2-3 PAGE PAPER DUE TUESDAY MAY 25, 2021

 

The objective of this assignment is to enable you to demonstrate your understanding of the effects of the use of alternative dispute resolution (ADR) to supplement court trial processes, with particular focus on its impact on caseflow management. For at least the last 20 years, most state and local jurisdictions have begun institutionalizing ADR programs and procedures for a variety of case types. In many situations, this has been the result of statutory changes, but with or without legislative action, court rules have been implemented in states across the United States to address how the addition of ADR processes can supplement and sometimes replace court dispute resolution.

Find a jurisdiction where state or county statutes require an ADR process in some or all types of divorce cases prior to proceeding with a divorce case in the courts. Write an essay of 2–3 pages that discusses how the addition of ADR processes has affected caseflow management in general, and in divorce cases specifically. (The Steelman, et al. publication for NCSC, Caseflow Management: The Heart of Court Management in the New Millennium, is an excellent resource.)

In your essay, respond to at least the following questions:

  • Why have so many jurisdictions turned to forms of ADR to supplement the judicial process?
  • What are the major effects on caseflow management of the decision by jurisdictions to insert ADR requirements into divorce case processing?
  • What are the short-term and long-term costs and benefits, including dollar costs/benefits and social costs/benefits?

In your essay, be specific regarding the types of ADR processes that are required or recommended in the state of your choosing and how these processes affect caseflow management.

12 pt. font, double-spaced, 4 Full pages

 

Opposition Essay:

This essay requires that you locate a central debate in an article we have read, and draw out the opposing sides of the viewpoints on the matter. You may choose from any of the articles assigned thus far—barring any you have written on, in the previous essays. 

The objective here is to carefully breakdown each side of the debate on the topic. Rhetorically, introduce one side of the debate, and show how the text you have selected reveals this claim. This should be followed by the assertions supporting the opposing side. You may choose to make a few claims supporting one side, followed by those claims supporting the other. Or, you may choose to intertwine the opposing claims, paragraph by paragraph. Whichever argumentative approach you choose should represent what, you believe, will most intelligently and objectively present both sides charitably.

The goal of this form of argumentative, analytic approach is to explain the crux of an issue—to present the claims that most suggestively oppose each other on a specific issue.

This assignment needs to follow the traditional analytic template. You need to have an introduction that will state the article’s name, the author, the particular issues of each body paragraph. Then, in terms of the body, the first sentence should introduce the topic, the second should introduce the quote, next implement the actual quote, follow that by an in-depth explanation of the meaning of the quote/why it is significant as a concept, and finally transition to the next proposition. Be sure to have a conclusion as well. Failure to follow this structure will drop your score by 1 full grade.

Relationships and Power in Negotiation

Relationships and Power in Negotiation

Consider a situation where you are negotiating with your boss for a higher salary. Discuss the role of relationship and power in the negotiation process. If your boss has more power in the negotiation process for a higher salary, how would you counterbalance him or her? Do you think reputation, trust, or justice will play a role in the negotiation process with your boss? Why or why not?

The requirements below must be met for your paper to be accepted and graded:

·  Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.

·  Use font size 12 and 1” margins.

·  Include cover page and reference page.

·  At least 80% of your paper must be original content/writing.

·  No more than 20% of your content/information may come from references.

·  Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.

·  Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.

References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.  A detailed explanation of how to cite a source using APA can be found here (link). 

.

Here I have attached a brief PowerPoint on reading a kinship chart and included my own chart with a second slide describing my family and those members of my patrilineal and matrilineal kinship members. Please review the two kinship chapters 10 and 11 in your text and this PowerPoint to make sure you can read a kinship chart and identify patrilineal and matrilineal kinship members from a chart. In my presentation here, I am ego and marked with a solid circle on the chart. I also added a video in which I explain how to draw a kinship chart and show you how to mark the patrilineal and matrilineal members of my family. This is above. 

First Post Assignment 

For your assignment, you will write your own kinship chart (include a minimum of 3 generations). You are ego on the chart. Then you will draw a circle around all your matrilineal kinship members. Next draw a square around all your patrilineal kinship members. Take a picture and post the picture with your discussion post (use jpg and embed picture in your post; don’t attach a file please)

  • Draw your kinship chart with you as ego (color you solid)
  • Circle matrilineal members
  • Squares around patrilineal members

Here are some tips:

  • Use a pencil and paper.
  • Turn paper horizontal.
  • Start with yourself (You are ego.), then parents, siblings, and other members of your family last.
  • When doing matrilineal and patrilineal families, start with yourself and siblings. All siblings (if from same parents) are members of your matrilineal and patrilineal families. Then go to parents and their siblings, cousins, then grandparents.
  • Do not start at the top of the page. Always start from ego. As you are likely one of the youngest in the family, draw you near the bottom of the paper or in the middle.  
  • Above is my kinship chart with my matrilineal family circled and patrilineal family squared. Yours should look similar. 

500 words writing

my research question is: Why freedom of speech sometimes has a negative impact on society?

Assignment: Please turn in a 2‐page (500 word, double spaced, 12 point font, 1 inch margins) essay that addresses the following questions:

  1. What is your overall research question?
  2. What do you find interesting or compelling about this question? Why might others find it interesting? Or, why should they care about your research?
  3. What makes it theoretically relevant or important? 
  4. What do you want to learn as a result of pursuing this research? Why is it worth spending time to research this question? Why is it worth knowing?
  5. How will you research this topic? Where can you start?
  6. Name three sources you used to research your topic so far. They can be scholarly or popular and can include course readings.

Assignment Goals:

  • Learn how to identify a researchable issue, problem or question?
  • Explore various ways a question or problem can be framed. Consider what difference different framings might make.
  • Ultimately, this first assignment will help you refine your research question; guide you toward choosing two appropriate research methods to explore your research topic; give you a chance to get some early feedback; and help you make progress in your research and complete your final research proposal.

UNDOCUMENTED IMMIGRANTS-paper research

Instructions

This week you will research and write a 2-3 page paper in APA format about the history of your selected population. Include citations and references including NASW’s Code of Ethics. Use the select questions below, to guide you:

  • How has this group been treated historically in our culture? What is the history (e.g., laws, experiences, etc.) related to this type of treatment or discrimination? What assumptions, beliefs, or attributions appear to drive this treatment or discrimination of this group?
  • What are examples of specific oppressive or discriminatory practices that this group has encountered as they interact with various institutions? You may include social, economic, educational, faith, and health care institutions in your discussion, as well as any other institutions of relevance.
  • What examples of strength and resilience are, or have been, evident within members of this group?
  • Discuss how NASW’s Code of Ethics applies to working with this population.

Remember, when writing your papers please adhere to the following expectations:

  • Organization – Five sentence paragraph with an introduction, three supporting sentences, and a conclusion sentence. Think about this same organization for your whole paper: five paragraphs in this paper, one paragraph as an introduction, three supporting paragraphs, and then your conclusion paragraph. (Please note: This format is only a suggestion, you may need more paragraphs to reach the expected length of each paper).
  • Don’t rely too heavily on quotes. Take several articles and point to them in a unique way. We want your thinking supported by research. An example of this is to remember to paraphrase the work that you are researching and make it your words but still cite the source. We want to see more of your words and fewer quotes. When using the TurnItIn program the similarity should be 20% or less.
Your Tasks:
  1. Include an APA format title page.
  2. Your writing should be 2-3 pages long and should be APA formatted, making sure you use in-text citations for your references. You will be graded on content and APA formatting.
  3. Submit an APA formatted reference page including a minimum of five (5) scholarly articles, your textbook, and NASW’s Code of Ethics.

Historical Themes

This week we begin our most significant writing, emphasizing themes. We have been practicing so we can get to this point, doing more of what historians actually do. 

As you know, historians do not memorize facts. They see trends throughout time, and use these trends to understand both the past and the present.

A historical theme is a trend, presented as an interpretive thesis, but supported by evidence from several different eras instead of just one or two. 

A number of weeks throughout the semester, we have posted evidence from one particular time-frame or era on a Primary Sources Board, but our writing this week must include evidence from multiple eras. 

Yes – the work you do here may be considered as the outline for your final essay, so long as you are happy with your subject!

Themes are narrow enough to have a point of view, even though they are broad enough to cover several eras. They show a repeating trend, rather than progress over time. 

One way to begin a theme is to focus on a topic area, such as fashion, sexuality, class differences, cloth-making technology, the role of philosophy, ways in which literature reflects society, sports, games, furniture design, domestic architecture, dancing, political conflict, holiday celebrations, religious texts, expressions of spirituality, mass communication – the possibilities are endless.

Format

For this assignment we start with a theme (in bold text), and use six sources in pairs with a topic sentence (in italics) that covers them both. The format will be like an essay, with no numbers or letters:

I. Historical theme
II. Topic sentence that supports the theme
     A. Primary source #1 with explanation
     B. Primary source #2 with explanation
III. Topic sentence that supports the theme
     A. Primary source #3 with explanation
     B. Primary source #4 with explanation
IV. Topic sentence that supports the theme
     A. Primary source #1 with explanation
     B. Primary source #2 with explanation
V. Brief conclusion

Avoid problems with themes

Here’s a list of common problems to avoid for themes:

•    The progressive theme problem.
The theme features advancement or improvement over time, when it needs to focus on a repeating trend.

•    The “throughout history” problem.
The theme should not use phrases like “throughout history” or “across the ages”. 

•   The “and” problem.
The theme should not try to cover more bases by using “and”, unless everything in it is proven in every paragraph. 

•    The “or” problem.
The theme should not contain “or”, which encourages paragraphs that focus on only part of the theme. 

•    The so broad it’s obvious problem.
This is similar to the big, factual thesis problem.

Writing assignment instructions (70 points):

Create an outline with a theme and three topic sentences, each supported by two fully-cited primary sources from various Primary Sources Boards, with a brief explanation of how each source supports the topic. All sources must be from a Primary Sources Board (you may add any fully cited sources to any Board at any time).

Here is an example of an A assignment:

Many of the ideas that influenced the revolutionary era and which helped to lead ultimately to independence from Great Britain can be traced back to the teachings of various ministers, politicians, and philosophers during the 17th and 18th century. The ideas of equality, natural rights, religious toleration, and government can be seen in the many sermons, pamphlets, books, and other means of communication of those two centuries.

Of the many philosophers of that time, John Locke would have the greatest influence in that era. His works, for example, the “Two Treatises on Government” published in 1689 and his “A Letter Concerning Toleration” published in that same year, both contained ideas that influenced the revolutionary era and can be found in our Declaration of Independence. The Declaration of Independence makes references to the Laws of Nature and Nature’s God, natural rights, social contract, and the purpose of government. These ideas can be found In Locke’s “Two Treatises on Government (John Locke. Two Treatises of Government. 1689. https://en.wikipedia.org/ (Links to an external site.)Links to an external site. wiki/ Two_ Treatises_of_Government). In his “A Letter Concerning Toleration”, like his “Two Treatises on Government”, Locke discusses the role of government and the role of the Church. He calls for toleration among churches and further spreads the ideas of liberty especially as it pertains to the freedom of conscious. He believed liberty to be a natural right, a right that the goverement or the church cannot violate (John Locke. A Letter Concerning Toleration.1689.https://en.wikipedia.org/ wiki/ (Links to an external site.)Links to an external site. A_Letter_ Concerning _Toleration). These ideas of religious freedom and religious toleration were dominate themes during the revolution as seen in the “Virginia Stature for Religious Freedom” and would be further actualized in our Bill of Rights, the 1st Amendment to our Constitution.  

Jonathon Edwards and John Whitefield are among the ministers whose ideas would come to influence the revolutionary era. In a very famous sermon entitled, “Sinners in the Hands of an Angry God”, Reverend Jonathon taught that mans only hope was to be born again. Man could be set free by God, without the help of the authority or direction of the church. His message taught that the common man was equal before God in that all have sinned, and are in need of Christ (Edwards. Sinners in the Hands of an Angry God. July 8, 1741. https://en.wikipedia.org/wiki/Sinners (Links to an external site.)Links to an external site._in_the_Hands_of_an _Angry_God). His message was one of individual freedom and self-government. These ideas would influence the common people to also demand ultimately political freedom. Freedom against arbitrary rule, both from the church and from the monarchy. These ideas would continue to grow over time and help to ultimately lead the colonist to declare their freedom from Great Britain. Later, it would also help to disestablish the Anglican Church. Like Edwards, John Whitefield would preach a message of individual freedom and equality. In his sermons, He attacked the established church, the Anglican Church. He taught that one did not need to be part of an organized church to experience God. His message too was one of rebirth, equality, and individual liberty (Thomas Walley. George Whitefield Preaching in Bolton. June 1750. https://artuk.org (Links to an external site.)Links to an external site. /discover/artworks/george-whitefield-preaching-in-bolton-june-1750-163882). Like Locke, these two ministers spread ideas of equality, individual freedom and self goverement, ideas that can be found in the revolutionary era.

Of the politicians of that time, Thomas Paine would come to influence the revolutionary era as well. His two works, “Common Sense” published in 1776 and “The American Crisis” published in 1776-1783, were among his works that influenced Americans to declare independence against Great Britain. In “Common Sense” He writes, “Everything that is right or reasonable pleads for separation. The blood of the slain, the weeping voice of nature cries, ’tis time to part” (Thomas Paine. Common Sense. January 10, 1776. https://en.wikipedia.org/wiki/Common_Sense (Links to an external site.)Links to an external site.). Paine saw the revolution as a just war against tyrannical and unjust rule. We see similar sentiments found in the Declaration of Independence where Thomas Jefferson lays out the grievances against Great Britain and explains why it is right that the People of the Colonies declare Independence against her. In the pamphlet “The American Crisis” Paine references God and claims that the war is just and that God was on the side of the colonists (Thomas Paine. 1776-1783. https://en. wikipedia. org/ (Links to an external site.)Links to an external site. wiki/ The_American_Crisis). His pamphlet helped to boost the morale of the American soldiers during the war. Similar sentiments can be seen in the Declaration of Independence when the colonies appeal “to the Supreme Judge of the world for the rectitude of our intentions…And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor” (Thomas Jefferson. 1776. Declaration of Independence). Like Paine, the Declaration shows that the colonist felt they were doing the right and just thing and that they firmly believed that God was on their side.

In conclusion, one can see in these sermons, books, pamphlets, etc. ideas that influenced and were part of the revolutionary era. Political philosophy and revelation were key in the ideas that influenced the revolutionary era and independence. 

This class is for US history. the time period has to be something from the 1500 to 1876

MBA524 Business Law and Ethics Unit 6-5

 

On March 29, 1983, Barry Mapp was observed in the JCPenney department store in Upper Darby, Pennsylvania, by security personnel, who suspected that he might be a shoplifter. Michael DiDomenico, a security guard employed by JCPenney, followed Mr. Mapp when he left the store and proceeded to Gimbels department store. There, Mr. DiDomenico notified Rosemary Federchok, a Gimbels security guard, about his suspicions. Even though his assistance was not requested, Mr. DiDomenico decided to remain to assist in case Ms. Federchok, a short woman of slight build, required help in dealing with Mr. Mapp if he committed an offense in Gimbels. Mr. Mapp was observed taking items from the men’s department of Gimbels; when he attempted to escape, he was pursued. Although Ms. Federchok was unable to keep up, Mr. DiDomenico continued to pursue Mr. Mapp and ultimately apprehended him in the lower level of the Gimbels parking lot. When Ms. Federchok arrived with Upper Darby police, merchandise that had been taken from Gimbels was recovered. Mr. Mapp, who had been injured when he jumped from one level of the parking lot to another, was taken to the Delaware County Memorial Hospital, where he was treated for a broken ankle. Mr. Mapp filed suit against Gimbels for injuries sustained while being chased and apprehended by Mr. DiDomenico. He alleged in his complaint that Mr. DiDomenico, while acting as an agent of Gimbels, had chased him, had struck him with a nightstick, and had beaten him with his fists. Gimbels says it is not liable because Mr. DiDomenico was not its agent.

Is Gimbels correct?

Week 6 history discussion

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 14, 15
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Instructions
For the initial post, address one of the following:

Option 1: Middle East
Examine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel’s rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.

Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers in African nation state development.

Writing Requirements

  • Minimum of 3 posts (1 initial & 2 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
  • APA format for in-text citations and list of references

Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. At least one of your responses should be to a peer who chose an option different from yours. Further the dialogue by providing more information and clarification.

answer1: 

Good Morning, Professor and Class-

Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers in African nation state development.

There were numerous reasons why the African people were slower to develop into nation states than most experts anticipated. Initially, after WWI, the end of European colonial rule in Africa meant that the African population would have to be educated in ways to handle the inherent responsibilities of a representative government. While the British and French made attempts at preparing their colonies for the transition to independence, other countries, such as Belgium and Portugal, made little effort to do so (Duiker, 2015).

In addition to this inadequate support and preparation, there are several other factors that contributed to the delay of African nation state development. First of all, in comparison to most regions in Asia, colonialism in Africa was established later. Secondly, most states in Africa consisted of heterogeneous populations with very little ethnic, cultural, linguistic, and territorial unity. For example, Zaire, consisted of more than 200 territorial groups; these groups spoke 75 different languages. Establishing a strong sense of unity, essential in forming cohesive nation-states, proved to be extremely challenging. Combine this with the fact that European imperial powers, even after the establishment of colonies, frequently employed a “divide and rule” policy. This policy added to the difficulty in achieving unity when opposition to colonial rule began (Duiker, 2015).

Other factors that help to explain the delay of African Nation States include the political climate and economic conditions at the time. Persisting effects of neocolonialism, along with the extensive disparities in wealth and education, made it difficult to establish appreciable, successful, and flourishing financial conditions in much of Africa. Almost all new African countries depended on the exportation of one single resource or crop which was often under the control of a foreign entity. Price fluctuations and international market demand greatly influenced their economic success, or lack thereof. In this aspect, Western dominance was maintained economically (Duiker, 2015).

     Another significant challenge to African nation-state development was the lack of national infrastructures. While the European imperial powers took credit for delivering civilization and developing Africa, they provided very little infrastructure to their former colonies. This lack of infrastructure resulted in the nation states continues dependence on Western economies for much of their energy (Thompsell, 2019). Not all problems delaying the successful development of nation states stemmed from external sources. Many new states caused their own problems. Treasury funds, intended to support and sustain the economy and improve the infrastructure, were misspent on lavish consumer goods or military equipment. Corruption and bribery were widespread as the need to obtain basic services became essential. Regionalism and ethnic rivalries undermined their success also. These external and internal obstacles to achieving unity within the nation-states resulted in increased vulnerability to external influence and conflict further delaying the development into nation states (Duiker, 2015).

answer 2: 

The Arab-Israeli conflict has been going on for many years and the majority of it is due to some religious aspects but also in a battle for territory. This conflict really started to become more pronounced in the early 1900’s when the remaining Jewish people wanted a state of their own for refuge in Israel after the holocaust (Chamberlain week 6 lesson). The Jewish people started a movement known as Zionism which was re-establishment of the Jewish nation. The British had promised the Jewish people a homeland in Palestine. The Balfour Declaration was passed in 1917 which allowed them to migrate to Palestine and what became known as Israel. In an article titled: 1917: The Ambivalence of Empire, the author writes: “The Balfour Declaration marked the beginnings of Zionism as a political project authorized by a major world power rather than simply a loose complex of ideologies linked both to Jewish settlement in Ottoman Empire and national imaginings of Jewishness abroad” (Halperin, p527, 2018). This was great for the Jewish people but the Palestinians did not like this because they were taking their land. The land was divided between the Jewish people and the Arabs with Jerusalem suppose to be a city of piece between both religions and people. The tension continued to rise between the groups which ultimately led to multiple wars between the two divisions.

lesson:

Week 6 Lesson: Revolutions and Independence – Postwar Asia and Africa

Table of Contents

Introduction

At the end of World War II, Europe lay in ruins. Newly freed countries in Asia (and later Africa) sought their own independence, a fact that resulted in a new outbreak of wars of national liberation. The United States supported Japan’s economic recovery, but communism won out in China. This set the stage for the Korean and Vietnam Wars. The creation of Israel as a distinct nation within Palestine resulted in two Arab-Israeli wars and made the Middle East a continued trouble spot in today’s world.

The Economic Miracle of Postwar Japan

Like Germany, Japan was only a ghost of its former self. It had lost all of its colonial empire and lay in total ruin. The destruction of Japan was not just physical but psychological. Although Emperor Hirohito was allowed to maintain his position, the Japanese lost all respect for the military. They had lost their code of behavior, but Japan’s recovery lay in their willingness to surrender to their conquerors. They respected General Douglas MacArthur, who was Supreme Allied Commander in Japan until the end of the occupation (1952). MacArthur held absolute power and was only accountable to President Truman. While many Americans disliked his imperial manner, the Japanese admired MacArthur for qualities that reflected the samurai tradition (but with a touch of American informality). During the years of occupation, U.S. forces imposed a sweeping set of reforms that were quickly adopted by the Japanese central government. A new constitution established a parliamentary democracy modeled after Great Britain’s. There were many new social reforms as well, from legal equality for women to a sweeping land-reform program which essentially handed over hundreds of acres of land to landless farmers.

Sign for Honda auto manufacturer

The U.S. government eventually decided that it was in its own best interest to focus on Japan’s economic recovery. By the early 1950s, Japan had recovered from its colonial losses and was focused on its own economy. The LPD (or, Liberal Democratic Party) was firmly in control and gave confidence to Japanese investors. Labor agitation, which had erupted in the late forties, subsided and gave way to 20 years of economic growth. The U.S. helped with the Dodge Plan (Japan’s equivalent to the Marshall Plan) and new technology. Japanese entrepreneurs, like Sochiro Honda, took the lead. Honda was a Japanese mechanic who began to make motorcycles at a price well below Western markets. By the end of the 1950s, his firm was the largest in the world. He found more success when his factories began to make automobiles. By the 1970s, Japan, South Korea, Taiwan, and Singapore were called the “Four Dragons,” as their economies grew at an astonishing rate of 10% a year. By the 1980s, Japan was a global center of computer manufacturing. The “economic miracle” of Japan rivaled that of West Germany.

New Nations in South Asia: India and Pakistan

Domes of the Badshahi mosque

The partition of India into two distinct nations in 1947 was a tragedy that continues to be played out in disputed Kashmir and Pakistan itself. Gandhi’s dream of a unified subcontinent ended when both national and imperial leaders gave in to deep animosities that had divided India since the Muslim invasions of the 12th century. India, with its long history of tolerance, descended into ethnic and religious distrust. Pakistan was created out of land that had, for centuries, simply been part of the Indian subcontinent. Only the Muslim religion provided a bond among its diverse peoples. Loyalties were never a simple matter of language, culture, religion, or ancestry. The new nation-states were indeed fragile creations. In 1971, the Bengal people of East Pakistan separated from West Pakistan and became the new nation-state of Bangladesh. Culture and ethnicity proved a stronger bond in this case than the bonds of Muslim faith.

India had been profoundly influenced by its religious and cultural roots in Hinduism. Hinduism embraces a broad range of beliefs from animism, the concept that trees and even rivers are alive, to Brahman, the most philosophical concept of God ever conceived by man, but all of this was conditioned by India, one of the world’s oldest civilizations. There came to India early on the realization that it was impossible to unite all of its varying peoples by one way alone, that the way to unity was through diversity. In Hinduism, there are two basic paths in life, the path of desire and the path of renunciation.

Desires in and of themselves are not bad. At first glance, this may seem strange, as we often think of India as austere and otherworldly. We think of gurus and Gandhi. Pleasure is not the highest good, but it is not bad either. Hindu temples abound with erotic images of the deities. In the film, A Passage to India, Adela Quested travels to India to visit her fiancée and is awakened to her own sensuality by its culture. One day, she stumbles into an ancient temple with its sensual images of the gods and suddenly becomes aware of her own desires and the limitations of her fiancée.

Gandhi outside 10 Downing Street, London, 1931. (Public Domain)

Part of the path of desire includes success, with a focus on money, fame, and power. The true turn towards real religion occurs when one seeks meaning outside of one’s personal desires. This is the path of renunciation, which has as its goal duty towards one family and community. Indians have a word for this, dharma. There is a saying in Hinduism that one must first do one’s duty to one’s family, and only then, seek the higher stages of life.

Mohandas Gandhi was profoundly influenced by the enduring strain of tolerance found in Hinduism. The flesh-and-blood Gandhi was not what comes most people’s minds when they picture a man of such influential political and spiritual influence. Just conjure up his portrait: an elderly man, skinny and bent, naked except for a white loincloth, cheap spectacles perched on his nose, frail hand grasping a tall bamboo staff. His spiritual dictionary was the Bhagavad Gita, the great Hindu epic that became his guide. For Gandhi, it was a call to seek goodness not by renouncing the world but devoting himself to it, the path of renunciation and duty. He also found inspiration in the words of Jesus in the Sermon on the Mount. As we have seen, these principles came together in what he called satyagraha, the force of truth and love, and the ancient ideal of ahimsa, or nonviolence.

Watch the following clip on Gandhi’s early life and activism after getting his law degree in England:

Mahatma Gandhi and the Impossible Quest (9:49)

Click on the following link to access the transcript:

Link (video): Mahatma Gandhi and the Impossible Quest (Links to an external site.) (9:49)

For thirty years, Gandhi worked for India’s independence, but his greatest triumph was also his greatest disappointment. On August 15, 1947, India gained its freedom but lost its unity when Britain created the new Muslim state of Pakistan to the West and East of its Northern regions. Gandhi lived to see his dream turn into a nightmare of civil war (1947-48). He became a saint when he was assassinated by a Hindu fanatic on January 30, 1948. As Time magazine wrote, “Gandhi is that rare great man held in universal esteem, a figure lifted from history to moral icon…his concept of nonviolent resistance liberated one nation and sped the end of colonial empires around the world. His marches and fasts fired the imagination of oppressed people everywhere” (McGeary, 1999, para. 26).

Africa and the West

Dirt road in Ghana

In the 1950s and 1960s, new nations emerged out Africa’s colonial past. European powers had not colonized Africa until the nineteenth century, and only retained their control for a century. But suddenly, within a few decades, new nation-states emerged. Great Britain and France, who had the largest empires, quickly shed their colonies after the Second World War, as their attention turned to their own economic and social reforms. Some national leaders emerged, such as Jomo Kenyatta in Kenya and Leopold Senighor in Senegal. Sometimes, political pressure was enough to gain independence, as was the case in the British colonies of Nigeria and Ghana, but liberation turned violent in countries like Kenya and Algeria, where there was a large European population.

European powers had divided Africa into territories that disregarded the continent’s ethnic make-up. Most African nations began as a patchwork of disparate peoples. The story of Ghana is illustrative of the period. Several major civilizations flourished in what is now Ghana. The ancient empire of Ghana reigned until the 13th century, and that was followed centuries later by the Ashanti empire of the 18th and 19th centuries. Portuguese traders first saw the land in 1470 and called it the Gold Coast. They were soon followed by the English, the Dutch, and the Swedes. England gained control of the land in 1820, and after quelling a rebellion in 1901, gained firm control. Kwame Nkrumah was an early nationalist leader who led the people of the Gold Coast to independence in 1957. He advocated socialism and soon nationalized many businesses. His government built the world’s largest artificial lake (Lake Volta), but it left the country with massive debts. Nkrumah was finally deposed as president in 1966, leading Ghana into years of military rule. In 1981, Jerry Rawlings, a young military officer, staged a second coup and began to move the country towards economic stability. He peacefully handed over the government to a democratically elected opponent in 1992.

Although Ghana was not without its own ethnic strife, particularly in the 1990s, it has managed to chart a course of cooperation between native religions and Christianity. Traditional rulers such as queen mothers and chiefs are both the spiritual and practical leaders of a community, serving as mothers and fathers to the society, and guiding and nurturing individuals. Catholic Christians make up a large proportion of Ghana’s population. For example, Nana Akua Ageiwaah, an Ashanti queen mother, is a Catholic. She frequently visits villages to the North and prays to her forefathers to bless the women of the village, but she has given up the Ashanti practice of cursing her enemies, as contrary to Christian teachings. While Vatican officials have sometimes criticized this synthesis, Ghanians appear to be comfortable with this African solution. Ghana enthusiastically celebrated its 50th birthday in 2007.

Israel and the Middle East

The nations in what we today call the Middle East are entirely the invention of Britain, France, and, to a lesser extent, Russia. The national boundaries of Iraq, Kuwait, and Ibn Saud’s Arabia were all defined at a meeting in Uqair in late 1922. Three separate provinces – Basra, Baghdad, and Mosul – came under British control in 1918. The British called the entire area Mesopotamia, drew new national boundaries around it, and changed the name to Iraq. This meant that three very different groups were all enclosed within the same boundaries:

  • Kurds and Christians, mostly refugees from Turkey, were established in the North.
  • A very large Jewish population formed a community in Baghdad.
  • Arabs, bitterly divided into Sunni and Shiite, were established in the South.

Close-up of map of Israel, including Jerusalem, Gaza strip, and Tel Aviv

The British presence was long-standing in Persia but came under pressure in the North, in the Caspian Sea region, from the new Soviet Union. There were also internal pressures for “self-determination.” In 1921, Major-General Edmund Ironside, the British commander in the region, arranged for a new leader, Reza Khan, to take control of the country. In February 1921, Reza Khan marched on Tehran and deposed the British-supported monarch with General Ironside’s approval. Reza Khan took the throne for himself as Reza Shah Pahlavi, and in 1935, changed the name of the nation from Persia to Iran.

Following World War II, Jewish survivors of the Holocaust looked to Palestine as a place of refuge, a place where they could establish the homeland promised to them by the British in the Balfour Declaration of 1917. In 1947, the United Nations decided to divide Palestine into two separate zones, one Jewish and one Arab, and to make Jerusalem an international zone open to everyone. The Palestinians did not favor this plan. A year later, Jewish immigrants declared the territory allocated to them the state of Israel. Arabs protested this action and war soon followed. As a result of the First Arab-Israeli War, the Israelis annexed all but East Jerusalem, the West Bank, and the Gaza Strip. From the time of the Israeli victory in the 1948 war, through the Suez crisis of 1956, to the effects of the 1967 Six-Day War, the Middle East has come to be a focal point of global tension. In many ways, however, it was the creation of the Palestine Liberation Organization (PLO) in 1965 that had the greatest effect on current Arab-Israel relations.

In other areas of the Middle East, nation-building did not go well. Lebanon is home to a diverse range of ethnic and religious groups. The government depended on a delicate balance among Arab Christians, Sunni Muslims, Shiite Muslims, and Druze. From 1975 to 1981, Lebanon was engulfed in a civil war that almost destroyed it. Christian and Muslim militias battled each other, and both Israel and Syria occupied its territories. Continuing conflict with Israel led to the formation of Hezbollah, a radical fundamentalist Islamic sect. The history of Lebanon in the 20th century is an example of how difficult it has been in the Middle East to create viable nation-states. Only Egypt, among all of the Middle Eastern nations, attained a cohesive sense of nationhood.

Watch the following video, which provides an overview of the Six-Day War:

Main Event, 25, 1967: Arab-Israeli Six-Day War (5:02)

References

Gandhi outside 10 Downing Street, London. (1931, November 3). https://commons.wikimedia.org/wiki/File:Gandhi_outside_10_Downing_Street,_London.jpg

Mandagaran, A. (Director). (2010). A death for peace: Mahatma Gandhi and the impossible quest [Video]. Film Ideas. Academic Video Online.

McGeary, J. (1999, December 27). Mohandas Gandhi (1869-1948). CNN.com. http://edition.cnn.com/ALLPOLITICS/time/1999/12/27/gandhi.html

World Wide Entertainment (Producer). (n.d.). Main event, 25, 1967[Video].  Academic Video Online:.

Health and Human science 450 reflection 2

  

HSCI 450: Reflection II: 30 Points

This assignment is required to be two full pages. There will be a 5-point penalty for papers fewer than two full pages, but at least a page and a half. There will be a 15-point penalty for submissions that are less than one page.

  

Spelling and grammar: 0.5 points will be   deducted for spelling and grammar exceeding four or more errors.

 

Introductory paragraph: write a brief   paragraph describing what you will discuss in the body of the paper

5 points

 

Here you should reflect upon what you have   learned in the first half of the course. The list of topics and questions are   only here to assist you in constructing your paper. You may, however, write   about anything you have learned in the course.

Content:

1. Training   and development

2. Motivation

3. Communication

4. Strategic   planning

5. SWOT   analysis

6. Human   resource management

7. Do’s   and Don’ts of delegation

Questions:

1. What   have you learned in the second half that may assist you in your future   healthcare role?

2. Are   there any management strategies you might use in a future leadership or   management position?

3. Which   of the supplemental readings or activities did you find the most useful and   why?

4. Do   you believe you are now better equipped to motivate workers in the workplace?

20 points

 

Conclusion: summarize the main points of your   paper and write your final impressions.

5 points