Saturday, January 25, 2020

Causes Of The Genocide In Bosnia

Causes Of The Genocide In Bosnia In 1980, the president Josip Tito of Yugoslavia died. After the loss of their president, Yugoslavia had political and economic chaos. Slobodan Milosevic became the leader of Serbia in 1987. He was a strong Serb nationalist and encouraged his beliefs in Serbia and in other republics with large Serb communities. The Serbs in Bosnia were not happy feeling like they were now part of Milosevics Greater Serbia. The Yugoslavian Army mostly had Serbs. Radovan Karadzic led Serbs who built their own Republica Srpska in the East, while a Bosnian Serb army was in control of the other  ¾ of the country, driving out most of the Bosnian Croats. Then the European Union tried to help both sides, and failed. The U.N. didnt want to get involved, but helped a little by providing some troop convoys for humanitarian aid. They later decided to help more by providing six safe areas. The Serbs invaded five of the six safe areas and ethnically cleansed them. The Background: Bosnia is one of the several small countries that emerged from the break-up of Yugoslavia, a multicultural country created after World War One. Yugoslavia was composed of ethnic and religious groups that had been historical rivals, including the Serbs (Orthodox Christians), Croats (Catholics) and ethnic Albanians (Muslims). During World War Two, Yugoslavia was invaded by Nazi Germany and was separated. Following Germanys defeat, Tito reunified Yugoslavia by merging many countries. Tito, a Communist, was a strong leader who maintained ties with the Soviet Union and the United States during the Cold War, playing one superpower against the other while obtaining financial assistance and other aid from both. After his death in 1980 and without his strong leadership, Yugoslavia quickly plunged into political and economic chaos. Organizers: In the late 1980s, a new leader by the name of Slobodan Milosevic came to power in Yugoslavia. He used religious hatred to control the people by sparking old tensions between the Serbians and Muslims. He took advantage of complaints from the Orthodox Catholic Serbs by taking control of the country Kosovo, where the Serbs were the minority. Milosevic then turned his focus to Croatia, a country with 12 percent Serbs. With the assistance of Serbian guerrillas, Milosevic invaded the small country under the pretenses of protecting the Serbs. Milosevics motives for this genocide were strongly based on retaliation. Many Serbian citizens had been subject to genocide during World War Two and they finally had a chance to get even with their enemies. After 13 years at power, the Yugoslavian nations revolted and a national strike followed. Milosevic was tried on the following counts in 2002: genocide; complicity in genocide; deportation; murder; persecutions on political, racial or religious grounds; inhumane acts/forcible transfer; extermination; imprisonment; torture; willful killing; unlawful confinement; willfully causing great suffering; unlawful deportation or transfer; extensive destruction and appropriation of property, not justified by military necessity and carried out unlawfully and wantonly; cruel treatment; plunder of public or private property; attacks on civilians; destruction or willful damage done to historic monuments and institutions dedicated to education or religion; unlawful attacks on civilian objects. Mi losevic died on March 11, 2006, at the U.N. war crimes tribunal detention center. Victims: In the Bosnian genocide, hundreds of thousands of people were victimized. About 80% of these people were Bosnian Muslims. After The Yugoslav Republic of Bosnia declared its independence, Bosnian Serbs along with the Yugoslav army attacked the Bosnian and Croatian civilians. Between 1992 and 1995, Serbia decided to ethnically cleanse the Bosnian land by removing all Bosnian Muslims systematically. Many were forced into concentration camps. The Muslims were tortured, starved, and eventually murdered. Over the war, about one million Bosnian Muslims were forced out of their homes. In 1993, the Security Council in the United Nation had Sarajevo, Srebrenica, Goradze, and other Muslim territories in safe areas that were protected by United Nation peacekeepers. At a safe area in Srebrenica, Serbs held a very large massacre. Many of the Muslims escaped the fighting by running away. The men that were able to fight were kept behind and killed. The elderly, women, and children were taken to a Muslim controlled territory on busses. Once the massacre ended, the bodies were moved by bulldozers by the Serbs in attempts to conceal the evidence. World Response: As a result, U.S. President George Bush chose not to get involved militarily, instead recognizing the independence of Slovenia and Croatia. In April 1992, the U.S. and European community recognized Bosnias independence. Even though media showed the secret camps, mass killings, and destruction of historic architecture in Bosnia, the world community remained mostly indifferent. The United Nations finally responded by imposing economic sanctions on Serbia and the U.N. also deployed its troops to protect the distribution of food and medicine to dispossessed Muslims, however, the U.N. strictly told troops not to interfere with military against the Serbs. Through 1993, the U.S. and European Community still hadnt taken any military action until August 30, 1995. On this day, The U.S. led a massive NATO bombing campaign in response to the killings. Aftermath: Top of Form Peace negotiations were held in Dayton, Ohio, and an agreement was signed in December 1995. Bosnia is now divided into a Croat-Muslim Federation and Republika Srpska. A NATO peace-keeping Implementation Force of 60,000 was deployed; it was later replaced by a NATO Stabilization Force. The war in Bosnia led deaths of tens of thousands men and boys that left the country without enough workers to keep their economy stable. Bosnian Croats and Bosnian Muslims who make up the Federation of Croats and Muslins are not getting along because of their political and economic differences. There is a rotating presidency of a Bosnian Croat, Bosnian Serb, and a Bosnian Muslim every three years that many experts consider to be dangerous. The ethnic differences between Muslims, Croats, and Serbs are still keeping the nation of Bosnia-Herzegovina from being one, because they all want more governmental control over the other. The effects of the Bosnian Genocide still float in the background for this troubled country. Because there is still ethnic disturbance in Bosnia, there is fear that genocide could occur once more in the torn country. By now, over 200,000 Muslim civilians have been systematically murdered. More than 20,000 are missing and feared dead, while 2,000,000 have become refugees.

Friday, January 17, 2020

Orruption in Primary Education in Bangladesh Essay

Introduction The adult literacy rate is 51 percent The average number of teacher per primary school is only 4 Average number of students per primary school is 273 The primary teacher-student ratio is 67:1 Source: Bangladesh Bureau of Statistics 2 Development in Primary Education Adoption of an education policy in 2000 Five-year cycle to an eight-year cycle by 2010 Free and compulsory primary education for all children; Free education for girls up to grade eight; Free books for all children at primary level; 3 Development in Primary Education A food-for-education programme Primary Education Stipend Programme (PESP) Creation of a separate Primary and Mass Education Division (PMED) A proliferation of non-formal education programme by NGOs, and 4 Achievements in Primary Education Net enrolment rate has reached 80 percent Over 70 percent of the students now complete the five-year primary cycle 60 percent are present in school on an average day Source: Campaign for Popular Education & The University Press Ltd. 5 State of Corruption, Mismanagement and Irregularities in Primary Education All these programmes are infested with endless flaws and irregularities. TIB Household Corruption Survey identified the education sector as fifth corrupt sectors (2002) TIB Corruption Database identified the education sector as the third most corrupt sectors (2004) TIB and Committees of Concerned Citizens (CCCs) conducted a Report Card Survey in the primary education to identify the gaps and flaws in our basic education level as well as to locate and dispose of corruption. 6 Committees of Concerned Citizens (CCCs) TIB developed six Committees of Concerned Citizens (CCCs) Mymensingh Kishoregonj Nalitalari Madhupur Muktagacha, Jamalpur The main objective of the formation of the CCCs is to create local groups which would serve as local lobbyists seeking to curb corruption, instigate reform and promote integrity in the public service delivery system. 7 Sources of Data Corruption in Primary Education: A Report Card Survey, TIB (2001) Report card survey is a simple approach for organizing public feed back Report Cards are designed to assess the nature, types, extent and implications of corruption, and at the same time facilitate stakeholders participatory movement for improving the quality of service in the sector. 8 Name of Areas and number of different respondents for the Report Card Survey (2001) Respondents Area Mymensingh Muktagachha Jamalpur Kishoregonj Nalitabari Madhupur Gouripur Sharishabar Total Headmaster 23 25 20 21 19 20 21 22 171 Student 115 124 120 120 120 120 113 134 966 Guardian 115 124 120 120 120 120 113 134 966 Total 253 273 260 261 259 260 247 290 2103 9 Sources of Data Corruption in Bangladesh: A Household Survey, TIB (2002) Information from 3030 Households Corruption Database: TIB (2004) Information from 26 Dailies Corruption in Bangladesh: A Household Survey, TIB (2005) Information from 3000 Households Quality with Equity: The Primary Education Agenda, Campaign for Popular Education Bangladesh (2005) 8212 Respondents 10 Corruption in admission in primary education TIB Report card Survey (2001) shows that 6. 52% of the primary students paid Tk 63/- on average as admission fees . TIB Household Corruption Survey (2005) showed that 40% primary students had to pay 209 taka as admission fees 11 Irregular subscription/fees TIB Report Card Survey (2001) revealed that each student of primary schools had to pay 47 taka on average subscription for at least nine purposes which is illegal TIB Household Corruption Survey (2005) revealed that each student of primary schools had to pay 58 taka on average subscription for at least nine purposes which is illegal 12 Percentage of students who paid illegal fees 100 90 80 70 60 50 40 30 20 10 0. Sp or ts Bo ok s rit ua ls m ot io n ex am ex ta in m lE po se s th er pu r am . xa en t En te r Pr om 2n d Re lig io us m 1s tT er Te Fi na rm 2001 2005 Source Corruption in Primary Education: A Report Card Survey (2001) Corruption in Bangladesh: A Household Survey (2005) O 13 Amount of average illegal fess 2001 30 27 24 21 18 15 12 9 6 3 0 m ion ok s . ex am or ts t en ls r it ua us io O th er inm lE Bo ex Sp os es pu rp am xa ot om Pr te En 2005 er m Fi na tT Te rm rta 1s d 2n Source Corruption in Primary Education: A Report Card Survey (2001) Corruption in Bangladesh: A Household Survey (2005). Re l ig 14 Corruption in Food for Education Program 16 % of the cases the criterion was not observed 15. 5% of the students paid on an average Taka 32 to be included in the programme Subscription was collected by teachers, Dealers and from Others On average every student received 2. 47 Kgs food grain less every time Missing 1241 tons of food grain in 8 Upazillas equivalent to 12 million taka (1USD=52 taka) Source: Corruption in Primary Education:A Report Card Survey (2001) 15 Primary Education Stipend Programme (PESP). Started from July 2002 substituting the former Food for Education Programme (FFE). Aim of attracting and keeping more children, especially of the poor Forty percent of the students in rural area are eligible to receive Tk 100 stipend per month Identification of 40 percent of pupil enrolled in grades 1-5 from the poorest households by School Management Committee (SMC) To remain eligible for the monthly stipend, a student has to attain minimum 40 percent marks in term examinations and have 85 percent monthly class attendance. 16 Corruption in Primary Education Stipend Programme (PESP). Over two-thirds of the children from the poorest category were not selected to be recipients of stipend; 27 percent of children from affluent households received the stipend 32. 4% primary school students who have been enrolled for stipend had to pay 40 taka for their enrolment 46 percent of the stipend holders did not receive the full amount of stipend Source Corruption in Bangladesh: A Household Survey (2005) Source: Campaign for Popular Education & The University Press Ltd. 17 Corruption in Upazilla Primary Education Offices 34% of the responding headmasters said that bribes are occasionally required to be paid 13% said that they have to do so every time. Source: Corruption in Primary Education:A Report Card Survey (2001) 18 Consequences of corruption Concerned officials of primary education collected 19. 85 million taka (1USD=52 taka) as illegal subscription from 8 areas (out of 500 areas). Concerned primary education officials collected 546 million taka (1USD=60 taka) as illegal fees from all over Bangladesh Concerned PESP officials collected 25 million taka from primary students to enroll them in the PESP from all over Bangladesh . Source Corruption in Primary Education: A Report Card Survey (2001) Corruption in Bangladesh: A Household Survey (2005) 19 Perpetrators of Corruption 1. Teachers 2. Food dealers 3. Management committee of institutions 4. Employees of institutions Source Corruption in Primary Education: A Report Card Survey (2001) Corruption in Bangladesh: A Household Survey (2005) 20 Causes of corruption 1. Absence of accountability 2. Discretionary power 3. Lack of transparency 4. Monopoly power 5. Influence of powerful people Source Corruption in Bangladesh: A Household Survey (2002) 21 The objectives of CCCs advocacy activities on Primary Education. Ensuring quality education in all classrooms implying that there shall remain no room for pursuing any kind of ill motives for personal gain of any concerned party; Promoting collection of reasonable and standard fees in all primary schools; Ensuring that schools keep proper record of official fund collection and expenditure; Promoting the effectiveness of School Management Committees (SMC) and the Parent-Teacher Associations (PTA) to work as watchdog bodies for the betterment of local-level education; Suggesting strategies for meaningfully reducing the rate of dropouts. 22. TIB initiatives to curb corruption from Primary education: Success of CCCs The advocacy undertaken by CCCs for achieving the above objectives are at three level; Firstly, the CCCs are working to increase mass people through mobile theatres, mothers’ gathering and parents-teachers gathering etc. Secondly, the CCCs are trying to build coalition with School Management Committee (SMC), Upazilla Education Committee, and with the Civil Society. Finally, the CCCs are working with the concerned officials including Upazilla Education Offices, District Education Offices, Upazilla and District administrations etc. 23 TIB initiatives to curb corruption from Primary education: Success of CCCs Most of the upazilla primary education offices have taken initiatives for curbing corruption in their offices. As a result, corruption has somewhat reduced in the offices of the upazilla primary education offices. A number of teachers informed the CCCs that they are not giving bribes in the education office for their services. Because of CCC advocacy, a number of education offices decided on a fixed amount of fees for various purposes. The teachers are no longer collecting illegal fees from the students. 24 TIB initiatives to curb corruption from Primary education: Success of CCCs The CCCs have been invited by the Upazilla Education offices to participate in preparing yearly plan. The concerned education officials have requested the CCCs to help them to form the School Management Committee (SMC); The CCCs obtained formal consent to work with two Primary Schools for turning them into â€Å"Islands of Integrity† in each area; Many facets of the local education system appeared to have acted on the CCC-designed recommendations. 25 TIB initiatives to curb corruption from Primary education: Success of CCCs TIB’s suggestions, voiced via CCCs, were taken seriously and changes to record-keeping systems were made as per CCC recommendations; the CCCs had 15 specific reform-oriented recommendations; CCCs have been successful in persuading school authorities to clearly specify the school tuition fees, the rate of stipends, and supplying books on time, at no extra cost to guardians. It was made clear that the CCCs would continue to act as watchdogs for ensuring transparency and accountability; 26 Further Information Md. Sydur Rahman Molla Senior Programme Officer Research Department Transparency International Bangladesh Progress Tower (5th Floor), H # 01, R # 23, Gulshan –1, Dhaka –1212 PH: 880 2 9884811, 8826036, Fax: 880 2 9884811 Email: srmolla@ti-bangladesh. org Web: www. ti-bangladesh. org 27 Thanks 28.

Thursday, January 9, 2020

Essential Elements Of The Christian Worldview Are Faith,

Essential elements of the Christian worldview are Faith, Love, Forgiveness and Living in Christ. These key elements are fundamental to Christ’s teachings and also reflect my own worldview. These four elements are an integral part of a Christian believer’s life and defines our relationship with God. The fourth element, Living in Christ, is comprised of many sub-elements like praise, prayer, and bearing witness. These sub-elements could be described as fruits of a Christian’s believer’s daily life. Too much of the Christian worldview’s attention is focused on reconciling the Bible with science and archaeological discoveries when it should be focused on redemption. The theme of the Bible could be summarized into four categories Creation,†¦show more content†¦God created man in His own image. Some traces of God s characteristics can be seen in mankind such as love, kindness, compassion and justice. Humanity The Bible says that man, made in the image of God, is also spirit. It is man’s spirit that communes with the Holy Spirit. God also gave man a free will which allows man to love God willingly. Man created in the image of God has remnants of his character which includes the capability to love, a reason of a high level, and communicate with God. Man was also created with a sense of justice and morality. However, sin also resides in our nature and led to the fall of Adam and Eve. The purpose of man is to praise and worship God, proclaim his glory, and to accomplish his will.†¦ And whom I have created for My glory, †¦Ã¢â‚¬  (Isaiah 43:7 New International Version). God created all things in harmony. He established a perfect creation that he loves and over which he rules. The highest honor is given to mankind as the only part of creation made in God’s image. Humanity was created to love as God loves, to worship and praise his glory and commune with him as he does with us. However, much of humanity is overly concerned with their own self-serving, self-centered agenda which is a form of idolatry. Many individuals worship whatever their life is ordered around, failing to see it in the light of the glory of God. Humanity relentlessly departs from the path God had intended for them. TrueShow MoreRelatedMain Components Of The Christian Worldview1412 Words   |  6 PagesGospel Essentials A worldview is the way a person views and interprets the world around them. Life experiences and spiritual influences play a part in forming one’s worldview. A person’s worldview helps them to determine beliefs on creation, humanity, morals and what happens after death. According to Waddell, (2014) â€Å"Worldviews are also like lenses found in eyeglasses that serve as the means through which a person sees the world.† (para. 43) In this paper, the main components of the Christian worldviewRead MoreThe Christian Worldview And What Impacts Those Beliefs Have On My Own Worldview1290 Words   |  6 Pagesare many essential elements of the Christian worldview. God is the largest element due to His place as the foundation of the power and influence. God created humanity and allowed for their fall. He positioned Jesus Christ to save humanity from itself, satisfy divine judgment, and to reconcile their relationship with God. This paper will explain how each component is essential to the Christian worldview and what impacts those beliefs have on my own worldview. 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This is the very core of wisdom that conn ects the comprehensive understanding with application of such knowledge (DiVincenzo, A. (Ed.) (2014)). This paper will relate the fundamental elements of a Christian worldview toRead MoreThe Important Elements Of The Christian Worldview And Specific Topics Essay1512 Words   |  7 PagesGospel Essentials This paper will focus on the important elements of the Christian worldview and specific topics. The paper will go into more detail on the topics that will be discussed in the paper. In the paper there will also be analysis and reflection from my own personal worldview as well. The main focus of this paper will be on God, humanity, Jesus, and restoration by analyzing and reflecting on each of the different topic. The Christian Worldview God God is the almighty creator who createdRead MoreChristian Philosophy Versus Christian Worldview1294 Words   |  6 PagesIntroduction Human perspective differs and leads to diverse worldviews. 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One might also maintain the truth of biblical teaching, and yet affirm elements of God s wisdom variously presentRead MoreComparing Different Worldviews And Their Effect On Society1216 Words   |  5 PagesBefore comparing and contrasting different worldviews and their effect on society, it is important for us to understand what we are studying. What is a worldview? A worldview can be defined by many different definitions. But broadly, it is a way through which you see and interpret the world and the things around you. It is a mental mode of reality from which we develop ideas and theories about the world. It answers questions: What are humans? Why are we here? What is our purpose? What are your valuesRead MoreThe Is Not A Perfect Understanding Of God1466 Words   |  6 Pagesthe writings of the Bible, as well as other spiritually uplifting documents, articles, and books, we as Christians have developed a testimony of sorts to the fact that there is indeed a God and that he knows each of us personally. We believe that he loves us, and he wants what is best for us. Once an individual has come to the conclusion that God truly does exist, it would then become essential to learn more about that God, what he is like, why he created this world and everything in it includingRead MoreThe Bible Presents A Text Record Of God870 Words   |  4 PagesBenchmark Assignment: Gospel Essentials The Bible presents a text record of God’s work which is central and important to the Christian faith. This work begins with Creation of all with the familiar line,† In the beginning†¦Ã¢â‚¬  in the Book of Genesis. Christians believe in the deity of Jesus Christ, The Resurrection of Christ, and the Holy Trinity. The Holy Trinity consisting of God in three persons: God the Father, Jesus the Son of God and the Holy Spirit. These three aspects combined are first-order

Wednesday, January 1, 2020

Societal Injustices Upon Women - 2009 Words

Yagulan Srikumar Mrs. Jost AP Literature 6 November 2017 Societal Injustices Upon Women Human rights are women s rights, and women s rights are human rights (Hillary Clinton). This is a very important message that can be applied throughout history to prove the significance of women during time periods in which they were viewed as substantially lesser than men. Over the years, women have grown independent, fighting for their rights, changing the gender norms placed on society and the expectations women are forced to uphold. To successfully do this, women have evolved their mindset on how life should run to accommodate for gender equality. This evolution in the mindset of women is the†¦show more content†¦She decides that she will become an independent woman, allowing her to not be tethered down by the conservative views of her husband as well. She faked being a part of society and â€Å"was becoming herself and daily casting aside that fictitious self which we assume like a garment with which to appear before the world† (Chopin 108). Although she despised society itself, she couldn t leave at first due to all the material and emotional tethers she had to the world, such as her kids, her husband, her estate. Later on however, she slowly started to detach herself from these tethers. Edna also gets the advice at one point that, â€Å"The bird that would soar above the level plain of tradition and prejudice must have strong wings. It is a sad spectacle to see the weaklings bruised, exhausted, fluttering back to earth.† (Chopin 138). The passage proves exactly how hard it is for a woman to be independent. Any man can soar, regardless of how weak his wings are, yet for a woman, she must have the wit of a hawk and the strength of an eagle to truly soar past society and its stereotypes. This also proves a great example of imagery’s effect as the analogy to the bird and the descriptive words such as ‘soar and ‘prejudice’ induce the reader to imagine an image in which this is occurring, the adjectives and the romantic style of literature aiding in the vision that is created. In â€Å"The House on Mango Street†, Esperanza is often objectified and is viewed asShow MoreRelatedPersecution Is A Perpetual Entity Within Humanity1333 Words   |  6 Pagespeople of any and all racial backgrounds, sexual identities, creeds, and social statuses since the time of the flood. There will always be an everlasting struggle between doers of injustice and believers for change, change to correct a world in which some people in a position of privilege cannot help but look down upon others as ‘less than’ or ‘not enough’. 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