China in Africa Essay Example for Free

China in Africa Essay In brief the NAI Policy Dialogue questions the World Bank recommendations for large scale agriculture to solve the productivity and equity problems in African agriculture. The whole issue of property rights is intimately linked to the question about agriculture and development. The contribution by Benjaminsen and Sjaastad on aspects of property rights formalization in Africa draws on recent processes in Mali and Tanzania. A general conclusion is that the formalization of property rights in rural areas is a very complex and problematic issue. There is a high risk of the process being co-opted by officials and a wealthy elite, if necessary provisions are not made. Finally, Kjell Havnevik draws our attention to the relationship between inequality and climate change. This contribution is based on a presentation he made in Berlin in June 2007. Decoding the evolving China–Africa relations is the theme of an article written by NAI Research Director Fantu Cheru. He suggests that policies and programmes to deal with the present imbalances between China and Africa require us to revisit and redefine the NEPAD agenda. A regional approach will, in his opinion, help African countries to negotiate from a stronger and better platform. During 2008 researchers at NAI will continue to devote attention to this topic. In our interview section we present one interview with Martha Qorro, professor in English language, on the question about the language of instruction in Tanzania. She is of the opinion that the best way to teach English is not to use it as the language of instruction. She also responds to the question why the question of language of instruction has become such a sensitive political issue in Tanzania. In our second interview Jerome Verdier, chairman of the Liberia Truth and Reconciliation Commission, points to the fact that the TRC’s part of the conflict resolution is nothing new. Liberia has a history of resolving community conflicts at the round table. But in the past there were no prolonged conflicts, such as the recent 4 year period of massive human rights violation. In the research section we present the result of a conference which took place at NAI, Uppsala, in September 2007 regarding the ongoing discussions between EU and the ACP countries on Economic Partnership Agreements. The discussion at the conference highlighted the lack of connection between the poverty alleviation goal and the reality of the negotiations, despite numerous political declarations on both the EU and ACP sides. Key decisions on EPAs will soon be made by EU and ACP ministers. The Africa Europe Group of Interdisciplinary Studies, AEGIS, of which NAI is an active member, is presented through three contributions. Photo by Susanne Linderos News from the Nordic Africa Institute 3/2007 First, we bring you an interview with the AEGIS Chair, Professor Patrick Chabal of King’s College, London.

Post-Cold War Period Causes of Conflict Essay -- Papers USA Conflict H

Post-Cold War Period Causes of Conflict The end of the Cold War meant that the ideological conflict of dominance between East (Soviet Union and Eastern Europe) and West (USA and Western Europe) was over. Contrary to the expectations that world would be much safer in the post-Cold War, United States and Soviet Union were faced with new security issues that they did not know how to deal with. The objective of this essay is to show that with all these changes that occurred with the end of the Cold War, causes of the conflict indeed altered from the classic ones. First the end of the Cold War and the changes in the world order that followed will be outlined. Secondly, the increase in wars within states and the question of whether today's conflicts are, in fact, new, will be discussed. Finally this essay will argue that there is a new type of threat: worldwide terrorism, and it will look at what measures are being taken to tackle this problem. The end of bipolarism The democratic countries (USA and Western Europe), enjoyed 50 years of peace and economic development, because of the measures they took after the World War II, not to repeat the same mistakes that initiated the previous wars. They developed a democratic-political culture, which emphasised respect for human rights, rule of law, civil society, and independent media. However, apart from 1953, 1956 and 1968, the eastern bloc enjoyed peace and relative stability as well. The military power of both the super powers made US and Soviet leaders very reluctant to start a war. This was clearly illustrated by the Cuban missile crisis in 1962. The end of the Cold War end... ... Soon Miss The Cold War (August) http://www.theatlantic.com/politics/foreign/mearsh.htm Muldoon, J. (1999) The Challenges of Multilateral Diplomacy in 1999, United Nations Association of USA, (February), http://www.iwa.org/Publications/Lectures/muldoon.html Pfetsch, F.R & Ch. Rohloff, Ch. (2001) Global Change, Conflicts and Conflict Research 'New Data On Armed Conflict' at the 42nd Annual ISA Convention, Chicago, IL 20-24 (February) http://www.uni-duisburg.de/Institute/INEF/Intra/debate_Rohloff_Pfetsch.htm Sens, A G. (2000) Canada on the Security Council :International Security in the 21 Century: Challenges facing UN, http://www.unac.org/en/link_learn/canada/security/21_century.asp. Snow, D. (1991) The Shape of the Future, The Post-Cold War World; M.E.Sharpe, Armonk, New York and London.

Grown up woman Essay

Sheila is disappointed with her lover (Gerald) she angry with her parents, because they seem more anxious to impress the inspector with their social position then to look deep into their own hearts â€Å"and can’t you see both of you, you’re making it worse†. She’s irritated at the blindness of those who can not see what she has come to realize. Gerald’s confessions are followed by what is revealed about Mrs. Birling heartless refusal to help Eva Smith. Sheila’s reaction is very very important. Her own feelings of guilt, her changed feelings towards Gerald, her irritation with her parents must be shown. AT the same time the audience must see how she reacts to the inspector as someone who is changing their lives of many in that room. Towards the end of act 2 tensions builds up when the inspectors’ investigation and Mrs. Birlings reply begin to be pointing towards Eric having had a connection with Eva. Sheila tries desperately to stop her mother making a bigger fool of herself â€Å"mother- I begged you and begged you to stop† she says at the end. It is at this moment that Eric appears the panic and distress and helplessness must be shown in your face. In act 3 events move towards the climax and Sheila is a key figure in the action even she may not be one stage all of the time. The inspectors questioning have began to draw out each character an admission of responsibility for what happened to Eva Smith though not all of them feel guilt in the way in which Sheila and later Eric come to see. What comes to light about Eric is deeply upsetting to Birling and his wife. He drinks heavily he’s the father of Eva’s child, he has stolen money from his father. The respectable outside of the Birling family is seen to be full off hypocrisies and dishonesty. Both Birling and Mrs. Birling are rattled. â€Å"But each of you helped to kill her. Remember that. Never forget that.† Birlings reaction too the disclosures about Eric is typical â€Å"I’ve got to cover up this up as soon as I can†. By fouls means he must prevent the scandal from getting known. He even begins to appeal to the inspector â€Å"look inspector- I’d give thousands yes thousands†. He feels no guilt but he only wants to use his money to hide the truth from getting known. The inspector leaves having made one final speech about â€Å"fire and blood and anguish† that will follow if people do not realize that â€Å"we are responsible for each other†. It is one of the most important dramatic scenes in the play. Sheila and Eric are completely affected by what the inspector has said. The senior Birlings feel no guilt they don’t think they have done anything wrong â€Å"it turned out unfortunately, that’s all†. There is no change of heart. When Sheila repeats the fathers last words â€Å"that’s all† she says it scornfully because she realizes her parents will not change. AT this stage you should show through your facial expression and the way in which you speak that your meeting with the inspector has been almost a religious experience. Later on when the inspector proved to be a hoax the others relax but not Sheila or Eric. To Sheila the inspector is a supernatural being â€Å"there was something curious about him. He never seemed to be an ordinary police inspector†. It is in relation to this that the audience must judge the reactions of the senior Birlings and Gerald when they learn that there is no inspector Goole . To you that is irrelevant because he has already changed your life and Eric’s also. He is more then a real inspector. When Birling says â€Å"it makes all the difference† your reaction must be one of bitterness and disbelief as you say â€Å"I suppose we’re all nice people now†. You can not believe that their moral sense can be so distorted. There are discussions later about the photographs of Eva Smith followed by news at the end of a woman who is indeed dead. This is dramatic but the real climax is when it becomes obvious to the audience that the inspector’s message about our responsibility for others that â€Å"we don’t live alone† has been forcefully made. It will remain true regardless of whether the inspector was real and whether there ever was an Eva Smith. It is important for you too show the change that takes place in Sheila Birling through the reactions to the inspectors question your disgraced about the selfishness of your parents and the part you also played. You must show the entire change from you being a naà ¯Ã‚ ¿Ã‚ ½ve girl turning into a grown up woman.  Priestly passes a great moral message in this story and enforces several times. We are all equal and we do not live alone we must look out for each other regardless of social class.

Banning the Use of Cell Phones While Driving Should Be...

A. General Purpose: persuade B. Specific Purpose: inform the audience of the dangers of using cellphones while driving and convince the audience why it is essential to ban use of cellphones while driving should be mandatory nationwide C. Central idea: with increased use of technology and more specifically cellphones there are an increased number of accidents due to distraction because of the use of cellphones while driving. Therefore, the government should pass legislation to ban cell phone usage while driving nationwide I. Introduction Cell phones are as common in the market today as a wrist watch on your arm. They are always at our side whether you’re young or elderly, ready to be answered, receive text messages, check†¦show more content†¦1. Supporting material: The National Safety Council also estimates that in a recent year, 21% of vehicular crashes (1,100,000) involved talking on either a handheld or hands free cell phone. 2. Supporting material: about 6,000 deaths and a half a million injuries are caused by distracted drivers every year. B. Main Point #2 : distraction caused by cellphone usage while driving 1. Supporting material :talking on a cell phone while driving can make a young driver’s reaction time as slow as that of a 70-year-old 2. Supporting material: while answering a text takes away your attention for about five seconds. That is enough time to travel the length of a football field. C. Main Point #3: it is essential that government pass legislation to ban cell phone usage while driving nationwide to make the roads safer, however Implementing the ban is an ongoing process in the USA and there is an ongoing controversy : 1. Supporting material: More than 250 bills prohibiting or restricting cell phone use while driving are pending in 42 state legislatures despite disagreement over the risk cell phones pose and the effectiveness of enforcement 2. Supporting material: controversy as some believe that using a mobile phone while driving whether it’s by talking or texting, is no more preoccupying or hazardous than it is to be talking to a passenger or fiddling around with the radio and or navigation system I. ConclusionShow MoreRelatedWhy Banning the Use of Cell Phones While Driving Should Be Mandatory Nationwide1039 Words   |  5 PagesWhy Banning the Use of Cell Phones While Driving Should Be Mandatory Nationwide Dimuthu perera AC1304661   SP180.0.3 Principles of Public Speaking   Assignment 6_06 8/26/13 â€Å"WHY BANNING THE USE OF CELL PHONES WHILE DRIVING SHOULD BE MANDATORY NATIONWIDE† TITLE: Why Banning the Use of Cell Phones While Driving Should Be Mandatory Nationwide? A. General Purpose: Persuade B. Specific Purpose: Persuade my audience that banning the use of cell phones while driving should be mandatoryRead MoreA. 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Central idea: Cell phone use while driving a vehicle should be banned nationwide because it distracts drivers and thereby causes accidents. Introduction Key point #1: Use of cell phones has proliferated to the extentRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesmanner—without the written permission of the publisher. Thomson Higher Education 10 Davis Drive Belmont, CA 94002-3098 USA For more information about our products, contact us at: Thomson Learning Academic Resource Center 1-800-423-0563 For permission to use material from this text or product, submit a request online at http://www.thomsonrights.com. Any additional questions about permissions can be submitted by e-mail to thomsonrights@thomson.com. Printed in the United States of America 1 2 3 4 5 6 7Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesHall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper