Shakespeare Essays (846 words) - William Shakespeare, Love Stories

Shakespeare Shakespeare In the year of 1564 the man known as William Shakespeare was born, in Stratford-upon-Avon, England. The exact date of birth is unknown but is traditionally celebrated on the 23 of April. To Englanders this day is known as The Feast of St. George. The third-born of eight children to John Shakespeare and Mary Arden Shakespeare, William was their eldest son. John Shakespeare was a glove-maker and a tanner. Earlier in his life John had served a term as the mayor of Stratford, was a town councilman, one of Stratford's justices of peace, and an ale taster. John, unfortunately, could not write. In 1601, when William was 37 years old, John Shakespeare died. William inherited what small portions of land John had come to own in his lifetime, being the eldest of John and Mary's sons. Very little is known about Mary Arden Shakespeare's life. Although, she is known to have come from a wealthy family. Mary's family also paid John a very gracious dowry. William Shakespeare went to an excellent grammar school in Stratford-upon-Avon. Two Oxford graduates were instructors there. Shakespeare was fortunate to get both of them as teachers. Their names were Simon Hunt and Thomas Jenkins. William Studied the languages of Greek and Latin. He had also acquired a razor sharp awareness of both mankind and nature. This is believed to be his last type of formal education. On the day November 27, 1582, when Shakespeare was a mere 18 years of age, he was wed to Anne Hathaway. She was 28 when they got married. Their first child was a girl by the name of Susanna, born May 26, 1583. Two years later William and Anne had twins named Judith and Hamnet. Tragically, Hamnet died at the age of 11. It is not known why he died Between the years of 1585 and 1592 there is no evidence of Shakespeare's or the rest of his family's lives. The Hidden Years are what many call this time period in Shakespeare's life. It is believed that he may have been running from the law or was the apprentice of a butcher. A man named John Aubry was told by another man by the name of Christopher Beston that Shakespeare was simply working as a school teacher in London up until 1592. Beginning in the year 1592, in London, he was starting to become known as an established playwright. In 1593 Henry Wriothsley became William Shakespeare's patron and sponsor. Shakespeare was also a writer, director, actor, and stockholder in The King's Men company. William was acting for this company, which became the world's largest and most famous acting company only because Shakespeare was acting and working for them. Written in 1593 was Shakespeare's first long poem, called Venus and Adonius. Then in 1594 William wrote his second long poem called Rape of Lucrece. These two poems were written when the theatres were closed because of the highly contagious epidemic plague. William Shakespeare began writing plays in the late 1590's. Writing The Taming of the Shrew, The Comedy of Errors, As You Like It, Much Ado About Nothing, and The Two Gentlemen of Verona. Most of these plays were comedies. The only tragedy he wrote at that time was Romeo and Juliet. 1599 brought the construction of the Globe, which was built by Shakespeare's company. The most well-known of his tragedies were performed there. The plays acted out were Hamlet, Othello, Macbeth, and King Lear. To be, or not to be-that is the question: Whether ?tis nobler in the mind to suffer The slings and arrows of outrageous fortune... (Hamlet in Hamlet) and But soft, what light through yonder window breaks? It is the East, and Juliet is the sun. ... (Romeo in Romeo and Juliet) are two of Shakespeare's most famous quotes. Ever since William Shakespeare became a well-known playwright he had been a wealthy man, bringing in money from many different sources. With all the money in his possession he had decided to buy a big house in Stratford for his family. This house was called New Place. In the year of 1610 Shakespeare retired from theatre and returned to Stratford to be with his family. His will was written on March 25, 1616. Nearly one month later, on his

Blood Words

Blood Words Blood Words Blood Words By Maeve Maddox Numerous scientific terms that describe the appearance or action of blood derive from the Greek word for blood: haima. From the Greek element comes an English prefix spelled haem in British usage and hem in American usage. haemoglobin / hemoglobin An iron-containing protein pigment occurring in the red blood cells of vertebrates. The protein is composed of heme and globin commonly in a ratio of four molecules of heme to one of globin. Note: Heme is a deep red iron-containing pigment. The British spelling of heme is haem. Both spellings are pronounced the same: /HEEM/. haematite / hematite A type of iron ore that is red, reddish-brown, or blackish with a red streak (like blood). haemorrhage / hemorrhage An escape of blood from the blood vessels; a flux of blood, either external or internal, due to rupture of a vessel; bleeding, especially when profuse or dangerous. Hemorrhage is also used as a verb. haematology / hematology A branch of biology that deals with the blood and blood-forming organs. haematoma / hematoma A tumor or swelling containing blood. haemorrhoid/hemorrhoid A mass of dilated veins in swollen tissue at the margin of the anus or nearby. Literally, â€Å"flowing with blood.† haemophilia / hemophilia A constitutional (usually hereditary) tendency to bleeding, either spontaneously or from very slight injuries. Hemophilia is sometimes called â€Å"the Royal Disease† because Queen Victoria and her daughters were carriers and passed it on to several European royal families, notably the Romanovs. Although the word hemophilia is a compound of the Greek words for blood and love, the German physician who coined the word was probably thinking of philia in the sense â€Å"a tendency to† rather than â€Å"a love of.† haemophobia / hemophobia Fear or horror at the sight of blood. Martin Ellingham in the PBS series Doc Martin suffers from haemophobia. (I spelled it that way because he’s British.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtWriting the CenturyPersonification vs. Anthropomorphism

Electric Cars Research Paper Example | Topics and Well Written Essays - 1500 words

Electric Cars - Research Paper Example The company has completed designing the car but wants to increase its output. A rise in output can only be afforded, if the company makes a commercial plan that would help to market the product and make it a leading vehicle in the current competitive industry. The context of this research paper would capture the various details about the product, industry, potential market applications, challengers, risks and path of commercialization that would be useful for the company to make its product acceptable in the market. Product Description An electric car is an eco friendly car that runs with the help of an electric motor or battery stored electrical energy. The electric motors in such cars help to generate torque, thereby giving smooth and strong acceleration to such modern vehicles. Such cars emit less air impurities because they do not discharge tailpipe pollutants. Some electric cars are also powered by solar energy or gasoline, these cars are known as solar and hybrid cars respectively (Westbrook, 2001). Prototype Status The research paper concentrates on a four seating electric car. The car is produced by a Canadian automobile company and its manufacturing division is in Ontario. The car fully runs with electricity and comprises of all the features that a modern car should contain. However, the car is required to be charged every time its cell energy diminishes. The company manufactures only 75 cars per month at present but the figure is expected to augment up to 200 cars per month by 2014. Intellectual Property Status The intellectual property rights are legal rights that are catered to the automobile firms for discovering a new design of a vehicle. Such rights ensure that the state of technology or blueprint newly invented by a company is not copied by any other firm in the industry. A trademark can only be used by a Canadian company according to the norms of Canada. Thus, it is obvious that the Canadian electric car manufacturing firm will possess a trademark that would protect its product from forgery (WIPO, 2013). Industry Analysis Definition of your industry The automobile industry is an industry that comprises a large pool of organizations and companies. Such companies are engaged in designing, selling, manufacturing, marketing and developing motor cycles, mopeds, towed vehicles and motor vehicles. It is a long established business segment since 1890’s. Working and Prospects of the Industry Automobile industry is considered as one of the most important ind ustry in the current global economic system in terms of revenue. The biggest strength of the industry is its diversity; there are infinite companies that participate in automobile manufacturing. The industry stands 3rd in the Fortune 500 list and

Personal Career Statement Example | Topics and Well Written Essays - 250 words - 1

Career - Personal Statement Example a nurse one day so I can help ill people with care and affection and looking after them will also make me happy as I believe that it will give me peace and satisfaction and life to me is helping others and becoming a nurse will not only earn me prosperity and respect among others but it will also be a great way to please God. I am a responsible person and I believe that I will be able to look after patients in an organized and proper way once I become a nurse. I know that it is not easy to become a nurse as it requires passion determination hard work and last but not the least devotion which is also an important element but I am firm and satisfied with my decision as it will provide me a chance to help people in pain, help people who are sick and it will also make me feel more for humanity .becoming a nurse will bring a sense of responsibility in my life which will also affect my personal life also in a positive way. According to me a modern nurse should be good at communication and handling patients and his relatives. Communication is very important as patients who are ill needs care and communicating with them in a proper way by means of encouraging them will provide them with lots of hope .Moreover a nurse should be a good listener as it let their patients to develop trust on her. She should be confident and should owe the ability to tackle hard situations as one come across many hard situations when working as a medical employee. Nurses should be available for night duties and should not hesitate as they are performing a noble job. They should share a good understanding with their assigned doctors, pharmacists and dieticians and they should keep an eye on patient and his intake of recommended medicines as prescribed by the doctor. Nurses are responsible for dealing with ill patients not only by providing them with medicines but also by understanding their priorities and state of mind and sho wing affection to them. Nurses are basic representatives of healthy

The Role Of Saudi Women In Leadership

The Role Of Saudi Women In Leadership Saudi Arabia is a desert country that runs over 8,000 square miles. There are big cities, like Riyadh, Makah, Medina, Dhahran and Jeddah; residents in these areas enjoy the amenities of well-planned modern metropolitan cities. Saudi Arabia is a monarchy, headed by the Al Saud royal family, with a council of ministers. Saudi Arabias strong root in religious and tribal history has made it what it has become today. By the 1970s Saudi Arabia had become dominant in the realm of international finance and a significant political power in the Middle East. Saudi Arabia occupies the larger part of the Arabian Peninsula and is the worlds leading oil producer and exporter. The kingdom is the center of the major places of importance for Muslims from all over the world. Plight of Saudi women There are very few (if any) well known women leaders in Saudi Arabia; this is as a result of the vast gender discrimination against the girl child. There are laws that are restrictive to women and hinder them from getting leadership roles. This study aims to explore the discriminative judicial and government systems in the country towards women. It will also describe the leadership roles of women in the Saudi society. The various aspects of leadership and gender discrimination against Saudi women will be discussed. Women are more than the men in the population of Saudi Arabia; its therefore very ironical that they had not been allowed to work. It is in the last ten years that women have been accepted as part of the working community. This demonstrates the lack of working sectors open to Saudi women. In fact transport sector discriminates women, in that a woman would not travel unaccompanied by a male companion. The society still looks down upon employed women. Â   Jobs available for Saudi women are very limited and are mostly in education, health, and administration. Women can work and attain jobs in any setting as long as there is no exposure to men. Because of this cultural and religious rule, women need to have their own independent social and educational organizations. Society allows women to fill top administrative positions in womens colleges in order to manage the college effectively. Despite these achievements education for Saudi women is still regarded secondary to taking care of the household and family. For a long time, womens education was subject to negotiation with religious and social traditions. Women in Saudi Arabia were officially allowed to get formal education about forty years ago while the men started way before the women. Consequently, there are very few jobs available for well-qualified women in Saudi Arabia. The women in Saudi Arabia are now more than ever in pursuit in order to empower themselves through education in readiness of leadership positions that may come their way . Position of women in the society There are many different aspects that one encounters while trying to understand and explore the Saudi Arabian culture. The role and status of the women is key in understanding the position of a woman in this culture. In Saudi Arabia, women do not have much to do outside their homes. Girls, from an early age, obtain a domestic role that befits them. For a young girl in Saudi Arabia, becoming a mother is the norm and is the biggest goal in life. She is raised to believe that she should aim to be a good mother and that it is her responsibility to devote her time to her husband and children. However, this is gradually changing; the government now supports education of the girl child. Womens rights groups in Saudi Arabia are not functional for instance, women are still not allowed to drive or ride on motor vehicles with strangers, and one should either be accompanied by a close relative, an employee or the employer (Helen, 2007). This law denies women a vital right; freedom of independent movement (Colin, 2005). A Saudi woman cannot be admitted into any hospital without the consent of a male family member. Despite all these, women are finding other means of maneuvering through these restrictive rules in order to pursue business this is through the intensive use of the internet (Anders, 1998). Legal, social and religious controls combine to limit a womans freedom of movement in the country. From the government perspective, this is aimed at protecting the women, but most women perceive the law as a way of accelerating and empowering the men and their dominance in the society, (Helen, 2007). Women of the Middle East have long been viewed as an oppressed group. From the desert sands of Saudi Arabia to the mountainous lands of Afghanistan, Arab women have faced many hardships in their society. While the role of a woman is meant to be nurturing and domestic, many women have moved on to a more modern view, and have taken on the role as educators and laborers. Arab women threaten the traditional family structure by doing so; however, for many it is a sacrifice they are willing to make, as they have seen that the world has more to offer than just household chores and childbearing. Rights of women in the past, today and the future The Saudi system is set up in a form known as the Sunni-Islam state version, which is a conservative form of government; this version is characterized by incorporating the interpretation of the Muslim faith and using it to formulate law. The Islamic law is interpreted in such a way that it enhances gender inequality; the women are subjected to strict and tight legal regulations on their personal behavior while the men are exempted from the rules (Colin, 2005). There is no equality for women despite Article 8 of the Saudi law which states that, Government in the kingdom of Saudi Arabia is based on the premise of justice, consultation, and equality in accordance with the shariah law (Sameena, 2005). However, the individual interpretations favor men rather than women resulting in a hierarchy system that also privileges notables and good connections over ordinary citizens and outsiders. This system in itself creates a biased and self-centered form of society associated with misinterpreta tion of religious scripture. Foreigners are treated differently depending on the country of origin and the race, too (Kathleen, 1991). Women cannot act as lawyers, and for women to access justice she hires a male lawyer wand she is forced to offer up most of her confidential information regarding financial and family matters to the lawyer and the judges. A single mans testimony in the court is the same as for two women (Sameena, 2005). In most cases, the women rely on their husbands and this denies the women personal justice and the ability to access power and leadership positions since one cannot experience power without justice. There are vast cases of gender discrimination in the employment sector in Saudi Arabia, this is attributed to the fact that most of the people are religious and have interpreted Islamic teachings in a particular way (Anders, 1998). For women, access to employment activities is very limited, with minimal enjoyment of the full benefits of citizenship or adulthood. Gender discrimination against women has exacerbated reformers to proactively advocate for democracy and empowerment of women in the country. The international community is also working in close collaboration with the reformers to help in the administration of justice and the equality of gender in Saudi Arabia (Sameena, 2005). Consequently, Saudi Arabia has made some progress in womens education and employment. Saudi women and the education sector Education is a central aspect of family and community life. There is a close link between home and school and they further correlate with the way the structure and community is shaped. The education of Arab women started long ago, dating back almost 1500 years, when the wife of Prophet Muhammad, Khadija, owned her own caravan and was her own employer; a successful one at that. However, after the Prophets death, the status of women slowly began to decline, and by the early 1900s, Arab womens status had been dwindled down to that of oppression and non-education. Because of this, several feminist women movements arose in the 1930s and 1940s, the most famous one led by Huda Sharawi in Egypt (Ahmed, 1992). Even though these feminist movements helped encourage Arab women to get back on the rise in society, only a handful were able to achieve that, as many countries such as Saudi Arabia were still not into empowering women. Womens education in Saudi Arabia started informally with the Kuttab schools that taught the fundamentals of Islam and the basics of writing, reading, and arithmetic. By 1945, King Abdul Aziz, the countrys founder, had initiated an extensive program to establish schools in the Kingdom. Six years later, in 1951, the country had 226 schools with 29,887 students (Collins, 2005). In 1954, the Ministry of Education was established headed by then Prince Fahd as the first Minister of Education. The first ever university in Saudi Arabia was opened in Riyadh in early 1957. In 1943, the first private girls school was established in Makkah by a group of people in the private sector who wanted to teach their daughters basic reading, writing and mathematics (Al Salloom, 1989). When public elementary education for girls began in 1960, there were only 15 school buildings, with a total of 127 classrooms and 518 female students. Public education at the intermediate and secondary levels for girls followed in 1963 with four school buildings for the intermediate level, and one for the secondary level (Al Salloom, 1989). As Saudi families started to realize that educating their daughters posed no threat to family life and in the traditional role of women in society, the attitude towards females education changed. Female students enrolled at all educational levels and more schools were opened. From 1970 to 1990 the number of female students enrolled in higher education expanded from 400 students to 48,000 (Kathleen, 1991). With the rapid expansion of educational facilities and enrollment, a high number of teachers and school principals were female. Today, Saudi Arabias nationwide educational system comprises many universities and colleges, including thousands of primary and secondary schools. Open to every citizen, the system provides students with free education, books and health services. To complement their studies in universities in the Kingdom, Saudi students have the opportunity to pursue graduate and post-graduate degrees in specialized fields abroad. Supported by the government scholarships, thousands of Saudi students are enrolled in universities outside the Kingdom, mainly in the United States. The beginning of womens higher education was similar in Saudi Arabia and the United States, in that both countries, at one point, denied women access to higher education and women were considered as comparative newcomers to equity of opportunity in education. This brings light to addressing another issue involving higher education and the Saudi woman: women dont have the right to make decisions and set policies concerning their higher education. To some extent, they may manage and organize their day-to-day departments, operations and resources but all major decisions affecting them-such as hiring, planning and evaluating are still made by men. What makes this problem more complicated is the lack of communication, face to face between men who are high in administered hierarchy and women who occupy lower administrative levels. For the graduate female students, there are minimal chances for them to advance in the job markets and this hinders the women from rising up into a leadership position in the education sector. There are a few women who have been lucky to get leadership positions in the education .These women play an important role, they champion for more women to be incorporated into leadership positions, however, their sentiments are always ignored (Helen, 2007).The nature of female leadership roles in Saudi Arabia cannot be compared to other countries, these women are segregated and marginalized and thus they are denied educational leadership roles (Anders, 1998). Cultural factors influencing Saudi women The shaping of societies in general is dependent on cultural and traditional factors, as well as economic and political systems. In Saudi Arabia, society culture and traditions play a major role. Culture predominantly influences womens roles in Muslim society, because of the emphasis placed on womens status and acceptable behavior as outlined in the Quran. Ahmed (1992) believes that no matter what form the political system takes, no matter what level of education women attain, no matter what traditional values govern employment, Saudi women would not play major leadership roles in modern day economics because cultural factors have impeded their development. There are a number of factors that have impacted the Saudi womens status and their position in society. The economy, the importance of the family unit, the educational opportunities available, the degree of encouragement women encounter in their pursuit of education and work, and the degree of urbanization attained are all importa nt factors that shape a society and mold many of its beliefs and values (Pinter, 1984). Saudi Arabias culture and traditions are different from the United States and are used as a basis of comparison for two reasons: first, Saudi Arabia and the United States are young wealthy countries that continue to progress (Al-Dawood, 1995); and second, to see if Saudi Arabian secondary school teachers levels of job satisfaction are different from that of secondary school teachers in the United States. Limited information on Saudi female teachers job satisfaction and principal leadership behavior in Saudi Arabia is available, thus it is necessary to also look at research conducted about male teachers. Beck Keddie (1978) indicated that men have reported a higher degree of job satisfaction than women, but more recently differences have diminished, due in part to more equal opportunities for the employment and advancement of women. A Study carried out in Qatar (a country that borders Saudi Arabia) reveals that there is no significant difference in the levels of job satisfaction between men and women (Moshaikeh, 1981). Al-Salom (1996) reports that a similar study was carried out in the United States and also found no significant difference in the level of job satisfaction between male and female teachers. The Quran advocates for stable family life, at no point does it state that women are not equal to men and that they should not mix freely in their places of work (Al-Sallom, 1989).This is not usually the case and people still misinterpret religion and use the Quran as a basis for isolating women. The differences between women in the Middle East and the ones in the western countries like United States may are due to cultural factors. Despite growing acceptance of womens education in Saudi Arabia, education for women still faces conservative attitudes from many Saudi citizens. Such conservative thinking focuses on women building the traditional roles of wives and mothers and may cause fear that education may weaken these roles. These conservative attitudes towards womens education are not related to the influences of Islam, but may be part of the traditions of the Saudi Society (Christopher, 1993). In addition, women receive fewer formal courses in school administration and in-service training than men (Abdel, 1997). Women administrators receive inadequate training; as a result, female school principals are less qualified in leadership behaviors and supervision than their male counterparts are. Teachers should have a chance to use what they have learned in education courses. They also should be involved in the planning and decision-making process regarding curriculum, time use, classroom instructions, method of instructions, resource allocation, and procedures for students evaluation. Including them as active participants would be an excellent first step in enhancing their job satisfaction. Power of women in the past, today and the future Economic empowerment of women One of the major factors that have shaped the Saudi Society is the economic situation. However, Kathleen, (1991) disagrees with the notion that a modern capitalist economy and its extension to almost all areas have resulted in many positive changes for women in Saudi Arabia. She argues that pre-capitalist urban occupations were already open to Saudi women of all classes, from midwifery and entertainment to holders of important real estate. Economic changes of the modern period did not improve or raise the levels of womens participation in public life. In the Saudi culture, serious life begins with marriage, which can be for many, an escape from family pressures and economic difficulty. Because males are seen as the protectors and supporters of women and are, therefore, considered indispensable, families pull all their resources together (material and emotional) to ensure that their young daughters marry appropriately. Women of Saudi nationality are not allowed to access benefits from the government. In the case where a Saudi woman marries a non-Saudi, she then cannot pass the nationality to her children. Consequently, in 2002, women had no right to obtain the national identity card without the order from the mahram, but they appeared as nationals from the state records that included her as a member of a particular family only (Kathleen, 1991). When this was the norm, widowed and single women had a hard time gaining leadership of their families and also in obtaining other benefits of their own and from the state subsidies (Cordesman, 2003). Saudi women do not have the right to the sign contracts or to control financial assets and in this instance, women are made to lick the boots of the males. As a result, women are denied the economic leadership and mainly depend on their husbands for economical support. The women cannot be integrated in the development processes and this greatly impacts them due to their reduced influence in policy making and changes in legislation (Colin, 2005). In a way, the Saudi law ensures gender equity to men and women related to each other. Consider for example, the case where the daughters retain half as much inheritance as the sons and when such women get married then they under the care of their husbands (Colin, 2005) .Women retain property after marriage and in this case, the husbands have the right to protect the woman and hence the women have no obligation to spend their acquired wealth on the mens behalf. The married men have the full responsibility for their family needs. And in case a woman conducts herself in an immoral manner, the man of closest relation is punished on her behalf (Helen, 2007). The role of women in Saudi Arabia is becoming more significant in both political and economic terms as more and more women hold positions of leadership and civic prominence. The educational levels of the women who have made significant contributions on leadership hold positions as founders of organizations and range in their education: from holding bachelors, masters, and doctorate degrees. Some of these women hold voluntary positions and others hold paid positions that entail career commitments. The Saudi Arabia government has given higher education, there are new educational policies put in place. The government established the Ministry of Higher Education in 1975 whose long term vision is to provide highly trained manpower necessary to run the countrys increasingly sophisticated economy. The primary objective of this ministry is to establish new institutions of higher learning throughout the country. The Kingdom has given priority to quantity and quality expansion of education in the last five to seven-years among other development plans. Despite the low percentage of Saudi women working in the labor force in the Kingdom compared to advanced countries, it is the unavailability of working sectors open for Saudi women usually limited to education and medicine which has caused some saturation in these sectors. The Saudi government is planning to undertake a study of the role of women in the countrys economy (Al-Mohamed, (2007). There are policies set by the government in order to support women who want to work. The main aim of these policies is to lower t unemployment rate among women in Saudi Arabian women. In line with this objective, the government and private organizations provide counseling services to women in stressful environments of employment. The Saudi government plan is beyond employment and aims to empower women with entrepreneurial and investing. Saudi Arabia might h ave to revise some policies that a restrict women from participating in the economy of the country. Women and political leadership The participation of women in the public domain, including the political arena, is very limited in Saudi Arabia. Unlike other women in the western world, Saudi women have no social or political rights. They still have to obtain consent of male counterparts in order to fulfill basic things, like obtaining a passport and travel. The hierarchical system of the Saudi government does not allow for democratic voting. Saudi Arabian political leaders are, therefore, hiding behind false religious pretexts by withholding many rights from women. It is a violation of their religious beliefs and practices. Other Islamic countries, such as Egypt, Qatar, Oman and Bahrain, allow women to vote and still maintain their traditional and religious practices. The country does not contain any political parties, thus the absence of elections. Women are becoming more active in reform but their efforts are marginalized. The extent of reform is determined by the ruling family (Cordesman, 2003). Al-Mohamed (2007) attributes the lack of a political role for Saudi women to educational decisions; he goes on and gives an example where women do not major in Political Science in their higher learning. For example, Princess Dr. al-Jawaharlal bint Fahd al-Saud was undersecretary of education for womens colleges for 10 years before becoming president of Riyadh University for Women in April 2007, yet she had no power to make decisions even though she had the power (Al-Mohamed, 2007). The country lacks the basic freedoms for even the civil society to take part in the leadership. It is very hard to start new organizations and even more so the women groups, due to their co-option by the government. I would recommend the existence of political parties in the country with free elections since this would foster democratic growth in the country (Anders, 1998). The media should be free to express their ideas and women rights agencies should be supported to help in the equality of gender, promote the growth of the economy and the active participation of women in the exercising of political power (Kathleen, 1991). Role of religion in empowering women To better understand a Saudi womans position, one must learn a great deal about the culture and religion. One should also understand Islam, its history and culture. In a Muslim community, the people are to follow Gods commands and live a moral life. Saudi women who are working and serve society should be careful to follow an Islamic way of life. In the modern society, wearing a hijab, which may cover a womans head or her whole body, remains part of Muslim culture in Saudi Arabia and also worldwide. Most Muslim women dress modestly and in Muslim countries even the most successful business women will cover themselves with the hijab. Many of the women welcome this practice as they feel it prevents them from being bothered by co-workers or strangers. Some modern Muslims in non-Muslims cultures, however, choose not to cover to attract less attention rather than deal with discouragement about it. Whichever the case, the wearing of a hijab should be intended to please God and should not be done in a mandatory or pressurized manner (Cordesman, 2003). Before Islam, women in the Arab world had no rights to own any property, inherit, divorce, or even choose their marriage partner; the father was usually the one to decide or a male relative. With the advent of Islam, women were given the aforementioned rights and their status changed to that of a dignified human being, deserving of respect and honor. The Islamic view about women is that men and women are equal in their origin and their rights. According to the history of Islam, women have political rights, can participate in public affairs, run a business, choose their husbands and even inherit properly. In regard of womens education, a woman in Islam is not required to contribute financially to the family, which may explain why some Saudis consider education to be worthwhile and necessary for males and less for women. The Quran, which is the source of Islamic jurisprudence, contains no verse that deprives woman the right to be educated In fact, the word Quran is derived from the wor d reading and the first verse of the Quran calls on the devoted to read and write. There are no barriers to women acquiring knowledge in the Islamic faith as long as there is no mixing between the two genders. Most people that profess the Muslim faith do not believe that that men and women are equal in matters of religion (Kathleen, 1991). The role of women in the family and upbringing of children play a major part consequently, the women are allowed to worship at home as the men and the boys worship at the mosque. Despite the active role of women in religion, Saudi women are denied access to any management roles and leadership positions in the countrys religious institutions (Kathleen, 1991). There are still some conservative people who do not want to embrace The New World Order, where women work and are independent, religion is still the excuse of this people. There is as an ideological conflict between culture and religion, Islam allows women the right to education and work. As a result Arab women continue to seek education and work, societys expectations hover over them, giving them more strength to those who oppose empowering women. Conclusion The purpose of this study was to examine the family and societal factors that affect Saudi women in their pursuit of leadership positions in a Muslim society, such as that found in Saudi Arabia. Another area of interest was the impact of Islam on the Saudi women and their pursuit of leadership roles in public life. It is true that the law and the male dominated society and does not provide a good environment for leadership positions of women. The women now more than ever are willing to take the risk and empower themselves, sooner than later women from these part of the world will catch up with other countries that have overcome gender discrimination. Studies show that Saudi women are getting more attention due to the current interest in multiculturalism and global awareness. There are many women in Saudi Arabia who have attained leadership roles on a smaller scale, such as in remote villages and rural areas. The number of Saudi women who have leadership positions may not be large in comparison to the number of women with leadership positions in Western nations or even in neighboring countries but it is a great step considering the position of Arab women and their role and treatment under Islamic culture. Women who have leadership roles in Arab societies are an important resource for information that can help bridge the gap between preconceived notions about the Arab world and the reality of the conditions encountered by women in that part of the world. For instance , in America there are great women who have revolutionized leadership like Hillary Clinton, Condoleezza Rice while in Germany Angela Merkel is the Chancellor. In the M iddle East the most common figure was Benazir Bhutto of Pakistan who was a potential political leader but was assassinated. These women in leadership ar role models to other women all over the world and soon the Arab world is going to embrace women leadership. However, the level of leadership and the participation of women in various positions in Saudi are faced with mainly two interrelated issues. First, the effects of the constitutional rights on women and secondly, is the status of women and their position in reference to Islamic laws. Reform is urgently needed in both educational and employment sectors to provide greater equality for women. Previous trends of females in educational development indicate an ever expanding access of education by women to where they may outnumber men. However, gender segregation and inferiorities in curriculum differentiation is still experienced. There should be more awareness campaigns for women to be informed on the importance of pursuing education to a higher level and diversification of courses to be studied. The diversification of the countrys economy and the expansion of the services in the various sectors may result in the liberalization of the scope of occupation and enroll women in leadership roles. This change would be due to the shortage of labor and the increased participation of women in the education facilities and curriculums. This would help move women up in public visibility and allow them to participate in the decision making of the country.

“Nothing Gold Can Stay” and “Dust of Snow” both by Robert Frost Essay

The poems Nothing Gold Can Stay and Dust of Snow both by Robert Frost show the relationship between Mother Nature and human nature. Although the poems share the same theme, they have similar perspective, form, and diction, the poems have different styles. Both the poems show some degree of truth in human nature through Mother Nature, but when comparing and contrasting them, there are many more connections that are exposed. In Nothing Gold Can Stay Frost shows the loss of innocence between two figures, Eden and gold. The poems first line, Nature’s first green is gold explains that gold represents innocence. Frost then writes, Her early leaf’s a flower/But only so an hour. Frost shows that innocence does not last forever and will soon fade. The poem follows saying that Eden goes into grief symbolizing the loss of innocence. When applying this theme to human nature, the gold represents childhood and when Then leaf subsides to leaf humans slowly lose their innocence as they become adults. To stay gold is to stay true in this poem. However, gold loses lust and brilliance as it becomes into a different object, very much like how people lose innocence and they change their nature into a different person. Although gold represents purity and innocence, it also shows ignorance.   To be human is to have taken from the Tree of Knowledge and gain conscious of knowledge. As people progress through their lives, ignorance along with innocence slowly fades away. Frost also exemplifies how quick reality sets into ones life when he writes, But only so an hour. Frost shows that after losing innocence and ignorance, knowledge and reality takes place instead. However, this poem can also apply to other things seen in human nature. For example, happiness does not stay forever just as people cannot live forever. At one point sooner or later everything fades away, thus Eden, who represents humans, sank to grief and Frost shows how nothing can stay gold. Similarly, the poem Dust of Snow is about nature and how Frost feels related to nature. His connection is seen when he says how the crow shook down on him and the dust of snow from the hemlock tree gave him a change of mood. The poem makes implies that before the crow shook the snow on him that the narrator in the poem is depressed or sad or else the poem would not say Has given my heart/A change of mood. However the persons emotion changes when  the dust of snow falls on him from the hemlock tree. Although the poem is very simple, there is significant meaning toward human experiences. The first line opens the poem with, The way a crow. This crow symbolizes a dark part or some sort of bad event in the narrators life. This evil has caused the narrator to be depressed and sad. Snow on the other hand, represents lightness, in contrast to the crow. A hemlock tree is a poisonous plant, so the snow that came down on the narrator is not a good thing. However, the shaking down of the snow symbolizes a trigger in the narrators life. The poem became more optimistic as Frost writes, Has given my heart/A change of mood. The person in the poem is now seeing the glass half full instead of half empty. Thus the poem concludes, And saved some part/Of a day I had rued. This shows that whatever had made the narrator depressed in the beginning could not have possibly been worse than his situation at hand. Thus Frost shows how people should be appreciative of what they have and on a larger scale appreciative of their life. For whatever happens to someone there can always be something worse and people tend to forget happiness when they have already experienced sadness. Both these poems show the importance of life. In Nothing Gold Can Stay Frost shows how innocence is replaced by knowledge, thus making innocence a thing of the past, something which everyone must go through but cannot go back. In The Dust of Snow the poem shows how people should put the dark pasts behind them and look at the brighter side of life. In both cases Frost effectively shows the value of life to humans. The perspective in â€Å"Nothing Gold Can Stay† can be interpreted on biological, mythic, and theological levels. In a biological view Frost shows how gold loses its value over time. On mythic and theological levels Frost incorporates Eden and how he valued leaves like gold until they too tarnished away. In this poem Frost shows a point in life when the golden illusions of youth have vanished. The poem also shows that this perspective is seen from people who have experienced loss and gained wisdom. In the same way, Dust of Snow is a mature perspective and requires someone to have gone through life to recognize the meaning behind the poem. In a  literal sense, this is situation is very realistic and could happen anytime in anyones life. However the poem regards to individuals who have had dark life experiences who have become pessimists over their course in life. The poem shows truth in human nature by using the crow, snow, and hemlock tree, all elements of Mother Nature, to symbolize human experiences. All in all, although this poem seems light-hearted at a glance, a thoughtful analysis shows that the poem has much deeper meanings especially in the value of life. The form in Nothing Gold Can Stay is composed of eight lines making the poem an octave. The rhyming pattern is aabbccdd. The poem is tightly constructed, shortly written with the longest line consisting of only 6 words. When read, the poem is easier to think about the poem in sets of every two lines as each set expresses a single idea. When read, the poem sounds somewhat lyrical and ends like how a short story would end. Likewise, Dust of Snow is also an octave. The poem also has a rhyming pattern too, but unlike Nothing Gold Can Stay Frost writes his poem in an abab fashion. Also similar to Nothing Gold Can Stay this poem is short and quite simple with the longest line consisting of only 6 words. The simplicity of this form also ties with the theme in that anything no matter how simple, like being shaken down with a dust of snow, can change a persons view on life. In Nothing Gold Can Stay the diction presented is extremely simple. No word is longer than two syllables. Most are monosyllabic. Each word is easy to grasp, words that a children would use to make this poem. Again, this ties in with the theme of the poem, the loss of innocence. These words are very innocent and uncomplicated with lots of imagery such as flower, leaf, and gold. The only word that is more sophisticated is the word grief but this can be interpreted as the loss of innocence. Also, in Dust of Snow, Frost uses words of great simplicity with vivid illustrating qualities. Again, no word is longer than two syllables and most of the words are monosyllabic anyway. The words are easy to understand and that too connects with the theme. The simplicity of the words that Frost use  shows how pure human nature is and that it can be seen with such straightforwardness. The style seen in Nothing Gold Can Stay is both simple and richly vibrant. In the first four lines, Frost’s imagery quite literally describes how new leaves emerge as yellow or golden blossom before they develop into green leaves. â€Å"Her early leaf’s a flower,† the speaker observes. This period of blossom, however, is very brief. â€Å"But only so an hour,† the speaker then immediately qualifies. This illustrious style that Frost uses makes understanding his message easy for readers to interpret. Although the style of Dust of Snow is illustrious it is different from Nothing Gold Can Stay in that it is written in a darker tone. The style of the poem is much more mysterious and causes readers to be curious of the narrators past. Also, the style written in this poem is in first tone and not third tone like Nothing Gold Can Stay. Although they both seem to be speaking like reading a story, the style in Dust of Snow is told from someones experience while in Nothing Gold Can Stay the story is more like a fantasy. The style that Frost writes with in this poem is much colder than in Nothing Gold Can Stay. In the latter poem; Frost gives his writing a sense of warmth and happiness, like a child. Thus, Dust of Snow is seemingly more abstract in the metaphoric sense than Nothing Gold Can Stay. Nothing Gold Can Stay and Dust of Snow are two poems both about human nature through Mother Nature. By analyzing through theme, perspective, form, diction, and style Frost shows his comprehension of loss of innocence and appreciation of life. All in all, Frost shows that everyone goes through innocence and loses it when they begin to understand and the appreciation of life. Sources: http://quotations.about.com/cs/poemlyrics/a/Nothing_GoldCan.htmhttp://quotations.about.com/cs/poemlyrics/a/Nothing_GoldCan.htmhttp://www.eliteskills.com/c/13213

Dostoyevsky Notes from the Underground and Nietsche Essay

Nietzsche raised in his philosophy a number of basic concepts that contribute to deeper understanding of the spiritual essence of the person, and the changes taking place in society and in history. One of these concepts is resentment. For the first time this concept was introduced in the paper â€Å"The Genealogy of Morals. â€Å"Study of resentment as a specific manifestation of the ethical-philosophical thought can clarify the causes of conflicts of interest on a personal and social level. Different ways of assessing the validity leads to misunderstanding and conflict of interests between social groups. Resentment (Fr. â€Å"ressentiment†) – a concept that has special meaning for the genealogical method of Nietzsche. In Nietzsche’s phylosophy ressentiment is presented as a driving force in the formation and structuring of moral values. He describes it as a vague atmosphere of hostility, followed by the appearance of hatred and anger, that is ressentiment – a psychological self-poisoning, which manifests itself in rancour and revenge, hatred, rage, envy. However, taken separately, all these factors have not yet formed itself ressentiment, for its existance is required the feeling of powerlessness Accoring to Nietzsche everyone has a type of morality that is most consistent with their nature. From this position, Nietzsche displays the history of morality – first of all Masters morality(powerful people), and then the winning morality,the morality of slaves (won not by force, but by the number). If any morality begins: say â€Å"yes† to life, the morality of slaves says â€Å"No† to everything external. This appeal outside, instead of turning to oneself, is precisely, according to Nietzsche, the expression of ressentiment: for its occurrence slave morality always needs confront and external world, that is, to operate it needs external stimulus, â€Å"its actions are fundamentally reactions† Nietzsche notes that the man of aristocratic morality is full of trust and openness with himself, his happiness is in operation. The man, characterized by ressentiment, is incapable of openness, innocence, honesty with himself. The†man of ressentiment† invents for himself an â€Å"evil enemy† and, on this basis, considers himself â€Å"good. The initial focus of hatred is gradually blurred by the uncertainty of the process of objectification. Ressentiment is more shown in the vengeance that is less focused on any particular object. Thus, ressentiment forms the pure idea of vengeance, it best â€Å"grows† where there is dissatisfaction with the persons position in the hierarchy of values. From here there are two forms of ressentiment: revenge directed at the other, that it is the others fault i that ‘I am not him’,and self-directed, self-poisoning revenge. The first form refers to – the slave revolt in morality Slave morality is presented in a person in kind of a second person, who is constantly unhappy with the first, gives him the consciousness of guilt, and dooms him to constant doubts, indecision, sufferings. Morality cuts the man into two parts so that he identifies himself with one part, loves her more than the other. The slave is doomed to constant digging in himself, to calm, appease, to deceive the beast and then trick himself into attaining peace, â€Å"peace of soul†. All of its basic properties and, most importantly, its total, expressed in impotent rage of ressentiment are express in the spirit and served in the living conditions of the slaves. It is a product of the slave revolt in the sole form on which all slaves are capable of. Only the moralising slave will push forward the qualities that can easy his painful existence – compassion, patience, meekness, etc. Only he will come up with the idea of putting into the category of evil everything powerful, dangerous, threatening, strong and rich. Only a slave will equate the terms â€Å"good† and â€Å"bad,† â€Å"stupid†. Only he will praise the freedom and thirst for pleasure, happiness, combined with a sense of freedom. Only a slave would guess to combine morality with the utility. And only he, of course, can and needs to change everything in such a way that when he is thrown away from the society,and is in the lowest point of his existence, he still finds meanness to perceived that as a source of dignity and hope. In Dostoevsky’s †Notes from underground† we can see the main character as the role of the slave. He feels resentment towards the world, towards himself. He dedicates years of his life planning the perfect revenge. His feeling of resentment is so strong that it is leading,controlling his life,his decisions and actions. Technically he has no actions,only reactions to exterior actions. In the scene with the officer, we see how after the officer doesn’t notice him, he does everything possible to be noticed, and not only noticed but also to be on the same level as the officer. The underground man feels inferior, he feels that nobody acknowledges his intelligence,he feels like nobody,like a slave. He starts feeling resentment after he had not been noticed by the officer,and since that moment revenge becomes his main goal. Rather than challenging the officer,the underground man becomes obsessed with the idea of revenge. But he never gets to have revenge, he only imagines it. One day, he finally succeeds in walking straight into the officer, but the officer does not even seem to notice. The underground man still counts it as revenge, but a revenge only in his imagination,in his own world. Everything that happened to him were in his own imagination, he had an imaginary enemy,and an imaginary revenge,nothing in his life was real and everything was led my resentment. For example the officer was never his enemy,he didn’t even know that the underground man existed,because the underground man had such a strong power of resentment,he thought that everybody around him,especially his oppressors were his enemies.