Will China Be The Next Superpower Essay Example | Topics and Well Written Essays - 1000 words

Will China Be The Next Superpower - Essay Example China will be the next super power as it is the biggest Asian country and has emerged magnificently economically all around the globe. The pros of China becoming the next super power support their discussion through means of economy, trade, and technology and labor force. By nominal GDP, China is the second largest economy with a growth rate average of almost double figures for over three decades. It is the fastest growing economy, and it is concluded by many analysts that by the year 2020, it will be the largest economy of the world surpassing its rival country. America’s growth rate in comparison with China is very low, and it is also indulged in two wars, which makes it impossible to compete and lose its lead soon. In the trade, China is the largest exporter and second largest importer, which enhance its Balance of Trade, which is fruitful for its economy. China is also in contract with many other nations and does free trade with them, which increases its imports and exports and develops good relations with them. It has made prompt advancement in areas like infrastructure and high-tech manufacturing. In recent decades, China has also developed swiftly in science and technology with the help of its government, as it is considered socio-economic development of the country and also its national prestige. China is the most populous country, with the largest labor force, which helps the boom in their economy and is one of the reasons that will lead China in becoming the next super power. The people who are in favor to the debate that China will become the next super power give the above reasons for their support, as they are certainly the pros towards the topic. The group of cons of this topic strongly feels that China will not leave behind America and become the next super power. They believe that nations cannot become a super power

Criminal Justice Ethics Essay Example | Topics and Well Written Essays - 1500 words

Criminal Justice Ethics - Essay Example However, from the My Lai outrage at the height of the Vietnam war in the 1970s to the Guantanamo Bay horrors more recently, American law-enforcement authorities have behaved as though they are a law unto themselves and, therefore, not subject to the laws of the land; worse, the government has often tried to get round the judiciary to help the offenders get away with their crimes. Little wonder, therefore, that our true national heroes are the likes of Hugh Thompson who, at the height of the My Lai massacre, had saved the lives of children by holding guns to the heads of his compatriot soldiers committing cold-blooded murder, and later admitted as much. But this individual act of heroism was more than neutralized by the brutality with which an uprising by inmates of Attica Correctional Facility in western New York was put down, the racial bias exhibited at the Pelican Bay prison, and the killing of Dilawar, a taxi driver, in Afghanistan as shown in the documentary "Taxi to the Dark Side", and the FBI's complicity in the plot to have Joseph Salvati sentenced to imprisonment for 32 years on a false charge of murder to protect Mafia murderers in Boston who really were its own informants. Saving Grace The saving grace came as recently as on June 15, 2008, when the Supreme Court dismissed as specious the argument of the Bush administration that in wartime it should be deemed to have the right to exercise of what really were extra-judicial powers, circumventing the constitutionally established judiciary.

MHE503 Survey of Emergency and Disaster Mgt Module 1 Case Essay

MHE503 Survey of Emergency and Disaster Mgt Module 1 Case - Essay Example Tsunamis are undersea-bed earthquakes that create a great effect on the water above the surface. However, in the case of the Indian Ocean tsunami of 2004, there were no specific indications that something was already happening in the seabed. This is the reason why it was not that easy for the resort goers to immediately flee from the area towards a safer place. They were all caught in surprise when the water waves began splashing huge amounts of water to the sea shore killing hundreds of people who were just sitting and resting around the area. The waves were big and disastrous along with the mixed heavy winds that it comes along with. The complete disaster was even forcefully controlled by the unwillingness of some to flee away from their houses near the sea area believing that this was just a simple sea wave change. Little did these people know that this was a huge tragedy that waits to devastate their lives. Besides the natural reaction of the earth from heating up, the human works of denuding the forests made it harder for nature to control the situation itself. Apparently, the reduction of such trees limited the possibility and the capability of the warmed up earth to cool itself down. Besides this, the lack of signs from the actual behaviour of the sea from where the tsunamis are already happening below its sea bed made it hard for the people to tell that something wrong was going to happen. The bubbling or frothing of the sea at the top portion which is seen by the people has not happened and was not able to signal the people around. Basically, caused by the imbalance in nature, even this warning was not undergone properly by the process that was supposed to give a cue as to what was going to happen next. The incapability of the people to tell made the disaster even more tragic for the human population living within the areas affected. As seen from the television news, some of the tourists were even enjoying the cool breeze of the air when the waves suddenly turned gigantic eating them out from the seashore towards the sea's center turbulent area. Without the capability of the earth to support the need of limiting such disasters from happening, the earthquake lasted for at least several minutes that were enough to kill thousands within Thailand, Indonesia and Sri Lanka. This disaster reminds people at present that apparently, too much development may cause devastation on the capability of the earth to heal itself. No matter how prepared people could be, no matter how knowledgeable they may seem about the occurrence of such devastating events in the natural environment, it could not be denied that the imbalance of the earth's temperature and composition makes all these efforts of being prepared worthless. This is the reason why the Hokkaido incident was less damaging compared to the properties lost and the lives that were taken from that of the occurrence of the Indian Ocean earthquake of 2004. What mitigation and/or

Global Health Issue Analysis: HIV/AIDS

Global Health Issue Analysis: HIV/AIDS GLOBAL HEALTH ISSUES Global issue is a broad description that is often used to explain matters of great social concern that affect human populations locally and that are shared among diverse human societies within our global community. Global issues koncern us all and one at the heart of many valuable learning experiences. Issues such as environment al sustainability, health, peace building and human rights focus students attention and contemporary events and how they affect our lives at a local and global level. Many people argue that globalization has Server to bring the world closer together creating a more cooperative environment. The impact of new information and communication Technologies has changed the way people learn, work and live. From the suffering of the Second World War emerged a new international organization- the United Nations. The United Nations founding, In 1945, enabled its Member States and their peoples to work together to promote peace and cooperation, economic and social development, and a clear Visio codified by international law. In 1981, one of the leading causes of death in our time broke upon the world scene. The new ailment was named acquired immune deficiency syndrome(AIDS) and also Human immunodeficiency virus(HIV). HIV means that you have tested positive for the virus and it does not become AIDS usually for ten years or until immune system problems appear. HIV/AIDS causes immense suffering to millions of people. UNAIDS (the joint United Nations programme on HIV/AIDS showed that HIV/AIDS has bee diagnosted in every continent on the globe, yeti t is distribution is far from even. One of the many consequences of the pandemic is that it has a major impact of life expentancy among the worlds poorer countries. The impact of AIDS on life expectancy is also felt beyond Africa, albeit somewhat less dramatically. Haitis life expectancy is currently almost six years less than it world heve been without AIDS, in Combodia it is currently four years lower. South Africa has also been affected, in Guana, for example, the probability of becoming HIV- positive between the ages of 15 and 50 is 19% or nearly 1 in 5. North America, for example, has 950.000 people living with HIV/AIDS and Western Europe 550.000 whilst in Australia and New Zealand 15.000 people (UNAIDS, 2002). In Africa, 28 million people are infected with HIV and 11 million African children are thought to heve been orphaned by AIDS (WHO, 2000). Kopelan and van Niekerk (2002) suggested that the scale of the HIV/AIDS epidmic in Africa is often explained away by pre-existing notions of a diseased, corrupt and backward continent and they argue, forcefully, for international support, albeit with reather than for African countries. Unfortunatelly biomedical and pharmaceutical responses have had a relatively small impact upon the pandemic. Attempts to devlop vaccines, for example, have had limited success and these endeavours have probably been hindered by the allocation of relatively Modest amounts of funding. Between US dollars 300-and US dollars 600-million a year have been spent on the development of HIV vaccines(UNAIDS, 2002). There has been more success in the development of antiretroviral drugs and these are prolonging thousands of ives in high- income countries(Babiker et al., 2002). However, these drugs continue to remain inaccessible to the majority of those infected by HIV. Since the people most affected by HIV/AIDS are often those with the least access to economic power or political influence it is, perhaps, hardly surprising that so many governments offer such a lukewarm response( de Wall,2002). In many of the poorer countries in which HIV/AIDS predominates, and where people with AIDS have little or no access to medical care or treatment, responsibility for the care of the dying ultimately falls on the poorest households (Ellison et al.,2001). In countries where governments do not take the initiative in responding to HIV/AIDS, and where the disease is often shrouded in stigma and denial, there is unlikely to be widespread popular presure for change. In this way, at an individual and a social level, the enormity of AIDS and the burden of copying tend to get hidden in the lives of ordinary familie( Palloni and Lee, 1992). UNAIDS Global Reference Group on HIV/AIDS and Human Rights (2004) ensuring rights based approach is: the global scalling up of the response to AIDS, particulary in relation HIV testing as a preveguisite to expanded access to treatment, must be grounded in sound public health practice and also respect protection, and fulfilment of human rights norms and standarts. The voluntariness of testing must remain at the heart of HIV policies and programmes, both to comply with human rights principles and to ensure sustained public health benefits. The following key factors, which are mutually reinforcing, should be addressed simultanously : Ensuring an ethical process for conducting the testing, including defining the purpose of the test and benefits to the individuals being tested and assurances of linages between the site where the test is conducted and relevant treatmant care and other services, in an environment that guarantees confidentiality of all medical inforamtion. Adressing the implications of a positive test results, including non discrimination and access to sustainable treatment and care for people who test positive. Reducing HIV/AIDS- related stigma and discrimination at all levels, notably within health care settings. Ensuring a supportive legal and policy framework within which the respons eis scaled up, including safeguarding the human rights of people seeking services. The HV/AIDS epidemic has deep historical roots. The epidemic have to be seen against this broad background. There are lessons to be learned, not Just about this disease, but about health, well-being and development as well.It is the first global epidemic of which we have been commonly conscious. Health and well-being are not individual concerns: they are global issues. There are opportunities for innovation and for more ‘goods but there is only a glimmer of hope . These are: Global intersectoral action through transnational co-operation and partnerships between public health and trade and finance sectors. Pro vide information about comparative health status and global determinants of health and well-being. Research programmes that concentrate on developing cost-effective technologies to improve the status of the poor. Recognition that management of health and well-being is a common human project and that the for-profit sector can only have limited incentives to meet those needs (Alonso, 2001). But there are many abstacles because we need to persuade people of the true cost of HIV/AIDS and business has a role to play, but the business of business is profit no welfare. Perhaps that is also an assumption that must be challenged. In the same way that HIV/AIDS is about more than health, so business has responsibilities beyond three complementary mechanisms: the market- distribution through competitive pricing, second one is the hierarchy- distribution through organisation process and the last one is values- distribution as a response to accepted ethical principles (Alonso, 2001). Through unprecedented global attention and intervention ef fors, the rate of new HIV infections has showed and prevalence rate have leveled off globally and in many regions. Despite the progress seen in some countries and regions, the total number of people living with HIV continues to rise (Barnett and Prins, 2006). In 2007, globally about 2 million people died of AIDS, 33 million were living with HIV and 2,7 million people where newly infected with the virus (WHO, 2008). The impact of HIV/AIDS on women and girls has been particulary devastating. Women and girls now comprise 50 percent of those aged 15 and older living with HIV but, the impact of HIV/AIDS on children and young people is a severe and growing problem. In 2007, 370,000 children underage 15 were infected with HIV and 270,000 died of AIDS and about 15 million children have lost one or both parents due to the disease (WHO, 2008). The sixth Millennium Development Goal (MDG) focuses on stopping and reversing the spread of HIV/AIDS by 2015. Global funding is increasing, but global need is growing even faster-widening the funding gap. Services and funding are disproportionately available in developed countries. HIV infections and AIDS deaths are unevenly distributed geographically and the nature of the epidemics very by region. Epidemics are abating in some coutries and burgeoning in others. More than 90 percent of people with HIV are living in the developing worl (UNICEF, 2007). The health care systems of most African countries, already inadequate. As the serious nature of the pandemic and it is effect on the developing world came into sharper focus in the 1990s, so did the incoherence of international policy. The nature of the crisis was given recognition in 1995 when the United Nations set up UNAIDS to co-ordinate global policy by bringing together under one heading six key international agencies: WHO, UNDP, UNICEF, UNEPA, UNESCO and the World Bank. The re-orientation of policy towards AIDS was proposed, more or less across the board, in the face of increasingly pessimistic forecasts of the effects, both short and long term of the pandemic on whole populations in Africa (Ellison et al.,2003). In Southern Africa insurance companies are gathering such information because they routinely test people before offering cover. These data are biased to those applying for policies and are often comercially sensitive and so they tend not to be publicly available. For companies wishing to estimate how the epidemic is going to affect their workforce, the advert of saliva and urine tests mean, surreys can be carried out more easily. This is a routine procedure to test blood donations and these data can provide a picture of what is going on in what should be a low- risk group. HIV data are also collected and constructed according to political, social and other biases (UNAIDS, 2000). HIV/AIDS is not the first global epidemic, and it wont be the last. It is the disease that is changing human history. HIV/AIDS shows up global inqualities. It is presence and impacts are left most profundly in poor countries and communities (Bernett and Whiteside, 2006). Public health system are undefunded; politically they attract few votes, and in parts of the world they are close to collapse. For the moment, there is only a mere itimation of any system of global public health. Social and economic conditions negate many gains made by any particular intervention. Health is not any about confronting individual diseases. Well-being, of which health is a part, is a reflection of general and economic conditions (Anderson and May, 1992). Economic impact means that families suffer major economic problems as productive adults become ill, including: loss of income as family members become sick and are unable to work, or have to give up work to care for the sick and limited income being consumed by expensive drugs and funerals. Countries suffer significiant economic impacts including: los of investment in education and the knowledge and skills of professionally trained people, reduced ability to produce food and high costs of treatment and demands on health system (Adler, 2001). Human and social impact means that peoples who lives are affected in many ways which include: a wide variety of physical health problems , social isolation due to stigma and misunderstanding of the spread of the disease (Barnett and Prins, 2006). The purpose of workplace policy on HIV/AIDS in South Africa (UNAIDS, 2008) is to provide clarity on TOTALs views and commitments with regard to HIV/AIDS and the comprehensive management of HIV positive employees and employees living with AIDS. TOTAL is fully committed to protect employees, create awarness, encourage behaviour changes where necessary as well as ensure that all employees are treated with the necessary dignity, fairness and equality (USAID, Global Partnership, 2004). Some major reasons for unnecessary deaths around the world are therefore due to human decisions and politics, not just natural outcomes. Well- intentioned companies, organizations and global action show that humanisty and compassion still exists, but tackling systematic problems is parramount for effective, Universal health care that all are entitled too. Addressing health problems goes Beyond just medical treatments and policies; it goes to the heart of social, economic and political policies that not only provide for healthier lives, but a more productive and meaningful one that can benefit other areas of society. Bibliography: De Wall, A. (2006) Aids and power. South Africa Barnett, T., Whiteside, A. (2006) Aids in the Twenty- First Century, Disease and Globalization. 2nd ed. Palgrave Macmillan. Hunter, S. (2003) Who cares? Aids in Africa. New York. Bond, G. C., et al. (1997) Aids in Africa and the Carribbean Ellison, G., et al. (2003) Learning from HIV and AIDS. Cambridge: Cambridge University Press. Barnett, T. and Parkhust, J.(2005) HIV/AIDS : sex, abstinence and behaviour change. Lancet Infections diseases. 5 (9), 2-5. Stillwagon, E. (2005) Aids and the ecology of powerty. Oxford: Oxford University Press. UNAIDS Global Epidemic Report (2000), accessed on 25/11/09, (http://www.unaids.org/). Centres for Disease control and prevention from: ( http://www.cdc.gov). Anderson, M. and May, R. (1992) Infections disease oh humans: Dynamics and control. Oxford: Oxford University Press. Adler, M.(2001) The ABC of AIDS. London. Farmer, P.,(1999) Infection and Inequalities: the modern plaques.California: University of California Press. Barnett, T. and Prins, G. (2006) HIV/AIDS and security: Fact, Fiction and Evidence. London. Caldwell, J.C., Caldwell, P. and Quiggin, P.(1989) The social context of AIDS in Sub- Saharan Africa. Population and Development Review. 15(2), 185-234. UNICEF (2000) The Progress of Nations. New York. World Health Organization (2000) The World Health Report 2000: Health Systems- Improving Performance. Geneva. Palloni, A. and Lee, Y. J.(1992) Some aspects of the social context oh HIV and it is effectson woman, children and familie. Population Bulletin of the United Nations. 33(2): 64-87. Garnett, G. et al. (2002) Antiretrovival therapy to treat and prezent HIV/AIDS in resource-poor settings. Nature Medicine.8(6): 651-654.

Kiel :: essays research papers

Kiel   Ã‚  Ã‚  Ã‚  Ã‚  Kiel is the capital of Schleswig-Holstein. Schleswig-Holstein is located in West Germany. Kiel is located at the head of Kieler Fà ¶rde which is an inlet of the Baltic Sea. During World War II three-fourths of the city was destroyed by bombs. Kiel was a major naval base during the war. Kiel's major industries now are shipbuilding and also building machines such as the diesel engine. They also manufacture electric and electronic products. Kiel also is known for brewing and the proccessing of food, such as fish. The medievel Church of St. Nicholas overlooks the Old Market which still survives from Old Town. It was built between1233-1244. The Old Market has been rebuilt in modern style and is used as a center for a network of shopping streets. There are no cars allowed in this area. A modern Cultural Center has replaced the castle that used to guard Old Town. The western shore of the Fà ¶rde is where the Kiel's famous Oceanographic Institute and the State Parliamen t are locacted. The Kieler Fà ¶rde is the best natural harbor on the Baltic. That is why it has been the principal base for the German Navy. In 1866 Kiel became part of Prussia. Kiel saw a rapid growth in population between 1866 and 1914. While the Nazi's were in control Hitler built up the Navy in Kiel. Kiel's economy got away from its large concern with the Navy and shipbuilding after the war. Kiel is the place that all German yachtsmen dream of. Kiel also has a nice sized university. The school offers a large array of subjects and was founded in 1665. Many of the students like to sail in there spare time. Kiel is also the home to one of Germany's largest indoor shopping centers. Kiel is also a popular place for Olympic sailing competitions. In 1994 the population of Kiel was 248,930. Kiel is the most economically important city in Schleswig-Holtstein, as well as the largest. Kiel was founded in 1242 and then in 1284 joined the Hanseatic League. Kiel aslo became the home of the d ukes of Holstein. Kiel was passed to Denmark in 1866. The sailors mutiny that started at the end of World War I started the socialist revolution in Germany. Kiel is the home of many museums, such as the oldest art gallery and Botanic Gardens in Germany. The sailing and yachting events of the 1972 summer Olympics were held in Kiel.

Understanding Native American History

American history is filled with glorious accomplishments that Americans love to point out when saying how great a country this is. Certainly, America is a great country, and as countries go, it has probably done enough now to forever remain as one of the great countries ever to exist on the planet. Perhaps it will someday go down in history beside Ancient Rome, Ancient Egypt, Ancient Greece and other great civilizations of the past that have made their mark on human history, but along with its greatness, America has enough faults and shame to give pause for thought. In a country of immigrants, America has historically mistreated its immigrants, especially the Chinese, the Japanese and today the Chicanos. Despite their efforts to get away from religious persecution, the pilgrims were not so eager to avoid religiously persecuting others and forcing their religion upon everyone. Everyone is keenly aware of how America enslaved the blacks and then held them down as second class citizens or less after slavery was more or less begrudgingly abolished. Black Americans were not properly treated in American until the 1970s and even today blacks suffer from the vestiges of past slavery. Yet, with all of the two-sided treatment and mistreatment of so many cultures that have today merged within the amalgamated American culture, with all of the irony and tragedy of those mergers, perhaps none is any more tragic than that of the American Indian.   With all the Native Americans who lived in this country when Europeans arrived, today there are only an estimated 2.75 million remaining.   They are probably the only ethnic group whose numbers in America have fallen since the arrival of Europeans. While the number of Native Americans in the country when Europeans arrived is speculative, it is estimated that there were between 60 and 100 million Natives here when Europeans arrived and that by 1650, the Native population had already decreased by 90 percent due largely to the introduction of European diseases into the Native populations. (MacCleery, 2004) While Black Americans have more or less assimilated into American society despite the mistreatment they suffered, nothing could be further from the truth for Native Americans.   Blacks can be found in large numbers all over the country with few exceptions other than the northwest where there are still areas where people have never seen blacks or rarely do, yet one would be hard pressed to find a Native American in the US away from the reservation. When encountered, they would usually be mistaken for something other than a Native American and always, always they will be speaking a foreign language, usually English, Spanish or both. Forced to abandon their native language, many young Indians today cannot speak their native language and others won't speak it expect to other Natives, and while blacks can occasionally be heard asking for â€Å"reparations† for the wrongs that were committed against them during slavery (those who were wronged are dead) such that their ancestors (those now alive) get to reap the benefits for the suffering of their ancestors, nobody is available to speak up for the Native American who still suffers today in ways that blacks and other ethnic groups do not. Certainly, blacks no longer have their native tongue, but it was not forced out of them in the same way and there was no effort to Americanize blacks.   To the contrary, blacks were maintained separate while the effort towards natives was more like the extermination of the Jews in Nazi Germany.   Whites on the Plains sometimes killed Indians just because they were Indian somewhat like the extermination of the aborigines in Tasmania who were actually, literally hunted down to extinction! Between 1803 and 1833 the Aboriginal population of Tasmania went from 5,000 to around 300 and by early in the 20th century they became virtually extinct, their original languages lost.   Native Americans were intentionally subjected to a similar fate and today their languages are also being lost, this despite the fact that the language of the Navajo code talkers took part in every assault the U.S. assault in the Pacific war against the Japanese from 1942 until 1945. The very languages which helped to save America were not allowed to be spoken among the Natives!   What right do blacks and others have for reparations for what their ancestors suffered when Native Americans are still living basically on reservations in the 21st Century and get virtually nothing? There is no doubt that the survival of the first Europeans to America was due in large part to the ability of the native peoples already here to survive and thrive in this country—in their own land. Even today, each year we celebrate Thanksgiving because we realize that the new visitors to this country owed their survival and existence to the knowledge and ingenuity of the native peoples who were already here. Yet, most Americans today fail to realize the true diversity of the native peoples who already existed here when Europeans arrived. It is estimated that humans lived in North America up to 12,000 years ago and perhaps as much as 40,000 years ago certainly calling into question Bible stories of Adam and Eve a mere 6,000 years in the past. When Europeans arrived, the Native Americans were a vast diversity of cultures, nations and religions that ranged from one coast to the other, people living together in harmony with their environment and with their fellow Native Americans at times, living very much out of harmony with their fellow Native Americans at others.   As was true in Europe, all was not always calm and peaceful co-existence between the various a sundry â€Å"races† and tribes of the Native countries. Native nations differed in terms of their religious beliefs, cultural habits, dietary habits, migratory habits, religions and more, sometimes bringing them at odds with one another, especially in terms of competition for food and perhaps at times for living space. The American mistreatment of the Native peoples they found here began even before the Revolutionary war.   The very natives who saved the lives of the first colonists and pilgrims were treated like second class citizens or not as citizens at all.   By the time of the Revolutionary War, Native Americans had already felt the encroachment of the white Europeans on native lands.   When over two-hundred Iroquois, Shawnees, Cherokees, Creeks and others visited St. Louis in 1784, they were already feeling displaced. One said, â€Å"The Americans, a great ambitious and numerous than the English, put us out of our lands, forming therein great settlements, extending themselves like a plague of locusts in the territories of the Ohio River which we inhibit.† (Galloway, p. 158)   In May 1830, the Indian Removal Act was passed in Congress. It authorized the president to negotiate treaties to remove all Indian tribes living east of the Mississippi. This led to surveyors, squatters and a campaign of harassment against Natives such as the Cherokee. While the Cherokee Nation brought a suit against the Act, Chief Justice John Marshall declared that the court had no jurisdiction over the case since Cherokees were not U.S. citizens or an independent nation. (Garrison, pp. 1-12)   This is certainly a sad state of affairs for the Native peoples of American, one for which there has never been a true champion and which has great significance for the way in which Native Americans still live today. Early in the 20th Century, Joseph Dixon wrote an aptly named book entitled The Vanishing Race that detailed many of the struggles and travails of the Native American. With all of the struggles and travails of the Native American, it was not until December 8, 1911 that President Taft signed a bill passed by Congress granting a United States Reservation and the erection of a National Indian Memorial (Dixon, p. xx). Dixon speaks of an â€Å"Expedition of Citizenship to all tribes of American Indians†, an effort to extend friendship to all Indians and to have them unite so as â€Å"to raise the same flag and sign the same pledge of loyalty and receive at the hands of his representative an American Flag†¦that they might call their own.† (Dixon, p. xxii), but while at the time, this might have been viewed as a sign of advancement by white America, it was no more than further evidence of the forced assimilation and continued mistreatment of the Native Americans who were being robbed of their land, their customs, their language, their religion and forced to assimilate into and assume the American culture strange to them and certainly not their own. For example, Calloway speaks of how the far ranging Comanche bands came together as a nation in the 1870s after they were confined to a reservation. (pp. 339-40)   These nomadic people became a â€Å"Nation† more or less because they were forced to do so. In the 1870s and continuing through the 20th Century, native Americans in defense of their homeland who had once suffered military attacks (and still did in the 1870s and beyond) from invading Europeans suffered a different king of attack, the efforts to Americanize the Natives, an effort to reform the native â€Å"savages† as they were called by forcing them into the European ways of life.   Indians were relocated, forced to wear European attire, to cut their hair and to speak the European languages. Christian missionaries played a large role in this effort as the missionaries simultaneously tried to convert the â€Å"savages† to Christianity and to Christ.   As reformer Helen Hunt Jackson put it in her 1881 book, A Century of Dishonor, those who believed that the United States should extend their blessings to the Natives could see that what was happening was just the opposite. Natives were being â€Å"(shot)†¦down in the snow.† (p. 335) It was a concerted effort to remake the Natives by transforming them into the image of white America and it was met with resistance by the natives. Natives, many of whom migrated with their food supply, the weather and the seasons, were forced to adapt to and adopt strange, European ways. While Europeans claimed a kinship to the land, that kinship was very different from that of many natives. The idea of owning land seemed strange to the natives, and being tied to a specific region to till the soil as farmers was not the native idea of kinship to the land. As Europeans pushed West in their quest for â€Å"Manifest Destiny,† they progressively displaced the natives by killing their food supplies, searching for yellow iron (gold), stealing the Natives’ horses and more. Chief Joseph said, â€Å"For a short time, we lived quietly. But this could not last†¦The white men told lies for each other. They drove off a great number of our cattle†¦ We had no friend who would plead our cause before the law councils.†   What Chief Joseph saw happening was common all across the new continent—new to Europeans.   After the Civil war, the efforts at Manifest Destiny continued and increased. â€Å"Winning the West† was a national goal that led European settlers to move into native lands in greatly increasing numbers. So, the native peoples were being robbed, displaced, involuntarily acculturated, tied to the land in ways that were very un-native, and more. While Europeans forced natives into one compromise after another, the growing sentiment among the invading Europeans was that Indians should be treated as wards of the government rather than as independent nations. (Galloway, p. 271) Today Indian tribes enjoy the unique political status as sovereign nations within the United States, a status they already enjoyed before the arrival of Europeans. They have managed to regain what they lost at the hands of the Europeans, but only after paying a terrible price and being nearly exterminated and what they have today is only a shadow of what they had in the past. Certainly, Americans are essentially oblivious to the plight of the Native Americans.   There has never been a successful spokesman for them, no eloquent Martin Luther King and Cesar Chavez for the American Natives.   Those who existed in the 19th century were quickly killed, imprisoned or ignored as were the few whites who stood up to champion the cause of the Natives, among them former President Herbert Hoover. Therefore, today, while many Americans are at least vaguely familiar with the plight, suffering, indignity suffered and torture of the African slave, few Americans know the true story of the Native Americans and their suffering, suffering that continues even to the present time.   We need a better understanding of what they have suffered in the past and what they continue to suffer even in the present, how they were dispossessed from their lands, moved elsewhere and basically ignored even to the present. Finding a reasonable way to compensate them will not be easy.   Indeed, compensation is probably impossible.   Who can compensate the Tasmanian peoples now that they have been exterminated?   Likewise, who can compensate the Native Americans not that they have been dispossessed and nearly wiped out?   Their story is one that is seldom told even today and is generally distorted when told.   Can we as Americans continue to live with this situation?   Perhaps we can, but should be?   I believe that the answer to that question is, â€Å"No!† References Dixon, Joseph Kossuth.   The Vanishing Race. The Last Great Indian Council.   Philadelphia, PA: National American Indian Memorial Association Press, 1925. Galloway, Colin.   First Peoples: A Documentary Survey of American Indian History. Boston: Bedford/St. Martin's Press, 2004. Garrison, Tim Alan.   The Legal Ideology of Removal:   The Southern Judiciary and the Sovereignty of Native American Nations.   University of Georgia Press, Athens, GA, 2002, pp. 1-12. Jackson, Helen Hunt.   A Century of Dishonor: A Sketch of the United States Government's Dealings With Some of the Indian Tribes.   New York, NY:   Harper & Brothers, 1885. MacCleery, Doug.   The Role of American Indians in Shaping The North American Landscape, Forest History Society, 2 November, 2004, 12 June, 2007.

Co-Education

Argumentative essay – Separate-Gender Classes in Co-Ed School is the best solution to the situation Nowadays, many parents are worrying about the amount of distractions that exist in co-ed schools, which directly affect their children's academic performance. This is simply due to the fact that there are chemical reactions when different genders spend time together. Consequently, there are a number of negative effects, for example, achieving bad academic performance and inappropriate relationship for children.While it cannot be denied that this issue will not disappear soon, I have analyzed two long run solutions. The first is assigning students in single-sex school and the other one is allocating them in single-sex classes in co-ed school. The second solution means putting all girls in one classroom and all boys in another, while they are in the same school. In the following essay, I will explain why assigning students in single-sex classes in co-ed school is the best solution to solve the issue that parents are worrying about.One point which I consider to be absolutely vital is the balance of subject-liking preference for both girls and boys. In other words, there are gender-typical subject preferences in both education systems: Single-sex school and Co-ed school. A British researcher has carried the research based on the attitudes of the students toward different subjects. â€Å"Students at co-ed schools tended to have gender-typical subject preferences: boys at co-ed schools liked math and science and did NOT like drama or languages, whereas boys at single-sex schools were more interested in drama, biology and languages.Likewise, girls at girls-only schools were more interested in math and science than were girls at co-ed schools† (Stables. 1990). Brian Walsh, who has been a principal at both boys' schools and co-ed schools, also made the observation: â€Å"Boys ordinarily do not even try to sing in a co-ed school, whereas they love choral sin ging in a boys' school; in the co-ed setting they make fun of French pronunciation, whereas in the single-sex setting they enjoy becoming fluent in French† (Riesman, 1990).There are gender-typical subject preferences in both single-sex schools and co-ed schools. However, this issue can be balanced by combining the ideas of single sex classes and co-ed school together in one school. In order words, implementing separated gender classes within a mixed gender school can actually balance the issue of subject-liking preference. There is a research carried by University of Cambridge can prove that separating students for some subjects help them to concentrate and improve their exam grades in the classes.Many girls and boys feel more at ease in such classes, feel more able to interact with learning and to show real interest without inhibition, and often achieve highly in all the performance† (‘Separate class needed for boys', 2005). Specifically, if we apply the second so lution to the school system – putting girls in one classroom and boys in another classroom in co-ed school, there are no or less gender-typical subject preferences. Different genders will try hard on the subjects that they don’t prefer to study as in co-ed school and in single sex school.For example, boys will be more likely to sing in the class and will also like mathematics and science as well as drama, biology and languages. Therefore implementing separated gender classes within a mixed gender school can not only balance the issue of subjects-liking preference, but also allowing children to become more well-rounded students, which I believe this is something most parents hope to see. There is less interaction between genders in a single sex school, which means it has less distraction for students than co-ed schools.However, in terms of social life, less interaction from different genders means less practical social abilities in daily life in single sex school. In or der to reduce this problem, a separate-gender classroom in a co-ed school system is the ideal solution. Therefore another benefit of having single-gender classroom within a co-ed school system is the self-development of students’ social skills. As in single-sex school, since all peers are girls in girls’ schools and all classmates are boys in boys’ schools, there is no interaction between different genders inside the school in daily life.Ruben A. Gaztambide-Fernandez, an assistant professor at the Ontario Institute for Studies in Education at the University of Toronto, has mentioned that â€Å"Single sex schools shelter the opportunity of social behaviors from students. †(Aschaiek, 2012). On the other hand, many people think that the interactions between male and female students are too frequent in co-ed schools, which may cause unexpected and complicated relationships. In my personal opinion, it is true that there is not enough cross-gender interaction i n single sex schools and there is too much interaction in co-ed schools.Therefore, In order to balance to the interactions between different genders to maintain a considerate relationship and healthy social life, applying the second solution of separate-gender classrooms in co-ed school is the best alternative to this issue. This could be further explained by increasing the activities between different genders in their break time after the separate-gender classes in co-ed schools. To sum up, even though single sex schools have many other advantages for children to study, separate-gender classes in co-ed school is still the best alternative to solve the worry from the parents.It may not only improve children’s academic performance, but also help their social abilities to be more confident in dealing with any problem in a relationship. More importantly is that girls at the separate-gender classroom have less stereotyped thoughts about the role of a woman. Co-Education – A Detailed Essay Co-education means the education of boys and girls together. In our country there is co-education in some college and schools, in most colleges and school there is separate education for boys as well as for girls. Co-education has remained controversial issue in our country.Some people are in favour of this system and want to introduce it in all schools and colleges. They say that this system is very useful. They give many arguments in its favour. Their main argument is that in poor and backward country like Pakistan it is impossible to maintain separate institutions. Therefore co-education should be opened to girls also. The supporters of co-education also say that in progressive society men and women should come closer co-education would provide an opportunity to the young men and women to understand each other. This would be very helpful for them in future life.It would also be good for the progress of the country raise the standard of education. Because it will promote competition among boys and girls. In fact the supporters of co-education are talking of its benefits in such a manner, if it is only road to heaven. A little thought would expose the hollowness of these arguments. Everyone who has visited even a couple of colleges and schools knows that all of our institutions are frightfully over crowded. The girls’ schools and colleges too are over-crowded. Hundreds of new educational institutions are needed. It some of these are reserved for girls, it would not cost more to government.If number of girl’s students were small then the consideration of economy would have been partly valid. The second argument is also not valid if young men and women can’t understand each other in their homes and families, then they would not be able to do so in the school or college. Why that one is feels that one can understand the opposite sex only if one meets one’s neighbours daughter. The system of co-education will not raise the standard of education. Temptation of flirting is strongest than the urgent reading text books co-education will create many problems not only for the students but also for teachers.Temptation does not distinguish between the students and the teacher. The real reason why some people support co-education is that they like western culture. They want to be more English than English because west has co-education so they must have it. But we have to consider whether our religion, our culture and our circumstances allow us to adopt co-education. I can say that they certainly not allow us to adopt such system. If co-education is inevitable one would agree to it. But it is not a necessary evil. And there is no reason that we should patronize everything with foreign name.If it is necessary we should adopt it only at elementary level while at secondary level and higher secondary level there should be separate system of education. By adopting this system at secondary and higher secondary l evel we will only be able to promote vulgar-ness in our society. Essay on Co-Education System Co-education is a system of educating boys and girls together. In ancient times, co-education was prevalent in Greece. Today, this system of education is there in almost all the countries of the world. It is economical. It generates a spirit of comradeship between boys and girls.The problem of shortage of trained teachers can be dealt with by this system. Boys overcome their curiosity and girls, their shyness. They learn to respect one another. Though a few conservative people are against this system, their views do not hold ground. Co-education generates harmonious relationship, a sense of co-operation, and thus, helps in the progress of the nation. Co-education is a system of educating boys and girls together. In ancient times, co-education existed in Sparta in Greece. There was no discrimination between boys and girls. They studied and played together.Along with academic education, physi cal training was also given to both the sexes. Plato, the Greek philosopher, believed that co-education helped in the development of personality of both men and women and created a feeling of comradeship among them. He felt that co-education was the only method to make both men and women useful members of society. Hence, in the west, the importance of co-education has been felt since ancient times. In early Vedic Society (Ancient India), co-education was prevalent in a few places. But gradually female education began to be ignored.Moreover, the system of education was quite different from that of today. The boys stayed in Gurukuls, for the whole educational period. There they received both in academic education and physical training. The former included the study of the scriptures and the latter, training in warfare. Girls were not sent to the Gurukuls, and thus were deprived of the benefits of education. In medieval India, those belonging to lower castes and the womenfolk were not allowed to attend schools or study the scriptures. Raja Ram Mohan Roy, great social reformer and scholar, fought against this practice and succeeded in his mission.His job was further carried on by other social reformers. Today, co-education is prevalent in almost all the countries of the world. In India, there are a number of co-educational schools, colleges and universities. There are a number of advantages in the co-educational system of education. It is economical. Poor countries cannot afford to open separate schools for boys and girls. If boys and girls are taught together in the same school, then there will be no need to open separate schools for them. Thus, the cost to be incurred on building infrastructure, furniture, stationery, personnel recruitment, etc. will be saved.There is a shortage of good trained teachers in developing countries like India. If there is co-education, same staff can teach both boys and girls at the same time in the same class, and the problem of sho rtage can be dealt with. Establishing more of co-educational schools can help in spreading literacy even with the limited teaching staff and infrastructure. Thus, it will be beneficial for both boys and girls and the nation as a whole. Co-education helps the boys and girls to intermingle and understand each other well. They become more broad-minded and tolerant towards the opposite gender.They interact freely with one another, thereby overcoming hesitation and shyness. Thus, co-education leads to a healthy and harmonious relationship between boys and girls. In a co-educational school, boys are free to meet and talk with girls. They develop a feeling of friendship among themselves. Boys then, usually don't indulge in eve-teasing. Co-education contributes to the balanced development of the personality of boys and girls. A new study has revealed that the co-educational schools are better as the presence of girls in classes restrains boys from indulging in unruly behavior and improves t heir academic performance.Infect, a higher percentage of girls not only lowers the amount of classroom disruption but also fosters a better relationship between students and their teachers. The researchers found that classes with more than 55% of girls resulted in better exam results and less violent outbursts overall. Boys with more female peers in their classes showed higher enrolment rates in both advanced mathematics and science classes, but overall benefits were found in all grades for both sexes. They conclude that this effect is due to the positive influence, the girls are adding to the classroom environment.Infect the study found that primary school classrooms with a female majority showed increased academic success for both boys and girls. In the middle and high schools, the classrooms which had the best academic achievements overall were consistently those that had a higher proportion of girls enrolled. The researchers suggest that boys and girls may learn differently, but it is better not to send them to sex-segregated schools. Boys become conscious of their dressing habits, behavior and the style girls. They work hard to remain ahead of one another.Co-education reduces gender bias in the society. It generates a feeling of equality between both and sexes. The feeling of male dominance may be wiped out from the society if this system of education is given importance. However, some people are opposed to the system of co-education. According to them, this system is against the Indian culture and tradition. It is also argued that girls feel freer in an institution which is meant only for girls. As such they have greater scope of developing their personality. They also participate in sports, dramatics and debates more freely.Teachers of some subjects like Biology also find it easier to explain some chapters more thoroughly if only girls or only boys are sitting in the class. Sex education has also been introduced and in co-educational schools even teache rs find it difficult to discuss such topics in the class. It is also felt that since students (especially teenagers 13-19 years of age) are of impressionable age, the possibility of their going astray is much more in co-educational institutions, where they enjoy more freedom of intermingling with the other sex. They also do not remain focused on studies.It should be acknowledged that in the fast changing society of twenty first century co-education has to become the order of the day. Today girls are entering all professions in large numbers. Many of them are heading big organizations. Co-education will help young boys and girls to mix freely and understand one another better. Today's children are tomorrow's citizens. We must encourage them to develop their personality in a free healthy atmosphere. Girls no more have to remain confined to the four walls of the house. Co-education will help both sexes to learn and work together for the progress of the country.