History of Bosnian Muslims in Bosnia-Herzegovina Essay

History of Bosnian Muslims in Bosnia-Herzegovina - Essay Example The Bosnian realm lost its independence to the Ottoman Kingdom in 1436. It acquired its name Bosnia and Herzegovina as an effect of a sudden change of political events. The Austro-Hungarian realm officially took over Bosnia and Herzegovina in 1908 to create a Greater Serbia. This ignited the flames of the Serbs which made them revolt and eventually led to the assassination of the Austrian Archduke Franz Ferdinand. This assassination also was the reason behind World War I.1 The Kingdom of Yugoslavia annexed Bosnia after the First World War. From 1941-1945, Bosnia was a part of the Independent State of Croatia. Though being part of Croatia, the Partisan had large part of Bosnia under its control. After this timeline, Bosnia and Herzegovina became a federal republic constituent of Yugoslavia.2 Bosnia and Herzegovina finally announced its independence in 1992 after its separation with Yugoslavia. But due to this proclamation of independence, many Bosnian Serbs went up against it which resulted to a bloody war. The 1995 Dayton Agreement was established which stated Bosnia and Herzegovina being composed of two constituent territories – the Federation of Bosnia and Herzegovina and the The native people of Bosnia speak the Bosnian language. This only has slight difference from the Serbian or Croatian language. This slight difference is visible in writing and grammar but the people’s slang (colloquial) is the same with the Croats and the Serbs. Though the language has a number of orientalisms and Germaninsms, this doesn’t limit affect the communication of different people in the land. 4Due the geographical situation of Bosnia, being at the middle of Serbia and Croatia, the language used is not so different from the neighbouring territories surrounding Bosnia. Begovica was the first script in Bosnia. This was a descendant of the Cyrillic script which was used in the entire region. The second script was the Arabica which was a version of the Arabic script.

The Dragon's Village Essay Example | Topics and Well Written Essays - 1250 words

The Dragon's Village - Essay Example Interference with the three pillars that defines the country and the people China would thus lead to an automatic destabilization of the normally peaceful people as was witnessed during the Japanese invasion in the Second World War and the Sino-soviet war (Snow, pp. 44). China like most other world nations has made vibrant steps in the past in an attempt to protect itself and its people. This has been through military actions for self-defense as well as the development of policies that were geared towards reforms. Analysis of the fundamental relationships within the country China is better achieved by looking at some of the actions taken by the people of China to protect and safeguard their ways of life and livelihood (Chen, pp. 63). In this regard, this paper will analyze the China revolution of 1949 with a focus on the twin goals of the reforms of changing the fundamental nature of social relationships and reforming the ownership of land. Nevertheless, the fundamental questions in this context are the justification of the reforms and the achievement of the core grievances of the twin goals of the revolution. The Chinese communist revolution saw the turning point of the Chinese communist party drive to power. Mao Zedong on October 1949 proclaimed the establishment of the people’s republic of china and the resultant effect saw a wave of events culminating in revolutions meant to better the living standards of the people of China. By 1949, approximately 200 million Chinese were residing in the rural areas, thus prompting the communist party to declare that the Chinese problems are the rural problems and the rural problems are the land problems. In an effort to solve the rural problems, the ruling communist party of China devised a land reform that ensured land ownership was given to the agricultural tillers. The land reforms were welcomed by the majority of the Chinese rural folks who had been living under

Poverty and Deprivation Essay Example for Free

Poverty and Deprivation Essay The area a child grows up in has an effect, for example if a child is brought up on a council estate in poor housing they are more likely to have health problems. If parents are not working or have low income jobs they are likely to buy cheaper food and usually this means lower quality which can lead to health problems. Children and their families may have lower expectations. They might settle for the life that id mapped out. If a child lives in high rise flats or appartments they have less oppportunities to play. In poor quality housing there may not be a garden or safe playing area. This is reducing the childs opportunities to develop their physical gross motor skills. This of course is not always the case and there are many ways that we can tackle these issues and help to improve the chances and opportunities children have who live in poverty. However, if a lack of nourishing food is a problem due to severe poverty, this can severly damage a childs physical and mental well being. This can have a knock on effect in the sense that they become listless and withdrawn from having no energy, meaning they find it hard to take part in learning activities and wont have the benefit of developing their learning further. If there is a strained parental relationship due to money worries a child will undoubtedly be affect by this also. Poverty can affect children adversley in many ways and its important that they get what they are missing at home when they go to pre-school/nursery. History of abuse and neglect – Family environment and background – Behaviour of mother during pregnancy – †¢ During pregnancy, if a mother smokes, takes drugs, becomes ill or suffers from stress or anxiety this can result in premature birth and health problems for the baby such as -: low birth weight, undeveloped organs, problems with sight and hearing. These are all problems that could delay their development. Some children are born with conditions that could affect  their development such as a blood disorder. Personal choices – †¢If a child or young person as decided for what ever reason they do not want to be educated or leave school before they finish their education, this is their choice and we cannot always show them alternative choices for staying at school. Looked after/care status – †¢This again could have a huge influence as a lot of looked after children are moved around regularly. This will effect their education enormously. Separation and attachment issues are quite often the cause of many reasons not to want to be in school. This is constantly worked on by schools to find the best way to include these children in school and to be able to give them a good standard of education. Education – †¢If for example a child has not attended a nursery or play group in their early years this can often set them back from what development stage they should be at when attending school. This could be the lack of nursery places, not good enough teachers to the child having a learning disability that has not been identified yet. 2.3 Explain how theories of development and frameworks to support development influence current practice. Albert Bandura imitating/copying other.  Burrhus Skinner learning is affected by awars and punishments. Jean Piaget children actively involved in their learning. Shabhna Jerome active in own learning, develop different ways of thinking at different stages. Lev Vygotsky- Zone of Proximal Development/scaffolding, children actively learning through social interaction. How current theorist views influence practice today. Skinner reward charts and other positive reinforcement techniques.  Vygotsky developed a concept called proximal development which centres on the idea that adults help children to learn and that children help each other . Guiding children to look for answers by imitating what they see in others, listening to instructions and working as part of a group all provide opportunities for them to expand their current base of knowledge. Bruner- developed spiral curriculum which makes us believe that children learn through discovery with direct assistance by adults to encourage them to return to activities time and time again which would develop and extend their learning. His theory is used today as children have plenty of opportunity for free play and child initiated activities which form the majority of the day under the Foundation Phase Curriculum. Bandura developed the social learning theory which is basically learning through watching others. By setting a good example and modelling g ood behaviour children will learn how to behave appropriately.

Examining The Life Of Influential Leaders History Essay

Examining The Life Of Influential Leaders History Essay What is meant by leadership? Leadership has been described as an influence relationship between leaders and followers who intend real changes and outcomes that reflect their shared purposes (Lim Daft, 2004, p.6). Good leaders are made not born. They grow through their experiences in their life. Therefore, to examine what makes a leader, this essay is going to discover three different people with their name as a legacy of leadership. Great Modern Leader Tun Dr. Mahathir bin Mohamad was the fourth Prime Minister of Malaysia for 22 years. He was the longest serving Prime Minister in Malaysia and also Asia who held the position from 1981 to 2003.  He had a humble beginning of his life. He experienced through World War II when the Japanese invaded Malaya and the return of Britain after the war. These are among other incidents over the course of his youth which has shaped him to become a Prime Minister that came from a modest social background first in the country. What really made Tun Mahathir a leader? Tun Mahathir is known as a man full of ideas and visionary who predicted Malaysia to become a developed country by the year 2020. In such a way, he is a man with a high openness to experience personality. During his tenure as prime minister, he came up with many policies such as Look East Policy and the concept of Sogo Sosha. He developed Malaysia into a modernize nation with these ideas. Moreover, one of the highest buildings in the world which is the Petronas Twin Towers was also his idea. Thus, he has been granted the name of Father of Modernisation. Another profound personality of Tun Mahathirs is his high conscientiousness. He was always an achievement oriented person. This was obvious even when he was young where he obtained excellent results for the Cambridge School Certificate, and later in the medical degree. As prime minister, he wanted to make Malaysia internationally recognize, so he embarked on various large scale national projects such as the production of the first national car, Proton Saga. He was so achievement driven, he ensured that all his endeavours worked out. According to Fiedlers contingency model, Tun Mahathir is a task-oriented leader. If he were given the questionnaire based on the least preferred co-worker (LPC) scale, he would be more uses negative concepts to describe other people and places greater value on task activities than on people. For example, he described his former protà ©gà © Anwar Ibrahim as an impatient man to grab power (Loh, 2009). Malaysia fluctuated between highly favourable and highly unfavourable times when Tun Mahathir still tenure as prime minister. Leader of the  Civil Rights Movement Mahatma Gandhi was the pre-eminent political and ideological leader of  India during the Indian independence movement. He had known as a simple man who wore the traditional Indian  dhoti  and shawl. Gandhi swore to speak the  truth  and propose others to follow. Therefore, he influenced many people included important leaders and political movements. Gandhi helped free the people of India from British rule through non-violent resistance, and got his name known as the Father of the Nation in India. The most dominant trait of Gandhi was his emotional stability personality. In his whole life, he was put into prison for many times both South Africa and India. However, no matter how many times he was imprisoned, his passion for India to independence from British never died. He was jailed for total of 2338 days. He could give up from his goal. But, he was decided to take the pain and worked hard without any complain. Main objective of Gandhi is to seek independence for India. During his early years in South Africa, he protested unjust laws such as discriminatory law. When he returned to India later, he began to organize many other non-violent protests such as the freedom of press (Fischer, 1954). Gandhi was a conscientious person. He was very persistent in ensuring that peoples rights and the laws to be fair. Based on the study of Hersey and Blanchards Situational Theory, Gandhi has taken a directly standpoint which was the Telling style. When he led the mass civil disobedience on salt tax, he knew the consequences of his actions. Yet, his followers were felt insecure because they did not know what would be the results from the Salt March. Therefore, he had to explain to his followers how it works since they had low readiness in how civil disobedience works. Then, he made the first step by selling off a pinch of salt he had made (Fischer, 1954). In the preparation of a strike by the labourers in Kheda, Gandhi put forward four conditions to ensure the success of the strike. In his autobiography, Gandhi wrote that he told them never to resort to violence, never to molest blacklegs, never depend upon alms, and to remain firm, no matter how long the strike continued (Gandhi, 2005, p. 392). This incident shows that even the need for a strike or protest, violence is not the behaviour of Gandhi. Hence, he was a role model of the ethical leader. One of the factors that led to the success of Gandhi was that he had the opportunity to be exposed to gain new experiences and knowledge. He began to read religious books when he studied law in London. He had personally experienced discriminatory criteria that, as a coloured man, he did not get the luxury to sit in the first class coach of a train in South Africa. This is one of the incidents that made Gandhi to be a better person and it led to the beginning of his pursuit of fairness in the law (Gandhi, 2005). Legacy of Courage Leader John Fitzgerald  Kennedy was the  35th President of the United States, serving from 1961 until  his assassination  in 1963. He was the commander of military service during World War II in the South Pacific. After he came back from the war, he desires to turn into political. As President of the United States, Kennedy was the only president has won the Pulitzer Prize. Kennedy had a strong emotional stability personality which was evident during the Cuban Missile crisis in 1962. It was the time that the Soviet missiles under construction in Cuba. Next step of Kennedy was crucial because it may lead to nuclear war between the Soviet Union and the United States. Anyhow, Kennedy did not make any invasion of Cuba such as drastic measures but he spent more diplomatic stance with them. Reflective insights I realized that all leaders no matter what of their race and religion are distinctive in their identity. Their degree of dominance in personality is differentiating them from others. In addition, it seems that the dominant personality will always stand out such as Mahathirs openness to experience and even Gandhis emotional stability. Next, the simplicity of contingency theories is difficult to explain all the variables because in each theory are always shortage in certain areas. It cannot fully explain the effectiveness of leadership in the ideal situation. On the other hand, comparing the personal qualities of purely rational versus ethical leaders is one of the problems. Conclusion Leadership is not easy to achieve. Tun Dr. Mahathir Mohamed, Mahatma Gandhi and Bill Clinton are all great leaders. So, what makes a leader? For me, leader means an individual with ability to solve problems at first and requires a lot of patience and special characteristics.

Explorations of Modernity and Excitement in Two Poems: The Teachers an

Poems- ‘The Teachers’ and ‘In Mrs Tilscher’s Class’ I am going to be comparing two poems, ‘The Teachers’ by Liz Lochhead and ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy. The two poems talk about the same thing, which is teachers, but in different ways and the way that the poems' structures are created for the reader. Both the poems recall parts of their school days and talk about memories of teachers they once had. Carol Ann Duffy talks about her fond memories of a teacher she once had, saying about how playful her school day was, she uses ‘skittle of milk’ to describe the joy of being able to have milk, also, she relates many parts of the poems to toys, including her teacher, ‘Mrs Tilscher’, who made many of their lessons more playful and at the end of the day it would leave her happy. On the other hand Liz Lochhead concentrates on the description of what happened in school and the characters of her teachers. On lines 5- 6 she says ‘Wars were bad but sometimes necessary’, this could represent the fact that the poem was written during or after the war era, she could also be talking about classroom wars, for example ‘wars of the sexes’. She chooses to start the poem on a really dull note; this could be because she may not have felt any em otions towards her school life or her teacher and peers. This dreary start makes the rest of the poem bland, with no detail of emotions, leaving it plain and basic to the reader. In the first stanza of ‘In Mrs Tilschers Class’ Duffy, starts it with ‘You could travel up the blue Nile with your finger†¦Ã¢â‚¬â„¢, even though the blue Nile isn’t blue, its like she remembers the start of the day as being perfect, but whilst everyone knows that the water in the blue Nile is actually ... ...e last line of the poem would make us think even though they are going into a newer school habitat and age, they still are growing up and they will find out things that they never knew and are able to learn more even though that there are dangers on the way. Also the line could mean that they are now leaving Mrs Tilschers Class and now their lives may become dangerous without her. Overall, I think that both the poems are good, but Lochheads is lacking the excitement that school can bring. Both the poems are similar to each other, but ‘In Mrs Tilschers Class’ is more modern than ‘The Teachers’ which many have been set in the war era, meaning everything was in short supply during the school day. Lochheads poem doesn’t make you feel any emotion, but Duffys makes you feel what she is feeling as a child, which I think makes it a more interesting poem to read.

The Natural Communities Conservation Planning (NCCP) Act of 1991 and Ca

The Natural Communities Conservation Planning (NCCP) Act of 1991 and California The Natural Communities Conservation Planning (NCCP) Act of 1991 was established by the California Legislature, is directed by the Department of Fish and Game, and is being implemented by the state, and public and private partnerships to protect habitat in California1. As opposed to the single species interpretation of the Endangered Species Act (ESA), this act aims at protecting many species using a regional approach to habitat preservation. Douglas Wheeler has written a nice synopsis of the NCCP within the context of the history of conservation of habitat. The NCCP is a program that is meant to have voluntary multi-stakeholder cooperation in planning, management and funding. In Southern California the target habitat is Coastal Sage Scrub (CSS), home to the federally "threatened" California Gnatcatcher. Conservation is needed, particularly in Orange County, because of the large-scale development of homes, businesses, and roads. The listing of the California Gnatcatcher as a "threatened" species and the dwindling numbers of other CSS dependent species are a testament to the need for whole-habitat preservation. For instance, CSS habitat includes other birds and organisms in need of protection, including the Coastal Cactus Wren and the Orange-throated Whiptail Lizard. The single species approach moves very slowly and often species go extinct before any listing is allowed. In the meantime, other species require protection and are placed as a last priority. The ESA, many conservationists argue, was always meant to be an act aimed at supporting multi-species preservation. With the leisurely pace at which legislation moves and with the single-species ... ...s Wheeler Link: http://www.ceres.ca.gov/CRA/PressReleases/nccp_wheeler_fall9 5.html Coastal Sage Scrub Links: http://envirolink.org/FSCR/Watershed103/ws3014.html http://www.calpoly.edu/~dchippin/zonecoast.html Artemesia californica graphic: http://rain.org/~mkummel/flora/artcal.html Other Coastal Plants Link: http://ceres.ca.gov/ceres/calweb/coastal/plants/scrub.html California Gnatcatcher (Polioptila californica californica) Link: http://www.fws.gov/~r9endspp/i/b6w.html California Gnatcatcher and other CSS species Link: http://www.epa.gov/EPA-SPECIES/1995/June/Day-21/pr-304.html San Diego County NCCP Link: http://resources.ca.gov/CRA/NCCP/nccp_san_diego.html Interim Management Link: http://www.ceres.ca.gov/CRA/NCCP/nccp_coastal_sage_scrub.htm l Biological Corridors Link: http://www.safnet.org/policy/psst/psst24.html

Sylvia Plath Poetry Notes

Sylvia Plath Plath’s poetry depicts her quest for poetic inspiration and vision: In her early poems, like ‘Black Rook’, Plath sees inspiration as transcendent, something that would announce itself to her from the external world. Plath’s language implies that she awaits a visitation of beauty, like the Annunciation by the angel in the Bible. Plath longs for an occasional ‘portent’ or ‘back talk from the mute sky’. She doesn’t believe in religious epiphany; but she uses Christian language as an analogy to convey her longing.Her longing is for even brief moments of revelation from things, nature or the universe: ‘As if a celestial burning took possession of the most obtuse objects now and then—Thus hallowing an interval otherwise inconsequent’. Throughout the poem ‘Black Rook’, Plath uses ‘fire’ and associated words as an analogy for poetic inspiration or vision. See the extended no te on this point in Imagery below. In ‘Black Rook’, Plath is resigned to the fact that inspiration involves a ‘long wait’. The euphoria of inspiration is ‘rare, random’ and brief.By the time Plath Wrote ‘Finisterre’ four years later, she had ceased to seek or discern enlightenment or any transcendent reality in nature and the universe: ‘Our Lady of the Shipwrecked †¦ does not hear what the sailor or the peasant is saying – She is in love with the beautiful formlessness of the sea’ [Finisterre] . Instead, she discerns: ‘Black admonitory cliffs’ and ‘Souls, rolled in the doom-noise of the sea’. Plath’s perception of the world is therefore very bleak. In the poem ‘Mirror’, the poet’s quest for beauty and vision has turned inwards. She gazes inwards towards the self.She seeks despairingly for enlightenment through self-examination. What she finds appals her: ‘A woman bends over me, searching my reaches for what she really is†¦ tears and an agitation of hands’. In ‘Pheasant’, Plath declares her atheistic stance: ‘I am not mystical. It isn't As if I thought it had a spirit. It is simply in its element. ’ However, Plath shows that not all her poems are bleak. She experiences the aesthetic beauty of nature. She enjoys the beauty of a natural creature in its environment: ‘It unclaps, brown as a leaf, and loud, Settles in the elm, and is easy. ’In ‘Elm’ Plath probes her subconscious, and states she is saturated with self-knowledge. Plath experiences harrowing visions within the inner self. Plath invents a demon in her subconscious that gives her a very self-destructive vision: ‘I am incapable of more knowledge. What is this, this face So murderous in its strangle of branches? — Its snaky acids kiss. It petrifies the will. These are the isolate, slow faults That kill, that kill, that kill. ’ [Elm] In ‘Poppies in July’, Plath seems so emotionally exhausted that she has given up the rational pursuit of the truth or any kind of vision.She longs for drugged relief, for a ‘colourless’ state: ‘Where are your opiates, your nauseous capsules’. In ‘Child’ Plath has lost the capacity to find beauty for herself: ‘this troublous Wringing of hands, this dark Ceiling without a star’ But she feels a desire to provide visions of wonder and beauty for her infant’s eye: ‘I want to fill it with color and ducks, The zoo of the new’ [Child] Plath explores her own depression. Plath is exhausted and aimless: ‘not seek any more in the desultory weather some design†¦ this season of fatigue’ [Black Rook]Plath predicts her own fading away, destruction or ‘effacement’: ‘I'm no more your mother than the cloud that distils a mirror to reflect its own slow effacement at the wind's hand’ [Morning Song] Plath uses a bleak landscape to portray her own despair: ‘This was the land's end: the last fingers, knuckled and rheumatic, Cramped on nothing. Black Admonitory cliffs, and the sea exploding With no bottom, or anything on the other side of it, Whitened by the faces of the drowned. Now it is only gloomy, a dump of rocks†¦ Bay of the Dead’ [Finisterre] Plath reveals intense grief: When they free me, I am beaded with tears’ [Finisterre] Plath confesses her deep anguish: ‘She rewards me with tears and an agitation of hands’ [Mirror] Plath is very self-critical: ‘I trespass stupidly. Let be, let be. ’ [Pheasant] Plath’s fears becomes ever more nightmarish: ‘I am terrified by this dark thing that sleeps in me’ [Elm] Plath reveals that she is inflicting suffering on herself: ‘Is it for such I agitate my heart’ [Elm] Plath confesses the trau matic effect of electric-convulsive treatment: ‘I have suffered the atrocity of sunsets.Scorched to the root My red filaments burn and stand, a hand of wires’ [Elm] Plath confesses that isolation and lack of love haunt her: ‘I am inhabited by a cry. Nightly it flaps out Looking, with its hooks, for something to love’ [Elm] Plath reveals that she is becoming powerless to deal with her illness: ‘Its snaky acids kiss. It petrifies the will’ [Elm] Plath has moments when she longs to escape her mind through drugs: ‘Or your liquors seep to me, in this glass capsule, dulling and stilling’ [Poppies]