Cultural Difference between Ancient Egypt and Ancient China Essay

The Cultural Development of ancient Egyptians and ancient Chinese civilizations were fairly similar but were different on certain ideas. From the way historians looked at the number of gods/goddesses each civilization worshipped, to the inventions and tools the craftsman made to make life less difficult shows the similarity of the two civilization. Both couture’s buried their dead with items of value, practiced ancestor worship, had elaborate systems of Bureaucratic systems of administration and, had rudimentary concepts of Mathematics and Medicine. Ancient Chinese religion based upon Confucianism. Both Taoism and Confucianism began at about the same time, around the sixth century B.C.E. China’s third great religion, Bu. The religion of Ancient Egypt was a polytheistic (many gods) religion with one short period of monotheism (one god). Their religion hosted about 700 different gods and goddesses. Despite the similar concepts of the 2 civilization ancient Chinese: In Egypt, people were buried with thought to preservation, as they believed that the dead would be able to use their bodies in the afterlife. Chinese burial style depended on the province as well as the main religion of the person. But both civilizations were polytheistic (belief in many gods). Ancient Egypt belief system relied heavily on the tales of the many deities that they worshiped. In Ancient Egypt, it was believed that, when a Pharaoh passed away, he was met with many tests. If successful, the Pharaoh would ascend and become the sun god, Ra. However ancient Chinese belief system relied on three major religions: Taoism, Confucianism, and Buddhism. Taoism was founded during the Zhou Dynasty in the 6th century by Lao-Tzu. The idea of Yin and Yang comes from Taoism. They believed that everything in nature has two balancing forces called Yin and Yang. Confucianism was born in 551 BC. Confucius was a philosopher and thinker. Confucius’ teachings focus on treating others with respect, politeness, and fairness. He thought that honor and morality were important qualities, family was important, and honoring one’s relatives was required. Buddhism was based on the teachings of Buddha. Buddha was born in Nepal, just south of China, in 563 BC. Buddhists believe in a â€Å"rebirth† of the self, and the concept named Karma (all actions have consequences). What makes these two civilizations similar, Egypt and China had similar governments in which they were both monarchies. Both ancient Chinese and ancient Egypt made tools and technology to improve their lives, and make everyday tasks easier. Also both civilizations also required an irrigation system to help regulate and utilize the nearby rivers’ sources. However, this is where the similarities of technology end. Egyptians focused primarily on the afterlife. They built grand pyramids as burial sites and afterlife protection for Pharaohs and important nobles. The Chinese spent their efforts building roads for easier trade and canals for efficient, improved farming. Ancient Egypt and ancient Chinese used paper. China and Egypt are also similar in the fact that they all took use of bronze metallurgy. But although they both used bronze, China was better adapted to it and benefitted more from it. Egypt was slow to develop the use of bronze, and the high cost didn’t allow them to use it much. Ancient Chinese made paper (Papyrus- a tall plant that is like grass and that grows in marshes especially in China). Ancient Egypt are known for their pyramids. The size, design, and structure of the pyramids reveal the skill of these ancient builders. The pyramids were great monuments and tombs for the kings. The Egyptians believed that a king’s soul continued to guide affairs of the kingdom even after his death. To ensure that they would continue to enjoy the blessings of the gods, they preserved the pharaoh’s body through the mummification process. They built the pyramids to protect the pharaoh’s body; the pyramid was a symbol of hope, because it would ensure the pharaoh’s union with the gods. Ancient Chinese rich people had fancier houses, and people also built fancy temples and palaces. All ancient Chinese architecture was built according to strict rules of design that made Chinese buildings follow the ideas of Taoism or other Chinese philosophies. The design idea was that buildings should be long and low rather than tall – they and symmetry: both sides of the building should be the same, balanced, just as Taoism emphasized balance. Both Ancient Egypt and Ancient Egypt were both river civilizations that faced the challenge of flooding of their nearby rivers, which made irrigation systems and tracking floods important. While researching ancient Chinese and ancient Egypt I saw that each civilization had the same ideas but they took their prior knowledge and bulled on it, in different ways. Based on this evidence and facts I gathered I conclude that ancient Egypt and ancient China are the strongest and longest lasting civilizations because of their organization. Also since each civilization’s location was closed off, intruding and trying to conquer weren’t a major issue. While writing this paper I learned that with each civilization’s advanced tools and inventions it impacted everything and influenced all the technology we have today.

Analyzing “Deculturization”

Deculturalization refers to the â€Å"stripping away of a people's culture and replacing it with a new culture† (Spring 1). Deculturalization is one of the most inhumane acts one can partake in. A person's culture is his/her main defining feature. Culture is the medium through which people communicate their beliefs, values, and morals. Inserting one's own culture in place of someone's pre-existing culture is the basis of ethnocentrism. People have repeatedly become victims of deculturalization, especially in the United States, and by analyzing this ethnocentrism one learns the importance of sustaining different cultures in society. There are many methods of deculturalization, such as segregation, isolation, and forced change of language. When the content of curriculum reflects culture of dominant group, it is deculturalization. Also, dominated groups are not allowed to express their culture and religion, which is deculturalization. Use of teachers from the dominant group to teach those that are dominated is another form of deculturalization (Spring 49).†The problem was the assumption that U.S. institutions, customs, and beliefs were the best in the world and they should be imposed† (Spring 42). Throughout much of the past century, the United States sought to stamp its cultural ideal upon almost all peoples who existed within its realm of influence. It is only through the relatively modern ideology of multiculturalism and the celebration of diversity that the United States has begun to make amends for the injustices it has committed on other cultures. Today, with multiculturalism entering into the classrooms and other realms, different cultures are finally getting the attention they deserve. The American idea of cultural and racial superiority began in the seventeenth and eighteenth centuries with the colonization of northeast America by predominantly Anglo Saxon colonists. Ironically, the colonists came to America to escape persecution for their religious beliefs. The Anglo Saxon attitude of cultural superiority was a largely Protestant value that remained prevalent for much of the twentieth century (Spring 2-4). The educational impact of this elitist attitude was far-reaching. The most immediate effects were seen in the destruction of Native American culture and peoples. Efforts to ‘civilize' the Native Americans through the use of schooling began in 1819 and continued until the late 1920's. The first schools were the result of Christian missionaries' efforts to gain converts. English was the only language spoken in these schools, and the Native American culture was looked upon poorly. Some earlier efforts were made to adapt to Native American culture, including the development of a written Cherokee language. This knowledge, however, was used to impart Anglo-Protestant values and religion (Spring 18-21). Out of almost all of the other cultures, Native Americans are the most exploited. Not only was their culture subverted and their people forced to move, but also the Native Americans still today are trying to regain their cultural identity. It was only during the late 20's that the effects of this cultural genocide became apparent. With the Meriam Report, published in 1928, the inhumane treatment of Native Americans was brought to the public eye, and this made way for the establishment of progressive day schools where Native Americans could integrate their culture. Ever since, Native Americans have struggled to regain an identity of their culture. Along with Native Americans, some of the same injustices were inflicted upon Puerto Rico where the same rules of deculturalization applied to the education systems. Puerto Rico became a colony of the United States in the 1890's as a result of the Spanish-American War. The apparent Americanization of Puerto Rico centered in the schools where patriotic exercises emphasized American allegiance. English became the official language of the schools, and English proficiency became a qualification to obtain a Puerto Rican teaching license. The Puerto Ricans resisted this deculturalization, causing strong tension in the 1920's, while they struggled to declare independence. Eventually, attempts at deculturalization fell beneath global civil rights movements in the 1950's and 1960's. Despite this, the educational system of Puerto Rico was severely limited for many years. During the same time that the Puerto Ricans were struggling to regain their national culture and heritage, African Americans were struggling to overcome centuries of racial discrimination. Early in the 20th century, most African Americans seemed helplessly mired in a class system that sought to keep them poorly educated to provide a supply of cheap labor. W.E.B. DuBois, founder of the National Association for the Advancement of Colored People, wanted to provide a different type of education for African Americans that would focus on encouraging leadership and protection of the legal and social rights of their communities. These schools would also create a constant awareness of their position within the white majority. DuBois saw great potential in the education of teachers because, once educated, they could impart their learning to countless others (Spring 67). DuBois' dream seemed to be achieved in the 1930's when common schools for African American children were finally erected. Although a large part of the funding was donated, black parents contributed the majority of the funds. While this was a great step forward for African American children, these schools later provided the rationale for segregation outside of the often better-funded white schools. Asian Americans were the largest group affected b the Naturalization Act of 1790, where non-white immigrants were excluded from American citizenship. A ‘white person' was an immigrant from Western Europe; no other groups were considered ‘white.' With the Anglo-Americans feeling threatened by the Chinese Americans, they sought to limit immigration through legislation. Congress passed the Chinese Exclusion Act of 1882, prohibiting Chinese immigration. The Chinese Americans were sent to segregated schools because they were not classified as a ‘white' person. This policy of segregation broke down by the early 1900's, when the board of education had to let Chinese youths attend the regular city high school. After the United States conquest of Mexico, the attitude of racial, religious, and cultural superiority was reflected on both the treatment of Mexicans who remained in American after the conquest and later Mexican immigrants. Segregated schools, housing, and discrimination in employment became the Mexican American heritage. President James Polk sent an army to protect the Texas border, causing a military reaction by Mexico which resulted in the U.S. declaring war on Mexico. The war allowed former Mexican citizens to obtain U.S. citizenship, but did nothing to resolve problems of the Anglo Americans feelings of superiority. One of the important consequences of this negative action against Mexicans was to make it easier for American settlers to gain land in the area. Racism served as a justification for economic exploitation. These racist attitudes permeated the life of the cattle ranches established in southern Texas during what is referred to as the â€Å"cowboy era† (Spring 80). This deculturalization of the Mexican Americans is yet another example of the ethnocentrism that engulfed Anglo Americans. Deculturalization has been a very sad occurrence since the beginning of America, and only recently has this problem started to be alleviated. The impacts of deculturalization have been very negative on society, but mostly on the education system. Today, teacher education revolves around multiculturalism and valuing the differences in cultures. Until this idea reaches all realms of society, however, the United States will not be completely free from the negative aspects of deculturalization, which swept through the country for many years. Knowledge is half the battle, though, and the more people are educated on other cultures, the more people will begin to appreciate other cultures.

Challenge Of The Millennium Development Goals

Challenge Of The Millennium Development Goals Introduction This essay addresses four main research questions, namely: what are the challenges of the Millennium Development Goal Two as an education development concept; how has the concept of the Millennium Development Goal Two improved the existing education system; what strategies are being used to achieve the Millennium Development Goal Two and how effective are these strategies in achieving the objective; and is 2015 a realistic objective for achieving the Millennium Development Goal Two, in terms of what means are being used to determine the achievement of the goal and how reliable/effective these tools are. Millennium Development Goals The Millennium Development Goals are to eradicate extreme poverty and hunger; to achieve universal primary education; to promote gender equality and to empower women; to reduce child mortality; to improve maternal health; to combat HIV/AIDS, malaria and other diseases; to ensure environmental sustainability; and to develop a global partnershi p for development. Each goal is composed of a series of targets that have associated indicators for monitoring progress. The Millennium Development Goal Two, for example, aims to achieve universal primary education, with the main target being to ensure that, by 2015, children everywhere, boys and girls like, will be able to complete a full course of primary schooling, with three main indicators for monitoring progress, namely the net enrolment ratio in primary education; the proportion of pupils starting grade 1 who reach the last grade of primary school; and the literacy rate of 15-24 year olds, both women and men. Some of the aims of the Millennium Development Goal Two overlap with those of Millennium Development Goal Three, which aims to promote gender equality, aiming to eliminate gender disparity in primary (and secondary) education in terms of the ratios of girls to boys in primary (and later) education. In Africa, the Millennium Development Goals are overseen by the MDG Afric a Steering Group, which brings together the leaders of development organisations working in Africa, the UN Secretary General and the heads of various organisations, such as the IMF, the Islamic Development Bank Group and the World Bank Group, in to order to identify the steps that are needed to achieve the Millennium Development Goals in Africa (MDG Africa Steering Group, 2009). The objectives of the MDG Africa Steering Group are to strengthen international mechanisms for implementation of development plans in health, education, agriculture, food security and infrastructure, to improve aid predictability and efficacy and to enhance coordination of aid at the level of individual countries (MDG Africa Steering Group, 2009). The Millennium Development Goals were developed as a fundamental part of the Millennium Declaration, which was signed by 189 countries in September 2000 (UN, 2000), supported by further countries at the 2005 World Summit via Resolution A/RES/60/1 of the UN General Assembly (UN, 2005). The Millennium Development Goals were conceptualised as a set of inter-related goals and targets that represent a way to encourage a viable partnership between developed and developing countries, in order to develop an environment – both global and national – that is conducive to development and to the elimination of the causes, and consequences, of poverty (UNDP, 2009). As of the date of signing of the Millennium Declaration, many hundreds of millions of people in the developing world lived below the poverty line, with a large proportion of these people failing to receive enough food to be able to survive. The Millennium Development Goals were, thus, developed as a concerted effort to identify where improvements were necessary and how these improvements could be made, via a series of targets and indicators, which would allow progress to be measured over the various goals. The Millennium Declaration focused on several main areas of improvement, inc luding the achievement of peace and security, poverty eradication, protecting the environment, ensuring human rights are upheld and protecting the most vulnerable members of the worldwide community, with this framework providing the conceptual basis of the Declaration and providing the holistic framework for the development of the specific goals, targets and indicators for monitoring progress.

Humanitarian Operations Essay Example | Topics and Well Written Essays - 500 words

Humanitarian Operations - Essay Example t has become a policy, the US government continues to draw military personnel from the United States forces to implement various humanitarian operations. Many people regard humanitarian operation as beneficial to the United States forces, but this is partially true. Conducting Humanitarian Operations is not the role of the U.S. military and distracts our forces form their primary mission, which is to defend the U.S. interest. By conducting humanitarian operations, the United States reduces the number of personnel from its primary mission of defending its Interest. In recent years, the US government deployed a significant number of military personnel on humanitarian operation, but this has reduced the number of US forces defending US interest in other places. For instance, the US government sent a considerable number of personnel to provide humanitarian operation in the Libya against Kadhafi’s regime (Christopher, 2011). While the world welcome this move, many of the marine and air force personnel who went to Libya had to leave other duties elsewhere. This can be catastrophic is the personnel are required to report to their stations should an emergency occur. The potential harm of such an event underpin the negative impact of humanitarian operation in enabling the United States defend its interest as necessary instead of taking part in operations that undermine the deployment of its personnel. Humanitarian operation distracts policy makers in U.S government from providing meaningful direction on issues that allow the U.S military to execute their mission appropriately and successfully. During humanitarian operations, the U. S military and its policy makers who take part in these programs that do not have definite objectives, but more demanding due to the complexity in logistics (Carter & White, 2011). Because of this, the U.S military will have less time to address real issues that affect their primary missions such as defending U.S interest. Consequently,

Performance Measurement and Analysis Essay Example | Topics and Well Written Essays - 1750 words

Performance Measurement and Analysis - Essay Example Coors’s six planks also suggest their closer proximity with it vision statements when they declare that they will continue to improve the quality of their human resource by contiously upgrading their skill levels in order to improve their performance. However there is another gap between the statements where vision statement mentions for bringing in new and innovative change in the industry in order to help them evolve and thrive however the Six Planks do not seems to suggest any effort on the part of the company to initiate any change which can affect the whole industry recipe. A close analysis of the vision statement of the Coors’ Operations and Technology department suggest that they consider their internal business as their own stakeholders with the responsibility to deliver the best and freshest beer while ensuring everything to deliver it in superior packaging at competitive cost. Further the department considers itself an innovative place to deliver quality beer to its drinkers. The department also set learning as one of their vision objectives as each individual within the department seems to be well versed with his work. Further the department also believes in bring in more value to their brands so that they can gain consumer trust. A close analysis of the Supply Chain guiding principles suggests a very closer link with the vision statement of the department and there are very subtle gaps between the two. The only gap which seems to me a major gap is again less emphasis on the social responsibility. The department has probably failed to translate its responsibility to external stakeholders as its guiding principals are silent as to how they are going to effectively play its part in showing responsiveness to its external customers by translating its department which is just not focused on cutting costs and reducing the waste. The gaps in

Thesis on Lysistrata by Aristophanes Example | Topics and Well Written Essays - 1250 words

On Lysistrata by Aristophanes - Thesis Example The intent of Aristophanes to present women in a powerful light is confirmed by analysis of his character and the wellspring from which the play emanates. Comparing him to Sappho and â€Å"...the [her] fiery and lucid directness,† Lindsay suggests a balance of male-female characteristics present in both genders, pointing to â€Å"the profoundly balanced humour of Aristophanes, at once tenderly human and cruelly hard† (Lindsay par 3). Lysistrata to Cleonice mourns the absence of her fellow women, whom she has called to discuss her plan, mocking their absence and suggesting the lure of sex as first as remedy [after as weapon, a symbol of power]. The question becomes, can Lysistrata, the obvious main female character, convince the other women in the play to go on a sex strike until the men cease fighting a meaningless war. In the process of her quest, we discover through analysis of the character, and characters, the essence of what society perceives as the role of women and how women perceive themselves, versus their actual potential. In doing so we make the astounding discovery that issues pertaining to gender were as controversial then as they are today. Since the development of the concept of gender power occurs throughout the play, it is important to understand Lysistrada as a woman with ideals, determined in the face of resistance [by both the men and at first, women] to pursue them. It is clear here that â€Å"Aristophanes is not content to [simply] turn the tables and present purely virtuous women and venal men† (Study Guide, Temple, par 3). In essence, this is not about good or evil but about courage [of women] in the face of resistance--about Lysistrada as a woman character to not only â€Å"speak to men† but â€Å"to women† as well with the authority normally attributed to men. Her first challenge: how to convince other women, who have accepted their nature as frivolous and passive in political matters, to use their power to exact political

Application of State and Federal Law within the Reservation Research Paper

Application of State and Federal Law within the Reservation - Research Paper Example These constitutions at one time gave the tribes quite a bit of power in making decisions and enforcing legal contracts with the people. However, over the last few years tribal power has been diminished with the most dramatic decrease happening with the Indian Civil Rights Act in 1968. Under this act, tribal courts are denied the power to impose sentences in criminal cases in excess of $5,000. and/or one year in jail (Robertson, 2001, pg 9). This has become a very big issue in taking care of criminal problems on the reservations. To add to the problem, if a tribal member feels their rights have been violated, they cannot take that to Federal Court, it has to go to Tribal Court. Congress has also made the tribes responsible for Environmental Laws as determined by the Federal Government as well as Federal Tax laws. The United States government maintains that it is the guardian for the tribes or trustee. This role came from the Cherokee Nation v Georgia ( Robertson, 2001, pg 3) This allows the Federal Government to hold the underlying fee title for reservation lands. That is why they are called trust lands. This guardianship capacity like all guardianship laws allows the Federal government to impose legislation affecting Indians that are the best for them. They are supposedly held to a very high standard for this. Tribal status under all of these laws is considered a political classification. Prohibitory State law applies to reservation land, regulatory does not always. This allows the State and Federal justice system to enforce environmental laws. The reason they can do this is because most environmental laws are prohibitory in nature. On the one hand the Federal government sees that they probably do not have the right to enforce such laws on Indian land but they are also responsible for the welfare of the people under their guardianship clause. It appears from many reviewed cases that the Federal government chooses to enforce when it is convenient to them (www.senat.leg). It is not done the same way every time. This is one of those places where the Reservation Court would not have jurisdiction to enforce because it is Federal law and because the charge is greater than $5,000. It places the tribal enforcement in a poor place because they cannot enforce but are obliged to report. In this case, the advantage seems to be on the side of the State and Federal governments. Another legal situation that has recently come to light based on the reservations and Federal law is the case the IRS and the auction of Indian lands to pay Internal Revenue taxes. This is one of the poorest Indian Reservations in the nation. The lands belong to the Crow Creek Sioux Tribe. The Federal government says they own Federal income taxes. The tribe has been trying to develop wind energy and this is the land that is set for that development. The land to be auctioned is 7100 acres (Martin, 2009). The law says that Indian tribes are not usually susceptible to tax laws. They are when there is business entities associated with the tribe. The IRS says the

Observation of Teaching English Focusing on Teacher-Student as well as Essay

Observation of Teaching English Focusing on Teacher-Student as well as Student-Student Interactions - Essay Example The projector was on but was never used for the duration of the class. Likewise, some students were deemed absent, as observed from the greater number of vacant seats as compared to the first observation period. He talks in a monosyllabic manner that is perceived to be monotonous and students at the back would strain to hear the entirety of his discussion. The students posed diverse stances ranging from perceptive, partially responsive as a class, partially attentive (which means there were a few who were really inattentive), somewhat indifferent, and generally unparticipative. Description of Teacher-Student Interactions The professor discussed the day’s subject matter on the need to examine the context of the sentence by enumerating a point-by-point sentence structure as detailed in their course material. He tried to solicit participation from the student by asking them questions after relevant points from the course material were presented. Apparently, only one student from Saudi Arabia was virtually responding actively to his inquiries. The rest of the students (predominantly Asian) were either very softly responding in their respective seats or silently observing and listening during the whole discussion. At one point where handouts were needed to be disseminated, Saudi students voluntarily stood up and assisted in distributing the materials to the other members of the class. As noted, other students (Asian) were not at all participating and one actually saw two students changing seats upon the start of the class discussion; and where one student even changed seats twice for some reason. Even worse, some Asian students were also seen sleeping in class (a total of three students) and neither the professor nor the classmates made any efforts to wake them up. The professor either did not see them or was indifferent to students sleeping in his class. Description of Student-Student Interactions Regarding observing student-student interactions, one could d educe that the students are already well acquainted with each other. This acquaintance was observed to have negative effects in terms of exhibiting private conversations and communications with each other, without regard to the professor discussing the lessons. These were actually three (3) Asian students talking to each other while the professor was explaining the lesson in front of the class. A positive student interaction was observed as two (2) Saudi students voluntarily assisted the professor in distributing the handouts. The rest of the classroom environment was predominantly silent during the lecture due to absence of reaction and response; as well as active participation from the students. Description of Lesson, Activities and Group Work The lesson was delivered purely using a lecture approach. Only the course materials were the sole reference for the discussion. Despite availability and access to using the overhead projector, it was not at all utilized. Likewise, the soft v oice, monotonous manner of speech and communication pattern, as well as being stationary (standing in front of the class) limited movement, activity, vitality, and diversity in instructional approach and use of instructional materials. At some point in time, about 30 minutes after the start of the

PART 2 Term Paper Example | Topics and Well Written Essays - 1000 words

PART 2 - Term Paper Example The law and the doctor’s code of ethics as well lays out the right of patients’ to confidentiality of their medical information or records. Breach of this confidentiality is punishable by law. If a hospital is proved to have made public such private information or voluntarily enabled third parties to access such information, its image can be damaged completely. Since health care is a very sensitive issue to individuals seeking treatment and they require their information to be treated with utmost confidentiality, it is very difficult for them to seek treatment to an institution where they are not certain of confidentiality. Therefore, a health organization can lose mush of its clients. This is also accompanied by financial losses as people will seek medical care elsewhere. Health organizations that operate through financial support from donors and well-wishers can lose this support if proved to be negligent of the right of patients in terms of confidentiality of the med ical records. On the other hand, breach of private medical information can also have adverse effects on the part of the patients. Some information is very sensitive and if it falls into the wrong hands, patients can be emotionally affected. For instance, disclosure of a patient’s HIV/AIDS status can lead to discrimination and stigmatization. There are a lot of negative effects that are associated with discrimination such as stress, or mental torture. Some people have even been reported to commit suicide as a result of discrimination and stigmatization. Disclosure of such information can also affect the social life of an individual as s/he may feel embarrassed if some private information falls way into the public. If private medical information of an individual falls into the hands of employers, some people may lose their job based on the severity of their medical problem. Some medical conditions have been proved to affect productivity of individuals in the workplaces as they may skip some days or take breaks from work to seek medical care. Therefore, an employer may terminate employment if such information falls into his/her hands. In addition, this may also directly affect other family members as they may also be discriminated against. For instance, a wife may be stigmatized or discriminated against if her husband’s HIV status is known by the public. In some parts of the world, certain medical conditions are regarded as a taboo and punishment from God hence may lead to discrimination (Cordess, 2001). In a nutshell, breach of patient’s medical records or information may have negative effects to the health care provider, patient, as well as other family members. References Banker, E. A. (2006). Institutional Review Board: Management and Function. New York, USA: Jones and Bartlett Learning. Cordess, C. (2001). Confidentiality and Mental Health. New York, USA: Jessica Kingsley Publishers. Assignment 2 Potential causes of breach of confidentia lity and assessment Confidentiality of patients’ medical records has been a sensitive issue over the recent past. As evidenced in many sources, there have been a lot of cases involving patients complaining of breach of confidentiality in terms of their medical records. In fact, many health care providers have in the past been sued and found guilty. This paper describes the possible causes of breach

Stereotypes & Prejudice Essay Example for Free

Stereotypes Prejudice Essay Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: Race Ethnicity Religion Gender Sexual orientation Age Disability Category Stereotype 1 Stereotype 2 Stereotype 3 Sexual Orientation Men who get manicures are homosexual. Gay Partners do not make good parents. If your gay you are not be a good Christian, Gender A woman will not make a good President. Video Games are made for men. Women do not know how to drive. Ethnicity African American’s are good at basketball. Asian people are highly intelligent. Middle Eastern own gas stations. Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. What are the positive aspects of stereotypes, if any? What are the negative aspects of stereotypes? Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. What is the relationship between stereotyping and prejudice? What can be done to prevent prejudice from occurring? ? Associate Program Material Stereotypes and Prejudice Worksheet Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: Race Ethnicity Religion Gender Sexual orientation Age Disability Category Stereotype 1 Stereotype 2 Stereotype 3 Sexual Orientation Men who get manicures are homosexual. Gay Partners do not make good parents. If your gay you are not be a good Christian, Gender A woman will not make a good President. Video Games are made for men. Women do not know how to drive. Ethnicity African American’s are good at basketball. Asian people are highly intelligent. Middle Eastern own gas stations. Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. What are the positive aspects of stereotypes, if any? What are the negative aspects of stereotypes? Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. What is the relationship between stereotyping and prejudice? What can be done to prevent prejudice from occurring?

Climate Change Mitigation Strategies: UNFCCC and India

Climate Change Mitigation Strategies: UNFCCC and India From UNFCCC Goals to India Abstract: Climate Change has the potential to alter the ability of the earths physical and biological systems to provide goods and services essential for sustainable development. Recognition of Climate Change as a significant global environmental challenge has a recent origin. International efforts to address the climate change formally began only a decade ago with the adoption of United Nations Framework Convention to Climate Change (UNFCCC) in 1992. India is a party to UNFCCC and the government of India attaches great importance to climate change issue. India is a vast country covering 3.28 million Km2 with diverse surface features and supports 16.2 percent of the global human population. Endowed with varied soils, climate, biodiversity and ecological regimes, under diverse natural conditions and over a billion people speaking different languages, following different religions and living in rural and urban areas, India is an example for a complex yet successful democratic system. Decentralization of powers through local government, to benefit the grass root level is another significant feature of Indian Government. The 73rd and 74th Amendment Acts, 1992, of the Constitution of India have endowed vast powers to local governments at rural and urban levels respectively. Indias commitments to mitigate climate change are reflected in the essence of these two acts and the working and powers given to the local government. This paper explains and brings to picture how climate change mitigation strategies are filtered in Indian System right from the UNFCCC goals to The Government of India and further to smaller levels of local governments. The paper will explain the hierarchy and working of Indian governance system and highlights the climate change initiatives within this system. The paper will also analyze the constraints and gaps in the institutional setup at local level, which, if rectified, would give more successful results in Climate Change Mitigation Mission of the Government of India. Introduction: Over a decade ago most countries joined an international treaty- The United Nations Convention on Climate Change so as to consider the impacts of climate change and to work for adaptation and mitigation initiatives for secure future and sustainable development. The convention, commonly known as the UNFCCC entered into force on 21 March 1994. The ultimate objective of The convention is stabilizing green house gas emissions at a lower level that would prevent dangerous anthropogenic interference with the climate systems. Under the convention the governments- Gather and share information on greenhouse gas emissions, national policies and best practices Launch national strategies for addressing greenhouse gas emissions and adapting to expected impacts, including the provision of financial and technological support to developing countries. Cooperate in preparing the adaptation to the impacts of climate change. In 1997, the Kyoto protocol came into being, which shared the conventions objectives, principles and institutions and also significantly strengthened the convention by committing the parties to individual and specially; â€Å"legally binding targets† to limit or reduce climate change. The text of the Kyoto Protocol was adopted unanimously in 1997; and it entered into force on 16 February 2005. India is signatory to various multilateral environmental agreements, including The Montreal Protocol, The convention on Biological diversity, the United nations Convention to combat desertification ,including the United Nations Framework Convention on Climate Change (UNFCCC) .Government of India attaches great importance to climate change issues. Eradication of poverty, avoiding risks to food production, and sustainable development are three principles embedded in the Convention. At present, information provided in the Indias Initial National Communication to the UNFCCC is in terms of guidelines prescribed for Parties not included in Annex I to the UNFCCC and the inventory is prepared for the base year 1994. India is a vast country. It covers 3.28 million km2 of area having diverse surface features. Also, it occupies only 2.4 percent of the worlds geographical area, but supports 16.2 per cent of the global human population. The country is endowed with varied soils, climate, biodiversity and ecological regimes. â€Å"Under such diverse natural conditions, over a billion people speaking different languages, following different religions and living in rural and urban areas, live in harmony under a democratic system†( India NATCOM,2004). Climate Change Negotiations Global warming issue became a part of the international agenda in 1988. The climate issue, initiated by the small island nation Malta, came up at the UN General Assembly in December 1988, as part of a discussion on the common heritage of mankind. The resolution set up a preparatory committee to work towards an international agreement. The concern for global warming particularly by the industrialized countries geared up since then and climate politics came into being and were refined with a series of international conferences and formal negotiations that followed. The momentum culminated in the signing of a Framework Convention on Climate Change (FCCC) and opened for signatures at the Rio Earth Summit in June, 1992. The FCCC aims at stabilization of greenhouse gas (GHG) concentrations, in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system. Subsequently, the parties to the FCCC adopted the Kyoto Protocol in December, 1997. However, the developing nations see the Protocol as burdened with loopholes because of the fact that it emphasizes on the economic concerns, rather than ecological or social justice. The main area of dispute between the developed countries and the developing countries lies in the sectors pertaining to equity and sustainability. However, the operational details of the Kyoto Protocol have now been finalised after intensive deliberations at Marrakech, on November 10, 2001, which was participated by 171 countries . The protocol has been guided by Article 3.0 of the FCCC, and marks the first global attempt to place legally binding limits on greenhouse gas emissions from developed countries. The Protocol calls for 5.2% reduction from their 1990 level of GHG emissions by the developed countries during the period 2008-2012. It also specifies the amount each country must contribute toward meeting the reduction goal. Nations with the highest CO2 emissions like the United States, Japan and most European nations are expected to reduce emissions by a range of 6 to 8 per cent. By 2005, all industrialized nations that ratify the accord must also show demonstrable progress toward fulfilling their respective commitments under the Protocol. Some issues that add to the complexity of the Kyoto Protocol: Considerations for baseline and its effects The target of 5.2% reduction beyond 1990 level in the commitment period 2008-2012, were dependent on 1990 emissions. This meant that if a country which had high emissions in 1990 and had reduced them between 1990 and thereafter, then it could actually increase its emission once again, or only stabilize these, and not carry out any reductions. As an example one can analyse the case of Australia. In 1990, as much as 30 percent of the emissions were from deforestation, which eventually became a blessing for the country for, instead of penalizing for creating the problem in the first place, Australia has been able to use its emission to its advantage, by winning the right to count any improvement from its 1990 level as its national credit. And as its deforestation rate has been controlled, it actually can increase its emission above and beyond the figure of 8 percent it is expected to reduce. On the other hand, USA and Japan were lobbying hard to change the date of baseline from 1990 to 1995. The reason for this lies in the fact that both the countries have made a significant increase in carbon emissions between 1990 and 1995. Flexible mechanisms The Kyoto Protocol includes three mechanisms Art.6 (Joint Implementation), Art.12 (Clean Development Mechanism) and Art.17 (Emissions Trading), These mechanisms are meant to pave an explicit way for developed countries to meet their Kyoto targets easily. The cheapest and the most attractive option for meeting the emission targets of the North (i.e developed countries-Annexe I) being the Clean Development Mechanism (CDM) that will be operated on the project basis invested in the South (i.e under developed countries). This implies that, as global warming is bound to be unsolved even by the end of this century, the South would have to pay a heavy price in future once they have reached a high level of energy efficiency through means like CDM. For by then the cost of carbon cutting will be very high even for the developing countries, which would eventually have to do the carbon cutting on their own. The next issue comes on the question of energy-efficient technology, which the North wishes to push to the South through CDM. As technology up-gradation is a continuous process, hence what is the most efficient technology at the time of implementation of the CDM project, may be obsolete within few years that follows. Principle of equity: the Kyoto Protocol does not define the rights and responsibilities of all nations within a reasonable frame. So long as the world remains within a carbon based energy economy, equitable sharing of the atmosphere shall remain a critical issue, especially for poor developing countries who need a maximum space for their future economic growth. The Kyoto reduction, by itself, is inadequate to achieve a stabilization of climate change by 2100. A continual and larger reduction, similar to that stipulated in the Kyoto Protocol for the 2008-2012 period, will be needed in the future in order to begin to stabilize long-term greenhouse gas emissions. Even if stabilization of greenhouse gases is achieved, global warming will still continue for several decades and sea levels will continue to rise for several centuries. This is because Even if the emissions from the developed countries were reduced to zero in the near future, the current trends of growing emissions from developing countries alone could force the atmospheric concentration to exceed stabilization levels of 550 ppm ( Parivesh, CPCB,2006). Thus, participation of all countries, including the developing countries such as India, is essential for a successful worldwide effort to arrest the growth of greenhouse gas emissions. India and Climate Change- The Threats and Vulnerability Climate Change is a major global environmental problem and an important issue because of diverse impacts not only ecological, but economic, social, political and physical in nature and content. It is a matter of great concern especially for developing countries like India who have limited capacity to develop and adopt strategies to reduce their vulnerability to changes in climate. Global, national and local level measures are need of the hour to combat the adverse impacts of climate change induced damages. â€Å"India being a developing country has low capacity to withstand the adverse impacts of climate change due to high dependence of majority of population on climate sensitive sectors as the agriculture, forestry and fisheries†,( Shukla, et.al, 2003). This is coupled with poor infrastructure facilities, weak institutional mechanisms and lack of financial resources. This is the reason why we are seriously concerned with the possible impacts of climate change. The possible impacts of climate change are mentioned below: Water stress and reduction in the availability of fresh water due to potential decline in rainfall. Threats to agriculture and food security, since agriculture is monsoon dependent and rain dependent agriculture dominates in many states. Shifts in area and boundary of different forest types and threats to biodiversity with adverse implications for forest-dependent communities. Adverse impact on natural ecosystems, such as wetlands, mangroves, grasslands and mountain ecosystems. Adverse impact of sea-level rise on coastal agriculture and settlements. Impact on human health due to the increase in vector and water-borne diseases, such as malaria. Increased energy requirements and impact on climate-sensitive industry and infrastructure. One of the various reasons for vulnerability of India depends on its typical and diverse climatic conditions. India is subject to a wide range of variation in climatic conditions from the freezing Himalayan winters in the north to the tropical climate of the southern peninsula, from the damp, rainy climate in the north-east to the arid Great Indian Desert in the north-west, and from the marine climates of its vast coastline and islands to the dry continental climate in the interior. The Indian summer monsoon is the most important feature in dictating meteorology of the Indian subcontinent and, hence, its economy. Almost all regions of the country receive entire annual rainfall during the summer monsoon (also called the SW monsoon), while some parts of the south-eastern states also receive rainfall during early winter from the north-east monsoon. Therefore, India could be more at risks than many other countries from changes in temperature and sea level. Models predict an average increase in temperature in India from 2.3 to 4.8  °C for the bench mark doubling of carbon dioxide scenario (Lonergan, World Bank Technical Paper No.402, 1998). Temperatures would rise more in Northern India than in Southern India. In the North Indian Ocean, under a doubling, the average number of tropical disturbance days could increase from 17 to 29 a year (Haarsma et.al Climate Dynamics, Vol.8, 1993); while, without protection, approximately 7 million people would be displaced, and 5,760 Km2 of land and 4,200 Km of road would be lost (Asthana, JNU, New Delhi, 1993). Further, in the Indian context, climate change could represent an additional stress on the ecological and socioeconomic system that are already facing tremendous pressure due to rapid urbanization, industrialization and economic development. Options for Mitigation â€Å"The ability to adapt to climate change depends on the level of income and technology, as well as the capacity of the system of governance and existing institutions to cope with change. The ability to mitigate GHG emissions depends on industrial structure (the mix of industrial activities), social structure (including, e.g., the distance people must travel to work or to engage in recreational activities), the nature of governance (especially the effectiveness of government policy), and the availability and cost of alternatives. In short, what is feasible at the national level depends significantly on what can be done at the subnational, local, and various sectoral levels†(Climate Change 2001: Working group III: Mitigation; IPCC,2001).The challenges of climate change mitigation involve diverse issues economic, political, social and environmental. Governance is one of the prime issues in mitigation of climate change impacts. A structured governance system is the only tool through which any policy framework or initiative can be achieved. The importance or role of governance in mitigation thus can be described through its three pillars: Organizational Structure- Through governance the qualities of organization participation, transparency and accountability can be achieved in the mitigation exercise at all levels.. Financial Mobilization- This involves ensuring financial commitment globally, at national levels and also at local levels of the government Legal Framework- It ensures empowerment, enforcement and compliance of mitigative strategies and supporting environmental laws. As the National GHG inventory for India shows, the major increase in GHG emissions over the next 20 years would be related to energy consumption. As India has abundant coal deposits, it is beyond doubt that coal will be the dominant source of energy. Therefore, energy efficiency measures in this sector remain our prime concern. Power generation in India is expected to reach a peak demand of 176 GW by 2012, and the total energy requirement will be 1058 billion units (Parivesh, Central Pollution Control Board, 2006). This is why; increasing the use of renewable energy and energy efficiency in the form of low carbon options are the two main measures that can greatly reduce GHG emissions. We will now simultaneously specify what scientific mitigation tools for climate change are available for various sectors and the corresponding governance measures to actually target the process of mitigation. The energy sector: Fiscal incentives and taxes, voluntary emission reductions, green rating, and capacity building etc. Another area of importance is the transmission and distribution losses, which is energy loss. There is considerable scope of reducing losses, meant to translate into a large mitigation potential. Two major categories of Barriers hinder adoption of electricity conservation and demand management in India. a) Macro-level barrier At the level of governance system; either policy induced or due to lack of appropriate policies and; b) Micro-level barriers related to the consumers and the economic environment they face.This can be equated to lack of awareness about possible alternatives on the part of the consumers and lack of awareness drives on the part of the government. The forestry sector: IPCC Second Assessment Report categorizes three broad options for abatement viz. Conservation management: This strategy attempts to conserve the existing carbon storage capacity of forests by halting or slowing down forests deforestation and forests degradation. Storage management : This strategy attempts to increase carbon strategy in woody vegetation and soil in existing degraded forests, as well as to create new carbon sinks in areas where forests do not exists or have been cleared. These may be achieved by promoting natural regeneration, reforestation on deforested lands, aforrestation of non-forest lands and agro-forestry on crop and pastureland. Substitution management: This strategy attempts involves the replacement of fossil fuels by renewable fuel wood or other biomass products. Here, governance plays an important role based on it a capacity to generate and bring about changes in the management of forests and augmentation of use of renewable products. The agriculture sector: Methane emissions from rice cultivation remain the major contributor of GHG emissions. Other sources being enteric fermentation, manure management, agricultural soils etc. Abatement strategy in this sector in India can be achieved given the scientific expertise available in India, but require gearing up by proper governmental intervention at the level of ministry of agriculture, as far as policy initiatives are concern, and through local governments for implementation and monitoring. The industrial sector: As the national inventory of GHG shows, major contribution came from energy intensive sectors like iron steel, fertilizer, cement, aluminium, paper pulp etc. A few option available for energy efficient options in power, industrial and domestic sector are given as follows: Source: Teri, New Delhi. These can be supported by further subsidizing use of energy efficient options and where required made mandatory by the government under the periphery of the existing environmental laws of the country. Mitigation through sinks: Carbon dioxide is removed from the atmosphere by a number of processes that operate on different time scales, and is subsequently transferred to reservoirs or sinks. The Kyoto Protocol through its Ariticle 3.3 allows afforestation as a sink to reduce carbon dioxide levels in the atmosphere. Further, Article 3.4 of the Kyoto Protocol states that additional human induced activities in the agricultural soils and LULUCF categories may be added to the three mechanisms (Joint implementation, Clean Development mechanism and Emission trading) subject to certain conditions. In India, forestry is dominated by government based institutions. These institutions need new insight so that they can effectively incorporate mitigation policies and measures in their resource management activities. According to the central Pollution Control Board, India has been persistently implementing one of the largest reforestation programs in the tropics with over one million hectares planted annually. Nearly half of this reforestation is on degraded forests and village common land. It is estimated that the carbon uptake in forests, degraded forests, and plantations is estimated to offset the gross carbon emissions from the forests sector. Carbon dioxide emissions in India are projected to increase from no-net emissions in 1990 to 77 million tonnes by 2020( Parivesh, CPCB,2006). Barriers to mitigation: Greenhouse gas mitigation measures are compounded by several barriers inherent to the process of development. In India, inequitable distribution of income and wealth forms a core feature of barriers to effective implementation of any type of intervention in India, leave apart climate change. Available instruments to limit domestic GHG emissions can be categorized into market based instruments, regulatory instruments, and voluntary agreements. For the developing countries, however, domestic structural reforms and policies on trade liberalization and liberalization of energy markets act as barriers to GHG reduction. These policies coupled with macroeconomics, market oriented reforms, set the framework in which more specific climate policies would be implemented. The IPCC Special Report on technology Transfer (IPCC, 2000) identifies various important barriers that could impede environmental technology transfer, such as: lack of data, information, and knowledge, especially on emerging technologies; inadequate vision about the understanding of local needs and demands; high transaction costs and poor macro economic conditions; insufficient human and institutional capabilities; inappropriate technology adopted and Poor legal institutions and framework. These hold good for the overall barriers of mitigation in Indian Context also. In terms of governance and its intervention, technology transfer can be traded off with some of our own indigenous technologies. This will ensure equitable exchange and also promote indigenous Indian Science. National Policy for Climate Change Mitigation We, as present generation have inherited this environment and atmosphere from our ancestors. Further the consequences of climate change will be faced by our children in the future. And so it can be said that climate change is an inherently different and irreversible problem as compared to other environmental problems. Also, the assumption that prior experience of problems like air pollution has failed at many levels as a good model upon which policy decisions on climate can be based. Options to mitigate climate change include actual emission reductions carbon dioxide sequestration and investments in developing technologies that will make future reductions affordable and easily available since cheap relative to their current costs. Since the inception of UNFCC in 1992, the Govt. of India has been an active participant in the climate charge negotiations. India being a party to the UNFCC was the 38th country to ratify it on November 01, 1993. The Ministry of Environment Forests is the nodal Ministry for all environment related activities in the country and is the nodal Ministry for co-coordinating the climate charge policy as well. The working group on the FCCC was constituted to oversee the implementation of obligations under the FCCC and to act as a consultative mechanism in the Govt. for impacts to policy formulation on climate change. To enlarge the feedback mechanism the Govt. of India has constituted an Advisory group on climate charge under the chairmanship of the Minister of Environment Forests. Development of National Guidelines Policy Options for reducing GHG Emissions The national guidelines or framework for monitoring GHG emissions and policy options for reducing GHG should emphasize not only on issues associated with climate change but also include the following: Emission Forecasting Setting goals Policy criteria Policy evaluation Organizational and political issues Climate change and GHG emission and sequestration may include many sectors of society and extend far into the future. Furthermore, policy measures to address GHGs overlap with many other public policy objectives, however in a complimentary way. Policy formulations involve: Understanding the issues at hand, Having a broad vision of the range of actions that governments can take to address those issues, Selecting from within this the approaches that offer the most potential far achieving multiple public goals. More importantly, the policy formulation process must respond to local circumstances and must address institutional, fiscal, political, and other constraints. The Govt. of India has nevertheless addressed a large number of local and regional environmental issues in its developmental strategy that are complementary to the climate change issue. Institutional Arrangements So Far For Climate Change Related Strategies In Area of Research The Ministry of Environment and Forests (MoEF), Ministry of Science and Technology (MST), Ministry of Agriculture (MoA), Ministry of Water Resources (MWR), Ministry of Human Resource Development (MHRD), Ministry of Non Conventional Energy (MNES), Ministry of Defence (MoD), Ministry of Health and Family welfare (MoHFW), are the main ministries of the Government of India which promote and undertake climate and climate change-related research in the country. The Indian Space Research Organization (ISRO) is also am important agency involved in working of this area and is under the direct governance of the Prime Minister.It supports all the above agencies with satellite-based passive remote sensing. The MoEF, MST, MHRD and MOA operate under the umbrella of many premier national research laboratories and universities. The most prominent being the 40 laboratories of the Council of Scientific and Industrial Research (CSIR), an autonomous body under the MST; and the vast network of the Indian Council of Agricultural Research (ICAR) under the MOA. The CSIR is the national RD organization which provides scientific and industrial research for Indias economic growth and human welfare. It has a countrywide network of 40 laboratories and 80 field centers. The ICAR network includes institutes, bureaus, national research centers, The Department of Science and Technology (DST) under the MST coordinates advanced climatic and weather research and data collection over the Indian landmass. There are three premier institutions under DST that are solely dedicated to atmospheric science viz. the IMD, the National Centre for Medium Range Weather Forecast (NCMRWF) and the Indian Institute of Tropical Meteorology (IITM). Apart from the Indian initiatives, climate change research promoted by international organizations like the World Climate Research Program (WCRP), International Geosphere Biosphere Programme (IGBP), International Human Dimension Program (IHDP) and DIVERSITAS are being strongly supported by various Indian agencies like Indian Climate Research Program (ICRP) under DST, National Committee- International Geosphere Biosphere Programme (NC-IGBP) constituted by Indian National Science Academy (INSA) and Geosphere-Biosphere Program (GBP) of ISRO. Agencies like CSIR, also provides infra-structural and financial support to carry out research in the area of global change In Area of Development The single most important feature of our post-colonial experience is that the people of India have conclusively demonstrated their ability to forge a united nation despite its diversity, and to pursue development within the framework of a functioning, vibrant and pluralistic democracy. In this process, the democratic institutions have put down firm roots, which continue to gain strength and spread. A planned approach to development has been the central process of the Indian democracy, as reflected in the national five-year plans, state plans,departmental annual plans, and perspective plans of various ministries of the central and state governments. For the last five and a half decades, the guiding objectives of the Indian planning process have been sustained economic growth, poverty alleviation, food, health, education and shelter for all, containing population growth, employment generation, self-reliance, peoples participation in planning and programme implementation, and infrastruc ture development. The National Conservation Strategy and Policy Statement on Environment and Development, 1992, provides the basis for the integration of environmental considerations in the policies of various sectors. It aims at the achievement of sustainable lifestyles and the proper management and conservation of resources. The Policy Statement for Abatement of Pollution, 1992, stresses the prevention of pollution at the source, based on the ‘polluter pays principle. It encourages the use of the most appropriate technical solutions, particularly for the protection of heavily polluted areas and river stretches. The Forest Policy, 1988, highlights environmental protection through preservation and restoration of the ecological balance. The policy seeks to substantially increase the forest cover in the country through afforestation programmes. This environmental framework aims to take cognizance of the longer-term environmental perspective related to industrialization, power generation, transportation, mining, agriculture, irrigation and other such economic activities, as well as to address parallel concerns related to public health and safety. The statutory framework for the environment includes the Indian Forest Act, 1927, the Water (Prevention and Control of Pollution) Act, 1974, the Air (Prevention and Control of Pollution) Act, 1981, The Forest (Conservation) Act, 1980, and the Environment (Protection) Act, 1986. Other enactments include the Public Liability Insurance Act, 1991, the National Environment Tribunal Act, 1995, and the National Environment Appellate Authority Act, 1997. The courts have also elaborated on the concepts relating to sustainable development, and the ‘polluter pays and ‘precautionary principles. In India, matters of public interest, particularly pertaining to the environment, are articulated effectively through a vigilant media, an active NGO community, and very importantly, through the judicial process which has recognized the citizens right to a clean environment as a component of the right to li

The Names Essay -- Literary Analysis, Billy Collins

In the poem â€Å"The Names,† by Billy Collins, the speaker is calmly recalling people’s last names alphabetically as he notices them wherever he goes. At first it seems as though he is playing a game to see how many names he can think of. After reading the whole poem several times, it becomes clear that he is referring to people who died on September 11th. Collins uses imagery, a serious tone, and similes throughout the poem to show appreciation for the memory of the victims that died that tragic day. In the first stanza, it is established that the poem is written in the first person, when â€Å"I† is referring to the speaker, which illustrates this person’s point of view concerning the tragedy of 9/11 during a whole day of events. The speaker begins by setting a tranquil mood as the opening of a long list of last names. In line 1, he says: â€Å"Yesterday, I lay awake in the palm of the night.† He describes the night like a tropical tree gently swaying in a peaceful beach setting. He calmly observes the gentle raindrops dripping slowly down his windows until they disappear in â€Å"A soft rain stole in, unhelped by any breeze, / And when I saw the silver glaze on the windows,† (2-3). For a brief moment, he enjoys going outside to his garden at sunrise to forget the sorrow that death brings when â€Å"In the morning, I walked out barefoot / Among thousands of flowers† (11-12). In the second stanza, the speaker visualizes images within the starry night and a muddy shoreline that symbolize individuals experiencing death-defying events. In line 8, the speaker states â€Å"Names printed on the ceiling of the night.† He is referring to the pattern of stars that draw great figures of Greek Gods, like Mars who is related to strength, energ... ...rassy cemetery is the place where gravestones are placed so the victims will not be forgotten. The speaker also reminds the reader that relatives tend to put the memory of their loved ones â€Å"into the dim warehouse of memory† (53) or in back of their minds so they will not feel so broken hearted. He recalls seeing â€Å"A woman by a window puts a match to a candle† (39) for the memory of a loved one that died from the attack. By the speaker’s comment â€Å"are outlined on the rose clouds† (40), he suggests as though the deceased victims appeared up in heaven. Collins uses visualization, emotions, and comparisons within several natural and man-made objects in respect to all the victims that tragically passed away that dreadful day. By specifically identifying several individuals in this poem, Collins found a way to honor those people that died on September 11, 2001.

Effective Teaching of Abstract Algebra :: Mathematics Education Papers

Effective Teaching of Abstract Algebra Abstract Algebra is one of the important bodies of knowledge that the mathematically educated person should know at least at the introductory level. Indeed, a degree in mathematics always contains a course covering these concepts. Unfortunately, abstract algebra is also seen as an extremely difficult body of knowledge to learn since it is so abstract. Leron and Dubinsky, in their paper  ¡Ã‚ §An Abstract Algebra Story ¡Ã‚ ¨, penned the following two statements, summarizing comments that are often heard from both teacher and student alike. 1."The teaching of abstract algebra is a disaster, and this remains true almost independently of the quality of the lectures." (Leron and Dubinsky agree with this statement.) 2."There's little the conscientious math professor can do about it. The stuff is simply too hard for most students. Students are not well-prepared and they are unwilling to make the effort to learn this very difficult material." (Leron and Dubinsky disagree with this statement.)(Leron and Dubinsky, p. 227) Thus the question is raised: if there is something the "conscientious math professor can do about" the seemingly disastrous results in the learning of algebra, what is it that we can do? As a teacher of undergraduate mathematics, I want and need to know what these effective methods of teaching abstract algebra are. Leron and Dubinsky's paper referred to above and papers resulting from their research contain the bulk of literature that I reviewed. In this paper, they summarize their experimental, constructivist approach to teaching abstract algebra. Among the classroom activities are computer activities, work in teams, individual work, class discussion, and sometimes a mini-lecture summarizing the results of student work (which by this time is familiar to them), providing definitions, theorems, and proofs in their abstract forms. The computer activities use the ISETL programming language. As an example of its use, students write a program implementing the group axioms. They then can enter what they consider to be a group, and the computer will give as output a true or false response. They can use the same process to determine whether their proposed group is closed, has an identity, etc. They choose their answer and then let the computer respond. In this way, students  ¡Ã‚ §construct ¡Ã‚ ¨ the group process, with the view that they will also have a  ¡Ã‚ §parallel construction ¡Ã‚ ¨ occurring in their minds. Students have an experience on which to base their learning of group theory. The method proposed here by Leron and Dubinsky certainly seems patterned after Dubinsky's theoretical foundation for student learning laid out in his work  ¡Ã‚ §Reflective Abstraction In Advanced Mathematical Thinking.

Wuthering Heights, Chapters 11-23 :: Free Essay Writer

Wuthering Heights, Chapters 11-23 Chapters 11-12 After her long absence from Wuthering Heights, Nelly decides to return in order to speak with Hindley. However, instead she meets Hareton who does not remember her and greets her with a hail of stones and curses. No doubt these actions have been copied from Heathcliff. Nelly runs away. The next day, Heathcliff comes to the Grange and embraces Isabella, much to the annoyance of Cathy. Heathcliff tells her ‘I’m not your husband, you needn’t be jealous of me.’ Edgar challenges Cathy and Heathcliff regarding their relationship. Heathcliff takes the position that Cathy has wronged him and that he will be revenged. Cathy taunts Edgar encouraging him to fight with Heathcliff. Edgar strikes Heathcliff and then goes to get assistance in order to have him removed from the house. Heathcliff, realizing that he will be outnumbered, leaves. Cathy is asked to choose between Heathcliff and Edgar, but Cathy will not answer her husband. Instead, she locks herself in her room refusing to eat. Edgar then decides to persuade his sister Isabella to pursue Heathcliff, as their relationship would end the link between Cathy and Heathcliff. After a few days without food, Cathy calls for Edgar begging forgiveness. She is delirious and talks about her childhood with Heathcliff and she has a foreboding of her death. Nelly insists on keeping the windows in her bedroom closed, but Cathy staggers to them and throws them open claiming she can see Wuthering Heights. She goes on to speak about her death, but that she will wander the world until she is with Heathcliff. Edgar is appalled to find Cathy in such a weakened state and scolds Nelly for not telling him sooner. That night Isabella runs away with Heathcliff and Edgar disowns his sister for this scandal. The doctor arrives and predicts that Cathy will not survive the illness. Chapter 13-15 Cathy is in fact pregnant and Edgar tries to nurse her back to health. He hopes for a male heir. Isabella has married Heathcliff and writes to Edgar begging his forgiveness, but this is ignored. She then writes to Nelly and asks her to visit Wuthering Heights. She is distraught at the way Heathcliff treats her. In the letter she tells of her loneliness, as Hareton, Joseph and Hindley are rude to her. She regrets having married Heathcliff and cannot see any way for her to escape. When Heathcliff learns of Cathy’s illness he blames Edgar for this. Nelly visits Wuthering Heights, but she can give no words of comfort to Isabella from Edgar who still will have no contact with her. Heathcliff is eager to learn about Cathy’s situation, clearly hurting

Case Study: Developing Chinks in the Vaunted “Toyota Way”

Introduction Since 2005 Toyota has dominated the car industry but when people spoke of Toyota is was never to say that it had the best fuel efficiency, faster or even more luxurious. They always spoke about how solid the car was, how good it was on gas and how they really never had a problem with the Toyota they bought. Everyone that spoke about Toyota always said that it was a great car for a great price. Toyota has always focused on making a quality car for a fair price and had the reputation as a great company to work for.The people that worked for Toyota always felt they were making a difference and part of a team. They felt their work mattered and problems were not swept under a rug in order to turn a profit†¦until recently. Over the last couple of years it seems that Toyota has run into more than their fair share of problems. Now when people talk about Toyota they mention mechanical problems or problems with the quality of the product. What has changed? What has taken Toyo ta off the path of a great car for a great price?Has Toyota sacrificed quality for quantity in order to turn a larger profit or was something behind all of this? Was part of the plan to recover the United States auto industry to put into question the quality of the foreign automobile? Issues Addressed What has taken Toyota away from â€Å"The Toyota Way (Nelson and Quick, 2011-586)? † The Toyota way is, according to Toyota, a set of principles that have, until recently, set the standard for all other auto makers to follow. Toyota listens to the employee’s suggestions and even implements them if they make sense.Toyota recently conducted a study of the their products against the competitors, component by component only to find that just over half of all of their products were superior. This type of findings found Toyota was suffering from mediocrity and maybe Toyota’s pursuit of profit and becoming number one caused the loss of focus of the original fourteen princ iples that was the very core that got them to the top? Answering the Questions 1. Nelson and Quick describe espoused values as â€Å"what members of an organization say they value (Nelson and Quick, 2011-560)† and â€Å"enacted values are values reflected in the way individuals actually behave (Nelson nd Quick, 2011-560). † So one has to think that there is a strong possibility that Toyota’s employees are no longer feeling valued as employees. With the economy suffering, cuts are being made in almost every corporation in the world and Toyota is not exempt from this. Since 2009 Toyota has been suffering from the massive lawsuits of the braking problems of their vehicles and the vehicles unable to stop. With massive recalls and millions of dollars being paid out because of a quality issue the money had to come from somewhere.Since 2009 Toyota made huge cuts in manufacturing and production came to crawl and thus laying off a lot of employees. With employee layoffs comes the uncertainty of a future and with that the employees are no longer feeling like a family but now feeling like a number and numbers are easy to cut. 2. Toyota has always tried to stick with the original fourteen principles they simply label as the Toyota way. These fourteen basic principles are â€Å"a pattern of basic assumptions that are considered valid and that are taught to new members as the way to perceive, think, and feel in the organization (Nelson and Quick, 2011- 740). The Toyota Way lends in the way management decision are made, process flows, amount of production and bringing problems to the surface vice sweeping them under a rug. 3. Up until the last few years The Toyota Way was preached, taught, and embedded into the way all employees acted and thought. Now the CEO of Toyota, Katsuaki Watanabe, is thinking that Toyota has strayed from the path of the Toyota Way and the quality of the product and the efficiency of the production companies are suffering because of this. 4.As virtually every company in the world is trying to figure out how to survive and make it through the recession, Toyota is no different. The CEO of Toyota faces new challenges as well as trying to get back to the core principles that brought them to the top of every auto manufacturing envy list. Toyota is trying to expand their operations, recover from the damaging reputation and instill the Toyota Way back into the entire corporation. Toyota is spending millions of dollars in an attempt to give Toyota the public confidence it once had.This challenge, in today’s economy seems almost impossible but Toyota is committed and believes they will prevail. Conclusions I have always considered myself an open minded individual and have tried to look at only the facts before coming to a conclusion. While America’s auto industries were on the verge of collapse and the United States government having to bail them out, I have to wonder why the United States government w as so involved with the problems of the Toyota products.At the peak of the auto industry crises in the United States our government ensured the problems with the quality and reliability of the Toyota products were questionable and always in the headlines of all the news. With the United States trying to recover what was left of the auto industry and ensure the American people had faith in the quality of the American automobile they always made sure the quality of the import was in question. One has to think that something was behind all this to ensure the American people went back to buying American automobiles.Has Toyota really left the path of the Toyota Way or did they get pushed off the path? ? References Isidore, Chris. CNN Money. February 9, 2001. http://money. cnn. com/2011/02/08/news/companies/toyota_cost_cutting/index. htm Nelson, D. & Campbell-Quick, J. , (2011). Organizational Behavior: Science, the Real World and You. (7th ed. ). Canada: South-Western Cengage Learning. P ace, Joe. The Workplace: Today and Tomorrow. The Professional Development Series, Book One.

Unit 9 P4

Unit 9:exploring creative product promotion P4: explain the reasons behind the choice of media in a successful promotional campaign. Brandon Baumgart IBS 1c P4 Version 3 30 may 2012 Mrs. Daymond From mouth-to-mouth to TV and Internet. In 1886 when coca cola started they didn’t had TVs, radios and Internet to tell people they have invented something new. So everything was from mouth-to-mouth, through the flyers, the newspapers or big wall paintings on high buildings.Later they could add the radio in this list. And that status they still have but how do they do that now a day? They do that most through the TV will al the happy people who drink Coke and with the happy and bright colours and their slogan: OPEN HAPPINESS. Why one the TV and Internet and not on the radio for example? Because if you hear a commercial on the radio you only HEAR and not see the commercial but on TV you SEE and HEAR the commercial and because of that you want a Coke.The number one reason is that almost everybody has now a day a TV, a computer and a smartphone with internet, so Cola has to go with their time and now they have a general site about all the different kinds of beverage the have, they also have a Coca Cola web shop, a Cola diet site, a Cola goes green site and many more. All these sites are for people want to know more about Coca Cola or buy their stuff. Coca-Cola uses direct marketing in many ways. First, the company partners with various restaurants, movie theatres, etc. to carry its product.Unit 9: exploring creative product promotion P5: design a promotional campaign for a given product/service to meet the needs of a given campaign/creative brief @ Fair trade Max Havelaar products Brandon Baumgart IBS 1c P5 Version 1 27 January ‘12 Mrs. Daymond Table of contents 1. Introduction 2. Campaign brief 3. Creative brief 4. Budget and time lining 5. Mood board 6. Conclusion Introduction In this task you design a promotional campaign for a given product/service to meet the needs of a given campaign/creative brief @ Fair trade Max Havelaar. Fairtrade since 1988Max Havelaar Foundation was founded in 1988 by Nico Roozen and Frans van der Hoff in response to an urgent call of coffee farmers in Mexico. â€Å"Aid is good, but a fair price for our coffee is better. Then we don’t need to hold or hand,† they argued. With a fair price for coffee beans, small farmers take matters into their own hands. I hope you will learn as much I will with typing this report. Campaign brief Background to the proposed campaign The Max Havelaar Foundation grants since 1988 in the Netherlands, a hallmark of coffee at a fair price for producers in the market.The initiative was developed in consultation between Mexican coffee farmers and a Dutch aid organization. The organization is further supported by ICCO, an interchurch organization for development. The initiative was copied: Max Havelaar is now also the name of the only independent fair trade label for food s whose producers in Latin America, Africa and Southeast Asia by buying a higher price than the world price is paid. On top producers receive a premium as an extra.The name comes from the book Max Havelaar (1860) by Multatuli, which injustice is made of coffee farmers in the former Dutch East Indies. The mark guarantees that organizations of small farmers or plantations in developing countries receive a fair price for their products. Although the mark, partly because of his name, especially evokes associations with coffee, it is also found in ice cream, tea, chocolate, honey, cocoa, fruit juice, rice, wine, beer, sugar and fruit. Include the make â€Å"Oke†, under that name bananas, oranges, pineapples and mangoes sold, may Fairtrade / Max Havelaar label.In addition there are other brands such as Ben & Jerry's (ice world 100% fairtrade), Verkade, Swiss Noir (chocolate), Penotti (chocolate spread) and Fair Trade Original (an array of products). There are also several supermark ets (such as Albert Heijn â€Å"Pure and Honest† and Lidl â€Å"Fair Globe†) that choose to sell fruit to sell under their own brand of course Fairtrade / Max Havelaar label. In January 2010, the supermarket chain PLUS the largest commitment to fair trade made. From this date all bananas Plus sells Fairtrade / Max Havelaar certified. In 2011, the SPAR supermarket organizations and ALERT followed suit.The foundation itself is acting in any of these products, it provides only the label that guarantees a fair trade. In 2004, 3% of the Dutch coffee and 2% of the Belgian coffee certified under the Max Havelaar label. In many countries there are foundations that same goal and same working method. The Max Havelaar label is now (2009) in some 23 countries and used products come from some 55 countries. Of these, approximately a half million farmers directly (and workers) benefit. These organizations have joined the international Fairtrade Labelling Organizations (FLO).The Fairt rade mark (the international version of the Max Havelaar label), with 2006 revenue growth of 40%, the largest increase was in the United States where coffee sales quadrupled. In January 2006, the Max Havelaar label a big campaign in the Netherlands to focus on products with its brand to establish. The advertising slogan â€Å"no discount, but advantage,† with a wink referring to the price war between the Dutch supermarkets, wanted the label to highlight that the products are more expensive, but that a portion of the proceeds benefit the producers them. we are going to do it big than in 2006.We want more people to be aware about the prodcuts they buy. We are going to show in our commercials small movies about were their â€Å"cheap† coffee comes from and where our coffee comes from. Also we are making a FaceBook page and a Twitter page to keep them updated. Objectives To increase awareness of the product through advertising from 36% to 46% by the end of the year 2012. A nd that more people buy our products. Target markets Is everybody who does the grocery and â€Å"anyone who knowingly lives and want to meet others with the same respect that you take yourself expect from others†.Product/service specification Nowadays you can find the Max Havelaar Fairtrade Mark not only coffee but a wide range of products such as chocolate, fruit, wine, tea, spices and even on ice and peanut butter. Also adorns the label on products such as cotton bath towels, blankets, shirts and curtains and flowers. The Max Havelaar Fairtrade Mark is the only standard that the ‘Triple P' of sustainable development – People, Planet and Profit – completely covers. Through a guaranteed fair price creates the label space for both economic development and environmental improvement and social progress.Fairtrade system that makes it a unique model with the highest standard for sustainable development. People The identity of the Max Havelaar label is primarily associated with social justice. Respect for human rights and labor standards, according to the Charter and Conventions of the United Nations, are the starting point. But social progress is not as the basis for prosperity and ecological health is destroyed. Planet Farmers realize that is why many organizations turn to organic farming. Part of the products with the Max Havelaar Fairtrade Mark also has an organic label.But the Max Havelaar label itself represents a healthy environment. Dealing with soil, water, air and biodiversity in Fairtrade bound by rules. Basic standards to be met as a condition for certification. The system also offers guidelines for further improvement. Profit And the financial area, because that's not without. The space created by a fair reward for goods supplied. Through better trading conditions to improve poor farmers Fairtrade gradually their living standards. They have tools at hand to invest in their operations and their environmental performance, with o rganic certification often represents the pinnacle.Fairtrade in the third P belongs right there. He suggests farmers are able to trust the future to work on sustainable development. Creative brief Background/introduction We are Cherry Redâ„ ¢, one of the most efficient advertising agencies. Established in 1991 we strive to offer the greatest service possible putting the client at the centre of business. Target markets Is everybody who does the grocery and â€Å"anyone who knowingly lives and want to meet others with the same respect that you take yourself expect from others†. Women respond most favourably to social responsibility messages.Design marketing materials aimed at women. The age group 25-34 respond more favourably to socially responsible messaging. People identify with fair wages and employee treatment. Wealthy people and people who buy gifts often tend to do it online and in boutiques. A great website, product reviews, and well-trained sales people will help you sell. Promotional/advertising objectives Create consumers demand and awareness for the Fair trade products Max Havelaar: proud to be fair. Promotional/advertising proposition That the products they buy must stay fair too the farmers and for the customers. Support Fair trade * Empowerment * Poverty * Conservation * Social improvement * Clean environment * Development * Transparency * Co-operation These points will make a better world. Tone of voice Serious, friendly, â€Å"green†, everyday and FAIR. Mandatory inclusions Max Havelaar fair trade logo, Max Havelaar website, available at the better supermarket. Budget and timing Promotional Designs For Campaign| Costs| Logo DesignEmail DesignPostersLeaflet DesignNewspaper Advert DesignWebsite DesignCommercial on TV| â‚ ¬50. 00â‚ ¬160. 00 â‚ ¬395,48 (25 needed at â‚ ¬15,82 each)â‚ ¬140 (2000 needed at 7p each)â‚ ¬900â‚ ¬300 paid for the yearâ‚ ¬ 11. 00| Maximum Budget Of: ? 15. 000,00| Total Cost: ? 12. 945 ,48| We want the ad’s come out in the holiday period because people will give and buy more in this season because it stands for togetherness, joy, giving and caring for fellow creature. Conclusion This was a very interesting task. Now I know more about how too make a simple promotional campaign. And also know more about Max Havelaar Fairtrade products. Such as that Max Havelaar is not a brand. Max Havelaar Foundation is part of an international umbrella: Fairtrade Labelling Organizations (FLO). I hope you have leared as much as I have.

Deprivation as a Result of Poverty Essay

Slums in Mumbai are only a reflection of many facets of poverty. The movie Slumdog Millionaire directed by Danny Boyle is an ideal portrayal of the harsh lives of children on the wrong side of India who experience the bitterness of poverty. Despite the unjust peculiarities and sorrows created by poverty, people are still hopeful on their future and still have lust for life. Dharavi is a perfect example of slum area. Slum area is generally defined as informal and low class settlements often found in the cities. â€Å"Dharavi is a sprawling, chaotic place of precariously-built brick houses, bamboo and corrugated iron-roofed huts, milky cess pits, greasy fried food stalls and noisy, dusty workshops† with unreasonably many number of population (â€Å"Slum in Mumbai† 2009). Their illegal settlements deprived them of public services such as water sewage and medical assistance. Moreover, their massive population encourages fornication, street gangs or other forms of violence, health problems, homelessness and thus poverty. The level of poverty experienced in the Slums of Mumbai is not only manifested in the shortest of common or basic needs such as food, clothing, shelter and safe drinking water. But poverty also deprived them of many opportunities such as the education, high paying careers and updated modernity. Children and youth under the state of poverty instead of participating in community and social services for their individual growth and learning will be forced to work at a very early age to provide for their family. Thus spiritual, emotional and intellectual growth is relatively slower compared to those youngsters expose to different learning communities/ activities. People who live in poverty often perceive themselves as hopeless individuals and unconsciously see themselves as victims of capitalism. They often have a bad impression towards government and social institutions believing that their services are unfairly distributed for the people like them. As a result, they are the one prone to rebellious activities against the government. They are often putted into a situation where they make impulsive decisions for the sake of survival that will only serve to further complicate their lives. This may include considering crime as an acceptable or justifiable alternative for physical survival. Ultimately, their value system and moral standard will be greatly affected. Poverty may cause disunity inside the family and community as a whole. Example of this is the increasing number of single mothers and separated parents because couples can’t live by love alone. Poverty may lead to encountering many mental and psychological problems because and anxieties and different levels of depression. The effects of poverty all over the world especially on slum areas show inequalities and disparities between the rich and the poor. It is not only a reflection of their own wrongdoings but also a reflection of mismanagement in governance and unequal distribution of wealth and resources. Moreover, poverty especially in Asia is also a reflection of cultural causes which exercise their life in conformity to their tradition and religion. The United Nations and various social institutions though are working hand in hand to at least lessen poverty since everybody deserves a decent life. . (2009). â€Å"Slum in Mumbai†. The Star Online. Retrieved on February 17, 2009 from http://thestar. com. my/lifestyle/story. asp? file=/2009/2/16/lifefocus/3092984&sec=lifef

My First Day in the University Essay

My first day at college is an important event of my life. To me it is an unforgettable day. During my school days. I had a glimpse of college life from my elder brothers and sisters. I was most curiously awaiting the day when I would start my college life. I thought that the college life would offer me a free life; here restrictions would be few and threat of teachers would be little. At last the longed for day came in. I was admitted to the Government College of my city. I entered the college premises with new hopes and aspirations. I was glad to see that the college presented a new sight. It was quite different from what I had seen in and around our school. I came across many unknown faces. I had some very strange experiences on the first day of my college life. I was baffled to see students playing indoor and outdoor games and enjoying radio programmes during class-hours. There is no restriction of uniform. I observed that the students are free in their movements. They can do things according to their choice. I found all the newly admitted students in high spirits. They were all happy to make friends. I moved round the college. I was very much delighted to see the grand library of the college where I could find books on very subject. The college laboratory excited my interest on the very first day and I got eager to perform experiments there. I noted down the time-table of my class from the notice board. I attended the classes. I found that the method of teaching in the college is different from that in the school. Each subject is taught by a specialized teacher. Questions are not asked in the classes. Professors do not rebuke the students if they fail to learn their lessons. They simply tell the students to be conscious of their responsibilities. The students find here a homely atmosphere which they lack in the school. For this, they feel easy and comfortable here. I felt a new rhythm of life and returned home with a mixed sense of duty and liberty.

Education in the Middle East in the Last 20 Years Essay

Education in the Middle East in the Last 20 Years - Essay Example Poor governance, political revolutions, poor traditional laws, and high poverty levels have had negative reflections on attitudes towards education, especially for the girl child. However, the reform movements have seen significant changes in the people’s perception of education. The governments are increasingly investing in education as they seek aid from international agencies and industrialized nations. Thus, despite the difficulties that are experienced in the most of the Middle East countries, there have been significant improvements in education in these countries, especially in the last two decades. The level of literacy, especially for women, has improved dramatically with women having more access to institutions of higher learning. Education improving in the Middle East in the last 20 years Introduction Education has been considered as one of the fundamental human rights that are necessary for development in a given society. Every individual in the society has the rig ht to access quality education owing to the benefits that education has to the individual and to the society. Education contributes towards all aspects of development in the society. It provides individuals with the basic knowledge and skills that are appropriate for the development of a career. It provides the medium through which different talents can be identified that are beneficial to the society (Behrman & Stacey, 1997, p.11). Education improves an individual’s general understanding of life as well as how to relate to others morally and responsibly in the society. Through education, one is able to understand his or her fundamental rights and freedom in the society, and the necessary steps to be taken when such rights are infringed. The fights for democratic forms of government that are experienced in different parts of the world can be easily won if the citizens are more educated. The education in the Middle East has been low as compared to the other parts of the world like the West. In many regions in the Middle East, education was not taken seriously by the public as well as the government. It was considered a luxury and its access was limited to few individuals (Editorials, 2005, para.3). The restrictions were extreme on the female children. The political oppression, traditional beliefs, and high levels of poverty greatly contributed to this situation. The Middle East Countries include the Arab nations in South Asia and North Africa like Syria, Yemen, Egypt, Iraq, Afghanistan, Iran, Armenia, and Bahrain among several others. The countries have certain similarities and differences in terms of the system of government, economic activities, and the religious culture. All these countries exhibit the Arab–Muslim relations. Most of these countries and the neighboring countries of North Africa that form the Greater Middle East have experienced civil wars resulting from poor forms of governance as well as terrorist attacks. The North African Ara b nations have experienced rebel movements that have seen most of their long-term leaders hoisted unceremoniously. Similar revolutions continue to be witnessed in the Middle East countries like Syria and Yemen.