Accepting the Extraordinary in Mary Shelley’s Frankenstein Essay

My life, although not without surprises and unusual events, is dictated by predictable and ordinary elements. However, through fiction I am transported into a world of boundless imagination and extraordinary themes. One such example is evident in my response to Mary Shelley’s gothic novel Frankenstein. Through fiction, Shelley invites the reader to accept the extraordinary. Firstly, we are led to believe that Victor Frankenstein is able to create life by shocking it with electricity, and to this I responded with an imaginative curiosity. But it was the consequences of the creation provoked a stronger response from me. The element of horror Victor experiences and his reaction to the ‘god like’ qualities bestowed upon him as creator is truly extraordinary. Victor, like no other man, experiences the feeling of immense power and responsibility as creator of man, and this provoked a sympathetic response from me. Finally I also accepted and responded to the extraordinar y concept of the monster, who, unlike to the majority of humanity, is created without a sense of cultural identity. Additionally, what is extraordinary to me as a reader is the humanity and intelligence the monster displays, despite the disadvantageous of his creation. This made me have sympathy for monster and served to blotch the credibility of Victor. Throughout the novel I was inclined to accept Shelley’s invitation and to explore a deeper view of humanity. The most apparent extraordinary element in Frankenstein is the concept of galvanic creation. Shelley invites us to believe that Victor can bestow life to the inanimate monster. This achieved by stressing the power and enticement (None but those who have experienced them can conceive of the enticement of science... ...ng the extraordinary I responded in favour of the monster and in disfavour of Victor. In her novel Frankenstein, Mary Shelley invites us as readers to accept the extraordinary. In accepting this invitation my response to the major characters in the novel, Victor and the monster, changed noticeably. Firstly I responded in favor of Victor, due to the extraordinary position he finds himself in as creator of man. But as the novel progressed I was invited to accept the extraordinary humanity of the monster, and this provoked a sympathetic response from me. We as readers are positioned to accept the elements of Frankenstein that are out of the ordinary because Shelley encourages an imaginative response from us. Throughout my reading my imagination was the dictum that influenced my response. By accepting the extraordinary I am able to explore a deeper view of humanity.

Principle of teaching Essay

Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin & McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research – and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

whittakers - 1439 Words

Whittaker’s is most trusted brand of chocolate in New Zealand. Whittaker’s headquarters are located at Porirua, Wellington, New Zealand. Whittaker’s was founded by J.H Whittaker in Christchurch. James Henry Whittaker worked in the British confectionery industry at the age of 14 and moved to Christchurch, New Zealand, in 1890. Six years later he started manufacturing chocolate confectionery, selling it directly to customers. In 1913, he established a partnership with his two sons, Ronald and James, based in Wellington. The business became a limited liability company in 1937, with third-generation Whittaker’s still the sole shareholders in the company. In 1992 the company formed J.H. Whittaker Australia Ltd. Part A –†¦show more content†¦Nestle is following the strategy of giving less quantity at less price. Nestlà ©Ã¢â‚¬â„¢s white chocolate is favourite among customers. 1. Nestle Milky Bar 180g - $2.79 2. Cadbury Dream 220g - $3.19 3. Whittaker’s White Chocolate 250g - $3.75 So it is clearly visible from above comparison that Nestle is trying to attract such customers who have less buying power. Other chocolate brands like Lindt are selling their products online whereas Whittaker’s has still not provided the facility of online ordering of chocolates to the customers. D. Evaluation of market performance: Whittaker’s market performance is very good. Whittaker’s mainly stresses on Quality of the product. Whittaker’s market performance can be measured along product, price and place as follows: Product: Dark chocolate has always been best seller for company by setting a trend or a saga of taste. Its high quality cocoa beans and it is family sized blocks of chocolate having 72% dark Ghana chocolate. It is popular in KIWI people of New Zealand because Whittaker is KIWI owned company and has been one of the good competitors. Its vegan preparation add features in this chocolates Product Support for Whittaker’s products:- The product support for the Whittaker chocolates are, contact centre details, other elements like phone number, email communication and customer support details. Also, retailers always haveShow MoreRelatedEssay Marketing Research on Whittakers2207 Words   |  9 Pages1. Introduction 1.1 Purpose The purpose of this report is to identify, analyse and evaluate the marketing factors that Whittaker’s has adopted in attempts to position themselves as a top-quality chocolate confectionery brand. 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It was basically made by combining Lewis Road Creamery milk with the Whittaker’s milk chocolate. The company already had a strong online presence. Capitalising on it, they posted a few pictures of the milk along with Whittaker’s chocolate and got a very good response (Mathers, 2014). In an interview, Peter Cullinane, co-owner of Lewis Road Creamery, said, â€Å"Yes, the first Facebook posts were done by

Graduation Speech - Original Writing - 1757 Words

Back in the 8th grade, I remember coming home from school hearing the loud yelling behind the closed doors of the master bedroom. At that time shouting and yelling was quite common in the household, especially during the late night. Going to sleep, knowing your parents might get divorced soon, didn’t make my life easier. Without all the commotions, the house felt deserted. It was very quiet, my brother and sister were away studying abroad in London and Sydney respectively getting their undergraduate degree. Having two people, whom I always look up to for guidance and inspiration, across the world didn’t help my situation. I could tell that my parents missed them very much, the only time you would see both my parents smiling together is when they were on the phone with either one of my siblings. My best friend told me to find a ‘game changer’, a method of escaping all negative emotions by engaging in an activity that would bring one complete peace and solace . For him, it was the guitar and alternative rock music. Although playing video games with my headphones on in my empty bedroom did temporarily help me get rid of my anxiety, it was no game changer. By that time in my social circle, I thought of how all of them were so lucky to have found their game changers. It’s not that I have not tried, just that I have not found it yet. When I was younger I did put lots of effort into many activities but none of them seemed to grasp my attention. Some of them, among others, whichShow MoreRelatedGraduation Speech - Original Writing1036 Words   |  5 PagesIn the back seat, intently listening to the words coming through the speakers, what is this I hear? Something so soulful, full of emotion, and life, it s as if I entered into another dimension, floating on a cloud of serenity. This feeling abruptly ended with a goodbye kiss as I prepare to enter the school building. 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If you haven’t figured it out, I was not a fan of high school. They couldn’t pay or beg me enough to teach at any high school here in the county, hence why I am teaching at the middle school level, asRead MoreGraduation Speech - Original Writing943 Words   |  4 Pages It was my 5th grade ceremony at Anthony Burns Elementary School, and I was standing in line to get my certificate. The school’s principal called my name to accept my certificate for â€Å"AB Honor Roll† and â€Å"Excellence in Math.† I was looking into the massive crowd, and my mother, along with my Uncle Chris and Aunt Saundra, were cheering me on with jubilant faces. I remember how intense the moment was, and the overwhelming feeling’s of love i received; I was proud. 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But one day when I saw the mail truck, I sprinted down the driveway, I would ve been hit by a car is one was there. I opened the mailbox, grabbed the mail, and ran back up, well I should say tried. I trippedRead MoreGraduation Speech - Original Writing1311 Words   |  6 PagesSetting my suitcase and bags next to my bed, I glanced around seeing that most of the things I kept here were where I left where I ha don t them two months ago. summer break recently ended and class was scheduled to resume on Monday. It was my last year here at Maxwell College of Arts and I could already tell that this year was going to be stressful. Being 21, almost 22 in September, I was ready to take on life. Ever since I was 15, I knew I wanted to be a singer. I wanted to share my music with

Essay Teenage Suicide - 1191 Words

Teenage suicide has become a critical, national problem the extent of which is mind boggling. From 1980 to 1992 the rate of suicides involving persons from the ages of 10-14 years old has increased by 120 percent, and has increased 28.3 percent when involving persons from the ages of 15-19 years old (Suicide 451). More recently in a poll of 3,210 high-school honor students, a stunning one-quarter have seriously considered suicide (Eaton 15). Suicides have been proven to be one of the leading causes of death among teens, falling second only to accidents (Roberts 45). This data, however, may be inaccurate, being that deaths labeled accidental may have actually been teen suicides. Also, many families may not want to report suicides or†¦show more content†¦Violent behavior and suicide may be directly related to altered brain chemistry according to Marie Asberg, a Swedish psychiatrist. She has found that there are lower levels of the cerebrospinal chemical 5-HIAA in suicidal subj ects, when compared to â€Å"normal† subjects. This chemical is a by product of the brain neurotransmitter serotonin, which may regulate mood and aggression (Long 25). According to Dr. Michael Stanley, a professor of psychiatry at Columbia University, â€Å"the serotonin data [is] the most potentially promising development in the suicide prevention field.† According to Stanley, it may be possible to test whether or not a person may be suicidal (qtd. in Long 25). nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Some say that the incrteased rate of completed suicicdes may be atributed to the use of more leathal means during attempts. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Another major factor that relates to adolescent suicide is the use of drugs and alcohol. Experts estimated that an amazing three out of four youths that commit suicide have abused drugs at one time or another. Alcohol has also been found in the blood of at least half of all adolescents at the time of there suicide (Long 23). There are many reasons why drugs and alcohol create a higher risk of suicide. For example, first, drugs are commonly used as an escape; they help in coping with stress and frustration by blocking it out. ThisShow MoreRelatedTeenage Suicide2112 Words   |  9 PagesTeenage Suicide: The Fallen Ones Introduction: Teenage suicide is the 2nd leading cause of death for young people between the ages of 15 and 19. I. Causes of teenage suicide a. Bullying b. Problems at home c. â€Å"heartbreak†/ low self-confidence II. Bullying a. Verbal b. Physical c. Internet III. Problems at home a. Divorce b. Grades dropping c. Acceptance IV. â€Å"Heartbreak†/ Low self-confidence a. Breakup b. Death in family c. Depression Sherrill 1 Jessica Sherrill Mrs. Lee English III 28 April, 2011Read MoreTeen Suicide And Teenage Suicide1371 Words   |  6 PagesGutierrez Concepcion Gutierrez-Yanez Mrs. Gallos English 3 Honors April 6, 2017 Teen Suicide Brandy Vela, an eighteen-year-old high school student, committed suicide right in front of her family. Due to all the bullying over her weight, and especially in social media, she pulled the trigger and ended her life. It is said that her sister had heard a noisy disturbance and when she went upstairs to her sister’s room, she found Vela holding a gun pointing at her chest. â€Å"She is just crying and cryingRead MoreTeenage Depression and Suicide1246 Words   |  5 Pagessomething else had seized control of my mind.† â€Å"The darkness was spreading inside me like a cancer.† — These descriptions are how Cait Irwin, who suffered from depression as a teenager, described it. Teenage depression is a common but serious illness that can ultimately send some on a downward spiral towards suicide that can be averted if recognized and given the proper treatment. Countless teenagers experience some type of depression in their lifetime, but what exactly is depression and just how commonRead More Teenage Suicide Essay1404 Words   |  6 PagesTeenage Suicide Each day 86 Americans take their own lives and another 1,500 attempts to do so. Even more disturbing is that suicide among a young people nation wide have increased dramatically in recent years. In fact thousands of teenagers each year commit suicide. It is the third leading cause of death among young adults aged 15-24. With the first two leading causes being unintentional injury and homicide. There are many reasons why teenagers feel the need to take their own life. They are atRead MoreTeenage Suicide On The Rise Essay1521 Words   |  7 PagesTeenage Suicide on the Rise: In 2011, James Rodemeyer, a 14 year old junior high school student from Buffalo revealed his bisexuality via the World Wide Web. The weeks following Rodemeyer experienced taunting, name calling, assault and isolation from his peers. Even his close friends refused to sit with him at lunch. Later that year, James Rodemeyer committed suicide.This case is just one of many where an adolescent feels that their is no other solution than to end their life. It is estimated thatRead MoreTeen Suicide And Teenage Suicide1357 Words   |  6 Pagestake a more proactive step to prevent teen suicide by giving their students and staff more of an education. For example the Ontario Shores Mental Health Science wants schools to be more aware also; â€Å"Last week the Durham school boards announced a new curriculum to teach teachers about mental illness in youth, funded by the Ontario Shores Centre for Mental Health Sciences in Whitby.† ( Scallan and Chantaie). A town in Ontario brought this iss ue of teen suicide up to the school board. The school boardRead MoreRisk Factors of Teenage Suicide1217 Words   |  5 PagesTeenage suicide is a major national public health concern facing America today. Thousands of teenagers commit suicide each year. Many experts believe that teenage suicide is often due to unpredictable circumstances and can be contributed to hormonal impulses. However, recent case findings and statistics prove that this is not necessarily true. Although some teenage suicides may be the result of youthful and impulsive actions, certain risk factors, signs, and symptoms can contribute to self-inflictedRead MoreThe Factors And Effects Of Teenage Suicide1912 Words   |  8 PagesJanuary 6 2015 The factors and effects of teenage suicide as the result of bullying There has been an unfortunate increase in the news about teenagers killing themselves as a result of being bullied. With the increase of social media bullying is now easier and faster to do. Even if someone doesn’t live in the same area as their bully they can still be bullied and taunted. One of the reasons why teenage suicide has gone up with the increase of social media use is because bullyingRead MoreTeenage Suicide : A Devastating Event1509 Words   |  7 PagesTeenage Suicide When I was undergoing my journey through high school, there was a devastating event that affected the entire school from that point on; one of my fellow classmates had committed suicide. It was heart breaking to hear what had happened to someone at such a young age. A teenage boy drove to a spot in North Carolina where his dad had committed suicide just a few years ago. In that same exact place where his dad committed suicide, he decided to take his own life. According to WorldRead MoreTeenage Depression - Teen Suicide1399 Words   |  6 Pages Teen Suicide Over the past few years’ teenage depression has drastically increased due to multiple factors such as peer pressure and bullying. According to Linda Lamb’s article Young People Can Suffer From Depression, Too,† The suicide rate among teenagers [today] is about 10 per 100,000†. A handout from the Health and Human Services Department and National Institute of Mental Health stated,† in the last 25 years, the rate of suicide among teenagers and young adults has increased dramatically.†

Role of Mathematics in Business Economics Sample Essay Example For Students

Role of Mathematics in Business Economics Sample Essay Mathematicss have been one of the primary elements of concern and economic sciences since antediluvian times. when husbandmans had to number the animate beings in their ownership and merchandisers had to hold a clear image of their goods’ value. With the debut of money as the cosmopolitan legal stamp. all goods acquired a numerical value. doing math computations even more of import. Furthermore. in the competitory planetary market environment of today. concerns have to take advantage of every chance for net income. doing frequent statistical market analyses a necessity. Business Mathematicss: Business mathematics is mathematics used by commercial endeavors to enter and pull off concern operations. Commercial organisations use mathematics in accounting. stock list direction. selling. gross revenues calculating. and fiscal analysis. Mathematicss typically used in commercialism includes simple arithmetic. simple algebra. statistics and chance. Business direction can be made more effectual in some instances by usage of more advanced mathematics such as concretion. matrix algebra and additive scheduling. Commercial Mathematicss: Another significance of concern mathematics. sometimes called commercial math or consumer math. is a group of practical topics used in commercialism and mundane life. The practical applications typically include look intoing histories. monetary value price reductions. markups and markdowns. paysheet computations. simple and compound involvement. consumer and concern recognition. and mortgages. Importance of Mathematics in Business A ; Economicss:Mathematicss is used in most facets of day-to-day life. Many of the top occupations such as concern advisers. company managers and a host of others require a solid apprehension of basic mathematics. and in some instances require a rather elaborate cognition of mathematics. Money Minutess The four basic math operations are indispensable to understand minutess and cipher net incomes and losingss. On every dealing. from paying your food market measure to doing an investing. a certain sum of money is removed from one budget to another. Hence. a dealing ever includes a minus from the buyer’s budget and an add-on to seller’s budget. In instances of mass payments. such as during a monthly payday or when people buy tickets for a concert. you can multiply the value of single tickets or payroll checks by the figure of witnesss or employees. This manner you can happen the entire cost of a paysheet or the entire gate net incomes. Identifying Market Trends Market analysis is one of the nucleus elements of a concern program. Understanding the demands of a consumer base. every bit good as your competitor’s strengths in the market is knowledge that can give an border to your concern. You must analyze informations from questionnaires. every bit good as from official beginnings like the Census Bureau and utilize your statistical accomplishments to group them and change over them into per centums to detect the consumers’ tendencies and your piece of the market pie chart. Measuring Economic Performance The Gross Domestic Product. normally known as the GDP. is the amount of private ingestion plus authorities disbursement plus gross investing plus the difference or exports minus imports. It’s a batch of add-ons and — in a neglecting economic system — minuss. for which you need math accomplishments to calculate. To happen the GDP per capita. you must split the nominal GDP by the country’s population. Furthermore. the growing — or shriveling — of an economic system is apparent when deducting the newest GDP estimates with older informations. Understanding Inflation and Interest Ratess Interest rate is the per centum of excess value a borrower has to give the loaner. A rather simplistic illustration of an involvement rate is when a borrower receives $ 100 with a 3 per centum involvement and has to refund $ 103. Another juncture when math cognition on per centums is helpful in economic sciences is when you must cipher the hereafter monetary values of merchandises and services based on the current rate of rising prices. For illustration. if we assume that the U. S. economy’s rising prices in 2008 was 2. 5 per centum. a loaf of staff of life bing $ 1. 75 in 2008 will lift up to 1. 75 + ( 1. 75 — 0. 025 ) = $ 1. 79. Tax Records .u44e0c1c2b03068e1004ca88c3b6bc725 , .u44e0c1c2b03068e1004ca88c3b6bc725 .postImageUrl , .u44e0c1c2b03068e1004ca88c3b6bc725 .centered-text-area { min-height: 80px; position: relative; } .u44e0c1c2b03068e1004ca88c3b6bc725 , .u44e0c1c2b03068e1004ca88c3b6bc725:hover , .u44e0c1c2b03068e1004ca88c3b6bc725:visited , .u44e0c1c2b03068e1004ca88c3b6bc725:active { border:0!important; } .u44e0c1c2b03068e1004ca88c3b6bc725 .clearfix:after { content: ""; display: table; clear: both; } .u44e0c1c2b03068e1004ca88c3b6bc725 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u44e0c1c2b03068e1004ca88c3b6bc725:active , .u44e0c1c2b03068e1004ca88c3b6bc725:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u44e0c1c2b03068e1004ca88c3b6bc725 .centered-text-area { width: 100%; position: relative ; } .u44e0c1c2b03068e1004ca88c3b6bc725 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u44e0c1c2b03068e1004ca88c3b6bc725 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u44e0c1c2b03068e1004ca88c3b6bc725 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u44e0c1c2b03068e1004ca88c3b6bc725:hover .ctaButton { background-color: #34495E!important; } .u44e0c1c2b03068e1004ca88c3b6bc725 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u44e0c1c2b03068e1004ca88c3b6bc725 .u44e0c1c2b03068e1004ca88c3b6bc725-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u44e0c1c2b03068e1004ca88c3b6bc725:after { content: ""; display: block; clear: both; } READ: Mental Health and Managed Care EssayBasic math accomplishments make it easier to register and keep revenue enhancement records. a necessity for persons and concerns likewise. And revenue enhancements like gross revenues revenue enhancement. belongings revenue enhancements. unemployment revenue enhancement and societal security revenue enhancements must be monitored. Without basic math accomplishments. it is easy to do a error ; mistakes in calculating revenue enhancements will probably take to an audit. a complicated process. or a loss of important sums of gross. Payroll Math is of import when covering with paysheet systems. It allows you to cipher per centum rises. figure cost-of-living additions. or cipher how much an employee owes into his or her wellness nest eggs histories or insurance premiums. Other Decisions Math is of import when doing even general concern determinations. like whether to spread out into a new subdivision. whether you can afford to engage another employee. or if you can market a merchandise nationally. Knowledge of basic math makes involvement computations. markups and markdowns. recognition lines and mortgage computations less boring and time-consuming. salvaging you and your clients clip and money. The Use of Mathematics in Business A ; Economicss: The types of math used in economic sciences are chiefly algebra. concretion and statistics. Algebra is used to do calculations such as entire cost and entire gross. Calculus is used to happen the derived functions of public-service corporation curves. net income maximization curves and growing theoretical accounts. Statistics allows economic experts to do prognosiss and find the chance of an happening. Math in Decision-Making Economists are hired to find the hazard or likely result of an event. For illustration. infirmaries want to cognize what the hazards are of deceasing from an operation and if the benefits are worth it. The National Institutes of Health explains the relationship between judicial proceeding force per unit area and rates of C-sections and VBACs. Because of the increased hazard of judicial proceeding. some provinces ban vaginal birth after C-section. or VBACs. This policy was probably made after an economic expert assessed what the statistical hazard was to the female parent and weighed it against the cost of a malpractice case based on this figure. Therefore. the determination is an economic 1. Economists working for pharmaceutical companies make similar math calculations to measure if the hazard of taking a drug outweighs its possible benefits. Benefits Economists use their math accomplishments to happen ways to salvage money. even in counter-intuitive ways. Using a net income maximization graph. economic experts might rede a locale to sell merely 75 per centum of the available tickets alternatively of 100 per centum to do the most money. If the company lowers the monetary value of tickets to pull extra music lovers and make full the bowl to capacity. it might do less money than selling merely 75 per centum of the tickets at a much higher monetary value. Economists besides use math to find a business’ long-run success. even when some factors are unpredictable. For case. an economic expert working for an air hose uses statistical prediction to find the monetary value of fuel two months from now. The company uses this information to lock in fuel monetary values. or to fudge fuel. Bijan Vasigh. writer of the book â€Å"Introduction to Air Transport Economics† explains that Southwest gained a fiscal advantage over other be arers due to its fuel hedge scheme. Restrictions: Economists perform mathematical computations with imperfect information. Their economic theoretical accounts are rendered useless in times of natural catastrophes. brotherhood work stoppages or any other ruinous event. Additionally. math can seldom aid economic experts predict irrational human behaviour. A cardinal premise of economic sciences is that worlds act rationally. However. worlds frequently make irrational determinations based on fright or love. These two factors can non be accounted for in an economic theoretical account. Mathematicss is non a closed rational system. in which everything has already been worked out. There is no deficit of unfastened jobs. Mathematicians publish many 1000s of documents incarnating new finds in mathematics every month. Mathematicss is non numerology. nor is it accounting ; nor is itrestricted to arithmetic. Pseudomathematics is a signifier of mathematics-like activity undertaken outside academe. and on occasion by mathematicians themselves. I t frequently consists ofdetermined onslaughts on celebrated inquiries. dwelling of proof-attempts made in an stray manner. The relationship to by and large accepted mathematics is similar to that between pseudoscience and existent scientific discipline. .u59132038caad29fbfca00b416e5c1258 , .u59132038caad29fbfca00b416e5c1258 .postImageUrl , .u59132038caad29fbfca00b416e5c1258 .centered-text-area { min-height: 80px; position: relative; } .u59132038caad29fbfca00b416e5c1258 , .u59132038caad29fbfca00b416e5c1258:hover , .u59132038caad29fbfca00b416e5c1258:visited , .u59132038caad29fbfca00b416e5c1258:active { border:0!important; } .u59132038caad29fbfca00b416e5c1258 .clearfix:after { content: ""; display: table; clear: both; } .u59132038caad29fbfca00b416e5c1258 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u59132038caad29fbfca00b416e5c1258:active , .u59132038caad29fbfca00b416e5c1258:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u59132038caad29fbfca00b416e5c1258 .centered-text-area { width: 100%; position: relative ; } .u59132038caad29fbfca00b416e5c1258 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u59132038caad29fbfca00b416e5c1258 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u59132038caad29fbfca00b416e5c1258 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u59132038caad29fbfca00b416e5c1258:hover .ctaButton { background-color: #34495E!important; } .u59132038caad29fbfca00b416e5c1258 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u59132038caad29fbfca00b416e5c1258 .u59132038caad29fbfca00b416e5c1258-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u59132038caad29fbfca00b416e5c1258:after { content: ""; display: block; clear: both; } READ: Story of My Grandfather EssayMentions: * Contemporery Math for concern A ; Consumers-By Brechner. Robert.( 2006 ) * The Role of mathematics in Business Decision -By Stephen F Keating – 1973 * The Role of Mathematics and Logic-By Kenneth Ewart Boulding-1971 * THE ROLE OF MATHEMATICS IN ECONOMICS-Journal of Political Economy. 56. 3 ( June 1948 ) : 187-199. * Heriot Watt University: Mathematicss for Economics and Business -Lecture 1 * U. S. Small Business Administration: Market Analysis

Surah al Anaam Essay Example

Surah al Anaam Essay These verses of Surah al Anaam discuss the fundamental Quranic theme of Allah in Himself. We come to know about the absolute authority and unity of Allah. He does not have partners and the entire universe is the creation of His will and design.It further describes that God is beyond human comprehension. This is because of the great difference between the creator and the creatures.It tells us that God is the most powerful and He can decide the outcome of events even before they occur.Distinctive Theme:These verses distinctively highlight Gods attributes and His sovereignty. Ayat al Kursi (the Verse of Throne) (Ch 2: Vs 255) also presents the same theme but this passage refers to God as the originator and the fashioner of the whole Universe with its vast and flawless system.It rejects polytheism and makes us realize that God is free from all physical relations. The Quran refers to it in Surah al Ikhlas,He begets not nor is He begotten. (Ch 112: Vs 3)Latif means as fine and subtle as to be invisible and imperceptible to the senses. It also means that God understands the finest mysteries.Surah Shura:Main Theme:This Quranic passage discusses the Main Theme: of Gods power, majesty and His ultimate authority over all that exists in this Universe.It informs us that everything in the Universe acknowledges is power and supremacy by praising Him.It further discusses that Gods attributes of forgiveness and mercifulness are for those who repent and turn to Him for their forgiveness.Distinctive Theme:These verses distinctively signify Gods omnipotence, which encompasses the heaven and the Earth. Nothing can take place in the Universe without His permission.There is nothing is the system of the Universe who equals God in His attributes and sovereignty. We also understand that everything in this Universe is a humble creature of God.It inculcates the belief of Gods greatness, uniqueness and authority. The Quran says,To Him belongs the sovereignty of Heavens and Earth. (Ch 48: V s 14)It makes us realize that forgiveness is granted only to those who seek it with humbleness and devotion, and even the Angels supplicate and pray for their forgiveness by praising Allah.Surah al Anaam (Ch 6 : Vs 75-79):o Main Theme:These verses of Surah al Anaam tell us about Prophet Ibrahims understanding of the concept of oneness of Allah after observing the heavenly bodies such as sun, stars and the moon.He recognized God as the Master Lord who is free from all limitations and weaknesses and decided that He alone should be praised and worshipped.We come to know about Ibrahims declaration of truth to his people and his rejection of polytheism.o Distinctive Theme:These verses present the fundamental Quranic theme of Gods relationship with His messengers and show the exalted status of Ibrahim.Many verses of the Quran discuss the same theme (Ch 5: Vs 110) but these verses talk about Ibrahims recognition of God without any angel or scripture.The Quran says,And Remember Ibrahim was tried by his Lord with certain commands which he fulfilled. He said, I will make you an Imam to the people.' (Ch 2: Vs 124)Ibrahims adoration of heavenly bodies does not mean that he worshipped them instead; it shows that he pondered over them and realized they were not worthy worship.Surah Zilzaal (Ch 99):Main Theme:This Quranic passage depicts the last day and end of time when everything will be destroyed by a tremendous and a more far-reaching convulsion than any earthquake we know. The Quran says,When the earth is flattened out and throws out whatever it contains and gets empty.He recognized God as the Master Lord who is free from all limitations and weaknesses and decided that He alone should be praised and worshipped.We come to know about Ibrahims declaration of truth to his people and his rejection of polytheism.Distinctive Theme:These verses present the fundamental Quranic theme of Gods relationship with His messengers and show the exalted status of Ibrahim.Many verses of th e Quran discuss the same theme (Ch 5: Vs 110) but these verses talk about Ibrahims recognition of God without any angel or scripture.The Quran says,And Remember Ibrahim was tried by his Lord with certain commands which he fulfilled. He said, I will make you an Imam to the people.' (Ch 2: Vs 124)Ibrahims adoration of heavenly bodies does not mean that he worshipped them instead; it shows that he pondered over them and realized they were not worthy worship.Surah An Nas (Ch 99):Main Theme:This passage concludes the Quran. It describes the fundamental Koranic theme of Gods relation with the created world. For this reason, threefold relation in which man stands to God is explained.God is the Cherisher and sustainer of all mankind and provides all the necessities and protection. He is the supreme authority and He alone will decide between the righteous and unrighteous in the hereafter.It warns us especially against secret whispers of evil within our own hearts since God is most powerful o f all, therefore, only he can protect humans from all kinds of evils especially the internal ones.Distinctive Theme:This passage is closely related to Surah al Falaq (Ch 113) and both were revealed at the same time. Both these passages mention the necessity of seeking Gods protection against all sources of evil. In this passage, the need of gods protection from internal factor is pointed out.Whisperers refers to Satan and his followers who mislead humans almost without their noticing them.We understand that evil can lead us astray as a result of the satanic guiles. So long as we put ourselves in quartz protection, and trust in God, evil cannot really touch in our lives.Surah Al Duha:Main Theme:This Quranic passage Surah Al Duha tells us about Gods relationship with His messengers.It was revealed in the dark period of the outer life of the prophet(S) whom due to an interval in the revelations was mocked by the pagans.God gave reassurance to the Prophet(S) that He was always with him even when He seemed not to be. His assurance of this was proved by His past actions of giving him shelter, guidance and financial independence.Since god assisted the Prophet(S), he should assist those who seek help from him and should continue to live as God taught him.o Distinctive Theme:This Surah is closely related to Surahs 91, 92, and the imagery drawn from the contrast of the day and night is common to all three,By the night when it comes over the day it shines forth. (Ch 92: Vs 1-2)This passage distinctively refers to the vicissitudes of human life and gives a message of hope and consolation.Akhira (the hereafter) refers not only to the life after death but also to the soul of goodness of things that is attainable in this worldly life.We understand that out feeling of doubt, suffering will vanish, and we shall have a sense of complete satisfaction if out will is according to the will of God.Surah Al Baqarah:Main Theme:These verses of Surah al Baqarah tell us that God is the c reator of all mankind and the purpose of creation is obedience and servitude to his commands.We come to know that God alone is the cherisher nourisher and sustainer for all that exists. Therefore, he alone should be praised and worshipped and no partners should be associated with him.Distinctive Theme:These verses discuss the theme of Allahs relationship with the created world. We understand that our relationship with God is that of the Lord and slaves who are subservient to him.Many verses of the Quran discuss the same theme (Ch 51: Vs 8) and (Ch 6: Vs 12) but these verses, but these verses particularly use the symbols of land, heavens and rain to as the source of the protection and nourishment given by God to humans for their sustenance. Qurans says,Praise to be Allah, the cherisher and sustainer of the worlds. (Ch 1: Vs 2)Describe the social conditions in Arabia during the Age of Ignorance. (Jahaliyyah)Outline the religious beliefs and practices of the Arabs before Islam.Give a d etailed account of the conditions of Arabia at the time of the first revelation.Write an account of any two of the following episodes in the life of Prophet Muhammad.Meeting with BahiraKhadijahs proposal of marriageAt that time there live in Makkah, a wealthy and respectable widow, Khadija, daughter of Khuwalid, who was the great grandson of Qussai. She was forty years old and twice widowed. She had two sons and a daughter from her previous marriages. Because of her exceptional character, she was known as Tahira, the pious one.She was impressed by the honesty and goodness of Hazrat Muhammad(S). She requested Him(S) to taker her merchandise to Syria against a share in the profits. She also sent her slave Maisara with him. He returned from Syria with good profits. Maisara also spoke of his fair dealings to Hazrat Khadija.She was so pleased that she herself made an offer of marriage to him. Abu Talib accepted the proposal on behalf of Holy Prophet(S) and shortly, thereafter, he married Hazrat Khadija. Hazrat Khadija was 40, while the Prophet(S) was 25 at the time of marriage. The union was successful. They had two sons and four daughters. Both the sons died in infancy. Of the daughter, only the youngest, Hazrat Fatima survived the Holy Prophet(S).Replacing the black stoneWrite an outline of the life of the Prophet Muhammad up to the time of the first revelation.Give an account of the Prophets first experience of receiving revelation.Nearing the age of 40 Prophet(S) started retiring in solitude because He(S) was disturbed by the polytheistic practices of the pagans of Makkah and often thought of God of his ancestors Ibrahim and Ismail. He did not follow any particular method of worship, because he was not aware of any but realized that there is a force of truth beyond this world, which must have power and control over the whole universe.One day at the age of 40, towards the end of Ramazan, on the night of power in 610 AD a being unknown to Him(S) but later identif ied as Gibrael appeared. Angel Jibrael then hugged Him(S) and asked Him(S) to read. The Holy Prophet(S) startled by the strange voice answered: I cannot read. The angel then again seized Him(S) and asked Him(S) to read but the Prophet(S) gave the same reply. On the third time afraid of being squeezed asked: What shall I read? The angel then recited the following verses:Proclaim in the name of Thy Lord and CherisherWho CreatedCreated man, out of a mere clot of congealed bloodProclaim! And thy Lord most bountiful.He who taught (the use of) the pen.Taught man which he knew not. (96: 1-5)Prophet(S) recited the verses after the angel and the words were imprinted on his mind.Prophet(S) was greatly shaken by this experience and he ran out of the cave. Suddenly, he heard a voice and raising his head in the sky he saw the same angel in the form of a man filling the whole horizon and saying,O Muhammad! You are the messenger of Allah and I am Jibrael.After that experience, he came home a bit s haken at his selection for and great and noble mission. He feared the thought of the huge and tremendous task of this mission. He narrated the incident two Hazrat Khadija. She comforted him and assured him that no harm would come to a man of his nature and Allah would protect him from all evils. Then she took him to her cousin, Warqa bin Naufal, who was a scholarly person and had embraced Christianity.After hearing what had happened to her husband at the mount of Hira, he said that it was the angel Jibrael who had brought revelations to previous messengers of God. He also informed her that his enemies would turn the new prophet out of the city.Explain the significance of the actions of the angel and Warqa bin Nawfal in this event.The angel was performing the duty he had previously performed with other messenger of bringing revelations from God to his chosen people.Write an account of the major difficulties encountered by the Prophet(S) and his followers during the years when they li ve in Makkah. (10)Trace the major stages in the compilation of the Quran in the time of the caliphs Abu Bakr and Usman. (10)At the time of Prophet(S)s death no official copy of the Quran existed. During the Khilafat of Hazrat Abu Bakr, some people in the country declared themselves prophets, among them was Musailma. Hazrat Abu Bakr waged a war against him know as the battle of Yamamah and in the battle 70 memorizers of the Quran were killed.Hazrat Umar realized that those who had memorized the Quran would gradually depart from the world either owing to natural death or martyrdom in future battles. It was necessary to devise a system to preserve the Quran for future generations or else it would meet the same fate as the previous scriptures.Hazrat Umar suggested to Hazrat Abu Bakr that the Quran should be written down for safety but Hazrat Abu Bakr was reluctant because this had not been done under the Holy Prophet(S) but later agreed when he realized the importance of compilation. He called for Zaid bin Sabit who was reluctant initially but later agreed to accomplish this task.A commission was appointed and headed by Zaid bin Sabit who was the chief. Zaid bin Sabit traced out and collected the chapters of the Quran from every person who had it in their possession. He collected it from palm leaves, stones, and pieces of wood and people who had committed it to memory. He also verified the versed from people who had heard it from the Holy Prophet(S) and verified it from his own memory.The script prepared by Zaid bin Sabit remained with the first Khalifa and after his death was transferred to the custody of Hazrat Umar. After his death, the script was transferred to Hazrat Hafsa, a widow of the Holy Prophet(S) and this copy of the Quran came to be known as Mashaf-e-Hafsa.Under the Caliphate of Hazrat Usman it became known that different dialects of the Quran were being circulated. Hazrat Anas came to know about it, went to Hazrat Usman, and requested him to take im mediate action.Hazrat Usman got the original copy prepared by Zaid bin Sabit from Hazrat Hafsa and gave him the responsibility to make copies of the original Quran. He was helped by three memorizers, which were Abdullah bin Zubair, Abdur Rehman bin Harris and Saad bin Aas.Give a detailed account of the Prophet(S)s visit to Al-Taif.The Quraish increased their attacks against the Holy Prophet(S) because his worst enemy had become the chief of Banu Hashim. This new situation meant that he could no longer stay in Makkah with any hope of success. Before things became too critical, he had to explore new avenues in his search for support. So, accompanied by his adopted son and freed slave, Zaid bin Haris, he set out for Taif, to preach the Divine Message to its people.Saqeef, the second largest tribe in Arabia, populated Taif. As he began his journey, he was full of hope that if they responded favorably it would signify a new phase in the history of Islam.In Taif, the Holy Prophet(S) appro ached the chiefs calling upon them to believe in Allah and to support him in his efforts to establish Islam; but none gave him a favorable response. They asked Him(S) to leave the town but the Prophet(S) did not lose hope and continued his preaching to common people of Taif. The chiefs got infuriated and they set upon him a crowd of teenagers to follow him and shout abuses at him. They even threw stones at him. He was so badly wounded that his shoes were filled with blood. Zaid tried hard to defend and protect him for the stones. In trying to shield the Holy Prophet his head was badly wounded. The mob followed them until they were driven to the outskirts of the city.The Holy Prophet(S) then sought refuge in an orchard that belonged to 2 brothers who although opposed to Islam and to the Holy Prophet(S) felt sorry for him. They sent their Christian slave with a bunch of grapes for him. While resting in the orchard the angel Jibrael appeared with the angel of mountains and sought to Pr ophet(S) permission to destroy the town by crushing it under the mountains. The Prophet(S) refused to do so by saying, Why should I pay for the destruction of these people? I hope that the posterity will certainly be among the believers in one Allah.The Prophet(S) also played for the guidance and forgiveness of the people of Al-Taif in these words, O Allah! Forgive them and guide them for they do not know who I am and What I say. I was sent as a blessing for all the worlds.Afterwards the Holy Prophet(S) set out on his journey back to Makkah.What lessons can Muslims today learn from the Prophet(S)s conduct in this event?The Prophet(S) tried to find a realistic solution to his difficulties in Makkah by looking for a new center for religious teaching. He(S) did not try to resist the people of Al-Taif when they rejected and persecuted Him(S), which shows that aggression against aggression is not the best solution.He(S) responded to cruelty with forgiveness, which shows that we should no t take revenge despite having the power to do so. He(S) also attempted to understand the peoples ignorance and did not curse them. Muslims today especially the preachers of religion should learn from the Prophet(S)s example. They should be firm and steadfast and should not be discouraged by rejection or mockery.Give a description to the main events that took place during the Prophet (S) night journey.Explaining the importance of this event in the Islamic history.This event carries great importance in the history of Islam. It shows the exalted status of Prophet (S) as a divine messenger. Abu Bakr got the title of Al Siddique (Testifier to the Good) when he expressed belief in this event. Regularly daily prayer was made obligatory as the second pillar of Islam. It also proved to be people around him that He (S) was a true messenger of God.Explain why he thought it important to make the journey to Madinah? (4)The Holy Prophet(S)s life was in danger in Makkah. The Quraish were constantl y finding ways to kill or torture him. As his uncle Abu Talib was dead, he did not have any clan protection. Very few people had converted to Islam in Makkah and so he had very little success. Many people from Madinah had arrived and had accepted the message of Islam and they had told the Prophet(S) to come to Madinah where everyone would accept him. As very few people accepted Islam, he could not put the teaching he received into effect and if he migrated to Madinah where people would accept him, he would have been able to put the teachings into effect. Islam was in danger in Makkah as Prophet Muhammad(S) and his followers were persecuted and if they had died Islam would perish.