Muslim Women in Canada - Free Essay Example

Sample details Pages: 5 Words: 1564 Downloads: 2 Date added: 2017/09/25 Category Advertising Essay Type Narrative essay Tags: Canada Essay Women Essay Did you like this example? Word count: 1,489 Throughout history, women have been victims of oppression no matter what religion or background they come from. They have learned from a young age, that their appearance is important to fundamentally be happy in their life. The topic of oppression in woman leads to controversial discussion not only to scholars but women of all parts of the world. How a woman presents herself through appearance and clothing targets her in a society obsessed with each other’s business. In today’s society, whether we can help it or not, men are treated differently than women. There seems to be different â€Å"rules† associated with the acceptable ways they should dress as opposed to the strict rules that apply to women. Women who are westernized are exposed to different forms of oppression than those from the east. Not that westernized women don’t face hardship, but they face it in a different light. Islamic women are the focus here, women who fol low their religion by wearing the Hijab and women who feel it’s not necessary to cover one self to be a good Muslim. There is no one image of an Arabic woman but whether or not there is a scarf on her head, Islamic woman feel the same pressure as women of every culture. Unfortunately in many places, these women don’t have a say or have a chance to rebel against these pressures and laws as they could be punished. These pressures come from their religion and their society; from their peers and their culture. Growing up in a Muslim home, I understand what Islamic women go through their whole lives to be accepted not only in their religious community but in modern society as well. As Tabassum Ruby mentions in her article, Listening to the Voices of Hijab, the meaning of the Hijab can be interpreted in a different way depending on whose perspective it comes from. A woman who wears the Hijab may see it as a â€Å"religious obligation† while a Muslim woman who do esn’t wear it may see it as a â€Å"cultural symbol† (Ruby 43). The women that were interviewed by Ruby all live in Canada, and have been exposed to the westernized way of living, which differ greatly from the Muslim countries they were born in. â€Å"The Hijab limits me from doing certain things. When I have the Hijab on†¦as a Muslim woman, I consider myself basically representing the whole community† (Ruby 29). Aspects like this set this woman apart from her peers because she is now labeled as just one thing, a Muslim, when in fact she is much more than that. Women who wear the Hijab, Muhajibah, living in the western world, I believe, have it harder than they do living back home. Here, they are subject to a lot more attention when not necessary such as weird looks walking down the street and subject to stereotypes ie. being a terrorist. Islamic women are not the only ones being oppressed by their choice of clothing; in fact every woman around the world is target towards oppression. Islamic women are just targeted more than women of other religions. This is because of the strict faith that they endure from the Qu’ran telling them that they need to dress a certain way. However, it has been debated that the Qu’ran actually doesn’t mention anything about a women needing to wear a Hijab to be a good Muslim. (Kawaji) Growing up a Muslim in Canada is tough position to be in; you try to find a balance between staying true to your religion and dealing with society’s’ everyday pressures to fit in. Almas Sayeed, is one of many Muslim’s in that position. In her article, Chappals and Gym Shorts, she struggles to please her religious dad with his marriage plans for her, while trying to find out her true sexuality and fit in with her mutual feminist peers. She summarizes herself in these words: â€Å"I am a Muslim, first generation Indian, feminist woman studying in a largely homogenized white, C hristian community in Midwestern America† (Sayeed 211). Almas is the perfect example of a westernized Muslim: she doesn’t wear the Hijab yet she stands by her religious beliefs and does not show her legs or arms and respects her dad. Other Muslim woman might think that Almas is not a true Muslim because she in fact does not cover her hair or her body. In fact, Farza’nah, one of the participants in Ruby’s focus group has said that â€Å"a woman’s beauty needs to be concealed, because beauty brings a lot of other things†¦freedom , the kind that we see here†(Ruby 37) I personally don’t understand this statement, as I was always taught that I should embrace my beauty and become an individual. However, in some places like Montreal this individuality is questioned. Two Muslim girls were suspended from school for wearing the Hijab. Kawaja). In nations like Saudi Arabia, women are forced to cover their bodies from head to toe and this includes wearing the veil, by law and tradition. If caught otherwise they will be punished for their actions. But what about personal freedom? A freedom to express one’s own independence? Now in France this freedom is also lost, but from the completely opposite view point. They have an anti-Hijab law that forbids girls to wear the Hijab in public school. (Kawaja) Neither Saudi Arabia nor France are right in what they’re doing as a nation to their people. In the western society, women are no longer victims of oppression; at least if they choose not to be. Unlike in the east, westernized women have a free will to lead the life they want through their education, to choose a same-sex partner and to surpass in whatever career they choose. However, it may sometimes seem, although not to an extreme extent, that westernized women are victims of oppression through their appearance. Society has a laid out plan for how they need to look and what they should do to get it. They have â€Å"role models† in everyday ads, catwalks and the favourite, music videos. It is very rare these days to watch a single music video without a half naked girl dancing for a male singer, trying to grab his attention with her body. As we watched in class, Desire, sex power in music video, displays the mere fact that females use their sexuality as a product to sell music videos for a male audience. The reason I say these females are oppressed is because they are sucked into thinking that they can sell their bodies to get whatever they desire. They see ads every single day about losing weight through a pill or getting surgery for bigger breasts or tighter buttocks. Or even changing the colour of your eyes through the magic of a contact lense. (Bordo 340). This form of oppression is different than that of the Islamic woman as these women do have a choice in what they’re doing. However these choices become difficult because society has made them to be so, socie ty has told every woman that she needs to look, dress and act the same as everyone else. Back in 2002 in the city of Mecca, fifteen teenage girls died in a fire at their school because the Saudi religious police, muttawa, wouldn’t let them out. These girls attended a female only school and didn’t require putting on their garments while in class. Unfortunately, they didn’t put them back on when the fire hit and the muttawa preferred they die than break the Islamic law. (Chesler, 18). Situations like this really make me wonder the extent to which some nations will go to in order to put women under these oppressions. These teenage girls had no choice but to flee from the scene, while the muttawa thought otherwise. Women all around the world face different challenges every day, but challenges nonetheless. I can say to you that I am a westernized Muslim, I grew up in Canada, I don’t wear the Hijab (nor does my mom) but I still respect my values and where I came from. However, I know for a fact or close to, that if I grew up in my home country of Jordon, my religious values would be deeper and I might be wearing the Hijab today. Oppression is a problem faced all around the world to women of all colours, shapes and sizes. Until this day, the Islamic culture seems to have it the hardest with these struggles. References Bordo, Susan. Material Girl: The effacements of postmodern culture. The gender/sexuality reader: culture, history, political economy. 1997. Pp. 335-358. Chesler, Phyllis and Spencer, Robert. The violent oppression of women in Islam. David and Horowitz freedom center. Las Angeles. 2007 Jhally, Sut. Dreamworlds 3: Desire, sex and power in music video. Media education Foundation. Canada. 2007. Kawaja, Jennifer. Under one sky: Arab women in North America talk about the Hijab. National film board of Canada. Canada. 2007. Ruby, Tabassum. Listening to the voices of Hijab. The gendered society reader. Oxford university press . 2008. Pp 34-43. Sayeed, Almas. Chappals and gym shorts: an Indian Muslim woman in the land of oz. Colonize this! Young women of colour on today’s feminism. 2002. Pp. 203-214. Oppression of women Reena A. 209794454 TA: Leyna March 4th, 2010. Don’t waste time! 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Descriptive Essay - Original Writing - 892 Words

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You entwined yourself in my cranium to where I was no longer someone who thought with their personal voice; at mom ents where I read, your vocal cadence handled narration duties. You captured my secondary senses in thorough fashion. A jubilant Wednesday saw you teach me how powerful associations were. I was in one mellow latte store along with my maternal figure, and enjoyed lunchtime, but contemplated the means by which I might have survived until the next seven-day period where I might have had another opportunity to see you; my maternal figure afterwards brought our lattes. I picked up the cups; when the smellsShow MoreRelatedDescriptive Essay - Original Writing1110 Words   |  5 PagesI don’t know how I got to where I am, but I’m here now, and I have to win if I want to live. I am in a game, and in order to live, I have to escape. That’s the thing, though: I don’t know how to escape. 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Customer Based Corporate Valuation Integrating The...

Customer-based corporate valuation: Integrating the concepts of customer equity and shareholder value The purpose of this model is to calculate Customer Lifetime Value (CLV) and Customer Equity (CE) and then integrate it with the traditional valuation method and come up with a holistic corporate valuation method. The shift toward value-based management has led to an increasing demand for corporate valuation methods. It is very difficult to value companies which have very low proportion of tangible assets. These are generally internet based firms and start-ups. These companies have negative earning during their initial period. Generally, valuation is done by using cash flows and other financial factors. The value of intangible assets is†¦show more content†¦Components of CLV Valuation of CLV-approach has three main components: revenue, costs and retention rate. In general, to calculate CLV projected net cash flows that a firm expects to receive from the customers (or more practically from a particular segment of customers) are adjusted to probability of occurrence and then are discounted. In reality, however, estimating these three components can be a difficult task. Retention rate. The retention rate is the probability that an individual customer will remain loyal to the vendor for the next period, provided that the customer has bought from that vendor on each previous purchase before that. It can be inferred by using determinants of loyalty, like customer satisfaction, switching barrier, variety-seeking behaviour and attractiveness of alternatives. It is assumed that a customer who stops dealing with the vendor is totally lost. Revenue. The second constituent â€Å"revenue† can be classified into four sub-categories: autonomous revenue, up selling revenue, cross-selling revenue, and contribution margins resulting from referral activities of existing customers (reference value (RV)). The first three sources of revenue come from direct transactions with the customer. As these activities lead to monetary sales success they are denoted as direct-monetary transactional values. The â€Å"autonomous† revenue is not directly influenced by the company or is only affected by standard marketing measures

Vacation Policy for Compensation Package - MyAssignmenthelp.com

Question: Discuss about theVacation Policyfor Compensation Package. Answer: Four Items related to vacation leave pay to be addressed in the policy to ensure compliance with employee standard Vacation policies need to be identified as a part of the total compensation package offered to an individual employee working for an organization. The four major vacation leave pay policy that an organization in Canada needs to follow are: Vacation pay based on base pay: Canadians are entitled to get a minimum two weeks of vacation and the employees are entitled to a pay of 4% of their regular wages earned in last year including bonuses, overtime[1]. Vacation pay for temps: Employees working on assignments through an agency are entitled to 4% pay of the period of employment. Vacation accrual on leave: Employees on maternity, parental or other leaves also continue to accumulate vacation time for two weeks per year available only when they worked for the full year. Scheduling a vacation: In order to meet the organizational demand, the vacations of the employees are scheduled as well and the employees are given vacation on the basis of their needs[2]. Recommendations: It is recommended that the employees could be given vacation based on scheduling. The vacations need to be scheduled in order to reduce the problems that might occur in absence of the employees. The employees could be given accrual leave as lesser percentage of employees are found to avail this particular leave. Scheduling the leaves is the most important way of curbing extra leaves and at the same time the organization would have the minimum presence rate of employees required. References: Canadabusiness.ca (2017) Government of Canada, Canada Business Network Available at: https://canadabusiness.ca/government/regulations/regulated-business-activities/human-resources-regulations/employment-standards/ [Accessed on: 8-5-2017] Community.gov.yk.ca (2017) Employment StandardAvailable at: https://www.community.gov.yk.ca/pdf/es_faq.pdf [Accessed on: 8-5-2017]

The Colt Six

The Colt Six-shooter Essay The colt six shooter will always be a legend to Texas. Whether you know it as an accurate, cowboy, Texas Ranger, gun-slinging, out West, corral gun, or as a little protection, the colt will never be forgotten in Texas. Sam Colt is known as the inventor of the first revolving firearm. Sams mother died when he was six and his father owned a silk mill in Ware, Massachusetts. When Sam Colt was seven, he was fascinated by guns. He took apart his fathers gun in a field and was able to successfully rebuild it. Science, adventures of an active life, and mechanics were all the favorite passions of young Samuel Colt. During 1830 1831, Sam Colt was abroad at sea. It was during these years that Samuel first conceived the idea of a revolving firearm. Some think it may have come from watching the revolving wheel of the ship, turning and locking. While on board ship, Sam must have seen other revolving firearms in London or India. Sam carved a wooden model of his ideal gun while he was at sea. None of what Sam may have previously seen on revolving guns could have led to his invention. His ideas were not copied from any source, even though the revolving idea was not unique. We will write a custom essay on The Colt Six-shooter specifically for you for only $16.38 $13.9/page Order now When Sam arrived home from sea, he showed the wooden model to his father and a family friend. This friend was Henry Ellsworth, Commissioner of the United States Patent Office. Both Sams father and Mr. Ellsworth were greatly impressed by the model. They encouraged Sam to file for a patent for his revolving firearm. On February of the 25, in the year 1835, the first United States patent was granted for a colt revolver. The patent that Samuel received covered eight basic features. First, the application of caps at the end of the gun cylinder. Second, the application of a partition between the caps, as well as other basic ideas. The other areas of the patent cover the application of certain parts of the gun, the principle of locking and turning the cylinder , and all of the basic revolver parts. In 1848, the new pocket model revolver was introduced. Colt devised an alternative means of loading the gun removing the barrel and cylinder, and either switching an empty cylinder for a loaded one or using the axis pin as a ramrod. This gun was nicknamed the Baby Dragoon because it resembled the bigger Dragoon. The pocket-sized pistols had a larger span of appeal to the public. Even Sam Houston of Texas ordered a Baby Dragoon from his friend Sam Colt. Houston told Colt, (If) you have a small pistol, or will soon have one made of choice quality, I wish you to bring it with you as I wish to purchase one. I did not know (of them) until a few days since- I then saw one for the first time and was greatly pleased with it. The type seen be Houston was an actual Baby Dragoon with a square-back trigger guard and a Texas Ranger scene on the cylinder. This particular scene was of a Texas Ranger and an Indian in a fight scene. The colt revolver served a great purpose for the Texas Rangers. Thi s pocket-sized gun could be casually carried around and easily reloaded. The beauty of the gun was its six consecutive shots and its precise accuracy. The Texas Rangers and other Texas gunslingers know Colt as the cream of the crop in gun making, supreme revolving techniques and great precision make Colt the number one gun for Texans. Bibliography:1. The Handbook of Texas, p 382The Texas Historical Association2. Colt : An American Legend, all pagesWilson Publishings ; Robert Lawrence Wilson3. How It Works, p 3240H.S. Stuttman Inc.

everything Essay Example

everything Essay Example everything Essay everything Essay Burn the other, they must plant found Regions other interval, the machine should do. Son! remember this word The father, the mother, the teacher must not forget Here near you near him There should iron grinding on metal -Eat remember who planted trees Name expectation remember him when old. .Com shirt parent letters teachers To work that day completed on -O continent humbled not bear words the teacher -From the monk, the sell themselves monk. -Thin a plaited father, thin three plaited teacher 1. HQC th? ¤y kh? ¶ng t? ¤y hoc ben: We learn not at school but in life. 2. Kh? ¶ng th? ¤y d? ¶ may l? ¤m n? ©n: Nothing can succeed without the help of the teacher. 3. ?†¦n qu nhd k? © tr? ¶ng cay: When eating bamboo sprouts ,remember the man who planted them 4. U?–ng nurdc nhd ngu? ¶n: When drinking water, remember its source 10. C? ¶ chi thi nen. Where there is a will, there is a way. 11. M? ©o m? ¶ c? ¶ hon kh? ¶ng. Half a loaf is better than no bread. 12. B? ¤ nh? ¤n b? ¤ tinh. So many heads, so many minds. 13. Bt c? ¤ hai tay. To run with the hare and hold with the hound. 14. Th con s? ¤n st, bt con c? ¤ r? ¶. To throw out a sprat to catch a mackere. 15. CLrdi ngcrdi h? ¶m trurdc, h? ¶m sau ngurdi curd. He laughs best who laughs last. 16. Udc ao l? ¤m sao, ca chi? ©m bao l? ¤ v? ¶y. The wish is father to the thought. 17. Cha n? ¤o con n? ¤y. Like father, like son. 18. NLrdc duc th c? ¤u. They fish in troubled waters. 19. Hoa v? ¶don chi. It never rains but it pours. 20. Giot m? ¤u d? ¤o hon ao nurdc l? ¤. Blood is thicker than water. 21 . Ch? ©t vinh c? ¶n hon s? ¶ng nhvc Better a glorious death than a shameful life 22. L? ¤y thng p voi To put a quart into a pint pot 23. Treo cao ng? ¤ dau Pride will have a fall 24. Thtra s? ¶ng thi? ©u ch? ©t More death than alive 25. NLrdc dd d? ¤u vit (Like) Water off a ducks back 26. Dd th? ©m d? ¤u v? ¤o Idra Pour oil on the flames 27. N? ¶i c? ¶ sach mach c? ¶ ch(rng To speak by the book 28. Tai anh tai , tai c d? ¶i b? ©n It takes two to do something 29. Thao thao b? ¤t tuyet A flood of words 30. Xa met c? ¤ch l? ¶ng Out of sight, out of mind 31 . As easy as ABC D? © nhLrtrd b? ¤n 32. As hot as fire N? ¶ng nhLr Idra 33. As hot as pepper Cay nhLr dt 34. As black as coal Den nhLr murc 35. As white as snow Trng nhLr tuy? ©t 36. As cold as ice Lanh nhLrti? ©n 37. As dark as midningt T? ¶i nhLr d? ©m ba muroi 38. As heavy as lead led/ N? ¶ng nhLrd? ¤ deo 39. As quick as lighting Nhanh nhLr ch? ¶p 40. As bright as day S? ¤ng nhLr gurong 41. As sour as vinegar Chua nhLr gi? ¤m 42. As hard as rock C(rng nhLr d? ¤ 43. As slow as a turtle Ch? ¤m nhLr ra 44. As merry as a cricket nhLrt? ©t vut 45. As stupid as a bull Ngu nhLr b? ¶ 46. As fat as pig Map nhLr heo 47. As rich as a Jew Gi? ¤u nhLr Thech Sng 48. As naughty as a bear H? ¶n nhLr g? ¤u 49. As lazy as a lizand LLrdi nhLr hiji 50. As soundly as a log (Ng) say nhLr ch? ©t 56. Study, study more, study forever. Hoc, hoc nCra, hoc m? ¤i. 57. A wool seller knows a wool buyer. Suy bvngta ra bung ngurdi. 58. ?†¦n nhLr m kho? ©t. Eat like a horse. 59. Sell like hot cakes. Dt nhLrt? ¶m turoi. 60. You cannot eat your cake and have it. Duroc c? ¤i no m? ¤t c? ¤i kia. 61. To pick and choose. K? ©n c? ¤ chon canh.

Rise of modern state in europe, under international relations and Essay

Rise of modern state in europe, under international relations and politics - Essay Example The most undesirable conditions of military defeats, civil wars and revolution which were prevailing during the origin of the third republic had intense impact on every facet of the life of French men. There have been a lot of scandals during the third republican rule and the State’s relationship with the church was disturbing. In spite of all these issue the third republic succeeded in unifying the feelings of French men towards the state by breaking the regional, linguistic and racial barriers. Origin of the Third Republic of France The living conditions of the French men were disgusting and the rich were becoming richer and the poor were becoming poorer. They were facing food shortage and the terrible after effects of military defeat especially the disastrous defeat at Sedan in 1870 were tormenting the people. All these factors turned the preference of the working class and the upper middle class towards the formation of democratic republic. They demanded a self governing F rance and a government with fairer managing techniques (The Third Republic of France 2004). The republican government of France during the period starting from 1870 until the attack of Germany on France in 1940 is termed as the Third Republic which emerged immediately after the fall of Napoleon III (Bloy 2011). There were sixty governments in France during the seventy years period renowned as the Third republic and Paris Commune was one among them occupying the period from March 18 to May 28, 1871. Certain historians prefer to divide the period in to three sections as the monarchist republic (1870-1879), the opportunist republic (1879-1899) and the radical republic (after 1899). As an outcome of the defeat of Napoleon III at Sedan against Prussia, there was a situation of political confusion. This was a crucial stage and the French emotion was towards monarchy and they were expecting ‘The Comte de Chambord’ or ‘The Comte de Paris’, the former from the Bourb on family and the latter, the grandson of Louis Philippe to rule them. But the monarchists failed to agree on an appropriate candidate, which paved the way for the victory of republicans in several elections. The republican leaders gained public support and constituted a provisional government called as the ‘Government of National Defence’ consisting of 11 members and the government was led by Adolphe Theirs who became the president in 1871. Theirs made a lot of enemies around him by his famous statement â€Å"there is only one throne of France and two men can not sit on it† which resulted in the removal of the moderate republican president and Marshal McMahon representing the monarchist became the president (Anderson 1984, p. 5). The constitutional laws implemented in1875 gave definitions to the Executive power and the Legislative power. They were the laws on Senate, laws on the authorities, and laws on the election of Senators and representatives. The president was elected by the Congress and his tenure was seven years. The Executive power was supposed to be exercised by the president while the Legislative powers were on the Senate and the Chamber. The amendment in 1879 made the constitution more republican in nature. Official establishment and the first ever celebration of the national day in the history of France happened on 14th July 1880 during the period of the third republic (France History - French Third Republic 2011). Social