Do not lose family in times of unemployment and finalcial loss

The budgetary emergency enthusiastic help hotline set up by volunteer associations with government subsidizing got in excess of 1,000 calls for help in its initial fourteen days of administration. Social issues brought about by the worldwide monetary tidal wave have kept on surfacing. Hong kong individuals need to comprehend that the difficulty is a worldwide marvel. Further, regardless of how urgent the circumstance is today, there will be daylight after downpour. Other than cash and riches, there is a lot to appreciate and love around us. The brunt of the money related torrent has been borne by speculators who endured incredible misfortunes in the stock and monetary subordinate markets. Of them, Lehman small scale bond financial specialists excited most concern, in spite of the fact that the misfortunes endured by individuals who brought stocks during the pinnacle of the hang seng file a year ago have been no not as much as that endured by the lehman smaller than normal bond speculators. On Monday, the HIS fell 1600 focuses, losing 15 trillion in advertise an incentive over a year ago's high. It included the capital of numerous little speculators. Indeed, even residents who have not straightforwardly exchanged stocks however who hold obligatory opportune assets and childern's instructive subsidizes will find that their riches has reduced significantly. Toward the start of the budgetary tempest, little financial specialists endured misfortunes they despite everything had any expectations of recovering their cash. Yet, the securities exchange kept on falling. Until the monetary tidal wave this month, the HIS had dropped in excess of 60 percent from its recorded high. A considerable lot of the stocks fell radically. Indeed, even the customarily solid great quality stocks endured a similar destiny. Some little financial specialists started to call it an endless pit. They not, at this point needed to recapture their cash. What's more, they likewise would not like to keep on losing cash, or lose somewhat more. Sadly, as they haul themselves out of the market, they are paying for their costly exercises. During the 70s, the HSI dropped by in excess of 90 percent, from 1700 focuses to a little more than 100 focuses, transforming stocks into backdrop. The fall made some little speculators end it all. Despite the fact that the current money related torrent isn't as serious, it has been an in the quantity of individuals genuinely upset by their budgetary misfortunes. The individuals who called the hotline for help incorporate the white collar class and proprietors of little and medium-sized endeavors. Some have even lost the investment funds of their relatives. These pesple are neither expert examiners nor players, but then the impacts of the money related emergency have spread to them, causing family and social difficulties. Indication of life after devastation Indication of life after devastation Contrasted with the SARS time frame five years prior, the current emergency has hit the white collar class a lot harder than it has the grassroots. The spate of terminations brought about by the contracting market and the credit mash in banking under the monetary tidal wave has made joblessness, which will in future influence individuals. At the point when credit freezes up at the year end, endeavors will discover the remainder of the year particularly difficult to pass. In the event that the conditions compounded with rising joblessness and contracting openings for work, everything can turn out badly for the poor couple. Family debates and savagery may rise.

The disadvantages and advantages for study outside your country Essay

The disservices and points of interest for concentrate outside your nation - Essay Example This paper presents an examination of the points of interest and inconveniences of concentrating abroad, encounters looked by a dominant part of understudies. There are various points of interest related with concentrating abroad. To start with, since learning happens in an alternate domain, one connects with individuals of various societies. This is advantageous since the understudy can comprehend the way of life and how best to adapt to it, which is exceptionally basic at work environment. All things considered, the understudy will have smooth communication with his/her individual coworkers in future. Also, the understudy can accumulate understanding, just as training freedom, which sets them up from school life to adulthood. Thirdly, the understudy might be compelled to get familiar with an unknown dialect, which may be an additional bit of leeway in making sure about various assignments in future. Fourth, while concentrating abroad, one can work in low maintenance work, which collects some cash meeting individual costs and may be an opening to a superior paying activity, in future. There are various inconveniences related with concentrating abroad. To begin with, the way of life in these nations is generally high, which causes the understudies to go through high measures of cash in meeting their fundamental needs. Thusly, the understudy needs to demand more assets from relatives just as attempt low maintenance occupations. Furthermore, social stun coming about because of various food stuffs, language and custom are apparent and may take some time before the understudies adjust; along these lines, making them home debilitated. Thirdly, being in a remote nation, there are scarcely any people who are happy to deal with an outside individual once s/he is wiped out. In that capacity, s/he may not profit the best treatment, in view of the medicinal services issue. Fourthly, if the investigation time frame is long, understudies may lose their way of life and receive the enhanced one, which may make it trying for him/her to perform ideally once they return to their nat ion of origin. By and by, I do concur that the two favorable circumstances and

Psychology of Achievement How to Unlock Your Potential

Psychology of Achievement How to Unlock Your Potential The Psychology of Achievement by Brian Tracy, which was first published in 1984, has become one of the classics when it comes to personal development. This program has been adopted by psychologists and corporations for years since it was published. With the onset of the internet and its massive impact, Tracy updated the program with “The New Psychology of Achievement”, adapting the program to the current state of things.But what, exactly, is the psychology of achievement? © Shutterstock.com | Dudarev MikhailThis article will help you understand 1) what the mindset for success and achievement looks like, 2) the 7 mental laws of success, and 3) how to unlock your unlimited potential.THE MINDSET FOR SUCCESS AND ACHIEVEMENTSuccess is what everyone wants to achieve, both on a personal level and on a professional level. It is the accomplishment of an aim, purpose, goal, or anything that one desires. Achievement, on the other hand, is something that is accomplished through special effort, hard work, great courage, or superior ability.Tracy named six requirements for success.Peace of mind. One is successful if he is free from fear, guilt and anger. They can focus or concentrate better in pursuing their goals if they are not burdened by any of these negative elements.Good health and energy. A person cannot fully be satisfied with anything if he is of poor health or suffering from a weak body. High energy levels are essential to stay motivated to move forward. Having loving relationships with other people. Mature relationships â€" one of respect, affection, and intimacy â€" will inspire a person to do better.Financial freedom. Often, a person is held back by his constant worrying over the lack of money or financial resources. Poverty is seen as shackles that will hinder progress or advancement.Commitment to worthy goals and ideals. Everything we do, we do it for a reason. If you know what your goals and ideals are, you have a clearer direction on where to go, and how to go about it.Personal fulfillment. Success is achieved when you get a feeling of self-actualization. You have to feel that you are achieving what you set out to achieve, and that you are becoming everything that you are capable of becoming.Interested in how our mindset influences our ability to succeed? Watch this video by Eduardo Briceno. 7 MENTAL LAWS OF SUCCESSIn his book, Brian Tracy identified 7 laws of mental mastery that, when followed, will lead you on the path to s uccess.#1: The Law of ControlWhen you feel good about yourself and how you are working towards the goals that you have set, then you will feel that you are in full control of your life. You are on the driver’s seat, and you call all the shots.#2: The Law of Cause and EffectFor every action that you take, there is a corresponding reaction. If you are not happy with the result, it is up to you to work backwards and change the prior action that spurred it.#3: The Law of BeliefYou become what you belief. If you believe that you will fail in something, then you most certainly will. If you believe that you will succeed, then you have won half the battle. You just have to continue on to make it happen.#4: The Law of ExpectationsWhat you expect will become your self-fulfilling prophecy. You expect that you will get the results you want? Then you will have more confidence that it will come true.#5: The Law of AttractionYour dominant thoughts act like a magnet that will draw people, thought s and circumstances. If you want to attract positive things, then you also have to think positively.#6: The Law of CorrespondenceYour outer and inner world are in sync with each other. So you want to present yourself as a success to the world? Then start from the inside, by making yourself look like a success.#7: The Law of Mental EquivalencyYou have your positive thoughts and affirmations. Apply the rule of repetition until it becomes your reality. When you create the mental equivalent to what you desire, then everything else will fall into place.HOW TO UNLOCK YOUR UNLIMITED POTENTIALWe all have power within us; it’s just that, sometimes, we are not aware that we have them or, even if we do, we’re not fully cognizant of how much power we have. We all have potential, waiting to be unleashed, so we can drive ourselves to achieve what we want and ultimately gain success.But how do we unlock our unlimited potential? You will notice in the succeeding discussions that Tracy’s 7 Men tal Laws are applied.Develop a Positive Mental AttitudeHere, you have to work on building a positive self-concept, or the knowledge of who you are. Work on your attitude. You may not know it, but you may be letting opportunities slip past you because you have adopted a pessimistic outlook, or your attitude is that of a loser, or one who refuses to even try unless it’s a sure thing.How can you build a positive self-concept, you ask? Start by taking a good look at yourself and your actual achievements thus far. But that is not all.Set clear and specific goals. Determine what your personal mission in life is, so you can get a sense of purpose. Write down your goals so you have something concrete to keep going back to during those times that you need to be reminded of them. You can categorize your goals accordingly including, but not limited to, the following:Personal goals, or those with respect to your personal fulfillment and pleasureFamily goals, or those pertaining to relationshi ps with loved onesCareer goals, or those you want to achieve in your chosen profession or field of workBusiness goals, or the goals you want to fulfill with regards to your business or enterpriseSelf-improvement or self-development goals, or those that will ultimately make you a better personDevote yourself to the pursuit of excellence. Make a commitment that you will not settle for anything less than the best when it comes to both your personal and professional life. If you are going to aim for something, aim high. Aim for the top spot.Contribute and perform. Make yourself, and your contributions, indispensable to others, so they will value you and think highly of you.Exert effort and work hard. You reap what you sow. If you do not do invest anything, do not expect to be earning returns on your investment. Do not expect to be recognized for your hard work when you didn’t put in any. If you have a task at hand, focus on doing your best and accomplish it.Manage your time efficientl y. You have your talents, you have your abilities. But these will all go to waste if you do not use them efficiently and, to do that, you have to manage your time.Accept Responsibility and Take ChargeBe mature and take responsibility. Do not just put on a show of maturity; be mature in making choices and decisions, and subsequently implementing them. Do not make a habit of pinning the blame on others just to absolve yourself of any accountability. It’s your life, your actions, and your decisions, so learn to take responsibility. Humans tend to find or make excuses for even the tiniest things, and that is a sure sign of their refusal to accept responsibility.There are a whole slew of negative habits and bad feelings that stunt one’s growth and maturity. From the moment a person is born, he is exposed to various experiences that are bound to generate responses that, with repetition, become habits. Parents that tend to be protective raise their children not to do this or that, and so they grow up becoming afraid to do things. This fear â€" of failure, of getting hurt â€" will inhibit their path to success.Positive reinforcement, where we seek affirmation and approval, cannot be obtained from other people alone. It could start within oneself. Start by coming up with a mantra and telling yourself repeatedly and continuously will go a long way. Phrases and statements such as “I like myself” or “I am doing well” and “I can, I can” are going to help a lot in keeping negative thoughts at bay. Think these thoughts to yourself. Say them out loud. Do it first thing in the morning when you wake up, or before you go to sleep.Another negative attitude or thought that we should do away with is blaming others whenever we find something lacking or unsatisfactory. The problem is, when the blaming starts, it goes on and on, and becomes much bigger, so the negativity spreads even more. When we start taking responsibility, we stop getting sucked into a round of blam ing and pointing fingers, and so we do not allow negative emotions to overrule us.Improve your Self-EsteemIf you are gearing up for success, then you must learn to value yourself. Believe that you can accomplish something, and that you can do it very well. When you feel good about yourself, this will give you more confidence on your road towards achieving what you desire.If you feel good about yourself, you will feel that you are more in control of your life. It is normal to worry, but if you worry too much that you let it affect other aspects of your life, that is unhealthy, and becomes another one of the many negative emotions that will hold you back from unlocking your full potential.Learn how to stoke your self-esteem reading through the following slides.[slideshare id=47177409doc=20ways-stoke-confidence-150419220213-conversion-gate01w=640h=330]Maintain Excellent Human RelationsRelationships are important elements of success. The most successful achievers reached the pinnacle of success because other people, in one way or another, helped them to get there. Developing and maintaining winning interpersonal relationships are also very important if you want to get ahead.You also have to choose the people you associate with. Naturally, you would want to associate with positive people, so their positivity will rub off on you. Mingling with negative people, or those who think nothing but negative thoughts, will not help you create positive thinking and feelings.Learning to forgive is an important element of sustaining relationships. Holding grudges is another negative attitude that can hinder your way towards success. And the forgiveness should not be handed out selectively either, where you forgive this person, but not that person. Learn to forgive everybody, and readily, too. Saying “I’m sorry” and “forgive me” is, to some, one of the hardest things to do. However, once they do say these words, they will feel better and lighter afterwards.In addition, you also have to learn to forgive yourself. Once you do, you will be in a better frame of mind to approach other people and forge strong and lasting relationships with them.Eliminate StressStress can be a good thing: it drives one to strive harder and perform better. But there is the other type of stress â€" the “bad” stress â€" that we are most familiar with. It’s the type of stress that could lead to reduced productivity, fatigue and overworking, and the breakdown of relationships. Clearly, stress can be a major hindrance towards your path to achieving what you desire.Being too tired or exhausted, or suffering from too much pressure and tension, is counter-productive, especially when you want to achieve something. Let us say, for example, that you have a clear goal in mind: to get an executive seat on the top management of your company.In order to do that, you put in more hours at work than anyone else, and you even forsake quality time you are supposed to spend with your f amily, friends and co-workers, because you are too busy trying to impress your bosses. You want them to give you that vacant seat, and you are feeling the pressure to perform according to what you think they expect of you.This is, indeed, a stressful situation. Getting that seat may not be the achievement that you originally thought it would be, considering how your personal relationships have suffered, and even your health took a beating. At that point, you’d have wondered, “What was the point of all of that?”Program your Mind for SuccessBelieve that you can do it, and you will be able to. Our thoughts and our perception of our selves will figure greatly in what and who we actually are or will become. You are who you are today because of what you thought of yourself. You have to program your beliefs and expectations, and choose who or what we attract into our lives.This is another way of saying that our beliefs become our reality. If we think and believe something for long en ough, then it will come true. Therefore, if we want to effect change, or alter our reality, we must start the change within ourselves, particularly what we believe. On the other hand, if we set our expectations, then we have a goal that we can pursue with determination and confidence. If we concentrate our efforts and thoughts on these expectations, the chances of them becoming reality will also be greater.There is also a law of attraction at play here. Our thoughts attract various forces and elements towards us, so if we want to attract positive things, such as positive people, situations and circumstances, then we have to think positive thoughts.Programming your mind for success is also done through affirmation or positive affirmation, and reaffirmation, as the case may be. Repeat the affirmations over and over until they are ingrained into your subconscious that you will have no room to believe otherwise, or for any negative thoughts. Visualization is also very effective when it comes to programming your mind. Use your imagination and picture yourself: what and how you want to become in the future and what you want to achieve.Adopt a Willingness to Risk FailureFear of failure, for many, becomes too much that it paralyzes them, until they refuse to act or do anything. If they do not try, the will not fail. However, if they do not try, then they cannot achieve what they want. They will not succeed.If you want to unlock your potential, you have to be willing to take risks, and one of them is the risk that you might fail. In fact, psychologists think failure is an excellent teacher, because it teaches lessons that you can apply in later attempts or endeavors.Achievement and success are not handed to us on a silver platter. We have to work hard on them, and there is no denying that they demand a lot from us. It is a trade-off that we have no choice but to accept. Remember the 7 mental laws of success, and apply the various tips on unlocking them will enable you to unleash your full potential, so you can achieve what you truly desire, and the success that you have always wanted.

Healthy Newborn Essay - 3570 Words

Healthy Newborn Submitted by Ngassa, Gratino (gngassa) on 5/15/2013 11:14:57 AM Points Awarded | 1.00 | Points Missed | 22.00 | Percentage | 4.3% | Infant Care at Birth The nursery RN places the infant under a radiant warmer and starts to dry her quickly. 1. What is the rationale for these actions? A) Heat production is increased through stimulation. INCORRECT Drying the infant may increase heat production, but this is not the best method to correct the newborns body temperature. B) Convective heat loss from evaporation is reduced. CORRECT Drying the infant quickly and placing her under a radiant warmer reduces heat loss through evaporation and radiation. C)†¦show more content†¦Carson is taken to the postpartum unit, and the infant is transferred to the transition care nursery. Transition Care The nurse checks the identification bands for both the baby and the mother upon admission to the nursery. One ID number is incorrect. 6. Which action should the nurse take to solve this problem? A) Document the presence of the incorrect number on the charts for the baby and the mother. INCORRECT Although the nurse should probably document the discrepancy, it does not solve the problem. B) Explain to the mother that there is an incorrect number on one of the bands. INCORRECT Although an explanation should be given to the mother, that will not solve the problem. C) Redo the identification bands with another nurse witnessing the process. CORRECT Identification bands must be correct to ensure the safety and security of all hospitalized clients, especially newborns. D) Mark the incorrect numbers in red to denote the correction made to the bands. INCORRECT This is not the proper action for the nurse to take to solve this problem. Upon admission to the transition care nursery, the Carson babys axillary temperature is 97.4 ° F. 7. Which action should the nurse take? A) Continue monitoring and document this finding in the record. INCORRECT Another action should be taken in this situation. B) Place the infant in a radiant warmer and monitor her temperature. CORRECT The babys temperature is not within normal range (97.5 °-99 ° F). The infantShow MoreRelatedThe Death Of Andrea Yates Essay1532 Words   |  7 Pagesher children she stated she was in a lot of pain from the surgery. Sleep deprived throughout the pregnancy, as well as from handling premature babies alone. As a mother I know how tired you can become from the care of a newborn infant. I couldn t imagine being single with newborn twins. After stating her body began to give out on her, the inability to heal from the surgery, unable to eat, and sleep, she began to consider adoption. 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The Relation Of Specific Psychopathology With Social...

The article presented by Gray et al (2010), thoroughly examines the relations of specific psychopathology with social perception. Autism spectrum disorder, schizotypy and psychopathy will be further inspected and researched through a transdiagnostic approach – treating these disorders as impairments of the underlying cognitive system instead of as a difference in entity. Gray et al (2010), tries to define the aforementioned disorders with both an agency (cognitive abilities and control) and an experience (primitive or animalistic behaviours) score which are underlying aspects of mind perception. Mind perception can either be defined as overperception, perceiving a nonexistent mind, or underperception, failing to perceive those with an†¦show more content†¦The research was conducted with results from Self-Report online questionnaires designed to assess Autism, Schizotypy Personality and Psychopathy. Every participant were asked to complete web versions of the Autism Sp ectrum Quotient scale (AQ), the Schizotypy Personality Questionnaire (SPQ-B) and the Self Report Psychopathy Scale (SPR-III). To encourage participants to be honest with their answers, respect for participants rights and dignity was sustained through getting rid of a subscale from SPR-III that may had confidentiality concerns. Correlations for agency and experience were adjusted to make sure no third variable influences or confounds are included in the final result. Any significant correlations were adjusted to maintain the transparency of the results. These questionnaires included questions that not only concerns men and women but of other entities such: as dogs, baby, dead women, God, robot, Superman, and trees. With assessment of these agency and experience correlation scores, the researchers can validate the influences of these mental disorders with social perception. Having a selection of different choices on the questionnaire strengthens and allows an accurate representation of how these individuals perceive the entities, especially if they can be categorized. If one were to find an outlier, then perhaps there’s a special subjective view of that entity by the

Discuss the pathogenesis of measles virus infection Free Essays

string(146) " V and C have been shown to downregulate IFN production in vitro and this includes both attenuated and wild type strains \(Fontana et al, 2008\)\." Introduction Measles virus (MV) is a member of the paramyxovirus family and has a single stranded RNA genome. The viral genome encodes for six structural proteins: Haemagglutin (H), Fusion (F), Nucleoprotein (N), Phosphoprotein (P), Large (L) polymerase protein, and Matrix (M) protein and two non-structural proteins: C and V (Griffin, 2010). The structure of the virus is shown below. We will write a custom essay sample on Discuss the pathogenesis of measles virus infection or any similar topic only for you Order Now Fig 1. The structure of the Measles virus Ref:http://www.microbiologybytes.com/virology/Paramyxoviruses.html The majority of measles cases occur in children and in those who are fit and healthy, results in life long immunity without complications. Measles virus has been eliminated in the western world since 2000 through an efficient vaccine programme, however, it is a different scenario in developing countries were deaths arise due to lack of vaccine administration and malnourishment of children (Fontana et al, 2008).For example in 2008, 164 000 people died from measles virus of these 95% were in low-income countries (www.who.int/mediacentre/factsheets/fs286/en/). Although infection with MV produces an efficient immune response that is maintained for the rest of the individuals life, it also results in a transient state of immunosuppression that can last for several weeks. This leaves the patient susceptible to secondary infections by opportunistic pathogens which account for the majority of measles associated deaths (Sevet-Delprat et al, 2000).The exact mechanism of the immunosuppressi on is still unknown however many theories have been suggested. Infection and Spread The MV is spread through aerosol transmission in the cough or sneeze of an infected person. The virus is extremely contagious and can remain in the air or on a surface for up to two hours (Stalkup, 2002). The route of entry for the virus is through the respiratory tract and once infected, the virus will incubate for an average of 10-12 days before any symptoms are seen. Infection is initiated by the attachment of the H protein to the host cell receptors, which results in the fusion of the envelope of the virus with the host cell membrane. This fusion of membranes causes the release of viral RNA into the host cell cytoplasm. After the RNA has replicated, using host cell machinery, new virus particles are assembled using the M protein and bud from the host cell membrane to infect other susceptible cells (Swart, 2008). The host cell receptors for the measles virus are CD46, a complement regulatory protein that is found on all nucleated cells and the Signalling Lymphocytic Activati on Molecule (SLAM/CD150) which is found on the surface of both T and B lymphocytes as well as macrophages and mature Dendritic cells (DC) (Yanagi et al, 2006). In vitro studies have found that vaccine strains of the measles virus use CD46 and SLAM as their receptor however wild-type MV only recognizes CD150 (Ferreira et al, 2010). There has been some debate over the exact cell that is involved in the initial infection with MV. It had previously been thought that the virus infected epithelial cells lining the nasopharynx (Stalkup et al, 2002) however more recent studies have shown that these cells do not bear the MV receptors SLAM which facilitate wild-type viral infection therefore further studies are required to identify this unknown receptor . It has been suggested that alveolar macrophages and DC lining the respiratory tract are the initial cells involved in measles infection.This was demonstrated in a study using mice that expressed humanized SLAM. These mice were infected intranasally with wild type measles virus expressing green fluorescent protein. The nasal associated lymphoid tissue (NALT) was then extracted from these mice at different time points (1,2 or 3 days). Results showed that alveolar macrophages were the first cells to be infected by the measles virus and not the epithelial cells (Ferreira et al, 2010). DC’s are the main antigen presenting cells of the immune system and are used by other viruses to infect lymphocytes for (example the HIV virus) (Witte et al, 2008). Therefore DC may provide an important route of transport for MV to secondary lymphoid tissue. The role of DCs in measles infection is further indicated by the identification of DC-SIGN which is an accessory receptor that has been identified on MV susceptible cells and is thought to assist MV infection of CD150 expressing DCs (Yanagi, 2006). Furthermore, large numbers of DC-SIGN positive DCs have been found to be present in the epithelium of the respiratory tract which demonstrates their potential primary role in MV infection of (Ludlow et al, 2010 ; Witte et al, 2008). An alternative theory is that epithelial cells are infected in the latter stages of infection by lymphoid cells facilitating viral spread by the respiratory route. This would mean that epithelial cells are infected at the basolateral cell surface rather than the apical surface. This was demonstrated by a study that looked at mutated MV strains that could not bind to the as yet unidentified Epithelial Cell receptor (EpR) but could still recognise the SLAM receptor. Results showed that the macaques developed the rash but could not shed the virus which suggests that the EpR is a basolaterally expressed protein that is important for the spread of the virus at the infective stage (Leonard, et al, 2008). A study by Ludlow (2010) supported these findings by showing that wild type MV could not infect primary columnar epithelial cells by the apical surface further demonstrating the potential role of epithelial cells in latter stages of infection rather than initial stages as previously th ought. In response to viral infection the innate immune system responds by producing inflammatory cytokines to protect cells from viral infection. These cytokines include type 1 interferons (IFN) such as IFN? and ? which are induced in response to RNA viruses. IFNs induce an anti-viral state in neighbouring cells and increase the expression of class 1 Major Histocompatibility Complex (MHC) molecules on the infected cell surface which will present the viral antigens to CD8+ T cells. CD8+ T cells clear the infection by cytotoxic T cell mediated killing of the infected cell (Abbas Ltchtman, 2005). To overcome these host cell defences, viruses have ways to evade the immune system. MV virus protein V and C have been shown to downregulate IFN production in vitro and this includes both attenuated and wild type strains (Fontana et al, 2008). You read "Discuss the pathogenesis of measles virus infection" in category "Essay examples" Through the inhibition of the proinflammatory cytokines MV can infect more host cells. MV may also use the innate immune system to enhance viral spread and pathogenesis by using Toll like receptors (TLRs) which are found on the surfaces of cells that activate the immune system by recognising bacterial and viral pathogens. The binding of TRL2 on human monocytes by MV H protein has been shown to induce production of interleukin 6 (IL-6) which upregulates expression of SLAM the primary receptor for MV (Beiback et al, 2002). Once the virus is picked up by antigen presenting cells it is carried to the secondary lymphatic tissue were it can replicate in T cell, B cells and activated monocytes with lymphocytes being the main target cell of MV infection (de Swart et al, 2007). These infected cells can be seen in the blood 7-9 days after infection (Griffin, 2010). It is thought that through these infected lymphoid cells that the virus is able to infect epithelial and endothelial cells lining organs including the liver, brain and skin (Moench et al, 1988). In order for MV to infect these organs it must overcome these endothelial cell barriers.It has been shown in cell culture that wild type MV infection may infect endothelial cells by increasing the expression and activation of leukocyte integrins which bring infected T cells into close contact with these cells leading to their infection (Dittmar et al, 2008). Symptoms The initial symptoms of MV are very similar to those of the flu including runny nose, conjunctivitis and cough which is accompanied by a fever of 104-1050F that lasts up to 4 days (Stalkup, 2002). The characteristic feature of MV is the red rash that appears beginning on the face and behind the ears, which spreads to the rest of the body (please see Fig 2 below). During this time the person is highly contagious and remains so until the rash disappears (www.cdc.gov/vaccines/pubs/pinkbook/download/meas.pdf). Fig 2 shows a child with an extensive rash caused by the Measles virus. Ref: http://www.vaccineinformation.org/measles/photos.asp Small white spots known as Koplik spots may also be seen in the inside the mouth which is a diagnostic indicator of measles and appear one day before the rash (Perry Halsey, 2004). The appearance of the rash is due to the immune systems attack of the systemic infection of epithelial cells and biopsies of the rash have shown infiltration of CD8+ and CD4+ T lymphocytes in the rhesus monkey (Permur et al, 2003). An individual who in infected with measles virus will recover within about 10-14 days but may remain vulnerable to secondary infections including pneumonia and diarrhoea for a few weeks.This was first noted by von Pirquet who noticed that individuals recently infected with the MV failed to respond to the tuberculin skin test and this has led to many studies into the reasons for this immune suppression (Griffin et al, 1994). One reason for the immunosuppression seen after a measles infection is the switch from a T helper 1 (Th1) CD4 response to a T helper 2 (Th2) CD4 response. Initial MV infection results in the production of a Th1 response which is necessary to eliminate the pathogen and is marked by increased production of IFN? however as the rash is cleared this changes to a Th2 response which is important in the production of measles specific antibodies (Moss et al, 2004). Th2 cytokines IL-4 and IL-10 have been shown to be elevated for weeks in those who have had MV (Moss et al, 2002). IL-10 suppresses the immune system by inhibiting lymphocyte proliferation and macrophage activation therefore may have a key role in failure to generate a Th1 response after MV infection (Sato et al, 2008). IL-12 is primarily produced by activated macrophages and DCs and has a pivotal role in the generation of a cell mediated immune response as well as directing CD4+ T cells to differentiate into Th1 cells (Abbas Lichtman, 2005). Studies have shown that MV infection of DCs inhibits IL-12 production which would lead to an environment favouring a Th2 cell response (Servert-Delprat et al, 2000). Furthermore peripheral blood monocytic cells taken from patients with measles have been shown to have a prolonged decrease in IL-12 (Atabani et al, 2001). Stimulation of DCs through TLR4 also results in inhibition of IL-12 in mice expressing human SLAM receptor (Hahm et al, 2007). As lymphocytes are the main targets for MV infection and replication the immunosuppression seen after infection may be due to as decrease in circulating lymphocytes. However, studies have shown that lymphocyte numbers quickly return to normal levels and therefore cannot account for the immune suppression seen weeks after infection (Griffin, 2010). Subacute Sclerosing Panencephalitis (SSPE) SSPE is a rare neurological complication of MV infection that affects 1 in a million measles cases although there is an increased risk with children infected with the measles virus before age 2 and males more than females (Norrby Kristensson, 1997). The characteristic symptoms of SSPE are deterioration of mental and motor functions as a result of destruction of brain tissue. These symptoms typically begin to manifest 7-10 years after primary viral infection and ultimately result in death within 2 years (Stalkup, 2002). Patients with SSPE have high levels of measles specific antibody circulating in their blood and cerebrospinal fluid (CSF) yet the virus is not eliminated (Barrero et al, 2003). It is thought that the virus mutates inside the neurons which allows it to evade the immune system however these mutations may alter the host cells leading to the generation of the immune response (Gutierrez et al, 2010). However the mechanism by which neurons are infected is still unknown as no receptors have been identified. There is no cure for SSPE although treatment of individuals with Interferon ? and Isoprinosine has been shown to slow down the progression of symptoms in some individuals (Gascon et al, 1993). Vaccination The first MV vaccine was produced in the 1960s which was formalin-inactivated with alum. This vaccine produced a condition known as atypical measles which resulted in some individuals experiencing symptoms which were often worse than wild-type measles, when they came into contact with someone who had measles (deSwart, 2008). In 1963, Enders measles vaccine was developed which was a live attenuated vaccine (Stalkup, 2002). This vaccine is grown in cell culture fibroblasts from chicken embryos and is unable to produce its full pathogenic effect but induces an adequate life long immune response (P?tz et al, 2003). The measles vaccine has resulted in a 99% fall in the number of measles cases that were previously seen annually in the United States (Stalkup, 2002). MV could potentially be irradicated but this is dependent on high vaccine coverage. The World Health Organization (WHO) has a policy in place which has set a goal of reducing the death rate from MV in children under 5 by 2 015 (http://www.who.int/mediacentre/factsheets/fs286). MV infection can also lead to blindness in children who are Vitamin A deficient and the WHO have recommended that all children with measles are given vitamin A supplementation to combat blindness (Semba and Bloem, 2004). The measles vaccine is part of the Measles Mumps and Rubella (MMR) vaccine that is given in two doses. The vaccine is administered intramuscularly and the first injection is given to children around 13 months (http://www.nhs.uk/conditions/mmr/Pages/Introduction.aspx). The vaccine is not given before this age because these children will have maternal antibodies which would interfere with the vaccine and not generate an appropriately high enough immune response (Moss et al, 2004). A second dose of the MMR vaccine is given to preschool children as a booster as 2-5% of individuals fail to produce an appropriate protective immunity to the first inoculation (http://www.cdc.gov/vaccines/vpd-vac/combo-vaccines/mmr/faqs-mmr-hcp.htm). New methods of delivery of MMR vaccine have been investigated such as the use of aerosol vaccine which would mimic natural measles infection and the use of DNA vaccine administration. Aerosol vaccine has been found to generate an effective immune response that is equal to that of the currently used vaccine and may also overcome the interference from maternal antibodies however clinical trials are still in progress (Heno-Restrepo et al, 2009). Furthermore, trials into the use of DNA vaccines have proposed a potential to vaccinate children as young as four months (Pasetti et al, 2009). The MMR vaccine has been in the public eye for many years as a result of a paper by Wakefield and colleagues in 1998 which claimed that there was a link between the administration of the MMR vaccine and the development of autism (Farrington et al, 2001). Many studies have been carried out to either prove or disprove this study as these claims led to fear amongst parents regarding vaccination of their children and uptake fell to 80% between 2003 and 2004 as a result of this (Bedford Ellimen, 2010). As stated in the introduction MV is so contagious even a minor drop in vaccine coverage can lead to a large number of cases. In 2010 after an extensive investigation by the General Medical council it was finally confirmed that the paper by Wakefield was unfounded (Godlee et al, 2001). Conclusion Although cases of MV are rarely seen in this country it results in the death of many children in the developing countries. Currently vaccination is given at 13 months of age however many studies are ongoing that could potentially provide a vaccine that could be administered earlier resulting in children being protected earlier and limiting hosts for the virus. Furthermore, malnutrition is one of the major contributing factors in the deaths from measles virus, tackling this problem would also decrease the mortality rate. As stated above MV poses a problem in that infection generates a life long immune response but also leaves the host susceptible to secondary infections. The exact mechanism for this is not yet known therefore more work is needed to answer this problem and potentially combat this immune suppression. How to cite Discuss the pathogenesis of measles virus infection, Essay examples

Symbolism in a Streetcar Named Desire free essay sample

Written in 1947, A Streetcar Named Desire has always been considered one of Tennessee Williams’s most successful plays. One reason for this may be found in the way Williams makes extensive use of symbols as a dramatic technique. This happens in all of his plays, but in this instance Williams integrates symbols very effectively with ideas and thematic content. He once explained that symbolism is a way to â€Å"say a thing more directly and simply and beautifully than it could be said in words †¦ sometimes it would take page after tedious page of exposition to put across an idea that can be said with an object or a gesture on the lighted page† . Thus Williams emphasises the theatre dimension of the symbols he uses, as well as symbolic meanings in dramatic language. In this essay, a selection of the symbolic devices used by Williams will be analysed. Owing to the pervasive use of symbolism in this play, only major symbols can be dealt with, but it should be added that the distinction between major or minor importance is open to interpretation and depends on the symbols thematic importance. We will write a custom essay sample on Symbolism in a Streetcar Named Desire or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The order of the symbols discussed in this essay is not identical with their order of appearance in the play, but is governed by a systematic approach. 2. Symbolism In literature, symbols are widely used by authors as a means of emphasising certain atmospheres and characteristic features of people and places. A symbol is an object or image that stands for itself and also for something else. All language is symbolic considering that letters form words which indicate particular and objective realities. In a literary sense, a symbol combines a literal and sensuous quality with an abstract or suggestive aspect. A symbol can be thought of as an image that evokes an objective, concrete reality and prompts that reality to suggest another level of meaning. 3. The names’ symbolic meaning 3. 1 Blanche DuBois Blanche DuBois is the main character of the play and also the most thoroughly described one. The name Blanche is French and means white or fair. Her last name DuBois is of French origin as well and   translates as made of wood. Her first name a clear connection to her character becomes quite obvious. Since the colour white stands for purity, innocence and virtue, Blanche‘s name reveals these qualities, which stand in contrast to her actual character traits. The name suggests that Blanche is a very innocent and pure person, but throughout the play it becomes obvious that Blanche cannot call any of these traits her own. Only the illusory image which she tries to create for herself suggests these traits, but her true nature is not like that at all. She constantly tries to hide her embarrassing past from all of her new acquaintances, because she fears that they might not accept her anymore. In order to maintain her apparent social status among her new neighbours and friends, she builds this intertwined net of lies which creates a false image of herself. She herself believes in this imaginary world, and as soon as there is the slightest sign of its destruction, she seems to be lost, and her nervous condition worsens. Therefore all she cares about is to keep that image alive. Her first name is therefore quite ironic since it means the exact opposite of Blanche’s true nature and character. Her last name, however, stands in contrast to her first name. Made of wood suggests something solid and hard, which is the exact opposite of her fragile nature and nervous condition Wood can also be associated with forest or jungle, and regarding her past, the connection becomes clear. Blanche used to indulge in a rather excessive lifestyle. She had sex with random strangers and was known throughout her hometown Laurel for that. So her former life was more like a jungle or a forest, because it was hard to see through all this and detect the real Blanche. As in a jungle, Blanche could not find a way out of this on her own. The term jungle appears in the play as well. In scene ten, when Stanley is about to rape Blanche, â€Å"the inhuman jungle voices rise up†. The jungle can be associated with wildness, brutality and inhuman behaviour. As already mentioned above, wood represents something hard, or hard-working. The Du in front of   that, however, suggests something aristocratic and noble. There seems to be a contradiction in these two terms which can be explained with the nature of her character. The way Blanche tries to create an aristocratic and sophisticated image of herself, but is in fact the complete opposite, displays this ambiguity. There is another way to explore her last name, and it leads to the pronunciation of it. If one pronounces DuBois with the correct French accent, there is nothing uncommon about it, but since the play was written by an American, who most likely knew about the way most Americans would pronounce it, a very obvious connection to Blanche’s past appears. Being pronounced with an American accent, Dubois sounds more like â€Å"Do boys,† which accompanies the fact that she had had an affair with a student while she was a teacher. Her kissing the paper-boy in scene five underlines the sexual symbolic meaning of that last name as well. Combined with her first name, her entire name would translate as â€Å"white wood,† which she explains to Mitch in scene three, â€Å"It’s a French name. It means woods and Blanche means white, so the two together mean white woods†. Blanche DuBois cannot only be translated as white wood but also as white and made of wood, which makes it easier for the reader to detect that she seems pure and innocent on the outside, but is really quite tough and calculating when it comes down to her image and her future, especially concerning her search for a husband. Overall, Blanche’s entire name is heavily symbolic because it reflects her true nature in a very clear way. Just as first and last name are being read out in an exact order, Blanche’s character is revealed in the same way. At first she seems to be innocent and pure, but later her past and her true nature can be discovered. 3. 2   Stella Stella is a Latin term which simply means star. Stars in general are considered to be the light which breaks through the darkness. Considering that light is the opposite of darkness, and darkness itself stands for not-knowing and intellectual dullness, the stars can be regarded as reality and knowledge shining through ignorance. Stars can also be a symbol for high ideals or goals set too high. Stella represents Blanche’s ideal concerning the fact that she is leading a contented life. The deeper significance of her name reveals her role in the play. The symbolism of star is light, hope and stability. This is quite a good description of her role and her position in the play. Stella is the connection between Blanche and Stanley, the two major characters, because she contains character traits of both of them, and can therefore relate to them better than anyone else can. Therefore she can be considered to be the stabilising element of the play. She is the negotiator between the two so very different characters. Stella and Blanche have the same rather wealthy and cultivated background, which is the connection between the two women. Stella also has several things in common with Stanley. One of them is their love for wild sex. During a conversation ith Blanche, Stella tells her about her wedding night: Stella: Why, on our wedding night – soon as we came in here – he snatched off one of my slippers and rushed about the place smashing the light-bulbs with it. Blanche: He did – what? Stella: He smashed all the light-bulbs with the heel of my slipper! Blanche: And you – you let him? Didn’t run, didn’t scream? Stella: I was – sort of – thrilled by it. 3. 3   Belle Reve Belle Reve is the name of the sisters’ family’s plantation in their hometown Laurel. The name is again of French origin and means beautiful dream, which again emphasises Blanche’s tendency to cling to her illusions. The term suggests an illusion, which is not quite true, for the plantation really once existed. On the other hand, beautiful dream suggests that something beautiful, which has once existed, faded away. Therefore, the name’s symbolic meaning became true. But in contrast to Blanche’s other illusions, this is the only one that ever truly existed, and it is the only one that Stella and Blanche are both connected to, because it is their heritage, and it was real. However, looking more closely at the name, it reveals that there is a grammatical mistake. The adjective belle is feminine, but it should be masculine, for reve is masculine. Tennessee Williams probably did this on purpose and not by mistake, because it underlines the fact that Belle Reve was just a dream which crumbled. The grammatical mistake also implies a certain imperfection, which is also apparent and true for Blanche’s beautiful dream, her net of lies and false illusions. 3. 4   Desire, Cemeteries and Elysian Fields At the   beginning of the play Williams introduces three terms which do not reveal their symbolic meaning right away, but the reader comes to realise their sense and importance later in the play. In scene one, Blanche describes to Eunice her journey to her sister’s place: â€Å"They told me to take a streetcar named Desire, and then transfer to one called Cemeteries and ride six blocks and get off at – Elysian Fields†. Blanche’s journey on New Orleans’ streetcars represents the journey of her own life. Desire is her first step, just as it was the first step of her life after her husband Allan had died. Still struggling with this loss, she was desperately longing for love and companionship, but ended up leading a life which was filled with sex with random men, who never cared about her: â€Å"Yes, I had many intimacies with strangers. After the death of Allan – intimacies with strangers was all I seemed able to fill my empty heart with†¦Ã¢â‚¬ . At this time she was hence obsessed by desire. The next step of her journey is Cemeteries, which is an obvious symbol for death. Her promiscuous lifestyle had got her into trouble. She lost her job because she had had an affair with one of her students, and was banned from Laurel: â€Å"The opposite (of death) is desire†. This underlines that her life turned into the exact opposite of what it had been. Elysian Fields is the name of the street where Stella and Stanley live. According to Roman mythology, Elysium (or Elysian Fields) was a part of the underworld and a place of reward for the virtuous dead. Elysian Fields, though, was just a temporary place of the souls’ journey back to life: The New Orleans quarter shows this feature of Elysian Field being very active as well. It is a very lively area where sounds of the streets, the locomotive and the street vendors are constantly present. The plunging of souls in waters resembles Blanches obsessive bathing in Williamss play—her cleansing too is psychic, and she hopes to wear away her habitual stains. Since Elysian Fields is the place where the souls reside before they come back to earth, it symbolises the third step of the journey of Blanche’s soul. After the rape, she is being taken away to the mental institution, which symbolises that her journey has started over again. Desire has once again sent her off to Cemeteries. 4  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The light as a symbol for truth and reality The light plays an important symbolic role throughout the play because it clearly reflects Blanche’s and Stanley’s characters. The light is considered to be the basis for sight and recognition, and, as already mentioned above, it is the opposite of darkness which symbolises intellectual dullness and ignorance. Blanche and Stanley stand in contrast concerning their attitudes towards light, which again underlines their different characters. 4. 1   Blanche’s aversion to light Blanche’s relation to light is quite obvious because she tries to avoid bright light of any kind as well as she can. Her reaction to light can be regarded as an attempt to hide her true nature as well as her vanishing beauty and youth. By hiding from the light she tries to escape reality, for light clearly represents reality in this play. The first time that Blanche’s aversion to light becomes obvious is in scene one: â€Å"And turn that over-light off! Turn that off! I won’t be looked at in this merciless glare†. In scene three, she covers the naked light bulb with a Chinese paper lantern: â€Å" I can’t stand a naked light bulb, any more than I can a rude remark or a vulgar action†. This remark shows that Blanche would rather hide behind polite phrases than accept truth and reality. The paper lantern is not very stable, though, and it can easily be destroyed, just like Blanche’s illusions. In scene six, she takes Mitch home with her and says, â€Å" Let’s leave the lights off†. Blanche thinks of Mitch as a future husband, and therefore she does not want him to know her past or her true age, and the best way to hide her age is to stay out of bright light where he could possibly see her wrinkles and fading youth in her face. Later in that scene, Blanche tells Mitch about her husband Allan: When I was sixteen, I made the discovery – love. All at once and much, much too completely. It was like you suddenly turned a blinding light on something that had always been half in shadow, that’s how it struck the world for me. Therefore, in her past, light used to represent love, but now it represents something destructive for her. Allan’s suicide erased the light or love, and thus she now does not believe in it any longer and tries to escape from the light and therefore escapes reality: â€Å"†¦electric light bulbs go on and you see too plainly†. This again shows her fear of light since for her it represents reality, and   in scene nine this becomes even more obvious. When Mitch tears off the paper lantern in order to take a closer look at her in the bright light, â€Å"she utters a frightened gasp†. Then she tells him, I don’t want realism†¦I’ll tell you what I want. Magic! Yes, yes, magic! I misrepresent things to them. I don’t tell the truth. I tell what ought to be truth. And if that is sinful, then let me be damned for it! – Don’t turn the light on. This is Blanche’s first statement concerning her true intention and nature, and it is probably the only time where she ever confesses that she builds up an illusory image of herself. 4. 2   Stanley’s affection for light Stanley has a different attitude concerning light and reality. He is very down to earth and realistic and displays this with his brutal honesty. For Stanley, the bright light exposes everything for what it is. He can only accept a literal truth, which can be experienced by his fanatic investigation of Blanche’s past: â€Å"You showed me the snapshot of the place with the columns. I pulled you down off them and how you loved it, having them coloured lights going†. In this passage, Stanley tries to remind Stella of the fact that when they met she was just like Blanche, but that he made her face reality again. As already mentioned above, light is the opposite of darkness and therefore the opposite of ignorance. Stanley considers himself to be knowing and constantly tries to increase his knowledge, especially the one concerning Blanche’s past. 5  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The use of colour symbolism The use of colours plays a very important role in A streetcar named Desire. Throughout the play, Williams makes explicit use of colour as a means of emphasising the characters and the atmosphere of the   setting. Colours in general are means which are used to express emotional moods, human qualities and hierarchical positions. The two major characters, Blanche and Stanley, are each dressed in certain coloured clothes to underline their nature. 5. 1   Blanche’s symbolic colours The first apparent use of colour in the play is the symbolic meaning of Blanche’s name, which, as already mentioned above, is French and means white. When she appears in scene one, â€Å"she is daintily dressed in a white suit with a fluffy bodice, necklace and ear-rings of pearl, white gloves and a hat†¦Ã¢â‚¬ . As already mentioned above, the colour white stands for purity and innocence, but it is also the colour of light and represents perfection and virginity. This association stands in complete contrast to her actual behaviour and actions. Blanche is a seductive and promiscuous woman, who lies in order to maintain her image, and therefore Williams’s use of this colour for her name and her outer appearance is quite ironic. In scene two Blanche talks to Stanley about honesty: Yes – yes – cards on the table†¦. Well, life is too full of evasions and ambiguities, I think. I like an artist who paints in strong, bold colours, primary colours. I don’t like pinks and creams and I never cared for wishy-washy people. This paragraph clearly shows the irony in her words, because she herself is the one who is embodying a distinct difference between her actions and her statements. She is the one who is neither straight-forward nor honest, but pretends to expect this from other people to a certain extent. In scene nine, she changes her clothes from soft colours to strong bold ones for the first time: â€Å"She has on her scarlet satin robe†. The colour red symbolises love, passion and fertility on the positive side, but also fire and blood on the negative one, so this is the first time that her outer appearance actually matches her intentions. She is meeting Mitch in this scene, and her dress certainly shows the seductress in her. Mitch refuses to marry her because of her past, and after that, in scene ten, she wears a white satin evening gown, which implies that she returned to her habit of soft colours in order to underline her pureness and virtuous nature. 5. 2   Stanley and his friends Stanley’s tendency concerning colours is the exact opposite of Blanche’s. He and his friends usually dress in rather solid materials, like cotton, or denim, and their clothes are mainly coloured in blue, and sometimes green. The first time their clothes’ colours are mentioned is in scene one: †Two men come around the corner, Stanley Kowalski and Mitch. They are about twenty-eight or thirty years old, roughly dressed in blue denim work clothes†. The colour blue is considered to be a symbol for the divine or heavenly, but also for the truth. Once again, Williams uses a certain colour to express a person’s human qualities, although, in this case, the association is not ironic, but matches the person’s behaviour. Stanley is an honest person with no sympathy for lies and superficiality. The colour blue also represents strength, masculinity, calm and authority, which clearly underlines Stanley’s character. Stanley however is not the only character displayed in this way. His friends’ colours, especially Mitch’s are being described as well. Williams points out the aspect of masculinity in the following excerpt and underlines it by mentioning the men’s clothing colours: The poker players – Stanely, Steve, Mitch, and Pablo – wear coloured shirts, solid blues, a purple, a red–and-white check, a light green, and they are men at the peak of their physical manhood, as coarse and direct and powerful as the primary colours. Later, in scene nine, Mitch â€Å"comes around the corner in work clothes: blue denim shirt and pants. He is unshaven†. In this scene he meets Blanche, who is wearing her red satin robe. The confrontation of the colours red and blue, symbolises the confrontation between femininity and masculinity. 6  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Music as a symbol for emotions Music plays an important role in A Streetcar named Desire because it appears in almost every scene and stresses the atmosphere in a very distinct way. There are two main types of music used in the stage directions: the blue piano and the Varsouviana Polka. Each one appears in scenes which are occupied by a certain emotional state of the main character Blanche. 6. 1   The blue piano The blue piano is first mentioned in the introductory stage directions of the first scene: â€Å"This ‘blue piano’ expresses the spirit of the life which goes on there† . Throughout the play, the blue piano always appears when Blanche is talking about the loss of her family and Belle Reve, but it is also present during her meeting and kissing the young newspaper man. The blue piano thus stands for depression, loneliness and her longing for love, which the adjective blue already suggests. This quality is not identical with the colour symbolism of blue. It describes Blanche’s emotions and represents her need for companionship and love, but also her hope, as the scene with the paper-boy shows. Mitch tells her in scene nine that he will not marry her due to her promiscuous past, â€Å"the distant piano is slow and blue†. Later, in scene ten, it grows louder when she is on the phone trying to get in touch with Shep Huntleigh. In this situation, her hopes are rising, and so does the piano. In the last scene, Blanche is being taken away to a mental institution, and Stanley and   his friends play poker again: â€Å"The luxurious sobbing, the sensual murmur fade away under the swelling music of the ‘blue piano’ and the muted trumpet†. The blue piano, accompanying the card game, symbolises Stanley’s victory over Blanche. 6. 2   The Varsouviana Polka The Varsouviana Polka on the other hand appears when Blanche is being confronted with her past and the truth, or when she talks about Allan. The reason for this seems obvious, for exactly this polka had been played when er husband Allan committed suicide. The polka represents death and immanent disaster. Blanche tells Mitch in scene six about Allan, and how she caught him cheating on her: â€Å"Polka music sounds, in a minor key faint with distance†. When Stanley gives her a ticket back to Laurel for a birthday presents, the situation means disaster for Blanche. She realises that she is not wanted anymore, and that she has nowhere to go, for Laurel is an unacceptable   place to go to after all the incidents there: â€Å"The Varsouviana music steals in softly and continues playing†. Again, the polka represents disaster. In scene eleven, the connection between the polka and Blanche’s state of mind and emotion becomes even more obvious. She gets totally lost in her illusions about Shep Huntleigh and runs into her room when the doctor arrives: â€Å"The Varsouviana is filtered into weird distortion, accompanied by the cries and noises of the jungle†. Therefore the polka’s weird distortion matches the confusion in her mind, and gives a further dimension to the Bois element of Blanches name as discussed earlier. 7  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Animalistic images Throughout the play, Williams often describes certain characters as being animal-like. In literature in general, animals are often used as a means to underline a person’s characteristic   traits by comparing that person to a certain animal. Animals frequently represent the power of the subconscious. 7. 1   Blanche’s connection to the moth In the first scene, Blanche is compared to an animal: â€Å"There is something about her uncertain manner, as well as her white clothes, that suggests a moth†. Since all dictionaries of symbols taken as reference guides only refer to butterfly, the butterfly will be taken into consideration and used as a comparison to the moth. The moth and the butterfly have several things in common. They are both born as a caterpillar, then create a cocoon around themselves, in which they stay for a certain period of time, transform into a moth/butterfly and finally come out in their complete appearance. In medieval times, the butterfly was the most well-known symbol for the Resurrection. The butterfly leaves the unsightly cocoon and then lives in the light. For antiquity, the butterfly was a representative for the soul. Therefore her journey can be regarded as the journey of her soul.. This clearly underlines the statement saying that the butterfly can be associated with something fickle and wandering. It is also said to have a connection to Eros, the god of love. All these attributes can be linked to Blanche’s character. Due to her promiscuous past, she can be considered to be wandering and fickle, and her connection to Eros is quite obvious, too. In contrast to the butterfly, who lives during daytime, the moth mainly lives during the night, which makes it a creature of the darkness, and the butterfly one of the light. As already mentioned above, the butterfly leaves the dark cocoon to live in the light, but the moth stays in darkness for that is the time when it is feeding. This can be adapted to Blanche as well. It seems as though—contrasting with her name—it is her fate to live in the darkness, which symbolises ignorance and the dark dungeon of the limbs in Virgil. Blanche does not find a way out of it: at the end of the play she is being taken away to the mental institution, which means that she finally does not conquer her fate. 7.    Stanley and his wild image In contrast to Blanche, Stanley displays brutal and wild behaviour—from her perspective: He acts like an animal, has an animal’s habits! Eats like one, moves like one, talks like one! There’s something – sub-human – something not quite the stage of humanity yet! Yes, something – ape-like about him, like one of those pictures†¦. Stanley is at this point compared to an ape. Ch aracteristic traits of apes are mobility, intelligence, deceit, but also lasciviousness, the drive to imitate and quarrelsome stinginess. Especially the lasciviousness matches Stanley’s character, for it can be detected in his love for wild sex, and his raping Blanche. With Stanley’s connection to the ape, Williams again builds up a link to the jungle. Apes often live in the jungle, for it is their habitat. Therefore Stanley’s habitat, the Elysian Fields, can be considered to be a jungle. It appears to be an appropriate place for Blanche to visit, when the white woods actually camouflage the noises of the jungle dominating her mind. 8  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conclusion This essay has tried to point out several of many symbols used in A Streetcar named Desire. It should have become clear that symbols are elaborate means of emphasis in order to intensify atmospheres and people. Williams introduces most of the symbols in the first scene, obviously to create a certain atmosphere and to give the reader already a deeper insight into the characters from the beginning. The use of colour symbolism, as well as the music occur in almost every scene in order to underline the emotions and the clash between Blanche and Stanley. It should have become clear in this essay that certain symbols affect each other by emphasising contrary aspects or related qualities. The symbols discussed in this essay are only a selection, for Williams makes excessive use of symbols in this play. Blanche’s constant bathing and the poker game are just a few other symbols dealt with in the play, but due to the length and the extent of this essay they could not be discussed. The ones which were discussed can surely be explored more thoroughly, for example, a further exploration of the   symbolic allusions used in this book might have been possible but that would have likewise exceeded the dimensions of this essay.

Views of Abdul Hamid II on politics and religion

When Abdul took over power, the European countries had already influenced the Ottoman Empire with secularization taking place in many sectors of the territory including politics and culture of the people. However, he immediately abolished the western culture by advocating for all Muslims and even for non-Muslims to join them into one Islamic state.Advertising We will write a custom essay sample on Views of Abdul Hamid II on politics and religion specifically for you for only $16.05 $11/page Learn More He had ambitious objectives by uniting the Muslims because he had planned to them and the religion to enable him gain political powers especially over the European powers such as Russia. For instance, Abdul emphasized on counteraction of Russia’s efforts to influence the Balkans to free themselves from the Ottoman empire and join Christianity. However, his efforts failed as many Balkans were lost to the Europeans. He detested the Europeans and their Christianity such that he gave the Muslim leaders more powers so that they can be able to claim the Muslim population from the Europeans. Under the influence of Abdul, the unconverted Muslims became more reluctant to join Christianity but rather supported Abdul in his political activities. The presence of the European nations in the empire became a driving force for Pan-Islamism making it difficult for the Europeans to secularize the territory. However, the sultan later took over the position of Caliph as he was so determined to counter the secularization process in his empire. This gave him the opportunity to regain the powers of the Muslim leaders that had been lost due to the reforms that had taken place before he took over power. It is clear that sultan Abdul detested secularism n that is why he mobilized all Muslims against it not only to regain their culture but also to gain popularity politically especially in the European nations. Relations between Abdul and the European pow ers The relations between the Ottoman Empire and most European nations was not so easy but rather strained especially between France, Russia and UK. In his own opinion, Abdul demanded that his empire be treated as having equal powers with these European nations especially due to its high numbers of Muslims compared to Christians. Even though the sultan viewed his empire as modern, the Europeans always saw the empire as being uncivilized. However, Abdul had a different opinion of the Germans as he viewed them as possible allies to his empire. Abdul therefore developed a good relationship with the Germans as his empire hosted a number of German political leaders several times and some Germans were employed to help in reorganization of the empire as well with most of them being assigned to reorganize the finance sector of the empire. This made him to distrust his very own ministers and other political leaders as on the other hand, he promoted German’s friends especially with the construction of railways to allow accessibility of the empire and giving loans to the Germans to start operating in the Ottoman Empire. As this friendship continued and intensified, Abdul went to the extremes of giving Germans the Baghdad railway which they had always desired.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More The result of Abdul’s actions towards Germans was the occurrence of World War I which was facilitated by the accessibility of the railway in question. Despite the fact that the empire had allied with German during the war, they were defeated and this became the cause of the empire’s fall during which time it dismantled (Chouinard, 2009, p. 1). Abdul’s conflicts with the Armenians Ever since sultan Abdul took over power, he always had low opinions of the Armenians as he described them as being from a lesser province which had been accused of many wrong doings. Und er Abdul’s rule, the Armenians were not able to exercise their rights like the other Ottoman civilians and this drove some Armenians especially those who were living in Europe and Russia to form association meant to fight for the right of their brothers back at home. Abdul even hired a military to deal with the Armenians in whatever way they wanted to including killing them. He also used his officials to oppress the Armenians especially in taxation rates. However, the Armenians were successful in their fight against the sultan’s regime which saw Abdul required to sign an agreement meant to terminate the oppression towards the Armenians. Despite all these efforts by the Armenians, the signed agreement was, however, never implemented and this made the Armenians gather to request for its implementation but sultan Abdul could not allow them so he sent Ottoman police to disperse the crowd. Soon after this, the Armenian killings occurred where a large number of Armenians wer e killed. As the empire’s sultan, Abdul II did not put efforts to try and stop the massacre and this failure to take action towards such humanity as well as his opinion towards the Armenians made him a primary suspect in ordering the killings although there was no prove that he did. This made Abdul appear as a dangerous assassin to the Europeans as well as a bloody sultan to the Armenians. Changes in the Ottoman Empire during Abdul’s rule Despite the fact that secularization by the European had already occurred when Abdul took over power as the sultan of the Ottoman Empire, he was able to get back the powers that the Muslim leaders had before the modernization. However, through his reforms, he destroyed the empires financial status leaving no public finances in the treasury something that the Europeans had improved for the better. As a result, national debts increased drastically and this forced him to seek assistance from foreigners in order to settle the debts. With time, the empire’s financial accounts were given over to the foreigners who had large bond shares in the empire’s revenue.Advertising We will write a custom essay sample on Views of Abdul Hamid II on politics and religion specifically for you for only $16.05 $11/page Learn More Abdul could be said to be selfish because during his succession as the sultan, he got to a point where he reduced the powers of his ministers to low levels such as secretary positions and took the administration of the Ottoman Empire all to himself so that he could control the every aspect of the empire. As a result, general disagreements within the empire increased especially with the Armenians and Greeks who lived in the Empire not satisfied with Abdul’s rule and decisions. Due to his desire to have authority over the empire and to bring in a new constitution made him loose trust in the supporters of reforms on the Ottoman navy and he ended up locking the l argest fleet in the Ottoman empire something which made his territory lose its territories overseas not only during his time as the sultan but even afterwards. Basically, the economy as well as the social life of the Ottoman people was destroyed during Abdul II’s rule as the sultan of the empire (Ahmed, 2010, p. 1). Reference List Ahmed, N. (2010). Sultan Abdul Hamid II. Retrieved from https://historyofislam.com/contents/resistance-and-reform/sultan-abdul-hamid-ii/ Chouinard, A. (2009). A response to Tanzimat: Sultan Abdul Hamid II and Pan-Islamism. Retrieved from http://www.inquiriesjournal.com/articles/252/a-response-to-tanzimat-sultan-abdul-hamid-ii-and-pan-islamism This essay on Views of Abdul Hamid II on politics and religion was written and submitted by user Keith Ashley to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

United States and Taiwan Education System Reform †Education Essay

United States and Taiwan Education System Reform – Education Essay Free Online Research Papers United States and Taiwan Education System Reform Education Essay In both United States, and Taiwan, education accounts a large portion of public government expenditure and gross domestic product. In Taiwan, the education spending was 19.76 percent of government spending and 4.6 percent of gross domestic product in 2002. Table 1 and table 2 show the public expenditures on education as a percentage of total public expenditure or of GDP in U.S., and Taiwan. The government investment in education is important, because the education is the way that ensures the national global comparativeness, and nation performance. The investment in education does not mean throwing as much money as government can. Government should invest money in education wisely, which means the government should spend money on education in term to improve its weaknesses. Charter school was an innovative education practice that was brought up to the education reform in U.S., where government can spend its education expenditure wisely. Overall, the charter school program is beneficial to the education system in United States. Learning the charter school in U.S. could bring some knowledge to education reform in Taiwan. Background of Charter Schools as School Choice in U.S. Education Reform The education expenditure is primarily a State and local responsibility in the United States. This structure of education finance in U.S. reflects the predominant State and local role, where States and communities can establish schools and colleges, develop all courses, and determine requirements for enrollment and graduation. For the school year 2004 to 2005, of an estimated 909 billion dollars being spent nationwide on education at all levels, and about 90 percent came from State, local, and other private sources. Even the Federal contribution to nation education expenditure only counts a small portion; it still plays a role in the education system. The Federal role in education as a kind of emergency response system, which means it fills gaps in State and local support for education when critical national needs arise. As the analysis states in the introduction that U.S. has spent an increased portion of government expenditure in education from year to year in the past decade. This increased portion did not accompany with an increased education performance. Some researches have showed that student’s education achievement in U.S. was placed at the bottom compared to other OECD countries and non-OECD countries. Table 3 and tables 4 show the education achievements in different academic area by country. Also, the research had showed that student global comparativeness in U.S. was place in bottom third in an international study. Under this spending more and lower performance situation, school choice was created as an education reform. School choice is part of the strategy to give every child an excellent education with wisely spending money on education. Somehow school choice can be defined as empowering parents to select the educational environment they feel is best for their children, and in o ther words, school choice is parental choice. Also, school choice program is primarily comprised of tools that allow students to attend any public schools within or outside of their local school district. Hence, a lot of tools had developed in the charter school program to achieve those goals, and one of them is the charter school. Charter schools, initiated in 1992 and was firstly introduced by Minnesota State, have played an immerse role in U.S. education reform. As of October 2005, there had been authorized in 40 states, the District of Columbia, and Puerto Rico, and nearly 3,600 charter schools are operating across the United States, serving close to one million students in these locations. Charter school is the new pioneering work under the U.S. education system, and it is the product under the education reform that emphasizes on deregulation and flexibility. Charter schools are independent public schools, privately management and publicly government funded, designed to encourage innovative education practice, and provide choices for parents and greater accountability for results. Charter schools, which have no difference from public schools, can not deny admission of any student as long as seats are available. Charter schools allow parents, community leaders, educational entrepreneurs, and others the fle xibility to innovate and provide students with increased educational options within the public system. Under this phenomenon, charter schools are freed from many state statutory and regulatory requirements of public schools, and state legislations give charter schools a high degree of autonomy over the system of charter school. In exchange for this increased autonomy, charter schools are held accountable for improving students’ academic achievement. In other words, the objective of charter schools is to replace rules-based governance with performance-based accountability. Again, charter school is primarily funded by State and local, where teachers, parents, community groups or private organizations want to apply a charter school should write the proposal that includes the organization and management of the school and standards, assessments and curriculums to state education department. Once get approved and granted, they receive up to 3 to 5 years of assistance, in period tha t the charter schools have to achieve the terms of their charter. Under several years operating, there are a growing number of people find interesting, and researches show positives confirmation of charter school program. First one is that researchers found charter school could help State meet budget challenges. Charter school program is one of the education reforms that could save money and provide improved education service. Due to the flexibility of the charter schools, schools can be established at any existing capital units, like factories, offices, and grocery stores. The usage of the existing capital as charter school, can save the expense of building additional school spaces, though reduce the spending on charter school plans. According to recent surveys of the nation’s charter schools, the average per pupil cost is $4,507, which is significantly less than the $7,000 average in traditional public schools, and charters are forced to use that money to underwrite facilities costs not included in traditional public schools’ opera ting budgets. From the study of school finance in Dayton, the research showed that the ten charter schools included in this analysis received $7,510 per pupil in 2001 to 2002 while the Dayton public school system received $10,802, not counting capital funds for the construction and renovation of building, funds now showering down in vast sums upon the system, though not on charter schools. Another positive affirmation for charter school is that the existing of charter schools can induce the competition with public schools. From my point of view, the competition situation is based on the greater achievements of charter school which will attract more students to enroll, and the money flows away from public schools. Decreasing enrollments in public schools is accompanied with losing funds. Thus most likely, public schools will respond to competition from charter schools by raising their pupil’s achievement. In the form of competition, public schools will improve its productivity and quality, and this improvement benefits to students. Small class size is another positive factor of charter school. Research had showed that public schools usually have higher student to teacher ratio compared with charter schools. Table 5 shows the students to teachers ratio for charter schools and public schools. From the table, the outcome is that class sizes at charter schools were likely to be smaller when compared to other public schools at schools that served younger students. Charter schools that served high-school students tended to have class sizes that were the same or larger than other public schools. Overall, the lower students to teachers ratio is a positive factor of students to academic achievement. Education Reform Proposal in Taiwan Summary Charter school is an innovative education practice, which has some significant specialties. First, charter school’s role in the education reform is independent public school, which qualified with pubic school characters as equitable and low tuition fee, and qualified with private school character as emphasized on management outcomes. Second, charter school works under great autonomy, and flexibilities that are accountable with education. Third, the competition induced by the charter school motivates public schools on improving its productivity and quality. The education spending on charter school is lower compared to public school. Research Papers on United States and Taiwan Education System Reform - Education EssayStandardized TestingInfluences of Socio-Economic Status of Married MalesThe Effects of Illegal ImmigrationResearch Process Part OnePETSTEL analysis of IndiaPersonal Experience with Teen PregnancyHip-Hop is ArtBringing Democracy to AfricaRelationship between Media Coverage and Social andQuebec and Canada

If you could be anyone in history, who would it be and why Essay

If you could be anyone in history, who would it be and why - Essay Example Florence Nightingale was one such woman who performed extraordinary services for mankind in an era when sexism was a major sociological issue but she did not get bound by societal norms and she moved ahead to serve the human race. If I could be anyone in the history of this world, I would opt to be Florence Nightingale. This is because her services can never be forgotten and her name is linked with the profession of nursing and it is the first name to come in the mind of a person when he thinks about the hospital industry.  Florence Nightingale was in the true meaning a woman of spirit. She was a bold lady who could have lived in luxuries for her entire life owing to the fact that she belonged to a rich family. But she chose to perform a greater role of helping the beings in suffering. She carried out an exemplary role by assisting wounded soldiers during the war which was a very difficult task at that time owing to the lack of resources. She came over all the obstacles that came i n her way and proved the fact that determination can make a person achieve anything. She was the first nurse and she laid the block for the creation of the profession of nursing which is one of the most important fields required for the health industry in today’s world. Therefore, seeing her strong character and her determination in her field of choice I would have really wanted to be in her place. I would have wanted to be remembered in the same way as she is in the world today owing to the exemplary good acts that she performed.

Presentation PowerPoint Example | Topics and Well Written Essays - 500 words

PowerPoint Presentation Example Dependency theory takes this a step ahead and identifies the relationship between the dependency on a particular type of media and the number of needs it fulfills for a person. Higher dependency on the media also results in higher influence and power of that media on that individual. This is in line with the Agenda Setting theory. Combination of these theories results in the Dependency theory preposition: As a persons dependency on media increases to fulfill needs, that media becomes more and more important to that person At a conceptual level this theory gives an integrated outlook of audiences, media and social system. The degree on dependence on media is governed by two factors (Dependency Theory, 2004). First, the number of needs satisfied by a media; more needs satisfied, more you are dependent on that media. Second, social conditions; if there is a situation of social conflict or change then media is depended on to make choices/decisions. However, apart from these factors there are several external factors that can influence a person’s choice of media such as culture, social context etc. These factors that are not under the control of an individual act as constraints on the choice and degree of media usage. Increasing involvement of audience in information processing relayed/published by media can result in a three-fold effect – Cognitive, Affective and Behavioral (Dependency Theory, 2004). Dependency theory is applicable to mass media at micro, meso, and macro levels. Scope of application includes individuals, interpersonal networks, organizations, social systems and societies. One of the critiques for this theory initially argued that information shared by interpersonal networks is not accounted for. This is not a strong critique as even in these networks someone would have picked up the information from media only (Lindsay Ems, 2008). This theory has some features that make it widely

The Islamic Concept Of Charity Religion Essay

The Islamic Concept Of Charity Religion Essay Charity in Islam has been a central focus of the society. It has different forms (zakat and sadqah) which differ from each other. The charity in Islam gives an impression of the purification and worship of God. It is also perceived as good deed and benevolence in the Islamic theology. Islamic charity gives a notion of the welfare of the humanity. The crux of the charity is to form a moral economy which regulates the behaviour of Muslims. The moral economy is based on the fairness, sense of responsibility and purity in worship and welfare of the people. 1. Introduction The contemporary debate of the charity has been long in the literature (Melvin 2009, Ferrari and Khan 2010, Shirazi 1996, Scott 1987 and Waldron 1986). Specifically, the religious zeal and zest revolves around the notion of charity (Iwobi 2009). Islamic concept of charity is not exception for that debate (Scott 1987). It emphasizes on the moral values and the contribution to the neglected segment o f the society. However, Islamic concept of charity has never been debated in the light of the notion of moral economy. This paper is intended to give a comparative view about the different notions of the Islamic charity (zakat and sadqah). The concept of charity, in general, is not new because every religion of the world preached that charity. However, the focus of this paper is to highlight the forms of charity in Islam, their differences and their impact on the multiculturalism and the formation of the moral economy. The definition of charity in Islamic tradition differs somewhat from its interpretation in different contexts. However, its aim and goals remain the same. The Quran states: And be steadfast in your prayer and pay charity; whatever good you send forth for your future, you shall find it with Allah, for Allah is well aware of what you do . Similarly, Prophet Muhammad (PBUH) said: No wealth (of a servant of Allah) is decreased because of charity. Charity is the fifth pillar of Islam and its reward will be given in the after world. The Quran declare the five basic concept of the zakat. These concepts included: infaq (spending benevolently), Ihsan (kindness), zakah (purification), sadqah (charitable deed) and Khayrat (good deeds). However, Islam does not force anyone to give charity. It is obligatory in the form of zakat and voluntary in the shape of sadqah (charity). 2. Basic concepts of charity in Islam Islamic charity has two basic concepts: zakat and sadaqah. 2.1 Zakat (alms giving) The zakat extracted from the word zaka to be pure that denotes purification. Quran highlights to the purification of wealth and states: Of their wealth take alms to purify and sanctify them. Zakat is an obligation on a Muslim. It is moral duty of a Muslim to pay Zakat at the rate of 2.5% per year. A Muslim cannot deny the ZakatI. Quran lists recipients of Zakat which includes: Zakat is for the poor and the needy and those who are employed to administer and collect it, and for those whose hearts are to be won over, and for the freeing of human beings from bondage, and for those who are overburdened with debts and for every struggle in Gods cause, and for the wayfarers: this is a duty ordained by God, and God is the All-Knowing, the Wise. (Al-Quran 9:60). 2.2 Sadaqah (Charity) The word Sadaqah is derived from the Arabic root verb sadaqah which means to be truthful and hence Sadaqah implies engaging in any righteous act in order to earn the mardat (pleasure) of Allah. The sadaqah has certain principals which a Muslim must follow. One, Sadaqah is given on the name of God. Second, the money or the donation should be from the legal sources. Islamic discourages the illegitimate (stolen or unethically gained) money or resources. Third, surplus money (beyond the need of a person) is the money of God and Muslims are custodian of it. They should spend and return the money to the needy, poor and spend on the ways of God. Quran outlines the charity: Those who (in charity) spend of their goods by night and by day, in secret and in public, have their reward with their Lord: on them shall be no fear, nor shall they grieve. (Al-Baqarah 2:274). It further highlights: And spend something (in charity) out of the substance which We have bestowed on you, before Death should come to any of you and he should say, O my Lord! Why didst Thou not give me respite for a little while? I should then have given (largely) in charity, and I should have been one of the doers of good. But to no soul will Allah grant respite when the time appointed (for it) has come; and Allah is well acquainted with (all) that ye do. (Al-Munafiqun 63: 10-11). Further Quran states: And they feed, for the love of Allah, the indigent, the orphan, and the captive. We feed you for the sake of Allah alone: no reward do we desire from you, nor thanks. (Al Insà ¢n 76:8-9). In another statement, the Quran states: For those who give in Charity, men and women, and loan to Allah a Beautiful Loan, it shall be increased manifold (to their credit), and they shall have (besides) a liberal reward. (Al Hadà ®d 57:18). Sadaqah is important for a number of purses. It reduces the sins and increases the virtue of a Muslim. It also compensate for shortcoming in any past payment of Zakah. For instance, if a person forgets to pay zakat in the past or was guilty to pay the zakat, the sadaqah reduces the burden of the past. Sadqah, give a sense of protection not only the giver but also to the receiver of falling victim of calamities. God pleasure is received through the sadqah. It gives pleasure to the giver of the charity to the others. A person feels his obligation to the betterment of the humanity. 3. Difference between Zakat and Sadaqah Zakat and Sadaqah are two different kinds of charities in Islamic ideology. Zakat is the obligatory annual almsgiving which is determined on the basis of the value of ones wealth. It is 2.5% as per Islamic traditions. Accroding to some of the Islamic jurists, zakat must be collected from the Muslims. It is mandatory and has strict zeal to pay the zakat. Zakat is the responsibility of the person who owns wealth. It cannot be transferred to the second person. It is liable on the individual. However, the sadaqah is charity that is given beside the Zakat contribution over the surplus wealth. It is volunteer act and without any percentage. Sadqah is not specified as only monetary terms (feeding the poor and the needy), but also given support to the orphans, widows in the form of advising or counseling. It also includes the volunteer activities for the befit of the community at larger: teaching to the poor, giving sense of good faith and advising them to excel on the right path, the path of God. Some of the Islamic jusrits beleieved that to form charity organization, construct educational institutions (mosque, school, college, universities) and construction of well (to supply water to the common man) are the different forms of sadaqah. It can be given on the name of any relative (parents or children). 4. Comparative view of charity: Development of moral economy Islamic notion of charity (in its different forms) generates a moral economy. This is the economy which is based on the good faith and welfare of the humanity. In line with Bollig (1998) and Thompsons (1971, 1993) notion of moral economy. Islamic charity gives the following notion of charity. 4.1 Islamic charity: Moral injection Benthall (1999) highlights the Quranic injection to charity. Accroding to Benthall the Islamic system of almsgiving (zakat) is more organized than other societies. For him, the ZakatI is closely associated with the prayers and the worship of God, therefore, the Muslim are morally obliged to pay the Zakat to the poor, to the needy as per Islamic conception. He argued that Zakat can be distributed in poor, needy, orphans, widows, divorcees, prisoners and their families, unemployed and homeless people, students, those who dont afford to marry, disaster victims, and those in need of free medicine or dignified funerals (Benthall 1999:31). 4.2 Zakat: Powerful instrument to poverty eradication Zakat which literally means growth, extension and purification is a premium on all forms of accumulated productive wealth and on a variety of agriculture produce. It is calculated at various rate according to the nature of the asset or product, and is due to the needy of the Muslim community. It is one of the basic tenets of Islam and besides being an obligatory act of worship, it is a system through which a Muslim society can eradicate poverty and inequalities (Mohammad 1991:1119). Islamic Zakat system in Pakistan is the source to eradicate poverty in the country (Ibid). Zakat system is well organized system for the development of country but it can be more organized for poverty eradication and for the maintenance of society (Mohammad 1991). 5.3 Charity: Road towards the social justice According to Bremer (2004:1) the development of any society local resources are necessary. Historically, Islamic societies developed a range of charitable institutions to fulfill these mandates include zakat boards, auwkaf, and diverse local structures reflecting the richness of Islamic culture from Dakar to Davao (Ibid). For her, A strong civil society is now widely recognized as an important pillar supporting democratic society (Bremer 2004:2). With the help and struggle of civil society it is possible that a democratic society can be established. Only the help of foreign donor and government is not enough for development. If government or foreign donors will help the society the civil society will lose their interest for the development. For her, in recent years USAID has funded the creation of an NGO service center that provides technical assistance and training to civil society organizations, and has granted financial support directly to NGOs ranging from business associations to community development groups (Bremer 2004:3). Government, foreign donor and for free services do not provide an adequate base for a vibrant civil society. This aid is for short term. This aid is not compatible with the long term independence (Bremer 2004). 4.4 Charity: Funding for free education According to Blanchard (2007) religious school work as a charity organization in Muslim countries. They are source of providing education to the vulnerable groups. Madrasas offer a free education, room, and board to their students, and thus they appeal to impoverished families and individuals. On the whole these religious schools are supported by private donations from Muslim believers through a process of alms-giving known in Arabic as zakat. The practice of zakatone of the five pillars of the Islamic faithprescribed that a fixed proportion of ones income be given to specified charitable causes, and traditionally a portion of zakat has endowed religious education (2007:4). Blanchard (2007) provides information that in Pakistan Madrasas are being observed by the government regarding their finance sources after 9/11 attack in the United States. All foreign students in madrasas were required to expel from madrasa if they did not obtain permission to remain in Pakistan from their home governments in 2005. Madrasas are registered in Pakistan and their financial assistance is observed by the government since August 2006. (Blanchard 2007:5). Zakat and usher contributed to the income of the people of 2.7% in a household of Pakistan (Shirazi 1996). The survey was conducted in 1990/91 of the household Integrated Economic Survey and findings revealed that the Zakat and usher were the significant to contribute the lives of the people. According to the survey, 39000 zakat committees were working with 250 thousand volunteers (Shirazi 1996:166). The zakat contribution on 1981/1982 from 845.85 million Pakistani rupees to 4655.9 million in 1993/94 (Shirazi 1996:170). The money were spend to Substance allowance (708.622 million), rehabilitation (245.669 million) Pakistani rupees and 1738234 people benefited from the zakat contribution (Shirazi 1996:185). However, the latest figures on the issue are not available. 5. Why Muslim countries depend upon the foreign aid? There is wide spread opportunity to get resources in order to feed the marginalized segment of the society, as per the notion of Islamic charity, then why the Muslim countries are dependent upon foreign aid? In fact, there are two major reasons of the dependency of the Muslim societies on the foreign aid. 5.1 Collapse of the charity institution: Change to moral values Muslim countries depend upon the foreign aid because they were unable to maintain their institutions. Such institutions were collapsed during the colonization or soon after. In the eyes of the colonial masters, the Muslim charity institutions were the symbol of Muslim legacy and a risen of the rise of the Muslim powers, therefore, it was necessary to abolish them. They developed the institution of welfare instead the zakat institution (Bremer 2004). However, this welfare institution developed by the colonial powers was perceived as not ones own. It was considered as a symbol to get money, but without any legacy (Bremer 2004). It was just perceived as the symbol of the colony. People wanted to get benefited from the social welfare but not were ready to pay back. Therefore, it was not much institutionalized as the Zakat was spread during the Muslim era in the Middle East and in the Muslim countries. 5.2 Collapse of morality: Change to develop a new morality based on materialism Islam appreciates the giving hands (charity giver) and discourages the charity recipients. According to Islam, giving hand is better than receiving hand. However, current scenario does not reflect the basic ideology of the charity of Islam. Despite of the fact that zakat remain as an institution among the Muslim societies at individual level. However, it was not developed up to the level after the colonial era. It was perceived that state is in the hands of someone else and there was not any institutionalized method of the zakat collection and distribution. This collapsed the real notion of the moral economy among the Muslim societies. In Islamic morality, there are two sets of rights and obligation of a Muslim: the rights to worship God and the right to serve the humanity. In Islamic theology, the right of God may be put aside by the God, if He wants. However, the right to serve humanity cannot be neglected until unless the fellow human beings do not forgive it. It is exclusive the people who have to forgive their rights to the fellow Muslims. So the Islamic moral values exclusive emphasize on this value. However, the collapse of the Islamic morality is dominated. It does contradict on the basic philosophy of the Islam that spends everything to the humanity which is surplus for a person. However, the materialism and greed for wealth is dominant in the current culture of the Muslim societies. It is depicted in the life style and in the emerging value system. Consequently, it is affecting the basic notion of the Islamic charity. 7. Conclusion Islamic concept of charity is much associated with the Muslim societies or Muslim association. It forms a moral economy and moral value system (give charity and worship to God) which strengthen the notion of close social networking of the Muslims. However, it does not neglect the humanity at large. It gives a due share to provide the help to the people of the world. The charity is given to the needy, poor, scholars, charity organizations and welfare of the world society at large. However, criticism to retain the Muslim charity among Muslim is not exclusive from the debate of the charity. Dominant point of view is in favour of the humanity rather than the welfare of the any specific community. Islamic charity begins from the Individual level. It creates the space for the state. However, it does not exclusive involve the state to regulate the charity. The charity in Islam is equally important to the worship of God. Islam emphasize the worship of God (right to obey God) and the service for the humanity (the rights of the people). It is the right of the people.