Islam and Europe Essay

In modern day Europe, people fail to see the many impacts Islam has had on one of the most powerful continents in the western world. To see these impacts, we have to go back in history, from about 1000 C.E. to 1750 C.E. The impacts made by the Islamic world during this time have shaped Europe to the power house it is now. Most of the political impact Islam made on Europe happened during the Crusades. The Crusades began in 1095 when Pope Urban II called for the nations in Europe in unite for one cause. Before Pope Urban’s calling, Europe was divided into civil wars, but he had called for a union. The Crusades were directed towards Muslims, concentrating on the city of Jerusalem. The Crusades brought power and recognition to the pope but as the Crusades became less successful, the pope lost this power and popularity. The Crusades also brought more power to the kings. Prior to the Crusades, the kings had little power because most of the land was owned by rich aristocrats who owned small armies. During battle, these aristocrats were killed without picking an heir. Because of the lack of an heir these aristocrats had, the land was given to the king, thus giving the kings more power. Trade brought to the Christian world by the Islamic world boosted Europe’s economy greatly. Before the Crusades, trade in Europe was almost nonexistent, causing a negative impact on its economy. The Crusades, however, created a large influx of Muslim goods and luxuries. Want for these goods became very apparent with the rich giving the merchants the idea to create trade with the Islamic world. Preceding the 12th century, much of the Islamic and European trade was one sided, Islam exporting to Europe. However, during the 12th century, the major Islamic trading hub, Andalusia, helped Europe expand its exportation. Also, Muslims introduced and banking and credit system into Europe. The cultural effect Islam had on Europe was very substantial considering the technological advancements made by the Islamic world at the time. Before 1400, the only schooling facilities in Europe were monasteries. The development of universities came to Europe when European scholars discovered  Muslim translation of long-lost Greek and Roman scholarship. Not only did Islam help establish schooling in Europe but it also gave new technology to the Europeans. For example in mathematics. Prior to the Islamic influence, Europeans used cumbersome roman numerals. After 1150, the Hindu-Arabic numeral system was introduced to Europe. Arabic nummerals, with an additional character for zero, gradually became standard, aiding in the development of math. They also made advancements in medicine. The European way to treat infectious disease was based on superstition. After the 1300’s, medicinal knowledge developed on medical schools based on the Arabic medical encyclopedia. These advances paved the way for modern practices. These impacts made in Europe by Islam also had an effect globally. Without the development of kings gaining more power, our government today would be completely different, as well as our social classes. This medieval trade to Europe from the Islamic world comes to today with the oil trade. The mathematical advancements made by Arabic Empires gave us our modern understanding of all types of math; same with medicine. These effects did not only impact Europe but the entire world, modern and historical.

Anti-war essays

Anti-war essays With the nation in a ruckus over war, a new group of war protestors emerged and they took the shapes of many different forms. Their goal was clear: to stop the war. Their motives however, in an ongoing effort to reach In the popular novel Johnny Got His Gun, Americans were exposed to an emotional side of the war. This novel, which many had a copy of, told the story of a young man named Johnny, who now laid in a hospital bed as a useless, miserable being. Being unable to do anything, except simply think, he tells his side of the story. He shows the effects of the war, and explains that it is not worth fighting for a life of freedom, if you are dead. While this approach worked fine for the Oprah Winfrey crowd of the war era, there were many other hardcore business, political and military leaders that still needed to be convinced that the war should stop! To oblige, the anti-war activists put on a new face. ...

Conjugation of French Verb Entrer (to Enter)

Conjugation of French Verb Entrer (to Enter) The French verb  entrer means to enter and its a very useful word to know. As you use French in more conversations or travel to French-speaking regions, youll find forms of  entrer  everywhere. Just like with all verbs, when we want to say entered or entering, the verb needs to be conjugated. A short lesson will demonstrate how to do that. Conjugating the French Verb  Entrer Entrer  is not only a very common verb, it also follows a very common verb conjugation pattern. This is a  regular -ER verb  and it shares the same infinitive endings with similar verbs like  enseigner  (to teach),  exister  (to exist), and many others. As with all French verb conjugations, begin by identifying the verb stem:  entr-. We can then add a new ending to match the present, future, or imperfect past tense with the appropriate subject pronoun. For instance, I enter is jentre and we will enter is nous entrerons. The easiest way to memorize all these verb forms is to practice them in context. Luckily, there are plenty of opportunities in everyday life to utilize  entrer. Subject Present Future Imperfect j' entre entrerai entrais tu entres entreras entrais il entre entrera entrait nous entrons entrerons entrions vous entrez entrerez entriez ils entrent entreront entraient The Present Participle of  Entrer The  present participle  of  entrer  is  entrant. Not only is it a verb, you can also use it as an adjective, gerund, or noun in some circumstances. The Past Participle and Passà © Composà © To express the past tense entered, you can use either the imperfect forms or the  passà © composà ©. Forming the latter is quite simple and you might find it the easier option of the two. To construct it, begin by conjugating the  auxiliary verb  Ãƒ ªtre  according to the sentences subject pronoun. Then, add the  past participle  entrà ©. As an example, I entered becomes je suis entrà © and we entered is nous sommes entrà ©. More Simple  Entrer  Conjugations Should you find that the action of entering is subjective or uncertain, use the subjunctive verb mood. Similarly, the conditional verb mood implies that entering will only occur if something else happens. The possibility of needing the passà © simple or the imperfect subjunctive is low. Thats because these are primarily reserved for writing. Yet, knowing them will help your reading comprehension. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive j' entre entrerais entrai entrasse tu entres entrerais entras entrasses il entre entrerait entra entrà ¢t nous entrions entrerions entrà ¢mes entrassions vous entriez entreriez entrà ¢tes entrassiez ils entrent entreraient entrà ¨rent entrassent Forming short, direct commands or requests is very easy with the imperative verb form. When using this, the subject pronoun is not required, so tu entre can be entre. Imperative (tu) entre (nous) entrons (vous) entrez

Mind and Body Essay Example | Topics and Well Written Essays - 2000 words

Mind and Body - Essay Example Aristotle was a thinker who was more interested in metaphysical concepts, while Plato's thought was more based on concrete principles of the natural world. While Aristotle described the levels of reality, Plato focused on subjects such as how one could be a virtuous, and therefore "good," person. Pascal was a mathematician, so he obviously focused therefore much more on physical reality and concrete and empirical principles. He says, "But in the intuitive mind the principles are found in common use and are before the eyes of everybody" (Pascal, 1660, p. 1). When one is awake, what does one do This notion that consciousness is not accounted for, or the persistence of memory, is important as one seeks to find out what underlies the core of these two authors. Descartes most likely used more indirect means of philosophizing. Meanwhile, Pascal would have been deliberately direct and forthcoming, as a mathematician who drew on his knowledge of the sciences in order to derive his conclusions. The differences between Descartes and Pascal are vast, mainly because Pascal was first and foremost in his heart a scientist. Descartes was at his core, however, a thinker-a logician of the highest quality. ThisThis is not to say that Pascal could not have been a deep thinker as well, but rather, he thought about things deeply in a very mathematically logical and formal way. Descartes was the type of philosopher who could make vague abstractions seem as though they were concrete principles. Pascal was more deliberate in his intentions. He sought out to define concepts in concrete terms, did not abide by abstract or vague references, and was an empiricist in that sense. Descartes and Pascal differed about how they viewed the mind and the body. While Descartes thought that the mind was separate from the body, Pascal definitely would have argued that the mind was part of the physical body. Obviously, there are good arguments for and against these two very different views. First of all, Cartesian dualism would argue that the mind and body are completely and totally separate. This is because intelligence comes from a place which cannot be defined. One cannot quarantine the human mind and simply confine it to the body, Descartes would have said. One's intelligence is totally separate

Stroke management in an Inner City Multi Racial Population Research Paper

Stroke management in an Inner City Multi Racial Population - Research Paper Example A research hypothesis in a research paper is a statement that researchers develop to stipulate upon the results of a research experiment (Eberhardt, 2003). It provides a tentative statement of the relationship between variables in the research and should be specific predicting what the researcher expects in the study (Eberhardt, 2003).   In this study, a hypothesis was not included therefore; it is difficult to determine the relationship existing between the independent and dependent variables in the study. However, I feel that it was not necessary to include the hypothesis since the study meet it stipulated objectives. According to the study, the researcher only outlines the main objective of the study that was to â€Å"investigate the experiences of life on stroke patients in an inner-city multi-racial population and provide recommendations for supportive stroke care† (Moorley, Cahill, Tunariu, and Scott 2014).Review of LiteratureA literature review is an evaluation report of information that has been found in the literature supporting the area or topic of study selected. The literature review contains, 10 literal sources relevant for the study topic dating from 2000 to 2014 covering subjects such as   â€Å"Health Strategies for Health Promotion†, â€Å"Ethnicity, health and health services utilization† and â€Å"Gender, ethnicity and self-reported health† that are appropriate for the study. Thus, the article provides adequate supporting evidence illustrating the need of conducting the research study.

How can we help people who are living longer to live better Assignment

How can we help people who are living longer to live better - Assignment Example According to the World Health Organization, the eradication of non communicable diseases may be a factor in achieving this goal. It is by adjusting the lifestyle choices of most people that this is possible. It is also vital to note that physical activity plays a herculean role in enabling people live better lives. As people age, the body may not be as highly functional as it was in its prime years. However, by focusing on adjusting the mental acuity of most people in their prime years, it is possible to carry such an attitude toward their golden years. Offering care and support to those living longer is also a way to ensure that they get the attention they desperately need. It is often said that happiness may result in people living longer (Themer 2015, p. 73). In this case, it may improve the quality of life of an individual if they feel happy. By educating people on the benefits of physical activity, healthy lifestyle choices, and low stress factors, it is possible to ensure that people living longer also live better lives.

Protecting Children from Internet Risks

Protecting Children from Internet Risks Risk and consequences of the internet and mobile phones The Internet can be a wonderful tool for learning, but as well as accessing educational information also has the possibility those children may access inappropriate information whilst online. Within the school setting children will have some protection, as school networks will have specialist software to block inappropriate websites. Mobile phones There will be some children within the school setting who have access to the Internet at break and lunchtimes on their phones without censored search engines and it is important to be vigilant for any pupils who may be accessing and sharing inappropriate content with other children (children are more likely to be warned about bringing mobile phones on to school premises). Children are becoming more and more interested in IT by using mobile phones, laptops, iPods, computers etc and should be monitored in and out of the school. Mobile phones can be used appropriately rather than inappropriately as they could be used to communicate with their parents for forgetting work, PE clothes, school bags etc, but can also have devastating consequences for children if they are used inappropriately. Mobile phones can be used as a forum of bullying, both inside and outside the school setting. The support assistant needs to be watchful and should monitor mobile phone use in the classroom, at break ti mes and lunchtimes to see what children are using them for. Most school’s have a policy for no mobile phones to be used or brought onto the school premises, as they can be sued to send abusive and threatening text across the classroom to bully and intimidate others. Children sometimes hide their mobile phones in their pencil cases, up their blazer sleeves or under jumpers and will take any opportunity to get them out quickly when they think they are not being watched, so it is important to be vigilant at all times. The table below shows the risks and consequences of mobile phones and then Internet. Mobile phones Internet Can issue inappropriate content, pornography, cyber chatting (can lead to meeting strangers online and sharing of personal information)-paedophiles and other strangers could take advantage. Online harassment, through e-mails, chat rooms, face book and other files that can be accessed. This could lead to suicide, self harming, mental breakdown etc. Text messages- can be used to torment victims and at any time of the day or night. Cyber bullying to hurt, upset, harass or embarrass others (could lead to suicide as a result) Images or videos can be taken without others consent or knowledge and can be posted online. Identity theft- could lead to a child’s or adult’s identity being stolen as personal information has been shared. Texting- sexually suggestive or explicit messages or photographs (could lead to the victim self harming or committing suicide) The child could be located in the real world by paedophiles etc which could lead to murder, rape and other upsetting factors. Late night texting- can lead to tiredness, lack of concentration, and an inability to function in normal day to day activities at school. Pornography can be easily located through the Internet, and misleading young girls to do things like stripping, prostitution, drug taking, alcohol consumption etc Theft of expensive mobile phones could cause upset. Chat rooms- could be chatting to the wrong person and leading them to run away from home (could lead to murder) Health issues of long term usage of mobile phones. Could get involved with gambling online which could be addicted in the long term. All these negative risks and possible consequences can be controlled by positive parenting strategies for the use of the Internet and mobile phones. The following could be used to control this. Talk often to the child about their safety Set ground rules for using the Internet and mobile phones (have penalties if this is abused) When and where the mobile can be used Do not let other children use your mobile phone for the use of the Internet No sending of mean or unkind messages via mobile phones or email on the Internet Think carefully about what you search for on the Internet, once shared images they cannot be reversed Be discreet in your use of your mobile phone; do not flash it around as it is a target for thieves. Monitor your child’s Internet sites they have looked at Be a good role model Have some daily routine by only using the Internet for one hour a day Take sensible precautions Online bullying and social networking The popularity of social networking sites increase year on year, and although the minimum age to hold an account is 13 years of age, children younger than this are creating accounts or getting family members to make accounts for them. Children are being bullied when using social networking and are suffering at the hands of bullies that are now finding that there is no respite at home as bullying becomes more of a cyber issue. Social networking and cyber bullying has massive consequences for some children, with suicide as the most dramatic consequence. Social networking not only involves one or two bullies, but could also involve a wider range of children that a child is connected with. Social networking also has the possibility of adult contact or content. Support assistants should be vigilant at all times at school to listen out for any comments at school amongst the children. Schools may also give advice and briefings about staying safe online and the dangers of social networking. Cyber bullying is a form of harassment that makes use of the latest electronic technology. Primarily the harassment occurs on the web, but today’s smart phones are being used to harass people too. Cyber bullying differs from the more traditional forms of bullying in that it can occur at any time 24 hours a day. E-mail messages, videos and images can be distributed instantaneously to a worldwide audience with the perpetrator remaining anonymous, often making them difficult to trace. Children and teens are rarely concerned about Internet safety. Cyber bullying can have devastating effect on them. Suicides have been linked to the Internet. Social media sites can be sued for positive activities, like connecting kids with friends and family, helping students with school work and for entertainment, but these tools can also be used to hurt other people. Whether done in person or through technology, the effects of bullying are similar. Children who are cyber bullied are more likely to do the following. Use alcohol and drugs Skip school Experience in person bullying Be unwilling to attend school Receive poor grades Have low self esteem Have low self belief Feel worthless Have more health problems Depression Anxiety And many more Reference/bibliography www.safenetwork.org.uk www.safeinternet.org.uk (7.2) Ways of reducing risk to children and young people from the following. Social networking Internet use Buying online Using a mobile phone The following table shows ways of protecting children and young people from harm and abuse. Protection from harm and abuse Social networking Should not be able to create accounts until the child is older and wiser. Family members friends should not create accounts for the children. To be aware of the sites children young people are using. Make the child understand the risks report anything they are worried about. Understand safety messages. Keep personal stuff private. Block people who send nasty messages. Monitor sites thy have accessed. Internet use Enable confidence in the Internet through training positive experiences. Do not accept E-mails, messages or open files. Encourage children to talk to you if they experience cyber bullying. Use ground rules for using the Internet. Speak to the child to deliver positive safety messages. Talk to the child regarding inappropriate behaviour and sites. Use parental controls- safety blocks etc. Keep the computer in the family room so you can keep an eye on the child. Set Internet rules. Keep personal information private do not share anything with strangers (address etc). Teach children about cyber bullying. Buying online Be careful not to sign up to any sites do not give any personal information. Children should not be allowed to have a debit card so this would stop them from buying online. Secure your own cards, so your child cannot use it to buy goods (only register ion sites with passwords). Encourage children to speak to you if they want to buy anything online. Using a mobile phone Risk to the child’s health. They can reduce the risk by using landline phones, hands free, loud speakers etc. Buy a cheap phone, less risk of it being stolen. Know your child’s phone functions (ask company what safety measures can be put in place). Block certain sites on the Internet avoiding the child to access. Use rules, where, when how mobile phones can be used (not at mealtimes, not at school or during lessons). Do not let other children use your mobile phone. Do not send mean upsetting messages. Think carefully what you share (images) from your phone once sent it cannot be reversed. Be discreet of your mobile phone. Reference/bibliography www.socialnetworking.org.uk Guided learning activity E-safety leaflet Children today are increasingly using ICT at school and at home. It is not just about using computers and the Internet, but includes a huge range of devices, such as cameras, videos, video cameras, remote control devices, DS games, mobile phones and much more. This is often a huge worry for parents but there are many things that can be put in place to help keep children safe online. However supervision and keeping on open dialogue with the child about what they are doing is the most important thing. Many Internet providers offer systems to help keep children safe at home, but it can still be easy for children to stray onto inappropriate material, whether texts or images. One of the ways of protecting children is to place the computer in a family area of the home and not in a bedroom; this will help to monitor what the child is doing when they are using the Internet. The Internet can be an amazing resource, fun and informative. You do not need to stop the child from using the information and games available on it, but you can set simple rules for keeping them safe, make sure they understand the rules and know why they are necessary. Do not reply to nasty messages you receive Do not reply to texts from someone you do not know Keep the message you have received so you can show them to a trusted adult and make a note of the time and date you have received them Do not answer calls from a withheld number that you do not recognise Block numbers from people who are sending you nasty messages Change your number if you are being bullied Do not give your number to someone you do not know Do not send pictures to someone you do not know If the problem is serious you can report it to the police, cyber mentors or child line, parents or teachers Safety concerns regarding Internet usage and use of mobile phones Internet usage Use of mobile phones Inappropriate material (pornography) Sex ting (sending inappropriate texts that make the victim uncomfortable) Cyber bullying Inappropriate images (pornography) Online predators (strangers wanting private information- paedophiles) Strangers calling (with held numbers) Sharing personal information (could be involved in online fraud) Internet access (could access any site in the Internet) E-mail and chat rooms (chatting to strangers about inappropriate material) Video game safety (could play games designed for older children) Sharing pictures and videos Bullying (could be bullied using texts and calls) Social networking sites (accessing inappropriate sites) Harassment (constantly phoning and texting victim 24 hours) Online gaming (gambling) viruses Could be stolen if expensive S- SAFE Keep safe by being careful not to give out personal information when you are chatting online. It includes your E mail address, phone number, school address, home address and password. M- MEETING Meeting someone you have only been in touch with online can be dangerous. Remember online friends are still strangers even if you have been talking to them for a long time. A-ACCEPTING Accepting E-mails, instant messages, or opening files, pictures or texts from people you do not know or trust can lead to problems. They may contain viruses or nasty upsetting messages. R-RELAIBLE Someone online might lie about who they are and might give information that is not true. It is best just to chat to your real world friends and family. T-TELL Tell your parents or carer if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online or by phone.