The Treaty of Waitangi Essay Example for Free

The Treaty of Waitangi EssayThe historical and contemporary interpretation of the treaty of Waitangi and the Doctrine of aboriginal title in New Zealand case rectitude and statute, reflects the course of what Moana Jackson refers to as the colonizing context the treaty itself came into being on 6th February 1840. It was sign(a) betwixt the British crown representatives and different Maori chiefs who were from the Northern North Island. With the subscribe of the treaty, a British regulator post was established in this region and Maori people became the British subjects. In this research paper Ill analyze the caboodle surrounding the signing of the treaty, effects of the treaty and various tribunals and cases involving the treaty. Ill also discuss how clear understanding of the colonizing context can lead to adjustment of the constitution.The infrastructure of Moana Jacksons argument is as a result of the difference between the Britishs and Maori language with reference to t he treaty of Waitangi. The interpretation between the two languages differed and so there is no agreement as to what the original treaty was because it was differently interpreted. To the British, the treaty mandated them to rule New Zealand and created the post of a governor who was bestowed with full powers to run all affairs affecting this territory alone on the other hand, the Maori had a different understanding. Both parties disagreed on various issues heretofore after the treaty was signed. The treaty also gave these people the proper(a) to maintain their properties and land.Since the treaty was signed in 1840, the treaty was never valued and existed in immorality up to 1970s. All this time the courts never recognized it. It did non address their ownership rights plus they were not fairly treated by the British government. urinate the 1960s up to date, the Waitangi treaty has been reviewed a turn of events of times and so many problems have been brought to the light. A c ommission to inquire on the treaty was organize in 1975 to address the affected areas and this is what came to be referred to as the Waitangi Tribunal. It was supposed to establish and solve the breaches that were committed by the crown or by its agents.To many, the treaty is referred to as the founding document of the state of New Zealand though there are various reasons that made Moana Jackson to refer to it as a Colonizing Context and unrivalled of this reason was that, though the treaty was as a result of mutual understanding between British and Maori, the treaty was not recognized until recently when it have limited acknowledgement. In the past, the New Zealand governors and the colonial office clearly supported the treaty for it gave to rule over Maori people as well as to be the leader of New Zealand.After the 19th century case, the treaty was declared null and void and this meant that the treaty was not to be honored both by the government and courts. This declaration was entrenched by the claim that was being advanced by the Britishs that New Zealand became a colony after the Januarys proclamation of 1840 was passed.The treaty only worked in favor of British and Hobson used the treaty as a pretext to claim leadership of North Island. They breached the price of agreement to the treaty and denied Maori people the ownership right of the island. They claimed that it was uninhabited when they first arrived in that region arguing that maoris population was small and sparsely distributed and this did not give them any right to do that and arguing that they Maori of that time were not organized is racism and Euro centrism.According to the doctoring of aboriginal title these people had a right to maintain their soveignity as it was something that had persisted as customary and native rights. The aboriginal title was analogous to freehold ownership also meant not complete ownership. To make a legal constitution, both parties must sit down argue and reason together. The question over whether the treaty was binding or not was decided over a number of court cases such as WI parata versus Bishop Wellington in 1877. In this case the judge dismissed the treaty as neither binding nor valid. In the case of Te Heuhen Tukino Vaotea district Maori land board, the treaty was ruled to be valid in 1938 especially where it talked about the transfer of power and sovereignty but was he was quick to add that it was not what that was agreedAll dealings with the aborigines for their land must be conducted on the same principles of sincerity, justice and good assurance as must govern your transactions with them for the recognition of they must not be permitted to enter in to any contracts in which they might be the vile and unintentional authors of injuries to them serves.The treaty according to the crown led to the establishment of fair relationship between the two groups. Cooperation determined the relationship between the community and classifiable development but it should be known that there could be no cooperation without mutual understanding.The Waitangi tribunal was created under the 1975s Act of the Treaty. Its main aim was to study complains that were made by the Maori people on the violation of the treaty by the crown. Also in 1988, through the amendments that were made, the tribunal was supposed to investigate whether the treaty was feasible and whether some activities that were being done by the crown were consistent with the treaty. The treaty according to Moana Jackson was a colonial context as it led the Maori not to lose land to other people except to the crown. This made British to buy more and more land due to the competitive amount that they paid for a piece of land. This attracted many settlers from England for they were sure that from then the land was theirs. Thus it is evident that the treaty was a vehicle to colonization.The signing of this treaty paved elan for colonization of New Zealand by Britain. They spread their culture to every facet until it became the culture of the 19th and 20th centuries. Many colonialists migrated to New Zealand after being enticed by their counterparts with pieces of land in this region. The colonialisation process followed the views of the British governor Gibbon Wakefield who wanted the colonial settlement to emulate those in their mother country.When a large number of colonialists arrived, land started to become a scarce commodity and as a result disputes emerged over land between the local people and the Britishs. Maori became irascible and started making complains over lack of adherence to the Waitangi treaty and in 1860s, the colonialists with the help of troops from Britain steadied themselves in the region by suppressing these rebellions. As wars persisted many Maori died in the process and this worked to the advantage of the colonialists who took these pieces of land.Loosing sovereignty was a big blow to the liberty of Maori. The signing of the treaty led chiefs to pass their mandate to the European authority. They were forced to do that so that they would be offered protection and citizenship as well as duties and privileges given to the British. The Maoris were allowed to sell their land only to the British something that made other European nations to keep off.By knowing the colonizing context of this treaty, it is possible to make adjustments to the constitutional framework. Before any amendment is made or before a new law could be made, the impact of the same must be weighed. Because it is clear now that the treaty of Waitangi led to the alienation of land for the Maori people. Safe in this knowledge, some purvey could be passed so that this problem can be addressed so as to prevent further alienation.The findings of this research paper are that the treaty was signed on understanding that the British personnel would rule over Maori people but their rights to own properties. The British violated the contract an d used it a light beam for advancing their politics. All complains that were made by the Maori people should be addressed in the constitution as it is the governing body that protects the interest of all citizens. A policy like selling land only to the British should be abolished as everybody has a right to do whatever they want.Bibliography.Adams P. 1977. Fatal Necessity British Intervention in New Zealand 1830- 1847.Auckland University Press.Christchurch library. Treaty of Waitangi The Waitangi Tribunal. Accessed at http//library.christchurch.org.nz/reference/treatyofWaitangi/tribunal/ on skirt 28, 2008.Claudia O. 1990. An Illustrated History of the Treaty of Waitangi. Welling Allen and UnionManutukutuku T.E. 1989. Newsletter of the Waitangi Tribunal Macmillan embrown Library HD 1120.5 AL- M294Mc Neil K.1989. Common Law Aboriginal Title. L4NZULR 97.Ministry for Culture and Heritage, 2007. Waitangi Tribunal claim Maori Language Week Retrieved at http//www.nzhistory.net.nz/cultu re/maori-language- week/waitangi-tribunal-claim on Monday, March 31, 2008.Wakalahama T. 1993.A Guide to the Waitangi Tribunal. 2nd Edition. Km 78 Z7- N5328 Macmillan Brown Library.

A Study of Sergei Eisenstein’s Montage Theory Essay Example for Free

A Study of Sergei Eisensteins Montage Theory EssayCinema is a visual concept hard marked by the objective of enterntainment, yet is also an ideology that is subject to a whole universe of theoretical frameworks. Many of it may trace their beginnings to a technique, as with the montage, which in French means putting together. This is the solid base of Russian cinema, more specifically in the montage theory tender to by Russian motion picturemakers. It is defined as a cinematic approach that depends mainly on editing, and the value of cuts in a film. In this revolutionary philosophy in cinema, probably the most recognized name is that of Sergei Eisenstein.Eisenstein was born to Jewish parents in Tsarist Russia in 1898, and was educated in Riga and St. Petersburg. He in condition(p) to speak a number of languages fluently, and was urged by his father to follow his path of becoming a civil engineer. Nonetheless, the young Eisenstein already had serious interests in theatre, and washed-out all of his free time watching films. The Bolshevik Revolution further reinforced his penchant for cinema, as he found himself educating workers, peasants, and troops in distant areas with camera in handand a gun in the other.Cinema was then perceived as a weapon by Eisenstein, a imprint he would carry with him for the rest of his filmmaking career (Jonas, 1998). II, The Soviet Montage Soviet montage films were defined by its own set of values, not necessarily moreover techniques, but executed in a specific way. The socialist thinking was obviously present in this style, for individual characters in these films had no place as focal points. Social classes are the main issues, and the role of separately character is to represent one. Various organized protests are also common elements of the films narrative, echoing the Russian revolution experience.Eisenstein formulated the system that resulted in a Synthesis, starting with a Thesis, followed by an Anti-Thesisa found ation of the montage that traces its origins to Marxist themes of mankind history and experience being in perpetual conflict wherein a force clashes with a counterforce the product of this encounter would be a new intellection or concept, something absolutely greater than its origins (Karpenko, 2002). The montage style utilized editing and the resulting film cuts to generate reactions from the audience, usually in ways that defy convention.This contradicts traditional persistence editing, which shows scenes as they happen chronologically or at least in the same time realm montage cutting produced overlapping or ovoid time relations between cuts. Most exemplary of this technique is Eisensteins Strike, where he juxtaposed scenes of two separate characters and time frames via jump cuts. In the serial publication showing a police officer and a butcher, the editing serves a particular purposerelate the connection between the acts being done by the officer and the butcher, in this case portray the idea that the workers were being slaughtered, just like animals.Eisenstein introduced his theory of intellectual montage, fully at work in this film by showing conflict in the juxtaposition of unrelated shots (Trischak, 1998). Eisenstein called montage a merge of opposites in art, through unity and conflict. He created this theory in the beginning to go against film tradition, negating the lack of character and stimulus in the logical editing of films. He listed several categories of montage, as well as the purpose of each 1. Metric Montage. Shots are edited together according to their measured length, and are arranged according to a measure of music.Tension is invariably produced by the faction of short shots and the expected flow of melody or tone. 2. Rhythmic Montage. Compared to careful montage, action is given equal importance as the shots length, allowing for occasional(a) conflicts between the montages rhythm and movement. An example would be the Odessa steps time in Battleship Potemkin, where the shot showing soldiers marching does not take on the editing rhythm. This violates all metric requirements, effecting absolute tension and prepares the viewer for the iconic baby carriage scene. 3.Tonal Montage. Generally a level higher than metric montage, this style is created by the specific scenes emotional tone. Vakulnichuks death in Potemkin, somber and sedate, appears in complete contrast to the steps sequences fast cuts. With each shots length at five seconds, this sequence serves as caesura, or a device to provide passage from the previous scene of violence to the citizens angry demonstrations. The similarities between rhythmic and tonal montage can be clearly seen as they both operate via the actions shown within each frame (HATII, 2008).

Humans Causing The Sixth Mass Extinction

adult male Causing The Sixth Mass ExtinctionHumans could be causing the sixth hole extinction of the world through the effect the serviceman species has on the planet earth. Human population density increases, modality change due to human activities and change magnitude human exploration and interference of nature ar some of the government agencys world are on their way to causing the sixth mass extinction. A mass extinction refers to the extinction of a significant proportion of the worlds biological science in a geologically insignificant period of time (Hallam Wignall, 2002, p. 2). Put simply this means a large amount of species die come forth a little amount of time. Raup (1992) suggests that rough fractional(prenominal) the earths surface must be environmentally affected in order for a mass extinction, on par with previous mass extinctions, to occur (Hallam Wignall, 2002). old mass extinctions shoot occurred towards the ends of the Ordovician, Devonian, Permian , Triassic and Cretaceous eras (Mader, 2008). These time periods show a sudden marked decrease in biodiversity. Towards the end of the Ordovician period, the climate turned low temperature and it is believed up to 85% of the earths species disappeared. These species would have consisted of trilobites and brachiopods. The juveniler(a) Devonian mass extinction which was only recently recognised as a mass extinction in the late 1960s, move for 20-25 million years with several extinction events such as the Kellwasser and Hangenberg (Hallam Wignall, 2002). Species including sponges, calcareous algae, foraminifera and bivalves suffered extinction within this period (Hallam Wignall, 2002). The mass extinction of the late Permian era over 250 million years ago is known to be the most severe with extinction of 54% of leatherneck families and 96% of all marine species (Erwin, 1990). During the Triassic period, plant life consisted mainly of confiers and cycads. It was during this time period the world-class dinosaurs appeared and continued to survive despite a significant decrease in biota towards the end of this era. It is believed that the Cretaceous mass extinction was caused by meteorites that fell to the earth causing a dust cloud. This dust cloud then blocked out the sun, causing atmospheric temperatures to drop and the majority of life on earth to cease. The Creataceous mass extinction marked the extinction of the dinosaurs (Mader, 2008).The sheer increase in human population and density has affected the earths living creatures. It is estimated that the world population grows at approximately 1.15% per year. Within the 40 years surrounded by 1959 and 1999, the world population doubled from 3 billion to 6 billion (Worldometers.info, 2009). This translates to not only an increased strain on natural resources such as water but also increased competition for resources amongst all living things. Human activity has had a tremendous clash on the planet earth. It is estimated between one third and one half of the earths surface has been altered by human activities such as deforestation, forestry and development (Vitousek, Mooney, Lubchenco, Melillo, 1997). These practices alter the earths biodiversity and drive climate change affecting ecosystems which consequently causes disruption to the animal kingdom. Land transformation also directly contributes to climate change with an approximate 20% increased concentration of glasshouse gases and air pollution (Vitousek, Mooney, Lubchenco, Melillo, 1997). Within the oceans, although the force of human activity can be difficult to measure, there is significant damage. It is estimated 50% of the worlds mangroves have been destroyed or severely affected by reality (Vitousek, Mooney, Lubchenco, Melillo, 1997). Needless to say, every area of the planet that is affected by humans, affects every living thing surviving within that area.There have been many animals that have existed and become exti nct before humans have even discovered they may have once existed at all (Jefferson Zuckerman, 1993). Coupled with the arrival of the first British settlers to Australia came the disappearance of nearly all large mammals and flightless birds (Jefferson Zuckerman, 1993). The largest animal types have suffered extinction such as the Dodo, the elephant birds of Madagascar and the turtles of Galapagos. A predicted 13 000 turtles disappeared within the Galapagos islands between 1838 and 1888 due to their demand as a food supply on crew ships crossing the area (Jefferson Zuckerman, 1993). Such instances of animal extinction due to humans are increasingly common. Recent calculations show that animal extinction has increased by 100 to 1000 times since human domination of the planet (Jefferson Zuckerman, 1993). This translates into approximately 18% of mammals, 11% of birds, 5% of fish and 8% of flora on earth threatened with extinction due to human domination (Jefferson Zuckerman, 1993 ).Although there are countless specific examples of particular species that have become extinct due to reasons directly related to human activity, the extinction of earths megafauna is the most poignant. The extinction of the megafauna, land animals deliberation up to 45kg, has been attributed to human colonisation (Roberts, et al., 2001). Megafauna extinction in Australia occurred within the last million years, directly after known human settlement. This extinction pattern continued for North then South America, Madagascar and New Zealand providing evidence to suggest human colonisation could have contributed to the extinction of the megafauna (Roberts, et al., 2001).Humans are causing the sixth mass extinction through continued development to advance the human race without consideration of the environmental impact (Eldredge, 2001). It is predicted three major causes of animal extinction are direct habitat destruction, over exploitation and introduced species. Human consumption an d exploitation of natural resources causes changes in the earths atmosphere such as an increase in greenhouse gases leading to increased temperatures on earth.Humans are causing the sixth mass extinction through consumption of natural resources that has a significant impact on the earths flora and fauna. Extinction rates of animals have dramatically increased since human colonisation and will continue to decrease without strict measures of conservation by all.

Observation and Evaluation of a Teachers Lesson

Observation and Evaluation of a Teachers LessonDescribe the sort characteristics (number and types of scholarly persons, grade level, course description, etc.) of the observed classroom.There are 25 wide-eyed school students in the classroom. The teacher is teaching multicultural students in an slope Language Learners program. As the teacher explains how to distribute class material her instructions were make in English and Spanish. This indicates that some of her students are from Hispanic origin.Describe the olfactory sensation of the observed teachers interactions with students.The teachers tone is firm and unobjectionable. The firmness of the teachers voice establishes the role she takes as the attractor of the class. The clear tone allows the students to understand instructions given by their teacher. The firm and clear tone establishes the way the teacher interacts with students based on a teacher centered instruction. The teacher provides the students with information a nd the students are the receiver of that information.2. Analysis, Exploration, and ReasoningExplain how the observed teacher builds the presumption of students with diverse backgrounds.The English Language Learners teacher support one of her student as she explained how to distribute class material for their next activity. She assisted the students by communicating effectively in Spanish to guide the student to properly distribute class material. This mode helps students from diverse backgrounds the opportunity to build their confidence by encouraging them participate during an activity. When a student has a clear understanding of the instructions they are able to complete the task successful. This helps students to interact with their class environment in a positive way as they suck up building their self confidence.Describe the level of student engagement with the observed lesson.The students in the video are highly engaged. For case, the students are put at their chairs an d seating up straight as they listen actively to their teacher instructions. The students use eye contact to let their teacher know they are paying circumspection as she explains how to distribute materials. By staying quiet and facing forward is another indication they are engaged with the teachers instruction during their lesson.3. bondions to Other Effective Teaching PracticesConnect one pedagogical strategy observed in the lesson to building the confidence of students with diverse backgrounds.In the video the students are organized in small group discussions called reconciling learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal (George mason University, n.d., para.10). Students from diverse backgrounds are often hesitant to share ideas with the entire classroom due to the lack of confidence. Small group discussion allows the opportunity for students to render ideas and shoot a bond among their group members. In the video the students in the cooperative groups were laughing as they interacted with one another. Children from diverse backgrounds learn to work as a team, develop social skills and start building their confidence through cooperative learning.4. EvaluationAssess the effectiveness of the strategies the observed teacher used to build the confidence of students with diverse backgrounds.The first strategy viewed in the video was the way the teacher interacted with her diverse students through her tone. The teacher centered method was used through the teachers tone of voice as she established her role as the leader. The purpose of this role is to effectively build a respectful relationship betwixt teacher and student. As this relationship develops, students from diverse backgrounds will begin to build a bond of trust with their teacher. This bond influences a positive impact in a students self esteem, confidence, and it motivates them to participate in class activities. The second strategy viewed in the video was the teachers explanation on the importance of understanding and learning from her diverse students bring into the classroom. For example Teach me how it is that you say it because I want to make the connection between what you know and what we know. We want to make sure that you feel good about who you are. When a teacher demonstrates respect and wiliness to learn from their diverse students, it helps students to appreciate themselves more. Through that appreciation students will feel valued and respected which will contribute to their confidence. The closing strategy is cooperative learning. Cooperative learning allows students to interact with other students in a smaller group rather than sharing it with the entire class. Students from diverse backgrounds hindquarters build their confidence through team work, sharing ideas, and creating bonds as they work in groups. This foundation of confidence can lead to participating and sharing ideas in a class discussion.Explain the thinking process you went through to complete this evaluation.A teachers relationship with their students, a teachers method of teaching and cooperative learning method was the strategies I focused on to complete this evaluation. The first thing I focused on was the teacher and student relationship. Seen in the video the interaction between teacher and students was established through the teachers role as a leader and the way she included her students during the distribution of material by speaking in English and Spanish. The relationship a teacher has with their students is very important. It leads to respect, trust, and it encourages students to seek further education. The second things I focused on was the teachers explanation why she taught the way she did. For example, We dont want you to lose what you are and who you are. When a teacher shows respect and willing to learn from their students it leads to building a positive relationship in the classroom. The last thing was exploring the importance of cooperative learning. I realized this method is great opportunity for students to develop a positive interaction with peers and a healthy impact on their confidence. All of these strategies contribute to a students confidence, motivates students to succeed and genuinely build a bond among peers.

The Debate Regarding The Hijab Theology Religion Essay

The Debate Regarding The Hijab Theology Religion EssayLiterature on this get by is abundant as research has been conducted sphericly on the topic of the hijab as to the reasons wherefore women should and should non travail the hijab. The research conducted was made possible through the use of mountains, inter visits, questionnaires and observations. Katherine Bullock in particular, a Canadian community activist, author and reader did extensive research on the topic of the hijab and promulgated her findings in the form of a book called Rethinking Moslem Women and the Veil which challenges Historical and Modern Stereotypes.She has also published articles on Islamic women and the media, and Islam and political theory.Purposes of the researchThe objectives of the take aim ar to examine if the dominant negative atomic number 74ern perception affects the reasons why the Muslim community is shargond on the subject of hijab.This research addresses the concern for a dialogue th at could inform westernised societies most the in-person reasons why somewhat effeminate Muslim students move into hijab and why others do non. I deprivation my research to be regard asingful, relevant to local communities and to open my mind and that of others by being taught through research and personal interviews most the subject.Scope and limitationsThis study was conducted in a very short period of time with a very small sample group as the kitty-cat of participants was limited to the Muslim students at TSiBA Education. The information set is meaningful, entirely not representative of the vast range of Muslims in different contexts. It will however launch a diversity of views within a common theology and faith. A more than sizable sample within the target group would have provided a larger and more conclusive amount of info. This can have a bias that favours the educated and the youth of Cape Town. Another limitation of my study, was that all of the participant s belonged to virtuoso ethnic group being from the race regarded in South Africa as Coloured. This was due to the fact TSiBA Education is a relatively small university whose Muslim feminine population is a fraction of the total students of which on that point were no Muslim women from a different race or culture. The research conducted could have benefitted from a more diverse pool of applicants.Plan of developmentThis research report was compiled in the following manner. Firstly I provide my literature reexamine which I jell together for the purpose of exploring what has previously been written on the topic so that you and I may learn from it and be aware of it as we go about this research. Secondly I made a survey form of 3 pages long that contained relevant questions which I derived from the process of compiling the literature review. Thirdly, At hit-or-miss I selected 10 Muslim women analyse at TSiBA to be my participants and followed through by conducting my survey about each one and only(a) of them. Lastly, I analyzed the data obtained from the surveys and make this information available to you while also comparing my research findings to the findings derived from my literature review.METHODOLOGYLiterature reviewThe first piece of work I did was conducting research on the topic of the hijab in order to compile a literature review. My literature review took a significant amount of time in relation to how long the actual research demanded. Information was abundant regarding the topic of hijab, modernization, the dominant Western perception and the medias role in the portrayal of Muslim women that I found it particularly challenging to sift out important points from the all information available. My literature review saw two sessions of editing with my Communications reader who helped me construct and organized the important information once I identified it.ParticipationThe target group for the research was initially 20 South African Muslim women be tween the ages of 18 and 40. This age group was the target of this study because they were the current generation of TSiBA students and were experiencing modern South Africa in a time when it seemed in that location was an ever increasing influx of Western culture after Apartheid. The age group is also in all probability to include married women who might be inclined to think differently about the hijab as their marriage might have changed the way each looks at the hijab. The participants of my research were all female person as I had s lived, but unfortunately all of them belonged to one ethnic group being from the race regarded in South Africa as Coloured. There were 2 married women, and 8 unmarried women. 5 of them wore hijab and 5 of them were women who choose not to.Method of data collectionOne method of obtaining data was employed. The research sequesters on qualitative data from comprehensive surveys conducted on 10 Muslim students regarding hijab. The survey was constru cted in a manner that it took students approximately 5 minutes to complete.After many different drafts of the survey I went to the Tertiary School in Business Administration (TSiBA) Education to distribute the final version. My survey included the opinions of both young women who wear the hijab and those that do not. I did not ask for names in any section of the survey to ensure the anonymity of all my human subjects. In the end I collected 10 surveys in total which was a smaller sample group than I had initially hoped. After gathering the surveys, I analyzed the results manually. literary works REVIEWIntroductionThe debate regarding the wearable of ghostlike garb in universe, specifically coverings haggard by Muslim women has increased over the past hardly a(prenominal) years resulting in a lot of controversy among those who agree with the practice and those who do not (iqraonline.net). Hijab is seen all over the world, especially in places with a proud concentration of practi cing Muslims. The hijab has resulted in severe media disputes and now denotes the difference of cultures. The French, along with the west judge that the hijab would pass away into history as westernization and secularization took root. However, in the Muslim world, especially among the younger generation, a great wave of returning to hijab was spreading through various countries. This current resurgence is an expression of Islamic revival (Nakata, 1994).The point of Hijab External to South AfricaThe views of feministsThe Western media and feminists often portray thehijabas a token of burdensomeness and slavery of women (www.al-islam.org). A theory of Orientalism has been in existence since 1978 which argues that the Muslim population is deemed backward, uncivilized beings who are outcasts in Western monastic order (Said, 1978). Many feminists, both Western and Islamic argue that the hijab is a symbolism of gender oppression and that the Islamic effaceing of women is an oppres sive practice. Fadel Amara, an Islamic feminist and Muslim female member of French government describes the burqa as a prison and a straightjacket which is not religious but is the symbol of a tyrannical political project for sexual divergence (King, 299.).Feminists argue that public heraldic bearing and profile is important to Western women. This overlaps sexism and racism as well as there are two causes made by feminists who are divided on the topic of the hijab.a) The motive of oppressionOne argument is for hijab to be banned in public as they encourage the harassment of women who are unveiled and because public presence and visibility represents their struggle for economic independence, sexual agency and political participation. In the Western culture, celebrities are regarded as trend-setters defining what is acceptable. The hijab is therefore also seen as a problem because it poses challenge to the view of unconventional visibility and freedom of self-expression. (www.the age.com). Although it is true that many women do choose to wear the hijab, it is not the crusade for all women. In many Middle Eastern and North African countries women are suck upd, persecuted and abused for noncompliance with the hijab. This was demonstrated in Pakistan where an extremist killed a womens activist and government minister because she refused to wear the hijab. King states, From Afghanistan to Algeria to Sudan, Pakistan and Iran- women are systematically brutalized and caught in a deadly crossfire between the secular and fundamentalist forces.Some Islamic feminists argue that although the statement in the Quran about women covering themselves was not meant to oppress women, the interpretation of those verses by Islamic societies does in fact oppress women. Although it can be argued that the hijab is a symbol of the oppression that occurs against women in Islam, many Islamic women dont agree. It is true that under some Islamist rule, specifically in some North Afri can countries, Afghanistan, Iran, and Saudi Arabia women are suppress and forced to wear the hijab, but in an international context, this is the exception to the rule regarding womens practices of wearing the veil.Salma Yaqoob, a Muslim woman who chooses to wear the hijab explains the veil is not hardly an oppressing force in Islamic countries that require the veil, but also in Western countries that ban the veil. Yaqoob adamantly contends that by infringing laws that restricts womens choice on whether or not to wear the veil, they are also being oppressed. I am opposed to the Saudi and Iranian governments imposition of the veil and that of the Taliban previously. But this is also why I oppose the ban on wearing the hijab. In both cases the woman herself is no longer free to make a choice. In both cases her arrogance is violated.. Yaqoob explains that more women are currently banned from wearing the hijab, than are required to wear it.b) The argument of liberationIt can be argued that rather than oppressing, the hijab is liberating. The second argument made by feminists supports the argument of fundamentalist Islamic leaders who argue that Muslim women have the right to choose to wear or not to wear a hijab as it is part of a Muslim womans duty to wear a hijab. These feminists demand that the French ban be withdrawn because they believe the oppressing force behind the veil is when authority figures, both Islamic and Western, take away a womans right to choose. They defend the veil as a mark of agency, pagan membership, and defiance. Tayyab Bashart, a feminist scholar and Muslim who teaches in France explains her beliefs A woman in hijab, who is a functioning member of society, symbolizes an empowered, independent woman, rather than someone who lacks self-rule and is a puppet of society (Basharat, 2006). The veil itself is vertical a piece of cloth. Human beings interpret the hijab according to social and religious constructions. Through the Western pass word of honor and ban of the hijab in public schools, the Muslim school girls of France lose their freedom to express their spirituality. The desired effect of the 2004 law is to fight gender oppression and in equating in the public school system, but as a residual effect, it actually diminishes womens freedoms rather than enhancing them. The law on the headscarf supports the oppressing Western discourses about veiled women and attempts to occidentalise French Muslim schoolgirls.Western GovernmentsIn Islamic countries like Saudi Arabia, Afghanistan and Iran, the full covering, more commonly known as the burqa, has been made compulsory upon female citizens. In contrast to this, the unwillingness to understand the religion and culture of Muslims has resulted in traditional clothing such as the burqa and the hijab being banned with the hope of Westernised societies achieving secularism in Islamic countries. Katherine Bullock shines light on the differences in judgment over hijab by h aving identified themes from her research on women and the religion of Islam. She divides these themes into the descriptions of those who are for and those who are against the hijab. According to Bullock, critics of the veil rely on secular liberal assumptions about society and human nature and therefore the veil is supposed to be and describe as a symbol of oppression because itCovers up (hides), in the sense of smothering, femininityIs apparently linked to the essentialized male and female difference (which is taken to mean that by nature, male is superior, female is inferior)Is linked to a particular view of womans place (subjugated in the home)Is linked to an oppressive (patriarchal) notion of morality and female laurels (because of IslamsEmphasis on chastity, marriage, and condemnation of pre- and extra-marital sexual relations)Can be imposed andIs linked to a package of oppressions women in Islam face, such as seclusion, polygamy, easy male divorce, unequal inheritance rights .Western countries has developed this view and disregarded other views of what public visibility may be to different women with differing beliefs. (www.theage.com). An example of this is that France has decided upon the banning of the hijab to be worn in schools. Frances 2004 law, popularly refered to as the law on the headscarf, reveals the difficulty of respecting conflicting ideas between diverse communities, especially when one community, in this case the Muslims of France, is a minority. According to this law, female students are banned from wearing the hijab as well as all other openly religious symbols in public schools. France bans women from wearing the hijab in public schools because many feminists and lawmakers argue that veiling women serves as an oppressing force, a force that silences women. Alia Al- Saji states in her article The Racialization of Muslim Veils A Philosophical abstract many feminists see the headscarf As a symbol of Islamic gender oppression that shoul d be banned from public schools, a space where gender equality is presumed (or desired). Supporters of the law believe it fights gender oppression and gives equality to women in the school system.Media attitudes in reporting Islam and hijabWhile the media cannot be the only party held accountable or blamed for societal attitudes towards smaller cultures and religions, theses media moguls create the lens through which reality is perceived (Bullock Jafri, 2000). Western media sees itself as a democratic powerhouse and therefore is oftentimes answerable for legitimising and distributing racism and bias against religious communities such as Muslims (Bullock Jafri, 2000). The media in Westernised socities portrays Muslims as tricky, sleazy, sexual and untrustworthy, as uniformly violent, as oppressors of women, and as members of a global conspiracy (Bullock Jafri, 2000).For example, in 1998 a shift was noted regarding the European medias depiction of women who wear the hijab. Veiled women were no longer portrayed as exotic but instead as a threat to society (Macmaster Lewis, 1998,). This highlights the contrasting representations of Muslim women as concurrently being oppressed and threatening.In 2005 Begum argues that these images of Islamic dress were increasingly used in the media as visual shorthand for treacherous extremism, and that Muslims living in Europe were suffering from the consequences of these associations (Begum, 2005). The increase of these media portrayals and political deliberation has segregated the Muslim community and had a further disruptive effect on society and feminism at large. (Begum, 2005)Since thusly, the media in France reported on a women who was suspended for wearing a hijab under her hat while working as a meter reader, a fashion show of veiled women that was banned, the hindrance of hijab-wearing mothers from volunteering in schools, the refusal of cafeteria service of process to a student wearing a hijab and the banning of a witness to a civil service wedding from signing the documentation based on the argument that hijab prevented her from proper identification.Many authors on this topic dispute that because of the medias cultural fascination with Muslim womens dress as symbols of oppression, Muslim women often have to recede to focusing on that facet of their identity as well, even if they would rather discuss something else. These authors state that even cases of responsible journalism have a propensity to devalue Muslim women. This is because Muslim women are primarily depicted as exotic, victimised, or threatening outcasts rather than your ordinary peaceful next door neighbours. (www.reportingdiversity.org.)It is patent that the hijab re chief(prenominal)s a hot topic in Western countries and that the wellbeing and identities of Muslim women in Westernised societies are related to the wearing of the headscarf as a consequence.The melodic theme of The Hijab Within the Muslim CommunityThe opini ons of Muslim women vary in their decision about whether or not to wear the hijab. The hijab, according to many Muslims, has multiple uses and meanings. The hijabs symbolism is one of modesty and morality. According to Islam, the hijab functions as a shield for a woman against the lustful gaze of men. The hijab also serves as a cover to make unnecessary the modesty and piety of the woman, as that is her main role as stated in the Quran.The most basic debate over the hijab is over the requirement of the hijab. This is an issue that is debated by many Muslim scholars. First in order to understand why there is an issue it is important to understand the power of the Quran. The Quran is the word of God brought to humanity by his last messenger the Prophet Muhammad (Peace Be Upon Him). Islam is the religion of total submission to Allah (God the Father) and obedience to Allah. As the Quran is Gods word then it also means total submission and obedience to Quran. The first issue with the r equirement of the hijab comes from whether the hijab is in the Quran or not. There are two sides to this argument there are those who say that the hijab is a requirement because it is in the Quran and those who say that it is not because it is not part of the QuranReasons why Muslim Women wear the hijabThe laws of the QuranAmr Khaleds, a popular Islamic scholar, layman, and highly influential Muslim speaker, represents the school of ruling that considers the hijab to be directly in the Quran and thus a requirement for Muslim women. He quotes these Quranic verses that make the hijab obligatory to Muslim women. O Prophet Tell your wives and your daughters and the women of the believers to draw their cloaks (veils) all over their bodies. That will be better, that they should be known (as free respectable women) so as not to be annoyed. And ALLAH is Ever Oft-Forgiving, Most Merciful (Surah 33 verse 59). In this verse women are told to cover their bodies so that they should be known a s modest women and are not harassed. According to Amr Khalads lecture Al-Hijab, the hijab also serves the purpose of forcing men to not sexually objectify women but to see her as a vessel of intelligence and high moral values. Khalad says that the hijab reinforces the fact that Islam has placed the beauty of a female on a higher value in the eyes of men by providing protection of her beauty from uncontrolled lusts and desires, and instead ordering men to respect greater the inner beauty of her soul. Thus, the real value of women is associated with the degree of her modesty and her abidance by it (Khaled Al-Hijab). Yaqoob states her personal reasons why she wears the veil, For me, the wearing of the hijab denotes that as a woman I expect to be treated as an equal in terms of my intellect and personality and my appearance is relevant only to the degree that I want it to be, when I want it to be.. This is the traditional Islamic rational for the hijab and why it is important in Islam ( Khalad AlHijab).A symbol of resistanceA study about hijab in the West also provides another theory that I believe can also be applied in South Africa because it is a country heavy influenced by the West. The idea of the hijab as a symbol of resistance is explored by Tarik Kulenovic but not necessarily one that is strictly political. Tarik Kulenovics theory suggests that the hijab in the West is a matter of identity, a physical symbol of a womans Muslim identity. This symbol also carries a message of religiosity in a modernizing society which encourages a secular tinting style and scorns tradition. Kulenovic asserts that the modern identity of Muslim women, which includes the wearing of the veil, is primarily the identity of resistance to the values that individuals find foreign to them and as such imposed on them (Kulenovic, page 717). Thus, in modern society, the hijab can be thought of as a means of retaining a religious life style while assimilating to the demands of the moder n world. Another reason women choose to wear the hijab is that they find that the hijab serves as an empowering factor.The Interpretation of the hijab by those who wear itKatherine Bullock, through her research, provides some reasons why women wear the hijab. The hijab to these wearers1. Does not smother femininity2. Brings to mind the different-but-equal school of thought, but does not put forward essentalized male-female difference3. Is linked to a view that does not limit women to the home, but neither does it consider the role of stay-at-home-mother and homemaker oppressive4. Is linked to a view of morality that is oppressive only if one considers the prohibition of sexual relations outside marriage wrong5. Is part of Islamic law, though a law that ought to be implemented in a very wise and women-friendly manner, and6. Can and should be treated separately from other issues of womens rights in Islam.SpiritualitySome women have a deep spiritual and religious connection to the veil and firmly disagree with the view of it as a sign of oppression. Many Muslim women olfactory modality uncomfortable without wearing it because the hijab is deeply-rooted in their personal values and religious tradition. A main reason women choose to wear the hijab, is as expression of spirituality. Bashart states in his book that Muslim women carry with them their sacred one-on-one space into the public space by use of the Hijab. In this view of the hijab, the veil is not simply an article of clothing or a symbol of oppression it is a tool of spirituality for women.Fadwa El Guindi, author of The Veil Modesty, Privacy and Resistance, says veiling patterns and veiling behaviour are. about sacred privacy, sanctity and the jazzy interweaving of patterns of worldly and sacred life, linking women as the guardians of family sanctuaries and the realm of the sacred in this worldReasons why Muslim Women do not wear the hijabIn the Quranic this verse although it says to draw the cloak all over their bodies, it does not specifically say the tomentum cerebri. In addition, it does not specify in what way, to what extent, and in what manner women should cover themselves. There are many modern preference views to this idea that the hijab is compulsory because it is in the Quran. For example, Dr.Reza Alsan, an internationally acclaimed writer and scholar of religions, the founder of AslanMedia.com and also one of the leading scholars in the alternative view, considers the hijab not an obligatory aspect of being a Muslim woman. Aslan claims that the hijab is shockingly not compulsory upon Muslim women anywhere in the Quran. Instead he claims that the veil was an Arab culture before the arrival of Islam, through contact with Syria and Iran, where the veil was the sign of the upper class women. According to Lelia Ahmed and those who fall in the second school of thought like Aslan, the only places that the hijab is applied to women is when it is addressing the wives of Proph et Muhammad. Thus the veil was only associated with the prophets wives and his daughters not all women of Islam. This school of thought does not deny that modesty was expected of all believers. Believing women are instructed to guard their private parts and drape a cover over their breasts when in the presence of strange men (Surah 2431-32) as quoted by Aslan. Here specific parts of the body are named that women should guard and cover including the private parts and the breast but the hair is not mentioned. Thus those in this school of thought like Leila Ahmed and Reza Alsan do not believe that the hijab is mandatory for Muslim women because it is not mentioned in the Quran.Conclusion of Literature reviewThis research investigates the reasons why the Muslim community is divided on the subject of the veil and if the dominant negative perception of hijab (as the hijab being oppressive) has affected, if at all, the wearing of hijab in TSiBA Education. In the attempt to answer this ques tion, the research has presented two hypotheses(1) Living in South Africa, a country with great Western influence, causes some Muslim women to attention wearing the hijab and to abandon it all together(2) Some Muslim women choose to wear the hijab for spirituality reasons despite constant the pressures of the WestData obtained from the researchMy data collection was a result of 10 surveys this research revealed that my two hypotheses were in agreement with a majority of this small sample of subjects. The data collected represents the opinions and beliefs of a total of 10 human participants which is 50% of the total think target group. Thus, the data collected must only be interpreted as spoilt and cannot be assumed applicable to all Muslim women or all Muslim female students.What constitutes the debate Regarding the Hijab and what pressures are felt by Muslim women studying at TSiBA EducationA point of view unknown to me before starting my research was that there are Muslim women who did not know that there were differing interpretations about what the hijab is tangibly. In fact, from the surveys it is evident that amongst Muslims there is a concept of a correct hijab and an incorrect hijab. Before my research commenced, the purpose of the research was not intended to identify whether my target population was aware that many Muslims have differing beliefs about what hijab is tangibly. 60% of participants claimed that the correct physical hijab is a head scarf and long let out fitting clothing that conceals the shape of the body and everything but the face and hands. Interesting to note is that four of the 10 answered that all forms of wearing hijab including a. just covering your hair b. covering your face and hair c. covering your hair and wearing loose clothing are acceptable.3 of the 5 women who claim to wear hijab said they wear a fashionable coloured hijab. I find these results consistent with my observations which are that tight, colourful head-scarv es worn with jeans and a blouse are the most popular hijab style worn by the females on the TSiBA Campus and throughout the University-going Muslim women in Cape Town.The fact that surveyed two married mothers may have resulted in that they would be more likely to wear a more modest and more Islamically correct hijab.Hijab DecisionsThe rationale for why women do or do not wear the hijab in this study is very interesting. 40% of my participants said they decided to wear the hijab by choice for purely religious reasons because they wanted to submit to Allah.Reasons For Wearing the HijabFive of the 10 participants wore the hijab of which 3 participants said that they strongly agree that they wear the hijab for religious reasons while 2 participants said they agree that they wear it for religious reasons but that religion is not the main reason why they wear the hijab.CultureFrom this data we can deduce that 3 out of the 5 Muslim wear the hijab even though the hijab makes them feel like they dont fit in with their peers. 1 person however does feel that she fits in with her peers and in her community because she wears the hijab.SecurityThe hijab makes all five participants who wear the hijab feel protected and safe in public. 3 of them strongly agreed while 2 agreed. Interesting to note is that five of the 17 answered that all forms of wearing hijab including a. justcovering your hair b. covering your face and hair c. covering your hair and wearing looseclothing are acceptable.

Sustainable Development Policies Can Reduce Urbanization Problems Essay

Cities all over the world are maturation. This urbanization process is causing a spell of worrys and can be met by sustainable development policies. In the beginning, it is important to know what is the reason for urbanization. Most people move to the city because they expect to get a better life. Another important term is a sustainable development. There are some definitions for sustainable development, but simply they formulate that sustainable development is a development which using resources now and preserving them for future generations (Adams, 1999, p.137). This concept has been agreed internationally at a Rio Conference in 1992 to be implemented by all government policies which mostly known as Agenda 21 principles (Adams, 1999, p.141). This paper pass on show that traffic jams and housing problems caused by urbanization can be met by sustainable development policies. The structure of this paper will first explain the situation that leads to traffic jams and housing prob lems. Next, it will elaborate the sustainable development solutions, implications for the solutions, and evaluations how effective the sustainable development solutions solved the problems. A general situation of urbanization trend in developing countries and true countries is increasing. In 18th Century only 3% of the world total population lived in urban areas but as projected in 2000 this number will increase at above 50% (UN as cited in Elliot, 1999, p. 144). According to UN (as cited in Elliot, 1999, p.144), it is figured that the total urban population in developing countries has increased from around 400 millions people in 1950 to around 2000 millions people in 2000. At the same time, total urban population in genuine countries is double from ... ... high rise public housing, and control population growth, being implemented together should be sufficient enough to solve the housing problem brought by urbanization. In conclusion, increasing urbanization trend in the worl d has given rise to traffic jams and housing problems. These problems can be solved by sustainable development policies such as public transport investment, traffic management system, car control, develop new towns, build high rise public housing, and population growth control. As a result, most of the problems are solved, manageable or minimized. Although some solutions are considered better than others, having integrated solutions may have a more effective way to solve the problems. Future generations will suffer if the government did not implement the policies. Therefore, it is strongly recommended to implement them as soon as possible.

Westward Expansion Essay -- essays research papers

Book Review Westward Expansion 1807 - 1880THESISAfter the War of 1812 much of Americas attention turned to exploration and settlement of its district to the West, which had been greatly enlarged by the Louisiana Purchase.SUMMARYFamilies of pioneers swept westward and founded new communities throughout what is now the Midwest, and between 1816 and 1821, six new states were admitted to the Union.The land thrive was fed by encouragement from the federal government and the actions of land speculators, who bought up large tracts of land in order to sell it in parcels to farmers at steep prices. These farmers did not mind high prices and high interest on loans due to the growing success of American agricultural products. Most western farmers became cash croppers who sometimes neglected subsistence farming in order to focus on marketable commodities. Soon the farmers dependence on distant markets caught up with them, however, as the state lodge system that had sprung up to support spe culation collapsed, dragging agricultural prices and land values down with it. Many western settlers suffered greatly during the Panic of 1819, but almost survived and continued the conquest of the West.A major aspect of the conquest of the West was the removal of the Indians who dwelled there. Under the leadership of President Andrew Jackson, the Indians who remained East of the Mississippi were cruelly and violently driven from their homes and concentrated in reservations in what is ...