Friday, March 20, 2020

Essay on Omid Safi Memories of Muhammad Why the Prophet Matters

Essay on Omid Safi Memories of Muhammad Why the Prophet Matters There are currently about 1.5 billion Muslims who consider Muhammad as the reliable messenger of God and link to divinity. After the bombing of twin towers, there have been a lot of negative publications about Prophet Muhammad.Advertising We will write a custom essay sample on Essay on Omid Safi Memories of Muhammad: Why the Prophet Matters specifically for you for only $16.05 $11/page Learn More They depict Muhammad is a polygamist who started a religion that does not value women, and it embraces violence. He has been likened to Osama bin Laden. In fact, one of his portraits shows that he has hidden a bomb under his turban. A lot of violence has been linked with Islam leaving the non-Muslim in search of information about this religion. Dr. Safi a professor of Islamic studies recognizes that Prophet Muhammad is the center of all the confusion. He has written this book to aid the Muslim and non-Muslim understand his impact on Muslim religion. This essay will support the thesis that, Islam is about dignity and obedience to God, not oppression of women, extremism or terrorism. Mohammad was born at a time when communities worshipped idols rather than God. Most of their common practices revolved around superstition. Muhammad was sent by God to teach the people his will. The reason why people needed to obey God is to have an everlasting life in paradise. His ultimate message to mankind was that, there exists a supreme being with great authority and immense power. The author emphasizes the necessity of obeying and worshiping God, when he says After birth we envision God to be improved edition of ourselves, then the provider of comfort and all that is absent in our lives. Later we see him as a sovereign being, afterwards we discover that God is Love and magnificent (174). In addition to that, he says, One needs to know God to understand life(76). This emphasizes that humans cannot realize their purpose on earth, unless they seek God. â€Å"Re garding women, Muhammad said that of all the precious things in the world, there is non that is precious as a righteous woman† (205). Muhammad did not regard women any less than men.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is shown when he said that if a woman obeyed God’s law, such as praying five times a day and fasting in the month of Ramadan, she can choose to enter heaven, in whichever door she likes. These are the same requirements a man needs to fulfill in order to get to heaven. He also urges men to protect women, because if they do so, they would end up in heaven with Muhammad. Some of the Muslims have been associated with acts of terror. They claim that Muhammad teaches violence and spread of terror. During Mohammad’s lifetime, he was exiled and mocked. Even one of his neighbors used to throw rubbish on him every day in the morning. Over a nd over again he forgave his persecutors, even when he had the opportunity to revenge, for example, when Mecca was conquered. The relationship between Muhammad and the neighbor who used to throw rubbish at him changed for the better, after realizing the prophet’s kindness and concern. When she failed to throw rubbish on Mohammad one day, the prophet went up to see if everything was alright. The woman was touched by Muhammad’s care and, she became one of his followers. â€Å"This clearly demonstrates that Mohammad had no hatred for his enemies instead; he showed them love and kindness† (207). Some Muslims associate themselves with Mohammad through rage rather than sympathy. Speaking more on war, Safi quotes the Quran saying, â€Å"Do not attack those who propose to fight you and do not be violent, for God hates aggressors. Quran 2:190 (27). Regarding Muhammad’s polygamy marriages, there are certain aspects that people should know. During those days, it wa s alright for the Semitic and Arabs to practice polygamy. It was a normal practice, particularly among the leaders and dignified men. David, Solomon, and Abraham of the biblical times also practiced polygamy. On the peak of his life, Muhammad was married to Khadija only. After she died, that is when Muhammad married many wives. â€Å"Social and political motives to form alliances were the reason he married some women† (143). To the non-Muslim, Muhammad considered all human beings as God’s children. One of Muhammad’s religious practices was connecting social life with internal meditation.Advertising We will write a custom essay sample on Essay on Omid Safi Memories of Muhammad: Why the Prophet Matters specifically for you for only $16.05 $11/page Learn More One of the core messages of Muhammad was that no one is more significant than the other. He quotes the words of the prophet from the Quran 2:177, Food for a single person satisfies tw o people, and food for two people satisfies four people, and food for four people satisfies eight people† (197). In his book, Safi tells the non-Muslim people that Muhammad was sent by God for the sake of humanity. He says, â€Å"Muhammad stands for the potential in humans because he embraces what it means to be a perfect human† (174). Safi says that Quran does not accommodate other religions â€Å"†¦..but simply conveys the idea of one God and one leadership spread by many messengers to a multitude of people† (264). Although Muslim’s believes are different from other religions, they consider everybody in this world to be equal in God’s eyes. The author does not agree with Muslims who go out causing terror in the name of Muhammad. He says If a Muslims deserves to be called a Muhammads person, then it is up to a Muslims to embrace the qualities of compassion and fairness that Muhammad had. If Muslim is not to be merely a past description or deve lopment sign but a holy sign of hopeful to the morals of Muhammad, then it is critical to live by the divine example that Muhammad placed (Quran 33:21) (267). It is such a pity how bad the extremist Muslim make other law abiding Muslims look. Lastly Safi emphasizes on direct obedience, admiration of beauty, hospitality to strangers, high esteem of life, modest life, family and worship of Allah. Safi, Omid. Memories of Muhammad: Why the Prophet Matters. New York: HarperOne, 2009. Print.

Wednesday, March 4, 2020

Practice in Turning Adjectives Into Adverbs

Practice in Turning Adjectives Into Adverbs Many adverbs are formed by adding -ly to an adjective. The adverb softly, for instance, comes from the adjective soft. (Note, however, that not all adverbs end in -ly. Very, quite, always, almost, and often are some of the common adverbs that are not formed from adjectives.) Instructions In each set below, complete the second sentence with an adverbial form of the italicized adjective in the first sentence. Example: Original:  Gus is usually a careful driver.Adverbial form: He always drives carefully when children are in the car. When youre done, compare your answers with those below. Practice Exercises We live on a quiet suburban street. Even the dogs bark _____.This is a dangerous road. Were driving _____ close to the shoulder.My friend Alice is a polite young woman. She asked _____ if she could borrow my boyfriend.The clown made a deep impression on my daughter. His sad smile touched her _____.I apologize for my foolish behavior. Yesterday I acted _____ in class.Ferdinands apology sounded sincere. He said he was _____ sorry for driving over your motorcycle with his tractor.I ordered a manual transmission. Are the windows operated _____?Shyla made a generous contribution to the Salvation Army. She gives _____ every year.This morning Gus had an accidental encounter with an ice cream van. He _____ backed his pick-up truck into the van.Marvin is a graceful infielder. He moves _____.This is an easy assignment. I expect to pass _____.Merdine is a brave woman. She _____ challenged the principal and the school board.There was a rapid change in the weather. The temperature dropped _____.I m troubled by my brothers strange behavior. Yesterday I heard him talking _____ to our cat. My father is a cautious man. When everyone else is upset, he speaks softly and acts _____. Exercise Answers   We live on a  quiet  suburban street. Even the dogs bark  quietly.This is a  dangerous  road. Were driving  dangerously  close to the shoulder.My friend Alice is a  polite  young woman. She asked  politely  if she could borrow my boyfriend.The clown made a  deep  impression on my daughter. His sad smile touched her  deeply.I apologize for my  foolish  behavior. Yesterday I acted  foolishly  in class.Ferdinands apology sounded  sincere. He said he was  sincerely  sorry for driving over your motorcycle with his tractor.I ordered a  manual  transmission. Are the windows operated  manually?Shyla made a  generous  contribution to the Salvation Army. She gives  generously  every year.This morning Gus had an  accidental  encounter with an ice cream van. He  accidentally  backed his pick-up truck into the van.Marvin is a  graceful  infielder. He moves  gracefully  when making a double play.This is an  easy  assignmen t. I expect to pass  easily.Merdine  is a  brave  woman. She  bravely  challenged the principal and the school board.There was a  rapid  change in the weather. The temperature dropped  rapidly. Im troubled by my brothers  strange  behavior. Yesterday I heard him talking  strangely  to our cat.My father is a  cautious  man. When everyone else is upset, he speaks softly and acts  cautiously.

Sunday, February 16, 2020

Organisational Culture of Google and How It Impacts Its Operations Essay

Organisational Culture of Google and How It Impacts Its Operations - Essay Example The researcher states that employee performance is enhanced by the existence of an effective work environment as illustrated by the case of Google. Google is an American based company that specializes in offering communication technology such as internet services. Since its inception, the company has been guided in its operations by valuing the needs and interests of the employees. The major strength of the organization, which can be attributed to its culture, lies in its ability to motivate the employees, which has contributed to its productivity. Employees are encouraged to be innovative, and they are rewarded for their ideas. An analysis of the case study, as well as the video footage, shows that Google is regarded as the best place to work in America as the employees are motivated and their needs and interests are satisfied. Motivation is seen as the key aspect of the effectiveness of the organization in its performance since the employees share the same goals with the organizati on. For instance, mistakes made by the employees do not warrantee a punishment, but they are treated as an effective tool for learning. According to Stahl & Mendenhall, culture is believed to shape the operations of the organization in various ways. It contributes to innovation and success, which allows the managers to be able to cope with problems related to adoption as well as integration. Organisational culture at Google is considered to be very effective given that it has recently been named the best company for employees by Fortune Magazine. The core values of the organization’s culture are intensely held and shared.

Monday, February 3, 2020

Recommendation for Incentive Programms and Plans Essay

Recommendation for Incentive Programms and Plans - Essay Example It is imperative to go through some of these drawbacks to ensure that they do not get in the way of the company’s development. One of the incentives introduced by a manager is that of having the employees receiving a promotion or a salary raise anytime that they produce results that appeal to the expectations of the manager (Muller, 2013). This is important in that most people get into the corporate arena with the aim of earning a lot of money for them to manage or rather improve their living styles. It is important to understand that this incentive has a drawback that revolves around it failing to have negativity. Negativity in this case is the employer does not impose any challenge to the employee if he or she fails to deliver appropriate jobs as expected. It is important to have this challenge as it makes the employee realize that there is a negative side to failure. One way through which to challenge this incentive is by ensuring that the employee is charged in the case of him or her failing to deliver appropriate work. One way through which to charge the employee is by having them deducted their commissions (Hartman, 2011). Commissioning is one of the ways through which employers motivate their employees as an incentive to have them work harder save from the monthly salary they receive. It is thus only fair to ensure that they are charged for poor performance by ensuring that part of their commission is actually deducted. Another incentive that employers have is buying or rather treating employees after they achieve certain goals. This is a very motivation appropriate plan as the employees get to work even more knowing that they will receive additional benefits. However, it is imperative to understand that increased working of the employees can create or rather creates the drawback of having them not providing quality work. In the contemporary environment, there is the issue of quality and quantity. The major drawback that

Saturday, January 25, 2020

Ragged Schools in the Victorian Era

Ragged Schools in the Victorian Era Victorian times started out in 1800s and lasted  until 1901. During this period of time, children were living in poverty, thus one of the great movements of Victorian philanthropy was establishing of ragged schools to provide education opportunity, like its name, Ragged Schools provide education for children who are too ragged, filthy, wretch forlorn to enter any other places (Besant, 1984). The origin of ragged schooling was first founded by John Pounds (1766 1839), he was a cobbler in Portsmouth and initiated by using his shop in 1818 for educational activity. John pound actively recruit children by spending time on streets and quays of Portsmouth by making contacts with children as well as bribing them with baked potatoes (Guthrie, 1847). After recruiting these children, he would then teach the girls to cook simple food where the ragged school cookery class is form. As for the boys, he would impart his skills set as a cobbler to them which would eventually representing industrialism. Reading, writing and arithmetic were also taught thoroughly thus making education as a base for schooling (Montague, 1904 p.40-41). Another Ragged School would be St. John’s School which is situated at Forton, a small village in Staffordshire in England. During year 1830 to 1831 it was being used as a Sunday School before being converted to a ragged school in 1861. During 1861, boys and girls schools were built within the existing premises, thus, different sexes would be posted to their designated buildings respectively. There were also blackboards and slate pencils available as well as cane which is being used as implementation of punishment system for children being late or playing truancy (Turner, 1986). As children during Victoria’s England, it was a time where child dominate the society, thus, during this time families tends to be large which eventually leading to overcrowding which then leading to poor families. Poor children are often put to work at early age such work places could be textile mills and also coal mines where working conditions are often deadly thus, education are something of a luxury for the children (Boone, 2005). Thus, the ragged school provides a safe environment and protection for children which has proper mentor in guiding skills set for them. Such protection would be to protect them from their parents who did not know how to guide a child into the right path (Silver, 1983 p. 20). Charles Dickens was another person whom brought the whole of Britain attention to children (Smith, 2001). He wrote the first letter on ragged schooling after he visited Field Lane Ragged School which was established in 1841, which later appeared in The Daily News on February 4th 1846. He mentioned â€Å"they are never taught; that first distinctions between right and wrong are, from their cradles, perfectly confounded and perverted in their minds; that they come of untaught parent† (Charles, 1846). Children were not taught on morality and were unable to differentiate neither what is right nor what is wrong, thus resulting in higher crime rate such as pickpocketing, thus, ragged school rescues children who are facing such difficulties in their lives (Boone, 2005). Dickens (1841) also described the boys that were age from mere infants to young men who were rescued to Field Lane Ragged School when he made his way down to the chamber room where these boys are going to live in. When he first saw the boys, he could not see any ingenuous, frank or even pleasant in their faces but their expressions and behaviours looked vicious, wicked, cunning, feeling being abandoned from all help (Boone, 2005). Some people might think that Dickens is being extremely harsh with the above comments but, he points out severe problems with the education system in Victorian England. As the teachers are mostly volunteers, basic education such as writing, reading and arithmetic were all being provided for these children as well as a sheltered place for these children (Macgregor, 1853). However, majority of the children were not as civilised and their behaviours constantly poses problems to the teachers. They could be listening attentively at sometimes while totally changes to another personality in a short time frame causing nuisance hence, punishment system was implemented. One of such punishment would be to forfeit the day’s pleasure if one is found with being disobedient to teachers. Whenever the day arrives and the children whom misbehaves realises that they were not going anywhere, they would start crying. This would serve as a reminder to them which would gain beneficial and positive result in shaping their behaviours and improving their manners (Walvin, 1982). There was another man whom made a great contribution to the Ragged School movement, Dr Thomas John Barnardo (July 1845 – September 1905) who started his own experimental Ragged School in late 1866 (Fletcher, 2005 p.41). He met the first destitute child, Jim, in 1866 and described Jim as â€Å"genuine Arab boy, friendless, homeless† (Marchant, 2007, p. 342). Barnardo also mentioned that when he saw the upturned faces more of those boys, he realises the fact that all absolutely destitute and homeless, he knows himself that he must look for ways to save these boys whom were also labelled as â€Å"street-arabs† (Wagner, 1979). First, he started a marketing strategy for his ragged school, â€Å"photographic marketing† (Ash, 2008 p.180) to increase the public’s awareness surrounding those pauper children during Victorian times as well as to raise funds for his ragged school. He would create postcards of poverty-stricken, dirty children before coming to orphanage and compare and contrast with the after photograph where the children are well-dressed and good-manner (Swain and Hillel, 2010). In this, much awareness was gained about how parents have failed in giving their child proper education and understanding of own morality, thus, bringing up issues of children during that time (Ash, 2008 p. 180) Lastly, there were two logbook entries by their headmaster from Kidmore End Ragged School which started recording in 1873. â€Å"8 October 1868 1st class not well attended. Boys wanted for work for tending cattle and working in the field† and â€Å"3 April 1871, Harry Castell and George Prior punished for playing truant since yesterday afternoon. There was no drill in the afternoon, the weather being damp and showery† (Hendrick, 1997). From the above entries, we could deduce that children who were attending Ragged School were still constantly wanted for work however, they would be punished for truancy, thus enabling them to change their behaviours as well as for them to realise the importance of education during Victorian times. With all these evidence to support the contributions of the Ragged School has made during Victorian times, although their facilities are not as good as those normal schools, however, the intentions of the founders were the same. They wanted to build a better future for British’s children during that time. They foresee that only when children receive more education, the country would then be able to progress (Hendrick, 1997). References Ash. S 2008, ‘Heroin Baby: Barnardo’s, Benevolence, and Shame’, in Journal ofCommunication Inquiry, 32(2), 179-200. Ashley, M 1850. Ragged Schools and Emigration Special Appeal. The Times, 10 July. Besant, W 1894. The Jubilee of the Ragged Schools Union, London: RSU. Boone, T Youth of Darkest England: Working-Class Children at the Heart of VictorianEmpire. New York: Routeledge, 2005. Fletcher, W 2005, Kepping the Vision Alive: The Story of Barnardo’s 1905 -2005. Barnardo’s Organiszation, Essex. Guthrie, T 1847 Plea for Ragged Schools, or Prevention is Better Than Cure, Edinburgh HC Deb 1849. Ragged Schools. [ONLINE] Available at:http://hansard.millbanksystems.com/commons/1849/jul/24/ragged-schools. [Accessed 29 October 14]. Hendrick, H 1997, Children, childhood and English society, 1880-1990, Cambridge University Press, Cambridge. Macgregor, J 1853, Ragged Schools: their Rise, Progress and Results. London. Marchant, J 2007, Memoirs of the Late Dr. Barnardo, Hodder and Stoughton, London. Montague, C. J. 1904 Sixty Years in Waifdom. Or, the Ragged School Movement in English history, London. Silver, H 1983 Education as History, London: Methuen. Smith, M 2001 â€Å"Ragged schools and the development of youth work and informaleducation†. The encyclopaedia of informal education. [www.infed.org/youthwork/ragged_schools.htm]. Swain, S and M Hillel 2010, Child, Nation, Race and Empire: Child Rescue Discourse, England, Canado and Australia, 1850-1915, Manchester University Press, Machester. Turner, O 1986. Forton St. Johns School. 1st ed. Staffordshire: London. Wagner, G 1979, Barnardo, Weidenfield and Nicolson, London. Walvin, J 1982 A Child’s World. A social history of English childhood 1800 – 1914, London: Pelican. WT14041938 Page. 01 of 06

Friday, January 17, 2020

Moral Obligations about Charity views of Peter Singer and John Arthur Essay

The fact that we can afford to provide for ourselves even beyond our basic needs bring an important question. Is it then our duty to provide financial assistance to those who do not have enough to provide for their own basic needs? Peter Singer, in his piece, â€Å"Famine, Affluence, and Morality† would argue that we ought to prevent bad things from happening without sacrificing something of equal importance. Here is the argument Peter Singer presents to us in standard form 1) Millions of people are suffering from hunger every day. 2) Suffering and death from hunger is bad. 3) If it is within our power to prevent something bad from happening without sacrificing anything of comparable moral importance, we ought to morally do so. 4) It is within the power of affluent people to prevent hunger by sacrificing only their luxuries, which are of lesser moral importance. However, John Arthur disagrees with Singer’s conclusion in his piece, â€Å"World Hunger and Moral Obligation: The Case against Singer† and believes that although we should help those in need, it is not imperative to do so. John Arthur’s argument in basic form looks like this: 1) Singer says that all affluent people have a moral obligation to give their money to poor people to the extent that the affluent person would be on the same level as the poor person. 2) Poor people have no positive right to our assistance, because affluent people made no contract to do so. 3) Affluent people have a negative right to their property, which weighs against their obligation. Therefore, the obligation that Singer imposes on affluent people is not as extensive as Arthur. I will analyze both sides of this argument and in the end, propose my own position on this subject. Singer’s main point as stated above is that we ought to prevent bad things from happening without having to sacrifice something of equal importance. In other words, we should give to those in poverty as long as we do not put ourselves in a position of poverty. Singer starts his argument by making the assumption that it is a bad thing when people suffer and die from the lack of food and shelter. Since this is a bad thing, we ought to do something in order to prevent these things from happening without sacrificing anything of equal moral importance to ourselves. This point essentially puts the responsibility of the well-being of all people who are in some way suffering from lack of food and shelter into the hands of those who are in a position to do something about it. The fact that it is now our responsibility makes it morally wrong to not care for these people with our financial assistance. Singer does not see the act of giving money in order to prevent something bad from happening as charity, but instead as our duty. With charity comes the moral option to not give and to spend money on luxuries. If giving to prevent bad things from happening is something that we ought to do, to not do it would be wrong. Money that would have been spent on luxuries should be sent to parts of the world that need it on the basis of their lack of food, shelter, and adequate clothing. On the other hand, John Arthur brings up a strong argument against Singer. Arthur contests that a person has a right to do with their money as they please. There is no contract between ourselves and those in need, therefore we are entitled to invoke our own rights as a justification for not giving to those in need. The interesting thing about this argument is that Arthur is not saying that it is a good thing that we ignore the needs of others, but is instead saying that we have to right to not give. Arthur thinks that we are expected to give to those in need, but we also have the right to invoke our own rights of not giving to those in need. Arthur argues that if we were to live by Singer’s moral standards by following â€Å"greater moral evil rule† then we should not only give monetary charity but also give to the extent of donating parts of our bodies to help someone from dying. He says this because if you can survive without a certain body part (like a kidney) then according to Singer you should give it to someone to save their life because the kidney is less significant than a person dying  (Arthur 473). Arthur does not agree with this idea he sees this as a person violating our negative rights to property, protesting, that it’s your body, and you have a right to it, outweighs any duty you have to help. Both Arthur and Singer agree that there are millions of people suffering from hunger everyday and that this suffering causing death is a bad thing. However Singer believes that it is our moral duty to assist the poor not a choice to do so. While Arthur believes that although we should help those in need, it is not required of us to do so. Therefore the obligation that Singer imposes on people is not as extensive as that of Arthur. As a moral person, one is morally obligated to act in a way which will bring about the greatest happiness. Whether that action is positive or negative doesn’t matter to the pain or pleasure that is produced. No distinction is necessary to the morality of the action. Pain and pleasure are still the measure of moral significance that are used to judge whether a given charity is good or bad. Then the given rules of charity are used to judge the morality of an individual’s acts of charity. Arthur argues that duty to help a stranger in need would be some sort of positive right such as an agreement or contract. However when it comes to assisting in the world hunger situation there are no such agreements or contracts between flourishing countries to assist non flourishing countries. Arthur is correct in arguing that there is something more in the terms of Singer’s argument in the case about the drowning child that if we are able to prevent something bad from happening without sacrificing something of moral significance then we have the moral duty to do it. With the example of the drowning child in the shallow pond, even though we might get our clothes muddy if we were to save the child. As a consequence, like this child case, people have an obligation to rescue strangers when they have the ability to do so that it is our moral duty to do something. Arthur argues the point that these rights as well as deserts are important parts of our moral code based on values such as fairness, justice, and respect. From Arthur’s point of view, there are two significant human rights which are â€Å"negative rights† and â€Å"positive rights†. â€Å"Negative rights†, â€Å"rights of noninterference† (473) in another word, are rights not to be interfered by  anyone such as a right not to be killed. The other rights which are also ignored are â€Å"positive rights† same as called â€Å"rights of percipience† These rights are based on agreements. As long as people have an agreement something, they have a right to receive it. In addition to rights, desert is a second form of entitlement. As an example, a hard working farmer is able to harvest a lot of wheat as a result of his great effort. On the other hand, a lazy farmer is starving because of his laziness. In this case, the hard working farmer should not have any obligation to give wheat to the lazy farmer. Thus, the farmer should consider â€Å"fairness, justice, and respect.† (474). In this case is the farmer who worked hard be obligated to give some of his harvest to the farmer who didn’t do anything to secure a harvest to provi de for him and his family. Looking at Singer’s view on charity makes me wonder, He believes that as citizens of affluent countries we are morally obligated to donate most of our wealth to the starving poor of countries unable to provide for their own with their basic needs to survive like food, shelter and adequate clothing. That theory sounds great, however I have a problem with the fact that are focusing on the welfare of the struggling poor in other countries, while we ignore the suffering of our own right here in our backyard. Yes, I said the United States of America should take care of its own first. Before we spend our precious dollars taking care of the rest of the world. Let me say I cannot fathom a world as progressive as ours and yet people are still starving and dying right here in our own backyard. But it is a reality. Billions of dollars are given to aid so many other countries. While less and less is used here to provide relief for our own who are suffering. So, what is my point you say, my point is we spend a lot of money taking care of people around the world. As a society we are generous. Everyday I listen to politicians and others pointing fingers at each other playing the blame game for our economic crisis. Blaming the Republicans, or blaming the Democrats, Blaming the rich or poor, but the fact is all the blame in the world isn’t fixing the problem. Seeing all the dollar amounts being used to fund all these different relief efforts worldwide is simply amazing. But just think how far those dollars would go if they were to keep them here in the United States and use them to help keep a family member or a neighbor from losing  their home or life. Why are we providing billions of dollars in scholarship aid to foreign students when graduates of our own high schools can’t afford a college education? Why are our religious organizations donati ng billions of dollars to provide health care and literacy programs to foreign countries when our own kids are on Medicaid and illiterate? How much money would go back into restoring our own economy and helping citizens of the United States of America if we kept our money here? Will become the nation known for letting its own people suffer while we take care of the suffering in other countries. Will we keep playing the blame game and turn our backs to the pain and suffering of the people on our own soil. If so, maybe we should change our name to â€Å"The United States Charitable Citizens for the Rest of the World.†

Thursday, January 9, 2020

What Is Auxesis in Writing and Speech

Auxesis is a rhetorical term for a gradual increase in the intensity of meaning with words arranged in ascending order of force or importance. Etymologically the term auxesis is a Greek word that means growth, increase or amplification. Hyperbole is a form of auxesis which intentionally exaggerates a point or its significance. Here are some other examples of auxesis. Examples of Auxesis From Literature Its a well-hit ball, its a long drive, it might be, it could be, it IS ... a home run. Jeans That CanLengthen LegsHug Hips Turn Heads Seven years, my lord, have now passed since I waited in your outward room, or was repulsed from your door; during which time I have been pushing on my work through difficulties, of which it is useless to complain, and have brought it at last to the verge of publication, without one act of assistance, one word of encouragement, or one smile of favor. Such treatment I did not expect, for I never had a patron before.The notice which you have been pleased to take off my Labours, had it been early, had been kind; but it has been delayed till I am indifferent and cannot enjoy it, till I am solitary and cannot impart it, till I am known and do not want it. It is a sin to bind a Roman citizen, a crime to scourge him, little short of the most unnatural murder to put him to death; what then shall I call this crucifixion? Deep into that darkness peering, long I stood there wondering, fearing,Doubting, dreaming dreams no mortal ever dared to dream before. Shakespearean Auxesis And he, repulsed, a short tale to make,Fell into a sadness, then into a fast,Thence to a watch, thence into a weakness,Thence to a lightness; and by this declensionInto the madness wherein now he raves,And all we wail for.Since brass, nor stone, nor earth, nor boundless sea,But sad mortality oer-sways their power. Richard Lanham on Auxesis and Climax Auxesis is usually not listed by theorists as synonymous with the Climax/Anadiplosis cluster of terms, but the difference between auxesis, in its main sense of augmentation, and climax is a fine one. The difference between the auxesis and climax clusters seems to be that in the climax cluster, the climactic series is realized through linked pairs of terms. One might, therefore, say that the auxesis cluster is a figure of amplification and the climax cluster a scheme of arrangement. Observing this distinction, however, we can call a climactic series a climax only when the terms are linked. Henry Peacham on Auxesis and Incrementum By the figure auxesis, the orator doth make a low dwarf a tall fellow . . . of pebble stones, pearls; and of thistles, mighty oaks. . . .Incrementum, when by degrees we ascend to the top of something, or rather above the top; that is when we make our saying grow and increase by an orderly placing of our words, making the latter word always exceed the former . . .. In this figure, the order must be diligently observed, that the stronger may follow the weaker, and the worthier the less worthy; otherwise, you shall not increase the oration, but make a mingle-mangle, as doth the ignorant, or else make a great heap, as doth congeries. Quintilian on Auxesis For sentences should rise and grow in force: of this an excellent example is provided by Cicero, where he says, You, with that throat, those lungs, that strength, that would do credit to a prizefighter, in every limb of your body; for there each phrase is followed by one stronger than the last, whereas, if he had begun by referring to his whole body, he could scarcely have gone on to speak of his lungs and throat without an anticlimax.