How to Find a Formal Reflective Essay Sample

How to Find a Formal Reflective Essay SampleWhen you are doing a formal reflection essay, you will find that there are many sources of these essays that you can use. These will be taken from essays that you have written in the past and it is the best way for you to do one. The good thing about this type of essay is that it is not that difficult to write. You will want to make sure that you take the time to find a formal reflection essay sample that you like and then you can use it as a guide.The first thing that you will want to look for when you are doing a formal reflection essay is an interesting topic. You will want to make sure that the essay is reflective of what you are currently going through. This is a great place to find topics that you can write about so you will want to make sure that you look through these many sources that are available to you.When you are looking at a formal reflection essay sample, you will want to make sure that the essay is from a professor that you can trust. Many of the times you will find that you can trust your professors to tell you if what you are writing is right or not. The last thing that you want to do is find a professor that will tell you that it is right.Another good source of an essay is someone that has had a different experience with the same subject. When you are doing a formal reflection essay, you will want to make sure that you are writing about something that you can relate to. This is the best way for you to see what you are writing about and when you are done with the essay you will be able to move on to the next section of your essay.When you are looking for a formal reflection essay, you will want to make sure that the essay that you write is one that will benefit you. You will find that these are not hard to write because you will be able to find so many tips and pointers on how to write these essays. You will want to make sure that you take the time to learn about these things because they are all us eful for you.When you are looking for a formal reflection essay, you will want to make sure that you are able to find something that you are comfortable with. The first thing that you will want to do is to find out what it is that you are comfortable with and then you will want to go with that. The reason that you will want to do this is because it will help you to choose an essay that you are most comfortable with.When you are looking for a formal reflection essay, you will want to make sure that you are going to write a short one. You will find that these can be over five hundred words long and you will want to make sure that you are able to make that mark easily. This is one of the best ways for you to be able to add more information to what you are saying.The next time that you are looking for a formal reflection essay, you will want to make sure that you take the time to find a nice formal reflection essay sample. This is going to be a great resource for you will find that you will be able to write an essay quickly and effectively. This is going to help you to be able to work on the other parts of your essay as well.

Equity Investment Decision Making

Introduction The acquisition of capital is a challenge faced by businesses. However, business enterprises can obtain startup funds from venture capital firms. Venture capital focuses mainly on high-risk startup businesses. Often, entrepreneurs seek venture capital once their businesses are operational and need expansion.Advertising We will write a custom critical writing sample on Equity Investment: Decision Making – Business Valuation specifically for you for only $16.05 $11/page Learn More Venture capitalists, however, prefer to finance high-risk businesses that promise high financial returns (Bart Mlambo 2008, pp. 33). Nevertheless, venture capital firms usually perform evaluation of new investment opportunities before they decide to invest in a new venture. They use both qualitative and quantitative data in evaluation processes. Nonetheless, their evaluation processes do not yield dependable results. Notably, new ventures do not have relevant revenue and financial performance information that can be used in evaluation processes. Moreover, venture capital firms usually have lean staff. However, they have to evaluate numerous proposals to determine appropriate ones. This affects the productivity of venture capitalists’ staff. This paper presents literature on decision assembly and business evaluation considerations that venture capital firms consider before they finance a project. Literature Review Venture Capital Many entrepreneurs have business ideas but lack the required funds to start business operations. Banks and other debt finance providers can fund business projects that entrepreneurs have. However, these organizations do not fund high-risk businesses. Moreover, they require much information that startup businesses do not have. Hence, entrepreneurs turn to venture capitalists since they focus on high-risk businesses that have high financial rewards. However, the problem that venture capital firms and entrep reneurs face is the determination of the financial viability of an enterprise to be financed. Additionally, there is little academic guidance on the determination of financial viability of an enterprise (Wong 2009, pp. 62).Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The inadequacy of information on new ventures and the ineffectiveness of venture capital market creates theoretical and economic challenges in valuation of new businesses. Valuation approaches of businesses rely on accounting information. However, new ventures do not have such information. Hence, venture capitalists can use nonfinancial methods to determine whether to invest in a new venture or not. The arrangement of investment markets facilitates the existence of venture capital. Venture capital assists entrepreneurs who do not have adequate capital. The return on capital that they use to finance entrepreneurs is high. The high returns sustain venture capital firms. Additionally, venture capital exists since it attracts entrepreneurs who have business ideas that can be transformed into profitable ventures. Venture capital industry has four main participants. These include entrepreneurs, investors, investment bankers and venture capitalists (Bishop Nixon 2006, pp. 23). Additionally, investment activities of venture capitalists go through different stages. These stages include deal origination, screening process, evaluation process and finally, negotiation process in which a deal is structured. Moreover, management and control of a financed venture is normally redesigned to protect the investment made by venture capitalists (Wong 2009, pp. 63). An initial stage, where viability of a venture is assessed, can also be included. Venture Capital Decision Assembly Several studies have examined the stages and criteria used in decision assembly by venture capitalists (Bart Mlambo 2008, pp. 34). T he processes used in decision assembly require that new businesses undergo screening. This involves review of the business preparation of a venture. After screening of a venture, the second phase is the due diligence stage. This involves documentation, negotiations and thorough examination of investment details. Venture capitalists use decision assembly processes to collect vital information needed in the determination of whether to accept or reject a proposal. However, risk is high due to limited financial information.Advertising We will write a custom critical writing sample on Equity Investment: Decision Making – Business Valuation specifically for you for only $16.05 $11/page Learn More Investment decision assembly processes used by venture capital firms seek to limit the risk of undesirable choice. The decision processes examine the potential for positive achievement or collapse of a venture based on accessible information. However, the deci sion assembly processes of venture capital firms face challenges. This is mainly due to informational asymmetry (Bishop Nixon 2006, pp. 23). Two kinds of informational asymmetry exist. These are hidden action and hidden information. Hidden action informational asymmetry occurs when a party does not have knowledge of relevant activities done by the other party of a transaction. On the other hand, hidden information unevenness occurs when one party of a contract knows some germane information while the other party does not (Wong 2009, pp. 63). Often, entrepreneurs have information that financiers cannot access. Hence, it is possible for entrepreneurs to employ exploitative behaviours after finalization of an investment deal (Bart Mlambo 2008, pp. 35). The possible exploitative or opportunistic behaviors of entrepreneurs necessitate the need for financiers to make accurate decisions in the selection of projects to finance. Entrepreneurs should understand the character and procedure o f decision assembly used by venture capitalists in evaluation of businesses. In this way, entrepreneurs increase the possibility of their venture being financed. Moreover, knowledge of the decision-making procedures improves their negotiations abilities. Choice Criteria The techniques that venture capitalists use in information compilation include interrogation, experiments and surveys. Venture capitalists use in-use and espoused criteria in their evaluations. They use in-use criteria in actual decision assembly. On the other hand, they use espoused criteria in evaluation processes (Bishop Nixon 2006, pp. 24). They consider market conditions, competition and management capabilities as they make investment decisions.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The personality and experience of entrepreneurs plays a pivotal role in investment decisions made by venture capitalists. Previous studies used various categories in examination of the factors that distinguish successful and unsuccessful ventures in screening processes (Bishop Nixon 2006, pp. 21). These categories include product, market, industrialist and monetary characteristics. Some studies found that competitiveness of a product and market acceptance play critical roles (Bart Mlambo 2008, pp. 34). Other studies included competitive strategies and resource-based capabilities as additional categories for analysis (Bart Mlambo 2008, pp. 34). Notably, financial considerations do not influence the success of a venture in the evaluation processes. However, the generic criteria that all venture capitalists use comprise potential rewards of a venture, proven abilities of a concept or product, competitive advantages and realistic capital requirement. In management construct, venture capitalists rate entrepreneurs through various criteria. Financiers consider the integrity, experience and records of accomplishment of entrepreneurs. They check leadership, managerial and technical skills (Bishop Nixon 2006, pp. 21). It is vital that venture capitalists determine the most appropriate methods to evaluate ventures to minimize risks. At the same time, it is vital that entrepreneurs know the decision factors that affect the financial proposals and negotiations that they make. Conclusion New enterprises face numerous financial challenges. However, they can obtain start-up capital from venture capital firms. Venture capital firms fund new businesses that are high-risk but promise high financial rewards. However, evaluation of new businesses is complicated due to the inadequacy of financial information. This complicates investment decision-assembly processes that venture capitalists do. The lack of academic literature guidance also complicates the situation. This paper e xplored some of the concerns that venture capitalists should consider in decision assembly. These include market, product, entrepreneur and competitive characteristics. It also discussed features of venture capital and the complications that arise due to information asymmetry. List of References Bart, V Mlambo, C 2008, â€Å"Factors influencing venture capitalists’ project financing decisions in South Africa†, South African Journal of Business Management, vol. 40, no. 1, pp. 33-41. Web. Bishop, K Nixon, R 2006, â€Å"Venture opportunity evaluations: Comparisons between venture capitalists and inexperienced pre-nascent entrepreneurs†, Journal of Developmental Entrepreneurship, vol. 11, no. 1, pp. 19-33. Web. Wong, L 2009, â€Å"Effective evaluation criteria for successful ventures: A study of venture capital in Hong Kong†, The Journal of Private Equity, vol. 13, no. 1, pp. 62-73. Web. This critical writing on Equity Investment: Decision Making – Business Valuation was written and submitted by user Anya Kirby to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The sociological viewpoint toward social problems

The sociological viewpoint toward social problems According to Crone (2011), there are many ways that sociology can help in solving the present problems in the society. Sociologists can enlighten the society about the problems, conduct research about the problem and give report to the public on what needs to be done.Advertising We will write a custom report sample on The sociological viewpoint toward social problems specifically for you for only $16.05 $11/page Learn More The research performed by sociologists can be used by policy makers to address the problem, analyze the existing policies and see if they are working properly or not. In his book, James provides some steps that sociologists can use in solving social problems. Some of the social problems discussed in the book include; violence, inequality, Gender inequality, crime, and drug abuse. Raising society’s awareness The first step towards solving social problems is raising the society’s awareness. He suggests that sociologists can do this by analyzing the social phenomena to recognize new social problems that may have developed in the society. According to Leon-Guerrero (2011), social problems can be described as those issues that affect most people directly or indirectly. Social problems can also be viewed as issues that affect all members of the society. They affect the society and are beyond the influence of an individual regardless of his or her power. Once a problem has been identified, sociologists can inform the public through the media and or report to political authorities about their findings. Sociologists can act as whistle blowers by enlightening the society about what they feel is a social problem. Presently, social media also provide a good avenue where people can air their views. Sociologists can use social media platform to excite members of the public to think about social problems. Sociologists can identify social problems based on certain sociological guidelines.Advertising Looking for report on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, whether the social condition is harmful to people’s lives and how many people could be affected by that condition. Sociologists can also raise awareness by writing articles and publishing books about social problems. James point out that through publications and teaching activities, sociologists are able to make people to perceive certain social conditions as problems. Raising awareness is an important step in seeking solutions society’s problems in the long run (Crone, 2011). Conducting research Another important step that sociologists can use in solving social problems is conducting research. It is the responsibility of sociologists to research on issues that affect the society. Research not only provides useful information about the society’s problems but also helps in finding the most suitable ways of solving such problems. In addition, research helps to validate the existing theories and modifies them to suit the prevailing conditions. Research helps sociologists to identify problems based on their standards. For example, based on statistical research and the extent to which an issue is harmful to people’s lives, sociologists are able classify it as a social problem or not. Data collection forms a significant part of research. Sociologists can collect data about the victims of social problems by using accurate methods such as carrying out surveys, interviews, and direct observations. James mentions that policy makers can only develop good policies based on valid data collected. They can use some guiding questions to obtain accurate and useful data. For instance, sociologists can find out what the experiences of the victims are, how victims handle the social problem, and what happens in their lives that could be different from the rest of the society. Sociologists can also ask the victims to give t heir opinions about the solutions to the social problem. Data collected from research can also help policy makers to develop appropriate strategies and policies towards solving social problems.Advertising We will write a custom report sample on The sociological viewpoint toward social problems specifically for you for only $16.05 $11/page Learn More Developing sociological perspective Developing sociological perspective is another step in solving social problems. Sociologists can steer members of the society towards developing sociological perspectives of viewing and solving social problems. Developing sociological perspective involves making the society to have an understanding of a social problem from the perspective of sociologists. For instance, sociologists can make people to see the negative effects of a social problem, thus stimulating them to think towards solving it. Most policy makers use sociological principles, hypothesis, theories, and studies to evaluate and seek solutions to social problems. According to James, sociologists can solve social problems by taking two actions. These actions include making necessary effort to communicate the results of their studies to policymakers and make them to develop a sociological perspective towards the social problem. This will help policy makers to acquire a deeper understanding of the causes, the effects and help them seek for appropriate solutions. Coordination of social policies Sociologists can also solve social problems by employing proper coordination of social policies. How social policy is carried out is a key step to solving social problems. Social problems can better be solved if novel social policies are coordinated well with the existing social policies. Sociologists should analyze how new policies and the existing policies would affect and or supplement each other. In addition, if sociologists feel that the two policies conflict each other, they can find ways of harmoni zing them with an intention of solving social problems. Implementation of social policies could fail or slow down without proper coordination of policies. Therefore, sociologists need to analyze and coordinate existing and new policies to solve social problems. Working towards a shared value is closely associated with coordination of policies.Advertising Looking for report on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even though conflicting values of society members could lead to failure or slow pace of solving problems, having common values can be helpful in solving social problems. There are certain values that are widely accepted in the society. Some of these values include freedom, equal opportunity, equality, honesty, and democracy. According to crone, these values could form the basis for solving social problems. Developed policies that are consistent with shared values would be widely accepted by majority of people, which is very useful in solving social problems. Being realistic Finally, it is important to be realistic in solving social problems. Even though some social problems could be solved completely if they are addressed properly, most social problems would only be solved to a small extent. This is because solving some social problems conflict with political powers, vested interests, and the ideals of groups of people. This implies that most social problems would be bettered rather than solved fully. However, it is important to give social problems proper attention and visibility through the media to encourage the public to take action. When media persistently covers a social problem, it is likely to be addressed by policy makers completely. Therefore, sociologists should not have very high expectations of solving all social problems completely. Nonetheless, if the condition of the social problem is made better from time to time, it would eventually be solved completely. References Crone, J. (2011). How can we solve our social problems?. Los Angeles: Pine Forge Press. Leon-Guerrero, A. (2011). Social problems: Community, policy, and social action. Thousand Oaks, Calif: Pine Forge Press.

Production in the Long Run Essay Example | Topics and Well Written Essays - 2000 words

Production in the Long Run - Essay Example When it comes to marginal product, change in production is registered after the addition of capital employed. (Steinemann 11) This could be an added employee. The major point about the long run is that all the factors pertaining to production are assumed to be variable. The term ‘Returns to Scale’ is a term used to refer to the process by which a firms output, responds to change factors input. An example of this is as outlined in the table below; Labor Input Plant 1 Plant 2 Plant 3 Plant 4 10 40 100 130 150 20 100 120 150 173 30 120 140 175 199 40 130 170 200 231 50 150 190 230 260 Capital Input 10 20 30 40 Courtesy of (http://tutor2u.net/) From the above chart, Plant 1, business increases to 40 working with labor input 10 and capital input of 10. This demonstrates increase in returns to scale, resulting to a fall in the total cost of production. Generally, the scale of production can be increased or reduced. This is due to the variability of all factors. As a result, th e firm moves to new average cost curves. Every firm has an equivalent short run average cost curve, with the firms’ expansion, it moves on to different short run average cost curves. Economies of scale result after the expanded scale output leads to a lower average cost for each level of output. The overhead costs relative to the running costs will probably be high in industries where big networks and national distribution are necessary. This leaves only little room for the company to exploit the returns of scale available in the market. When the cost disadvantage of operation is small, the companies/firms may operate at a profit. This also happens in price differentiation allowing small suppliers to sell their produce at premium price to the market average, on the advantage, willingness and ability for the consumers to pay high prices to cover the cost per unit. A high level of industry concentration is likely, where the minimum efficient scale of production is high as compa red to overall market demand. The time duration required for the long run id different from one sector to another. For example, in the nuclear power industry, it can take so many years to commission a new power plant or improve capacity. The law of diminishing marginal returns is the only critical difference between long run and short run (Tutor2u par 4). This law only applies to short run, which has a fixed output unlike the case of long run where it’s output are variable. Difference between the short and long run could differ depending on the period; some producers may operate at short run over a minimal period while others may operate at short run over a long time. Variability in the long run also applies to the quantity of capital. This means that, the company can not only adjust manpower in the industry but can also increase the size of the factory. For example, if the currently used factory is used beyond capacity, then a bigger one is constructed in the long run to acc ommodate more output. In the case where the factory has used space, it is possible to relocate to a smaller factory in the long run. The major concerns in the long run production, is how producers adjust the inputs under their control considering changes in prices. All production activities include input that is beyond the producer’s control. This includes the Government and its regulations, forces of nature, weather, and social customs and institutions. These variables are not

To what extent has realism dominated the study of security Essay

To what extent has realism dominated the study of security - Essay Example Power is a notion primarily thought of in the perspectives of material resources necessary to coerce or induce other states. The most important actor when it comes to realism is the state. It is autonomous and unitary because it speaks and acts with a single voice (Glassgold, 2012, p. 89). It is noted that the power of the state is understood in respect to its military capabilities, and thus security concerns. Although all nations seek hegemony under realism as the only path to ensure their own security, other states are incentivized to prevent through balancing the emergence of a hegemon. There is application of rational model of decision making the states through obtaining and acting upon accurate and complete information. National interest guides the sovereign states as explained in the terms of power. Since the single constraint of international system is the anarchy, none of the international authorities and the states are actually left to their devises to provide their own security. The perception of realists that Sovereign states are the key actors in the international system, leads to a special attention to large powers as they are viewed the most influential on the international stage. States are intrinsically obsessed with security (defensive realism) or are aggressive (offensive realism), and that territorial spreading out is only constrained by opposing powers. Security dilemma result due to this aggressive build-up, such that increasing ones security may convey along even increased instability as an opposing power puts up its own arms in response (Vu & Wongsurawat, 2009, p. 89). The dilemma is such that there is competition among the states to up their security as a result of feeling insecure yet at the end none of the state feels secure. There is a spiral of insecurity all along. Hence, security turns into a zero-sum game in that only relative gains can be made. Realists accept as true the fact that there are

Aims of Education Essay Example for Free

Aims of Education Essay Education has been conceived so variously in human history, especially in term of its aims. Chopra (2005) defines the term ‘Aims’ as: â€Å"Long-term ambitions which may or may not be achieved, but which provide personal motivation and direction† (p.16). Perhaps more than other aspects of human existence, it is education which lends a direction to human efforts through a certain underlying ‘philosophy’: â€Å"a set of ideas about the nature of reality and about the meaning of life† (McNergney Herbert, 1998, p. 130). However, aims of education depend on the philosophy that prevails at the time of determining the aims of education. Different philosophies hold different views about the aims of education: â€Å"Certain philosophies have created narrow patriots. Others have produced cultured individuals. Some others are responsible for bringing up spiritual men and women† (Shahid, 2001, p. 110). In fact, a philosophy or an ideology serves as a back-bone in determining the objectives or end results of an education system. 2.Western Philosophy and Aims of Education If we sift the history of education in the West right from the time of Greeks to the present contemporary era we would come across the following major schools of thought influencing the aims of Education: 2.1. Idealism: Idealism is considered the oldest philosophy of Western culture, dating back to ancient Greece. Socrates (469-399 B.C.), one of the most honored philosophers and the earliest exponents of the idealistic school of thought looked upon the aim of education as not verbal instructions but to enable the individual, by developing in him the power of thought to acquire knowledge by himself, i.e. by self-realization. For this purpose, he presented the Dialectic Method/Socratic Method which is also called Question/Discussion Method. 2.2 Realism: Aristotle (384-322 B.C.), a student of Plato and great Greek philosopher, was the leading figure of this school of thought. He believed in â€Å"dualism − the tendency to view reality as composed of two constituent elements †¦ form and of matter† (Kneller, 1964, p. 37). Following are the main aims of education in Realism: Equipping students with knowledge and skill needed to understand and master their physical environment. Enabling students to adjust themselves with adult approved behaviour. (Shahid, 2001, p. 141) 2.3 Existentialism: Soren Kierkegaad (1813-1855) is considered the originator of Existentialism. Existentialists believe that the physical world has no inherent meaning apart from human experience. Existentialists believe that the main aim of education is to: â€Å"Develop authentic individuals who exercise freedom of choice and take responsibility of their action† (McNergney Herbert, 1998, p. 139). 2.4 Marxism: The leading proponent of this school of thought was Karl Marx, an immensely influential German philosopher, political economist, and socialist revolutionary. He was famous for his analysis of history in terms of class struggles. The aims of education, according to Marxists, are: â€Å"Shape people and institutions; change material conditions of society, producing classless society† (McNergney Herbert, 1998, p. 139). 2.5 Behaviorism: B. F. Skinner, is called the father of Behaviorism. According to this school of thought, the aim of education is to: â€Å"engineer environments that efficiently maximize learning† (McNergney Herbert, 1998, p. 139). 2.6 Cognitivism: Cognition means the process of thinking and knowing. The aim of education, in cognitivists’ view, is to â€Å"develop thinking skills for lifelong self-directed learning† (McNergney Herbert, 1998, p. 139). 2.7 Naturalism: â€Å"Naturalism is based on the assumption that nature is the whole of reality†(Kneller 68). Jean Jacques Rousseau (1712-1778 ) was the exponent figure of this school of thought. Rousseau stressed that what is natural is good. According to Naturalists, following are the aims of education: (1) Self-expression; (2) Autonomous development individuality; (3) Improvement  of racial gains; (4) Preparation for the struggle for existence. (Shahid 125) 2.8 Pragmatism: According to the Pragmatists, â€Å"truth [is] a tentative assertion derived from human experience (Kneller 82). The leading figure of the pragmatic educational philosophy was John Dewey (1859-1952), an American educationist. He believed that the aim of education is to â€Å"Develop and apply practical knowledge and skills for life in a progressive democratic society† (McNergney Herbert 139). 2.9 Perennialism: Perennialists believe that education, like human nature, is a constant. The leading proponents of this philosophy were Hutchins and Adler. Accorging to McNergney Herbert, â€Å"the perennialists argue people are basically the same, regardless of where they live and who they are, thus all people need the same basic education† and that â€Å"education should consist of a fundamental grounding in history, language, mathematics, science, literature, and humanities†(147). 2.10 Essentinlism: Essentialism asserts that ‘Essence’ is prior to ‘Existence’ and that â€Å"education †¦ involves the learning of the basic skills, arts, and sciences that have been useful in the past and are likely to remain useful in the future† (Kneller 256). The exponent figure of this school was William C. Bagley. The aim of education, as the Essentialists hold, is the â€Å"Acquisition of culture; cultural literacy for personal benefit† (McNergney Herbert 139). 2.11 Social Reconstructionism: A key word to learn when trying to understand postmodern education is constructivism. The leading figures of this educational movement was George Counts. The reconstruction theory seeks to rebuild the society afresh. Its supporters believe that the role of education is to create a new social order that will fulfill the basic values of our culture and at the same time harmonize with the underlying social and economic forces of the modern world. According to them, the aim of education is to â€Å"Solve social problems and create a better world† (McNergney Herbert 139). 3. Islam and Aims of Education Like Western philosophies of education, Islam also holds a view on the aims of education. However, it presents an independent, unique and much broader framework of reality, knowledge, existence and values to which the aims of education have got a logical connection. As a revealed religion, there is an objective quality of the goals of education in Islam. 3.1 Philosophy in Islam: Philosophy gets its roots from the ancient Greece. It emphasizes on the search of truth with the help of human reason. It is known as ‘falsafa’ in Arabic. On the other hand, Islam is founded on the Word of Allah or the revealed knowledge. The way Islam came into contact with philosophy is explained by Fakhry (1997) in the following words: The rapid expansion of Muslim Arab civilization in the 100 years after the death of the Prophet Muhammad [SAW] brought the faith into close contact with Greek, Persian, Egyptian, Syrian and Indian cultures and certain elements of those cultures incorporated (sometimes on adapted form) into Islamic thought. However, ‘Islamic Philosophy’ takes its roots from the Holy Qur’an. 3.2Education in Islam: The term ‘education’, as finds its meaning in Western philosophy, does not correspond very closely to any one exclusive term in Arabic. In fact, there are three words which are normally translated as ‘education’_ one emphasizing knowledge; one growth to maturity and one the development of good manners. However, all these concepts aim at producing good Muslims with an understanding of the Islamic rules of behaviour and a strong knowledge of and commitment to the faith. Ashraf defines Islamic education as: an education which trains the sensibilities of pupils in such a manner that in their†¦approach to all kinds of knowledge they are governed by the deeply felt ethical values of Islam. They are trained and mentally so disciplined that they want to acquire knowledge not merely to satisfy an intellectual curiosity or just for material worldly benefit but to grow up as rational, righteous beings and to bring about the spiritual, moral and physical welfare of their families, their people and mankind. Their attitude derives from a deep faith in God and a wholehearted acceptance of a God-given moral  code. (Hussain Ashraf 1) 3.3 Aims of Education: Complete Submission to His Will: Islam means complete submission to the Supreme Being of Allah (SWT) and His Shariah. The sole purpose of mans creation as described in the Holy Quran is to worship Allah (SWT): ÙˆÙŽÙ…ÙŽØ § Ø ®Ã™Å½Ã™â€žÃ™Å½Ã™â€šÃ™â€™Ã˜ ªÃ™  Ø §Ã™â€žÃ™â€™Ã˜ ¬Ã™ Ã™â€ Ã™â€˜Ã™Å½ ÙˆÙŽØ §Ã™â€žÃ™â€™Ã˜ §Ã™ Ã™â€ Ã™â€™Ã˜ ³Ã™Å½ Ø §Ã™ Ã™â€žÃ™â€˜Ã™Å½Ã˜ § Ù„Ù Ã™Å Ã™Å½Ã˜ ¹Ã™â€™Ã˜ ¨Ã™ Ã˜ ¯Ã™ Ã™Ë†Ã™â€™Ã™â€ Ã™ Ã¢â‚¬  And I have not created the Jinn and the men but that they may worship Me. (al-Zariyaat 51: 56) So, according to Islam, the purpose of the creation of humanity should also be the sole purpose, aim and objective of philosophy of Islamic education i.e. the complete, unconditional submission to the Supreme Will of Allah (SWT), the Almighty. As Rizavi puts it: Thus in Islamic creed, the idea of omnipresence of God permeates life in its totality †¦ God is everywhere and hence prayers can be said anywhere †¦ A Muslim is supposed to be in communion with God throughout his life — sitting on the prayer-rug, labouring in the field, defending his coun ­trys borders, in short, while doing anything and everything. (113) 3.4 ‘Taqwa’ (piety) and ‘Adl’ (justice) as the Cornerstones of Islamic Teachings: ‘Taqwa’ occupies a pivotal position in the aims of Islamic teachings. The Holy Qur’an considers it a requisite for getting Divine Guidance (‘Hidaya’): Ø °Ã™ °Ã™â€žÃ™ Ã™Æ'ÙŽ Ø §Ã™â€žÃ™â€™Ãš ªÃ™ Ã˜ ªÃ™ °Ã˜ ¨Ã™  Ù„ÙŽØ § Ø ±Ã™Å½Ã™Å Ã™â€™Ã˜ ¨Ã™Å½ Û›Ûš Ûâ€" Ù Ã™ Ã™Å Ã™â€™Ã™â€¡Ã™  Û›Ûš Ù‡Ù Ã˜ ¯Ã™â€¹Ã™â€° لّÙ Ã™â€žÃ™â€™Ã™â€¦Ã™ Ã˜ ªÃ™â€˜Ã™Å½Ã™â€šÃ™ Ã™Å Ã™â€™Ã™â€ Ã™Å½Ã›â„¢Ã¢â‚¬  † â€Å"This is a perfect Book; there is no doubt in it; it is a guidance for the righteous† (al-Baqara 2: 2) Regarding â€Å"the sacrifices offered by the Muslims at the time of ‘Hajj’ or ‘Id al-Adha, the Quran clearly says that the flesh of animals sacrificed does not reach Allah; what reaches Him is the piety or ‘taqwa’ operated behind these teachings†(Rizavi 115). The Quran also gives us a clue to the achievement of ‘taqwa’ or excellence of character: Ø §Ã˜ ¹Ã™â€™Ã˜ ¯Ã™ Ã™â€žÃ™ Ã™Ë†Ã™â€™Ã˜ § Ù‡Ù Ã™Ë†Ã™Å½ Ø §Ã™Å½Ã™â€šÃ™â€™Ã˜ ±Ã™Å½Ã˜ ¨Ã™  Ù„Ù Ã™â€žÃ˜ ªÃ™â€˜Ã™Å½Ã™â€šÃ™â€™Ã™Ë†Ã™ °Ã™â€°Ã¢â‚¬Å'Ûâ€" â€Å"Be just: that is Next to piety† (al-Maidah 5: 8). In fact, â€Å"With respect to man †¦ justice means basically a condition and situation whereby he is in his right and proper place† (al-Attas 26). Thus, Islam aims at preparing such persons who are pious and just. 3.5Justice implies knowledge: Islam has made it obligatory on all believers to acquire knowledge. In the very first verses of the Quran, the prophet Hazrat Muhammad (SAW) was instructed to read: Ø §Ã™â€šÃ™â€™Ã˜ ±Ã™Å½Ã˜ §Ã™â€™ Ø ¨Ã™ Ã˜ §Ã˜ ³Ã™â€™Ã™â€¦Ã™  Ø ±Ã™Å½Ã˜ ¨Ã™â€˜Ã™ Ã™Æ'ÙŽ Ø §Ã™â€žÃ™â€˜Ã™Å½Ã˜ °Ã™ Ã™â€°Ã™â€™ Ø ®Ã™Å½Ã™â€žÃ™Å½Ã™â€šÃ™Å½ â€Å"Convey thou in the name of thy Lord Who created Ø ®Ã™Å½Ã™â€žÃ™Å½Ã™â€šÃ™Å½ Ø §Ã™â€žÃ™â€™Ã˜ §Ã™ Ã™â€ Ã™â€™Ã˜ ³Ã™Å½Ã˜ §Ã™â€ Ã™Å½ Ù…Ù Ã™â€ Ã™â€™ Ø ¹Ã™Å½Ã™â€žÃ™Å½Ã™â€š Created man from a clot of blood. (al- ‘Alaq 96: 1-5) The best Islamic education must encompass the two traditional categories of knowledge, and the hierarchical relationship between them; revealed knowledge, attained through the religious sciences; and acquired knowledge, attained through the rational, intellectual and philosophical sciences. In Islam, both types of knowledge, the revealed and the acquired, contribute to the strengthening of faith, the former through the careful study of the revealed word of Allah SWT and the latter through the systematic study of the world of man and the universe. The Qur’an appeals constantly to reason and experiment which is a blessing indispensable to arrive at proper judgement. It invites directs the humans to study the reality. 3.6 Taqwa and Faith: The basic features of the Islamic constitution as embodied in the Quran Sunnah are the creed or doctrine (Aqeedah) or faith (trust and belief founded on authority) _ as belief in Allah SWT, faith in the prophet SAW and the basic attitude that all human activity should follow in the complete submission to Allah SWT. Islamic education has to inculcate these beliefs and attitudes in Muslim youth. The more comprehensive equivalent of ‘faith’ in the Arabic language is Iman derived from the root-word Amn which means freedom from fear, security, peace, satisfaction, trust, affirmation, acceptance of correctness and submission or resignation to truth. According  to the Holy Quran a Believer i.e. a Momin must have faith in (1) Allah, (2) The Hereafter, (3) The Unseen Clestial powers called Malaika (roughly translated as Angels), (4) The Book and (5) The holy prophets. (Haq 242) 3.7 ‘Ijtehad’: Side by side with the inculcation and strengthening of these basic values, Islamic education must create in the minds of Muslim youth an adaptability and a mechanism for adjustment to worldly matters. The Arabs were the first people to demonstrate such an adaptability during the prime of Islamic intellectual pre ­eminence. They acquired Greek learning, subjected it to investigation, experimentation and expansion in such diverse fields as algebra, geometry, astronomy, navigation, chemistry medicine and evolved the scientific principles of empiricism. This attitude extended into Europe in the fifteenth the sixteenth centuries as part of the Renaissance. The Islamic education system must now adopt the same scientific empiricism in worldly matters which the Muslims themselves invented but have forgotten during the past five centuries. The value of adaptability, experimentation and tolerance (as opposed to dogma) must be embodied in the new system. This will, in all probability, requi re the institution of ijtehad or interpretation of the Islamic law. An Islamic educational system is an integrating force and it prepares men for ijtehad where it is due. In the words of Iqbal: The teachings of the Quran that life is a process of progressive creation necessitates that each generation, guided but unhampered by the work of its predecessors, should be permitted to solve its own problems. (1989) 3.8 Action as Complementary to Faith: In Islam good actions are a requisite to faith. The Holy Qur’an says: † ÙˆÙŽØ §Ã™â€žÃ™â€™Ã˜ ¹Ã™Å½Ã˜ µÃ™â€™Ã˜ ±Ã™ Ã›â„¢Ã¢â‚¬  â€Å"By the fleeting Time, Ø §Ã™ Ã™â€ Ã™â€˜Ã™Å½ Ø §Ã™â€žÃ™â€™Ã˜ §Ã™ Ã™â€ Ã™â€™Ã˜ ³Ã™Å½Ã˜ §Ã™â€ Ã™Å½ Ù„ÙŽÙ Ã™ Ã™â€°Ã™â€™ Ø ®Ã™ Ã˜ ³Ã™â€™Ã˜ ±Ã™ Ã›â„¢Ã¢â‚¬  Surely, man is in a state of loss, Ø §Ã™ Ã™â€žÃ™â€˜Ã™Å½Ã˜ § Ø §Ã™â€žÃ™â€˜Ã™Å½Ã˜ °Ã™ Ã™Å Ã™â€™Ã™â€ Ã™Å½ Ø §Ã™ °Ã™â€¦Ã™Å½Ã™â€ Ã™ Ã™Ë†Ã™â€™Ã˜ § ÙˆÙŽ Ø ¹Ã™Å½Ã™â€¦Ã™ Ã™â€žÃ™ Ã™Ë†Ã™â€™Ã˜ § Ø §Ã™â€žÃ˜ µÃ™â€˜Ã™ °Ã™â€žÃ™ Ã˜ ­Ã™ °Ã˜ ªÃ™  † Except those who believe and do good works† (al-‘Asr 103: 1-3) 3.9 Enjoining Right and Forbidding Wrong: According to Haq, â€Å"It [Islam] is not only a ‘religion’ of the Muslims, in the usual sense of the word; it is their whole life. It encompasses all aspects of human life: social, cultural, economic, educational, spiritual, material, political, in fact, all. A cult of universal brotherhood must, of necessity, be highly organized. (244) What Islam aims to produce are sentient and committed individuals who work for the promotion of all that is good and the renunciation of all that is bad for the ultimate success of all human-beings. The Holy Qur’an says: ÙÆ'Ù Ã™â€ Ã™â€™Ã˜ ªÃ™ Ã™â€¦Ã™â€™ Ø ®Ã™Å½Ã™Å Ã™â€™Ã˜ ±Ã™Å½ Ø §Ã™ Ã™â€¦Ã™â€˜Ã™Å½Ã˜ ©Ã™  Ø §Ã™ Ã˜ ®Ã™â€™Ã˜ ±Ã™ Ã˜ ¬Ã™Å½Ã˜ ªÃ™â€™ Ù„Ù Ã™â€žÃ™â€ Ã™â€˜Ã™Å½Ã˜ §Ã˜ ³Ã™  Ø ªÃ™Å½Ã˜ §Ã™â€™Ã™â€¦Ã™ Ã˜ ±Ã™ Ã™Ë†Ã™â€™Ã™â€ Ã™Å½ Ø ¨Ã™ Ã˜ §Ã™â€žÃ™â€™Ã™â€¦Ã™Å½Ã˜ ¹Ã™â€™Ã˜ ±Ã™ Ã™Ë†Ã™â€™Ã™ Ã™  ÙˆÙŽØ ªÃ™Å½Ã™â€ Ã™â€™Ã™â€¡Ã™Å½Ã™Ë†Ã™â€™Ã™â€ Ã™Å½ Ø ¹Ã™Å½Ã™â€ Ã™  Ø §Ã™â€žÃ™â€™Ã™â€¦Ã™ Ã™â€ Ã™â€™Ã™Æ'ÙŽØ ±Ã™  ÙˆÙŽØ ªÃ™ Ã˜ ¤Ã™â€™Ã™â€¦Ã™ Ã™â€ Ã™ Ã™Ë†Ã™â€™Ã™â€ Ã™Å½ Ø ¨Ã™ Ã˜ §Ã™â€žÃ™â€žÃ™â€˜Ã™ °Ã™â€¡Ã™ Ã¢â‚¬Å' â€Å"You are the best people raised for the good of mankind; you enjoin what is good and forbid evil and believe in Allah† (Al-i-‘Imran 3:110) 3.10 Sincerity of Motive (‘niyyah’): According to Rizavi, â€Å"Islam gives due consideration to human weaknesses, and, therefore, accepts from a person whatever he may achieve, with the sincerity of motive† (117); and that â€Å"Motive (niyyah) is a serious factor in the acquisition of education. In fact, Islam judges all conduct according to its motives† (116). 4. Conclusion:  The aims of education stem from the kind of philosophy directing them. Western philosophy, in general, is this world-oriented, and divorced from revelation, its aims of education have been changing and varying from one approach to another; it ignores the true self of man (both physical and spiritual); its chief sources of knowledge are senses, reason and intuition which are deceivable and temporary; it neglects the final purpose of man; therefore, it fails to provide one single approach and thus leaves man into chaos and confusion. On the other hand, Islam, having a divine base, aiming to bring man closer to God and seek His plea sure as his ultimate aim, is characterized by clarity, realism, sublimity and singleness of direction; thus, offering a solution to all of man’s problems and giving him a right direction in this world. References The Holy Quran. al-Attas. ed. Aims and Objectives of Islamic Education. Jeddah: Hodder and Stoughton, 1979. Azam, Ikram. A Futuristic Paradigm of Education. Islamabad: ABC Enterprises, 2003. Chopra, Rakesh, ed. Academic Dictionary of Education. Delhi: Isha Books, 2005. Fakhry. Islamic philosophy, theology and mysticism. Oxford: Oneworld, 1997. Haq, Mazhar A. Educational Philosophy of the Holy Qur’an. Lahore: Institute of Islamic Culture, 1990. Hussain, S.S. Ashraf, S. A. Crisis in Muslim education. London: Hodder Stoughton, 1979. Iqbal, A.M. The Reconstruction of Religious Thought in Islam. Lahore: Iqbal Academy, 1989. Kneller, George F. Introduction to the Philosophy of Education. Los Angeles: University Of California, 1964. McNergney Robert F. Joanne M.. Herbert. Foundations of Education. London: Allyn Bacon, 1998. Rizavi, Sayyid S. Islamic Philosophy of Education. Lahore: Institute of Islamic Culture, 1986. Shahid, S.M. ed. Philosophy of Education. Lahore: Majeed Book Depot, 2001.

?Letter to Americans? by E. P. Thompson :: essays research papers

â€Å"Letter to Americans† by E. P. Thompson Dated back in 1986, â€Å"Letter to Americans† is as if it’s written in the last three-four years. In it E. P. Thompson explains why he is anti-American in his beliefs. First off, he starts with that he is in two minds about this state of his. Even his friends doubt he is anti-American, thinking he is joking. We also read how the author traces American ancestry on his mother’s side- he goes back to his great-great-grandfather who lived in Lincoln times. Most of his ancestors are white Protestants from the upper class. Second of all, Thompson presents his idea (which he defends throughout almost the whole text) that â€Å"military† troubles had started a long time ago. He gives examples with the Middle East, Ireland and even England. One of the strongest parts is the questions-passage: the sender asks Americans what made them change, why the national-exaltation†¦ He doesn’t look for the answers. Terrorism is the next problem that is discussed in â€Å"Letter to Americans†. Thompson gives an interesting example with the death of an American serviceman which was highly noticed and at the same time the death of sixty-three other lives (non-American) is left almost unmentioned. E. P. Thompson doubts the moral of war. Or he doubts the moral of anti-terrorist war. In the next lines we read how disappointed he is that he’s half-American. But he also doesn’t like being half-English after the â€Å"heroine† is â€Å"walking tall†- Margaret Thatcher is accepted as a betrayer of national honour. The author doesn’t forget to mention the relationship between USA and NATO. He thinks that Americans welcome NATO as a weapon for America’s affairs, not of the world’s. In his final words, it is suggested that either Europe should invite USA to leave NATO or Europe should expel America from it. It is somehow strange for today’s reader to find out that the situation with America’s foreign affairs hasn’t changed much. As some clever people have said, â€Å"The History book on the shelf is always repeating itself.† Even after nineteen years, Americans think of themselves as citizens of the strongest nation in the world. Even after the September the 11th. Even after Iraq. And Afghanistan. The next worst thing that could happen to the new American history was Bush’s re-election. I doubt so many American people are that dumb†¦ I lived in USA and most of the people I met there don’t like his deeds.