Progression Of Islamic Art Essay -- essays research papers

There exist three basic components of traditional Islamic art: calligraphy, geometric patterns, and floral and vegetal motifs. These three stylistic tools are beautifully rendered and masterfully integrated into complex works of art, but there is no question that artistic expression is severely limited under these categorizations. However, this limitation stems from Islamic theology and concept of art. The main reason for the limitation imposed on visual art is the Islamic theological prohibition of figural imagery. Social laws presented in the Hadith prevented the representation of figures because any imitation was deemed idolatrous. Also, art is considered to be decorative and imitative. Script and patterns are used to decorate objects, whether they be architectural structures, prayer rugs, ceramics, and books. The geometric objects naturally led to artistic patterning and repetition. Although the Islamic community prohibited figural imagery, the community’s rapid expansion during the centuries after its inception diluted the rigidity of traditional customs. Assimilated countries and cultures that practiced figural art before the Islamic armies came continued to do so. These assimilated artistic styles did utilize figural imagery, yet they still reflected the traditional artistic components of Islam. The introductory plaque at the entrance of the Islamic Art collection at the Metropolitan Museum of Art states that Islamic art is characterized by ‘stasis,’ and that even assimilated foreign styles have â€Å"always retained its intrinsic quality and unique identity.† The beautifully rendered book miniatures of the Shahnama of Shah Tahmasp illustrate this last point wonderfully. The Shahnama, translated as â€Å"The Book of Kings,† is an Iranian national epic penned by the poet Firdausi between 975-1010 AD. Centuries later, it became the custom for shahs to have their own personal copy of the Shahnama. This naturally transformed the quality of the book into measurement of status. The second shah of the Safavid dynasty, Tahmasp, was a great patron of the arts. Not only did he have his copy ornamented with gold, silver, rich colors, and exquisite calligraphy, he employed the most distinguished artists of the time to paint the two-hundred-and fifty-eight inked figural miniature paintings that accompany each page of text. Although all the miniatures are of similar style,... ...y man. Though the painting may imply universal plight, the depiction represents a particular moment in time. Although violent, the miniature presents the moment of apprehension, the moment before the impact of the sword and the resulting death through which one leaves the mortal realm for the divine. In fact, the uniform face heightens the tension of the painting, because the observer gets no sense of the warrior’s predictions of victory or defeat. The outcome is unknown to the warriors, even though symbolically Allah knows for the result is written above in the text. Even the observer of the work knows following his or her reading. The warrior’s ignorance only makes the fated defeat and death more tragic. The war ends in a Sufarai victory and the national honor of pre-Islamic Iran is restored. Interestingly, Islamic history has nothing to do with the content of the story, yet its influence is apparent in the Arabic text, geometric designs, floral motifs, and result ing implications. Though breaking the proscription of images, the â€Å"Sufarai Victory Over the Haital, as well as all the miniatures in Tahmasp’s Shahnama, retain the â€Å"intrinsic quality and unique identity† of Islamic art.

Terrorism: An Emergency?

The September 11th terrorist attack on the World Trade Center will forever be in the minds of every American. It is a reality which tells us that it can happen again, anytime and anywhere. The impact of such act also tells us that it is something the government and the nation must pay attention to and be prepared for.For many years now, terrorism is still an existent problem which gobbled up a substantial amount from the government resources. Not only that, but it also caused countless fatalities and destroyed properties. It has also put the government in an unsure position as to how it can be eliminated. The worsening situation regarding terrorism has the government taking up drastic steps for the nation’s security and considering it an emergency by which every nation must be prepared to face.The Office of the Press Secretary of the United States (2007) announced about additional grant guidance and application kits for three grant programs (Port Security Grant Program (PSGP), Transit Security Grant Program (TSGP), and Emergency Management Performance Grant (EMPG)), which totaled to $827 million this year. According to Michael Chertoff, Homeland Security Secretary, the additional influx of federal dollars will be for the enhancement of security measures. Additionally, the money will enable the emergency managers to have more tools to â€Å"build on national preparedness goals.†Allotment of these funds shows us how serious the prevention of terrorism is. The United States government will prioritize funding for training and public awareness campaigns, reducing the risks of improvised explosive devices and radiological, biological and chemical weapons, and securing transit systems. Moreover, grant funding will further improve the government’s emergency management capabilities.According to the American National Red Cross (2001), there are many things which could happen after a terrorist attack which calls for emergency action. First is that the re can be casualties and damages to properties such as buildings. Second is the involvement of the local, state and federal units due to the criminal nature of the event. Third is the possibility that the health and mental health resources can be strained or overwhelmed. Next, the prolonged existence of public fear, international implications and consequences and extensive media coverage. Fifth is the possibility of evacuation. And lastly, the clean-up which may take up very long.With regards to weapons of mass destruction (WMD), Taylor (2000) analyzed the use of WMD as protective measure against terrorism. The author cited the Nunn-Lugar-Domenici Act, which the U.S. Congress passed in 1996, and which requires the local and state governments to have access to equipment and training needed to fight against acts of terrorism. It involves access to the use of WMD such as chemical, radiological and biological. A large amount of money is funded for the program in order to train law enfor cement and emergency response agencies in dealing with terrorist attacks.Taylor (2000) added that the production of WMD might increase the number of casualties from terrorist attacks as the US population was vulnerable to such attacks. The Legionnaire’s disease alone, which struck American Legion conventioneers, tells us of the worst possible outcome of bioweapons. As this shows that the public can be attacked with these weapons, the enemies could use these for their terrorist attacks.Weapons of mass destruction include chemical, radiological and biological weapons. Their effects could be enormous. Lives will be lost with the deployment of such dangerous weapons. And as terrorists have access to these weapons and more, they can use it to further their attacks, resulting to more and more casualties. This is clearly an emergency both ways because the 40 percent of terrorist attacks around the world is targeted at the United States despite the fact that the country has no quarre ls with other countries.   The population is even more vulnerable to an attack using WMD.According to John Bolton (2002), Under Secretary of State for Arms Control and International Security, there are risks in using WMD. The worst thing that could happen is when the weapons fall into the hands of terrorists. To prevent this from happening, a strategy called the New Strategic Framework was formed. Under the framework, defensive systems which aim to protect against missile attacks will be created, nonproliferation and counterproliferation measures will be enhanced, nuclear weapons will be reduced and cooperation with Russia to eliminate terrorism will be prioritized.John Wolf, Assistant Secretary of State for Nonproliferation (2002), added that these weapons of mass destruction are a threat to the United States forces around the world. The primary concern, according to Wolf, is protection and security from WMD. This entails some steps. First, there should be reduction and cessation of WMD production. The United States’ objective is to control and dispose excess materials of WMD. The second step is stopping Iran’s acquisition of these materials.It is believed that Iran wants to improve and develop its WMD and missile programs. Third step is stopping the proliferation of nuclear and missile in and from South Asia. Wolf stated that approximately one million troops face off on the India-Pakistan border. Concerns were raised over the possibility that the WMD and missiles there might fall in the wrong hands.Several actions are needed to be taken to prevent further proliferation of WMD and missiles. One is to make sure that the suppliers of WMD materials and missiles end their cooperation. Another is to ensure that security is at its maximum against WMD and missile proliferation. The effectiveness of the export control of the states should also be enhanced. They should also secure their WMD and missiles and help other states that do not have enough res ources.Terrorism is a rare phenomenon that must be put in perspective. Everyone knows that one attack using WMD can cause massive casualties. According to Pete du Pont (cited in Taylor, 2000), 15 terrorist incidents happen each year in the United States. Statistics also showed that approximately 42 Americans die while 115 are injured from international acts of terrorism since 1982. What the United States should do, Taylor noted, is to implement military restraint overseas but respond to terrorist incidents against U.S. targets.Should there be a terrorist attack using WMD, there are three things that the government must address. First, responses of the government must minimize the injury and death and implement actions which prevent the public from harm. This means that the attack site should be isolated, the agent class is identified, exposure levels is evaluated and those who are exposed evacuated to facilities where they can be treated. The government must make sure that the indiv iduals in the attack site cooperate with it (Taylor, 2000).Second, evidence should be gathered which will be used for later prosecutions. This should be the primary concern of law enforcement officials. They should identify the attackers. Third is mitigation. How to prevent such incident from happening should be determined (Taylor, 2000).The magnitude of these terrorist attacks and the use of WMD call for every emergency measures from both the state and local levels. One problem which hinders to the success of emergency management, according to Taylor (2000), is the difficulty of getting public support. Effective emergency management program will be the solution to the program, and this requires public support. The public should be educated about what they can do in case terrorist attacks happen. Additionally, they should be taught about the WMD and what they should do in each case.Considering the effects of terrorism, and the things it can do to a country, it should be seen as an e mergency alongside other types of disasters. This paper does not posit that terrorism should be prioritized over other disasters, but the government must also allot resources and actions to prevent or be ready in case it happens.ReferencesAmerican National Red Cross. (2001). Terrorism: Preparing for the unexpected. Retrieved on December 16, 2007 from http://www.redcross.org/services/disaster/0,1082,0_589_,00.htmlBolton, John. (2002). The new strategic framework: A response to 21st century threats. U.S. Foreign Policy Agenda, 7, 2.Office of the Press Secretary. (2007). DHS announces additional $260 million in supplemental grants funding. Retrieved on December 16, 2007 from the Homeland Security web site, http://www.dhs.gov/xnews/releases/pr_1187294574562.shtmTaylor, Eric R. (2000). Are we prepared for terrorism using weapons of mass destruction? Government’s half measures. Policy Analysis, 387, 1-17.Wolf, John. (2002). U.S. approaches to nonproliferation. U.S. Foreign Policy A genda, 7, 2.

How to Teach Theme Lesson Plan Ideas

While every story may differ in length or complexity, inside of every story is the  theme or a central idea. English language arts teachers  have an advantage when they teach fiction if they teach students about the structure found in all stories.  A theme runs through the veins of a story no matter how it is presented: novel, short story, poem, picture book. Even the film director Robert Wise noted the importance of theme in movie-making, You cant tell any kind of a story without having some kind of a theme, something to say between the lines. It is between those lines, whether they are printed on the page or spoken on the screen, where students need to look or to listen because the author will not tell readers what the theme or lesson of the story is. Rather, students need to examine a text using their abilities to infer  and to make an inference; to do either means to use evidence in support. How to Teach Theme To begin, teachers and students must understand that there is no single theme to any piece of literature.  The more complex the literature, the more possible themes. Authors do, however, help students infer theme through motif(s) or dominant idea(s) repeated throughout a story. For example, in F. Scott Fitzgerald’s The Great Gatsby, the â€Å"eye† motif is present literally (billboard eyes of Dr. T.J. Eckleburg)  and figuratively throughout the novel. While some of these questions may seem obvious (what is a theme?) it is through the use of evidence to support a response where the critical thinking becomes obvious. Here are the five critical thinking questions that teachers should use in preparing students to identify theme at any grade level: What are the key ideas or details?What is the central message? Cite evidence to prove it.What is the theme? Cite evidence to prove it.  What is the topic? Cite evidence to prove it.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Where does the author prove the intended message? Examples with Read Alouds (Grades K-6) Scripted worksheets or blackline masters for literature are not necessary when any one or a combination of these five questions can be used by students to make an inference. For example, here are the questions applied to traditional read-alouds in grades K-2: What are the key ideas or details? Charlottes WebFriendship: Charlotte (spider); Wilbur (pig) unlikely pair; protectionCharacters: Fern -Wilburs owner, Templeton (Rat), geese, horseLoss: Wilburs possible slaughter; Charlottes deathWhat is the central message? Click, Clack, MooUnfair work practices can result in a strike  Cite evidence to prove it.  Cows refuse to give milk until they are provided electric blanketsWhat is the theme?  Pigeon Wants to Drive the BusSome requests (a pigeon driving a bus) are too ridiculous to allow, no matter how noisy and loud the requests from a frustrated pigeon become.What is the topic? WonderA young boys deformity can make his peers uncomfortable...until they get to know him. Once they do, they realize that a person cannot be measured by appearance.Where does the author prove the intended message?  Last Stop on Market StreetIn walking around an urban setting, CJs Grandmother tells him, â€Å"  Sometimes when youre surrounded by dirt...your e a better witness for whats  beautiful. Examples with Middle/High School Literature Here are the  same questions applied to traditional middle/high school selections in literature: What are key ideas or details?  John Steinbecks Of Mice and Men:  Friendship: Lenny (large and slow) George (small and wily); unlikely pair; protectionAnimals: mouse, puppy, dog, rabbitsDreams: home ownership, stardomWhat is the central message?  Suzanne Collinss The Hunger Games Trilogy:  Strict and inhumane political policies result in revolution  Cite evidence to prove it.  Katniss wins the Hunger Games Competition that requires mortal combat beginning at age 12 for entertainment; her skills lead the rebellion that destroys the inhumane practice.What is the theme?  Harper Lees To Kill a Mockingbird:Racism in a community changes the lives of those who live there.Cite evidence to prove it?  Ã‚  Ã‚  A white woman’s accusation of rape against a black man expose racism in a Southern community that results in death -Tom Robinson, Bob Euwell- and redemption, Boo RadleyWhat is the topic?  The poem  Ulysses by Lord Alfred Tennyson:  Growing old after a life of adventure is unsettling  Cite evidence to prove it.How dull it is to pause, to make an end,/To rust unburnishd, not to shine in use!Where does the author prove the intended message?  Shakespeares Romeo and Juliet: â€Å"Do with their deaths, bury their parent’s strife†¦Ã¢â‚¬  Moreover, all five questions  of the above meet the Reading Anchor Standard #2  outlined in the Common Core State Standards for all grades: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Common Core Grade Level Questions In addition to these five anchor questions are other Common Core-aligned question stems that can be posed at each grade level to address an increase in rigor: Grade 6: What does the story suggest about life? What details support this thinking?  Grade 7:  Provide an example of how the theme recurs in the text.Grade 8: How does the development of character, setting, and/ or plot contribute to the central theme or idea?Grades 9/10: How can you objectively summarize the text?Grade 11/12:  Is one theme/central idea more significant than another? Why? Each question by grade level also addresses the Reading Literature Anchor Standard 2. Using these questions means that teachers do not need black-line masters, CD-ROMs, or pre-prepared quizzes to prepare students to identify a theme. Repeated exposure to any of these questions on any piece of literature is recommended for any assessment, from classroom tests to the SAT or ACT. All stories have theme in their DNA. The questions above allow students to recognize that how an author inferred these genetic traits in the most human of artistic endeavors†¦.the story.