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.