Road Not Taken :: Free Essays

Critical Interpretation of â€Å"The Road Not Taken† by Robert Frost As a poem, â€Å"The Road Not Taken† is a great source of inspiration and able to be understood by all readers from an intuitive reader to a novice poem reader. A short poem with 4 sections, Robert Frost has given the main theme of the poem in its title, â€Å"The Road Not Taken.† Depending on the reader, the â€Å"road not taken† can ultimately imply any journey in life in which a decision between two paths must be made. â€Å"Two roads diverged in a yellow wood† provides the introduction and gives the main idea that a path must be chosen from two roads. Frost has further added to the drama of the decision in that both paths are desirable with â€Å"and sorry I could not travel both.† Frost implies that the path to be chosen is a personal decision in â€Å"and be one traveler.† In describing the two paths, Frost uses reverse language to describe. The first path was â€Å"bent in the undergrowth,† meaning it was well worn with no opportunity for overgrowth. The second path was â€Å"grassy and wanted wear† meaning it was overgrown and lacked wear (or a path). Frost foreshadows his decision by his use of language in describing those two paths. With both roads or paths equal, ultimately a decision must be made with no regret is the meaning Frost is providing in â€Å"And both that morning equally lay In leaves no step had trodden black.† As Frost has made his decision as to which path to pursue, he introduces another idea that after traveling the selected path perhaps he can come back to the philosophical fork in the road and chose the other path. But then he reminds himself that as one decision leads to other decisions and time moves on, he will more than likely never be able to get back to this point in his life or journey. Road Not Taken :: Free Essays Critical Interpretation of â€Å"The Road Not Taken† by Robert Frost As a poem, â€Å"The Road Not Taken† is a great source of inspiration and able to be understood by all readers from an intuitive reader to a novice poem reader. A short poem with 4 sections, Robert Frost has given the main theme of the poem in its title, â€Å"The Road Not Taken.† Depending on the reader, the â€Å"road not taken† can ultimately imply any journey in life in which a decision between two paths must be made. â€Å"Two roads diverged in a yellow wood† provides the introduction and gives the main idea that a path must be chosen from two roads. Frost has further added to the drama of the decision in that both paths are desirable with â€Å"and sorry I could not travel both.† Frost implies that the path to be chosen is a personal decision in â€Å"and be one traveler.† In describing the two paths, Frost uses reverse language to describe. The first path was â€Å"bent in the undergrowth,† meaning it was well worn with no opportunity for overgrowth. The second path was â€Å"grassy and wanted wear† meaning it was overgrown and lacked wear (or a path). Frost foreshadows his decision by his use of language in describing those two paths. With both roads or paths equal, ultimately a decision must be made with no regret is the meaning Frost is providing in â€Å"And both that morning equally lay In leaves no step had trodden black.† As Frost has made his decision as to which path to pursue, he introduces another idea that after traveling the selected path perhaps he can come back to the philosophical fork in the road and chose the other path. But then he reminds himself that as one decision leads to other decisions and time moves on, he will more than likely never be able to get back to this point in his life or journey.

Personal Philosophy Essay

Educational philosophy is sometimes referred to as the immediate objectives of education. Immediate objectives on the other hand are purposes which a subject at a given time must aim to achieve through the courses of study or the curriculum. Its aims constitute a very important aspect of the total education. They are more specific and they can be accomplished in a shorter period of time, maybe a day or a week. These, too, are considered goals of specialization. This study aims to develop an educational philosophy and relate its important to one’s classroom teaching. Role of the teacher. The life of the teacher everywhere is full of responsibility. The teacher should recognize that the welfare and interest of the child is the principal objective of his profession. The school is for the children and the teacher’s first thought should be for them. At least during the time the pupils are in the school the teacher stands for the parents. The teacher should guard the health, moral, and well-being of the pupils with intelligent care. He should also be alert to discover physical defects of his pupils, and prompt to inform and interest the parents so that relief may be offered. Curriculum. Through the years, schools have taken on many new subjects without dropping old subjects. Schools must relinquish subjects that can be learned readily outside the school system and should be child-friendly and child-centered school. It should provide a variety of programs to meet the special interests and talents of the students. The Child. The child is the center of the matter. The teacher must know the nature of the child to be motivated, directed, guided, and evaluated. To understand the child, the teacher must know him as a biological organism with needs, abilities, and goals. He must know the social and psychological environment of the child and the cultural forces of which the child is a part. The behavior of the child at any given moment is the result of biological environment factors operating simultaneously. The child behaves as he does because he is a human being with needs and motives, and because he is surrounded by environmental and cultural forces which determine his behavior, these needs and motives shall be met. Methods of Education. The literature on the subject of teaching generally makes no distinction between method of teaching and technique of teaching. Writing on educational theory and practice has presented different classroom procedures as methods of teaching/education or techniques of teaching. These two terms have different meanings and values, but both are integrated in any teaching and learning situation. The method of education covers the psychological processes involved in learning, and the technique of teaching covers the use of devices and the application of principles in teaching in order to effect the proper development of the individual student. In addition, method relates to the learning performance rather than to the teaching performances, and method of education involves steps to guide the mental processes (Demiashkevich 43-48). Aims of Education. The philosophical aims of education require all public and private schools in this country to pursue, in the development of every child, regardless of color, creed, or social status. All educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific, technological, and vocational efficiency. The study of the Constitution shall be part of the curricula in all schools (Peterson, pp. 64-69). The State shall provide citizenship and vocational training to adult citizens and out-of-school youth, and create and maintain scholarship for poor and deserving students. Moreover, philosophy of education is one of the major ground bases of education as field of profession; hence, focused study of such condition is essential. The case study involves the subjects of philosophical perspective of education linked with the condition of determining the future trends of the system. Utilizing five aspects of contributing factors, such as standards of teaching, bilingual education, cultural diversities, special education and the public policies, we shall determine the possible implications of such factors in professional philosophy of education. As a conclusion, as for the philosophy of education, and the continuity of learning and the aspects of continuous teaching without regards to any exceptions as incurred by the society, divine law, and human rights. Every minority with no considerations to race, gender, and possibly realistic health conditions should be deprived with education. The philosophy of education involves the general principle of conducting education as a means of providing universal treatment for the development implicated in a universal perspective. Furthermore, the philosophy of education, on the perspective of professionalism, involves that the educator must also be under the said umbrella of development and continuous learning despite of the governed tasks of teaching. Reference: Demiashkevich, Michael (2003). An Introduction to the Philosophy of Education. Pp. 43- 48American Book. New York. Peterson, Michael L. (2000). Philosophy of Education: Issues and Options. Pp. 64-69, InterVarsity Press. Downers Grove, IL.

An Introductory Overview Contemporary Essay Online For Free - Free Essay Example

Sample details Pages: 3 Words: 935 Downloads: 7 Date added: 2017/06/26 Category Finance Essay Type Narrative essay Did you like this example? The basic principles underlying Islamic financial transactions are that the purpose of financing should not involve an activity prohibited by Sharia (Islamic law) and that the financing must not involve riba (the giving or receiving of interest) and should avoid gharar (uncertainty, risk, and speculation). For example, because gambling is against Sharia, any arrangement to finance a casino would always be against Sharia. Islamic finance promotes the sharing of risk and reward between contracting parties. The degree of sharing varies by contract. An example of financing that involves a relatively high degree of risk-and-reward sharing is venture capital; a contract that has a relatively low degree of risk-and-reward sharing is sale of an asset on installment credit. Contemporary Islamic finance integrates these principles and the other Islamic law in a wide variety of products and services to fulfill the growing global demand for Sharia-compliant investment a nd financing. The unfold of Islamic financial principles is supported by the fact that Islam allows the wealth accumulation as long as the source of wealth generation does not violate Islamic principles. Emergence of Contemporary Islamic Finance According to Iqbal and Molyneux (2005), partnerships and profit-sharing ventures coherent with the doctrine of Islam were usually used to finance useful activities even prior to the teachings of the Prophet Muhammad. Throughout time, however, as the center of economic magnitude shifted to the Western world, the profit sharing approach to structuring financial transactions fell out of favor and Western financial institutions came to dominate the capital markets. Islamic financial institutions gradually succumbed to the ways of the West and adopted interest based financial transactions (Iqbal and Molyneux 2005). This literature asserts that the basic principles of what is now known as Islamic finance were not followed in what Westerners call medieval times. This monograph presumes that Islamic financial principles have an ancient origin. The establishment of the Mit Ghamr Islamic Bank in Egypt in 1963 is often viewed as the starting point of the modern Islamic banking movement. Evidence exists, however, that interest-free commercial financial transactions existed in various parts of the Muslim world several decades earlier. For instance, the institution Anjuman Mowodul Ikhwan of Hyderabad, India, made interest-free loans to Muslims as early as the 1890s. Another institution in Hyderabad, the Anjuman Imdad-e-Bahmi Qardh Bila Sud, was established in 1923 by employees of the Department of Land Development and, within 20 years, had assets worth US$2,240 and was distributing loans of US$100 to US$135 per month. The bank had a membership of 1,000, which included Muslims and non-Muslims. By 1944, it had reserves of US$67,000. These organizations made small loans to small businesses on a profit-sharing basis. Their acti vities continue to this day. In the early 1960s, the convergence of political and socioeconomic factors ignited interest in the revival of faith-based Islamic financial practices, including the prohibition of usury, or the giving or receiving of interest (riba). Although usury is commonly used today to mean an excessive rate of interest, it applies in this context to any charging of interest for the use of money. Iqbal and Tsubota (2006) asserted that, although the prohibition of riba is the core of the Islamic financial system, the systems prevailing practices also reflect other principles and doctrines of Islam, such as the admonition to share profits, the promotion of entrepreneurship, the discouragement of speculative behavior, the preservation of property rights, transparency, and the sanctity of contractual obligations. The Islamic financial system can be fully appreciated only in the context of Islams teachings on the work ethic, wealth distribution, social and economic justice, and the expected responsibilities of the individual, society, the state, and all stakeholders (p. 6). Objectives of Sharia in Islamic Finance The objectives of Sharia and the objectives of Islamic financial institutions may differ. The principal objective of Sharia as explained in literature on Islamic finance is economic justice through equitable distribution of resources. The objective of Islamic financial institutions is the pursuit of profits without violating Sharia. The shareholders of and investors in Islamic financial institutions. Among the most important policies or goals pursued by the Islamic financial system are the following: ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¢ Sharia-compliant financial products and services. To be Sharia compliant, the financial products and services must not be based on the payment or receipt of interest. ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¢ Stability in money value. Stability in the value of money is believed to be enhanced by req uiring that currency be backed by an underlying asset, which enables the medium of exchange to be a reliable unit of account. Islam views money as a store of wealth and as a means of exchange but does not view money as a commodity that should be bought and sold at a profit (Ismail 2005). ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¢ Economic development. The mechanism of sharing profits leads to a close working relationship between bank and entrepreneur and is believed to encourage economic development as a result of the banks equity-type stake in the financed project (versus an interest-only or fixed profit potential). ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¢ Social development. Zakat (a religious charity) is paid by Muslims and deposited into a fund that is distributed to the poor directly or through religious institutions. Zakat is imposed at a rate roughly equivalent to 2.5 percent of the market value of an individuals real and financial property. The understanding is that social welfare and d evelopment of the poor are improved through the collection of zakat. ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¢ Resource optimization. Funding is provided only for projects that, in the banks estimate, have the most favorable return-for-risk forecasts, in addition to meeting the criterion of being socially beneficial. ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¢ Equitable distribution of resources. The distribution of income and resources of Islamic financial structures is intended to be proportionate to the value offered by participating parties. Don’t waste time! Our writers will create an original "An Introductory Overview Contemporary Essay Online For Free" essay for you Create order