Aniconism and the Multivalence of Emblems Assignment

Aniconism and the Multivalence of Emblems - Assignment Example Huntington has her own view on this question. She believes that many of the images associated with Buddha's absence—such as an empty throne—are in fact intended to mean something else. The empty throne, for example, was intended to represent the â€Å"sacred nuclei of worship† at religious sites and not the fact of Buddha's absence on that throne (Huntington, 402). Her new research suggests that inscriptions on these images indicate that many of the so-called images are more quotidian representations of sacred sites. Vidya Dehejia has a different view of these questions. He believes that scholars have overlooked the double-meanings of many words in the ancient scripts. He thinks that someone like Huntington has been too literal. He admits that some scholars have gone too far in their interpretations, but that some images do indeed depict the absence of Buddha. He suggests that the emblems of many images â€Å"may carry different meanings in varying contexts† and that scholars should be sensitive to this (Dehejia, 64). The debate over the absence or presence of Buddha in early Buddhist art is a fascinating one. Both scholars present convincing arguments. Whether we will ever know the truth remains an open question.   

Eschatological views of Judaism and Christianity Essay

Eschatological views of Judaism and Christianity - Essay Example The mythos, the raison d'tre, of Christianity is to provide all human beings with the only valid path to salvation. Christians believe people are by nature sinful. Christians believe that Jesus was both the Son of God and God the Son, God made incarnate; that Jesus' death by crucifixion was a sacrifice to atone for all humanity's sins, and that acceptance of Jesus as the Christ saves one from sin. Judaism's raison d'tre is to give concrete form to the covenant between God and the Jewish people. The Torah (teaching) tells the story of this covenant, and provides Jews with the terms of the covenant. The Torah thus guides Jews to walk in God's ways, to help them learn how to live a holy life on earth, and to bring holiness into the world and into every part of life so that life may be elevated to a high level of sanctity. Judaism does not see the afterlife as a core part of this, or a major factor needed to justify why it is necessary. Ideally a faithful life and good deeds should be en ds in themselves, not means (Lodahl 57-98). As for the concepts of God, it should be said that both Jews and Christians believe in the God of Abraham, Isaac and Jacob, for Jews the God of the Tanakh, for Christians the God of the Old Testament, the creator of the universe. Both religions agree that God shares both transcendent and immanent qualities. How these religions resolve this issue is where the religions differ. Most of Christianity posits that God is the Trinity; in this view God exists as three distinct entities which share a single divine essence, or substance. In those three there is one, and in that one there are three; the one God is indivisible, while the three entities are distinct and unconfused: Abba God, Jesus and the Holy Spirit. It teaches that God became especially immanent in physical form through the Incarnation of Jesus, who is believed to be at once fully God and fully human. By contrast, Judaism sees God as a single entity, and views trinitarianism as both incomprehensible and a violation of the Bibl e's teaching that God is one. It rejects the notion that Jesus or any other object or living being could be "God", that God could have a literal "son" in physical form or is divisible in any way, or that God could be made to be joined to the material world in such fashion. Judaism does not believe that God requires the sacrifice of any human. This is emphasized in medieval Jewish traditions concerning the story of the Akedah, the binding of Isaac. In the Jewish explanation, this is a story whereby God wanted to test Abraham's faith and willingness, and Isaac was never going to be actually sacrificed. Thus, Judaism rejects the notion that anyone can or should die for anyone else's sin (Levenson 48-53). Understanding of the Bible. Jews and Christians seek authority from many of the same basic books, but they conceive of these books in significantly different ways. The Hebrew Bible is comprised of three parts: Torah (the five books of Moses), Nevi'im (the writings of the Prophets), and Ketuvim (other writings canonised over time, such as the Books of Esther, Jonah, Ruth or Job). Collectively, these are known as the Tanakh, a Hebrew acronym for the first letters of each. Rabbinical Judaism traditionally believes that these written works were also accompanied by an oral tradition which taught

Tunku Abdul Rahman

Tunku Abdul Rahman Who is Tunku Abdul Rahman Tunku Abdul Rahman Putra Alhaj was born on February 8 1903 at Istana Pelamin, Alor Setar, Kedah. He was the twentieth child and seventh son of Sultan Abdul Hamid Halim Shah, the twenty-fourth Sultan of Kedah.1 His mother on the other hand, Paduka Seri Cik Manjalara was the daughter of a Siamese nobleman, Luang Noraborirak. In 1909, Abdul Rahman received his early education at a Malay Primary School before being tranferred to the Government English School, which is currently known as the Sultan Abdul Hamid College. Following that, he was sent to the Debsirin School in Bangkok. A Kedah State Scholarship awarded to him in 1920 took him to England to further his studies. In England, he read History and Law at St. Catherines College, Cambridge. He successfully obtained his Bachelor of Arts Degree in 1925. While studying at England itself, his flair for leadership was made apparent due to the lack of representation of Malay students at the institution by any clubs or organisations. Abdul Rahman remedied the problem by establishing the Kesatuan Melayu Great Britain (Malay Association of Great Britain). He held the post of Secretary. Upon his return to Malaya, he served the Kedah Civil Service as a cadet in the Legal Advisors Office. Following that, he served as a District Officer in Kuala Nerang, Langkawi, Sungai Petani, and finally in Kulim.2 Abdul Rahman was the only Malay District Officer at that time. This made him widely unpopular amongst many British officials. However, no action was taken by the British Administration in Kedah, as he was of royal lineage. Unfortunately, his attempt at completing his legal studies at the Inner Temple in England came to a halt due to the outbreak of World War II. He resumed his studies at the Inner Temple soon after and qualified for the Bar. On his return to Malaya, he was appointed as a Deputy Public Prosecutor. During the nationalistic battle against the Malayan Union, Tunku Abdul Rahman joined the United Malays National Organisation (UMNO). He proved to be very popular amongst party members and was later on appointed as Chairman of UMNO Kedah in 1948. On August 26 1951, Tunku became the UMNO President. Following that, he formed a political alliance with the Malayan Chinese Association (MCA). This political alliance was later joined by the Malayan Indian Congress (MIC) in 1955. This political alliance was called the Alliance Party. That same year, the Alliance Party won the first federal general elections. Tunku Abdul Rahman was elected as the first Chief Minister of Malaya. In 1955, Tunku lead a delegation to England to negotiate with the British government for the independence of Malaya. This lead to the signing of the Independence Treaty at Lancaster House in London on February 8 1956.3 On the 31st of August 1957, the British flag was lowered in Kuala Lumpur and the Malaya flag was raised in its place. Tunku Abdul Rahman led the crowd at Dataran Merdeka in announcing Merdeka! (Independance). This will forever remain a historical moment in Malaysian history. It cannot be argued that one of Tunkus greatest acheivements was the formation of Malaysia, comprising of the Federation of Malaya, Sabah, Sarawak, Brunei, and Singapore. However, due to several political issues, the federation of all these states, excluding Brunei was formed on the 16th of September 1963. Tunku Abdul Rahman was restyled as Prime Minister of Malaysia. 4 Unfortunately, the racial factor only worsened with the inclusion of Singapore, raising the Chinese population close to 40%.5 On August 7, 1965, Tunku Abdul Rahman announced to the Malaysian Parliament to vote yes on the resolution to remove Singapore from the federation. Singapore officially acheived independance on 9 August 1965. Following the racial riots of May 13, many UMNO leaders were critical of Tunku Abdul Rahmans leadership and an emergency committee, MAGERAN took power and declared a state of emergency. On 22 September 1970, Tunku Abdul Rahman was coerced into resigning as Prime Minister and was succeeded by Tunku Abdul Razak. Following that, he then resigned as UMNO President on June 1971 amidst severe opposition from the Young Turks, comprising of Mahathir Muhammad and Musa Hitam.6 Aside from the formation of Malaysia, Tunku also had a many other acheivements. Other than making Islam the state religion in 1960, he also established the Islamic Welfare Organisation (PERKIM), an organisation helping newly converted Muslims adjust to their lives as Muslims.7 Tunku also helped establish the Organisation of Islamic Conference (OIC), of which he was also the Secretary General. An avid sprtsman, Tunku was a huge fan of football. This led him to become the President of the Football Association of Malaya, President of The Asian Football Confederation and President of the Asian Badminton Confederation. He also supported Semangat 46, a splinter group of UMNO led by Tengku Razaleigh Hamzah.8 Tunku Abdul Rahman passed away on 6 December 1990 at the age of eighty-seven. He was laid to rest at the Langgar Mausoleum at Alor Setar. FOOTNOTE 1. Wikipedia, Tunku Abdul Rahman, URL : http://en.wikipedia.org/wiki/Tunku_Abdul_Rahman, accessed 17 March 2010. 2. Sejarah Malaysia, Abdul Rahman Putra Alhaj, URL : http://sejarahmalaysia.pnm.my/portalBI/detail.php?section=sm02spesifik_id=95ttl_id, accessed 17 March 2010. 3. Perdana.Org, Tunku Abdul Rahman, URL : http://www.perdana.org.my/index.php?option=com_contentview=articleid=184Itemid=124, accessed 17 March 2010 4. Prime Ministers if Malaysia, Tunku Abdul Rahman Putra Alhaj, URL : http://www.primeministersofmalaysia.net/1.php, accessed 17 March 2010 5. Wikipedia, Tunku Abdul Rahman, URL : http://en.wikipedia.org/wiki/Tunku_Abdul_Rahman, accessed 17 March 2010. 6. Wikipedia, Tunku Abdul Rahman, URL : http://en.wikipedia.org/wiki/Tunku_Abdul_Rahman, accessed 17 March 2010. 7. Network Malaysia, Tunku Abdul Rahman, URL : http://www.networkmalaysia.com/subtitle/people/TunkuAbdulRahman.htm, accessed 17 March 2010 8. State University.Com, Tunku Abdul Rahman (Putra Alhaj) Early life, Early political career, Road to independence, Prime Minister, Involvements in Islam, Later life, Family, URL : http://encyclopedia.stateuniversity.com/pages/22669/Tunku-Abdul-Rahman-Putra-Alhaj.html, accessed 18 March 2010.

The death penalty :: essays research papers fc

The Death Penalty There are many crimes that are being committed through out America, burglary, car theft, rape, pick pocketing, and murder. There are many different forms of â€Å"murder†, manslaughter (killing someone without it being previously thought out); vehicular manslaughter (hitting someone with your car and killing them) and other forms of accidental deaths may be thought of in the same sense of â€Å"murder†. The death penalty applies to the murders that are committed violently (murders that are done on purpose). The way to prevent some of these violent murders is to use the death penalty more. Some people say that the death penalty is cruel, unjust and it is in moral. I feel that the death penalty, if it was in forced, would be a deterrent for crime. There are many strengths and weaknesses surrounding the death penalty. There also have been many arguments in favor of the death penalty. In the state of Pennsylvania, a person that commits first degree murder with eighteen aggravating circumstances is able to be sentenced to death. The lethal injection is the means that is used when someone is sentenced to death. There is no real age specified to how old somebody can be before they are sentenced to death. As of July 1, 2001 there was 246 people on death row, 155 (63%) were African American, 75 (30%) were white, 15 (6%) were Latina and 2 (8%) were Asian. A July 2001 Harris Poll founded about four of ten American (42%) felt that capital punishment deters people from committing murders. On the other hand about five of ten American (52%) believed capital punishment does not have much effect. In 1976, when the death penalty was reinstated nearly six of ten (59%) thought capital punishment was a deterrent, compared to just over three in ten (34%) who thought it wasn’t. (Pg 74 The Death Penalty in America) Some of the strengths of the death penalty are that it does not allow violent murders back onto the streets, it deters crimes from would be murders, and it gives comfort to families of murdered victims. By using capital punishment on violent murders it prevents them from reentering society and having a chance to commit a violent act again. If capital punishment was handed down as a punishment then other criminals would think again about committing murder. The death penalty also gives comfort to the families of murdered victim’s by not allowing them (criminals) back onto the streets free to commit another murder.

Safety and Health

|Title |HSC 027 Contribute to health and safety in health and social care | |Level |2 | |Credit value |4 | |Learning outcomes |Assessment criteria | |The learner will: |The learner can: | |1. Understand own responsibilities, and the |1. 1 Identify legislation relating to general health and safety in a health or social | |responsibilities of others, relating to health and |care work setting | |safety in the work setting |1. 2 Describe the main points of the health and safety policies and procedures agreed | | |with the employer | | |1. Outline the main health and safety responsibilities of: | | |self | | |the employer or manager | | |others in the work setting | | |1. 4 Identify tasks relating to health and safety that should not be carried out | | |without special training | | |1. Explain how to access additional support and information relating to health and | | |safety | |2. Understand the use of risk assessments in |2. 1 Explain why it is important to assess health and safety hazards posed by the work | |relation to health and safety |setting or by particular activities | | |2. 2 Explain how and when to report potential health and safety risks that have been | | |identified | | |2. Explain how risk assessment can help address | | |dilemmas between rights and health and safety | | |concerns | |3. Understand procedures for responding to |3. 1 Describe different types of accidents and | |accidents and sudden illness |sudden illness that may occur in own work setting | | |3. 2 Outline the procedures to be followed if an | | |accident or sudden illness should occur | |4.Be able to reduce the spread of infection |Demonstrate the recommended method for hand washing | | |Demonstrate ways to ensure that own health and hygiene do not pose a risk to others at| | |work | |5. Be able to move and handle equipment and other|Identify legislation that relates to moving and handling | |objects safely |Explain principles for moving and handling equip ment and other objects safely | | |Move and handle equipment or other objects safely | |6.Know how to handle hazardous substances and |Identify hazardous substances and materials that may be found in the work setting | |materials |Describe safe practices for: | | |Storing hazardous substances | | |Using hazardous substances | | |Disposing of hazardous substances and | | |materials | |7.Understand how to promote fire safety in the |Describe practices that prevent fires from: | |work setting |starting | | |spreading | | |Outline emergency procedures to be followed in the event of a fire in the work setting| | |Explain the importance of maintaining clear evacuation routes at all times | |8. Be able to implement security measures in the |Use agreed ways of working for checking the identity of anyone requesting access to: | |work setting |Premises | | |Information | | |8. Implement measures to protect own security and the security of others in the | | |work setting | | |8. 3 Explain the importance of ensuring that others are aware of own whereabouts | |9. Know how to manage own stress |Identify common signs and indicators of stress | | |Identify circumstances that tend to trigger own stress | | |Describe ways to manage own stress | Additional information about the unit | |NOS ref |HSC 22 HSC 221 HSC 223 | | |Content recurs throughout HSC NOS knowledge requirements | |Unit purpose and aims |This unit is aimed at those working in a wide range of settings. It provides the learner | | |with the knowledge and skills required to carry out their work safely. | |Assessment requirements or guidance |This unit must be assessed in accordance with Skills for Care and Development QCF | | |Assessment Principles. | | | | |LO 4, 5, and 8 must be assessed in a real work environment | |Additional Information |Others may include: | | |Team members | | |Other colleagues | | |Those who use or commission their own health or social care services | | |Famil ies, carers and advocates | | | | | |Work setting may include one specific location or a range of locations, depending on the | | |context of a particular work role | | | | | |Policies and procedures may include other agreed ways of working as well as formal | | |policies and procedures | | | | |Tasks that the learner should not carry out without special training may include those | | |relating to: | | |Use of equipment | | |First aid | | |Medication | | |Health care procedures | | |Food handling and preparation | | | | | |Stress can have positive as well as negative effects, but in this unit the word is used | | |to refer to negative stress |

451 Essay

Fahrenheit 451 Essay A dystopia is defined as a community or a society that is undesirable or frightening in some important way. There have been many novels written about such societies, such as 1984 by George Orwell, The Giver by Lois Lowry, and Fahrenheit 451 by Ray Bradbury. Fahrenheit 451 describes a dystopian society in which books are outlawed and technology is prevalent. In Fahrenheit 451, Ray Bradbury conveys a significant message through the contrasting tones he uses to describe Clarisse and Mildred.Bradbury uses a reverent, respectful tone to describe Clarisse, when Guy Montag sees her for the first time in the street as he walks home from work (3). The diction â€Å"slender† and â€Å"milk-white† portrays that Clarisse is young and innocent. These words create this feeling because one would normally associate slimness and a clear complexion with youth. The personification used in â€Å"gentle hunger† and â€Å"tireless curiosity† reveal the fact that Clarisse is inquisitive to the reader.The use of â€Å"gentle† and â€Å"tireless† allow the reader to see that Clarisse has a hunger for knowledge. The imagery â€Å"sliding walk† and â€Å"dress was white† creates an image of Clarisse’s demeanor and general appearance in the reader’s mind. Using these words also gives the reader the sense that Clarisse is pure, like an angel, because a sliding walk and white garments are associated with angels. Bradbury’s praising and positive tone shows that he strongly identifies with her personality.In contrast to the tone he uses when describing Clarisse, Bradbury uses a dull, monotonous tone to talk about Mildred when Guy Montag sees her as he walks into their bedroom shortly after his encounter with Clarisse (11). The metaphor â€Å"felt no rain† and â€Å"felt no shadow† compares rain and shadow to the feelings that Mildred does not feel. With this metaphor, Bradbury revea ls to the reader that Mildred is apathetic, unfeeling. The diction â€Å"tamped-shut ears† and â€Å"ears all glass† suggests to the reader that Mildred is oblivious to her surroundings.These words create the effect that Mildred does not see and hear what is going around in front of her. The simile â€Å"like a snow-covered island† compares Mildred’s face to a snow-covered island. This simile leaves the reader with the impression that Mildred’s face is pale, almost lifeless. Bradbury’s apathetic, negative tone shows that he does not approve of Mildred’s obliviousness and lifelessness. Bradbury uses an admiring, awed tone to describe Clarisse when Guy Montag is remembering his encounter with Clarisse (8).The simile â€Å"face like the dial of a small clock† compares Clarisse’s face with the dial of a small clock. Bradbury goes on to describe the clock as the type giving off light in the darkness in the middle of the night . This comparison conveys the idea that Clarisse represents good early on in the book. The simile â€Å"how like a mirror too, her face† emphasizes the fact that Clarisse’s demeanor in general makes Montag reflect on his actions, thoughts, and words. Bradbury is trying to relay the message that Clarisse has the type of personality that makes other people reflect upon themselves.The simile â€Å"like the eager watcher of a marionette show† compares Clarisse to an eager watcher of a marionette show through a simile. This simile demonstrates how perceptive Clarisse is. Bradbury’s tone of disbelief and awe shows his admiration of Clarisse’s character. In Fahrenheit 451, Ray Bradbury uses contrasting tones towards Clarisse and Mildred in order to convey his opinion that one should not blindly the beliefs that are presented to them. Bradbury strongly believes that we should constantly question the world around us.