Muslim Women: Wearing The Hijab

Muslim Women: Wearing The Hijab Literature on this topic is abundant as research has been conducted globally on the topic of the hijab as to the reasons why women should and should not wear the hijab. The research conducted was made possible through the use of surveys, interviews, questionnaires and observations. Katherine Bullock in particular, a Canadian community activist, author and lecturer did extensive research on the topic of the hijab and published her findings in the form of a book called Rethinking Muslim Women and the Veil which challenges Historical and Modern Stereotypes . She has also published articles on Muslim women and the media, and Islam and political theory. Purposes of the research The objectives of the study are to examine if the dominant negative Western perception affects the reasons why the Muslim community is divided on the subject of hijab. This research addresses the concern for a dialogue that could inform westernised societies about the personal reasons why some female Muslim students wear hijab and why others do not. I want my research to be meaningful, relevant to local communities and to open my mind and that of others by being taught through research and personal interviews about the subject. Scope and limitations The pool of participants is limited to the Muslim students at TSiBA Education. The data set is meaningful, but not representative of the vast range of Muslims in different contexts. It will however show a diversity of views within a common theology and faith. Plan of development METHODOLOGY 2.1 Participation The target group for the research is 20 South African Muslim women between the ages of 18 and 40. This age group is the target of this study because they are the current generation of TSiBA students and are experiencing modern South Africa in a time when it seems there is an ever increasing influx of Western culture. The age group is also likely to include married women who might be inclined to think differently about the hijab as their marriage might have changed the way each looks at the hijab. 2.2 Methods of data collection Two sets of data will be employed: 1) open-ended e-mail questionnaires with 20 Muslim students about the hijab 2) Conduct interviews and observations on the candidates if further data is required. The first data collection method I chose was a simple questionnaire. The research draws on qualitative data from questionnaires and interviews with 20 Muslim female students of varying ages within the TSiBA community. After many different drafts of the questionnaire I went to the Tertiary School in Business Administration (TSiBA) Education to distribute the final version. My questionnaire included the opinions of both young women who wear the hijab and those that do not. I did not ask for names in any section of the survey to ensure the anonymity of all my human subjects. In the end I collected 20 surveys in total. After gathering the questionnaire, I analyzed the results manually. As my second method of data collection, I conducted interviews, each having an approximate duration of between 30 minutes. I used a recording device on all my interviews. LITERATURE REVIEW Introduction Keywords: Islam, Muslim, hijab, veil, female, students, TSIBA Education, reasons, dominiant negative Western perception. The debate regarding the wearing of religious garb in public, specifically coverings worn by Muslim women has increased over the past few years resulting in a lot of controversy among those who agree with the practice and those who do not (iqraonline.net). The French, along with the west expected that the hijab would pass away into history as westernization and secularization took root. However, in the Muslim world, especially among the younger generation, a great wave of returning to hijab was spreading through various countries. This current resurgence is an expression of Islamic revival (Khaula Nakata, A View Through Hijab, 1994, pg 2). Hijab is seen all over the world, especially in places with a high concentration of practicing Muslims. The hijab has been the focus of often fierce media debates and has come to symbolise the clash of cultures supported by links between Islamic extremism and 21st century terrorism. While in several Islamic states such as Saudi Arabia, Afghanistan and Iran, the full covering, known as the burqa, has been compulsory. A hostile response against Muslim culture has seen such traditional clothing banned, along with the much more common hijab, in the interests of secularism. In this context, Muslim women are portrayed by the Western media either as veiled victims in need of liberation because of a lack of free choice in foreign lands, or a threat to the Western societies in which they reside because of their choice to adopt the hijab which is a traditional Islamic dress. Muslim women are almost consistently portrayed as oppressed and veiled, a terrorist threat or exotic, sexualised beings. This is in line with Saids theory of Orientalism (Said, 1978), which argues that the Muslim world and its inhabitants are considered backward, barbaric and outsiders to Western society. This portrayal of Muslims is notable in the media in terms of the coverage of Muslim women. Most representations of Muslim women involve them wearing traditional Islamic clothing such as the hijab, and their role in the media is generally limited to commentary on issues such as the veil. Western Influences Dominant negative Western perception The Western media and feminists often portray the hijab as a symbol of oppression and slavery of women. (http://www.al-islam.org). Many feminists, both Western and Islamic argue that the hijab is a symbol of gender oppression and that the Islamic veiling of women is an oppressive practice. Fadel Amara, an Islamic feminist and a Muslim female member of French government says The burqa is a prison, a straightjacket. It is not religious. It is the insignia of a totalitarian Political project for sexual inequality. (King,Islam, Women and Terrorism, 299.) Feminists argue that public presence and visibility is important to Western women. It represents their struggle for economic independence, sexual agency and political participation. In the West, celebrity is the peak of cultural legitimacy. The hijab is a challenge to the view of liberated visibility and freedom of self-expression unfettered by the male gaze.( www.theage.com) After a century of struggle for freedom of expression that included discarding the bra, some Western countries have called for banning the hijab in schools. They have developed, it would seem, a rather limited view of what public visibility might mean to different women. Frances 2004 law, known popularly as the law on the headscarf, reveals the difficulty of respecting conflicting ideas between diverse communities, especially when one community, in this case the Muslims of France, is a minority. According to this law, female students are banned from wearing the hijab as well as all other openly religious symbols in public schools. France bans women from wearing the hijab in public schools because many feminists and lawmakers argue that veiling women serves as an oppressing force, a force that silences women. Alia Al- Saji states in her article The Racialization of Muslim Veils: A Philosophical Analysis many feminists see the headscarf As a symbol of Islamic gender oppression that à ¢Ã¢â€š ¬Ã‚ ¦should be banned from public schools, a space where gender equality is presumed (or desired). Supporters of the law believe it fights gender oppression and gives equality to women in the school system. Katherine Bullock sheds light on the differences in judgment over hijab by having identified themes from her research on the women and Islam field. She divides these themes into the descriptions of those who are for and those who are against the hijab. According to Katherine Bullock, critics of the veil rely on secular liberal assumptions about society and human nature and therefore the veil is supposed to be and described as a symbol of oppression because it: Covers up (hides), in the sense of smothering, femininity Is apparently linked to the essentialized male and female difference (which is taken to mean that by nature, male is superior, female is inferior); Is linked to a particular view of womans place (subjugated in the home); Is linked to an oppressive (patriarchal) notion of morality and female purity (because of Islams Emphasis on chastity, marriage, and condemnation of pre- and extra-marital sexual relations); Can be imposed; and Is linked to a package of oppressions women in Islam face, such as seclusion, polygamy, easy male divorce, unequal inheritance rights. 3.2.2 Media attitudes to reporting Islam and hijab While the media cannot be held solely responsible for the construction of national identity nor blamed for societal attitudes towards minority cultures and religions, they play a significant role by providing the lens through which reality is perceived (Bullock Jafri, 2000). While the Western media sees itself as a democratic institution, it is often held accountable for legitimising and spreading racism and bias against religious communities such as Muslims (Bullock Jafri, 2000). The media portrays Muslims as tricky, sleazy, sexual and untrustworthy, as uniformly violent, as oppressors of women, and as members of a global conspiracy (Bullock Jafri, 2000). Macmaster and Lewis identify the shift in the European medias portrayal of veiled women from exotic to a danger to society (Macmaster Lewis, 1998, p. 121). They point out the juxtaposition of representations of Muslim women as concurrently oppressed and threatening, while Kolhatkar highlights the depiction of Muslim women as shapeless blue-clad forms of Afghan women (Kolhatkar, 2002, p. 34). The identification of Muslim women in the media by the use of traditional Islamic dress has been noted by Begum, who argues that images of Islamic dress are increasingly used in the media as a visual shorthand for dangerous extremism, and à ¢Ã¢â€š ¬Ã‚ ¦ Muslims all over Europe are suffering from the consequences of such associations (Begum, 2005, p. 1). In France, a breeding ground of media and political debate about the hijab, has had a polarising affect on the Muslim community and a divisive impact on society and feminism. (Begum, 2005, p. 1) The medias portrayal of these women went from sinister symbols of Islamic extremism to brave heroines of the republic overnight (Ezekiel, 2005). But since then, the French media have reported on the suspension of a Muslim meter reader who wore a hijab under her hat, the banning of a fashion show of veiled women, the prevention of hijab-wearing mothers from volunteering in schools; the refusal of service to a student wearing a hijab by a university cafeteria and the banning of a witness to a civil service wedding from signing the documentation because her hijab prevented her from being formally identified According to Ezekiel, sexism and racism intersect in this debate. On one side of the feminist debate about the hijab, there are those who demand veils be banned from French streets as they encourage the harassment of unveiled women. But at the other end of the spectrum, feminists advocating a Muslim womans right to choose to wear or not to wear a hijab have aligned themselves with fundamentalist Islamic leaders, arguing that its a Muslim womans obligation to wear a hijab and demanding the ban be overturned. The authors argue that because of the medias cultural fixation on Muslim womens dress as a symbol of oppression, Muslim women often have to focus on that aspect of their identity as well, even if they would rather discuss something else. They suggest that even responsible journalism about Muslim women tends to demote them to the role of a reactionary source in the hijab debate. In sum, it is clear that Muslim women are predominantly presented to the Canadian public as foreign, exotic, oppressed, or threatening others rather than as ones unexotic, unthreatening next door neighbours. (www.reportingdiversity.org.) Clearly, the hijab story remains newsworthy in Western countries, and Muslim womens identities are inextricably linked to the headscarf as a result. 3.2.2.1 The argument of oppression Although it is true that many women do choose to wear the Hijab, it is not the case for all women. In many Middle Eastern and North African countries women are forced and are persecuted and abused for noncompliance with the hijab. This Hirshmann, Western Feminism, Eastern Veiling, and a Question of Free Agency, was recently demonstrated in Pakistan, where an extremist killed a womens activist and government minister, because she refused to wear the Hijab. King states, From Afghanistan to Algeria to Sudan, Pakistan and Iran- women are systematically brutalized and caught in a deadly crossfire between the secular and fundamentalist forces. Some Islamic feminists argue that although the statement in the Quran about women covering themselves was not meant to oppress women, the interpretation of those verses by Islamic societies does in fact oppress women. Although it can be argued that the hijab is a symbol of the oppression that occurs against women in Islam, many Islamic women dont agree. It is true that under some Islamist rule, specifically in some North African countries, Afghanistan, Iran, and Saudi Arabia women are oppressed and forced to wear the hijab, but in an international context, this is the exception to the rule regarding womens practices of wearing the veil11. Salma Yaqoob, a Muslim woman who chooses to wear the hijab explains the veil is not only an oppressing force in Islamic countries that require the veil, but also in Western countries that ban the veil. Yaqoob adamantly contends that by infringing laws that restricts womens choice on whether or not to wear the veil, they are also being oppressed. I am opposed to the Saudi and Iranian governments imposition of the veil and that of the Taliban previously. But this is also why I oppose the ban on wearing the hijab. In both cases the woman herself is no longer free to make a choice. In both cases her dignity is violated.. Yaqoob explains that more women are currently banned from wearing the hijab, than are required to wear it. The argument of liberation It can be argued that rather than oppressing, the hijab is liberating. The oppressing force behind the veil is when members of the authority, both Islamic and Western, take away a womans right to choose. The veil itself is just a piece of cloth. We interpret the hijab according to our social and religious constructions. Through the Western discussion and banning of the hijab in public schools, the Muslim school girls of France lose their freedom to express their spirituality. This view on the veil serves to continually disable and oppress women by terminating their freedom of spiritual expression. Frances 2004 law on the headscarf disables Islamic females from wearing the veil in places of education. The desired effect of the 2004 law is to fight gender oppression and inequality in the public school system, but as a residual effect, it actually diminishes womens freedoms rather than enhancing them. The law on the headscarf supports the oppressing Western discourses about veiled women and attempts to Westernize French Muslim schoolgirls. Internal debate: Reasons for wearing and not wearing the hijab The opinions of Islamic women vary in their decision whether or not to wear the veil. Some feminists, both Muslim and non-Muslim, defend the veil as a mark of agency, cultural membership, and defiance. Tayyab Bashart, a feminist scholar and Muslim who teaches in France, explains her beliefs, A woman in hijab, who is a functioning member of society, symbolizes an empowered, independent woman, rather than someone who lacks self-determination and is a puppet of society (Tayyab, Basharat.Hijab as an instrument of Taking Women off the Sex Economy.). Muslim women see bans on the veil as creating or perpetuating stereotypes that are becoming harder to fight. Hirshmann states that Western society tends to oversimplify these cultural stereotypes without looking into the women whom they think are being degraded. Reasons for wearing the hijab in Islamic Tradition The most basic debate over the hijab is over the requirement of the hijab. This is an issue that is debated by many Muslim scholars. First in order to understand why there is an issue it is important to understand the power of the Quran. The Quran is the word of God brought by his last messenger the Prophet Muhammad (Peace Be Upon Him). Islam is the total submission to Allah (God the Father) and obedience to Allah, as the Quran is Gods word then it also means total submission and obedience to Quran. The first issue with the requirement of the hijab comes from whether the hijab is in the Quran or not. There are two sides to this argument; there are those who say that the hijab is a requirement because it is in the Quran and those who say that it is not because it is not part of the Quran. Amr Khaleds lectures have greatly influenced the Muslim youth, especially Muslim female youth on the topic of the hijab. He represents the school of thought that considers the hijab to be directly in the Quran and thus a requirement for Muslim women. In one of his lectures about the hijab he says Some people argue that this hijab is not obligatory and that it was not mentioned in the Quran. These are the Qurans verses that make the Hijab obligatory to Muslim women. O Prophet! Tell your wives and your daughters and the women of the believers to draw their cloaks (veils) all over their bodies. That will be better, that they should be known (as free respectable women) so as not to be annoyed. And ALLAH is Ever Oft-Forgiving, Most Merciful. (33:59) ( Amr Khaled). Here in this verse women are told to cover their bodies so that they should be known as modest women and are not harassed. The hijab, according to many Muslims, has multiple uses and meanings. The hijabs symbolism is one of modesty and morality. According to Islam, the hijab functions as a shield for a woman against the lustful gaze of men. The hijab also serves as a cover to preserve the modesty and piety of the woman, as that is her main role as stated in the Quran. Not only is this her role in her faith, but in society as well. The Quran also states that the woman is the familys main preserver of honour, piety, and modesty. Thus, the hijab is an aid in which the woman can successfully carry out this function as demanded by Allah through the Prophet Muhammad (PBUH) (Kulenovic 714-715). Amr Khalad, a popular Islamic scholar, layman, and highly influential Muslim speaker, has had a strong influence on Muslim youth in on the issue of the hijab, especially in Jordan (Stratton 98). According to Amr Khalads lecture Al-Hijab, the hijab also serves the purpose of forcing men to not sexually objectify women but to see her as a vessel of intelligence and high moral values. Khalad says that the hijab reinforces the fact that Islamà ¢Ã¢â€š ¬Ã‚ ¦ made the beauty of women of a higher value in mens eyes by providing protection [in the form of hijab] to that beauty from uncontrolled lusts and desires, and instead ordering men to respect greater the inner beauty of her soul. Thus, the real value of women is associated with the degree of her bashfulness and her abidance by it (Khalad Al-Hijab). This is the tradition Islamic rational for the hijab and why it is important in Islam (Khalad AlHijab). A study about hijab in the West also provides another theory that I believe can also be applied in South Africa because it is a country heavily influenced by the West. The idea of the hijab as a symbol of resistance is explored by Tarik Kulenovic but not necessarily one that is strictly political. Tarik Kulenovics theory suggests that the hijab in the West is a matter of identity, a physical symbol of a womans Muslim identity. This symbol also carries a message of religiosity in a modernizing society which encourages a secular life style and scorns tradition. Kulenovic asserts that the modern identity of Muslim women, which includes the wearing of the veil, is primarily the identity of resistance to the values than individuals find foreign to them and as such imposed on them (Kulenovic, page 717). Thus, in modern society, the hijab can be thought of as a means of retaining a religious life style while assimilating to the demands of the modern world. Another reason women choose to wea r the hijab is that they find that the hijab serves as an empowering factor. Yaqoob states her personal reasons why she wears the veil, For me, the wearing of the hijab denotes that as a woman I expect to be treated as an equal in terms of my intellect and personality and my appearance is relevant only to the degree that I want it to be, when I want it to be. Katherine Bullock addresses dominant western assumptions by proving through her research that the reasons some women wear the hijab are that the hijab: 1. Does not smother femininity; 2. Brings to mind the different-but-equal school of thought, but does not put forward essentalized male-female difference; 3. Is linked to a view that does not limit women to the home, but neither does it consider the role of stay-at-home-mother and homemaker oppressive; 4. Is linked to a view of morality that is oppressive only if one considers the prohibition of sexual relations outside marriage wrong; 5. Is part of Islamic law, though a law that ought to be implemented in a very wise and women-friendly manner, and 6. Can and should be treated separately from other issues of womens rights in Islam. 4.2 Reasons for not wearing the hijab in the Islamic Tradition In the Quranic this verse although it says to draw the cloak all over their bodies, it does not specifically say the hair. In addition, it does not specify in what way, to what extent, and in what manner women should cover themselves. There are many modern alternative views to this idea that the hijab is compulsory because it is in the Quran. For example, Dr.Reza Alsan, an internationally acclaimed writer and scholar of religions,the founder of AslanMedia.com and also one of the leading scholars in the alternative view, considers the hijab not an obligatory aspect of being a Muslim woman. Reza claims, Although long seen as the most distinctive emblem of Islam, the veil is, surprisingly, not enjoined upon Muslim women anywhere in the Quran (Alsan). Instead he claims that the veil was in Arab culture before the arrival of Islam, through contact with Syria and Iran, where the veil was the sign of the upper class women. According to Lelia Ahmed and those who fall in the second school of thought like Reza, the only places that the hijab is applied to women is when it is addressing the wives of Prophet Muhammad. Thus the veil was only associated with the prophets wives and his daughters not all women of Islam. This school of thought does not deny that modesty was expected of all believers. Women should guard their private parts and drape a cover over their breasts when in the presence of strange men (Surah 24:31-32) (Aslan). Here specific parts of the body are named that women should guard and cover including the private parts and the breast but the hair is not mentioned. Thus those in this school of thought like Leila Ahmed and Reza Alsan do not believe that the hijab is mandatory for Muslim women because it is not mentioned in the Quran. According to Bullock, critics of the veil rely on secular liberal assumptions about society and human nature and therefore the veil is supposed to be and described as a symbol of oppression because it: Covers up (hides), in the sense of smothering, femininity Is apparently linked to essentialized male-female difference (which is taken to mean that by nature, male is superior, female is inferior); Is linked to a particular view of womans place (subjugated in the home); Is linked to an oppressive (patriarchal) notion of morality and female purity (because of Islams Emphasis on chastity, marriage, and condemnation of pre- and extra-marital sexual relations); Can be imposed; and Is linked to a package of oppressions women in Islam face, such as seclusion, polygamy, easy male divorce, unequal inheritance rights, and so on. 4.3 Spirituality Some women have a deep spiritual and religious connection to the veil and firmly disagree with the view of it as a sign of oppression. Many Muslim women feel uncomfortable without wearing it because the hijab is deeply-rooted in their personal values and religious tradition. A main reason women choose to wear the hijab, is as expression of spirituality. Bashart states in his book that Muslim women carry with them their sacred private space into the public space by use of the Hijab. (Basharat, Hijab as an Instrument of Taking Women off the Sex Economy). In this view of the hijab, the veil is not simply an article of clothing; or a symbol of oppression it is a tool of spirituality for women. Fadwa El Guindi, author of The Veil: Modesty, Privacy and Resistance, says veiling patterns and veiling behaviour are. about sacred privacy, sanctity and the rhythmic interweaving of patterns of worldly and sacred life, linking women as the guardians of family sanctuaries and the realm of the sacred in this world Conclusion This research investigates the reasons why the Muslim community is divided on the subject of the veil and if the dominant negative perception of hijab (as the hijab being oppressive) has affected, if at all, the wearing of hijab in TSiBA Education. In the attempt to answer this question, the research has presented two hypotheses. Firstly, the divide on the practice of the hijab exists within the Muslim community because there are different interpretations of the verses of the Quran where Allah commands females to over their hair. Secondly, that the dominant negative Western perception causes some Muslim women to fear wearing the hijab and to abandon it all together as wearing the hijab could result in more oppression to females- as portrayed in Western media. Thirdly, Some Muslim women choose to wear the hijab for spirituality reasons despite constant the pressures of the West.

Quiz: John Keats and Small Business Owners

Dashes Quiz (90%) 1. Hinduism–this is the major religion of India–developed over a period of many centuries. (B) 2. Ferrets can be delightful pets–when they want to be. (B) 3. â€Å"You have two choices,† he was told to fight and die or to live the life of a coward. (C) 4. Mayonnaise contains three things–egg yolks, vegetable oil, and vinegar. (A) 5. There were only two men who could match his strength and skill–Hercules and Achilles. (A) 6. Don't forget these ingredients in the wedding cake–one cup of patience, a spoonful of consideration, and a dash of forgiveness. A) 7. The baseball strike has caused all of us–especially the die-hard fans–to re-examine our priorities. (C) 8. From seashells, the natives made beautiful necklaces, bracelets, and earrings–even entire lines of jewelry. (B) 9. Jose's resume was impressive–he started work as a cashier in a computer store, advanced to manager, and eventually beca me a consultant for IBM. (C) 10. The Springfield orchestra ought to win the competition–their violin section is the best in the state. (C) 11. Ramona didn’t know–how could she? -that Alexis was already at the party. (B) 12. Grasping for an explanation, Sergei only managed to say, â€Å"I’m really sorry, but–. † (B) 13. Two years after being told by her boss that she did not have â€Å"what it takes,† Sonia had become a stockbroker–and a millionaire. (A) 14. City politicians–if not all politicians–should spend more time talking with small business owners. (C) 15. Many musicians who play the oboe also play–the English horn and oboe d’amore–double-reed instruments whose ranges are slightly lower. (A) 16.The dangers of the disease–its resistance to penicillin, its ability to avoid detection, and its transmissibility–should not be underestimated. (B) 17. The piano is an easy instrumen t to play–but a difficult one to play well. (C) 18. The computer has launched entire corporations–even empires–since its inception in the earlier part of the twentieth century. (B) 19. The hardships Ludwig van Beethoven had to overcome were considerable–several handicapped brothers and sisters, an abusive father, and the loss of his hearing at age twenty-nine. B) 20. Star Trek, The Twilight Zone, and The Outer Limits–he used to watch these shows into the early morning hours. (C) Quotation Marks (95%) 1. â€Å"Show me your friends,† my grandfather used to say, â€Å"and I'll tell you what I think of you. † (B) 2. On the first day of my Romantic Poetry class, the teacher stunned us by announcing, â€Å"I will now recite the most beautiful poem in the English language, ‘Ode on a Grecian Urn,’ by the English Romantic poet John Keats. † (B) 3.In her review of the film Mississippi Burning, Pauline Kael wrote, â€Å"Alan Parker likes to operate in a wildly dramatic universe of his own creation. † (C) 4. â€Å"Once upon a midnight dreary, while I pondered, weak and weary† is the first line of Poe's poem â€Å"The Raven. † (B) 5. One of the most famous newspaper headlines is â€Å"38 Who Saw Murder Didn't Call the Police. † (C) 6. On the topic of effort, P. D. James wrote, â€Å"God gives every bird his worm, but He does not throw it into the nest. † (C) 7. In his inaugural address, John F.Kennedy said, â€Å"Ask not what your country can do for you; ask what you can do for your country. † (B) 8. Joan said, â€Å"I could swear it was Mary Queen of Scots who proclaimed, ‘In my end is my beginning. ‘† (A) 9. You may prefer the Beatles' song â€Å"Yesterday,† but â€Å"Let It Be† is my favorite. (C) 10. In his lecture on dreams and mythology, Joseph Campbell wrote, â€Å"Dream is the personalized myth, myth the depersonalized dre am. † (A) 11. â€Å"There is no taking trout with dry breeches,† said Miguel de Cervantes when defining effort. C) 12. â€Å"You can hear the physicist Stephen Hawking's voice on the Pink Floyd song ‘Keep Talking',† said Rebecca. (B) 13. For your essay on Meso-American cultures, please consider the article â€Å"City of the Gods. † (C) 14. George said, â€Å"I was so shocked to hear Mrs. Edwards say, ‘Let's tango beneath the moonlight' that I stepped on my prom date's foot. † (A) 15. My friend Tom Jansen nervously read the newspaper headline, â€Å"Floods Force Dutch to Flee as Battered Dikes Begin to Fail. † (C) 16.My English teacher said, â€Å"Yogi Berra was grammatically incorrect when he said, ‘It ain't over 'til it's over,' but he surely was right. † (A) 17. Perhaps the most famous of all Star Trek episodes is â€Å"The City on the Edge of Forever,† which starred Joan Collins as a visionary social worker. (B) 18. â€Å"Dan Quayle Was Right,† by Barbara Dafoe Whitehead, appeared in the magazine The Atlantic Monthly in 1993. (C) 19. The words â€Å"discrete† and â€Å"discreet† are homonyms: they sound the same but have different meanings. † (A) 20. Most Americans don’t

Top Guide of Ssu Scholarship Essay Samples

Top Guide of Ssu Scholarship Essay Samples Now you can get genuine college essay online, one that is going to fit your financial plan and get your work done too. If you encounter a task you maynot handle all on your own, don't be reluctant to request help. You can be in contact with your writer so the procedure for collaboration is trouble-free and fun. Enable us to assist you with some work so that it is possible to concentrate on other crucial problems. There are a number of ways to conclude your essay in a highly effective way. Having us to fix any of the issues which you may face when coming up with scholarship essay topics will be recommended for you. Your future is dependent on it. Prepare an outline utilizing the facts gathered in the very first phase of the essay development. Your list will just supply you with a headache if you don't locate a remedy to end your problems. You are able to get nursing application essay examples at economical prices from us. The general format of your essay, for example, font size and margins, will solely are based on the instructions provided to you. The War Against Ssu Scholarship Essay Samples Bear in mind that a great grade is needed that you find accreditation. So, needless to say, you will wish to know the principles of writing a winning essay. It's simple to point out an essay that's been written solely for the interest of it. So for those who have an essay assigned that you will need help with, you can purchase essay online cheap from us. The essay should incorporate an Introduction, a Body, and a Conclusion. A superb essay is one which leaves a long-lasting impression. 1 factor of the nursing course that maynot be overlooked is writing essays. Getting conscious of common essay mistakes and the way to repair them can help you produce an impressive scholarship essay. Anyway, should you need help with a nursing essay, keep in mind that you aren't alone. Within the ease of our scholarship essay aid, you can get completely free scholarship essay samples to be able to understand clearly how to compose your own essay. These varieties of essays are guaranteed to doze off your readers. When you just have a few critical concepts, you don't need to be so confident that you imagine you can write the essay all on your own. Read Sanjit's full essay to find out more about her ideas. Just consider it how many amazing things you may do instead of boring writing. The sort of essay you're looking for will be provided to you within the deadline provided to you. Following that, you've got to select the person who is best suited for your task. You need to keep in mind that you should not undervalue the significance of a strong introduction, particularly when it regards the opening line. Some scholarship websites may not only hook you up with thousands of potential grant opportunities, but give you advice on the way to snag them. If you're a sking for a scholarship, odds are you're likely to should compose an essay. In the past few years the variety of scholarships has increased dramatically. Numerous websites affiliated with colleges also provide essay samples as a way to send prospective students on the right path. The main reason why some scholarships need an essay component is because the sponsors want to provide money to students that are serious about there academic career. Among other popular ideas is to show that you put in an application for a grant out of financial need. You can also locate recommendations about what types of scholarships you should apply for. There are lots of scholarships that could help you pay educational expenses, however, writing a scholarship request letter can help you become through.

Hiv / Aids The Virus And Its Effect On Human - 1547 Words

HIV/AIDS: The Virus and Its Effect on Human Human Immunodeficiency Virus, or HIV, is the virus that causes AIDS (Acquired Immunodeficiency Syndrome), and is the most advanced stage of HIV infection. AIDS HIV/AIDS deteriorates a person s ability to fight infections. It is contracted through unprotected sex or needle sharing. An HIV test checks finding. Medications may subdue the virus and delay the onset of AIDS. HIV/AIDS has had a great impact on society, both as an illness and as a source clear-sightedness. HIV/AIDS cannot be cured but it can be treated, it requires a medical diagnosis, and lab test. (According to 2005-2015 WebMD, â€Å"HIV/AIDS Health Center†) The symptoms of HIV/AIDS varies from person to person depending on the phrase of†¦show more content†¦(According to 2005-2015 WebMD, â€Å"Understanding HIV/AIDS Symptoms†) Asymptomatic (or latent) period which is the second stage is a period without symptoms. In this stage people may not know if they have the HIV and can pass it on to others. This period can last for 10 or more years and during this stage, the HIV is slowly killing the CD4 T- cells and damaging the immune system. When the person do a blood test during this time, the CD4 T- cell number is revealed. A normal person CD4 T- cell is between 450 and 1,400 cells per microliter. As the CD4 T- cells drops, the person body becomes vulnerable to other infections and the person will be in danger of getting AIDS. AIDS (Acquired Immunodeficiency Syndrome) is the third and advanced stage of the HIV infection. When the CD4 T- cells drops to 220, the person is diagnose with AIDS. (According to 2005-2015 WebMD, â€Å"Understanding HIV/AIDS Symptoms†) A person cannot conclude if he or she has the infection. So if he or she thinks that they might, the greatest thing to do is to see a healthcare professional so that they can diagnose their condition. HIV/AIDS is diagnosed by laboratory testing and then it is determined on the presence of certain signs or symptoms. Getting diagnosed by testing is mostly done by testing the person’s blood or saliva for antibodies to the virus. It takes time for the person’s body to develop these antibodies.

Analysis Of The Poem Gwendolyn Brooks - 1030 Words

Amber Bryan Professor Heintz LIT1000 12 December 2016 Personal Journal â€Å"Look at what s happening in this world. Every day there s something exciting or disturbing to write about. With all that s going on, how could I stop?† (â€Å"Gwendolyn† BrainyQuote.com) Gwendolyn Brooks, born in 1917 in Kansas grew up with her father, David Anderson Brooks and her mother, Keziah Wims Brooks. Although born in Kansas, Gwendolyn was raised in Illinois (Shor). Throughout her life she dealt with real issues and confronted them within her writing. Her thoughts and poetry would continue to be relevant for decades, even as time goes on, the world still remains a broken place. â€Å"The Brooks household was a happy one, and Gwendolyn thrived on a steady diet of love and encouragement from her parents, who read stories and sang songs to their two children† (â€Å"Gwendolyn† Contemporary Heroes). Brooks discovered her love of writing as a young girl in her late childhood and early adolescence. She was the target of harassment in her early schools and was picked on for everything from her hair and the way she looks to her personality and the way she interacts with others. After attempts of getting along with the other students at two other high schools failed, Brooks was sent to an integrated high school, Englewood and graduated in 1934 (â€Å"Gwendolyn† Scribner). Brooks graduated from college in 1936 with an English degree, and later became â€Å"the publicity director of the local National Association for theShow MoreRelatedAnalysis Of The Poem The Road Not Taken By Gwendolyn Brooks980 Words   |  4 PagesFor my analysis I chose to look at two poems where the authors transform the readers into the speakers. I will be analyzing â€Å"The Road Not Taken† by Robert Frost and â€Å"the mother† by Gwendolyn Brooks. Both of these poems show decisions made on the speakers part and how the reader can relate to the speakers feelings about their decisions. â€Å"The Road Not Taken† opens with a man in the woods, looking down two equally worn paths. It is a reflection on his part. This incident happened in the past and yearsRead MoreAnalysis Of Gwendolyn Brooks s Poem A Lovely Love 894 Words   |  4 Pagestake part in. As a result, thousands of poems and sonnets have been written about love bonds that are either praised and happily blessed or love bonds that undergo struggle and pain to cling on to their forbidden love. Gwendolyn Brooks sonnet A Lovely Love, explores the emotions and thoughts between two lovers who are striving for their natural human right to love while delicately revealing society s crime in vilifying a couples right to love. Gwendolyn Brooks uses several examples of imagery andRead MorePoem Analysis: We Real Cool by Gwendolyn Brooks724 Words   |  3 PagesWe Real Cool(1960) by Gwendolyn Brooks. The Pool Players. Seven at the Golden Shovel. We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon. This is a short poem with five stanzas each having two lines. The poem is short and the choice of words is concrete and targeted at the subject that the poet is striving to put forth. The poem is generally on the life of the pool players. It depicts the fast paced lifestyle of the pool playersRead MoreWe Real Cool505 Words   |  3 Pagesperhaps Brooks’ single best-known poem, subjects a similarly representative experience to an intricate technical and thematic scrutiny, at once loving and critical. The poem is only twenty-four words long, including eight repetitions of the word â€Å"we.† It is suggestive that the subtitle of â€Å"We Real Cool† specifies the presence of only seven pool players at the â€Å"Golden Shovel.† The eighth â€Å"we† suggests that poet and reader share, on some level, the desperation of the group-voice that Brooks transmitsRead MoreAnalysis Of Gwendolyn Brooks And Robert Hayden s Poetry1255 Words   |  6 Pages Reflective Writing An Analysis of Gwendolyn Brooks and Robert Hayden’s Poetry Many artists are also historians, people who record first-hand experience of history, making note of important events to which many will make reference. Artist do this through music, writing, and orally through passed-down stories and legends. In the area of writing, there are many different types which display historical understanding. These categories divide into poems, prose, short stories, and long stories. The categoryRead MoreAnalysis Of We Real Cool702 Words   |  3 PagesWe Real Cool Analysis Mob mentality, also known as herd mentality is how people are influenced by their peers to adopt certain behaviors. In reality, people in the group developed one lifestyle, one purpose, and one mind. This mentality is slightly shown in something as innocent as school cliques. But often, this mob mentality can have negative consequences. Gwendolyn Brooks’ We Real Cool is a cautionary tale of 7 pool players living fast and dying young together. The poem uses symbolism,Read MoreComparing Gwendolyn Brooks We Real Cool and Robert Frosts Nothing979 Words   |  4 PagesAlthough there are a number of different facets regarding the careers and works of Gwendolyn Brooks and Robert Frost, there are a number of similarities between their respective poems We Real Cool and Nothing Gold Can Stay. These similarities become all the more apparent when one attempts to compare the imagery of these poems. A careful consideration of this comparison indicates that the imagery of each of thes e poems is preoccupied with the concept of time in various aspects of its ephemeral natureRead MoreAnalysis and Interpretation of \1540 Words   |  7 PagesWithout a Hand to Hold Analysis and Interpretation of The Preacher Ruminates: Behind the Sermon Gwendolyn Brooks The Preacher Ruminates: Behind the Sermon gives an eerie look into a ministers mind. Indeed the poems premise is made clear from the opening line: It must be lonely to be God (1). The poem proceeds to note that while God is a much-revered and respected figure, he has no equal. The preachers revelation provides the reader a unique perspective into religion. Brooks points out due toRead MoreThe Preacher Ruminates: Behind The Sermon (Analysis and Interpretation)1478 Words   |  6 Pagesa Hand to Hold Analysis and Interpretation of The Preacher Ruminates: Behind the Sermon Gwendolyn Brooks The Preacher Ruminates: Behind the Sermon gives an eerie look into a ministers mind. Indeed the poems premise is made clear from the opening line: It must be lonely to be God (1). The poem proceeds to note that while God is a much-revered and respected figure, he has no equal. The preachers revelation provides the reader a unique perspective into religion. Brooks points out due toRead MoreThe Culture of and Prejudice Against African Americans as Depicted in Gwendolyn Brooks Poetry and Stories1936 Words   |  8 Pagesit all. Author and renowned poet Gwendolyn Elizabeth Brooks discuses and describes many of the cruel and unfair treatment that African Americans have faced throughout our civilization. Brooks’ not only speaks on the racial prejudice of African Americans, but she also discusses the heartaches, the life, and the growth of African Americans as a people. Brooks’ poetry and stories are very similar to her own experience growing up as an African American woman. Brooks’ uses the symbol of death many times

Ten Most Beautiful Experiments Free Essays

Science in all of its forms and varieties has surpassed many events that have changed its path and the way many individuals view the art. The experiments behind the many concepts of science seem all together complicated and uninteresting when viewed with the naked eye. But, when the cloth is pulled away from the shun reality we truly see what a beautiful experiment is. We will write a custom essay sample on Ten Most Beautiful Experiments or any similar topic only for you Order Now In the eye of a scientist, beauty lies in the simplicity and ingenuity of the design, and the unambiguous result that opens a new world of understanding. In George Johnsons’ book, The Ten Most Beautiful Experiments, he explores the difficult experiments and explains them in the simplest form. This book establishes a state of wide-eyed wonder through white light split into a rainbow, locating pulse in our own neck, and allows us to peer through a microscope or fire up a Bunsen burner for the very first time. The ideas of many known figures such as Galileo, Newton, and Pavlov, as well as many unsung heroes such as Harvey, Galvani, Joule, and many more are explored in this simple yet enticing book. The first chapter describes Galileo’s studying motion by focusing on a ball experiment instead of the famed Galileo dropping things from the leaning tower of Pisa. In fact in this book Johnson believes that the whole phenomenon never happened and instead focuses on the science of the matter. Galileo carved a groove down the centre of a board about 20 feet long and 10 inches wide. Then he propped it at an angle and timed how quickly the balls rolled down the track. What he discovered was that the distance the ball travels is proportional to the square of the time that has elapsed. Along the ball’s path, he placed cat-gut frets, like those on a lute. As the rolling ball clicked against the frets, Galileo sang a tune, using the upbeats to time the motion. This series of events allowed Galileo to show that heavier objects do not fall faster than light ones and to figure out the math for the acceleration of falling bodies. The second chapter describes how William Harvey showed that one form of blood circulates throughout the body, not two. How did an individual display such a complex finding, Harvey had the help of a snake. He needed to observer the flow of blood at a slower pace than many had tested before. Which gave him the idea to use a reptile since they have colder blood, which made its heart beat more leisurely Harvey sliced open a live snake and, while pinching its or main vein, watched as the heart into which it pumped blood grew paler and smaller. He then pinched the snake’s main artery and saw how obstructing the flow caused the heart to swell. When Harvey released the grip, the heart refilled and sprung back to life. Pinching the heart’s main artery had the opposite effect where the space between heart and forceps became gorged with blood, inflating like a balloon. It was the heart, was the driving motor, pushing red blood to the extremities of the body. By completing his radical experiment Harvey proved that blood circulated an idea that was so far-fetched managed to overturn the assertion of Galen. In fact Galen had taught that the body contains two separate vascular systems. The first was a blue â€Å"vegetative† fluid, the elixir of nourishment and growth, coursed through the veins. The second was a bright red â€Å"vital† fluid travelled through the arteries, activating the muscles and stimulating motion. Invisible spirits, or â€Å"pneuma†, caused the fluids to slosh back and forth like the tides. The third chapter describes one of the most famed scientists of all time Sir Isaac Newton. He had many discoveries some relating to gravity, calculus, and light spectrums. Newton carefully reviewed what others before him had found and added some observations of his own. In Newton’s day, Europe’s great scientists believed that white light was pure and fundamental. When it bounced off a colored object or passed through a tinted liquid or glass, it became stained somehow with color. Newton cut a hole in his window shutter and held a prism in the path of the sun, spreading the light into a spectrum. Then he funneled the spectrum through a second prism. He allowed the colors to pass, one by one, through the second prism. Starting at the red end and progressing toward the blue, each color was bent a little more by the glass. Through this exercise Newton had discovered that light consisted of a heterogeneous mixture of different rays. The fourth chapter describes Antoine-Laurent Lavoisier who changed the theory of ash by discovering oxygen. In his experiment he took mercury and heated it in a closed beaker, to develop an almost closed system. Lavoisier heated this until a crust formed or calx which is a reddish color in mercury. After a few days of doing this when he wasn’t producing anymore of the calx, he skimmed it off and isolated it. He placed the isolated mercury in a flask and heated it until it started giving off a gas. He noted that it burned â€Å"with a dazzling splendor†. Calx was not metal without phlogiston, but metal combined with name oxygen. Left behind in the flask was a gas that extinguished flames, now called nitrogen. Lavoisier discovered the nature of oxidation and the chemical composition of the air. The fifth chapter and probably one of the most interesting was of Luigi Galvani the man who accidently discovered â€Å"animal electricity†. Galvani found, the frog’s leg would move, seemingly of its own accord, as it hung from a hook, even in the clearest weather. His fellow citizen Volta was assured that electricity was produced by the touching of two different metals. In this case was the frog’s leg had hung on a brass hook from an iron rail, virtually being non-biological. Volta confirmed that electricity can indeed come from two metals through his invention of the battery, while Galvani went on to show that there is electricity in the body. He took a dissected frog and nudged a severed nerve against another using a probe made of glass. No metal was involved, but when nerve touched nerve, the muscle contracted as if someone had closed a switch. The sixth chapter describes Michael Faraday who had performed a suite of experiments showing the linkage between electricity and magnetism. Throughout these experiments he invented the the electric motor and the dynamo. Using an Argand oil lamp, Faraday projected polarized light through a block of glass, alongside of which sat a powerful electromagnet. Holding a polarizing filter, called a Nicol prism, to his eye, he rotated it until the light was extinguished. Then he switched on the current. The image of the flame suddenly reappeared. He turned the magnet off and the flame disappeared. The magnetic field, he realized, was twisting the light beam – and if the polarity of the field was reversed, the light beam rotated the other way. Faraday had unified two more forces, demonstrating that light was actually a form of electromagnetism. The seventh chapter was on James Joule and how he discovered that heat was just not nay simple thing but a form of motion. Joule’s effort to show that heat and work are related ways of converting energy into motion. This is probably why energy and work are measured in Joules. He took it upon himself to test the theory of caloric or invisible heat in which it will rise up the shaft until you can feel the warmth in the handle. According to this theory, the reason something gets hot when you rub it is because you abrade the surface and let some caloric out. However Joule tested this theory by a rigging of pulleys and weights, he spun a paddle wheel inside a vessel of water and carefully measured the change in temperature. The motion of the paddle made the water warmer, and the relationship was precise where raising one pound of the liquid by one degree took 772 foot-pounds of work. The eighth chapter discusses Albert Abraham Michelson and he set out to prove the existence of the aether. This substance was the fixed backdrop of the universe in which our planet swam as it moved through space. In his apparatus, two beams of light travelled in perpendicular directions. The beam moving upstream with the earth’s orbit was slowed by the wind of the aether, while the other beam should be less affected. By comparing their velocities with an interferometer, Michelson would calculate the motion of the Earth, but the speed of the two beams was the same. With help from Edward Morley, Michelson made the measurements much more precisely. Still there was not a hint of aether. In fact, the experiment was a beautiful failure. The ninth chapter discussed man’s best friend thanks to Ivan Pavlov, who had shown how learning was a matter of creatures forming new connections in a living machine. Contrary to legend, Pavlov hardly ever used bells in his experiments with salivating dogs. He conditioned the animals to distinguish between objects rotating clockwise or counter-clockwise, between a circle and an ellipse, even between subtle shades of gray. First, a dog was trained to salivate when it heard an ascending scale, but not a descending one. The melodies were played and the spittle collected. Through simple conditioning, the dog had categorized the music it heard into two groups, depending on whether the pitches were predominantly rising or falling. The mind had lost a bit of its mystery, The tenth chapter or final experiment was on Robert Millikan and how he showed that charge, came in discrete quantities. Millikan’s used two round brass plates, with the top one having a hole drilled through the centre. Both plates were mounted on a stand and illuminated from the side by a bright light. The plates were then connected to a 1,000-volt battery. With a perfume atomizer, Millikan sprayed a mist of oil above the apparatus and watched through a telescope as some of the droplets fell into the area between the plates. As he jerked the voltage, he watched as some drops were pushed slowly upward while others were pulled down. Their passage through the atomizer had ionized them, giving the drops negative or positive charges. Thus resulting in what we now call electrons. Johnson’s book makes one wonder whether contemporary science might benefit from a bit of the passion and poverty that helped shape these ten beautiful experiments. One might even ask why these and why not include women. Johnson did not play favorites in fact he even mentioned how at one point after publishing the book he had second guessed himself but either way the book accomplished one thing of any. It accomplished in teaching me how the things that I take a mere facts were the hard work of trial and error of many individuals. Such as Harvey for example who proved that blood circulates in one form throughout the body. Something that I just take as a given and don’t consider the amount of work needed to formulate this conclusion. Johnson put it in such a simple context that appreciating the work was truly beautiful. How to cite Ten Most Beautiful Experiments, Essay examples

American Patriotism Essay Example For Students

American Patriotism Essay Patriotism in America is the love for or devotion to America. Patriotism represents people who love this country and support the countrys authority and interests. American Patriotism Essay does not only mean an unquestioning loyalty to the decisions of the United States government. Patriotism is staring unblinkingly into the face of history. It is to acknowledge the injustices and cruelties that have been a part of the nations history, as well as the marvelous accomplishments. It is, most of all, to have a dream of the United States as a country of freedom, justice, fairness, and equality to all of its people, and to admit that the dream is not yet reality; that work is still required. In this time, it appears that American Patriotism is waning. Many Americans seem unappreciative of Americas precious national heritage and the great price which so many paid for it. Americans seem ignorant of the principles of American government and the spiritual foundations of the nation. They seem unaware of the truth of the saying: To be born free is a great privilege; to die free is a great responsibility. Likewise: Any government big enough to give a person everything is big enough to take away everything. It is, most of all, to have a dream of the United States as a country of freedom, justice, fairness, and equality to all of its people, and to admit that the dream is not yet reality; that work is still required. In this time, it appears that American Patriotism is waning. Many Americans seem unappreciative of Americas precious national heritage and the great price which so many paid for it. Americans seem ignorant of the principles of American government and the spiritual foundations of the nation. They seem unaware of the truth of the saying: To be born free is a great privilege; to die free is a great responsibility. Likewise: Any government big enough to give a person everything is big enough to take away everything. That ignorance seems especially true of many young Americans, who have not known great hardship or imminent danger to their freedom. It has been said that youth are twenty percent of the population but one hundred percent of the future. Therefore, if the youth of America do not have a vital understanding of what this nation is about, in a few generations there will not be an America. The future of America is principled around patriotism. American Patriotism helps reawaken the American Spirit across the land so that the best of this countrys heritage is publicly recognized and reasserted as the basis of our local, state, and national life. Beyond that, it is an effort to extend the American heritage peacefully around the planet to develop a global society based on the ideals of liberty, unalienable rights, and equality of opportunity, so that a world community emerges which is aligned with the principles, traditions, and objectives of America. It is time for the elders to regain their American Patriotism and to teach the knowledge of how this patriotism came about to younger generations. Because of our past patriotism, we have ascended to preeminence among the nations of the world. Economically, technologically, politically, culturally, in so many ways American Patriotism has produced enormous changes for the better in civilization around the globe. The question is whether Americans understand American Patriotism and if they are willing to believe in it? Believing in it may mean that some Americans make certain sacrifices. The next question is whether Americans are ready to make sacrifices to better the nation and the world? .