Divorce Essay Example | Topics and Well Written Essays - 1500 words

Divorce - Essay Example It is only the interpretation of Islamic law on marriage and divorce from a religious perspective. But a neutral and unbiased sociological interpretation of the Islamic laws related to marriage and divorce will necessarily reveal that Islamic laws are devoted to highlight a balanced support to both the individuals and the society. On the other hand, English law depends on a secular view of man and his existence in human society. This secular view assumes that man is essentially a self-sufficient structural functional entity who can decide his own life choice. Therefore, English law regarding marriage and divorce necessarily solely emphasizes on the individuals’ freedom and choice. It considers that individuals are the sole decision-maker in important matters like marriage and divorce. Indeed, this philosophical disparity determines all basic difference as well as similarities between the two laws. An in-depth analysis of divorce in Islamic Law necessarily demands a substantive description of how this legal systems view marriage. In Islam, a marriage is endowed with two facets: divine facet and social facet. The religious aspect of marriage necessarily assumes that it is a divine duty of every Muslim to marry and lead a peaceful and sacred conjugal life. According to Muhammad, it is a part of a Muslim’s faith in the divine. Simultaneously, it is his or her social duty also. In this regard, Mian Muhibullah Kakakhel (2008) likes to view the Islamic concept of marriage and divorce as following: It is well settled that marriage amongst Muslims is not a sacrament, but in the nature of a civil contract. Such a contract undoubtedly has spiritual and moral overtones and undertones but legally, in essence, it remains a contract between the parties which can be the subject of dissolution for good cause. (paras. 1) In order to a life of sanctity and prevent the social anarchy caused by promiscuous sexuality, a man must marry a woman, if his situation is physi cally and economically affordable to lead a conjugal life. Therefore, the primary requisites of marriage in Islam are that a Muslim must be able to fulfill the demands of sexuality as well as the economic needs of his family. If any person can fulfill these demands, he can enter marriage which is essentially considered as a social contract in Islam. The requisite for women to enter the marital contract is much easier than men. Since the economic expense of conjugal life sole pivots on men, women are free of the economic obligations. Hence, these prerequisites of Islamic marriage, in fact, determine those of divorce in Islam. Divorce in Islam is considered as the most heinous legality which empowers a man to divorce his wife without showing any reasonable cause. It is because Islam demands the unquestionable loyalty of women to their husbands. In this regard, a man will not be accountable to the Sharia council or the Islamic Legal system which consists of the elders and the religious authority of the society, unless his wife brings a charge of sexual perversion against him. On the other hand, a Muslim woman seeks divorce, she must appeal to the Sharia Council with the charges that her husband is sexually impotent or missing for years (Kakakhel, 2008, paras.2-7). The rule of divorce for men is different from that of women. If a man seeks divorce, the term, ‘

Male and Female Roles in Society Essay Example for Free

Male and Female Roles in Society Essay Mozart Beethoven Within the classical style of music stand two well-known, well-versed composers: Wolfgang Amadeus Mozart and Ludwig van Beethoven. Both men were crucial, influential figures in the Classical era of music and composed works that are still held with great praise and dignity over 200 years later. To passive listeners, Mozart and Beethoven are very similar in their style and compositions. Although similarities do exist, their music and personal lives differed, most appropriately due to the periods in which they became famous. Mozart, considered the best and most successful composer of the Classical era, began his work at a time when classical music was prominent. Beethoven, meanwhile, was successful during the transition between the Classical and Romantic eras. Although hes considered an influential figure of the Classical era, he is also credited with developing a new style and pushing the boundaries of classical music. Because Beethoven was born when Mozart began composing his early successful works he was able to take advantage of learning and studying classical music when it was at its best. Both composers were born into highly-musical families. Their fathers were their first teachers who considered their sons musical prodigies. Sonically, their works were quite different. Its often said that Beethoven stands out more than Mozart in classical music, that his compositions are more complex are more in touch with personality and emotion. At the same time, it could be said that Mozart was ahead of his time. Beethoven borrowed many ideas from numerous composers before him, including Mozart; in adding his own touch he made his works loved then and now

John Dewey, My Pedagogic Creed

John Dewey, My Pedagogic Creed The ideas of the great American philosopher, John Dewey, transformed the American education system. While all Dewey did was simply apply some of his pragmatist philosophical ideals to the classroom, the results of his work changed education forever. In the short essay, My Pedagogic Creed, Dewey gives his readers great insight into his ideas regarding what education is, how it should be done, and why its important. Today, he is considered a father of education and his views are being adapted in all sorts of ways in classrooms around the world. Dewey first stood out by rejecting the traditional ideal of American education which was built around teachers standing up in the front of the classroom and pouring information into the minds of their students. Instead, Dewey suggested a new form of education that utilized applicable experience as the key element of learning. Thesis sentences here John Dewey embodies many of the pragmatic ideals that define American philosophy. He was born around the time that Charles Darwins Origin of Species book came out, so the debates surrounding that topic had a monumental influence on his philosophy. Along with many other American philosophers of Deweys time, such as Charles Sanders Peirce, there was a desire to respond to these new discoveries in evolutionary science and find out how they related to philosophy. Dewey believed that knowledge was best discovered through the scientific method. As I will later talk about, this is nowhere more prevalent than in Deweys model for education in which he defaults to hands-on experience and inquiry as the paramount key to learning. Going out into the real world and having a live experience that could be tested and criticized by others in order to progress to something better was essential to Deweys view and a foundational belief of many American pragmatists. In the eyes of Dewey, education and life were one in the same. Dewey is quoted as saying, education is a process of living and not a preparation for future life (8, My Pedagogic Creed). A proper education of the individual was essential to the functioning and growth of that individual and the society they lived in, as school was first a social institution. School was to be centered on the community and the student was being developed in school so they could be an active member of the community. Dewey advocated that what a child does in their home life should be incorporated into the curriculum in the classroom. Also for Dewey, the student had to be invested in their education for it to mean anything. The way that he suggested this be accomplished was to let the students learn about something they were interested in. An education could only be valuable if the student was learning material that they could actually apply to their real everyday life as evidenced by Deweys quote, True edu cation comes through the stimulation of the childs powers by the demands of the social situations in which he finds himself (2, My Pedagogic Creed). Dewey believed that education was a process of discovery where students would study what they were interested in at their own pace as they were gradually becoming more aware of where their interests laid. Deweys education system is perhaps most well known for how it stresses the importance of hands on experience in the learning process. Dewey believed that people learned best by going out and interactively doing. Out were the days where teachers would lecture on facts and information, forcing their ideas onto the students. Dewey criticized teachers and the current education system for protecting students too closely and not letting them go out into the real world so they could blossom saying, the situation approaches learning to swim without going too near the water (The Relation of Theory to Practice, Dewey). For Dewey, a teachers job was more about being a facilitator to the students, helping them discover what they were interested in and then creating ways for them to actively do these things. Ultimately for Dewey, learning grounded in experience combined with subject matter that was interesting and applicable to the student would lead to a greater society. I think that both good and bad come from John Deweys ideas for education. First off, I like Deweys movement away from teaching styles that stressed only memorization and the regurgitation of facts. Hands-on experience is a proven way for students to learn. It is much more enjoyable for the student and seems to be directly applicable to their future. I also agree with Deweys view that students should learn about something that interests them. Stuffing facts that kids do not have any desire to learn down their throats is not beneficial to anyone. When students can actually connect with the material they are learning, they are more likely to put in the time and effort that is necessary to fully develop their knowledge and understanding of a subject. Lastly, I believe that its a good idea to focus your studies in one particular area as it is very difficult to master a multitude of subjects. I think its better to be extremely proficient in one subject than to have an average amount of kno wledge in multiple subjects. This way, everyone can pick an area of study that interests them and then, as a community, each person can bring their one unique area of expertise to the table and the rest of the people that arent as fluent in that subject can benefit. With that being said, I think the preceding principles need to be applied in moderation. While memorization and repetition is not a perfect form of teaching, the results are hard to argue with. I believe that there is something to be said for mastering a subject. For example, my major area of study is accounting. It is one thing for me to get hands on experience directly applicable to my major, but learning cannot just come through playing so to speak. I must first study all the foundational information that is out there. There are many people in the world that are much more knowledgeable on the subject than me and there are a lot of valuable things I can learn from them. Secondly, to be a successful accountant, there are other core subjects that I must be competent in. For instance, I need to be knowledgeable in English to be able to communicate with my coworkers and I need to know math so I am able to compute the formulas required in accounting. There is a proven value in having a rounded education. Learning about subjects that may not directly apply to your area of st udy can benefit you in many different ways. As an example, perhaps it could sharpen your critical thinking skills. And on top of that, a student might think they are not interested in a certain subject until they actually take a class and learn about it. Hard work and long hours spent in the library-sometimes memorizing principles and formulas-is necessary for me to be a master of accounting, although I may not enjoy that work. To me, Deweys education system seems to encourage skipping the main course and going straight to dessert. I believe that I first need to master the principles of accounting in order to deserve a shot of going out into the real world and actually doing accounting. Dewey stayed true to his pragmatic ideals by testing out his own education theories in a real-life environment. He created what became to be known as his very own laboratory school. Deweys school was radically different than any other of its time. The students did not sit at desks and listen to a teacher lecture or do homework problems out of a textbook. Instead they would be moving about the classroom doing varying physical activities, such as sewing or cooking. As I stated earlier, Dewey believed that students could learn the critical skills (math and science for example) that they needed by doing these types of activities instead of the more traditional studying the textbook method. The children were broken down by age and every different age group was always doing something different. Dewey had the kids going on field trips, building models, acting out plays, and playing games among many other active things. He preached that teachers should hold off on having kids do things like reading and writing until the student found it necessary and appealing to do so (Dewey Article, Enotes). Deweys school had its successes and failures and there is a lot that can be taken away his grand experiment. While I do admit that a lot of great education practices were first developed at Deweys laboratory school, I cannot help but notice the fundamental flaws that existed in it. If I was to apply what Dewey showcased in his school to todays world of education, I think his system would fail. The reason for this is first that Dewey seemed to be looking at education through rose colored glasses so to speak. In my opinion, a theory on education should be able to apply to any situation. I think about what Dewey had put together in his school, where the home life was heavily incorporated into the class curriculum. But, what about children that come from broken homes, as we see so often in todays society? If a child is being abused or suffering under the watch of alcoholic parents, who could care less about their childs education, how would that fit into Deweys system? Deweys school would probably work well in a case where a child has very supportive parents that are extremely interested in the ir childs education, but how often is that not the case in todays world? Henry Perkinson, an author and educator at New York University, makes a comment about Deweys lab school saying, Deweys educational philosophy depicts a school or school enterprise that never existed and probably never could exist. To carry it out would require superteachers and superstudents (Perkinson). While I believe Dewey is taking education in the right direction, I think he first needs to find a way to develop a theory on education that can apply to each and every student. Another area that I just cant agree with Dewey in is how he resorts to experience as the primary way for a student to learn. Without a doubt, I believe that his method of inquiry can add a lot to a students education. In his school, the kids were doing so many amazing things that I wish I could have done in my years as a young boy. But, looking at the big picture, there seems to be so many things that a child must learn over their lifetime that they cannot possibly discover and do everything. Yes, you can learn math when measuring out the flour required to bake a cake, but can that form of math be applied to everything? There are other things out in the world like measuring liquids or counting coins. How would one child have the time and the means to experience every single thing? I think that at some point, students will need to use some form of memorization of information or facts as a basis of knowledge that they can then use to learn about other things. A quote from a parent that had a child in Deweys school really sums up this problem saying, We have to teach him how to study. He learned to observe last year (Storr). I think that Dewey had the right idea, but he had everything backwards. First, the student should learn a foundation of knowledge, from something like a textbook, and then they can go out and experiment and apply that knowledge to real everyday situations. John Dewey was a great philosopher that made ground-breaking advances in education. He was a man that practiced what he preached and for that I have great respect. I do like Deweys ideas in doses. In the end, I think that a good balance of his experiential learning in combination with a disciplined study of information and textbooks is the best form of education. While his ideas did have their flaws, the direction that he took American education was for the better.

An Argument Of The Lack Of Lawyer?s Morals :: essays research papers

Synthesis Paper   Ã‚  Ã‚  Ã‚  Ã‚  I clearly remember one wild and crazy Saturday night, I had just turned 19 years old and was out celebrating with my buddies. On my way home I decided to act like if I was on an episode of â€Å"COPS† and was arrested for drunk driving, reckless driving, evading police, resisting arrest, and underage drinking. When I went to court for my first hearing I was facing a minimum of one year in jail, five thousand dollars in fines, and a two year suspension of my drivers license. Right then I knew then that I had to find myself a lawyer and was not going to settle for a worthless public defender. As I was walking out of the courtroom a lawyer approached me and asked if I needed a lawyer. Before I could answer he said he could get my case dismissed and all of my charges dropped for three thousand dollars. He didn’t even know all the details of my case and already knew he could win my case. The lawyer didn’t care whether I was guilty or innocent he ju st wanted the money for taking my case. This goes to show that some lawyers don’t care who is innocent or guilty as long as they can get paid a good sum of money for your court case. I will show you that some lawyers aren’t interested about who is innocent or guilty all they want is the chance to profit from the case. I have included three cases in this essay where lawyers don’t care whether their clients are innocent or at fault. The first case I will be discussing is Liebeck Vs McDonald’s. In this case an 81 year old woman (Stella Liebeck) using the drive through window at a local McDonald’s ordered a cup of coffee. While in her vehicle Liebeck spilled the coffee on her lap and groin area and received second and third degree burns from it. With a lawyer on her side she filed a lawsuit stating that McDonald’s coffee was served too hot and it was a dangerous temperature. McDonald’s would not settle out of court because they believed they had proof of negligence on the victim, and would win the case. After a long and timely lawsuit, McDonald’s lost the case and the jury awarded Liebeck 2.9 million dollars. We all know that Liebeck was at fault for spilling coffee on herself, but to the lawyer it doesn’t matter.

A Complex Satan in John Miltons Paradise Lost :: Milton Paradise Lost Essays

Milton's Complex Satan in Paradise Lost Milton's Satan continues to fascinate critics largely because he is more complex than the Devil of the Christian tradition appears. Satan's rebelliousness, his seeking of transcendence, his capacity for action, particularly unconventional action, endeared him to certain types of minds, even if their viewpoint might be considered theologically misleading. Milton often follows the road of intellectual definition for his characters, of reasoning demonstration. This serves well his theological and intellectual cohesiveness. However, when his thought becomes more conceptual rather than metaphoric, it falls trap to its own special kind of static imprisonment. Most of the images in Paradise Lost, however, have a substantial life of their own; they are properties rather than metaphors. In the presentation of Satan, Milton is dealing with a special difficulty. He is not presenting a human intelligence, but an angelic one-a being the nature of which is almost impossible for the human mind to grasp. Milton simplifies the matter by making spiritual intelligences more highly refined versions of human intelligence. He is still left with one problem, that of introducing a flaws in this refined beings. Because of these refined intelligence, these creatures should incline solely to good. "So farwel Hope, and with Hope farwel Fear, Farwel Remorse: all Good to me is lost; Evil be thou my Good;" (IV, 109-111) In this intensely dramatic statement, Satan renounces everything that's good. His is not a lack of intelligence, or weakness of character, very simply an acceptance of evil. It almost justifies C. S. Lewis' observation. "What we see in Satan is the horrible co-existence of a subtle and incessant intellectual activity with an incapacity to understand anything." Although the statement "Evil be thou my Good," makes no sense on the surface, it has a symbolic meaning as an expression of Satan's will to reject the hierarchy of values set before him. In doing so he creates an illusory world that reflects his adopted values, which he accepts as reality. His reality is based on hatred. His hatred makes him psychologically dependant on that he hates, thus making it all the greater. Throughout the epic Milton dramatizes this dependence among the devils- even the hatred that gives them their energy is based on that reality which

Youth Gangs and Violence In Schools Essays -- Youth Gangs Essays

The theme, which I have decided to research and base my portfolio on, is Youth Gangs and Violence In Schools. The term â€Å"Youth† is defined by the Compact Oxford English Dictionary as the period between childhood and adulthood and is also commonly used as a noun to describe young people. The same dictionary defines a â€Å"Gang† as an organised group of criminals or disorderly young people. Youth gangs are groups of young people who assemble and often engage in criminal and illegal activities such as graffiti, vandalism, theft, robbery and violent activities including, gang fights and brawls. The Compact Oxford English Dictionary defines â€Å" violence† as behaviour involving physical force intended to hurt, damage or kill. Violent acts committed by gang members are often done with the intention of causing physical and or psychological trauma/ injury to persons. These acts include bullying, threatening, inflicting physical injury or applying any physical force, which hurts a person, the throwing of objects and missiles at or towards persons, destruction of a victim’s property or any type of sexual abuse and sexual harassment. ====================================================================== Nowadays, there is a small minority of students attending elementary and more so secondary schools who are forming gangs. The growth of gang culture has not only occurred in places like the United States of America and Great Britain, but also in smaller lesser-developed countries in the Caribbean. ====================================================================== Sad to say, Gang Violence in my very own school is on the rise. As re... ... In conclusion, neither the level nor incidence of school violence and gang culture has yet gripped the Caribbean as it has elsewhere. However, the youths here are influenced by the cross fertilization of contemporary social behaviour as depicted in songs, music videos (MTV; BET; VH1) films and literature. American culture is dominant and is very influential on Caribbean society. The two pieces are good starting points. They are informative, well written and documented. The level and type of violence, which is emerging here has American influence and thus the studies are relevant, though not in all respects. Our socio-economic and demographic factors are quite different. Both studies are well written, clear and easy to follow and can undoubtedly assist the reader, as it did me, in my research on this topic.

Concert Critique: La Vida Breve Essay

The concert was titled â€Å"Guitar Escapades,† the long- awaited guitar duo featuring Nobel Queano and Franco Maigue. The concert happened last September 8, 2011, 7 pm, at NCAS Auditorium. Nobel L. Queano is a graduate of Psychology and Music from the University of the Philippines, Diliman. He was a former faculty member of Miriam College of Music Center, Colegio San Agustin Makati and the Temple Hill International School and a former member of the Baguio Guitar Ensemble and the Philippine Youth Orchestra. He was also a first prize winner and a recipient of the Most Outstanding Student of the Yamaha School of Music Guitar Competition in 1986 and 1987. Presently, he is working with some musicians of the Academy of Performing Arts in Hong Kong privately teaching and preparing international music students for the Associated Board of the Royal School of Music Exams. Franco Raymundo M. Maigue is a graduate of UP College of Music. He finished his Bachelor of Music degree as a cum laude. He is the first prize winner of the 2005 Competitions for Young Artists and top prize winner of the 2002 and 2009 National Music Competitions for Young Artists. He was also featured as a soloist accompanied by the manila Symphonic Orchestra at the First Philippine International Guitar Festival. He has been a member of the UP Guitar Orchestra, Kithara Quartet, Abelardo Guitar Quartet and the UP Jazz Ensemble. B. Musical theme and style Begun as royal entertainment in the 16th Century, these brief plays with songs were revived to combat enthusiasm for Italian opera, featuring uniquely Spanish settings and characters, all suffused with the potent and highly distinctive flavor of gypsy music. As outlined by Suzanne Desmarquez, the origins of this style were Arab, with intense and irregular rhythms, sharp attacks, rough endings, and wide vibrato, manifested through guitar accompaniment, castanets, zapateado (foot stomping and tapping), palmar (hand clapping), rapid triple meters, melismatic beginnings and ends of long held notes and harmonies based on open guitar chords. According to his student, Adolfo Salazar, Falla rejected basing his music directly on folklore, but rather used it as the seeds of his own style, extracting the substance of its sonorities, rhythms and spirit. To David Ewen, Falla was a mystic who sought out and assimilated the soul of Spain to produce a vibrant evocation rather than a literal depictio n. The performers presented Classical Music. II. Analysis of the elements A. Dynamics Dynamics is the loudness and softness of sound. In L a Vida Verde, B. Tempo Tempo is the speed at a regular beat. The first part of the piece is fast or allegro, then, there will be a pause, and a slower part (adagio) is played. C. Melody After hearing the piece, I remembered its melody. Melody is a series of single tones which add up to a recognizable whole. A melody begins, moves, and ends; it has direction, shape, and continuity. How the tones of a melody are performed can vary its effect, too. Sometimes they are sung or played in a smooth, connected style called legato. Or they may be performed in a short, detached manner called staccato. D. Other elements of music III. General reaction to the concert A. Describe the mood audience were amazed (may mabilis na part kasi)nakakaexcite! B. Images and ideas conveyed pre Spanish era†¦ kamisa de chino for boys†¦ for girls†¦ nakikipaglandian ung girls sa boys. may pakipot epek†¦ suyuan sa loob ng simbahan. may pamaypay ung girls. sisilipin ung boy tapos magtatakip ng pamaypay. It is a pre-Spanish era. There were men and women in a church. The men wore kamisa de chino while the women were dress in [damit ng girls? ewan!]. It is like the men were courting the women in the church. The women were shy while the men are aggressive and they are trying to pursue the women. C. Memorable feature of the concert The memorable feature of the concert was when they played the song â€Å"Sana Maulit Muli.† It is a popular song in the country, and everybody knows the song. Those who remember the lyrics sang the song. I liked the way they play the song; it’s refreshing and pleasing to the ear. The audience were lively. This is my first time to hear the song in an acoustic It is relaxing, as you listen to them play. D. Did you like the concert? Why/ Why not? I liked the concert. Why? I am a music lover. I appreciate all kinds of music. I believe that doing the classical songs in acoustic guitar is really hard. I admire the performers, I am a frustrated guitarist. For me to watched such astounding performance, I am overjoyed. I liked the concert because I liked to play guitar. Though there were times that I fell asleep, (well, it can’t be helped because what they’re playing is classical music) and Classical music is like a lullaby to me. I usually listen to classical music when I can’t sleep. I am fascinated by their talent. I want to be a good guitar player too, conducting concerts and go to places and make people happy with my music. I’ve never been to a guitar concert before but I think that the concert was awesome. Playing a guitar for such a long time is hard. And besides the pieces that they play were hard and complicated. They’re awesome.