CRJS478DB3 Research Paper Example | Topics and Well Written Essays - 250 words

CRJS478DB3 - Research Paper Example DNA appears in two stands of polymers, made of simple units known as nucleotides, with X and Y genes (Lazer, 2004). The replication of DNA leads to production of a pair of identical replicas from the mother molecule. This continuous process takes place in all living organisms, and as such, ensures biological inheritance. DNA relates to the genes and chromosomes in such as way that it holds all the information in chromosomes necessary in encoding genes. Chromosomes appear in cells and contain genetic information usually passed down through a given lineage. A gene is a DNA sequence that determines particular traits in these living organisms. The most important usage of DNA tests and analysis is DNA profiling, which entails identification of individuals using the profile of their respective DNAs. Forensic scientists can make use of these profiles in identifying victims of a fire or blast burnt beyond physical recognition, or identifying criminals at a crime scene (Vaughan,

Inquiries and serious case Essay Example for Free

Inquiries and serious case Essay Serious case reviews are summoned when a child or a vulnerable adult is seriously injured and there is a suspicion that abuse or neglect has played a role in the outcome. When an incident occurs, a number of investigations are triggered to establish what has happened and who is to blame. In these situations serious case review and inquiries are undertaken in addition to the other investigations. According to Williams (Sarah, 2012), the purpose of serious case reviews is as follows To identify what the lessons are and how they will be acted on to improve practise. Improve local interagency working Review procedures and make recommendations for improvements Of all the procedures and stages of appointment of staff the most crucial factor is safety. It might sound weird but an error in this aspect might have wild consequences. Safer recruitment practice should include those persons who may not have direct contact with children, but because of their presence and familiarity in certain settings will still be seen as safe and trustworthy. The principles of safer recruitment should be included in the terms of any contract drawn up between the organisation and contractors or agencies that provide services for children and young people for whom the organisation is responsible. The organisation should monitor compliance with the contract, which should also include a requirement that the provider will not sub-contract to any personnel who have not been part of a safer recruitment process. Staff has to be kept informed about child protection responsibilities and procedures through induction, briefings and awareness training. There may be other adults in the school who rarely work unsupervised, more usually working alongside members of the school staff. However the supervisor will ensure they are aware of the school’s policy and the identity of the Child Protection Officer. Any member of staff, volunteer or visitor to the school who receives a disclosure of abuse, an allegation or suspects that abuse may have occurred must report it immediately. In Dubai and the United Arab Emirates there is currently no infrastructure of Educational Safeguarding and/or Social Care Services. Following cases which caused concern in the Emirati community, Sheikh Mohammed, the Ruler of Dubai, supported the drafting of a Federal law on child protection â€Å"to ensure a secure and stable future for children in the  U.A.E.† In April 2012, it was reported that Dubai had  "embraced a new policy to protect children against all forms of violence, abuse, exploitation and neglect and offer support and care for those in need.† The policy â€Å"aims to provide protection to Emirati and expatriate children under the age 18 who live permanently or temporarily in Dubai. In November 2012, the UAE Cabinet approved â€Å"Wadeema’s Law† to â€Å"protect children in the UAE.The law includes creating special units that intervene when children are at risk and stresses that all children have rights regardless of religion and nationality.† In conclusion, serious case reviews make an important contribution to understanding what happens in circumstances of significant harm. Their effectiveness can be improved and there are examples of promising approaches using the findings of serious case reviews to bring about improvements in safeguarding practice. However, achieving such improvements requires Local Safeguarding Children Boards to develop a much stronger learning culture within which serious case reviews are but one important source of knowledge for improving safeguarding practice. References Dubaicollege. (2012). Child protection policy. Available: http://www.dubaicollege.org/media/policies/Child%20Protection%20Policy.pdf. Last accessed 03rd May 2014. Willams, rutter, gary (2012). Promoting Individual and Organisational Learning in Social Work. london: SAGE publications. p99-102.

Re-establishment of Native Plants by Seed Germination

Re-establishment of Native Plants by Seed Germination Re-establishment of Native Plants by Seed Germination  in the State of Kuwait 1.1 Desertification Desertification and land degradation has become a matter of increasing importance both locally and globally. Due to heat fluctuations produced by climate change, arid and semi-arid areas are becoming easily susceptible and prone to desertification (Kassas, 1995). Conservation of natural desert habitats should be a priority for environmental agencies and governments especially in arid regions of the world (Stringer, 2008). Water scarcity is one of the factors provoking an increase of vegetation in arid climates, which can lead to land degradation and desertification (Dhief et al., 2009). The term desertification is used in diverse ways in the literature (Stringer, 2008). For this paper, it refers to land degradation in relation to loss of plant species diversity as well as loss of soil resources (Brown, 2003). The primary factor in the degradation of deserts is low rainfall, not to mention the huge impact on the deserts biodiversity from human activities such as camping, car racing or rallying (Brown et al., 2001), and unsupervised grazing by sheep and camels as well as the rapid increase of human population (Whitford, 2006). 1.2 Climate change and plant restoration Climate change is a global issue which is still rising and damaging our environment. Global warming is mainly caused and exacerbated by human influences and activities. Plant restoration is one way to reduce the effect of climate change (Dosery et al., 2012). Arid regions of the world are being effected by climate change the most. The issue of desertification primarily affects areas with less vegetation similar to those in desert areas (Hanafi et al., 2008) Restoration of plants to their natural habitats in arid climates with pressures from grazing and overpopulation is challenging. One way to vegetate these areas is germinating seeds of native species in lab condition to be transplanted in the desert. Plant restoration is a slow process, especially in ecosystems with unfavorable environmental conditions such as low rainfall, high evaporation rates and poor soil composition, precisely the conditions which are found in desert ecosystems (Bolling et al., 2000). Because seedbanks of desert plants can lie dormant for long periods of time, and can later germinate under favorable conditions (Brown et al., 2003) which can be replicated in lab facilities. 1.3 Seed germination and plant growth Seed germination is a process in which the seed emerges from dormancy and grows into a new plant. This occurs when environmental conditions are favourable including temperature, soil composition and water, (Derbel et al., 2007). This process is used to promote and establish plant seedlings for various desert species, which can contribute to increasing plant population for instance in arid and semi-arid climates. According to research on desert plants, temperature is one of the most important factors promoting seed germination, also it plays a big role in plant growth. Indeed, the optimal temperature for seed to germinate is usually close to the average temperature in the species natural habitat (Derbel et al., 2010). Knowledge of the life history, ecology and natural habitat of native species is important for a successful plant reestablishments. The most important part of the plant cycle is seed germination (Derbel et al.,2007). Scarification is a botanical term which refers to the process by which the coat of the seeds is opened, and it can be undertaken mechanically or chemically. Seed germination depends primarily on the level of moisture in the environment and temperature (El-Keblawy, Abdelfattah Khedr, 2015). This paper will examine seed germination treatment in the context of three different factors. The first is temperature: if the temperature is too high then the seed which has been planted for germination will die (Gorai, Laajili, Santiago Neffati, 2015). Low temperatures can also impact seed germination. The second factor which impacts seed germination is scarification of the seeds. The third factor relating to the pre-treatment of seeds for germination is soaking in water. It is important to soak the seeds in water prior to planting to give them the best chance of germinating (Gorai, Laajili, Santiago Neffati, 2015). 1.4 Use of peat moss for plant production Using peat moss to promote seed germination implies the use of stratification, which is a moist, cold treatment: this does not apply to desert plants, since they are mostly promoted by temperature and scarification[ES1]. It is reported that peat moss has growth-promoting substances, including antibiotics and oestrogens (Cox Westing, 2013). 1.5 Study area (add refrences) Kuwait is a small country located in the north-east of the Arabian Peninsula, with a total area of 17,820 km2 and a human population of 4.3 million. Kuwait borders Iraq (north) and Saudi Arabia (west and south), while the east of the country lies at the tip of the Persian Gulf, reaching its highest elevation above sea level at 280 m (Brown Al-Mazrooei, 2003).   The climate of Kuwait is considered an arid climate, with summer temperatures ranging from 35-50 ° C. Summer lasts from May to September, with the hottest temperatures occurring from June to August. Winters are dry and cool with mean temperatures ranging from 6-20 ° C. Rainfall varies from year to year, with an average documented rainfall of 120mm (Halwagy et al., 1982). On average, evapotranspiration exceeds precipitation on a yearly basis (Halwagy Halwagy, 1974a). 1.6 The vegetation and soils of Kuwait The vegetation cover of Kuwait is less than 10 % (Brown, 2001). The dominant plant of Kuwait isRhanterium epapposum. There has been no documentation of native trees found in the deserts of Kuwait, while only one tree (6al7a) has been recorded as a native tree and protected in nature reserves (Brown Al-Mazrooei, 2003). Soil texture and composition is an important factor for plant regeneration in desert climates. The primary soil characteristics to be considered in seed germination are soil texture, depth, permeability, penetrability and fertility (Batanouny, 1990). Sandy alkaline soils are dominant in the deserts of Kuwait, and these have low water retention, which is a disadvantage for seed germination (Johns et al., 1984). However, rainfall on sandy soils can be more effective for seed germination than on clay soils (Carbon, 1975). 1.7 Native plants Calligonum comosum Calligonum is a genus of perennial shrubs from the Polygonaceae family. One of the striking features of the species is that it is covered with numerous bristled fruits, which are easily carried by the wind, thus avoiding burial in the sand. The Latin genus name comes from the Greek words callus (beautiful) and gonos (knee), and reflects the original shape of the twigs as they link to one another (Gouja, Garnatje, Hidalgo, Neffati, Raies Garcia, 2015). Calligonum comosum is a native plant to the state of Kuwait. It is a perennial shrub which grows up to 2m tall with a crown ranging from 1-2.5m. Its leaves are simple and green. The   flowering season runs from March to April, with the red flowers attracting birds. The most widespread use of this plant is to stabilise sand dunes and wind breaks, but it also fixes soil to provide protein for livestock, provides wood for fuel and burns without smoke. It is one of the most common plants used to fight desertification and is usually employed along with other native plants for rehabilitation purposes. The most critical stage for this plant is seed germination and seedling stabilisation (Qu et al., 2008). It is prone to heavy grazing since it is a major source of food for camels, as well as goats and sheep (fact sheet). The active ingredients include tannins contained within the green branches of Calligonum. The fruits are edible, and taste similar to an apple. The economic significa nce of these shrubs is very high. Their young branches and fruits, with a pleasantly sour taste, are readily eaten by sheep and camels. In winter, the sheep eat fallen twigs and fruit from the ground. The nutritional value of these products is rather high in conventional feed units. The timber produced by this tree is dense and heavy (it sinks in water), and the pink kernel is a good building material in the desert environment. The wood is also used as fuel for various crafts. Finally, Calligonum is excellent fixative of sand and is used for reclamation in areas of mobile sand. The plant can form new side (adventitious) roots at the base of the stalks after backfilling them with sand (El-Keblawy, Abdelfattah Khedr, 2015). Farsetia Aegyptia This is a perennial shrub that grows in coarse sandy soil, reaching a height of up to 60 cm. Its leaves are succulent and linear, its blooming season is from March to June, and it has greenish-brown flowers. The fruit has a winged seed. This plant has no documented or official publications (Farsetia aegyptia Overview Encyclopedia of Life, 2017). Rhanterium epapposum This is the national plant of Kuwait, and the most dominant plant found in the countrys deserts. This bush grows up to 1m tall, has small narrow leaves which fall in late spring, and becomes dormant during the summer season. Its flowering season is from March to May, with small yellow flowers. For this plant to germinate, the capitulum must be facing upwards, with the achene still attached to the capitulum. Seeds can be viable for more than 4 years (Ahmed, Al-Dousari and Al-Dousari, 2016), and the plant is mainly used for skin infections and for fuel in remote areas. Calligonum comosum, which does not require a lot of water to grow and tends to grow in areas with low rainfall (Gouja, Garnatje, Hidalgo, Neffati, Raies Garcia, 2015); Rhanterium epapposum, which is bushy and is produced naturally as well as with the help of vegetation[ES2]; and Farsetia aegyptia which is also used to combat desertification with the assistance of seed germination. The main objective of this study is to determine why seed germination is important and under what conditions it can take place. The study will discuss how seed germination occurs under different conditions and the factors which affect it. Three desert plants will be used in the   seed germination experiment The aim of this study is to induce seed germination using chemical treatments such as gibberellic acid in two different concentrations (ppm) and physical scarification treatment with two different intensity levels. The second part of the study will investigate four different ratios of peat moss to sand to measure plant growth of seedlings of three desert species in Kuwait. This study will contribute to increasing vegetation in arid and semi-arid areas such as Kuwait, and explore the conditions in which seed germination can take place, including environmental conditions and appropriate temperature (Gouja, Garnatje, Hidalgo, Neffati, Raies Garcia, 2015). As we know, the more plants are grown, the more we can protect our environment. Seed germination is one process for producing plants by artificial methods, which would participate in desert revegetation by transplanting native species back in their natural habitat. Seed germination experiment Three plants will be investigated in this study: Calligonum comosum, Rhanterium epapposum and Farsetia aegyptia. Ten seeds from each species will undergo two seed germination treatments, each with two different intensities. First is a physical treatment in the form of scarification using sand paper, with two different intensities of scarification. Second is a chemical treatment using two different concentrations of gibberellic acid (GA3). All treatments will be undertaken in the same environment and temperature conditions. The experiment will be replicated three times. Figure 1 Plant growth with peat moss For this experiment, seedlings from three species will be tested in five soil mixtures with different sand to peat moss ratios. A block of 15 seedlings, each with a different soil mixture (5 soil mixtures for each species) will be replicated 5 times (Figure 2).   Environmental factors such as temperature, soil moisture and pH will be measured for analysis. [ES3]Figure 2 A large data set will be collected over a period of 4-6 weeks, and daily logs will be completed for the final data analysis. Statistical data analysis using ANOVA will be applied to both experiments to compare the percentage of growth in different soil mixtures. As well as comparing seed germination percentages for four different treatments, ArcGIS software will be used to provide maps for this study if necessary. Petri dishes, paper filters and labels Sand paper Gibberellic acid (GA3). Native plant seeds (available at PAAFR*) Native plant seedlings (available at PAAFR*) 10cm plastic planting pots (75) (available at PAAFR*) Soil (peat moss and sand) (available at PAAFR*) Access to seed lab facility either at PAAFR* or KISR* (access fees may be applicabl For this study, safety precautions will be taken mostly when using seed lab facilities. Access lab safety check list Lab coat Long trousers Closed toe shoes Safety glasses Use of gloves Since this study will be done off campus, some expenses may apply, this is just a provisional budget plan Plane tickets (round trip from Aberdeen to Kuwait) (300  £) All materials mentioned previously might be available for use with no charge Onetime payment for seed lab access of 50  £ Petrol fees maybe applicable once experiment location is determined around 100  £ if the experiment is done over a period of six weeks. References Bolling, J. and Walker, L. (2000). Plant and soil recovery along a series of abandoned desert roads. Journal of Arid Environments, 46(1), pp.1-24. Brown, G. (2003) Factors maintaining plant diversity in degraded areas of northern Kuwait, Journal of Arid Environments, 54(1), pp. 183-194. Brown, G. and Al-Mazrooei, S. (2003). Rapid vegetation regeneration in a seriously degraded Rhanterium epapposum community in northern Kuwait after 4 years of protection. Journal of Environmental Management, 68(4), pp.387-395. Brown, G. and Schoknecht, N. (2001) Off-road vehicles and vegetation patterning in a degraded desert ecosystem in Kuwait, Journal of Arid Environments, 49(2), pp. 413-427. Derbel, S. and Chaieb, M. (2007). Germination behaviour and seedling establishment of two desert shrubs,Calligonum polygonoides(Polygonaceae) andSpartidium saharae(Fabaceae), under experimental conditions. Acta Botanica Gallica, 154(4), pp.533-544. Derbel, S., Touzard, B., Triki, M. and Chaieb, M. (2010). Seed germination responses of the Saharan plant species Ephedra alata ssp. alenda to fungicide seed treatments in the laboratory and the field. Flora Morphology, Distribution, Functional Ecology of Plants, 205(7), pp.471-474. Dhief, A., Gorai, M., Aschi-Smiti, S. and Neffati, M. (2009) Comparative phenological and water potential patterns of three Calligonum species in the eastern great Erg of Tunisia, Flora Morphology, Distribution, Functional Ecology of Plants, 204(8), pp. 581-592. doi: 10.1016/j.flora.2008.07.007. Dosery, N.A., Mathew, M., Suresh, N. and Al-Menaie, H.S. (2012) Kuwaits agricultural efforts to mitigate climate change, Energy Procedia, 18, pp. 1441-1445 Hanafi, A. and Jauffret, S. (2008). Are long-term vegetation dynamics useful in monitoring and assessing desertification processes in the arid steppe, southern Tunisia. Journal of Arid Environments, 72(4), pp.557-572. Kassas, M. (1995). Desertification: a general review. Journal of Arid Environments, 30(2), pp.115-128. Stringer, L. (2008). Reviewing the International Year of Deserts and Desertification 2006: What contribution towards combating global desertification and implementing the United Nations Convention to Combat Desertification? Journal of Arid Environments, [online] 72(11), pp.2065-2074. Available at: http://www.sciencedirect.com/science/article/pii/S0140196308001742 [Accessed 19 Feb. 2017]. Whitford, W. (2006). Ecology of desert systems. 1st ed. San Diego: Academic Press, pp.275-304. [ES1]This sentence wasnt very clear please read and check it and let me know if you think Ive accidentally changed the meaning! [ES2]Not quite sure what you mean by with the help of vegetation? [ES3]I would change the title of the Figure to: Illustration showing different ratios of sand to peat for three different species

Profiles in Courage: Sam Houston :: essays research papers

Sam Houston was a great man in our history. He stood up for what he believed was good for the Union not the North or the South. When Sam was rebuked for providing the winning margin for his opponents he said â€Å"I know neither North nor South; I know only the Union.† He also said everyone â€Å"†¦must stand firm to the Union, regardless of all personal consequences.† He was fiercely ambitious, yet at the end he sacrificed for principle all he had ever won or wanted. He was a Southerner, and yet he steadfastly maintained his loyalty to the Union. He could be all things to all men—and yet, when faced with his greatest challenge, he was faithful to himself and to Texas. When still a dreamy and unmanageable boy, he had run away from his Tennessee frontier home, and was adopted by the Cherokee Indians, who christened him Co-lon-neh, the Raven. An infantry officer under Andrew Jackson in 1813, his right arm had been shredded by enemy bullets when he alone had dashed into enemy lines at the battle of the Horseshoe, his men cowering in the hills behind him. A brave man he was indeed. Apparently he discovered but a few days after his marriage that his young and beautiful bride had been forced to accept his hand by an ambitious father, when in truth she loved another. Sam struck out with one grand assault on Texas officialdom by announcing himself a candidate for Governor in the 1857 election. But his votes on Kansas and other Southern measures could not be explained away to an angry constituency, and Texas handed Sam Houston the first trouncing of his political career. On November 10, 1857, Sam Houston was unceremoniously dismissed by the Texas Legislature and a more militant spokesman for the South elected as his successor. In the fall of 1859, the aging warrior again ran as an independent candidate for Governor, again with no party, no newspaper and no organization behind him, and making but one campaign speech. Houston delivered his inaugural address directly to the people from the steps of the Capitol, instead of before a joint session of the Legislature. Sam Houston earned his place in Profiles in Courage by his refusal to support the Kansas-Nebraska Act of 1854. This bill repealed the Missouri Compromise of 1820 and would have allowed the residents of territories from Iowa to the Rocky Mountains to decide the slavery issue themselves.

Nature Nurture

The psychological debate of nature vs. nurture is one that has been deliberated and refuted for many years. This debate is so controversial because although it is fact that genetic makeup does play a major role in developing a person, the nurture and environment in which a person is brought up in is also an important factor. The nature vs. nurture issue dates back to Ancient Greeks, through the times of Aristotle and John Locke, with each philosopher projecting their own individual thoughts on the matter.Although nature depicts the development of a person in terms of their appearance and certain personality traits, nature and the setting and situations in which a person grows up is more important in explaining the development of a person because ultimately a person is an overall reflection of the environment of which they were brought up in. Psychologists are quick to support the nature debate because it deals with the genetic make-up of a person and biological psychology, which is f act. First of all, a person’s physical traits, such as eye color and blood type are genetically determined, even though there are certain ways to alter your look.Personality is proven to be heritable to an extent. Studies have proven that biological siblings are more similar in personality that adoptive siblings. In addition, a person’s genes can determine whether a person is predisposed to a disease or illness, such as diabetes and Alzheimer’s (Davies). A person who is affected with those types of diseases shows how nature can directly effect the development of an individual. A new technique called developmental genetic analysis is a procedure that examines the effects of genes throughout a person’s life.The technique concluded that a person’s intelligence is due about 50% to the genes they are born with (Huang). Furthermore, the nature debate is credible because of the genetic factors that support how people’s personalities and appearance develops, yet the nurture of a person ultimately overshadows the nature debate because environmental factors better influence the development of a person Each person comes from different backgrounds, religions, and environments, which are all external factors that play a large role in the development of an individual.Diet, stress, prenatal nutrition, peer pressure, and television are just some of the more specific environmental factors that can affect a person. Clearly, there are many more aspects of the nurture debate that contribute to the argument that a person’s upbringing is what will influence their development. For example, NBC reported that in a study where teenagers played violent video games and non violent video games, the violent video games were proven to enhance emotion in the amygdale, or the center for fear and aggression (Kalning).In this case the emotional effect from the video games supports the nurture debate because normal teenagers with non violent behav iors and tendencies were affected by an outside force that has the potential of affecting the teenager’s personalities. Nurture is more important in developing a person because despite a person’s genetic coding, the parents and the adults that a child is subjected to will play a greater role in the child’s development. Research shows that parents who talk to their children and spend time helping them interact ultimately raise more socially developed and intellectually stimulated children (Dewar).Even if a child born had genius parents, the environment and the early stages of development are crucial for the later stages of life. People are also highly influenced by their peers, and in the case of preschoolers who typically dislike a certain food will eat that particular food if children around them are eating it, showing that because it is the way of the human to want to fit and be liked, nurture has the greater impact and influence over a person (Harris).Further more, nurture is more important in shaping a human being because there are multiple factors that can influence a person differently, even if they have the same genetic background. Even though the nature vs. nurture debate is likely to always be challenged and discussed, it is possible that there may never be a right answer. The reason for this is that many situations and conditions factor in both the nature and nurture debate and there is reasoning in both cases to support either one as a reliable source.Overall, the biological traits and genes of a person enable individuals to learn and adapt to their surroundings, thus showing the debate is so closely related that it is difficult to determine which one more effectively contributes to the development of a person. However, the nurture issue states that a person is affected of the environment that they are brought up in, which is a more reliable source of the development of a person because there are more factors that influence envir onment than the biological aspects of the nature debate.Nature versus nurture. This has been a topic of debate for centuries. Years have passe still not been found regarding this issue. This is an argumentation of the utmost significance, not only because of its anthropological meaning, that will help us understand where we come from and how our personality is formed, but also because of the moral, political, ethical, educational, social, and statistical issues that it discusses. The nature side of the polemic says that humans behave as they do according to heredity, or even animal instincts.The nurture side believes that people think and behave certain ways because they are taught to do so. Neither of the above is the correct answer to the question, â€Å"Why do we behave like that? â€Å" The accurate answer is that heredity, meaning nature, is a true fact, but it has a role of â€Å"basis†, in the building of our mind and personality. The biggest impact in our developmen t is the environment in which we live and grow up: the nurture side. Therefore, nature is mostly influenced by nurture. Many scientists and authors have been arguing for the correct side, between nature and nurture.For example, William Golding, the English writer who wrote the book, Lord Of The Flies, states generally that every man has a capacity to be â€Å"evil† from the beginning of his life. This statement shows that from the point of view of Golding, every person has an inherited characteristic, which would basically mean he is on the nature side of the debate. Another notable person that agreed with the nature side of the polemic was the scientist, Francis Galton, cousin of Charles Darwin, the famous naturalist.Galton was the man who first started the debate between hereditarians, a group of people who believe that heredity determinates our human nature, and environmentalists, people who believe that our environment has the biggest impact on our development. In 1865, h e began to study heredity, basically the idea of nature. This was partly influenced by reading Darwin's publication, Origin of Species. This â€Å"thirst† for knowledge led him to do very significant and important studies, the twin studies, hoping to find the different contributions of nature and nurture.His huge contribution to the debate, especially to the nature side, proves that he agreed with the theory of heredity. As mentioned earlier, Galton had a cousin named Charles Darwin. He was a British naturalist and big defender of the nature side of the debate. According to the Indian University Archives, without Darwin there would be no nature vs. nurture debate. Darwin wrote various pages on his autobiography about his family’s contributions to his intelligence. However, he attributed his intellectual success on nature, not nurture. Proof is provided by, this sentence that he wrote about his brother: †¦I do not think that I owe much to him intellectually-nor to my four sisters†¦I am inclined to agree with Francis Galton in believing that education and environment produce only a small effect on the mind of any one, and that most of our qualities are innate â€Å"(Darwin, 43). Darwin believed that intelligent behavior came from the instincts of our previous, nonhuman ancestors. This proves that Charles Darwin, one of the brightest minds of the 19th century believed in the nature part of the argumentation. The point clearly stated through these three examples is that, the genetic predisposition (heredity) is real.Genetic predisposition may be a fact, but it isn’t the reason why we behave the way we do. Heredity is only the basis. The formation of ourselves is due to the environment in which we grow up. An example of this theory is shown, Lord of the Flies. In the book, a group of kids find themselves all alone on an island. In this group we find different characters with diverse personalities and manners. Also, as previously ment ioned, Golding, the author of the book, believed that everybody has the capacity of being evil. The kids in the story start developing that initial evil due to the new environment in which they live.A hostile, unknown, scary and dangerous environment; leads to the development of an aggressive and violent comportment. In the book, we see that in the first chapters, Jack is a born leader with self-control. Generally he appears as a normal kid. But, as the story progresses, and the kids find new problems on the island, he starts developing â€Å"his evil†. At the end, he becomes a belligerent and confrontational leader of a violent mob. The new environment in which he lives causes this enormous change in his personality. Another example situated in the book is the case of Ralph.He is also a born leader, a boy who listens to reason and logic, and someone who always finds solutions to his problems. But, in this new environment, as the kids around him start being â€Å"evil† , he starts losing his self-control, and develops a new character, where he is not the boy that he was before. This change occurs when Ralph joins Jack’s mob and starts dancing with them: â€Å"Piggy and Ralph under the threat of the sky, found themselves eager to take a place in this demented but partly secured society â€Å"(Golding, 152) . The last example is the case of Piggy. He is a tormented kid, a victim of bullying, but deep down he is a smart boy.In the book he finds himself being insulted by Jack all the time. For instance when Jack says: â€Å"Better call you Piggy than Fatty â€Å" (Golding, 26 ) . The results of this bullying are that he can’t say his opinion or ideas when he is around of Jack, opinions that could be very helpful sometimes. But later in the story, when Jack leaves the group, and the environment of their small society becomes more friendly and calm, he feels more free and happy and he finally express his opinion and shows his intellige nt ideas to everybody, so basically the change of environment change him too.The point I want to make with my examples, is that, we may all have, a â€Å"groundwork† , our initial nature that we inherited from our parents, but the biggest impact in the development of our personality is the environment in which we grow up, which can completely change us, like the characters in Lord Of The Flies†¦ Supporting my theory, Judith Rich Harris, the author of the book : The Nurture Assumption: Why Children Turn Out the Way They Do . She generally says in her book that she challenges the idea that the personality of adults is determined chiefly by the way they were raised by their parents.She also says that the role of genetics in personality has long been accepted in psychological research, however, even identical twins, which share the same genes, are not exactly alike, so inheritance is not all. Another example that proves the theory that nurture has the most impact in our pers onality is the case of Genie. Genie was a girl who spent nearly all her childhood inside a bedroom. She was a victim of one of the most severe cases of social isolation in American history (ABCnews). The police discovered her in 1970 after spending all her life tide to a chair.The result of this loneliness, was that she was unable to speak, walk, socialize, and generally being normal after being rescued. We can see, that due to the fact that she was in an isolated and lonely environment her attitude and personality weren’t usual, so this proves that the environment in which somebody lives has a direct connection with his/hers development, even if she inherited a bright and regular attitude from her family. To finish ill say that heredity is a well known, scientifically proved, theory. A fact.But without the help of nurture, it isn’t accurate. We become who we are, and we act the way we do because we are taught to do so. That’s how we learned . It doesn’t matter how our genes are, and what we inherited from our parents. The environment in which we live in will define us. â€Å"Genetic predisposition is not destiny â€Å" David Kranzler WHEN THE BRITISH EDUCATOR Richard Mulcaster wrote in 1582 that †Nature makes the boy toward, nurture sees him forward,† he gave the world a euphonious name for an opposition that has been debated ever since.People's beliefs about the roles of heredity and environment affect their opinions on an astonishing range of topics. Do adolescents engage in violence and substance abuse because of the way their parents treated them as toddlers? Are people inherently selfish and aggressive, which would justify a market economy and a strong police, or could they become peaceable and cooperative, allowing the state to wither and a spontaneous socialism to blossom? Is there a universal aesthetic that allows great art to transcend time and place, or are people's tastes determined by their era and culture ?With so much at stake, it is no surprise that debates over nature and nurture evoke such strong feelings. Much of the heat comes from framing the issues as all-or-none dichotomies, and some of it can be transformed into light with a little nuance. Humans, of course, are not exclusively selfish or generous (or nasty or noble); they are driven by competing motives elicited in different circumstances. Although no aspect of the mind is unaffected by learning, the brain has to come equipped with complex neural circuitry to make that learning possible.And if genes affect behavior, it is not by pulling the strings of the muscles directly, but via their intricate effects on a growing brain. By now most thinking people have come to distrust any radical who would seem to say that the mind is a blank slate that is filled entirely by its environment, or that genes control our behavior like a player piano. Many scientists, particularly those who don't study humans, have gone further and express ed the hope that the nature-nurture debate will simply go away.Surely, they say, all behavior emerges from an inextricable interaction between heredity and environment during development. Trying to distinguish them can only stifle productive research and lead to sterile polemics. But moderation, like all things, can be taken to extremes. The belief that it's simplistic to distinguish nature and nurture is itself simplistic. The contributions of this opposition to our understanding of mind and society are far from obvious, and many supposedly reasonable compromises turn out, under closer scrutiny, to be anything but.Let's consider some of the †reasonable† beliefs of the radical moderates. ‘Reasonable† Belief No. 1: No one believes in the extreme †nurture† position that the mind is a blank slate. Certainly few people today endorse the blank slate in so many words, and I suspect that even fewer believe it in their heart of hearts. But many people sti ll tacitly assume that nurture is everything when they write opinion pieces, conduct research, and translate the research into policy. Most parenting advice, for example, is inspired by studies that find a correlation between parents and children.Loving parents have confident children, authoritative parents (neither too permissive nor too punitive) have well-behaved children, parents who talk to their children have children with better language skills, and so on. Everyone concludes that to rear the best children, parents must be loving, authoritative, and talkative, and if children don't turn out well, it must be the parents' fault. But there is a basic problem with this reasoning, and it comes from the tacit assumption that children are blank slates. Parents, remember, provide their children with genes, not just a home environment.The correlations between parents and children may be telling us only that the same genes that make adults loving, authoritative, and talkative make their children self-confident, well behaved, and articulate. Until the studies are redone with adopted children (who get only their environment, not their genes, from their parents), the data are compatible with the possibility that genes make all the difference, the possibility that parenting makes all the difference, or anything in between. Yet in almost every instance, the most extreme position – that parents are everything – is the only one researchers entertain.Another example: To a biologist the first question to ask in understanding conflict between organisms of the same species is †How are they related? † In all social species, relatives are more likely to help each other, and nonrelatives are more likely to hurt each other. (That is because relatives share genes, so any gene that biases an organism to help a close relative will also, some of the time, be helping a copy of itself, and will thereby increase its own chances of prevailing over evolutionary time. But when the psychologists Martin Daly and Margo Wilson checked the literature on child abuse to see whether stepparents were more likely to abuse their children than biological parents, they discovered not only that no one had ever tested the possibility, but that most statistics on child abuse did not even record the information – stepparents and biological parents were lumped together, as if the difference couldn't possibly matter. When Daly and Wilson did track down the relevant statistics, their hunch was confirmed: Having a stepparent is the largest risk factor for child abuse ever examined.The finding was by no means banal: Many parenting experts insist that the hostile stepparent is a myth originating in Cinderella stories, and that parenting is a †role† that anyone can take on. For agencies that monitor and seek to prevent child abuse the finding of a greater risk with stepparents could be critical information. But because of the refusal to entertai n the idea that human emotions are products of evolution, no one had ever thought to check. †Reasonable† Belief No. 2: For every question about nature and nurture, the correct answer is †Some of each. † Not so.Take the question, †Why do people in England speak English, and people in Japan Japanese? † The †reasonable compromise† would be that the Japanese have genes that make it easier for them to learn Japanese (and vice versa for the English), but both groups must be exposed to the language to acquire it fully. This compromise, of course, is not reasonable at all; it's false. Immigrant children acquire the language of their adopted home perfectly, showing that people are not predisposed to learn the language of their ancestors (though they may be predisposed to learn language in general).The explanation for why people in different countries speak different languages is 100 percent environmental. And sometimes the answer goes the other way. Autism, for example, used to be blamed on †refrigerator mothers† who did not emotionally engage with their children. Schizophrenia was thought to be caused by mothers who put their children in †double binds† (such as the Jewish mother who gave her son two shirts for his birthday, and when he turned up wearing one of them, said, †The other one you didn't like? †).Today we know that autism and schizophrenia are highly heritable, and though they are not completely determined by genes, the other likely contributors (toxins, pathogens, chance events in brain development) have nothing to do with parenting. Mothers don't deserve †some† of the blame if their children have these disorders, as a nature-nurture compromise would imply; they deserve none of it. †Reasonable† Belief No. 3: Disentangling nature and nurture is a hopeless task, so we shouldn't even try. On the contrary, perhaps the most unexpected and provocative disco very in 0th-century psychology came from an effort to distinguish nature and nurture in human development. For a long time, psychologists have studied individual differences in intellect and personality. They have assessed cognitive abilities using IQ tests, statistics on performance in school and on the job, and measurements of brain activity. They have assessed people's personalities using questionnaires, ratings by other people who know them well, and tallies of actual behavior such as divorces and brushes with the law. The measures suggest that our personalities differ in five major ways.We are to varying degrees introverted or extroverted, neurotic or stable, incurious or open to experience, agreeable or antagonistic, and conscientious or undirected. Where do these differences come from? Recall those flawed studies that test for the effects of parenting but forget to control for genetic relatedness. Behavioral geneticists have done studies that remedy those flaws and have disco vered that intelligence, personality, overall happiness, and many other traits are partly (though never completely) heritable.That is, some of the variation in the traits among people in a given culture can be attributed to differences in their genes. The conclusion comes from three different kinds of research, each teasing apart genes and environment in a different way. First, identical twins reared apart (who share their genes but not their family environment) are far more similar to each other than randomly selected pairs of people. Second, identical twins reared together (who share their environment and all their genes) are more similar than fraternal twins reared together (who share their environment but only half their genes).Third, biological siblings reared together (who share their environment and half their genes) are more similar than adoptive siblings (who share their environment but none of their genes). In each comparison, the more genes a pair of people share (holding environment more or less constant), the more similar they are. These studies have been replicated in large samples from many countries, and have ruled out the alternative explanations that have been proposed. Of course, concrete traits that patently depend on content provided by the home or culture are not heritable at all, such as the language you speak, the eligion you worship in, and the political party you belong to. But the underlying talents and temperaments are heritable: how proficient with language you are, how receptive to religion, how hidebound or open to change. So genes play a role in making us different from our neighbors, and our environments play an equally important role. At this point most people leap to the following conclusion: We are shaped both by our genes and by our family upbringing: how our parents treated us and what kind of home we grew up in.Not so fast. †The environment† and †our parents and home† are not the same thing. Behavi oral genetics allows us to distinguish two very different ways in which our environments might affect us. The shared environment is what impinges on us and our siblings alike: our parents, our home life, and our neighborhood (as compared with other parents and neighborhoods). The unique environment is everything else: anything that happens to us over the course of our lives that does not necessarily happen to our siblings.Remarkably, study after study has failed to turn up appreciable effects of the shared environment – often to the shock and dismay of the researchers themselves, who started out convinced that the nongenetic variation in personality had to come from the family. First, they've found, adult siblings are equally similar whether they grew up together or apart. Second, adoptive siblings are no more similar than two people plucked off the street at random. And third, identical twins who grew up in the same home are no more similar than one would expect from the eff ects of their shared genes.Whatever experiences siblings share by growing up in the same home in a given culture makes little or no difference in the kind of people they turn out to be. The implications, drawn out most clearly by Judith Rich Harris in her 1998 book †The Nurture Assumption,† are mind-boggling. According to a popular saying, †as the twig is bent, so grows the branch. † Patients in traditional forms of psychotherapy while away their 50 minutes reliving childhood conflicts and learning to blame their unhappiness on how their parents treated them.Many biographies scavenge through the subject's childhood for the roots of the grown-up's tragedies and triumphs. †Parenting experts† make women feel like ogres if they slip out of the house to work or skip a reading of †Goodnight Moon. † All these deeply held beliefs will have to be rethought. It's not that parents don't matter at all. Extreme cases of abuse and neglect can leave permanent scars. Skills like reading and playing a musical instrument can be imparted by parents.And parents affect their children's happiness in the home, their memories of how they were treated, and the quality of the lifelong relationship between parent and child. But parents don't seem to mold their children's intellects, personalities, or overall happiness for the rest of their lives. The implications for science are profound as well. Here is a puzzle: Identical twins growing up together have the same genes, family environments, and peer groups, but the correlations in their traits are only around 50 percent.Ergo, neither genes nor families nor peer groups, nor the interactions among these factors, can explain what makes them different. Researchers have hunted for other possible causes, such as sibling rivalry or differential treatment by parents, but none has panned out. As with Bob Dylan's Mister Jones, something is happening here but we don't know what it is. My own hunch is that the differences come largely from chance events in development. One twin lies one way in the womb and stakes out her share of the placenta, the other has to squeeze around her.A cosmic ray mutates a stretch of DNA, a neurotransmitter zigs instead of zags, the growth cone of an axon goes left instead of right, and one person's brain might gel into a slightly different configuration from another's, regardless of their genes. If chance in development is to explain the less-than-perfect similarity of identical twins, it says something interesting about development in general. One can imagine a developmental process in which millions of small chance events cancel one another out, leaving no difference in the end product.One can imagine a different process in which a chance event could derail development entirely, or send it on a chaotic path resulting in a freak or a monster. Neither of these results occurs with a pair of identical twins. They are distinct enough that our instrumen ts can pick up the differences, yet both are healthy instances of that staggeringly improbable, exquisitely engineered system we call a human being. The development of organisms must use complex feedback loops rather than prespecified blueprints.Random events can divert the trajectory of growth, but the trajectories are confined within an envelope of functioning designs for the species. These profound questions are not about nature vs. nurture. They are about nurture vs. nurture: about what, exactly, are the nongenetic causes of personality and intelligence. But the questions would never have come to light if researchers had not first taken measures to factor out the influence of nature, by showing that correlations between parents and children cannot glibly be attributed to parenting but might be attributable to shared genes.That was the first step that led them to measure the possible effects of parenting empirically, rather than simply assuming that those effects had to be all-po werful. The human brain has been called the most complex object in the known universe. No doubt many hypotheses that pit nature against nurture as a dichotomy, or that fail to distinguish the ways in which they might interact, will turn out to be simplistic or wrong.But that complexity does not mean we should fuzz up the issues by saying that it's all just too complicated to think about, or that some hypotheses should be treated a priori as necessarily true, necessarily false, or too dangerous to mention. As with other complex phenomena like inflation, cancer, and global warming, when it comes to the development of a human being we have no choice but to try to disentangle the causes. Steven Pinker is Peter de Florez Professor of Psychology at MIT and author of †The Language Instinct,† and †How the Mind Works. † This essay is adapted in part from his latest book, †The Blank Slate

Free sample - Critical Analysis of the Role of United Nation. translation missing

Critical Analysis of the Role of United Nation. Critical Analysis of the Role of United NationCritical Analysis of the Role of United Nation as a Third Party in Conflict Management Introduction As stated in the Preamble of the United Nations (UN), UN is determined â€Å"to save succeeding generations from the scourge of war, which twice in our lifetime has brought untold sorrow to mankind.†[1] Since its establishment in 1945, UN’s mission is to take part in conflict prevention in order to prevent or stop any forms of violence, either between states or internal conflicts. The UN has specialized programs and agencies tasked to prevent conflicts from spreading out by targeting not only the acts of violence, but the roots of these conflicts. These programs include United Nations Development Program (UNDP), the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Environment Program (UNEP), the United Nations Institute for Disarmament Research (UNIDIR), the United Nations High Commissioner for Human Rights (UNHCHR), and many others.[2] The UN successfully accomplished conflict management tasks in the late 1980s and early 1990s in Namibia, Nicaragua and El Salvador. In fact, an entire chapter of the Agenda for Peace of 1992 by the UN Secretary-General was devoted to conflict prevention. The report suggests that between the stages of conflict intensification and the policy actions which aim at ending them, a conceptual link must be created.   Conflict prevention and dispute escalation prevention are included here. Regulation of the spread of violence if it happens is also included. And it was in these policy responses’ last segment that paved the way for conflict management.[3] The Hutus’ militia and the Tutsis’ Rwandan Patriotic Front (RPF): The Extremists A political conflict can occur between states, or within a state. It can be caused by various factors. A conflict can arise from political causes. It can also arise from ideological differences,[4] economic factors, ethnic or cultural causes,[5] social causes,[6] geographical issues,[7] and even psychological causes.[Burton] What happened in Rwanda was caused by an outcome of a political conflict between two groups that are attempting get monopolize the political power over the country. Conflict Management and the Rwanda Genocide Conflict management, according to Fred Tanner, Deputy Director of the Geneva Centre for Security Policy, is â€Å"an approach that established the conceptual ground for direct outside involvement to check escalating violence by using peaceful or even coercive means, if necessary.†[8] Aside from the incidents in Yugoslavia and Somalia, the Rwanda Genocide is one of the historical event which calls for the need to reassess the role of the United Nations in conflict prevention and conflict management. And this paper tries to discuss the episodes in the Rwanda Genocide that prompted even the UN to review its own concept on conflict management. The United Nations Assistance Mission of Rwanda It was the United Nations Assistance Mission for Rwanda (UNAMIR) that the United Nations tasked to aid the implementation of the Arusha Peace Agreement. Signed in August 4, 1993 by the government of Rwanda and the RPF, the Arusha Accords were meant to end the Rwandan Civil War. Hence, UNAMIR’s task was to aid the peace process between the Rwanda government and the rebel RPF. [9] It was established by the Security Council Resolution 872 on October 5, 1992. The purpose of the UNAMIR is to ensure Kigali’s security, monitor the ceasefire agreement between the two opposing groups, put up an expanded demilitarized zone and demobilization procedures, monitor the security situation on the final period of the transitional government’s mandate until the election, assist with mine clearance and in coordination of humanitarian assistance activities and relief operations.[10] It was Jacques-Roger Booh-Booh of Cameroon and Lieutenant-General Romà ©o Dallaire as the head of the UNAMIR. Belgian soldiers make up about 400 members of the troops. Note that Belgium has colonized Rwanda in the past. In matters of peace-keeping processes, the UN normally bans the former colonial power from taking position. The Rwanda Government and the rebels appear to follow the Arusha Peace Agreement. Both sides appear to be steadfast at creating the transitional government before the 1993 ends. However, the events that followed delayed the establishment of a transitional government. After President Habyarimana was inaugurated on January 5, 1994, major disagreements came between the opposing groups. There were warnings sent to UN alarming the assembly of the genocide that was about to happen against the Tutsi minority and anti-tribalist Hutus. The warning came three months before the mass murder. However, UN ignored these warnings.[11] (The warning about the forthcoming genocide and the perpetrators came from General Romeo Dallaire himself, cabled to the UN Secretary-General at that time, Mr. Kofi Annan. General Dallaire asked UN permission for an immediate action to intervene against the mass slaughter planned by Hutu forces. But the general’s request was declined by the UN Department of Peacekeeping.[12]) This created confusion in the UNAMIR whether or not to use power. The orders issued by UN to UNAMIR were very limited. IN short, UNAMIR was rendered useless as the thousands of people are slaughtered. The UN failed to extend the UNAMIR’s mandate to protect the people of Rwanda from the genocide. The mission’s job was limited to evacuating foreign nationals from Rwanda.[13] In fact, the peace-keeping force deployed by UN at the end of 1993, which is supposed to aid in the implementation of the cease fire between the two opposing groups, received severe criticism. There are countries that did not agree to send stronger force. One of these countries was the United States, ally of Britain.[14] The United Nation’s failed mission: â€Å"The Report on the Independent Inquiry into the Actions of the United Nations During the 1994 Genocide in Rwanda† The council members of UN later acknowledged the failure of their mission to protect the peoples of Rwanda in a time where they mostly need it.[15] The UN even accepted the result of the independent inquiry lead by former Swedish Prime Minister Ingvar Carlsson on the actions taken by the UN in Rwanda. The report states UN’s failure to ignore the warnings about the genocide despite the evidences that the mass slaughter will indeed happen. According to the report, UN failed in the 1994 Rwanda Genocide in many ‘fundamental respects.’[16]   (The surprising thing was that no one in the international community anticipated the level of atrocity that happened in Rwanda.) With the evidence that was forwarded to UN regarding the organized mass murder that is going to happen, a contingency plan should have been made, as mandated by the Geneva Convention.[17] The report enumerates the reasons why UN failed: First, UN not only lacked the resources, but it also lacked the commitment to prevent the genocide from happening. The UNAMIR was also found to be not well planned in a way that it can respond to possible extremist act by either camp. The UNAMIR is also stated as a watered down version of the original plan by UN on the level of strength that will be deployed to Rwanda. [18] The inquiry points out that UN’s Center for Human Rights and DPKO did not do adequate political investigation and analysis during the tensions. This resulted to the inadequacy of UNAMIR’s mandate.[19] This is also why UN’s peace-force in Rwanda was harshly criticized by the international community. Other failures that the inquiry notes were the ‘implementation of the mandate itself’, ‘confusion over the rules of engagement’, ‘failure to respond to the genocide’, ‘inadequate resources and logistic’, and many others. The report lead by Carlsson has deemed the UN useless during the worst moment in that particular episode in Rwanda’s history. However, there surely are factors that prevented the UN to come up with an in-depth analysis of the information on political situation in Rwanda, if the vital information are at UN’s disposal. As we can see in the discussion that will follow, the UN is caught in situations where it even finds itself inadequate at some moments during the tension in Rwanda. On why the United Nations (and other international agencies) did not take further steps to prevent the genocide from occurring In the international community, no one anticipated the kind of horror that happened. It was only the only close observers that the genocide will certainly happen. The messages (that is, the warnings) remained unclear for the international agencies including UN. In a report headed by Howard Adelman et al, the vague messages are found in four areas: â€Å"contradictions in the international system; the UN structure; attitude of senior officials towards messengers and inadequacies in the message sent; and interference.†[20] UN’s principle in neutrality when it comes to information gathering isn’t necessarily applicable it times when international peace and security is under serious threat. This prevented the UN to arm itself with the capacity to collect and analyze information, which are vital when it comes to conflict management, during the tensions in Rwanda. [21] Another factor that caused UN’s failure in conflict management in Rwanda is that it is trapped between disinterested nations, Tanzania and US. These nations, especially US, showed no intentions to share its collected and analyzed (a result of CIA’s ‘desk-analysis’) information to UN.[22] The structure of the UN gives power to the Secretary General to give permission to UNAMIR for an immediate action to intervene in the plot for genocide in order to prevent it from happening. However, this power is not maximized in the case of Rwanda. One reason is that UN lacks staff. (Rwanda is only monitored by one person.) However, the deeper reason lies in the restructuring of the Secretariat since 1990. It is here where UN lost its capacity to collect vital information that can be analyzed and used as basis for making contingency plans. The distribution of the Secretary-General of his responsibilities to other agencies and departments also left the DPA, which should play an essential part in conflict management, lacking in logistics to carry out the task.[23] Another area that prevented the UN to take further actions is the messengers. The agencies that are associated with UN are reluctant to divulge information. That is to say, they are suspicious as to how the political and military information will be used. One thing more is the propaganda that the Hutu-dominated mass media spread. This made many, including members of UN, suspicious of the circulating information. Even the UN Secretary-General realized the disadvantage of not having the mass media on UN’s side. Mass media might have been played an important source for information. As mentioned, UN did not expect the magnitude of the event that happened. First, just because genocide is rare, the UN concluded that it will not happen at that time in Rwanda. Second, it is confident in the Tsutsis, blind to the fact that these people are also miscalculating the conditions around them. (The Tsutsis also did not expect that the rest of the world will walk out from Rwanda the moment the Hutu extremists (militia, armed forces of the government and even civilians) tries to erase them from the face of their own country.[24] There are other factors that prevented UN from thinking clearly and thereby also preventing it from acting accordingly. First, the UN is completely confident of the Arusha Peace Agreement. Second, their sense of judgment was clouded by its past experience in Somalia. Before the genocide broke out, the situation in Rwanda is peripheral compared to many other global issues that the UN is paying attention to.[25] The Special Rapporteur of the Commission on Human Rights and other human rights agencies, as well as the RPF used the word genocide in the reports they made to UN. However, the ambiguity of the definition of genocide also created confusion on the messages conveyed to UN.[26] Another thing is that the UN seems to not learn from what happened in Burundi just six months before the Rwanda Genocide happened – around 50,000 to 100,000 people were killed. Rather than considered as a political conflict, the conflict between the Hutus and the Tsutsis were considered only as a continuing ancient feud.[27] Conclusion and Recommendation Clearly, the United Nations failed in conflict management in Rwanda. This is because it lacks the vital factors in order to carry out the task. The UN sent UNAMIR to ensure peace in Rwanda. UN becomes too confident that no genocide will occur. The UN had received warnings about the Hutu-planned genocide, but ignored it because of a complex web of factors. In some of the situations, UN is caught between states, which are members of UN, which has their own motives regarding the situation. If examined, UN failed in information gathering that is very important in conflict management. The UN should reassess its structure in order to make collecting information and making in-depth analysis more efficient. (Remember that UN lost most of these capacities when it restructured its Secretariat.) This is in connection to the Rwanda Report’s recommendation that the UN should improve its early warning capacity. And this can only be done through improving its coordination with various institutions. As suggested by the Report, the UN should improve its capacity â€Å"to analyze and respond to information about possible conflicts, and its operational capability for preventive action†. In this context, the report suggests that â€Å"further enhancement of the cooperation between different Secretariat departments, UNSECOORD programmes and agencies and outside actors, including regional and subregional organizations NGOs and the academic world, is essential.†

Friday Night Lights essays

Friday Night Lights essays In the novel, Friday Night Lights by H.G. Bissinger, there are several prominent characters who display vivid and unique characteristics. However, one character remains dominant as a person with ethics as he battles with himself over the eternal question of right or wrong. This person is none other than Ivory Christian, an aggressive Christian who is always seeking the answers to lifes questions. In this novel, Ivory is shown to be aggressive, loving, and dedication to everything he does. Ivory was known to be one of the most aggressive people in the high school. He demonstrates this characteristic very well when he ignores the morning practice rules and tackles his opponent causing him to skid across the gleaming gym floor like a billiard ball hopping over a pool table after a wild cue shot. (page 111-112). This shows that hes willing to do anything to prove his role as the dominant figure in the group. He also demonstrates aggressiveness when the coaches take his position as middle linebacker away from him his junior year. He decides to play his new position as offensive guard as perfect as possible. This causes the coaches to remark his playing ability as remarkable... major- college talent (112). Ivory Christian grows up full of arrogance and attitude, however soon after he discovers the power of Christ he becomes a loving and charismatic person. After his conversations with Pastor Hanson, Ivorys attitude changes from being very arrogant to displaying rigid righteousness (page 114). This change is complete and he begins to preach at his local church as well as show more care for his mother who had been worried of him, until his conversion. He may have done this because he realizes all of his life until then had been lead wrong, and this is an attempt to reconcile for all damages he had caused. This also helps demonstrate his complete love f ...

City in Theory essays

City in Theory essays Is the city in theory a city for pigs or a city for zombies? The city in theory is an idea, an idea of the just city. However, does the city truly create justice? Or does it drain humanity from its citizens, creating mindless drones. With the stifling of all forms of creativity and imagination the city in theory seems very similar to the city in Ray Bradburys book Fahrenheit 451. A city in which books are burned, free speech is forbidden and the people are zombies. In Fahrenheit 451, the people are mindless drones that are told what to do and buy, by the leaders of the city. People who try to gain knowledge withheld by the leaders are killed. Most of this knowledge comes from books, which are burned if ever found by firefighters, and their owners killed. One firefighter said that it was the books and the ideas they gave people that made the world so bad before. He also said that as long as the people are kept dumb and happy, peace will rein. However, it cannot truly be peace or justice because of the way the people are being treated. They are like cows, kept fed and happy, and if needed for work or wars, the leaders use them to fight with no end. Socrates city in theory has many similarities to Bradburys city. Socrates believed that all poets and storytellers should not be allowed in the city. Basically, burning books before they are written. Also the Leaders of the city, philosophers, will tell the people the truth because they are best at finding it, which does not seem like a trustworthy idea. It mirrors the image of the cave. If the people are in a cave facing in, they can never turn around and all they can see is the shadows of the real world. How would they know if what the leaders are telling them is truth or lies to further the leaders positions? Also to stabilize Socrates city, he bases its main law on a lie, the &qu...

Improving macro-organizational communication in organization Essay

Improving macro-organizational communication in organization - Essay Example But, in an organization, these workers will normally be apportioned or â€Å"structurized† into departments for better arrangement and streamlining of work. These different departments can only boost an organization by working in unison, and thereby actualizing the opportunities on offer, so they could reach their targets and the estimated profits. So, ‘working in unison’ is the key, and the ‘key’ which opens up the minds of the workers working in the department, and aid ‘unison’, is communication. That is, communication between organization’s different departments or etc will only help the workers to work as a team and help them in coordinating and concluding the given work successfully. So, this paper will analyze how to improve the macro communication in an organization using Electronics, with Harley Davidson as a guide. Providing a perfect and barrier environment to the workers will develop communication in an effective manner. For that the management should initiate new methods and if those methods are based on technology, it will surely provide optimum results. With many organizations diversifying physically with units and sister concerns being established at different places, there has to be seamless communication for the effective functioning of the organization. Same way, if an organization also concentrates on the sale or supply side of its products and services, communication need to be established between the manufacturing unit and the sale or supply side. In these situations, where physical distances could be the barrier, technology and the technological products will only break that barrier and will help to maintain the communications, thereby benefiting the organization in many ways. Among the many technological products, the electronic ones could be bring in immense benefits and we can see this by analyzing how Harley Davison used the electronic equipment of RFID to maintain

The Athlete's Shack Wireless Upgrade Term Paper

The Athlete's Shack Wireless Upgrade - Term Paper Example 2 Assessment For catering the needs of the business for TAS, there is a requirement of secure and effective wireless network connectivity for all the 10 stores within the same area. There are no requirements for establishing connectivity on long distant stores. However, security is a primary concern, as data channels will be established in the environment. For addressing the security issue, Cisco provides rich features and adds an extra layer of security on the wireless networks. The embedded security technologies on a wireless architecture are now standardized, as they are available by default in all vendor manufactured wireless devices. Some of these technologies are WEP, WPA etc. Moreover, after securing the data in transit by encryption, we have also proposed a wireless intrusion prevention system that will continuously monitor and prevent the network from cyber threats. However, there is no guarantee of the network security, if the iPads are misused and stolen or snatched from o ne of the employees of TAS. For addressing human threats, acceptable use policy and password policies will be implemented. 3 Solution As the TAS environment requires wireless connectivity, ‘access points’ are required. ‘Access points’ are the device which is used to connect devices equipped with wireless technology. ‘Access points’ transmits and receive radio signals adjacent to a network hub over a limited distance. However, distant varies from different model types and wireless technology adopted. The TAS requirement is to provide access of network resources to the staff for connecting the iPads. Cisco delivers a borderless mobility experience which gives users access to the information and resources with the quality and performance. 3.1 Wireless connectivity of TAS sites TAS haw 10 stores within the same area, and there is no information regarding the distance of each of these sites with each other. When designing a wireless point to point c onnectivity, the distance is always considered due to limitation of wireless technology. Cost is also a major factor when implementing and designing a wireless network. There are two methodologies which can be adopted for connecting all 10 sites to provide Internet connectivity. 3.1.1 Wi-Fi 802.11/y It is a relatively new wireless standard defined by IEEE 802.11 standards with more enhanced capabilities as compared to 802.11n. It operates on 3.6 to 3.7 GHz on 54 Mbps with the distance of 3 miles (Parsons & Oja, 2009). The distance which is required to connect all of these 10 sites can be achieved by connecting via 802.11y Wi-Fi technology. However this technology is currently available only in United States of America. The hardware which is required to connect all these 10 sites is relatively of low cost. This is a low cost solution but it has certain limitations as it is available only in the United States. There are very few IEEE 802.11y complaint devices available. The router can be installed at any one end of either side to broadcast the signals

Central line infection in hospitals Essay Example | Topics and Well Written Essays - 750 words

Central line infection in hospitals - Essay Example A further sense of dissatisfaction exists in the presences of barriers. There exist many barriers. However, since nursing is a broad field, some of the barriers are out of control and the nurse cannot do anything about them. However, in this context, the nurse is the key object and thus ha control over this. (Berger & Luckmann, 1966). The most evident barrier in effective communication is in occupational culture. An experienced nurse develops a strong passion in a ward practice. This is because there is constant communication sharing of experiences with patients. However, the occupational or ward culture is a barrier in the sense that most nurses allow one individual to generate ideas so that they can follow. This denies them the chance to exploit their potential by interacting directly with patients. The journal is a peer-reviewed with the capability to address current clinical matters. The authors give their best reasons as to why each person has a role to play in establishing a healthy environment. In this discussion, my clinical problem is ineffective communication skills. Already, the occupational structure is the pervasive barrier. However, they give emphasis on everybody’s responsibility in ensuring effective communication. Their use of the Parse’s Theory of Human Becoming makes it a reliable reference. In their article, Chant ET. Al. (2002) addresses the communication skill problem using effective examples. Having based their findings on a research about the nursing education; England, they give the best arguments. While disclosing the problem using literature knowledge, they as well give barriers that make communication a real barrier. In addition, they provide strategies on how to handle this clinical problem. This publication is a manual that helps in developing a hypothesis for a clinical question. Its descriptive

Leadership Essay Example | Topics and Well Written Essays - 4000 words - 4

Leadership - Essay Example You can identify whether someone is an effective leader or not while working with them, however, it is not easy even for effective leaders themselves to specify the attributes that make them so effective. I’ve had the privilege of working with an effective leader, named Dr. Dan, at the very beginning of my medical career. His leadership style was an integration of transformational leadership, exceptional skills, and his dynamic personality. I believe his leadership style not only inspired me at the workplace, but his influence will always stay with me for the rest of my life. Due to his highly effective leadership, he was not only revered in the organization he ran, but throughout the professional medical circles. The objective of this research paper is to analyze and investigate transformational leadership as a framework of highly effective leadership, with DR. Dan as my exemplary leader. I’ll apply my transformational leadership framework to the performance of Dr. Dan . I’ll conclude this research paper with a brief summary about highly effective leadership, in addition to the facts that I found interesting and surprising. Moreover, I’ll list the factors that have limited my ability to undertake a thorough and unbiased analysis of the leader of my choice. After my concluding remarks, I’ll reflect back on my own leadership style, its strengths and weaknesses, and the ways to improve it. Moreover, I’ll discuss the results of various self-assessments I completed throughout this course. Last but not the least, I’ll discuss the lessons I learnt during the research project as a current or future leader/manager. Transformational leadership is an effective style of leadership that can be easily distinguished from traditional style, called transactional leadership. According to Yul (1999), transformational leadership refers to the practice of leadership that inspires team members and employees to rise above self interest and

Blakley and Johnson Revised Essay Example | Topics and Well Written Essays - 1500 words

Blakley and Johnson Revised - Essay Example It can be justifiably asserted therefore that a combination of digital technologies and internet usage enables millions of people in the world rapid access of various information than any historical library, allowing people to be an innovative and creators in their own perspective. The collaborative and shared platform brought about by digitization elicits different reactions. On one hand, proponents of the idea strongly suggest that it has transformed how people share and create information, creating a platform for product innovation and how people â€Å"own† and â€Å"copy† information. On the other hand however, Governments and technological companies view low restrictions placed on IP as a potential threat to cloud computing and mobile technologies. Blakley’s model of open copyrights provides enlightening information on IP rights from a business perspective. Her elaborate ideas of the phases of technology in determining the information to be copyright protect ed and subsequent elements in ownership from a fashion industry offers additional insights into technological innovations and the kind of ownership required in a digitized economy. (Blakely) At the same time, Johnson Steven’s â€Å"Where Good Ideas come from† examines the origin of innovative ideas from a historical perspective. In his analysis of the origin of great innovative ideas, Stephen starts his journey from London’s Coffee House â€Å"Liquid Networks† through Darwinian slow ideas of the revolution towards today’s highly technological creations brought about by the internet and the world wide web. (Johnson) The concept of ownership infers having control over any form of a thing, or an idea. Sharing on the other hand implies that other persons have access to the idea or object, and can even incorporate new ideas into the existing idea to come up with a modified version. Usually, the association between ownership and balancing is often achiev ed when a person has the ability to appreciate an object or an idea without having to ask who controls the idea or object. It therefore implies that both parties derive benefits from the shared item and non existence of role confusion while enjoying that idea or creation. The balance and concept of ownership are often easily understood when referring to tangible assets like objects and things as opposed to intangible issues like ideas. There exist various issues surrounding the sharing of information and innovation and pragmatic issues of copyrights. In essence, proponents of the open creation or low IP suggests that the success of an innovation depends whether an innovation is shared by the creator, and the achievement of equilibrium is largely dependent on voluntary sharing by the owner of the idea. While supporting this theory, Johana Blakely offers insightful information into the sharing of ownership ideas. She relates the success stories from the fashion industry where the sect or has recorded tremendous gains from sharing of fashion ideas. She further argues that the sharing platform as witnessed in the fashion industry enables all fashion designers to share and enable them to incorporate other people’s ideas into their creations. The fashion industry does not have any copyright law for these ideas. The success in this approach presents high gross sales in sectors that have low IP protection as

Ancient egyptian music Research Paper Example | Topics and Well Written Essays - 1500 words

Ancient egyptian music - Research Paper Example Music in ancient Egypt was known for thousands of years and evidence for its existence has been found in the pre-dynastic period. It is mainly because of the massive influence of this art that if came to be found in many aspects of Egyptian life ranging from the palaces of the royal family and nobility, to the workshops of artisans and all the way to the tombs of the wealthy. It is a fact that music was a basic part of the religious services of this ancient state and it was associated with a number of gods to whom it was dedicated. Music was used by the priests to set the mood for the people to worship the gods and the fact that these gods were worshiped using music meant that the temple musicians held an esteemed place in the society. The ability of the priests to make use of music in religious ceremonies ensured that the music of worship was completely improved by the temple musicians so that it was not only used for religious purposes, but temple music also developed into an art f orm. Such gods as Hathor and Bes tended to be associated with music and this was despite the fact that they were also associated with childbirth, fertility, and dance and this made them extremely important to musicians. All of the major known classifications of musical instruments were well represented in ancient Egypt and these were used in diverse occasions, depending on the event as well as the people who used them. Among the percussion instruments that were used by the ancient Egyptians included hand-held drums, rattles, castanets, bells, and the sistrum (Lawergren 101). The last was a very significant rattle that was used in religious worship and it is because of this that in most cases, the sistrum was found in the possession of temple musicians (Krogh and Brooke 167). It is for this reason that the sistrum was mostly represented as being in the possession of temple musicians in the illustrations that

Leadership Essay Example | Topics and Well Written Essays - 4000 words - 4

Leadership - Essay Example You can identify whether someone is an effective leader or not while working with them, however, it is not easy even for effective leaders themselves to specify the attributes that make them so effective. I’ve had the privilege of working with an effective leader, named Dr. Dan, at the very beginning of my medical career. His leadership style was an integration of transformational leadership, exceptional skills, and his dynamic personality. I believe his leadership style not only inspired me at the workplace, but his influence will always stay with me for the rest of my life. Due to his highly effective leadership, he was not only revered in the organization he ran, but throughout the professional medical circles. The objective of this research paper is to analyze and investigate transformational leadership as a framework of highly effective leadership, with DR. Dan as my exemplary leader. I’ll apply my transformational leadership framework to the performance of Dr. Dan . I’ll conclude this research paper with a brief summary about highly effective leadership, in addition to the facts that I found interesting and surprising. Moreover, I’ll list the factors that have limited my ability to undertake a thorough and unbiased analysis of the leader of my choice. After my concluding remarks, I’ll reflect back on my own leadership style, its strengths and weaknesses, and the ways to improve it. Moreover, I’ll discuss the results of various self-assessments I completed throughout this course. Last but not the least, I’ll discuss the lessons I learnt during the research project as a current or future leader/manager. Transformational leadership is an effective style of leadership that can be easily distinguished from traditional style, called transactional leadership. According to Yul (1999), transformational leadership refers to the practice of leadership that inspires team members and employees to rise above self interest and

Ancient egyptian music Research Paper Example | Topics and Well Written Essays - 1500 words

Ancient egyptian music - Research Paper Example Music in ancient Egypt was known for thousands of years and evidence for its existence has been found in the pre-dynastic period. It is mainly because of the massive influence of this art that if came to be found in many aspects of Egyptian life ranging from the palaces of the royal family and nobility, to the workshops of artisans and all the way to the tombs of the wealthy. It is a fact that music was a basic part of the religious services of this ancient state and it was associated with a number of gods to whom it was dedicated. Music was used by the priests to set the mood for the people to worship the gods and the fact that these gods were worshiped using music meant that the temple musicians held an esteemed place in the society. The ability of the priests to make use of music in religious ceremonies ensured that the music of worship was completely improved by the temple musicians so that it was not only used for religious purposes, but temple music also developed into an art f orm. Such gods as Hathor and Bes tended to be associated with music and this was despite the fact that they were also associated with childbirth, fertility, and dance and this made them extremely important to musicians. All of the major known classifications of musical instruments were well represented in ancient Egypt and these were used in diverse occasions, depending on the event as well as the people who used them. Among the percussion instruments that were used by the ancient Egyptians included hand-held drums, rattles, castanets, bells, and the sistrum (Lawergren 101). The last was a very significant rattle that was used in religious worship and it is because of this that in most cases, the sistrum was found in the possession of temple musicians (Krogh and Brooke 167). It is for this reason that the sistrum was mostly represented as being in the possession of temple musicians in the illustrations that

Introduction of the bachelor and master system Essay Example for Free

Introduction of the bachelor and master system Essay Globalization and liberalization are two factors that greatly impact on the potential that nations have for generating value. Of the numerous dynamics that affect the society in the current operational environment, globalization comes up as the most influential due to the effect that it has on nearly all sectors of the modern economies (Neal 129). With increase in interaction between different communities a need for standardization has developed due to difference in standards and approaches that are employed across different societies (Lee 43). Electronic standard, wireless protocols, international courts and trading blocks have all come up as a result of the need to standardize approaches that the current societies use. The European which is the largest trading block globally has also come to terms with the fact that there is need for standardization especially in the area of higher education thus the Bologna accord (Loosvelt and Gysen 163). However, the effect of standardization of higher education is viewed differently with some claiming that it impacts positively on the education standards in Europe while some positing to the fact that it could reduce flexibility and therefore relevance of the education system to individual societies (Alesi and RosznyaI, 396). This study employs the aid of existing researches and theories to explore the effects of the Bologna process including its advantage on both employers and employees with the aim of seeking to develop a clear picture of its implication and areas that may need further address to ensure that Europe optimizes gains in its educational and social systems. The Bologna Process The main motivation to the Bologna accord was to ensure increased compatibility of higher education standards across Europe (Van Biesen and Rahier 222). The naming of the Bologna process follows directly from the Italian city in which it was signed (Dobrenkova 46). Though 29 nations were the initial signatories to the process, the number has increased with time. The signing of the Bologna process is considered the end process of numerous processes notably in Germany and Western Europe universities that were aimed at harmonization of the architecture or systems that is used in higher education (Lindblom-Ylanne and Hamalainen 161). Nearly all members of the council of Europe are signatories to the accord through there are nations that despite applying were denied a position to be in the process. The basic approach that is employed by the Bologna process employs three stages or cycles of higher education qualification. The main defining factors of the Bologna process are the qualification and ECTS credits. Bachelor’s degree, masters and doctoral degrees are some of the key variables that are considered under qualification. Most nations in Europe employ the 3-2-3 year cycle to ensure completions of the three levels in higher education as per the Bologna accord (Malan 295). Though the actual naming of the degree course may vary from one nation to the other, an academic year is standardized to 60 ECTS credits (Pusztai and Szabo 102). There is a clear correlation between this new system and the approaches that are employed in North America and even in Japan with many researchers and educators stating that this may be the way forward with respect to global education (Becker 265). A noticeable change that is a result of the Bologna process is more emphasis being awarded to practical training and even research projects. This is in line with developments in education that have generally been geared towards adoption of approaches that are more practice oriented. The credits being a measure of the input that students have in their education is reflective of not just the overall cognitive abilities but also presentation skills (Patricio and Engelsen 601) innovation, hours spent studying and even general skills (Tauch 277). Many education experts are of the view that this development brings educations closer to the society and requirements in practice where theoretical and practical skills are all important in ensuring efficiency and improvement of the nature of practice. The main issues that the Bologna process sought to address arise from responsibility in higher education, governance, research, values, changes in the nature of society and increase in complexity that institutions and organizations face which has led to high qualification needs. With the implementations of the Bologna process educations is provided with higher flexibility that makes it easier for students to move from one institution to the other within Europe (Berner and Richter 251). Other benefits that have come up as result of the Bologna process include increased attractiveness of higher education in Europe, a broader higher education framework that places emphasis on quality and advancement of knowledge base and an increase in the levels of convergence between US and Europe with respect to higher education standards which increases the scope of education and its absorption of European students into mainstream job markets. Like all change processes the Bologna process was criticized from some quarters with some being of the view that the framework adopted favored the UK especially England and Ireland while presenting numerous difficulties to continental Europe nations (Vogel 133). Economic and Academic Background Higher education like all other systems in the current society is affected by increase in cost of operations. Many educators are of the view that the basic factor that underpins a number of plans developed by the EU is economic consideration and this is reflected in the Bologna process. Researchers and education theorists are of the view that the Bologna process is aimed at enlarging the higher education system in Europe with the aim of cutting down on cost and therefore ensuring a Europe wide standardization (Beertsen 107). The changes are cited as being in line strategies that have been proposed by the WTO and GATS in education that have generally been aimed at minimizing and even eliminating the control that political systems have over higher education. The academic aspect is considered central to the numerous differential viewpoints that have been developed of the role of the Bologna process in ensuring that educational goals are met (Moshkin 10). In fact nearly all controversies that surround the Bologna process have their basis on the academic and social impact of the Bologna process rather than the impact that it could have on economies. Continental Europe nations mainly employ a model that was inspired by the German educational system where a clear difference existed between vocational and academic training (Ash 264). This system from the upgrades that it has received was viewed as counter-productive thus the adoption of a system that is in line with the English. The main areas that were of concern under such an educational system which was employed by a majority of continental Europe nations is the fact that vocational training was not developed with the aim of further studies. Masters level education was a minimum level requirement in some fields for instance engineering which limited the applicability of Bachelors level education in some fields (Chuchalin 200). Moreover, the continental approach to Bachelors degree did not prepare the students for employment rather it was aimed at preparing them for master’s level education. This reduced the skills that such students had and the level of efficiency that they display in the workforce. Despite the disparity in level of skills that Bachelors level student displayed with respect to their ability to manage workforce issues, they were awarded the same title as engineers. One of the key implications of the Bologna process is therefore an urgent need for steps that are aimed at harmonization of professional bodies which requires revaluation and in some cases change in qualification (Hibbert 34). Moreover a number of key assumptions that have been made by the Bologna process have been under spotlight for instance 60 ECTS per year requirement is based on the assumption that 1500-1800 hours will be available in a year which presents a complexity in its implementation if it is considered that it does not standardize semesters. Other critics claim that some courses were just redefined with no change in course content or requirement which due to ECTS requirements effectively implies additional demand with little gain (Sanz and van der 34). These are some of the key issues that have been highlighted as being central to controversies surrounding the objectivity in implementation of the Bologna process. However, the fact that it is being employed and nations seek being signatories implies that an understanding of the benefits is critical in determining the areas that it could be lacking in and therefore the development that can be incorporated to ensure that the society gains for it is the future of European education. Implication on Selected Educational Systems A review of selected educational systems shows that the implications of the Bologna accord have had differential effects across Europe. The Finish system of higher education was least affected by the implementation of the Bologna accord. The major changes are the inclusion of engineering and military programs into masters and bachelors systems and increase in adoption of English as the main language. A course that has basically remained the same as it was before the adoption of the Bologna accord is medicine which still runs on a five years program (Cooper 259). The Italian system was based on award of a degree after the first three years of undergraduate level education that had no value in the market unless one went ahead and finished graduate level course has changed considerably. A three plus two year system has been adopted though there are some exceptions to the structure of â€Å"Nuovo ordinamento† (Kilic 319). Medicine and some areas of science have not changed and place a requirement of up to six years of undergraduate level education before one can proceed to master’s level. In UK the implication of the Bologna accord differs with the nations. The educational systems in England, Scotland and Wales display some significant differences due to the nature of their formulation. The England system though relaying some similarities to the Italian system is fundamentally different from others in Europe (Georgantopoulou 13). In Wales it was possible for a student straight from high school to undertake a program that would lead to attainment of a master’s degree without having to undergo undergraduate level education. The Scottish system which is one of a kind due to the flexibility that it offers lower level educational stakeholders like school heads to formulate curricula was also affected considerably. Under the Bologna accord all this systems can actively seek educational goals and students can easily transfer from one institution to the other without having to worry about the grade that he has attained and even difficulty in integrating into the new system. There is no doubt that the Bologna accord has played an important role in convergence of standards that are used in higher level education which is an important factor in ensuring that the role of the EU in ensuring labor mobility is attained. Employers Advantages Pro Bologna Reform activists are generally of the view that it is the best development that has happened in Europes educational systems for a long time (Stallmann 24). This is the same view that is held by computing enthusiasts on the level of development that computing has attained due to the standardization of protocols. Standardization is generally perceived as an avenue through which development within any industry can be molded in a manner that increases the level of interrelationship between existing systems. A melange of degree titles defined the higher education systems in Europe before the implementation of the Bologna accord. The effects of the confused state on European employees were high due to the effect of EU policies that were seeking economic integration (Rauhvargers 341). Employers found it hard to develop an objective measure that could be used in determining the potential of job seekers by objectively assessing their academic credentials. Under such an environment the benefits that European nations sought through economic integration and ensuring workforce mobility was reduced. Business and management education is one of the areas that have been affected by the Bologna accord. Globally employers and HR executives were becoming more confused with the bachelor, Lauren and Diplomkaufmann titles that were held by jobseekers (Verhesschen and Verburgh 134). Complexity in assessing the potential of a job applicant is further brought out if the array of master’s degree programs that were offered is considered. The effects of the Bologna accord are numerous and impact on not just the educational systems or employers but also governments (Sanz 141). Countries that have employed the Bologna accord are more likely to partake in the benefits that it offers especially with respect to reducing the recurring costs of higher education. Moreover, the quality and competitive degree programs that are offered under the Bologna accord present such nations with an edge with respect to attracting students into their institutions. Such students may play a role in ensuring overall development in host nations. The benefits that the Bologna accord present with respect to predictable educational budget, fixed course durations, predictable enrolment and graduation rates which aid in budgeting and educational planning and shorter graduate study will play a role in ensuring that the span of productivity is increased (Giuliano 103). The introduction of shorter masters degree level courses that is pushed for by the Bologna Accord will play an important role in ensuring that education in Europe is compatible to standards that are being employed in other nations. In a global environment where commercialization of education is widespread the international students that pay considerably higher than their domestic counterparts will pave a way for the education systems to gain more revenues. However, a number of issues arise relating the specific details in implementing the strategies. Language is a key issue that has been central in discussions relating to success that can be attained in ensuring integration. Generally English being the most developed and popular language in global circles has been adopted by a number of masters programs. Relaxation of immigration and permit requirements has come up as one of the areas that governments must be wary of to ensure gains from the Bologna process (Griffin 98). Such a process must be carried out in tandem with simplifications of visa conversion from study to employment if Europe to gain the most out of the benefits presented by the Bologna accord. The nature of strategies and even systems that are employed by the education systems is affected by workforce requirements. Employer requirements are cited as critical factors in determining the curricular and even activities that are embedded into school systems especially at higher level of learning. Higher education strategies are highly dependent on the nature of requirements that they are placed on social systems (Sakari 179). Employees are cited as playing a key role in determining the level of success that can be attained in implementing the Bologna accord. Unless employers can actively seek and employ Bachelors level graduates then the value of this level of education will be lost across Europe. Researchers are of the view that though standardization has been achieved with the adoption of the Bologna accord by various stakeholders’ success in its implementations is highly dependent on collaboration between employers, instructors and evens students. Unless higher education seeks to develop critical lifelong learners the benefits that employers stand to gain from the Bologna accord are minimal. This is in line with the fact that employers having realized the role played by critical reflective skills spend consummate funds on development of interpersonal, leadership and communication skills (Widerberg 137). The key challenge that European educational institutions face in ensuring success with the aid of the Bologna accord is to provide students with high transformational potential that will ensure they are easily employed. As the Bologna accord takes root, many will seek graduate level education and therefore employers will be provided with a far much wider pool of experienced job seekers to choose from. This is one of the key goals that were sought in formulating the EU. Moreover, a clear description of the course presents a common approach to assessment that encompasses all areas that employers seek and aid in accurately determining the exact qualifications required for a given job title (Jaschke and Neidhardt 306). Employees have to take steps in ensuring that their requirements and overall HR departments are aware of the differing qualifications that are offered by institutions. Despite initiatives that have sought employment of Bachelors degree holders, it is generally believed that master’s level education will continue being a key prerequisite for entry into mainstream employment (Zgaga 253). However, most researchers are of the view that this condition can be reversed with the input of the public sector which is in fact the largest employer in all European nations. If the public sector seeks bachelor’s level education then there is a high likelihood that other employers with follow suit which will aid in ensuring Bologna accord goals are attained. With time and maturity of the job market, both bachelors and graduate job seekers will be effectively absorbed into the job market thus increased workforce availability. Another benefit that employers stand to gain from business oriented degrees is their ability to offer a platform upon which bachelors degree holders from other fields can seek further studies in business related subjects (Labi A36). Such a process leads to graduates who have diversified skills that are relevant to global operational environment. It is important to note that experience has been highlighted as one of the factors that greatly determines the pay and even suitability of an employee irrespective of the level of education that one has attained. Employees The Bologna accord is considered a platform upon which students are presented with new opportunities that they can effectively use in sidelining the long cycle to seeking graduate level education into stages with increase in platform upon which they can seek further education. Increased student mobility associated with the accord is likely to present the platform upon which employees can seek further their careers. The choice though complicated offers students with the opportunity to either continues with their education or seek employment after undergraduate level which presents a wider platform for decision making. This is further complicated by the multitude of courses that students have in choosing the course or areas of specialization at graduate level. This is likely to lead to an increase in the levels of diversity that is displayed by employees which may directly translate to increase in the level of competition in the job market or reduced competition depending on the qualification that a employees display (Konjic and Sarajlic 219). The Bologna accord is also cited as being a catalyst to increased academic activities across Europe. Employees are under increased pressure to ensure that they update their skills and acquire multiple skills to develop in their areas of professionalism. Another area that employees are likely to benefit from is applicability of their skills. A factor that has for a long time been central to the difficulties that students and even employees face in making the most out of the freedom that they are presented by the EU is language barrier and the differential systems that were used across Europe (Sandstrom 61). The Bologna accord presents a standardized education system that predominantly uses English as the main mode of transmission thus increased availability of jobs in even areas that were least accessed due to language barriers. Another area that the Bologna accord has impacted on is decision making. Most employers often consider their jobs as their source of livelihood. Decision making as one of the most important variable that determine the direction that ones life will take is complicated by the number of options that one has (Augusti 258). The Bologna accord presented employees and students with multiple options on which to base their professional development each of which impact directly in the quality of education that they can attain. Having such a large basis presents complexity in decision making which may even lead to the development of firms that seeks to guide professionals into their career paths. This is an example of a development and even complexity that is presented with standardization of education across Europe. Employers awareness There is a large potential that has been presented to European employees with respect to seeking suitable candidates by the Bologna accord (Adelman 11). However, surveys across Europe show that the level of awareness that employers have of the potential that is presented by the Bologna accord is low (Jung-Eun 36). Generally the low level of awareness that employers have of the accord is a worrying situation considering the role that employers have to play in ensuring that its goals are attained. Numerous independent studies have shown that up to 64% of employers are unaware of the existence of Bologna process in the UK (Shearman 177). The same trends are observed in Finland with a far much grim picture painted in Italy where up to 80% of the employers are not aware of the existence of the Bologna process (Guth 331). These statistics paint a grim situation and a clear need for politicians and policy makers to work round the clock to ensure that the state is corrected failure to which the potential benefits that could be attained with the implementation of the accord may never be experienced. A far worse picture is created if research findings on employers that are informed on the internal details of the accord are considered. Basically less than 5% of all employers in Europe are aware of the details relating to the implementation of the accord and the implications that it could have on the nature of the job market (Salzer 656). Awareness is first developing on this poor state in implementation of the accord and has led to a number of taskforces and even researches that have sought to determine corrective measures that can be put in place to ensure that the initial goals of the accord are driven at (Wex 76). The measures not only seek to raise the levels of awareness that employers have of the Bologna accord but are also aimed at devising systems and means through which employers can reduce their transaction costs when seeking new employees (Burnett 287). A systematic exchange of information between parties that are involved in the Bologna accord is one of the recommendations that have been developed to aid address the worrying situation. Sharing experiences between students has also been cited as a possible avenue to ensuring that future employers are aware of the benefits presented by the Bologna accord in the higher education framework in Europe (Witte and van der Wende 217). Increased involvement of employers and career advisers by developing information packages that are targeted at this audience is one of the directions that can be sought in ensuring that career goals are accurately sought. Analysis A deeper analysis of the Bologna accord shows that it has implications that may be further than the current economic effect that it is assessed under. The EU as an economic system is an important factor in determining the level of efficiency that can be attained with the application of the accord and is a critical reference point with respect to its effect on the political, social and organizational systems (Veiga and Amaral 61). From the discussions it is apparent that though the freedom that is presented by the EU in terms of movement serves as an effective platform for the Bologna accord, there are several policy issues that are yet to be addressed that would ensure ease of movement and even transformation of students into active workforce. The effects of globalization and an improved information system together present an effective platform upon which students from different cultural backgrounds can easily interact to ensure gain from the education system (Karran 7). Though there have been some resistance to the implementation of the accord the levels of adoption that it has received is reflective of the growing appreciation of its relevance in consideration of the nature of the modern society. Multiculturalism is fast developing within Europe which presents a suitable avenue to ensuring ease in accessing employees of different background. This diversity that is presented to employers is cited as being a critical ingredient to generating value in competitive business segments (Sall and Ndjaye 47). However, an understanding of the complexity that is associated with management of diversity has to be developed for any value to be generated. Though diversity is associated with generation of value, an understanding of how it can effectively be managed is important in ensuring that this benefit is gained. In general there are a number of strengths and benefits that are associated with the Bologna accord. One of the notable threats is the erosion of the level of awareness that curricula have to issues that are of interest to a particular society (Gaston 17). The implementation of the Bologna accord is based on the assumption that the effects of globalization in Europe is high to the extent that Europe can be considered a single society that is faced with similar educational challenges. The reality is that Europe is diverse and made up of both developed and developing nations that have different needs and are of different perception on what can be considered an effective higher educational system. Recommendations Though the goals and even theory beneath the implementation of the Bologna accord are noble, practical implementation issues pose a threat to the achievement of its objectives. Creating awareness among employees and developing further avenues for employment are some of the issues that have to be addressed in seeking its goals. Incorporation of other nations in the EU is also important in ensuring that overall development of the EU as a region is attained (Petit and Foriers 16). More research ought to be conducted on avenues that can be used in ensuring that challenges that are unique to communities are accurately addressed failure to which the role of higher education in ensuring address of social and even communal issues may be lost. Works Cited Adelman, Clifford. â€Å"Accountability Light: Our Version Is Going the Way of the Dollar vs. the Euro†. Liberal Education, 94. 4(2008): 6-13. Alesi, Bettina and RosznyaI, Christina. â€Å"The Implementation of Bachelor and Master Programmes in Hungary†. European Journal of Education, 42. 3(2007): 395-409. Ash, Mitchell. â€Å"Bachelor of What, Master of Whom? The Humboldt Myth and Historical Transformations of Higher Education in German-Speaking Europe and the US†. European Journal of Education, 41. 2(2006): 245-267. Augusti, Giuliano. â€Å"Transnational recognition and accreditation of engineering educational programmes in Europe: perspectives in a global framework†. European Journal of Engineering Education, 31. 3(2006): 249-260. Becker, Frank. â€Å"Globalization, curricula reform and the consequences for engineers working in an international company†. European Journal of Engineering Education, 31. 3(2006): 261-272. Beertsen, Wendy. â€Å"PhD Programmes†. European Journal of Dental Education, 10. 2(2006): 107 Berner, Heike and Richter, Roland. â€Å"Accreditation of Degree Programmes in Germany†. Quality in Higher Education, 7. 3(2001): 247-257. Burnett, John. â€Å"Tilling the soil of the European higher education area†. Educational Action Research, 15. 2(2007): 283-293 Chuchalin, Boev. â€Å"The Russian system of higher education in view of the Bologna process†. International Journal of Electrical Engineering Education, 44. 2(2007): 109-225. Cooper, David. â€Å"International restructuring of higher education: comments on implications of global trends, for restructuring of Sociology in South Africa†. South African Review of Sociology, 37. 2(2006): 260-292. Dobrenkova, Erick. â€Å"Problems of Russias Entry into the Bologna Process†. Russian Education Society, 50. 4(2008): 42-51. Gaston, Paul. â€Å"Bologna: A Challenge for Liberal Education and an Exceptional Opportunity†. Liberal Education, 94. 4(2008): 14-19 Georgantopoulou, Catherine. â€Å"Medical education in Greece†. Medical Teacher, 31. 1(2009): 13-17 Giuliano, Augusti. â€Å"Accreditation of engineering programmes at European level†. International Journal of Electrical Engineering Education, 44. 2(2007): 101-208 Griffin, Gabriele. â€Å"Womens/Gender Studies,1 Professionalization and the Bologna Process—Cross European Reflections†. NORA: Nordic Journal of Womens Studies, 14. 2(2006): 87-102 Guth, Jessica. â€Å"The Bologna Process: The Impact of Higher Education Reform on the Structure and Organisation of Doctoral Programmes in Germany†. Higher Education in Europe, 31. 3 (2006): 327-338 Hibbert, Lee. â€Å"Time serving†. Professional Engineering, 20. 7(2007): 33-34. Jaschke, Hans-Gerd and Neidhardt, Klaus. â€Å"A Modern Police Science as an Integrated Academic Discipline: A Contribution to the Debate on its Fundamentals†. Policing Society, 17. 4(2007): 303-320. Jung-Eun Oh. â€Å"Equity of the Bologna System†. European Education, 40. 1(2008): 35-50. Karran, Terence. â€Å"Pan-European Grading Scales: Lessons from National Systems and the ECTS†. Higher Education in Europe, 30. 1(2005): 5-22. Kilic, Puljak. â€Å"Studying electrical engineering and information technology at the University of Split, Croatia†. International Journal of Electrical Engineering Education, 44. 2(2007): 175-357. Konjic, Tatjana and Sarajlic, Nermin. â€Å"Higher education structure at the Faculty of Electrical Engineering, University of Tuzla: Influence of the Bologna agreement†. International Journal of Electrical Engineering Education, 44. 2(2007): 166-339. Labi, Aisha. â€Å"Bologna Conference Highlights Progress and Limits of Europes New Degree Cycles†. Chronicle of Higher Education, 53. 39(2007): A36 Lee, Hibbert. â€Å"Degrees of separation†. Professional Engineering, 21. 6(2008): p43-44. Lindblom-Ylanne, Sari and Hamalainen, Kauko. â€Å"The Bologna Declaration as a Tool to Enhance Learning and Instruction at the University of Helsinki†. International Journal for Academic Development, 9. 2(2004): 153-165. Loosvelt, Hugo and Gysen, Marleen. â€Å"Engineering education at the Association K. U. Leuven: A changing higher education landscape†. International Journal of Electrical Engineering Education, 44. 2(2007): 146-300. Malan, Thierry. â€Å" Implementing the Bologna Process in France. † European Journal of Education, 39. 3(2004): 289-297. Moshkin, Mikhail. â€Å" EMOTIONS RUN HIGH OVER BOLOGNA†. Current Digest of the Post-Soviet Press, 59. 43(2007): 9-10. Neal, Sturgess. â€Å"Clive Bologna and the MEng: ‘Sleepwalking into unknown and unpredictable territory’†. International Journal of Electrical Engineering Education, 44. 2(2007): 129-266. Patricio, Madalena and Engelsen, Corine. â€Å"Implementation of the Bologna two-cycle system in medical education: Where do we stand in 2007? -Results of an AMEE-MEDINE survey†. Medical Teacher, 30. 6(2008): 597-605. Petit, Pascale and Foriers, Andre. â€Å"The introduction of new teaching methods in pharmacy education—I. Lessons learned from history†. Pharmacy Education, 8. 1(2008): 13-18. Pusztai, Gabriella and Szabo, Peter. â€Å"The Bologna Process as a Trojan Horse. † European Education, 40. 2(2008): 85-103. Rauhvargers, Andrejs. â€Å"Improving the Recognition of Qualifications in the Framework of the Bologna Process†. European Journal of Education, 39. 3(2004): 331-347. Sakari, Ahola. â€Å"From ‘Different but Equal’ to ‘Equal but Different’: Fi