Poverty in an Era of Globalization Essay Example | Topics and Well Written Essays - 2000 words

Destitution in an Era of Globalization - Essay Example Looking to investigate neediness and lack of healthy sustenance over the globe through an examination of the political and financial circumstance in Somalia, one of Africa’s most unfortunate nations, this article will show the linkages among destitution and political unsteadiness. Appropriately, this paper will show that political shakiness propagates financial stagnation in Somalia and any endeavors to determine the neediness emergency in the area must address the political causes behind underdevelopment. Underdevelopment breeds neediness in Somalia which is shown through across the board lack of healthy sustenance, bastard anticipations and poor rankings in an assortment of pointers of by and large wellbeing (Spencer 2008). Looking to investigate destitution and lack of healthy sustenance in Sub Saharan Africa through an examination of the political and financial circumstance in Somalia, one of Africa’s least fortunate nations, this exposition will show the linkages a mong neediness and political flimsiness in a time of globalization. As needs be, this paper will show that political precariousness propagates monetary stagnation in Somalia and any endeavors to determine the destitution emergency in the locale must address the political causes behind underdevelopment. Underdevelopment breeds neediness in Somalia which is exhibited through across the board lack of healthy sustenance, maggot hopes and poor rankings in an assortment of markers of generally wellbeing (Pretty 1999; Spencer 2008). Planning to address the linkages between underdevelopment portrayed by ailing health and neediness and political flimsiness, this article will investigate the connection between these two assorted, albeit apparently reliant marvels. Does destitution breed political unsteadiness? Are poor nations progressively inclined to political viciousness and uncertainty? What great is the vote based system if individuals stay poor?

Rite of Passage in the Western Culture Research Paper

Soul changing experience in the Western Culture - Research Paper Example At each significant purpose of a person’s life, a soul changing experience helps in the progress starting with one stage then onto the next. The idea of soul changing experience has spoke to numerous humanist and anthropologists, for example, Arnold van Gennep who framed the term transitional experience and gave the various functions rehearsed in various religions and social orders, a typical word. Gennep further ordered the three stages in three stages, to be specific division, change and joining. Gennep through considering the various services in various religions and social orders had the option to locate a shared conviction in every one of these functions by contemplating the fundamental idea in these soul changing experiences. Soul changing experience in various races, religions and social orders contrast yet they ordinarily commend similar occasions in an individual’s life however in various ways. So also, the soul changing experience of the west varies from that of the east and the transitional experience of Christianity contrasts from that of Islam. In this paper, we endeavor to break down the idea driving the soul changing experience and the western methods of directing transitional experiences. Transitional experience can be compared to Shakespeare’s ‘Seven times of man’, where a man changes radically from one phase of another. From the time an individual is destined to when he is covered, the soul changing experience causes him in a smooth development starting with one progress then onto the next. As per Victor Turner, transitional experiences can be separated into two general classes, those that ‘accompany the entry of an individual starting with one societal position then onto the next and (those that) mark perceived focuses in the progression of time, for example, new year, new moon, Passover thus forth’ (Klingbeil, 2007). Along these lines soul changing experiences are both strict and social. Strict transitional experience incorporates the ceremonies that are conveyed forward from unlimited occasions and vary in every religion to a limited degree. One can discover similitudes between theâ religious soul changing experiences of various religions in the manner that they praise the equivalent events.â

Final Paper Treaties In Peace And Conflict Example

Final Paper Treaties In Peace And Conflict Example Final Paper: Treaties In Peace And Conflict â€" Term Paper Example > IntroductionThe rise of the United States of America into a most prominent place in world affairs has been naturally attended by an increasing number of agreements with other countries. As their number increases, more attention becomes focused upon them. This attention is not due primarily to the importance of these agreements as they affect relations with other countries. To the typical American the state of foreign affairs is not closely known, the ripe time and conditions for commencing negotiations for agreements are highly problematical, and the intricacies and niceties of negotiations and international law are a complete maze. Much confusion is felt in this regard, but it is a confusion little lamented. This is not because there is indifference to the nation's course in foreign affairs, but because there is no overriding, direct personal concern; any individual will fare in these matters very much the same as all other individuals fare (Davis, Meyer, 1998). In many respects , however, these agreements become domestic law and are enforceable in the domestic courts. Cases in the courts are matters of conflict between juristic persons, and consequently an individual may have occasion to become very much directly concerned personally. Where the foreign operations and effects of agreements may be shrouded in acceptable confusion, a like confusion may become well nigh intolerable in the realm of domestic law. Resulting from this confusion has been a most pressing controversy in recent history over the question of whether or not there are any limitations on the federal government's treaty power; a question which, in view of the climate of opinion regarding United States traditional governmental theory, presents something of a paradox. This problem has been compounded by the various types of international agreements in United States law, along with the varying procedures by which they are consummated or become legally binding within the framework of domestic governmental machinery. There is confusion, for example, over whether there is any difference as to scope between treaties and executive agreements. The results can become frightening when extremities are joined in a sort of syllogism: treaties are unlimited; treaties and executive agreements are interchangeable; ergo, the power of the President or some appointed underling is wholly without legal limit. This terrifying conclusion is used principally in political campaigns, and is not to be found so baldly stated in authoritative and responsible works on the subject, but since the beginning of U. S. constitutional history there has existed a latent source of confusion, not only in the Constitution itself but in the writings of its Founders, in Supreme Court opinions, and consequently in the texts of commentators on the matter. There have been, therefore, rational and legal bases for a limited amount of the confusion. This confusion has reached and thoroughly penetrated the scholar ly world. Although statements on the subject of limitations on the treaty power treat it variously, there appears not to be a modern text on American Government which professes to reveal the limitations on the treaty power or which will state an overall rule on the difference between treaties and executive agreements as to the extremities of subject matter with which they can deal. In the same vein, many respected professors have often admitted inability to point to the outer limits of the treaty power, and on the various instruments have thrown up their hands with the allowance that the difference between treaties and executive agreements is that treaties are called treaties and executive agreements are called executive agreements.

Plant And Animal Viruses Research Paper - 728 Words

Jillian Page 10-20-16 Mr. Blevins 8th hour Biotechnology 12 Plant and Animal Viruses Research Paper With the vast amount of animal and plant species, there are, of course, vast amounts of viruses that can affect them. From Canine Parvovirus to Cucumber Mosaic virus, the virology is extensive. Luckily because of modern science and innovations in biotechnology, these viruses are being prevented and eradicated so plants and animals can have long, healthy lives. Canine Parvovirus is an animal disease that comes in two different forms, the most common being the intestinal form. It is most prominent in bigger dogs such as Rottweilers, Dobermans, Labradors, and German Shepherds, although all dogs can contract it. The spreading of the disease is almost always caused by an altered strain of Canine Parvovirus. The disease is most commonly transmitted through direct contact with an infected dog. It can also be transmitted through the fecal-oral route. Large concentrations of the disease can be found in a dog’s stool, so when a dog sniffs an infected dog’s stool, it will immediately contract the virus. The disease can live in soil for up to a year, making it very easy to contract. It is also resistant to most cleaning products, except for bleach. It is important to observe the symptoms in dogs early on to increase the chance of survival. The vast amount symptoms include vomiting, diarrhea, rapid weight loss, lack of appetite, lethargy, fever, and the tissues around the eyes andShow MoreRelatedThe Effects of Genetic Engineering on Agriculture Essay1409 Words   |  6 PagesEngineering on Agriculture Agribiotechnology is the study of making altered agricultural products. Agribusiness is trying to alter the genes of already existing products to try to enhance the biocompetitiveness and adaptability of crops by enhancing plant resistance to drought, salinity, disease, pests and herbicides. 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Importance Of Relationship Marketing - 32123 Words

A Dissertation On Customer Relationship Management And Importance Of Relationship Marketing In The Banking Sector This project report is being submitted as a part of the requirements of the MBA Program of Bangalore University. The project has been undertaken By: SHRIYA MEHROTRA Reg. 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Specialization in Undergraduates Free Essays

Brady Brajavich Specialization: does it belong in higher education? Some say yes, because it creates much more intelligent individuals in their respective fields. Others say no, because without the liberal arts, individuals will lack the necessary skills to succeed in today’s work environment. Both sides have well supported arguments, and often when one begins to think they’ve made a decision on which they agree with, they are swayed the other way. We will write a custom essay sample on Specialization in Undergraduates or any similar topic only for you Order Now After reading, â€Å"Should Undergraduates Specialize? † by Patrick Allit, and, â€Å"Liberal Arts: A Practical View. by Mark Jackson, I have formed my opinion and what I feel like is a suitable answer to the question above. I believe that students should have a choice. If they feel like they’re ready to dive into what they know they want to do, let them. But if the student feels like they aren’t one hundred percent sure, they should be able to take a wide variety of courses that allow them to eventually choose a major to specialize. Patrick Allitt is the author of the essay, â€Å"Should Undergraduates Specialize? † In this essay he compares and contrasts his own experiences in college with those of his college-bound daughter. By comparing the two, he provides evidence to his belief that having the option to specialize as an undergraduate will benefit students. This is shown in his conclusion, â€Å"Students with the right frame of mind thrive on studying diverse subjects until they’re ready, sometimes at age twenty or older, to make a stronger commitment. But let’s get rid of the idea that liberal arts is for everyone. America’s commitment to equality and to universal education is noble and invigorating. But it shouldn’t mean that one size fits all† (Allitt 7). Here Patrick is summarizing his essay, and essentially says that liberal arts may benefit some students, but there is a certain percentage that would prefer to get busy with their major and specialize. Mark Jackson, a graduate from the University of Cincinnati, thinks that all students should take some liberal arts courses to supplement their professional education, but not because they are forced too, but because they want to. Jackson wrote his essay on why he thinks students, â€Å"†¦question the reasoning behind a liberal arts education† (Jackson 233). Jackson stands behind the belief that educating students on why a liberal arts education is important is just as vital as actually teaching them the liberal arts. He says that, â€Å"If educators really want to increase the number of liberal arts courses that each student takes, they must first increase the popularity of such studies† (235). In other words, no student wants to take a class that they don’t see a point for taking. He backs his statements up by using personal experiences. Jackson explains how he had an argument with his high school counselor because he didn’t want to take a third year of Spanish. I was an A student in Spanish II, but I hated every minute of the class†¦ I told him that I took two years of a foreign language so that I would be accepted to college, but that I did not want to take a third year† (234). In response to his argument, his counselor would reply that he needed to be a â€Å"well-rounded student†, which is exa ctly why Jackson is so adamant in his reasoning. In relation to that response, Jackson wraps up the essay by saying, â€Å"It is difficult to persuade some college students that becoming a better person is an important goal of higher education. Many students want a college education so that they can make more money and have more power† (235). To finish, he reiterates his point; if students don’t see a point in the taking the course, they won’t want to sign up for it. In the two preceding essays, the two authors give their arguments on where they think specialization belongs in the education system. Allitt states that having a choice on whether or not to specialize as an undergraduate, and not deal with the liberal arts can be a benefit to students. Jackson believes that students should want to take liberal arts courses, and that if educators want students to do so, they have to do a better job of explaining why they are important and making the courses more attractive. A point of common ground for the two authors, based on the previous statements, is that specialization is important. Without it students will be at a disadvantage. There isn’t an exact point of disagreement between Allit and Jackson. They both outline the pros and cons throughout their essays. That being said, there are differences. Allit is more in favor of specialization, â€Å"The early specialization†¦enabled us to learn one discipline really well, to become far more deeply engaged with it than was possible for our American counterparts† (Allitt 6), but at the same time, understands why a liberal education can be beneficial, â€Å"Its (specialization) great and equal drawback was that it forced some students to choose too soon, before they were ready† (6). Jackson thinks that students should want to take liberal courses to complement their vocational studies. Towards the end of his essay, Jackson ays that, â€Å"Students who want to make the most of their college years should pursue a major course of study while choosing electives or a few minor courses of study from the liberal arts† (Jackson 235). I believe that students should have an option to specialize. Being able to dive right in as an undergrad can be hugely beneficial, and allow a student to separate themself from the rest of the competition. The liberal arts can do the same thing. Specializing brings depth of knowledge and a different, higher level of understanding, while the liberal arts allow students to increase the width of their knowledge. The irony of the emphasis being placed on careers is that nothing is more valuable for anyone who has had a professional or vocational education than to be able to deal with abstractions or complexities, or to feel comfortable with subtleties of thought or language, or to think sequentially† (Cousins 31). Jackson used this quote in his essay and I absolutely love it. If I had to back up my opinion with any one statement, this would be it. Vocational education is useless without being able to think abstractly and think on the go, while being able to think abstractly and on the go is useless without a vocational education. Personally, I’d take Jackson’s advice: go right into professional studies, but take classes I felt would make me a more attractive hire. I say that because the reason why I’m in college is so I can get a good-paying job to support myself and one day a family. In order for me to do that, I’m going to have to do all I can to distinguish myself from the group. The university has the intention to do that, but it’s damn near impossible for them to know what is best for each individual student. All of my academic career, I’ve been told that I was being prepared for college, and I was, but now I want to put those tools into practice. Being told what classes to take, and what classes will make me a better student isn’t letting me use what I’ve learned, and is suppressing my ability to make my own decisions. In essence, we’re big kids now. We should have to and want to make the big kid decision on whether or not taking a GEO 106 class will benefit us. Guidance is always welcome, and without the help and suggestions from our advisors we’d be lost, especially as freshman, but that doesn’t mean I should have to take a class that won’t help me achieve my life goals. But some students don’t have the know-how or motivation to take necessary liberal classes, so the university has to force students to take them. † My roommate made this point to me while we were talking about my essay, and I imagine there are many others that feel the same way. My response is this, if a student has yet to take responsibility of his or her own academic career, are they really deserving o f a degree? If they can’t make their own decisions on something as simple as which supplementary classes to take, how are they going to function once they hit the real world? Or rather when the real world hits them? Another fantastic argument brought to my attention was: how are students that choose to not specialize right off the bat going to keep up with the ones that do? At this point in every student’s life, we need to stop thinking of us as a whole. We are individuals, and just because Rafiki doesn’t know what to do with his life doesn’t mean the rest of us should suffer. I firmly believe that college marks the beginning of adulthood and the toned-down real world, which means that we all as students need to take more responsibility for our own lives. Specialization: does it belong in higher education? I say yes†¦ as long as it is balanced with proper liberal courses. Specialization can give a student essential skills and an intense education that can help them get the edge on someone else competing for the same job, and the liberal arts only increases one’s attractiveness. For all those naysayers out there, I just ask you respect what I have to say, to take my views into consideration, and, as the noble Andre 3000 once said, â€Å"Lend me some suga. I am your neighbor. † How to cite Specialization in Undergraduates, Essay examples

Socratic Dialectic Essay Example

Socratic Dialectic Paper A friend of Socrates, Chaerephon, asked the Oracle of Delphi if there is anyone wiser than Socrates. The goddess answered that there is not. (Plato, p. 50). Aware that he cannot claim wisdom, but intrigued by the Oracle’s answer, Socrates embarks on a journey to find someone who is truly wise. The method he used to establish someone’s wisdom or lack of it has been known as the Socratic dialectic. Socrates’ dialectic technique, its aim and its method will be examined in this paper. The Apology of Socrates’ by Plato, will be used as a case study to illustrate key points. Upon hearing the Oracle’s answer that no one is wiser than him, Socrates found the literal interpretation difficult to comprehend. He decided to seek out people who have a reputation for wisdom in various regards and test their claims to knowledge through questioning. He discovers a good deal of vain ignorance and false claims to knowledge, but no one with genuine wisdom. As he always believed that he knew very little, he came to the conclusion that he was wise only in so far as that he knew nothing. Socratic method is a dialectic method of inquiry, in which elenchos (Greek: a cross-examination) is the central technique (http://en. wikipedia. org/wiki/Socrates). Dialectic is a form of a dialogue which consists of two methods, analysis and synthesis. (Macquarie University, Lecture 4). Through analysis, Socrates would ask the person to state a claim they believed to be true. To investigate the validity of the claim, he would use a series of questions and answers. It was intende d to reveal person’s beliefs and underlying assumptions about a particular topic and demonstrate their consistency or lack of it. We will write a custom essay sample on Socratic Dialectic specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Socratic Dialectic specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Socratic Dialectic specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Once the person’s contradictions have been exposed, the conclusion (synthesis) is that the original claim cannot be made since it does not correspond to evidence presented through the process of analysis. The good example of Socrates’ technique is illustrated in The Apology, Socrates’ defence to charges brought against him by the court of Athens. Meletus, one of his main accusers, believes that Socrates has corrupted the young by teaching them to believe in new deities instead of the gods recognized by the State. Socrates begins his analysis by asking Meletus if he is accusing him of believing in some gods or in no gods at all. Meletus answers that: ‘Yes, I say that you disbelieve in gods altogether. ’ Socrates proceeds by asking Meletus if he also suggests that Socrates believes that the sun and the moon are not gods. Meletus answers that Socrates does not believe that the sun and the moon are gods, because he claims that the sun is a stone and the moon a mass of earth. Socrates demolishes this as a valid point, because these theories do not belong to him, but to Anaxagoras. He concludes that Meletus is contradicting himself stating that ‘Socrates is guilty of not believing in the gods, but believing in the gods’. He continues by asking if it is possible to believe in human activities, but not in human beings, or supernatural activities and not in supernatural beings? Meletus answers ‘no’. Socrates proceeds by saying that since he is accused of believing and teaching others in supernatural activities, he must also believe in supernatural beings, which are either gods or their children. This is where Socrates demolishes Meletus’ claim for the second time by concluding that Meletus was simply testing his intelligence by stating first that he does not believe in gods, then that he does, since he believes in supernatural beings. (Plato, p56-58) So what can be said of Socrates’ technique? Although the method itself seems simple, it is almost impossible to escape its intense rigor as well as the destructiveness of its rich irony. By using leading questions that require short and logical answers, Socrates cross-examines and refutes the opponent usually ending the conversation in puzzlement and embracement. He professes to be a plain man who speaks only simple truths, yet his proficiency in employing some very clever rhetoric enables him to keep an upper hand in every conversation. And while his method might appear ruthless and hostile, it was essentially ethical in character. Belief in a purely objective understanding of such concepts as justice, love, and virtue, and the self-knowledge that he encouraged, were the basis of his teachings. He believed that all vice is the result of ignorance, and that no person is willingly bad; correspondingly, virtue is knowledge, and those who know the right will act rightly. Socrates was not a believer in any specific metaphysical point of view, but he believed that he was appointed by God to examine himself and others in order to discover who they really are. Thus, he claimed that the highest goodness consists in the caring of the soul concerned with moral truth and moral understanding. ‘Wealth does not bring goodness, but goodness brings wealth and every other blessing, both to the individual and to the state’. (Plato, p 62). As previously stated, Socrates dialectic aims to etermine whether an individual makes justifiable claims to knowledge by using the method of cross-examination in order to draw out a contradiction or inconsistency in their claims. However, this is not the only aim of dialectic. The Socratic method is also a means of conversing, developing a dialogue that aims to bring awareness to person’s ignorance of a subject. It aims to free other from ignorance, encourage them on their path to self-knowledge, assist then in leading good, virtuous life and ultimately improve the welfare of their souls. In my opinion, this is certainly a cause worth admiration; however I have found myself questioning the real outcome of his ironic, ruthless method of inquiry. He aimed to awaken his fellow citizen’s attachment to authoritative moral and religious opinions, by criticizing the popular ideas, but in the process managed to ridicule and embrace them. Does a man who feels like a fool, after being subjected to public scrutiny have a desire and commitment to turn the mirror inwards and start living ‘life worth living’? Or would he, more likely, regard Socrates and his method as arrogant and rebellious, and therefore inevitably respond by disregarding its true meaning. And it is that in its true meaning, Socrates’ dialectic reminds us that the way to wisdom lies in the philosophy, in our willingness to question what we (and others) know and in the ability to justify and give reasonable account for our claim. Socrates once said that â€Å"I know you won’t believe me, but the highest form of Human Excellence is to question oneself and others†