Discuss the importance of the Sahara and the Indian Ocean in ancient Essay - 3

Discuss the importance of the Sahara and the Indian Ocean in ancient African history - Essay Example The Saharan region, especially Egypt, has provided historical information necessary for enhancing studies involving progressive and evolvement in traditional African societies. Most archaeological activities are concentrated in this region because the evidence has not suffered significant distortion from human activities. Most archaeological studies have concentrated on the Sahara and Indian Ocean. Studies on Saharan traditional communities have focused on urbanization, stateless societies and trade activities (Wendorf 3). These studies provide vital information required for understanding the historical background of Africa. The notion of an African continent being divided by the Sahara desert is not a priority of the past historical studies. Most historians viewed the region as an intermediate area beyond which lay the land for Africans. Europeans described Sahara as an impenetrable land inhabited by the indomitable and hostile Tuareg. Sahara was the last region to be mapped during the European conquest, with most of the regions being less affected by colonization. Studies focusing on the historical aspect of communities inhabiting the Saharan region have emphasized on the various ways in which diseases, technology and foodstuffs have affected the evolvement of the modern communities. Traditional studies link the presence of camels and Islam religion as indication of African connection to global community through trade. Use of camels and spread of the Islam religion were normally concentrated in the Saharan region with the Indian Ocean acting as the connecting channel. Enhancement of trade, introduced in the Saharan region led to the association of other African communities forming a, â€Å"formal, intra-regional economic network† (Wendorf 3). This led to the establishment of traditional trade centers in various regions that coordinated all the trade activities, especially in Egypt where

What does 'Freedom Of The Press' Mean To what extent does it exist in Essay

What does 'Freedom Of The Press' Mean To what extent does it exist in Modern Britain - Essay Example ress freedom surveys, made no mention of it in its constitution whilst North Korea, which does, often ranked the last in such surveys (Press Freedom Index 2010; Freedom of the Press 2010). Press freedom is often equated with democratic societies, but Noam Chomsky believes that there are â€Å"two different conceptions of democracy,† each shaping their own brand of press freedom. The first is participatory democracy where citizens are involved in the workings of the state and thus, communication channels are necessarily kept free and open. However, its antithesis – the non-participatory democracy – keeps people off the business of government affairs and thus, information and communication are controlled by the state. Chomsky believes that the second kind is most prevalent today (Chomsky 2002 pp. 6-7). Chomsky points out the US as a perfect example of the second type. President Wilson, for example, created the Creel Commission to oversee the government’s pro paganda machinery and turn a generally pacifist public into a war-hungry, anti-German fanatics so the US government would be free to join the war unopposed. The same technique was used to whip up the public to a state of red scare so that it would be supportive of the government’s programs of eliminating unions and restricting press and political freedoms. An underlying rationale for â€Å"manufacturing consent† was the notion that the average man cannot fully grasp the intricacies of common political and social interests and thus, his thoughts must be directed. Only the intellectual elite can comprehend them and it must act to bring public opinion towards their fulfillment even if it entails deceiving them. In such types of democracies, press freedom becomes a casualty of the manipulative intellectuals (Chomsky...Even the collapsed Soviet Union guaranteed press freedom in its constitution but it was common knowledge that its press published only what the government wa nted the public to read. An even glaring example is the manipulation of public opinion through the use of propaganda machinery by some of the perceived freest countries in the world for the purpose of legitimising their social and political agenda with the least opposition. Moreover, the history of press freedom shows that it always entails a form of struggle between the system and the press. The UK is no exception. The history of press freedom in the country is checkered with the Church and the Crown alternatively suppressing it in the name of religion or the King. Even in contemporary times, when the country is considered one of the freest democracies in the world, the complete exercise of press freedom is hindered by legislations or policies that lean more towards the promotion of other interests. The often underpinning rationale for the obstacles of press freedom is the ever-present contending interests between the private and the public and between the government. Even in the f reest of nations, press freedom surrenders a part of it to conflicting interests that are at play in the social, legal and political make-up of the state. Absolute press freedom, therefore, is almost always non-existent; only diluted and compromised press freedom.

How you have experienced social change in Qatar over the last 5 years Essay

How you have experienced social change in Qatar over the last 5 years or so - Essay Example The above changes are largely because Qatar has been hosting numerous sporting events. Mubarak Al Mana, who is the head of the country’s women’s sport committee, has played an important role in supporting women’s involvement in sports. Apart from the increase in the number of women participating in the country’s labor force, most of them tend to focus in certain occupations, particularly teaching and clerical jobs. As the Qatar society started the complex process of implementing social change decade ago, the imbalanced status of women became prominent. It also became a difficult obstacle. Nevertheless, the country has taken vital recognizable steps in the past five years to ensure that women have similar privileges as men. For instance, women have the privilege to vote and contend for any political position during their parliamentary elections (Great Britain, 2004). In 2010, Sheikha Maha Mansour was appointed as the first woman judge in the country. This greatly indicated how Qatar was experiencing a speedy social change. The situation also created an important example to other women who are currently studying different courses previously meant for men. Another recognizable social change is the organization of the family laws. Formerly, resolutions of family problems were dependent on the judge’s understanding of Islamic law. However, this has changed since 2003 when women were given th e privilege to participate in public life and business. In addition, they also have the privilege to travel alone because laws requiring a guardian’s authority for a woman to be given a passport were withdrawn during this

Theology Essay Example | Topics and Well Written Essays - 1250 words - 3

Theology - Essay Example The West and America for instance are known for being liberal and seeking to export values such as economic, political and social liberalism, civil rights and liberty. The Oriental is known for its diligent and the African, its strong cultural and conservative values. Because of this, when engaging in global or regional athleticism, an athlete is deemed as having significantly marketed his country and his country’s values upon winning. Again, the claim that athletes carry values of their training into societies in such a way that the society reflects these values is worthy of credence, since sportsmen and athletes’ training programmes are usually guided by values such as discipline and hard work. The part of discipline compels and guides the athlete’s diet, drug behaviour, civilian lifestyle [in light of patriotism], consistency in practicing and maintaining tenacity while in the actual competition. Although the Jamaican marathoner Usain Bolt is seen to have physical advantage in athletics, yet it is his lack of tenacity and seriousness in the race that made the American marathoner Tyson Gay to defeat him twice on 5 August 2010 and on 5 June 2013. Likewise, it is diligence as a value that constrains the athlete to keep training consistently and to stick to a training manual that the instructor or sports trainer or manager has prescribed. Similarly, the plausibility of this standpoint is furthered att ested to by the fact that the undisciplined or the sluggish seldom win sports contests or athletics because indiscipline, inadequate practice and lack of preparations readily co-occur with physical unfitness. Thus, when a sportsman or athlete wins, it is his hard work and disciplines [important values] that are acknowledged, in lieu of natural giftedness. In light of the above, upon the finalisation of the marathon and the rewarding of exemplary

Preparation of Nylon-6 from petroleum Essay Example | Topics and Well Written Essays - 1250 words

Preparation of Nylon-6 from petroleum - Essay Example DuPont continued with his research and in 1941 pioneered the first moldable polyamide grade. However, in 1938 a German P. Schlack at IG Farbenindustrie produced another commercially important nylon 6 through caprolactam and its subsequent patenting being done in 1941 (Brown, Foote, and Iverson 2011, p.6). The market for nylon-6 has since then grown and is used for various purposes worldwide. Nylon 6 is the most popular type of nylon in use and accounts for more than 50% of the global market (Brown, Foote, and Iverson 2011, p.9). The nylon falls under the thermoplastic family and has several properties that make it different from other types of polyamide. The properties of nylon 6 include the fact that it is tough, with high tensile strength. This implies that it does not break easily due to the bonding between each molecule resulting from the polymerization process. Secondly, nylon 6 does not wrinkle. It is also highly resistant to abrasive effects, such as alkalis and chemicals. This implies that it does not tear easily when such chemicals get into contact with the material. The product is also capable of absorbing water of up to 2.4%, which in most cases reduces its tensile strength (Brown, Foote, and Iverson 2011, p.9). In addition, nylon 6 is highly elastic and has the capacity of being used as a technical nutrient. Moreover, it is a semicrystalline polyamide. Nexant (2009, p.1) notes that nylon 6 is used extensively particularly in the automotive, industrial, consumer, as well as in electrical and electronic industries. However, its use has grown particularly in the automotive industry. This is attributed to the fact that there has been a trend towards preference of plastic material to metals as weight and cost reduction strategies. In addition, the use of nylon in the automotive industry has been seen as a means of reducing vehicle emissions that pollute that environment. Market outlook shows varying

Contemporary management functions Essay Example for Free

Contemporary management functions Essay Contemporary management functions reflect considerations of past management theories and aim to improve and strengthen employer-employee relationships as well as providing suitable working conditions for employees. Management functions are functions which managers perform to â€Å"effectively and efficiently coordinate the work of others. (Robbins, 2012). The functions consist of planning, organising, leading and controlling. The theories discussed in the article (1981) Hawthorne, the Myth of the Docile Worker, and Class Bias in Psychology, American Psychologist, 36(8) pp. 867-878. By Bramel, D, an article written about the Hawthorne Research conducted between 1924-1933, which looked to identify the relation between various working conditions and productivity and output, highlight the need for contemporary management functions. The article addresses how integral a continuous strong and communicative relationship is between the employer and employees of a business and the necessity of a strong and ethical organizational culture. Poor executions of the leading management function can reduce trust between employers and employees and create job dissatisfaction. In regards to the rapid decrease in output in period 12, Bramel writes that Roethlisberger and Dickson (1939) stated that the â€Å"workers were afraid that should their previous performance be maintained or improved in this period, rest pauses might never again be reinstated. † (Bramel, D. 1981). This is an example of a lack of communication between employer and employee, resulting in resistance from employees. Communication is a vital part of the organising management function; communication is the transfer of understanding and meaning (Robbins, 2012). In the case study, understanding was clearly not transferred between managers and employees as despite employees being reassured this was only temporary prior to the exercise, the workers still believed that management was â€Å"really interested in how to squeeze the most out of them, rather than in making their working conditions better for them. †(Bramel, D. 1981). The lack of understanding and meaning communicated between each party led to the reduced trust ultimately resulting in lowered total output. This is well summarised by Bramel â€Å"If the workers had in fact ad the kind of trust in management’s good intentions that Mayo claims, would they have found it necessary to resist the experimenters so actively in this period? The picture we get, instead, is of a group of rather wary workers engaged in a continuing skirmish with management and determined not to be taken advantage of. Rather than become a part of the company â€Å"team,† they became a team of their own, rather coolly looking out for their own economic interests in an adversary relationship with management. â€Å" (Bramel, D. 981). Bramel highlights the trust lacking in an â€Å"adversary relationship† with the worker’s management, who work as a team outside of the organisation’s best interests. (Bramel, D. 1981). The leading management function recognises that managers must be able to explain, predict and influence employee’s behaviour for success. Managers must be able to explain why employees engage in some behaviour, predict how employees will respond to various actions of the manager, and to influence how employees behave (Robbins, 2012). Job satisfaction is an employee attitude, which refers to an employee’s general attitude towards their job; employees with high levels of job satisfaction have positive attitudes towards their jobs. People’s behaviours, attitudes and actions are closely related. In the case of the Hawthorne Study, managers were unsuccessful in predicting how employees would respond to their actions and did not positively influence employee’s behaviour through their actions. Dissatisfied employees can result in workplace misbehaviour (Robbins, 2012). s witness in the case study where employees intentionally slowed down production to spite the managers. Poor job satisfaction as a result of indisposed working conditions and a poor leading management function contributed to the fall in productivity. Weak management of employees reduces motivation and employee contentment. During period 12 of the experiment, productivity dropped significantly as a result to the removal of resting periods for the workers. Bramel writes that evidence revealed four of the five workers actually slowed down, and it was apparent that it was intentional. The workers were quite consciously adopting a strategy in-tended to induce the experimenters to return quickly to the preferred conditions† (Bramel, D. 1981). The evidence is clear that there was a direct correlation between the decrease in output and fall in motivation for the workers and the removal of rest pauses, as the output increased significantly for all five workers with the return of the rest pauses (Bramel, D. 1981). Motivation is a key part of the leading management function. It is the process by which a person’s efforts are energised, directed and sustained towards attaining a goal. (Robbins, 2012). The manager must be supportive, they must, have mutual confidence and trust, help to maintain a good income, understanding of work problems and help in doing the job, genuine interest in personal problems. (Mullins, 2005). Managers must look to continually motivate and increase performance of employees through different processes such as; rewards for performance, recognition and appraisal, showing care and concern, and using attainable goals. (Robbins, 2012). A strong organisational culture can harness and set the foundation for the four key management functions; planning, organising, leading and controlling. A strong organisational culture provides shared values that ensure that everyone in the organisation is on the same track (Robbins, 1996). Organisational culture offers a shared system of meaning, which forms the basis of communication and mutual understanding (Funrham and Gunter, 1993). Strong organisational cultures are strong in the leading management function, as employees are motivated through values they share with their colleagues. Organisational culture complements rational managerial tools by playing an indirect role in influencing behaviour (Martins and Terblanche, 2003). Hence it being important for a strong culture to plan, organise, lead and control processes with the agreement, cooperation and enthusiasm of employees, in order to avoid resistance and hostility. It can be seen through the study of several articles that contemporary management functions are integral for successful management. Via the study of the Hawthorne Study, the theories proposed have illuminated how imperative the proper conduction of the management functions are for firms. A strong organisation culture provides the framework for managers to conduct the management functions by creating and sharing the values, which the functions will encompass through the firm. Contemporary management functions must be organising and leading via successful communication, understanding and motivation to be successful.

Prevent Strategy and Fundamental British Value

Prevent Strategy and Fundamental British Value The direct governmental policy response to terrorist attack, because, most of the terrorist attacks, are believed to have been perpetrated by [G1]Islamist terrorist (fundamentalist), does give the impression that government has a significant Muslim problem in relation to attractions to violent extremism.[G2][G3][G4] The Labour government, in 2003, came up with a strategy to counter terrorism,[G5][G6] with the principal aim of protecting the public, preventing radicalisation, in response to the terrorist attack on September 11, 2001.[G7][G8] The strategy also contains measures to prepare for an attack and pursue attackers.[G9] This was before, the coordinated multiple bombing that led to the death of 56 people in London, termed 7/7, because, it happened on the 7th of June 2005, Islamist terrorist were believed to be behind the [G10]attack[so11]. However, after the 7/7 bombing the government launched the specific prevent strategy, schools and educational institution were brought into it, more funding was allocated to it. The duty of preventing violent extremism and a duty of care to students at risk of radicalisation was given to schools. In 2011 Prevent Strategy was transformed with new power and detailed tasks for schools and universities, by the coalition government. Prominence was giving to sa feguarding; schools giving the duty of promoting balanced and wide-ranging curriculum. Part of the changes to the prevent strategy is the power giving to Ofsted to inspect schools and sanction staff with extremist views.[G12][G13][G14][G15] The government issued the revised teachers standard, with the term fundamental British value (FBV), making its debut, in 2012. Clarke believed FBV came about, because of suspected penetration of Birmingham schools by a politicized strain of Sunni Islam. [G16]In 2014, schools received guidance on promoting FBV in conjunction with students, spiritual, social and cultural development. FBV stands for democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.[G17][G18] Education institution, not intelligence gathering organization[G19][G20] Based on the British journal of Education, we should be less rather, worried about the fact that it might be, therapeuticizing of security that is going on. This suggests that various, governmental policies linking security and education are an attempt to appear to the public, as applying the right medi[G21][G22]cine to terrorism and security. The government wants to [G23]be seen to be singing the right song, in the process using educational institution, and the concern is not about the frequent association of security and resulting legislation with education, but r[G24][G25] system as a political tool to pacify the public[G26] (Durodie 2016). [G27][G28] The idea that was put forward through the Prevent agenda [G29]is that the danger the UK is from vulnerable people who may be radicalized (vulnerable to violent extremism), this is yet to be challenged (Richards 2011). The question that arises is, what are the criteria for ascertaining those that are susceptible to violent extremism, as well as why they are prone to it? There is no straight forward answer to this questions. Since, this a difficult question to answer, it is then subject to different interpretation by different people, for instance in January 2016 a [G30]10-year-old Muslim boy was questioned [G31]by the police after misspelling terrace as the terrorist in an essay[G32] (BBC, January 2016). This arises because there is no clear-cut way of determining who is vulnerable to radicalization, hence it was subjective from the school point of view. The question I like to ask, is would this boy had been subjected to this ordeal if he were white, and if he is not a Muslim? The act ion was taken by the school and the police also raise the question of profiling and can lead to the idea that only Muslims are sympathetic towards an extremist idea. Going back to the Irish terrorism, the response from the government was completely different. [G33][G34][G35]This type of policy tends to suggest that, those, who will yield to extremist ideology can be taught out of it, and can never get involve in extremism on their own will. Recent experience completely contradicts this ideology, for example, the person who carried out the attack on the house of common in London on March 22, 2017, acted alone the metropolitan police said, they could not find any evidence that he was radicalized, how was he supposed [G36]to have been educated out of it? Also, can we say all the people who had carried out the terrorist attack are vulnerable people?[G37] The government idea involving schools in the fight against extremism ideology is merely therapeutic at best, based on the evidence ava ilable people who intend to join the course of violent extremist are not always vulnerable, but, are usually driven by a passion of fighting against passive injustice and marginalization.[G38][G39][G40] Prevent strategy does have inadvertent penalties, for instance, [G41]a 15-year-old Hampshire schoolboy was subjected to interview by the anti-terrorist team. His teachers reported him to the police claiming they had safeguarding concerns when it was discovered that he visited an extremist website on his computer. An expert in the unit set up to deter young people from becoming a member of Izal interviewed Joe and his father. It was surprising to find out that, he was not watching beheading video, he had logged on to Ukip home page. But his misguided teacher, probably, he was overzealous or lack adequate training, considered Ukip to be an embodiment of evil. In Joes [G42]words, he had visited the site as well as a film of an English Defence League rally after a debate about extremism in the classroom. The problem with the who process is the fact that both father and son were subjected to terrorist treatment. It is not unconceivable that a program set to prevent radical Islam became th e tool that hounded those who are guiltless (Richard). Making schools and teachers agents of anti-radicalization and extremism is an unsettling issue, teachers and schools already had safeguarding duty, to give them extra power can always lead to misuse of power.[G43] The police also play a pivotal role in executing prevent strategy in schools, this, does appear to damage the confidence of the Muslim communities in police and professionals in the education sector (Awan 2012). In December 2009, local police officers visited a nursery in a mainly populated Muslim area of Birmingham, because, it was thought that the children may be at risk of extremism, as part Local police in Birmingham. This is certainly an unwelcoming development, as far as the community involved are concerned [G44](Casciani 2009). This and other incidents mentioned previously, highlighted, the difficulty and the danger of executing Prevent in schools, because, of the unintended consequence of stigmatizing young children. Schools should be left simply as the institution that makes learning possible, provide education and allows creativity, they should not be turned into a government policing agency, making teachers acting like detectives[G45], monitoring signs of extremism in stud ents. The outcome of a survey carried out by Ipsos MORI shows that some schools are not in agreement Prevent Strategy (Phillips, Tse et al. 2011)[G46] Fundamental British Values (FVB) The (DfE, 2012), does give teachers the directive not to destabilize fundamental British values, the statement is problematic because it originated from counter-terrorism prevent strategy, and leads to the following questions, what is Britishness, value as well as highlighting the relationship between the state and the teaching profession. Including such term in a document that regulates the teaching profession, does, implies that teachers are now detectives, the state political tool [G47]as well the custodial all that is British. This role as well making teachers role more complex, is also a distraction and may have the potential of taking away valuable teaching time. The idea of fundamental British seems wrong as it was introduced without any debate and so was the sinister racializing consequence as identified by teachers. It would have more appropriate to have a professional dialogue with all the stakeholders in the education sector, before coming up with such policy, it might be that the government sees teachers as a political puppet, and as such, they can be ordered and imposed upon[G48][G49][G50]. Smith suggested that the government method is maintaining status quo by blatantly approving equality by an assimilationist program (Smith 2013). This is contrary to the idea of FBV, that is meant to promote democracy and inclusiveness. It is fair to argue that not all the teachers that teach and work in schools are British if the FBV is exclusive to British, how are they supposed to protect a value that is alien to them, that bring back the question of what is Britishness? are fundamentals British values exclusive to the British? Since FBV and prevent strategy were imposed on teachers, it is impossible for, both, to be teachers and in-service to understand the appropriate method to use in promoting such values and be clear about them without appearing to be programming[G51] or encouraging jingoism in schools and classrooms (Eltonà ¢Ã¢â€š ¬Ã‚ Chalcraft, Lander et al. 2016)[G52][G53][G54][G55] The key drive of DfE direction is to inspire head teachers to enthusiastically encourage British values, British law and reject observance of religious law if it [G56]contradicts the law of the land, on one hand, the government is trying to promote diversity and multicultural Britain, and on the other trying to suppress religious law, which might be fundamental to people religious beliefs, this can cause problem in homes where they hold their religious belief very dearly. It gives the impression of[G57] a totalising discourse of civic [G58]jingoism that presents itself as willing to put up with diversity and plurality.[G59] The modified prevent agenda in 2015, sought to oversee the compliance of the education sector and place the requirement on schools to filter online content as well as put in place policies aimed at preventing a student from being drawn into terrorism. This move is an infringement on an individual [G60][G61]fundamental human right, as it limits the expression of religious views and opinion that may be different what is defined as FBV[G62].[G63] Although the government try to link extremism and enabling student through the medium of education, there is no direct connection (DCSF, 2008), and the use of traditional, political and military method to deal with the Irish terrorism 20 years ago is completely contrary to the method being used, because, the actors are different, the educational institution was not considered to be part of the therapy than.[G64][G65] The introduction of FVB in the new standard does change the way in which teachers competency are measured from using observable parameters to attaching more importance to values, hence, teachers will now be assessed based on the quality their conceptual interaction between student and the school. [G66] Conclusion Theresa May, when she was she was the Home Secretary, did admit that early edition of Prevent policy fell short of identifying threat from extremism; it was not adequate in dealing with extremist ideology that is the biggest challenge the society faces and not measures up to reaching those who might be in danger of radicalization [G67](Gardham 2011), the evidence available is yet to proof otherwise, despite involving education institution in the process of eliminating the risk of radicalization.[G68] References Awan, I. (2012). I Am a Muslim Not an Extremist: How the Prevent Strategy Has Constructed a Suspect Community. Politics policy (Statesboro, Ga.) 40(6): 1158-1185. Casciani, D. (2009). Nursery visited by counterà ¢Ã¢â€š ¬Ã‚ terrorism police officer. BBC News 11. Durodie, B. (2016). Securitising education to prevent terrorism or losing direction? British Journal of Educational Studies 64(1): 21-35. Eltonà ¢Ã¢â€š ¬Ã‚ Chalcraft, S., et al. (2016). To promote, or not to promote fundamental British values? Teachers standards, diversity and teacher education. British Educational Research Journal. Gardham, D. (2011). Universities complacentover Islamic Radicals, Theresa May Warns. The Telegraph. Phillips, C., et al. (2011). Community cohesion and PREVENT: how have schools responded?. Richards, A. (2011). The problem with radicalization: the remit of Preventand the need to refocus on terrorism in the UK. International Affairs 87(1): 143-152. Smith, H. J. (2013). A critique of the teaching standards in England (1984-2012): discourses of equality and maintaining the status quo. Journal of Education Policy 28(4): 427-448. 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