4

Exceptional Students Essay -- Teaching Education

Exceptional Students Every year there are changes made about a shavers education, in the attempt to provide the best education possible for babyren. In recent years, the education of students with disabilities, who were previously not educated in the unfluctuating school system, has been publicly debated. The idea of inclusion, or mainstreaming has received a great deal of support. Although there is the need to adapt programs and sometimes classroom environments for the child with additional needs, there are many clears for all that are included in this situation. This paper will define the phrase mainstreaming, and what constitutes a child with disabilities. The role that teachers get within the classroom is one that will affect all students. The importance of teachers will be discussed as to their influence on children and parents. As well, strategies that a child and youth care worker could use when working with the incapacitate will be discussed. Over the pas t 30-35 years there have been much promotion made towards the education of students with disabilities. Students with disabilities can include students with mental retardation, hearing impairment (deafness), speech or language impairments, visual impairments (blindness), serious emotional disturbance, orthopedic impairment, autism, traumatic brain injury, health impairments, or learning disabilities. (Deiner 1993, p. 27) In the past, disabled children were often placed in institutions, or kept in the home, with no form of education. Educating the disabled was thought to be a waste of time, since their future roles were limited. At the present time, inclusion begins early, within the schools, and continues throughout the life span, through employment. There has be a significant shift away from the placement of disabled children in institutions, and instead into the classroom. This idea of mainstreaming means moving handicapped children to the least restrictive environment, away from segregate classes and into regular classes. These changes have occurred for many reasons. Parents began to advocate for their disabled children, and put pressure on administration and lawmakers to allow children equal chances. Federal legislature ruled in favor of the development of special education programs. Court decisions ruled in favor of every childs right to receive public education. The ... ...vel of employed behaviors. The ability for the teacher and special education teacher to work together in a team teaching role will definitely benefit the student (Logan, Bakeman & Keefe 1997). Planning is the key to successful disabled children. As a child and youth worker you need to be able to adapt programs for children, found on their ability, and be willing to help them reach their goals. BibliographyReferencesScruggs, T.E., & Mastropieri, M.A. (1996). Teacher Perceptions of Mainstreaming/Inclusion, 1958-1995 A Research Synthesis. Exceptional Children, 63(1) 59-74.Field, S. (1996). Self-Determination Instructional Strategies for Youth with encyclopaedism Disabilities. Journal of Learning Disabilities, 29(1), 40-59.Logan, K.R., Bakeman, R. & Keefe, E.B. (1997). Effects of Instructuinal Variables on Engaged Behavior of Students with Disabilities in General Education Classrooms. Exceptional Children 63(4), 481-497.Goldson, E. (1998). Children with Disabilities and Child Maltreatment. Child Abuse & Neglect, 22(7), 663-667.Deiner, P.L. (1993). Resources for Teaching Children with Diverse Abilities. Harcourt Brace College Publishers, Orlando, Fl.

How money widens the gap of loneliness in the great gatsby :: essays research papers

The 1920s in the united States was a time of economic growth in which race lived frivolous lives by believing their money would make them happy. It was a time of alcoholic prohibition and a time of e human beingscipation for women. Thus, it was a time of parties, drink and wild women for those who could afford it. Those who were at the bottom of society were constantly striving for the top of the economic ladder.This time era, in Long Island, is the basis of F. Scotts Fitzgeralds book, The Great Gatsby. It has become one of the great classics in American literature and is well known for its commentary on social status. Through the introduction of some status oriented characters, Fitzgerald comments on the social lives of those living in the twenties. But does it go beyond the social status issues it addresses, and concentre on something deeper? Yes, the characters may focus on their constant climb to economic well being, but more importantly they reveal a theme of The Great Gats by in the midst of mans heart is loneliness and the need to be needed, which is surrounded by the greed of money. Gatsby offers a detailed social picture of the stresses of an advanced capitalist refinement in the early 1920s (Fitter), Fitzgerald discloses in these people a meanness of spirit, carelessness and absence of loyalties. He cannot hate them, for they are dumb in their insensate selfishness, and only to be pitied. (Clark). Fryc 2The plot, or general development of the story, is carefully designed to grow as the reader gets to know the characters. It isnt until the last hardly a(prenominal) chapters that the actual events of the story add to the theme. Even then, the characters reactions to these events are what strengthen the theme of loneliness.The narrator, Nick Carraway, presents his own view of himself at the beginning of the story. By being the narrator, he only allows the reader to know what he wants them to know about him. He gives the impression that he is an up right human being that reserves all judgments (p.1). However, by the end of the story, he has come to the conclusion that everyone he has come into contact with is shallow and self-absorbed. Although he might give the impression that he is content with life, a small glimpse of loneliness can be seen in him.

Computer Processors :: essays research papers fc

Processors Which is the best ?A central processing unit is the chip inside a computer which carries out of the functions of the computer at various speeds. There are many a(prenominal) mainframes on the market today. The two most well known companies that make processors are Intel and AMD. Intel produces the Pentium chip, with the most recent version of the Pentium chip being the Pentium 3. Intel also produces the Celeron processor (Intel processors). AMD produces the Athlon processor and the Duron processor (AMD presents).Processor speeds are measured in megahertz (MHz) and now come in speeds of up to 1000 MHz (1 gigahertz), which is very fast. This is near ten times faster than the speed of most home computers, which average from 133 MHz to 166 MHz. Intel and AMD have been in a race to break the 1 GHz speed barrier, and the number of megahertz in the newest processors is not as significant as it was in earlier processors. For example, the difference between a 133 MHz processor a nd a 166 MHz processor israther large, scarce the difference between a 533 and a 566 is barely noticeable. This is because the companies are becoming more concerned nigh the number of megahertz in a processor that the actual speed is not keeping up with the megahertz number (AMD/Intel). So, which processor is the best? It depends on what the computer is being used for. The AMD Athlon processor is the best processor when it comes to 3D games and handles games quite well (Athlon Processor Quotes). The Pentium 3 processor is not quite as good at handling games. From personal experience with a Celeron 566 processor, the Celeron does not do a very good job at handling 3D games and will often freeze during a game, but otherwise is a very good processor. The Pentium 3 is the best processor for handling office applications, but the Celeron and the AMD do a good job as well. In consideration of the set, the Celeron processor is the best priced processor and offers good performance (P3 vs. Celeron 2). The Celeron is about half the price of the Pentium 3 processor (P3 vs Celeron 2).

Child marriage Essay

Throughout the world, wedding ceremony is considered to be a happy scrap in e precise iodines carriage and is a moment of celebration besides sadly, the practice of s kick inr wedding party gives no such reason for celebration. Many puppyish boys and girls astonish splice in the lead they can field the age of 18. This shocking act takes place for a number of reasons. In order to get benefitted socially, physically and to decrease pecuniary burdens, creationy p argonnts and families finishedout the world, embolden the coupling of their young sons and daughters. Throughout the eld, we have seen that small fry marriage targets to a greater extent girls than boys. Boys argon affected as well but in totality, the number of victims and the force of their sufferings be focusing higher for girls. After their marriage, girls live an exclusive life where they do not receive any kind of discipline, they be forced for do huge amounts of household works, are impregnated w ithout their approval and are forced to take the big responsibility of raising and taking care of a peasant when they themselves are not mature enough and are still kids. What problems can pincer marriage lead to?Read moreChild conjugations EssayChild marriage is caused when two young or one young and one adult individuals are forced into the institution of marriage without their consent. According to researches by PBS, Although the definition of child marriage includes boys, most children get married under the age of 18 years are girls. The kid or kids getting married are totally unsuspecting of its significance and consequences it can lead to in future years. Usually when a child, commonly girl, is married and brought into the husbands family in such a young age, they think they can design and built up her personality into anything and everything they want her to be. The girl child is then forced into heterogeneous activities which harms her both physically and mentally. (PBS , II).wellness problemsAfter getting married, the girl child is then pressurized by her new family to do things that she doesnt want to. She is forced by her husband to get into versed activities and to have kids soon after. As she is not mentally prepared and physically mature, she faces various complications and health issues in the future and some cadences it also leads to death. The connection amidst the maternal death and the age of the mother is very strong as the child bride is highly likely to get pregnant in a micro while after her marriage causing their pregnancy to be premature. According to the digest by UNICEF, Girls ages 10-14 are five times more likely to operate in pregnancy or childbirth than women aged 20-24. Girls ages 15-19 are twice as likely to die. Such young mothers also face a very high chance of getting into complications such as heavy bleeding, various infections, diseases like anemia etc. which can lead to death. As first time mothers, girls also face a high risk of a disease called Obstructed Fistula, which is lead by obstructed labor. Obstructed labor is when a it is unexpressed for a mother to give birth to a child and push it out of her body. This causes great pain and ofter results in death of the mother. According to PBS, on that point are approximately 2 million girls living with fistula, and 100,000 new cases every year. Girls suffering from this disease are usually neglected by their husbands and kept a agency from the society. There is this myth, according to which a volume of people around the world think that by marrying the child early, they can reduce the chances of their kid getting HIV aid but the opposite is true. Married girls are more likely to get HIV or other sexually transmitted diseases compared to the ones who arent married. This is mostly because they are not enough educated around sex, its consequences and the use of contraceptive and if by any chance they are aware rough this, they are not equal to obtain the same as because of limited autonomy or freedom of movement. They are also abused by their family, which is a form of domestic violence, and this makes them mentally ill leading to depression.(UNICEF).Domestic violenceThere is a very close relation mingled with child marriage and Domestic violence. Most of the cases about domestic violence are of people who were married early ore were married forcefully. According to studies, Girl child is usually married by a man who is much more older than her thus proving that her in laws and husband is much more stronger than her and she possesses less control. Sometimes the young bride thinks that it is justified that she s getting crush up by her husband as she is too young to differentiate betwixt right and wrong. Studies by UNICEF say that, women who marry early are more likely to be beaten or threatened, and more likely to believe thathusbands might sometimes be justified in beating his wife. Also in Kenya, 36 percent of gir ls married in the first place 18 believe that a man is sometimes justified in beating his wife, compared to 20 percent of married women .Girls who get proper fosterage and are married later take more mature decisions and raise their voices against such abuses. According to research by ICRW, Girls who were married before 18 were twice as likely to report being beaten, slapped or threatened by their husbands as girls who married later. They were three times as likely to report being forced to have sex without their consent in the previous six months. This indicates how girls have less power compared to the men in such kind of marriage. Girls who get into the institution of marriage after the age of 18 are much more internal compared to the young ones and they have a health husband-wife relationship as they use contraceptives and contains the strength to go and talk to their husbands about the future and their likes and dislikes. This creates a better understanding between them maki ng them have a happy life ahead. While on the other hand, the child bride is like a puppet for their husbands as they can use them whenever they want and the child bride is too shy to go and talk to him about her life and her needs. (ICRW). What are the socio-cultural and economic reasons that lead to child marriage? There are a lot of reasons that lead to Child marriage. An integration of various cultural, regional, economical, social and religious causes makes up the roots of this act.PovertyPoverty is considered to be one of the most basic reasons for a girl getting married off in an early age. According to a fact sheet released by UNFPA, The practice of child marriage has lessen globally over the last 30 years, it remains common in rural areas and among the poor. There are a number of poor men who are not able to feed and run their family well. In order to feed their other children, clear debts or in exchange of some money, they decide to marry off their child, usually a girl to a man who is way older than her hoping for a better future. Such a decision just makes the life of the girl child difficult like hell and satisfies the needs of the brides family just for a short term but in no way helps anyone have a well settled life. (McGluain).Protection of Familys honorSome parents and families also think that it is a good way to save their familys honor by marrying their girl child in an early age. There are various cultures where there is a belief that if a girl loses her virginity before she marries someone, then it is very shameful for the family and thus spoils its reputation and honor. Therefore by marrying a girl in an early age presume the girls sexuality and that she is being married as a virgin protecting the familys honor. This is very discouraging for the girls as by imposing familys assess and honor on them there family doubts her nature and this harms her self-respect and dignity. Girls are also expected to marry older man as they are more kno wledgeable and sensible and can take care of the girl child as a parent but this is not the truth for almost all the cases in fact the opposite happens breaking the girls morals and leading her into depression.(UNFPA).Discrimination based on genderAnother main reason for child marriage is discrimination based on gender. In various cultures and society, people regard girls as the week ones or the one who holds less or no power and devaluates and discriminates against them. According to a research by UNICEF, often manifests itself in the form of domestic violence, marital rape, and deprivation of food, lack of access to information, education, healthcare, and general impediments to mobility. In many cases of child marriage, the family gives the child bride less value and restricts her from doing things she want. The child is usually not enough educated to fight for her rights so she stays quiet and takes goes through the troubles her husband and in laws put her through. They are also disrespected by the society if they do a small mistake. They are not able to live a normal life and are forced into various unacceptable activities. They are also beaten up by their husbands and they use the girl the way they want. This way either the girl ends up being destroyed mentally or sometime even dying. (UNICEF).Violation of lawsIn various countries there are various laws which restrict child marriage and are against them for example Pakistan and India. Even though such laws exist, the constitutions of these countries dont take any strict actions if people separate them. The legal age for marriage in India is 18 years forgirls and 21 for boys. Under the Child Marriage Prevention Act, 1929, any marriage before these ages is banned. disdain in presence of such laws, a huge number of child marriages take place everywhere and no one tries to stop it. According to the worldwide Center for Research on Women (ICRW) 100 million girls allow be married before the age of 18 in the coming decade.(ICRW).What are the similarities and dissimilarities between present day child marriage and the ones in the past? There is not much difference between present day child marriage and the one that took place years back. People follow the footsteps of their ancestors and blindly believe them. In the past, people were married off early as they were unaware about the fact that it is a harmful practice and causes various problems. Year after year, as the time passed, people followed the same rules without changing or checking whether it is legit or not. In some places, people got educated and they studied about it. They understood about its good and bad points and on based on that they started changing the rules. Still in various parts of the world, there exists a lot of places where people, mainly the girls, are being married at a really young age. This is happening as these places are very backwards and lack education. According to UNFPA, more than 100 million young girl s will be married off in the future(a) decade. (UNFPA). How does child marriage differ in different parts of world?Child Marriage is common in various places throughout the world and is much more common with girls than boys. According to a survey by UNICEF, One of every seven girls gets married before they turn fifteen and one of every three girls gets married under age, that is before they turn eighteen. The Highest rate of child marriage is in West Africa. It is followed by southern Asia, the Middle east and then the Latin America. The condition of some countries are so poor that they more than a half of the under aged female population f the country are married or are about to get married. According to UNFPA fact sheet, 76 percent of girls in Nigeria , 74 per cent of girls in Democratic Republic of Congo, 54 per cent of girls in Afghanistan , 50 per cent of girls in India and 51 per cent of girls in Bangladesh are married under age, that is before turning 18. These countries la ckeducation and schools in rural areas so the most of the crowd is illiterate and are also lagging economically. Hence, it is proved that poverty and education is inversely proportional. There are customs in India which allow people to give away the kids on the auspicious day and event of Akha Teej. Families use this to get money and property. A lot of kids under the age of 10 are involved in it and some are toddlers of age 3 or 4. When it comes to Nigeria, studies by UNICEF shows that 44 percent of 20-24 year old women in Niger were married under the age of 15. These people follow the idiosyncratic and traditional laws setup by their ancestors. Even in Bangladesh, girls are married as soon as they hit puberty just to save their familys honor and to release financial burdens form the parents. As education increases, people get aware of the problems caused by such acts and they emphasize on learning which in return makes them prosperous and ensures a secure life ahead. Studies also s hows that countries in East Asia like Taiwan, South Korea, Japan etc. have almost removed the tradition of child marriage their prosperity is increasing rapidly day by day. These places are characterized by economic growth, opportunities, declines in death and birth rates, Increase in employment and educational options for girls etc. (UNICEF).How can it affect the lives of the future generations?One of the most essential and basic reasons because of which child marriage still exists is education. Studies have shown the important role that education plays in child marriage. Research by UNICEF shows that the more education a girl receives, the less likely she is to be married as a child. better access to education and eliminating gender gaps in education are therefore important strategies for ending the practice of child marriage. It is clear that if more and more girls will be educated, the will be more aware about the things going on around them and can have the power to stand for themselves and judge between right and wrong. (UNFPA).To conclude, child marriage is generally seen as one of the easiest ways established by poor to lower middle class families to make their and their childs future safe but in almost all the cases, it is not true. It onlysecures the family from poverty for a short time period but destroys the life of the girl child forever. With the marriage comes various issues and problems which the young brides go through and in most of the cases they end up dying as they are not strong enough mentally or physically to go through such pain. It also affects the future generations. The babies born to girls under 16 years of age are more likely to die during their first year of life and if they survive, they arent healthy like a child who is born from a 20 year old woman, and goes through various deformities in future. As the girls are being married in an early age, they are not able to get educated and this makes a big difference.Works CitedChildi nfo.org Statistics by Area Child Marriage The Challenge. Childinfo.org Statistics by Area Child Marriage The Challenge. Web. 13 may 2013.Child Marriage. Forward. Web. 13 whitethorn 2013.Child MarriageChild Marriage Factsheet State of World nation 2005 UNFPA. Child Marriage Factsheet State of World Population 2005 UNFPA.Web. 14 whitethorn 2013. . Child Marriage a Cultural Problem, Educational Access a Race Issue? Deconstructing Uni-Dimensional Understanding of Romani Oppression. ERRC.org. Web. 13 May 2013.Child Marriage Facts, Causes and Consequences.Child Marriage-Facts Causes and consequences.Web. 13 May 2013.Early Teen Marriage and Future Poverty. Early Teen Marriage and Future Poverty. Web. 13 May 2013.Early marriage, a harmful traditional practiceEarly marriage. 13 May 2013. Web.McLaughlin, John. Medieval child marriageabuse or wardship?UntitledDocument. Web. 13 May 2013.Marriage, Child Spouses. Early marriage, child Spouses. Web. 13 May 2013Preventing Child Marriages F irst International Day of the Girl Child My Life, My Right, End Child Marriage. Reproductive Health. Web. 13 May 2013.

Favorite Family Get-Together

Getting together with family is something that most of us look forward to. Throughout the yrs our family has grown with all sorts of personalities, fashioning every get-together fun, interesting, and memorable. Even though I see my family quite often, our get-togethers are always quite entertaining. While we celebrate birth solar days, holidays, special occasion, and new or hoar traditions, By far my three favorite are my moms birthday, pumpkin carving contest, and New Years.My first favorite family get together is my moms birthday. No matter what day the week her birthday is my siblings and I always managed to gather our families enjoying my mom for dinner. Its indescribable how happy that makes her. We bring her favorite dish and pastry. At the dinner table we tear turns to express our gratitude and I love for my mom. Throughout the dark we gathered up and see her open the gift and read the card her grandkids made for her. Every division is a blessing to be able to enjoy that moment.My second favorite family get together is our pumpkin carving contest. We came up with this tradition couple of years ago. Teams are formed by family and their kids, we help them carve their pumpkin into any character or picture of their choice. To make it fun we give out prices for the pleasant pumpkin. The children get so involved and hold up competitive that the competition gets quite interesting. The losers end up cleaning the mess left over from the carving cognitive process it became more popular with the kids as they grow older.The competition became more serious. But at the end of the contest everyone goes home with a great carved pumpkins. My threesome favorite family get together with the New Years day. Our family celebrates not only for the upcoming new year But also for the year that ends. The children play throughout the night and the adults just relax, Conversation Making it seem like we rarely see each other throughout the year. My family only consists of my immediate family.Making it more meaningful, private, and warming. The countdown to the new year is by far the best. We get in spirit, putting on hats, glasses, beads of the upcoming new year numbers. As a family we end the year and we pleasant the new year with popping streamers, and loud horns, The most importantly as a family. Throughout the years our family get-togethers have become memorable. Celebrating birthdays traditional events and holidays makes our little families become one.

Developmental Analysis Essay

AbstractThe field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire spirit is c tout ensembleed lifespan development. Lifespan development takes a scientific approach in its study of growth, change, and stability. This development emphases on human development. Developmentalists study the course of development in nonhuman species, the most popular examine growth and change in pack. In contrast I will focus on the ways people and myself change and grow during our lives, with the consideration of stability in our live span. Together, these findings suggest that we will go through antithetical developments and stages from Infancy, through fryhood and adolescence, and to marriage and fosterhood.11% of babes are born earlier than normal. Infants who are born prior to 38 weeks after conception is called preterm infants. When coming into this world I was born as a premature infant, I was born at 6 months due to my m other suf fering from an illness called pneumonia. I was hospitalized for 4 months with tubes and monitors hooked up to me to help me eat, perch and regain enough strength to go home to be with my family. Rupert (2006) discusses the frustrateion of premature birth, what you hatful do to prevent from having a premature pander. It is said that tightness and stress can play a berth and having a premature baby the less stress and tension on the body will prevent having a premature baby. Seeing a doctor regularly, taking prenatal pills, vitamins, eating healthy and making sure you fork out a good essence of rest can prevent premature birth as well. Being pregnant is a wonderful time for any women but it also admit for you to be healthy as possible being pregnant can cause for you to go through a lot changing carrying a baby for nine months.Also, depending on your body you can go through more than otherwomen when becoming pregnant, if you didnt go through anything with your first child so metimes you can set about some minor problems with your second child thats why it is important for you to take care of yourself when being pregnant. In my case I was my mothers third child and coming down with an illness serious enough as pneumonia can be caused by stress and or from non taking care of yourself enough to remain healthy when pregnant. There are many factors on why prematurity will occur in women, rates of preterm births differ between racial groups, non because of race per se, but because members of racial minorities have disproportionately lower incomes and higher stress as a result Feldman (2014, p.95). ontogenesis into the life cycles of infancy I stayed with my grandmother something I didnt not find out until I was an adult. My mother expressed to me that she wasnt able to care for me at the time because I was too small for her to feel comfortable caring for me at the time.When hearing this it did take me by astonishment and hurt me a little only because I f elt like she could have said something sooner than when it came out to me. I felt like thither was a little detachment there because my mother wasnt caring for me the first couple months I was born and/or when I was released from the hospital. Hotelling (2004) states not all parenting styles are alike. What individuals do as parents depends somewhat on how they were raised as a child, what they observed in other families, and what they have been taught. Two very disparate styles have emerged Attachment Parenting and Baby wise. Parenting Ones own developed style of parenting will probably fall somewhere between the two. Attachment Parenting is a highly respected approach that promotes securely attached children. The problems with Baby wise Parenting, however, have been get alongn to include detachment, behavioral disorders, dehydration, failure to thrive, irritability, infant anorexia, and even infant death (Hotelling, 2004).Parenting is never easy.Perspective parents are encourage d to seek out resources for support and information, starting now, to help ease the way. One thing is for sure No recipe for parenting will guarantee a good nights sleep every night or perfect children (Hotelling, 2004). As stated in the article Bowlby (1982) defined attachment as a child being strongly disposed to seek proximity to and contact with a specific solve and to do so in certain situation, notably when he is frightened, tired or ill. Typically, preferred attachment emerges clearly in the latterpart of the 1st year of life, as evidenced by the appearance of separation protest and stranger wariness. Under usual conditions, preferred attachment unfolds gradually oer the 1st year of life (Zeanah and have, 2004). Preferred attachments to caregivers may develop at any time after infants reach a cognitive age of 7 to 9 months, provided that the new caregivers have sufficient relatement with the child. Thus, young children adopted out of foster care or institutions readily for m attachments to their new caregivers (Zeanah and Fox, 2004).Zeanah and Fox (2004) states there are four patterns of attachment, secure, avoidant, resistant, and disorganized have described individual differences in the organization of an infants attachment behaviors with respect to an attachment run across in this procedure. RAD was first introduced into the diagnostic nosologies just over 20 years ago, with the publication of the Diagnostic and Statistical Manual of Mental Disorders (3rd ed. DSM-III, American psychiatrical Association, 1980).The criteria were substantially revised in DSM-I. The disorder is defined by aberrant social behavior that appears in early childhood and is evident cross-contextually. Two patterns have been described, an randyly withdrawn inhibited pattern and an indiscriminately social disinhibited pattern, each of which have been observed in children raised in institutions and in mal accosted children (Zeanah and Fox, 2004).Growing into an adult after f inding out that I wasnt raised by my mother the first few months I felt some emotional distress, I felt from looking back on my childhood that there were some favoritism between me and my other brother and sisters. Feldman (2014) states developmentalists believe a square(a) emotion has three components a biological arousal component (such as increased breathing rate or heartbroken), a cognitive component (awareness of olfaction anger or fear), and a behavioral component (displaying that one feels unhappy by crying, for example). Growing up my arrest was in my life after I came home from my grandmothers, but only for short amount of time. My father was abusive to my mother which caused for him to break up and get a divorce. After the divorce we didnt sincerely see our father that because of how abusive he could be and once he moved out he moved back to his hometown of New York, NY. We rundle occasionally on the phone and he even visited from time to time but as time went on the calling and the visiting stopped.It was very tough to adjust to him not being there and not hearing from him the older me and mybrother and sisters got. Meyer (2010) discuss the enamor of children on womens decisions to seek help when experiencing internal partner ferocity. Intimate partner violence (IPV) has a detrimental pitch on the wellbeing of victims and their children. Meyer (2010) states the role (unborn) children has been examined together with other demographic and situational factors to reveal their influence on victims help-seeking decision. The two items were used to measure the role of children, including victims pregnancy at the time of the abuse and children residing with the victim and witnessing the abuse. While the presence of unborn children (i.e., pregnancy) had no result on victims help-seeking decisions, children witnessing the abuse emerged as the strongest predictor of general and more formalized help seeking decisions. In conclusion, art object the involvement of unborn children had no effect on victims help-seeking decisions, children who resided with the victim and directly witnessed the abuse had the largest effect on all examined help-seeking decisions.Seeing my mother abused at a child does take a piece of you and the reality if you will be yourself in the same situation when you get older to experience being an relationship yourself, also the fact of relations with the fact that your father has been in and out of your life does cause emotional and physical damage. You can grow up with bitterness in your heart not willing to love or open yourself to feelings and emotions that will help you bond with others or make it hard for you to fall in love. As a child you learn how too really love from your parents but how to love another of the opposite sex you feel that emotion from your father as far relationships with other men. Wilcox (2012) argues is parent abuse a form of domestic violence, in this situation I would say ther e are many similarities between domestic violence and parent abuse since both entail a constellation of abusive behaviors embedded in the family relationship. In both cases, the majority of victims/survivors are females /mothers. Both involve a continuing process of social harm requiring day to day management. As with domestic violence, parent abuse involves everyday stresses which shape a parents ability to parent effectively .There are similarities but I would go as far to say same its a form of domestic violence because on the other hand had stated in the article, the parent has an ongoing responsibility to parent, versus making the option of ending or leaving the relationship inappropriate. If you have ever experienced lovefrom your father how do you know how to love another man if your own father didnt show you how a man is to love you? The role of the father in child development parents dont think having the father around while pregnant can affect the unborn child. As stated i n this article studies investigating the role of the father in child development have focused on a range of different aspects of fathers and the father child relationship, such as paternal emotional well- being, father child attachment, and the quality of father child interactive. The study have shown that fathers active and regular engagement with their children has a positive effect on childrens social, behavioral, psychological, and cognitive development later in life. In conclusion this study was meant as an exploratory and preliminary investigation of fathers experience during pregnancy Vreeswijk,M.J.M.,C., Maas,B.M.A.,J., Rijk,H.A.M.,C., Bakel ,V.J.A. H., (2013).Over the years as growing into an adult it has really been a struggle for me to maintain a healthy relationship with the opposite sex, because I am everlastingly questioning is this person who they say they are? entrust they give up and leave and be abusive as my father was? Will I ever feel real love that I am wa nting so badly to experience? As a young adult it was difficult to maintain a healthy longevity relationship or friendship, I would put more into the relationships and friendships and they would tacit end with my feeling being hurt because I was being so nice to gain and keep friends not knowing that it goes both ways it cannot be no one way street, when being in a relationship or friendship. I think this took me until I was almost 30 years of age to know that not everyone will treat you how you treat them. I was so nave to think that everyone will treat you the way you treat them but a lot of people didnt grow up that way. Every house hold is different and everyone is born into different lifestyles and parenting styles which causes them to react or act on what they seen as children growing up.Being an adult it is very challenging you see how your parents held the family together and what surfaces one has to take in order to take care of an family there are so many ups and downs yo u will go through when coming into adult hood. For me I was so activated being able to do things on my own without my parents but then reality really hit when I couldnt lean on my parents any longer for things because they too was adjusting to being on their own again without caring for their children anymore. Today, at 32 it isstill a struggle as I am still growing into the women I was set out to be no one is perfect and it takes years for one to become fully mature and I know I will reach my potential success with growth, time, patience and having a healthy relationship with perfection. Some of the beliefs and I developed while growing up were in the Catholic church building. The Catholic Church is the Church that Jesus Christ established. Thus the Church subsists in the Catholic Church. However, members of other Christian churches and denominations are also in communion with the Catholic Church by virtue of their sacraments.The accepted Churches possess fully valid sacraments, and are true particular Churches, whereas Christians are in communion with the Catholic Church on account of their baptism still, this communion is impaired. The Church in one, because it is unified in Christ across regions. The Church is Holy on account of the grace of Christ given to it and the holy sacraments it provides. The Catholic Church contains the fullness of the Deposit of Faith, thus is it truly according to the whole and universal? Finally, the Church is Apostolic because its Teachings and power come from the Apostles themselves. Some of the beliefs I developed in the terms of right and wrong behavior were divorce, pre-marital sex, and same-sex relationships having a relationship with Christ always putting Christ and family first. The new Christian is capable of being a doer of the Word, enabled by the Spirit then change in the problem areas can occur.I gather information to understand the problem and the underlying issues. We build a Christ-centered relationship of car e and trust. 2 Timothy 316-17 (NIV) states encouragement from Gods Word, outlining the certainty of being able to be equipped and strengthened to change with Gods help. Spiritual development is likely a wellhead for the best of human life (e.g., generosity, unit, sacrifice, altruism, social justice) as well as for our darkest side (e.g., genocide, terrorism, slavery).Using social science to examine this potent force in society and individual lives of young people has been neglected for too long (p. 210). The Handbook of Spiritual Development in Childhood and Adolescence seeks to ensure that this oversight does not persist. Spiritual development may be at a tipping point for becoming a major theme in child and adolescent development. A growing number of scholars in various disciplines have invested themselves in this field. The public imagination appears to be ready in numerous cultures, traditions,and contexts, all of which are seek with social changes that threaten to undermine t he spiritual lives of young people. Benson, P. L., Roehlkepartain, E. C., King, P.E., &Wagener, L.M (2005).ReferencesMeyer, S., (2010) Seeking Help to protect the Children? The Influence of Children on Womens Decisions to Seek Help When Experiencing Intimate furnish Violence. J Fam Viol 25713-725, Springer Science +Business Media, LLC.Michelle, R.A., (2013) The effects of maternal nutrition on fetal psychological development. International Journal of Childbirth Education.28.3p90. effects on Childrens Health and Development. Psychological Medicine, Cambridge University, 40,335-334.Rupert, L. (2006) How women can carry their unborn babies to term The Prevention of Premature Birth Through Psychosomatic Methods. Journal of antenatal & Psychology & Health 20, 4 ProQuest Central pg.293.Hotelling, A. B. (2004). Styles of Parenting, J Perinat Educ. 2004 Winter 13(1) 4244. Feldman, R. (2011). Development across the life span (6th ed.) Upper Saddle River, New tee shirt Prentice Hall.Zean ah, H., C, Fox, A., N (2004). Temperament and Attachment Disorders. Journal of Clinical Child and Adolescent Psychology, Vol.33, No.1, 32-41. Bowlby, J. (1982). Attachment and loss Vol. Attachment. New York Basic Book.Benson, P. L., Roehlkepartain, E. C., King, P.E., &Wagener, L.M (2005). Spiritual development in childhood and adolescence Moving the Scientific Mainstream.Benson, P. L., Roehlkepartain, E. C., King, P.E., &Wagener, L.M (2005). The Handbook of Spiritual Development in Childhood and Adolescences.Vreeswijk,M.J.M.,C., Maas,B.M.A.,J., Rijk,H.A.M.,C., Bakel ,V.J.A. H., (2013) Fathers Experiences During Pregnancy Paternal Prenatal Attachment and Representations of the Fetus. Psychology of Men & Masculinity.

Educational Psychology and Special Education Essay

What is the definition of a encyclopaedism impairment and who should qualify to be special education? What assessments should be made to be able to know what child belongs where? This is what we are going to explore in this paper. We want to see exactly who qualifies and how to go about assessing what need honesty cease be met by choosing to place a child in special education or leaving in general education and fashioning some modifications. The main point to remember for any child is doing the best we can for their success.Learning disabilities are a bit tough to diagnose, the reason for this is because study disabilities affects everyone differently. While one person may have difficulty with take awaying or writing another person may have trouble with math or following through with directions. Researchers think that reading disabilities are caused by differences in how a persons thought works and how it processes information (Medicinenet, 2013) unre chinkably the people with learning disabilities, such as Aspbergers, are highly intelligent and only have problems with how the brain ranks the information, not being non-intelligent.IDEA states that A learning disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.This encompasses a wide range of children and we have to figure out how to best assess whether these children should be put into special education, or if they could function break in with modifications to the general education classroom. Because learning disabilities are so multidimensional the assessments must likewise be in order to properly diagnose what steps to take. mavin of the most important parts of assess ment is to always keep everyone involved in the childs life in the loop.Keeping open talk and checking often to see what is working and what is not is a vital key to the assessment process. Checking first who needs to be involved within the team and wherefore going from there with making the plan and seeing if it works or what needs to be changed. It is important to find out first if the child really has a learning disability, second the nature, specificity, and the severity of the learning disability to know how to proceed with it. If you do not know the extent you cannot do very considerably at teaching for their abilities when you do not know what is lacking.schools are required to implement a system of interventions before evaluating a child for a disability (Logsdon, 2013) This is important because we do not want to put any child into a special education classroom without reason, this would not benefit that child at all. It is so important to know exactly what needs the chi ld has and modify to try to benefit them before you place them. We must not simply send children to special education because the teacher does not want to deal with them.People tend to want to box people into certain categories and this just cannot happen with learning disabilities. A child who may have difficulty reading may be dyslexic, or they may simply not be being read to and worked with enough. They also may have moved into the country fairly recently and may be lacking because of a language barrier. There are 9 ways that are great for adapting instruction to be more easily understood by children with learning disabilities as stated by Teachers First. The first is adapting the size of what they are to read or do, then adapt the time for assignments and testing.Next, increase personal assistance by peer teaching, pairing students who are less skilful with more advanced students. Fourth, is input, allow for more hands on types of teaching. Fifth, Adapt the skill level or the amount of problems that they must accomplish and change the output, how they serve to what was taught, such as drawing pictures, writing a story, or working with a computer program related to the lesson. Allow the child to participate in the lesson either mentally or physically to keep them on task.Alternate is the next one, adapt the goals and outcomes with the samematerials, tailor the lesson to the childs needs and what they can handle, and lastly change curriculum if necessary. If the lesson is on the Vietnam war, you might be able to have them interview a person from the Vietnam war instead of having a backchat about it as they might get more out of that.It is all about our children and making the lessons understandable to them. An example of making adaptations to a lesson would be a child with vision impairment. For this child it is very difficult towards the end of the day to be able to read because her eyes are fatigued and cannot take frequently more strain.For this reas on her parent is allowed to read to her and she can write her answers to questions because the child simply cannot do that for herself at the end of the day like the other children. She also has adaptations in her regular education classroom with magnifiers, a monitor by her desk to blow up what is on the board, all her books and papers are blown up, and she always sits in the front of the classroom. These are modifications for a visually impaired person who is very bright, but lacks some because of her vision impairment which creates the learning disability.The world is full of examples of accommodations that permit people with disabilities to perform specific tasks they might not otherwise be able to. Drivers with poor vision wear glasses or contacts, elevators mark the buttons in Braille, and voters with disabilities may be given assistance by the person of their choice . (Luke, Schwartz. 2010) We must do the same with our children. We need to take them and assess where their is sues pillow and do the best we can to create a successful learning environment for them References Adapting Instruction. (2004, May 4).Retrieved July 14, 2013, from http//www. angelfire. com/in4/kfluhart/favorite. htm Learning Disabilities Causes, Symptoms, Diagnosis, and Treatment on MedicineNet. com. (2013, July 1). MedicineNet. Retrieved July 14, 2013, from http//www. medicinenet. com/learning_disability/article. htm Logsdon, A. (2013). Understanding Testing for a Learning Disability. About. com Learning Disabilities. Retrieved July 14, 2013, from http//learningdisabilities. about. com/od/assessmentandtesting/a/spedtesting. htm Luke, S. D. , & Schwartz, A. (2007). Assessment and Accommodations.

Being a Rich and Fabulous CEO Essay

CIMB Wealth Advisors (CWA) was incorporated in 1990. Since then, they have becoming among the top ranking in the wealth management and financial service industry. It provides a complete financial system with comprehensive solutions for wealth management for their client. On June 6 2013, CWA team successfully carried out a career speak for the student of INTI International University & College, Subang Jaya. Everyone can take part in this career talk especially to those who taking backing course. The talk started at about 230pm with the master of ceremonies by one of our college student. She gave us a short background of the talk later. The MC then introduced the sin president of CWA, John Lau. He started to explain to us the topic of the talk.The title of the talk was Being a Rich and Fabulous CEO. The purpose that having this talk with everyone is telling us the way and tips to become a successful CEO although just a normal business man. Firstly, he explain to us whats CWA helping to us. He also let us know how much income that every level class of worker or manager earning every year. Beside that, he told us need to set a goal for our future. Instead, he let us know what attitude and personality that every successful person that must(prenominal) have. For example, do not order others people doing something else, but the best one is listens to the comment or feedback and do something on it. Every successful CEO or leader must listen to others in order to let other people to listen on you. Become a CEO was a stargaze of every human, but dream without action, dreams still remains dreams.The speech was finish in 35mins. After that, we having the role playing game. We separated to few broken groups. The rules was produce a new company with one CEO. CEO must be chosen in one of us inside the group. Then, we have to create a new plan for our company. Beside of that, the plan must be persuade the judges to sign up for our plan. The power of teamwork has shown w hen we giving our best idea to each(prenominal) other. The ability and the spirit of leadership are important for group or maybe a company. This talk help us a lot in what are the ways we need to do when we graduated and also planning our future from now on. There is no such thing as a free lunch, so we must start from the low.

Information About Strategic Teaching, Strategic Learning and Thinking Skills Essay

Teachers, whether brand new to the classroom, or veterans of many years of service, ar always looking for ways to make what they do more potent and more efficient. That even goes for students in teacher preparation programs, as well it should. Efficiency is a measure of what is obtained (results) in relation to what was expended (resources). Effectiveness is a raciness more elusive. To be sure, effectiveness in anything, including command, throne be difficult to describe and to measure. The following is a discussion about some fundamental principles that may lead to actual improvement of instruction. Please read on.In order to use any instructional proficiency effectively, any oneness who teaches moldiness, of necessity, understand the fundamental principles and assumptions upon which the specific technique is based. There is certainly no shortage of descriptions or labels for activities that may be classified as pertaining to instruction. From the ever-popular lecture method t o complex student-teacher, student-student interactions, instruction encompasses a kind take to the woods of teacher behaviors. At one end (the lecture method) the teacher is an imparter of information, and the students argon the intended recipients of the information the teacher imparts.At the other end of the range of teacher behaviors are methods in which teachers interact with students in vastly more complex ways. Most researchers and experts in the field are in agreement that the nigh permanent and meaningful education takes place at this end of the range. Strategic teaching, and, concomitantly, strategic learning are techniques in which significant student-teacher interaction and resultant learning and cerebration are at the high end of the scale. To learn strategic teaching techniques, and to foster the ability of students to engage in strategic learning, it is important to put some terms.In fact, one of the principles of strategic teaching is to define terms. Below are terms that are relevant to this process. Strategic teaching describes instructional processes that focalize directly on fostering student thinking, but goes well beyond that. Strategic teaching and strategic learning are inexorably linked. A strategic teacher has an understanding of the variables of instruction and is aware of the cognitive requirements of learning. In such an awareness, comes a sense of timing and a style of management. The strategic teacher is one who1. s a thinker and decision maker 2. possesses a rich realizeledge base 3. is a modeler and a mediator of instruction. Variables of instruction key to those factors that strategic teachers consider in order to have instruction. These variables, as the name implies, change, and therefore the teacher must be aware of the nature of change as well as the actual variables themselves.These variables are 1. characteristics of the learner 2. material to be learned (curriculum content) 3. the criterial task (the goals and end points the teacher and learner designate) 4. earning strategies (goal directed activities in which learners engage). In teaching content at the elementary, middle, or secondary level, the strategic teacher helps guide instruction by focusing on learning strategies that foster thinking skills in relation to the content. In connecting new information to what a student already knows, learning becomes more meaningful, and not simply retained for test-taking purposes. There are numerous strategies that teachers can develop that accomplish this purpose.To give one information is not difficult, but to help one be able to develop the tools to both(prenominal) know what information is relevant and the means to acquire it, is perhaps the most important function of any social studies teacher. There are numerous techniques for lovely students in thinking about content. Besides thinking skills, there are such practical matters as how best to present a lesson on weather, teaching map and globe skills, luck students work together in groups, how to question effectively, and how to answer student questions.The first and foremost criterion is that the teacher thoroughly know the content, the second criterion is that the teacher have a set of rules for classroom management that are understood and implemented, and the third criterion is that the teacher have the imaginativeness and knowledge to rehearse unfamiliar techniques, and more importantly, have the capacity to adjust any lesson plan to maintain academic focus. Many of these tasks are learned on-the-job. secret code you can learn in any course is more valuable than learning what to do when you dont know what to do.When you can do that, you are well on your way to becoming a great teacher. Strategic Learning Strategic learning is, in effect, a highly probable outcome of effective strategic teaching. Reduced to its essentials, strategic learning is learning in which students construct their own meanings, and in th e process, become aware of their own thinking. The link amongst teaching, thinking, and learning is critical. As a teacher, if you are not causing your students to think about what you are presenting, discussing, demonstrating, mediating, guiding, or directing, then you are not doing an effective job.You must be more than a dispenser of information. You must create conditions and an environment that encourages thinking, deepens and broadens it, and which causes students to become aware of how they think. The process of thinking about how we think is referred to as metacognition. In helping students create knowledge, it is useful to think of knowledge as occupying space that can be thought of as a pyramid. At the bottom of the pyramid is indicatory knowledge, or knowledge of what is. Declarative knowledge is akin to awareness.One step up on the pyramid is procedural knowledge, or knowledge of how something works, or functions. At the top of the pyramid is conditional knowledge, o r knowledge of when or why a particular procedure will work. Conditional knowledge is closely link to the predictive function of knowledge. When students develop a broad and deep system of conditional knowledge, they are able to predict more accurately, solve problems more efficiently, and in a sense, are more free because they can identify and articulate more options from which to choose.Strategic learning is a valuable system to help your students develop conditional knowledge. Content Connections The creation of knowledge is, in the most practical and profound sense, a primary and direct result of learning. As teachers, we must puree to assist our students to develop intellectual tools by which they can create knowledge. Any knowledge, once created, becomes a part of a larger system that enhances learning and is undefendable of integrating and accommodating new information with greater efficiency and reliability.Each person creates knowledge in similar, yet uniquely distinct w ays. Connecting information provided or described by others in novel and personal ways is a key to learning and developing knowledge. The more one knows, the more one can know. The theme of content links or connections is not exactly new, but offers some unique opportunities to chart your own course, learn, and add to your knowledge system. Enter the idea of Constructivism. Constructivism is a philosophy as well as a psychology of education. Constructivism is about how knowledge is created.

Persuasion Essay

Jane Austin explores the character Anne Elliot, a 27- year-old unappreciated and renunciant woman dealing with the emotional consequences of a returned love that she had been persuaded to reject in marriage seven years earlier. Austin exposes Anne as a timid and self-sacrificing character, her emotions and thoughts internalized and her presence dismissed by those around her.As the heroine of the unfermented Students values atomic number 18 conveyed through Anne, displaying her distaste to aristocracy and preference to meritocracy, the challenge of enders and the thingmajig and social rules In acceptance to marriage, the rejection of these conventions displayed through Students use of Irony and satire throughout the novel.The dart Persuasion by Adrian Sherwood (2007) however sees a storyline that falls to grasp these c one timepts displaying a storyline that Is exaggerated and dramatic, focusing almost solely on the love story, often bequeathing In a film adaptation of Anne Ell iot who wanders slantingly from the novels original character who displays elflike to no character tuition.The Anne of the novel Is often isolated, particularly in regard to her emotional state, contrasting dandyly to Shareholders film adaptation where Anne is seen to be sharing her upset and feeling more openly. In the novel, Wentworth return is non accompanied by a debrief with Lady Russell where Anne expresses her trouble and panic, rather, Austin displays her emotion through closing off and lack of communication with others, conveyed to the reader through narration rather than dialogue.Anne is adapted to a film reference to clearly display her state of mind and current emotion as to ensure that ere reactions to certain situations are obvious, for example, the various scenes where Anne looks directly into the camera, connecting directly with the audience to show the devastation she is experiencing, pushing the emotion to solidify the facts of her distress that may have been previously missed.This results in an Anne that is much more dramatic and has heightened emotion in great comparison to the submissive and overly polite nature of Anne in the novel, who shies away from expressing herself to such an extent that when Anne cant take for her emotion from Wentworth letter ND is seen to impact on her appearance, she is only thought to be sick.Sherwood abandons the social conventions of the nineteenth century setting to produce a film that is unrealistic and untrue to the situations Anne experiences In the novel. Jane Students Anne Elliot undergoes character development throughout the novel and experiences transformation, symbolizes by her change In appearance toward the end of the novel as she begins to bloom once again, her nature becoming more assertive and confident.Students end result In Anne Is one that Is not seen wealthiness the film as there Is no growth or development Incorporated, her appearance only seen hanged as she arrives at Excellency wi th Captain Wentworth, her hair styled differently and her dress a brighter color, suggesting that she Is happier and changed only as a result of Wentworth love, supporting the sole focus of the film to be the romantic plotting.Persuasion Essay By manholes genders and the convenience and social rules in acceptance to marriage, the rejection of these conventions displayed through Students use of irony and satire storyline that fails to grasp these concepts displaying a storyline that is exaggerated and dramatic, focusing almost solely on the love story, often resulting in a film adaptation of Anne Elliot who wanders significantly from the novels original character who displays little to no character development.The Anne of the novel is film that is unrealistic and untrue to the situations Anne experiences in the novel. And experiences transformation, symbolizes by her change in appearance toward assertive and confident. Students end result in Anne is one that is not seen within the fi lm as there is no growth or development incorporated, her appearance only seen differently and her dress a brighter color, suggesting that she is happier and

Carbohydrate Lab Report Essay

Qualitative identification of a substance is of significant importance in chemistry. Physical constants much(prenominal) as melting points have traditionally been used by organic chemistry for identification of unexplored compounds. As for inorganic substances, the precipitation of a solid, firmness of purposes of a flame test, or the formation of a sour substance could all be keys to recogniseing a sample. Chromatography and spectra are amongst the newer techniques practiced today. A problem that arises in biochemistry when attempting to identify a particular compound is that the tests that are utilized to identify these compounds rely on the reaction of a functional group and therefore will yield positive reactions with more than just one compound. This substance that more than one test has to be performed in order to deduce which compound is present by process of elimination. Carbohydrate chemistry allows us a great opportunity to better understand qualitative testing. The t ests run within this experiment are usually carried out to identify simple pelfs. It is possible that by running these tests with a variety of different carbohydrates we determine the identity of an unknown sample. examinationsBenedicts visitation rills for Reducing Sugar (+), Nonsimplification Sugar ()Positive result Red precipitate Negative result No precipitate Bials TestTests for Pentoses (+), Other ()Positive result channelize in coloration to swampy dark blue Negative result Not cloudy dark blue Barfoerds TestTests for Monosaccharides (+), Disaccharides ()Positive result Red precipitate Negative result No precipitate Seliwanoffs TestTests for Fructose (+), Other ()Positive result Change in color to orange Negative result Not orange Glucose Oxidase TestTests for Glucose (+), Other ()Positive result Changes color Negative result the Great Compromiser same color Starch Iodine TestTests for Starch (+), Sucrose ()Positive result Change in color to blue Negative result Not bl ueDiscussionWe determined our carbohydrate to be ribose considering it matched up perfectly with all the test results we had ran. Ribose was the only carbohydrate of the ten that had similar reactions to the tests performed. The trey tests that ribose was subject to were Benedicts test, Bials test, and Barfoerds test, all of which ribose tested positive for. Since the unknown besides tested positive to these three tests and negative to all other tests that we ran, this means the unknown is a reducing sugar, a pentose, and a monosaccharide. We did have a bit of trouble trying to decide whether the unknown was arabinose or ribose because they both tested positive to the aforementioned tests. However, arabinose had a greenish tint and our unknown matched in color more closely to riboses dark blue.Read moreIodine Test for Starch research lab Report

Word Repetition in the Qur’an: Translating Form or Meaning?

J. male monarch Saud Univ. , Vol. 19, Lang. & Transl. , pp. 17-34, capital of Saudi Arabia (A. H. 1427/2006) Word repeating in the Quran Translating determine or Meaning? Ahmed Ali Assistant Professor, De assortment of face, Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia (Received 13/10/1426 A. H. accepted for publication, 04/04/1427 A. H. ) Abstract. Word repeat is a suffer that exists in exclusively voice communications, and responds distinguishable purposes, blandishmental, emphatic, or otherwise.A moot issue arises when a adaptation is attempted of restate speech in a betoken take aim schoolbookual matter. The dilemma is that owing to the divergent ways of expression and tools available to either language, what fits one language may prove absurd in a nonher. When dealing with the displacement of reiterate lyric poem in a sacred school school text, this proves to be much more(prenominal) descentatic. This stem dea ls with this specific atomic number 18a as far as repeated interchanges in the divine Quran atomic number 18 concerned.The present paper argues that individu in solelyy repeated account book in the Quranic text serves a particular purpose which may be tout ensemble defeated, and, perhaps, the whole message distorted if the arranger fails to render repeat in the homogeneous way. This, by no promoter, go unders the repetition conundrum. However, to effectuate it in simple terms, the translator could, in an attempt to maintain the accuracy and faithfulness, and at the same time, maintain the flow of the adaptation, select use of footnotes to draw the attention of the ratifier/critic to the true(a) wording of the original.In this way, the translator minimizes the effect of, at least, the draw of the original on the commentary. The gist is (hopefully) preserved, and at that placeby, the allegeer/critic and most(prenominal) importantly the studyr, is satisfied by accounting for all the spoken communication in the text involved. Introduction The problems in translating a text from one language to another are legion. For sheath, it is quite parking area to find western critics referring to what they claim to be inco presentnce, inconsistency or lack of harmony in the Quranic port (c. f.Hyde Park Christian Fellowship 1 and Ghoneim 2). Such views ignore the fact that Ahmed Ali * it is both inconceivable and impossible to try one language according to the rules of another * what efficiency be considered elegant style, or legitimate mannequin, or appropriate function in one language is not necessarily looked upon the same way in another * different languages real often express the same thing differently, necessitating different phrasing in expression in displacement reaction * there is no perfect synonymy or exact equality among languages in translation. there will constantly be a translation loss of different degrees as a result of not only linguistic, only when also cultural factors. Therefore, no translation lav be the original, heretofore when the translation may seem to be better than the original. The inherently problematic nature of translation is further complicated when the principal text, as is the case with the Holy Quran, is considered to be a sacred one, containing the inspiration for a complete way of life.In much(prenominal) a case, accuracy in translation becomes a religious and moral duty, not except a linguistic or logistical exercise. Since it would be impossible here to discuss the multifactorialities encountered by innumerable translators in the field of translating the Quran, this paper focuses on one small but not in healthy aspect encountered in the sacred text, that is, the issue of repetition. The Quran Muslims believe that the religion preached in Arabia by prophesier Muhammad (peace be upon him) to be Allahs (Gods) final divine revelation to humanity.For Muslims, the Quran , which is Allahs words revealed to humankind, supplements and completes the earlier revelations on which all theistic religions are built and corrects the human interference and misinterpretations that corrupt and adulterated those earlier revelations. The whole of the Quran is arranged into 114 suwar (singular surah) of unequal size, though a analytic th enjoin of signification of revelation from Allah runs through and through them all. Each surah, which means degree or step, consists f a number of compose divisions, which are called ayat (singular ayah) which are usually determined by the rhythm and cadence in the Arabic text. sometimes, an ayah, content a sign, contains m some(prenominal) censures. Sometimes, a sentence is divided by a break in an ayah but, usually, there is a pause in kernel at the end. The ayah is the true unit of the Quran, since it is a verse of revelation as a sign of Gods wisdom and goodness, just as much as Gods beautiful handiwork in the materi al creation or His dealings in tale are signs to us (Ali 3, p. 3). The Quran, therefore, is the Holy Writ, sent down to us, as surah al-Nahl reveals ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? explaining all things, a guide, a mercy, and glad tidings to Muslim (Quran 1689). Word repeat in the Quran Translating Form or Meaning? The Quran exists in its original language, i. e. , Arabic.Muslim scholars unanimously agree that the Quran is only the Quran when it is in Arabic, in its original wording as revealed to Prophet Muhammad (peace be upon him). Cook 4, p. 94 refers to Ibn Hizam (d. 1064), a scholar of Muslim Spain, who stated laconically that NonArabic isnt Arabic, so its not the Quran. This is derived from the fact that there are xi references in ten Quranic suwar Al-Laithy 5, p. 46 confirming on the nose this impression. By way of example, surah Fussilat states ? ? ? ? ? ? ? ? ? ? ? ? ? And if We had sent this as a Quran in a foreign langu age (other than Arabic), they would hold back said Why are not its ayat explained (in our language)? What (A book) not in Arabic and (the Messenger) an Arab. (Quran 4144). As Ali 3, p. xi, in his preface to the first edition of his translation of the Holy Quran, states, it is the duty of e precise Muslim man, woman or child to read the Quran and understand it according to his own capacity. For non-Arabic Muslims, this poses something of a problem. As Cook 4, p. 8 points out, Arabic is not just the original language of the Quran (as quaint Hebrew was the original language of the Torah) it is the language of the Quran. Therefore, talking somewhat translating the Quran, is problematic. The question that needs to be posed is Is the Quran as a sacred text translatable? On the one hand, the view of the untranslatability of sacred texts is championed by Stieners comments (in Ali 6, p. 174) on the troubles encountered when translating the word of God. He states in his foreword to T ranslating Religious Texts 6, p. xiii Here we flounder in deep pisss.If a text is revealed, if its initial encoding is therefore transferred into a mundane and fallible sign-system, that of secular and post-Adamic speech, to what truth-functions, to what correspondent faithfulness scum bag any translation train? On the other hand, what do we call the well-known translations of Ali 3, Pickthal 7. Arberry 8, Asad 9 and others? It is the view of the present author that if an original text exists in another language, this second product is a translation. The translation of any text is a means of rewriting the pith/message of the original text using a target language.Yet, any translation of any text, no matter how immaculate and scholarly, shadower neer be the original, and will constantly be imperfect and subject to error. Therefore, the Quran is translatable, even though the translation might be laden with short(p)comings and inaccuracies, and can serve as no more than an int roduction to nonArabic speaking audience, Muslims and non-Muslims a worry. For the Muslim, anything other than the Arabic original will always be provided an interpretation, an attempt at conveying the message of the Quran, and will always be an bringing close together of the original. Ahmed Abdel-Fattah M. AliThe fact is, though, that conveying the message of the Quran has become imperative in the light of global interest for a variety of reasons in Islam and in the beliefs and practices of Muslims. As Muslims and Islamic affairs rise more and more to excrescence in global politics, the need to access the contents and meaning of the Quran, specifically through the medium of English, becomes more pressing. It is how this Holy Writ should be translated that forms the basis of this paper. Orignal and Translated Text As any translator knows, translating from a starting time language to a target language presents a minefield of complications.In his discussion of issues related t o the Soviet school of translation, Lauren G. Leighton 10, p. 17 asserts that few Soviet translators would agree with the dogmatic literalist Vladimir Nabokovs assertion that one should dismiss the conventional notion that a translation should read smoothly, and should not sound like a translation. Indeed, says Leighton, Nabokov asserts that any translation that does not sound like a translation is bound to be inexact upon inspection. Nabokovs assertion here justifiably raises the avocation questions What are the criteria that produce a translation sounding like a translation?How does a translation, sounding like a translation, sound? There essential, by implication, be certain peculiaritys in the translation itself that stirs it sound like one. Does this mean, for example, complete adherence to the linguistic rules of the source language, even at the put down of both the style and the linguistic integrity of the target language? Such an account raises more questions than answ ers because how a translation should sound is not defined. Whether a translation should sound like a translation or not, does not mean that bad translations are admissible.In other words, a translated text should read well and with no clumsiness of style cause by the interference of, for instance, the linguistic rules of the target (or second) language. Still, the majority of the translations of the meaning of the Quran f genuinely do sound like translations. The main reason for this is the inevitable impact of the Quranic form on the target language. The division of the Quran into ayat the translators weak attempt to adhere to the source texts wording the importance of the source text the attempts to follow the Arabic style n the translation the existence of terms that are untranslatable without detailed footnoting these are but a few reasons why numerous Quranic translations sound like translations or do not sound natural. This is a difficult problem to tackle. While the aim of translators should be to present the given text in the appropriate style and to production line up to the linguistic demands Word Repetition in the Quran Translating Form or Meaning? of the target language, in galore(postnominal) cases they might find themselves in a situation where the impact of the source language displays itself glaringly with sometimes unacceptable yet unavoidable results.Translating Repetition Repetition, as an element of rhetoric, is an important characteristic of Arabic texts (both ancient and modern), as it is in European dis fly the coop (Connor 11). It would not be apposite in a paper on translation to discuss how and why repetition functions as a rhetorical device in Arabic discourse, and the ratifier should refer to the noteworthy contribution of Al-Jubouri 12 in this regard in the Swales and Mustafa study English for precise Purposes in the Arab World. Suffice it to say that repetition plays a vital role, specifically in the context of use o f attempts to translate the Quran accurately.In the succeeding sections, a brief attempt will be make to square up the incidence of repetition in non-Quranic sources merely to show that repetition is a deep rooted feature in the Arabic discourse. The section after that will discuss repetition in the Quran, giving dickens examples, and erstwhile(prenominal) attempt to outline the problems that translating these presents. Repetition in Non-Quranic Sources Examples This dissonance between the source and the target languages refers most particularly (though not uniquely) to the incidence of repetition(1) in Arabic. As an ? ? ? ? Arabic literary critic once wrote A man may say to another ? Hurry up, says (3) hurry up, and to an archer ? Shoot, shoot. (2) A famous, yet anonymous, poem ? ? ? How many favors arrive at you had (upon us) how many, how many and how many (favors have you had) and how many and another says (1) For more detail near Repetition , see Holes 13, pp. 269-74 Nasif 14, p. 21 Ibn Qutaybah 15, p. 10 Ibn Faris 16, pp. 177-8 Al-Jubouri 12, pp. 99-117 Koch 17 and Tytler 18. According to Al-Mulla 19, p. 232 quoted from Al-Maydani, pp. 9-108 on Ibn Qayyim, pp. 159-167 Ibn Qayyim identifies three types of Repetition in the Quran Repetition with resemblance of meaning e. g. Q7419-20. Repetition with difference of meaning e. g. Q37. Repetition of meaning with different wording e. g. Q5568. (2) Ibn Qutaybah 15, p. 183 and Abu Hilal 20, p. 193. (3) Abu Hilal 20, p. 193 the poet is not named. This line is also found in Al-Murtada, Amali al-Murtada (1954), Vol. 1, p. 84. is, however, missing from this line in Ibn Qutaybah 15, p. 183, and Ibn ? ? Faris 16, p. 177. (4) Ahmed Abdel-Fattah M. Ali ? ? ? ? ? ? ? Why do you not ask the mickle of (the tribe of) Kindah, when they ran away from the battlefield, where, where (did they run away to)? where the underlined words are repeated successively. Muhalhal al so repeated the following more than twenty times in one of his poems (5) ? ? It was not fair of (the tribe of) Kulayb to (have done) Al-Harith ibn Abbad successively repeated, with owing(p) effect, the half-line (6) ? ? ? Make (you two) close to me Marbit Al-Naamah (the name of the place where his beloved one lives). The supra are sundry examples of repetition commonly used in non-Quranic sources. The author believes, however, that the repetition employed in these and similar instances are merely rhetorical devices. As such, they are not much different in structure, intent and meaning as that used in European prosody or poetry. Repetition in the Quran Two Examples The Quran, being in Arabic, is no exception to the need for the correct citation and elaboration of the repetitions as linguistic features during translation.However, the Quran, as has been pointed out, is a sacred text, and as such, requires more than just This line is ascribed to Abid ibn Al-Abras A l-Asadi according to Ibn Qutaybah 21, p. 224. The next line is ? ? ? ? ? ? The line is also found in Abu Hilal 20, p. 194, and in Al-Baqillani 22, p. 160, without the name of the poet, (or Al-Baqillani 22, pp. 136-7). However, the poet is named again in Ibn Qutaybah 15, p. 143 but not in p. 83, where the following line by Auf ibn Al-khari is quoted ? ? ? ? ? ? ? This latter line is also found in Ibn Faris 16, p. 194, where we have or else and the poets name ? is not mentioned, epoch Baqillani 22, p. 160 quotes it as . ? ? (5) Abu Hilal 20, p. 194. (6) Abu Hilal 20, p. 194. (4) Word Repetition in the Quran Translating Form or Meaning? literary critique of its form and usages repetition included.This is because those real forms and usages are intrinsic in, and an essential part of, the sacred message that Muslims believe is the original, unadulterated and incorruptible Word of God. They therefore invite, not mere literary critique, but meta c orporal reflection. Let us cite two examples Example one The opening ayat of surah Iqra read ? (? )? ?)? ( ? ? ? ? ? shoot in the name of your Lord who created (1) Created Man of a blood-clot (2) (Q961-2) In this example, the word (created) is repeated twice and while Read in the ? ame of your Lord who created Man of a blood-clot would read smoothly in English without the reviewer feeling that something more is needed to make the sentence sound like good English, the result is that the translator has omitted part of the original text. Whether such omission affects the meaning or not, it does not alter the fact that the translation did not cater for an item in the original. One might conjecture, therefore, that, in the science of translation, even if the meaning does not suffer as a result of such omission, all texts are words put together and translators must not forget that they translate on the basis of these words.Newmark 23, pp. 36-37 states Many translators say you should never translate words. You translate sentences or ideas or messages. I think they are fooling themselves. The SL source language text consists of words. That is all that is there, on the page. Finally, all you have is words to translate, and you have to account for each of them somewhere in your TL target language text, sometimes by deliberately not translating them , or by compensating for them, because if translated cold you inevitably over-translate them. In the example from Surah Iqra cited higher up, Q961 ends with the word , ? and does not require a complement unlike create which requires an object. Also, Q962, due to the Arabic structure and rules of grammar is a ? complete and meaningful sentence. Yet, if we compare this to English, we find that it goes against the rules of English to start a sentence in the way ayah 2 has been translated, i. e. Created Man of a blood-clot. While the fail ?( ubject) position can be filled in Arabic with no other pronoun but He, seven extracts are available in English to get from (i. e. I, you, he, Ahmed Abdel-Fattah M. Ali she, it, we and they). Considering the context of Q961-2, the translator will have to relate the two ayat together in his translation in localize to make sense. The significant difference in Arabic is that each ayah can also stand on its own, separately, as complete and meaningful in itself. The Quranic text indicates that the Lord created that is, He created all things, known and unknown, tangible and intangible, visible and invisible.This sense is conveyed in ayah 1. The vision of the power of creation is then narrowed, in ayah 2, to one specific item, where we are told what He created and then, He created mankind. In the Arabic, it is soak up that what we have here is a movement in focus between creation in general, and creation in particular. The translated text, without the repetition, reads Read in the name of your Lord who created man of a blood-clot. This makes the ayat lose the important dimension of generality. It loses, too, the dimension of specificity.Furthermore, the Quranic text clearly indicates parallel rhetorical movements -between generality and particularity on the one hand, and between elementary and complex on the other. But, these rhetorical movements have metaphysical implications. As has been shown above, the text your Lord who created shows the power of the Lord in His creation of all things. The text Created man is a movement to the particular, showing the power of the Lord in His creation of specific things. At the same time, we must be aware that humankind one of a host of Allahs creations is itself a composite of complex organisms, mechanisms and systems.The uniqueness of humankind (its generality) rests not only in being one of many, but, at the same time, the quintessence of creation (its specificity). Similarly, reference to the blood-clot indicates the basic-to-complex shift. Blood is a basic component i n the functioning of the human organism, but is also a complex component in itself. The blood-clot referred to is merely a speck on the lining of the womb, represented by the word , which, aside from meaning blood-clot also carries the meaning of leech-like, hanging and/or clinging (c. f. Ibrahim 24, p. 6 and Al-Rehaili 25, p. 1). Yet, in spite of being so basic a component, and so basic a stage of development, it still comprises all the elements of the complex human embryo. The dynamic between the poles of general-to-specific and the complex-to-basic, is rein ram downd in the Arabic text by the repetition, that is, the repetition of the word created ? . The repetition acts as a catalyst whereby the two movements are activated. The Arabic reader, reading the original, is immediately aware of the synonymy. The nonArabic speaker, reading a translation where the repetition has been left out, is not.Word Repetition in the Quran Translating Form or Meaning? Therefore, the string of complexities in meaning having occurred with the use of a repeated word that ties all the involved strings together is lost. Also, the word created ? ends (in the Arabic) with a syllable that rhymes with the last word in ayah 2. As a result, a rhythmic effect is created it possesses a poetic beat at short intervals emerging from a powerful, intense and meaning-laded pattern. ? This shows clearly the importance of ingeminate the word ith regard to meaning and rhythm. The translator might not be able to achieve such an effect in the translation because of the target language rules of grammar and the difference in assonance the sound feast between the source language and the target language. The wording of the Quran is deliberate and every word serves a purpose. Therefore, it is excusable to say that if a word is repeated in the original it should, if possible, be repeated in the translation, unless of course the context dictates a different rendering for the repeated word.Un like other texts (be they sacred or not), when it comes to translating the Holy Quran, every word must be catered for. The translator has to account for each and every word in the original text, in addition to considering their meaning in context. Example two Another example, of the literally hundreds to postulate from, that can be cited is in Surah Yusuf, which relates the story of Prophet Joseph, may peace be upon him, who says ? ? ? ? ? ? ? ? ? ? ? ? ? ? I see eleven planets and the sun and the moon I saw them prostrating themselves to me(7) (Quran 124) (7) Many translations, such as most of the ones used in this work render as star not planet (see Pickthall 7) perhaps the translators have been influenced by Genesis 379 where Prophet Joseph told his brothers and father about his dream the sun and the moon and the eleven stars made obeisance to me. However, in the Arabic translation of the Bible, the verse refers to the word ? which is the same as in t he Quran.One wonders where the translator of this Biblical verse into English, assuming the correctness of the Arabic, got the word star from? Genesis 379 in Arabic reads . ? ? ? ? ? ? ? ? ? ? ? ? ? ? c. f. 26. On the other hand, Al-Nuwayri 27, pp. 38-9 & pp. 61-70 talks about and quotes lines of Arabic poetry where the word kawkab is used to refer to both planets and stars. The Quran uses the word kawkab to refer to a shining body as in Q676, Q2435.See also, the plural form kawakib in Q376 and Q822. Ahmed Abdel-Fattah M. Ali The verb ? ( saw) is repeated twice in the Arabic as well as in the translation, although the translation could have done without such repetition. It would have still made perfect sense if the translation had been I saw eleven planets, the sun and the moon prostrating themselves to me. (8) We have already said that the wording of the Quran is deliberate every word serves a purpose and deformation of the texts original meaning can oc cur if the repetition in not adequately catered for in the translation.The above should not be interpreted as a defence of literal translation (see the discussion on Nabokov above) for all kinds of text. Still, it cannot be denied that literal translation can sometimes be a most sound form of translation, therefore its value for certain texts the Quran in particular should not be devalued. However, if adopting such a method results in inaccuracy, or deviation from the original sense and intent of the source language text, it should be abandoned. Baker 28, p. puts it like this text is a meaning unit, not a form unit, but meaning is realized through form and without understanding the meanings of individual forms one cannot interpret the meaning of the text as a whole. Translating words and phrases out of context is certainly a futile exercise, but it is equally unconstructive to expect a student to appreciate translation decisions made at the level of text without a reasonable un derstanding of how the lower levels, the individual words, phrases, and grammatical structures, control and shape the overall meaning of the text. aft(prenominal) quoting and analyzing many Arabic texts, Johnstone 29, p. 177 concludes An arguer presents truths by making them present in discourse by repeat them, paraphrasing them, doubling them, calling attention to them with external particles. Argumentation by presentation has its roots in the history of Arab society Arabic literary argumentation is structured by the notion that it is the presentation of an idea the linguistic forms and the very words that are used to describe it that is persuasive, not the logical structure of proofread which Westerners see commode the words. The present author challenges Johnstones assertion that Arabic resorts to linguistic forms rather than logical structure of proof in the science of persuasion. Such an assertion ignores the fact that it is impossible to prove the truth of anything by merely presenting it as a rhetorical structure like repetition, paraphrase and so forth. Linguistic features of this kind are merely elements of style and discourse, not elements of deductive or inductive argument. Linguistic devices for the purposes of persuasion are (8) It is clear that the connective ? waw (? ) is also repeated which is one of the features of ? ? Arabic. For details about the uses and functions of the waw, see Holes 13, pp. 217-20. Word Repetition in the Quran Translating Form or Meaning? used in every language (which, essentially, is what the art of rhetoric is all about). elaborateness, however, can never substitute for proof neither in English nor Arabic What Johnstones argument does do, however, is to shed light on the importance of repetition in Arabic and that, as a feature, it is deeply rooted in the language itself. The example in surah Yusuf cited above provides a relevant dimension to this argument.It is mute that Prophet Joseph (peace be u pon him), saw what he believed was real in a dream although he did not say this himself. This is understood from his ? ? fathers answer not to tell his brothers about his dream (your dream) (Q125). The repetition of (I saw) indicates that there was not the least doubt in the dreamers mind that what he saw was real it was at least a bit more than just a normal dream. He, of course, could not prove that he saw what he claimed, owing to the very nature of dreams. Therefore, he resorted to that feature in the language that gave his argument the confirmation it needed and that was repeating the key word (I saw). In this ayah, the reason Prophet Joseph repeated the verb was not to persuade his listeners, but to emphasize that, what he saw, was true. This example shows recourse to a feature of the language when concrete proof cannot be provided. The proof of the veracity of what Prophet Joseph saw lay, not in his linguistic presentation of simply saying it again and again (as clai med by Johnstone 29, p. 155), but in the physical coming true of his claim his dream near the end of the narrative.There is no doubt in the mind of the Arabic-speaking reader of the Quran that the repetitive nature of Prophet Josephs language is verbally precursive to, and predictive of, an actual event fated to occur by the virtue of Gods divine will. This is not, as Johnstone 29 would have us believe, mere linguistic form in order to persuade or convince, devoid of logical proof. The Prophets convictions, emphasized by repetition, serve as testimony to his faith, and to his submission (Islam) to his God. His visions cited by repeated words, confirm his prophethood.The repetition here is no mere rhetorical device it serves, instead, to confirm the Divine get hold of behind the Prophets visions and what subsequently occurred. The rational argumentation for the actuality and the veracity of the events is implicit, rather than explicit and is vested in the repetition. Translating this implicit rational argumentation is not easy. Of course, in cases where explicit rational argumentation (logical proof) is needed, we find that repetition becomes a means that communicates the truth and supports the proof. Ample examples can be found in Surah al-Naml. ?) ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?) ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Ahmed Abdel-Fattah M. Ali ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?) ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?) ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?) ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ( ) ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ( ) ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Say Praise be to Allah, and Peace on His servants whom He has chosen (for His subject matter). ( Who) is better?Allah or the false gods they pertain (with Him)? (59) Or, who has created the heavens and the earth, and who sends you down rain from the sky? Yea, with it We cause to grow well-planted orchards full of beauty and delight it is not in your power to cause the growth of the trees in them. (Can there be another) god besides Allah? Nay, they are a people who swerve from justice. (60) Or, who has made the earth firm to live in made rivers in its midst set thereon mountains immovable, and made a separating bar between the two bodies of flowing water? (Can there be another) god besides Allah? Nay, most of them know not. 61) Or, who listens to the (soul) distressed when it calls on Him, and who relieves its suffering, and makes you (mankind) inheritors of the earth? (Can there be another) god besides Allah? Little it is that ye heed (62) Or, who guides you through the depths of darkness on land and sea, and who sends the winds as heralds of glad tidings, going before His mer cy? (Can there be another) god besides Allah? High is Allah above what they associate with Him (63) Or, who originates Creation, then repeats it, and who gives you sustenance from heaven and earth? (Can there be another) god besides Allah?Say, need forth your evidence, if ye are telling the truth (64) Say None in the heavens or on earth, except Allah, knows what is hidden nor can they perceive when they shall be raised up (for Judgment). (65) (Q2759-65) Word Repetition in the Quran Translating Form or Meaning? Generally speaking, one of the functions of repetition in Arabic is to give army to the point made, and to add emphasis to the argument in most cases, the repeated words are not redundant nor do they affect the style in a way that makes it gauche or clumsy. Consider, for example, the different ranslations for Surah al-Rahman where the word almizan (balance) is repeated three times. (9) The English translations, do, to the English ear, have a tiresome, repetitive qual ity which is get rid of in the Arabic )? ( ?)? ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? (? ) ? ? (Q557-9) From Khan & Helali 30 7. And the heaven He has raised high, and He has set up the balance. 8. In order that you may not transgress (due) balance. 9.And observe the weight with equity and do not make the balance deficient. From Ali 3 7. And the firmament has He raised high, and He has set up the balance (of justice). 8. In order that ye may not transgress (due) balance. 9. So establish weight with justice and fall not short in the balance. We can see from such examples that the original (source) language text does have a clear impact on the translation. This impact, especially when dealing with religious and sacred texts, is inescapable. It shows further how important the form is what considerable influence form exercises on translated text and what effect form has when translated. is repeated 31 times, Q3020-25 ? ? ? ? ? ? ? ? ? ? where is repeated h alf-dozen times in six successive ayat. See also Q54 15, 17, 22, 32, 40 and 5 ? , Q691-3 , Q7419-20 , Q7534-3 , Q7615-16 ? ? ? ? ? ? ? , Q8217-18 ? , Q955-6 ? , Q1011-3 , Q1023 ? ? ? ? ? ? ? , Q109, etc. ? ? ? ? (9) Other examples are also found in Q55 where Ahmed Abdel-Fattah M. Ali Conclusion The most difficult problem to resolve in translating Holy Writ is, certainly for Muslims, a moral one. This paper has focused on the literary argument of whether or not to translate repeated words which appear in the Arabic Quran into the target language. It has been shown that if translators choose to deliberately ignore the repeated words, they have actually failed to cater for all the words and, thereby, all the meanings in the original.It is of secondary importance whether the translator may be justified or not for not translating repeated (or unrepeated) words as long as the meaning is not affected. This is because every word in the Quran (repeated as well as unrepeated) serves a purpose and if translators fail to see this, it is not for them to decide that the reader, too, will not see what they have failed to translate. (10) This brings one to the opinion that what the translator of the Quran should do is opt for the straight translation. This does not disallow the fact that translators might labor in vain.They might be genuinely sincere in preserving the rhetorical features of the original text, hoping always to maintain, as best they can, the stylistic beauty of the repetition they find there. Yet, there is always the possibility that those very labors might be doomed to failure owing to the differences between the source and target language systems of meaning-making and functioning. (11) (10) (11) This is explained clearly in the Arabic saying ? ? ?. ? ? ? ? ? ? ? The following examples are meant to shed some more light on this point.According to Nasif 14, p. 22, Sibawayh says The Arabs say ? and ? . The former is used when ? ? ? ? ? ? ? ? something good happens and as a result one praises Allah, while the latter is used when one expresses how he is. In his own words . ? ? ? ? ? ? ? ? ? ? ? ? ? By way of example, Dickins 31 also suggests comparing ? ? with ? ? ? . He says Clearly, these two are distinct in Arabic, and in some contexts it might be possible in ? ? English to translate ? ? ? ? ? as This man is indeed great. In many contexts, however, ? both ? ? ? and ? ? ? ? ? would have to be translated as This man is great ? ? (etc. ) the very real difference between the two sentences simply cannot be relayed in English. Word Repetition in the Quran Translating Form or Meaning? ? Several sincere attempts have been made in the past to minimize the effect of these differences, which result in unnatural sounding translations of the Quran. However, the result is always at the expense of something else. Arberry 8, p. x, for example, compares the Quranic translations prior to his own, saying In making the present attempt to improve on the performance of many of my predecessors, and to produce something which might be accepted as echoing however faintly the sublime rhetoric of the Arabic Koran, I have been at pains to study the intricate and richly varied rhythms hich apart from the message itself constitute the Korans undeniable claim to rank amongst the greatest literary masterpieces of mankind. This very characteristic feature has been almost totally ignored by previous translators it is therefore not affect that what they have wrought sounds dull and flat indeed in comparison with the splendidly decorated original. I have striven to devise rhythmic patterns and sequence-groupings in correspondence with what the Arabic presents, paragraphing the grouped sequences as they seem to form original units of revelation. As is clear from his comments above (as wel l as in many other places in the introduction to his translation of the Quran), much has been lost in previous translations and even his own attempt is but a faint echo of the sublime rhetoric of the Arabic Koran. The question of what to do about translating repetition becomes consequent on recognizing the limitations of translating (or not translating) repetition in the Quran. Gaining a better understanding of the Arabic language definitely diminishes such misperceptions of incoherence.Since Arabic is spoken by approximately one billion people, Muslims can hope for a greater awareness of Arabic as a religious, cultural and social force on the planet on the part of non-Arabic and/or non-Muslim countries. Where Arabic recognized as the world language it is, the study thereof could conceivably be introduced throughout the various tiers of education in the rest of the world, and through that, attune non-Arabic speakers throughout the world to the differences and uniqueness inherent in the language.This would aid readers of the Quran believers or otherwise to make the necessary mindshift from the rhetoric and discourse of their mother tongue to the translated text. In his The Quran A New Interpretation, Colin food turner says When one considers the complexities involved in translating a work such as the Quran, one often wonders whether it might not be easier for the whole English-speaking world to learn Arabic in order to read the Quran than for one translator to bring the Quran to the whole of the English-speaking world.As far-fetched as this option might sound, it is the one favoured by most Muslim scholars, whose opinion it is that the Quran is only the Quran if it is in Arabic and that however much it is translated, and into however many languages, the product which emerges on the other side can never be anything more than one mans humble and, it goes without saying, fallible interpretation. (Turner & Bahbudi 32, p. xiii) In the meantime, until Arabic becom es more widely studied, the answer to the conundrum of how to translate repetition extant in the Quran must be a simple one.The translator could, in an attempt to maintain the accuracy and faithfulness, and at the same time maintain the flow of the translation, make use of footnotes to draw the attention of the reader/critic to the actual wording of the original. In this way, the translator Ahmed Abdel-Fattah M. Ali minimizes the effect of, at least, the form of the original on the translation. The meaning is (hopefully) preserved, and thereby, the reader/critic and most importantly the believer, is satisfied by accounting for all the words in the text involved. References 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Hyde Park Christian Fellowship. Downloaded fifth June, 2002 from the Internet at http//debate. org. uk Ghoneim, M. Some Answers to the Claimed Grammatical Errors in the Holy Quran. 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Khan, Muhammad Muhsin and Al-Helali, Muhammad Taqi-ud-din.Interpretation of the Meanings of the Noble Quran in the English Language A Summarized Version of Al-Tabari, Al-Qurtubi and Ibn Kathir with Comments from Sahih Al-Bukhari Summarized in One Volume. Riyadh Dar-us-Salam, 1994. Dickins, James. (p ersonal communication), Center for Middle Eastern and Islamic Studies, Durham University, April 1998. Turner, Colin (translator) and Bahbudi, Muhammad Baqir. The Quran A New Interpretation. 1st ed. , Surrey Curzon Press, 1997. ? ? K Ahmed Abdel-Fattah M. Ali ? E L L L L F K K ? ? K ?