The Character of Tom Joad Essay Example For Students

The Character of Tom Joad Essay The Character of Tom Joad In the novel The Grapes of Wrath, John Steinbeck delves deep into each character thoroughly. Throughout the book, Steinbeck uses intricate descriptions in order to depict the development and subtleties of each character. Each character has a unique personality that essentially develops into new qualities and attributes. Such development is seen in many characters throughout the book, including Rose of Sharon. She is seen as immature at the start of the book, but by the end, she quickly learns to take the world into account and grows to become less selfish. This is only one of the substantial growths in character can be seen in the characters of this novel. One of the many characters in this novel that greatly portrays this character development is Tom Joad. Tom Joad, as a character, changes severely throughout the book from the selfish person he was, to a figure committed to bettering the future, as well as an improved leader for the family. Several examples of Tom’s changes can be seen throughout the book, as a result from his experiences with Jim Casy, as well as conversations he has with his mother. We will write a custom essay on The Character of Tom Joad specifically for you for only $16.38 $13.9/page Order now Tom Joad shows that he is a selfish person at the very beginning of the book. At the beginning of the novel, Tom is introduced as a former fugitive now on parole. At most, the reader may think that he is the antagonist of the book because of the fact that he had killed a man. Tom is introduced as selfish from the very moment he is described. â€Å"‘I’d do what I done-again,† said Joad. â€Å"I killed a guy in a fight. We was drunk at a dance. He got a knife in me, an’ I killed him with a shovel that was layin’ there,†Ã¢â‚¬â„¢ (25). Tom Joad was not reluctant at all when he was telling his story of how he got into prison. The fact that he does not care that he killed a man, and even offered to do it again shows that he is a selfish person. He did not care for another mans life, and did not bother to look for an alternate solution to the situation he was in. He only cared about himself when it came to killing, and showed no mercy. If given the decision to take back what he had done, Tom Joad would have kept things the way they were, proving his egotism. As the novel progresses, Tom transforms from this selfish nature to become a caring person. Several examples of this transformation are seen throughout various chapters. When the Joads are traveling west to California with the Wilson’s, Tom offers to help them when their car breaks down. â€Å"Tom said nervously, ‘Look Al. I done my time, an’ now it’s done†¦ Let’s jus’ try an’ get a con-rod an’ the hell with the res’ of it. ’† Tom is showing a little more care for other people’s problems, however, he still has a selfish side because he still does not regret killing a man. He knew he had to pay for it by going to prison, but he still believes he did nothing wrong by taking a man’s life. By offering to help out with the Wilson’s’ car, he is on his way to becoming a less selfish person. As the book draws to a close, Tom stumbles upon Jim Casy again, who is murdered in front of his own eyes. As a result, he is thrown into a silent rage and kills another man which causes him to hide in the forest. He realizes that he is a danger to his family, so he sacrifices his safety in order for his family to be safe. ‘â€Å"Ya can’t do that, Ma. I tell you I’m jus’ a danger to ya,†Ã¢â‚¬â„¢ (391). There is a clear transition from Tom acting selfish at the beginning of the book to him acting completely selfless at the end. This selflessness also contributed to him being a figure committed to bettering the future. .u9fcceabc0170a5d06deafbef0cf8eb4e , .u9fcceabc0170a5d06deafbef0cf8eb4e .postImageUrl , .u9fcceabc0170a5d06deafbef0cf8eb4e .centered-text-area { min-height: 80px; position: relative; } .u9fcceabc0170a5d06deafbef0cf8eb4e , .u9fcceabc0170a5d06deafbef0cf8eb4e:hover , .u9fcceabc0170a5d06deafbef0cf8eb4e:visited , .u9fcceabc0170a5d06deafbef0cf8eb4e:active { border:0!important; } .u9fcceabc0170a5d06deafbef0cf8eb4e .clearfix:after { content: ""; display: table; clear: both; } .u9fcceabc0170a5d06deafbef0cf8eb4e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9fcceabc0170a5d06deafbef0cf8eb4e:active , .u9fcceabc0170a5d06deafbef0cf8eb4e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9fcceabc0170a5d06deafbef0cf8eb4e .centered-text-area { width: 100%; position: relative ; } .u9fcceabc0170a5d06deafbef0cf8eb4e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9fcceabc0170a5d06deafbef0cf8eb4e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9fcceabc0170a5d06deafbef0cf8eb4e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9fcceabc0170a5d06deafbef0cf8eb4e:hover .ctaButton { background-color: #34495E!important; } .u9fcceabc0170a5d06deafbef0cf8eb4e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9fcceabc0170a5d06deafbef0cf8eb4e .u9fcceabc0170a5d06deafbef0cf8eb4e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9fcceabc0170a5d06deafbef0cf8eb4e:after { content: ""; display: block; clear: both; } READ: Martin Luther King Jr EssayAs Tom Joad becomes more selfless, this particular quality helps him to become a person who has the future in mind. The main ideals that influence him are the philosophies of Jim Casy as the Joad family is traveling west to California. Tom is first exposed to Jim Casy’s principles in the very beginning of their journey to California. Casy says to Tom, ‘â€Å"I figgered, ‘Why do we got to hang it on God or Jesus? Maybe,’ I figgered, ‘maybe it’s all men an’ all women we love; maybe that’s the Holy Sperit-the human sperit-the whole shebang,’† (24). Tom begins to believe in Casy’s beliefs as he tells him of his ideals and as they spend time together. Tom begins to follow Casy and his belief of â€Å"the human sperit,† and that it could be humans that we need to spend time on; not God or Jesus. This idea gradually begins to dwell on Tom, and it results in him becoming less selfish over time. He begins to be more helpful towards his family and towards others in general, and becomes valuable to the family. The ideals Casy invoked in Tom clearly made him committed towards the future by the end of the book. As Tom was hiding in the woods, he told Ma his thoughts that were inspired by Jim Casy. â€Å"Wherever they’s a fight so hungry people can eat, I’ll be there. Wherever they’s a cop beatin’ up a guy, I’ll be there. If Casy knowed, why, I’ll be in the way guys yell when they’re mad an’-I’ll be in the way kids laugh when they’re hungry an’ the y know supper’s ready. An’ when our folks eat the stuff they raise an’ live in the houses they build-why, I’ll be there,†Ã¢â‚¬â„¢ (419). Jim Casy’s death allowed Tom to realize that he wanted to help the world using what he had learned from Casy’s ideals. After all of Casy’s advice, Tom had finally changed his view of the world. He realized he had a purpose in life, and he wanted to use it to protect humanity. Tom rambled onto Ma about how he wanted to help whoever was in need and to make the world a better place. This is far from what he aspired to do at the beginning of the book. As the novel progresses, Tom’s character develops from wanting to live a normal life to wanting to live the life of a person who wants to better the world. As Tom gains this new view of the world, he begins to become a leader for the Joad family. The Joad family comes across many hardships as they make their way across the United States to California. Life changing experiences were brought upon the family members, including the death of loved ones, such as Grandpa and Grandma. Pa was beginning to lose his authority as the figure to look up to, and began to look weak. Ma was doing the best she could to help the family, as she was main person who interacted with everyone, as well as made food for the family. As the Joads made their way across the states, a father figure had to spring up in order to keep the family together. Al was not yet mature enough, as he was only seventeen, and expressed constantly that he only cared about himself. We can see this attitude when he talks about leaving the family when they get to California, as well as when he gets married to a person he knows for only a few weeks. With the older and younger figures out of the loop, Tom was the likely candidate to be the new leader of the Joad family. Tom was practically forced to become the leader to guide his family, as no one else either volunteered or was capable of taking the job. When the Joad family arrives at the Weedpatch government camp, the first thing Tom does after they settle down is look for work. â€Å"Don’t you wake nobody up, but when they get up, you tell ‘em I got a chancet at a job, an’ I’m a-goin’ for it. Tell Ma I et breakfas’ with some neighbors. You hear that? †Ã¢â‚¬â„¢ (292). Tom acts like a leader by trying to find work and providing for his family in any way possible. This leadership role had built up his character because he had to step up into a new and unfamiliar role, making him a stronger person. Tom Joad has developed greatly throughout the novel The Grapes of Wrath. There was an immense change in the character of Tom from the beginning of the book to the end of the book. .u20dd1391c7aaa74ba6825168c877bda3 , .u20dd1391c7aaa74ba6825168c877bda3 .postImageUrl , .u20dd1391c7aaa74ba6825168c877bda3 .centered-text-area { min-height: 80px; position: relative; } .u20dd1391c7aaa74ba6825168c877bda3 , .u20dd1391c7aaa74ba6825168c877bda3:hover , .u20dd1391c7aaa74ba6825168c877bda3:visited , .u20dd1391c7aaa74ba6825168c877bda3:active { border:0!important; } .u20dd1391c7aaa74ba6825168c877bda3 .clearfix:after { content: ""; display: table; clear: both; } .u20dd1391c7aaa74ba6825168c877bda3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u20dd1391c7aaa74ba6825168c877bda3:active , .u20dd1391c7aaa74ba6825168c877bda3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u20dd1391c7aaa74ba6825168c877bda3 .centered-text-area { width: 100%; position: relative ; } .u20dd1391c7aaa74ba6825168c877bda3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u20dd1391c7aaa74ba6825168c877bda3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u20dd1391c7aaa74ba6825168c877bda3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u20dd1391c7aaa74ba6825168c877bda3:hover .ctaButton { background-color: #34495E!important; } .u20dd1391c7aaa74ba6825168c877bda3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u20dd1391c7aaa74ba6825168c877bda3 .u20dd1391c7aaa74ba6825168c877bda3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u20dd1391c7aaa74ba6825168c877bda3:after { content: ""; display: block; clear: both; } READ: Kids Vs Kids EssayHe transformed from the selfish person he was to a caring, selfless person. Including this increase in character, Tom also committed to bettering the future through adopting Casy’s teachings. Jim Casy’s principles were the driving force for all of his character development. The commitment to better the future allowed Casy to become a selfless person. By bettering the future, one has to care for others, so by using Casy’s teachings, he was able to further develop into a better person. In addition, Tom has to adopt a role as the leader for the Joad family. By doing this, he is putting himself into a new situation which only strengthens his character and tests his ability to keep the family together. Casy’s teachings also apply to Tom’s becoming a leader. Due to the role of Tom becoming a person who wants to better the future, one of the roles in which he could promote this ideal is by being a leader. By leading the people he is close to, he would be able to become someone who can lead other groups of people in order to help better the future. Tom grows into a whole new person by the end of this book, and learns many new things from the people around him.

The Careful Writer †Deboras Pen (Cartoon)

The Careful Writer – Deboras Pen (Cartoon) Devyani Borade is the creator, and real-life version, of Debora. Her fiction, nonfiction and art have been accepted/published magazines across the world. Visit her website Verbolatry at http://devyaniborade.blogspot.com to contact her, and enjoy more of Deboras adventures.

Secuestro internacional de niños y restitución

Secuestro internacional de nià ±os y restitucià ³n Si su nià ±o o nià ±a, que tiene la residencia habitual en Estados Unidos, es và ­ctima de un secuestro internacional por parte del otro progenitor, esto es lo que debe hacer con e fin de obtener su restitucià ³n. En este artà ­culo tambià ©n se hace referencia en dà ³nde se puede obtener ayuda psicolà ³gica, legal e incluso econà ³mica para estos casos. Quà © hacer si el nià ±o và ­ctima de secuestro est todavà ­a en Estados Unidos Contactar inmediatamente con la Oficina de Asuntos para la Nià ±ez, dependiente del Departamento de Estado, marcando gratis al 1-888-407-4747. Se puede pedir hablar con alguien en espaà ±ol y llamar a cualquier hora del dà ­a o de la noche, incluso durante los fines de semana. Secuestro internacional de nià ±os Si el menor ya ha dejado Estados Unidos pero se cree que se encuentra en un paà ­s de los que ha firmado la Convencià ³n de la Haya sobre Secuestro internacional de nià ±os, marcar al mismo nà ºmero mencionado en el prrafo anterior. Pero si el nià ±o o la nià ±a se encuentran en otro paà ­s no incluido en dicha Convencià ³n, contactar primero con las autoridades de dicho lugar y a continuacià ³n con la Oficina de Asuntos para la Nià ±ez al telà ©fono ya mencionado. Si el padre o la madre que quieren notificar el secuestro se encuentran en ese momento fuera de Estados Unidos, marcar al 1-202-501-4444. Quà © ms se puede hacer en los casos de secuestro internacional de nià ±os Acudir a la policà ­a y rellenar la planilla para reportar la desaparicià ³n de una persona. Pedir que los datos del menor y su desaparicià ³n sean incluidos en la base de datos del Centro de Informacià ³n Nacional de Crà ­menes (NCIC, por sus siglas en inglà ©s). La policà ­a puede informarle de si es posible y cà ³mo obtener rà ©cords de telà ©fono, de tarjetas de crà ©dito e incluso de correos electrà ³nicos para conseguir localizar al padre o a la madre que han secuestrado al menor. En este punto, consultar con un abogado antes de decidir si es conveniente denunciar al padre o a la madre que se llevà ³ al menor. En ocasiones, si no hay todavà ­a denuncia, es posible resolver el caso ms rpidamente. Pero depende de las circunstancias. Conviene tambià ©n tener en cuenta que si hay una orden de bà ºsqueda y captura en contra del secuestrador es posible notificarla a la INTERPOL para que ayude en la bà ºsqueda. Tambià ©n se puede solicitar ayuda en la oficina local del FBI en el departamento de de Crà ­menes contra nià ±os. Asimismo se puede acudir a Centro Nacional para Nià ±os Desaparecidos y Explotados (NCMEC, por sus siglas en inglà ©s). Esta oficina puede ayudar a crear un pà ³ster del menor desaparecido y a que se circule y publique en los medios de comunicacià ³n del paà ­s en el que se sospecha que el nià ±o o la nià ±a pueden estar. Si el menor secuestrado est localizado en otro paà ­s, el padre o la madre pueden solicitar que la embajada o el consulado ms cercano lo visiten, siempre y cuando el nià ±o sea ciudadano americano y el progenitor que se lo ha llevado lo autorice. Para pedir esta visita se debe enviar un fax al 202-737-9136. Hay que idenficar al nià ±o y seà ±alar su fecha y lugar de nacimiento e identificar al padre o madre que se lo ha llevado y el lugar donde pueden ser localizados. Quà © pasa si el menor est localizado en otro paà ­s y el padre o madre que se lo ha llevado se niega a devolverlo Puede que el progenitor que lo busca tenga una orden judicial de una corte americana en la que se reconoce que tiene la guardia y custodia en exclusiva del menor. Pero eso no quiere decir que tal orden sea de aplicacià ³n en el paà ­s al que el menor ha sido llevado. Asà ­ que posiblemente hay que ir a Corte en el lugar en el que se encuentra el nià ±o o nià ±a. Para ello es fundamental elegir un buen abogado local. El Departamento de Estado, a travà ©s de la Oficina de Asuntos de la Nià ±ez (Office of Children ´s Issues) cuenta con especialistas en secuestros internacionales que pueden ayudar a definir cul es la mejor estrategia en un determinado paà ­s y cà ³mo elegir abogado. Se ruega muy encarecidamente no presentarse en el paà ­s extranjero, tomar al menor e intentar regresar con à ©l a Estados Unidos. Dependiendo del paà ­s, puede acabar en la crcel o con una demanda en su contra de carcter civil o penal. Otro tipo de asistencia disponible Si necesita apoyo mientras busca a su hijo que ha sido và ­ctima de un secuestro internacional, puede contactar con dos organizaciones: Take Root, llamando al 1-800-Root-OrgTeam Hope, marcando al 1-866-305 HOPE Asimismo, puede pedir ayuda a la Oficina de Asuntos de la Nià ±ez que le brindarn consejo y cà ³mo dirigirse a buenos profesionales. Si necesita apoyo econà ³mico para viajar al extranjero, puede que califique para un fondo de ayuda gestionado por la Oficina de Và ­ctimas de Crà ­menes (OVC, por sus siglas en inglà ©s) y que depende del Departamento de Justicia. Por à ºltimo, a travà ©s de NCMEC puede obtener ayuda profesional para encarar el proceso de reunificacià ³n con su hijo con à ©xito. Tip Si usted tiene miedo fundado de que sus hijos puedan ser secuestrados internacionalmente por su otro progenitor, guarde en un lugar seguro los pasaportes de los nià ±os y asegà ºrese de que sin su autorizacià ³n no se pueden renovar ni conseguir otros nuevos alegando su extravà ­o.   Adems, solicitar o renovar el pasaporte americano de un infante requiere requisitos especà ­ficos de presencia de los padres y del menor que hay que respetar, precisamente para evitar este tipo de problemas. Por el contrario, si un nià ±o/a americano va a viajar internacionalmente sà ³lo con uno de los padres o con ninguno pero con el consentimiento de ambos, asegà ºrese de que lleva toda la documentacià ³n extra necesaria para evitar ser parado en la frontera. A tener en cuenta Excepto Bolivia y Cuba, todos los paà ­ses de habla en espaà ±ol son miembros de la Convencià ³n de la Haya sobre Secuestro Internacional de Nià ±os o estn asociados y respetan su normativa. Nià ±os mexicanos en Mà ©xico y paps (o mams) en USA Si tienes un hijo mexicano en Mà ©xico y el pap est en Estados Unidos y no paga la pensià ³n de alimentos puedes solicitarla de esta manera.

Comparison Essay Example | Topics and Well Written Essays - 750 words

Comparison - Essay Example Virtue ethics written by Aristotle emphasize that a person is deemed to be of an upright character if the choice he or she makes or if his or her actions display a morally virtuous character. This implies that for a person to develop the right moral virtues, he or she must mull over his or her thoughts, feelings and attitudes. Confucian ethics, on the other hand, are defined as kinds of virtues. Some people have described them as the virtues of virtues. This is because they are the virtues that are in a much defined and detailed manner. Confucius expounded on the virtue ethics, adding his own principles and integrating them with the religious views of the Chinese people. Confucian ethics mostly focus on humanity of a person. This is where he explains the need for compassion among human beings, good heartedness, and altruism. Confucian ethics also focus on the morality of a person, which he describes as righteousness. Since the Confucian ethics are not bound by any law, he also articu lates the fact that morality comes by reason and differentiating between what is good and what is wrong. In the Confucian ethics of humanity, the ethics have a characteristic of placing human beings before property. Confucius elaborates clearly that humans are to be more valued than property such as horses. He focuses on the generosity on fellow humans but not on property. The virtue ethics, on the other hand, describe a moral person as one who will treat all things within his reach with care and concern. Virtue ethics are meant to change person’s overall character traits, not only towards humans but also towards other things, as long as they are of importance to him or her (Shun and Wong 23). One more difference that comes out in analyzing Confucian and virtue ethics is that virtue ethics consider a person as being responsible both to himself and to the community. The Confucian ethics, however, give a different view concerning the duty to the community. Confucius points out that a person’s self and his or her family should come before the community. In his definition of virtue ethics, however, Aristotle emphasizes that good morals shape persons’ character traits, thus helping them make the right decisions. And, in turn, these decisions will affect the community as a whole. Value of the comparison Looking at the above comparison, one understands that virtue ethics help us in decision-making. According to Aristotle, it is virtue ethics that shape our thinking and our emotions, thus determining the decisions that we make (Carden 20). Virtue ethics, when well applied, also assist us in solving difficult life situations. When a person is faced with difficulties in life, he or she is able to solve them having other people in mind, so that his or her decisions do not affect the community negatively. In this case, I would say that the comparison is important, since, unlike what the Confucian ethics say, the community is of great importance to our thinking. The same applies to our property. In my opinion, we should also have our properties at the back of our minds when we are making any decisions. Confucian ethics, on the other hand, guide us in our relationships with our fellow human beings. By applying the ethics of humanity and compassion, human beings are able to co-relate well with each other. Thus, by combining the two

Psychology (various techniques for developing memory) Essay

Psychology (various techniques for developing memory) - Essay Example I studied the poem I had developed for 2 minutes. One hour later, I attempted to recall both the acrostic poem and the concepts to which it was related. 3) I sung the poem, The Ballad of Rudolph Reed, by Gwendolyn Brooks out-loud to the tune of the nursery rhyme, Humpty-Dumpty. I practiced singing the poem three times and then one hour later I attempted to recite the poem from memory. 4) My final experiment consisted of attempting to remember a list of 10 items by using the techniques of the Loci method. The list I attempted to remember was as follows: Tomatoes, Trumpet, Scissors, Wallet, Motorcycle, Sofa, Elephant, Newspaper, Subway train, and Faucet. I walked a route familiar to me within the vicinity of my home in accordance with the technique. I assigned one of these items to each of ten locations within the designated route and practiced associating the items and the image of the location. An hour later I retraced my steps, attempting to remember the list by association with the locations on the route that I had selected. The four experiments produced various different results. Personally, I found that the technique for developing an acronym or using an acrostic to remember concepts and lists were particularly useful. These two experiments produced by far the best results.

Genesis And Rise Of Islamic Fundamentalism Religion Essay

Genesis And Rise Of Islamic Fundamentalism Religion Essay Introduction Religious fundamentalism is not a new term rather it is as old as the religions itself. The world has seen, felt and suffered due religious fundamentalism in some way or the other since time immemorial. The same is true for Islamic fundamentalism. Islam, however, has off late been more associated with fundamentalism than any other religion in the world. Fundamentalism in Islam is also referred as Islamofascism. The term Islamofascism is included in the New Oxford American Dictionary, defining it as a controversial term equating some modern Islamic movements with the European fascist movements of the early twentieth century. The term is used in this manner by writers like Stephen Schwartz and Christopher Hitchens, to describe Islamist extremists, including terrorist groups such as al Qaeda. William Safire makes particular note of Hitchens as a popularizer of the word, though Hitchens declines credit for coining it.  [1]   Susceptibility of Islam to Fundamentalism Islam is like any other religion; however, it is associated with fundamentalism than any other religion in the world. Fundamentalism in Islam is the result of its origin. It came into being in 500 AD when Christianity and Judaism were in its full blossom. Quran-The Holy Book of Islam is a philosophical yet one of the most exhaustive set of rule imposing strict guidelines for day to day functioning for its followers making Islam more susceptible to fundamentalism. The philosophical roots of Islamic fundamentalism are largely the result of a conscious attempt to revive and restate the theoretical relevance of Islam in the modern world. The word Islam means submission, or the total surrender of oneself to God. Therein lays its strength as well as weakness. Total surrender to God imparts spectacular potency to religious faith wherein no questions are asked regarding its convictions or statute. Equally, it leads to blind following in the interpretations of various diktats as pronounced by the Ulemas or Islamic scholars. The empowerment of Islam, which is believed to be Gods plan for mankind, is sacred and therefore may be (interpreted by some as must be) pursued by any means.  [2]   Reasons for Fundamentalism in Islam Colonialism and Western Dominance. Ever since Islam came into existence, it continued to flourish and was widely accepted in the Middle East, Africa, Central and East Asia. It reached its Zenith by 16th Century. However, in 17th and 18th Century Western Powers, started colonialism towards East resulting in Western cultural dominance over other religions and regions in all spheres of life. Islam too was greatly affected by the imperialistic rule of West and subtle but certain downfall of Islam commenced. The famous Indian poet Muhammad Iqbal (1877-1938) vividly expressed the commonly held view of the soulless multilayered Western civilization in its varied manifestations of capitalism, communism, secularism, and liberalism, draining Islam of its inherent vitality. This created a feeling of anti-Westernism and nostalgia for the glorious past; which is the major contributory factor for the contemporary fundamentalist movements. Response to Overpowering Pace of Modern Revolutionization. Mr Modernization and technology has been the biggest boon for the society. But with it also came the evils of cultural changes of nuclear family, materialism and degeneration of social values. In Mr Volls opinion Islamic fundamentalism is a direct response to rapid modernization and cultural changes that threaten to dilute Islamic identity by a syncretistic mix with un-Islamic elements. Urbanization, in addition to diminishing social and cultural value has also resulted in high unemployment, steep rise in poverty and sharp inequalities in wealth distribution. These overwhelmingly and rapid economic, social and cultural changes have resulted in an acute sense of dislocation, identity loss, alienation and anomie and are the social-psychological background to the Islamic resurgence. Reaction to Failed Islamic Liberalism. Islam is governed by stringent and strict laws as written in the Holy Koran and its followers are expected to adhere them in in their daily life in totality. It is this facet of Islam which makes it more radical than any other religion in the world. Likewise, Islamic radicalization in part is a reaction to the failure of Islamic liberalism in the late 19th and 20th centuries. While the radicalists fight both with the modernists, who recognize a broad elucidation of Scripture and assume Western ethics, and also the liberals who favor a democratic system of governance on the Western model. Radicalists disapprove these views and look for a come back to the original foundation of Islam, while reapplying them to the modern milieu. Crisis of Frail Authority of Secular Nations and Governments. Another cause is the persistent crisis expressed by the weak legitimacy of the very idea of the nation-state as well as of the existing secular regimes. This crisis is evident in the pervasiveness of autocratic regimes and in the continuing segmentation of society along tribal, ethnic, and religious lines. The political, social, and economic failures of the secular state is seen as an important contributor to the rise of Islamic fundamentalism as a mass-based response demanding radical change. Fundamentalists tend to blame the modern secular nation-state and its Westernized elites for all the ills of society. Defeat of Islamic States Post World War II. Creation of Israel, defeat of Arab nations in 1967 and 1973 in the Arab-Israel Wars, dismemberment of Pakistan in 1971 and the Soviet invasion of Afghanistan in 1979 acted as catalysts in the spreading of Islamic fundamentalism. It gave Muslim world a sense of disappointment, disgrace, helplessness, and loss of self-worth. It developed in animosity and hostility against the local administration that botched to react to the need of their societies. It also resulted in the hatred aginst the superpowers which too failed to support the cause of Islamic states and saw in them an oppressor and aggressor. Modern Socio-Political Regimens. Modernization provided access to global education and new socio political equations. Secularism was one such thought that spurred Islamic fundamentalism; one of the reasons for promoting an Islamic awakening. Rise of the religious fundamentalism across various religious cultures was according to Jurgensmeyer (2001), that the radical religious groups rejected the liberal values of secular institutions. This was particularly considered, by the Islamic religious hierarchy, as the main cause of societys decline and loss of religious inspiration. These radicals also, refused to accept boundaries of secular society which keeps religion a private observance and not the public sphere which they thought were contrary to basic Islamiic tenets. Equally, the conservatives sought to restore religion as central to social life. They also saw foreign domination as a symptom of Muslim weakness, and its elimination as the key to Muslim power. Such domination could be a ttacked directly by jihad against foreigners.  [3]   Failure of Modern Institutions. Modernization in many countries did not yield requisite outcome. Modernization in these countries failed for host of reasons to include lack of infrastructure and stable government, illiteracy and wide spread unemployment. The failure of modernization in such state gave enough reason to the conservatives to force the established governments and convince the people to revert back to the basics of Islam and shun secularism and liberalization. Also the western liberal strategists failed to contain the religious overtures in the Islamic states, further bolstering the radicalists to adopt and enforce the fundamentalist Islam in its present form. The failure of liberal governments to revitalize the states gave people the option of reverting back to the Islamic values which if nothing else gave them the false sense of superiority and gave hope to bring back the lost glory to the so believed superior religion. This drew marked religious responses resulting in a spate of Islamic fundamentalist movements. Moreover, the failure of democratic and secular state to deliver further strengthened the case of conservatives giving rise to fundamentalist forces.  [4]   Conclusion At the end of the 20th century Islamic fundamentalists have become active participators in mainstream Muslim society all over the world, led by a new class of modern-educated elites. For many Muslims Islamic revivalism is a social rather than a political movement aimed at implementing a more Islamically oriented society. For most fundamentalists, however, the establishment of an Islamic system does necessitate the creation of an Islamic state, and the mainstream Islamic fundamentalist movements have become major actors within the system while the violent radicals continue to confront the state. The moderates demand participation as equals in the democratic process, while the extremists threaten violence and revolution.

Examining Ethnic Differences in Achievemen Essay

1. The definition of an ethnic group is a group of people of the same race or nationality that share the same cultural norms and values. 2. Three ways in which the education system may encourage separation between children of different ethnic backgrounds are: Labelling and teacher racism, many teachers label their students and studies by interactionist sociologists found out that many teachers labelled black children as disruptive and they didn’t want them in their class. Another reason is the ethnocentric curriculum. Troyna and Williams describe the curriculum in British schools as ethnocentric because it gives priority to white culture and the English language; this causes separation between white pupils and other ethnic pupils. A final reason is the selection and segregation available to schools. David Gillborn argues that marketization has given schools greater scope to select pupils. This puts some ethnic minority pupils at a disadvantage because selection gives more scope for negative stereotypes to influence decisions about school admissions. 3. There are many ways in which factors in children’s home background may lead to differences in achievement levels between ethnic groups. The first way is cultural deprivation; this is split into 3 aspects. The first is intellectual and linguistic skills. Cultural deprivation theorists argue that many children from low-income black families lack intellectual stimulation and enriching experiences. Bereiter and Engelmann consider the language spoken by low-income black American families as inadequate for educational success. The next aspect is attitudes and values. Cultural deprivation theorists say that some black children are socialised into a subculture that instils a fatalistic ‘live for toady’ attitude that does not value education and leaves them unequipped for success. The final aspect of cultural deprivation is family structure and parental support. Daniel Moynihan argues that because many black families are headed by a lone mother, their children are deprived of adequate care because she has to struggle financially in the absence of a male breadwinner. Also Ken Pryce claims that Asians are higher achievers because their cukture is more resistant to racism and gives them a greater sense of self-worth. However, he argues, black Caribbean culture is less cohesive and less resistant to racism. As a result, many balck pupils have low self-esteem and under-achieve. Another reason is Material deprivation and class. According to Flaherty; Pakistani’s and Bangladeshis are over three times more likely than whites to be in the poorest fifth of the population, as a result statistics show that Pakistani and Bangladeshi boys are among the lowest ethnic groups in the country to obtain 5 A-C GCSE’s. A final reason is racism in wider society. David Mason says â€Å" discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin. † 4. The differences in educational attainment between different groups of pupils have been a major focus of much sociological research. These differences can often be seen to be largely due to different social class, but also gender or ethnicity. Social class is the most significant and dominant factor when looking at these differences, but ethnicity also has a relative impact on educational achievementÃ'Ž Education has a key role to play in eradicating racism and valuing diversity and it a responsibility for all educational establishments, including those with few or no ethnic minority pupils. Promoting racial equality demands a whole school approach and commitment from all those who are involved in the life and work of their school. Racism is linked to the educational achievement of minority ethnic groups, however the connections are complex. Gilborn and Mirza conclude that ‘social class and gender differences are also associated with differences in attainment but neither can account for persistent underlying ethnic inequalities: comparing like with like, African Caribbean, Pakistani and Bangladeshi pupils do not enjoy equal opportunities. ’ They also argue that in promoting educational inclusion as a means of raising standards, there is a need ‘for clarity and guidance in translating the commitment to equality and inclusion into policy proposals and practice at the local and school level. Many cultural deprivation theorists see the lack of intellectual and linguistic skills as a major cause of under-achievement. Gordon Bowker identifies their lack of standard English as a major barrier to progress in education and integration into wider society. However the Swann Report found that language was not a major factor in under-achievement. Other cultural deprivation theorists suc as Charles Murray argue that a high rate of lone parenthood and a lack of positive male role models lead to the under-achievement of some minorities. Also Anthony Flew believes that ethnic differences in achievement stem from cultural differences outside the education system, not discrimination within it. However Geoffrey Driver criticises the cultural deprivation theory for ignoring the positive effects of ethnicity on achievement. He shows that the black Caribbean family, far from being dysfunctional, provides girls with positive role models of strong independent wome Driver argues this is why black girls tend to be more successful in education than black boys. Some socilogists that the ethnic differences in education are cause by racism. John Rex shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. In housing, for instance, discrimination means that minorities are more likely to be forced into substandard acoomodation than white people of the same class. This creates separation due to the ethnic children not being able to study at home and therefore getting lower grades than the white children who are able to study at home.