Battle of Zama in the Punic Wars

Battle of Zama in the Punic Wars The Battle of Zama was the deciding engagement of the Second Punic War (218-201 BC) between Carthage and Rome and was fought in late October 202 BC. After a string of early Carthaginian victories in Italy, the Second Punic War settled into a stalemate with Hannibals armies in Italy unable to deliver a deathblow again the Romans. Recovering from these setbacks, Roman forces achieved some success in Iberia before launching an invasion of North Africa. Led by Scipio Africanus, this army engaged a Carthaginian force led by Hannibal at Zama in 202 BC. In the resulting battle, Scipio defeated his famous foe and forced Carthage to sue for peace. Fast Facts: Battle of Zama Conflict: Second Punic War (218-201 BC)Dates: 202 BCArmies Commanders:CarthageHannibalapprox. 36,000 infantry4,000 cavalry80 elephantsRomeScipio Africanus29,000 infantry6,100 cavalryCasualties:Carthage: 20-25,000 killed, 8,500-20,000 capturedRome Allies: 4,000-5,000 Background With the beginning of the Second Punic War in 218 BC, the Carthaginian general Hannibal boldly crossed the Alps and attacked into Italy. Achieving victories at Trebia (218 BC) and Lake Trasimene (217 BC), he swept aside armies led by  Tiberius Sempronius Longus and  Gaius Flaminius Nepos. In the wake of these triumphs, he marched south looting the country and attempting to force Romes allies to defect to Carthages side. Stunned and in crisis from these defeats, Rome appointed Fabius Maximus to deal with the Carthaginian threat.   Hannibal. Public Domain Avoiding battle with Hannibals army, Fabius raided the Carthaginian supply lines and practiced the form of attritional warfare that later bore his name. Rome soon proved unhappy with Fabius methods and he was replaced by the more aggressive  Gaius Terentius Varro and Lucius Aemilius Paullus. Moving to engage Hannibal, they were routed at the Battle of Cannae in 216 BC. Following his victory, Hannibal spent the next several years attempting to build an alliance in Italy against Rome. As the war on the peninsula descended into a stalemate, Roman troops, led by Scipio Africanus, began having success in Iberia and captured large swaths of Carthaginian territory in the region. In 204 BC, after fourteen years of war, Roman troops landed in North Africa with the goal of directly attacking Carthage. Led by Scipio, they succeeded in defeating Carthaginian forces led by Hasdrubal Gisco and their Numidian allies commanded by Syphax at Utica and Great Plains (203 BC). With their situation precarious, the Carthaginian leadership sued for peace with Scipio. This offer was accepted by the Romans who offered moderate terms. While the treaty was being debated in Rome, those Carthaginians who favored continuing the war had Hannibal recalled from Italy. Scipio Africanus - detail of painting by Giovanni Battista Tiepolo, Scipio Africanus is shown releasing the nephew of the Prince of Nubia after he was captured by Roman soldiers. Walters Art Museum Carthage Resists During this same period, Carthaginian forces captured a Roman supply fleet in the Gulf of Tunes. This success, along with the return of Hannibal and his veterans from Italy, led to change of heart on the part of the Carthaginian senate. Emboldened, they elected to continue the conflict and Hannibal set about enlarging his army. Marching out with a total force of around 40,000 men and 80 elephants, Hannibal encountered Scipio near Zama Regia. Forming his men in three lines, Hannibal placed his mercenaries in first line, his new recruits and levies in the second, and his Italian veterans in the third. These men were supported by the elephants to the front and Numidian and Carthaginian cavalry on the flanks. Scipio's Plan To counter Hannibals army, Scipio deployed his 35,100 men in a similar formation consisting of three lines. The right wing was held by Numidian cavalry, led by Masinissa, while Laelius Roman horsemen were placed on the left flank. Aware that Hannibals elephants could be devastating on the attack, Scipio devised a new way to counter them. Though tough and strong, the elephants could not turn when they charged. Using this knowledge, he formed his infantry in separate units with gaps in between. These were filled with velites (light troops) which could move to allow the elephants to pass through. It was his goal to allow the elephants to charge through these gaps thus minimizing the damage they could inflict. Hannibal Defeated As anticipated, Hannibal opened the battle by ordering his elephants to charge the Roman lines. Moving forward, they were engaged by the Roman velites who drew them through the gaps in the Roman lines and out of the battle. In addition, Scipios cavalry blew large horns to frighten the elephants. With Hannibals elephants neutralized, he reorganized his infantry in a traditional formation and sent forward his cavalry. Attacking on both wings, the Roman and Numidian horsemen overwhelmed their opposition and pursued them from the field. Though displeased by his cavalrys departure, Scipio began advancing his infantry. This was met by an advance from Hannibal. While Hannibals mercenaries defeated the first Roman assaults, his men slowly began to be pushed back by Scipios troops. As the first line gave way, Hannibal would not allow it to pass back through the other lines. Instead, these men moved to the wings of the second line. Pressing forward, Hannibal struck with this force and a bloody fight ensued. Ultimately defeated, the Carthaginians fell back to the flanks of the third line. Extending his line to avoid being outflanked, Scipio pressed the attack against Hannibals best troops. With the battle surging back and forth, the Roman cavalry rallied and returned to the field. Charging the rear of Hannibals position, the cavalry caused his lines to break. Pinned between two forces, the Carthaginians were routed and driven from the field. Aftermath As with many battles in this period, exact casualties are not known. Some sources claim that Hannibals casualties numbered 20,000 killed and 20,000 taken prisoner, while the Romans lost around 2,500 killed and 4,000 wounded. Regardless of casualties, the defeat at Zama led to Carthage renewing its calls for peace. These were accepted by Rome, however the terms were harsher than those offered a year earlier. In addition to losing the majority of its empire, a substantial war indemnity was imposed and Carthage was effectively destroyed as a power.

The Best Topics for Essay Writing of 2013

The Best Topics for Essay Writing of 2013 The Best Topics for Essay Writing of 2013 Everybody knows how difficult it is to take a first step, no matter what kind of task you have to do. The same is true about writing an essay. Trying to write a draft even without knowing how and what you have to write can help you practice writing a little bit, but on the other hand it is a complete waste of time in most cases. So, every kind of task needs careful planning in order to know the sequence of all actions you have to take while writing your essay. Well, the first and perhaps the most important step you have to take is choosing a topic of your essay. You can pick one randomly, without even thinking whether it meets your essay requirements or whether you are interested in it and can find enough information. Choosing an inappropriate topic may cause further problems, and it would be just too late to change another one. So, consider all the possible problems you may encounter while writing an essay on a particular topic. By the way, it is better to choose an interesting topic, even if it is complicated, then to knock yourself out writing an easy, but rather boring essay which will not appeal neither to you, nor your teachers. Keep in mind that a bad beginning makes a bad ending. Lets consider several ideas of choosing a compelling topic. First of all, you can choose a recent event, something that happened in 2013, and analyze it in your essay. Do you remember the birth of the British royal child, Prince George of Cambridge? Why not write an essay analyzing the importance of British monarchy or the possibility to change the form of government and the consequences of it. Maybe it is worth mentioning Edward Snowden? You can express your opinion on whether he did the right thing by disclosing confidential information of US government. You can also dwell upon various surveillance programs here. Are you interested in physics? Write an essay about Peter Higgs, who was given a Noble Prize in Physics in 2013. Having researched elementary particles, Higgs boson in particular, his work has a significant impact on science. So, the useful tip for you is, try to remember everything that happened in 2013 and choose the event you were impressed by. On the other hand, there are things that happen all the time. The humanity hasnt found a solution to many problems, such as environmental pollution, poverty, terrorism etc. Anyway, there are lots of topics to choose from. If you need some help with writing your essay, we can eagerly help you with such kind of task. is one of professional essay writing services which provides students with quality custom essays and research papers. We write custom papers on any essay topics!

Taiwanese clothing industry Essay Example | Topics and Well Written Essays - 3750 words

Taiwanese clothing industry - Essay Example Many countries in the third world have closely studied the phenomenon, especially the countries' model are exported-led development. During the 1960s Taiwan experienced rapid growth with steady prices, without the fluctuations of a boom-bust cycle. Private enterprises, especially small and midsize firms, took full advantage of this environment to start up business. With the growing economic of Taiwan, the inevitability of moving into different industries is also foreseen. The emergence of a global economy where production and consumption are organized and mediated in the world scale has spread all sectors of manufacturing activity in recent decades, especially clothing. This industry has some specific features, which make clothing suitable for implementation of networking strategies by Taiwanese manufacturers. Although, clothing manufacture is a small firm sector, truly global strategies can be pursued only by large companies. That is why networking can be an essential force to unite small businesses to compete on the global market. There is little doubt that clothing trade, employment and production have taken on an increasingly international dimension since 1960s. Meanwhile smaller companies usually cannot compete on geographically remote markets. Business networks help those firms to reach distant customers by sharing expenditures on transportation, production, purchasing, etc. therefore making it possible for SMEs to participate in global trade. Additionally, small businesses usually don't have the resources to make investments into research and development. Innovation is an important part of what it takes to be competitive on a global market. Sharing technological know-how and innovative knowledge is also a strong argument for networking. The economy of Taiwan economy remains export-oriented, it primary depends on an open world trade regime. Networking strategies implemented by Taiwanese clothing manufacturers allow them to remain competitive on a worldwide scale, regardless of their size. Networking strategies help them in three ways: reaching out to distant markets, lowering production costs and sharing knowledge and innovations between members. The next part deals with more detailed description of how it is achieved. 2.2 Networking Strategy A business network can be defined as linkages among firms. It provides external sources for various type of input that complement or substitute for a given firm's inadequacies (Malecki and Tootle 1996). Surprisingly, there are few studies based on strategic linkage and networking (Chen and Tain-Jy, 1998). Business networking is about cooperative relationships between companies. Networking is an adaptation process: it is because interdependent production, logistics, development, and administrative activities and resources need to be modified and coordinated to bring about a better match between the firms in the network (Chen and Chen, 1998). Network resources are particularly useful in entering an early stage of market where institutions that facilitate internationalization are still lacking. Business networking can take a lot of different forms, each one of them with its own purpose, advantages and drawbacks. I

Employment of the Troops Essay Example | Topics and Well Written Essays - 1500 words

Employment of the Troops - Essay Example The operations are majorly in Pakistan, Iraq and Afghanistan among others (Borgwardz 81-5). Indeed the states are spending a lot on military operations. The spending is based on salaries of the soldiers and at the sane time weapons used during wars not to forget humanitarian service. If war comes to an end and soldier brought back home then this will mean a lot. The expenditure on war will reduce and more money will be in treasury. With more funds that will be saved, the US can have a paradigm shift. The soldiers will not be apparently resting in the barracks or just confined in the states because there is peace. The soldiers can be made to provide services that are productive to the states and at the same time helps in strengthening economic pillars of the people. The soldiers as is realized are specialist in other sectors of economy. They can be taken back to there areas of specialization to ensure that the states have the maximum number of employees in each sector. This will ensur e that there is efficiency in service delivery. Other military officers can be given technical training to work in industries. The saved money will be used to export raw materials from there sources and be brought to industries. New industries can be established with an aim of producing commodities that are currently being exported by US (Pine 89-92). By doing this, the states will be producers than consumers and enjoy all be benefits the producers enjoy. They will be exporting and earning foreign exchange; at the same time they will be creating opportunity for money generation. Other soldiers may also be trained in research and innovation. In the field of research they will be doing exploration on the possible and potential areas that the United State has not exploited. With this they will be expanding the scope and horizon of the level of research and technology of the states. It will make the states to go along way in terms of resources utilization. The military officers having b een exposed to several civilizations overseas have knowledge from all corners of the world the experienced they have gained may be tapped to improve the United State and to see how they rank as compared to other countries of the different regions of the world (Oatis 800-9). In the attempt to integrate ideas from different places, the states will be indeed leading in terms of globalization and it will reflect all civilization in the world. With that the philosophy of unity amidst diversity will be embodied in the states. Having been exposed to several spheres of lives the US soldiers may be shifted to humanitarian services. They can be advocators for humans to accept every human being for plainly just being another human being, ignoring and abolishing biased social views, prejudiced view points or mind sets. In there advocacy, they should campaign for ethics, kindness, benevolence, sympathy and other accepted virtues to guide human life. This will go along way in perpetuating peace i n the world and creating employment for the soldiers who will be doing this on a volition basis. Instead of attacking countries in wars, US soldiers can shift to provide aid or logistical assistance provided for humanitarian purposes typically on response to humanitarian crisis including natural disasters and man made disasters. This will change there distorted image on war and give them a good admirable public reputation that US will be the epitome of peace and good neighborhood. They should have a primary

The Effects of War on Afghan Women, Children and Refugees Public Health Essay Example for Free

The Effects of War on Afghan Women, Children and Refugees Public Health Essay INTRODUCTION Armed conflicts have been major causes of disease, suffering and death for much of human history. The fatalities, injuries and disabilities suffered on the battlefield are obviously direct effects of conflict. But there are also health consequences from the breakdown of services and from population movements. The diverting of human and financial resources away from public health and other social goods contributes to the spread of disease. These indirect consequences of war may remain for many years after a conflict ends. Both the experience of conflict itself and the impact of conflict on access to health care determine the physical health and the psychological well-being of women and girls in very particular ways. Women are not only victims of the general violence and lack of health care they also face issues specific to their biology and to their social status. To add to the complexity of the picture, women also carry the burden of caring for others, including those who are sick, injured, elderly or traumatized. This in itself is stressful and often contributes to illness. Defining Terms Gender: The term gender includes both masculinity and femininity, not just one or the other. Across continents and cultures, established gender norms and values mean that women typically control less power and fewer resources than men. Not surprisingly, this often gives men an advantage in the economic, political, and educational arenas, but also with regard to health and health care. Certainly, there are instances where gender differences hurt mens health as, for example, when greater risk-taking among young men leads to higher accident rates, or higher levels of violence between men leads to greater death and disability . But, by and large, many health professionals believe that gender inequalities have led to a systematic devaluing and neglect of womens health. Children: are those who are still under the care of their parents. Who is below the legal age. After more than two decades of war, the health of Afghanistans people is ranked among the worst in the world. More than 800 children die every day, largely from preventable diseases. Nearly 1 in 4 Afghan children will not reach his or her fifth birthday, and their mothers do not fare much better. An Afghan woman is 100 times more likely to die of pregnancy-related problems than her American counterpart. These deaths are preventable. Since the fall of the Taliban, the Afghanistan Ministry of Health has been working steadily to improve access to basic health services specifically focusing on reaching women and children. Since early 2002, with funding support from the United States Agency for International Development (USAID), Management Sciences for Health has been working with the Ministry of Health to establish a foundation upon which a national health care system can be built and health services can be delivered within Afghanistan. The Effects of War on Afghan Children and Women Public Health War is one of the most destructive human activity. It destroys not only the physical side of a person but it degrades the human dignity. These happens to Afghanistan. Today it has one of the world’s poorest human development. Among the population of 24 million roughly 10.7 million are children under the age of 18 and half of the remaining population is women. The crisis of more than 23 years has left devastating effects on the health and well being of millions of women and children. It has killed over 1.5 million people, including more than 300,000 children. An extensive review of   social, physical, and mental health of Afghan children with an aim to depict the severity and complexity of the situation induced by war of more than a decade. Child Vulnerability Indicators in Afghanistan Series of wars and drought for more than three years have threatened the survival and existence of tens and thousands of women and children. According to a survey 60 % of Afghan children have lost their family member, and 39 percent have lost their home. The burden of poverty falls heaviest on the children, who frequently abandon education in order to contribute to family income. They work on farms, collect water and firewood and scavenge the garbage cans for food scraps. In Kabul alone, more than 50,000 children work as shoe polisher, selling fruits or newspaper or begging on the streets. More than five million people with a huge proportion of children are internally displaced. More than 6 million displaced Afghans represent the largest single group of refugees world-wide. Alone in Pakistan approximately three million Afghans have taken refuge in the last few years. Children comprise 20 % of the total number. Poverty prevails, with 80% of people living below the poverty level. Adult life expectancy is 45 years for men and 47 for women. According to the UNICEFs estimations more than 5 million people-70 percent of them women and children rely on humanitarian aid to survive. 75% of the population living in rural areas have no access to any kind of health facilities. According to the UNICEF, 2001 the total number of under five population in Afghanistan is 728049. War induced displacement and famine have forced large populations to move towards big cities in search of food and shelter. Among the internally displaced populations majority is under five, approximately 429567 in Kabul, 80930 in Logar, 126000 in Wardak, 49700 in South Parwan and 41852 are in Kapisa. Displaced populations are exposed to an unprecedented scale of disease, deaths and disabilities. Reports show that one in every four children dies before his or her fifth birthday and one in five children is born in a refugee camp. Infant mortality is 165 (per 1000 live births), under five child mortality 257 (per 1000 live births) and prospects for improving child health are still dimmer. Maternal morality is one of the highest in the world, i.e., 1700 per 100,000. Poor obstetric care and illiteracy have been proved to have a direct relation to the infant mortality. The deteriorating child health has been out of focus for decades. Repeated wars, political turmoil and disasters have left grave effects on the physical and mental health of children. Post traumatic disorders, widespread infectious diseases, malnutrition have increased the sufferings of Afghan children to an unacceptably higher level. The situation of internally as well as externally displaced Afghan children is grim. The trend of childhood mortality in Afghanistan from 1955 to 1990 has remained almost static and has shown very little improvement change so far. Neighboring countries like China and Iran, both have achieved considerable decline in the under five mortality ranging from 225 to 38 and 239 to 45 respectively while infant mortality in Afghanistan is still 165 (per 1000 live births) and childhood mortality 257 (under five per 1000 births)11. Nutritional Crisis and War injuries among children According to UN agency around 120,000 Afghan children currently face famine. Iodine and vitamin A deficiency is largely noticed. Report from Terre Des Hommes determined that chronic malnutrition remained high, with 53.7% of children between 6–59 months stunted, including 27.3% severely stunted making children more vulnerable to disease. An estimated 7.5 million children and adults are currently at risk of hunger and malnutrition. Rights of children were seriously and widely violated. Girls’ right to education and sports is still overtly denied. Socio-cultural norms put additional restrictions on women and girls. Because of the current crisis it is predicted that about 20–40 000 children could die and around 10 million people will be forced to live on US$1 a day. It certainly impacts access to health services, health allocations by the governments, access to drugs against HIV/AIDS, TB and malaria, and child health. There are currently estimated 5.3 million vulnerable people inside Afghanistan. Country’s health system performance is paralyzed and extensively damaged during the war on terrorism. None of the children growing up today in Afghanistan has ever known peace. It is estimated that over 2 million Afghans suffered from mental health problems. UNICEF-supported study in 1997 found that the majority of children under 16 years in Kabul suffer from psychosocial war trauma. Ninety-seven per cent had witnessed violence and 65 per cent had experienced the death of a close family relative. Experts say that approximately 30%–50% of a population undergoing violent conflict develops some level of mental distress. There are estimated 10 million land mines, the equivalent of roughly one for every child. Reported by Save the Children survey, 85% of all unexploded ordnance (UXO) victims were children in Kabul, during the years 1990-94. Alone 3,000 injuries from landmines and UXO in 1999 have been reported. More than 130,000 Afghans under the age of 18 have been killed by land mines so far. Disease Profile Measles, cholera, tuberculosis, malaria, meningitis, hepatitis, typhoid, childhood respiratory infections, and diarrhea are the major killer diseases. Diarrhea alone causes the death of 85,000 under five children per year. Two to three million malaria cases with 6% P. falciparum were notified to the health authorities in the last few years. Similarly leis mania affects seriously women and children in Afghanistan. Immunization coverage is profoundly low. Lastly noticed overall mortality due to measles and related complications was 10.8% in Kabul. In South Asia, over 40 percent of the total confirmed cases of polio occurred in Pakistan and Afghanistan in 2000. The mass migration of Afghans to Pakistan and to other neighboring countries has posed serious threat to the global polio eradication program. Moreover a tuberculin survey in Pakistan revealed that the prevalence of tuberculosis infection was 13.8% (May 1985) in a sample of 4108 Afghan children (average age of 8 years). Thirty-three percent had not received their BCG vaccination. A survey during the 1990–94 on cancer reported 22 % prevalence of 1655 children. 69% were males, 31% females Afghan refugees referred to the cancer hospital in Northern Pakistan. The Afghan Women In recent years more and more societies all over the world have begun to recognize the vital contributions of women to commerce, their communities, and civic life. Whether it be Afghan women voting in a presidential election or women starting micro-businesses in Ethiopia, the worldwide trend toward greater equality is clear. Yet the denial of womens basic human rights is persistent and widespread, as a 2005 United Nations Population Fund statement put it. ON DECEMBER 13, 2003, 502 members of Afghanistans constitutional Grand Council, or loya jirga, met in the capital, Kabul, to begin writing the document that would henceforth shape governance of an Islamic, representative democracy. Three weeks later, after at least two rocket attacks near the councils meeting place and even more explosive politicking among the councils members, the council emerged with a new constitution. Among those who watched the process with attention were Afghan women and their activist partisans in other parts of the world, who wanted the new constitution explicitly to reflect the rights and needs of women. They had particular reason to worry that the assembly gathered in Kabul would be hijacked by conservative extremists who would interpret womens rights narrowly using religion as an excuse, or who might eliminate mentions of womens human rights altogether. The Grand Council met just two years after the United States toppled the Taliban, the extremist party that had been in control of Afghanistans capital since 1996. The American objective was to destabilize a regime that had given refuge to Osama bin Laden and the leaders of Al Qaeda, whose bases were in Afghanistan. At that time, the United States linked its military agenda in Afghanistan with the need to liberate Afghan women from oppression. As First Lady Laura Bush put the matter in a national radio address in November 2001, The brutal oppression of women is a central goal of the terrorists. Long before the current war began; the Taliban and its terrorist allies were making the lives of children and women in Afghanistan miserable. The first lady went on to assert that the removal of the Taliban from power would mean the liberation of Afghan women. For the next year, Afghan women were big news: There were books and reports, and pictures on the front pages of newspapers showing formerly illiterate women learning to read. Women began the work of reconstructing their lives by returning to the streets, to school, to work. Then the war in Iraq began, and Afghan women, and Afghanistans reconstruction, became old news. By the beginning of 2003, warlords in provinces who had been allies of the United States when it went to war against the Taliban were instituting measures themselves that were reminiscent of the Taliban era. Human Rights Watch reported in January 2003 that in the Western province of Herat, girls and boys would no longer be permitted to go to school together. Because most teachers are men, the ruling effectively shut girls and women out of an education. Other restrictions against interactions between the sexes were imposed; girls or women seen in public with a male might be taken against their will to a hospital to check for their chastity. These alarming trends coincided with a sharp drop in international scrutiny, although Afghan women themselves continued to seek access to good health, higher education, and equal pay for their work. Their experience in the last two years has made it clear that simply removing a dictatorial regime and installing a democracy does not automatically guarantee womens rights. Indeed, the challenges facing womens effort to make sure their rights are legally enforceable in the future highlight broad conflicts in Afghanistan between conservative and liberalizing factions of the future government and between forces competing to control interpretations of Islam in the public sphere. Islam is the prism through which human rights are articulated in Afghanistan, and it is it is therefore crucial for women that their rights to education, work, and freely chosen marriages be articulated in its terms. The importance of the relationship between Islam and rights is one supported by women. Indeed, Ninety-nine percent of Afghan women are Muslims, and their faith is extremely important to them. Most feel their rights are available to them through Islam, says Masuda Sultan, the spokesperson for Women for Afghan Women (WAW), a New York City-based grassroots organization of Afghan women and their supporters. Sultan explains that the number of women who frame their rights in secular terms is much smaller. Womens rights doctrine that would take Islam into account was in evidence in the making of the Womens Bill of Rights, authored in September 2003 by a representative group of 45 women who found ways to interpret relevant Islamic edicts in ways that amplified their human rights. The bill of rights was the achievement of a unique conference on women and the constitution sponsored by WAW. Organized with the help of the Afghan Womens Network and Afghans for Civil Society, the Kandahar conference brought women together to deliberate over how their rights could best be reflected in the constitution. Kandahar, unlike the more liberal capital, is one of Afghanistans most conservative provinces, and it was unclear until the day of the conference whether it would be secure enough for the gathering to take place. It was, but only under heavily armed guard. The conference participants comprised elite female decision-makers as well as largely illiterate everyday women from all over the country. For some, simply completing the trip, whether alone or in the company of a male relative, was itself a triumph. Over the course of three days, these women reviewed the 1964 constitution on which the 2003 draft was based and began composing the 16-point bill of rights, framed by the demand that the rights be not simply secured in the constitution but implemented. Some of the demands are basics on the menu of modern human rights: women require mandatory education, equal pay for equal work, freedom of speech, and the freedom to vote and run for office and to be represented equally in Parliament and the judiciary. But other points are specific to the situation of Afghan Muslim women and responsive to the recent forms of deprivation imposed by the Taliban and long-standing excesses based on tribal convention. There is, for example, the demand that women and children be protected against sexual abuse, domestic violence, and bad-blood price when one family compensates a second for a crime by giving them one of the familys women. There is a request for the provision of up-to-date heath services for women with special attention to reproductive rights. Under the Taliban women were denied healthcare by male doctors, who were not allowed to touch the bodies of women to whom they were not related, and severe restrictions on womens movements made it difficult for female doctors to supply healthcare. Women made it clear they wanted the right to marry and divorce according to Islamic law. At the end of the conference, the document was presented publicly to President Hamed Karzai, and women were promised that their rights would be incorporated explicitly into the new constitution. However, when the draft constitution was released in November 2003, there was no explicit mention of womens rights. Instead, the constitution granted rights to all Afghan citizens. As Ritu Sharma, the co-founder and executive director of the Womens Edge Coalition and Afifa Azim, the director of the Afghan Womens Network, argued in a joint editorial on the eve of the councils meeting, lumping together men and women in the text of the constitution, rather than clearly designating rights for women as well as men is an important distinction because Afghan women are not issued the identification cards given to men. Therefore, some men argue, women are not citizens and entitled to equality. A crucial question at the Grand Council was whether women would be identified separately from men in the final constitution. It was a triumph when the constitution that was released contained an article stating that The citizens of Afghanistanwhether man or womanhave equal rights and duties before the law. At the same time, other challenges remain. The introduction of womens rights to the national political agenda cannot itself be taken for granted while control of the country is still in question. Although it is true that on paper, the government of Afghanistan is headed by President Karzai and moving toward democracy along well established lines such as the creation of a constitution, the actual situation in many parts of the country do not reflect this shift in power. The Taliban have reasserted power in Southern and Eastern parts of the country. Indeed, in the few days leading up to the meeting of the constitutional Grand Council, coalition forces waged their largest attacks to date on Taliban members who threatened violence against the proceedings. As a recent Amnesty International report also noted, Northern Alliance commanders who committed human rights abuses under the Taliban government now hold government positions themselves (the October 2003 report, Afghanistan: No one listens to us and no one treats us as human beings. Where these commanders govern, womens movements remain as restricted, or nearly as restricted, as they did before they were liberated. So, one of the threats to womens rights is related to the ongoing danger to the entire nations stability as well as to the ability of the most conservative or militant actors in Afghanistan to influence the political process. Extremists exploit claims to Islam to intimidate women. This means that although women themselves frame their rights in terms of Islam, they can also be intimidated into making claims for interpretations that dont serve their needs at all. Sultan explains: Security is still a huge issue, and regional warlords and extremists are around. A woman who doesnt speak in terms that acknowledge Islam will face trouble. The affirmation of being Muslim is important because otherwise theyll be called infidels or be threatened or seen as secular or non-Muslim. in the view of Sultan and others who work closely with Afghan women, is to promote the education of women in Islamic law and history so that they can express their own rights as well as refute interpretations that do not serve them. As the legal system begins to hammer out laws that confirm the bases of the constitution, such knowledge will be increasingly important. Jurists are qualified in Afghanistan through higher education or training in Islamic law. As Sultan notes, these qualifications leave open the door for those trained informally by radical Islamist clerics to shape law. Womens education in the language, tradition, and law through which they understand their rights and themselves is a practical and necessary step in this context. This may appear counterintuitive to onlookers in the United States and Europe, whose recent revolutions in rights have often taken place in social and political contexts that opposed democracy to religion. Enhancing the rights of women by encouraging their access to religious education may also seem counterintuitive in the present media environment, which is saturated by the idea that Islam is inherently undemocratic. But women working for their rights in Afghanistan make it clear that both Islam and democracy are evolving practices that permit competing interpretations. It is their right to shape both in ways that confirm their identities as women, Afghan citizens, and Muslims. The needs of women and children; Refugees in Iran Since at least the 1970s Afghans have been coming to Iran, some in search of work, others to seek protection. The political dominance by the Taliban since 1995 has been a significant factor in the acceleration in the flow of refugees. Refugees who came in the 1980s were given green cards’ which entitle them to live and work in Iran, and to benefit from schooling and health care. In the early 1990s the government’s policy towards refugees changed in the face of the worsening domestic economic situation. After 1992 the authorities stopped issuing refugee cards. The vast majority of Afghans who arrived in Iran since 1992 are considered illegal and have no right to asylum. Furthermore, between 1992 and 1994 many thousands of refugees lost their legal status in a systematic campaign of confiscations of green cards from Afghans living in Khorassan province (bordering Herat). It is not uncommon to find families who repatriated under the UN-sponsored programmed in 1996 and 1997, who have returned to Iran because of hardship or fear of persecution. These families had to give up their refugee cards when they repatriated and now live as illegal’ refugees who risk being arrested if found. In such a situation it is extremely difficult to keep accurate figures on the number of refugees in Iran. According to recent official figures, there are about 1.4m Afghans in Iran at present, of which only 22,000 (1.7 per cent) are living in camps. The vast majority of Afghans live integrated into Iranian society scattered around the country, mostly in cities where they can get jobs but also in villages and settlements in rural areas. The refugees areas are Kerman, Shiraz, Sistan- Baluchistan, Mashad, Teheran and Shahriyar (Teheran province). The area in which refugees face the most difficulties (in the south- eastern province of Sistan-Baluchistan), and highlighted the neglected issue of child labor. The most common types of work done by women and children and the income they earn. Work done at home includes shelling pistachios, cleaning wool, making brooms, cleaning saffron, making chains and carpet weaving. Children usually start work at an early age (sometimes as young as five years old). Once they reach school age, those who can get into school study about four hours a day at school and work between four and ten hours every day. Many Afghan children attend schools not formally recognized by the Ministry of Education and run by the Afghans themselves. There are at least 10 informal Afghan schools in Mashad and about 24 in Teheran, serving from 50 to 500 children each. NGOs such as Ockenden Venture and Global Partners have been supporting such schools for over a year now with their own funds and some funding from UNICEF. They have provided books and teaching materials, and have conducted eye tests for children and provided spectacles. Ockenden Venture has also organised some teacher training. MSF France has been carrying out a school health project in Mashad, and a local Afghan NGO (Relief Committee for Destitute Afghan Refugee Families) is helping to identify Afghan schools in Teheran and distribute books. Many questions remain unanswered as to why some children attend these schools and others do not. Aspirations versus reality The aspirations of Afghan women and children contrast heavily with the reality of the back-breaking, repetitive and poorly-paid jobs. The reasons for taking poorly paid and low-skilled work are illiteracy, being undocumented, having children to look after, and opposition from the husband or his family. The work has to be part-time, home-based and not requiring a green card’. One obstacle which the women identified also suggested its own solution. They said that their lack of familiarity with Iran, and particularly with job opportunities, means that they tend to take on the same jobs that other Afghan women are already doing. It was suggested that a job-search service would enable them to access information on other job opportunities. Education: the top priority Having seen the poverty of many refugee families at first hand, Afghan women needs to put income-earning opportunities as their top priority. In fact the top priority identified by almost all the groups was education: for the Hazaras it was education in general, but especially literacy; for the Pashtun women it was skills- training. They all believed that they could improve their own lives if they had some education. Solutions The impact of previous conflicts and recent war on children’s social, physical and mental health is enormous and needs a great deal of attention and commitment from the Government. While the debate of reconstructing Afghanistan is currently in progress, saving the future of nation and child health development must be a top priority. Joining these efforts, international assistance is direly needed to handle the deteriorating child health situation. Improving child health in Afghanistan is certainly a daunting task and will require committed and holistic efforts over period of years. Every aspect of child health needs to be dealt with an appropriate strategy. As evident from the facts that infectious diseases and war induced injuries contribute heavily to the current burden of disease, deaths and disabilities in Afghanistan. Therefore WHO’s strategies need to be universally adopted in the country. The strategy of integrated management of childhood illness (IMCI) addresses five major killer diseases with a simple and cost effective manner. War has left tens and thousands of orphans. Fewer than five children currently make a large proportion of Afghan’s population and immediate attention. In the prolonged period of war tuberculosis control program was severely disrupted. Tuberculosis control network need to be immediately restored, drugs provided with the Directly Observed treatment; short course (DOTS) strategy among internally displaced and non-adhered patients. All interventions need to focus equally on providing rehabilitation and treatment for mental illnesses, robustly expand and include program for massive immunization in their essential package of services. All legal measures need to be taken to protect children’s rights and specially that of girls to education, health and social choices at all fronts. For Refugees Using focus group discussions in the context of understanding the problems and aspirations of urban Afghan refugees has given us a great deal of information to which we did not previously have access. In particular, the fact that the refugees were able to participate in drawing up recommendations regarding the future work of NGOs was a very positive experience. It encourages the beneficiaries themselves to think about their situation and to come up with solutions. It also gives the organisations working with refugees a much clearer picture of the hopes and fears of a refugee community. Past experience at ICRI has shown us that involving the refugees themselves in decision making improves the implementation process, bringing about better results. This does not mean that one method should replace the other, but rather that the methods should be regarded as complementary. We know that the single most important factor which determines the living conditions of refugees in Iran is their legal status. In Afghanistan Samar   bring to the forefront the health and human rights challenges that face Afghan women and children. A leading authority on these issues in her country, Samar founded the Shuhada Organization in 1989 to implement innovative programs in health, education, construction, and income generation that improve the lives of women and children in Afghanistan and those living as refugees in Pakistan. The Shuhada Organization has grown to become the largest female-led non-government organization in Afghanistan and operates an extensive network of hospitals, clinics, schools and shelters as well as numerous other programs and services for women and children. â€Å"Boston University is honored to host Dr. Samar as a visiting scholar,† said Gerald T. Keusch, M.D., associate dean of Global Health, BU School of Public Health, and director of the Global Health Initiative. â€Å"Her work to improve the lives and healthcare for Afghan women and children under extraordinarily difficult conditions has made her an icon in global health and her efforts will ideally lead to new policies that will advance the country’s medical and education infrastructure.† The recipient of numerous honors and awards, including the 2004 Jonathan Mann Award for Health and Human Rights, Samar is an international symbol of the steadfast courage required to demand basic human rights for women and children in Afghanistan. In addition to directing the Shuhada Organization, Samar served as the country’s first Minister of Womens Affairs during the interim government, leading the effort to restore economic, political, legal and social rights to women. In her current role as Chair of the Afghan Independent Human Rights Commission, she oversees the conduct of human rights education programs across the country, implementation of a nationwide women’s rights education program, and monitoring and investigation of human rights abuses. The Global Health Initiative at Boston University was established to promote multi-disciplinary research, education, outreach and policy studies across and beyond the Boston University community, and to contribute to reducing disparities in health through the generation of new knowledge, the education of students as â€Å"global citizens,† and the development of partnerships with global health leaders, scholars, and practitioners around the world. In Afghanistans villages, provincial centers, and Ministry of Public Health; in clinics, hospitals, and pharmacies; in classrooms, workshops, and training centers—REACH is empowering the Afghan people to rebuild a health system damaged and neglected during more than two decades of war. A community health worker teaches a mother in a rural Afghan village how to care for her sick child. A young woman improves her literacy level to qualify her for midwifery training. An Afghan midwife attends refresher training about safe motherhood. A provincial health team develops an immunization campaign to protect children against common diseases. The Afghan Ministry of Public Health develops management systems and standards to improve service delivery. Over seven million men, women, and children have access to primary healthcare services. Increasing access to Afghan health services thru (REACH) Through a performance-based grants program and technical support for training and education, REACH has enabled expansion of Afghanistans child health, maternal health, basic obstetric care, and family planning services now accessible to 7.1 million people. REACH grantees have trained over 5,000 community health workers who are working in 14 of Afghanistans 34 provinces. Providing health education in Afghanistan REACH promotes health education and behavioral change that is improving the ability of individuals, families and communities to protect their health. REACH also provides health-based accelerated literacy training to qualify young women to enter nursing and midwifery schools. Strengthening health systems Working with the Afghan Ministry of Public Health to develop and implement national health policies, standards, and management and information systems, REACH is helping Afghanistan shape its healthcare system for the future. Through close collaboration with counterparts in Afghanistan and with the international donor and nongovernmental community, REACH is addressing immediate needs while ensuring that current activities are consistent with long-term development objectives. References: Armstrong, J., Ager, A. (2005, March). Perspectives on disability in Afghanistan and their implications for rehabilitation services. International Journal of Rehabilitation Research, 28, 87-92. Cultural Orientation Project. (2002). Afghanstheir history and culture. Retrieved October 20, 2004, from http://www.culturalorientation.net/afghan/atoc.html Cummins, C. (2002). The front linenursing refugees. Journal for Community Nurses, 7(1), 7. Daly, C. M. (1999). The paarda expression of hejaab among Afghan women in a non-Muslim comunity. In L. Arthur (ed.). Religion, Dress and the body, Oxford: Berg. Disability World. (n.d.) Epilepsy in the Afghan Village. Retrieved October 11, 2006, from http://www.disabilityworld.org/01-03_02/arts/afghan.shtml. Farella, C. (2002). Far and away: RNs give safety, solace to Afghan refugees. Nursing Spectrum, 6(9), 36-7. Gerritsen, A. A. M., et al. (2006). Physical and mental health of Afghan, Iranian, and Somali asylum seekers and refugees living in the Netherlands. Social Psychiatry and Physchiatric Epidemiology, 41(1), 18-26. Ghatrifi, D., Ghatrifi, R., Eivazkhani, S., Ghatrifi, M. (2006). Research on sexual and reproductive health and rights beliefs and traditions among Afghan refugees. Journal of Sex Research, 43(1), 18. Giger, N. J., Davidhizar, R. (2002). Culturally competent care: Emphasis on understanding the people of Afghanistani Americans, and Islamic culture and religion. International Nursing Review, 49(2), 79-86. Grima, B. (n.d.) Women, culture, and health in rural Afghanistan. Expedition, 44(3), 34-39. Halimi, K. M. (2002, February). Afghan refugees: The ugly truth. Annals of Emergency Medicine, 39(2), 200-2. Kemp, C., Rasbridge, L. (2004). Afghanistan. In C. Kemp and L. Rasbridge (Eds.), Refugee and immigrant health: A handbook for health professionals (pp.83-90). New York: Cambridge. Lindgren, T., Lipson, J. G. (2004, April). Finding a way: Afghan womens experience in community participation. Journal of Transcultural Nursing, 15(2), 122-130. Lipson, J. G. (1993). Afghan refugees in California: Mental health issues. Issues in Mental Health Nursing, 14(4), 411. Lipson, J. G., Hosseni, T., et al. (1995). Health issues among Afghan women in California. Health Care for Women International, 16(4), 279-286. Lipson, J. G., Miller, S. (1994). Changing roles of Afghan refugee women in the United States. Health Care for Women International, 15(3), 171-180. Lipson, J. G., Omidan, P. A. (1996). Ethnic coalitions and public health: Delights and dilemmas with the Afghan Health Education Project in northern California. Human Organization, 55(3), 355-361. Lipson, J. G., Omidian, P. (1992). Health issues of Afghan refugees in California. The Western Journal of Medicine, 157(3), 271-286. Lindgren, T., Lipson, J. G. (2004). Finding a way: Afghan womens experience in community participation. Journal of Transcultural Nursing, 15, 122-130. McCaw, B. R., DeLay, P. (1985, August). Demographics and disease prevalence of two new refugee groups in San Francisco: The Ethiopian and Afghan refugees. Western Journal of Medicine, 143(2), 271-275.

The French Revolution :: European Europe History

The French Revolution Gradually after the American Revolution, France had it's own Revolution in 1789. The French were very unhappy with their current status, jobs, and living conditions. They saw what the Americans did to achieve liberty, and how successful they were. Many of them had also read the writings of the philosophers and believed that change was necessary. Nevertheless, the main problems that led to the French Revolution were deep debt, competition between social classes, and the unlawful conduct of the king. Debt was one of the problems that led France toward a Revolution. France was badly in debt after participating in the American Revolution and after Kings Louis XIV's and Louis XVI's enormous expenses. In order to save France from bankruptcy, Louis XVI called on the Estates General for help. The Estates General was made up of the First (clergy), Second (nobility), and Third (everyone else) Estate. However there was a lot of conflict within the Third Estate, because it was made up of everyone who was not part of the royal family, clergy, or nobility. The Third Estate was very unsatisfied because although it contained over 80 percent of the population, it still had the same one vote as the other two Estates with fewer people. Thus it re-named itself the National Assembly in June of 1789 and claimed itself the representative body of the people. The Assembly did not aid the King in his financial troubles, yet it demanded many changes to France's absolute monarchy and legislative system. Many of the laws that were passed in France had also become extremely burdensome to the common people because they excluded the clergy and nobility from paying taxes. Louis XVI tried to help the economy, by raising taxes in 1786. But this only made matters worse, because peasants were unable to pay. Harvest was also poor and food very expensive. People were enraged of hearing stories of lavish parties at the fine houses and palaces, where a lot of food was served, which was either wasted or given to the dogs afterwards. The demand for manufactured goods fell, and many artisans, traders and farmers were without work. People were angry and began to revolt. In July of 1789, they stormed the Bastille killing many people, and in October of 1789 angry middleclass women marched to Versailles demanding that the royal family move to Paris and action be taken to help feed the people.

Education and Classroom

Running head: STUDENT DIVERSITY 1 Student Diversity and Classroom Management Kelly Shipley Grand Canyon University EDU 450 March 17, 2013 STUDENT DIVERSTY AND CLASSROOM MANAGEMENT2 Student Diversity and Classroom Management When teaching middle school age student’s classroom management is an important aspect in the educational process, there are so many changes going on within the middle school student classroom, management is important to have control and success in the classroom. There are a multitude of strategies to help manage the middle school classroom.In this paper I will list five different strategies of classroom management. There are many challenges within the middle school classroom and knowing what strategies to use to keep control and management can be difficult at times. With the diversity of children in the classroom changes may need to be made. Some strategies may not work in one classroom but work well in another. â€Å"Classroom management refers to those a ctivities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur (Martin & Sugarman, p. 1993)†. The first strategy is keeping the lesson moving. Don’t just lecture for the whole class period. Find engaging ways to keep the students motivated. If you have a classroom of seventh grade English students, lecturing the entire class period would not benefit nor would it keep the attention of the students. Instead engaging the students with hands on activities would keep the learning process going and would alleviate some disruption in the classroom. Keeping consistency in the classroom is another great strategy to implement in the middle school classroom.Middle school students need consistency to keep control of them. Developing and maintaining a set of classroom rules will keep disruptive students at bay. Middle STUDENT DIVERSTY AND CLASSROOM MANAGEMENT2 School classrooms need to be structured and rules need to b e set and followed on an everyday basis. By keeping up with the classroom rules and never slacking will help students become responsible in their own self-discipline. When there is disruption in the classroom knowing what to do immediately will help detour any other disruptions that may occur.For instance if you have a middle school student that consistently talks during class time and is disruptive to other students, knowing what to do immediately will keep the class moving successfully. Kellie Hayden author of Top Five Classroom Management Strategies states â€Å"when students are being disruptive by talking, poking, pulling or crumpling up paper, go stand by them, this sends a direct message to stop what they are doing. Most of the time they stop and go back to work (Hayden, 2010)†.Getting to know your students is a helpful way in managing your classroom. Knowing who your students are will help you as a teacher know what is going on with your students. For example; you hav e a seventh grade student whose parent is terminally ill with cancer. For the past few weeks you have seen a change in attitude, and class performance in this student. The student seems withdrawn and has not turned in the past few assignments. Knowing the students family situation is helpful in knowing how to handle this situation.By knowing the students background will help in knowing if you the problem you see can be handled in the classroom by you the teacher or if you should seek outside help for your student. The last classroom strategy is probably the most important after the events that have happened this year. I think that classroom safety is very important in the learning process. If a student doesn’t feel safe in the classroom the learning process ceases. As a teacher it is important STUDENT DIVERSTY AND CLASSROOM MANAGEMENT4 hat students in your classroom feel safe and know that your classroom is secure for them to learn. With all the school shootings that have hap pened this past year, students all around the county have the need for safety in their home schools. As a teacher it is your responsibility to maintain a safe learning environment for your students. Keeping classroom doors locked is one way to maintain classroom safety. Not allowing objects that can be used as weapons in the classroom is another way to maintain safety.Making sure that your students know the rules of safety not only in the classroom but in the school as well will maintain the learning process and make sure that students can successfully learn. As I stated earlier there are so many strategies for classroom management and not all strategies may work in your classroom, but knowing which strategies do work and making sure that you keep a routine and consistency in the classroom will provide a successful learning environment for the students that are in your classroom and control among the students as well.STUDENT DIVERSTY AND CLASSROOM MANAGEMENT5 Resources Hayden, K. (2 010). Top Five Classroom Management Strategies-They Really Work. Retrieved on March 15, 2013 http://www. brighthubeducation. com Martin, J. & Sugarman, J. (1993). Models of Classroom Management, Second Edition. Bellingham, Washington: Temeron Books Inc.

Why did Charles V Abdicate?

After a nearly forty year rule over an empire of unprecedented size and complexity, Charles V of the Holy Roman Empire abdicated his throne in 1555-6. His rein saw much adversity yet he had great success and during his rein, the empire grew and prospered. However, a series of political, militaristic and health problems culminated in Charles’s retirement. To explore these problems and to fully comprehend why Charles relinquished his power is the topic of this essay. By and large, Charles V was the most powerful leader in Europe during his rein (Cavendish 2006). His realm was described as â€Å"an empire which the sun never set on† and it encompassed about 1,500,000 square miles. A Habsburg in his teens, in 1516 he inherited Spain, which had been unified by his grandparents Isabella and Ferdinand. In 1519 he succeeded his paternal grandfather Maximilian I as Holy Roman Emperor (Cavendish 2006). He was Duke of Burgundy and Archduke of Austria and he also ruled the Netherlands, Bohemia, Hungary, Naples, Sicily and Sardinia. Ruling Spain meant ruling Spanish America and in Charles’s time Cortes took Mexico and Pizarro conquered Peru (Cavendish 2006). The wealth of Spain paid for his efforts to control Western Europe. Despite sizeable incomes from parts of the empire, Charles’s rein encountered monetary difficulties attributing to military defeats. Encircled by the Holy Roman Empire, France existed as the empires great rival and had three major conflicts with the Holy Roman Empire during Charles’s rein. The first began in 1521 against Charles’s nemesis Francis I of France and was highly successful, driving the French out of Milan and defeating and capturing Francis at the Battle of Pavia in 1525. There were three later conflicts where the outcome was less conclusive and France acted as a constant oppose to the empire. Another great rival of Charles’s were the Ottomans, who put pressure of the Holy Roman Empire’s Hungarian border and from piracy in the Mediterranean, especially in the 1530s. The predominately Islamic Ottoman Empire had a longstanding feud with the H. R. E. who was seen as the defender of Christendom (Claydon 2009). Charles the V is among the many rulers since ancient times who desired to create a neo-roman empire and as a Catholic, Charles hoped to unite all of Europe in a Christian empire of which he would be ruler. Unsurprisingly, the notion was met with fierce opposition. Not only did the French and the English prove resistant to the idea, but in 1517 Martin Luther nailed his theses to the church door at Wittenberg: Charles’s ambitions deteriorated on the Protestant Reformation. Not only a factor for political defeat, his staunch religious belief also be attributed to his decision to abdicate. When something went right he attributed it to God, his failure to unite Europe made Charles V feel unworthy and that God must surely want another ruler to extend the empire and destroy Protestantism and Islam. In addition to the great stress of battling a multitude of enemies, Charles had to bear loyalty problems from within the Holy Roman Empire. In 1520, the Comuneros in Castile demanded lower taxes, an end to Burgandian dominion of Castile. They would have preferred Charles’s mum, Joanna the Mad to rule (Claydon 2009). Charles’s brother Ferdinand, archduke of Austria and king of Bohemia and Hungary placed higher priority on defeating the Ottomans than on France and getting rid of Protestantism which were Charles’s goals. Charles failed to control Germany and the Princes saw Ferdinand as their actual ruler (Claydon 2009). In 1529, the Diet of Speyer saw the Lutheran princes protest Charles’s catholic policy in direct defiance of the empire. The princes of Germany also largely adopted protestantism which Charles abhorred and considered heresy. Another factor for his abdication is that by the 1550s that Protestantism in Germany would have to be tolerated. The Holy Roman Empire saw major finance problems during Charles’s rein. The cost of training and maintaining the armies of the H. R. E. were vast and Charles struggled to find the money (Claydon 2009). Charles had to cancel a successful campaign against France where victory was near due to funding problems. A large portion of the empire’s income was through taxes but in certain areas people highly resented taxes due to feelings of localism, for example, the Spanish resented paying for Charles’s efforts on the other side of Europe whilst the German states saw Charles as a ‘foreigner’ and resented his rule over them and considered their own Princes as supreme (Claydon 2009). A similar situation existed in Burgundy where the Flanders estates rejected a 1534 plan to be organised into an imperial ‘circle’ to provide regular taxes and troops. Also, Charles’s claim of Italy was not profitable because Italy was financially dependant and contributed little to the empire monetarily (Claydon 2009). After a series of unfortunate militaristic failures and chronic finance and loyalty problems, in about his mid-forties, Charles was afflicted by severe health issues, most notably agonising gout, as well as epilepsy and chronic indigestion which was caused by his Hapsburg jaw, a condition where the jaw is deformed and creates difficulty eating. It was common to his family line due to aristocratic inbreeding. Tests have been conducted on a finger of Charles’s (which was preserved separately from his body) by researchers at the University of Barcelona who have concluded that severe gout was the main cause of Charles’s abdication (Emery 2006). They concluded that anyone with a condition that severe could not work. Historically, gout is seen as a ailment of the very wealthy due to food that increase risk are red meat. Such lavish food was not available in great quanities to people of medium to little wealth. He suffered from a particular severe gout and many scholars think Charles V decided to abdicate after a gout attack in 1552 forced him to postpone an attempt to recapture the city of Metz, where he was later defeated. This incident appears to have acted as the straw that broke the camel’s back in Charles’s decision to exit power. By now, Charles faced a great variety of tribulations. The implications from Charles’s failed was efforts, money and loyalty problems suggest he lacked full control of his empire. He felt that if God wanted him as ruler, he would have had an easier time. Overall, despite numerous reasons that probably influenced his decision, like failed military efforts, loyalty issues and his unwillingness to tolerate Protestantism in the empire, Charles’s health afflictions causing increasing inability to meets the demands of being Emperor, appears to be the key factor in his abdication. His epilepsy, gout and chronic indigestion (caused by his Habsburg jaw) surely made an already stressful and life dominating role of ruling a vast empire overwhelming and the various problems he faced culminated in his abdication. Despite being only fifty-eight at the time of his death, Charles must have appeared a frail and crippled old man who could barely walk (in his later years, he was carried around in a sedan chair) or use his hands (Emery 2006). Not a desirable public image for a mighty Emperor. Peaceful retirement to holy surroundings must have seemed a welcome change to a life of constant travel, warfare and turmoil. Charles V’s abdication has been interpreted differently. While many condemned it an unsuccessful man’s admission of failure and escape from the world, contemporaries of the time thought differently. There is evidence that Charles himself had been considering the idea even in his prime. In 1532 his secretary, Alfonso de Valdes, suggested to him the thought that a ruler who was incapable of preserving the peace and, indeed, who had to consider himself an obstacle to its establishment was obliged to retire from affairs of state. Upon the finalisation of the abdication, St. Ignatius of Loyola had this to say: â€Å"The emperor gave a rare example to his successors . . . he proved himself to be a true Christian prince . . may the Lord in all His goodness now grant the emperor freedom. † By today’s standards, Charles’s abdication would be nothing extraordinary considering his ailments and the stressful job requirements of emperor. Charles abdicated as Emperor in 1556 in favour of his brother Ferdinand; however, due to lengthy debate and bureaucratic procedure, the Imperial Diet did not accept the abdication (and thus make it legally valid) until May 3, 1558. Up to that date, Charles continued to use the title of Emperor. Charles gave Burgundy, Spain and the American colonies to his son Philip II. He retired to the Monastery of Yuste, near Cuacos de Yuste. The monastery was expanded in 1556 to make room for the emperor and the fifty to sixty members of his entourage. Charles was occasionally visited by notable people, including his illegitimate son Don Juan de Austria, as well as his heir Philip II of Spain. Like many former men of power in history, Charles was deeply interested in politics and was routinely posted on the news of the empire in his retirement. Probably hoping for news that his successors had created a miraculous Christian unification of Europe! He lived his few remaining months on earth amid works of art, of which he had a keen appreciation (Titian was his favourite painter), amid the books which, as a cultured man, he studied and took pleasure in enjoying the music (Knight 2009). His health afflictions worsened and he died of malaria on September 21, 1558 (de Zulueta 2007, 107-9). He was buried in the monastery church, though his remains were transferred twenty-six years later to San Lorenzo del Escorial.

reconfiguring a network Essay

reconfiguring a network Essay reconfiguring a network Essay New User Guide & Basic Troubleshooting Guide Table of Contents Network Login and Passwords There are two separate networks on the campus, and they require separate logins. The admin network is only available in the Instructor area and admin offices. Administration To log into the admin network you will use your 1ITT email as your username. You will also be given a password to use for your initial login. Once you have successfully logged in with the initial password, you will be required to change that password. Your new password must meet the following complexity requirements: Passwords must be at least 8 characters and a maximum of 16 Must contain at least three of the following Lower-case characters: abcdefghijklmnopqrstuvqxyz Upper-case characters: ABCDEFGHIJKLMNOPQRSTUVWXYZ Numbers: 0123456789 Special Characters: !@#$%^*()-_=+;:,./?`~ Users are required to choose passwords that are difficult to guess. Password must not be easily deducible words or characters such as the user’s first or last name, spouse’s name, name of pet, a sequence of numerals or letters, or any word found in a standard English dictionary. Passwords should never be written down Users must not write down or otherwise record their passwords in readable form near the system to which the password pertains. For example, a user must not write his/her network password on a note and tape it to his/her computer. Passwords must not be written down and left in a place where others might discover it. If a password must be written down, it must be secured and far away from the system to which it pertains. In general, users must choose passwords that are challenging for others to guess but easy for them to remember, so users do not feel compelled to write down a password in order to remember it. Display and printing of passwords The display and printing of passwords must be masked, suppressed, or otherwise obscured so that unauthorized parties will not be able to observe or subsequently recover them. Electronic storage of passwords in readable form Passwords must not be stored in plain text or in other readable forms in places where unauthorized parties might recover them, including, but not limited to: batch files; login scripts; computers without access control; terminal function keys; or in software macros. Use of same password prohibited While the specific generation retention depends on the computer system, users on all systems are prohibited from re-using a password when prompted to change it by the system. Suspected disclosure forces password changes If a user suspects or knows that their password integrity has been compromised, it must be changed immediately. Password sharing prohibition Regardless of the circumstances, passwords must never be shared or revealed to anyone else besides the authorized user. To do so exposes the authorized user to responsibility for actions that the other party takes with the password. If users need to share computer resident data, they must use electronic mail, public directories on local area network servers and other authorized mechanisms as appropriate. No user should ever use another person’s login for any reason Limit on consecutive unsuccessful attempts to enter a password To prevent password guessing attacks, the number of consecutive attempts to enter an incorrect password must be strictly limited. After three unsuccessful attempts to enter a password, the involved user ID must be suspended for thirty minutes or until reset by a system administrator. Password Reset If you have forgotten your network password or suspect that your account has been compromised, the SST can reset your password. IRIS passwords require a Service request through the SST. IRIS password resets may take up to a day to be changed. Pinnacle password resets are handled through the Dean. Locking Unattended PC’s All unattended PC’s must be locked to

Facts You Should Know About the Holocaust

Facts You Should Know About the Holocaust The Holocaust is one of the most notorious acts of genocide in modern history. The many atrocities committed by Nazi Germany before and during World War II destroyed millions of lives and permanently altered the face of Europe.   Holocaust Key Terms Holocaust: From the Greek word holokauston, meaning sacrifice by fire. It refers to the Nazi persecution and planned slaughter of the Jewish people and others considered inferior to true Germans.Shoah: A Hebrew word meaning devastation, ruin or waste, also used to refer to the Holocaust.Nazi: German acronym standing for Nationalsozialistishe Deutsche Arbeiterpartei (National Socialist German Workers Party).Final Solution: Nazi term referring to their plan to exterminate the Jewish people.Kristallnacht: Literally Crystal Night or The Night of Broken Glass, refers to the night of November 9-10, 1938 when thousands of synagogues and Jewish-owned homes and businesses in Austria and Germany were attacked.Concentration Camps: Although we use the blanket term Concentration Camps there were actually a number of different types of camps, with different purposes. These included extermination camps, labor camps, prisoner-of-war camps, and transit camps. Introduction to the Holocaust Adolf Hitler, chancellor of Germany, is welcomed by supporters at Nuremberg in 1933. Hulton Archive/Stringer/Getty Images   The Holocaust began in 1933 when Adolf Hitler came to power in Germany and ended in 1945 when the Nazis were defeated by the Allied powers. The term Holocaust is derived from the Greek word holokauston, which means sacrifice by fire. It refers to the Nazi persecution and planned slaughter of the Jewish people and others considered inferior to true Germans. The Hebrew word Shoah, which means devastation, ruin or waste, also refers to this genocide. In addition to Jews, the Nazis targeted the Roma, gays, Jehovahs Witnesses, and the disabled for persecution. Those who resisted the Nazis were sent to forced labor camps or murdered. The word Nazi is a German acronym for Nationalsozialistishe Deutsche Arbeiterpartei (National Socialist German Workers Party). The Nazis sometimes used the term Final Solution to refer to their plan to exterminate the Jewish people, although the origins of this are unclear, according to historians. Death Toll According to the U.S. Holocaust Memorial Museum, up to 17 million people were killed during the Holocaust, but no single document exists recording the total number. Six million of these were Jews- approximately two-thirds of all Jews living in Europe. An estimated 1.1 million children died in the Holocaust. Number of Holocaust Deaths The following statistics are from the U.S. National Holocaust Museum. As more information and records are uncovered, it is likely that these numbers will change. All numbers are approximate.6 million Jews5.7 million Soviet civilians (an additional 1.3 Soviet Jewish civilians are included in the 6 million figure for Jews)3 million Soviet prisoners of war (including about 50,000 Jewish soldiers)1.9 million Polish civilians (non-Jewish)312,000 Serb civiliansUp to 250,000 people with disabilities196,000 to 220,000 Roma1,900 Jehovahs WitnessesAt least 70,000 repeat criminal offenders and asocialsAn undetermined number of German political opponents and activists.Hundreds or thousands of gays and lesbians (might be included in the possibly also 70,000 repeat criminal offenders and asocials number above). The Beginning of the Holocaust On April 1, 1933, the Nazis instigated their first action against German Jews by announcing a boycott of all Jewish-run businesses. The Nuremberg Laws, issued on Sept. 15, 1935, was designed to exclude Jews from public life. The Nuremberg Laws stripped German Jews of their citizenship and prohibited marriages and extramarital sex between Jews and Gentiles. These measures set the legal precedent for anti-Jewish legislation that followed. Nazis issued numerous anti-Jewish laws over the next several years. Jews were banned from public parks, fired from civil service jobs, and forced to register their property. Other laws barred Jewish doctors from treating anyone other than Jewish patients, expelled Jewish children from public schools, and placed severe travel restrictions on Jews. Kristallnacht: The Night of Broken Glass Shattered fronts of Jewish-owned stores in Berlin after Kristallnacht. Bettmann/Getty Images   Overnight on November 9 and 10, 1938, the Nazis incited a pogrom against Jews in Austria and Germany called  Kristallnacht  (Night of Broken Glass, or literally translated from German, Crystal Night). This included the pillaging and burning of synagogues, the breaking of windows of Jewish-owned businesses and the looting of those stores. In the morning, broken glass littered the ground. Many Jews were physically attacked or harassed, and approximately 30,000 were arrested and sent to concentration camps. After World War II started in 1939, the Nazis ordered Jews to wear a yellow Star of David on their clothing so they could be easily recognized and targeted. Gays and lesbians were similarly targeted and forced to wear pink triangles. Jewish Ghettos The Lublin Ghetto in Poland. Bettmann/Getty Images After the beginning of World War II, Nazis began ordering all Jews to live in small, segregated areas of big cities, called ghettos. Jews were forced out of their homes and moved into smaller dwellings, often shared with one or more other families. Some ghettos were initially open, which meant that Jews could leave the area during the daytime but had to be back by a curfew. Later, all ghettos became closed, meaning that Jews were not allowed to leave under any circumstances. Major ghettos were located in the cities of Polish cities of Bialystok, Lodz, and Warsaw. Other ghettos were found in present-day Minsk, Belarus; Riga, Latvia; and Vilna, Lithuania. The largest ghetto was in Warsaw. At its peak in March 1941, some 445,000 were crammed into an area just 1.3 square miles in size. Regulating and Liquidating the Ghettos In most ghettos, Nazis ordered the Jews to establish a Judenrat (Jewish council) to administer Nazi demands and to regulate the internal life of the ghetto. The Nazis routinely ordered deportations from the ghettos. In some of the large ghettos, 1,000 people per day were sent by rail to concentration and extermination camps. To get them to cooperate, the Nazis told the Jews they were being transported elsewhere for labor. As the tide of World War II turned against the Nazis, they began a systematic plan to eliminate or liquidate the ghettos they had established, by a combination of mass murder on the spot and transferring the remaining residents to extermination camps. When the Nazis attempted to liquidate the Warsaw Ghetto on April 13, 1943, the remaining Jews fought back in what has become known as the Warsaw Ghetto Uprising. The Jewish resistance fighters held out against the entire Nazi regime for 28 days, longer than many European countries had been able to withstand Nazi conquest. Concentration Camps Although many people refer to all Nazi camps as concentration camps, there were actually a number of different kinds of camps, including concentration camps, extermination camps, labor camps, prisoner-of-war camps, and transit camps. One of the first concentration camps was in Dachau, in southern Germany. It opened on March 20, 1933. From 1933 until 1938, most of the people held in concentration camps were political prisoners and people the Nazis labeled as asocial. These included the disabled, the homeless, and the mentally ill. After Kristallnacht in 1938, the persecution of Jews became more organized. This led to the exponential increase in the number of Jews sent to concentration camps. Life within Nazi concentration camps was horrible. Prisoners were forced to do hard physical labor and given little food. Prisoners slept three or more to a crowded wooden bunk; bedding was unheard of. Torture within the concentration camps was common and deaths were frequent. At a number of concentration camps, Nazi doctors conducted medical experiments on prisoners against their will. Death Camps While concentration camps were meant to work and starve prisoners to death, extermination camps (also known as death camps) were built for the sole purpose of killing large groups of people quickly and efficiently. The Nazis built six extermination camps, all in Poland: Chelmno, Belzec, Sobibor, Treblinka, Auschwitz, and Majdanek. Prisoners transported to these extermination camps were told to undress so they could shower. Rather than a shower, the prisoners were herded into gas chambers and killed. Auschwitz was the largest concentration and extermination camp built. It is estimated that 1.1 million people were killed at Auschwitz.

Philosophy and everyday life are fundamentally incompatible Essay

Philosophy and everyday life are fundamentally incompatible - Essay Example Sometimes, philosophy and everyday life becomes incompatible while at other times, the two become compatible; it is a matter of fortune. Philosophy and everyday life cannot be considered as fundamentally incompatible always. Philosophy takes birth from the past experiences of life. People reflect on their past experiences in order to realize their mistakes and identify ways in which they can be avoided in the future. The principles thus learned make the philosophy of life. It is said that wise people are those who learn from others’ mistakes. This education works fundamentally because the golden principles apply to all kinds of situations. â€Å"It is quite often said that, 'Philosophy and Education are two sides of the same coin'. 'Education is the dynamic side of philosophy'† (Sharma, 2012). Sometimes philosophy and everyday life becomes fundamentally incompatible because of the unpredictability of life. ... Another way in which the philosophy and life are not only fundamentally compatible but also integrally related to each other is the religious beliefs and their impact on life. â€Å"There seems to be some confusion at times over just whether and how religion and philosophy should be distinguished from each other — this confusion is not unjustified because there are some very strong similarities between the two† (Cline, 2012). The philosophy is ingrained in the religious beliefs. Every religion provides a certain set of rules and principles that its followers are obliged to follow. These rules require the individual to deal with the challenges of life with the philosophy proposed by the religion. For example, Muslims have the philosophy that whatever happens in life happens with due willingness and approval of God Almighty. â€Å"[T]he business of philosophy is nothing other than to look into creation and to ponder over it in order to be guided to the Creator -- in othe r words, to look into the meaning of existence† (Halsall, 1998). This principle extends to include every experience of life irrespective of its level of complexity and nature. Application of this philosophy helps Muslims avoid the negative influences of the challenges of life. For example, a man whose newborn baby dies does not mourn the loss to the extent that he might lose his senses because the belief that the loss occurred because of God’s willingness lends the man the patience he requires to come over the grief. Likewise, when a Muslim wins a race, he believes that he won it fundamentally because God willed it, and thus does not show off to others. These principles guide human behavior in a way that one finds a way to deal with the challenges of

Globalisation and Diversity Essay Example | Topics and Well Written Essays - 2750 words

Globalisation and Diversity - Essay Example These are a set of indicative norms that companies can use to do their business. They help companies to adapt to international standards of corporate behavior. By adopting this, companies show their willingness to conduct their business in an ethical way and become role models for others to follow. Introduction It has been increasingly felt by all that there should be a proper alignment of objectives between the international community and the business community. This need has become stronger by the fact that they have common goals. Some of them are, fighting corruption, taking care of the environment and issues related to its safety, enabling social inclusion, and building common markets. All these factors have opened up avenues for an extraordinary cooperation and need for transparency between different stakeholders such as business, governments, civil society, labor force and the United Nations. The UN Global Compact is a very well planned initiative for all those organizations in the world, which are dedicated to align their business operations and strategies with â€Å"Ten universally accepted principles.† (United Nation, 2011). These principles are adopted in the areas of human rights, labor, environment and anti- corruption. This initiative is both local as well as global. In fact private and public enterprises can participate in this. There are no mandatory requirements to join this initiative. However once a company joins it, it must endeavor to remain accountable for its operations to its stakeholders. Discussion of question set By aligning the business operations and strategies with ten universally accepted principles, the organizations are indicating their willingness to join it on a voluntary basis. They also agree and believe that business is the key driver of globalization. With this initiative, they can make sure that they make significant contributions to the growth of economies and societies at large (Schreck 2009). Their contribution c an be in several areas such as, markets, technology, finance and trading. The social, political and economic opportunities and threats have a significant effect on all the businesses. More and more companies are increasingly realizing the need to work together and collaborate with the all the stakeholders such as, governments, civil society, labor to improve their business volumes and profits. The UN Global Compact has made vital contribution to the development of business in an ethical way (Gjolberg 2004). The environmental principles of the United Nations Global Compact have left a great impact on the organizations. More and more companies have now started realizing the need for focusing on environmental issues and their effect on the industry and individuals (Rasche 2010). The first ten years of the existence of Compact have thrown interesting findings which have been endorsed by scholars, business tycoons, and stalwarts from the civil society as well the staff working in the Glo bal Compact initiative. Their comments clearly indicate the achievements of the Global Compact and the future trends it should follow to sustain the initiative. It also has to meet challenges and oppositions from the traditionalists. Rashce also highlights the changes in the structure of the Compact, role of Global Compact Local Network and the spread of communication on the progress of the policy. The story of UN Global Compact is not all successful and its strengths and weaknesses are clearly brought out by Rashce.