What fueled the bitter history with regard to India and Pakistan with Essay

What fueled the bitter history with regard to India and Pakistan with relation to government and political beliefs - Essay Example This brief mention of just some of the issues between India and Pakistan is just a preview of the intense rivalry between the two countries. And we haven't even reached the pre-colonial era for discussion till now. The bitter past, present and future of Indo-Pak relations is a reality that can not be ignored. The sheer magnitude of the number of disputes between India and Pakistan can not be denied. But beyond this ignorance and denial, one can safely delve into the past and analyze why it happened in the first place. The aim is then not to question any event or wonder what would be the present situation if any past event such as the 1971 separation of East Pakistan had not taken place. The aim is to provide insight and examine the factors behind facts such as colonialism and the partition of the sub-continent and understand their role on the present and the future of India and Pakistan and, in turn, the entire world.The eventful history of India and Pakistan gives plenty of reason t o attribute to their bitter rivalry. The wars fought in 1965, 1971 and 1947 are a testament to this; so are the various bombings that each country's intelligence agencies have planned on each other's country (Crossette, 2008). Both countries have constantly bombarded each other over the line of control and escalation of forces at the border to mount pressure on each other has become a frequent course of action. Kashmir still remains disputed territory with no sign of resolution in the coming future. Even the control of environmental resources such as water and its use (Indus Water Treaty) have been a cause of concern and argument for each country. It is important for Pakistan because India controls the disputed territory from which flows the most vital asset to mans existence i.e. water. This brief mention of just some of the issues between India and Pakistan is just a preview of the intense rivalry between the two countries. And we haven't even reached the pre-colonial era for discussion till now. Based on research, the author of this paper believes that perhaps one of the most important contributors to the partition and in turn, the rivalry between India and Pakistan is the colonialism of the Hindus and Muslims (Alavi, 2002). That is not to say that the entire future of Indo-Pak relations is to be blamed on the East India Company or the British Empire; but, it is hard to deny that the British are responsible for sowing the seeds of rivalry from as far back as the start of operations by East India Company. The author contends then that there are various factors behind the bitter Indo-Pak rivalry but the most pivotal is the colonialism and subsequent, ill planned exit by the British Empire in 1947. The British occupation in the sub continent not only created differen ces between the various segments of Hindus and Muslims but also left several issues unsettled, such as the accession of provinces (e.g. Kashmir) to either country. It is also believed that the nature of Muslim party politics was such that they followed onto the post-partition period till today and that the bitter history has been etched into the political relations of both countries thereby making the process of reconciliation extremely difficult. This paper will therefore address several issues or differences created by the East India Company and the subsequent British Rule in considerable detail. The first of these issues was the change in official language from Persian to English; this change created drastic differences between the 19th century ashrafi (upper class) Muslims and Hindus who were in competition against each other for state jobs (Alavi, 2002). At this point, it is important to shed some light on the salariat, who are defined by Hamza Alavi (2002) as an auxiliary class that was not the biggest class but certainly the most articulate class in the pre-independence era. These salariat were professionals that were able to get through higher education because of their family's income status. They held important state positions as lawyers or doctors and in other fields as well. The 19th century salariat began to lose key positions in the state

Sop for Commerce Essay Example for Free

Sop for Commerce Essay I Priyesh Kulkarni completed my Graduation in Bachelor of Commerce (Honors Course) in It taught me how to manage financial affairs, prepare balance sheets, etc. I liked the commerce field so I decided to do masters in that field. In I completed my Masters degree in Commerce. While doing the masters degree I joined our own finance company where my work was totally related to the finance field. Along with that I did Post Graduate Diploma in Management, again specializing in Finance and completed it in While doing the job I thought about getting some acquaintance with the computers so I did Advanced PC Applications from NIIT in and a training program from Indira Gandhi National Open University in C, C++ and JAVA in I am an Oracle Certified Professional (OCP), the certificate provided by Oracle Corporation, USA. I did 2 projects in oracle. One was about Banking System and the second was about the Super Market. The Banking system was small software that handled all the transactions regarding bank, which provides the account holder information, and handling day-to-day transactions. This software automatically updates the account holder’s account mentioning the current balance in his account. The super market was sophisticated software, which stored the information regarding customer, products, vendors and credit card. This software also generated various bills like invoicing bill, receipt bill and customer payment bill. After doing these many courses and 2 projects in computers I found that my interest towards computers has increased further. Moreover, now in every industry knowledge about IT is required. So I discovered that either I have the option to do Masters in Computer Applications (MCA) from India itself or go outside India to get a good Masters degree in computers. As in India, MCA is for three years, which I thought, is not feasible for me. So I decided for the second option i. e. doing MS in Computer Science from USA, which is a two year course. Further, MS in computer science is a professional degree worldwide and it will be easier for me to fulfill my dreams of becoming a software professional and getting a good job in India. Moreover, by doing this course from USA I will get an international l exposure and it will also enhance my overall personal development.

James Baldwin Essay -- essays papers

James Baldwin Another Country and Go Tell it on the Mountain are two of James Baldwin's most analyzed novels. Some see both novels as great additions to American literature, while others criticize Baldwin's unique writing style used in both works. Another Country has been called a true American classic, and also a literary failure. At any rate, it is an extremely controversial novel filled with controversial characters. The majority of the novel is filled with either talk or fornication, and at least halfway through the novel the talk takes over and begins to control it. Baldwin's Another Country is divided into categories. These categories, including black/white, hetero/homosexual, and male/female are constantly brought up throughout the novel. The novel is divided into three sections and covers four narratives. Each narrative focuses on two characters, and the eight main characters interact throughout the novel. All of the pairs focus on the categories that were mentioned before. Rufus Scott and Leona make up the first pair of characters. Rufus is a black jazz ...

Case Study question

The task that Eileen and Jack are doing on a separate level has set up what seems to be a personal relationship with each other. Jack uses Eileen more like an assistant or peer than one of the regular employees. Although Eileen is t the same level as the other workers she does different tasks as them. The interaction between Eileen and Jack is what is causing the rest of the team to have a negative sentiment towards Jacks leadership. They do not see Jack's behavior as appropriate or worthy Of their trust.If the two Of them continue to separate themselves from the rest of the team, it will cause the other workers to lower their work performance since they will feel unappreciated and that their work is not being noticed. Another problem that could arise is that they could report Jack to Human resources and accuse him of unfair retirement since Eileen is getting time off and preferential treatment. Applying Path-Goal and Attainment-Schmidt Continuum of leader behavior Jack needs underst and he is causing the resentment towards Eileen.He needs to develop every team member with the style that is best for them. Jack seems to be using an Achievement-oriented leadership style with Eileen, and wants the others to just be more like her. Believe Jack needs to be supportive in finding out why the other resent Eileen, by doing this he will discover that they feel he is giving preferential treatment to Eileen. Then he will be able to identify where his team is and change his leadership behavior according to the individual member.According to Attainment and Schmidt, Jack should be more democratic in his decisions. If he wants the group to work like a team then he should be less authoritarian and more democratic. This could limit the preferential treatment given to any employee in the group. Jack will be able to clarify the goals that need to be achieved and explain that Eileen is the best to stay late, or the team will be in agreement another team member would be better for th e task.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.