Case Study PREPARE ENRICH Essay - 2603 Words

Premarital Marital Counseling David Cook Liberty University December 06, 2014 Case study PREPARE/ENRICH Steve and Cindy When a couple agrees to counseling to help their marriage, one of the first things sought after would be to resolve differences that are weighing heavy on the marriage. In this case, Steve and Cindy have started on a journey through taking the PREPARE/ENRICH program. The tests and answers are detailed to the couples characteristics and personalities and cover the couples strengths and weaknesses. This case study analysis will separate the case into three main topics of discussion. Their strengths and weaknesses will be highlighted first then potential conflicts or problems will be discussed and finally a†¦show more content†¦The potential for growth in these categories could point out the underlying cause for many of the other problems that are present. The category of communication was answered by Steve and Cindy much differently. Their answers did not compliment rather they contradicted each other. The couple agreed that they both were good listeners and they trusted each other but could not always talk to each other because of negative feelings. They also express concern in the inability to express their needs to each other. True feelings are difficult to be expressed because of the lack of understanding. Neither one is satisfied with how they communicate with each other. One barrier to help them overcome and move forward would be to make a decision on how they are satisfied or not and recognize the barriers that are keeping them from communicating. There is some skewed information in the category of conflict resolution. Their answers and the information seem to show the couple in in a cycle that goes on being unresolved. The answers Steve gives shows that he may not value the magnitude of the problems and even set aside some of Cindy’s problems because he feels they do well in conflict management. Cindy’s feelings indicate that she may just give in and allow Steve to think that there is conflict resolution to avoid an argument. Acco rding to the report, Cindy relates that she can share her feelings with Steve and she feels the he understands, but Steve on theShow MoreRelatedTechnology As An Instructional Tool910 Words   |  4 Pagesit should be an integral part of education. For that reason, schools must introduce the use of technology into learning assignments by any means necessary, including professional development opportunities where teachers can learn how to use it to enrich and improve learning. Research has shown that students learn differently based on individual learning styles; for that reason, the use of technology can play a significant role in this process and should be included as a viable teaching strategy toRead MoreEthics Game Delima744 Words   |  3 Pagespractice that could happen in an organization. Leaders are required to take action. 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Understanding Islam Free Essays

Introduction The literal meaning of Islam is peace. Because of many current world events, Islam is a highly controversial and sensitive issue that has many misconceptions that need to be more fully addressed and understood. It is true that the events of 9/11 have separated the history of American relations with the Muslim world into before and after phases, negatively affecting the patterns of assimilation of immigrant Muslims into American culture and society (Simmons, 2008). We will write a custom essay sample on Understanding Islam or any similar topic only for you Order Now This essay will begin to give factual details regarding the Islam faith, compare Islam with other Abrahamic religions and discuss common misconceptions and current events that have changed the way the world looks at Muslims and the Islam faith. Body It will be useful to begin with attempting to scratch the surface and try to understand the teachings of Islam. Islam is a monotheistic religion based on revelations received by the Prophet Muhammad in the 7th century. These revelations were recorded in the faith’s text, the Qur’an. The Islam faith has â€Å"Six Articles of Beliefs†. People of the Muslim faith must have great conviction in these most important six areas. They are: 1. Belief in God. 2. Belief in the Angels. 3. Belief in the Prophets and Messengers. 4. Belief in the Sacred Texts. 5. Belief in Life After Death. 6. Belief in the Divine Decree (Abdulsalam, 2006). The believers worship God directly without the intercession of priests or clergy. They also have five duties that are given as rules to follow. Those are the Five Pillars of Islam; Belief, Worship, Fasting, Almsgiving and Pilgrimage (Grupper, Prentice, Roughton, 2000). The country with the most Muslims is Indonesia, with 120 million. In addition there are millions more in parts of Eastern and Western Europe and in the Americas. The Islam religion claims nearly 1 billion followers in countries throughout the world. Islam is also the youngest among major world religions but is still one of the largest (Ridenour, 2001). Islam belongs in a group of three religions called the â€Å"Abrahamic† religions. Those three religions are Christianity, Judaism and Islam. They are three sister religions that are monotheistic and that claim the prophet Abraham as their common forefather. To compare Islam and Christianity, in relation to God, Muslims believe there is no God but Allah; Christians believe that God is revealed in scripture as Father, Son and Holy Spirit, three persons who are coeternally God (Ridenour, 2001). This sometimes causes Jews and Muslims to criticize the Christians as polytheistic. In all three religions, there is an ethical orientation. All three religions speak of a choice between good and evil, which is depended upon obedience or disobedience to God (Unkown, 2007). The three also have a linear concept of history with creation as the beginning and that God works through history. The believers of Islam are called Muslims which means â€Å"one who lives his life according to God’s will† (Langley, 1993). It would seem that this particular people and religion would be a people of peace, sincerity and love. Since 9/11, the world of the faithful in Muslim societies has been in turmoil because the living Islam, dominated by its traditional interpreters, the learned ulema, has not been able to guide the community at the most critical period of its existence (Sachedina, 2010). This current critical period of Islam existence has created many misconceptions. Only if it is assumed that the goal of Islam is to establish peace without resorting to aggression can one claim that that militant Islamists have hijacked their religion (van der Krogt, 2010). Islam is practiced all over the world and the way it is practiced is different in different locations. Islam does claim to be brotherhoods of â€Å"one religion†, but the Islam practiced in Indonesia is very different than the Islam practiced in Saudi Arabia, which is also different from that in Kazakhstan, or Iran, or Morocco. In researching for this essay, the author found many different â€Å"types† of Islamic groups all over the world. There are over 73 sub-sects that have emerged within Islam today (Venkatraman, 2007). Some peaceful and some more aggressive. A group called Hizb ut-Tahrir al-Islami (The Party of Islamic Liberation) began working in Central Asia in the mid-1990s and has developed a committed following inside Uzbekistan, and to a lesser extent in neighboring Kyrgyzstan, Tajikistan and Kazakhstan. Estimates of its strength vary widely, but a rough figure is probably 15-20,000 throughout Central Asia. Its influence should not be exaggerated – it has little public support in a region where there is limited appetite for political Islam – but it has become by far the largest radical Islamist movement in the area (Unkown, Radical Islam in Central Asia: Responding to Hizb ut-Tahrir, 2003). The common misconceptions regarding Muslims did not begin with the terrorist attacks of 9/11, but that seems to be the current event that hits closest to home. Islamic terrorism is a movement in which the violence caused by terrorism is derived from and used to preserve extreme interpretations of the Quran in an Islamic community. Participants of this movement call for an unquestioned devotion and blind obedience or a Quaranic tenet has been broken. A few of the Islamic terrorist groups are Al-jihad, AlQaeda (Afganistan), Hamas (Palestine), Jammu and Kashmir Liberation Front (Kashmir), and the Lashkar e-Toiba (Kashmir) (Venkatraman, 2007). The 9/11 terrorist attacks were performed by AlQaeda under the direction of Osama bin Laden, the founder of AlQaeda. The death of Osama bin Laden has also certainly not stopped Islamic violence, but according to the president of the Muslim Public Affairs Counsel, Salam Al-Marayati, the death of Osama bin Laden â€Å"represents the beginning of the end of a dark era in U. S. -Muslim relations. † He goes on to say that â€Å"hopefully this ushers a new era of hope and democracy in dealing with the grievances of Muslim people throughout the world without resorting to political violence. † (Lozano, 2011). The media and these current world events are a definite misconception of all Muslim people. To gratuitously insult law-abiding Muslims by conflating them with terrorists is not only wrong, it is dangerous to U. S. national security (Stern, 2011). An article written in the New York Times in October of 2010, spoke about local New York Islamics having open houses to invite non-Muslims in to attend prayers, discussions and tours of Islamic centers as a way to defuse hostility toward the Muslim population. The idea for the program, â€Å"A Week of Dialogue,† emerged from a summit of Islamic leaders as a response to the furor surrounding a plan to open a Muslim community center and mosque near ground zero (Semple, 2010). Muslims in America and around the world are trying to bring back the truth to the original Islamic meaning of peace. We now must look at how Muslims and non-Muslims communicate and live together in harmony. Historically, in countries where Islam has gained political power, people of all rival religions are either wiped out, or in the interest of â€Å"tolerance† or â€Å"open mindedness†, permitted to exist as second-class citizens. Christians and Jews are looked down upon and may not practice their religion openly or freely without serious consequence. But, Islam in the West is completely different from Islam in Muslim dominated countries. Muslims who live in the Western democratic countries enjoy all the benefits and privileges of freedom and democracy. They have secure civil liberties and may practice their religion freely and openly. The Qur’an specifically states that Islam is a religion of mercy, tolerance and moderation. Moderation being the key to Muslim and non-Muslim communication. It allows Muslims to have a good relationship with non-Muslims, but to a certain limit. One quote from the Qur’an says this: â€Å"Let not the believers (Muslims) take for friends Unbelievers (non-Muslims) rather than believers. And whoever does that has no relation with Allah whatsoever, except by way of precaution that you may guard yourselves from them. † (Surah Ali Imran, V: 28). Conclusion In summation, some of the misconceptions that people around the world have regarding Islam, are backed up by some current and past events. We must first begin to understand the Islamic faith, it’s diversity in people, areas of the world and political stances. This author does not begin to understand the depth of the Islam faith. After researching for this essay, the realization of the diversity of this faith as compared to Christianity or Judaism, is overwhelming. The peaceful people of Islam must not be judged by the terrorists and the acts they commit. We learned that Islam has political side and a religious side as well. The editor of the journal, American Libraries, Leonard Kniffel wrote an editorial about how libraries jumped at the chance to begin educating communities on the Islam faith shortly after the 9/11 terrorist attacks. Mr. Kniffel states that, â€Å"Knowing that an anti-Muslim backlash was inevitable, they created programs to help the patrons of their libraries understand the teachings of Islam, the history of American policy related to the conflict we now find ourselves in, and what it means to be Muslim in America† (Kniffel, 2002). The Muslim American Society (www. muslimamericansociety. org) has a campaign called â€Å"The Straight Path Initiative†. It’s goals are to equip and focus on Muslims in America ages 15-30. This initiative has a goal to initiate an honest open ialog about radicalization and extremism in Muslim American communities. They are targeting high schools and college campuses to provide programs and activities to involve young Muslim Americans in a proactive way that limits opportunities for radicalization (Unkown, The Straight Path Initiative, 2011). Much like any religion or people group, Islam has a group of terrorists and non-peaceful people amongst them . The misconceptions are actually very real and have information and current events to back them up. It would also be fair to say, that most religions and people groups have those kinds of people. Understanding one another is the most important thing we can do. By educating each other on beliefs, understandings and ways of life, we can only then begin to have peaceful dialog to bring us together. September 11, 2001 became a day for American’s to see the true colors of the terrorist sect of the Islam religion. As this is a day we will never forget, we must begin to heal by understanding and not judging the entire Islam faith for these terrible acts of terrorism. References Abdulsalam, M. (2006, January 30). The Religion of Islam. Retrieved June 12, 2011, from www. islamreligion. com: http://www. islamreligion. com/articles/6/. Grupper, J. , Prentice, P. , Roughton, R. (2000). Islam: Empire of Faith. Retrieved June 13, 2011, from www. pbs. org: http://www. pbs. org/empires/islam/film. html. Kniffel, L. (2002, January). Getting to know Islam. American Libraries , 48. Langley, M. (1993). World Religions. Oxford: Lion Publishing. Lozano, C. (2011, May 1). Osama bin Laden Dead: End of a dark era in U. S. Muslim relations’. Retrieved June 15, 2011, from L. A. Times: http://latimesblogs. latimes. com/lanow/2011/05/osama-bin-laden-dead-end-dark-era-us- muslim-relations. html. Ridenour, F. (2001). So What’s the Difference? Ventura, CA: Regal Books. Sachedina, A. (2010, September). Religion, Order and Peace: A Muslim Perspective. Cross Currents , 332-338. Semple, K. (2010, October 22). At Mosques, Inviting Non-Muslims Inside to Ease Hos tility Toward Islam. Retrieved June 15, 2011, from New York Times: http://www. nytimes. com/2010/10/23/nyregion/23mosques. html? ef=reconstruction. Simmons, G. Z. (2008). From Muslims in America to American Muslims. Journal of Islamic Law and Culture , 10 (3), 254-280. Stern, J. (2011, May/June). Muslims in America. The National Interest (113), pp. 38-46. Unkown. (2007, September 16). Abrahamic Religion. Retrieved June 14, 2011, from New World Encyclopedia: http://www. newworldencyclopedia. org/entry/Abrahamic_religions. References (continued) Unkown. (2003, June 30). Radical Islam in Central Asia: Responding to Hizb ut-Tahrir. Retrieved June 15, 2011, from International Crisis Group: ttp://www. crisisgroup. org/en/regions/asia/central-asia/058-radical-islam-in-central-asia- responding-to-hizb-ut-tahrir. aspx. Unkown. (2011). The Straight Path Initiative. Retrieved June 17, 2011, from Muslim American Society: http://muslimamericansociety. org/main/content/straight-path-initiative. v an der Krogt, C. (2010). Jihad without apologetics. Islam and Christian-Muslim Relations , 21 (2), 127-142. Venkatraman, A. (2007). Religious Basis for Islamic Terrorism: The Quran and it’s Interpretations. Studies in Conflict and Terrorism , 30 (3), 229-248. How to cite Understanding Islam, Essay examples

Why Study Philosophy free essay sample

The ancient Greek philosopher, Socrates, once said that â€Å"the unexamined life is not worth living. † Philosophy provides students with the tools they need to critically examine their own lives as well as the world in which they live. Philosophers are, by definition, â€Å"lovers of wisdom† (from the Greek â€Å"philo† = love and â€Å"sophia† = wisdom). Have you ever wondered why many of your professors have a Ph. D. or â€Å"doctor of philosophy† even if they do not teach philosophy? Philosophy is the oldest academic discipline and as such has no natural boundaries.Philosophers strive to uncover wisdom in every dimension of human existence. The tools one acquires through a philosophical education can be applied to any discipline and will help you to see connections between those disciplines. Consequently, philosophy is of use to students contemplating majors in any field. The philosophy courses at IUS seek to involve students in clear, reflective thought on philosophical issues of major importance and to introduce them to the ideas of several great philosophers. In the first section of this document, you will find information on the general benefits of studying philosophy. Sections two through four, discuss the advantages philosophy majors have over other majors pursuing a graduate education. Section five contains some links to other perspective on the value of a philosophical education. Section One: General Benefits of a Philosophical Education Section Two: Philosophy Prepares Students for Law School Admissions Test (LSAT) Section Three: Philosophy Prepares Students for the Graduate Record Exam (GRE).Section Four: Philosophy Prepares Students for the Graduate Management Admissions Test (GMAT) Section Five: Other Perspectives on the Value of a Philosophical Education. Section One: General Benefits of a Philosophical Education The curriculum at IUS includes interesting courses in general philosophy, ethics and logic; additional courses in the history of philosophy, and upper level courses in such areas as symbolic logic, philosophy of science, philosophy of religion, theories of knowledge, and bioethics are also offered.Readings center on writings by the great philosophers. The goals of our program are as follows: 1. Comprehension and Interpretation Through the study of philosophy at IUS, students should increase their abilities to understand and to restate accurately in different words positions or arguments with which they initially disagree or which are entirely new to them. Students should also develop the skill of temporary detachment or neutrality so that they are better able to discern the strengths and weaknesses in such positions. 2 2.Analytical Reasoning Students should be able to make distinctions which are helpful for understanding and evaluating complex positions, arguments, or issues. 3. Synthetical Reasoning Students should improve their awareness of the importance of holding coherent and integrated views. They should develop skills in organizing and integrating their ideas in a systematic way. 4. Critical Thinking Students should develop an independence of thought through which they take responsibility for understanding and evaluating ideas in careful, responsible ways. . Skills in Evaluation Students should improve their ability to make reasoned judgments on such matters as moral and aesthetic preferences and to present cogent arguments to support their positions. Students should also improve their awareness of the factors that are involved in making sound evaluations. 6. Ethical Reasoning Students should improve their skills in making responsible, rational judgments on issues of moral rightness and wrongness as well as on matters of moral character.Students should be able to make use of classical ethical theories in formulating these judgments. 7. Openness to New Ideas Students should increase their ability to reflect upon their own views and consider whether other positions are stronger. They should be able to make modifications when their own careful thinking indicates that this is appropriate. 8. Improving Skills in Extended Written and Spoken Presentation Students should develop the ability to present comprehensive interpretations and arguments clearly, accurately, and without prejudice in both written and oral forms. 9. Understanding Philosophical Reflections on Other Disciplines Students should increase their understanding of basic philosophical issues and theories associated with areas such as social and political theory, science, and religion. 10. Appreciation of the Diversity of Intellectual History Students should gain an increased appreciation of the variety of philosophical reflections, arguments, and positions that have been developed in different ages and contexts. 11. Gaining Knowledge of the Philosophical Tradition The students should have an awareness and understanding of issues and positions that have been prominent in the philosophical tradition. Section Two: Philosophy prepares students for the Law School Admissions Test (LSAT) According to data collected by Law School Admissions Council, philosophy majors do better than any other major on the LSAT with the exception of physics/mathematics majors. Whereas philosophy majors have a mean score of 157. 4 on the LSAT, physics/mathematics majors attain a slightly higher mean of 158. . Even so, philosophy majors score much higher than business majors (mean: 149. 6) or education majors (mean: 148. 9). 1 The following statements provided by the American Bar Association discuss the specific advantages that philosophy affords students pursuing a career in a law-related profession. †In assessing a prospective law student’s educational qualifications, admissions committees generally consider the chosen curriculum, the grades earned, and the reputation of the colleges attended. They also view favorably scholastic honors, awards, and special recognition.Solid grades in courses such as logic, philosophy, and abstract mathematics are generally considered a plus. [†¦] [L]aw schools will respect your pursuit of subjects you find challenging. This is especially true if the courses you take are known to be more difficult, such as philosophy, engineering, and science. Also, look for courses that will strengthen the skills you need in law school. Classes that stress research and writing are excellent preparation for law school, as are courses that teach reasoning and analytical skills. † – from â€Å"Education,† from The Council on Legal Education and 1Official Guide to ABA-approved Law Schools 2003-2004, published by the Law school Admissions Council (LSAC). 4 Opportunity, American Bar Association. (whole article available at: http://www. abanet. org/cleo/edu. html) †Preparation for legal education should include substantial experience at close reading and critical analysis of complex textural material, for much of what law students and attorneys do involves careful reading and sophisticated comprehension of judicial opinions, statutes, documents, and other written materials.As with the other skills discussed in this Statement, the requisite critical reading abilities may be acquired in a wide range of experiences, including the close reading of complex material in literature, political or economic theory, philosophy or history. The particular nature of the materials examined is not crucial; what is important is that law school not be the first time that a student has been rigorously engaged in the enterprise of carefully reading and understanding, and critically analyzing, complex written material of substantial length.Potential law students should also be aware that the study and practice of law require the ability to read and ass imilate large amounts of material, often in a short period of time. † – from â€Å"Preparation for Legal Education† Prepared by The Pre-Law Committee of The ABA Section of Legal Education and Admission to the Bar, June 1996 (whole article available at: http://www. abanet. org/cleo/edu. html). Section Three: Philosophy prepares students for the Graduate Record Exam (GRE) The GRE is required by most graduate programs in arts, education, engineering, humanities, life science, physical science, and social science.Success on the GRE is an important part of a successful graduate school application. The exam is broken into three main sections: Verbal, Quantitative, and Analytical Writing. As the below statistics make clear, philosophers do extremely well on the GRE. Students declaring an intention to go to graduate school in philosophy have the highest mean scores on the Verbal section of the GRE (mean: 589) of any major. The best score outside of the humanities and arts in this category is physics, with a Verbal mean of 534. Education majors have a mean score of 450, while business majors come in even lower at 446. The story is much the same for the Analytical Writing section of the GRE. Students declaring an intention to go to graduate school in philosophy get the highest mean scores of any major on this section of the GRE (mean: 5. 1). The best score outside of the humanities in this category was political science, with an Analytical Writing mean of 4. 9. Life and physical sciences majors performed more poorly, however, with the highest mean score again going to physics majors (mean: 4. ). Education majors have a mean score of 4. 3, while business majors again come in slightly lower with a mean score of 4. 2. 5 Students declaring an intention to go to graduate school in philosophy score higher on the Quantitative section of the GRE than any of the other humanities. Compare the scores of philosophy students in Quantitative (mean: 636) with religion majors (mean: 583) or foreign language majors (mean: 573), for examples, who are the next best two in the humanities.Not surprisingly, majors in the physical sciences and engineering do better in this area than philosophy students do. But philosophy students do better here than every major in the life sciences and all but one of the majors in social science (economics students do well here, with mean scores of 706 in this area). Philosophy majors do better than all but the banking and finance students in the business area (whose majors get a mean score of 709 in Quantitative). Education majors fare worse than business majors in this area with a mean score of 534.Compare philosophy students’ mean score in Quantitative of 636, however, with accounting majors, who get a mean of 595 in this area. Aren’t they supposed to know math? 2 Section Four: Philosophy Prepares Students for the Graduate Management Admissions Test (GMAT) The GMAT is required for students applying to Masters of Business Administration (MBA) programs. Much as with the GRE for other graduate programs, success on the GMAT is an important part of a successful MBA application.Although it may come as some surprise, philosophy prepares stud ents for the GMAT better then a degree in business. Philosophy majors have a mean score of 574 which is higher than any other humanities major and also higher than any business major. Operational management/production majors scored the highest of any business major with a mean of 547. 8. Only physical science and engineering majors scored better than philosophy majors on the GMAT with Physics topping the list with a mean score of 611.

Virtual Lab Report Template Sample

Virtual Lab Report Template Paper In this virtual lab activity, you will be observing the cell cycle in the tip of an onion root. The root tip is responsible for the downward growth of the root and is one of the regions in the plant where cells are actively dividing and growing. Because of this, the root tip is an excellent system in which to observe the entire cell cycle, including the processes of nuclear division (mitosis) and cell division (cytokines). You will be submitting a lab report as the assignment for this lesson. Be sure o read the instructions before completing the virtual lab activity and your lab report. Refer to the lab rubric before you submit your report to your instructor. Cell Cycle Lab Safety Notes: Always handle microscopes and glass slides carefully. Wash your hands after handling the prepared specimens. Materials: Compound Light Microscope Glass microscope slide with prepared onion root tip specimen Purpose: understand and identify the stages of the cell cycle and mitosis. Apply an analytical technique to estimate the relative length of each stage of the cell cycle. Hypothesis: Procedure: Data and Observations: Create a data table containing a tally of the number of cells observed in each of the following stages: Stage Number of Cells in Part 1 Number of Cells in Part 2 Enterprise Prophesy Metaphors Anapest Telephones Cytokines Record any observations about the cells you observed: Data Analysis: Calculate the percentage of the cell cycle spent in each stage. Number of cells in given stage + total number of cells counted x 100 = % of the cell cycle spent in this stage Create a graph that represents the time spent in each stage of the cell cycle. We will write a custom essay sample on Virtual Lab Report Template specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Virtual Lab Report Template specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Virtual Lab Report Template specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Motivation Tips For Students

Motivation Tips For Students Do you need motivation for doing your homework? Sometimes we all need a little prodding when it comes to getting our work done. If you ever feel like homework is pointless, you may find inspiration in the following tips. The problems below have been submitted by real students. Get Perspective! You’ve probably heard the old saying â€Å"I’ll never use this knowledge in the real world.† It’s time to set the record straight once and for all- that saying is completely false! When you start feeling like homework is a drag, it might help to start thinking about the reason you’re doing homework in the first place. The work you do now really is important, even though it’s probably hard to see sometimes. In truth, your nightly homework is work that will form the foundation for your future. Right now you are probably being forced to study topics that don’t interest you at all. It may seem cruel and unfair now, but it’s really an important and necessary â€Å"evil.† Why? Because a strong foundation must include a good mix of ingredients. You see, you may not believe that you’ll need your algebra skills later in life, but algebra sets the stage for understanding principles of science, economics, and business. It’s the same for English homework. You’ll need those skills desperately in college, and you’ll certainly need them to succeed in the world. Get an Attitude! Are you a math whiz? A great writer? Are you artistic- or maybe good at solving puzzles? Most students have a special talent in one particular area, so they enjoy doing homework on that topic. The problem comes when they avoid doing the other stuff. Sound familiar? The good news is that you don’t need to love everything. Just pick one area you love and become the self-appointed expert in your school. Get a serious attitude! Think of yourself as the very best on that one topic, and then make it a reality. For inspiration, you can create a web site or perhaps a series of podcasts about your topic. Become a star! Once you become an expert in your field, you will gain confidence in yourself and become more tolerant of the topics you don’t enjoy so much. You’ll start thinking of all your least favorite topics as â€Å"supporting† actors in your quest for a career in the area you love. Get Competitive! This problem could be real or imagined. Either way, this problem is the best kind! If you have a competitive spirit, you can have a lot of fun with this one. If you think you’re at a disadvantage to other students, you can turn things around by getting a competitive attitude. Think of every project as a challenge and set out to do your assignment better than anybody else. Try to surprise everyone- including the teacher- by doing outstanding work. If you feel like you are part of a misfit crowd, then it might help to team up with a friend or two. Put your heads together and plot to outdo the popular crowd. You’ll find that this can be very inspiring! Get Your Eye on the Prize! If you get bored just thinking about homework, then you may need to focus on setting and reaching goals. For instance, if you are having trouble getting started on a big science project, then divide your project into steps. Then, reward yourself each time you finish a step successfully. Your first step could be library research. Set a timeline for visiting the library and completing your research. Think of a good way to reward yourself, like a frothy iced coffee drink or another favorite treat. Then focus on the prize and make it happen! Your parents will probably support you in this endeavor. Just ask! There are many variations to the â€Å"eye on the prize† system. You may want to create a dream box or a bulletin board with pictures of big prizes, like the college of your dreams. Fill the box or board with the objects of your dreams and make a habit of looking at them often. In other words, keep your eyes on those prizes! Get Support! It’s unfortunate but true that some students don’t receive much encouragement or support when it comes to school work. Some students don’t have any encouragement from family or don’t even have any family at all. But that doesn’t mean nobody cares. There are lots of people who care very much that you succeed in school. Just think about it- this web site wouldn’t exist if somebody didn’t want you to succeed. There are many people who care. People in your school have a big stake in your success. They are judged on your performance. If you don’t do well, they don’t do well. Adults from all walks of life are concerned about education and the plight of students just like you. The state of education is a big topic of discussion and debate among adults. If you feel like you don’t get support at home, then find an education forum and talk about it. You’ll find that there are lots of people who are interested and willing to cheer you on!

A Slave

# 8217 ; s Soul Runs Deep Essay, Research Paper A Slave # 8217 ; s Soul Runs Deep The verse form # 8216 ; The Negro Speaks of Rivers # 8217 ; by Langston Hughes is about a adult male with a huge cognition and apprehension of rivers. The first two sentences of the verse form are similar, as in both Hughes provinces, # 8216 ; I # 8217 ; ve known rivers # 8217 ; . From this the reader gathers that this adult male has been around rivers and likely lived around rivers. He talks about different experiences he has had on four different rivers. For illustration he says, # 8216 ; I bathed in the Euphrates when mornings were immature # 8217 ; and this gives the feeling that he was about long ago when the river was merely get downing to organize. Another quotation mark, # 8216 ; I heard the vocalizing of the Mississippi when Abe Lincoln went down to New Orleans # 8217 ; shows a transition of clip from the first quotation mark as this historically places him in a much more modern clip frame. On an unverifiable degree I think that this is a verse form about different rivers that Hughes feels attached to for some unexplained ground. However, based on a close reading I would reason through the explication attack that this verse form can be seen in a different visible radiation. While some may reason otherwise, I believe that on an explicative degree Hughes is making a comparing between his psyche and the rivers. In taking a closer expression at many different facets such as genre, my close reading reading, and outside research I have reached a decision. I have discovered that Hughes did a fantastic occupation of depicting the slave experience as seen through his psyche and the psyches of all others who have experienced bondage. I believe that Hughes # 8217 ; verse form is unwritten. It seems to read as if he is passionately declaiming to some fictional audience. It makes sense for his presentation to be unwritten as he is depicting his history every bit good as the bondage issue, two subjects he would believe it of import for people to hear. At the same clip, Hughes writes in prose. This suggests a earnestness to his poesy which would be suiting to my reading of his verse form. While seeking to construe Hughes # 8217 ; verse form, I found that the explication procedure worked best. I sporadically went through the full verse form concentrating on possibly one line and what that meant, and so traveling to a different line. I continued this procedure until I had sufficiency of it solved to unknot the whole. I chose this attack because it worked good with the verse form. The verse form seemed to read like a narrative and this made it easy to construe one line, and so to pick up and travel to a different line. I would get down explicating my reading of Hughes # 8217 ; poem by stating that it is full of metaphors and similes. In several topographic points Hughes refers to the rivers as being old. In line two he uses the word # 8216 ; ancient # 8217 ; to depict them and once more in line 12. I originally thought that the rivers represented clip but I now believe that they represent the talker # 8217 ; s psyche. My reading of this verse form is a narrative sprinkled with similes that repeatedly make this comparis on of the rivers and the speaker’s psyche. The narrative Begins when the talker says that he ‘bathed in the Euphrates river when mornings were young’ . This could stand for his birth or a clip when he was immature or immature at bosom. Bathing is frequently associated with baptism and this normally occurs at birth. Next he remarks, ‘I built my hut near the Congo and it lulled me to sleep’ . I believe this could be a memory of his early manhood, likely at a clip when he is populating in Africa and is still asleep ( or non cognizant of ) the establishment of bondage. Then he states, ‘I looked upon the Nile and raised the Pyramids above it’ . It seems to me that he is a slave at this point, looking at his finished work that rises above the Nile. In truth, slaves really were the people who built the great Pyramids and this fact can be used to confirm my claim. Last, when he remarks, ‘I heard the vocalizing of the Mississippi when Abe Li ncoln went down to New Orleans, and I’ve seen it’s muddy bosom turn all aureate in the sunset’ I think the talker is get downing to see the first historic interrupt away from bondage. Abe Lincoln was one of the first people to acquire the ball peal and speak against bondage. The river turning muddy to aureate could theoretically be the start of hope and realisation that a better tomorrow is possible. In his last line the talker says, ‘My psyche has grown deep like the rivers’ . I am convinced that anyone holding seen and witnessed all that has been described would hold had to develop a really deep psyche. The issue of bondage played a strong function in Hughes # 8217 ; life. At an early age, Hughes was forced to come to footings with the fact that his gramps had been lynched. A quotation mark of Hughes clearly demonstrates his feelings towards this issue, # 8216 ; I swear to the Lord I still cant see, why Democracy means everybody but me. # 8217 ; In other verse forms written by Hughes the issue of bondage once more arises. For illustration, in # 8216 ; Negro # 8217 ; Hughes states that he # 8217 ; s been a slave, and reminds us of when Belgians were so barbarous to the slaves while busying the Congo. At Hughes # 8217 ; funeral the people recited # 8216 ; The Negro Speaks of Rivers # 8217 ; . This clearly demonstrates how genuinely of import the issue of bondage was to him and how his life had become symbolized by the verse form. This verse form at first seemed straightforward to me. As I read it more closely and thought about it more I began to set spots and pieces together. I think Hughes has done a fantastic occupation of depicting the slave experience, from the beginning of his narrative to the terminal, which is when he starts to recognize that a brighter hereafter might be. The manner it was written made me truly think about what it was Hughes was seeking to state. This verse form made me recognize that a great many people suffered as slaves. These people lived their whole lives in this capacity, most without hope of any alteration of position. I felt like I was seting together a saber saw mystifier and it was a good feeling when I eventually saw what I believe Hughes wanted me to see.

How convincing is Marxs critique of capitalism Essay

How convincing is Marxs critique of capitalism - Essay Example The debate between these two intellectual groups is as interesting as it is engaging. In this paper, I tried to highlight the insights of Marx’s criticism of capitalism and also tried to reflect some counter criticisms of Marx’s arguments. My interest is however the political grounds of Marx attack on capitalism. Thus I started by exploring the foundational concepts that Marx (state and class) based all his arguments, the dynamics of class relations in this state (alienation, exploitation and imperialism) before finally connecting these concepts with the democracy argument. The concepts of class and state are at the heart of Marx’s criticism of capitalism. Marx used the two concepts to explain the fabrics of the capitalist society. Marx threw light on classification of the society he studied. He wrote: â€Å"Our epoch, the epoch of the bourgeoisie, possesses, however, this distinctive feature; it has simplified the class antagonisms. Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other: bourgeoisie and proletariat†. Marx identified two distinct classes, the bourgeoisie and proletariat, sharply differentiated by their position in the mode of production. The bourgeoisie is the capital owner (owner of property and means of production) while the proletariat is a class of those who work for capital owners and their labour is controlled by same. On the state, Milliband deduced, from Marx’s works, two views of the state. The first, he called primary view of the state, is rooted â€Å"in the famous aphorism of the Communist Manifesto: The executive of the modern state is but a committee for managing the common affair of the whole bourgeoisie† and political power is â€Å"merely the organized power of one class for oppressing another.† The secondary view, according

Global Influence of Multinational Corporations Assignment

Global Influence of Multinational Corporations - Assignment Example Statistics from the Institute of Policy Studies revealed that of the 100 largest companies in the world, 51% are corporations and only 49% are national governments or sovereign states (Anderson & Cavanagh 2000). It was also indicated in the report, comparing corporate sales and GDP’s of countries, that practically General Motors is bigger than Denmark, Daimler-Chrysler is richer than Poland, Shell is wealthier than Venezuela, IBM is larger than Singapore and Sony is way too fiscally dynamic than Pakistan. In 1999, the combined sales of five biggest corporations (General Motors, Wal-Mart, Exxon Mobil, Ford Motors and Daimler-Chrysler) exceeded the sum total of the GDP’s of 182 countries (Shah 2002). This exponential economic boom of private business entities has given them untold financial clout which precipitated the dependence of most government bodies around the globe.  Overwhelming Activities. Founded in 1602, the Dutch East India Company possessed quasi-political legitimacies such as the authority to wage war, sign diplomatic agreements, generate currencies and establish colonies (Ames 2008). The Walt Disney Company, in the Reedy Creek Improvement District in Florida, earned the legal prerogative to formulate its own building policies, to create power plants and fire departments, and to seize parcels of land under eminent domain. Moreover, the Hudson Bay Company and the United Fruit Company had its own law enforcement instruments and military forces to protect their property and workers (Tolentino 2003). A cornucopia of Contributions. From job creation, income accretion of families and revenue enhancements to financing government units and supporting non-governmental organizations, corporations seem to have institutionalized various functions and initiatives that are profoundly intertwined with all societal aspects. Their influence via mainstream media (advertising and informative programs) also bears much impact in contemporary culture (Fob ete 2008). The establishment of corporate-funded scientific investigations, academic associations and other think-tank groups catered to the universal goal of advancing education quality (Lara 2008).   Particularly in the United States and other wealthy nations, and even in Third World countries, the influence of multinational corporations on the lives of people is hardly unnoticeable. In fact, its sphere and scope that are derived from their economic and political power surpass that of most government units; only that the bottom-line of all their capacities would center on their corporate conscientiousness to avoid abuses and greed.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Wholeness of society Essay Example for Free

Wholeness of society Essay Carlyle uses repetition, morals, and Biblical allusions to point his arguments towards philosophers, stressing the salutary benefits of work, and his very positive attitude of fending of idleness with the weapon; he denounces the rubble of human nature, praising work and conformity through his use of imagery. Innate man is portrayed as the chaotic jungles of the world, dangerously crouching toward the desert insanity. Though in our present day, man is given his individualism, Carlyle describes it as a curse. It is pure torment which leads to worse unquenchable thirst to be satisfied. Only by the rich calling of society will man escape his sorrows and despair. Human nature was not built to work for itself; aspirations for its own personal satisfaction. On the contrary, Carlyle sees the selfish individual draining off the sour festering water into his own corrupted soul. The idea of materialistic and fortuitous gain is made implausible as the rupture caused in ones life is made over by absurd consequences. These are the means of redemption as well as conformity. The world as one has created a necessity to reach and ultimately obtain true satisfaction; Carlyle makes this clearly obvious that no one can be oblivious to this global aspiration. Work itself is elevated to the level of divinity, as it is called sacred and the only means to true happiness. Human nature is known to form a kinship to the prosperity and comfort that results from wealth, yet none seek work with the fervor and passion it relies upon. Man is born to work, thus any contrast leads to perpetual despair. At birth man is ignorant but learns that through labor and the conformity into reality, man perfects himself. The illusion of Christs resurrection is made through the sermon-like diction; for it was been written; that the purifying fire at work will only free the soul from their pity. Blessed is he who holds a life purpose and becomes noble towards the standards of society; for only then can man become pure and stable. Through work, individualism is thus destroyed and ignoble the tyrant. For only them will knowledge be held good and finally contain the harvest of darkness will bring more satisfaction than the heaps of wisdom, for the life will only be filled with despair. Through and abundant array of biblical allusions and the descriptive imagery to portray the spoils of individualism and the consequences of ignorance, Carlyle praises conformity and those whose life purpose is to benefit the wholeness of society.

The Right To Die Essay example -- essays research papers fc

The Right to Die Modern medical technology has made it possible to extend the lives of many far beyond when they would have died in the past. Death, in modern times, often ensures a long and painful fall where one loses control both physically and emotionally. Some individuals embrace the time that modern technology buys them; while others find the loss of control overwhelming and frightening. They want their loved ones to remember them as they were not as they have become. Some even elect death to avoid burdens of lingering on. They also seek assistance in doing so from medicine. The demands for assisted suicide and euthanasia are increasing (Kass 17). These issues raise many questions, legal and ethical. Although neither assisted suicide and euthanasia are legal, many people believe they should be. A great number of those people may never be faced with the decision, but knowing the option would be there is a comfort (Jaret 46). For those who will encounter the situation of loved ones on medication, being treated by physicians, sometimes relying on technical means to stay alive arises a great moral conflict. I wish to explore this topic on ethical, not legal issues. Do people have a right to choose death? More in particular, are euthanasia and physician-assisted suicide morally legitimate? Euthanasia involves a death that is intended to benefit the person who dies, and requires a final act by some other person, for example, a doctor. Physician-assisted suicide, which requires a final act by the patient, can also be undertaken for the good of that patient. The essential point is that both involve intentionally ending a human life (Emanuel 521). But how, some ask, can we ever allow people to intentionally end human lives (even their own lives) without degrading human life? How, others ask, can we simply prevent people from deciding when to end their own lives without denying people the freedom so essential to the value of a human life? As these questions suggests, the debate about the right to choose death may appear to present a stand-off between people who endorse life's true value, and those who think life's value depends on the interests, judgments, and choices of the person whose life it is. Through self identification individuals evaluate their own lives and its quality through their own values and belief systems. In order to maintain human dig... ...' dignity. Euthanasia, for some people, may be seen as a more humane way to die. Bibliography Emanuel, Esekiel and linda L. Emanuel, "The promise of a Good Death," The Lancet, May 16, 1998, v351, n9114, pp521-529. Meier, Diane E., Carol-Ann Emmons, Sylvan Wallenstein, timothy Quill, Sean Morrison and Christine Cassel, " A National Survey of Physician-Assisted Suicide and Euthanasia in the United States," The New England Journal of Medicine, April 23, 1998, v338, n17, pp1193- 1203. Brock, Dan W., "Palliative Options of Last Resort," JAMA, December 17, 1997, v178, v23, pp2099-2104. Jaret, Peter, "Can There Be Comfort and Dignity at the End of Your Life?" Family Circle, November 18, 1997, v110, n16, pp42-46. "Last Rights," The Economist, June 21, 1997, v343, n8022, pp21-24. Gletzer, Randi, "Life/Death Decisions," American Health For Women, March 1997, v16, n2, pp80-85. Kass, Leon R. and Nelson Lund, "Courting Death: Assisted Suicide, Doctors and the Law," Commentary, December 1996, v102, n6, pp17- 28. Outerbridge, Daved E. and Alan R. Hersh, M.D., "Easing the Passage," HarperCollins, New York, NY, 1991.

Could or should psychology be called a science? Essay

The advantages of calling psychology a science are huge. It allows us to state that it contains objective facts, correct our mistakes and build on previous discoveries. However many refute giving psychology the tile of ‘a science’ believing that humans are far too complex in their processes to be explained in generalised terms. The key assumptions of ‘science’ are; Invariance, in science a set of laws don’t change, Determinism, meaning that everything can be explained using these laws and that there is a reason for everything and finally Operationalism, trusting in an objective and accurate set of measured variables. Many psychologists believe that these key principals conflict with those of human cognitions; which are often complex and seem to fail to follow any set rules of nature. People inevitably change over time; this fact challenges the principal of ‘Invariance’ from the scientific point of view. However there is a difference in changes found on behaviour and those found in ‘laws’. For example trends of music have changed with time and culture, but the underlying psychological cognitions behind those changes haven’t been altered; group pressure still remains. Science asserts that one set of rules can apply for everyone; determinism. However a psychologist would state that its very founding principals of the ‘psyche’ means that people follow many different sets of rules and cannot be forced into one category due to differing levels of cognitions. This might be challenged be saying that science chooses to follow a set of rules that are as simple as they can be, but that psychology might have to have a more complex set of rules in order to appreciate human differences. An analogy used to support this is that, â€Å"In spelling ‘I’ before ‘E’ doesn’t always work, but the more complex rule of ‘I’ before ‘E’ except after ‘C’ does. † Finally the challenge to the idea of ‘operationalism’ comes form the fact that many psychologists believe that you can’t observe and measure thoughts and feelings directly, as they are internal. However science might say that you can infer the thoughts and feelings of a person from their external behaviour. Many psychologists would state that ‘psychologies inability to predict human behaviour could be taken as proof that psychology isn’t a science because science works on the principals that if you observe something enough times you will be able to understand it and predict what will happen in the future. ‘ Science however, began like psychology; without all the answers and indeed even modern medical science cannot predict all the answers e. g. Modern medicinal science doesn’t know how to cure cancer because they don’t know how it will react to different drugs. We would demand a far more complex analysis from a psychologist than we would from other scientists. We might ask a psychologist what a human will do, this question could be considered as broad as asking a physicist what will happen to a specific drop of water in the ocean. There are a great deal of variables influencing human behaviour, therefore making it unrealistic to expect that people’s behaviour could be predicted from observing just one or two variables, similarly in physics; the behaviour of particles can’t be predicted due to the fact that not all of the determinants of the particles behaviour can be observed at once. Psychology cannot be discounted as a science just due to the fact that we don’t know the cause of something. As a psychologist you should appreciate the fact that humans have an inability to know everything and just because we don’t know the cause it doesn’t mean that it isn’t there. If psychology were a science there would be some key issues that would need sorting before people accepted its status. The knowledge gained through psychological research might be mis-used. Given to those in political or economic power psychological research could mean that humans have an inability to defend themselves against certain ideas that were being forced upon them. If psychology became a science then humans would have to be tested upon to gain more accurate results and to create complex laws about them. These experiments might be unethical, for example we have seen the research that Milgram did, however even though it was controversial the participants agreed that they were unharmed and that they were glad to have participated. There would also be strict ethical guidelines should humans be tested on. Many psychologists believe that the reason psychology shouldn’t be a science is due to the mysterious and uncertain nature of it. The fact that we don’t understand ‘love’ might make it seem more magical and exciting, something that appeals to human nature. The advantages to understanding something like love would mean that we could prevent areas such as divorce, break up and heartbreak, causing a less painful world for humans. The complexity of areas of psychology, such as love and hate, means that inevitably the mystery and human mis-understanding surrounding such phenomena would be unlikely to be removed.

Woman and Lady Macbeth

Macbeth Characterization Graphic Organizer use this graphic organizer to collect your thoughts about characterization in Macbeth. As you read each scene, record what you learn about the character. Add the line from the play that supports your Idea. Lady Macbeth Observations Text Support Looks She appears to be a very independent woman. In the video, she walks around with her head up high and talks with great confidence. Actions Demanding And that which rather thou dost fear to doThan wishes should be underdone that which rather thou dost fear to do Than wishes should be underdone that which rather thou dost fear to do than wheels should be undone Speech Strong She thinks she needs to get her way with everything. She asks the spirits to fall her head to toe with cruelty, making her less like a woman and more like a man who can commit an evil deed) Thoughts Suspicious The raven (a bird that represents death) himself is hoarse. The raven was right behind Macbeth Interactions SeductiveWh en she is talking to Macbeth in the video, she touches him and uses her words strong, but softly. Macbeth Timid When Lady Macbeth is talking to him, she keeps walking around him and touching him. He looks nervous or afraid. Actions Quiet He doesn't say or do much around Lady Macbeth. I think he is Just trying to keep her happy, so that things don't escalate. â€Å"My dearest love, Duncan comes her tonight. † â€Å"And when goes hence? † â€Å"To-morrow,– as he purposes. â€Å"My dearest love, Duncan comes here tonight. LADY MACBETH.And when goes hence(When does he leave)? MACBETH. Speech Polite I know that most men were polite to their women back in this times, but he calls Lady Macbeth â€Å"My dearest love. † It Just goes to show he truly values her and wants her to know he cares. Thoughts Confused He's not exactly sure what the witches meant when they were talking to him Interactions Simple He keeps his conversations with Lady Macbeth short and sweet . He doesn't try to upset her in any way. He lets her do most of the talking and intimidating.

Free Speech Brings Harmony essays

Free Speech Brings Harmony essays On May 31, 1999, two students at Franciscan University in Ohio were kidnapped from their campus where they were beaten, robbed, and shot because of racial differences between them and their murderers. In recent years, there seems to have been rises in hate crimes against people who are not Caucasian Christian heterosexuals on college campuses. If someone does not fit this description, an unhealthy learning environment is created for that student. Hate crimes can be reduced if people become more tolerant of others. College campuses can lead the way of stopping hate crimes by becoming beacons of tolerance and understanding, by teaching that tolerance begins by understanding and not fearing the differences between people. Hate crimes happen every day. Some are broadcast on television, and some are left unspoken. Hate crimes are criminal actions intended to harm or intimidate people because of their race, ethnicity, sexual orientation, religion, or other minority group status. They are also referred to as bias crimes. For instance, in October of 1998, a hate crime in Wyoming against a college student, Matthew Sheppard, shocked the nation. A University of Wyoming student was beaten, tied to a fence, and left for dead because the murderers allegedly believed he was a homosexual and making sexual advances towards them. He died five days later. Since this attack three years ago, despite the publicity, there are still students offending, attacking, and even killing fellow students that are different by means of sexual preference, race, or origin. University officials are searching for an answer that is almost impossible to find, due to the vast differences and needs between the students. Many people feel that universities should put a limit to students freedom of speech while on campus. The right of free speech is indivisible. Restricting the speech of one group or individual jeopardizes everyones r...

Analyzing Conflict and the Influence of a Collaborative Environment Essay

Analyzing Conflict and the Influence of a Collaborative Environment - Essay Example This included Tim, a senior editor. Laura was working at the place for close to a month while she and fellow workers went out for happy hour one evening. All of them had a good time consuming fair alcohol amounts. While all left the bar heading home, Tim, with a secret attraction to Laura ever since they started working on the journal, solicited a cab offering to ride together with Laura. Laura was okay with the offer. While inside the cab, Tim suddenly initiated an aggressive sexual encounter towards her. Aggravated, Laura also pushed him from her telling him to go away from the cab. Full og mortification, Tim suddenly slinked from the cab. The following day, Laura went to work with particular apprehension. Tim went to her office to apologize for the inappropriate behavior previous night. With relief from his apology, Laura did not pursue the issue through normal channels across the office. She thought that Tim’s apology meant no need of dwelling on the past. Laura was one of the new employees and was learning office politics while proving to be a competent editor. She was not interested in rocking the boat and bringing negative attention towards herself. All would have remained well if only Tim settled on one sincere apology. However, he kept apologizing whenever he was alone with Laura. When he initially began apologizing, Laura assured him that "it was fine". After two months of constant apologies, she was convinced that even though she requested him to stop apologizing, this was to no avail. Full of frustrations, she shared the issue with few of her co-workers. In the end, the co-workers watered down respect for Tim. The initial conflict cause was the cab’s sexual advance occurring in rather private setting. Sexual overtures remain inherently private even though consequences play out in public contexts. In fact, the sole reason for Laura going to the Ombudsman was that this conflict classified as ‘private’ while wanting to

What do we know about female genital mutilation in the UK Research Proposal

What do we know about female genital mutilation in the UK - Research Proposal Example The UK is a country that is affected by this scourge. While France has had over a 100 prosecutions over this issue, UK’s performance has been lacklustre. The UK has in the past been compared unfavourably to other countries over the issue, such as France where there have been more than 100 successful prosecutions (BBC, 21 March 2014). The mounting intensity of the issue makes FGM in UK a significant topic for further research. The study will find out if female circumcision as a cultural practice is prevalent in the modern UK society. This also aims to analyze the intensity of FGM’s consequences on the victim population in terms of social as well as health complications. This study may throw light on the issue so as to evoke better education, community-wide awareness programs, and legal intervention that may prevent this unethical practice. FGM as a whole is debilitating to a woman. Her private parts are distorted endangering her health and life. A rigorous effort is essential to wipe out this practice from the UK society. The study has certain limitations as FGM is performed secretly in most cases. Social stigma along with legality concerns will prevent people from disclosing facts. World Health Organization (WHO) defines FGM as ‘all procedures involving partial or total removal of the external female genitals, or injury to the female genital organs for non-therapeutic reasons’. According to the WHO, FGM is of four types. The clitoris could be removed alone or it could be removed with the labia minora. In some cases, the vaginal opening could be narrowed with or without excising the clitoris. All other harmful practices on the female genitalia also come under this definition. (RCM, et al. 2014). Alison Saunders, Director of Public Prosecutions (DPP) agrees that there are very few referrals for FGM. Nevertheless, she puts the onus on the Crown Prosecution Service (CPS) due to which there have been no cases to begin with (Owen, 2014). Lack of