Country Profile Research Paper Example | Topics and Well Written Essays - 1250 words

Country Profile - Research Paper Example Kenya is a country situated in the eastern coast of Africa and lies on the equator. The country hares borders with five countries; Tanzania lies to the South, Uganda lies to the West, South Sudan to the North-West, Ethiopia lies to the North part of Kenya while Somalia lies to the North-Eastern side of the country. (Pateman, 28). The Republic of Kenya has a total land area of 582,684 square km. (224,960 square miles) this is nearly the same size as Texas. The country got its name from Mount Kenya, which is quite a significant landmark and is the second highest mountain peak in Africa. The capital city of Kenya is Nairobi which is also the largest city in the Eastern Africa region. HISTORY The history of Kenya can be evidently be traced in the late 1800s when the Kenya-Uganda railways was being constructed by the British. Before then, the country was under the Protectorate of Sultan of Zanzibar who handed over the country to the Germans. The Germans later handed over the country to Im perial British East Africa which was in charge of constructing the railways going through the two countries (from Kenya to Uganda). Later on after the First World War and the completing of the Kenya-Uganda railways most of the British and European settlers in the early 20th century chose to settle in the country especially the central highlands this was in order for them to practice farming and grow coffee and tea. This in did not go down well with the locals as they felt their lands had been grabbed by the colonialists who had forbidden them from cultivating their lands by imposing huge taxes soon their houses and farming. The natives later started a resistance and they called the resistance Mau Mau Rebellion. From the October of 1952 to December 1959 the country was under the state of emergency and the Mau Mau fighters were engaged in guerrilla war against British rule. The capture of key Mau Mau fighters led to the war ending and thereafter the first direct elections for the Afri cans in the Legislative Council was held in the 1957 and in December 12th 1963 Kenya gained independence from Britain and also formed their first constitution on the same day. (YouTube) and (Pateman). One year later on 12th December 1964 Kenya was declared a republic. The first president of the country was Jomo Kenyatta who was the president until his untimely death in 1978. Daniel Arap Moi took over the country from 1978 until 2002 when a new political revolution led by the current president Mwai Kibaki won the election took over. In 2007 there was a massive ethnic unrest and political violence after different political parties accused the current president of rigging the election, this led to approximately more than 1000 people being killed and more than 60,000 displaced in the ethnic violence that was the aftermath of the flawed election. President Mwai Kibaki is expected to hand over the presidency in 2013. STRUCTURE OF GOVERNMENT Kenya is a democratic republic in the sense that the president is both the head of state and also he is the head of the government. The country has also a multi party system of politics. After the 2007 ethnic clashes caused by the elections, there has been constitutional amendments that enabled the sharing of the executive powers between the two political rivals in the government that is the President and the Prime Minister. The executive power is mainly exercised by the

Hobbes and Morality Essay Example | Topics and Well Written Essays - 1000 words

Hobbes and Morality - Essay Example 13, p. 84). The conditions that Hobbes outlined and feared in the state of nature had profound implications for his conceptualization of morality and what defined an individual as an equal to his or her fellow human being both in terms of morality and in rational self-interest. The overriding principle in the state of nature is that man is inherently and perpetually condemned to a fate where his life is subject to a violent and brutish death or injury at the hands of others. Hobbes first defined man as being relatively equal in faculties to one another, in physical and mental abilities, and when there are such advantages of one holds over another in either physical strength or intellectual prowess, the threat of harm is always prevalent, so that any such advantages or disadvantages are not considerable enough to negate such threats of harm. Even if there is a more skilled warrior in the area, he or she is still subject to a violent death insomuch that others could band together to nullify such a threat (Leviathan, ch. 13, p. 82). It is because of this equal threat is how Hobbes is then able to define what his terms of morality are in the state of nature. With an individual existing in the state of nature that is conditionally the state of war with every man against every man, and life al... An individual has the moral authority to kill, maim or otherwise thwart another individual should they be deemed a threat to one's life and being. This also had prolific implications for actions themselves. One's actions to preserve their own well being are either amoral, or completely void of being judged right or wrong, or that such actions are morally defensible because the ultimate value and aim is that one's life ought to be defended at all costs and through any and all means disposable. Hobbes directly wrote, "to this war of every man against every man...is also consequent that nothing can be unjust," (Leviathan, ch. 13, 85). The social contract and civil government Hobbes declared removed man from the state of nature and perpetual warfare into a civil society where the governing authority is charged with the responsibility of the preservation of domestic peace. In exchange for this protection of life, the subjects in this civil society must sacrifice their absolute freedom as they held in the state of nature in order to ensure that the war of every man against every man no longer exists. Hobbes directly argued that "a man be willing, when others are tooto lay down his rights to all things, and would be contented with so much liberty against other men as he would allow other men against himself," (Leviathan, ch. 14, p. 87). The civil society is a voluntary contract where all citizens agree to what they are to compromise in terms of absolute freedom in order to have the right of life protected under a rule of law. Individuals are also equal in this respect that they rationally enter into such a social cont ract voluntarily and willing compromise whatever natural freedoms

Intelligence Failure and Politicization Essay Example | Topics and Well Written Essays - 2250 words

Intelligence Failure and Politicization - Essay Example Intelligence failure in the US context is defined by Stephen Marrin as something that has a negative impact on the country’s national security as well as an unpredicted international incident that previously escaped intelligence gathering and came about as a surprise to the international community. An example of this, according to Marrin is the India nuclear weapon test. As can be gleaned, the concept of surprise is allied to the concept of intelligence failure because surprise can only occur as a result of the latter (2004 p. 657). Robert Gates, former CIA head, defined politicization in the context of intelligence operations as involving intentionally distorted analysis or judgment leaning and favouring a certain line of thinking despite insufficient evidence to support it (1992 p. 5). 2.0 Vietnam and the Tet OffensiveThe Vietnam War was a battle between the once French-ruled south and the Communist north. The US’ engagement in the Vietnam War was considered one of th e most controversial ever in its history marked by relentless protests at home and the mind-boggling defeat of its forces in the battlefield. Three of the articles examined by this paper dealt with, amongst others, the US engagement in the Vietnam War and the controversies surrounding the seeming failure of its intelligence units in predicting the extent of the strength of the North Vietnamese forces.James Wirtz’s article â€Å"Intelligence to Please? The Order of Battle Controversy during the War,† dealt with the issue of the controversy.... As can be gleaned, the concept of surprise is allied to the concept of intelligence failure because surprise can only occur as a result of the latter (2004 p. 657). Robert Gates, former CIA head, defined politicization in the context of intelligence operations as involving intentionally distorted analysis or judgment leaning and favouring a certain line of thinking despite insufficient evidence to support it (1992 p. 5). 2.0 Vietnam and the Tet Offensive The Vietnam War was a battle between the once French-ruled south and the Communist north. The US’ engagement in the Vietnam War was considered one of the most controversial ever in its history marked by relentless protests at home and the mind-boggling defeat of its forces in the battlefield. Three of the articles examined by this paper dealt with, amongst others, the US engagement in the Vietnam War and the controversies surrounding the seeming failure of its intelligence units in predicting the extent of the strength of the North Vietnamese forces. James Wirtz’s article â€Å"Intelligence to Please? The Order of Battle Controversy during the War,† dealt with the issue of the controversy of the disparity between the figures cited by the Central Intelligence Agency (CIA) and the Military Assistance Command, Vietnam (MACV) in the Order of Battle and the ensuing clash between their respective analysts. The most controversial aspect of this controversy was the charge by Sam Adams, a junior CIA analyst, of the existence of â€Å"a conspiracy at the highest levels of American military intelligence† (1991 p. 239), an allegation that became highly publicised and was featured in magazines, television and in a subsequent Senate hearing for that issue. This allegation stemmed

Literature of Knowledge Essay Example for Free

Literature of Knowledge Essay First printed in The North Briton Review, August, 1848, as part of a review of The Works of Alexander Pope, ed. W. Roscoe, 1847. What is it that we mean by literature? Popularly, and amongst the thoughtless, it is held to include everything that is printed in a book. Little logic is required to disturb that definition. The most thoughtless person is easily made aware that in the idea of literature one essential element is, ? some relation to a general and common interest of man, so that what applies only to a local or professional or merely personal interest, even though presenting itself in the shape of a book, will not belong to literature. So far the definition is easily narrowed; and it is as easily expanded. For not only is much that takes a station in books not literature, but, inversely, much that really is literature never reaches a station in books. The weekly sermons of Christendom, that vast pulpit literature which acts so extensively upon the popular mind? to warn, to uphold, to renew, to comfort, to alarm? does not attain the sanctuary of libraries In the ten-thousandth part of its extent. The drama as for instance the finest of Shakespeares plays in England and all leading Athenian plays in the noontide of the Attic stage, operated as a literature on the public mind, and were (according to the strictest letter of that term) published through the audiences that witnessed their representation, some time before they were published as things to be read: and they were published in this scenical mode of publication with much more effect than they could have had as books during ages of costly copying or of costly printing. Books, therefore, do not suggest an idea co-extensive and interchangeable with the idea of literature, since much literature, scenic, forensic, or didactic (as from lectures and public orators), may never come into books, and much that does come into books may connect itself with no literary interest. But a far more important correction, applicable to the common vague idea of literature, is to be sought, not so much in a better definition of literature, as in a sharper distinction of the two functions which it fulfils. In that great social organ which, collectively, we call  literature, there may be distinguished two separate offices, that may blend and often do so, but capable, severally, of a severe insulation, and naturally fitted for reciprocal repulsion. There is, first, the literature of knowledge, and secondly, the literature of power. The function of the first is to teach; the function of the second is to move: the first is a rudder; the second an oar or a sail. The first speaks to the mere discursive understanding; the second speaks ultimately, it may happen, to the higher understanding, or reason, but always through affections of pleasure and sympathy. Remotely it may travel towards an object seated in what Lord Bacon calls dry light; but proximately it does and must operate? else it ceases to be a literature of power-on and through that humid light which clothes itself in the mists and glittering iris of human passions, desires, and genial emotions. Men have so little reflected on the higher functions of literature as to find it a paradox if one should describe it as a mean or subordinate purpose of books to give information. But this is a paradox only in the sense which makes it honorable to be paradoxical. Whenever we talk in ordinary language of seeking information or gaining knowledge, we understand the words as connected with something of absolute novelty. But it is the grandeur of all truth which can occupy a very high place in human interests that it is never absolutely novel to the meanest of minds: it exists eternally, by way of germ or latent principle, in the lowest as in the highest, needing to be developed but never to be planted. To be capable of transplantation is the immediate criterion of a truth that ranges on a lower scale. Besides which, there is a rarer thing than truth, namely, power, or deep sympathy with truth. What is the effect, for instance, upon society, of children? By the pity, by the tenderness, and by the peculiar modes of admiration, which connect themselves with the helplessness, with the innocence, and with the simplicity of children, not only are the primal affections strengthened and continually renewed, but the qualities which are dearest in the sight of heaven-the frailty, for instance, which appeals to forbearance, the innocence which symbolizes the heavenly, and the simplicity which is most alien from the worldly-are kept up in perpetual remembrance, and their ideals are continually refreshed. A purpose of the same nature is answered by the higher literature, viz. , the literature of power. What do you learn from Paradise Lost? Nothing at all. What do you learn from a cookery-book? Something new, something that you did not know before, in every paragraph. But would you therefore put the wretched cookery-book on a higher level of estimation than the divine poem? What you owe to Milton is not any knowledge, of which a million separate items are still but a million of advancing steps on the same earthly level; what you owe is power, that is, exercise and expansion to your own latent capacity of sympathy with the infinite, where every pulse and each separate influx is a step upwards, a step ascending as upon a Jacobs ladders from earth to mysterious altitudes above the earth. All the steps of knowledge, from first to last, carry you further on the same plane, but could never raise you one foot above your ancient level of earth; whereas the very first step in power is a flight, is an ascending movement into another element where earth is forgotten. Were it not that human sensibilities are ventilated and continually called out into exercise by the great phenomena of infancy, or of real life as it moves through chance and change, or of literature as it recombines these elements in the mimicries of poetry, romance, etc., it is certain that, like any animal power or muscular energy falling into disuse, all such sensibilities would gradually droop and dwindle. It is in relation to these great moral capacities of man that the literature of power, as contradistinguished from that of knowledge, lives and has its field of action. It is concerned with what is highest in man; for the Scriptures themselves never condescended to deal by suggestion or cooperation with the mere discursive understanding: when speaking of man in his intellectual capacity, the Scriptures speak not of the understanding, but of the understanding heart, ?  making the heart, i. e. , the great intuitive (or non-discursive) organ, to be the interchangeable formula for man in his highest state of capacity for the infinite. Tragedy, romance, fairy tale, or epopee, all alike restore to mans mind the ideals of justice, of hope, of truth, of mercy, of retribution, which else (left to the support of daily life in its realities) would languish for want of sufficient illustration. What is meant, for instance, by poetic justice? ?It does not mean a justice that differs by its object from the ordinary justice of human jurisprudence; for then it must be confessedly a very bad kind of justice; but it means a justice that differs, from common forensic justice by the degree in which it attains its object, a justice that is more omnipotent over its own ends, as dealing? not with the refractory elements of earthly life, but with the elements of its own creation, and with materials flexible to its own purest preconceptions. It is certain that, were it not for the Literature of Power, these ideals would often remain amongst us as mere arid notional forms; whereas, by the creative forces of man put forth in literature, they gain a vernal life of restoration, and germinate into vital activities. The commonest novel, by moving in alliance with human fears and hopes, with human instincts of wrong and right, sustains and quickens those affections. Calling them into action, it rescues them. from torpor. And hence the preeminency, over all authors that merely teach of the meanest that moves, or that teaches, if at all, indirectly by moving. The very highest work that has ever existed in the literature of Knowledge is but a provisional work: a book upon trial and sufferance, and quamdiu bene se gesserit. Let its teaching be even partially revised, let it be but expanded, ? nay, even let its teaching be but placed in a better order, ? and instantly it is superseded. Whereas the feeblest works in the Literature of Power, surviving at all, survive as finished and unalterable amongst men. For instance, the Principia of Sir Isaac Newton was a book militant on earth from the first. In all stages of its progress it would have to fight for its existence: 1st as regards absolute truth; idly, when that combat was over, as regards its form or mode of presenting the truth. And as soon as a La Place, or anybody else, builds higher upon the foundations laid by this book, effectually he throws it out of the sunshine into decay and darkness; by weapons won from this book he superannuates and destroys this book, so that soon the name of Newton remains as a mere nominis umbra, but his book, as a living power, has transmigrated into other forms. Now, on the contrary, the iliad, the Prometheus of Aeschylus, the Othello or King Lear, the Hamlet or Macbeth, and the Paradise Lost are not militant but triumphant forever as long as the languages exist in which they speak or can be taught to speak. They never can transmigrate into new incarnations. To reproduce these in new forms, or variations, even if in some things they should be improved, would be to plagiarize. A good steam engine is properly superseded by a better. But one lovely pastoral valley is not superseded by another, nor a statue of Praxiteles by a statue of Michael Angelo. These things are separated not by  imparity, but by disparity. They are not thought of as unequal under the same standard, but as different in kind, and, if otherwise equal, as equal under a different standard. Human works of immortal beauty and works of nature in one respect stand on the same footing: they never absolutely repeat each other, never approach so near as not to differ; and they differ not as better and worse, or simply by more and less: they differ by undecipherable and incommunicable differences, that cannot be caught by mimicries, that cannot be reflected in the mirror of copies, that cannot become ponderable in the scales of vulgar comparison.

Essay --

Colin Green HEALTH AND SAFETY IN THE WORKPLACE IN THE INTERANTIONL LABOUR ORANIZATION (ILO): INDONESIA A. Given the poor working conditions in Indonesia and other countries around the world, health and safety in the workplace has always been an important issue for the International Labour Organization. Poor working conditions continue to threaten the lives of millions of people every year. Every day approximately 6,000 workers lose their lives as a result of accidents in the workplace (Safety and Health at work in Indonesia). A safe and positive work environment is essential for a productive work area or company. Despite efforts to increase safety in the work place, annually, over 430 million people suffer injuries or illness due to working conditions (Safety and Health at work in Indonesia). Human and gender equality rights activists hope to reduce the number of minorities and women working in unhealthy and unsafe workplaces as well as reduce the number of hazardous working environments. Many third world countries such as Indonesia are made up of a low skilled labor force an...

Bandura’s Experiments

In the early 1960s Bandura and other researchers conducted a classic set of experiments that demonstrated the power of observational learning. In one experiment, a preschool child worked on a drawing while a television set showed an adult behaving aggressively toward a large inflated Bobo doll (a clown doll that bounces back up when knocked down). The adult pummeled the doll with a mallet, kicked it, flung it in the air, sat on it, and beat it in the face, while yelling such remarks as â€Å"Sock him in the nose †¦ Kick him †¦ Pow! † The child was then left in another room filled with interesting toys, including a Bobo doll.The experimenters observed the child through one-way glass. Compared with children who witnessed a nonviolent adult model and those not exposed to any model, children who witnessed the aggressive display were much more likely to show aggressive behaviors toward the Bobo doll, and they often imitated the model's exact behaviors and hostile words. I n a variant of the original experiment, Bandura and colleagues examined the effect of observed consequences on learning. They showed four-year-old children one of three films of an adult acting violently toward a Bobo doll.In one version of the film, the adult was praised for his or her aggressive behavior and given soda and candies. In another version, the adult was scolded, spanked, and warned not to behave that way again. In a third version, the adult was neither rewarded nor punished. After viewing the film, each child was left alone in a room that contained a Bobo doll and other toys. Many children imitated the adult’s violent behaviors, but children who saw the adult punished imitated the behaviors less often than children who saw the other films.However, when the researchers promised the children a reward if they could copy the adult’s behavior, all three groups of children showed large and equal amounts of violent behavior toward the Bobo doll. Bandura conclude d that even those children who did not see the adult model receive a reward had learned through observation, but these children (especially those who saw the model being punished) would not display what they had learned until they expected a reward for doing so.The term latent learning describes cases in which an individual learns a new behavior but does not perform this behavior until there is the possibility of obtaining a reward. B Bandura’s Theory of Imitation According to Bandura’s influential theory of imitation, also called social learning theory, four factors are necessary for a person to learn through observation and then imitate a behavior: attention, retention, reproduction, and motivation. First, the learner must pay attention to the crucial details of the model’s behavior.A young girl watching her father bake a cake will not be able to imitate this behavior successfully unless she pays attention to many important details—ingredients, quantiti es, oven temperature, baking time, and so on. The second factor is retention—the learner must be able to retain all of this information in memory until it is time to use it. If the person forgets important details, he or she will not be able to successfully imitate the behavior. Third, the learner must have the physical skills and coordination needed for reproduction of the behavior.The young girl must have enough strength and dexterity to mix the ingredients, pour the batter, and so on, in order to bake a cake on her own. Finally, the learner must have the motivation to imitate the model. That is, learners are more likely to imitate a behavior if they expect it to lead to some type of reward or reinforcement. If learners expect that imitating the behavior will not lead to reward or might lead to punishment, they are less likely to imitate the behavior.C Theory of Generalized Imitation An alternative to Bandura’s theory is the theory of generalized imitation. This theo ry states that people will imitate the behaviors of others if the situation is similar to cases in which their imitation was reinforced in the past. For example, when a young child imitates the behavior of a parent or an older sibling, this imitation is often reinforced with smiles, praise, or other forms of approval.Similarly, when children imitate the behaviors of friends, sports stars, or celebrities, this imitation may be reinforced—by the approval of their peers, if not their parents. Through the process of generalization, the child will start to imitate these models in other situations. Whereas Bandura’s theory emphasizes the imitator’s thought processes and motivation, the theory of generalized imitation relies on two basic principles of operant conditioning—reinforcement and generalization. D Factors Affecting Imitation Many factors determine whether or not a person will imitate a model.As already shown, children are more likely to imitate a model when the model’s behavior has been reinforced than when it has been punished. More important, however, are the expected consequences to the learner. A person will imitate a punished behavior if he or she thinks that imitation will produce some type of reinforcement. The characteristics of the model also influence the likelihood of imitation. Studies have shown that children are more likely to imitate adults who are pleasant and attentive to them than those who are not.In addition, children more often imitate adults who have substantial influence over their lives, such as parents and teachers, and those who seem admired and successful, such as celebrities and athletes. Both children and adults are more likely to imitate models who are similar to them in sex, age, and background. For this reason, when behavior therapists use modeling to teach new behaviors or skills, they try to use models who are similar to the learners. Microsoft ® Encarta ® Reference Library 2003.  © 1993-2002 Microsoft Corporation. All rights reserved.

Role of Industrial Manager

The modern industrial manager is largely responsible for overlooking management operations at the workplace along with the management of people and technology. The role of the industrial manager is mainly personnel management initiatives for the employees as well as operational management and technology management through HR principles and knowledge management involving technological advances. Some of the theories that could be discussed in the context would be McGregor’s theory X-Y, Taylor and Fayol theories of management and how leadership skills of the manager could affect output and general performance of employees and the company. Role of manager: The focus here is on the role of the industrial manager, what he does and the tasks he is expected to perform. McGregor has formulated his X-Y theory by examining theories of individual behavior at work and his assumptions for theory X and theory Y vary considerably (McGregor, 2006). The theory X assumptions are that employees inherently dislike work and the managers feel that workers are in the job mainly because of the money. This sort of management style has inherent flaws as tight controls could go against the freedom of employees and will finally make people unproductive and resentful. The theory Y shows the management style marked by open-mindedness allowing individuals to work with their own responsibility. In this case, the manager believes that employees commit to their organizations through imagination, and creativity (McGregor, 2006; Weisbord, 2004). If the job is satisfying, individuals will more often commit to their organization which is always good from any HR perspective. Theory Y is often considered a positive set of assumptions for workers and reflects higher order needs. The other theories of management that could be used in practice would be Taylor’s scientific management theory that suggests that man is a rational economic animal concerned with his own economic gain and people tend to respond individually. Taylor’s theory suggests that people could be treated like machines and these principles suggest that high wages could be linked to motivation. However, considering humans as standardized machines would be like overlooking several individual differences and this would not be advantageous for any organization. Fayol’s theory emphasized on team dynamics and employee efforts in an organization (Fayol, 1988). Division of labor, authority and responsibility, discipline, unity of command and direction, emphasis on general interest, remuneration, centralization, line of authority, order, equity, stability of tenure, initiative etc are some of the features in Fayol’s theory that points out to a successful management system within an organization. Conclusion: In conclusion the role of the industrial manager is associated with bringing out a balance between people’s sense of responsibility and economic and other gains of the company. The theories used here suggest that the industrial manager is responsible for understanding individual needs of employees as also their opinions and sense of responsibility. Bibliography Fayol, Henri. (1988) General and industrial management /Â  Henry Fayol. Pitman McGregor, Douglas. (2006) The human side of enterprise /Â  Douglas McGregor, updated and with new commentary by Joel Cutcher-Gershenfeld. New York ;Â  London :Â  McGraw-Hill, Weisbord, Marvin Ross. (2004) Productive workplaces revisited :Â  dignity, meaning, and community in the 21st century /Â  Marvin R. Weisbord. [2nd ed.]. San Francisco, Calif. :Â  Jossey-Bass ;Â  Chichester :Â  John Wiley