Problems of Pakistan Essay

PROBLEMS OF PAKISTAN AND THEIR SOLUTIONS OUTLINE: 1.INTRODUCTION 2.PROBLEMS OF PAKISTANS A. INNER PROBLEMS a.TERRORISM b.SECTERIAN VIOLANCE c.ENERGY CRISIS d.POOR RULE OF LAW e.ECONOMIC MELTDOWN f.CORRUPTION g.POLITICAL DESTABILITY h.FLOODS i.INJUSTICE j.LACK OF NATIONAL INTEGRITY k.POVERTY l.UNEMPLOYMENT m.INFLATION B. OUTER PROBLEMS a.DRONE ATTACKS b.FOREIGN DEBTS c.LACK OF FDI d.WEAK FOREIGN POLICY SOLUTIONS a.TO CURB THE TERRORISM BY DIALOGUES AND MILIATRY OPERATIONS b.ENERGY CRISIS SHOULD BE TACKELED IMMIDIATELY c.RULE OF LAW SHOULD BE MIANTAINED AT ANY COST d.LONG AND SHORT TERM ECONOMIC POLICIES SHOULD BE LOUNCHED TO OVERCOME ECONOMIC PROBLEMS e.DAMS SHOULD BE MADE TO CURB WITH FLOODS f.UNEMPLOYMENT,POVERTY AND INJUSTICE SHOULD BE ERADICATED g.FAIR AND TRANSPARENT SYSTEM SHOULD BE LOUNCHED TO COPE WITH CORRUPTION h.ATMOSPHERE OF NATIONAL INTEGRITY SHOULD BE INSTALLED i.EFFECTIVE FOREIGN POLICY SHOULD BE MADE TO COPE WITH DRONE ATTACKS j.FOREIGN DEBTS SHOULD BE MINIMIZED CONCLUSION ESSAY: Today, pakostan is facing various problems. The intesity of these problems is increasing day by day.Infact, there are two types of problems, the inner problems and the outer problems.The inner problems like terrorism, secterian violance,target killing,energy crisis,economic meltdown,destability, poor rule of law,floods ,corruption ,injustice,poverty,unemployment,inflation and social disorder are weakining the country very fastly.On the other hand, the outer problems like drone attacks, weak foreign policy ,foreign debts,lack of foreign direct ivestment and foreign intervention are aloso detriorating the country to high extent.Owing to these problems the progress and development of the country has almost jammed.The economy of the country has shunned,the political destability has emerged,mobs and chaos has become the order of every day,religious intolrence has reached to its peak and the image of country has gone bad to worset.To overcome these problems, the government should take all necessary steps with proper planning.All the strategies should installed with tranparency to curb these problems.All the institutions and concerned authorities should lounche their steps in unity to cope these menaces.Apart from government, the individuals should also cooperate with government in this critical time to save the country.The above mentioned problems and their solutions will be discussed in appropriate manners in next paragraphs.

The view that secondary socialisation is responsible for the creation of gender identities in the contemporary UK Essay Example

The view that secondary socialisation is responsible for the creation of gender identities in the contemporary UK Essay Example The view that secondary socialisation is responsible for the creation of gender identities in the contemporary UK Essay The view that secondary socialisation is responsible for the creation of gender identities in the contemporary UK Essay In this essay, I shall be discussing the roles of secondary socialisation in both the creation and promotion of existing gender identities in the UK. The two social institutions I will be looking at are education, and the media these both constitute as being ways of how we are socialised into particular roles, in this case through secondary socialisation. Firstly, we need to establish what gender roles are so we are able to discuss the importance of socialisation in education and the media on these roles. Ann Oakley distinguishes between sex (the biological differences between males and females) and gender (culturally created differences), in that she focuses on what society defines as masculine and feminine behaviours, roles, attitudes, expectations and so on. Gender identity is the result of gender role socialisation, unlike sex, which is biologically determined. When discussing masculinities and femininities we need to appreciate that these are not merely two types of gender identities, but that in fact, there are different types of these identities. This has been highlighted by Connell, who illustrated that there are both dominant and subordinate forms of these identities, for example, gay sexuality is a subordinate from of masculinity. So in fact, we should not be referring merely to masculinity and femininity, but to masculinities and femininities. Drawing on the nature/nurture debate, Joan Smith (1997) stated that men and women become different because they are treated differently. In other words, socialisation and upbringing are more important than nature. This suggests that biological differences in fact play no, or little, part in how our behaviour differs, but that in fact, gender identities are actually socially constructed, and then promoted through various social institutions. Evidence to support the social construction of gender identities comes from research into AIS, and also from cross cultural studies which show that different cultures define acceptable gender roles differently, proving that biology is not the main factor in determining male and female behaviour. Discussion of popular culture, including the roles of magazines and books leads us to consider: How are men and women represented in popular culture, and what role does this play in reproducing gender roles and identities? Firstly, we shall look at the idea that the education system is responsible for the creation of gender identities in the UK. Most importantly, we will be looking at how males and females learn their gender identities in education by assessing the role of childrens books in the promotion of, or the distinction between, gender identities. We already know that educational institutions play an important role in socialising children for adult roles, but how exactly do we learn our gender identities from education? Michelle Stanworth (1983) introduced the idea of a hidden curriculum whereby not only do children learn formal subjects such as Maths, English etc. , but from the school experience, they are also receiving hidden messages about their class, ethnicity, and gender. As Stanworth found, this may be from the teachers in a study, one male teacher was quoted as saying, of one of his female students, that she was likely to become: a personal assistant to someone rather important. (I. e. this teacher means a man. ) In addition, it has been found that male students are likely to get more attention from staff than girls, even if girls outnumbered boys. An important way we learn our gender identities in education is through the use of books. Dale Spender suggested that women are made invisible in our culture, in that their lives and achievements are not represented as being as being of any significance, or may even be trivialised. This idea is supported perfectly when we look at childrens books. Many studies, including Lobban (74) and Best (93) have provided us with interesting findings. In the majority of childrens books, male characters tend to outnumber female characters by anything up to three to one. Additionally, when female characters do appear, they are likely to be in traditionally stereotypical female roles. Male characters often appear as being heroes, are adventurous, and out of the home situation. How does this affect the children who are reading the books, and how does it promote gender identities? Young girls are likely to get the impression that they should serve men (happy servitude), and the use of male heroes implies that women need to be rescued. For boys, they learn that men are big, adventurous, heterosexual and also protect women. These effects are a clear example of how this form of secondary socialisation (education) promotes, and highlights the differences between gender identities. The second way we are socialised into gender roles is through the media. This includes books, the radio, television, videos and films, but we will look more specifically at magazines. In Angela McRobbies findings (82), she demonstrated perfectly that the magazines girls read do in fact redefine, or even create, gender identities. When looking at Jackie magazine, she found that it helped to define girls identities and expectations from childhood onwards. She focused particularly on how the magazine constructed a female world based around the ideals of romance, fashion, and pop music. The effects this had on young girls was that it promoted the idea that their primary task was to get a man and that their primary identity would be based on getting a man. Ferguson (85) added to this idea, stating that womens magazines promote the view that women should concentrate on cooking, housework, and childcare. Furthermore, these are seen to be the main roles of women, and clearly define female identity as one which is centred around housework and childcare. Although Ferguson recognises that since her first studies in the 40s, there has been a change in how this message is promoted in magazines, she does reiterate that nowadays, the predominant message is one of femininity being centred on childcare and housework. Taking a more general look at magazines aimed at females, we can draw certain conclusions about how we learn our gender identities through the media. Most magazines aimed at young women, seem to have an unhealthy concern with appearance, health, and beauty. Many of the articles focus on diets, especially so called celebrity diets which are an even more effective way of promoting diets, as young women are more likely to imitate the behaviour of people who they already look up to. This promotes the view that females should predominantly focus on their appearance. Looking at a recent issue of Company magazine, we can see that there are 49 health and beauty articles, compared to six articles on real life issues. This implies to the reader that health, beauty, and physical appearance are more important than real life issues, socialising them into a female gender identity based on these values. When looking at (heterosexual) mens magazines, such as FHM or Loaded, we can see that they are based around the idea that a mans main interest is to have sex. Most of the articles are written in a way which almost give advice on how to get women. The magazine is socialising the reader into what is nowadays seen as typical masculine behaviour. This is done by the content being predominantly about lad-culture, and provides a good source, for young males, of somewhere to learn typical male behaviour from. This shows how secondary socialisation can create gender identities in the UK. To conclude, we need to look at other factors, aside from secondary socialisation, and cannot ignore the main source for our socialisation, (primary socialisation,) which is the family. Our parents are likely to treat us differently from other siblings of a different sex, although it may be unintentional. This can include the way they dress us, they way they may restrain or encourage particular behaviour we display, and may even be evident in the toys they buy us. For example, giving boys tractors encourages them to do manual work and giving girls dolls encourages them to be caring and motherly. This is surely an important institution, and we must acknowledge its effects on the promotion of gender identities. We also need to reiterate that there are different types of masculinities and femininities, and need to recognise how these might be promoted through secondary socialisation. For example, nowadays, there are many different types of men represented in the media. We are shown more traditional men such as Tony Blair who has a high-powered job and has a wife and children. But also, we are faced with images of David Beckham, who, although being a football player, (a typically masculine career,) has challenged typical masculine roles, by toying with feminine identities, without actually being homosexual. He has done this by, for example, wearing nail varnish, or by appearing on the cover of gay magazine Attitude. To conclude, we have seen that both the media, and education do socialise gender specific behaviour into us from an early age. Personally, I do not find one of these institutions to be more effective than the other, but when considering other institutions, such as peer group influence, and the effects of the family, we can see that our gender identity is very much taught to us, and is by no means biologically predetermined, instinctual behaviour.

STCW IMO Standards for Training Certification

STCW IMO Standards for Training Certification The Standards for Training, Certification, and Watchkeeping, or STCW, is a convention of the IMO. These regulations first came into existence in 1978. Major revisions to the conventions occurred in 1984, 1995, and 2010. The goal of the STCW training is to give seafarers from all nations a standard set of skills useful to crew members working aboard large vessels outside of the boundaries of their country. Do All Merchant Mariners Need to Take an STCW Course? In the United States mariners only need to take an approved STCW course if they intend to work aboard a vessel greater than 200 Gross Register Tons (Domestic Tonnage), or 500 Gross Tons, which will operate beyond the boundaries defined by the Federal Regulations which indicate international waters. Although STCW training is not required for seafarers working in nearshore areas or domestic inland waterways it is recommended. STCW training offers exposure to valuable skills which make the mariner more flexible aboard ship and more valuable in the job market. Not all nations require their licensed merchant mariners to take a separate STCW course. Many high-quality programs meet the training requirements for STCW during the regular licensing coursework. Why is STCW a Separate Course? STCW training guidelines are laid out in the IMO convention to standardize the basic skills needed to safely crew aboard a large vessel outside of areas where domestic rules apply. Some of the training does not apply to smaller craft or vessels operating in coastal or river areas. To simplify testing requirements, not all countries include the STCW information for basic merchant mariner licensing. Each country may decide if their licensing requirements meet the terms of the IMO convention. What is Taught in an STCW Course? Every course goes about their training in different ways so no two courses are the same. Some courses have a greater emphasis on classroom learning but generally, some concepts are taught in a hands-on situation. Classes will include some of the following disciplines: Bridge and Deck Skills; Traffic Patterns, Lights and Day Shapes, Horn Signals for international watersEngine Room; Operations, Signals, Emergency ProceduresInternationally Standardized Radio Operations and TerminologyEmergency, Occupational Safety, Medical Care and Survival FunctionsWatchkeeping Major components of the STCW conventions were modified during the last revision in June of 2010. These are called the Manila Amendments and they will go into effect January 1, 2012. These amendments will bring the training requirements up to date for modern operational situations and technologies. Some of the changes from the Manila Amendments are: â€Å"Revised requirements on hours of work and rest and new requirements for the prevention of drug and alcohol abuse, as well as updated standards relating to medical fitness standards for seafarers†Ã¢â‚¬Å"New requirements relating to training in modern technology such as electronic charts and information systems†Ã¢â‚¬Å"New requirements for marine environment awareness training and training in leadership and teamwork†Ã¢â‚¬Å"Updating of competence requirements for personnel serving on board all types of tankers, including new requirements for personnel serving on liquefied gas tankers†Ã¢â‚¬Å"New requirements for security training, as well as provisions to ensure that seafarers are properly trained to cope if their ship comes under attack by pirates†Ã¢â‚¬Å"New training guidance for personnel serving on board ships operating in polar waters†Ã¢â‚¬Å"New training guidance for personnel operating Dynamic Positioning Systems† These new training elements will give a merchant mariner many valuable and potentially life-saving skills. Anyone considering a new career in the maritime industry or an upgrade to their current credential should strongly consider taking part in an approved STCW course. More information is available for U.S. licensees from the National Maritime Center website.

Speaker Essay Example | Topics and Well Written Essays - 500 words

Speaker - Essay Example Vanchiere would give a speech that would be largely similar to nearly all the other speeches that I have heard over the years, I was pleasantly surprised to find that the speech was quite interesting and could easily be analyzed using the five cannons of rhetoric. Rhetoric is mainly seen to be divided into five key categories that mainly include arrangement, style, invention, delivery and memory, it is these five categories that essentially comprise of the five canons of rhetoric. An analysis of the speech given by Dr. Vanchiere reveals that that he used the five cannons of rhetoric as follows. Invention: This cannon is defined as being the art through which the speaker is able to successfully find a number of appropriate rhetorical arguments that can be presented in a given rhetorical situation. In using this cannon of rhetoric, Dr. Vanchiere started off the lecture by pointing out that the HPV vaccine is one of the most successful vaccines that is currently being administered. Dr. Vanchiere then went on to compare the successes of the HPV vaccine as compared to other vaccines such as the flu vaccine. By using the flu vaccine as a comparison against the HPV vaccine, the doctor was able to successfully create a reference point that resonated with his audience as most members of the audience could easily relate with the flu vaccine as nearly all of them had been given the vaccine at some point in their lives. Arrangement: The rhetorical cannon of arrangement is seen to be concerned with the arrangement of a speech in a manner that will enable the speech to have the maximum level of persuasion that it can possibly have. In this regard, after Dr. Vanchiere had commenced his speech by arguing that the HPV is actually the most successful vaccine to have ever been created. He went on to validate his claims by providing empirical data on some of its successes such as the fact that an estimated 80 million doses of the vaccine have already

Analyzing Culture Researching Subculture Essay Example | Topics and Well Written Essays - 2500 words

Analyzing Culture Researching Subculture - Essay Example Despite the size and purpose of any subculture, one needs to be aware of the fact that it could leave a significant impact on the society and furthermore could present the possibility of proving to be life altering in the long run. This paper seeks to conduct a research into the origin of Bosozoku and how influential this subculture is in today's society - not only in Japan but also, the rest of the world. To begin with, it focuses on the starting place of the Japanese subculture called Bosozoku, when it started and by whom it was started. This has been critically analyzed to study the main purpose of their subculture and how is has changed over time. Secondly, this paper concentrates on how influential Bosozoku is within Japan and what lies behind the influence and the growth. Thirdly, it focuses on the impact it has on the rest of the world, especially the USA. Before introducing this subculture, it would be imperative to talk about the emerging trends. The rising volume of teenagers showing interest and rendering involvement to modified cars and motorbikes, boy racers and midnight rides are no longer an issue in today's society. But the question that needs to be answered pertains to where it all started and by whom. (Greenfield, 1995) In tandem with this perspective is a corresponding and rather common view is that a causal relationship exists between the policing system and low crime rates in Japan. According to these views, subcultures need to be reduced to a state where they hold minimal significance in Japan. However, numerous, visible, and significant subcultural formations continue to peacefully and unobtrusively exist in these parts. These include groupings of street youths, Bosozoku (hot-rodder) groups, and Yakuza, which may be further described as networks of male adult criminal organizations. (Sato, 1991) Bosozoku, a Japanese subculture has immensely grown to influence the Japanese society in the last 10 to 15 years (Jachim, 1993); from adults to even teenagers. Having originated as a bunch of bored bikers who went by the name of Kaminari - zoku, the Bosozokus have branched out as a group that believes in adorning themselves in traditional Japanese garb and boasting of a contrasting cosmopolitan perspective as well. The cities generally find them cruising around in sophisticated, and more often than not, bikes that are illegally modified, with an intention that seemingly revolves around teasing the local police in the peaceful suburbs. So why aren't they being taken to task The answer to that might have something to do with the implication that they might share connections with the Japanese underworld, otherwise known as Yakuza, as well as the Uyoku. That explains why most people are scared of them and regard them as dangerous. (Jachim, 1993; p. 277) Most of the assumptions that exist in the Western world regarding Japanese crime control seem to be based on notions of a specific Japanese "shame culture," in which social pressures force all individuals to conform to these laws and norms revolving around, or dictated by these subcultures. The subculture popularly referred to as "The Bosozoku - speed tribes" - basically consists of Japan's discontented youth. The Bosozoku have been around since Japan's rebirth as an industrial power after World War II; starting on September the 6th, 1959, when

Writing Sample to be submitted with graduate faculty employment Essay

Writing Sample to be submitted with graduate faculty employment application - Essay Example There are several instances where brain scans are brought as court-room evidences to present that the suspect is somehow mentally challenged and thus cannot, for some reason, be charged with death sentence, and so be given lifetime imprisonment instead. Because of this modernity, criminal justice is challenged, and the issue remains unresolved. Immature Brain Neurolaw is creating a scene in providing judgments, leading experts from different fields in constant debate whether when to consider a brain as normal or abnormal, or when to consider the evidence as a legal mitigating circumstance or as an alibi. One contention raised by neuroscientists is that â€Å"adolescents are not as capable of controlling their impulses as adults because the development of neurons in the prefrontal cortex isn’t complete until the early 20s† (Rosen 3). The American Psychiatric Association backed-up this â€Å"anatomically-based† claim that there are differences between juveniles and adults, emphasizing that immature regions of the brain are those related with regulation of emotions, impulse control, risk assessment, and moral reasoning (Fagan 14). These are shown with the aid of modern technology which â€Å"rationalizes† the deviant behavior of juvenile offenders, and the brain is said to function maturely as the individual transitions into adulthood. This argument was essential in the Supreme Court’s decision for offenders below 18 years old not to be sentenced with death penalty. In addition, this neuroscientific evidence has been recently used several times in juvenile cases to influence the decisions of the judge and the jury. However, the complications neurolaw give our courts do not just end there. Law and Technology It is implied that a bigger concern in integrating neuroscience into the criminal justice system concerns cases where juvenile delinquency is not necessarily involved. There seems to be no clear delineation as to when brain sc ans may be considered adequate evidences, and how members of the prosecution committee would weigh the gravity of these proofs. However, the influence of neuroscience in the courts does not seem to cease. The law generally regards individuals responsible for their actions, but accommodations are sometimes granted to explain misconduct, and in this course neuroscience enters, arguing that differences in brain activity may influence behavior (Society of Neuroscience 38). High technology has made it possible for functional magnetic resonance imaging (fMRI), and positron emission tomography (PET) scans to link who we are and how we behave, as asserted by neuroscientists. Kent Kiehl is a prominent neuroscientist who has added psychopathy to the list of conditions that can be observed in fMRI scans, other than those telltale signs established for schizophrenia, bipolar disorder, and post-traumatic stress disorder (PTSD) (Haederle). Highly interested in why psychopaths behave the way they do, Kiehl is involved in a research that scanned the brains of prison inmates and conducted interviews. Kiehl is delving on a possibility that â€Å"there are developmental differences associated with psychopathic traits,† where â€Å"the more severe the traits, the more severe the impairment in the paralimbic system† (qtd. in Haederle). Along with his other assertions based on neuroscience, he believes that it is not a good idea to punish convicted offenders who possess malfunctioning brains. Neuroscience and Criminal Responsibility Another aspect, however, concerns the relevance of neuroscience

Black man and white women Essay Example for Free

Black man and white women Essay Black man and white women in dark green row boat The story Black Man and White Women in Dark Green Rowboat, written by Russell Banks, is about an interracial relationship on the brink of disaster. The story opens up on an extremely hot day in August at a trailer park that is right next to a lake with a variety of people who live there. I was not immediately aware that the black man and the white woman were the focus of the story, but those characters gradually emerged and thats when things started to get interesting. It becomes very obvious that white women want to control everything in the relationship and doesnt iew the black man as an equal partner. Before they meet at the beach, the white women walks up in her bikini holding her towel, fashion magazine, and tanning lotion with her blonde hair swinging side to side. I automatically start to view her as an egotistical person. When the white women encounters the black man at the beach, she helps him push the boat to the water, but instead of helping him push the boat all the way from shore, she hops in it before her feet had even got wet. He was left to not only push the boat himself, rolling his pant legs up, but also pushing her in it as well. While he is rowing the boat he realizes he didnt bring a hat and he is sweating. He wraps his shirt around his head and she explains to him that he looks like a sheik and a galley slave. To me this shows how she thinks of him as her own romanticized slave that she can control. She even reassures him that she was not kidding by saying no really. Honestly. (68). The man continues to row and she says shes starting to put on weight and then she tells the man that she told her mother about them and their situation, but she never looked at him when she was talking to him. Her eyes were closed and directed oward the sun. She isnt treating him like she cares; she is Just caring on with her sun bathing. Then she tells him that she is going to have an abortion that afternoon. She does this without even asking the man if thats what he wants to do. Even after he expresses hatred towards the situation and basically tells her he wants her to keep the baby she doesnt listen. She Just insists that everything will return to normal when its done. He asks her what happened and she brushes the question off and explains her mother is 0k with him. You can tell he cares about her mothers opinion f him as he wants the reassurance that her mother actually likes him. The woman explains her mother Just thinks she is fragile from depression. Honestly I feel like the women had had other abortions and Just didnt want to be honest with the man. After some time had passed, the woman asks him how long he was going to fish. He tells her about an hour and offers to row her to a swimming spot if she would rather swim. She turns down the offer and makes appoint to mention the fact that she has to be back in time to make it to her abortion later that afternoon; again aking it known she is making this decision on ner own. The women sta rts looking through her magazine while the man continued for a few more casts then he finally gave up and said, No sense fishing when the fish aint feeding. The whole point is catching fish, right? (71). This is the mans turning point. I think he realized that the relationship he was in was kind of like fishing, there was no point in him being with her if she didnt want to move on to the next level. Before rowing back into shore, he said he wished he could Just leave here there. She gets very nervous when he said hat and tells him they have to go back. Thats when the man decided that it was time to move on with his life and he said, You mean, you have to go back. (71). He rows back and all the people are carrying on like they were before except now things are changing for them. The White woman goes with her towel and magazine to have her abortion and back to living with her mother, while the Black man goes on his own separate way while watching the women leave.