342 – Support Positive Risk Taking For Individuals

Unit 4222-342 Support positive risk taking for individuals (HSC 3066) Outcome 1 Understand the importance of risk taking in everyday life : 1. Explain ways in which risk is an integral part of everyday life For many people risk is an accepted part of everyday life. Every day activities such as catching the bus, travelling on holiday, playing football, setting up home and starting a family all carry some element of risk. Risk plays a part in our health, safety, security, well-being, employment, education, daily activities, using resources and equipment and in community participation.But some adults, for example disabled people or older people, are often discouraged from taking risks. Traditionally they are not encouraged to take risks in areas such as budgeting, planning, employment and daily living skills. This may be either because of their perceived limitations or fear that they or others might be harmed. Everyone has a right to take risks and make decisions about their lives. There is a balance to be found between service user’s participation in everyday activities and your duty of care.Changes in social care and health policy mean that all adults are being actively encouraged to increase their independence by, for example, travelling independently, and by being fully involved in mainstream society through education, work and leisure. It is impossible ever to fully eliminate risk. It is however possible to minimise and prepare for risk by preventative action. To support people to live independently or to travel independently or take part in everyday activities means accepting that there are risks that cannot be avoided but can be minimised and prepared for.2. Explain why individuals may have been discouraged or prevented from taking risks.For disabled people, a move away from a medical model to a social model of disability now means that there is an emphasis on the discrimination and exclusion created by social and cultural barriers. For some services, approaches to risk have in the past been concerned with avoiding potentially harmful situations to service users and staff. People may need to take risks to achieve their aspirations but people who need su pport can be discouraged from taking risks.This may be because of their perceived limitations or because of fear that they or others might be harmed, resulting in criticism or compensation claims. A more positive approach to risk is now being developed, recognising that in addition to potentially negative characteristics, risk taking can have positive benefits for individuals, enabling them to do things which most people take for granted. Risk can be beneficial, balancing necessary levels of protection with preserving reasonable levels of choice and control.A balance has to be achieved between the wishes of those who use services and the common law duty of Care.3. Describe the links between risk-taking and responsibility, empowerment and social inclusion. Personalised care is for everyone, but some people will need more support than others to make choices about how they live their lives. Everyone has the right to personalised care and as much choice and control as possible. As the p ace on personalisation is picked up it is necessary to ensure that this includes the most vulnerable members of our society, including those who may lack capacity.With effective personalisation comes the need to manage risk for people to make decisions as safely as possible. Making risks clear and understood is crucial to empowering service users and carers, recognising people as ‘experts in their own lives’. Risk management does not mean trying to eliminate risk. It means managing risks to maximise people’s choice and control over their lives. True empowerment means that people might make decisions service providers disagree with.If the outcomes are part of the support plan and all risks have been fully discussed and understood, this can lead to real choice and control and a better quality of life for the individual. With support for positive risk taking it can help the individual to:gain self-confidence-achievement, development, new skills and knowledgedevelop skills-goals setting, new activities, supporttake an active part in their community-involvement, participation, inclusionOutcome 2Understand the importance of a positive, person-centred approach to risk assessment . explain the process of developing a positive person-centred approach to risk assessment Every opportunity contains risks – a life without risk, is a life without opportunities, often without quality and without change. Traditional methods of risk assessment are full of charts and scoring systems, but the person, their objectives, dreams and life seem to get forgotten. A person centred approach focus’ on the individuals rights to have the lifestyle that they chose, including the right to make ‘bad' decisions.It is about helping people and those who care about them, think in a positive and productive way in order to achieve the changes they want while keeping the issue of risk in its place. Risk management is finding a balance between â€Å"positive ri sk taking† based on autonomy and independence and a policy of protection for the person and the community based on minimising harm. Bates and Silberman give a list of 7 criteria that any such approach would have to fulfil, these being:Involvement of Service Users and Relatives in Risk Assessment. Positive and Informed Risk Taking.Proportionality.Contextualising Behaviour.Defensible Decision Making.A Learning Culture.Tolerable Risks. .2. explain how to apply the principles and methods of a person-centred approach to each of the different stages of the process of risk assessment Working in a personalised way and developing a positive person-centred approach means accepting there are risks that cannot be avoided but which can be prepared for.Reasonable risk is about striking a balance in empowering people with support needs to make choices ensuring that the person has all the information, tailored to their specific needs, in the appropriate format, to make their best decisions â €Å"Involvement of service users and relatives in risk assessment†: Involving the person concerned and the people that care about them most is one of the most fundamental tenets of any person centred approach.The process uses the ‘Relationship Circle' to help the person and their allies identify key people who could form the persons ‘circle of support'. This group of people is involved from the outset, in the initial gathering of information, in the framing of what the risk under discussion actually is, in thinking that generates ideas and solutions, in evaluating these solutions, in decision making around the risk, in implementing the actions and in the learning that takes place during these actions.Staff must understand what service users and others want, how they view their own risks and what responsibilities each person has in managing risks effectively. The Person Centred Approach meets this by asking for a clear picture of what the person wishes to achieve, why this is important to the person, what success would look like, a history of the risk and uses the ‘doughnut' tool and decision making agreement tools to look at staff roles and responsibilities, and at who will be responsible for different important decisions in relation to the risk. Positive and informed risk taking†: The process is built around a positive view of the person – it seeks to learn what the person's gifts and skills are, what people like and admire about them, as well as investigating what would be necessary to keep them and others safe while taking the risk. The process is based on finding creative solutions rather than simply ruling things out.Bates and Silberman argue here that quality of life should be â€Å"maximised while people and communities are kept as safe as can be reasonably expected within a free society† Thinking around what it would take to keep the person and others safe while taking the risk is a key part of the Positive and Productive Process, as is the use of the ‘Happy/Safe' grid, which looks at how much solutions would make the person happy, by meeting what is important to them, and how much they would keep them and others safe, by meeting what is important for them. One section of the process includes a question â€Å"What does the law say? enabling the process to be informed by the current law, including legislation such as the Human Rights Act. â€Å"Proportionality†: â€Å"The management of the risk must match the gravity of potential harm† Using the person centred thinking tools means flexibility. The more serious the issue, the more people and the more time can be spent considering it in greater detail. Unlike conventional risk assessment, the approach explores the consequences of NOT taking the risk, to the person, to their family, community and services, balancing these against the potential consequences of taking the risk. Contextualising Behaviour†: â€Å"wh y did the person behave in this way? At this time? In this Situation? † Part of the process involves gathering together previous information about the person, including a history of the person's experience of the risk issue from their own perspective, as well as other historical data, gleaned from a variety of sources including learning logs which look at what has worked and what has not worked in particular situations, and communication charts which explore a person's words and behaviours, seeking their meanings and considering what the best response to these messages should be.The ‘4+1 Questions' (What have we tried? what have we learned? What are we pleased about? what are we concerned about? ) help not only to gain an understanding of a person's behaviour in different contexts, but also to build a picture of what has been learned about what is the best support for that person. Defensible Decision Making†: â€Å"there is an explicit and justifiable rationale fo r the risk management decisions† Following the person centred approach generates a clear trail of written records of what has been discussed, the different perspectives, issues and solutions that have been considered, along with any legal issues, such as the human rights act or the mental health act that might affect the risk decision. The paperwork generated during the process provides a clear rationale for why the decisions that emerge during the process have been taken, and why other options have been rejected.The rationale for decision making is also more clearly expounded and recorded than in traditional risk assessment forms in common usage. â€Å"A Learning Culture† The positive and productive approach to risk has a deep emphasis within it on ongoing learning using learning and reflective tools like the learning log, the 4+1 Questions and What's Working/What's not working, and by clearly defining for staff their core duties and their zone of judgement and creativ ity in relation to the risk.If it is part of a serious and concerted attempt by services to change their philosophy and practice in a person centred direction, it can contribute significantly to building a learning culture within organisations. â€Å"Tolerable Risks† A key aspect of the Person Centred Approach is that it uses creative thinking techniques around methods to mitigate the risk and improve quality of life, moving from situations which make the person happy but unsafe, to where they and the community are safer, and from strategies where the person is ‘safe but unhappy', to where they can be happier.Experience of using the process is that it enables participants to take a more balanced and rational approach to risk, finding ways to enable the person to achieve what is important to them while considering what keeps that person and the community safe in a way that makes sense for that individual. 3. explain how a service focused approach to risk assessment would differ from a person centred approach A risk assessment can only identify the probability of harm, assess the impact of it on the individuals, and pose intervention strategies which may diminish the risk or reduce the harm.Assessments cannot prevent risk. Risk is a normal and often beneficial part of everyday life, but while it enables learning and understanding, in the case of potentially destructive consequences it may need to be monitored and restricted. Traditional methods of risk assessment are full of charts and scoring systems, but the person, their objectives, dreams and life seem to get lost somewhere in the pages of tick boxes and statistics. A service focused approach seeks to avoid all risks as far as possible.Staff would be expected to behave and act in a synchronised way with regards risk, not taking into account the individuals wishes. It has no flexibility and is not a responsive approach to meet peoples` changing circumstances. A service centred approach to risk as sessment would be guided by a standard procedure and can compromise individuals rights to make choices and take risks. Often concerns about minimising and attempting to eliminate risks are in the interests of the organisation, but not necessarily in the interests of the person they are attempting to support.A person centred approach seeks to focus on people's rights to have the lifestyle that they chose, including the right to make ‘bad' decisions. Person centred planning, requires that staff have a flexible and responsive approach to meet peoples` changing circumstances, guided by the principles of good planning rather than a standard procedure. Staff need to be constantly problem solving in partnership with the person and their family and friends. Person centred planning seeks to develop a better, shared understanding of the person and her situation.A person centred approach to risk taking will find the balance between what is important to the person, their aspirations and t he supports that they require. 4. identify the consequences for individuals of a service focused approach to risk-assessment. Risk is a normal and often beneficial part of everyday life. Risk taking can have positive benefits for individuals, enabling them to do things which most people take for granted. While risk taking enables learning and understanding, in the case of potentially destructive consequences, it may need to be monitored and restricted.The problem with a service focused approach to risk assessment, is it reduces an individual’s independence and can reduce the positive benefits for the individual. A service focused approach to risk taking tends to have a negative focus on what the individual is not able to do or what they cannot achieve and has a limited outlook on identifying the benefits of positive, person-centred risk assessment. It does not empower the individual or encourage independence.Outcome 3Understand the legal and policy framework underpinning an i ndividual’s right to make decisions and take risks . explain how legislation, national and local policies and guidance provide a framework for decision making which can support an individual to have control over their own lives There are many Legislation and policies which promote the human rights of individuals which support the individual’s right to make their own decisions and to take risks. Some are as follows: The Equality Act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society.The act replaced previous anti-discrimination laws with a single act to make the law simpler and to remove inconsistencies. This makes the law easier for people to understand and comply with. The  act also strengthened protection in some situations. The  act covers nine protected characteristics, which cannot be used as a reason to treat people unfairly. Every person has one or more of the protected characteristics, so the  act protects everyone against unfair treatment. They protected characteristics  are:Age Disabilitygender reassignmentmarriage and civil partnershippregnancy and maternityracereligion or beliefsexsexual orientationHuman Rights Act 1998 – The Human Rights Act means that residents of the United Kingdom will now be able to seek help from the courts if they believe that their human rights have been infringed. It is likely that anyone working within health and social care will be working within the provision of the Human Rights Act, which guarantees the following rights:The Right to life The right to freedom from torture and inhuman or degrading punishmentThe right to freedom from slavery, servitude and forced or compulsory labourThe right to liberty and security of personThe right to a fair and public trial within a reasonable timeThe right to freedom from retrospective criminal law and no punishment without lawThe right to respect for private and family life, home and co rrespondenceThe right to freedom of thought, conscience and religionThe right to freedom of expressionThe right to freedom of assembly and associationThe right to marry and found a familyThe prohibition of discrimination in the enjoyment of convention rightsThe right to peaceful enjoyment of possessions and protection of propertyThe right to access to an educationThe right to free electionsThe right not to be subjected to the death penaltyMental Capacity Act 2005 – The MCA applies to England and Wales. The primary purpose of the MCA is to promote and safeguard decision-making within a legal framework.It does this in two ways:By empowering people to make decisions for themselves wherever possible and by protecting people who lack capacity by providing a flexible framework that places individuals at the heart of the decision making processBy allowing people to plan ahead for a time in the future when they might lack the capacity for any number of reasons Mental Capacity and Dep rivation of Liberty Safeguards 2005.  The safeguards provide a framework for approving the deprivation of liberty for people who lack the capacity to consent to treatment or care in either a hospital or are home that, in their own best interests, can only be provided in circumstances that amount to a deprivation of liberty. The safeguards legislation contains detailed requirements about when and how deprivation of liberty may be authorised. It provides for an assessment process that must be undertaken before deprivation of liberty may be authorised and detailed arrangements for renewing and challenging the authorisation of deprivation of liberty. The Code of Practice contains guidance on the deprivation of liberty safeguards.It is particularly intended to provide guidance for professionals involved in administering and delivering the safeguards, who are under a duty to have regard to the Code. The Code is also intended to provide information for people who are, or could become, su bject to the deprivation of liberty safeguards, and for their families, friends and carers, as well as for anyone who believes that someone is being deprived of their liberty unlawfully. Mental Health Act 2007 – amends the Mental Health Act 1983 and the Mental Capacity Act 2005.It introduces significant changes which include:Introduction of Supervised Community Treatment. This new power replaces supervised discharge with a power to return the patient to hospital, where the person may be forcibly medicated, if the medication regime is not being complied with in the community.Redefining professional roles: broadening the range of mental health professionals who can be responsible for the treatment of patients without their consent.Nearest relative: making it possible for some patients to appoint a civil partner as nearest relative. Definition of mental disorder: introduce a new definition of mental disorder throughout the Act, abolishing previous categoriesCriteria for Involunt ary commitment: introduce a requirement that someone cannot be detained for treatment unless appropriate treatment is available and remove the treatability test.Mental Health Review Tribunal (MHRT): improve patient safeguards by taking an order-making power which will allow the current time limit to be varied and for automatic referral by hospital managers to the MHRT. Introduction of independent mental health advocates (IMHAs) for ‘qualifying patients'.Electroconvulsive Therapy may not be given to a patient who has capacity to refuse consent to it, and may only be given to an incapacitated patient where it does not conflict with any advance directive, decision of a donee or deputy or decision of the Court of Protection. Safeguarding Vulnerable Groups Act 2006 – is in response to the Bichard Inquiry 2005, into the failings around the Ian Huntley case.The SVG act is intended to prevent unsuitable people from working with vulnerable people and to reform current vetting an d barring practices. The act sets out a legal framework for the Independent Safeguarding Authority (ISA) scheme which was to be introduced in 2009 (but is currently under review as a result of the 2010 General Election). Valuing People (Department of Health, 2001) – was the first Government White Paper on learning disabilities in England for 30 years.It stresses the important role that Person Centred Planning can play in helping people with learning difficulties take charge of their own lives. The Guidance (Department of Health, 2002) stressed that Person Centred Planning is not a professional activity done to people; instead people themselves and their friends, families or other allies, must lead it. However, professional services still have an enormous role to play in responding in a more person centred way to people with learning difficulties. For 2009 -10 the key priorities include: to ensure that the Personalisation agenda is embedded within all local authority services and developments for people with learning disabilities and their family carers, and is underpinned by person centred planning. † ‘Valuing People Now', is the ‘refresh' of this white paper in 2009 and is a new three-year strategy for people with learning disabilities (2009), DH and clearly state that good person centred planning should be happening, and will lead to better lives for people.Putting People First – â€Å"A shared vision and commitment to the transformation of Adult Social Care (2007), Department of Health. † In the UK the government policy ‘Putting People First' stated that person centred planning must become mainstream. Putting People First recognises that person-centred planning and self-directed support are central to delivering personalisation and maximising choice and control. In 2010 guidance was issued to help councils use person centred thinking and planning to deliver the personalisation agenda.Putting People First is a pub lic service reform programme, which is co-produced, co-developed and will be co-evaluated. It recognises that to achieve real change, users and carers must participate at every stage. This marks a change in status of people who use services, from ‘consumers’ to ‘co-producers’. set out four areas on which councils and their partners should focus in order to personalise services. These areas are: universal services – transport, leisure, health, education, housing and access to information and advice; * choice and control – shaping services to meet people’s needs, rather than shaping people to fit in with the services on offer; * social capital – care and support that individuals and their carers can get from their local community (friends, family, neighbours or community groups); and * early intervention and prevention – support that is available for people who need help to stay independent for as long as possible, to keep t heir home or garden tidy, or to start taking regular exercise. 2. escribe how a human rights based approach supports an individual to make decisions and take risks. A human rights based approach (HRBA) to risk management means ensuring individuals know their rights and are being supported to participate in making choices and decisions. A human rights based approach to risk assessment balances the human rights of service users, their carers, and members of their communities. This is so risks can be managed more positively. A HRBA looks at risk through a ‘Human Rights’ lens, identifies relevant equality and diversity issues, and maximises service user participation and empowerment.A human rights based approach to risk, means ensuring service users are as involved as they can possibly be in their own risk assessment process. Whether the service user participates fully or contributes to a small aspect of their risk assessment, some involvement will almost always be possible . The ways in which you possibly apply this in your work practice is through things such as advocacy, direct payments, personalised services, person centred planning and support planning. Outcome 4 Be able to support individuals to make decisions about risks 1. upport an individual to recognise potential risk in different areas of their life 2. support the individual to balance choices with their own and others’ health, safety and Wellbeing Positive risk taking is a process which starts with the identification of potential benefit or harm. The desired outcome is to encourage and support people in positive risk taking to achieve personal change or growth. The individuals could face risks in many different areas of their life including, risks relating to their health, their social life and also their finances and it is important to support the individual to recognise those potential risks.The risk assessment looks at four areas of risk; risks to self, risks to others and risks from other and risks to property. Within each area of risk, common risk issues and difficulties (for example self harm, physical aggression, abuse issues) are itemised. It is also important that the individual realises that although they have a right to take risks they also have a responsibility towards themselves and others, including:ColleaguesFamilies or carersFriendsOther professionalsMembers of the publicAdvocatesAnd it is important that whilst maximising their quality of life they also need to maintain their safety, responsibilities to themselves and others for social emotional and physical reasons. Supporting an individual to recognise potential risks whilst balancing the choices with their own and others health, safety and well-being involves:Empowering people to access opportunities and take worthwhile chances.Understanding the person’s perspective of what they will gain from taking risks and understanding what they will lose if they are prevented from taking the ris k. Ensuring the individual understanding the consequences of different actions – An informed choice means that a person has the information and support to think the choice through and to understand what the reasonably expected consequences may be of making that choice.Helping the individual to make decisions based on all the choices available and accurate information – It is important to remember that too much information can be oppressive and individuals have differing needs in relation to how information is presented to them.Being positive about risk taking. Understanding a person’s strengths and finding creative ways for people to be able to do things rather than ruling them out.Knowing what has worked or not in the past and where problems have arisen, understanding whysupporting people who use services to learn from their experiences.ensuring support and advocacy is availablesometimes supporting short term risks for long-term gains.ensuring that services pro vided promote independence not dependenceassuming that people can make their own decisions (in line with the Mental Capacity Act) and supporting people to do so working in partnership with adults who use services, family carers and advocates and recognise their different perspectives and viewsdeveloping an understanding of the responsibilities of each partypromoting trusting working relationships. 3. describe how own values, belief systems and experiences may affect working practice when supporting an individual to take risks Giving people who use services choice and control over the care they receive is important if personalisation is to become a reality.The responsibility for encouraging  risk-taking can make you feel they are being put in a difficult position trying to balance personalisation with your own values and beliefs and also your duty to keep people safe. Because of your own past experiences you may feel that the risks involved, will result in problems, but you should not let this interfere with the individual’s desires. Because you had a bad experience following a course of action does not necessarily mean this will happen to others. An example could be an individual wanting to join a ‘lonely hearts’ club.Your own thought may be negative towards this course of action, possibly because you have personally had a bad experience or possibly because you feel this is not the best way to meet people. Your beliefs and experiences should not cloud the issue. It is important that you feel confident and equipped to support people you are caring for to assess and evaluate their own risks. Advice is readily available when facing difficult cases in the form of risk enablement panels, which can share responsibility for making complex decisions when signing off a person's support plan.The panel would usually involve the individual or any advocates or carers representing them; members of the local safeguarding adults board; the allocated soci al worker; and specialists such as a psychiatrist.4. record all discussions and decisions made relating to supporting the individual to take risks. It is important to ensure that any discussions and decisions made relating to supporting the individual to take risks or concerning risks, are recorded in their support plan. Records will need to be understandable to all the members of the team.The aim of record keeping is to ensure that the right people have the right information to provide the best care for the service user and they also provide a record of what you and the individual have discussed and decided with regards risk taking. The records should also record any incidents which have taken place. The reason for keeping the records are:To show that you have offered the individual choicesTo show that you have agreed the desired outcomesTo show that the individual has given their consent.This is important for two very important reasons: Responsibility – The records will ind icate who is responsible for what parts of the plan, this avoids confusion as everyone is clear of what their responsibilities are (Responsibility (for) can be defined as a set of tasks or functions that an employer, professional body, court of law or some other recognised body can legitimately demand. ) Accountability – means the person is contractually accountable to their employer and also accountable to the law, for any actions or ommissions in their practice and must always be able to justify their decisions.When work is being either distributed or delegated, the individual who carries it out needs to be competent to do so. Competence is an individual’s ability to effectively apply knowledge, understanding, skills and values within a designated scope of practice. (Accountability describes the mechanism by which failure to exercise responsibility may produce sanctions such as warnings, disciplining, suspension, criminal prosecution, or deregistration from professio nal status. It can be called ‘answerability’).Where a professional or organisation makes a decision not to support an individual to pursue a particular decision or course of action, they must be able to explain this and demonstrate that they have thought through and discussed in a balanced and proportional way the potential consequences of refusing to support the risk Where the individual is able to make an informed choice and still wishes to pursue a high risk decision or choice, having a signed risk assessment is one way of showing that they are aware of the risks and are willing to take them.This provides organisations and professionals with a significant degree of protection for their support of the decision should things go wrong.Outcome 5Be able to support individuals to take risks 1. complete a risk assessment with an individual following agreed ways of working Risk assessment is the activity of collecting information through observation, communication and invest igation.It is an ongoing process that involves considerable persistence and skill to assemble and manage relevant information in ways that become meaningful for the users of services (and significant other people) as well as the practitioners involved in delivering services and support. To be effective it needs disabled adults and older people, their families, carers, advocates and practitioners to interact and talk to each other about decisions that have been taken and their appropriateness in the light of experience.Where a risk assessment is needed, a decision then has to be taken about whether or not positive risk-taking is necessary to achieve certain outcomes for the person concerned. It will not always be appropriate to take positive risks but this has to be determined in partnership with the person affected, and their family where appropriate. It is a professional judgement that should not be influenced by an overly cautious approach to risk. At the same time though, positiv e risk-taking is not negligent ignorance of the potential risks – nobody benefits from allowing risks to play their course through to disaster. . communicate the content of the risk assessment to others It is important to communicate and work in a consistent way with all those supporting the individual. Information gathering and sharing is important. It is not just an essential part of risk assessment and management, but also key to identifying a risk in the first place. It is important to communicate the content of the risk assessment to all relevant staff. It will also be important to discuss and explain the risk assessment with the individual’s carer and family.The individual’s goals and targets should be discussed with all concerned, to aid understanding regards the risk assessment and to ensure all those involved are aware of the desired outcomes. However, the use and sharing of information must respect the principles outlined in the Data Protections Act 19 98.3. support the individual to take the risk for which the assessment has been completed Once the support plan has been completed and the risks defined it is important to support the individual to take the risks. This may involve discussing the risk assessment in depth with the individual’s family.The individual’s desired outcomes could conflict with those of carers, especially when the latter placed more emphasis on safety while the individual was prepared to accept a greater level of risk in order to maintain independence. Differences in attitudes to risk had to be tackled through ‘good social work’, to reinforce the individual’s preferences while helping the family to distinguish between unconventional and dangerous behaviours. Another way of supporting the individual to take the risk in the first instance, could involve a trial run.An example could be where the individual wants to make an independent trip in to town using public transport.On th e first trip you could accompany the individual on each step of the journey.On the second trip, you could accompany them to the town and then arrange to meet with them later in the day.On the third trip, you may just accompany them to the bus stop. Gradually you can reduce the amount of support you provide. Another method of support could be to have a contingency plan in case things don’t quite go according to plan.If we look again at the last scenario, what would happen if the individual missed the last bus home? By ensuring they have a pre-arranged telephone number of their next of kin or carer they can make them aware of the problem. Alternatively they may have the telephone number of the local mini cab office who would bring them home as an alternative. It is also important that the individual knows what to do if things do go wrong. You can support them to take risks by ensuring they have clear information and advice about what to do if they have any concerns.For example they should be aware of and be able to recognise and identify abuse or neglect and know where and how they should seek help if necessary. Your support doesn’t end once the risk assessment has been carried out. 4. review and revise the risk assessment with the individual After each risk assessment has been agreed it is important that it is monitored and reviewed in case any revisions are necessary. Risks may change as circumstances change, so they should be reviewed regularly. An assessment is a snapshot, whereas a risk assessment is an ongoing thing.Risk assessments should be reviewed periodically and whenever circumstances change to ensure they remain current. At the time the risk assessment is made it should include the signatures of everyone involved in the assessment and a review date should be identified. It is important to review and revise risk assessments so that the success of the positive risk taking can be assessed and any necessary adjustments can be made. It may be necessary for the individual to have access to further resources to enhance the plan or adaptations could be made to help the individual meet their planned outcomes.When positive risk-taking has a negative consequence, it is necessary to identify what has gone wrong and how the assessment and management of the risk contributed to this. Inevitably if we are supporting individuals to have more choice and control in their lives through positive approaches to managing risk, things are likely to go wrong from time to time. If this happens and the risk taken results in a negative outcome for the individual, there is no doubt that the risk taking process will come under scrutiny and the way in which this process worked to minimise the foreseeable risks will be considered.If the risks taken do not meet the planned outcomes for the individual then they may have to be reviewed and revised. 5. evaluate with the individual how taking the identified risk has contributed to their well-being. W ell-being describes the way we think and feel about ourselves and others, our confidence, and our ability to control things in our life. We all need to protect our wellbeing and this can be done by taking part in physical activity and having opportunities for relaxation and social activities. These can increase our resilience to cope with life's difficulties and ability to enjoy life.You will need to evaluate, with the individual, how taking the identified risks has contributed to their well-being and quality of life. This will involve looking at the positive and the negative consequences and outcomes of their choices. Has taking the risks met the individual’s needs and achieved their desired outcomes. Taking the identified risks should result in the individual feeling empowered and having greater independence, control and a sense of ‘normality’ about their lives. By supporting an individual to take positive risks, it can help them to evaluate alternative courses of action and can build confidence.The experience of failure, as a result of risk taking in a safe environment, can help to build resilience to setbacks and help individual’s to manage risk better in the future.Outcome 6Understand duty of care in relation to supporting positive risk-taking 1. explain how the principle of duty of care can be maintained while supporting individuals to take risks Ultimately, you have a statutory duty of care and a responsibility not to agree to a support plan if there are serious concerns that it will not meet an individual’s needs or if it places an individual in a dangerous situation.Whilst an individual can choose voluntarily to live with a level of risk and is entitled to do so (with the law treating that person as having consented to the risk) the local authority is not obliged to fund it. There is an important distinction between putting people at risk and enabling them to choose to take reasonable risks. Inevitably if we are suppo rting individuals to have more choice and control in their lives through positive risk taking, things may go wrong from time to time.A defensible decision is one where those involved in the risk assessing process:Used reliable assessment methodsActed responsibly in relation to their duty of careWere not negligentAssessed and took steps to manage and minimise foreseeable risksRecorded decisions and subsequently checked they were carried outFollowed policies, procedures and guidanceInvolved the person and other relevant people in the processSupported people to make informed decisionsIdentification of positive and negative risksInvolvement of people who use services and those who are important to them – this includes people who form the individual's informal ‘circle of support', who are involved from the beginning to gather information, define what the risks are from the individual's point of view and to discuss ways to enable and manage these risks.   Positive and infor med risk-taking – this is built on a strengths-based approach to the person and looks at creative ways for people to be able to do things rather than ruling them out. Proportionality – this means that the time and effort spent on managing a risk should match the severity of that risk.The approach should also explore the consequence of not taking the risk in question, such as loss of autonomy or restriction of choice. Contextualising behaviour – this means knowing about the person's history and social environment, their previous experience of risk, what has and has not worked in previous situations.   Defensible decision making – this means recording a clear rationale for all the decisions made and the discussions that led to the decisions, including reference to relevant legislation such as the Mental Capacity Act or the Human Rights Act. A learning culture – this require a commitment to ongoing learning and the use of reflective practice for peo ple working at the frontline. Tolerable risks – this involves negotiating and balancing issues of risk and safety to identify what is acceptable for everyone concerned (the individual and others including the community) on a case by case basis.2. describe what action to take if an individual decides to take an unplanned risk that places him/herself or others in immediate or imminent danger. Imminent danger† refers to any danger or dangerous condition that would not normally take place. If you think an individual is about to take an unplanned risk which will place them or others in immediate or imminent danger it is important to take appropriate corrective and preventative action and stop the activity immediately. An individual who is injuring himself/herself or is threatening physical harm to others may be restrained in an emergency to safeguard the individual and others. Risk assessments should include contingency measures that address risks arising from unplanned even ts.Physical intervention is:  Ã¢â‚¬Å"A method of responding to the challenging behaviour of people with a learning disability and/or autism, which involves some degree of direct physical force. † Physical intervention may be the only course of action. Staff should be equipped with a range of skills to deal with and de-escalate potentially violent situations, as well as a range of restraint techniques that will allow for use of the minimum level of force possible. Physical intervention is only used in response to challenging behaviour and to restrict the movement and mobility of the person concerned.

Some Aspects of Muslim Educational System in Pre-Colonial India

SOME ASPECTS OF THE MUSLIM EDUCATIONAL SYSTEM IN PRE-COLONIAL INDIA by Aamir Bashir ABSTRACT This paper explores some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. It examines the broad contours of this system by looking at the public attitude towards knowledge, scholars and students; the various types of institutions, and the evolution of curriculum. It also looks at the depth of Indian scholars’ engagement with IadEth and other sciences. Finally, it also looks at Sufis and their attitude towards the various Islamic sciences.The paper suggests that the educational system of the period under study was organic in structure and was in tune with the needs of the individual and the society. The course of study was a good balance between the temporal and the religious. Indian ‘ulamE were fully engaged with the IadEth sciences; and lastly, the Sufis gave great importance to all Islamic sciences. This paper suggests that the historic al Muslim educational system in pre-colonial India provides valuable resources for the problems faced by modern educational systems.INTRODUCTION The aim of this paper is to bring to light some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. By pre-colonial India, we refer to the time from the advent of Islam in India in the beginning of the eighth century CE up to the consolidation of colonial rule in the middle of the eighteenth century. 1 This short paper cannot do justice to all the details of the Muslim Educational System during this period. Therefore, we shall confine ourselves to only some aspects of it. These include the evolution of the curriculum over the centuries, and general contours of the educational system.We will also be challenging some conventional theories. These include the notion that before the coming of the press, books were in short supply in India. The other is that IadEth was little known in India until the coming of ShEh WalE AllEh (d. 1762). We will be presenting individual incidents which we feel to be representative of a broader trend and from these we shall draw general conclusions. During the period under study Muslim rule gradually extended from Sindh to include the whole of Northern India until it became one of the three major Muslim powers of that time under 1All the dates mentioned in this paper are CE (common era) dates unless otherwise noted. the Great Mughals,2 Ottoman Turkey and Safavid Iran being the other two. Such a strong and vast empire required a strong administrative structure which in turn required an effective system of education. As we shall see later, education was sufficiently sought after, and provided for during this time, such that India at that time could favourably compare and often compete with the central lands of Islam in the field of scholarship. 3POSITION OF KNOWLEDGE AND EDUCATION IN ISLAM We begin our analysis with looking at the position of knowledge and education in Islam. Numerous Qur’anic verses and Prophetic traditions establish the centrality of knowledge in Islam. The verses include â€Å"Are those who know and those who do not know alike? † (39:9); the first revelation â€Å"Read in the name of your Lord who created† (96:1); and the prayer taught in the Qur’an, â€Å"Say (O MuIammad), My Lord! Increase me in knowledge† (20:114). Similarly, the Prophetic traditions (aIEdEth) exhorting people to seek knowledge are also well known.Examples include the famous tradition in which the Prophet is reported to have said, â€Å"It is obligatory upon every Muslim to seek knowledge. †4 At another time, he said â€Å"Seek knowledge even if you have to go to China. †5 Similarly, al-TirmidhE has reported a IadEth in which the Prophet (Allah bless him and give him peace) said, â€Å"The excellence of a scholar upon the worshipper is like my excellence over the lowest one amongst you. † 6 This emphasis upon knowledge and education has been taken for granted in Muslim societies since the beginning of Islam.The religious basis for the pursuit of knowledge resulted in defining the objective of education as al-fawz bi al-sa‘Edah fi al-dErayn i. e. to succeed through bliss in this world and the hereafter. This in turn implied that education should be acquired 2 â€Å"Great Mughals† is a term used to refer to the first six Mughal Emperors of India. These are, in chronological order, BEbar, HumEyEn, Akbar, JahEngEr, ShEh JahEn and Awrangzeb. These are the first and the greatest of all Mughal Emperors. In all, they reigned from 1526 to 1707 with a fifteen year interregnum from 1539 till 1555.The empire reached its zenith with Awrangzeb (reigned from 1658-1707) and after his death began her decline which ended with the capture of the last Mughal emperor BahEdur ShEh Zafar at the hands of the British in 1857. 3 S. M. Jaffar, Education in Muslim India, (Delhi: Id Era Adabiyyat-e-DillE, 1972), viii. 4 AbE Bakr AImad ibn al-? usayn al-BayhaqE, Shu‘ab al-OmEn, (Beirut: DEr al-Kutub al-‘Ilmiyyah, 1410AH), 2:253. 5 Ibid. 6 MuIammad ‘Abd al-RaImEn ibn ‘Abd al-RaIEm MubErakpurE, TuIfat al-AIwadhE bi SharI JEmi‘ al-TirmidhE, ed. Abd al-RaImEn MuIammad ‘UthmEn, (Beirut: DEr al-Fikr, n. d. ), 7:456. 1. To understand the will of God and to lead one’s life according to it. 2. To inculcate Islamic values in oneself. 3. To cultivate cultured behavior in oneself. 7 As can be seen from these objectives, acquiring knowledge was considered a sacred duty. It was the sole means to success. Knowledge (‘ilm) and practice (‘amal) were inter-linked. Instruction (ta‘lEm) went hand in hand with training (ta’dEb). The traditional Islamic concept of education was, thus, holistic as understood at that time.Muslim scholars had divided knowledge into two parts, the farI ‘ayn (individually obligatory ) and the farI kifEyah (collectively obligatory); but there was no strict separation between the religious and the secular sciences. Both formed part of an integrated whole. THE GENERAL ENVIRONMENT AND PUBLIC ATTITUDE As we have seen above, Islam has placed considerable emphasis upon knowledge. Because of this we find that, historically, the general attitude of Muslims, throughout the world, towards knowledge, scholars and students had been that of reverence.In every land, there were to be found a significant number of people who had dedicated themselves to learning and/or teaching. At the same time, the general public considered it an act of worship to help the scholars and the students. This public attitude coupled with safety of the roads maintained by stable and strong Muslim governments, enabled people to move across great distances in search of knowledge. In spite of the crude means of conveyance, people were constantly on the move; students setting out to learn, teachers trav eling to teach. GhulEm ‘AlE OzEd BilgirEmE (d. 785) writes in his book Ma’Ethir al-KirEm, which is a historical account of sixteenth/seventeenth century Mughal India, that: Seekers of knowledge travel in multitudes from one place to another. Wherever, the situation is agreeable, they get busy in learning†¦. The well-to-do people of each town take care of these seekers of knowledge and consider it a great honour to serve them. 8 7 8 Al-Nadvi & Moinuddin, Survey of Muslim Education: India, (Cambridge: The Islamic Academy, 1985), 5. Sayyid ManE? ir AIsan GElEnE, PEk-o-Hind main MusalmEnon kE Ni? Em-e-Ta‘lEm-o-Tarbiyyat. Lahore: Maktaba RaImEniyya, n. d. ) 19. The teachers occupied a high position in society. Though their emoluments were not always great, they commanded universal respect and confidence. GilEnE mentions a number of incidents when the teachers, in spite of their poverty, refused to accept any monetary help from others; and whatever help or gift was accepted, the giver always considered it to be an honor for his gift to have been accepted. 9 This attitude was widespread throughout the period under review. Even absolutist monarchs showed deference to the ‘ulamE and the Sufis. Ni?EmE has also mentioned several incidents of ‘ulamE and Sufis refusing royal gifts even while suffering from abject poverty. 10 For many, poverty was a chosen path and the royal gifts were seen as undoing years of patient hard work. INSTITUTIONS The main institutions for teaching and learning during the period of Muslim rule in India were maktabs and madrasahs,11 mosques and khEnqEhs (Sufi centers), and private houses. Almost every mosque served as an elementary school. However, a large number of eminent scholars and men of letter taught independently and even supported the students who came to them to study.This then was the foundation upon which the whole system was built; the teacher and the student. The issue of budgetary allocations for school buildings and provision of other services was not the top most priority for these people. What was most important was the existence of a sincere teacher and a sincere student. If these two were obtaining, other things could be improvised. OzEd has mentioned a famous teacher of his hometown Bilgiram, MEr MubErak. He taught there for years but throughout this time, he was based in the verandah of a certain noble of the town. verandah. 2 At the same time, the state was not negligent to matters of education. Kings as well as local Nawabs and other well-to-do people considered it an act of virtue to build maktabs, madrasahs and to support teachers and students. We find a network of such institutions; oneman schools as well as larger more organized affairs; scattered throughout the length and breadth 9 Hundreds came and studied from him but he continued to operate from that Ibid. , 24. Khaliq Ahmad Nizami, Some Aspects of Religion & Politics in India during the 13th century, (Bomba y: Asia Publishing, 1961), 152-156. 1 It should be noted that madrasah refers to an institute which offers a comprehensive multi-year course in Islamic studies. It is different from a maktab which refers to part-time schools that offer basic instruction in reading the Qur’an and basics of Islam. 12 GElEnE, 21. 10 of India. All three levels viz. elementary, secondary, higher, were catered for. However, no one level dominated in any one institution. Private houses were being used to provide basic elementary education but at the same time could be seen to provide advanced studies to those interested.In fact, this lack of bureaucratic uniformity was this system’s greatest strength. The system reflected the needs of the people. It accommodated the grassroots desires and ambitions of people regarding education. Thus, we find huge well-funded, well-organized madrasahs existing side by side with one man schools operating out of private houses. 13 The student had the liberty of choosing which teacher to study from. Problems of admissions and school discipline were rare. The focus was on the real thing: education; with very little squabbling over the means to acquire it.Muslim rulers also patronized scholars. Amongst the earliest examples is that of the famous theologian Fakhr al-DEn al-REzE (d. 1209). He was also a great philosopher and expert in many Islamic sciences. He was patronized by many rulers. Among these was ShihEb al-DEn GhaurE (1206), the founder of Muslim rule in India proper. It is reported about him that he had al-REzE stay in his camp wherever he went. Al- REzE was the official prayer leader and delivered sermons and lectures in the camp. 14 COURSE OF STUDY Muslims first reached India as conquerors in the beginning of the eighth century.The intellectual climate of their Arab homeland was extended to Sindh, the portion of India that had been conquered. At this stage we find an active participation of Sindh based scholars in the field of Iad Eth. Their names appear in the chains of transmission of aIEdEth that were later on recorded by other IadEth masters. Some of their names and works have also been mentioned by ‘Abd al-? ayy al-? asanE in his al-ThaqEfah al-IslEmiyyah fi al-Hind. 15 However, this period lasted for only four centuries and Muslim rule was confined to Sindh and Multan (southern Punjab).Beginning towards the end of the tenth century, Muslims began to enter India from the North-West in successive waves, each time extending their territories even further towards North and Central India. Along with each invading army, and on 13 14 Ibid. MuIammad ShafE‘, FutEI al-Hind, (Karachi: IdErat al-Ma‘Erif, 2002), 60-61. 15 ‘Abd al-? ayy al-? asanE, al-ThaqEfah al-IslEmiyyah fi al-Hind, (Damascus: Mujamma‘ al-Lugha al-‘Arabiyyah bi Dimashq, 1983), 135. their own as well, came ‘ulamE and Sufis. Both had a role to play in the spread of Islamic knowledge in India.Major cities in the newly acquired territories quickly turned into centers of learning. Initially, Multan, then Lahore and finally Delhi became the pre-eminent centre of learning in North India. 16 This second period starting from the end of the tenth century lasted until the last quarter of the fifteenth century. During this time, India benefited enormously from an otherwise unmitigated disaster. The Mongol hordes that ravaged Central Asia, Afghanistan and Khorasan forced many of the scholarly families based there to migrate to other countries. India was the top destination for them.Not a day passed but a noteworthy scholar would arrive in Delhi with camel loads of books. The Indian rulers were fully aware of the worth of the newcomers. They made them feel extremely welcome. Every newcomer was given a post or a stipend or an estate to support himself and his family. Thus, the nascent Muslim community of North India benefitted from a continuous supply of scholars and books. During this period, the education system in North India consisted of three stages: At the first stage, as has been the practice throughout Muslim history in all Islamic lands, a child’s education began with the Qur’an.Each locality had teachers who specialized in tajwEd, the art of recitation of the Qur’an. It is mentioned about Ni? Em al-DEn AwliyE (d. 1325), the great Chishti Sufi saint of Delhi, that he started his education in his hometown, Badaun. This began with learning how to read the Qur’an. His teacher was a freed slave who had converted from Hinduism to Islam and knew the seven major recitations of the Qur’an. 17 After Qur’an, students would normally move on to Persian, the official language of the country. Most of the major works of Persian prose and poetry were studied. These included the works of major writers such as Sa‘dE, ? Efi? SalmEn SaojE, AnwarE, and others. 18 The education of the general population normally stopped at this level. Howeve r, it seems reasonable to assume that some elementary Arabic was also taught at this stage because the students were expected to understand the Arabic phrases that were often used in Persian books and regular conversation. We also find 16 17 Ibid. , 9-10. GElEnE, 139. Also cited by Nizami in KhalEq AImad Ni? EmE, IslEmE TehzEb kE Asar HindustEn par, (Lucknow, Majlis TehqEqEt-o-NashriEt-e-IslEm, 1982), 42. 18 GElEnE, 141. people with only basic education being able to freely quote from the Qur’an and Prophetic traditions. 9 The second stage was dedicated to an intensive study of the Arabic language as well as fiqh. Some of the books taught at this stage included: KEfiyah and MufaIIal for Arabic grammar; and MukhtaIar al-QudErE and Majma‘ al-BaIrayn for HanafE fiqh (Jurisprudence). Later on, MufaIIal gave way to SharI JEmE and SharI WiqEyah replaced Majma‘ al-BaIrayn. 20 Education up to this level was considered sufficient for those wanting to engage in teaching, pr eaching, etc. and entitled one to be called a dEnishmand (wise man) or a mawlawE. Studies at this level would correspond to the fourth year of study in the present-day eight year Dars-eNi?EmE. In the third stage, also called faIElat, advanced books of each science were studied. These included al-KashshEf and MadErik al-TanzEl for tafsEr (Qur’anic Exegesis), MishkEt al-MaIEbEI and MashEriq al-AnwEr for IadEth, al-HidEyah for HanafE fiqh, and UIEl al-BazdawE for uIEl alfiqh (principles of jurisprudence). Along with these, major works in the various branches of balEghah (rhetoric) were also studied. The one who completed this stage was called a fEIil. As can be seen from this brief outline, rational sciences and kalEm (dialectics) were not paid much attention in the regular curriculum.Only a few basic texts of logic and kalEm such as al-QuIbE and SharI al-OaIE’if were studied. 21 In fact, the general attitude amongst the ‘ulamE towards these is best summed up in thi s statement of FatEwE al-TEtErkhEniyah, a fatwE collection compiled during the fourteenth century: The issues of ‘ilm al-kalEm lead to new dissentions (fitnahs) and innovations and cause deterioration of faith; (and) the ones who normally engage in it are either less-intelligent or are seeking to dominate rather than seeking the truth. 2 This all changed towards the end of the fifteenth century and the beginning of the sixteenth century. During this third period which lasted until the beginning of the eighteenth century, logic, philosophy, and kalEm got new impetus. At this time, many students of SharEf JurjEnE and Sa‘d al-DEn TaftEzEnE moved to India and brought with them new books on grammar, 19 20 21 22 Al-Nadvi & Moinuddin, 4. Ibid. , 5. GElEnE, 151. Ibid. , 155. rhetoric, kalEm and fiqh. 23 Later, FatIullEh ShErEzE came to India from Iran and brought with him works of DawwEnE, MullE OadrE and MirzE JEn.These works were readily accepted by Indians and before long the se became part and parcel of the curriculum. 24 Again during this period, purpose built institutions existed side by side with individualized private instruction. The fourth period can be said to have begun from the early part of eighteenth century lasting until the founding of DEr al-‘UlEm at Deoband in 1866. This period is characterized by the presence of two very important personalities. Each of them contributed to education in his own way. One is ShEh WalE AllEh of Delhi and the other is Ni? Em al-DEn SihElvE of Lucknow (d. 1748).WalE AllEh focused on the teaching of IadEth especially the OiIEI Sittah (the six major collections of IadEth viz. OaIEI al-BukhErE, OaIEI Muslim, JEmi‘ al-TirmidhE, Sunan AbE DEwEd, Sunan al-NisE’E and Sunan Ibn MEjah) and al-MuwaIItE of MElik ibn Anas. Later on, WalE AllEh’s son ShEh ‘Abd al-‘AzEz, operating from his base in Delhi, helped to popularize it throughout India. SihElvE, based at FarangE Mahal in Luckno w, focused on developing a comprehensive curriculum which came to be called Dars-e-Ni? EmE, after him. SihElvE focused more on the ma‘qElEt (rational sciences) and fiqh than on the manqElEt (transmitted sciences).In fact, an examination of this curriculum shows that it included ten books on logic, five on dialectics and three on philosophy while only a portion from two works of tafsEr and one book of IadEth were studied. 25 This curriculum proved extremely popular because of its ability to prepare students for independent study. Even the ShE‘ites of Lucknow came to the Sunni school of FarangE Mahal to study because of the reputation of this curriculum at producing well-rounded and rational, educated individuals. Although, our period of research ends here, however, let us state this much.WalE AllEh’s curriculum and SihElvE’s curriculum represented two extremes in their emphasis upon the transmitted and the rational sciences, respectively. Quite a number of p eople took advantage of both the curricula but there was still no single unified curriculum. That came about with the founding of the DEr al-‘UlEm at Deoband in 1866. The curriculum adopted at DEr al-‘UlEm, although still referred to as Dars-e-Ni? EmE, was a combination of the two. On the one hand, rational sciences were studied in almost as much detail as SihElvE had envisaged; and on the 23 24 25Al-Nadvi, 6. Ibid. , 7. Al-Nadvi & Moinuddin, 10. other hand, WalE AllEh’s emphasis on IadEth was also incorporated so that during the last year of study, the OiIEI Sittah, as well as the SharI Ma‘EnE al-OthEr of al-UaIEwE, and the al-MuwaIIEs of MElik and MuIammad al-ShaybEnE were studied in their totality. INDIAN ‘ULAMO AND ? ADOTH The prevalent idea among the vast majority of Indo-Pakistani ‘ulamE is that IadEth was historically a neglected science in India. It was only with the coming of WalE AllEh that this changed.The unique position that WalE All Eh occupies in Indian Muslim intellectual history has meant that his supporters tend to sideline the important contributions made by others before him and during his time. Regarding the contributions of Indian ‘ulamE to IadEth, we have to keep Indian history in perspective. Muslims came to regard India proper (Sindh & Multan being the exception) as their home only after the coming to power of QuIb al-DEn Aybak in 1206. Indian Muslims’ contributions should be examined keeping this in mind. By this time, all the major works of IadEth had already been compiled.It was too late for Indians to form part of al-BukhErE’s chain of transmitters. They could not have taken part in the formative period of the IadEth sciences. Sindh, which was Islamized earlier on, did take part in these activities and was the exception. Later Indians, however, engaged in those pursuits that were still possible. They compiled newer collections based upon the original collections. They learned the IadEth sciences, memorized texts with their chains and taught these to others. In this regard, a prominent example is that of ? asan al-OaghEnE al-HindE (d. 1252).He was the Indian ambassador to the Abbasid court in Baghdad. Upon orders of the then Abbasid caliph al-MustanIir BillEh, he compiled MashEriq al-AnwEr, a collection of 2246 aIEdEth from the two OaIEIs of BukhErE and Muslim. The caliph himself studied this book from him. For many centuries after that, this book was an integral part of the curriculum of Islamic madrasahs. Numerous commentaries were written on it by ‘ulamE in Egypt, Iraq, Syria and Hijaz. It was held in such high esteem that Sultan MuIammad ibn Tughlaq is reported to have placed it side by side with the Qur’an while taking oath of allegiance from his officers. 6 26 Muhammad Ishaq, India’s Contribution to the Study of Hadith Literature, (Dhaka, University of Dacca, 1976), 218-221. There are many other examples from each of the succeedi ng centuries as well as some from the previous ones which show that learning IadEth and teaching it to others was very much a part of the educational system. There was IsmE‘El MuIaddith (d. 1056) who was based in Lahore and had dedicated himself to teaching the various Islamic sciences including IadEth. 27 Then there were Shaykh BahlEl of Delhi and MuftE MuIammad of Lahore, both from the time of Akbar (c. ixteenth century). Both were well-known for their expertise in IadEth. 28 MuftE MuIammad used to teach OaIEI BukhErE and MishkEt al-MaIEbEI. Also from the sixteenth century is MEr MurtazE SharEfE, the grandson of SharEf JurjEnE. He left Shiraz to go to Makkah and learned IadEth from ibn ? ajar al-MakkE and got ijEzah (permission/license) from him to teach it to others. He came to settle down in Agra and passed away during the reign of Akbar. 29 Then there was ? Efi? DarEz PeshEwarE who had learned IadEth from his mother. This lady had written a commentary on OaIEI BukhErE in Persian. 0 Moreover, it is mentioned about MuIammad Farrukh, the grandson of AImad Sirhindi, that he had memorized 70,000 aIEadEth along with their chains and texts and their strengths and weaknesses. 31 This devotion to IadEth was not confined to North India alone. Gujarat in western India is situated opposite the Arabian Peninsula and therefore, has enjoyed a closer relationship with the Arab peninsula from the beginning. Prominent ‘ulamE such as ‘AlE MuttaqE (d. c. 1568) and his students MuIammad ibn UEhir PatnE (d. 1578) and ‘Abd al-WahhEb al-MuttaqE (d. 1592) were in the forefront in the science of IadEth.They flourished in Gujarat and Makkah and from there, their influence extended to various parts of the world. In Delhi, ’Abd al-WahhEb’s student ‘Abd al-? aqq (d. 1642) was active in disseminating IadEth. He wrote important commentaries on the major works of IadEth. He was followed by his son NEr al-? aqq, who similarly, was quite active i n serving the IadEth sciences. In South India, we find the sixteenth century scholar BhikErE KEkorvE who wrote a book on the principles of IadEth, titled al-MinhEj. 32 In Zaidpur in eastern India, MawlEnE ‘Abd al27 28 Ishaq, 45-46.GElEnE, 129. 29 Ishaq, 99. 30 GElEnE, 130. For more information about women muIaddithEt (traditionists) throughout Muslim history, see Akram Nadvi’s up-coming 40 volume work al-Muhaddithat: Women Scholars in Islam. Its one volume introduction (muqaddimah) has recently been published by Interfaith Publications, UK. 31 GElEnE, 128. 32 Ishaq, 124. Awwal (d. 1560) had written a commentary on OaIEI BukhErE, titled FayI al-BErE. 33 Even OzEd, more famous for the historical works that he wrote, had written a commentary on OaIEI BukhErE, titled Oaw’ al-OarErE. 4 In Kashmir, there was MullE InEyat AllEh KashmErE (d. 1713). He had taught OaIEI BukhErE thirty six times. 35 And then in the nineteenth century, we find RaImat AllEh IlEhabEdE who had memorized the six books of IadEth (OiIEI Sittah). 36 The rulers also took active part in patronizing IadEth sciences. It is mentioned about Sultan MaImEd ShEh (d. 1397) of the South Indian Bahmani kingdom that he had set aside special stipends for the scholars of IadEth so that they could stay engaged in their scholarly pursuits without having to worry about earning their living. 37Sufis and Knowledge Sufis enjoy perhaps the worst reputation in Islamic scholarly circles. Much of this stems from the behavior and statements of ignorant Sufis. This then leads to a blanket condemnation of all Sufis including the classical giants of taIawwuf. Historical evidence points in a different direction. It would be helpful to consider here the case of some Sufis and their attitudes towards education. In fact, in the second half of the thirteenth century, Delhi saw the founding of the khEnqEh of the famous Chishti saint, Ni? Em al-DEn AwliyE. Not only had Ni?Em al-DEn studied the above-mentioned M ashEriq al-AnwEr from cover to cover but also knew the entire collection by heart. 38 The best source of information about him is his utterances (malfE? Et) that were recorded by his disciple AmEr ? asan SijzE (d. 1336) in his famous work FawE’id al-Fu’Ed. 39 Even a cursory glance at this collection will show that Ni? Em al-DEn had a thorough understanding of IadEth and fiqh. And this in spite of the fact that he was busy training his Sufi disciples and did not have time to be actively involved in the intellectual life of Delhi. Another incident is worth considering.It is mentioned about a certain AkhE SirEj who had moved at a young age from his native Lakhnauti to Delhi to benefit from Ni? Em al-DEn. He lived in Ni? Em al-DEn’s khEnqEh for many years. Once, someone recommended his name to 33 34 Ibid. , 122. Ibid, 163. 35 Ishaq, 160 and GElEnE, 128. 36 GElEnE, 128. 37 Ibid. , 134 and Ishaq, 103. 38 GElEnE, 119. See Nizami, Some Aspects†¦, 347 for the ijEzat nEmah (license to teach) that Ni? Em al-DEn received from his teacher after completing MashEriq al-AnwEr. 39 AmEr ? asan SijzE, FawE’id al-Fu’Ed, translated from Persian into Urdu by ZiyE-ul-? san FErEqE, (New Delhi: DK Printworld, 1996). Ni? Em al-DEn for successorship. Ni? Em al-DEn replied that SirEj was not educated and therefore, not qualified to be a successor. Upon this, one of the scholar disciples of Ni? Em al-DEn, MawlEnE Fakhr al-DEn ZarrEdE volunteered to teach SirEj and fulfill this important condition for him. He accomplished this in six months. 40 This shows the erudition and skill of ZarrEdE as well as the acumen of SirEj to learn. Above all, this incident shows the central importance that Sufis gave to education.One could argue that the sources for all such incidents are hagiographical accounts whose sole purpose is to glorify the personality of the person being written about. Even if we were to accept this charge, although there is enough reason not to, even then, the fact that the biographers considered acquisition of knowledge to be praiseworthy shows the status of knowledge and education in the Muslim society of that time. AVAILABILITY OF BOOKS The scarcity of books in India before the coming of the press has been made quite an issue of.Some historians, as evidence of this claim, have cited an incident involving WalE AllEh’s son, ShEh ‘Abd al-‘AzEz. It is reported that when ‘Abd al-‘AzEz began writing his Persian commentary on the Qur’an (FatI al-‘AzEz), he could not even find al-TafsEr al-KabEr of al-REzE. 41 After a desperate search, he finally found it in the library at the Royal Palace in Delhi. This is hard to believe. All of ‘Abd al-‘AzEz works have come down to us. We find him referring directly to classical works of ShEfi‘E, AbE YEsuf (the main student of AbE ? anEfah), al-GhazzElE, Ibn ? azm, Ibn Taymiyyah, etc.Some of these works were hard to find even a fter coming of the press. It is reasonable to assume that someone who had access to such rare works would also have had access to al-REzE’s work. Even if the incident was to be considered true, it cannot be taken to be representative of a general trend. It appears as an exception rather than the rule. Moreover, GElEnE has cited an incident involving OzEd’s teacher, MEr Tufayl. OzEd writes that once MEr Tufayl went to see the Nawab of Agra. There, a debate ensued about certain linguistic aspects of the Qur’anic verse â€Å"and for those who have the power† (2:184).According to OzEd even for this relatively minor issue, most major works of tafsEr, including al-REzE’s al- 40 41 Ni? EmE, IslEmE TehzEb†¦, 43. GElEnE, 38. TafsEr al-KabEr, al-KashshEf, BayIEwE, and other books of language and rhetoric were consulted. 42 MullE MuIib AllEh BihErE (d. 1707) is a prominent scholar who flourished during Awrangzeb’s (d. 1707) reign. He is the author of Musallam al-ThubEt, a famous work on the principles of jurisprudence (uIEl al-fiqh). A manuscript of the author’s marginalia on this work is available online. 43 In this, he mentions the books that he consulted while writing this book.The list includes all the major works of uIEl of each of the Sunni schools viz. UIEl al-BazdawE, UIEl al-SarkhasE, Kashf al-BazdawE, Kashf al-ManEr, al-BadE‘ along with its commentaries, alTawIEI wa al-TalwEI, al-TaIrEr along with its commentaries al-TaqrEr and al-TaysEr, al-MaIIEl of al-REzE, al-IIkEm of al-OmidE, QaIE’s MukhtaIar along with its various glosses, SharI of alAbharE, SharI of TaftEzEnE, gloss of FEzil MirzE JEn, al-RudEd, al-‘UnqEd, al-MinhEj of alBayIEwE along with its commentary, MukhtaIar of ibn al-? Ejib and Muntaha al-UIEl. This is an exhaustive list.If these books were available to someone working in Bihar, it is quite reasonable to assume that they would have been available in the capital Delhi as wel l. In fact, not only were books easily available during the period under study, rather it was not such a major issue. There are two important reasons for that. Firstly, there was always a professional group of copyists in each locality who were called warrEq (scribe) or nussEkh (copyist). They kept track of all the books available in their area as well as other cities and upon demand they could quickly make copies of the desired book. 4 Secondly, amongst the general educated public most people could write quite fast. About the first contention, the following incident is quite telling. ‘Abd al-QEdir BadEyEnE (d. 1625) was an accomplished scholar and man of letters who was attached to Akbar’s court. Although working under Akbar, he had become thoroughly disgusted with Akbar’s eclecticism. Even though an officially approved history of Akbar’s reign had been written by Abul Fazl titled Akbar NEmah, BadEyEnE felt that the record needed to be set 42 43 Ibid. , 5 7. MuIib AllEh BihErE, ?Eshiyat Musallam al-ThubEt, MS. Or. 350, p. 1, University of Leipzig Library, downloaded from â€Å"UIEl al-Fiqh wa al-QawE‘id al-Fiqhiyyah,† al-MuIIafE min al-MakhIEIEt al-‘Arabiyyah wa alIslEmiyyah, %20 %20 %20 accessed 16 August, 2010). 44 During the period under study, copyrights violation was not an issue. There was no legal hindrance to making copies of other people’s books. Today, the opinion is divided among traditional scholars regarding copyrights. Some insist that they have no basis in Islamic law.Others approve of them. For a sampling, see NEh ? E MEm Keller, â€Å"Copyrights in Islam,† Shadhili Teachings, (accessed 17 August, 2010). right. So, in secret, he wrote his historical work titled Muntakhab at-TawErEkh, in which he showed the darker side of Akbar’s reign. He could not make it public during his own lifetime for fear of severe official reaction. After his death, some copyists got hold of it and befo re long its copies were to be found all over the country. By this time, JahEngEr, the son of Akbar, had ascended the throne.He tried to ban the book. However, in spite of his absolutist powers, JahEngEr could not take this book out of circulation. Every now and then, a report would be received that this book was seen in this town or that city. 45 This can be reasonably attributed to the easy availability of copyists who made sure that they had access to books that people wanted. In fact, this also explains the slow spread of the press in India. The effective system of copyists had relieved people of the need for a printing press. About the second contention, i. e. the writing speed of educated people, let us present some incidents. OzEd has mentioned about a certain scholar Shaykh KamEl: Text books of Iarf (morphology), naIw (syntax), manIiq (logic), Iikmah (philosophy), ma‘EnE, bayEn, fiqh, uIEl, and tafsEr, all of these, he copied with his own hand. And for every book, he wr ote its gloss in such a way that the text did not require the commentary anymore and the commentary did not require the text anymore. 46 Regarding Shaykh NEgaurE, the father of Abul Fazl and FayzE, OzEd writes, â€Å"He wrote 500 volumes with his own hands. 47 Similarly, it is mentioned in the account of a certain Shaykh Junayd ? isErE that he could copy the whole Qur’an in three days and that too with the diacritical marks. 48 To close this topic, let us mention what ‘Abd al-WahhEb MuttaqE has mentioned regarding his teacher ‘AlE MuttaqE. This has been quoted by ‘Abd al-WahhEb’s student ‘Abd al? aq DehlavE in his AkhbEr al-AkhyEr. ‘AlE MuttaqE had moved to Makkah and was the foremost scholar of that city. ‘Abd al-WahhEb mentions about him that he had a habit of copying 45 46 47 48 GElEnE, 59. Ibid. , 62. Ibid. Ibid. , 63. mportant books and sending them out to all those regions where such books were unlikely to be found and people would need them. Writing books was a religious vocation for him. 49 CONCLUSION A systematic study of Islamic intellectual heritage (of India as well as the rest of the Muslim world) is essential for a better understanding of Islamic Civilization. In the preceding account, we have tried to give a glimpse of the educational system of historical Muslim India. This is just a preliminary study. The abundance of historical evidence seems to suggest a very well- organized and organic system of education.Madrasahs, maktabs, mosques, private houses, all kinds of institutions existed in harmony. The options available to any sincere seeker of knowledge were many. Seeking knowledge and imparting it was a sacred exercise and not a commercial enterprise. The general attitude of the public towards knowledge and those who engaged in it was fundamental to the flourishing of this system. General interest in the various Islamic sciences meant that all segments of the population participated in the cul tivation and dissemination of Islamic sciences. Sufis thus placed high value on seeking a proper Islamic education.Similarly, Indian scholars paid close attention to the IadEth sciences. Many of them rose to become pre-eminent IadEth scholars known for their erudition throughout the Muslim world. Moreover, the curriculum that had evolved over the years maintained a healthy balance between the secular and the religious. There were differences in terms of emphasis on the rational vs. the transmitted sciences. However, the overall curriculum was still relatively holistic. In short, Muslim India matched the central lands of Islam in terms of its educational advancement and achievements. 49 See ‘Abd al-? qq DehlavE, AkhbEr al-AkhyEr, translated from Persian into Urdu by SubIEn MaImEd and MuIammad FEzil, (Karachi: MadEnah Publishing Company, n. d. ), 529. BIBLIOGRAPHY Al-BayhaqE, AbE Bakr AImad ibn al-? usayn. (1410 AH). Vol. 2, Shu‘ab al-OmEn [Branches of Faith]. BayrEt: DEr al-Kutub al-‘Ilmiyyah. BihErE, MuIib AllEh. ?Eshiyat Musallam al-ThubEt [Marginalia on the Flawless Evidence]. MS. Or. 350. University of Leipzig Library, downloaded from Usul al-Fiqh wa alQawa’id al-Fiqhiyyah [Principles of Jurisprudence and Legal Maxims], al-MuIIafE min al-MakhIEIEt al-‘Arabiyyah wa al-IslEmiyyah [Chosen Arabic and Islamic Manuscripts].Retrieved August 16, 2010. http://mostafamakhtot. blogspot. com/search/label/16%20 %20 %20 %20 DehlavE, ‘Abd al-? aqq. (n. d. ). AkhbEr al-AkhyEr [Reports of the Select]. (SubIEn MaImEd and MuIammad Fazil, Trans. ). Karachi: MadEnah Publishing Company. GElEnE, Sayyid ManE? ir AIsan. (n. d. ). PEk-o-Hind main MusalmEnon kE Ni? Em e Ta‘lEm-oTarbiyyat [The educational system of Muslims in Pakistan and India]. Lahore: Maktaba RaImEniyya. Al-? asanE, ‘Abd al-? ayy. (1983). Al-ThaqEfah al-IslEmiyyah fi al-Hind [Islamic Civilization in India].Damascus: Mujamma‘ al-Lugha al-‘Arabiyyah bi Dima shq. Jaffar, S. M. (1972). Education in Muslim India. Delhi: IdEra AdabiyyEt-e-DillE. Keller, NEh ? E MEm. (1997). Copyrights in Islam. Retrieved August 17, 2010. http://www. shadhiliteachings. com/tariq/? act=article&id=6. MubErakpErE, MuIammad ‘Abd al-RaImEn ibn ‘Abd al-RaIEm. (n. d. ). Vol. 7, TuIfat alAIwadhE bi SharI JEmi‘ al-TirmidhE [Gift of the Skilful, a commentary on JEmi‘ alTirmidhE]. Ed. ‘Abd al- RaImEn MuIammad ‘UthmEn. BayrEt: DEr al-Fikr. Muhammad Ishaq. (1976). India’s Contribution to the Study of Hadith Literature. Dhaka, University of Dacca.MuIammad ShafE‘. (2002). FutEI al-Hind [Conquests of India]. Karachi: IdErat al-Ma‘Erif. Al-Nadvi & Moinuddin, Survey of Muslim Education: India, (Cambridge: The Islamic Academy, 1985), 5. Nizami, Khaliq Ahmad. (1961). Some Aspects of Religion & Politics in India during the 13th century. Bombay: Asia Publishing. Ni? EmE, KhalEq AImad. (1982). IslEmE TehzEb kE Asar HindustEn par [The effect of Islamic Civilization on India]. Lucknow, Majlis TehqEqEt-o-NashriEt–e-IslEm. SijzE, AmEr ? asan. (1996). FawE’id al-Fu’Ed [Benefits of the Heart]. (ZiyE-ul-? asan FErEqE, Trans. ). New Delhi: DK Printworld.

Personal Finance Essay

1. Are you considered a default risk? How would a lender evaluate you based on â€Å"the five C’s† of character capital, collateral, and conditions? How could you plan to make yourself more attractive to a lender in the future? I do not believe I would be considered a Default Risk because I have a good credit score and I try to pay off what I spend on my credit cards that same month or fairly quickly so I don’t have to pay high interest rates. Based on the five C’s†¦ Character-I would be considered as a good character due to employment, residential, and repayment history. Capacity- I try not to carry high balances on my credit cards, therefore, my debt obligation is fairly low. Capital-Capital would be considered mediocre due to my asset and collateral base. Collateral- I would no have much collateral because most of my assets are in my spouses name. Conditions-I may be considered a risk under conditions considering I work for the auto industry. To make myself more attractive to a lender, I would probably use my credit cards more often and build up my credit history to make it stronger. I would also add my name to my spouses mortgage because he owned the home before he met me. I would also increase my income by working full-time opposed to part-time that way I could show that I would be able to afford to have a higher balance on my credit card. 2. Identify the last two items (consumer goods and durable goods) you purchased. Alternatively, select any two items you purchased during the last two months. Choose diverse items and analyze each item interms of the following factors: a. Why did you buy that item? How did you decide what to get? I recently bought an Ipad and a new pair (good) of running shoes. I bought the Ipad basically for a portable electronic reading device and something I bring with to keep up with my school work and it will also assist me with my job at work. I also decided to buy a really good pair of running shoes for walking & jogging. I usually purchase shoes that cost around $40-$50 but have never been happy with them. Where did you get your information about the item? I did a lot of research online and I also asked some of my peers who have these items their opinions and I also read reviews. Where did you go to buy the item? I bought my Ipad at the Apple store and I bought my shoes online. In what kind of market did you make your purchase? The market seems to be picking up so I would say it is a striving market. Where did the money come from for your purchase? I used money that was given to me as a gift from my parents to buy the Ipad and the shoes came from money I earned at work. How much did you pay for the item, and how did you pay for it? The Ipad was approximately $400.00 and the shoes were approximately $150.00 h. How would you rate your satisfaction with your purchase? I am very happy with both of my purchases. I am glad I did the research before I bought them and sometimes it’s better to get the more expensive item because I do believe you get what you pay for. i. If or when you purchase that type of item again, what might you do differently? The only thing I would do differently is be a little more patient and wait for the items to go on sale or find a coupon to use. 3. For a car you would like to drive, calculate and compare what it would cost you to buy it and to lease it. Use the Lease versus Buy Calculator athttp://www.leaseguide.com/leasevsbuy.htm. What would be the advantages of owning the car? What would be the advantages of leasing it? For your lifestyle, needs, and uses of a vehicle, should you buy or lease? 2014 Ford Explorer to lease it for 24 month, 12,000 miles per year with an A-Plan discount and $2500 down payment the payment would be $335 per month. To Purchase the vehicle on a 60 month loan with $2500 down would be $589 per month. The advantages of buying a vehicle is that it is a major investment, better finance rates, you do not have worry about miles, you can sell it to recover some equity or trade it in to purchase something new, you can keep it as long as you would like. It is your vehicle once it is paid off. The advantages of leasing a vehicle would be a low monthly payment, no down payment, getting a new car more often, fewer maintenances concerns, not having to worry about selling the vehicle, and GAP coverage is usually included if the vehicle is totaled. In our family we do both we have one vehicle we purchased and one we lease. I do not drive a lot of miles and I work at a dealership so I like to get a new vehicle every 2 years. I also like not having to worry about the vehicle breaking down etc†¦ We also own a vehicle so we do not have to worry about going over mileage if we take road trips, we have something that is ours to use as equity and we have a very good interest rate. 4. You are considering purchasing an existing single-family house for $200,000 with a 20 percent down payment and a thirty-year fixed-rate mortgage at 5.5 percent. a. What would be your monthly mortgage payment? The payment would be $908.46 per month. b. If you decided to buy two points for a rate of 5 percent, how much would you save in monthly payments? Would it  be worth it to buy the points? Why, or why not? The payment would be $888.75 and yes it would be worth it because you are saving $22.71 per month and that would add up over a 30-year period to $8175.60. c. When should you consider an adjustable-rate mortgage? If you are only planning on having a mortgage for a short time it would be wise to consider an adjustable-rate mortgage because the rate stays the same for 5 years then it could change afterwards either or the better or the rates could go up significantly.

Marked Women Assignment Example | Topics and Well Written Essays - 250 words

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Investment goals Essay Example | Topics and Well Written Essays - 250 words

Investment goals - Essay Example Our goals were similar in that we wanted to save the time value of money. Investing in property was likely to yield more profit than getting the interest on our money stored in banks even if we chose to use our savings accounts. All of my long term goals reflect all the stages of the financial life cycle. The financial life cycle primarily consists of three stages; asset accumulation, conservation and protection, and distribution and gifting (â€Å"Stages of the Financial†). For example, I ultimately want to have my own house, and want to save money for the education of my children. These goals coincide with the asset accumulation stage of the financial life cycle. Likewise, I want to maintain such assets through which I can generate my desired income when I am retired. This is achieved in the conservation and protection stage of the financial life cycle. In the same way, I want to have my property distributed among my children as per my wish when I am dead. This is accomplish ed in the distribution and gifting stage of the financial life

Organization Structures & Communication policies Essay

Organization Structures & Communication policies - Essay Example (Portfolio Managers). It is also evident that the work of Jane involves portfolio mgt to small clients. Therefore it is father ambiguous that she also reports to the same Portfolio Managers who had their own clients. In the case of Dylan the same situation exists when he subdivided on daily reports to Joseph the field Manager in terms of contracts and Bristol the general Manager. In both of this cases the Companies should establish a clear chain of command of Dylan and June in terms of communication (upward communication and downward communication). The about the organization structure in company K is centralized, thus Dylan has to coordinate activities by use of North America office. The disparity in geographical region brings about the anomaly about international communication in responding to client's proposal, making it more complex and difficult to meet clients demand. The communication process has it that, for organizations to function, individuals and teams must coordinate their efforts and activities carefully. The football coach for example has to tell his team what plays to run. Therefore lack of key communication channels manufactures poor co-ordination leading to poor personnel and organization performance. Communication is social glue that keeps companies together. (Bristol Ito/Azuna Gichin and Tanaka) any information for contracts has to be approved accurately to the rigid chain described as their order. For Jane any decision has to pass through the Branch Manager but little mention is that of the head office. It seems the CTF is a bit decentralized in terms of decision-making. For instance when Jane requires to being a Certified Financial Planner, she approaches the Manager instead of the Head office. A Critical Exposition One shortcoming in embracing Matrix structures in management of organization's is that it waters the principals of good communication flow in organizations. Since communicating with employees is inclined towards a centralized approach. According to Walton business philosophy, communication is presupposed to be open minded," Sam's Rule for building a business" supports that you should Communicate everything you possibly can to you partners. The more they know, the more they understand the more they'll care. Once they care, there is no stopping them. K group of Companies however fails to achieve a business model that harmonizes activities due to the setup that has been exploded in different geographical backgrounds hampering the effective flow of information. For example Company K is contracted with a monumental project, the management portfolio, is designated to Joseph who is based in Vancouver. The company goes ahead making decisions from respective regions without following better communication channels. This is evident when the client is put in darkness thus breaching the communication protocol. Motivation Theory. Traditionally someone who gets a new job receives not only a salary but also a standard set of fringe benefits such a health insurance, life insurances, a paid vacation and a retirement plan. These days however, these basic benefits are not enough to bring job prospects through the door. The incentives that motivate today's employees are far more varied and in many cases, truly lavish. Both companies seemingly provide for esteem needs. Dylan feels the office held does not have sufficient authority to go

The British and Global Economy. Industrial revolution in Britain Essay

The British and Global Economy. Industrial revolution in Britain - Essay Example This means that the industrial revolution developed after a long process of technological innovation and interaction across the land mass (Allen, 2011: 366). However, many experts argue that neither Britain nor Europe had economic advantages more that the Indian regions until the occurrence of the industrial revolution. These countries were commercialized and productive since they benefited from advanced technologies. One of the vital aspects that encouraged industrial revolution was the environmental availability of cheap and available coal in Britain. Coal was employed to produce fuel in heat industries, for example, furnaces. Eventually, it was used to produce steam power for the developing factories (Hobsbawm, 1968: 31). Britain was distinct since it had easy access to large reserves of coal, since it was an efficient source of power than wood and charcoal. The use of coal in the production of iron was efficient in the revolution means. The coalmines from early 17 the centuries were very significant, the Black Country developed in England, and it transformed the textiles centers of the world. The factories and industrial towns also developed with canals and roads (Crafts, 1987: 2). The development of railroad and steam ships widened the market of manufactured goods. Industrial revolution changed the way things were made as new machines that were invented during the 17th and 18th century. This meant that it was possible to mass production of goods in the factories. It developed from Britain and it spread through North America and Europe, resulting to an improvement on social and economic conditions. The geographical position of Britain geopolitical position, since it was an island situated off the coast of the European continent. This favored the development of British naval power and protection from the continental warfare. Naval power was necessary since it allowed Britain to conquer the trade routes and colonies that improved industrial revolution and it provides raw materials (Allen, 2011: 374). Britain was able to extract diverse amounts of wealth from the New World through the slave trade and plantations. Capitalist merchants controlled Britain and this made it efficient for it to extract wealth. It also indicated that wealth could be used to fund the development of industrial capitalism. During the 18th century, the British ships transported more than a million Afr ican slaves to the British Caribbean to offer labor. Britain built extensive utility of mercantilist trade strategies that protected the developing industries against imports that had high tariffs imposed on them (Hobsbawm, 1968: 29). According to Marxists, several factors contributed to the industrial revolution in Britain. The development of capitalism could not be defined as the primary reason of entrepreneurial spirit of the British. The British revolution was a long period of economic and political changes marked by violent upheavals such as English Revolution during the 17th century. However, during the beginning of the 18th century, Britain was identified as the European country where the social relationships were embedded firmly. There were two significant features of capitalism that are important in the industrial revolution in Britain, the first was the prior capitalist class that developed over the previous centuries asserting its dominance in the British society (Crafts, 1987: 4). The