Traditions in The Lottery by Shirley Jackson and A Rose...

Throughout the world there have been bazaar rituals or traditions that don’t usually happen in the United States. To us it may seem wrong and cruel but to those countries seems to be the right thing to do because that is what they believe in. Some countries do their rituals or traditions like every single year. Most of them are somewhat similar or different but still have the same aspect. There are many people who still follow these traditions or try to escape to another place so they can be free to do whatever they want. There are a lot of comparisons between The Lottery by Shirley Jackson to the short story A Rose for Emily by William Faulkner. In the short story â€Å"the Lottery† by Shirley Jackson has a very unique twist and different traditions. This story is about how the whole community is coming together for a gathering every once a year. It is not any happy gathering that people might think it would be. The lottery is a tradition that the community has picked up after years back and still follows this tradition. They forgot most of the whole rituals but they don’t forget the important part which is the part of stoning the person to death. The lottery is a cruel thing they do every year and they don’t plan of stopping. This involves the whole community to join in a circle in the middle of town. There is a black box which is the replacement of the old box that was used years ago. In the box is a bunch of paper that the people have to grab one and depends on the personShow MoreRelatedThe Lottery, By Shirley Jackson And A Rose For Emily By William Faulkner960 Words   |  4 PagesThe Use of Symbolism in â€Å"The Lottery† by Shirley Jackson and â€Å"A Rose for Emily† by William Faulkner The use of symbolism is used in literature to enhance writing and add meaning to a story, this is evident in the two short stories â€Å"The Lottery† written by Shirley Jackson and â€Å"A Rose for Emily† written by William Faulkner. With the authors use of symbolism Jackson and Faulkner are able to add depth to their writing in a way that connects with the readers. By adding symbolism to the short storiesRead More Tradition in William Faulkners A Rose for Emily and Shirley Jacksons The Lottery656 Words   |  3 PagesTradition in William Faulkners A Rose for Emily and Shirley Jacksons The Lottery People throughout the world do things for many different reasons. Religion, peer pressure, or tradition are some of the reasons the people do things. In the U.S. we have many traditions such as Christmas. Some people have strange or out of the ordinary traditions. The two short stories ?The Lottery? and ?A Rose for Emily? both portray tradition.   Ã‚  Ã‚  Ã‚  Ã‚  In ?The Lottery?, tradition is showed in three main waysRead MoreAmerican Gothic Compare and Contrast Essay 930 Words   |  4 Pagesthe truth is, how things really happened and it doesn’t sugar coat anything. In â€Å"A Rose for Emily† Emily becomes a sad and depressed person who will do something completely unexpected. In â€Å"The Lottery† the townspeople have a twisted tradition that takes place once a year. These two stories have a lot of comparison and contrast dealing with theme, foreshadowing and imagery. Both â€Å" The Lottery† and â€Å" A Rose for Emily† are American Gothic, they focus more on the dark side of life. For example â€Å" ThenRead MoreWilliam Faulkner s A Rose For Emily And Shirley Jackson s `` The Lottery ``1061 Words   |  5 PagesWilliam Faulkner’s, â€Å"A Rose for Emily† and Shirley Jackson’s, â€Å"The Lottery† short stories have a unique way of sharing similarities but have their differences. Both authors open up their stories as a quite everyday small town with everyday people. Faulkner and Jackson both use an individual type of foreshowing and use a great deal of imagery to pull the reader into their story. There is a history behind each story and each with their own family backgrounds. Tradition has a major role in each asRead MoreEssay about A Rose for Emily vs the Lottery940 Words   |  4 Pages There are many ways that a reader can be prepared for the ending of a story, â€Å"The Lottery† and â€Å" A Rose for Emily† are two very grueling short stories with a long suspense and a similar plot. The narrator’s stance in â€Å"A Rose for Emily† was first-person observer, which is defined as a single character point of view in which the narrator was is not involved with the story and the narrator’s stance in â€Å"The Lottery† was third-person anonymous which is involves a narrator that does not enter any mindsRead MoreA Rose for Emily, A Worn Path, and The Lottery1175 Words   |  5 Pagesâ€Å"A Rose for Emily,† â€Å"A Worn Path,† and â€Å"The Lottery† by William Faulkner, Eudora Welty, and Shirley Jackson all have similar writing styles in their literature. In these three short stories the authors all use contrasting nature within their literature to predict the outcome and to learn for the upcoming events in the readings. The authors take subliminal phrases and subliminal symbolic text to have the reader become more attac hed and understand more of what the characters, setting and theme of theRead MoreLogical Reasoning189930 Words   |  760 PagesRichard Gould, Kenneth King, Marjorie Lee, Elizabeth Perry, Heidi Wackerli, Perry Weddle, Tiffany Whetstone, and the following reviewers: David Adams, California State Polytechnic University; Stanley Baronett, Jr., University of Nevada-Las Vegas; Shirley J. Bell, University of Arkansas at Monticello; Phyllis Berger, Diablo Valley College; Kevin Galvin, East Los Angeles College; Jacquelyn Ann Kegley, California State University-Bakersfield; Darryl Mehring, University of Colorado at Denver; Dean

Developmental Psychology and Anecdotal Assignment Free Essays

CLDDV 101 Anecdotal Observation Assignments â€Å"Education of the mind without education of the heart is not education at all. † Aristotle Goal – Observing Children The goal of observation is to enhance your understanding of the major concepts and milestones of development through observation of real children rather than just reading or hearing about how children grow and develop. Child development refers to the kinds of changes that occur from conception through late adolescence. We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment or any similar topic only for you Order Now Physical (fine and gross/large motor), cognitive, emotional, social, self-help, and aesthetic development will be explored through these observations, providing a brief account of development as it occurs. In addition, using well-written anecdotal records teachers are better able to track a child’s interests, how a child is getting along, learning, and progressing in a program, become the basis for planning developmentally appropriate curriculum to help the child build skills, and have documentation to support classroom assessments. Observations, recorded over time, and representative of all domains of development can present a comprehensive picture of a child’s development . Child Development/Developmental Domains: Child development focuses on the processes of change and stability in children from conception through late adolescence. Developmental scientists study both quantitative change and qualitative change in children. Quantitative change is a change in number or amount, such as in height, weight, size of vocabulary, or frequency of communication and is continuous throughout childhood. Qualitative change is a change in kind, structure, or organization and is discontinuous. It is marked by the emergence of new phenomena that cannot be anticipated easily on the basis of earlier functioning. One example is the change from a nonverbal child to one who understands words and can use them to communicate. The processes of change and stability that developmental scientists study occur in domains. For purposes of study, developmental scientists separate the domains into different aspects of the self including physical (small and large muscles), cognitive, emotional, and personalsocial. All domains are interrelated. Physical Development: growth of the body and brain, the development of sensory capacities and motor skills including health. Cognitive Development: change and stability in mental abilities, such as learning, memory, language, thinking, moral reasoning, and creativity. Emotional Development: change and stability in the development of a full range of emotional responses to events and interactions from sad to happy to angry, and learning to deal with them appropriately. Social Development: growth in one’s ability to interact and communicate with others in meaningful ways. 01 anecdotal assignment 09/29/2010 1 Piaget’s Concrete Pre-operational Stage (2-7 years of age) The preschool-aged children that you will be observing have entered into Piaget’s preoperational stage of cognitive development. The key feature of children’s thinking in this stage is symbolic representation. The child is now able to use a symbol, an object, or a wor d to stand for something else. The use of symbols can be clearly seen in the child’s use of language; for example, the child can now represent objects in the environment with the appropriate word and can refer to past and future events. The use of symbols is also apparent in children’s drawings, imitation, mental imagery, and symbolic play. For example, a preoperational child might be observed feeding her doll imaginary cereal or drawing a picture of the balloons at her last birthday party. Thinking in terms of symbols does permit more flexibility and planning in their problem solving. Despite these increases in cognitive skills, the thought processes of preoperational children result in characteristic differences in reasoning. Because they do not use logical operations, their reasoning often seems flawed to adults. One of the most easily observed differences in how preoperational children reason at this age is the tendency to view the world from one’s own perspective only, a phenomenon that Piaget termed egocentrism. Because of egocentric thinking, preoperational children may â€Å"hide† by covering their eyes or only parts of their bodies, believing that if they can’t see the seeker than they, themselves, can’t be seen. Other preoperational reasoning errors result from thinking that is intuitive, rather than logical. For example, preschool children are incapable of conservation – they do not understand that certain properties of objects, such as volume or mass, do not change just because the superficial appearance of the object changes. Preoperational children are not only tied to their perceptions, they are also unable to de-center their thinking, or think about more than one aspect of a problem at a time. Their thinking shows what Piaget called irreversibility – they are unable to reverse or mentally undo an action. During this stage of development, children acquire new words at an astronomical rate. These rapid gains in children’s vocabulary are accompanied by mastery of more complex grammatical structures such as forming past tenses and plurals. As children acquire the grammatical rules of their language, a type of error called overregularization may occur in which children overuse the basic rules of language. For example, a 2 ? or 3-year-old may say, â€Å"I bringed my puppy,† or â€Å"My feets are cold. † Children also become more likely to use correct syntax – that is, they become more aware of how words should be ordered to convey a particular meaning. Children’s knowledge about gender and gender-role expectations develops very early. Preschoolers have a strong sense of gender identity, a sense of being male or female. Between the ages of 4 and 6, children develop gender constancy; the realization that gender stays the same regardless of how one looks or behaves. At this point, they may adopt very rigid standards for what they believe is appropriate male and female dress and behavior. 101 anecdotal assignment 09/29/2010 2 Preschool children are more likely to play with sex-appropriate toys; that is, boys are more likely to play with stereotypical â€Å"boy toys† – such as trucks; and girls are more likely to play with stereotypical â€Å"girl toys† – such as dolls and kitchen sets. Over the preschool years, gender segregation also increases, as children are more likely to play with same-sex peers rather than opposite-sex peers. Preoperational children’s social interactions become increasingly reciprocal and coordinated, which is reflected in their play. Children’s play can be divided into four categories, ranging from least to most socially complex – nonsocial activity (onlooker and solitary), parallel play, associative play, and cooperative play. Around the age of 4 of 5 there is a developmental shift in the type of play in which children engage. Four and five year olds begin to demonstrate constructive play, drawing pictures or working on puzzles in pairs or groups, purposefully creating and constructing something together. Play also becomes more complex as children begin to experiment with both everyday and imaginary roles through pretend or dramatic play. This type of play involves advances in cognition, perspective taking, and communication skills. While there are individual differences in development, most children develop typically. Some children, however, may show significant maturational delays or differences – these children are often identified with developmental disabilities. While many developmental disabilities are identified based on delays or differences from what we know of typical development, and different labels are used to describe the patterns of difference. It is important to remember, however, that a child with a disability is first and foremost a child, and that all children are typical in many ways. So instead of saying ‘disabled child’, it is more appropriate and respectful to state ‘a child with a disability. Writing Skills †¢ If you struggle with your writing skills, there are several resources including enrolling in CLDDV-48, securing a mentor through the Mentor Program (see instructor for referral), utilizing MJC’s writing lab or tutoring center, or working with a skilled highschool or college student or peers to review your assignments before they ar e due. The following pointers will help your success in writing effective and informative observational reports. o Use the spell and grammar check functions in your computer’s writing program. Carefully review versions of commonly used words such as they’re (they are), their (their shoes), and there (There are the missing shoes. ) o Carefully review words such as then and than ? Then connotes the relationship between actions, such as, â€Å"We will learn about anecdotal records and then running records. † ? Than connotes a comparative measurement, such as, â€Å"Amanda is taller than Dylan. † o The over use of the word â€Å"then† is another area to consider. Try to limit your use of it in your observational reports as it is often used excessively. o Learn the correct format for quotations. Anytime you are reporting what the child said, you must use the standard quotation format. Example: Kevin could not reach the ball. He said, â€Å"Teacher will you get the ball for me? † †¢ 101 anecdotal assignment 09/29/2010 3 o When children are using tricycles, the word that describes how their feet work is pedal. Examples: He pedaled. She pedaled. He was pedaling. o Write your anecdotal observational reports in past tense. This means your verbs will often end in â€Å"ed†. Examples: Julia played with the trains. Kevin walked from the blocks to the carpet area. Keifer asked the teacher, â€Å"May I have my turn now? How to record your observation: Directions †¢ Observations must occur in a licensed preschool center-based program. Licensed children’s centers are programs that operate either preschool and/or full-day childcare services for children between 30 months and 5 years of age. They are licensed by the State of California, Department of Social Services, Community Care Licensing and receive site visits and inspections on a regular basis. †¢ The following are NOT acceptable as observation sites: family child care homes, faith based nursery programs, family events, park visits, or play dates. Past experience has demonstrated that these observations are not effective for the purpose of this course. †¢ Select a program that is willing to work cooperatively with you and provide the necessary information such as the child’s birth date. It is appropriate to give a fictitious name to the child to keep the child’s name anonymous. †¢ Find a position where you can observe without interfering or interacting with the activities of the classroom. Come prepared with your paper and writing implements so that you do not interrupt the staff. A clipboard or supportive binder is appropriate, so that you can write â€Å"on your lap. Keep a low profile. †¢ Computer Generated Work/Word Processed Work/Paper Headings: All papers must be word processed (typewritten), with no less than a 12 font, space and a half. In addition, each paper submitted is required to be labeled with the information below in the top left hand corner of the first page. Please number each pa ge and staple all pages together. †¢ Papers will be graded as follows: o Required Information – 10% o Conforms to format provided – 10% o Written content, answers assignment – 50% o Writing (grammar, spelling, syntax, structure, etc. – 30% †¢ Developmental Domains/required to focus on for each observation o Anecdote #1-Physical Development/Large Motor Skills (i. e. pedaling a tricycle, hopping, skipping, swinging) or Physical Development/Small Motor Skills (i. e. cutting, drawing, painting, beading) o Anecdote #2- Cognitive Development (i. e. pre-math, science, memory, cause/effect, following directions) o Anecdote #3-Emotional Development (i. e . typically there will be some type of social interaction where you record the child’s emotional response to the interaction) 01 anecdotal assignment 09/29/2010 4 o Anecdote #4-Social Development (i. e. a social interaction between the child you select and one other child; you may NOT record an ob servation between a child and an adult. ) Please record the conversation between the two children. This anecdote may be slightly longer than your first three anecdotal observations. Anecdote: †¢ †¢ Write verbs in past tense. Select ONE preschool-aged child who is 3, 4, or 5 years of age. The child you select is the focus in your anecdote. Follow the child as s/he moves, if necessary. Quickly record in sequence all activity and try to quote, word for word, the child’s speech. It is not necessary to quote a teacher’s comments; just summarize teacher comments. Your very first sentence in the anecdote needs to identify that the child who is the primary focus. Observe and document in writing a developmentally significant event; keep written documentation for later use when typing so that you are not pulling from memory. A developmentally significant event is representative of the child’s particular age and stage of development. Typically, a significant event in the child’s day is something that you would share with the parent/caregiver at the end of the day while discussing the child’s growth and development. Be specific and date each anecdote. Times – note beginning time of significant moment. The anecdote is one short story, which is organized around a beginning, middle and end of a story. Some anecdotes may be 15 minutes long (i. e. several sentences) especially when documenting social interactions and conversations but most will be 2-3 minutes long (i. . 5-7 sentences. ) Avoid subjective statements where you give your opinion or make inferences about things like, o Goodness or badness (instead of saying that the child’s behavior was bad, state that when the other child grabbed the puzzle, the child reached over and hit) o Intentions (instead of saying that the child was waiting for the teacher to notice him, state without saying a word, the child was quietly standing next to his teacher) o Feelings/Emotions (instead of saying child is mad, state child is stomping feet, etc. †¢ †¢ †¢ †¢ †¢ †¢ Skill Building: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base Include two specific skills that the child is learning as from the documented significant event. Write two complete sentences and identify the domain area (i. e. aesthetic development; cognitive development, emotional development; physical development/fine motor; physical development/ large motor; elf-help skills; social development. ) 101 anecdotal assignment 09/29/2010 5 Subjective Summary: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base You, the observer, share your professional opinion about what you observed during the developmentally signific ant moment. When you share your opinion, follow it with a statement of something observed to support your statement. Stay away from words such a good and great and also stay away from labeling and diagnosing behavior such as attention-deficit or autism. ) Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): †¢ You, the observer, share your professional recommendation for future curriculum activities. Suggest similar activities that will help the child increase proficiency in the area that s/he is building skills. If the child appears to be at the mastery level of his/her developmental stage of development, then suggest a more complex activity that you believe is still developmentally appropriate for that child. 101 anecdotal assignment 09/29/2010 6 Sample Anecdotal Assignment (Set up your assignment using this same format; the sample format in the syllabus is not correct. You are welcome to copy and paste this sample into your own word document and then replace the existing information with your information. CLDDV 101 Last name, first name: Smith, Laurie Title of Assignment: Anecdotal Observation #1 Due Date: Wednesday, September 15, 2010 Date Turned In: Wednesday, September 15, 2010 (on time) or Wednesday, September 22, 2010 (late) (Note: if you are turning in the assignment on time, then you will enter the same date for â€Å"Due Date† and â€Å"Date Turned In. † If you are turning it in 7 days late, then you will enter two different dates. Name of preschool: Address of presch ool: Phone number of preschool: Name of head teacher: Date of visit: Time of significant event: Number of teachers present: Number of children present: Name of child (it is okay to give the child a fictitious name): Angelica Birth date of child: January, 2006 Age of child including years and months: 4 years and 8 months Focused on the following developmental domain: Physical Development/Large Motor Objective Anecdote (do NOT use subjective words such as happy, sad, nervous, excited): While outside during free choice, Angelica walked over to Daisy and asked, â€Å"Do you want to go swing? Daisy responded with a smile on her face, and then they ran to the swings. With the help of a teacher giving Angelica some starter pushes, she smiled and began to pump. She looked at Daisy and said, â€Å"Look. I’m up so high! † Daisy, who was pumping on the swing next to her, responded by saying, â€Å"Me too. † Angelica continued to swing next to Daisy for a few more minutes before moving to another activity. Skill Building (select from chart below or create your own): In terms of Angelica’s physical development/large motor skills, she is developing balance and strengthening the large muscles in her arms and legs as she pumps on the swing. A second skill that Angelica is building is in the area of social development. The emergence of prosocial behavior is observed as she respectfully invites the other child to swing and then continues to interact with her in a positive manner during this interaction. Subjective Summary (in this area you can use your opinion): After observing Angelica swing, it is believed that she has well-developed physical coordination in the area of her large motor skills as she is able to sustain pumping on the 101 anecdotal assignment 09/29/2010 7 swing with just a little help from the teacher getting her started. In addition, Angelica appears to play well with other children as noted when she not only respectfully invited another child to swing, but also continued to initiate a conversation with the other child while swinging. Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): In the area of curriculum development, it is suggested that Angelica continue to be provided with opportunities to engage in large motor activities such as swinging, running, jumping, climbing, and pedaling on a tricycle. Since, she already knows how to pump while on the swing, it is suggested that the teachers show her how to start the swing moving back and forth without the help of a teacher. This is a difficult skill to learn, so it is important to allow Angelica the choice to start on her own and/or get a starter push from a teacher as she works on skill building in this area. (If she was not able to pump at four years and eight months, you might say: She is encouraged to continue to practice swinging with the support of a teacher who can break down the steps as she teaches her how to pump. If she was only three years old, you might say: She is encouraged to continue to have positive experiences on the swing with the help of a teacher putting her on the swing and pushing her. As she grows older, a teacher can break down the steps as she teaches her how to pump. ) 101 anecdotal assignment 09/29/2010 8 Use this chart to help you locate skills that the child is developing. The Creative Curriculum Goals and Objectives at a Glance SOCIAL-EMOTIONAL DEVELOPMENT: COGNITIVE DEVELOPMENT: Sense of Self Learning and Problem Solving -Shows ability to adjust to new situations. Observes objects and events with curiosity. -Demonstrate appropriate trust in adults. -Approaches problems flexibly -Recognizes own feelings and manages -Shows persistence in approaching tasks. them appropriately. -Explores cause and effect. -Stands up for rights. -Applies knowledge or experience to a new context. Responsibility for Self and Others -Demonstrates self-direction and independence. -Takes responsib ility for own well being. -Respects and cares for classroom environment and materials. -Follows classroom routines. -Follows classroom rules. Prosocial Behavior -Plays well with other children. Recognizes the feelings of others and responds appropriately. -Shares and respects the rights of others. -Uses thinking skills to resolve conflicts. PHYSICAL DEVELOPMENT: Gross Motor -Demonstrates basic locomotor skills (i. e. running, jumping, hopping, galloping. ) -Shows balance while moving. -Climbs up and down. -Pedals and steers a tricycle (or other wheeled vehicle. ) -Demonstrates throwing, kicking, and catching skills. Fine Motor -Controls small muscles in hands. -Coordinates eye-hand movement. -Uses tools for writing and drawing. Logical Thinking -Classifies objects. Compares/measures. -Arranges objects in a series (i. e. sequence/set. ) -Recognizes patterns and can repeat them. -Shows awareness of time concepts and sequence. -Uses one-to-one correspondence. -Uses numbers and counting . Representation and Symbolic Thinking -Takes on pretend roles and situations. -Makes believe with others. -Makes and interprets representations (i. e. be a symbol for. ) LANGUAGE DEVELOPMENT: Listening and Speaking -Hears and discriminates the sounds of language. -Expresses self using words and expanded sentences. -Understands and follows oral directions. Answers questions. -Asks questions. -Actively participates in conversations. Reading and Writing -Enjoys and values reading. -Demonstrates understanding of print concepts. -Demonstrates knowledge of alphabet. -Uses emerging reading skills to make meaning from print. -Comprehends and interprets meaning from books and other texts. -Understands the purpose of writing. -Writes letters and words. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 9 Use the following ideas to help you locate more skills that the child is developing. The developmental domain area (i. e. physical development, cognitive development, etc. ) is not identified; therefore, you will need to identify the domain area when selecting skills from below. What Children Learn from Play WHEN I EASEL PAINT I LEARN: -to develop imagination and creativity. -hand-eye coordination. -to distinguish and purposely create shapes. -to express feelings and ideas. -that ideas have value. -relationships of space and size. -concepts of symmetry, balance, and design. WHEN I CUT WITH SCISSORS I LEARN: -to control the small muscles in my hand. -concepts of shape, size, color, and location. -to exercise imagination and creativity. WHEN I SCRIBBLE AND DRAW I LEARN: -to hold a pencil or other drawing implement and to control the pressure. -hand-eye coordination. -to exercise imagination and creativity. -that ideas have value. -Concepts of shape, size, color, and location. WHEN I FINGER PAINT I LEARN: -to exercise imagination and creativity. -about how colors mix to make new colors (science. ) -concepts and shape, size, color, and location. hand-eye coordination. -an acceptable way to make a mess, and have fun sharing ideas with others who are near. WHEN I PASTE, GLUE, AND COLLAGE I LEARN: -to exercise imagination and creativity. -concepts of shape, size, color and location, and design, relevant to reading. -about different textures. -how to create patterns and designs, a math skill. WHEN I PLAY WITH PLAY DOUGH OR CLAY I LEARN: -to see the shape agains t the background of the table, a reading skill. -concepts of shapes, sizes, length, and height. -to see negative space when cookie cutter shapes are taken away. to express feelings, especially negative feelings with squeezing and pounding. -to exercise imagination and creativity. -that the amount of a substance remains the same even when the shape changes. WHEN I PLAY WITH SAND I LEARN: –to exercise my imagination. –concepts of size, shape, and volume; empty and full. –how to use tools. –to solve problems. –concepts of warm and cool, wet, damp, and dry, heavy and light. –how to play socially with others. 101 anecdotal assignment 09/29/2010 10 –to create own patterns and symbols, reading and writing skills. –to observe changes, a science skill. EXAMINING OBJECTS AT A NATURE TABLE HELPS ME LEARN: -new vocabulary. -concepts of texture, color, weight, and size. -to group objects into categories. -to observe likenesses and differences. -to appreciate nature and develop a sense of wonder. WHEN I SORT THINGS I LEARN: -to notice details, likenesses, differences and to form categories, essential reading and math skills. -concepts of color, size, and shape. -numeral concepts of more and less. -logical reasoning. WHEN I STRING BEADS I LEARN: -hand-eye coordination. -concepts of color, shape, and location. number concepts like more, less, longer, and shorter. -to create and reproduce patterns. -pride in accomplishment. WHEN I PLAY WITH PEGBOARDS I LEARN: -one-to-one correspondence, one peg for one hole, a pre-math skill. -to make and repeat patterns, a pre-math skill. -concepts of addition as I add one peg at a time. -colors. -symmetry, shapes, order, and design. -hand-eye coordination. WHEN I DO COOKING PROJECTS I LEARN: -about nutri tion, tastes, and food groups. -how heat and cold change things. -concepts of volume and measure. -vocabulary. -whole-part relationships, math concepts. awareness of my own and other cultures. WHEN I PLAY WITH BLOCKS, CARS, AND TRUCKS I LEARN: -concepts of shape, size, length and location, all reading and math skills. -to create and repeat patterns, a math skill. -to exercise imagination. -to express ideas. -to cooperate with others. -to solve problems. -about the properties of wood. -to see oneself from a different perspective, that of a giant. WHEN I DO THINGS FOR MYSELF (SELF-HELP SKILLS), I LEARN: -to competently care for own needs. -to control the small muscles in hands when buttoning and zipping. -to problem solve. to see oneself from a different perspective, that of a capable person. -self-confidence, as new skills are mastered. -I can teach others to help themselves. -awareness of the importance of hygiene when I wash my hands before eating or after toileting. WHEN I PLAY ON RIDING TOYS I LEARN: -strength, balance, and large muscle coordination. -to use energy in a constructive way. -concepts of speed, direction, and location. -to use imagination as I pretend to be different characters and to make different â€Å"road† noises. 101 anecdotal assignment 09/29/2010 11 -to negotiate and take turns. to solve problems -self-confidence, as I master new skills. WHEN I PLAY ON CLIMBING EQUIPMENT I LEARN: -physical strength, coordination, and balance. -to use imagination. -to cooperate with others when involved in group play. -to solve problems. -self-confidence as I develop new skills. WHEN I PARTICIPATE IN CIRCLE TIME ACTIVITIES I LEARN: -to listen, sit still, and understand spoken words. -that ideas added to the discussion have value. -to wait when others are talking. -new vocabulary words. -to remember the words of songs and poems I have learned. -the names of others in the group. to cooperate and be considerate of the needs of others. -to help plan w hat we will do and what we will need to do it. WHEN I LOOK AT BOOKS AND LISTEN TO STORIES I LEARN: -that learning to read is important and enjoyable. -that letters on a page represent words. -to express own thoughts, feelings and ideas better. -to exercise imagination. -to interpret pictures to represent words and ideas. -to listen well to spoken language. -to make up own stories. -to handle books with care. -to recognize certain words when I see them in print. -to use more complex language patterns in my own speech. to follow the development of thoughts and ideas in the plot of a story. Reading to children frequently is one of the surest ways to ensure that they themselves will become eager and capable readers. WHEN I SING SONGS I LEARN: -principles of music and rhythm -vocabulary. -memory skills and sequencing. -to be conscious of others. -various concepts emphasized in songs. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -awareness and identification with my culture and other cultures. WHEN I PLAY RHYTHM INSTRUMENTS I LEARN: -to be conscious of rhythm in music. concepts of fast, slow, loud, and soft. -to express oneself in new and different ways. -listening skills. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -to interpret and understand signals and cues. WHEN I PLAY LETTER GAMES I LEARN: -to recognize and name upper and lower case letters. -to associate letters with the sounds they represent. -to recognize own name and other words. WHEN I DANCE I LEARN: -balance and coordination. -to be conscious of the moods and rhythms of the music. -to express myself physically. 101 anecdotal assignment 9/29/2010 12 WHEN I PLAY WITH PUPPETS I LEARN: -to express ideas with words. -to take on the role of someone else. -to use voice tones as well as words. -to use imagination. WHEN I PLAY IN THE DRESS-UP AREA I LEARN: -to be flexible in my thinking and t o make decisions. -to express oneself with my words. -to try on different adult roles. -to solve social problems through negotiation with friends. -to sort and organize play things. -to improvise and use things in a symbolic way to represent something else, abstract thinking. -to exercise my imagination and creativity. WHEN I SAY GOOD-BYE TO MY FAMILY WHEN I ARRIVE TO SCHOOL I LEARN: -that the loving relationships that I have created with my family provide me with the confidence and the ability to create caring relationships at school with my teachers and my friends. -how to say goodbye. -to express how I feel; and I learn that my feelings will be accepted. -that my family will consistently return each day to take me home. -that I am a capable person. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 13 How to cite Developmental Psychology and Anecdotal Assignment, Essay examples

Deforestation Effects and Consequences free essay sample

The main causes of deforestation are summarized below: (i) Population explosion (ii) Agriculture: shifting cultivation, overgrazing, cash crop economy etc. iii) Commercial logging: cutting trees for sale as timber or pulp (iv) Poverty (v) Mining (vi) Dams (vii) Infrastructure creation for logging (viii) Forest-fires (ix) Acid rain (x) Development projects and housing projects. Effects of Deforestation: The ill-effects of deforestation are summarized below: (i) Soil erosion: Soil is exposed to wind, sunlight, and evaporation due to deforestation.Soil fertility goes down due to soil erosion and rapid leaching of essential mineral nutrients. ii) Harm to fisheries: As the soil is eroded, it accelerates siltation in dams, rivers, and the coastal zone. The increased sedimentation harms downstream fisheries. (iii) More floods and droughts: Because of deforestation, there is no regulation of the flow into rivers. As result, floods and droughts alternate in the affected areas. (iv) Habitat loss of wildlife: Butterflies, migratory birds, wild animals suffer due to the loss of their habitat. We will write a custom essay sample on Deforestation: Effects and Consequences or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (v) Extinction of some species:Many species are affected and some get extincted. (vi) Local and global climate changes: The rainfall pattern is affected as the forest is cut down. Local and global climate changes may result from deforestation. (vii) Global warming: If the trees are burned, the carbon is released immediately as carbon dioxide which leads to global warming. (viii) Danger for the survival of local communities: Communities lose their source of food, fuel, construction materials and areas for livestock grazing by deforestation.

muslim vs christanity Essays - Prophets Of Islam,

Christianity and Islam are two of the world?s largest religions. The two are different in beliefs but are similar in origin. Like many religions both Islam and Christianity claim to be the one and only true way to God. Although Islam and Christianity differ in major ways, they also share some similarities. Islam teaches that in order to achieve true peace of mind and surety of heart, one must submit to God or ?Allah? and live according to His revealed Law. Being a Muslim requires willful submission and active obedience to God and living in accordance with His message. Conversely, Christianity does not teach absolute submission to God, but teaches that man is sinful and can never inherit eternal life in the presence of God as a result of the sins of our first parents, Adam and Eve, as well as our own personal sin. Therefore it became necessary for God to become man in the person of Jesus Christ, who as the Son of God was sinless and unblemished. His purpose was to suffer and die in atonement for the sins of all whom accept his sacrifice for sin. Throughout History there has been some conflict between both religions, one of the major events is called the Crusades. The First Crusade was from 1096 to 1099. They were Christian military expeditions and religous wars proclaimed by the people. The purpose of the Crusades was to gain and keep control over Palestine from the Muslims. Palestine was also called the Holy Land because Jesus lived there. Alexius Compenus was a new ruler that came into power in Byzantium in 1081. Constentinople was in danger because the Turks threatened them, so Alexius first called for help to Pope Urban ll who presented a ten-day meeting telling people about Alexius's problem and that they needed to go to war with the Turks, which led to the first Crusade. The Crusades were organized mostly to recover or defend territories that Christians strongly beleived belonged to them by right, such as "The Holy Land." Palestine lay along the eastern coast of the Mediterranean sea, and Muslims had taken control of it from the Christians. In the first Crusade, Christians recaptured Palestine, but in the later Crusades, they fought to protect Palestine or recover parts of it that had been lost to Muslim forces. After reviewing documents of crusaders it is easy to see that most went to battle because they were easily persuaded to do anything for God, they felt a true hatred for the others, as well as the sense of importance and nobility the soldiers gained from going to battle. Crusades played a major role in the High Middle Ages and even though they were not terribly successful, they still are very famous historical figures. This act of God was to help deal with the internal and external conflict that the Roman Church was having in trying to remain in power. However, it also displays that people of this time were very susceptible to persuasion and even propaganda. This period of time truly emphasizes how far people will go in order to obtain power.

Hernan Cortes and His Tlaxcalan Allies

Hernan Cortes and His Tlaxcalan Allies Conquistador Hernan Cortes and his Spanish troops did not conquer the Aztec Empire on their own. They had allies, with the Tlaxcalans being among the most important. How this alliance developed and how their support was crucial to Cortes success. In 1519, as conquistador Hernan Cortes was making his way inland from the coast on his audacious conquest of the Mexica (Aztec) Empire, he had to pass through the lands of the fiercely independent Tlaxcalans, who were the mortal enemies of the Mexica. At first, the Tlaxcalans fought the conquistadors viciously, but after repeated defeats, they decided to make peace with the Spanish and ally with them against their traditional enemies. The aid provided by the Tlaxcalans would eventually prove crucial for Cortes in his campaign. Tlaxcala and the Aztec Empire in 1519 From 1420 or so to 1519, the mighty Mexica culture had come to dominate most of central Mexico. One by one, the Mexica had conquered and subjugated dozens of neighboring cultures and city-states, turning them into strategic allies or resentful vassals. By 1519, only a few isolated holdouts remained. Chief among them were the fiercely independent Tlaxcalans, whose territory was located to the east of Tenochtitlan. The area controlled by the Tlaxcalans comprised some 200 semi-autonomous villages united by their hatred of the Mexica. The people were from three main ethnic groups: the Pinomes, Otomà ­, and Tlaxcalans, who were descended from warlike Chichimecs who had relocated to the region centuries before. The Aztecs tried repeatedly to conquer and subjugate them  but always failed. Emperor Montezuma II himself had most recently tried to defeat them in 1515. The Tlaxcalans hatred of the Mexica ran very deep. Diplomacy and Skirmish In August of 1519, the Spanish were making their way to Tenochtitlan. They occupied the small town of Zautla and pondered their next move. They had brought with them thousands of Cempoalan allies and porters, led by a nobleman named Mamexi. Mamexi counseled going through Tlaxcala and possibly making allies of them. From Zautla, Cortes sent four Cempoalan envoys to Tlaxcala, offering to talk about a possible alliance, and moved to the town of Ixtaquimaxtitlan. When the envoys did not return, Cortes and his men moved out and entered Tlaxcalan territory anyway. They had not gone far when they came across Tlaxcalan scouts, who retreated and came back with a larger army. The Tlaxcalans attacked but the Spanish drove them off with a concerted cavalry charge, losing two horses in the process. Diplomacy and War Meanwhile, the Tlaxcalans were trying to decide what to do about the Spanish. A Tlaxcalan prince, Xicotencatl the Younger, came up with a clever plan. The Tlaxcalans would supposedly welcome the Spanish  but would send their Otomà ­ allies to attack them. Two of the Cempoalan emissaries were allowed to escape and report to Cortes. For two weeks, the Spanish made little headway. They remained camped out on a hilltop. During the day, the Tlaxcalans and their Otomi allies would attack, only to be driven off by the Spanish. During lulls in the fighting, Cortes and his men would launch punitive attacks and food raids against local towns and villages. Although the Spanish were weakening, the Tlaxcalans were dismayed to see that they were not gaining the upper hand, even with their superior numbers and fierce fighting. Meanwhile, envoys from Mexica Emperor Montezuma showed up, encouraging the Spanish to keep fighting the Tlaxcalans and to not trust anything they said. Peace and Alliance After two weeks of bloody fighting, Tlaxcalan leaders convinced the military and civil leadership of Tlaxcala to sue for peace. Hotheaded Prince Xicotencatl the Younger was sent personally to Cortes to ask for peace and an alliance. After sending messages back and forth for a few days with not only the elders of Tlaxcala but also Emperor Montezuma, Cortes decided to go to Tlaxcala. Cortes and his men entered the city of Tlaxcala on September 18, 1519. Rest and Allies Cortes and his men would remain in Tlaxcala for 20 days. It was a very productive time for Cortes and his men. One important aspect of their extended stay was that they could rest, heal their wounds, tend to their horses and equipment and basically get ready for the next step of their journey. Although the Tlaxcalans had little wealth- they were effectively isolated and blockaded by their Mexica enemies- they shared what little they had. Three hundred Tlaxcalan girls were given to the conquistadors, including some of noble birth for the officers. Pedro de Alvarado was given one of the daughters of Xicotencatl the elder named Tecuelhuatzà ­n, who was later christened Doà ±a Maria Luisa. But the most important thing the Spanish gained in their stay in Tlaxcala was an ally. Even after two weeks of constantly battling the Spanish, the Tlaxcalans still had thousands of warriors, fierce men who were loyal to their elders (and the alliance their elders made) and who despised the Mexica. Cortes secured this alliance by meeting regularly with Xicotencatl the Elder and Maxixcatzin, the two great lords of Tlaxcala, giving them gifts and promising to free them from the hated Mexica. The only sticking point between the two cultures seemed to be Cortes insistence that the Tlaxcalans embrace Christianity, something they were reluctant to do. In the end, Cortes did not make it a condition of their alliance, but he continued to pressure the Tlaxcalans to convert and abandon their previous idolatrous practices. A Crucial Alliance For the next two years, the Tlaxcalans honored their alliance with Cortes. Thousands of fierce Tlaxcalan warriors would fight alongside the conquistadors for the duration of the conquest. The contributions of the Tlaxcalans to the conquest are many, but here are some of the more important ones: In Cholula, the Tlaxcalans warned Cortes of a possible ambush: they participated in the ensuing Cholula Massacre, capturing many Cholulans and bringing them back to Tlaxcala as slaves and sacrifices.When Cortes was forced to return to the Gulf Coast to face conquistador Panfilo de Narvaez and a host of Spanish soldiers sent by governor Diego Velazquez of Cuba to take command of the expedition, Tlaxcalan warriors accompanied him and fought at the Battle of Cempoala.When Pedro de Alvarado ordered the Massacre at the Festival of Toxcatl, Tlaxcalan warriors helped the Spanish and protected them until Cortes could return.During the Night of Sorrows, Tlaxcalan warriors helped the Spanish escape by night from Tenochtitlan.After the Spanish fled Tenochtitlan, they retreated to Tlaxcala to rest and regroup. New Aztec Tlatoani Cuitlhuac sent emissaries to the Tlaxcalans urging them to unite against the Spanish; the Tlaxcalans refused.When the Spanish re-conquered Tenochtitlan in 1521, thousand s of Tlaxcalan soldiers joined them. Legacy of the Spanish-Tlaxcalan Alliance Its not an exaggeration to say that Cortes would not have defeated the Mexica without the Tlaxcalans. Thousands of warriors and a safe base of support only days away from Tenochtitlan proved invaluable to Cortes and his war effort. Eventually, the Tlaxcalans saw that the Spanish were a greater threat than the Mexica (and had been so all along). Xicotencatl the Younger, who had been leery of the Spanish all along, tried to openly break with them in 1521 and was ordered publicly hanged by Cortes; it was a poor repayment to the young Princes father, Xicotencatl the Elder, whose support of Cortes had been so crucial. But by the time the Tlaxcalan leadership began to have second thoughts about their alliance, it was too late: two years of constant warring had left them far too weak to defeat the Spanish, something they had not accomplished even when at their full might in 1519. Ever since the conquest, some Mexicans have considered Tlaxcalans to be traitors who, like Cortes interpreter and mistress Doà ±a Marina (better known as Malinche) aided the Spanish in the destruction of native culture. This stigma persists today, albeit in a weakened form. Were the Tlaxcalans traitors? They fought the Spanish and then, when offered an alliance by these formidable foreign warriors against their traditional enemies, decided that if you cant beat em, join em. Later events proved that perhaps this alliance was a mistake, but the worst thing the Tlaxcalans can be accused of is lack of foresight. References Castillo, Bernal Dà ­az del, Cohen J. M., and Radice B. The Conquest of New Spain. London: Clays Ltd./Penguin; 1963. Levy, Buddy. Conquistador: Hernan Cortes, King Montezuma, and the Last Stand of the Aztecs. New York: Bantam, 2008. Thomas, Hugh. The Real Discovery of America: Mexico November 8, 1519. New York: Touchstone, 1993.

Overview of the Sentencing Stage in Criminal Cases

Overview of the Sentencing Stage in Criminal Cases One of the final stages of a criminal trial is sentencing. If you have reached the sentencing stage, that means that you have pleaded guilty or were found guilty by a jury or judge. If you are guilty of a crime, you will face punishment for your actions and that is usually sentencing by a judge. That punishment can vary widely from crime to crime. In most states the statute that makes the action a criminal offense also establishes the maximum sentence that can be given for a conviction- for example, in the state of Georgia, the maximum  fine for possession of up to 1 ounce of marijuana (a misdemeanor) is $1,000 and/or up to 12 months in jail. But, judges often do not give the maximum sentence based on a variety of factors and circumstances. Pre-Sentencing Report If you plead guilty to a crime, whether as part of a plea deal or not, sentencing for the crime is usually done immediately. This is particularly the case when the crime is an infraction or a misdemeanor. If the crime is a felony and the defendant is facing substantial prison time, sentencing is usually delayed until the judge in the case can hear from the prosecution, the defense,  and receive a pre-sentencing report from the local probation department. Victim Impact Statements In a growing number of states, judges must also hear statements from the victims of the crime before sentencing. These victim impact statements can have a significant influence on the final sentence. Possible Punishments The judge has several punishment options that he can impose during sentencing. Those options can be imposed singularly or in combination with others. If you have been convicted, a judge can order you to: Pay a finePay restitution to the victimGo to jail or prisonServe a time on probationDo community serviceComplete educational remediation, counseling, or a treatment program Discretion in Sentencing Many states have passed laws that provide for mandatory sentencing for certain crimes, such as child molestation or drunken driving. If you are convicted of one of those crimes, the judge has little discretion in sentencing and must follow the guidelines outlined  in the law. Otherwise, judges have wide discretion in how they form their sentences. For example, a judge can order you to pay a $500 fine and serve 30 days in jail, or he can just fine you with no jail time. Also, a judge can sentence you to jail time, but suspend the sentence as long as you complete the terms of your probation. Special Probation Terms In the case of alcohol or drug-related convictions, the judge can order you to complete a substance abuse treatment program or in the case of a drunk driving conviction, order you to attend a driving education program. The judge is also free to add specific restrictions to the terms of your probation, such as staying away from the victim, submitting to a search at any time, not traveling out of state, or submitting to random drug testing. Aggravating and Mitigating Factors Several factors can influence the final sentence the judge decides to hand down. These are called aggravating and mitigating circumstances. Some of them may include: Whether or not you are a repeat offenderWhether or not someone was injured during the crimeYour background and characterIf you express remorse or regretThe nature of the crime itselfImpact statements from the victims The background report the judge receives from the probation department can also have an influence on the strength of the sentence. If the report indicates that you are a productive member of society who made a mistake, the sentence might be much lighter than if it indicates you are a career criminal with no real work history. Consecutive and Current Sentences If you were convicted or entered a guilty plea to more than one crime, the judge can impose a separate sentence for each of those convictions. The judge has the discretion to make those sentences either consecutive or concurrent. If the sentences are consecutive, you will serve one sentence and then begin serving the next. In other words, the sentences are added to each other. If the sentences are concurrent, that means they are being served at the same time. The Death Penalty Most states have special laws regarding the imposing of a  sentence in a death penalty case. In some cases, a judge can impose the death penalty, but in most cases, it is decided by a jury. The same jury that voted to find the defendant guilty will reconvene to hear arguments for and against the death penalty. The jury will then deliberate to determine whether to sentence the defendant to life in prison or death by execution. In some states, the jurys decision is binding on the judge, whereas in other states, the jurys vote is merely a recommendation that the judge must consider before determining the final sentence.

SLP 2 Writing about Issues and using Third person Essay

SLP 2 Writing about Issues and using Third person - Essay Example oning them this way, but there was something so magnetizing about Aunt Hilda and her yellow house, something that makes her the second mother of all children of whoever leaves their children there. She has a canary yellow, two-story house, with a large tree house at her expansive, meadow-like backyard, which goes right to the woods. All I know is that for many children, her house is a palace stripped from an adventure book. Aunt Hilda’s house smelled like the perfect parent’s house, where something good was always cooking. She is a great and efficient cook, so her house smelled like different food at different times of the day. In the morning, it smelled like eggs, cereal, pancakes, and maple syrup. Sometimes, at my children’s special request, brown-sugared cinnamon bread rolls dominated the atmosphere. At noon, it smelled like baked chicken, or fried beef, or anything else simmering in her kitchen. In the mid-afternoon, it often smelled like chocolate chip cookies and fresh milk. She gets a large bottle of fresh cow milk everyday from a nearby farm. By supper, scents of salad, olive oil, and roasted chicken filled my nostrils. I asked Aunt Hilda how she manages to cook and to keep her house in order all the time. She said: â€Å"Well, it’s all about time management. I tell the kids what not to do and to do, or else I won’t have time to cook their favorite stuff and they obey me like good pups.† Then she laughed. She laughs so heartily, so from the heart. I always love her more when I hear her laugh. Breakfast is often chaotic for other families, but not at Aunt Hilda’s. She wakes up at four A.M. to clean up the house and to prepare breakfast. She sleeps by 10 PM. My husband and I eat there during breakfast. I make sure to give Aunt Hilda money every week for food, since she feeds my children most of the time, or I do the grocery for her. She has a large pension, so she did not have to work. She also has a simple life, and she does not to spend on

Proposition paper on an ethical in Communication, possibly misogyny in Essay

Proposition paper on an ethical in Communication, possibly misogyny in rap lyrics but topic is flexible - Essay Example This can discourage individuals to communicate unethically. A result will be a more consistent communication in the organization that will give fewer problems. Media of social communication is generally said to develop good or evil communication in people. We might blame media for unethical communication in the society but one should understand that media is not a blind force of nature which is out of human control. But people have to choose if they want to adopt bright side of it or darker. Professional communicators should promote development and enforcement of ethical codes of communication for their profession, public representatives should provide them full support in doing that. Religious bodies and other cultural groups should also be a part of this effort. Communication ethics are known to be cultural specific. What is considered ethical communication in one culture may be considered unethical in another (Chiu, 2003). Because of globalization, individuals from different parts of the world may come together to work in an organization. Values, communication and culture help determine individual behavior. Thus, there are very different interpretations of what sort of communication is ethical or unethical in a given situation. Each individual have their own communication skills and the perception of what is right and ‘wrong’ way of communication may be different Our approach towards means of communication has to be fundamentally positive and encouraging. We should not just simply stand in judgment and start condemning; rather, we should support those professionals who are involved in communication and set out positive principles in their work. Schools and colleges can provide ethical communication education and that will help students to understand how to identify and deal with communication issues (Kreitner and Kinichi, 2001). Teachers can be sent to seminars, workshops and video training sessions to learn about ethical communication issues so

Stock Market Research Paper Essay Example for Free

Stock Market Research Paper Essay Brooke Boll Boll 1 Ms. Huneke English 2A January 24th 2010 America’s All Time Low The United States of America has always been known as a very strong, free, wealthy country. People all over the world immigrated to the U. s for many reasons one of them being the freedom and the opportunity to choose their own living. After World War I the United States of America went through a wide economic expansion because of the new technology. The stock market benefited greatly to all this money the country was making. Many people began putting money into stocks to make a fast killing. Most of these people never even thought that what was about to happen was even possible. The stock market will always go up is what everyone thought and never realized that it would soon come crumbling down. In September of 1929 the stock market hit an all time low which resulted in one of history’s greatest stock market disasters (Quinn). As everyone knows what goes up must come down there for in October of 1929 the market began to crash. â€Å"Even though most people did not own stocks the effects of the stock market crash were not limited to stockholders†(ABC-CLIO). The stock market crash affected the whole entire country. This down fall was one of the major factors that caused the great depression. â€Å"After ten years of soaring values, Wall street Boll 2 commodities plunged to frighteningly low depths on Black Tuesday, October 29, 1929. The stock market collapsed in a frenzy of selling in which a record 16 million shares were dumped† (Wukovits, 19). The millions of shares in the stock market being cut created financial issues for everyone. Very rich business men lost money in their stock and started to raise prices and cut salaries. Men and women all over the country lost their jobs and or saw their salary slashed. The unemployment percent skyrocketed and almost seven hundred banks were closed in the year of 1929, and eighty-five thousand businesses went bankrupt between 29 and 32(Wukovits, 18). The unemployment rate was nearly up to 25% in the 1930’s and did not drop back to 10% until the 1940’s. Not only did the unemployment ratio build but so did the amount of suicides throughout this time. The stock market affected everyone in the country due to the loss of money, jobs and homes. Homeless Americans then started to ride the rails. This was dangerous and when the railroads began to hire security that often started riots on the rails. Thousands of deaths were caused by jumping on and off train cars just to have somewhere to sleep. Americans all over could not pay for everyday things because they have lost so much money. â€Å"I knew the depression had really hit when the electric lights went out. My parents could no longer pay the one dollar electric bill† (ABC-CLIO). Prices of almost everything dropped hoping to fix the economies problems but with the salaries getting cut and jobs being lost the amount of income for most families could not even pay for basic life essentials. A winter coat was only twenty Boll 3 eight dollars, but people froze on the streets. A gas stove was nineteen ninety nine yet people all over America died of hunger due to the stock market crash and great depression. At only eight months in office the president of the United States during this crisis Herbert Hoover believed that the government should only play a small part in fixing the economy crisis. He tried to persuade the people and work force of America that the economy was perfectly fine and to keep living life as usual. He begged businesses not to lower their prices or cut down salaries and he also asked workers not to go on strike. Hoover firmly believed that government handouts would make the people of America weak. In Hoovers eyes handouts would not allow America to come together and fix this problem. â€Å"Herbert Hoover made massive public works programs to provide jobs for unemployed workers. He helped establish the federal farm board to assist farmers, the Federal Home Loan Bank Act to provide money for home purchases and the Reconstruction Finance Corporation to provide financing for large businesses† (Wukovits, 19). All of Hoover’s ideas and plans to make the market rise again could only do so much. So many banks tried to raise their interest rates on loans to brokers to raise money and help the economy build again but the stock market was like a roller coaster when it went up it fell back down just as hard. â€Å"Many investors lost their life savings, and many businesses and banks failed due to their losses. One economist, Roger W. Babson, was the first to predict the crash he drew on evidence that consumers’ credit burdens were increasing, steel production was dropping, auto sales were falling, and some stocks were showing signs of price inflation. Other Boll 4 economists, like Irving Fisher, dismissed the markets downward trend as a shaking-out of speculators that would ultimately bring stability† (Galbraith). The stock market crash may have been one major cause of The Great Depression but it was also a major part in American history. The crash started the reform of laws and led to the establishment of the

Arnold Essay -- essays research papers

Introduction There was no way of knowing it at the time, but a baby boy born in Graz, Austria, was pre-destined for greatness. His father strongly encouraged him to become involved in athletics in order to develop a strong sense of determination trait that evolved into nothing short of a dogged pursuit of excellence in every aspect of his life. He participated in the sport of soccer and competed in track and field events before discovering his true passion for weight lifting at the age of 15. Three years later, he trained as a professional bodybuilder and by the age of 20, he became none other than Mr. Universe. That baby boy grew up to be ARNOLD SCHWARZENEGGER. Early life Arnold was born July 30 1947, in the little town Thal in Austria, four miles from Graz. The name Schwarzenegger means "black plowman". His father Gustav was a former military officer who later became a policeman and his mother was a house wife. They all lived above the police station, where Gustav worked. Arnold had a one year older brother, Meinhard, who died in a car accident when he was in his twenties. They were both raised in a very strict catholic home. One day after seeing the Olympic swimchampion Johnny Weissmà ¼ller in Graz, Arnold was so inspired by Johnny's physique that he decided he wanted to become a champion athlete and started training. In the early years Arnold and his brother practiced a lot of different sports such as skating, skiing, hiking, swimming and table-tennis. Because of the interest in sports the school came in second place and did not get much attention. The brothers were always competing against each other both in sports and in school. Gustav wanted Arnold to become a world-class soccer player, but at the age of thirteen Arnold dropped out of the soccer team. He was looking for a role model and found one on the silver screen, Hercules. He watched all the Hercules movies over and over. He started to collect muscle magazines and was so impressed by the strength and the muscles in the magazine that he had just one goal clear in his mind. So he started to train. Bodybuilding Just about everyone who walks the face of the earth has heard of the legendary Arnold Schwarzenegger. The man is an inspiration to millions of men around the world, both in success and fitness. Even though times have changed -- today's bodybuilders are far bigger than in Ar... ...Bodybuilder as well as two volumes of the Encyclopedia of Modern Bodybuilding. Governor On August 6th, 2003, the audience attending the Tonight Show received a direct witnessing of an historic, jaw-dropping occasion: the announcement of candidacy for the California governorship. Arnie smiled for the camera, waved a massive American flag, and gave a full-on political speech, while adding catchphrases from his blockbuster hits. Then on the 17th of October 2003 Arnie Was elected, by a wide margin, to be the Californian Governor. Throughout his lifetime so far, Arnold Schwarzenegger has provided the world with so many significant contributions and achievements of work ranging from acting, directing and producing to athletic competitions, business ventures and community service and now even Governor of California. From his early days as Mr. Universe to a well-respected patron of the arts to reigning box office champion he expects the best from himself and inspires the best in others. All the while Schwarzenegger puts his family first as husband of fifteen years to broadcast journalist Maria Shriver and father to their four children Katherine, Christina, Patrick and Christopher. Arnold Essay -- essays research papers Introduction There was no way of knowing it at the time, but a baby boy born in Graz, Austria, was pre-destined for greatness. His father strongly encouraged him to become involved in athletics in order to develop a strong sense of determination trait that evolved into nothing short of a dogged pursuit of excellence in every aspect of his life. He participated in the sport of soccer and competed in track and field events before discovering his true passion for weight lifting at the age of 15. Three years later, he trained as a professional bodybuilder and by the age of 20, he became none other than Mr. Universe. That baby boy grew up to be ARNOLD SCHWARZENEGGER. Early life Arnold was born July 30 1947, in the little town Thal in Austria, four miles from Graz. The name Schwarzenegger means "black plowman". His father Gustav was a former military officer who later became a policeman and his mother was a house wife. They all lived above the police station, where Gustav worked. Arnold had a one year older brother, Meinhard, who died in a car accident when he was in his twenties. They were both raised in a very strict catholic home. One day after seeing the Olympic swimchampion Johnny Weissmà ¼ller in Graz, Arnold was so inspired by Johnny's physique that he decided he wanted to become a champion athlete and started training. In the early years Arnold and his brother practiced a lot of different sports such as skating, skiing, hiking, swimming and table-tennis. Because of the interest in sports the school came in second place and did not get much attention. The brothers were always competing against each other both in sports and in school. Gustav wanted Arnold to become a world-class soccer player, but at the age of thirteen Arnold dropped out of the soccer team. He was looking for a role model and found one on the silver screen, Hercules. He watched all the Hercules movies over and over. He started to collect muscle magazines and was so impressed by the strength and the muscles in the magazine that he had just one goal clear in his mind. So he started to train. Bodybuilding Just about everyone who walks the face of the earth has heard of the legendary Arnold Schwarzenegger. The man is an inspiration to millions of men around the world, both in success and fitness. Even though times have changed -- today's bodybuilders are far bigger than in Ar... ...Bodybuilder as well as two volumes of the Encyclopedia of Modern Bodybuilding. Governor On August 6th, 2003, the audience attending the Tonight Show received a direct witnessing of an historic, jaw-dropping occasion: the announcement of candidacy for the California governorship. Arnie smiled for the camera, waved a massive American flag, and gave a full-on political speech, while adding catchphrases from his blockbuster hits. Then on the 17th of October 2003 Arnie Was elected, by a wide margin, to be the Californian Governor. Throughout his lifetime so far, Arnold Schwarzenegger has provided the world with so many significant contributions and achievements of work ranging from acting, directing and producing to athletic competitions, business ventures and community service and now even Governor of California. From his early days as Mr. Universe to a well-respected patron of the arts to reigning box office champion he expects the best from himself and inspires the best in others. All the while Schwarzenegger puts his family first as husband of fifteen years to broadcast journalist Maria Shriver and father to their four children Katherine, Christina, Patrick and Christopher.

Compare and Contrast the Roles of Lady Macbeth and Lady Macduff Essay

In the play ‘Macbeth’ we notice that the roles of Lady Macbeth and Macduff are very different. In the one scene that Lady Macduff is in we see that she is portrayed as a stereotypical woman of the Jacobean era. She was defined principally as a mother, was reliant on her husband and helpless when he is absent. At the beginning of the play we see these properties in Lady Macbeth. However she specifically called on the ‘spirits’ to repress her femininity thus taking away these properties to make her ruthless enough to kill Duncan. I feel that both of the characters seem quite strong but in different ways. Lady Macduff copes fine without her husband but Lady Macbeth is strong in different way. In Act 1 Scene 5 we see the relationship that Lady Macbeth and Macbeth had. It is noticeable that their relationship in this scene is much like that of what we would expect a couple of their era to be like. Lady Macbeth stays at home while the husband is out at work. We Lady Macbeth receives the letter from Macbeth we see the how strong their relationship is. I think is mainly because Lady Macbeth immediately understands the full implications of what was written in the letter and in a way her response is uncompromising. She will not let anything get in their way; her husband must get what he has been promised. It is also interesting that the letter written by Macbeth would mean he would have had complete trust in his wife. If the letter was shown to anybody else it interpreted as treasonous. It also suggests their affection and love for each other: â€Å"my dearest partner of greatness†.

Islamic Studies

ISLAMIC STUDIES Topic:- Islamic Principle Of business And Marketing & Present Business Evils GROUP MEMBERS:- Nauman Mushtaq Raja Hammad Ahmed kiani Farhad Shareef Shamsher Ali Daniyal Haider The teaching of Islam describe that Islam is a complete code of life. Since we talking about business and marketing therefore Islam give brief explanation about it. From the Islamic point of Islamic the first priority of business should be pleasing Allah and establishing Halal as a way of life. Seeking profit is not a bad aim, but it should be secondary.By making Allah the goal, and implementing Islamic rules of honesty, truthfulness, and good behavior with customers, Insha Allah, any Muslim business is bound to boom. Following are the characteristic that should need to present in Islamic business and marketing:- (1)Honesty (2)Trust (3)Fair and Kind (4)Truthfulness (5)Justice HONESTY IN BUSINESS The Holy prophet (pbuh) was declared not only Sadiq and Amin but he was an honest business man. This i s proved by Hazrat Khadija who was richest lady of Makkah. She gave a few things to sell and she sends her servant with him.But Holy Prophet (pbuh) proved his honesty brilliantly. Honesty is needed in everything we do. From the domestic work of daily routine or office work to studies, honesty makes the real difference. Honesty makes it easy for us to survive because an honest person is truthful and such a person does not fell into any trouble. The sad fact of the present day is the lack of honesty in people. Lies, and dishonesty has become standard in everyday matters and it is a common perception that no one can get rid of them now.This point of view is wrong, why cannot we live like honest humans? If one thinks that honesty cannot be achieved or truthfulness is a dream now this is wrong, just by practicing Islam truly in its true spirit we can achieve all this without devising any special plans or any complex system of morals. The world today is a big business hub, i. e. it is a b usiness market now. There are some main stock exchanges that control the money inflow and out flow of the world for example, wall street etc. these stock exchanges are actually business centers where whole world trades.Unfortunately, with the Jewish intervention in the business and introduction of riba in business, there has left no honesty and no halal money in the business any more. The best examples of the honesty in business are the prophets of Islam. From Quran we learn that prophet Yusuf a. s. used to look after the financial matters of the state as His own choice. That’s why It is called that honesty is the best policy, indeed honesty is the best policy. When a business man is honest, he will never sell a low quality product and will never earn unjustified profit.Thus, an honest business man will be God fearing and will never ever dodge his customers over the selling. An honest business man will never like to go for unjust means to increase his earnings neither will he ever like to give bribes or accept bribes thus with honesty in business, the curses of bribery and riba can be shunned. Hazrat abu bakar siddique r. a was one of the best and honest business men of Arabia. He was very rich and his financial as well as moral help was appreciated by Muhammad s. a. w. w as well. He was much honored in his region because he was honest in business.There are several examples in the Muslim world who did not only do business honestly but also earned much more than those who like to earn black money. In honest business ALLAH gives His blessings, thus honesty indeed is the best policy. The Prophet has said the honest and truthful businessman will be in Jannah amongst the Prophets the Truthful and the martyrs. Honesty and truthfulness are essential in this business. And when it comes to Muslim businesses, it means building a relationship of trust with customers, which cannot be done with lies and eceit. The Holy Quran already explains the factor of honesty in business and in every matter of life. The Holy Prophet (pbuh) has a great business skill due to which he was offered marriage. But unfortunately our current business values have been changing day by day. Our environment is lacking in honesty. For having a good business policy we should need to be honest. The Holy Prophet (pbuh) said,if you sell goods on lie basis then your goods would be sold with your faith.For instance if there is any medicine who will get expire any shop keeper sell to any uneducated person and he got infection, a person who got infected will complain to doctor not to pharmacy shop keeper. Today lie become the trend we just to sell a 300Rs shirt would lie many time. The Holy Prophet (pbuh) said selling thing upon lie basis would break trust of others. TRUST IN BUSINESS For having a successful business a trust of people is require. This does not mean that only one sided trust is require but from both seller and buyer. This enhances better understanding and good c ommunication.A Unit Trust is an investment vehicle that allows investors to take advantage of investing in a diversified group of stocks which manages risk and exposure to one or a few stocks. It also offers the opportunity to participate in the long-term performance of the stock market. Islamic Unit Trusts add other aspects that are a screening process to remove stocks of companies deemed to be inappropriate for Muslim investors and cleansing or purification of a company’s profits by removing any income derived from non-Shariah complaint sources, such as interest a company would earn on its bank accounts and donating them to charities.Therefore, Islamic unit trust schemes are required to additionally appoint a Shari’ah committee or to ensure that their operations are in accordance with Shari’ah. Islamic Unit Trusts can invest in many financial products in conventional financial markets which are not interest-based, or where the element of interest could be elim inated, such as property funds, commodities, financial options and futures and forward transactions in foreign currency. They can take advantage of international markets growth by giving priority to equity investments in Islamic banks and financial institutions, stock markets ofMuslim countries; and companies managed under the Islamic system. The manager of a Unit Trust mutual fund would typically invest the pooled money in a portfolio which may include the asset classes such as cash, bonds and deposits, shares, property and commodities; tangible assets represent more than 51% of the portfolio. Islamic Unit Trusts have also a wide range of investment options based on growth and income, open-ended, redeemable, etc. Their investments can cover international equity markets, currencies and properties.A Mudarabah fund can invest in a specific business activity on the basis of profit and loss sharing; Murabahah fund invest in companies whose transactions are undertaken on a cost-plus basi s; Through Musharakah the Unit Trust and the third party contribute funds in a joint venture, producing equity participation; And in Ijarah fund, the Islamic Trust finances equipment, building or entire project for a third party against an agreed rental. Besides, there will be no restriction to stop non-Muslims investing in an Islamic Unit Trust.A good analogy with Islamic Unit Trusts is one of ethical and green Unit Trusts. Here the universe of investable securities is limited by certain criteria based on moral and ethical considerations (muamalah. com; 2009). An ethical investment is the principle of investing in companies which make a positive contribution to the world and avoiding those which harm the world, its people or its wildlife. Society's increasing awareness of its environmental and social responsibilities is impacting on financial services, more and more investments based on ethical principles are now available.Some may think that the restrictions imposed by ethical inv estment with strict criteria may result in weaker performance; however ethical funds have often matched or beaten their non-ethical counterparts. Ethical investments are generally made through managed funds such as unit trusts which specialty is to seek profits for investors while conforming to certain ethical criteria such as that the company is not involved in activities like illegal armaments, gambling or pornography, or that it doesn’t produce or distribute alcohol, tobacco or drugs.Before buying shares of companies in a chosen sector, an ethical fund manager will run checks on that company to find out if it has interests in a number of areas according to pre-determined criteria. Accordingly, clients who invest in ethical funds can be sure that their money will be invested in companies that engage in legal and ethical activities. Islamic Unit Trusts investments are also based on specific criteria based on morality, the main criteria is to not deal in transactions which in volve the paying and receiving of interest.Islamic Unit Trusts should be run on a transparent and modern corporate basis and up-to-date accounting and within a legal framework in conformity with the Shari’ah. In the same way the decision to invest in the case of ethical unit trusts is made by the fund managers, based on information received from various professional bodies and specially constituted committees of reference, the decision in the case of Islamic unit trusts is conditioned by the a binding approval from the Shari’ah Boards which consist of established religious scholars who make a decision based on the interpretations of particular operations and contexts.A person can earn money by two means; one is agriculture and the other is business. If business is not done according to the ethics then there will always be inflation and shortage of goods. As it can be seen in the case of many commodities like wheat, sugar etc. It is due to the stocking in, speculation a nd the selfishness of some businessmen. The government has also become a trader itself, while the shariah has stopped the Islamic government from trading. As it can be seen that business is an important part of life, the Prophet Muhammad (P.B. U. H) said, â€Å"People get 9/10 of their daily bread by trade. † Islam explains the concept of righteous trade by telling business ethics. If trade or any other thing is done against the morals and creed then this will lead to the bad end on the day of resurrection. Also by the law the person guilty of illegal business would end up nowhere. Islam emphasizes on the importance of the business ethics a lot. Allah says in the Quran, â€Å"they say that buying is also like interest but Allah has declared buying as permissible and interest as forbidden. And â€Å"When you buy or sell then make someone a witness of it. † The Holy Prophet Muhammad (P. B. U. H) said, â€Å"If trade was not there then you would have become a burden on others. † He also said that â€Å"A trader is the guardian of the means of daily bread and a keeper of the dignity of himself and other people. † The Holy Prophet Muhammad (P. B. U. H) encouraged the trust worthy traders by these words, â€Å"A trustworthy and truthful merchant shall be with the prophets and the truthful and the martyrs and the righteous. â€Å"God shows mercy to a person who is kindly when he sells, when he buys and when he makes a claim† The prophet emphasized on the truthfulness and the righteousness of the businessmen a lot. He said that â€Å"Verily, merchants shall be raised up sinners on the day of resurrection, except he who fears God, and is good, and speaks the truth. As Muslims, we have to adhere to ethical standards, not only in business but also in all aspects of life. Both business and ethics are interrelated. There is a reference to this point in the Qur'an, â€Å"For you in the Messenger of Allah is a fine example to follow. Al lah Almighty says, â€Å"To the Madyan people (we sent) Shu'aib, one of their own brethren: he said: ‘O my people! Worship Allah. You have no other god but Him. And give not short measure or weight. I see you in prosperity, but I fear for you the penalty of a day that will compass (you) all rounds. And O my people! Give just measure and weight, nor withhold from the people the things that are their due: commit not evil in the land with intent to do mischief. That which is left you by Allah is best for you, if you (but) believed!But I am not set over you to keep watch! † At one Place Hazrat Ali said, if you dog your friend then don’t think you had brilliantly dodged but think that how much he still trust upon you. FAIR IN BUSINESS Fair is another quality which is also needed for business. WE shouldn’t concern with business whether it is small or big, but we should be fair and kind with people and people with you. The Holy Qur'an and Prophet Mohammad (PBUH) have made it clear that a Muslim must be honest and upright in his business and monetary dealing.Also the true Muslim should keep his word and fulfill his promises, shun fraud and avoid deceit and perfidy, encroach not upon the rights of others, nor take part in wrongful litigation. Also a good Muslim does not give false testimony, and abstains from making unlawful money as from usury and graft. According to Islam whoever is not free from these vices, is not a true believer but a renegade and a worthless transgressor. And the Qur'an is rich with verses that confirm all this. Allah says in the Quran, â€Å"Eat not up each other's property by unfair nd dishonest means. † Allah forbids all unclean and corrupt means of making money, such as, dishonest trading, gambling, and bribery. And the Holy Quran has explained and described such practices in many of its verses. He says, â€Å"Woe to those that deal in fraud, – those who, when they have to receive by measure from men, exact full measure, but when they have to give by measure or weight to men, give less than due. Do they not think that they will be asked on a Mighty Day when (all) mankind will stand before the Lord of the lords. Another example is given in the coming verse, where Allah urges Muslims to be very particular about their trusts and about other people's rights. â€Å"Allah does command you to render back your trust, to those to whom they are due. † Major principles of fair business dealings According to Islam, the following things must be avoided to commence fair business. 1. No fraud or deceit, the Prophet (P. B. U. H) is reported to have said, â€Å"When a sale is held, say, there’s no cheating† 2. Sellers must avoid making too many oaths when selling merchandise. The Prophet (P. B. U.H) is reported to have said, â€Å"Be careful of excessive oaths in a sale. Though it finds markets, it reduces abundance. † 3. Mutual consent is necessary. The Prophet (P. B . U. H) is reported to have said, â€Å"The sale is complete when the two involved depart with mutual consent. † 4. Be strict in regard to weights and measures. The Prophet (P. B. U. H) said, â€Å"When people cheat in weight and measures, their provision is cut off from them. † He told the owners of measures and weights, â€Å"You have been entrusted with affairs over which some nations before you were destroyed. † 5. The Prophet (P.B. U. H) forbade monopolies. â€Å"Whoever monopolizes is a sinner. † 6. Free enterprise, the price of the commodities should not be fixed unless there is a situation of crisis or extreme necessity. 7. Hoarding merchandise in order to increase the prices is forbidden. 8. Transaction of forbidden (Haram) items, such as intoxicants, is forbidden. Fraud and dishonesty in business Prophet Muhammad (P. B. U. H) has stressed the importance of honesty in most of his sermons, saying, â€Å"Remember, there is no faith in him who is n ot trustworthy; there is no place for him in religion who cares not for his ledged word or promise. He (PBUH) also said, â€Å"The signs of a hypocrite are three, when he speaks, he is false, when he promises, he fails; and when he is trusted, he plays false. † Condemning those who cheat in business Prophet Mohammad (PBUH) has said, â€Å"He who cheats is not of us. Deceitfulness and fraud are things that lead one to Hell. † Once Prophet Muhammad (P. B. U. H) came upon a heap of corn in the market of Medina and thrust his hand onto it. His fingers felt damp. On being asked, the trader replied that rain had fallen upon it. The Prophet (P. B. U.H) observed, â€Å"Why did you not then keep (the wet portion of) it above the dry corn, so that men may see it? He, who deceives, is not one of us. † Thus traders who deceive by showing to customers a false sample or by concealing from them the defects of the product they're selling are not true Muslims in the judgment of Allah Prophet (PBUH) and, they are going to end up in hell. Prophet Muhammad (P. B. U. H) said, â€Å"The seller must explain to the buyer the defects, if any, in the quality of the article offered for sale. Should this not be done, the seller will permanently be caught in the Wrath of Allah. In short, all manner of deceit and dishonesty in business is prohibited in Islam. The Holy Prophet has expressed his strong dislike for those who do so. The Prophet's general advice to all people was that, â€Å"What is lawful is clear and what is unlawful is clear, but between them are certain doubtful things which many people do not recognize. He who guards against the doubtful things keep his religion and his honor blameless, but he who falls into doubtful things falls into what is unlawful, just as a shepherd who pastures his flocks round a sanctuary will soon pasture them in it.Every king has a sanctuary, and God's sanctuary is the things he had declared unlawful. â€Å"Before the Proph et invited his people towards Islam, it was his truthfulness and trustworthiness which had earned for Muhammad (S. A. W. ) the glorious titles of â€Å"Sadiq† (truthful) and â€Å"Amin†. Therefore, one must follow the teachings of the Holy Prophet (P. B. U. H) in regard to business and all other aspects of life; to become a good Businessman and hence, a better Muslim. Islam puts certain conditions and restrictions to obviate the chances of bitterness between the employer and employees.Islam encourages and promotes the spirit of love and brotherhood between them. According to the Islamic teachings it is the religious and moral responsibility of the employer to take care of the overall welfare and betterment of his employees. Fair wages, good working conditions, suitable work and excellent brotherly treatment should be provided to the workers. The last Prophet of Allah (sws) has explained this principle in the following words: Those are your brothers [workers under you] who are around you, Allah has placed them under you.So, if anyone of you has someone under him, he should feed him out of what he himself eats, clothe him like what he himself puts on, and let him not put so much burden on him that he is not able to bear, [and if that be the case], then lend your help to him. The Prophet (sws) also said: I will be foe to three persons on the Last Day: one of them being the one who, when he employs a person that has accomplished his duty, does not give him his due. The Prophet (sws) is also reported to have said: The wages of the laborers must be paid to him before the sweat dries upon his body. TRUTHFULNESS IN BUSINESSIn order to earn profit and making things Halal truthfulness is essential. People to buy things where ethics like truthfulness is present. Islam encourages truthfulness in business transactions and raises the status of a truthful merchant so much so that he will be at par with the holy warriors and martyrs, in the Hereafter. The Prophe t (sws) is reported to have said: The truthful merchant [is rewarded by being ranked] on the Day of Resurrection with prophets, veracious souls, martyrs and pious people. The Prophet (sws) has also exhorted the believers to strictly adhere to truthfulness in business transactions.He says: The seller and the buyer have the right to keep or return the goods as long as they have not parted or till they part; and if both the parties spoke the truth and described the defects and qualities [of the goods], then they would be blessed in their transaction, and if they told lies or hid something, then the blessings of their transaction would be lost. The tradition implies that Allah blesses business dealings if both the buyer and the seller are true to each other. Telling lies and hiding facts will result in the loss of divine blessing. A tradition reads. The Holy Prophet said: ‘Traders are wicked people’.The Companions asked: ‘O Messenger, has Allah not permitted business? ’ The Messenger replied: ‘Of course He has declared trading lawful. But they (i. e. the traders) will swear by Allah and do evil, they will not speak but tell lies’. JUSTICE IN BUSINESS The Quran also emphasizes on the concept of justice. It is another types of ethics which is deeply needed for running on the business. The Holy Prophet (PBUH) said, He who deals unfairly with others can never become useful member of society. Among the set of values the Qur'an and the Prophet's sayings emphasize are the concepts of justice and benevolence.The concept of justice (‘Adl) occupies a central place in the economic system of Islam. This value is prescribed in legal, social, moral and economic dealings. It is to be practiced with individuals, orphans, wives, tribes, communities and nations and even with peaceful enemies. It is applicable to speaking, giving witness, acting as a guardian, writing an agreement, arbitrating between parties, dealing with other people, j udging in a court of law and making business transactions. The concept of justice in an economic context encompasses fairness, equity, balance and equilibrium, symmetry and impartiality.The Quranic verses address individuals not only in their personal capacity but also in their capacity of being rulers, administrators, directors, employers, and all who deal with others. Justice, like truth, is a Divine virtue. Islam does not compromise on this value as it does not compromise on truth. While the Qur'an lays great emphasis on the value of justice, the Prophet has repeatedly persuaded the Muslims to stick to the value of Ihsan, which stands for benevolence, generosity, proficiency and magnanimity. The absence of ‘Adl inflicts harm and disturbs peace and harmony, but the absence of Ihsan does not harm anybody.It implies a more liberal treatment than justice demands. It begins where the limits of justice end. Absolute justice is a legal requirement and, therefore, essential, but th e Prophet, in line with the Quranic requirement, has persuaded his followers to behave magnanimously in claiming their rights and be generous in discharging their duty. ‘While ‘Adl eliminates injustice and exploitation and strikes a real balance between rights and responsibilities in society, Ihsan decorates the society with generosity, kindness, mercy, forgiveness, self sacrifice, mutual cooperation and affection. Adl is the primary condition for setting up an Islamic government, while Ihsan plays a vital role in building up a truly Islamic society; the former is a legal phenomenon while the latter is moral and religious. When we say that prices must be just, or fair, does this justice or fairness involve a moral value? Wholesale prices for all the dealers are almost the same. Can we then justify price variations at different centres? In Islamic law, if anybody charges an extraordinarily high price, it is termed as grave deception and is unacceptable.The Ottoman Code of Civil Law defines grave deception as higher than 5% (profit) on goods, 10% on animals and 20% on immovable property. The concept lays down the rate of profit but not the sale price. As a matter of fact, the wholesale price alone does not determine the sale price. It is determined by locality, standard of intramural decoration, packing, service, environment and other overhead costs. A trader has to add all the incurred and accrued expenses to the wholesale price, in addition to a profit for himself/herself.What rate of profit he should charge is determined largely by market forces and the nature of the competition, given a normal or prevailing price. All this proves that the concept of a just price is not a moral concept except where monopolies or oligopolies arbitrarily fix an unrealistically high price quite out of proportion with costs. The concept of the right to justice is mentioned repeatedly in the Qur'an. There is quite a lot of detail in the passages relating to the freedom to justice.In Islam there are two concepts which are considered, Ihsan and Adl. While Adl is typical of monotheistic religions, referring to the need for balance and equality when judging and individual, in Islam perhaps the more important term is Ihsan. Ihsan refers to making up an imbalance or an injustice by returning or giving back something to the person that is at disadvantage. As such, it is not only important to treat all people equally, but to allow those that are at an objective disadvantage compensation.These relate to the two most basic attributes of God, mercy and compassion (Al-Rahman and Al-Rahim. ) These two concepts are often compared to the love of a mother to her offspring. A parent must love equally all of his offspring, but if one of them has a handicap or requires special attention Ihsan dictates that a loving parent will give that child more to help him make his way in life. In the ideal Islamic society, the concept of justice necessarily reflects helping the disadvantaged, like widows, orphans, and those living with handicaps or in poverty. If Musharakah principle† was applied to a bank which holds a huge amount of depositors’ money and no interest rates permitted to earn income, banks will be forced to invest in different projects whether it is new or current. But the bank here is exposed to a risk of loss! It encourages a bank to diversify its investments since interest is prohibited and that leads to a growth in the economy since money is injected in several business and projects. If the economy grows on average, the investment pool will make profit.Banks here make income from investment not form interest by lending money. No interest rates for the depositors but their income increase in line with the growth in the economy. Thus, Islamic system based in â€Å"cooperative† (Sharing) and does not favor rich people. But it works on the principle of sharing which in a way or another leads to justice. The current news is that Sweden government is awarded as best governance. When people asked reason behind this success. They replied, we followed the Hazrat Umar (R. A) Rule of law.