Importance of Education

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The Importance of Education in Islam

The Importance of Education in Islam to seek knowledge is a sacred duty; it is obligatory on every Muslim, male and female. The first word revealed of the Quran was Iqra READ! Seek knowledge! Educate yourselves! Be educated.

Surah Al-Zumr, ayah reveals Are those equal, those who know and those who do not know? Surah Al-Baqarah, ayah 6 reveals Allah grants wisdom to whom He pleases and to whom wisdom is granted indeed he receives an overflowing benefit.

Centuries old monarchy, colonialism and the oppressive rule of their own people have brought about moral and spiritual degeneration of Muslims throughout the world. To retrieve them from this degeneration, it's about time that the Muslim Ummah restructures its educational priorities along Islamic lines, fulfilling the existing needs as well. By virtue of such an educational program, the future generations will become the torchbearers of Islamic values and play an effective role in the present world. The challenges of modern times call for rebuilding the structure of our educational program on such a foundation as to fulfill our spiritual as well as temporary obligations. Today we need an education system which can produce, what the late Sayyed Abul Ala Mawdudi said, Muslim philosopher, Muslim scientist, Muslim economist, Muslim jurist, Muslim statesman, in brief, Muslim experts in all fields of knowledge who would reconstruct the social order in accordance with the tenets of Islam.

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The Muslims today are the most humiliated community in the world. And should they persist in following the same educational program as given by their colonial masters, they will not be able to recover themselves from moral and spiritual decadence.

Ibn Masud (Allah be pleased with him) reported that the Messenger of Allah (S) said The position of only two persons is enviable; the person whom Allah bestowed wealth empowering him to spend it in the way of righteousness, and the person whom Allah gave wisdom with which he adjudges and which he teaches to others.

According to Tirmidhi and Ibn Majah, Ibn Abbas (Allah be pleased with him) narrated that the Messenger of Allah (S) said A single scholar of religion is more formidable against Satan than a thousand devout persons.

Islam is our greatest gift. We have to be thankful for this gift. We have to render to Allah His due. Allah has given us so much by making us a part of the Ummah of the Prophet Muhammad (S) so we must totally commit ourselves as followers of the Prophet (S). We must become true Muslims.

Now how can we become Muslims in the true sense of the word? First let's define what a Muslim is. A Muslim is not a Muslim simply because he's born one. A Muslim is a Muslim because he is a follower of Islam, a submitter to the Will of Allah. We're Muslim if we consciously and deliberately accept what the Prophet Muhammad (S) has taught and act accordingly. Otherwise we're not true Muslims.

The first and most crucial obligation on us is to acquire knowledge and secondly to practice and preach this knowledge. No man becomes truly a Muslim without knowing the meaning of Islam, because he becomes a Muslim not through birth but through knowledge. Unless we come to know the basic and necessary teachings of the Prophet Muhammad (S) how can we believe in him, have faith in him, act according to what he taught? It is impossible for us to be a Muslim, and at the same time live in a state of ignorance.

It is essential to understand that the greatest gift of Allah? For which we are so over whelmed with gratitude? Depends primarily on knowledge. Without knowledge one can't truly receive Allah's gift of Islam. If our knowledge is little, then we will constantly run the risk of losing that magnificent gift, which we have received unless we remain vigilant in our fight against ignorance.

A person without knowledge is like someone walking along a track in complete darkness. Most likely his steps will wander aside and Satan easily can deceive him. This shows that our greatest danger lays in our ignorance of Islamic teachings and in our unawareness of what the Quran teaches and what guidance the Prophet (S) has given. But if we are blessed with the light of knowledge we will be able to see plainly the clear path of Islam at every step of our lives. We shall also be able to identify and avoid the dangerous paths of Kufr, Shirk and immorality, which may cross it. And, whenever a false guide meets us on the way, a few words with him will quickly establish that he is not a guide who should be followed.

On this knowledge depends whether our children and we are true Muslims and remain true Muslims. It is therefore not a trivial to be neglected. We do not neglect doing whatever is essential to improve our trades and professions. Because we know that if we do neglect, we will starve to death and so lose the precious gift of life. Why then should we be negligent in acquiring that knowledge on which depends whether we become Muslims and remain Muslims? Does such negligence not entail the danger of losing an even more precious gift? our Iman? Is not Iman more precious than life itself?

Most of our time and labor is spent on things, which sustain our physical existence in this life. Why can we not spend even a tenth part of our time and energy on things, which are necessary to protect our Iman, which only can sustain us in the present life and in the life to come? It is not necessary to study extensively to become a Muslim. We should at least spend about one hour out of twenty-four hours of the day and night in acquiring the knowledge of this Deen, the way of life, the Islam.

Every one of man, woman, or us, young or old should at least acquire sufficient knowledge to enable ourselves to understand the essence of the teachings of the Quran and the purpose for which it has been sent down.

We should also be able to understand clearly the mission, which our beloved Prophet (S) came into this world to fulfill. We should also recognize the corrupt order and system, which he came to destroy. We should acquaint ourselves, too, with the way of life, which Allah has ordained for us.

No great amount of time is required to acquire this simple knowledge. If we truly value Iman, it cannot be too difficult to find one hour every day to devote for our Iman.

Knowledge is identified in Islam as worship. The acquiring of knowledge is worship, reading the Quran and pondering upon it is worship, traveling to gain knowledge is worship. The practice of knowledge is connected with ethics and morality? With promoting virtue and combating vice, enjoining right and forbidding wrong. This is called in the Quran amr bil-l maruuf wa nah-y ani-l munkar.

Not only should we seek knowledge, but when we learn it, it becomes obligatory on us to practice it. Though we must remember that correct knowledge should come before correct action. Knowledge without action is useless because a learned person without action will be the worst of creatures on the Day of Resurrection. Also, action should not be based on blind imitation for this is not the quality of a thinking, sensible human being.

Knowledge is pursued and practiced with modesty and humility and leads to beauty and dignity, freedom and justice.

The main purpose of acquiring knowledge is to bring us closer to God. It is not simply for the gratification of the mind or the senses. It is not knowledge for the sake of knowledge or science for the value of sake.

Knowledge accordingly must be linked with values and goals. One of the purposes of acquiring knowledge is to gain the good of this world, not to destroy it through wastage, arrogance and in the reckless pursuit of higher standards of material comfort. Another purpose of knowledge is to spread freedom and dignity, truth and justice. It is not to gain power and dominance for its own sake.

Obviously, what we may call the reservoir of knowledge is deep and profound. It is a vast and open field that is not limited.

It is impossible for anyone to gain anything more than a fraction of what there is to know in the short span of one's life. We must therefore decide what is most important for us to know and how to go about acquiring this knowledge.

The following ahadith shows how important and how rewarding knowledge is He who acquires knowledge acquires a vast portion. AND If anyone going on his way in search of knowledge, God will, thereby make easy for him the way to Paradise.

We, the children, are the future. The future lies in our hands, but only through knowledge because whoever neglects learning in youth loses the past and is dead for the future.

May Allah (SWT) give us strength to behave and act just as He likes us to do and be pleased with us, and that should be the purpose of our lives.

Rabbi zidnee ilma (O Lord, increase us in knowledge). Aameen.

The Importance of Education in Islam

The Importance of Education in Islam to seek knowledge is a sacred duty; it is obligatory on every Muslim, male and female. The first word revealed of the Quran was Iqra READ! Seek knowledge! Educate yourselves! Be educated.

Surah Al-Zumr, ayah reveals Are those equal, those who know and those who do not know? Surah Al-Baqarah, ayah 6 reveals Allah grants wisdom to whom He pleases and to whom wisdom is granted indeed he receives an overflowing benefit.

Centuries old monarchy, colonialism and the oppressive rule of their own people have brought about moral and spiritual degeneration of Muslims throughout the world. To retrieve them from this degeneration, it's about time that the Muslim Ummah restructures its educational priorities along Islamic lines, fulfilling the existing needs as well. By virtue of such an educational program, the future generations will become the torchbearers of Islamic values and play an effective role in the present world. The challenges of modern times call for rebuilding the structure of our educational program on such a foundation as to fulfill our spiritual as well as temporary obligations. Today we need an education system which can produce, what the late Sayyed Abul Ala Mawdudi said, Muslim philosopher, Muslim scientist, Muslim economist, Muslim jurist, Muslim statesman, in brief, Muslim experts in all fields of knowledge who would reconstruct the social order in accordance with the tenets of Islam.

The Muslims today are the most humiliated community in the world. And should they persist in following the same educational program as given by their colonial masters, they will not be able to recover themselves from moral and spiritual decadence.

Ibn Masud (Allah be pleased with him) reported that the Messenger of Allah (S) said The position of only two persons is enviable; the person whom Allah bestowed wealth empowering him to spend it in the way of righteousness, and the person whom Allah gave wisdom with which he adjudges and which he teaches to others.

According to Tirmidhi and Ibn Majah, Ibn Abbas (Allah be pleased with him) narrated that the Messenger of Allah (S) said A single scholar of religion is more formidable against Satan than a thousand devout persons.

Islam is our greatest gift. We have to be thankful for this gift. We have to render to Allah His due. Allah has given us so much by making us a part of the Ummah of the Prophet Muhammad (S) so we must totally commit ourselves as followers of the Prophet (S). We must become true Muslims.

Now how can we become Muslims in the true sense of the word? First let's define what a Muslim is. A Muslim is not a Muslim simply because he's born one. A Muslim is a Muslim because he is a follower of Islam, a submitter to the Will of Allah. We're Muslim if we consciously and deliberately accept what the Prophet Muhammad (S) has taught and act accordingly. Otherwise we're not true Muslims.

The first and most crucial obligation on us is to acquire knowledge and secondly to practice and preach this knowledge. No man becomes truly a Muslim without knowing the meaning of Islam, because he becomes a Muslim not through birth but through knowledge. Unless we come to know the basic and necessary teachings of the Prophet Muhammad (S) how can we believe in him, have faith in him, act according to what he taught? It is impossible for us to be a Muslim, and at the same time live in a state of ignorance.

It is essential to understand that the greatest gift of Allah? For which we are so over whelmed with gratitude? Depends primarily on knowledge. Without knowledge one can't truly receive Allah's gift of Islam. If our knowledge is little, then we will constantly run the risk of losing that magnificent gift, which we have received unless we remain vigilant in our fight against ignorance.

A person without knowledge is like someone walking along a track in complete darkness. Most likely his steps will wander aside and Satan easily can deceive him. This shows that our greatest danger lays in our ignorance of Islamic teachings and in our unawareness of what the Quran teaches and what guidance the Prophet (S) has given. But if we are blessed with the light of knowledge we will be able to see plainly the clear path of Islam at every step of our lives. We shall also be able to identify and avoid the dangerous paths of Kufr, Shirk and immorality, which may cross it. And, whenever a false guide meets us on the way, a few words with him will quickly establish that he is not a guide who should be followed.

On this knowledge depends whether our children and we are true Muslims and remain true Muslims. It is therefore not a trivial to be neglected. We do not neglect doing whatever is essential to improve our trades and professions. Because we know that if we do neglect, we will starve to death and so lose the precious gift of life. Why then should we be negligent in acquiring that knowledge on which depends whether we become Muslims and remain Muslims? Does such negligence not entail the danger of losing an even more precious gift? our Iman? Is not Iman more precious than life itself?

Most of our time and labor is spent on things, which sustain our physical existence in this life. Why can we not spend even a tenth part of our time and energy on things, which are necessary to protect our Iman, which only can sustain us in the present life and in the life to come? It is not necessary to study extensively to become a Muslim. We should at least spend about one hour out of twenty-four hours of the day and night in acquiring the knowledge of this Deen, the way of life, the Islam.

Every one of man, woman, or us, young or old should at least acquire sufficient knowledge to enable ourselves to understand the essence of the teachings of the Quran and the purpose for which it has been sent down.

We should also be able to understand clearly the mission, which our beloved Prophet (S) came into this world to fulfill. We should also recognize the corrupt order and system, which he came to destroy. We should acquaint ourselves, too, with the way of life, which Allah has ordained for us.

No great amount of time is required to acquire this simple knowledge. If we truly value Iman, it cannot be too difficult to find one hour every day to devote for our Iman.

Knowledge is identified in Islam as worship. The acquiring of knowledge is worship, reading the Quran and pondering upon it is worship, traveling to gain knowledge is worship. The practice of knowledge is connected with ethics and morality? With promoting virtue and combating vice, enjoining right and forbidding wrong. This is called in the Quran amr bil-l maruuf wa nah-y ani-l munkar.

Not only should we seek knowledge, but when we learn it, it becomes obligatory on us to practice it. Though we must remember that correct knowledge should come before correct action. Knowledge without action is useless because a learned person without action will be the worst of creatures on the Day of Resurrection. Also, action should not be based on blind imitation for this is not the quality of a thinking, sensible human being.

Knowledge is pursued and practiced with modesty and humility and leads to beauty and dignity, freedom and justice.

The main purpose of acquiring knowledge is to bring us closer to God. It is not simply for the gratification of the mind or the senses. It is not knowledge for the sake of knowledge or science for the value of sake.

Knowledge accordingly must be linked with values and goals. One of the purposes of acquiring knowledge is to gain the good of this world, not to destroy it through wastage, arrogance and in the reckless pursuit of higher standards of material comfort. Another purpose of knowledge is to spread freedom and dignity, truth and justice. It is not to gain power and dominance for its own sake.

Obviously, what we may call the reservoir of knowledge is deep and profound. It is a vast and open field that is not limited.

It is impossible for anyone to gain anything more than a fraction of what there is to know in the short span of one's life. We must therefore decide what is most important for us to know and how to go about acquiring this knowledge.

The following ahadith shows how important and how rewarding knowledge is He who acquires knowledge acquires a vast portion. AND If anyone going on his way in search of knowledge, God will, thereby make easy for him the way to Paradise.

We, the children, are the future. The future lies in our hands, but only through knowledge because whoever neglects learning in youth loses the past and is dead for the future.

May Allah (SWT) give us strength to behave and act just as He likes us to do and be pleased with us, and that should be the purpose of our lives.

Rabbi zidnee ilma (O Lord, increase us in knowledge). Aameen.

Please note that this sample paper on Importance of Education is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Importance of Education, we are here to assist you. Your cheap research papers on Importance of Education will be written from scratch, so you do not have to worry about its originality.

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QUESTION: HOW FAR AND WITH WHAT JUSTIFICATION IS THE STREET DEMONSTRATION REPLACING VOTING AS AN AVENUE OF POLITICAL PARTICIPATION? USE ILLUSTRATIONS FROM THE CARIBBEAN OR ELSEWHERE.

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The political socialization of individuals influences their political culture, which in turn affect their political behavior. Political participation is one aspect of political behavior that is of great importance to politicians because of its potential impact on overall voter turnout, societal satisfaction and ultimately the win or loss of an election. For centuries, citizens of democratic societies have participated in the political affairs of their country. This participation has in more recent years however varied from conventional to more unconventional methods.

Political socialization as defined by Dr. Trevor Munroe is "the ways and means through which our views about politics, and our values in relation to politics are formed." Although not consciously obvious, there are agents that are identified as actively involved during political socialization. The primary agents, the family and peer groups, are characterized by their direct influence and unstructured or informal nature. The family is considered primary because at this level, individuals are first exposed to and taught the basic norms, values and ideas that are similar to their parents/guardians. During political discussions at home, the political identity of parents would possibly be transferred from the adults to the children. Peer groups are also thought to be primary despite not being the first agent to create an impression. Children form alliances from an early age and information is exchanged constantly. Evidence of the power of peer groups are apparent within many societies and may arguably be a direct result of economic constrains or the growth of idealisms such as feminism that have changed the roles of women. Where the family falls short, peer groups pick up the slack. The secondary agents of political socialization are very structured and formal. Examples of these are the mass media, the educational system, political parties and religious institutions. These agents indirectly impact the behavior of individuals and their attitudes towards authority; nevertheless, their effectiveness cannot be overlooked. In Jamaica for example, during designated election campaign periods, the two major parties have traditionally been associated with specific colors and symbols for identifying support for either. Party supporters loyally endorsed their support by wearing the chosen colors (red for socialists, green for the laborites) and by public display of hand symbols (fist for socialists, two finger 'V' sign for laborites).

During political socialization, the political culture of a country, society or community is transferred and developed within individuals. For example, the child in Cuba who is nurtured with pro Fidel Castro teachings and positive attitudes toward their country will, if all things remain equal, be patriotic to his country and its development. Cubans who have tried and been trying to 'escape by boats' have most likely been influenced by western propaganda. Most Cubans who still live in Cuba under the Castro regime, are very happy and satisfied with their way of life. There are three distinct types of political culture that may exist within any given society. The participatory very active citizens, subjective more passive persons, or parochial citizens more concerned with their personal and immediate surrounds. Most countries are indicative of a combination of parochial and participatory. The four major factors that influence changes in political culture are firstly, information accessibility and availability. With the advancements in technology within the last century, computers have become more affordable, Internet access has increased globalization possibilities and the media now have larger volumes of readers and listeners. Secondly, a change in the government's performance will influence the level of importance that the public attaches to politics. The correlation between public confidence and government's ability to provide satisfactorily for their people is undeniable. Thirdly a change in the political regime or the definition of the state also affects citizens' political culture. When Jamaica became independent in 16, the country's political culture changed. Lastly, and possibly most powerful is, a change in the economic structure of a society can strongly affect the political culture. During the existence of the USSR, their economy was extremely strong and prices remained constant for 40 years. The changes in the economy after reformation greatly changed their political culture.

Political participation can take the form of conventional methods, for example voting or signing petitions, the more unconventional avenues of boycotts, street demonstrations. Voting as an avenue of political participation appears to be declining as a choice for Jamaicans. Voter turnout has fallen from a high of 86% in 176 to a record low of 67% in 17. More increasingly citizens appear to be losing confidence in the political system, which has failed to solve problems of unemployment, crime and a stagnant economy. Another reason for the decline of voting, as an option is that general elections are held every 4 years, citizens are therefore not left with many other ways of having policies affected or their voices heard. After citizens have tried to more passive approaches of demonstrating and gotten no results, experience has shown that after blocking the roads, results have been more forthcoming. It is logical to deduce that people demonstrate because they are so motivated by various frustrations.

Jamaica

In Jamaica, between 186 and 11, the number of roadblock increased form to 4. By 17, there was an increase of 165 more roadblocks, approximately 4% Renewing Democracy into the Millennium, Dr. Trevor Munroe. Demonstrating in the street is not altogether illegal or necessarily discouraged. According to the constitution, citizens have the right to demonstrate as an extension of democratic process, provided the activities remain within the limits of the law. . Interest groups such as Amnesty International and Jamaicans for Justice have had demonstrations that increased public awareness and caused effective changes. In April 1, in response to an increase in gas prices Jamaica was rocked by island wide demonstrations that left the nations commerce, educational system, tourism sector, public transportation and average citizens virtually crippled for three days. The domino effect of which, is loss in overall revenue and economic growth for Jamaica. It is arguable that a favorable response was received from blocking the roads and locking down the country. The initial price hikes were removed immediately; violent street demonstrations had resulted in a policy change. Within a month however, the price of gasoline returned to the original increased amount. In the long run, many Jamaicans who partook in the demonstrations were unaware of the price change until it was too late. The country then had to work even harder to regain its economic footing. The damage to the streets, buildings, vehicles and other assets are now born by the taxpayer. A positive result of the street demonstration was that their voices were heard. President of the Private Sector Association of Jamaica (PSOJ) Peter Moses was named chairman of the broad-based committee constituted by Prime Minister P.J Patterson to examine the gas price hike and recommend adjustments. Although the desired effect of a reduction in the price hike was not authorized, it should be noted that an alternative avenue of participation was created, the committee heard from and responded to suggestions made by concerned citizens.

Guyana

In Guyana, ethnical politics has traditionally overpowered ideological politics. Recent street demonstrations by the minority party People's National Congress (PNC), aimed at forcing President Bharrat Jagdeo to step down have become destructive. In January 001, hundreds of Indo Guyanese were robbed and beaten, some 400 protesters chanting PNC slogans took part in an illegal demonstration over election issues and police used tear gas to disperse them. The hostile demonstrations continued and the ruling party People's Progressive Party has remained in power. Even more recently, during the launch of rd Summit of Caricom, an anti-government demonstration of approximately 1000 persons resulted in the shooting death of two by police. While not turning a blind eye to the demonstrations or the root of the problem, the PNC representatives have been urged to take up their seats in Parliament in a bid amicable restore peace to the country. Then President, Janet Jagan was quoted "We as citizens have to help in every way, and I hope we can get back to a normal society where people can talk to one another; where people can raise their issues in parliament, where people can go to the courts for justice, but not on the streets,"

Trinidad

In November 18, media reporters from Trinidad march to protest the physical abuse they sustained form a crowd that was allegedly incited to abuse them by then Prime Minister Basdeo Panday. He publicly declared war on journalists and accused them of being anti United National Congress (UNC). Titled 'March for Democracy', the protest was not only in the form of street demonstration, but included a proposed boycott from the reporting of government matters, an open letter to Prime Minister Panday, a joint lawsuit and the picketing of Parliament. As a result of their protest, journalist were given police protection at the next UNC meeting three weeks later and offered empathy by other UNC members for the attacks on them.

East Timor

The United Nations General Assembly placed East Timor on the international agenda in 160 when it added the territory to its list of Non-Self-Governing Territories. In 174 while still under the rule of Portugal, what started as street demonstrations led to the out break of a civil war between those who favored independence and those who advocated integration with Indonesia; An example of the citizen's political culture changing due to changes in political regime. Unable to control the situation, Portugal withdrew from East Timor. Indonesia intervened militarily and later integrated East Timor as its 7th province. The United Nations disapproved of this integration and called for Indonesia's withdrawal. After several attempt at pacifying the situation, war once again broke out and many East Timorese were killed with as many as 500,000 displaced from their homes. In October 1, the Security Council by resolution 17 established the United Nations Transitional Administration in East Timor (UNTAET), as an integrated, multi-dimensional peacekeeping operation fully responsible for the administration of East Timor during its transition to independence. East Timor is now on the road to rebuilding an even stronger economy with the assistance of the United Nations but many lives were lost and families torn apart before a change was made.

CONCLUSION

In popular political arenas, it is distinctly obvious that an increasing number of potentially active citizens have little faith in the effectiveness of employing conventional means of participating in the running and leadership of their country. It is difficult to truly ascertain a correlation between voter turnout and street demonstrations, due to the limitations of enumerating each citizen or conducting a census. It an be construed that street demonstrations appear to be replacing voting as an avenue of political participation, because of the high frequency with which they occur. Virtually every modern society has been the victim of street demonstrations. The differences however, lie in the degrees of volatility, the political socialization of the people and their existing political culture. The justification of these demonstrations is dependent on the effective changes they stimulate and the quality of the communal environment left in their aftermath.

BIBLOGRAPHY

Munroe, Trevor Dr, (1), Renewing Democracy into the Millennium

Munroe, Trevor Dr, (1), An Introduction to Politics

Chomsky, Noam, (001), A New Generation Draws the Line

The Gleaner

Trinidad Express

Tutorial notes

Please note that this sample paper on QUESTION: HOW FAR AND WITH WHAT JUSTIFICATION IS THE STREET DEMONSTRATION REPLACING VOTING AS AN AVENUE OF POLITICAL PARTICIPATION? USE ILLUSTRATIONS FROM THE CARIBBEAN OR ELSEWHERE. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on QUESTION: HOW FAR AND WITH WHAT JUSTIFICATION IS THE STREET DEMONSTRATION REPLACING VOTING AS AN AVENUE OF POLITICAL PARTICIPATION? USE ILLUSTRATIONS FROM THE CARIBBEAN OR ELSEWHERE., we are here to assist you. Your cheap custom college paper on QUESTION: HOW FAR AND WITH WHAT JUSTIFICATION IS THE STREET DEMONSTRATION REPLACING VOTING AS AN AVENUE OF POLITICAL PARTICIPATION? USE ILLUSTRATIONS FROM THE CARIBBEAN OR ELSEWHERE. will be written from scratch, so you do not have to worry about its originality.

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Eve of the ReformationBlack Death to Luthers Protest

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There is a myth that since the time of the conversion of the Roman Empire to Christianity in 1 A.D. until the Reformation that the Catholic Church lived in relative peace. This myth is false; the Church was constantly under attack. Heresies, Islam, and other less organized pagans always had the Church busy fighting on the side of Truth. From 00 A.D. to 600 A.D., the Church was affected with the heresy of Arianism. The heresy caused many men and many clergy to be led astray. After the Church's battle with Arianism, Mohammed and his new religion, Islam, rose to power and overwhelmed most of the Orient. Islam and Christianity were at war with each other since Islam's creation up until the Reformation. Between battles with Islam, pagans from Scandinavia and Mongols from Asia tried to battle Christian Europe, but they were less organized and easily defeated.

Christian unity was incredibly strong for the first twelve hundred years of its existence because the Christians were always defending their faith against an outside opponent. There was not time for any internal dissention, everyone got along because they had an attitude of "we" verse "them." Since a Christian was a Christian, it didn't matter their theology or how they lived their life, or how the Church lead its people. As long as a person was not Islamic or from another outside group, everyone got along.

But, after the twelfth century, the pressure from outside forces that Christianity was fighting against diminished. With no need for strong Christian identity, heresy and dissention began to pop up throughout Christendom. For example, the Albigensian movement, they had a belief in a doctrine of a dual godhead. There was a good god and an evil god. This heresy spread through much of southern France before it was extinguished. After the extinguishing of the Albigensian heresy, there was a time of piece for about eighty years. From 10 A.D. to 100 A.D. Europe lived in a full Catholic society. The whole of Europe was under one belief and one spiritual head.

Heresy and revolt started to creep in to European society starting in the fourteenth century. Small spiritual revolts started appearing for the first time. The most notable movements were the movement by Wycliffe and at the very end of the century the Hussite movement. Wycliffe who died in 184 is considered the "morning star" by some Protestant historians because to some people his movement is the beginning of the Reformation. His movement though strong, was short and only affected a small part of Europe. John Huss and the Hussites of Bohemia were another strong spiritual movement that started about almost exactly one hundred years before Martin Luther. The Hussite movement was also a strong movement, but was very nationalistic. The Bohemians joined Huss not out of theological beliefs, but out of national pride.

Write a research paper on Eve of the ReformationBlack Death to Luthers Protest

The ground was prepared for a catastrophe by the end of the fourteenth century, but still no fatal course made the Reformation inevitable (Belloc 14). By the time of the start of the Reformation the doctrinal novelties of Wycliffe, Huss, and others had already faded away. Many generations had already passed by before Luther's first protest. The two hundred years before the Reformation were not a growth in new doctrines, but the weakening of the moral authority in the temporal and spiritual organization of the Church (Belloc 15).

Though there were spiritual revolts in the fourteenth century, there were many Catholic spiritual triumphs going on at the same time. There was the rise of the great monastic Orders of St. Francis and St. Dominic and the philosophy and theology of St. Thomas.

One of the most detrimental causes of the weakening of the papacy was the unnatural migration to Avignon. For centuries, Europe was use to the conflict between the papacy and the empire. The emperor was the head of lay power and the pope was the head of spiritual power. The papacy eventually won the battle, but at high costs. The papacy heavily taxed Europe, especially England (Belloc 16). With the empire fallen, the papacy had full control over the temporal and spiritual fields. Since there was no supreme lay power, Europe began looking to the next highest power, which was France.

With the pope now living in Avignon the papacy turned into a local power. Avignon was not technically part of the king's dominion, but the papacy was nominally subject to the king. The papacy became part of the French monarchy and was consumed by French nationalism. The French papacy which lasted for seventy years from 107 to 177 A.D. had its share of anti popes occasionally rise, but European common loyalty was always given to the pope at Avignon (Belloc 16).

The problem of Avignon and what caused the weakening of the papacy's authority was being under the rule of the French king. Europe was use to a supreme head of the empire. The French king did not have the name or the authority of an emperor. The French king had no more power than any other king in Europe. He had no more authority to influence the papacy than any other king. With the rise of nationalism throughout Europe, other countries felt that the papacy was French and not universal, so the full authority of the pope throughout Europe was severely weakened.

To remedy the situation at Avignon the pope moved back to Rome. The move was supposed to strengthen the power of the pope, but that did not happen. What happened next was the Great Western Schism from 177 to 1407 A.D. The forty years of the schism permanently hurt the authority of the pope. After the schism was settled, it still took another thirty years and the accession of Nicholas V to the papacy before power was unanimously given back to the Bishop of Rome (Belloc 18). It was over one hundred and thirty years since the first removal of the papacy to Avignon. Until less that a lifetime before the Reformation Christendom lived under a divided and increasingly despised papacy (Belloc 18). The prime condition for a united Christendom is a single, powerful head and that had disappeared.

During the papacy's time in Avignon, the Black Death tore though Christendom. One third to one half of all the clergy and religious died. Whole monastic communities were wiped out. Bishops and their priests were all dead. The clergy and religious never fully recovered. The new clergy that were ordained were not educated, illiterate, and unfit for the position they held. They did not have the respect for the sanctity of the office. The Black Death also caused a rise in nationalism which was not a help to the papacy at Avignon. The Black Death is the beginning of the Reformation; Europeans began to voice their disgust and anxiety about the Church. They cried for, "A Reform of Head and Church (Belloc 7)."

After the Black Death came the crystallization of religion (Belloc 4). The Church's official life hardened out of measure. The Church used to be elastic and fluid, the Church is a living organism. The hardening of religion was from an exaggeration of routine and precise rule. The exaggeration and precision led to many abuses in the Church. Dues and Taxes were exacted out of mere precedent. Unnecessary taxes were taken even when the use for that tax was over. The Church also suffered from plurality with the holding of two offices.

The last lifetime was a period of eighty years between the Great Schism and the Reformation (Belloc ). The last lifetime was a time of great mental revolution. New learning and new expanded experiences shook people's faiths because everything they thought to be true around them was changing. Sudden new discoveries caused people to question what they believed. A man born in 140 and living to old age would have seen an expansion of geographical knowledge far beyond their imagination. He would have heard about the turning of the Cape of Great Hope and a new way to India, colonization all over the world, and the fact that the Earth was round. He would have seen an increase in study of ancient literature, the printing press, and growth in vernacular literature. He also would have seen a change in the art of war, in which only national governments would be able to afford, and he would have seen the last bits of feudalism being swept away.

Humanism, the study of antiquity, was prevalent throughout Europe. Humanism bred contempt for the medieval past and had thoughts of a glorious future. Since the Church was a part of the medieval past, the humanists dreamed of a future without it. Humanism did bring about a lot of skepticism into Europeans minds. The pride of humanism was at issue with the Christian faith. Humanism's critical examination of legends, such as the Donation of Constantine and the unauthentic Decretals of Mercator, which parts of it supported papal power, tangled up doctrine with legend (Belloc ). Humanism had no patients for truth lurking in legend.

The lifetime before the Reformation also brought about an increased study of scripture. The Old Testament, Talmud, and the Jewish arguments against the Faith were known to many. The New Testament was the test of scholarship and known by heart (Belloc 8).

Islam was also on the heels of Europe during the time before the Reformation. There was the fall of Constantinople and the conquering of Greece. All these forces caused a breakdown in European morals. The papacy should have used this time as an example for reform and repaired its authority, but the papacy ended up losing more authority instead.

The condition of the papacy worsened from 1447 to 1517 A.D. For centuries the papacy was politically weak, but morally strong. That changed with the accession of ten popes during the last seventy years. Nine of the popes were actual significant, Pope Pius III died twenty six days into his pontificate. Nicholas V was the first pope; he was the first undisputed, unpersecuted, and absolute monarchal pope. Nicholas was a very learned, cultured man, and also very pious. Calistus II was a Spanish pope and full of the Catholic spirit. Pius II was marred by an irresponsible youth; he had illegitimate children while a priest. But, he matured into a great scholar of history. Paul II was a worldly pope, but had no grave moral offenses while pope. Sixtus IV was of poor origin. He was not politically active and very worldly. He acted like a prince of the day. He was involved with the first great scandal, his nephew Cardinal Riario plotted against Florence.

Innocent VIII had an illegitimate family born to him before he took Orders. The problem was that he patronized them like a royal family. The most famous of these popes is Alexander VI who rose to power in 14. He was the pope when the people of the Reformation were old enough to receive a lasting impression. He was pope for eleven years and in those eleven years he did all matters of harm. He was elected though bribery and wealth; he became pope by one vote, his own. Politically he was a good candidate; he helped the Jews while Chancellor of the Papal States. The worst actions came from his son, Caesar Borgia whose only virtue was courage. Caesar was born to Alexander when Alexander was a Cardinal. Alexander had no sanctity of the office he held.

Julius II and Leo X were also of not great harm, except the selling of the indulgence for building St. Peters. Both Julius and Leo were worldly men and acted very much like Italian princes. The popes were not seen anymore as universal shepherds, but as princes of Rome. The popes failed to carry out the greatest task of Christendom at the time, the fighting of the Turks. It was not necessarily the popes' fault though because the kings and princes throughout Europe would not listen to the pope's call. Pius II even led a crusade himself because he couldn't find anyone to take charge. He ended up dying on the battle field.

Four forces moved together to cause the Reformation (Belloc 4). The first is the weakening of moral disciple of the clergy, their plurality and worldliness, lack of sexual morals, heavy taxation, and the problems of the papacy. The second is the weakening of the moral disciple of the laity particularly the rich. The rich became very greedy and would do anything to get more money. They saw the Church as having a lot of money and they wanted it. The third force was the increased indignation at the failure of the official Church to reform. The fourth force and the strongest force was the hatred of the Catholic Faith. The church was constantly seen as restricting man always and always being in man's life. The Church was always at issue with pride, ambition, and desire. Most importantly was the Church's claim to absolute authority and universal moral dominion. This hatred was confined to a small few in Europe, but it was potentially present in large numbers.

Martin Luther, an Augustinian monk is credited for starting the reformation. He visited Rome in 1510 A.D. during the pontificate of Julius II for business connected with his Order or his monastery. There is no real proof that Luther was upset at the worldliness of the papacy. He came back and taught at the University of Wittenberg and had local prominence among the Germans.

On October 1, 1517 Luther nailed his 5 theses to the door of the church of the Castle of Wittenberg. Luther's theses were grievances over the practice of selling indulgences. His nailing of his grievances was not an act of revolt at that time. It was common practice for scholars to nail topics for discussion on the church door. The only difference is that Luther firmly believed in his theses.

The Church's dogma on indulgences was the same then as it is now; the merits of Saints may be applied by the Church's authority to its people, not to the remission of sin, but to its punishment (CCC 1471). Grave abuses in the practice of indulgences were common throughout Europe, though. There was confusion between the payment of money as alms and the payment of money as a purchase. Also, masses of men fell into accepting indulgences as a remission of sin.

The most disgraceful act of the papacy concerning indulgences was the selling of an indulgence for the building of St. Peter's. Julius II instituted this indulgence. Leo X collaborated with the Archbishop of Mayence to sell this indulgence (Belloc 40). The Archbishop and Leo X split the money gained from the sell of the indulgence for St. Peter's. The Archbishop needed the money to pay off his debts. Lots of pomp and flair was used to pressure people into buying the indulgence. Many people and clergy did not approve of this indulgence. The Cardinal of Toledo forbade the promulgation of the indulgence (Belloc 41).

The Germans also hated the indulgence for two reasons. There was friction between the old tradition of the German king and the papacy and with the rise of German nationalism; the Germans felt that the pope had become an Italian prince (Belloc 41). This meant that the pope was no longer one with all Christendom because the pope was no longer one with Germany. The Germans were no longer one with the rest of Christendom. The Germans were ready to revolt and rebel against the authority of Rome. They saw Luther's protest as their opportunity for rebellion. Luther suddenly found himself in the spotlight. He had no intention of this happening when he posted the theses and never wanted to leave the Church, but with the support of the Germans, he decided to go along with them.

Rome thought nothing of Luther's protest or the grumblings in Germany. Pope Leo X saw the problem as a quarrel between two monastic Orders (Belloc 4). The Augustinians were jealous of the Dominicans because the Dominicans were the ones selling the indulgence. Luther was called to Rome in 1518 A.D., but he did not go. He did not go because of health reasons; it was not an act of defiance.

Irritation throughout Germany against papal power and taxation, mixed with some German nationalism demanded that Luther face his opponents on home turf. Rome accepted the situation and went to Germany. The Diet at Augsburg was set up with Rome's main agenda being to persuade the German princes to fight against Islam. Luther was much smaller business. At the Diet, Luther was offended. He was made to look foolish; they tricked him into denying the authority of a General Council, which could overrule a pope (Belloc 4).

Throughout 151, Luther was still protesting his Catholicism. By the end of 151 A.D., Luther went through a revolution in his mind and became an opponent of the whole church system (Belloc 44). In 150 A.D. the Church gave a Bull of Excommunication to Luther with sixty days to submit to Rome (Stravinskas 847). Luther did not submit.

Luther with about five million people left the Church because of grievances over abuses and power of the Church (Lindsey 5). The forming of the main Protestant doctrines came after the first rebellion. Sola Fide was an after thought (Belloc 4). With the abolition of the clergy there was no one to administer the Sacraments. So only the tenants of faith that did not need a priest to perform were kept (Lindsey 51). Sola Scriptura was also a necessary doctrine because without a hierarchy to teach the people the correct interpretation of the Bible and to pass down Church Tradition personal interpretation of the Bible needed.

The Reformation was a social rebellion against the old way of life; it was not spiritual revolt due to new doctrines. Corruption of clergy and humanism caused people to be skeptical of the Church that led their faith. The rise of national governments along with a strong sense of nationalism severely weakened the supreme authority of the Church. The Reformation did not continue a direct Renaissance tendency toward larger things, it deflected that tendency. It did not introduce the arts, it cramped and thwarted them. Its last effects have not led to a society happy or stable; they have led to the society we see around us today (Belloc 6).

Belloc, Hilarie How the Reformation Happened Tan Books and Publishers, Inc. Illinois 1.

Catechism of the Catholic Church Double Day. New York 15.

Lindsey, David The Woman and the Dragon Pelican Publishing Company. Gretna 000.

O'Hare, Patrick The Facts about Luther Tan Books and Publishing, Inc. Illinois 187.

Stravinskas, Peter Catholic Encyclopedia Our Sunday Visitor Publishing. Indiana 18.

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What ideas, values and attitudes are present in the text in relation to the topic of Creation in FRANKENSTEIN?

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'What is the point of life??is the question often pondered in human minds. To answer this question it may be best to first look at where life begins. Creation. Then the next question in this matter would be, 'what is creation??The simple answer to that is everything. A stool is the creation of a carpenter, as a painting is a creation of an artist and we along with many other extraordinary things in this world are the creation of God. The motivation that inspires humans to create is a desire to feel good about oneself, to achieve something and to look good in the eyes of others.

There are many ideas, values and attitudes about creation in Mary Shelly's story Frankenstein (the modern Prometheus). This essay will be describing how ideas, values and attitudes about creation in Frankenstein parallel either in similarities or differences to the original creation story found in the Holy Bible and the Greek myth Prometheus.

The first and most important value in Frankenstein about creation is that man should not play God and if humans try, then they shall suffer. In the story the main character Victor Frankenstein is determined to create life out of the dead, in his mission to defeat death. "Wealth was an inferior object; But what glory would attend the discovery if I could banish disease from the human frame and render non invulnerable to any but a violent death!?Then after Victor creates the monster he realizes his terrible mistake. "But now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart?I considered the being that I had cast among mankind, and endowed with the will and power to effect purposes of horror…my own vampire…forced to destroy all that was dear to me.?

Similarly in the Greek myth, Prometheus (a titan) plays God by stealing the fire of wisdom from the gods and giving it to the humans he had created. The gods get angry and punish him terribly. "Zeus was enraged that man had fire. He decided to inflict a terrible punishment on both man and Prometheus…on Mount Caucasus, Prometheus was tormented day and night by a giant eagle tearing at his liver. By day, the eagle would come down to the cliff and devour Prometheus liver, and by night the liver would regenerate, only to have it destroyed the following day again.?

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The difference in Prometheus from Frankenstein is that Prometheus did not get punished for creating humans but going against his gods will. In Frankenstein creating the being is going against God's will. In the holy bible Adam was punished for trying to play God and to be like god by eating the forbidden fruit and he and along with Eve was punished by being send to earth from the safety of heaven.

Another idea is that the created always has a choice on which path to take. Either the good or the evil. But the society that the created inhabits also has a great impact on what choice the created takes. Like in Frankenstein the beast had tried to be hospitable, by saving the girl from the river and helping the cottagers with their daily chores, but all he got for this was negative responses and rejection. This corrupted him and he chose the evil ways. Killing everyone Frankenstein loved. This parallel's with the original creation story about Adam and Eve. Adam had a choice on whether he should eat the forbidden fruit or not he chose to eat it, with the influence of Eve.

Also, Prometheus had a choice on whether he should steal the fire. But he did it out of his sympathy love for the mortal humans.

The idea of achieving respect through creation is also important. Frankenstein wanted to be great and powerful and perfect and respected by creating this beast. "Life and death appeared to me ideal bounds, which I should first break through…a new species would bless me…should I deserve their? Like we are expected to worship and respect God. In Prometheus, the titan gives t6he mortals the forbidden fire so that we would love and respect him. "For unrelinquishing bravery in the face of the ruling and cruel Powerful who inflict suffering on the rest of mankind. His name has been associated throughout the centuries and millenniums as that of the GREAT REBEL AGAINST INJUSTICE AND THE CRUEL AUTHORITY OF TYRANNICAL POWER.?

The idea that people should take responsibility for their things/creation is also very important in Frankenstein. Frankenstein creates the monster and then flees. Later on he realised that he could not flee from what is done and that he hold responsibility for the creature no matter hoe hideous he is. "In a fit of madness I created a rational creature, and was bound towards him, to assure, as far as was in my power, his happiness and well-being.?In the story of Prometheus, he felt responsibility for the human he had created and that is why he brought the fire to them.

And in the bible it is stated in almost every page that God loves his children and blesses them.

A general idea about creation is that the creator will have to make an environment for his creation and set down rules and restrictions for it to abide. Like in the creation story in the bible

God created Adam after he created the earth and animals and eve for him, god also blessed Adam and set down the 10 commandments for all humankind to follow. "And god blessed them, saying, Be fruitful and multiply and fill?Thou shall not kill.? But in Frankenstein it was the exact opposite. After creating the beast Frankenstein not only abandons it in a world which it was not meant for, but also curses it and leaves it to roam free doing whatever it wants. Frankenstein says, "I threw myself on the bed in my clothes, endeavoring to seek a few moments of forgetfulness? and later on in the story the beast recalls. "No father had watched my infant days, no mother had bless me with smiles and caresses?and later on Frankenstein realizes. "In a fit of madness I created a rational creature, and was bound towards him, to assure, as far as was in my power, his happiness and well-being.?

These are the main parallels in the story Frankenstein, creation story and Prometheus and ideas, values and attitudes of creation found in them.

Power

Power is a recurring theme throughout the text that manifests itself in many different forms. The power to grant life, to bring death, and the power to control life are all themes that Shelley presents in relation to Creation. Frankenstein has the power to create life as well as to destroy whereas the monster has the power to destroy life and cause pain.

At first Frankenstein's main goal is to discover the "principle of life?for the good of mankind, but in his passing trance he soon finds himself "capable of bestowing animation upon lifeless matter? at this point, he is overwhelmed by the power and glory that creating would bring. Out of the desire for power and knowledge that is placed in Frankenstein's hands, the monster is born without careful consideration. In creating, Frankenstein hopes that "a new species would bless me [him] as its creator and source? he wants to be worshipped for his god-like powers, hence seeing himself akin to God. However, unlike God Frankenstein does not provide for his monster, neglecting his duties to his creation and allowing the wretched being to roam free. Frankenstein has no plans for his monster and it is suggested that the monster is not bound by destiny like Frankenstein because he is not a 'child of god?

When the monster asks Frankenstein to exercise his powers yet again to create a female, Frankenstein agrees to this request rationally although less than willingly. He reasons with his creature but eventually decides that he is bound towards the monster as his creator and has "no right to withhold from him [the monster] the small portion of happiness which was yet in my [Frankenstein's] power to bestow.?

In the text, the ultimate power is still in creation. Although the monster has physical power over Frankenstein, the monster does not have the knowledge that is needed to create another being. Without the knowledge to create, Frankenstein does not have hold over the monster. So we can say that in relation to the text, knowledge is power. The second monster is created out of knowledge ?from experimenting on the first monster, this bears similarities to Eve who made by God from the ribs of Adam.

As Frankenstein becomes more and more 'God-like? he has the choice and power to decide whether to grant life or to not. After considerable debate, he decides that it is wrong to create another monster because "she might become ten thousand times more malignant than her mate, and delight…in murder and wretchedness?and so "trembling with passion, tore to pieces the thing?that he was engaged in. In this instance, Frankenstein has once again manipulated life by restricting what is allowed to live and what is not. This act can again be seen as humans trying to play God by controlling nature and destiny.

Balance of Power

The balance of power shifts between the creator and created throughout this text. This can be seen as early as when Frankenstein leaves the monster to fend for itself. From this moment on, Frankenstein no longer has control over the actions of his creation who is "endowed with the will and power to…destroy? The monster realises that he has physical power over his creator when he strangles William to death, he then knows that Frankenstein is not at all like God but is a mere human who can be hurt physically and emotionally and is not perfect. The monster's "enemy is not invulnerable?

It is also suggested in the text that the creator is not necessary the master, the master is whoever holds the most power ?in this case, the monster. Despite this, Frankenstein has skills and knowledge to offer the monster, and as long as he still holds his status as the creator, there is equilibrium between the two conflicting characters. That is, when Frankenstein promises to create a female for the monster, the monster does what he is told and does not defy any of his creator's wishes. This is the same for Frankenstein, with the monster threatening "to create desolation?if he does not create a female monster. When Frankenstein destroys the female monster, the whole equilibrium disappears. This is when the monster uses his physical advantages over Frankenstein, killing Clerval and Elizabeth causing him great emotional pain.

Hubris

To have the attitude of hubris is to believe that one possesses God-like powers. As a result, one is often corrupted, becoming a source of great misery to themselves and people around them. Victor Frankenstein constantly strives to further his hubris in this text. At the beginning, he is simply someone who desires to learn about the workings of the universe. Intelligence, ambition and curiosity take him a step further, hence he greatly exceeds his original plan and to gain and misuse power. The hubris is presented as a sin in the text, because with the possession of hubris, Frankenstein runs into terrible mischief and trouble.

The complications in the narrative can all be linked to VF's discovery of power when he ponders the creation of a being in his own image. ? I found so astonishing a power placed within my hands?and "I hesitated a long time concerning the manner which I should employ it?(pg 5). These quotes demonstrate VF's initial concern and attitude towards the power that he is about to possess.

VF does have some forethoughts concerning the creation of a being, for example, "I doubted at first whether I should attempt the creation? But ultimately, he makes the decision to create. This decision may have being induced by the supreme power of being in control of a man ?a being of his own kind. As a result of his decision to create, VF attempts to play God, which he later realizes is a grave miscalculation.

Inevitably, VF becomes corrupted by hubris, believing he will have ultimate control over the being that will owe his life to him. His ignorance and the resulting chaos reflect an attitude reminiscent of the time ?that God already possesses all the power in the universe, and thus man is easily corrupted and led astray, and should not attempt pursuits that are deemed part of a higher order.

One thing VF fails to recognize is that those who have been victorious throughout history have always sacrificed a great deal just to maintain their power, and the cycle is not about to change. Thus with the power he fails to behold (by running off right after the 'birth?of the monster) come disasters which destroy him.

VF also uses his headstrong power to deny life. This is made clear to us when he breaks his promise about creating a female counterpart for the monster "Begone, I do break my promise; never will I create another like yourself? (pg 16) and tosses the unfinished body into the water. In this act, he displays more godlike tendencies.

Responsibility

Responsibility, in relation to creation, is one of the core themes of this text. From Victor Frankenstein to the monster he creates, we are reminded of the theme in many different forms. An obvious application is when VF debates, in his mind, his own degree of responsibility for his own actions, and for the actions of the monster.

First and foremost, Victor Frankenstein creates a monster. He is so blinded by hubris that he never genuinely stops to consider the consequences of his actions, acting in an irresponsible fashion.

"Life and death appeared to me ideal bounds, which I should first break through, and pour a torrent of light into our dark world. A new species would bless me as its creator and source; many happy and excellent creatures would own their being to me. No father could claim the gratitude of his child so completely as I should deserve theirs. Pursuing these reflections, I thought, that if I could bestow animation upon lifeless matter, I might in the process of time (although I now found it impossible) renew life where death had apparently devoted the body to corruption?

Frankenstein only realise his own foolishness when he actually "infuses his creation with the spark of life? and is shocked by the gruesome creature that awakes. VF further contributes to the problem by neglecting his responsibilities as creator. It would be expected that, after two years of toil at the expense of his own health and rest, he should at least try to examine the monster, or take some interest in it. But alas, he is "unable to endure the aspect of the being he has created? and retires to his room. Thus we see the first act that sets off the conflict between man and monster, creator and creation. If the view is taken that the creation possesses a complete and total innocence from his beginning, then this is truly the first step toward corrupting that innocence.

When Frankenstein sees the monster for the second time, he falls under the misapprehension that it is attempting to attack him and flees. It is quite possible, of course, that the monster is simply confused, and in want of some manner of explanation. Nevertheless, Frankenstein runs away, returning the next day to find that his creation has vanished. Upon realising this, he is overjoyed, not for one moment taking responsibility for what he has unleashed on the world, or even for the wellbeing of the monster to whom he gave life.

?I was unable to contain myself. It was not joy only that possessed me; I felt my flesh tingle with the excess of sensitiveness, and my pulse beat rapidly?I jumped over chairs, clapped my hands, and laughed out loud.?

However, VF cannot be rid of feelings of guilt deep within him. The monster is "forever before his eyes? and he "raves incessantly concerning him? proving that he does feel some responsibility for his actions and creation. Still, he feels no compassion or regard for the monster, simply for the individuals that it may affect.

When it murders William and frames Justine as the culprit, to her conviction and execution, Frankenstein feels a deep pang, as though it were by his hands that they died "I beheld those I loved spend vain sorrow upon the graves of William and Justine, the first hapless victims to my unhallowed arts.?Similarly, Clerval and Elizabeth are killed by the monster, acts for which VF also feels remorse and anger. Interestingly, these are directed no so much towards himself, as to the monster.

Corruption of Innocence

Another key issue surrounding the story of Frankenstein is the corruption of innocence. Many argue that the monster is like a child ?completely innocent, his mind a clean slate. It is put forward that he is simply corrupted by society, and we hear the clich?that "society is to blame? It is suggested that the acts of ignorant people, for instance Felix and his family, can be more horrible than any monster.

If we are to believe the monsters side of the story, then he is simply naïve, lonely and in want of a friend when he accidentally strangles William. He only starts to plot and scheme ways to bring misery to Frankenstein's life after he experiences the same misery himself. Betrayed by the world, he resorts to a killing spree that would gain nothing but vengeance.

Another more extreme reading of the text suggests that the monster is actually a demon sent by god to punish Frankenstein for his hubris. This is led by his belief that he can accomplish feats as great as that of god himself, and indeed play god to an entire race of people. This theory would act to negate the idea of corruption of innocence in the text.

Conclusion from Research

In relation to creation, the core theme in Frankenstein is power. This is presented in many different contexts, including the power to play god (i.e. to create, to give and deny life), the pursuit of power above all else, the attitude that God has supreme power and no human can come close to wielding this, the idea that the balance of power is shifts between creator and creation, and the idea of Hubris, among others.

While power is central, there are many other less obvious themes encoded in the text. These are issues like responsibility, including the responsibility for the actions of our creations, our duty towards them, and the guilt we feel when something we create or devise results in the misery of others. Also discussed in the text is the idea of corruption of innocence, and that ultimately, true innocence is corrupted by society.

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Youth Engaged In SErvice

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EXECUTIVE SUMMARY

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Township of FranklinYouth Engaged in Service

(Applicant Unit of Gov.)Name of Project

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Statement of the Problem Anti-Social Behavior and Alienation is identified as the top priority risk factor for teens in Franklin, however, three risk factors had been identified in the original application for this project including

ɨ Anti-Social Behavior and Alienation

ɨ School Dropout

ɨ Inadequate School Climate

The data obtained through UCR reports and Somerset County's Adolescent Information Forms paints a picture of a group of Franklin Township youth, a sizable portion of who are minorities, who have already come in contact with the juvenile justice system or are at great risk of involvement with this system. They are in conflict with their families, have been abused, and/or live in homes where substance abuse, divorce/separation and parenting skills are issues. Also, they are truant, or are having problems in school, and are experiencing mental health problems and economic stress. A large portion of the community's incorrigible and delinquent youth are primarily between the ages of 11 and 16. See Appendix I for supporting data.

Program Goal The goal of the Franklin Township Youth Engaged in Service Program is to reduce youth delinquency by working cooperatively to support our community in providing our children and families with skills, knowledge, and opportunities necessary to foster a healthy environment to ensure the development of our youth to productive, law abiding citizens. The primary objective of this program is to provide skills, opportunities, and knowledge through group interaction to early adolescents, middle school youth, and/or high school youth during their critical developmental period in order to prevent these at-risk youth from engaging in problem behaviors and entering into the juvenile system and to lower the recidivism rate for those youth already involved in the system. The Franklin Township Youth Engaged in Community Service Program plans to address the identified risk factors through enhancement of the individuals character, and self-esteem, the delivery of clear standards, and healthy beliefs, and by developing a stronger connection, and commitment to the community. Community Service will be used to help youth find their way to responsible adulthood.

Program Description The Franklin Township Youth Services Commission plans to continue operation and expansion of the Supervised Community Service Program for Junior High and High School age students called Youth Engaged in Service (YES) . The program provides two levels of service including one at the primary level of prevention for youth who are at risk of delinquent behavior and one at the secondary level of prevention for youth who have exhibited delinquent behavior. The project will deliver four program initiatives during the period of October 1, 00 and September 1, 004. There are four components to the Program which are describe below with measurable objectives, program outcomes and participant outcomes for each initiative.

The first component is designed on the primary prevention level and will provide the comprehensive Character Assets Community Service Program for at-risk youth from the Teen Recreation Program. The program goal is to serve four separate groups of 8 students, in a 1 week program, thereby serving approximately students from the Teen Recreation Program. The first session of the program will take place in October, November and December 00. The other sessions of the program will take place in 004 from January through October. Two sessions will be supported through the JJDP budget and two sessions will be supported through alternate funding sources.

ɨ Students will participate in a 1 hour educational component where the participants will become familiar with and increase the knowledge relating to the fundamental tenets of character including Trustworthiness, Respect, Responsibility, Fairness, Compassion, Friendship and Citizenship, and their application in the juveniles individual daily life routine. Group activities will be held in the evenings and/or weekends at the Franklin Township Community/Senior Center.

ɨ The Students will participate in life skill experiential learning situations relating to their personal daily life task demands. The concepts of task organization, realistic goal setting, effective communication, active listening skills, group cooperative dynamics, critical problem solving, time and budget management and creative expression will be explored and strategies for adaptation demonstrated to effectively manage and cope with real life scenarios.

ɨ Students will spend approximately 4 hours in project development and implementation of a community service learning project.

ɨ 85% of the participants will successfully complete the program

ɨ 85% of the participants will not come in contact with the juvenile justice system during the course of the program and for one year after the completion of the program.

ɨ Students involved with the program will have the opportunity for bonding with staff and volunteers over the three month cycle of the program.

ɨ Participants will be recognized for their efforts through a group social event at the end of the program cycle. Each student will receive recognition of their contribution to their community in some measure of written from the Office of the Governor or government official.

The Second Component is also designed on the primary prevention level and the program will provide a summer opportunity for participants to engage in a community service project. This program will run throughout the school year and will also conduct its second summer program during the months of July and August. The program will serve approximately 50 students that will each perform a minimum of 5 hours of community service.

ɨ Prior to the start of the program students will participate in an 4-8 hour educational component where the participants will become familiar with and increase their knowledge relating to the fundamental tenets of character and their application in the juveniles individual daily life routine. Basic program requirements, obligations and safety will also be covered.

ɨ The Students will participate in life skill experiential learning situations relating to their personal daily life task demands. Students will spend a minimum of 5 hours in their selected community service learning project.

ɨ 85% of the participants will successfully complete the program

ɨ 85% of the participants will not come in contact with the juvenile justice system during the course of the program and for one year after the completion of the program.

ɨ Students involved with the program will have the opportunity for bonding with staff and volunteers during the school year and over the 6 week cycle of the summer program.

ɨ Participants will be recognized for their efforts through a group social event at the end of the program cycle. Each student will receive recognition of their contribution to their community in some written measure from the appropriate government official.

The Third Component The Station House Adjustment Component provides character development and supervised community service on the secondary prevention level for youth that are considered first time petty offenders that have committed a disorderly persons offense, a petty disorderly persons offense or have been charged with an offense (truancy) in the municipal court and are at greater risk of exhibiting additional delinquent behavior. At the secondary prevention level the program is able to identify the needs of the youth and his/her family and it may be able to reduce the number of youth entering into the juvenile court system. The program not only offers a community service program to at-risk youth, but, it offers life skill opportunities, caring/trusting relationships with staff, 4 hour support through a Youth Hotline and information and referral services as needed. The program will serve approximately -5 students per month that will each be involved in a 5-0 hour program. Students will participate in approximately 5 hours of character development and 0-5 hours of hands on community service.

ɨ 85% of the participants will successfully complete the program

ɨ 85% of the participants will not come in contact with the juvenile justice system during the course of the program and for one year after the completion of the program.

ɨ Students involved with the program will have the opportunity for bonding with staff and volunteers over the three month cycle of the program.

ɨ Participants will be recognized for their efforts at the end of the program cycle.

ɨ To provide supervised community service for approximately -5 youth on a weekly basis.

The Fourth Component is for incorrigible at-risk youth referred to the Police Department by parents, youth that receive Curbside Adjustment by the Police Department and the habitual status offender. In addition to the traditional referral to SCFCIU(Somerset County Family Crisis Intervention Unit) this component will also provide outreach services in an attempt to involve the youth in several of the appropriate community services available including Middle Earth's supervised community service program, Middle Earth's Drop In Center, the Character Assets Program, the Teen Recreation Program, the ARISE Program, and counseling through Family and Community Services of Somerset County. Youth in this category exhibit unruly, delinquent behavior. This is the child that does not listen to their parents and may be considered as out of control. They may have been runaways, they may be unruly on the street, they may be truant, but, they have not committed a chargeable offense. At the primary prevention level the program is able to identify the needs of the youth and his/her family and offer referrals to various services and alternative activities in an effort to deter the youth from further delinquent behavior that could lead to contact with the juvenile court system. The programs and services listed above provide recreation, life skills, character education, community service opportunities, a 4 hour support through a Youth Hotline; and individual, group and family counseling by agencies all working to improve services for youth. These services all offer opportunities to gain new knowledge, learn new skills and opportunities for bonding with caring/trusting staff. The Program Coordinator will provide outreach and referral services to approximately 5-8 students per month based on the number of referrals received. Participants will be encouraged to participate in one or more of the activities listed.

ɨ % of the students referred to Middle Earth will take part in one or more of the following activities Middle Earth's Community Service Program; Character Assets; Teen Recreation.

ɨ 50% of the participants that are engaged in a program will not come in contact with the juvenile justice system during the course of the program.

ɨ Students involved with these programs will have the opportunity for bonding with staff and volunteers over the length of the program.

Description of Project Management and Personnel The project director is the Director of Parks & Recreation. This individual also serves as the Chairperson of the Township's Youth Service Commission/Policy Prevention Board and the Chairperson of the Municipal Alliance for the Prevention of Substance Abuse. As a department head this individual reports to the Township Manager. The project director is responsible for the administration of the project including all grant documents and reports; procurement of services and authorization of expenditures; and Chair of the Policy Prevention Board. Fiscal accountability and auditing is managed through the CFO of Franklin Township's Finance Department. The Township proposes to once again contract with Middle Earth a private-non-profit agency to provide the Station House Adjustment Program (SHAP) and general volunteer programs since they have been successful in getting this program up and running in Franklin during the programs first two years of operation. Middle Earth will hire a full time coordinator to over see their four components of the program. The Township will also contract with CharacterAssets Inc. consultants to provide for the Character Development component. In addition the Township will hire part-time employees to assist with transportation needs of program participants and will involve the full-time Recreation Coordinator to assist with the coordination of the CharacterAssets program.

Collaboration and Program Continuation The primary participants in this project include the Franklin Township Board of Education, The Franklin Township Police Department, The Franklin Township Department of Parks & Recreation, CharacterAssets Inc. and the "Middle Earth" agency of Somerville, NJ. The Franklin Township Board of Education is interested in providing meeting room space from the hours of 0 70 PM at SGS Intermediate School. The Franklin Township Police Department will provided referrals of juvenile offenders to the program. The Franklin Township Recreation Department will provide office support and accommodate daytime administrative operations space. The Recreation Department and the Police Department will also provide space for client meetings after 40pm. The Township proposes to contract with Middle Earth to provide the designated services of this grant application. Middle Earth was selected because of its experience in this service area and its outstanding reputation for providing services to the at-risk youth population. The Recreation Department and School System will be willing to assist with transportation support when possible. The CharacterAssets consultants were selected based on content of their program and the inclusion of the community service component.

Program Continuation Future funding will be pursued through the combined efforts of the Township of Franklin, the Franklin Township Board of Education and Middle Earth. With the help of the Township's Grant Coordinator and Middle Earth, foundation and corporate funding will be pursued. A corporate fundraising plan is being developed with a mailing out to approximately 1000 businesses in Franklin Township later this year.

Special events and various contributions will also help to fund this program. We also anticipate the school district taking on a more active role in this project and including community service as part of it's core requirements.

Plan Conformity The Somerset County Youth Services Commission Plan indicates the need to reduce the minority over-representation youth in the juvenile justice system and to increase dispositional options with community based alternatives. The plan also calls for a full compliment of services in the continuum of care. It also encourages agencies to outreach to resistant families.

Evaluation The Program will conduct follow-up regarding each participant within the first year after successful completion of hours to determine whether the youth is utilizing previous referrals made, if he/she needs additional services, and to see if the youth has re-offended. Follow-up phone calls to the referral source and the youth's parent/legal guardian will occur at 1, , 6, and 1 months. If the offender has done well and has not gotten into further trouble, the case will be closed. If trouble is reported, the YES staff will try to intervene and help the offender through any problems they may be experiencing. This follow-up data will be summarized and used to evaluate the needs and success of the program. Exit interviews will also be conducted to see how we can better serve the program participants. Program statistics will also be continually reviewed to ensure compliance with the State contract, the needs of the participants, and the needs of the Township of Franklin. The staff will also allow parents and the participants the opportunity to suggest possible improvements and express other areas that the program could be of service to families. Annual follow-up will be conducted with each participant to document their status until they reach the age of 18. The monitoring will provide the rate of recidivism among the clients of this program. Pre and post tests will also be employed regarding the educational components. The Policy Prevention Board will also continue an annual risk and resource assessment to track changes in risk factor indicators. Expectations of the program including measurable objectives, program outcomes and participant outcomes for each initiative are listed above with goals and objectives.

Please note that this sample paper on Youth Engaged In SErvice is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Youth Engaged In SErvice, we are here to assist you. Your cheap custom college papers on Youth Engaged In SErvice will be written from scratch, so you do not have to worry about its originality.

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GTA Vice City Cheats AND Other Things

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All Weapons #1

R1, R, L1, R, Left, Down, Right, Up, Left, Down, Right, Up

All Weapons #

R1, R, L1, R, Left, Down, Right, Up, Left, Down, Down, Left

Write a research paper on GTA Vice City Cheats AND Other Things

All Weapons #

R1, R, L1, R, Left, Down, Right, Up, Left, Down, Down, Down

Full Armor

R1, R, L1, X, Left, Down, Right, Up, Left, Down, Right, Up

Full Health

R1, R, L1, Circle, Left, Down, Right, Up, Left, Down, Right, Up

Commit Suicide

Right, L, Down, R1, Left, Left, R1, L1, L, L1

Raise Wanted Level

R1, R1, Circle, R, Left, Right, Left, Right, Left, Right

Lower Wanted Level

R1, R1, Circle, R, Up, Down, Up, Down, Up, Down

Ladies Man (certain women follow you)

Circle, X, L1, L1, R, X, X, Circle, Triangle

--------------------------------------------------

Character Skin Cheats

--------------------------------------------------

Change Clothes

Right, Right, Left, Up, L1, L, Left, Up, Down, Right

Play As Ricardo Diaz

L1, L, R1, R, Down, L1, R, L

Play As Lance Vance

Circle, L, Left, X, R1, L1, X, L1

Play As Candy Suxxx

Circle, R, Down, R1, Left, Right, R1, L1, X, L

Play As Ken Rosenberg

Right, L1, Up, L, L1, Right, R1, L1, X, R1

Play As Hilary King

R1, Circle, R, L1, Right, R1, L1, X, R

Play As Love Fist Guy #1

Down, L1, Down, L, Left, X, R1, L1, X, X

Play As Love Fist Guy #

R1, L, R, L1, Right, R, Left, X, Square, L1

Play As Phil Cassady

Right, R1, Up, R, L1, Right, R1, L1 ,Right, Circle

Play As Sonny Forelli

Circle, L1, Circle, L, Left, X, R1, L1, X, X

Play As Mercedes

R, L1, Up, L1, Right, R1, Right, Up, Circle, Triangle

--------------------------------------------------

Vehicle Spawning Cheats

--------------------------------------------------

Spawn A Rhino tank

Circle, Circle, L1, Circle, Circle, Circle, L1, L, R1, Triangle, Circle, Triangle

Spawn A Bloodring Racer

Down, R1, Circle, L, L, X, R1, L1, Left, Left

Spawn A Bloodring Banger

Up, Right, Right, L1, Right, Up, Square, L

Spawn A Hotring Racer #1

R1, Circle, R, Right, L1, L, X, X, Square, R1

Spawn A Hotring Racer #

R, L1, Circle, Right, L1, R1, Right, Up, Circle, R

Spawn A Romeros Hearse

Down, R, Down, R1, L, Left, R1, L1, Left, Right

Spawn A Love Fist

R, Up, L, Left, Left, R1, L1, Circle, Right

Spawn A Trashmaster

Circle, R1, Circle, R1, Left, Left, R1, L1, Circle, Right

Spawn A Sabre Turbo

Right, L, Down, L, L, X, R1, L1, Circle, Left

Spawn A Caddie

Circle, L1, Up, R1, L, X, R1, L1, Circle, X

--------------------------------------------------

Other Vehicle Cheats

--------------------------------------------------

Blow Up Cars

R, L, R1, L1, L, R, Square, Triangle, Circle, Triangle, L, L1

Aggressive Drivers

R, Circle, R1, L, Left, R1, L1, R, L

Pink Cars

Circle, L1, Down, L, Left, X, R1, L1, Right, X

Pink Cars

Circle, L1, Down, L, Left, X, R1, L1, Right, Circle

Black Cars

Circle, L, Up, R1, Left, X, R1, L1, Left, Circle

Dodo Cheat (Press Analog Stick back to Fly)

Right, R, Circle, R1, L, Down, L1, R1

Perfect Handling

Triangle, R1, R1, Left, R1, L1, R, L1

Higher Top Speed For Your vehicle

Right, R1, Up, L, L, Left, R1, L1, r1, R1

Cars Can Drive on Water

Right, R, Circle, R1, L, Square, R1, R

Change Vehicle Wheel Size (Repeat to change more)

R1, X, Triangle, Right, R, Square, Up, Down, Square

--------------------------------------------------

Weather Cheats

--------------------------------------------------

Sunny Weather

R, X, L1, L1, L, L, L, Down

Cloudy Weather

R, X, L1, L1, L, L, L, Triangle

Very Cloudy Weather

R, X, L1, L1, L, L, L, Square

Stormy Weather

R, X, L1, L1, L, L, L, Circle

Foggy Weather

R, X, L1, L1, L, L, L, X

--------------------------------------------------

Miscellaneous Cheats

--------------------------------------------------

Speed Up Time

Circle, Circle, L1, Square, L1, Square, Square, Square, L1, Triangle, Circle, Triangle

Slow Down Time

Triangle, Up, Right, Down, Square, R, R1

Peds Riot (Warning code cannot be undone)

Down, Left, Up, Left, X, R, R1, L, L1

Peds Hate You (Warning code cannot be undone)

Down, Up, Up, Up, X, R, R1, L, L

Peds have Weapons (Warning code cannot be undone)

R, R1, X, Triangle, X, Triangle, Up, Down

Police return From Dead

Circle, L1, Down, L, Left, X, R1, L1, Right, X

Show Media Level Meter (Shows pursuit time and news coverage level)

R, Circle, Up, L1, Right, R1, Right, Up, Square, Triangle

Bikini Girls With Guns

Right, L1, Circle, L, Left, X, R1, L1, L1, X

Suicide

L, Down, R1, Left, Left, R1, L1, L, L1

BIG thanks to Fiber_Optikz and Genome_Gxp for testing these.

Info submitted by Hellion00 on Wednesday, October 0, 00 at 0540

Hidden Packages

Packages / Reward / Reward Location

10, Body Armor, Ocean Veiw Hotel

0, Chainsaw, Ocean Veiw Hotel

0, Python, Ocean Veiw Hotel

40, Flame-Thrower, Ocean Veiw Hotel

50,Laser Scope Sniper Rifle,Ocean Veiw Hotel

60, Minigun, Ocean Veiw Hotel

70, Rocket Launcher,Ocean Veiw Hotel

80, Chopper ,Starfish Island Mansions HPad

0, Rhino Fort Baxter Air Base

100, Ultimate Car Fort Baxter Air Base

Info submitted by 8 Ball on Wednesday, October 0, 00 at 11068

How to find the Helicopter

Near the arena in the Downtown district is a condo you can purchase for a safe house ($14000) there are garages for cars and an opening that says Roof Access above the door. There is a Heli pad on the Roof The Helicopter should be there. If it is not there, just leave and come back. This may take a few tries, but it will eventually be back.

Info submitted by bradyp0 on Thursday, October 1, 00 at 50

Get six weapon

Go to the golf club on a moped. Go though the gate. On your right and left ,there will be six guns free

How to unlock the final missions!

If you are at the part where you just finished the missionCopland, then you go back to do another mission at your mansion and the pink light isnt there anymore. Dont get to exited, no you didnt beat the game yet. You just have to do more missions at the mansion then your done, but you cant do missions there yet untill you finish all of the ASSETS & EXTRAS missions. Here they are

1.Four Iron(Avery Carrington)

.Demolition Man(Avery Carrington)

.Two Bit Hit(Avery Carrington)

4.Love Juice(Rock Band)

5.Psycho Killer(Rock Band)

6.Alloy Wheels of steel(Biker)

7.Messing with the man(Biker)

8.Hog tied(Biker)

.Publicity Tour(Rock Band continued)

10.Road Kill(Mysterious Caller)

11.Waste the Wife(Mysterious Caller)

1.Autocide(Mysterious Caller)

1.Check out at the Check in(Mysterious Caller)

14.Stunt Boat Challenge(Cuban)

15.Cannon Fodder(Cuban)

16.Naval Engagement(Cuban)

17.Juju Scramble(Haitian)

18.Bombs Away(Haitian)

1.Dirty Lickins(Haitian)

0.Trojan Voodoo(Cuban continued)

Buy the Boatyard

1.Checkpoint Charlie(Boatyard)

Buy Taxi Factory

.V.I.P(Kautman Cab)

.Friendly Rivalry(Kautman Cab)

4.Cabmageddon(Kautman Cab)

Buy Malibu Dance Club

5.No Escape(Malibu)

6.The Shootist(Malibu)

After 6, you unlock 7

7.Loose Ends(Mysterious Caller)

8.The Driver(Malibu)

.The Job(Malibu)

0.Gun Runner(Phil)

1.Boomshine Saigon(Phil)

.Recruitment Drive(Steve Scott)

.Dildo Dodo(Steve Scott)

4.Marthas Mug Shot(Steve Scott)

5.G-Spotlight(Steve Scott)

Buy Print Works Factory

6.Spilling the Beans(Print Works)

7.Hit the Courier(Print Works)

After 7 seven missions of ASSETS & EXTRAS you unlock the last missions to finish the game.

Info submitted by MGS Master on Monday, November 4, 00 at 00001

16 HINTS

1. Brown Thunder vigilante missions

Collect all 100 hidden packages and go to Fort Baxter Air Base. You can use this ultimate vehicle to do Brown Thunder vigilante missions.

. Firefighter missions Fireproof

Steal a fire truck and press R to start the firefighter missions. Press Circle to use the firehose to put out burning cars. Get to level 1 to become fireproof while on foot

. Pizza missions Extra health

Go behind the pizza restaurant near the beach and steal the pizza delivery moped and press R to start the pizza missions. Successfully deliver 55 consecutive pizzas to increase your maximum health from 100 to 150.

4. Paramedic missions Unlimited sprint/stamina

Steal an ambulance and press R to start the paramedic missions. Get to level 1 to have unlimited sprint/stamina.

5. Taxi missions Hydraulics

Steal a cab and press R to start the taxi missions. Carry 100 passengers to get hydraulics on all taxi-class vehicles.

6. Vigilante missions Extra armor

Steal a law enforcement-class vehicle and press R to start the vigilante missions. Get to level 1 to increase your maximum armor from 100 to 150.

7. Northpoint Grand Theft Auto screens

In the Northpoint Mall, go into the Tarbrush Cafe. Go behind the counter and take a look at the registers. You will find screens from the original Grand Theft Auto.

8. Northpoint Katana

In the Northpoint Mall, go into the Tarbrush Cafe. Go into the back room to find the katana.

. Northpoint Easy money

To get an easy $00 to $00, go to Northpoint Mall and follow a police officer until he begins chasing someone. Attack that person with your fists (no brass knuckles -- you gain more money without them) to get $50 for every punch you throw. Be sure not to hit the police officer.

10. Northpoint RC Baron Race

Get in the Toy Fun Van on the top of the parking garage next to the mall to start the RC Baron Race, in which you will fly RC planes across the island.

11. Northpoint RC Bandit Race

Get in the Toy Fun Van near the dirt bike track.

1. Caddy Drive out of the golfing area

Enable the Dodo car code. Steal a golf cart (Caddy) and drive towards the exit area (where the view is from a security camera). Instead of going in that area, go up the grass hill to the left of the stairs. Fly over the house by pressing Analog-stick Down. Try to avoid the windows which pop out and stop you from flying. If you make it on the roof, go right or left immediately to avoid the big pillar then continue down to the street. This may be difficult at first, but can be done with some practice.

1. Helicopter Hovering

Hold L while flying a helicopter to hover. This can be used to immediately slow down while flying fast.

14. Knife

Go to the alleyway in the south-east corner of the east island (where you start) to find the knife.

15. Leave car door open

Exit a car while holding Handbrake. You will not close the door, which can be useful if you know that you are going to need to get back in quickly.

16. Restore health

Go to your hideout and go to Save. Either save or leave without saving and your health will be restored to full. Note Your wanted level will not decrease

Info submitted by Tony D Email on Sunday, November , 00 at 0047

Robbery

To rob a store, all you have to do is point a gun at them. You have to hold it for a long time

and the longer you hold it the more money he will give you. The alarm will sound, and the cops

will come, so get the money and get out. (NOTE you can drive a motorcycle in the mall, so get a

PCJ 600, and get ready to run.

Here is a list of stores that you can rob.

Store Location

Corner Store Vice Point, one block north of the Shady Points Hospital

Dispensary+(pharmacy) Vice Point, one block west of the corner store

Jewelry Store Vice Point, just east of the bridge to the Leaf Links Country Club

Gash North Point Mall

Music Store North Point Mall

Jewelry Store North Point Mall

Hardware Store North Point Mall

Bunch of Tools (hardware) Washington Beach, on peninsula west of Washington Beach Police

Department

Ryton Aide Pharmacy Little Haiti, next to Pay n Spray

Pharmacy Downtown, on the street between Love Fists studio and Rock City

Jewelery Store Downtown, on the street between Love Fists studio and Rock City

Deli Little Havana, one street north of Ryton Aide Pharmacy

Doughnut Shop Little Havana, on the corner south of Cherry Popper

Laundromat Little Havana, west of Print Works

Screw This (Hardware) Little Havana, between Umbertos and Sunshine Autos

Info submitted by MOBOB11 on Friday, November 1, 00 at 71

Two more helicopters

I have found three helicopters. All mavericks. There is a regular one on top of the Hyman Condo. A swat one on top of the police station nearest the stadium. And a news chopper on the VCN building. The VCN building does not have stairs to it, you will need to get to one of the two other helicopters. Fly it over to the building, land, and then grab it. These helicopters will be there most of the times, but sometimes they will not be there, if this happens, just go do something else, like a mission, then go back and see.

Info submitted by Matthew Sguerro on Friday, November 1, 00 at 1

Change the Moons Size

Just shoot the moon with your sniper rifle.

Tactics for Vlamar parts

Tounge of Valmar

This one is simple , stock up on Yomis elixirs , and wound salves , Then set every one except Ryudo to AI healing and powering up you do this by going to AI during combat and Select AI then , go to Manual , edit the Tactics and keep Ryudo on Manual .

Eye of valmar

Focus your main attacks on the bats first cause they truly mess up the battle then let loose on the eye , forget the tendrils! Recover every time your HP drops below 500.(I was on level , w/ Ryudo and the others so I might have cheated.)

Claws of Valmar

Equip everyone but the Designated healer in the party with the Revival gem , youll come across it in the dungeon. And let loose with ultra powerful attacks , and recovery spells try weakening it too.I kept poisoning it.

Info submitted by The Tensieken Trio on Saturday, August 4, 00 at 0445

Unlocking The Final Missions

Once You have completed The Tommy Vercetti Crime Ring Mission Copland, you will no longer be able to do missions at your house. To Unlock them, you DONT have to complete all the Extra missions (eg. Avery Carrington, Cubans, Haitans, Love Fist etc.) Heres how you do it

Once you have completed the Shakedown mission, a whole load of Asset properties will come available. The Asset properties are

The Malibu, The Pole Position, The Film Studio, The Boatyard, The Ice Cream Factory, The Print Works, Kauffman Cabs, and Sunshine Autos. All of these (once you have done certain tasks), will generate money everyday. You must aquire SIXTY PERCENT of these properties. Meaning you must get AT LEAST 5 of them. The ones you MUST buy are the Print Works, and The Malibu.

Once you have bought 60 percent of them, and completed a few specific extra missions, youll will get called by the print factory. The final missions begin.

Note If you buy 60% of the asset properties (including the Malibu and Print Works), and you dont get called, it means you must complete more of the EXTRA missions. These are the ones where you work for less-important people in the game. To give you a hand, these are the MAIN STORY EMPLOYERS. They are the ones who are not included in the EXTRA category

1. Ken Rosengurg

. The Colonel, Juan Garcia Cortez

. Ricardo Diaz

4. Tommy Vercetti Crime Ring Missions (Mansion Missions)

5. The Malibu Missions

6. The Print Works Missions

Info submitted by pyramidhead on Saturday, November , 00 at 180516

Free PCJ 600 and Angel

You can get a free Angel by going to the biker bar, and just jacking one. Big Mitch doesnt care. But for those people that prefer the PCJ 600, there is one across the street. You may not see it but it is there behind a pane of glass. You need to take out a gun and shoot the glass, or use a melee wepon to break it. (NOTE it is not always there so if it isnt grab an Angel and be happy.)There is also a PCJ 600 at the docks were The Colonel missions took place.(it isnt there all the time either so if it isnt, take the cheetah.)

Info submitted by MOBOB11 on Tuesday, November 5, 00 at 1116

Places you can buy

Business Cost

Ocean Hights $ 7,000

Boat Yard $ 10,000

Hyman Condo $ 14,000

Film Studio $ 60,000

Vice Point $ ,500

Skumole Shack $ 1,000

El Swanko Casa $ 8,000

Kaufmans Cabs $ 40,000

Links View Apartment $ 6,000

Print Works $ 70,000

Cherry Poppers $ 0,000

Sunshine Autos Show Case $ 50,000

110 Washington Street $ ,000

The Malibu Club $ 10,000

Pole Position $ 0,000

Info submitted by Dima Sergiyenko on Tuesday, January 8, 00 at 446

Get full health

Go to any pizza place and buy the special and your health will be full.

Info submitted by shaz on Wednesday, January , 00 at 065547

BULLET PROOF CAR

Also fire-proof, explosion-proof, and collision-proof.

Activate the Guardian Angels mission (from Colonel Cortez), and kill the Haitian gang members. The Admiral is the white car Diaz drives in the cut-scene. Deliberately fail the mission by killing Diaz, Lance, or letting the Haitian biker escape with Diazs money.

Once the mission fails, the Admirals doors will be unlocked and you can drive it back to the garage of your choice. Naturally, you will need to purchase property that has a garage first.

How to garage a HUNTER helicopter

Okay,in order to garage a hunter helicopter you must own Sunshine autos and have access to a HUNTER helicopter in the Fort Baxter Air Base. After you have stolen the Hunter from the rear of the base, fly it over to Sunshine autos and land it in the lower area behind the building where the four garages are located. Choose a garage and make sure it is empty, then back the rear of the hunter into the garage as far as possible and once the blades of the hunter start hitting the garage, get out and run against the front of the hunter, forcing the hunter into the garage.(If you are not such a good flyer and the choppers blades start hitting things while you are trying to put it in the garage and it catches fire, just use the health code while you are in the burning helicopter and the fire will go out.)

I know, you think the blades will stop the hunter from going in because they are so big, no... they will just blend in with the wall. Once the hunter is in, let the garage close and save your game.

Now getting it out when you need it....

First go into the garage and start running against the rear of the hunter, forcing it out of the garage. Then once you have it out run against which ever end you need to so that when you get in and the blades start to turn they wont hit anything. Fly it out of there and you got yourself a hunter without running into the air base screaming for your life.

This is not a fake strategy, I did it myself and it took me about 10 min to do it all.

Info submitted by Mike Allen on Saturday, January 18, 00 at 170055

How to fly the helicopter-

Basic Controls-

X- up

Square- down

L- turn left

R- turn right

L- hover

How to move-

press the up arrow on the arrow buttons while holding x. The harder you

press x, the higher you will fly. Press R or L to turn. To land press

square lightly.

If you think that you are good at flying and you are comfortable with the

controls, try this Fly above a boat.(a couple of feet above it.) If you are

right on top of it, press triangle and you should have fell into the boat.

(Do this with one of those yachts, they are big, so you have a better chance

of landing on it.) This takes a few tries, but it is possible. (I did it

twice.)

Hidden package rewards

Collect the indicated number of hidden packages to get a reward at the specified location

10 hidden packages Body Armor at Ocean View Hotel and Starfish Island Mansion.

0 hidden packages Chainsaw at Ocean View Hotel and Starfish Island Mansion.

0 hidden packages Python at Ocean View Hotel and Starfish Island Mansion.

40 hidden packages Flame thrower at Ocean View Hotel and Starfish Island Mansion.

50 hidden packages Laser Scope Sniper Rifle at Ocean View Hotel and Starfish Island Mansion.

60 hidden packages Minigun at Ocean View Hotel and Starfish Island Mansion.

70 hidden packages Rocket Launcher at Ocean View Hotel and Starfish Island Mansion.

80 hidden packages Sea Sparrow at Starfish Island Mansions Helipad.

0 hidden packages Rhino at Fort Baxter Air Base.

100 hidden packages Ultimate Secret Vehicle at Fort Baxter Air Base. You can use this vehicle to do Brown Thunder vigilante missions.

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