Poetry Essay

            Poetry is important piece of literature that allows people to create meaning to things. Each line signifies an important event or relationship to the overall theme of the poem. Also, poetry uses different literary techniques to provide a deeper context and emphasize on intended messages. Using the poem of Robert Burns ‘A Red, Red Rose’ I believe that the poem is about the enduring love of a person.  This essay seeks to show the ability of the literary piece to portray a theme of love, effective use of connotation/denotation, character development and appropriate use of figures of speech.

Portraying the Theme of Love

            My first impression of the poem is that it gives readers an idea of how the persona shows affection and love for a specific person. It shows the passion and commitment of the character to express this particular feeling to his/her significant other. Using the poem, the best part that can describe the feelings of love and passion comes from the second stanza of the poem. Here, Burns provide that “As fair thou, my bonnie lass, So deep in luve am I, And I will luve thee still my dear, Till a’ the seas gang dry” (1). Based from this quote, one can clearly examine the love of the person that is enduring and lasting. Specifically, the use of the phrase ‘Till a’ the seas gang dry’ (Burns, 1) is a good way to show that the person will love his significant other forever.

Effective Use of Connotation/Denotation

            Another way that the poem portrays the theme of love is how Robert Burns uses connotation/denotation. In this part, the poem is pretty simple in describing the feeling of the person to another. However, there are specific lines in the piece that have a different meaning. One example would be the last line in the second stanza where it says, “Till a’ the seas gang dry’ (Burns, 1). Though it may be a possibility that seas run dry, it does not specifically relate to the theme of the poem. If one would closely analyze the particular stanza, it would show that this line serves as a description about how much the person loves the other because it would take a long time for the seas to dry out.

            Another example of connotation/denotation can be seen from the last line of the fourth stanza. Here, the poem says that ‘Tho’ it were ten thousand mile’ (Burns, 1). Again, this can be achieved by people but it would take a long time in doing so. Relating this to the literary piece, Burns emphasizes that the persona would come back regardless of the distance apart. Arguably, both examples of connotation/denotation complement the poem’s ability to portray love because it shows the extent that the person would make in order to be with the one she loves.

Character Development

            The poem also allows readers to identify the feelings of the character. Specifically, Burns tries to create the impression of a persona who needs to profess love. The emotions and passion remains to be overflowing as the individual tries to explain his feelings through the use of descriptions. However, after admitting his feelings to the significant other, the character mentions that he/she has to leave. In the last stanza, he provides no reason why he/she has to leave but just gives a promise that he/she will come back. Using this explanation, character development happens when the persona has to endure the difficulty of leaving the person he/she loves after his admission of what he/she feels.

Figures of Speech

            Lastly, the poem also shows enduring love through the use of the figures of speech. Looking closely, the first line of the poem is an example of a simile. Specifically, the line “O my Luve’s like a red, red rose” (Burns, 1) shows that the person compares his/her significant other to a rose. Similarly, a simile can also be seen in the third line where Burns mentions that “O my Luve’s like the melodie” (1). Now, the persona is trying to compare the person to melody due to the sweetness of his/her voice.

            Another example of figures of speech used in the poem is hyperbole. This means that Burns uses exaggeration in order to provide emphasis about the feelings and sentiments of the character in the poem. To show this, one can look into the first and second lines of the third stanza. Specifically, it mentions the lines “Till a’ the seas gang dry, my dear, And the rocks melt wi’ the sun” (Burns, 1). Clearly, it would be difficult for rocks to melt and the seas to dry. That is why the context that Burns uses in this piece aims to show the deep emotions that the character has over the other person.

Conclusion

            Overall, the poem ‘A Red, Red Rose’ by Robert Burns talks about the enduring love of a person to another. Using different features, I was able to identify how love is portrayed. Through the use of theme, Burns is able to show how this feeling is frequently mentioned in the poem. Denotation/Connotation was also used to bring a deeper perspective on the emotions felt. Also character development and figure of speech add deepness to the feelings of the persona. It is through these elements that I am able to appreciate the struggles of the character particularly in being with the one he/she loves.

Work Cited

Burns, Robert. ‘A Red, Red Rose’ Poem Hunter. Web Available from

<http://www.poemhunter.com/poem/a-red-red-rose/>

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Abolishing Stoning as Capital Punishment: Symbolic Value in the Promoting Women’s Rights in Iran

            Stoning remains to be an approach utilized by Iran as a form of punishment for adultery. Even if there isn’t widely reported incidents of stoning in countries like Iran, the act itself provides an inhumane attempt to punish women or men who have committed such crime. These along with other injustices remain to influence the reality of women in Iranian society. Recognizing these problems, the abolishment of stoning as capital punishment can be a valuable approach to consider due to its symbolic representation of women’s rights. Given the conservative stance of Islamic laws and traditions, discontinuing stoning as a practice can be a good step in opening up possible changes and complement the continued pressure and influences from the West and other concerned organizations to end the practice.

What is stoning?

            Stoning is defined as a process of punishment where an individual is subjected to death by a group of people who throws stones. The term is also referred to as lapidation and is practiced in different Islamic countries. Stoning can also be considered torture because the person has to endure the pain before dying. Looking closely, the process is a form of capital punishment. Arguably, this has been a practice of various civilizations and influenced the application of the judicial system and punishment. For old civilizations, this is a good way to promote deterrence as well as control the behavior of its citizens. A good way to show the relationship between stoning as a capital punishment and history is the quote provided by violenceisnotourculture.org:

“Although it takes many different forms, stoning has been used throughout history and in many religious and cultural traditions as a kind of community justice or capital punishment. For instance, the practice has been documented among the ancient Greeks to punish people judged to be prostitutes, adulterers or murderers” (1).

The process of killing somebody during stoning does not necessarily put the blame on the individual who threw the stone that killed. Rather, it comes from the moral burden of the group who participated in such act. Here, all of them have some degree of moral blame that they have to live with for the rest of their life. In the Muslim context, it also shows the willingness of the people to engage in such actions in order to promote specific religious ideals and customs despite the brutality of the act committed. The next section highlights why ending such approach remains to be symbolic and a good stepping stone to promote women’s rights in Iran.

Why is it symbolically Important?

            Based from the context and definition of stoning, it remains to be symbolically important because it highlights the continued problems experienced by Muslim women in society. It depicts the harsh application of violence and torture against women with or without sufficient evidence to support such allegations. Even if the numbers cannot attest that the act remains to be prevalent, the use of this approach remains to be show the how gruesome and inhumane some acts can be.

            Similarly, stoning is symbolically important because it gives direction where change can be initiated. By addressing these brutal and visible practices of Muslim societies against women, it can give provide the necessary direction to improve human rights practices in Iran. Abolishing this mandate opens up different possibilities for Iranian women to fight for their equal rights. For example, the abolishment of stoning would mean better opportunities for women to fight for oppression and inequality of treatment. Likewise, by advocating a more humane approach towards punishment increases the opportunity for women to engage and develop a specific process in dealing with issues pertinent to the group. In essence, allowing Iran to transition from a state that supports stoning to opening ways to promote change can be a valuable step in looking into the bigger picture associated with human rights and policy development in Iran. It also empowers Muslim women to have a specific voice over this issue.

Women’s Rights in Iran

            Considering the context of women’s rights in Iran, there remains to be unequal ways that the group is treated in society. Specifically, there continues to be both cultural and legal traditions that have shaped the manner that Iranian women should act, behave and respond to society. In general, this deeply rooted traditions consider women as only secondary to men and are specifically deprived of certain rights and subjected to unequal treatment. A good approach come from Iran Human Rights Documentation Center where they argue that:

“Although the attitudes of the Iranian public to women's rights are far more varied, the government of the Islamic Republic promotes discriminatory policies and has responded to the peaceful activism of Iran's women's rights movement with systematic oppression. In recent years, many women have been subjected to prison sentences or corporal punishment for their participation in the campaign for One Million Signatures for the Repeal of Discriminatory Laws” (1).

There have been many instances that Iranian women were deprived of their specific rights due to their specific sex and/or gender. Examples of critical areas that really need attention include electoral participation, ethnic rights of some women in Iran, executions such as stoning, treatment of prisoners, religious rights. Arguably, each area brings forward specific challenges for women as they have either been neglected or subjected to abuse by people in power.

            To better understand the disparities between male and females in Iran, one can look into the common cultural features, roles and expectations given to both. Placing this for example in the context of stoning, the application and use of evidences are often biased or specifically favor men. Specifically, Gissou Nia in her article contends that “the real issue is that despite the propensity of Iran’s courts to hold women accountable for sex crimes and other moral offenses, when it comes to the evidence that will be used against them to secure such convictions, the testimony of a woman is worth half of that of a man’s” (1). Equally, the same features can also be seen in the actual act of adultery. “The real issue is that a husband is allowed to kill his wife and her lover if he catches them in the heat of passion, whereas no such exemption from a murder charge exists for a wife should she catch her husband in a similarly compromised position” (Nia, 1). These clearly illustrate that so much work has to be made in order to improve women rights in Iran.  

Stoning as Capital Punishment in Iran

Applying the process of stoning in Muslim culture, the practice has been an approach utilized as a form of capital punishment. This particular feature is associated with the crime of adultery to both male and women. In Islamic countries, the practice of adultery is considered a capital offense and remains to be punishable by death.

            In particular, the legal practice of capital punishment in Muslim countries remain to be sanctioned by its Penal code. Within these provisions is the mandate concerning stoning and how it is implemented to both men and women who have been proven to commit adulterous behavior. Specifically, it follows the Muslim concept of Rajm and has been enacted to a law in Iran back in the 1980s. The provisions provided under different articles of the Islamic Penal code (e.g. 102, 105, 221, 172 and 198) all put forward specific provisions for the legalization of stoning. The group Violenceisnotourculture.org highlights the process of implementation by stating the following approach taken from Shadi Shadr, an Iranian human rights lawyer:

As long as adultery is a crime, judges have to sentence the defendants who are accused of committing adultery. As the punishment for adultery won’t be found in the written laws, Article 221 of the new penal code obliges judges to ask the Supreme Leader to issue a religious order (fatwa). This in effect means that Ayatollah Khamenei, the Islamic Republic’s Supreme Leader who has never issued a fatwa, neither about the punishment for adultery nor about any other criminal matters, is supposedly about to decide” (6).

This quote means that though there are existing legislation that support stoning as capital punishment, there have been no fatwa initiated. Though it does not also remain to be a guarantee that such actions would not be re-issued.

Stoning in Iran Outside the Proper Judicial Procedure

            Stoning as a practice of punishment can also be understood from its application extra-judicially. This means that the people themselves initiate the practice without proper judicial procedure. Arguably, this is where the discrimination and abuse among women happens. In this approach, women are subjected to various forms of questioning that results to the same guilty verdict. Though there are not that many accounted case of extra-judicial stoning, the reality that it happens in some areas in Iran is troubling.  In some cases, these women were raped and interpreted by people as acts of adultery. Similarly, the majority of the cases reported happened in areas where hardline Muslims are located. They are the ones who follow Muslim traditions and do not necessarily show sympathy to women who have been subjected to either abuse or violence.

Why Iranians Can’t Stop Stoning

            The practice of stopping stoning remains to be difficult to Iranians because of the embedded Islamic culture and practices that is associated with the practice. Equally, there is the role that women play in Muslim societies that provide emphasis as to expectations and obligations they need to play. Looking closely, living in a Muslim environment, women have little rights and remain to be subjected to their husbands. Arguably, these limitations make them susceptible to abuses or false accusations where they can be subjected to harsh punishments such as stoning. A good example to demonstrate this comes from the quote, “in the Iranian Penal Code, a married woman has no right to divorce, a privilege which is reserved for the husband. Women have no custody rights of their children after age seven; as a result, women who can obtain a divorce by proving their husbands are either abusive or addict, choose not to do so fearing the loss of their children” (Violenceisnotourculture.org, ‘Frequently Asked Questions’ 1). Using the quote as context, women are hesitant to become critical about their role in society because of fears related to persecution and being left alone. Even if these women wanted to be treated in a fair manner, they remain to be hesitant because of the potential problems it can create to other members of society who tend to think differently.

What the West Can and Can’t Do

            In response to the continued practice of stoning in Iran, western societies have initiated different approaches that have sought to promote awareness and influence better protection and promotion of human rights in Iran. However, it can be argued that the West can only promote change to a certain extent. Looking closely, the West can initiate efforts to condone the practice of stoning both judicially and extra-judicially. Similarly, they can also lobby for international agencies such as Commission for Human Rights (CHR), United Nations, etc. to create international standards that embrace Western ideals. Equally, Western states can engage with Iran to talk about its policy. For example, diplomatic and bilateral treaties among others, can be used to promote the commitment against stoning.

            On the other hand, the approach of the West to provide strategies to abolish stoning only goes to the extent of either prescriptive or suggestive. This means that the implementation of change and policy still corresponds to the role of the Iranian government. Due to sovereignty and legitimacy of Iran, Western powers cannot readily impose its culture and practices to the state. Similarly, the same concept applies to international organizations such as CHR whose purpose is to expand the promotion of women rights in Muslim countries. Specifically, Redpath contends that “although there is a consensus within the international community that stoning violates a host of UN treaties and international human rights laws – including the fundamental right to freedom of torture – there is no legally binding commitments at the international level with regards to stoning”(1).

            Despite having limitations in the promotion of change, the West remains significant because they serve to provide influence and pressures to Muslim states such as Iran to abolish stoning. This clearly opens up possibilities for the women in Muslim countries to realize that this act is not universal. Rather, there are societies that condemn such inhumane acts of torture. There will be ways where an appropriate response and procedure is in place to help address their individual needs and interests. A good example for this is highlighted in the next section where it details the story of Soraya M and her fate due to the brutal act of stoning.

The Stoning of Soraya M.

            In seeking appreciate the issue of stoning and how it continues to undermine women rights in Muslim countries such as Iran, the movie the Case of Soraya M  can serve as a basis for analysis. The story depicts Soraya who was charged with committing adultery. The duration of the film examines the lack of effective ways that Soraya is able to protect her interests or tell the truth. Here, it gives emphasis on how Muslims continue to discriminate such act and how women remain to be affected the most by this culture. The end of the story depicts the actual stoning and her death because of a crime that she did not even do. It gives a chilling and sad ending to the woman who lost her right to live and dignity without the proper legal procedures to determine if the accusations given is the truth or not.

            One critical component that makes this film related to the overall argument is that Soraya was a victim of an unequal and discriminating system. Here, she was sentenced to stoning because people think she had committed adultery but the truth really comes from his husband trying to get rid of her. The story then exposes the lack of proper procedures and due process in addressing the issue of adultery. It created controversy because it allowed viewers to recognize that such actions against women continue to happen in Muslim societies.

            Another context worth exploring is the ability of the story to convey the reality from a different perspective. Specifically, the participation of the French journalist. If not for this person, Soraya’s story wouldn’t have been publicized. This is critical because in Anthropology, there is an issue where the marginalized do not necessarily see the disparity or unequal treatment because it remains to be a norm. Applying this to Soraya’s case, the issue of marginality can be a factor for her inability to speak for herself. Given a society that provides strict and traditional roles for women, Soraya’s interaction with the French journalist complemented the process of revealing such inequalities and injustice. It provided a new perspective that considered stoning to be an inhumane act in Western standards and should be discontinued within Muslim practice.

            Equally, the film remains to be valuable because of its ability to demonstrate a harsh reality that continues to happen among women. The case of Soraya shows that despite today’s modern values, there are still brutal approaches that influence policy development. Here, Bradshaw contends that “no reasonable person can doubt that the sharia practice of stoning a woman to death for supposed “adultery” is utterly grotesque – as is the cringing reluctance of some on the western left to condemn it, for fear of being branded Islamophobic” (1). This quote brings forward an interesting quote pertaining to cultural differences and normative rights. Arguably, in drawing the line between the two, the former must always reflect the identity of the people but not without sacrificing rights that should be common for all. This means that people should remain to be sensitive to cultural differences but should also bear in mind that specific roles and practices should not undermine the ‘humanity’ of an individual. It is through such perspective that stoning should be abolished because it is detrimental to the rights of Muslim women but not necessarily to the Muslim culture in general.

International Pressure and Public Embarrassment on Iran

            It was indicated in the previous sections that the practice of international pressure is one attempt used by the West in order to promote changes or abolishment of stoning as capital punishment in Iran. For example, the United State and other agencies such as Commission on Human Rights (CHR) have sought for better approaches that would seek to improve human rights practices in Iran as well as end stoning as a course of punishment. Specifically, the actions of Iran were presented as inhumane and violent in nature. The image created by the West considers a society that is resistant in promoting changes. A good example to demonstrate this public embarrassment comes from how the Ayatollah recognized international pressures. In particular, “in December of 2002, the Head of Iran’s Judiciary, Ayatollah Shahroudi, succumbed to the pressure of human rights activists – who were in the midst of negotiations with the European Union – and imposed a moratorium on stoning” (Violenceisnotourculture.org, 8).   

Where to go from here

Based from all the information presented, there are clear indications of discrimination and inequality among women in Iran. Using this perspective, the approach then to abolish stoning as capital punishment remains to be a good step and symbolic towards change. It remains to be a victory for groups who advocate for women’s rights due to its ability to create the necessary step and momentum to promote changes to the traditional beliefs and customary practices of Iran.

Likewise, the West and other concerned groups need to examine ways to increase pressure to Iranian leaders. There must be a commitment to agree upon approaches that can help legitimize the process of abolishing stoning. Specifically, continued influence must be to Iran’s leaders in order to create a sustainable approach that would not only tackle stoning but other human rights issues faced by women. Though it would be a long and difficult process, the change brought forward by ending stoning in Iran can be a good way to improve human rights practices in Iran.

Conclusion

            In the end, the abolishment of stoning as capital punishment in Iran can be a significant way to promote changes in a society that continues to promote unequal treatment of women. The process can be a good step to recognize not only other humane forms of punishment but also bring forward ways to improve how women are treated in the country. Even if the act of stoning itself is not prevalent, its abolishment is symbolic because it can open up new possibilities in promoting change for women in Iran. It gives opportunities for new developments to come in especially in a society where Islamic culture remains to be traditional and conservative.  

Work Cited

Bradshaw, Peter. ‘The Stoning of Soraya M – review’ the Guardian. 2010 Web Available from

<http://www.theguardian.com/film/2010/oct/21/the-stoning-of-soraya-m-review>

Iran Human Rights Documentation Center. Women’s Rights. 2013 Web Available from

<http://www.iranhrdc.org/english/womens-rights.html>

Nia, Gissou. ‘Why Iranian Women Can’t Have Any of it’ Open Canada.org 2013 Web

Available from < http://opencanada.org/features/the-think-tank/comments/why-iranian-women-cant-have-any-of-it/>

Redpath, Rhiannon. ‘Women around the World are being Stoned to Death. Do you know the

Facts?’ PolicyMic. 2013 Web Available from <http://www.policymic.com/articles/68431/women-around-the-world-are-being-stoned-to-death-do-you-know-the-facts>

Sadr, Shadi. ‘The ‘End of Stoning’: Islamic Republic Style’ The Huffington Post. 2012 Web

Available from <http://www.huffingtonpost.com/shadi-sadr/iran-stoning_b_1335809.html>

The Guardian. Stoning in Iran: Brutality pure and simple. 2010 Web Available from

<http://www.theguardian.com/commentisfree/2010/jul/09/stoning-death-penalty-iran-editorial>

Violenceisnotourculture.org. Frequently Asked Questions About Stoning. 2011 Web Available

from <http://www.violenceisnotourculture.org/faq_stoning>

Violenceisnotourculture.org. Mapping Stoning in Muslim Contexts. 2012 Web Available from

<http://www.wluml.org/sites/wluml.org/files/Mapping%20Stoning%20in%20Muslim%20Contexts_Final.pdf>

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Physical Geography Essay

            The Earth system is made up of different spheres. These specific subsystems operate to support life on the planet. Equally, each one functions differently but also interacting with one another to promote a specific purpose and function.

            Hydrosphere is part of the Earth system. It is comprised of all Earth’s water. Biosphere is composed of all living things on earth such as plants, animals, and the ecological communities it creates. The Atmosphere is comprised of gasses and air. This system influences the development of air temperature as well as the weather system. Lithosphere is made up of rocks and hard solid land in the Earth’s crust. Examples of these are mountains, plains, valleys etc.

            As far as interaction is concerned, a simple way that the Earth’s system interacts is through the development of rain. Specifically, this relationship happens with the atmosphere and hydrosphere. It emphasizes the process of precipitation where water is moving up from the hydrosphere to the atmosphere. This in turn influences the creation of rain clouds and after interaction with specific components provides rain.

              Another simple way to explain the Earth system interaction is through the process called photosynthesis. This is considered the process wherein plants use sunlight coming from the atmosphere to produce food for its sustenance. In turn, it also releases oxygen and helps the circulation of air in a specific area. This particular approach examines the relationship between the biosphere, atmosphere and to some extent the geosphere particularly in providing the land area where plants can grow.

            Lastly, the interaction of the Earth system can also be seen in tsunamis. Specifically, this part involves the geosphere and hydrosphere. Tsunamis usually occur when there is a movement of the Earth’s crust under water. This movement then influences the movement of waves and gives a possibility for tsunamis to occur. 

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Arguments against Gun Control

            The development of arguments surrounding gun control corresponds to the increased violence and problems related to weapons and firearms use. This then prompted the expansion of gun control initiatives and has shapes public opinion particularly in the promotion of increased regulation to banning.  Due to this, it became controversial as it split the opinions of the citizenry particularly in their stance to advance different objectives. Arguably, the process of developing gun control remains to be detrimental due to its capacity to challenge individual rights and liberty, undermine the value of guns and firearms in the promotion of deterrence and self-defense and inability to recognize the commitment of existing reasonable gun management and control initiatives already in place.

Challenging Individual Rights and Liberty

            Central in the arguments against gun control is its ability to restrict any citizen of the United States the right to own guns which is protected under the constitution. Specifically, due recognition is made to its connection to the 2^nd Amendment wherein it seeks to protect the individual liberties of people. This facet also applies to gun ownership regardless of the original objective and intention. “The second amendment from the Bill of Rights grants private citizens the right to bear arms. Thus, people who stand firmly against gun control insist that no legislation, technically, should have the right to take away a citizen’s guns without first repealing the amendment in question” (Groberman 1).  A good approach to consider in highlighting this part comes from depriving the citizen of his basic right on the basis of specific presumption that it would be used for violence or crime.

Promoting Deterrence and Self-Defense

            Promoting gun control also challenges the ability of the citizenry to promote deterrence and self-defense. People who own guns have the means to protect themselves to criminal activities and also safeguard their lives. “Crimes are often prevented by the deterrent effect of the possibility of victim gun possession” (Balanced Politics.org 1).Arguably, the same analogy applies to law enforcement people who carry firearms. People do not necessarily try to hurt them because they have the means to defend themselves. Arguably, this approach is a way to promote deterrence because it hinders an individual from committing a specific deviant act.

            Equally, gun control also limits strategies for people to promote self-defense. Arguably, guns and/or firearms can be a good instrument in creating protection. Here, people find ways to escape trouble because they have the necessary means to create apprehension from people. Related to this, the citizenry would also have a means to respond to threats by criminals. However, by creating gun control, the restrictions bring forward limitations for safety and protection.  In essence, the advancement of gun control allows people to feel powerless in facing threats or create insecurity in the environment because they don’t have the necessary means to assure or protect their life.

Gun Management Initiatives

            Lastly, the development of gun control initiatives also undermines the recent approaches taken by gun owners and sellers to remain proactive and responsive to the needs of its members. Specifically, groups such as the National Rifle Association (NRA) have expressed its interest in the development of leadership and expansion of familiarity with the use of gun and firearms. This means that the group has been very vocal about collaborating with the community to help members become responsible gun owners as well as identify the potential that guns can provide (Showalter, 1). By promoting gun control, not only does it challenge the improvements that groups such as the NRA but also disregards the concessions and agreements with gun owners that are in place.

Understanding the Opposing Side

            The existing debate surrounding gun control in the United States comes from the reported violence and aggression of people who use guns. Supporters of gun control often attribute the government’s lenient stance to selling weapons especially in some states.  A good statistic to show is that “most violent crimes are committed with guns; thus restricting gun ownership will likely reduce the number of such crimes” (Balanced Politics.org, 1). Due to this, it opens up possibilities for bad people to get gun ownership and expose the citizens to threats related to terrorism, school shootings and other forms of violence. Specifically, there have been numerous incidences of killings and crimes related to irresponsible gun ownership. Thus, supporters of gun control in the U.S. continue to argue that the negative effects of guns remain to be more than its positive impact to people. It is through this reality that the necessity of heavy restrictions to banning is essential.

Analysis

            Based from the arguments and counterarguments presented, the restriction on gun ownership is not the long term solution in deterring criminal activity. Rather, it exposes the citizenry to the possibility of threats and people who are willing to subject themselves to deviant behavior. Also, the recent debate sparked the reality that the issues are more than political in nature, where influences are particularly shaped by competing factions. Rather, it is a historical and social component that shaped the way people view gun ownership. Essentially, these elements need to be considered in making assumptions on what to develop and accomplish as far as gun regulations and responsibilities are concerned.

            Equally, organizations such as the NRA should remain committed in its effort to bring forward the value of gun ownership. Similarly, they must also highlight the corresponding roles and responsibility that is associated with its possession. Allowing people to become trained can be valuable tool in shaping appreciations of guns or firearms and also equip them with the right attitude and mindset in becoming responsible and accountable for its use.

Conclusion

            In conclusion, gun control remains to be ineffective because it undermines the ability of the citizenry to protect themselves. It exposes people to criminal elements and limits their capacity to utilize a tool that would effectively promote their safety. Likewise, it undermines the basic rights of people in the US as this initiative corresponds to changes related to individual liberties and freedom, which include gun ownership. Lastly, gun control challenges the efforts by groups such as the NRA to promote responsibility and accountability among current and prospect gun owners. All these reasons remain to be critical because it gives emphasis not only in the nature of how guns promote deterrence but also its overall value in American society in general.

Works Cited

Balanced Politics.org. Should civilian possession of handguns and other non-hunting guns be

banned or severely restricted? Web Available from <http://www.balancedpolitics.org/gun_control.htm>

Groberman, Alex. ‘Arguments Against Gun Control’ Opposing Views. 2011 Web Available from

<http://www.opposingviews.com/i/arguments-against-gun-control#>

Hardy, David. ‘Why Gun Owners are Right to Fight Against Gun Control’Reason.com  Web

Available from <http://reason.com/archives/2013/07/18/why-second-amendment-supporters-are-righ>

Showalter, Amy. ‘Five Reason the NRA won the recent gun control debate that have nothing to

do with politics’ Forbes.com 2013 Web Available from <http://www.forbes.com/sites/amyshowalter/2013/05/16/five-reasons-the-nra-won-the-recent-gun-control-debate-that-have-nothing-to-do-with-politics/>

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History of British India

            The term ‘communalism’ comes from the term community.  Relating this to the history of British India, it is considered to be an ideology wherein specific preference is given to connections and affiliations with the social structure (caste system) and religious beliefs (Hinduism and Islam) (Simeon 1). Through the interaction of the community, it became the necessary norms and influenced how decisions are administered and political structures are specifically created. These clashes of political ideals that are influenced by both religious and cultural practices opens up ways to understand India’s history and the expansion of political ideals. 

            Operating on the British perspective, they specifically see the development of ‘communalism’ as backward and primitive. This means that the values that the ideology promotes resembles the time when they first colonized the country. Its people remain to be divided into specific classes (castes) and had to fulfill some roles and functions. The actions engaged in this belief remain to be religiously motivated and influenced by irrational viewpoints. This equally was an issue as the British sought to promote its Western views which focus on economic development, rationality and liberal in nature.

            Considering the work of Gyanendra Pandey, he specifically outlines the different patterns within India’s history that shaped the development of communalism as a concept. Looking closely, each chapter was relevant in helping readers understand the religious, cultural and social context of identity development. In addition, there is of course, the influences of colonization and how the British occupation influenced the development of democratic and modern ideals particularly in creating an identity as ‘Hindu’.

            Looking closely, one of the principal features of colonial construction of communalism comes from the historical development of communities within India.  Several chapters of Pandey’s book examines these connections and how it has shaped the perspective of varying communities that have come to live together during the colonial occupation. Arguably, it allows reader to familiarize that the context of community differences exercising different roles through the caste system and religious ideals (Hindu and Muslim) (Pandey 32).

            Another important attribute that Pandey uses to relate the development of ‘communalism’ is violence and riots that occurred between Muslim and Hindu groups. The different examples in the book seek to show the existence of fighting between communities that are influenced by differing religious, cultural and traditional practices. Likewise, these actions illustrate a depiction of history that is characterized to be irrational, violent and only pursues individual interests. For Pandey, it became the basis for colonial perspective in understanding how communalism came to happen in India’s society.

            Lastly, there is the religious connection as to how the concept of ‘communalism’ was conceptualized. Given the continued culture of the caste, its interaction with religion provided the creation of different identities. Instead of having a consciousness that is ‘Hindu’ or ‘India’, the group separated into communities and factions that relates to their religious beliefs. These conflicting viewpoints promoted by the caste and religious views shaped the manner that ‘communalism’ was created.

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Works Cited

Pandey, Gyanendra. The Construction of Communalism in Colonial North India, Third Edition.

2012. Oxford University Press; United States.

Simeon, Dilip. ‘India: What is Communalism?’ SACW.net 10 Nov. 1986 Web Available from

<http://www.sacw.net/article6174.html>

Literary Analysis of Art Spiegelman’s ‘Maus’

            Art Spiegelman’s ‘Maus’ is a book that details the story of Vladek and how he survived the Holocaust. Here, the book offers different perspectives about the Holocaust and the way it has changed their attitudes and viewpoint about life. For this, I will write a paper about the character of Vladek in Maus, analyzing the choices Spiegelman made in creating and presenting the character.

            Vladek is describe by Spiegelman to be someone who has survive the problem of Holocaust. Since Vladek is his father, the author had to use his interaction and past experiences to show the character.  In the book, Vladek is show to be happy with his life. In the comic strip, it shows how he feels glad because he has married to a beautiful woman Anja and lived in a good life because they are rich. Spiegelman also shows the couple contented seeing their first son, Richieu.  Using this background, the author want to show the experience of the Jews before the Holocaust. It helps readers understand that the Jews are successful in living their life normally.

            The next part of the book give idea to readers that the discrimination to the Jews are becoming a problem. There are particular scenes in the story where Vladek would see the development of Nazi and Anti-Jew sentiments from the people (Spiegelman, 27). A good example to show this experience is when Vladek returned from Czechoslovakia and saw that the factory has been damaged with writing against the Jews. Using this approach, Spiegelman introduces the beginning of the problem. It gives the idea that the hate against the Jews are increasing and even Vladek himself was a victim of this anger.

            The problems of Holocaust give Spiegelman the chance to describe the hard experience of his father. The comic strip gave different scenes where Vladek saw the Germans killing Jews in concentration camps. There is also the problem of losing his wife during the Holocaust and tried his best to get her back. The death of Richieu is also hard because Vladek had no time to say goodbye or even rescue him from the punishment of the Germans. Using the different experiences of Vladek, Spiegelman is able to show how his father survived. It also gives readers the chance to understand why Vladek acts that way especially his relationship with people like his wife and son Art.

            Another perspective to consider in understanding how Spiegelman present Vladek’s character is their relationship as father and son. In particular, their relationship remains to be distant. Also, Vladek was hard on not repeating the bad experiences he experienced in the past. Using this, Spiegelman is able to create a character like Vladek who was a good man and later on changed due to his hard experiences in the Holocaust.

            Vladek’s character also gives the impression of how difficult it is to recall the truth. In the different sections of the book, Spiegelman shows the problem of Art in getting the detail from his father because he has a hard time telling the story. This also gives a valid point in understanding the impact of Holocaust even if it happened for a long time already.

            Lastly, Spiegelman also try to show readers the impact of the Holocaust to Art’s life. The relationship of Vladek and Art give the idea of how difficult it is to handle the pain and suffering experienced by the people who survive Holocaust. The different attitudes of Vladek and his sudden anger and depression influence his relationship with Art.

            In conclusion, Spiegelman’s describes Vladek’s character to be the one that tries to cope and live the effect of the Holocaust. From a happy life in the past, he had to endure the harsh treatment of the Germans. It also create situations where his attitude towards life and other people became different. This influenced Vladek’s relationship with Art as he tries to cope with the anger, depression and difficulty of surviving the prosecution that happened during that time.    

   

Work Cited

Spiegelman, Art.  Maus: A Survivor’s Tale. Penguin Books; United States. Print

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Learning Style Inventory Test Essay

            The first personal diagnostic that I took is the Learning Style Inventory test. After answering the questions, my scores reflected the following: visual = 7, auditory = 4, kinesthetic = 3. Seeing this, my particular preference for learning is the visual. Arguably, this particularly applies for my part because I tend to appreciate things when I observe them Specifically, I find it important that I either read or see what is being taught in order for me to appreciate the lesson. Also, in addressing the problem, I tend to visualize the scenario and come up solutions inside my head. Even if I might have a high score in the visual, I also feel that as a student, I must be able to adjust to the environment where I am in. There will be times that the teacher will not be complementing my preferred learning style. That is why I need to consider adjusting my skills to also familiarize and learn how other styles can complement my ability to acquire and appreciate information.

            Carefully answering the left brain – right brain test, I came to realize that I belong to the left brain part. Specifically, my scores show 8 for left brain and 2 for right brain. This means that I tend to function and do things systematically and remain to be focused on structure and order of things. Based from this information, I will have to agree to the results of the test. I find it important to remain organized because it gives the opportunity to understand information and also resolve specific issues that I might face. As far as administering changes are concerned, I believe that I must also demonstrate flexibility in adjusting to my environment. Here, flexibility means that I should recognize that there are certain things that I cannot control and I should find ways to adapt to the specific scenario. A good example to show this would be working with a boss who is an exact opposite of my personality. Personally, I feel it can be beneficial to recognize that people think and act differently depending on their individual preferences.  

            After answering Gardner’s Multiple Intelligences test, my highest score is the musical side while the other categories have an average scores of 3 and 2. Based from this information, music remains to be an important part of my study routine. I use music to somehow connect to my studies and also find meaning in the things I do.  Also, I found my spatial intelligence to be appropriate because I tend to imagine things as they are. When I visualize things, I am able to identify important points that need attention or help resolve a specific problem that I encounter. Arguably, the two intelligence categories mentioned provide the necessary support I need in order to address the requirements of academic life.

            In the test ‘Where are you now?’ I specifically got a score of 6 out of 10. In my opinion, this is a good score that reflects my text reading approach. I do feel that I have a firm grasp of understanding the topic but there are clearly specific areas where I need to work on. In particular, I must learn to appreciate why it is important to read the chapter all over again. Even if it is sometimes tempting to just skip this part, this approach can be a valuable exercise to develop discipline. In addition, I must also learn how to use other strategies when faced with a difficult reading assignment. A good approach would be search for other resources that can help explain the topic in a clearer manner. Having this as alternatives can increase the possibility to become effective in appreciating the overall message of texts.

            Lastly, in the test taking habits, I got a score of 12 out of 20. In the description, it mentions that I have a good foundation for taking examinations. However, I do believe that there is room for improvement. Specifically, I need to reflect on the importance of the items that I did not specifically check. These include visualization of success of the test and review entire test before answering questions. Arguably, apart from being prepared, I learned that it is also critical to have the right mindset. Similarly, I need to also look into how I can use the information gained from readings and classroom discussions. Though I may understand how these tools can help take tests, it also requires that I be familiar with ways where I can improve my skills particularly the use of study tools and note taking tools.

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