TOPIC Essays - Science And Technology In India, A. P. J. Abdul Kalam

TOPIC A.P.J. ABDUL KALAM A. P. J. Abdul Kalam HIS HISTORY Avul Pakir Jainulabdeen Abdul Kalam was born on 15 October 1931 to aTamil Muslimfamily in the pilgrimage centre ofRameswaramonPamban Island, then in theMadras Presidencyand now in theStateof Tamil Nadu. His father owned a ferry that tookHindupilgrims back and forth betweenRameswaramand the now uninhabitedDhanushkodi In his school years, Kalam had average grades but was described as a bright and hardworking student who had a strong desire to learn. He spent hours on his studies, especially mathematicsAfter completing his education at the Schwartz Higher Secondary School, Ramanathapuram, Kalam went on to attendSaint Joseph's College, Tiruchirappalli, then affiliated with theUniversity of Madras, from where he graduated inphysicsin 1954He moved toMadrasin 1955 to study aerospace engineering in Madras Institute of Technology Career as a scientist After graduating from theMadras Institute of Technologyin 1960, Kalam joined theAeronautical Development Establishmentof theDefence Researchand Development Organisation (DRDO) as a scientist. He started his career by designing a smallhovercraft, but remained unconvinced by his choice of a job at DRDO In 196364, he visitedNASA'sLangley Research CenterinHampton, Virginia;Goddard Space Flight CenterinGreenbelt, Maryland; andWallops Flight Facility. Between the 1970s and 1990s, Kalam made an effort to develop thePolar Satellite Launch Vehicle(PSLV) and SLV-III projects, both of which proved to be successful. In 1998, along with cardiologistSoma Raju, Kalam developed a low costcoronary stent, named the "Kalam-Raju Stent". In 2012, the duo designed a rugged tablet computer for health care in rural areas, which was named the "Kalam-Raju Tablet". Presidency Kalam served as the 11th President of India, succeedingK. R. Narayanan. He won the2002 presidential electionwith an electoral vote of 922,884, surpassing the 107,366 votes won byLakshmi Sahgal. His term lasted from 25 July 2002 to 25 July 2007. Writings In his bookIndia 2020, Kalam strongly advocated an action plan to develop India into a "knowledge superpower" and adeveloped nationby the year 2020. He regarded his work on India'snuclear weaponsprogramme as a way to assert India's place as a future superpower. Kalam describes a "transformative moment" in his life when he askedPramukh Swami, the guru of theBAPS Swaminarayan Sampradaya, how India might realize this five-pronged vision of development. Pramukh Swami's answerto add a sixth area developing faith in God and spirituality to overcome the current climate of crime and corruptionbecame the spiritual vision for the next 15 years Kalam's life, which he describes in his final book,Transcendence: My Spiritual Experiences with Pramukh Swamiji,published just a month before his death. Awards and honours Kalam receivedhonorary doctoratesfrom 40 universities.The Government of India honoured him with thePadma Bhushanin 1981 and thePadma Vibhushanin 1990 for his work with ISRO and DRDO and his role as a scientific advisor to the Government. The Prime Minister, Mr. Narendra Modi released the commemorative postal stamps on the former President of India, Dr. A.P.J. Abdul Kalam, on his 84th birth anniversary celebrations, at DRDO Bhawan, in New Delhi on October 15, 2015. Death On 27 July 2015, Kalam travelled toShillongto deliver a lecture on "Creating a Livable Planet Earth" at theIndian Institute of Management Shillong. While climbing a flight of stairs, he experienced some discomfort, but was able to enter the auditorium after a brief rest.At around 6:35p.m.IST, only five minutes into his lecture, he collapsed.He was rushed to the nearby Bethany Hospital in a critical condition; upon arrival, he lacked a pulse or any other signs of life.Despite being placed in theintensive care unit, Kalam was confirmed dead of a suddencardiac arrestat 7:45 p.mST.His last words, to his aideSrijan Pal Singh, were reportedly: "Funny guy! Are you doing well?" POWER POINT PRESENTATION SUBMITTED BY: BHAWNA CLASS:9th A ROLL NO. 5

Investigation of effective Bluetooth security features The WritePass Journal

Investigation of effective Bluetooth security features Introduction Investigation of effective Bluetooth security features IntroductionSteps in Authentication ProcessConfidentialityTrust levels, Service levels, and AuthorizationsReferencesRelated Introduction Bluetooth signals can be easily intercepted, as can any other type of wireless signals. Therefore, the Bluetooth specification calls for the built-in security to discourage eavesdropping and attempts to falsify the origin of messages, which is called â€Å"spoofing†. This section provides an overview of the security mechanisms included in the Bluetooth specifications to illustrate their limitations and provide a foundation for some of the security recommendations. In this example, Bluetooth security is provided between the mobile phone and the laptop computer. IEEE 802.11 security protects the wireless local area network link which is between the laptop computer and the IEEE 802.11 AP. The communications on the wired network are not protected by the Bluetooth security. 1. Three Basic Security Services The three basic security services specified in the Bluetooth standard are authentication, confidentiality and authorization. Authentication     ­Prevents spoofing and unwanted access to critical data and functions. It is the process of verifying the identity of the communication devices. User authentication is not provided natively by Bluetooth. The Bluetooth device authentication procedure is in the front of a challenge-response scheme. The device attempting to prove its identity in an authentication process is the claimant and the device validating the identity of the claimant is the verifier. The challenge-response protocol validates devices by verifying the knowledge of a secret key, which is the Bluetooth link key. Steps in Authentication Process   Step 1: The verifier transmits a 128-bit random challenge (AU_RAND) to the claimant, which is obtained from the random number generator derived from a pseudo-random process within the Bluetooth device. Step 2: The claimant uses the E1 algorithm to compute an authentication response using its unique 48-bit Bluetooth device address (BD_ADDR), the link key, and AU_RAND as inputs. The verifier does the same computation. Step 3: The claimant returns the most significant 32 bits of the E1 output as the computed response, SRES to the verifier. Step 4: The verifier uses a comparator to compare the SRES from the claimant and its own computed value from the E1 algorithm. Step 5: If both the values are the equal, the authentication is considered successful. If not, the authentication has failed. The 5 steps accomplishes one-way authentication. The Bluetooth standards allow both one-way and mutual authentication to be performed. For mutual authentication, the steps are repeated with the verifier and claimant switching roles. Confidentiality Preventing information compromise caused by ensuring that only authorised devices can access and view data. To provide confidentiality to the user’s data, encryption technique is used by the Bluetooth technology. Bluetooth has three Encryption Modes. The modes are as follows: Encryption Mode 1: No encryption is performed on any traffic. Encryption Mode 2: Individually addressed traffic is encrypted using encryption keys based on individual link keys. Broadcast traffic is not encrypted. Encryption Mode 3: All traffic is encrypted using an encryption key based on the master link key. The encryption key is produced using an internal key generator (KG). The KG produces stream cipher keys based on 128-bit link key, 128 bit EN_RAND and 96-bit ACO value which is the least significant bits from the E1 algorithm of authentication process. A key stream output is exclusive-OR-ed with the payload bits and sent to the receiving device. This stream key is produced using a cryptographic algorithm based on linear feedback shift registers (LFSR). The clock provides the slot number. The encryption function E0 output is exclusive-OR-ed with the sender data and transmitted. The received data is exclusive-OR-ed with the keystream and original data is retrieved. Trust levels, Service levels, and Authorizations The Bluetooth levels of trust are Trusted device: fixed relationship with another device and has full access to all services. Untrusted device: does not have an established relationship and hence restricted access to services. The security services defined for Bluetooth devices are Service level 1: requires authorization and authentication. Automatic access is granted to trusted device; untrusted devices need manual authorization. Service level 2:   requires authentication only; authorization is not necessary. Access to an application is granted only after an authentication procedure. Service level 3:   open to all devices, with no authentication required. Access is granted automatically. 2. Security Modes The various versions of Bluetooth specifications define four security modes. Each Bluetooth device must operate in one of the four modes. Security Mode 1: a non secure mode. Authentication and encryption are bypassed leaving the device and connections susceptible to attackers. This mode is only supported in v2.0 + EDR devices. Security mode 2: a service level-enforced security mode. The security procedures are initiated after LMP link establishment but before L2CAP channel establishment. The authentication and encryption mechanisms in this mode are implemented at the LMP layer. All Bluetooth devices support this security mode 2. Security Mode 3: link level-enforces security mode. The Bluetooth device initiates the security procedures before the physical link is fully established. This mode mandates authentication and encryption for all connections to and from the devics. This mode is supported only in v2.0 + EDR devices. Security Mode 4: a service level-enforced security mode like the security mode 2. But the security procedures are initiated after link setup. Authentication and encryption algorithms are identical to the algorithms in Bluetooth v2.0 + EDR and earlier versions. This is mandatory for v2.1 + EDR devices. Appendix D- Online Resources References Bluetooth Special Interest Group, Bluetooth 2.0 and 2.1 specifications, bluetooth.com/Bluetooth/Technology/Building/Specifications/ Bluetooth Special Interest Group, â€Å"Bluetooth Security White Paper†, May 2002, bluetooth.com/NR/rdonlyres/E870794C-2788-49BF-96D3- C9578E0AE21D/0/security_whitepaper_v1.pdf Bluetooth Special Interest Group, â€Å"Simple Pairing Whitepaper†, August 2006, http://bluetooth.com/NR/rdonlyres/0A0B3F36-D15F-4470-85A6- F2CCFA26F70F/0/SimplePairing_WP_V10r00.pdf Defense Information Systems Agency (DISA), â€Å"DoD Bluetooth Headset Security Requirements Matrix†, Version 2.0, 07 April 2008, http://iase.disa.mil/stigs/checklist/dod_bluetooth_headset_security_requirements_matrix_v2- 0_7april2008.pdf Defense Information Systems Agency (DISA), â€Å"DoD Bluetooth Smart Card Reader Security Requirements Matrix†, Version 2.0, 01 June 2007, http://iase.disa.mil/stigs/checklist/DoD-Bluetooth- Smart-Card-Reader-Security-Requirements-Matrix.pdf Y. Lu, W. Meier, and S. Vaudenay, â€Å"The Conditional Correlation Attack: A Practical Attack on Bluetooth Encryption†, http://lasecwww.epfl.ch/pub/lasec/doc/LMV05.pdf

What would be the effects of banning the use of plastic bags Essay

What would be the effects of banning the use of plastic bags - Essay Example However, because many plastic bags are discarded causally, plastic bags also bring us side effects. Take China as an example, In China, it is an interesting and â€Å"colorful landscapes† to see several of plastic bags flying in the sky when the strong wind passes. Not only in China also the many places we can see the plastic bags are discarded in street, lake and ocean. This is due to some people throwaway plastic bags casually. What is the important, this cause the â€Å"white pollution† to environment, which is harmful to human because plastic bags cannot vanish by natural decomposition. At this stage, the main processing methods are incineration and  landfill. Nevertheless, the burning will produce toxic fumes, a lot of air pollution and acid rain. As for landfill, it is buried 100 years and still intact. It cannot be naturally absorbed and has a great harm on the land. Although the plastic bags are ubiquitous and convenient, in contemporary society the â€Å"whi te pollution† is becoming a more and more serious environment issue. Some people say that government should ban the use of the plastic but some people argue that it is unnecessary to ban it. Without the authorized conclusion now, this tough issue should continue to be analyzed to determine how excessive use and careless disposal of plastic bags affects society. Jerry Jonson discusses the myriad environmental issues that result from poor plastic disposal technique such as the fact that it fills numerous landfills and when it is disposed by incineration, adds volumes of toxins in the air (Jonson). Plastic bags portend a serious environmental threat in the long term and if they are not controlled they will continue to endanger the environment and by extension society. In his discussion of Lynn offers several facts about, he offers numerous statistics about plastic that bring out the enormity of the situation. Apparently, over 50 percent of the plastic used in the US is simply thrown away to contribute

Personnel management Essay Example | Topics and Well Written Essays - 2000 words

Personnel management - Essay Example The main significance of diversity in any organization is that the employees can face many adversities and contingencies on a continuous basis. In a workplace where there is diversity, one can see that the employees have more empowerment and official rights. The main objective of an organization in attracting different employees is to enhance the team workability and talent pool. Moreover, the human resource department of an organization has more selection in recruiting employees if the workforce of the organization is supposed to be diverse and versatile. The workforce of an organization can be diverse in relation to many factors: gender, race, nationality, disability and education. Moreover, the organizations can reap more advantages and disadvantages from the employees if work diversity exists in a workplace. Practically, if we consider defining the concept of workplace diversity, it can be referred to as the inclusion of variety of people in an organization to receive full potentiality out of them. According to Edwards (2012), â€Å"When the workplace is diverse, it shows that your establishment is a true equal opportunity business that hires people with different backgrounds and races, instead of segregating, or discriminating against a certain individual†. The diversity in a workforce has a highlight of extracting potentiality from various human resources available throughout the world. This includes various types of people with different instincts who can contribute to the success and profitability of an organization. In America, the workforce diversity can be reflected in the employer’s option of hiring people aged from 25 to 64 in an attempt to get maximum potentiality and experience from the country’s manpower. In the same manner, it has been recently noticed that the recruitment of Hispanic/Latino employees has

Newspaper Portrayals of Boris Johnson in the British Newspapers Literature review

Newspaper Portrayals of Boris Johnson in the British Newspapers - Literature review Example Naturally, the arms of government are defined as the legislative, judiciary and executive. Each of these has a constitutional role that they play in the democratic practice of government. To this end, it is these three arms of government that are officially accepted for all or any former duties (Angel, 2012). But as times went by in the practice of freedom of expression and freedom of the press through the provisions of democratic governance, the media was one area that was seen to have taken so much advantage of the provision, making its impact felt in almost every aspect of British life. It was for this reason that the media its self and the public started referring to the media as the fourth arm of government, necessary for undertaking the role of correcting and directing the society; especially government. Research has showed that one of the best and most favorable conditions that make it possible for the British media to have such influential role in British society is because m edia practice has been clearly diversified in Britain (Gunter, 2000). What this means is that in almost every aspect of social practice, there is a line of media practice that caters for that aspect. For example in it will be noted that Britain is a socio-cultural community with the people following social passions such as religion, sports, politics, economics, tourism, show business, education, and the likes. For each of these areas also, there will be a kind of media outlet that clearly distinct itself in providing the needed information that followers of the said passion seek after (Williams and Carpini, 2000). There is another school of thought that states that the role of media in British society could be grouped into three major key functions and these are to entertain, educate and inform society (Berger, 1991). What this means is that the media in Britain is responsible to offering entertainment to the society through the combination of a number of society paradigms including show business and sports. The media is also expected to educate the society by providing authentic and unadulterated facts that correspond to current and historic issues. Finally, the media informs the public by bringing them up to date with what takes place in Britain as a country and the international world. 1.2 Media and politics In Britain, the media and politics are both considered as independent and interrelated. As far as independence is concerned, it can be said that both the media and politics are considered as two agencies that have extremely different roles to play in society (Dimmick, 1974). Each of these can also play its role without necessarily needing support or help from the other. Between the two agencies, this phenomenon of independence of the media and politics has generally been in place as a means of ensuring fairness in the delivery of their duties. Studies have actually showed that when the media does its work in a manner that it needs no support and assista nce from any political personality or political party, it is possible that the media can go about its tasks more fairly and devoid of any political favouritism and biases that may be seen in various reportage as a form of payback for any good done to the media by the political agency (Dennis, 2000). In the same way, when politicians go about their roles in a manner that clearly shows that they do not need any assistance from the media to survive, it is possible for

The Role Of Saudi Women In Leadership

The Role Of Saudi Women In Leadership Saudi Arabia is a desert country that runs over 8,000 square miles. There are big cities, like Riyadh, Makah, Medina, Dhahran and Jeddah; residents in these areas enjoy the amenities of well-planned modern metropolitan cities. Saudi Arabia is a monarchy, headed by the Al Saud royal family, with a council of ministers. Saudi Arabias strong root in religious and tribal history has made it what it has become today. By the 1970s Saudi Arabia had become dominant in the realm of international finance and a significant political power in the Middle East. Saudi Arabia occupies the larger part of the Arabian Peninsula and is the worlds leading oil producer and exporter. The kingdom is the center of the major places of importance for Muslims from all over the world. Plight of Saudi women There are very few (if any) well known women leaders in Saudi Arabia; this is as a result of the vast gender discrimination against the girl child. There are laws that are restrictive to women and hinder them from getting leadership roles. This study aims to explore the discriminative judicial and government systems in the country towards women. It will also describe the leadership roles of women in the Saudi society. The various aspects of leadership and gender discrimination against Saudi women will be discussed. Women are more than the men in the population of Saudi Arabia; its therefore very ironical that they had not been allowed to work. It is in the last ten years that women have been accepted as part of the working community. This demonstrates the lack of working sectors open to Saudi women. In fact transport sector discriminates women, in that a woman would not travel unaccompanied by a male companion. The society still looks down upon employed women. Â   Jobs available for Saudi women are very limited and are mostly in education, health, and administration. Women can work and attain jobs in any setting as long as there is no exposure to men. Because of this cultural and religious rule, women need to have their own independent social and educational organizations. Society allows women to fill top administrative positions in womens colleges in order to manage the college effectively. Despite these achievements education for Saudi women is still regarded secondary to taking care of the household and family. For a long time, womens education was subject to negotiation with religious and social traditions. Women in Saudi Arabia were officially allowed to get formal education about forty years ago while the men started way before the women. Consequently, there are very few jobs available for well-qualified women in Saudi Arabia. The women in Saudi Arabia are now more than ever in pursuit in order to empower themselves through education in readiness of leadership positions that may come their way . Position of women in the society There are many different aspects that one encounters while trying to understand and explore the Saudi Arabian culture. The role and status of the women is key in understanding the position of a woman in this culture. In Saudi Arabia, women do not have much to do outside their homes. Girls, from an early age, obtain a domestic role that befits them. For a young girl in Saudi Arabia, becoming a mother is the norm and is the biggest goal in life. She is raised to believe that she should aim to be a good mother and that it is her responsibility to devote her time to her husband and children. However, this is gradually changing; the government now supports education of the girl child. Womens rights groups in Saudi Arabia are not functional for instance, women are still not allowed to drive or ride on motor vehicles with strangers, and one should either be accompanied by a close relative, an employee or the employer (Helen, 2007). This law denies women a vital right; freedom of independent movement (Colin, 2005). A Saudi woman cannot be admitted into any hospital without the consent of a male family member. Despite all these, women are finding other means of maneuvering through these restrictive rules in order to pursue business this is through the intensive use of the internet (Anders, 1998). Legal, social and religious controls combine to limit a womans freedom of movement in the country. From the government perspective, this is aimed at protecting the women, but most women perceive the law as a way of accelerating and empowering the men and their dominance in the society, (Helen, 2007). Women of the Middle East have long been viewed as an oppressed group. From the desert sands of Saudi Arabia to the mountainous lands of Afghanistan, Arab women have faced many hardships in their society. While the role of a woman is meant to be nurturing and domestic, many women have moved on to a more modern view, and have taken on the role as educators and laborers. Arab women threaten the traditional family structure by doing so; however, for many it is a sacrifice they are willing to make, as they have seen that the world has more to offer than just household chores and childbearing. Rights of women in the past, today and the future The Saudi system is set up in a form known as the Sunni-Islam state version, which is a conservative form of government; this version is characterized by incorporating the interpretation of the Muslim faith and using it to formulate law. The Islamic law is interpreted in such a way that it enhances gender inequality; the women are subjected to strict and tight legal regulations on their personal behavior while the men are exempted from the rules (Colin, 2005). There is no equality for women despite Article 8 of the Saudi law which states that, Government in the kingdom of Saudi Arabia is based on the premise of justice, consultation, and equality in accordance with the shariah law (Sameena, 2005). However, the individual interpretations favor men rather than women resulting in a hierarchy system that also privileges notables and good connections over ordinary citizens and outsiders. This system in itself creates a biased and self-centered form of society associated with misinterpreta tion of religious scripture. Foreigners are treated differently depending on the country of origin and the race, too (Kathleen, 1991). Women cannot act as lawyers, and for women to access justice she hires a male lawyer wand she is forced to offer up most of her confidential information regarding financial and family matters to the lawyer and the judges. A single mans testimony in the court is the same as for two women (Sameena, 2005). In most cases, the women rely on their husbands and this denies the women personal justice and the ability to access power and leadership positions since one cannot experience power without justice. There are vast cases of gender discrimination in the employment sector in Saudi Arabia, this is attributed to the fact that most of the people are religious and have interpreted Islamic teachings in a particular way (Anders, 1998). For women, access to employment activities is very limited, with minimal enjoyment of the full benefits of citizenship or adulthood. Gender discrimination against women has exacerbated reformers to proactively advocate for democracy and empowerment of women in the country. The international community is also working in close collaboration with the reformers to help in the administration of justice and the equality of gender in Saudi Arabia (Sameena, 2005). Consequently, Saudi Arabia has made some progress in womens education and employment. Saudi women and the education sector Education is a central aspect of family and community life. There is a close link between home and school and they further correlate with the way the structure and community is shaped. The education of Arab women started long ago, dating back almost 1500 years, when the wife of Prophet Muhammad, Khadija, owned her own caravan and was her own employer; a successful one at that. However, after the Prophets death, the status of women slowly began to decline, and by the early 1900s, Arab womens status had been dwindled down to that of oppression and non-education. Because of this, several feminist women movements arose in the 1930s and 1940s, the most famous one led by Huda Sharawi in Egypt (Ahmed, 1992). Even though these feminist movements helped encourage Arab women to get back on the rise in society, only a handful were able to achieve that, as many countries such as Saudi Arabia were still not into empowering women. Womens education in Saudi Arabia started informally with the Kuttab schools that taught the fundamentals of Islam and the basics of writing, reading, and arithmetic. By 1945, King Abdul Aziz, the countrys founder, had initiated an extensive program to establish schools in the Kingdom. Six years later, in 1951, the country had 226 schools with 29,887 students (Collins, 2005). In 1954, the Ministry of Education was established headed by then Prince Fahd as the first Minister of Education. The first ever university in Saudi Arabia was opened in Riyadh in early 1957. In 1943, the first private girls school was established in Makkah by a group of people in the private sector who wanted to teach their daughters basic reading, writing and mathematics (Al Salloom, 1989). When public elementary education for girls began in 1960, there were only 15 school buildings, with a total of 127 classrooms and 518 female students. Public education at the intermediate and secondary levels for girls followed in 1963 with four school buildings for the intermediate level, and one for the secondary level (Al Salloom, 1989). As Saudi families started to realize that educating their daughters posed no threat to family life and in the traditional role of women in society, the attitude towards females education changed. Female students enrolled at all educational levels and more schools were opened. From 1970 to 1990 the number of female students enrolled in higher education expanded from 400 students to 48,000 (Kathleen, 1991). With the rapid expansion of educational facilities and enrollment, a high number of teachers and school principals were female. Today, Saudi Arabias nationwide educational system comprises many universities and colleges, including thousands of primary and secondary schools. Open to every citizen, the system provides students with free education, books and health services. To complement their studies in universities in the Kingdom, Saudi students have the opportunity to pursue graduate and post-graduate degrees in specialized fields abroad. Supported by the government scholarships, thousands of Saudi students are enrolled in universities outside the Kingdom, mainly in the United States. The beginning of womens higher education was similar in Saudi Arabia and the United States, in that both countries, at one point, denied women access to higher education and women were considered as comparative newcomers to equity of opportunity in education. This brings light to addressing another issue involving higher education and the Saudi woman: women dont have the right to make decisions and set policies concerning their higher education. To some extent, they may manage and organize their day-to-day departments, operations and resources but all major decisions affecting them-such as hiring, planning and evaluating are still made by men. What makes this problem more complicated is the lack of communication, face to face between men who are high in administered hierarchy and women who occupy lower administrative levels. For the graduate female students, there are minimal chances for them to advance in the job markets and this hinders the women from rising up into a leadership position in the education sector. There are a few women who have been lucky to get leadership positions in the education .These women play an important role, they champion for more women to be incorporated into leadership positions, however, their sentiments are always ignored (Helen, 2007).The nature of female leadership roles in Saudi Arabia cannot be compared to other countries, these women are segregated and marginalized and thus they are denied educational leadership roles (Anders, 1998). Cultural factors influencing Saudi women The shaping of societies in general is dependent on cultural and traditional factors, as well as economic and political systems. In Saudi Arabia, society culture and traditions play a major role. Culture predominantly influences womens roles in Muslim society, because of the emphasis placed on womens status and acceptable behavior as outlined in the Quran. Ahmed (1992) believes that no matter what form the political system takes, no matter what level of education women attain, no matter what traditional values govern employment, Saudi women would not play major leadership roles in modern day economics because cultural factors have impeded their development. There are a number of factors that have impacted the Saudi womens status and their position in society. The economy, the importance of the family unit, the educational opportunities available, the degree of encouragement women encounter in their pursuit of education and work, and the degree of urbanization attained are all importa nt factors that shape a society and mold many of its beliefs and values (Pinter, 1984). Saudi Arabias culture and traditions are different from the United States and are used as a basis of comparison for two reasons: first, Saudi Arabia and the United States are young wealthy countries that continue to progress (Al-Dawood, 1995); and second, to see if Saudi Arabian secondary school teachers levels of job satisfaction are different from that of secondary school teachers in the United States. Limited information on Saudi female teachers job satisfaction and principal leadership behavior in Saudi Arabia is available, thus it is necessary to also look at research conducted about male teachers. Beck Keddie (1978) indicated that men have reported a higher degree of job satisfaction than women, but more recently differences have diminished, due in part to more equal opportunities for the employment and advancement of women. A Study carried out in Qatar (a country that borders Saudi Arabia) reveals that there is no significant difference in the levels of job satisfaction between men and women (Moshaikeh, 1981). Al-Salom (1996) reports that a similar study was carried out in the United States and also found no significant difference in the level of job satisfaction between male and female teachers. The Quran advocates for stable family life, at no point does it state that women are not equal to men and that they should not mix freely in their places of work (Al-Sallom, 1989).This is not usually the case and people still misinterpret religion and use the Quran as a basis for isolating women. The differences between women in the Middle East and the ones in the western countries like United States may are due to cultural factors. Despite growing acceptance of womens education in Saudi Arabia, education for women still faces conservative attitudes from many Saudi citizens. Such conservative thinking focuses on women building the traditional roles of wives and mothers and may cause fear that education may weaken these roles. These conservative attitudes towards womens education are not related to the influences of Islam, but may be part of the traditions of the Saudi Society (Christopher, 1993). In addition, women receive fewer formal courses in school administration and in-service training than men (Abdel, 1997). Women administrators receive inadequate training; as a result, female school principals are less qualified in leadership behaviors and supervision than their male counterparts are. Teachers should have a chance to use what they have learned in education courses. They also should be involved in the planning and decision-making process regarding curriculum, time use, classroom instructions, method of instructions, resource allocation, and procedures for students evaluation. Including them as active participants would be an excellent first step in enhancing their job satisfaction. Power of women in the past, today and the future Economic empowerment of women One of the major factors that have shaped the Saudi Society is the economic situation. However, Kathleen, (1991) disagrees with the notion that a modern capitalist economy and its extension to almost all areas have resulted in many positive changes for women in Saudi Arabia. She argues that pre-capitalist urban occupations were already open to Saudi women of all classes, from midwifery and entertainment to holders of important real estate. Economic changes of the modern period did not improve or raise the levels of womens participation in public life. In the Saudi culture, serious life begins with marriage, which can be for many, an escape from family pressures and economic difficulty. Because males are seen as the protectors and supporters of women and are, therefore, considered indispensable, families pull all their resources together (material and emotional) to ensure that their young daughters marry appropriately. Women of Saudi nationality are not allowed to access benefits from the government. In the case where a Saudi woman marries a non-Saudi, she then cannot pass the nationality to her children. Consequently, in 2002, women had no right to obtain the national identity card without the order from the mahram, but they appeared as nationals from the state records that included her as a member of a particular family only (Kathleen, 1991). When this was the norm, widowed and single women had a hard time gaining leadership of their families and also in obtaining other benefits of their own and from the state subsidies (Cordesman, 2003). Saudi women do not have the right to the sign contracts or to control financial assets and in this instance, women are made to lick the boots of the males. As a result, women are denied the economic leadership and mainly depend on their husbands for economical support. The women cannot be integrated in the development processes and this greatly impacts them due to their reduced influence in policy making and changes in legislation (Colin, 2005). In a way, the Saudi law ensures gender equity to men and women related to each other. Consider for example, the case where the daughters retain half as much inheritance as the sons and when such women get married then they under the care of their husbands (Colin, 2005) .Women retain property after marriage and in this case, the husbands have the right to protect the woman and hence the women have no obligation to spend their acquired wealth on the mens behalf. The married men have the full responsibility for their family needs. And in case a woman conducts herself in an immoral manner, the man of closest relation is punished on her behalf (Helen, 2007). The role of women in Saudi Arabia is becoming more significant in both political and economic terms as more and more women hold positions of leadership and civic prominence. The educational levels of the women who have made significant contributions on leadership hold positions as founders of organizations and range in their education: from holding bachelors, masters, and doctorate degrees. Some of these women hold voluntary positions and others hold paid positions that entail career commitments. The Saudi Arabia government has given higher education, there are new educational policies put in place. The government established the Ministry of Higher Education in 1975 whose long term vision is to provide highly trained manpower necessary to run the countrys increasingly sophisticated economy. The primary objective of this ministry is to establish new institutions of higher learning throughout the country. The Kingdom has given priority to quantity and quality expansion of education in the last five to seven-years among other development plans. Despite the low percentage of Saudi women working in the labor force in the Kingdom compared to advanced countries, it is the unavailability of working sectors open for Saudi women usually limited to education and medicine which has caused some saturation in these sectors. The Saudi government is planning to undertake a study of the role of women in the countrys economy (Al-Mohamed, (2007). There are policies set by the government in order to support women who want to work. The main aim of these policies is to lower t unemployment rate among women in Saudi Arabian women. In line with this objective, the government and private organizations provide counseling services to women in stressful environments of employment. The Saudi government plan is beyond employment and aims to empower women with entrepreneurial and investing. Saudi Arabia might h ave to revise some policies that a restrict women from participating in the economy of the country. Women and political leadership The participation of women in the public domain, including the political arena, is very limited in Saudi Arabia. Unlike other women in the western world, Saudi women have no social or political rights. They still have to obtain consent of male counterparts in order to fulfill basic things, like obtaining a passport and travel. The hierarchical system of the Saudi government does not allow for democratic voting. Saudi Arabian political leaders are, therefore, hiding behind false religious pretexts by withholding many rights from women. It is a violation of their religious beliefs and practices. Other Islamic countries, such as Egypt, Qatar, Oman and Bahrain, allow women to vote and still maintain their traditional and religious practices. The country does not contain any political parties, thus the absence of elections. Women are becoming more active in reform but their efforts are marginalized. The extent of reform is determined by the ruling family (Cordesman, 2003). Al-Mohamed (2007) attributes the lack of a political role for Saudi women to educational decisions; he goes on and gives an example where women do not major in Political Science in their higher learning. For example, Princess Dr. al-Jawaharlal bint Fahd al-Saud was undersecretary of education for womens colleges for 10 years before becoming president of Riyadh University for Women in April 2007, yet she had no power to make decisions even though she had the power (Al-Mohamed, 2007). The country lacks the basic freedoms for even the civil society to take part in the leadership. It is very hard to start new organizations and even more so the women groups, due to their co-option by the government. I would recommend the existence of political parties in the country with free elections since this would foster democratic growth in the country (Anders, 1998). The media should be free to express their ideas and women rights agencies should be supported to help in the equality of gender, promote the growth of the economy and the active participation of women in the exercising of political power (Kathleen, 1991). Role of religion in empowering women To better understand a Saudi womans position, one must learn a great deal about the culture and religion. One should also understand Islam, its history and culture. In a Muslim community, the people are to follow Gods commands and live a moral life. Saudi women who are working and serve society should be careful to follow an Islamic way of life. In the modern society, wearing a hijab, which may cover a womans head or her whole body, remains part of Muslim culture in Saudi Arabia and also worldwide. Most Muslim women dress modestly and in Muslim countries even the most successful business women will cover themselves with the hijab. Many of the women welcome this practice as they feel it prevents them from being bothered by co-workers or strangers. Some modern Muslims in non-Muslims cultures, however, choose not to cover to attract less attention rather than deal with discouragement about it. Whichever the case, the wearing of a hijab should be intended to please God and should not be done in a mandatory or pressurized manner (Cordesman, 2003). Before Islam, women in the Arab world had no rights to own any property, inherit, divorce, or even choose their marriage partner; the father was usually the one to decide or a male relative. With the advent of Islam, women were given the aforementioned rights and their status changed to that of a dignified human being, deserving of respect and honor. The Islamic view about women is that men and women are equal in their origin and their rights. According to the history of Islam, women have political rights, can participate in public affairs, run a business, choose their husbands and even inherit properly. In regard of womens education, a woman in Islam is not required to contribute financially to the family, which may explain why some Saudis consider education to be worthwhile and necessary for males and less for women. The Quran, which is the source of Islamic jurisprudence, contains no verse that deprives woman the right to be educated In fact, the word Quran is derived from the wor d reading and the first verse of the Quran calls on the devoted to read and write. There are no barriers to women acquiring knowledge in the Islamic faith as long as there is no mixing between the two genders. Most people that profess the Muslim faith do not believe that that men and women are equal in matters of religion (Kathleen, 1991). The role of women in the family and upbringing of children play a major part consequently, the women are allowed to worship at home as the men and the boys worship at the mosque. Despite the active role of women in religion, Saudi women are denied access to any management roles and leadership positions in the countrys religious institutions (Kathleen, 1991). There are still some conservative people who do not want to embrace The New World Order, where women work and are independent, religion is still the excuse of this people. There is as an ideological conflict between culture and religion, Islam allows women the right to education and work. As a result Arab women continue to seek education and work, societys expectations hover over them, giving them more strength to those who oppose empowering women. Conclusion The purpose of this study was to examine the family and societal factors that affect Saudi women in their pursuit of leadership positions in a Muslim society, such as that found in Saudi Arabia. Another area of interest was the impact of Islam on the Saudi women and their pursuit of leadership roles in public life. It is true that the law and the male dominated society and does not provide a good environment for leadership positions of women. The women now more than ever are willing to take the risk and empower themselves, sooner than later women from these part of the world will catch up with other countries that have overcome gender discrimination. Studies show that Saudi women are getting more attention due to the current interest in multiculturalism and global awareness. There are many women in Saudi Arabia who have attained leadership roles on a smaller scale, such as in remote villages and rural areas. The number of Saudi women who have leadership positions may not be large in comparison to the number of women with leadership positions in Western nations or even in neighboring countries but it is a great step considering the position of Arab women and their role and treatment under Islamic culture. Women who have leadership roles in Arab societies are an important resource for information that can help bridge the gap between preconceived notions about the Arab world and the reality of the conditions encountered by women in that part of the world. For instance , in America there are great women who have revolutionized leadership like Hillary Clinton, Condoleezza Rice while in Germany Angela Merkel is the Chancellor. In the M iddle East the most common figure was Benazir Bhutto of Pakistan who was a potential political leader but was assassinated. These women in leadership ar role models to other women all over the world and soon the Arab world is going to embrace women leadership. However, the level of leadership and the participation of women in various positions in Saudi are faced with mainly two interrelated issues. First, the effects of the constitutional rights on women and secondly, is the status of women and their position in reference to Islamic laws. Reform is urgently needed in both educational and employment sectors to provide greater equality for women. Previous trends of females in educational development indicate an ever expanding access of education by women to where they may outnumber men. However, gender segregation and inferiorities in curriculum differentiation is still experienced. There should be more awareness campaigns for women to be informed on the importance of pursuing education to a higher level and diversification of courses to be studied. The diversification of the countrys economy and the expansion of the services in the various sectors may result in the liberalization of the scope of occupation and enroll women in leadership roles. This change would be due to the shortage of labor and the increased participation of women in the education facilities and curriculums. This would help move women up in public visibility and allow them to participate in the decision making of the country.

A Reading of ?Those Winter Sundays? Essays -- essays research papers

A Reading of â€Å"Those Winter Sundays† In Robert Hayden’s poem â€Å"Those Winter Sundays† a relationship between the speaker and the speaker’s father is expressed in short but descriptive detail, revealing a kind of love that had gone unnoticed for so long. Throughout the poem, Hayden’s use of connotative diction keeps the poem short and sweet yet packed with significant meaning. The evocative sound patterns play just as great a role setting the harsh and reflective tone of the poem. Together, these devices are used to effectively deliver the poem. The speaker seems now to be a grown man, though it is not distinguished in the poem, remembering the distant relationship he had with his father as an adolescent. He would wake every morning to the warmth of a fire despite the biting cold which lay beyond the house windows and doors. The speaker took for granted the heat that he was provided, not acknowledging the effort that went into giving this simple expression of love. Now looking back, he seems to regret not being thankful for his father’s actions and being so blind and ignorant to the love that was right in front of him. From the very first words of the poem, the connotative diction gives the reader an idea of the direction in which the poem in going. â€Å"Sundays too my father got up early† (line 1), where the poem begins, expresses the fathers hard-working nature. The fact that he gets out of bed every day of the work-week and Sundays too, shows that his job as a father and provider...

Celebrities and Role Model

1. â€Å"Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to act as role models. † I agree with the opinion that the celebrities have a responsibility to act as role models. Celebrities have a special talent that most average people can not do; they are athletes, actors, actresses, and singers. They have seen and heard by millions through television, movies, radio, and the internet. And they may be inspiring to the young who dream of singing, or acting, celebrities have the spotlight on them because of their high status. In addition, they are not treated like normal people because they have money, fame, and glory. Their popularity is worldwide, and there are millions of children look up to them. Role models can affect children life in so many ways. The young are following the celebrities not only their dress, but also the behaviors and attitude. For example, the children will want to try the smoking and drinking if the celebrities are always appearance themselves as smoker or drunker. On the other hand, if the celebrities are doing things for the environment, politician, and making the changes for the better will effect and enhance the children to have brighter mind and well-manner. Charles Barkley, a former star on the Phoenix Suns, once said, â€Å"I am not a role model. Just because I dunk a basketball doesn't mean I should raise your kids. † Even through, celebrities have a tremendous influence on the young, I also believe that it is the parents’ responsibility to discuss the celebrities’ culture and keep the communication open with children.

Free Essays on Oldsmobile Three Hundred Million Dollar Flop

Oldsmobile’s Three Hundred Million Dollar Flop â€Å"This is not your father’s Oldsmobile† In 1988, Oldsmobile launched a massive advertising campaign to attract a younger generation of buyers. â€Å"This is not your father’s Oldsmobile† was going to bring the Oldsmobile name into the mainstream of pop-culture. Every cool hipster from southern California to upstate Maine would be driving a new Oldsmobile. Unfortunately for Oldsmobile, their campaign hit a major fork in the road. The campaign â€Å"This is not your father’s Oldsmobile† was a complete failure, for it did not attract a younger customer base, and it failed to retain the customers it already had. As it turns out it is your father’s Oldsmobile after all. The first reason Oldsmobile’s ad campaign failed was because it alienated half of its customer base, fathers. Oldsmobile’s sales report from 1985 states that the median age for its buyers was sixty-two. The large majority of men over the age of sixty-two are fathers. In fact, being a father had a big part in men purchasing an Oldsmobile. Oldsmobile’s traditionally are big cars, with large bench seats that can hold up to seven passengers. They have a smooth ride that will cruise over the deepest of potholes without even a shimmer. Imagine one-day dad is driving along interstate five listening to the radio, and he hears the jingle â€Å"This is not your father’s Oldsmobile†. What message are they trying to send to dad? That Oldsmobile’s are too cool for dad and he needs to trade his in and buy a Buick. Well, that’s precisely what fathers did. In 1985, Oldsmobile sold more than a million cars, by 1990; their sales were under half a milli on. In 2000, Oldsmobile sold fewer than 300,000 vehicles, and the large majority of the cars bought were company fleet vehicles (O’Connell). The sales report is proof positive that â€Å"This is not your father’s Oldsmobile† failed to retain the majority of its ma... Free Essays on Oldsmobile Three Hundred Million Dollar Flop Free Essays on Oldsmobile Three Hundred Million Dollar Flop Oldsmobile’s Three Hundred Million Dollar Flop â€Å"This is not your father’s Oldsmobile† In 1988, Oldsmobile launched a massive advertising campaign to attract a younger generation of buyers. â€Å"This is not your father’s Oldsmobile† was going to bring the Oldsmobile name into the mainstream of pop-culture. Every cool hipster from southern California to upstate Maine would be driving a new Oldsmobile. Unfortunately for Oldsmobile, their campaign hit a major fork in the road. The campaign â€Å"This is not your father’s Oldsmobile† was a complete failure, for it did not attract a younger customer base, and it failed to retain the customers it already had. As it turns out it is your father’s Oldsmobile after all. The first reason Oldsmobile’s ad campaign failed was because it alienated half of its customer base, fathers. Oldsmobile’s sales report from 1985 states that the median age for its buyers was sixty-two. The large majority of men over the age of sixty-two are fathers. In fact, being a father had a big part in men purchasing an Oldsmobile. Oldsmobile’s traditionally are big cars, with large bench seats that can hold up to seven passengers. They have a smooth ride that will cruise over the deepest of potholes without even a shimmer. Imagine one-day dad is driving along interstate five listening to the radio, and he hears the jingle â€Å"This is not your father’s Oldsmobile†. What message are they trying to send to dad? That Oldsmobile’s are too cool for dad and he needs to trade his in and buy a Buick. Well, that’s precisely what fathers did. In 1985, Oldsmobile sold more than a million cars, by 1990; their sales were under half a milli on. In 2000, Oldsmobile sold fewer than 300,000 vehicles, and the large majority of the cars bought were company fleet vehicles (O’Connell). The sales report is proof positive that â€Å"This is not your father’s Oldsmobile† failed to retain the majority of its ma...

Chaucer and Boccaccio †English Literature Essay (100 Level Course)

Chaucer and Boccaccio – English Literature Essay (100 Level Course) Free Online Research Papers Chaucer and Boccaccio English Literature Essay (100 Level Course) Although apparently influenced by Boccaccio, the tales and the Prologue show how deeply Chaucer differs from the Italian writer. In Boccaccio, for in ¬stance, the storytellers are young gentlemen and ladies all belonging to the same social class and hardly distinct from each other. Chaucer, on the other hand, chooses highly individualized pilgrims from widely differing classes. Boc ¬caccio was not analytical in his mode of writing and focused his attention pri ¬marily on manners. Chaucer was more precise and attempted the psychologi ¬cal study of single characters within a very detailed description of the middle class of his time. But arguably Chaucer’s greatest stroke of genius, (absent in Boccaccio) was to make himself a member of the group, and pretend to go on the pilgrimage. By becoming a character in his own narrative, he became an even more credible eyewitness. Research Papers on Chaucer and Boccaccio - English Literature Essay (100 Level Course)Honest Iagos Truth through DeceptionStandardized TestingHip-Hop is ArtResearch Process Part OneQuebec and CanadaThe Fifth HorsemanThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married MalesEffects of Television Violence on ChildrenThree Concepts of Psychodynamic

Darwinism and His Theory of Evolution Coursework

Darwinism and His Theory of Evolution - Coursework Example With the appearance of the Theory of Evolution, the lacuna, which was previously filled with a belief in the Creator, could be filled with scientific explanations. The widely debatable Theory of Evolution swayed the minds of many scientists, who began to apply it to all branches of knowledge up to history (Marx) and psychology (Freud). More than one and a half century has passed after the Theory of Evolution publication date and all this time the debate over it was evolving, adapting, changing, but did not stop for a day even. As any science, Darwin’s Theory has far more questions than answers. The same situation is with the modern theories. The current Synthetic Theory of Evolution, combining achievements of genetics and classical Darwinism, was established 80 years ago. It’s now evident for all evolutionary biologists that it is outdated and many facts do not find any explanation in it. Scientists talk about the need for a new synthesis, which would unite the achievement of present-day paleontology, embryology, animal psychology and other fields of biology, which were not considered fully by the modern evolutionary theory. But even if the third synthesis occurs (Darwin’s theory is the first synthesis, as the historians of biology state), it will not, obviously, solve all the problems. But it will certainly put some new questions - such is the specificity of science. Overview of the Issue. Pros and Cons Scientists can debate certain statements and facts of the Theory of Natural Select ion, but they have to admit that it, as a whole, is logically simple, clear and is confirmed by so many facts, testable in experiments, that can not simply be erroneous.  Most biologists understand it.  Another thing is that life is a very complex phenomenon and the Theory of Evolution gives only a very simplified presentation.  This paves the way for further development of the theory in terms of constructive criticism.  The essence of the Darwinian concept of evolution is reduced to a number of statements, recognized by most scientists: Within each species of living organisms there is a huge range of individual genetic variations in morphological, physiological, behavioral and any other character.  This variability can have a continuous, quantitative or intermittent qualitative nature, but it exists always. All living organisms propagate their kind in a geometric progression. Resources for all types of living organisms are limited and, therefore, the struggle for existenc e must appear between individuals of one species or between individuals of different species or between species and natural conditions.   In the struggle for existence only the fittest individuals survive; individuals with abnormalities that happened to be adaptive to certain environmental conditions.  This is a fundamentally important point in the arguments of Darwin.  Deviations appear not as environmental variations, but happen by chance.  Few of them become useful under specific conditions.  Descendants of such survivors inherit useful deviations, which allowed their ancestors to survive, and are more adapted to the environment than the other members of population. Survival and reproduction of the fittest individuals was called â€Å"natural selection.† Natural selection of separate isolated species in different conditions of existence gradually leads to a divergence of characteristics of these species and, ultimately, to speciation. On these postulates, once ag ain, perfect in terms of logic and supported by a huge number of facts, the modern Theory of Evolution has been established. Each of these theories is an explanation that has been confirmed to such a degree, by observation and experiment, that knowledgeable experts accept it as fact (Quammen, NG).

The role of the female characters. How do they represent the feminist Essay

The role of the female characters. How do they represent the feminist issues that may have been occurring around the time work was written. please include Everyday Use, by Alice Walker - Essay Example It is the commitment by women to achieving equality in the society. There are various type of feminism namely; motherhood, medicine, legal rights, child abuse, working women, and conservative feminism (Walters 21). In this essay therefore I will look at the role of the female charactors and how they represent the feminist issues that may have been occurring around the time work was written. Women characters of the time Walker wrote this piece of work are portrayed to be had working and enthusiastic. After the demise of Mama`s husband and left her to take care of the family on her own, we find her perform different tasks like, during the day she puts on overall to signify the extent at which she works. She is described to be ‘big boned woman with rough, man working hands’. She performs various tasks such as killing and cleaning a hog, breaking ice to get water, milking animals among other duties. This brings the feminist issue of motherhood and of gender equality as the women of this time also played the roles that were perceived to be for the men (Hoffman 31) Women are portrayed as people who are had working and are of high ideals. This is seen in the character traits of Mama who does every thing possible to bring up her two little children despite being the only sole bread winner. She is also seen as a woman of high integrity and stature in the society. She wake up in the morning and puts on her overall ready to start her daily chores. These bring out the them of feminism and how constructive a woman can be in the society. It also implies that women just like men deserve equal rights and treatment. Walker also bring two contrasting lives lived by the two daughters of Mama. Dee is said to live a good lifestyle of the American culture which she acquired following her disappearance after the fire tragedy that burnt their house. On the other hand, Maggie’s life is portrayed to be miserable and is full of tribulations, at first