Stalin did more harm than good to Russia

The role of Joseph Stalin in the history of post-revolutionary Russia is remarkable as well as the history of the USSR itself. Stalin is associated with great purges, repressions, victory over the bloodiest regime in the WWII, mass deportations and the executions. Stalin’s name is also associated with the huge industrial raise of the USSR at the pre-WWII period, forcible collectivization of peasants and relocation of hundreds of thousands of people. He is also responsible for the bloodiest repression system known as Gulag and suppression of any manifestations of oppositions.The roots of â€Å"the red terror† in Russia go back to the attempt of assassination of Lenin in 1918. The thesis of â€Å"class struggle† became the dominating one and the ideology of the newly established state was programmed for the violence. This thesis correlated with the general course of the Bolshevik’s propaganda of the â€Å"global revolution† and establishing the Commun ist rule globally as the final aim. Joseph Stalin, a student of the Orthodox seminary in Georgia was grasped with the ideas of Karl Marx and joined the students in their protests against tsar.Stalin joined the radical organizations attempting to protest against authorities, was arrested by police and exiled to Siberia. Stalin escaped in Siberia several times, made friends with Lenin and became growing in the hierarchy of the Communist Party. After the revolution of 1917 he took the leading posts in the Communist Party. He took on the roles of political commissar for the Red Army during the civil war, and was the editor of Pravda translated as â€Å"truth,† In these capacities, Stalin was able to become a powerful figure within the party, but he did make enemies.One of them was another key revolutionary figure, a man named Leon Trotsky. By 1922, Stalin was powerful enough to take on the role of General Secretary of the Communist Party. 1 After the end of the Civil War the Bols heviks started to re-evaluate the political course. There were several groups advocating various ways of the future development. Before his death in 1924 Lenin warned his colleagues on the rudeness of Stalin and Stalin opponents tried to get the chance to back him from the power.Stalin presented an argument that Lenin before his death was sick and all his warnings should not have been taken seriously. Ideologically Stalin in contrast to Trotsky advocated an idea of building the socialism in the particular taken country. It contradicted the idea of the global proletarian revolution supported by Trotsky and his followers. Before his death Lenin introduced NEP, the new economic policy based on the partial liberalization of economy, turning it partially to the private sector. This measure was considered to be temporal and brought certain results.Before the revolution Russia was one of the main exporters of grain. After getting power Stalin took certain steps to renew the image of Russia as the main grain exporter. The former economic relations had been destroyed and the new ones were not built. The first wave of repression known as collectivization began. Peasants were forced to enter the collective farms, more or less well-to-do peasants were exiled and their property was confiscated. The military units collected the harvest by force and sent the products to cities.The repression machine started working and people were prosecuted and sent to prison even for to gleaning. One of the most striking phenomena of the 30’s Soviet Union was famine which burst out even in the rural regions of Ukraine famous for its fertile soil. The agricultural products were forcibly collected and sent to the cities. Of course, Stalin was responsible for this. Meanwhile the inner ideological struggle between the Communist Party leaders was going on. Stalin tried to eliminate any influence of the exiled Trotsky.The advocates of the Stalin’s rule stated that the situation of the USSR was difficult, it was surrounded by the countries with the hostile according to Lenin ideologies and the country needed the strong leader to renew the industry and provide the economic growth. Having nothing but the repressive machine Stalin started the great renewal of the industry. The huge repressive machine started its operations in 1936 after the assassination of Kirov in 1934. Huge formation described by Alexander Solzhenitsyn as â€Å"Archipelago Gulag† was established.GULAG is the abbreviation from Russian of Main Department of Prisons. NKVD (secret police) tried to unmask imaginary anti-Stalin conspiracies throughout the country. One of the most tragic consequences of the Stalin’s repression was the elimination of the Soviet military elite before the WWII. Almost all outstanding military leaders were repressed and executed. At the same time all remarkable pre-WWII industrial achievements were associated with Stalin and mass repressions. Article 58 of the criminal code presupposed severe repressions for being â€Å"the people’s enemy†.The interpretation of the code was very broad. The representatives of intelligentsia, science, and army were imprisoned according to this article. This article could be applied to anyone and condemned had to work hard building the hydropower stations, plants, roads and channels. The cheap labor of Gulag was the main reason of the industrial achievements of the 30’s. At the same time the cult of the Stalin’s personality was steadily growing. A number of songs, poems and films were devoted to â€Å"the Father of Peoples†.The adoration was reaching absurd forms very often and it was nothing more but fear to be repressed moved the Stalin’s admirers. This is one of the examples of widely used odes to Stalin: O great Stalin, O leader of the peoples, Thou who broughtest man to birth. Thou who fructifies the earth, Thou who restorest to centuries, Thou who makest bl oom the spring, Thou who makest vibrate the musical chords†¦ Thou, splendour of my spring, O thou, Sun reflected by millions of hearts. 2 The USSR was completely unprepared to the WWII known as the Great Patriotic War in the history of the Soviet Union.It is very complicated issue to discuss the reasons of the war but the role of Stalin was remarkable. By 1941 when German fascists attacked the USSR the personality cult of Stalin was successfully formed and played its certain (though questionable) role in the consolidation of the nation. The political biography of Stalin is a remarkable phenomenon. Millions of people were executed and the bloodiest human hating fascist regime was eliminated. He turned the theory of socialism upside down; he replaced the original thesis â€Å"socialism for people† by his own â€Å"people for socialism†.His saying â€Å"there is no problems if there is no a person† reflects his style of leadership. Outstanding scientists were intentionally imprisoned to work in the secret closed scientific institutes developing the mass destruction weapon. Stalin played his certain positive role in the WWII, but the causes and consequences of the war have not been yet still clearly defined. The victory over Nazism is sometimes presented as the Stalin’s personal achievement and historians sometimes don’t care about the 200 million people and brilliant military leaders who directed Soviet soldiers.The historical evaluation is very difficult thing and the responsibility of Stalin for genocide against the Soviet people is unquestionable. At the same time the dictators are not just villains. This would be a very simplified approach. Soviet people under the guidance of Stalin built one of the world’s most powerful economies though it cost millions of innocent victims. The Soviet leader of the 60’s Nikita Khrushev admitted and unmasked the cult of personality of Stalin but system changes took place o nly in late 80’s under the guidance of Gorbachev

How to Teach Listening and Speaking in Mandarin Essay

Design a listening – speaking task. You need to clarify the level of the students (e.g. how many hours they have learnt Chinese, how many characters they have mastered, etc.), the purposes of the exercises, how you are going to operate these exercises and the reasons why you design and operate the task like this. In the teaching of spoken language, the views of listening went through different phases. Earlier views considered listening as the mastery of discrete skills such as recognizing cohesive structure in texts or identifying key words in a text etc. Later views introduced the notions of bottom-up and top-down processing and emphasized the importance of prior knowledge and schema in comprehension. At the same time, the understanding of the role of the listener developed into current views which encourages his/her active participation in listening, applying strategies to assist, monitor and evaluate his/her own listening. (J. C. Richards, 2008) Speaking takes place in real time, it’s produced in response to the speech of the person we talk to. This shows its contingent nature. In language teaching, speaking ability increases along with the learner’s other abilities in the foreign/second language such as vocabulary, listening skill, knowledge of culture etc. Mandarin is a spoken language, so its learning process is also in line with general rules of language learning/teaching. However, as Mandarin has unique features as a language system, which includes five tones and changing tones in certain circumstances, it’s important to take these features into consideration while designing a listening – speaking task. The following is a listening – speaking task I tried to design for Mandarin teaching. Listening – speaking Task Cover Sheet Time: 50 minutes (2 sessions) Class Level: Later Beginners to Lower Intermediate Main Aims: By the end of the lesson, the learners will be able to: 1. Grasp Location Words and Place Expressions. 2. Exercise listening to gist and details. 3. Ask for directions and ask questions politely. Subsidiary Aims 1. Improve reading skill. 2. Group/pair cooperation Assumptions: The learners already had knowledge of Location Words and Place Expressions from Lesson 8, which will help their comprehension of the listening material. Anticipated Problems 1. Students might be confused with the direction words. 2. Form: how to ask questions. 3. Pronunciation: tones and intonation of some words. Class Profile The students are 12 adults who come to study in the evening. They have one lesson every week which lasts 2 hours. Some of them travel to China for business trips. The text book they use is Contemporary Chinese I (2003). They’ve spent roughly 60 hours so far to learn Mandarin. They have a good command of 325 Chinese words and expressions, 244 Chinese characters, 22 grammar items and 23 communicative, thus have a basic command of Mandarin. Timetable Fit The students have learnt in lesson 8 about Direction Words and Places Expressions. This lesson intends to provide them a chance to use the words in real situations. After the lesson, students will be given a sketch map to practise at home by using these direction words to describe how to get from one place to another. In the next lesson, some students will tell the class about their homework. Materials 1. A self-designed conversation based on Lesson 8 of Contemporary Chinese I. 2. A live activity designed by the author. Exercise I: How can they get to the Summer Palace? Time: 20-30 minutes Purpose: Listening for gist and details. Review what the students learnt in Lesson 8 in the textbook about Location Words and Place Expressions. Preparation: A tape recorder with the following conversation. Ã¥ ¥ ³: 我ä » ¬Ã§Å½ °Ã¥Å" ¨Ã¥Å½ »Ã© ¢ Ã¥â€™Å'å› ­Ã¥  §Ã¯ ¼Å'Ã¥ ¥ ½Ã¥ â€"? ç” ·: Ã¥ ¥ ½Ã¥â€¢Å Ã£â‚¬â€šÃ¤ ¸ Ã¨ ¿â€¡Ã¯ ¼Å'我ä ¸ Ã§Å¸ ¥Ã© â€œÃ¦â‚¬Å½Ã¤ ¹Ë†Ã¥Å½ »Ã©â€š £Ã¥â€ž ¿Ã¯ ¼Å'ä ½  Ã¥â€˜ ¢? Ã¥ ¥ ³: æÅ"‰ä º ºÃ¥â€˜Å Ã¨ ¯â€°Ã¦Ë†â€˜Ã¥  ¯Ã¤ » ¥Ã¥  Ã¦ ± ½Ã¨ ½ ¦Ã¥Å½ »Ã¯ ¼Å'ä ½â€ Ã¦Ë†â€˜Ã¥ ¿ËœÃ¤ ºâ€ Ã¦Ëœ ¯Ã¥ ¤Å¡Ã¥ °â€˜Ã¨ · ¯Ã¤ ºâ€ Ã£â‚¬â€š ç” ·: 我ä » ¬Ã©â€" ®Ã¤ ¸â‚¬Ã¤ ¸â€¹Ã¥  §Ã£â‚¬â€š (ä ¸â‚¬Ã¤ ¸ ªÃ¨ · ¯Ã¤ º ºÃ¦ ­ £Ã¥ · §Ã§ » Ã¨ ¿â€¡) ç” ·: è ¯ ·Ã©â€" ®Ã¯ ¼Å'我ä » ¬Ã¨ ¦ Ã¥Å½ »Ã© ¢ Ã¥â€™Å'å› ­Ã¯ ¼Å'Ã¥ ºâ€Ã¨ ¯ ¥Ã¥  Ã¥ ¤Å¡Ã¥ °â€˜Ã¨ · ¯Ã¨ ½ ¦? è · ¯Ã¤ º º: ä ½  Ã¤ »Å½Ã¨ ¿â„¢Ã¥â€ž ¿Ã¥ ¾â‚¬Ã¥  ³Ã¨ µ °Ã¯ ¼Å'Ã¥  379è · ¯Ã¯ ¼Å'Ã¥  Ã¥â€ºâ€ºÃ§ «â„¢Ã¯ ¼Å'Ã¥Å" ¨Ã¤ º ºÃ¦ °â€˜Ã¥ ¤ §Ã¥ ­ ¦Ã¤ ¸â€¹Ã¯ ¼Å'ç„ ¶Ã¥ Å½Ã¥ ¾â‚¬Ã¥ Å½Ã¨ µ °Ã¤ ¸â‚¬Ã§â€š ¹Ã¯ ¼Å'æ  ¢332è · ¯Ã¯ ¼Å'ä ¸â‚¬Ã§â€º ´Ã¥  Ã¥Ë† °Ã¥ ¤ ´Ã¯ ¼Å'Ã¥ ° ±Ã¥Ë† °Ã© ¢ Ã¥â€™Å'å› ­Ã¤ ºâ€ Ã£â‚¬â€š ç” ·:ä ¸â€¹Ã¨ ½ ¦Ã¥ Å½Ã¨ ¿ËœÃ¨ ¿Å"Ã¥ â€"? è · ¯Ã¤ º º: ä ¸ Ã¨ ¿Å"ï ¼Å'ä ½  Ã¤ ¸â€¹Ã¨ ½ ¦Ã¥ Å½Ã¥ ¾â‚¬Ã¥ · ¦Ã¦â€¹ Ã¯ ¼Å'è ¿â€¡Ã© © ¬Ã¨ · ¯Ã¯ ¼Å'Ã¥ ° ±Ã¨Æ' ½Ã§Å"‹è § Ã© ¢ Ã¥â€™Å'å› ­Ã§Å¡â€žÃ¥ ¤ §Ã©â€" ¨Ã¤ ºâ€ Ã£â‚¬â€š ç” ·: Ã¥ ¦â€šÃ¦Å¾Å"é ªâ€˜Ã¨ ½ ¦Ã¥Å½ »Ã¯ ¼Å'è ¡Å'Ã¥ â€"? è · ¯Ã¤ º º: ä ¸ Ã¨ ¡Å'ï ¼Å'Ã¥ ¤ ªÃ¨ ¿Å"ä ºâ€ Ã£â‚¬â€š ç” ·: Ã¥ ¥ ½Ã§Å¡â€žÃ¯ ¼Å'è ° ¢Ã¨ ° ¢Ã£â‚¬â€š è · ¯Ã¤ º º: ä ¸ Ã¥ ® ¢Ã¦ °â€Ã£â‚¬â€š Procedure: 1. Give students an exercise sheet, with following questions. (A) True or false: tÄ mà ©n xiÇŽng zhÄ «dà  o zÄ•nme qà ¹ yà ­hà ©yuà ¡n a. ä »â€"ä » ¬Ã¦Æ' ³Ã§Å¸ ¥Ã© â€œÃ¦â‚¬Å½Ã¤ ¹Ë†Ã¥Å½ »Ã© ¢ Ã¥â€™Å'å› ­ () yà ­hà ©yuà ¡n bà ¹ yuÇŽn b. é ¢ Ã¥â€™Å'å› ­Ã¤ ¸ Ã¨ ¿Å" () (B) Answer the following questions: a. Can they get to the Summer Palace by taking bus 379? b. Which direction should they turn to get to the Summer Palace after leaving the bus? c. Why can’t they go to the Summer Palace by bike? 2. Explain to the students that the conversation is about asking for direction, and review the Location Words and Place Expressions of Lesson 8, provide the new vocabulary Summer Palace (é ¢ Ã¥â€™Å'å› ­). 3. Play the tape once, ask the students to do the exercise sheet. 4. Go through the questions, let the students discuss if their answers are different from each other. 5. Ask the students to pay more attention to some of the details related to their answers. Play the tape again. 6. Go through the questions again, give the right answers. 7. Tell the students that they are going to give details about the direction after the listening, so make notes if necessary. Play the tape for third time. 8. Ask students to work as a group to give details of direction so you can draw a map on the board to show how to get to the Summer Palace. 9. Check the answer by listening to the tape again. Reasons for the design and operation of this exercise: This exercise is designed to provide an opportunity for the students to use all-round skills including listening, speaking, reading and writing. By giving tasks in steps, students will gradually understand the listening material to a thorough extent. This will hopefully enable them to use what they learnt in a fluent way. Exercise II: Guest speaker (G White, 1998, P52) Time: 5 minutes in one session, 15-20 minutes in the next session Purpose: To listen for gist and details; to give the students the experience of listening as an audience. Preparation: 1. The teacher dresses up as a Guest speaker. 2. The Guest Speaker writes a brief note for the class, giving a few details about interesting places he has been to. The note can be completely fictitious to make it more fun. E.g. 2005 I went to the Moon for a holiday Procedure: 1. Hand out the copies of the note to the class, put the students in pairs, and ask each pair to think of one question they would like the Speaker to answer. Then the students choose the best 4 questions to be written down. The teacher/the Speaker should not know these questions. 2. Ask the students to think of a list of topics for the Speaker which will be most likely to produce the answers to the questions. Write the topics down. e.g. ‘transportation’, ‘places’ etc. 3. Give the list of topics to the Speaker. These will provide guidelines for him in preparing the talk. If the Speaker can prepare some photographs or slides during his talk, it’ll be more interesting. 4. With the students, practise polite ways of asking questions. Also review vocabulary related to touring and food etc. 5. In the next session, the Speaker gives his talk. The students should listen to see if their questions are answered. 6. If some of the questions have not been answered in the talk, the students could ask the Speaker in a question-and-answer session after the talk. 7. After the Q&A session, go through the questions with the students and check the answers. Reasons for the design and operation of this exercise: This exercise is designed with the intention to train the students to listen to a live talk, as well as speaking spontaneously. To help the students to achieve the best result from this exercise, in the pre-listening phase, the teacher prepares the students for both top-down and bottom-up processing through activities involving handing out the note, reviewing vocabulary, making predictions (preparing the list of topics) and familiarizing the polite ways of asking questions (so to create a more natural language environment). During the talk, students therefore can listen for comprehension by gist listening, selective listening, sequencing etc. In the post-listening phase, questions are asked by the students to elicit answers, and then answers are checked to ensure that students have good comprehension of the talk. This exercise also encourages the students to work together by discussing what questions they want to ask and how to decide the topics accordingly after deciding the questions. This provides a good chance for students to practise words and phrases they grasped so far, especially Direction Words and Places Expressions. Homework: At the end of lesson, give each student a sketch map with banks, post office, bus station, and a park on it. Divide students into three groups, each group will be given a task to describe how to get somewhere from a place. Next lesson, each group will have one student come to the front to tell the whole class. This is to encourage further use of Direction Words and Places Expressions. References J C Richards (2008), Teaching Listening and Speaking From Theory to Practice, Cambridge University Press http://www.cambridge.org/elt/teacher-support/pdf/Richards-Teaching-Listening-Speaking.pdf G. White (1998) Listening, Oxford University Press Zhongwei Wu (2003) Contemporary Chinese I, Sinolingua

Business Behaviour Essay Example | Topics and Well Written Essays - 500 words

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PMI analysis Essay Example | Topics and Well Written Essays - 250 words - 7

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Biblical 2 Essay Example | Topics and Well Written Essays - 500 words

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Supply Chain Management Essay Example | Topics and Well Written Essays - 1500 words - 9

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Where do we draw the line between Business Intelligence and Industrial Research Paper

Where do we draw the line between Business Intelligence and Industrial Espionage - Research Paper Example organized by an enterprise to collect, store, access and analyze information about the market and competitors so that better business decisions are made possible (Biere, 2003; Scheps, 2008). These corporate databases (Loshin, 2003, p. 1) of information have turned raw data into valuable business information asset that has enabled the enterprise users to look at and manipulate information in a different way leading to fruitful business decisions that are in corporate benefit. Moss and Atre (2003, p. 4) have listed activities which are assisted by BI decision-support programs. These include Online Analytical Processing (OLAP), data mining, forecasting, business analysis, analytic analysis, knowledge management and so on; and, BI decision support databases include data mining databases, operational data stores, operational marts, web warehouses, and etcetera. To monitor BI activities and databases and companies organize BI groups within the organization and also hire professionals from outside who analyze the company’s performance, strengths and weaknesses, and compares the gathered information to predict where the company stands in the market. This helps increase profitability, reduce costs, improve customer relationship management, and decrease business risks (Loshin, 2003, p. 2). Research by Subramanian and IsHak (1998) also found that US companies who used advanced BI systems for competitor analysis enjoyed greater profitability than the companies which did not. Guttman (1995, p. 26) has defined Industrial Espionage (IE) as an â€Å"act of gathering proprietary data from private companies or the government for the purpose of aiding other company(ies)†. Companies may get involved in IE for their competitive advantage and governments may use IE to support other companies. Whatever, the case, the information has to be processed through computers and thus it becomes liable to threats regarding information security. The biggest threat employee sabotage, that is, the

Business and The Law - Promisory Estoppel(case of Central London Essay

Business and The Law - Promisory Estoppel(case of Central London Property Trust Ltd v High Trees House Ltd - AND -Golfing Case - - Essay Example However, Lord Denning went on to state that the promise could nevertheless be enforced with respect to the war period because the: Promise to accept a smaller sum in discharge of a larger sum, if acted upon, is binding notwithstanding the absence of consideration: and if the fusion of law and equity leads to this result, so much the better. 5 Thus, the ruling in the High Trees case not only provided an exception to the Foakes v Beer case, but also to Pinnel’s Case which was affirmed by Foakes v Beer. ... Lord Denning then defined the parameters for the High Trees doctrine: The principle stated in the High Trees case...does not create a new cause of action where none existed before. It only prevents a party from insisting upon his strict legal rights, when it would be unjust to allow him to enforce them.7 What can be gleaned from the ruling in High Trees and Lord Denning’s explanation of the ruling in Combes, is that promissory estoppels permits a defence of detrimental reliance in the UK for the purpose of suspending a previous commitment. However, it will not be available as a defence in respect of a new action where consideration does not exist. Put another way, the High Trees significance is that it accommodates a detrimental reliance defence for suspending previous contractual commitments. The ruling in High Trees was adopted by the Supreme Court of South Australia in Je Maintiendrai Pty. Ltd. v Quaglia [1980] 26 SASR 101. In this case, the court held that in order for the doctrine of promissory estoppel to succeed it must be shown that the promise could or would â€Å"result in some detriment and therefore some injustice† to the complainant.8 Clearly, the High Trees case opened up a method by which the doctrine of promissory estoppel could be used to prevent unconscionable avoidance of commitments. In Waltons Stores (interstate) Ltd v Maher (1988), another Australian case, the court took the High Trees doctrine a step further. In this case, the limitations to the use of the doctrine of promissory estoppel established by the High Trees case were both removed on the grounds of injustice. High Trees established that in order for a promissory estoppel defence to be successful there must be a pre-existing legal relationship between

Portrait of Dr Gachet Essay Example for Free

Portrait of Dr Gachet Essay A. Introduction When the name Van Gogh comes up, one can imagine sunflowers, stars at night, rice fields, and lonely portraits. His works resemble writing. (Berger, 2001, p.87) His life rendered to writing. When one hears his name, one remembers a song, a play, a book.   Van Gogh’s appeal is world-wide. Collectors, dealers, and museums place a high price on a painting. Artists, art critics, and even an ordinary person who knows a thing or two about Western art can appreciate his works as well as his life story.    He was a post impressionist painter. (vangoghgallery.com) One of the controversial paintings of Van Gogh is the Portrait of Dr. Gachet. The subject (Paul Ferdinand Gachet) was the painter’s physician and friend. He made the portrait six weeks before he committed suicide. (businessweek.com, 1998) B. Description / Analysis The subject in the painting occupied much of the space. It cuts a diagonal line in the middle of the canvass. The slant gives the mood of the subject. Dr. Gachet is in a reclining position as if exhausted and sad. The subject’s outline – from his hat, to his shoulders, to his hand, was drawn with soft curved lines. The features of the face and the coat are also of curves. The curves give the work an over-all softness which contributes to the idea of sadness; as opposed to sharp lines which usually denote coldness. There were very few straight lines used. They can only be seen in the objects (two books) beside the subject. There are also the famous small strokes using semi-curved lines used by Van Gogh to give texture. The strokes have little space between them. And, the background colors of these strokes are still very visible. These small strokes create a pattern-like detail ( it used the principle of repetition) to the visual objects that uses them such as subject’s clothes and his background.   The main subject is oval. He is like a fruit reclining on a table. The dominant colors are blue and green. There are many shades using these colors. They are contrasting to the subject’s skin tone which is mostly a combination of yellow and cream. The face and the arms are fair with soft details using light brown and green. The contrast of the dark and the light colors brings attention to the face, and thus the mood of the subject; which as mentioned earlier looks exhausted and sad. The subject was placed in the middle ground.   The foreground are the other visual objects such as books, table and the flowers in a vase. The foreground gives an idea to the setting; that the portrait was done during a casual encounter. The background is an outline of a landscape (in dark blue) and sky (in pale blue). The background colors are of the same shade which create harmony. The Portrait of Dr.Gachet was painted in 1890. Its size is 67 x 56 cm. It used oil on canvas.(paletaworld.org) Van Gogh used this medium the most as shown in his most famous paintings. There are debates on whether Van Gogh’s art is impressionist, expressionist or post-impressionist. Partly, due to the small brush strokes he used to give detail to visual objects, some say he belongs to the impressionist painters. The small strokes are signs of the artist’s swift motion during painting. Since the outline of the visual objects are simple, one gets the idea that the artist must have paid attention to the affect reality such as the mood or feeling of the subject at that time. This presents a way of seeing; as opposed to hyperrealist artworks which concentrate on the mastery of details. (Berger, 2001, p. 8) C. Interpretation The over-all impact of the painting is sadness. It was an intimate portrait because the painter was drawing out feelings. This can be seen in the choice of colors, soft lines and -most obvious- the details of the subject’s face. By the title alone Portrait of Dr. Gachet, one expects to see a serious man. Visual details show the same characteristic as the subject appears to be a serious man. Beside the subject were books. Reading suggests educational or professional background. The subject wore a dark coat and a defined moustache -which are the common symbols of being proper. The usual portraits are arranged like a pictorial. The Portrait of Dr. Gachet deviates from this. It is not a display of attributes. The painting is affective. This means that it shows a relation between the subject and the painter. The subject was relaxed enough to recline and show his emotions. He looks exhausted or resigned from something, and he is conveying it. The table used as a foreground suggests the looker (the painter) might be on the other end. Facts concerning the subject’s relation to Van Gogh came as no surprise. He was said to be unable to help Van Gogh in his depression and is suffering from it as well. (Bertman, 2006) The subject’s relation to the painter is relevant. He was his doctor. And he was with him days before the painter’s death.   The sad and tired look on the doctor’s face symbolizes surrender. The death of Van Gogh came days later. In the Portrait of Dr. Gachet, Van Gogh was painting vulnerability. He was keen to the moment being lived by himself and his subject. D. Judgment The Portrait of Dr. Gachet stirred controversy for the high price it was bought and the mystery of its vanishing. It was auction in 1990 with a bidding that started with $20 million and sealed with $ 82.5 million. A Japanese industrialist kept it in a secret store room. He gained notoriety when he exclaimed in jest that the piece would be cremated with him. After his death, the painting was said to have been sold, but it was no longer seen by the public. The Portrait of Dr. Gachet is controversial not only because it was the painting bought with the highest price for an auction. The very manner of passing it from one collector to another who did not have any interest in sharing it to the public, and not even to view it himself, (Kleiner, 2000)   show how art is a property of the privileged. Its vanishing act sparked further debates on the commodification of art. The common sentiment revolves around the seemingly waste of art because Van Gogh was important to the public. But, the pr ivileged (collector) did not have the intention to give. It seemed their own love of art is a pretension. (Berger, 103) E. Conclusion The Portrait of Dr. Gachet is a portrait of many values. It is a portrait drawn to portray beyond social status. It also described social relations. It is an artwork about perception and emotions. It is an intimate portrait of a man who was supposed to cure the painter. It is significant to all who appreciate Van Gogh. It is also valuable to all who regard art beyond one’s private collection.

School prefects generally enforce rules Essay Example for Free

School prefects generally enforce rules Essay 1. Prefects have been part of the British school system for decades, but many Americans had not heard of the concept until the advent of the Harry Potter books. School prefects are somewhat similar to the American hall monitor; students who are basically an extension of the school administration and are utilized to enforce school regulations. Prefects are usually chosen because of their maturity, leadership qualities and good behavior, so being chosen as a prefect Prefects are student leaders typically chosen by their teachers or peers based on academic or moral merit. Generally found in private education institutions in Great Britain, the school prefect plays a role similar to that of a hall monitor or student body government representative. Being a prefect requires leadership, responsibility and dedication to the management and efficiency of school policy in regard to his fellow students. Prefects are assigned area-specific duties on a daily basis to make sure school standards are continuously maintained. 1. Monitor Designated Areas * Prefects usually monitor one or more specific areas of the school, such as the hallways, library, common areas, lunchroom, bathrooms and assembly rooms. It is each prefects job to know when and where he is on duty at all times. But prefects are never off duty altogether, and may still administer discipline in an area they are not not assigned. In general, monitoring an area entails ensuring the students are maintaining good behavior, that there is no yelling, running, loitering or other disorderly behavior, and that the area is kept clean and free of trash. Prefects also must make sure any queue lines are orderly and that movement in and out of the area is carried out in an effective and efficient manner. 2.Uphold School Rules and Regulations * Prefects are, above all, leaders and role models for their fellow students. As such, it is important that they embody, follow and uphold all school rules and regulations, including dress and behavior codes. They should treat other students with dignity and respect, attempting to solve all disciplinary matters without physical action or intimidation. Prefects should remind their fellow students of the rules without arguing or debating the topic, and should discipline everyone in the same manner, leaving out personal or emotional payback. * 3.Report Incidents * When a prefect cannot handle a difficult situation himself, he must report the incident according to school policy. Reportable incidents include intimidation or abuse of fellow students, damage to personal or school property, breaking school rules and situations of severe personal disrespect. Methods of reporting incidents include notifying a senior prefect, a teacher or other administrator, or by filling out a form which leaves the situation to be dealt with by an appropriate staff member. Students will them be reprimanded or punished according to school policy for the specific matter. it has its irritations, is considered an honor. 4.Lead by Example * One of the most important duties of a head boy is to lead by example. Each day at school, he must act in keeping with school rules and regulations, keeping in mind that other students will look to him for behavioral clues. This includes showing up to class on time, participating in school events, maintaining good grades and showing school spirit at sporting events. 5.Represent the School Head boys are often required to be ambassadors for their school at events around the county or even the country. At these events, which may include festivals and conferences, the head boy may speak on behalf of the student body, volunteer or man a school booth. At school parents evenings 6.Organize Prefect Duties * The head boy is responsible for organizing school prefects, who are leaders from each grade level. He must plan and assign duties, head meetings, explain the rules and regulations and is often the first line for prefect conflicts. The head boy ensures that prefects are taking care of their supervisory responsibilities and may speak with teachers to discuss any issues. 7.Participate on Committees * During the course of a school year, the head boy is responsible for serving on various committees to plan school events. He may head up committees for dances, school carnivals, newspaper activities, clubs or other organized events. He may also handle fund-raising events. 8.Read Daily Bulletins * Depending on the school, the head boy may read daily announcements, whether it be over a loudspeaker system or in person at assembly. 9.Resource for Students * The head boy is often the person younger students go to when they are having problems with bullies or when they run into other trouble at school. Depending on the school, the head boy has a varying level of authority in such situations, but is always able to give advice and may organize a mediation session when necessary.

Factors Affecting Millennium Development Goals Progress

Factors Affecting Millennium Development Goals Progress Abstract Water and sanitation is a global canker facing the most world population especially in Africa. Policy makers anticipate 80 billion Euros are needed every year to provide basic sanitation to the rural poor to ease poverty, therefore the need to get an in depth view of sanitation lagging behind is paramount. This paper aims to assess the factors causing the slow of progress in achieving the Millennium Development Goals(MDG) in low-income countries. The pace are due to inadequate infrastructure systems, skilled labour constraints, insufficient political will and growth of population. It will review current studies in the sector and analyse various constraints that jeopardise the achievement of the sanitation development precisely Ghana. In this review article, published journals, reports, conferences are observed. As a results of the above review factors that is hampering MDG sanitation for Goal 7, it was concluded that policy framework should be put in place whereas government and dono r organisations enforced and invest more in sanitation. The research should assist in the development process in an optimised way of addressing water and sanitation issues and allow better understanding of environmental differing that is triggering the success of MDGs. Keywords Millennium Development Goals ; Ghana; Factors affecting water and sanitation development 1. INTRODUCTION AND BACKGROUND Currently, 2.6 billion people in the world has no access to adequate sanitation(Marion W.jenkins ,2007) and 1.1 billion lack safe drinking water . (Water Aid,2008)representing to two fifth of the world population, leading up to range of diseases like cholera, a devastating cause of child deaths(Marion W. 2007). In Asia 675 million people are without improved drinking water sources and in sub-Sahara Africa, only 36% has no access to basic sanitation (Christine L. And Richard D.2006).The ability of low-income countries to productively solicit external support to scale –up aid is the major confronting issue today. As vast number of international organisations on the verged to address the problem in developing world whiles envisaging the need for every humanity to have access to basic sanitation, Ghana as part of the sub Saharan Africa will not be able to achieve the MDGs (DFID,2006). UNICEF The World Summit on Sustainable Development(WSSD) in Johannesburg in 2002 adopted an international sanitation target to halve the number of people without access to basic sanitation by 2015.This target now transform its self for water supply in support of the Millennium Development Goal of ensuring environmental sustainability(WELL,2003). Considering figures above, indicates the progress and geographic areas of where water and sanitation has covered as of the year 2002.The enormity of the constraints comes with the acknowledgement that poor state of infrastructure impediments are the cause of not achieving the MDGs(refer to appendix2 ) because 50% of the population cannot access improved services serving as an issue(Antonio E.2005), (UN,2007).William Easterly,2008 argued that the MDG are unfair to Africa because MDGs are poorly and arbitrarily designed to measure progress against poverty and deprivation, and that their design makes Africa looks worse than it really was. Most importan tly, another article stated the need for external donors to increase funding although infrastructure systems is another challenging(hlsp, 2009).Contrary the (UNDP,2008) report reveal that lack of framework made monitory difficult to measure and therefore data availability in other cases was unpredictable for the reason been poor system of infrastructure in some countries for collecting appropriate statistics. Empirically, programmes in sanitation in developing countries has been fruitful and yielding results (Marion W. Jenkins and Beth Scott,2007) yet there is an overwhelming number of people who keep on installing latrines or toilet facilities in their homes without subsidy from donors to improved sanitation. Moreover, the global climate change that policy makers have been preaching, the impact in Africa where water crisis is escalating and water table been high especially in the region of Tamale where is terribly hard to drill a sunken borehole a get water even if there is then is possible it may contained 40% of salt(REVSODEP/SIMAVI,2003). Other studies have shown that climate change is a challenge to the success of the MDG(United Nations Economic and social council,2007). A number of studies have reported MDG trend progress of sanitation in Ghana as shown in (appendix1 and appendix 5) shows a series of attainable indicators how Ghana is progressing even though comments regarding poor infrastructure systems exist (Christine L. And Richard D.,2006) which tends to propel the success of sanitation projects in the developing nations . Similar findings have been made via (UN ,2006)department of economic and social affairs. However, most of these studies were based on different country orientations and gross domestic product(GDP) performance raised at the time the survey was made. As such, Aid scaling –up(Peter S.Heller,2005) to the overriding . International Journal on environment resource public health in Zambia 2006 found that lack of well staffed healt h care facilities, electricity, portable water, roads, adequate transportation and communication facilities contributed immensely to not meeting the sanitation target quiet apart from the political instability of other African region. This analysis is similar to less development of in local and national institutions in south Africa(Neville,G.2003) although south Africa is progressing well as compare to Ghana and others. The following Other objectives will enable us dig out further factors. To make a literature review of MDG in sanitation and evaluate current technology options used. Identify factors seen in other studies. To develop, discuss and analyse data. Make recommendations/strategy for promoting sanitation development. 1.2 Ghana The republic of Ghana is a country in west Africa with a population of about 22.1 million people(iicd,2007).The country was the first sub-saharan Africa country to obtain independence from colonial rules on the 6th of march 1957.Despite the country rich in natural resources such as cocoa, gold, timber, bauxite, salt and lately the discovered crude oil, the country is still in perennial sunk with water and sanitation diseases. After colonial rule the country is divided into 10 different regions which include, Northern region-Tamale, Bolgatanga, upper west region, Ashanti region, Volta region, Brong ahafo region, Central region, Eastern region, Greater Accra and western region(see appendix8) . In Ghana rural population who have access to safe water in 2005 stood at 54%, rural population with access to household latrine 25%, urban population with access to safe water 78% whiles 45% of urban citizens can boost of household latrine(WELL,2004). 2. Skilled labour constraints It has been observed that for the Millennium Development Goal to achieve the set target in the sector of water and sanitation the human resources are vital. Shortages of skilled persons (World bank report,2005), (Lancet,2004)affect the health systems as indicative to progress of the MDGs.Erica User in 2005 indicated that international migration is associated with the non achievement of the MDG which seems to be increasing alarming and no resourceful person to deliver sustained latrines. The general conception that the success of MDG 2015 will be met only when african government invest more in sanitation(Arne B. And Abebe S. 2006) than they do now can be in approperiate in some countries without the necessary manpower skill needed. Conventionally, it will also interest the international community to realiseing the poverty nature in developing countries are more than the recoarse (IWA,2008)and therefore should be examine in different perspective way, progress has been hampered by popul ation growth, unbattled HIV/AIDS, wide spread poverty.The view supported by working policy No.45 of (Goerge Essegbey et al 2007) who discovered that innovation in water and sanitation systems were made but was beyond the capacity of of the local people. Unlike in Kumasi a population of 19% of Ghana population census 2000 where technical drawings were made by a consultants for a contractor to implement the work and due to lack of skills required to execute the Ventilated improvement project with respect to the design specifications ,errors were degenerated due to the fact that local people incorporated bamboo sticks in the facility leading to unsuccessful work done. Comparing the situation in Asia to Ghana,(Ljiljana and Ram,2006) in 32nd WEDC international conference in Sri lanka vividly said institutional capacity building can been noticed as the most hindering factor for MDGs. Professional such as engineers who are knowlegeable, skillful and are suppose to assist Non governmental o rganisation and community based organisations in advocating and trainning the latter were seen non available. Again, sanitation projects were constructed in Nepal as shown in the figure3 below similarly described by (JMP ,2008)is a latrine constructed without a slab cover can be considered unimproved. The latrine was contracted to unskilled contractor without the trainee. Moreover, (Maguire,1990) arguable said Lack of knowledge of lower cost technologies and use of technologies in appropriate for developing countries was given in 1988 as one of the obstacles to decade success. 3. Political will Some studies have shown knowledgeablly that lack of political (appendix 11) williness contributed to the slow progress of water and sanitation development in the south(Trocaire,2005),(IWA,2006), (macho ventura,2008). In Ghana for example,Rural areas and small towns had benefited from cross-subsides on water made possible higher tariffs in larger urban areas. But in preparing for privatisation, the government has eliminated such subsidisation by separating out the more lucrative urban water services. This jeopardised the financial sustainability of rural services(UNDP,2007) policy research brief illustrated. On the other hand, this was been carried due to two or more reasons after the implementation of the scheme and as developing change comeby some policy of government will need to change in order not to cause future catastrophe in the long run. Although Subsides need to be provided in oder to promote equitable access to utility services. Some utilitties have introduce life line tari ffs in which minimal levels of utility services are provided free or at a low cost. Essentially, the UNSGAB,2008 undeniably illustrate that 12% of sub-saharan africa national health budget is spend only in providing sanitation and related health services and 50% of the hospital beds are occupied for the same reason. However, experts predicts by 2015 2.1 billion people will still lack sanitation especially in sub-sahara africa untill 2076 (ENS,2008) news. In contrast, some sub saharan African leaders invest a lot of funds in the area of infrastructure and services in water and sanitation primarily into public sectors with other development partners even though these funds are decreasing for various reasons and the share commercial is financing is still very low. The Ghana water and Sewerage Coporation(GWSC), a public utility charged with the responsibility, among others, of achieving self financing status however due to lack of political will by the government over the years to institute adequate tariffs devastated the finances of the GWSC(George Akosa,1995).This situation ,coupled with the general declined of Ghana economy,resulted in most of the operational water supply projects being in a poor state of repair of lacking the installed capacity to provide adequate service.We will probably say the government does invest is only the population in Africa growing leading the people in an extreme poverty from 44.6% to 46.4% as shown in ap pendix 4,10. Furthermore, Ghana is reported to be on track to meet the target of halving poverty by 2015(UNESC,2008) it is yet uncertain if sanitation will be met. There is an improvement in the HIV but the deadlock is still unmet in basic sanitation.USAID argued that should the current progress continue as it is now only water and sanitation in all countries will be met by 2015 whiles (UN News Center,2008)secretary general Ban Ki Mo affirm lack of political will will be the biggest obtacle to imrpoving sanitation on world water day. (vandemoortele,2002) ,considering the perceptions incurr by similar reports and journals that government investment is far less.(Ekow.E,2008)demonstrated that special issue of energy policy on energy in Africa with case studies on Zambia, etc explained at least the political will of many governments to improve the quality and quantity of energy services as a prerequisite for the achievement of the Millennium Development Goals. More significantly, unwill giness of government or political interest in sanitation per say,J.Edgardo campos and sanjay pradhan(2007) found that tackling corruption in the water and sanitation sector in some part of Africa was the primary reason for the MDGs not been on target as stipulated. Osumanu Issaka Kanton in Ghana mentioned African governments, like most countries in the developing world, face daunting tasks in their attempts to provide effective and equitable water and sanitation services for their ever increasing urban population,the paper however, contrasted that since the early 1990s the government of Ghana and many local authorities have entered into various public-private partnerships in urban water and sanitation using Tamale as a case studies where private has done nothing invigorated public sector not have achieved and therefore concluded that there can be no sustainable improvement in water and sanitation provision without political commitment, stakeholder ownership and strong support for co mmunity driven initiatives(2008) 4.Over population Poulation change seen as the major propeling factor for the MDGs in developing country with regards to water and sanitation(UNWPP,2005), (ENS,2008). fig 8 shows summary in the graph. The data from these graph was available from mainly from the estimates an medium variant. USAID monitoring report for 2006 MDGs, for instance, found that family planning practice will enhance the unmet MDGs to achieve the Goals by reducing the size of the targetted population groups which will then lowering the costs of meeting the MDGs in Sub-saharan Africa. Fig 9 table I.1 illustrates the report survey.Untill recently, (Esmarie Swanepoel,2008) publised article detailing africa falling behind on millennium development goals-UN as the proportion of people in sub saharan africa living below poverty decreased from 55.7% in 1990, to 50.3% in 2005. However, because of the population growth, the number of people in the region living in extreme poverty, grew by 100 million over the period. Using the below proj ections, the author (Dr.Jean –C. 2006 ) and others have reported distinct effect population growth has on Sub-sahara in terms of unsafe drinking water and sanitation in meeting the MDGs by the anticipated or stipulated year. Factually, the world health organisation (WHO,2004) annual assessment report substaintiate by saying that the world is on track to meet the drinking water target, but sub-sahara africa lags behind and conflict and political instability is a contributory factor with high rate of population growth and low priority given to water and sanitation will be a mirage. The paper concluded that whats more is the reason been the breakdown of water supply systems in rural africa is of high rates. One of the effective approaches shown to be accetable and helping the progress process drawn by the paper was decentralising responsibility and ownership and providing a choice of service level to communties based on their willingness and ability to pay.Urban population growt h was estimated to increased in growth in developing countries from 1.9 billion to 3.9 billion 2030, averaging 3.2% per year which is a major challenge for achieving MDG sanitation(UNESCO IHE,2007). The diagramme in fig 8 and fig9 indicates the percentage of the population living in major cities. The arguement goes to intensify the fact that water supply and sanitation will be an acute shorter for a decades to come. Source :UNICEF(data online) 5. Conclusion In short this paper looks at the slow progress of Millennium Development Goals with focus in developing countries especially sub saharan africa with respect to water and sanitation and various factors affecting the progress.The article then went further in reviewing various studies and literature presented by authors , analysing other views in the subject area and detailing sanitation situation in the case of Ghana. It was found that the systems of infrastructure has made it difficult for the MDGs team to montior effectively the progress and concrete availability of data was inevitable for correlation in knowing the exact people in sub saharan africa that are not covered as far as water and sanitation is concern. Governments interest in investing much funds in sanitary projects was seen lagging other projects in Africa even like health sectors was seen stampeding such as water sector was progressing steadily as compared to specifically sanitation due to high poverty in some countries and HIV/AIDS among others demanding. Therefore,the was the need for donor organisations to increase aid for the developing world. High population growth and inapproperiate use of low technologies were another contributory constraints in achieving the MDG since the number of populates in african countries was increased drastically by a substantial amount with diseases and malnutrion been high among children 0-5 years of age and rising in birth was due to either unexpected pregnancy or unaware or misapplication of farmily planning medicine at their possession. Skilled labour constraints therefore was one of the impediments that contributed tremendously bad towards the goals of the MDG in wardly due to the fact that skilled migrates leave the developing countries not only for better salaries and rumerations but virtue of better health care systems in developed world. In some cases institutional capacity building was seen as vital challenge for the MDGs in africa which some where in Asia for example Nepal it was much the same similarity. However, despite various studies been carried out by viable institutions and authors with different methods of approaches in addressing the Millennium Development Goals in water and sanitation, the plans has little consistency between different countries , thus making it difficult for policy makers to measure and track progress and so therefore Septentie appraisal of attitudes of stakeholders to the factors limiting progress to MDG. Acknowledgements The Author wish to acknowledge other writers for their assidious and great workdone and for the support provided by Dr.John Williams of Portsmouth University. It is also our pledge to send our sincere gratitude for the University Liberians for their kind gesture and contributions towards and during the literature review session. 8. Reference Summary of reference; JOURNALS PLUS PDFs REPORTS FROM INTERNATIONAL ORGANISATIONS : GOVERNMENT WEBSITES and ICE TWO BOOKS : Marion W. Jenkins and Beth Scott(2007). Behavioural indicators of household decision-making and demand for sanitation and potential gains from social marketing in Ghana. Journal of Social science and medicine,64(2007),2427-2442. Frederick Dubee (2008): Water Aid International-water Aids key facts statistics http://www.clubofrome.org/eng/meetings/winterthur_2008/presentations/Prof_Frederick_Dubee_Wateraid.pdf Christine L. Moe and Richard D. Rheingans (2006). Global challenges in water, sanitation and health. Journal of water and health Vol .04 DFID (2009) factsheets: water and sanitation //www.dfid.gov.uk/pubs/files/mdg-factsheets/water-factsheet-2006.pdf Rebecca S. Et al(2003), Sanitation and the poor: WELL Resource centre Network for water sanitation and environment Health. www.Iboro.ac.uk/WELL Antonio E.(2005),World bank and universite libre de bruxelles: Draft working paper comments welcome. What do we know about sub-saharan africas infrastructure and the impact of its 1990,reform? Vol.4 William Easterly(2007)Global Economy and development working paper 14. How the Millennium Development Goals are unfair to Africa http://www.brookings.edu/~/media/Files/rc/papers/2007/11_poverty_easterly/11_poverty_easterly.pdf Mark Pearson,(2009)hlsp institute, technical report paper. Achieving the MDGs:at what cost? http://www.dfidhealthrc.org/what_new/macroecon_health_PearsonFeb09.pdf UNDP(2008).The Millennium Development Goals report: End poverty millennium development goals,make it happen.http://www.undp.org/publications/MDG_Report_2008_En.pdf Peter S.Heller(2005) IMF working paper WP/05/180. Pity the Finance minister issues in managing a substantial Scaling up of Aids Flows. www.imf.org/external/pubs/ft/wp/2005/wp05180.pdf DESA,(2006).International symposium on international migration and development. Journal number UN/POP/MIG/SYMP/2006/04: International migration and the achievement of MDGs in Africa http://www.uneca.org/sdd/documents/P04_ECA.pdf IICD(2007) Ghana population. www.iicd.org/countries/ghana WEDC,(2004). WELL country note1.1. The poverty millennium development Goal:what water,sanitation and hygiene can do in Ghana. www.Iboro.ac.uk/well/resources/publications/country%20notes/CN1.%20ghana.htm Book: J.Edgardo Campos and Sanjay Pradhan(2007). The many faces of corruption tackling corruption in the water and sanitation sector in Africa-starting dialogue.publish 2007 by world bank. Osumanu Kanton,(2008). Environmental management vol.42 pages 102-110 published july 2008. By springer 233 spring st.New york, Ny10013 USA. Esmarie S.(2008). Africa falling behind UN millennium Goals-UN http://www.polity.org.za/article/africa-falling-behind-on-millennium-development-goals-un-2008-09-12 Dr.Jean et al(2006), powerpoint presentation. The effects of population growth on the achievement of the MDG on child mortality in Urban sub-saharan Africa. www.app-popdevrh.org.uk/publication%20hearings/evidence/jc%20fotso%20oral%20evidence%20paper.ppt Arne B.and Abebe S. (2006). Economic comission of Africa ,policies for growth and poverty reduction in africa:How to reach the Millennium Development Goals. http://www.uneca.org/prsp/cairo/documents/Theme1_Growth.pdf IWA(2008),Global:world water day messages predict MDG problems for Africa. http://www.iwapublishing.com/template.cfm?name=news133 George Essegbey et al (2007),Assessment of community water and sanitation in Ghana. ATPS Working paper series No.45. published by the aAfrican technology Policy studies network. http://www.atpsnet.org/pubs/workingpaper/Working%20Paper%20Series%2045.pdf Ljiljana and Ram(2006). Sustainable Development of water resources , water supply and environmental sanitation. Capacity needs to achieve the UN MDG target 10 in Asia http://wedc.lboro.ac.uk/publications/pdfs/32/Rodic-Weirsma.pdf JMP (2008), Core questions on drinking water and sanitation for household surveys. http://www.wssinfo.org/pdf/WHO_2008_Core_Questions.pdf D.P.Maguire(1990). Appropriate development for basic needs. Institution of Civil engineers published by thomas Telford 1991,london p.145water and sanitation Khatri K.B and Vairavamoorthy K. (2007), UNESCO-IHE institute for water education. Challenges for urban water supply and sanitation in the developing countries -Discussion Draft paper.Published in Delft Netherlands www.unescoihe.org/content/download/1016/11873/file/9.paper%20urbanisation%20kala% 20draft.pdf Emmanuel Ekow Asmah(2008). Assessing the links between energy services and the MDGs:Isa MAMs application for Ghana possible? An interim paper presented at the CSAE conference 2008 on Economic Development in Africa at St. Catherines College, Oxford. Trocaire(2005)Dublin. The MDGs:A critical discussion. Trocaire development review ,dublin 2005,pp.43-56 ISSN 0790-9403 http://www.nuigalway.ie/dern/documents/tdr_2005_mdg_a_critical_discussion.pdf UNDP(2007),Policy research brief. Privatising Basic utilities in sub-saharan Africa: The MDG impact. No.3 http://www.undp-povertycentre.org/pub/IPCPolicyResearchBrief3.pdf George Akosa(1995), Efficiency of water-supply and sanitation projects in Ghana. Journal of infrastructure systems vol. 1 paper No. 6118. USAID(2006). Making the case for U.S. International family planning assistance. The contribution of fulfilling the unmet need for family planning. http://www.jhsph.edu/gatesinstitute/_pdf/policy_practice/Papers/MakingtheCase.pdf Erica Usher(2005).The millennium Development Goals and Migration. International organisation for migration research series NO.20 http://www.iom.int/jahia/webdav/site/myjahiasite/shared/shared/mainsite/published_docs/serial_publications/mrs20.pdf Jan vandemoortele (2002), Are the MDGs Feasible? United Nations Development Programme Bureau for Development Policy. http://www.socialwatch.org/en/acercaDe/beirut/documentos/VANDERMOORTELE.pdf UN(2007).UN news center, UN mark world water day with calls for integrated management of vital resource. http://www.un.org/apps/news/storyAr.asp?NewsID=21951Cr=waterCr1= WHO/UNICEF(2004).Meeting the MDG drinking water and sanitation target: A mid-term assessment of progress. http://www.who.int/water_sanitation_health/monitoring/jmp04.pdf Khatri K.B. (2007) UNESCO-IHE institute for water Education. Challenges for urban water supply and sanitation in developing countries. Discussion draft paper. www.unesco-ihe.org/content/download/1016/11873/file/9.paper%20isation%20kala%20.pdf Health and Poverty All over the world, the cost of health care is usually quite high. Poor families have worse health conditions than those with higher incomes. Health is paramount for poor people and in most instances, their very environment is a threat to them. Improving environmental conditions including providing water, sanitation and solid waste management services is basic to the creation of sustainable livelihoods and the elimination of poverty. Water related diseases like guinea worm and trachoma still plague portions of West Africa. A person suffering from guinea worm looses a lot of productive farm time which reduces their income. Ghana is currently one of the leading guinea worm endemic countries in the world. Lack of political will biggest obstacle to improving sanitation – Secretary-General 22 March 2008 – A lack of political will remains the greatest obstacle to efforts to drastically reduce the number of people without access to basic sanitation and clean, running water, Secretary-General Ban Ki-moon said today, calling on the international community to take firmer and faster steps to tackle the problem. If we take up the challenge, the positive impact will reverberate far beyond better access to clean water, Mr. Ban said in a message to mark World Water Day, which is celebrated today. This years Day also coincides with the International Year of Sanitation. Every dollar invested in water and sanitation yields an estimate seven dollars worth of productive activity. And that comes on top of the immeasurable gains in cutting poverty, improving health and raising living standards. The Secretary-General described it as unconscionable that a child dies on average every 20 seconds because of sub-standard sanitation conditions – a situation endured by an estimated 2.6 billion people worldwide, or more than a third of the global population – that are preventable. Poor sanitation combines with a lack of safe drinking water and inadequate hygiene to contribute to the terrible global death toll. Those who survive face diminished chances of living a healthy and productive existence. Children, especially girls, are forced to stay out of school, while hygiene-related diseases keep adults from engaging in productive work. Halving the proportion of people without access to basic sanitation is one of the eight Millennium Development Goals (MDGs) devised at a global leaders summit in 2000, but the world is far behind the pace to achieve that by the target date of 2015, Mr. Ban said. Experts predict that by 2015, 2.1 billion people will still lack basic sanitation. At the present rate, sub-Saharan Africa will not reach the target until 2076. This years World Water Day also coincides with the International Year of Sanitation. Population growth, widespread poverty and insufficient investment are among the key obstacles, but the Secretary-General noted that the biggest culprit is the lack of political will. Events are being held around the world this weekend to highlight World Water Day, including the staging of a public toilet queue demonstration to raise awareness about the sanitation crisis around the globe. A similar event was held in New Yorks Central Park on Thursday. Wold bank graphic showing the failure of Africa to meet the MDGs.

Essay --

The past 20 years, there has been progress in the education of women from Muslim countries in science and technology but there is still a long way to go. In the words of Kofi Annan, as he launched a U.N global initiative earlier five year ago to educate girls, â€Å"Let us prove that a society which empowers its women is a society sure to succeed.† There was many data that I had collected within my research on Muslim women having right’s to an education. My resources consisted of books, such as â€Å"The Rights of Women in Islam: An Authentic Approach† by Haifaa A. Jawad. I collected data from Hadiths and The Quran. The Quran is the Holy book of Islam that contains the words of Allah (god), and the Hadith is a collection of the traditional sayings and actions of the Prophet Muhammad. Also, I collected some data from articles such as â€Å"Viewpoint Dialogue to Bridge the Gap: The Challenges of Women in Islam† by Ambassador Sallama Shaker, â€Å"Muslim Women and Higher Education: Identities, Experiences, and Prospects† by Dr. David The rights to an education are completely different from the rights the women have in Sudan. Many of the young Muslim girls are getting married at such young ages and have to drop out of their school to raise their family. Some of these women go back and try to finish their education they already started. Some don’t even bother to go back to school because they are too busy with their, kids and their husbands, too. In Yemen, they could not afford to teach the boys and the girls in separate rooms, so they teach them in one classroom altogether. On BBC, they were talking about Muslim girls struggling in education. In Jordan, â€Å"enrolment is excellent at 86 percent - however, girls drop out in secondary school because of early ... ... aren’t looked down upon like they were use they are raking charge of the world I believe the next 20 years to come we might see a females being more dominant than males in today’s society if things continue the way they are. In more recent years women from the Muslim countries are taking charge of their lives they were fighting for their right’s to drive cars and educate themselves just like men do they want to be leaders of the world all they need is for those who belittler them to step out of the way in order to have the freedom of doing anything that they want to achieve their goals to make their dreams come true. Now Islam gives everyone the right to do whatever they want in the branch of education, but the cultures we have and the life styles we live by are what is affecting the lack of education in Muslim women but in years to come that shall change as well.

Augustines Confessions Paper -- Literacy Analysis

When one reads the word "confessions," one would not necessarily associate it with the word "narrative." Confessions seem to be more of something stated directly without any story-like element. They are also a more personal thing- one does not simply put them in a story form unless purposely intending to do so, because usually it is something that expresses guilt for something personal or is between the author and their conscience (or perhaps to themselves). However, there can always be an exception, like Augustine's Confessions. It is written as a form of a narrative, even though the original the main audience for whom it was written is God, yet it is also intended to be read by anyone, almost as a didactic piece that sets an example through the portrayal of his life and his decisions. Augustine takes what he has experienced during his life and with details such as parallels to the bible turns it into a narrative that he writes with an intention of educating or perhaps setting an ex ample for any reader. ​Augustine writes his confessions not as a list, but as one event that flows to another- like a narrative. At first glance, it appears to be as the title says- a book of confessions. However, it cannot solely be approached "as a penitential work, concerned with the confession of sins, which indeed it is, in some degree; but this is not Augustine's primary concern. (Bonner 164)." He means that it is not just a confession to God, that indeed God is the main audience, but not the only audience. Augustine even states this in the actual text: "I too, O Lord, also so confess unto Thee that men may hear, to whom I cannot prove whether I confess the truth, yet do they believe me whose ears charity openeth unto me (10.3.3)" and again wi... ...no means starting on the morally correct path but still was able to turn that all around, and almost like an inspiration to all that it is never too late to make a difference or change in one's self. Works Cited Merriman, C.D. "Http://www.online-literature.com/saint-augustine/." Saint Augustine. Jalic, 2005. Web. 30 Mar. 2012. ​ O'Donnell, James J. "Augustine." : Confessions. Web. 30 Mar. 2012. . Bonner, G. Starting With Oneself; Spiritual Confessions: Augustine's Confessions. ExpTim 101, 1990. 163-64. Print. Troxel, A. Craig. ""What Did Augustine 'Confess' in His Confessions?" by A. Craig Troxel."Trinity Journal 15.2 (1994): 163-79. EarlyChurch.org.uk: 10 Years of Resourcing the Study of Early Church History. Web. 30 Apr. 2012. . ​