Gender Differences and Similarities between the United States and Term Paper

Gender Differences and Similarities between the United States and Afghanistan - Term Paper Example The society in the US has undergone great transformation overtime while that of Afghanistan has resisted the forces of globalization with small changes taking place over time1. This term paper focuses on the gender differences and similarities between the United States and Afghanistan. Most of the differences between these two nations are founded on the differences between the traditional customary practices in Afghanistan and the modern setting of the American society. As a result, there exist many differences between the gender roles in both countries than similarities. Gender Differences and Similarities between the United States and Afghanistan There have been consistent principles in the Afghanistan society in matters concerning gender role. The principles reveal differences between genders in regards to the roles of the women and men in the society. On the other side, in US, there exist differences between the both genders and there are limited differences between the roles pla yed by men and women. Gender reforms have continued in US overtime, and are supported by most of the citizens. Contrary, in Afghanistan gender reforms have been limited despite the existence of contentious issues that need to be changed2. Since American gained independence in 1776, the gender reforms have continued to be implemented and the reforms are geared towards guarantying gender equality. In Afghanistan, the gender reforms that have faced great resistance, and are responsible for the 1929 fall of King Amanullah for his support of gender reforms3. The differences and similarities between the two distinct societies are displayed by the society level of transformation, acceptance, or rejection of change. The governments in the two nations have also played a critical role in the differences and similarities. Whereas the US is a democratic federal presidential constitutional republic, the Afghanistan has recently adopted a democratic government; in 2004, and the gender reforms are still underway but in a slow rate. More so, the number of major political parties in Afghanistan is nine whereas in US, they are two major parties. The number of political parties reveals the degree of democracy and the ease with which the government can make and implement policies. Similarities between the men and women in the United States and Afghanistan Despites resistance by some individuals who are non-reformist, a number of the Afghanistan women along with those of American origin have been allowed by their respective constitutions to serve in the public offices. However, those of Afghan origin are few because it comprises only those in the urban centers and can have access to higher education. More so, the Afghanistan education system mostly encourages education of the boy child. Majority of the American women have equal education and employment opportunity as the men. Many of the women work in senior public and private positions. Hillary Clinton, Sarah Palin, and Condoleez za Rice are among the most senior women public servants in the US history. In Afghanistan, very few women serve in senior government positions since most are not sufficiently educated and the educated are discriminated by the male dominated society4. Irrespective of that fact, reforms are taking place and it is expected that the effective equal employment opportunity for all gender will be achieved in the future. In reference to their

Company Case ESPN Study Example | Topics and Well Written Essays - 500 words

Company ESPN - Case Study Example In essence, ESPN’s product is the availability of sports knowledge, discussion as well as video and audios of live games, across a wide variety of platforms. At its heart ESPN is a 24-hour cable network that focuses on sports and entertainment based content for television, however the cable network is only one piece of the entire ESPN brand. The brand now contains more than 50 different businesses. Product wise, the brand consists of six cable channels which are home to many important sporting events such as the IndyCar Series and NBA finals, a sports radio network, ESPN The Magazine and a website that offers streaming video and audio as well as downloadable pods casts. ESPN’s augmented product is its ability to provide accurate and up to date information and commentary about all areas of the sports industry and its delivery of this information across many different media types 4. ESPN has strong brand equity. Its name is immediately associated with sports, and the easy access to information that the brand provides across its many different platforms ensures wide recognition from consumers. There is a strong relationship between the brand equity of ESPN and its brand value. The value of its brand can be seen by large number of products and media that ESPN is present on, the continued growth of the company and its longevity. The cable network alone earns close to twice the amount per subscriber each month than the next most profitable network, Fox Sports ($2.91 and $1.67 respectively). Benefits: This association has resulted in the acquisition of many new viewers and gave the network the ability to host key sporting events, and types of sporting events that they did not previously have access to. Possible risks: ESPN has little control over the quality of the merchandise that is produced, and any negative responses to the cobranded

Women’s rights in America in the 1920s Essay Example for Free

Women’s rights in America in the 1920s Essay Throughout the ages women have been stricken with often male-made oppression in many forms on the long, difficult road to their eventual initiation into equal rights. Some aspects of women’s rights today were obtained by questionable means in the past. One such act of liberation by questionable means was the introduction of a class of women in the 1920s known as flappers. These flappers were the beginning of a new wave of sexually and intellectually liberated women. Women of this age wore short skirts and revealing clothing in addition to cutting their hair into bobs and smoking and drinking publicly. These women were also outspoken in many areas, including matters of art, society, and politics. (â€Å"The changing values of a new generation†) Many argued that these women were the source of much moral corruption and social confusion during the age. A large number of people believed that flappers were rowdy, trouble-making, time-wasting, destructive women and that their damaged morals were in need of correcting. In the eyes of many critics, flappers were a prime example of the growing immorality, irresponsibility, inconsideration, impatience, stupidity and selfish personal absorption of today’s female youth. Still others felt that the flappers were simply lazy and their lifestyles were not only evil and blasphemous but also unhealthy for the soul, body, and mind. Secretary of Labor, James Davis said in September of 1922, that the flappers lifestyle revolved mainly around sex and substance abuse. It was argued that the heightened displays of sexual freedom of these flappers promoted lower social morals, larger rates of promiscuity and greater irresponsibility in many young women. Many people saw flappers as being unintelligent, self absorbed, and were only concerned with their own personal gain, without taking others into consideration. They were often viewed as shameful recluses, and troublemakers. Those who felt that flappers were immoral and corrupt argued that they were bad influences on the younger, more impressionable girls and that they gave their community a bad image. It was said to be inappropriate for any woman to show a substantial about of flesh  at any given time, especially in public, therefor, the flappers were seen in an even more negative light due to the fact that their dresses only required 3 yards of fabric instead of the traditional 6. Many said that flappers were inconsiderate of others with their rambunctious behavior and provocative appearances. Their public drinking and smoking was seen by many as vulgar and unladylike. Flappers were also said to be impatient and unintelligent in areas such as schooling, work and typical domestic o bligations. Despite many negative arguments against flappers there were also those who supported them and argued for them, including, of course, the flappers themselves. Flappers and their supporters looked at their actions as a means of promoting their sexual and intellectual liberation from the former, male-based structure of society. These supporters of such female liberation believed that flappers had earned the right to their free and passionate lifestyles and that they should be respected just as much as the men of the community. Such flapper collaborators felt that they were self-sufficient and reliant as well as intelligent and feminine. Flappers often wore makeup with their short hair and flowingly skimpy clothing. They kept themselves slim and fit and exercised often. These women spent a great deal of money to uphold their flapper fashion and image. They felt that they were independent as well as responsible in their free-spirited fight for equality and freewill. They argued that they were not immoral in their lifestyle and that their behavior was in fact far from destructive but, instead, was helping to work towards creating social equality. (â€Å"The New feminism of the 1920s†) Flappers were not in fact only concerned with standing out and being noticed. They were not simply fashion and image-driven, selfish women, but were strong, self-willed, independent young feminist citizens who were fighting passionately for their right to stable equality amidst a prominently male-driven world. These women pushed aggressively for their social, professional, and sexual freedom which they felt were hard-earned and well overdue. Many flappers wished to pursue positions in careers which would otherwise be deemed unacceptable for the average women of the time. They hoped that by breaking away from social normalitys that they could eventually obtain equality in all important aspects of life while hopefully  also allowing them entry into many professional fields which would normally be unaccessible to women. It is beyond confrontation that many of the questions of the flapper age were presented with a certain amount of dubiety by many brave independent women seeking fairness and equality. These women took their lives and futures into their own hands and with all the courage and determination they could muster they threw their hopes and expectations for equality upon the world. The flappers were passionate, lively young women with aspirations of possessing the same basic human rights that were possessed by the men of the age. Though their aggressively displayed fashion and ideas came as quite a shock to most people at first, after the differences became more accepted by the general public objections were able to be put aside, to make way for some real changes. Despite the many controversies surrounding the flappers and their ideals the fact remains that due to their existence and involvement in history a great deal of significance changes were brought about whether for the good or bad that of today’s society which have greatly expanded upon women’s rights and equality.

United Nations (UN) Strategies to Eradicate Poverty

United Nations (UN) Strategies to Eradicate Poverty BLIMUN 2014 Eradicating extreme poverty and hunger Introduction United Nations United Nations is the world’s biggest international organization, founded in 1945. The UN has four main purposes: To keep peace throughout the world; To develop friendly relations among nations; To help nations work together to improve the lives of poor people, to conquer hunger, disease and illiteracy, and to encourage respect for each other’s rights and freedoms; To be a centre for harmonizing the actions of nations to achieve these goals. At the moment, United Nations have 193 member states. The organization works on a broad range of fundamental issues, from sustainable development, environment and refugees protection, disaster relief, counter terrorism, disarmament and non-proliferation, to promoting democracy, human rights, gender equality and the advancement of women, governance, economic and social development and international health, clearing landmines, expanding food production, and more, in order to achieve its goals and coordinate efforts for a safer world for this and future generations. General Assembly General Assembly is the chief deliberative, policymaking and representative organ of the United Nations. Comprising all 193 Members of the United Nations, it provides a unique forum for multilateral discussion of the full spectrum of international issues covered by the Charter. It also plays a significant role in the process of standard-setting and the codification of international law. The Assembly meets in regular session intensively from September to December each year, and thereafter as required. According to the Charter of the United Nations, the General Assembly may:[1] Consider and approve the United Nations budget and establish the financial assessments of Member States; Elect the non-permanent members of the Security Council and the members of other United Nations councils and organs and, on the recommendation of the Security Council, appoint the Secretary-General; Consider and make recommendations on the general principles of cooperation for maintaining international peace and security, including disarmament; Discuss any question relating to international peace and security and, except where a dispute or situation is currently being discussed by the Security Council, make recommendations on it; Discuss, with the same exception, and make recommendations on any questions within the scope of the Charter or affecting the powers and functions of any organ of the United Nations; Initiate studies and make recommendations to promote international political cooperation, the development and codification of international law, the realization of human rights and fundamental freedoms, and international collaboration in the economic, social, humanitarian, cultural, educational and health fields; Make recommendations for the peaceful settlement of any situation that might impair friendly relations among nations; Consider reports from the Security Council and other United Nations organs. An important thing to mention is that that General Assembly does not make decisions which have a legally binding effect on its member states, except on questions such as budget and selection of non-permanent Security Council members. However, due to its influence and the mission of United Nations, it is very difficult for countries not to take into account resolutions brought by General Assembly, since, in a way, they are also participating in the process of bringing them to life. Millenium Goals In September 2000, building upon a decade of major United Nations conferences and summits, world leaders came together at United Nations Headquarters in New York to adopt the United Nations Millennium Declaration, committing their nations to a new global partnership to reduce extreme poverty and setting out a series of time-bound targets with a deadline of 2015 that have become known as the Millennium Development Goals. There are eight of these goals: To eradicate extreme poverty and hunger To achieve universal primary education To promote gender equality and empowering women To reduce child mortality rates To improve maternal health To combat HIV/AIDS, malaria, and other diseases To ensure environmental sustainability To develop a global partnership for development. As 2015 is quickly approaching, we can say that a lot of things have been vastly improved – however, there is always space for making the situation even better. That is why we believe that the first Millenium Goal, â€Å"Eradicating extreme poverty and hungerâ€Å" is a great topic for our BLIMUN 2014 conference, since it will give our delegates the opportunity to take a look back and see what has already been done and then discuss on how can the current results be improved and what new measures can be taken before the deadline is approached. Eradicating Extreme Poverty and Hunger Concepts and terms According to the Oxford Dictionary, hunger is defined as: A feeling of discomfort or weakness caused by lack of food, coupled with the desire to eat A severe lack of food A strong desire or craving World hunger, on the other hand, is related to another term, malnutrition, which can be defined as â€Å"lack of proper nutrition, caused by not having enough to eat, not eating enough of the right things, or being unable to use the food that one does eat.â€Å" The concept of world hunger is, therefore, concerned with malnutrition on the global level. United Nations defines poverty as: the inability of getting choices and opportunities, a violation of human dignity. It means lack of basic capacity to participate effectively in society. It means not having enough to feed and clothe a family, not having a school or clinic to go to, not having the land on which to grow one’s food or a job to earn one’s living, not having access to credit. It means insecurity, powerlessness and exclusion of individuals, households and communities. It means susceptibility to violence, and it often implies living in marginal or fragile environments, without access to clean water or sanitation. Poverty is the most common cause of hunger. Extreme poverty is, unfortunately, also common cause for starvation, and every year statistics show high number of people who die in absolute poverty deprived of basic human rights. Developed vs. Developing countries According to the World Bank, the criteria for deciding whether a country is developed country, also known as a first-world country is its Gross National Income (GNI) per capita per year. Countries with GNI over US$ 11,905 are developed countries, and countries with GNI equal to, or less than US$ 11,905 are classified as developing countries. To find the definition of the country you will be representing, please consult the following link: World Bank: Country and Lending Groups Important note: Please keep in mind that developed countries also experience issues with extreme poverty and hunger. When preparing for the conference, try to find the data on what is the level of poverty in the country you are representing. Useful statistics At least 80% of humanity lives on less than $10 a day. The poorest 40 percent of the world’s population accounts for 5 percent of global income. The richest 20 percent accounts for three-quarters of world income. According to UNICEF, 22,000 children die each day due to poverty. Around 27-28 percent of all children in developing countries are estimated to be underweight or stunted. Some 1.1 billion people in developing countries have inadequate access to water, and 2.6 billion lack basic sanitation. Almost two in three people lacking access to clean water survive on less than $2 a day, with one in three living on less than $1 a day. In the United Kingdom the average person uses more than 50 litres of water a day flushing toilets. Close to half of all people in developing countries suffer at any given time from a health problem caused by water and sanitation deficits. Millions of women spend several hours a day collecting water. In 2005, the wealthiest 20% of the world accounted for 76.6% of total private consumption. The poorest fifth accounted for just 1.5% 1.6 billion people — a quarter of humanity — live without electricity. Approximately 790 million people in the developing world are still chronically undernourished, almost two-thirds of whom reside in Asia and the Pacific. Important note: You can use useful statistics from the country you are representing in debating and defending your point of view. Examples of Successful Actions Bosnia and Herzegovina: A brighter future for young people. The UN Development Programme (UNDP) and other UN agencies partnered with the Government of Spain to establish 16 centres in Bosnia and Herzegovina to provide career counselling to unemployed youth. In the first 14 months of operation, the centres provided skills training to more than 6,800 young people, of whom almost 1,800 gained their first work experience. Yemen: Food keeps girls in school. Since 2007, the World Food Program’s (WFP) Food For Girls’ Education Program has been tackling hunger and enrolment challenges in Yemen, where more than 60 per cent of primary school-aged children who are not in school are girls. As a result of the program, families who send their girls to school are eligible to receive an annual ration of wheat and fortified vegetable oil. Despite funding shortfalls, since 2010 the program has reached almost 200,000 girls, benefiting almost 1 million family members. India: Right to paid work benefits millions. UNDP is supporting the Mahatma Gandhi National Rural Employment Program, promoting the law passed in 2005 guaranteeing the right to a minimum of 100 days of paid work a year for landless labourers and marginal farmers. Implementation of the scheme is now providing 50 days of work a year to around 50 million households. Almost half of the beneficiaries are women. Important note: When preparing for the conference, try to find out what are the ways the country you are representing fights the poverty and hunger issues. Think about how these can be implemented on the global level. How can your country contribute to it? Relevant UNGA Resolutions Following is the list of previous resolutions that are related to the topic of BLIMUN 2014 General Assembly. You can refer to those in debates, but also in the resolution you will be drafting at the conference. Resolution 65/214. Human rights and extreme poverty Resolution 65/174. Second UN Decade for the Eradication of Poverty Resolution 65/173. Promotion of ecotourism for poverty eradication . . . Resolution 65/10. Sustained, inclusive and equitable economic growth for Resolution 65/186. Realizing the Millennium Development Goals for persons Resolution 65/1. Keeping the promise: united to achieve the Millennium Useful tips Here are some general tips on how to better prepare yourself for the topic: Do a lot of research in regards to the country you are representing. You can use the government websites, national statistics institutes data, social media, newspapers, etc. In case you do not have enough English resources, ask BLIMUN 2014 chairpersons for assistance. You can use Wikipedia, but do not follow it blindly! Always check sources and use links at the bottom of the page. Take a look at the general websites that host some of the global statistics, such as World Bank, United Nations, worldometers.info, unstats.un.org etc. Be informed – read newspapers, watch tv and follow online news – make sure that you catch any news related to our topic and think about how you can use them, even if they are not directly related to the country you are representing. Try to do a research on a countries that are cooperating with the country you are representing, or are close to it in terms of its economy, political views, foreign policy etc. Be open-minded and ready to think outside the box, but do not go too far away from your country’s point of view. Cited Sources http://www.un.org/en/aboutun/ http://www.un.org/en/mainbodies/ http://www.un.org/millenniumgoals/bkgd.shtml http://www.oxforddictionaries.com/definition/english/hunger http://www.oxforddictionaries.com/definition/english/malnutrition http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm http://www.un.org/esa/socdev/unyin/documents/ydiDavidGordon_poverty.pdf http://www.un.org/millenniumgoals/pdf/Goal_1_fs.pdf http://www.globalissues.org/article/26/poverty-facts-and-stats http://www.isi-web.org/component/content/article/5-root/root/81-developing http://data.worldbank.org/about/country-classifications/country-and-lending-groups http://www.un.org/millenniumgoals/pdf/report-2013/mdg-report-2013-english.pdf http://www.un.org/en/ga/65/resolutions.shtml [1] For detailed rules and procedures, please refer to BLIMUN 2014 delegate handbook.

Green Chemistry Essay -- essays research papers

If We Had Known About Green Chemistry In 1951, How Would Things Be Different Today? Green Chemistry is the making of chemical products that reduces or eliminates the use and production of hazardous substances in the designing, making, and use of chemical products. It involves the designing and re-designing of chemical creation and chemical products to prevent pollution which will therefore solve environmental problems. Green Chemistry is environmentally safe and has very little side effects on human health and the environment. Not many people know about Green Chemistry. Yet if we had know about Green Chemistry back around 1951, when the world began to develop it’s industries - such as farming, after World War II we wouldn’t now be battling things such as damage to the ozone layer, diseases and harm to the environment, caused by chemical pesticides and dumping of chemicals into our oceans and other waterways. Not enough people realise the importance of chemicals and green chemistry in everyday life. Most people think of chemicals as poisonous pesticides and or pollution. But it’s not. Chemicals can be used to help the environment. If we had known about Green Chemistry earlier many people could have been saved from diseases that were caused by chemical pollution. For example Asbestos is a chemical product used in buildings and trains. It has a hazardous effect on human health. Very fine dust particles break out of Asbestos products and when breathed in, enters and poisons ...

My Essay About Ur Mom Essay

Instructions: This assignment consists of TWO (2) sections, Operating Systems (OS) and Computer Systems Architecture (CSA). There are two questions in each section; you are required to select ONE (1) question from each section. The total word count of the report should range from 2500 to 3000 words. No marks will be awarded for the entire assignment if any part is copied directly from printed materials or from another student. All submissions should be made on or before the due date. Any late submissions after the deadline will not be entertained. Zero (0) mark will be awarded for late submission, unless extenuating circumstances are upheld. Section 1: Operating Systems Question 1 Research, investigate and document areas relating to process control management of any Operating System of your choice. Areas to be discussed in your research documentation to include among other areas, types of scheduling mechanisms employed, creation and handling of processes or threads and internal systems structure, problems faced using these techniques of process control management and solutions used to overcome them. (Pre-emptive and non-pre-emptive, scheduling, algorithm – explain which is best and worst) OR Question 2 Research, investigate and document areas relating to memory management of any Operating System of your choice. Areas to be discussed in your research documentation to include among other areas, how memory is managed including mechanisms and strategies used, problems faced by these techniques and solutions to overcome them. (Virtual memory, single partition, overlay and Variable memory such first feed, best feed and worst feed) Section 2: Computer Systems Architecture Question 1 Research, investigate and document the various microprocessors found on desktop machines, servers and laptops. Areas to be discussed in your research documentation to include among other areas are; major trends affecting microprocessor performance and design in recent years and differences between microprocessors design goals for laptops, servers, desktops and embedded systems. OR Question 2 Research, investigate and document the usage of registers in a modern computer. Areas to be discussed in your research documentation to include among other areas are reasons for registers, types of registers, register size and organisation of the different types of registers. Guidelines for the Report: Document the results of your work in a professional and systematic manner, in the form of a computerized report. ONE (1) softcopy and hardcopy of your documentation is to be submitted. Your completed documentation should meet the following requirements: 1. Cover 2. Marking Grid 3. Abstract 4. Table of contents for every detailed chapter/section. 5. Introduction 6. Chapters / sections 7. Limitations / Extensions 8. Conclusion 9. References 10. Appendices (Data charts, extra screen captures etc.) o Frequently Ask Question (FAQ) o Gantt Chart Assessment Criteria (Marking Grid): |Research and Investigation |20% | |Referencing |10% | |Analysis |30% | |Reflection |30% | |Documentation |10% | Marking Criteria: Distinction Demonstrated comprehensive research with detailed evidence. High level of analysis performed, exceptional and thorough knowledge and understanding displayed with regard to facilities and services of the Operating System. Documentation presented in a professional manner, without any spelling or grammar mistakes. Displayed evidence of critical appraisal. Credit Adequate research conducted with fair detail of evidence presented. Moderate level of understanding, analysis and knowledge displayed. Good level of documentation presented. Some level of reflection was evident in the documentation. Moderate level of critical appraisal. Pass Low level research conducted. Some evidence of research displayed. Basic level of understanding and knowledge analysis displayed. Satisfactory level of documentation. Satisfactory or low level of reflection displayed. No level of critical appraisal demonstrated.

Morality Play Essay

In life people strive consistently to choose between what is right and wrong. Most never take time to critically evaluate what factors drive their moral compass. Most have never taken the time to understand the conflicts that arise within their moral decisions. Analysis of the philosophical quiz â€Å"Are you a moral realist? † results gave me the opportunity to scrutinize my own moral compass. To follow I will discuss my opinion on the results of the quiz and the impact it had on my foundation of morality. I agree completely with the analysis. Upon completion of the quiz I learned that I was a moral objectivist and a moral relativist. Questions number two and eight provided me with the most glaring obvious evidence of my moral inconsistency. I felt very strongly that what is right or wrong depends on individual viewpoints and society supports this statement. When the Supreme Court is hearing case a group of justices vote on what is right. They don’t always the same opinion but the perception of what is being told is what makes a law and dictates what is right. Question number eight is in direct conflict because in no uncertain terms I believe it is wrong no matter whom you are, where you are, to torture innocent babies just for fun. My strong feelings in that regards completely nullifies right and wrong being based on individual viewpoints. The quiz result stating my position is inconsistent is correct. I was surprised by the results of the quiz; it opened my eyes to the truth of my ethical principles. I understand now that morality is something that I have failed to evaluate. The truth that I have discovered of my morality is that it is in conflict. This conflict exists because I have been guided by outside factors in my views of what is ethical. For example, politics tells me that freedom of religion is a right protected in the constitution so in my mind it became wrong to challenge someone’s religious views no matter what their views made them do. Being that I rationalized it is not justifiable to challenge someone religious views then a woman put to death in another country in the name of religion is not wrong due to the religions moral authority. I can say I have indeed fell victim to the distinguishing between descriptive ethics and normative ethics. Individuals have a diverse array of moral beliefs, which vary from person to person and culture to culture. To say this is to simply describe what is the case (Chaffe pg. 225). I have come to realize a person being killed in the name of religion is something that happens but it doesn’t mean that it is something that should happen. One could say my moral compass pointed north on some occasions and south on others. I see clearly that in every circumstance when a question was asked I thought how it applied to me. In truth my ethical judgment comes from a selfish place. In each scenario my determination was made by looking at what is appropriate for me and secondly society as a whole. I think the inconsistency in my morally can be attributed to two facts. The first is what is good for me always comes first and that I am torn between allowing descriptive and normative ethics govern my decisions. With morality there is what is and what should be, and with my own personal morality the same applies. My personal conflicts ethically stem from failure to consciously asses my moral compass. Morality is much more than someone’s beliefs governing their actions, it’s about an acceptance of what is right and wrong universally no matter a person’s culture, religion, or background. By assessment of my moral compass I have uncovered that I must take a closer look at what should be and stop being guided by what is. Bibliography Chaffee, J. (2011). The philosopher’s way: thinking critically about profound ideas (4th ed. ). Boston, MA: Prentice Hall.