The Roles of Women Essay Example for Free

The Roles of Women Essay History tends to present the social advances made by women as a result of progress itself up as the result of a process in which, in any case, women do not have influenced. However, the reconstruction of history shows that women have achieved social gains only where and when it has been women fighting and starring those conquests. They were the struggles of many women, allowing us to enjoy rights today in the very near past were denied. While not change the societies in which we live, will basically claims and successes of the women who allow further progress on equality. Women, like men, have opinions and attitudes very different political and ideological because they have very different interests, but as human beings have a common set of rights ranging from the right to work, freedom of expression, to participate actively in politics, to study, and also to the well-deserved rest after long days of work, the right to leisure, culture and recreational aspects. Ridiculing the issues affecting womens rights is a strategy that has always worked the most immobile of society. Read more:  Essay About Role of Women in Modern Society Often, many of the problems women have been problems invisible from the double day (at work and at home) to the so-called glass ceiling (no explicit barrier often find women to reach positions managers in public and private companies). The fact of trying to keep women hidden at home has been a way to keep it hidden. What is not there. But the new woman, a woman with rights, has come forward just to go to work outside the home and to get to demand what belongs to without feeling bad about it, in short, be individuals who act accordingly. What is happening right now in the feminist movement raises a number of considerations: first, feminism is currently visible mainly in academia, in research and in the statement of social change, but more sparingly in the opinion public. As a social movement, apparently is not very active. However, women are coming forward and in many countries there have been significant advances in recent years. The main cause for this to happen is that education is necessary, and in most developed countries is reaching not only equality in higher educational levels, it is being done more fruitful tilization degrees. The process that the female gender is suffering for years is so unstoppable that most of the public has assumed that this is one of the main drivers of social change today. Changes made to achieve formal equality and affirmative action to advance true equality have been useful tools for the equality of women. But my question is this analysis of social change and equality is correct? Despite this, it is the female role that has suffered the most profound changes in recent decades. Today, even in developing countries, we see a more empowered woman who is gaining ground in the workplace and political. However, to redefine the role of women, what happens to the male role? On the other hand, man has maintained a passive stance in this process of change, it is hoped that things will happen and today we speak of a masculinity in crisis. Speaking of the new male, less all powerful and more sensitive, is not easy. Generates some scary to think how important issues such as live new parenthood, new sexuality, etc.. But it was not just the fault of man be lagging behind in this way. The main problem is that we are, as a society, unable to integrate it into the discourse of new social roles in a positive, constructive and actionable. However, from a total inequality, perceived as logical and long assumed by women themselves have come to the current situation in which there is formal equality but social reality is quite different. To get to talk XXI century, we must take into account what has been the evolution of the history that has brought us to where we are now: †¢ In the Middle Ages, between the ninth and thirteenth centuries creates socioeconomic and political structure known by the name of feudalism. The woman was in a very adverse legal situation as it was subordinate to men, their role, at this time, is more active than in later periods. The noble woman devoted primarily to the care of the mansion, said to the servants, handles and serves delicacies, sporadically, the education of young children. The religious women: The monasteries played a very useful role in the Middle Ages as they were the daughters shelter did not marry, only way to access other culture and solution for women who were not out to poor economic situation. †¢ Rural women: Regardless of marital status, rural women had to work to earn their livelihood and that of his sharing this activity with the housework. †¢ Women in cities: In the eleventh century begins participation of women in female occupations that develop in the boroughs. In times of economic expansion, the woman had access to work without problems, although charged lower wages. During the thirteenth century, womens participation is essential in the garment trades and in the production and sale of food, beverages, leather and metal. While medieval trade and industry were open to women, at the end of this time, when the economic crisis is intensifying, there were significant labor restrictions, were expelled from the guilds and were denied the opportunity to organize, a situation that worsened in later centuries. The Modern Age is a period of profound change that will constitute the foundation of the modern world. The consolidation of the bourgeois class was the largest commitment of women to household chores, they are closing the doors and were devoted more to the internal space of the house, which runs parallel to the exclusion of institutional work, while the man was increasingly responsible for family support. Women participated in small numbers in the productive activity of the cities and working, mostly, were working as maids. Some trades, traditional women are usurped by men and worsen working conditions. Already in the seventeenth century, when it occurs pre-industrial revolution takes place a shift of women to productive sectors marginal. But not all the facts of history have a higher meaning. The French Revolution with the liquidation of the old regime, not only reached the abolition of the French monarchy and the disappearance of titles of nobility, but involves a major change to European civilization. They start making demands and protests by the subordination of women to men. The nineteenth century is characterized by the existence of profound changes in the areas ideological, economic and social, that affect an essential for women, and that fall logically into the major changes taking place in human society, as a result of crises social causes industrial revolution. Specifically, stands the great transfer that occurs in the agricultural sector to the industrial sector, which results in greater inequality in the conditions of life and work of the female population as a whole. Begins at the end of this century, the struggle for access to the professions and higher education. Also, women are the first trade unions, by the refusal to admit women in the male. Leagues were established in several countries in Europe and the United States but eventually the female unionism was absorbed by the tendency to integrate women into male labor organizations. Importantly, from the second half of the nineteenth century, began to be considered the work of women as an instrument of social mobility and not as a temporary solution to help the family in their economic situation. This is what makes the male role, that is, the old patriarchal society begins to fade and begins to generate a gender equality. Having delved into the history of the advancement of women and minor male leadership, we ask the following question: What will be the role of women in the ideal state, ie in the society in which we live? For Plato, the ideal city men and women are trained to perform the same functions as long as they are of the same education. But Socrates asks whether men and women can perform the same tasks considering having different natures. That is, the process of social change for women who have been seeing throughout the trial, remains stalled due to differences between men and women. For years, man is regarded as superior to women. At present these power relations or relations of domination / subordination have been separated from everyday life. This will make a new act of violence against women, in this case by default, to remove or make invisible power relations that exist in other areas, for example in private life to recognize that women are located in the crossroads between production and reproduction, between economic activity and the care and attention of human beings and therefore between economic rowth and human development. Gender Theory clearly states that the power relations are presented in all areas of society, which places them both in public life and in private. It crosses the threshold and light a candle for analyzing relationships in the field of the daily life of the couple and the family. However, despite the development of concepts and relations of power hat has been achieved since feminism is still little knowledge we have about the realization of these relations domination / subordination in private life and the factors that may eventually affect to vary these relationships. Although it is argued that power relations in those involved are not entirely without power, not broken down what the powers that women have rather deepened in their roles as subordinate and falls almost victimization, which prevents display his powers, though limited, to rethink these relationships. The power relations that developed in capitalist society was patriarchal domination / subordination between genders. From the society we live corresponds to a capitalist patriarchal society, we assume that the power relationships that develop are of domination / subordination of male over female. As these relationships are given at all levels of society in the areas of private life and public life. Dominion powers are social, collective and personal, exploit and oppress allow individuals and groups and all types of communities. For Foucault power is a balance of power, and extends saying that power is not a form but a strength. As the force is never singular, since its main feature is to be in relationship with other forces, so that its all relative strength, ie power. In this relation of force men develop relations of oppression while women respond subordination situation that occurs at macro and micro level of public life and the private life. These relationships domination / subordination are complemented by factors such as Foucault posed in the sense that: power is not essentially repressive (since incites, inspires, produces) is exercised rather than possessed; happens dominated by both as dominant. This statement (of which power relations are productive) is challenged by feminist theory, in the sense that productivity is positive if measured from the parameters as defined by patriarchal society, but not for half of the population that responds to relations of domination with subordination, as a form of response that has been imposed. So to the extent that the interest in the profit and social control are inextricably linked, patriarchy and capitalism will be a comprehensive process With these statements we can conclude that the ideas of men and women to equality is different, in addition to current society inequality parked public to the private sphere, using capitalism patriarchal power and this in turn is determined by the needs of capital. Throughout, the paper confirms that the starting point that the power relations are marked by patriarchal society. Power relationships involving dependence of those involved, because they are forced to interact with each other, some have what others do not have, the relationships that occur in a family are dependent, depends both man of the contribution of women in the housework, as the woman of the man brings resources to the financial support of the family. When given a lot of value to the economic contribution of man as breadwinner, and based on this the relations of domination / subordination experienced by women in patriarchal society, is falling into several traps: play the invisibility of reproductive work; ignore that power relations involved who have some kind of power, and replicate the model of society in which it is something that can be assessed monetarily. Reproductive work in capitalist patriarchy is the quintessential way in which society oppresses and becomes invisible to women. Given this historical dominance of men over women, we find an author, Charlotte Perkins Gilman, who writes a novel which describes an isolated case of a society composed exclusively of women, which reproduce by parthenogenesis and where the result is an order social ideal, without war, conflict and domination. Does this benefit the equality of women? In capitalist patriarchal society women have the hidden power which is the other side of legitimate power. As discussed in this essay, the power relations that develop in the patriarchal society dependence involve their participants. It has raised the vital dependence of the woman husbands income, but does not consider the dependence, also vital, that man has the services provided by women of reproductive work. In the traditional family woman exchanged domestic services, care and care of children and a number of tasks, for financial support and protection of the husband. According to one of the streams of feminism, the primary objective of this movement was and remains The creation of a truly common space to men and women are used to achieve equality theories. But this equality must be seen as equal rights, not equal identities, which otherwise will benefit of existing male identity. Must make room for the play of differences, individual or collective. Feminist theory proposes building egalitarian relationships, and therefore no power relations between people, but on the basis of that society must create the conditions for everyone to exercise its power to develop their individual capacities, not dominate or subordinate to another. By accepting that power relationships are of dominance / subordination and therefore are two sides of the same reality, overcome these relations involves building cooperative relations, which we will be leaving in the past or dominating or being dominated. To build this world, you must know, visualize and appreciate the female culture that emphasizes the values of cooperation, interdependence, consideration and expressive relationships, instead of instrumental relationships. Thus could transform the hierarchical structure of society.

Motivation for Advanced Level Esl Learning Essay Example for Free

Motivation for Advanced Level Esl Learning Essay In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. Numerous research projects have investigated the motivational influences and factors of adult immigrant English. In particular, factors and motivations which led them to take an advanced ESL courses after already having adequate fluency in English to conduct their work and daily lives. Using both qualitative and quantitative approaches, these studies have frequently uncovered that the ESL students opted to pursue advanced language training to, primarily, join the dominant language culture and community. Practical reasons, although very important to the learners, seem to be outweighed by the psychological drive to integrate into the culture. Social identity often proves to be the major factor in this process as student motivation often fostered by a self perceived difference between their current and desired identities as assimilated speakers of their new language. Fundamentally they saw language education as an essential transitional requisite for attainment of this preferred identity. Introduction The study of TESOL, which can trace its roots applied linguistics, occasionally failed to think about many non-linguistic aspects and situations of use which can influence learning. A large part of this knowledge, though, collected through education and psychology investigations could be applied to the groups of people and areas of interest being considered in TESOL. In places such as California second-language English users make up 63% of the target adult learners and almost a third in the country overall (Lasater and Elliott, 2004). The literature studied below begins by recapping major endeavors of psychology and education investigation so as to establish a baseline of student’s imperatives to learn. The study later focuses on motivation studies in linguistics related to ESL attainment and advancement. Part 2 Andragogy and Self-Motivation Andragogy  Review of the Literature Adult Learning from a Social Cognitive Perspective The foundation of adult learning theory was established in Lindeman (1926) who identified important distinctions between adult and child learning. These ideas were later developed by Knowles (1990) and constitute the hypothetical learning model dubbed andragogy. Andragogy, a mode of education starkly contrary pedagogy, which is characterized by children being instructed by adults in a directed and authoritarian environment. Knowles posited that because of significant psychological and physiological differences between youth and adult learners, the modes of educational motivation must be equally disparate. Knowles’s teachings are very well regarded in the education worldwide. Psychological metamorphosis in adult life, human factors brought to the learning situation, adult outside world demands, and life duties distinct from children’s, particularly a greater breadth of life encounters, varied incentives, and educational requirements all act in concert to create a distinctly different mode of motivation for adult learners. In particular, adult learning, per Knowles (1990), is predicated upon six vital components: 1. Justification for learning, that is, the rationale for desiring the education, before pursuing it. 2. Transformation of the adult concept of the self into that of an independent, self-directed human being. 3. Life experience that influences the adult body of accumulated knowledge, desires as well as being a component factor of self awareness. 4. Developmental willingness and practical feasibility relating to the synchronized pacing of learning experiences to their appropriate phases of emotional maturation. . Problem-centered approach of learning which can immediately be applied to real-life situations. 6. Self-motivation to learn by self-generated factors, as opposed to externally imposed requirements Kolb (1984) offered an expanded depiction of the process as a self-perpetuating process where actual events necessitate a review, analysis leading to later research and proper scientific revi ew. The learner’s assimilation into a different culture and society facilitates creation of educational desires with eventual engagement in a formalized educational environment as a key to attaining the desires. Learning occurs in myriad encounters/interactions with the student’s world in psychological process. In a social context, the actual knowledge gained is not so much seen as an acquisition but more as one of externalization. A way to get out of one’s self and into their new environment. Cognition of facts occurs which is a pro-active, relevant, and meaningful adult response to confusion created by previous discontinuity. A disjuncture can serve as â€Å"the point at which needs and wants and interests converge† . as well as an origin point for jumping into the learning process. By extending this idea to immigrant experiences, it seems as though basic everyday activity changes caused from immersion in a society which communicates in a foreign tongue, and made all the more real by the imperative to become functional in this society, can create disjuncture in their lives and compel them to pursue ESL education so as to not be overwhelmed. While many will pursue language education at once, others may find that language disjunctures happen later in their lives when greater proficiency beyond basic functional skills is required for a variety of reasons. Knowledge deficits plus a developed self-concept grounded within a cultural milieu can generate pressing need – a need to learn. Self-Motivation There are many different definitions for Motivation. In an educational context, one of the more comprehensive and useful definitions is from John Keller’s 1983 publication called Motivational Design of Instruction: â€Å"the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect† (Keller, 1983). Motivation is mercurial in nature. Keller identified a perception of applicability of the learning presented as fundamental for maintaining long-term motivation. Relevance exceeds the subject’s education requirements to encompass perceptions of satisfaction desired through the process in fulfilling psychological imperative senses of achievement, belonging, power and freedom. Encountering disappointment during a learning situation can dissipate motivation and possible cause learned helplessness (Bandura, 1982; deCharms, 1984; Weiner, 1984) or dismotivation going beyond mere discouragement. Educational psychology accepts that motivation also varies because of varied contexts in which learning occurs. Studies have brought to light additional connections between the act of learning a language and the evolving perspective of learners in the L2 environment. Peirce (1995) introduced the idea that acquisition of proficiency in a dominant language allowed learnersr to â€Å"acquire a wider range of symbolic and material resources [and] increase the value of [the learners’] cultural capital†. Sfard Prusak (2005) insinuated that the learning itself is closing the gap between learners’ actual and projected identities. Qualitative studies offer a model of language learning motivation which is dynamic, longitudinal process whereby learners’ cognitions and beliefs (Ushioda, 2001), and relevance of the curriculum to their interests (Syed, 2001) directly affect involvement in learning. Part 3 Language Learners vs Second Language Learners Linguists only recently have begun distinguishing foreign language students from second language students when studying their drive to pursue language education and have proposed â€Å"the dynamics involved in learning these two different types of language may be quite different† (Gardner, 2001). To date, the great majority of these studies are in foreign language (FL) classes. Gardener’s quote was actually taken from a volume containing 20 separate motivation studies, none of which contained ESL students. ESL students, for whom English was a gateway ability for study in different subjects or earning a university degree, were more compelled by exterior forces to learn than heritage and non-heritage EFL learners. A motivation survey of 580 adult immigrants at a local college based ESL program in Toronto rated the following motives highest: linguistic needs, basic skills, cultural awareness, social interaction, and resume writing (Paper, 1990). It found no significant difference in motives based age, duration of residence or level of education. The influence of integrative orientation in the data compelled the author to recommend including Canadian culture in the curriculum. Conscious intention of immigrating to the U. S. was another motivating factor for language learning in a separate exploration conducted on adult learners (Brilliant, Lvovich, and Markson, 1995). Student’s beliefs seem to fill a vital role in adult learning accomplishments, consistent with educational psychology, thus making them ideal subjects for motivation research. A particular study, Bernat (2003), examined the views of 20 unemployed Vietnamese learners in a vocational ESL course in Sydney, Australia. Their scores were high on two motivations: 85% of respondents expressed the integrative desire to develop their interpersonal relations with the Australians better and make friends among them, and all agreed that speaking English well would enhance their prospects for employment. Part 4 The Attitude Motivation Test Battery (AMTB)  This is a large battery of tests which measures a number of different aspects of language learning. The instrument was originally used to measure attitudes of students studying English and French in Canada. Scales included attitudes toward French Canadians, interest in foreign languages, attitudes toward European French people, attitudes toward learning French, integrative orientation, instrumental orientation, anxiety, parental encouragement, motivational intensity, and desire to learn French. The scale instrument has been modified more recently. The Attitude/Motivation Test Battery (AMTB) is designed to measure different components of the socio-educational model of SLA. There are eleven sub-tests, nine with ten items each, and two with four items. The five main variables assessed in the AMTB are attitudes toward the learning situation, integrativeness, motivation, instrumentality and language anxiety.

The Formation Of Malaysia 1963 History Essay

The Formation Of Malaysia 1963 History Essay INTRODUCTION The formation of Malaysia is on 16 September 1963. Tunku Abdul Rahman proposed Malaysia and Singapore made, Sabah, Sarawak and Brunei in the British colony formation. All four colonies initially agreed to join the Federation. à ¦Ã…“-à ¨Ã‚ ¯Ã‚ » à ¦Ã‹Å" ¾Ãƒ §Ã‚ ¤Ã‚ ºÃƒ ¥Ã‚ ¯Ã‚ ¹ à ¥Ã‚ ºÃ¢â‚¬ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã¢â‚¬ °Ãƒ ¤Ã‚ ¸Ã‚ Ãƒ ¥Ã‚ ­-à §Ã‚ ¬Ã‚ ¦Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¼Ãƒ ©Ã… ¸Ã‚ ³ However, this suggestion was objected to, because they claim the Philippines claim Sabah. The proposal also received from Indonesia opposed to it as a conspiracy of neo-colonialism by the Sukarno and the powerful Indonesian Communist Party of view. In 1955, and later in 1959, Singapore had suggested that it be merged with Malaya. But this proposal was rejected Malaya. At that time, Singapores population including China and Malaysia worried that this may affect the racial composition, which is mostly Malay. There are also concerns, the Communist Party, their activities are still rampant in Singapore, Malaya and obstacles that may affect the struggle to eliminate the threat of communism. à ¦Ã…“-à ¨Ã‚ ¯Ã‚ » à ¦Ã‹Å" ¾Ãƒ §Ã‚ ¤Ã‚ ºÃƒ ¥Ã‚ ¯Ã‚ ¹ à ¥Ã‚ ºÃ¢â‚¬ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã¢â‚¬ °Ãƒ ¤Ã‚ ¸Ã‚ Ãƒ ¥Ã‚ ­-à §Ã‚ ¬Ã‚ ¦Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¼Ãƒ ©Ã… ¸Ã‚ ³ However, four years later, the Malaysia independence, Tunku Abdul Rahman, the Malayan Prime Minister, state that he said in his speech proposed merger of Malaya, Singapore and the Borneo territories of Sabah, Sarawak, and Brunei took the region by surprise on 27th May 1961. Because the state of politics and economy in Singapore and the other territories so his suddenly change his mind. The proposal also to accelerate in Sarawak, Sabah and Brunei, the immediate effect of political development. Election for the first time to be held in Brunei and Sabah in 1962. However, continued Philippine and Indonesian opposition led to the sending of a United Nations mission to Borneo in 1963, which also reported that the public opinion was in favoured of joining Malaysia. Brunei then pulled out due to an armed revolt staged to oppose its entry to Malaysia. Singapore was part of the newly formed Malaysia in 1963 but withdrew in 1965. ANSWER What are the factors that affect the formation of Malaysia? Factors that led to the proposed merger because of Tunku Abdul Rahman is combined with the desire for economic purposes, Singapore is one of them. Singapores large industrial enterprises and large population, added as an important trading port in the region for more than one position. Tunku Abdul Rahman is also trying to get rid of the colonial these colonies. Malaya independence has reached four years ago. Although Singapore has implemented a large extent, an autonomous policy, Sabah and Sarawak, Britain is still very much under control. In Brunei, Sudan to maintain his autocratic power, but the residents were forced to receive advice from the UK. Tunku Abdul Rahman believes that a merger with Malaya will speed up these colonies independence from Britain. à ¦Ã…“-à ¨Ã‚ ¯Ã‚ » à ¦Ã‹Å" ¾Ãƒ §Ã‚ ¤Ã‚ ºÃƒ ¥Ã‚ ¯Ã‚ ¹ à ¥Ã‚ ºÃ¢â‚¬ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã¢â‚¬ °Ãƒ ¤Ã‚ ¸Ã‚ Ãƒ ¥Ã‚ ­-à §Ã‚ ¬Ã‚ ¦Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¼Ãƒ ©Ã… ¸Ã‚ ³ Another factor is the bastion of communism more than Singapore. Over time, their activities did not stop. And then by Singapores Minister Mentor Lee Kuan Yew, who, with disputes about the strike in the mid 50s frustration, led to the decision of his Government to draw some of the Communists, hoping to find favor with them, and eventually soften their blow. However, continue to adhere to the activities of the Communist Party and eventually formed his own political party, known as the Socialist Front, they were forced to resign from the government. Fear of Malaya will be in grave danger should support the CPC decided to cross-strait their allies in Malaya, Tunku Abdul Rahman believes that the merger with Singapore will make it easier to deal with the Communists. à ¦Ã…“-à ¨Ã‚ ¯Ã‚ » à ¦Ã‹Å" ¾Ãƒ §Ã‚ ¤Ã‚ ºÃƒ ¥Ã‚ ¯Ã‚ ¹ à ¥Ã‚ ºÃ¢â‚¬ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã¢â‚¬ °Ãƒ ¤Ã‚ ¸Ã‚ Ãƒ ¥Ã‚ ­-à §Ã‚ ¬Ã‚ ¦Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¼Ãƒ ©Ã… ¸Ã‚ ³ In addition to Singapore, Sarawak, communism is also booming, where the Communist Party formed an underground association, to play its associations of workers and peasants of the students. In addition, there are between these areas of cultural similarity. United Overseas composition of the population, and there is a Malayan Malays, Chinese and Indians mixed array. By some members of UMNO Malays outnumbered by the initial fear of being dispersed, they were convinced that the ethnic balance will be a Borneo territories, including most of the Malays and indigenous groups, and the Malay Asia combined recovery. The factors that affect the formation of Malaysia are also avoids the threats and communist influence by other territories. More and more, the independence of Sabah, Sarawak, Brunei and Singapore also need to cover up. The defense of indigenous communities and the safeguard the interest of indigenous rights in Sabah and Sarawak are very important for Tunku Abdul Rahman to take care and concern about it. Who is giving the issues the formation of Malaysia? That is Sabah, Sarawak, Brunei and Singapore. Their response are very important when formation of Malaysia. And also the process of formation of Malaysia is important too. The process is Malaysia solidarity committee, Cobbold Commission, inter-governmental committee, and Singapore referendum. Sabah is giving the issue about the party pro-anti Malaysia, Sarawak is giving the issue about there are no economic different, Brunei is giving the issue about believe that they can independence by their own, no need depend with others, while Singapore is giving the issue about the party people of Singapore. The chairman of Malaysia solidarity consultative committee is Tun Haji Mohammad Fuad Stephens, previously known as, Donald Stephens. He played a key role in negotiating the independence of Sabah. He collects the data from the citizen to form the formation of Malaysia. Malaysia Solidarity Consultative Committee (MSCC) to inform the people of the benefits of the merger. The chairman of Cobbold Commission is Lord Cobbold. He is going to Sabah and Sarawak to collect the data from the citizen when formation of Malaysia. He will discuss the merger of Sabah and Sarawaks response. Two months later, received thousands of letters to and Sabah and Sarawak and the numerous public meetings of the thousands of interviews, come to a consensus. Only one-third of third of the population rejected the merger, want to join Malaya before achieved their independence. Wholeheartedly support the merger or other two-thirds or support, on the grounds that its rights be retained. Won the majority in favor of the merger, which is approved by the British. The chairman of Inter-governmental committee is Lord Landsdowne and Tun Abdul Rayak. The function of inter-governmental committee is forming a Federation of Malaya. It is concentrated on Islam, Malay, education and integration. In Malaya, Singapore remains, so the initial interest, eager to merge with Malaya, Tunku Abdul Rahmans proposal in 1961. His efforts paid off, September 1, 1962 referendum showed that 71.1% of the population, Singapore supported the merger. Singapore is committed to autonomy, education, income and labor, while the central government will operate in Kuala Lumpur. Its free entrepot status will also be maintained. Such as Singapore, Brunei, also keen to merge because of its ruler, Sultan Ali Saifuddin was hoping to get greater protection from the likes of Malaya. AM Azahari, the opposition party, the party National Front leader, but strongly against the merger, and which resulted in one of the Brunei government, he was defeated in the resistance. Azahari an ulterior motive merge all the territories and the North Borneo Brunei placed in their reins. When the establishment of Malaysia, Indonesia and the new establishment rejected due to their own ulterior motives, Philippines. Sabah claimed by the Philippines, pointed out that the Sultanate of Sulu under the Sabah belongs to the Philippines came. Therefore, the Philippines is not recognized as an independent state official statements or the occurrence of on16th September 1963 Malaysia.à ¦Ã…“-à ¨Ã‚ ¯Ã‚ » à ¦Ã‹Å" ¾Ãƒ §Ã‚ ¤Ã‚ ºÃƒ ¥Ã‚ ¯Ã‚ ¹ à ¥Ã‚ ºÃ¢â‚¬ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã¢â‚¬ °Ãƒ ¤Ã‚ ¸Ã‚ Ãƒ ¥Ã‚ ­-à §Ã‚ ¬Ã‚ ¦Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¼Ãƒ ©Ã… ¸Ã‚ ³ CONCLUSION However, North Borneo and Singapore declared August 31, 1963 sovereignty. Indonesias opposition, and later upgraded to a military conflict with Malaysia. Indonesia, Sarawak and Sabah as the colonial province of new forms of Borneo Island in Malaysia (bordering Kalimantan, Indonesia), they laid claim. In order to ensure that Indonesia, Malaysia is not neo-colonialism, a referendum by the United Nations and Lord Cobbold Commission Cobbold leadership, organization, form, developed to determine whether the people of Sabah and Sarawak wished to join Malaysia. The end result, which indicates strong support for Malaysias Sabah and Sarawak between people, Malaysia has paved the way, and declared the road. OF: Federation of Malaysia subsequently announced the formation of 16 September 1963, Malaysia. Independence Day celebration is still held on August 31, the original Malaya Independence Day. Malaysia has enjoyed 53 years of independence, is known as a sovereign state of the world. We can achieve the economic, political and social stability, to the developed countries rapidly. Although Malaysia is a pluralistic society, different ethnic composition, they can live, mutual cooperation, both in harmony to build a strong and developed country presence. Understanding between races, but also created national unity, played in shaping the political stability of Malaysia as a very important role in the country. QUESTION 2 2.1 INTRODUCTION New Economic Policy (NEP) is a socio-economic program in the Malaysia which was introduced in 1971 by Prime Minister Tun Abdul Razak, Dato Hussein. Implementation of divide and rule policy will turn the British in the Malay community cohesion. The British were encouraging the arrival of labor from China and India in the interest of the colonial economy of tin mining, trading and farming. Separation of Singapore from Malaysia in 1965 due to the concept of Malaysia to the Philippines which was not directly dispute the status and privileges of the Malays has diapi-naming of Lee Kuan Yew fueled anti-Chinese and anti-Malay. Bloody events that occurred on May 13, 1969 have revealed the true manifestation of the feelings of the three largest ethnic groups in Malaysia. Bloody events also forcing the government to declare a state of emergency. This declaration has led to a parliamentary system of government is suspended. Since the Japanese occupation during the Second World War, Japan adopted a policy of anti-Chinese and pro-Malay bias has angered the Chinese and the Malays. National Consultative Council was established to ensure the effectiveness of the NOC, the National Consultative Council which is responsible for discussing and reviewing issues of national unity and resolve to find a way multi-ethnic society. Unity to be achieved not only involve the consolidation race but was found to be economic and social unification should be done. In connection with the National Consultative Council have agreed to form a national ideology that became known as the Pillars of the five key principles: Kepercayaan kepada Tuhan Kesetiaan kepada Raja dan Negara Keluhuran Perlembagaan Kedaulatan Undang-Undang Kesopanan dan Kesusilaan New Economic Policy was established through the Majlis Perundingan Negara as a catalyst to eradicate poverty and restructure society. Majlis Perundingan Negara also recommended the government to create the Jabatan Perpaduan Negara to implement the activities of the Muhibah in the form of Muhibah and Pejabat Muhibah at the federal, state, region and area has been established under the provisions of the Essential Regulations (Pejabat Muhibah) 1969 which was gazetted on July 18, 1969. à ¦Ã…“-à ¨Ã‚ ¯Ã‚ » à ¦Ã‹Å" ¾Ãƒ §Ã‚ ¤Ã‚ ºÃƒ ¥Ã‚ ¯Ã‚ ¹ à ¥Ã‚ ºÃ¢â‚¬ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã¢â‚¬ °Ãƒ ¤Ã‚ ¸Ã‚ Ãƒ ¥Ã‚ ­-à §Ã‚ ¬Ã‚ ¦Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¼Ãƒ ©Ã… ¸Ã‚ ³ à ¦Ã…“-à ¨Ã‚ ¯Ã‚ » à ¦Ã‹Å" ¾Ãƒ §Ã‚ ¤Ã‚ ºÃƒ ¥Ã‚ ¯Ã‚ ¹ à ¥Ã‚ ºÃ¢â‚¬ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã¢â‚¬ °Ãƒ ¤Ã‚ ¸Ã‚ Ãƒ ¥Ã‚ ­-à §Ã‚ ¬Ã‚ ¦Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¼Ãƒ ©Ã… ¸Ã‚ ³ à ¦Ã…“-à ¨Ã‚ ¯Ã‚ » à ¦Ã‹Å" ¾Ãƒ §Ã‚ ¤Ã‚ ºÃƒ ¥Ã‚ ¯Ã‚ ¹ à ¥Ã‚ ºÃ¢â‚¬ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã¢â‚¬ °Ãƒ ¤Ã‚ ¸Ã‚ Ãƒ ¥Ã‚ ­-à §Ã‚ ¬Ã‚ ¦Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¼Ãƒ ©Ã… ¸Ã‚ ³ 2.1.1 ANSWER The objective of NEP was national unity but it also aims to restructure the socio-economic imbalance that exists in this country. As we know that a balanced distribution of economic importance in creating a united nation, as well as taking into account the poverty and the inability of some people to compete with other people then the NEP was designed to improve the situation. The primary objective of this introduction is to create national unity by reducing the economic, social, cultural, placement and so forth. n other words, DEBs designed to eliminate race in the country with all the general poverty among the Malays and other Bumiputras, this is precisely the most particular and the earliest settlers of the country. DEB will ensure that all ethnic Malays and Indians in particular, will be the same for Chinas prosperity. In these times, until today, our leaders believe that when all the games are the same country will enjoy stability and prosperity, peace and harmony. With the equitable sharing of the prosperity of all, the three main competition will be happy and satisfied in Malaysia, which will greatly help in the maintenance of peace and harmonious country. With the new economic policy, the Government must ensure that the May 13, 1969 racial riots will not happen again in the future.With equal share of prosperity all, the three major races in Malaysia will be happy and contented; this will contribute greatly in maintaining peace, and harmony in the country. With the New Economic Policy, the government wants to ensure that the incidents of racial riots of 13 May 1969 will never happen again in the future. 2.2 INTRODUCTION The tension between those who are wealthy and not wealthy is a result of poverty. It was found that the Malays are facing more poverty than other races. Found also the Malays are still lagging behind and less able to compete with other races even though Malaysia had good economic growth. The NEP was designed as a long-term program that will run for 20 years, starting from 1970 to 1990. Development plans under the New Economic Policy is carried out through a two-pronged strategy: restructuring of society to reduce and eventually eliminate the identification of race with economic function. eradication of poverty irrespective of race 2.2.1 ANSWER Goals of poverty eradication is achieved, the strategy focused on eliminating poverty in rural and urban areas. Based on 1970 population census shows that about 49.3% of all poor families in the Philippines income below the poverty line (income poverty line 1970 population is RM200.00) and about 86% of that number are in rural areas. To achieve this objective, the government has implemented a variety of services and facilities through the provision of education, health, water and electricity. In addition, preference is given to the poor to get help, such as fertilizer subsidy assistance program, educational scholarships and textbooks, supplementary food to children and low-cost housing program. Create employment opportunities for all groups of people who are unemployed. To provide opportunities for transfer of persons working in low productivity sectors to more lucrative sectors. Increase the productivity and income. Reducing the income gap between races between urban and rural areas and between regions and also modernize rural life. Need to establish indigenous groups and commercial companies. Organize a working environment that reflects the racial composition in Malaysia.à ¦Ã…“-à ¨Ã‚ ¯Ã‚ » à ¦Ã‹Å" ¾Ãƒ §Ã‚ ¤Ã‚ ºÃƒ ¥Ã‚ ¯Ã‚ ¹ à ¥Ã‚ ºÃ¢â‚¬ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã¢â‚¬ °Ãƒ ¤Ã‚ ¸Ã‚ Ãƒ ¥Ã‚ ­-à §Ã‚ ¬Ã‚ ¦Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¼Ãƒ ©Ã… ¸Ã‚ ³ Toward the end date of the NEP, the objectives to eradicate poverty have been achieved. To ensure that both goals were achieved in the NEP, the government has tried to improve the economic situation and at the same time, eliminating the identification of race with economic function. Based on the imbalance between the races, the government has launched several programs such as industry and trade, agriculture, mining, construction, transport and agriculture. To achieve the second goal of the NEP, various strategies have been designed, including: Reducing the imbalance in the structure of employment to the participation of various races in the primary sector will reflect the position of the labor force by 1990 the racial composition. Adding to the fast part of the people of Pakistan in possession of the productive sector. Special attention will be focused on indigenous people are a bit behind compared to other races. Raising productivity and living standards of poor people in rural areas. To ensure the establishment of a commercial and industrial community among the Malays and natives as they manage and own at least 30% of all levels of economic activity such as MARA, Bank Pembangunan, Bank Bumiputera, Amanah Saham Nasional. Advancing the state and region that are considered backward by the new regional development such as DARA, KESEDAR, KEJORA and so on. 2.2.2 CONCLUSION As a conclusion, New Economic Policy, aimed at national unity through poverty eradication and restructuring of society in the context of a strong national security. All national development programs and policies introduced by the government during planned and implemented to achieve the above objectives. This will require not only the determined efforts of the government and its employees, but it requires a change of attitude, energy and mindset of people from the private sector. Although the NEP was hailed in some quarters as having reduced the socioeconomic disparity between the Chinese minority and Malay majority, others accused it of having reduced non-Malays to the status of second-class citizens by cementing ketuanan Melayu (Malay supremacy). The NEP is often invoked as part of the Malay Agenda, which is in turn part of the Malaysian social contract granting Malays special rights in return for citizenship for non-Malays.

Quest for Knowledge in Milton’s Paradise Lost - How Much can Humans Kno

Quest for Knowledge in Milton’s Paradise Lost - How Much can Humans Know? â€Å"There are more things in heaven and earth, Horatio, / Than are dreamt of in your philosophy† (Shakespeare II.i.166-67). So Hamlet tells Horatio when he marvels at the spectre of the ghost. Hamlet is telling his friend that science and natural philosophy can only account for so much. A point comes when humans cannot rationalize or prove certain events. In Paradise Lost , Raphael tells Adam similar sentiments when Adam questions him on the nature of the universe in Book VIII. However, Raphael goes on to warn Adam not to ponder deeply things that he can never know fully. This type of curiosity and desire for learning only leads to sin. Yet, while Raphael is warning Adam not to think of these things, he himself speculates on the nature of the universe, planting ideas in Adam’s mind he did not have before. These ideas concern the theories of Ptolemy, Copernicus, and Galileo, much in dispute in Milton’s time. Though Milton seems to advance the Ptolemaic theory of the universe in Paradise Lost , the debate over which system Milton truly believed in is not the most important aspect of Raphael and Adam’s discussion in Book VIII. Knowledge is the true topic. What and how much can humans know? Knowledge is the cornerstone of Paradise Lost . Adam and Eve must not eat the fruit of the Tree of Knowledge of Good and Evil. Satan pinpoints Adam and Eve’s vulnerability in their ignorance of evil. Adam worries that he may seek knowledge that displeases God. Raphael praises Adam’s thirst for knowledge and warns him about obsessively seeking knowledge that is useless. Eve eats the fruit because she wants to know how ... ... the universe spends so much time circling the earth. 3 In Book VIII of Paradise Lost, Raphael discusses the source of the moon’s light (140-58). 4 â€Å"And now / [Adam] led on, yet sinless, with desire to know† (Paradise Lost VII.60-01). Works Cited Hughes, Merritt ed. John Milton: Complete Pomes and Major Prose. New York: Macmillan, 1957. Marjara, Harinder Singh. Contemplation of Created Things: Science in "Paradise Lost". Toronto: University of Toronto Press, 1992. Milton, John. Paradise Lost ed. Alastair Fowler, Second Edition. London: Longman, 1998. Nicolson, Majorie Hope. A Reader's Guide to John Milton. Syracuse: Syracuse University Press, 1998. Shakespeare, William. Hamlet. Ed. Cyrus Hoy. 2nd ed. New York: Norton, 1992. Williamson, George. ed. Milton: Formal Essays and Critical Asides. Cleveland: Case Western Reserve Univ. Press, 1970.

Melancholy :: Creative Writing Essays

Melancholy The autumn sun beat down still and hot as Trey peered over the whitewashed fence. Widow Harris' garden was just on the other side. It was a very sad looking garden. There were weeds everywhere. He scanned past the zucchini squash, the only thing doing well in the whole garden, and over the cantaloupe vine. Yes! The watermelon was still there! Trey could see it through the scraggly leaves of its vine. If he was fast, he could grab it and be gone before Mrs. Harris even knew he was there. Plagued with misgivings, but determined to go on, Trey climbed over the fence into the garden. His friends whispered that the old lady was really a witch and would turn you into a cricket and feed you to her cat if she caught you sneaking around. He pushed the thought from his mind. Trey pulled at the watermelon, but the vine clung too tight. He shifted his grip and pulled harder. Suddenly, the entire vine pulled out of the ground and Trey fell back, landing on his seat. While he was struggling with the tenacious fruit, the front door screeched open. "Hey! Out of my garden!" Mrs. Harris hobbled out onto her front porch. Trey scrambled frantically over the fence holding the melon by its vine. He dropped down to the sidewalk only to find his cousin, Miles, coming up the street. If Miles found out what he was doing, it'd ruin everything. Miles had an extremely over zealous conscience. Trey tried to run, but the watermelon was still on the other side of the fence. He yanked the vine and the melon flew over the fence. Just then, the melon snapped off its vine. Instead of sailing neatly into Trey's waiting arms it smashed against the sidewalk and burst open with a dull thump. He hurriedly gathered up as many of the slick red pieces as he could hold and ran clutching them tightly, soaking the front of his shirt. Miles couldn't believe Trey was stealing a watermelon! He pounded after his twin in age as fast as he could, but Trey, lank and swift on his feet, easily outdistanced him. Miles stopped, his hands on his knees and breathing hard. He was no match in speed to Trey. As his breathing slowed, he took a moment to think. Miles grinned. The logical place for his cousin to head was the old apple orchard, where they had a hideout. Melancholy :: Creative Writing Essays Melancholy The autumn sun beat down still and hot as Trey peered over the whitewashed fence. Widow Harris' garden was just on the other side. It was a very sad looking garden. There were weeds everywhere. He scanned past the zucchini squash, the only thing doing well in the whole garden, and over the cantaloupe vine. Yes! The watermelon was still there! Trey could see it through the scraggly leaves of its vine. If he was fast, he could grab it and be gone before Mrs. Harris even knew he was there. Plagued with misgivings, but determined to go on, Trey climbed over the fence into the garden. His friends whispered that the old lady was really a witch and would turn you into a cricket and feed you to her cat if she caught you sneaking around. He pushed the thought from his mind. Trey pulled at the watermelon, but the vine clung too tight. He shifted his grip and pulled harder. Suddenly, the entire vine pulled out of the ground and Trey fell back, landing on his seat. While he was struggling with the tenacious fruit, the front door screeched open. "Hey! Out of my garden!" Mrs. Harris hobbled out onto her front porch. Trey scrambled frantically over the fence holding the melon by its vine. He dropped down to the sidewalk only to find his cousin, Miles, coming up the street. If Miles found out what he was doing, it'd ruin everything. Miles had an extremely over zealous conscience. Trey tried to run, but the watermelon was still on the other side of the fence. He yanked the vine and the melon flew over the fence. Just then, the melon snapped off its vine. Instead of sailing neatly into Trey's waiting arms it smashed against the sidewalk and burst open with a dull thump. He hurriedly gathered up as many of the slick red pieces as he could hold and ran clutching them tightly, soaking the front of his shirt. Miles couldn't believe Trey was stealing a watermelon! He pounded after his twin in age as fast as he could, but Trey, lank and swift on his feet, easily outdistanced him. Miles stopped, his hands on his knees and breathing hard. He was no match in speed to Trey. As his breathing slowed, he took a moment to think. Miles grinned. The logical place for his cousin to head was the old apple orchard, where they had a hideout.

The Sinking of the Titanic :: essays research papers

Introduction The R.M.S. Titanic sideswiped an iceberg at 11:40 p.m. on April 14, 1912. Estimated to be able to stay afloat for 2 days under the worst scenario, the ship sank in less than 3 hours [Gannon, 1995]. Main Cause for Sinking The iceberg created a 300-foot gash in the Titanic's hull above and below the waterline. Structural Errors That Accelerated the Sinking Steel brittleness Tests on Titanic's steel showed that the steel had high sulfur content, which increases the brittleness of steel by disrupting the grain structure [Hill, 1996]. This increase in brittleness contributed to the severity of the hull's damage. Titanic's steel showed high levels of oxygen, which leads to an increased ductile-to-brittle transition temperature. For Titanic's steel, that temperature was determined to be 25 to 35 degrees C [Hill, 1996]. The water temperature that night was below freezing. The wrought iron rivets that fastened the hull plates to the Titanic's main structure also failed because of brittle fracture during the collision with the iceberg. Low water temperatures contributed to this failure [Garzke and others, 1994]. Shipà ¢Ã¢â€š ¬Ã¢â€ž ¢s Midsection Contributing to this failure in the midsection was the design of Titanic's huge spiral staircase. The staircase not only weakened the midsection's structure, but served as a means for water to pass up through the ship. As it filled with water, the bow submerged, raising the stern out of water. When the stern reached an angle of about 45 degrees, the stresses in the ship's midsection (15 tons per square inch) caused the steel to fail and the bow to rip loose and sink [Gannon, 1995]. Conpartments The lower section of the Titanic was divided into sixteen major watertight compartments. Actually, the compartments were watertight only in the horizontal direction--their tops were open. After the collision, six watertight compartments began filling with water. Soon, water spilled over the tops. Scientists have concluded that the watertight compartments contributed to the disaster by keeping the flood waters in the bow of the ship [Gannon, 1995]. If there had been no compartments, the incoming water would have spread out, and the Titanic would have likely remained afloat for another six hours. Human Errors that Accelerated the Sinking Captainà ¢Ã¢â€š ¬Ã¢â€ž ¢s mistake Captain E. J. Smith had not slowed the ship's speed that night, although the ship's wireless operators had received several ice warnings. The ship was moving at more than 22 knots. Crewà ¢Ã¢â€š ¬Ã¢â€ž ¢s mistake The sea was a "flat calm," a rarity for these waters.

Proposition and Religion Essay

The State and the Church are of two different entities and usually it is the Church which turns out to be more powerful. Whenever controversial issues arise, the Church is always there to give its stand and influence the billions of believers. The Pope is much more powerful than the President of the United States after all. Several moral issues are currently on the hot seat right now. Last February 23, actor Sean Penn won an Oscar for playing a gay politician. The movie Milk earned the respect and recognition of several organizations in the country. In Penn’s speech, he purposely mentioned his advocacy in fighting for gay rights as to having equal rights in the society. Joining him in his fight are the good-looking couple Brad Pitt and Angelina Jolie who refuse to get married until every gets the right to do so. A lot of very influential and famous people have already expressed their stand with this very sensitive issue. And slowly, the world is becoming more aware of the change that the world wants. It is the new generation that will definitely be affected with this issue. And with the media’s most influential people calling for support, can the sacred marriage for man and woman be finally twisted? The issue for gay marriage or homosexual marriage became more contentious as the Proposition 8 in California was finally passed in November 4, 2008. The proposition affirms that the matrimony of marriage should only be retained to heterosexuals only. Same-sex marriage should be abolished all over the world—this is a hit to the state Nevada where gay couples are usually married (McCoy 27). In the new section of the bill (7. 5) Article I reads that â€Å"Only marriage between a man and a woman is valid or recognized in California (Cott 218). † This proposition was immediately implemented the day after, Nov. 5. A huge amount of money was raised in each of the opposing and supporting parties. The ones supporting the campaign raised an enormous amount of $39. 9 million while the opposing party took it to another level by surpassing the supporting team by around $4 million (the opposition raised $43. 3 million). This campaign was definitely largest in the history of supporting ballot (Donors 3). The proponents of the ballot emphasized the sacristy of marriage by just giving it to heterosexuals. Religion is a huge factor as their principles are backed up by moral issues and religious beliefs. The proponents also pointed out their worry to the future generation as allowing this would teach the generation that gay marriage is okay—the point that the opponents are actually emphasizing. The opponents believed that marriage is an essential aspect in a human being’s life and that everyone should be given chance to do it—whatever their sexuality is. The proponents of the proposition are mostly Catholic and conservatives. These are the people who believe that we should stick to what we are used to believe—in this case, heterosexuals are only allowed to be married. As mentioned earlier, the Church is very powerful and influential. Such is its power that it can stop a government from sentencing death to a criminal. Aside from that, these religious institutions are exempted from paying taxes. If these religious institutions are very influential and never fail to mix politics with their beliefs, should they be exempted from paying taxes? Religious institutions, such as churches and some schools led by religious leaders, are exempted from taxes. In turn, these institutions get to save a lot of from their spending as their role is to help nourish the society. It was understandable in the beginning and such respect is given to these institutions anyway. However, as time passed by, the role of being the protector and the counselor of the people became out of hand. Aside from their conventional roles in the society, these institutions use their influences on their people with regard to their stand in politics. Some of the religious leaders even run for a seat in the government. The involvement of religious institutions in politics gives them an unfair advantage over those ordinary citizens. The exemption of taxes to these religious institutions gives them more power and medium to access the mass media and influence the not-so-informed people. If they still wish to be exempted from taxes, they should stay away from politics and just continue doing the right thing—which is to spread the Word of God and live it. What they are doing now is they using their â€Å"good† image to convince people to stick with the norms and the conventional while the whole world is ready to embrace the change that it should have done a long time ago. Works Cited Cott, Nancy. Public Vows. Harvard University Press, 2002. â€Å"Donors Pumped $83 Million Into Prop. 8 Race. † cbc5. com. 2 February 2009. 13 March 2009 . McCoy, Candace. Politics and Plea Bargaining: Victim’s Rights in California. Pennsylvania: University of Pennsylvania Press, 1993.