Analyze Uzbekistans economy Term Paper Example | Topics and Well Written Essays - 1500 words

Analyze Uzbekistans economy - Term Paper Example Uzbekistan’s economy has been through its share of the initial down when it was formed. It relieved its independence in 1991, and since that time, Uzbekistan has undergone economic transformations to strive to become factor in the global economy. The collapse of the Soviet Union and the birth of Uzbekistan had left the country exposed because of the immeasurable downfall of the network of trade and suppliers. The country only had raw materials and semi processed goods available for exports, making them highly vulnerable to the world economy and thus creating a dependency on the world’s commodity prices. Uzbekistan at that time had to take drastic steps to induce polices and reforms that would influx market based aspects. However, the governance of Uzbekistan under Karimov had different set of economic ideas. He introduced policies that had the sole intention of creating control over the economy and these policies played no heed towards producing and implementing structu ral reforms. The economic liberation of the country in the beginning was very much controlled and the government was very cautious in its moves. The economic policies have somehow ensured a slow regression of privatization keeping more of government control in the state. The ineffectiveness of the economic forums brought the Uzbekistan’s economy as rendering and deterring factors for the foreign investments. The country then was too reluctant to listen to the economic advice on reforms by the World Bank, the IMF and various economic institutions. This led to abrupt increase in high levels of corruption and showcased the world about the extreme bureaucratic inefficiency to develop business initiatives. The core issue post independence was the soaring state control and authoritarian style of economic power. The following will shed more light on Uzbekistan’s post independence economic woes: ‘Privatization has been very slow and

Liberal Art Studies Essay Example | Topics and Well Written Essays - 250 words - 5

Liberal Art Studies - Essay Example Plunkitt would agree that there was such a thing as an honest profit and a dishonest profit. If political party, State, and personal interests stand to gain an advantage, he would see such a venture as something that was as justifiable and therefore being an honest profit. On the other hand, he would see stealing from others as dishonest profit and would condemn such an action. In other words, he may justify â€Å"a little† corruption as long as it doesn’t amount to stealing from others and as long as it benefits the State as well as himself. From a business perspective, Plunkitt does seem to have the dynamics of organizational behavior right. Buying something for a low price and selling it for a higher price is the essence of business, and Plunkitt’s views were in line with this sentiment. For him, corruption means actually stealing from others, while trying to make a profit is not corrupt at all. Plunkitt also believed in seeing opportunities and taking them and realized that who you know is more important than what you know. Both of these concepts are widely seen as accurate in the business

World History College Essay Example | Topics and Well Written Essays - 500 words

World History College - Essay Example The condition of women within a particular society was dramatically impacted by the amount of socialization the central culture had developed. For example, India had a heavy caste system wherein women were viewed as weak, frivolous, unimportant, etc. (AUTHOR # 1 132). The fact that the social system perceived women in such a negative light, and was then too inflexible to accommodate change, resulted in women remaining in oppressive or inferior positions with no recourse. In fact, it was the very development of these types of systems that relegated women to a lower class structure. As AUTHOR # 2 states, "women enjoyed broader occupational options and a stronger voice within the family and in society as a whole before the emergence of centralized politics and highly stratified social systems (AUTHOR # 2 268). Not unpredictably, the more money a woman's family possessed, the better daily life she lived. A poor woman would be expected to work in the field or perform other menial tasks while a rich woman would be less likely to experience hardship.

Ethnic Identity Essay Example for Free

Ethnic Identity Essay Introduction Many studies on the academic achievements of Mangyans prove to be so beneficial to many enthusiasts concerned with indigenous people’s development. A critical look on the levels of school attitudes and self–esteem of Buhid Mangyan pupils in Mirayan, Buong Lupa and Pakpaklawin Elementary Schools serves as a springboard in drawing deeper implication how these potential variables actually impact on their academic performance as priority learners in the school. Based on the actual observation of the researcher, the increasing number of Buhid Mangyan enrollees in the schools for the last five years positively indicates their improved appreciation of formal education and trainings as a capital means to enrich their social, economic and cultural conditions. Given all the opportunities to develop their innate potentials, the Buhid Mangyan pupils are able to cope with the learning environment they are in; however, a set of many obvious problems as regards to how they will effectively learn and perform are seen. Because most of the pupils in Mirayan, Buong Lupa and Pakpaklawin Elementary Schools reside in far-flung communities, most of them usually report to class late, others cannot simply present themselves in the entire whole day of classes, sometimes they prefer to be absent in the afternoon to help out their parents do some house chores for girls. The male Buhid Mangyans on the other hand, go out to the field to plant, take care and feed their animals and perform other labor intensive household activities like cutting wood for cooking, fetching water to drink and others. These economic factors are potential hindrances why the Buhid Mangyan pupils remain left behind compared with their counterparts among Hanunuo and Alangan groups. The same factors seemingly bear direct impact on the level of attitude of the Buhid Mangyan pupils which they most usually manifest in their behavior towards learning, study habits, preparation of projects readiness to learn and participation in classroom activities. Although they are interested to learn, their ability to respond to the teachers’ instruction appears to be at a dismal level due to hunger, uneasy behavior and timidity. The result indicates that the Buhid Mangyan pupils cannot perform on time their assignments and prepare projects because most of their time is spent for earning a living as their form of support to their parents. The lingering effects of these patterns of behavior results in the low-level esteem they feel at the midst of frustration and discomfort, which in the process, results in the lack of quality time for sensible socialization with various groups of people, thus, a feeling of isolation from the mainstream community leads to dwindling individual morale, and failure to sustainably exhibit respect, pride, indigenization and love of cultural beliefs and traditions they ought to keep up deeply rooted in themselves. In the same manner, the most obvious effect of the state to which they are in is the relatively low extent of academic achievement of the Buhid Mangyan pupils. The foregoing statement implies that the experiences of Buhid Mangyan pupils are certainly unique to themselves being in an environment that induces their patterns of actions and behavior. According to Llyod (2007), whatever ethnic affiliation a certain person belongs to, he has a certain set of value system and behavioral patterns being practiced and adopted. The value system of the family and constituent members plays a big factor in the importance given to education, the value of child labor, gender discrimination that prevent girls from attending school to work and discrimination in pay based on sex or type of work of children. For Connolly (2009), the idea of ethnicity relates to the actual condition of Buhid Mangyan pupils from Mirayan, Buong Lupa and Pakpaklawin Elementary Schools in Gloria District. Ethnicity plays a major role in many people’s lives which sometimes have a positive influence. It helps people identify and understand their needs, while the negative influence includes can be prejudice and discrimination. The valid connection between academic achievements and level of attitude and esteem of Buhid learners can still be best assessed with the application of creativity, genuine understanding by the 1 / 17 teachers of the holistic identity of the learners. As diversely unique individuals with special traits and experiences, there may also be some good things about them the teachers can value so much as every individual has his own giftedness endowed to him. Problems underlying the mismatch between positive attitude and high esteem and the high level academic achievement of these learners can also be stopped from lingering when teachers continue to perform their sworn in function in the name of long-term development aspired for by the national government. By discovering and exploring the hidden talents of Buhid Mangyan learners, chances are that their concept of education can improve. In support to this, the Philippines, as a geographically and ethno- linguistically diverse country, has long undertaken initiatives in identifying and educating gifted individuals. The preponderance of psychometric assessments in identifying gifted individuals, however, research investigating indigenous conceptions of giftedness has been scanty (Orosa amp; Fernandez, 2008). Given all these scenarios, the researcher derived inspiration from the current situation in which Buhid Mangyans are in, because this study provided hard data on the level of attitude and esteem of the respondents and how these significantly relate to their academic achievements. This undertaking would also shed light to the fact that a needed improvement in treating the Buhid Mangyan is just a necessity to make them feel they are as important as other cultural groups inhabiting the province in general and the Municipality of Gloria in particular. Theoretical Framework This study is strengthened by concepts from educational and psychological theories that relate to learners’ attitude, esteem and academic achievements. Classical Conditioning Theory Berliner (2007) espoused that Ivan Pavlov’s Classical Conditioning Theory describes how stimuli that occur together may come to evoke similar responses. It also describes how rewards shape and maintain behavior. This supports the idea that the Buhid Mangyan pupils can be inspired or motivated to interact with the mainstream community without thinking of their ethnicity. This can be done by school managers and teachers as well when Buhid Mangyan pupils get the equal amount of recognition from these people, which will insulate them to exhibit positive traits and behavior towards learning and achieving academically. Capitalizing on their good attitude and esteem as individuals, Buhid Mangyan pupils can be given a chance to discover their strengths and contribution to individual development through showing responsibility, independence and love of work. Attribution and Psychosocial Theories Lilienfeld et al. (2010) state that the Attribution Theory proposed by Fritz Heider, describes the role of motivation in a persons success or failure in school situations. Success on a test, for instance, could be attributed to luck or hard work; the theory predicts the behavior of students depending on their responses. The theory of the Swiss psychologist Jean Piaget that intellectual ability is qualitatively different at different ages and that children need interaction with the environment to gain intellectual competency has influenced all of education and psychology. This new concept of intelligence affected the design of learning environments for young children and the development of mathematics and science programs. The various concepts discussed in the theories mentioned above relate to the present study because dealing with the behavior of the Buhid Mangyan pupils may require a strict consideration of their attributes based on their cultural integration with the same or other groups of Mangyan who find comfort and convenience without inhibitions due to their commonalities and mutual understanding. However, teachers from the selected elementary school at Gloria District with Buhid Mangyan pupils can help themselves predict what patterns of behavior or attitude may be manifested by the pupils depending on how their unique attributes are regarded with a humanistic touch. The amount of extraordinary concern and care shown by school officials and teachers towards Buhid Mangyans can spur an increased level of esteem among them. This will eventually 2 / 17 result in the development of trust among pupils and a sense of fulfillment despite their cultural orientation. Theory of Behaviorism As cited by Kohlberg (2010), the Theory of Behaviorism developed by B. F. Skinner in 1958 is anchored on three assumptions of learning. First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning. For behaviorism, learning is the acquisition of new behavior through conditioning. The first conditioning is classical conditioning which describes that the behavior becomes a reflex response to stimulus while the other is the operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The precepts of the theory have binding principles in the current study’s inclusion of attitude and esteem of Buhid Mangyans in relation to their academic achievements. This implies that there is an expected positive change in the behavior of Buhid Mangyan pupils once they feel they are motivated and highly esteemed leading to quality learning, which can be manifested by their high academic achievements. Because of the stimulating environment created collegially by the school community including their parents and themselves, they are also able to the positive effects of their environment to productive learning. In essence, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning, the Buhid Mangyan pupils can likewise appreciate that interconnected ideas they learn can lead to the fulfillment of their individual learning goals to get higher grades in the subject areas discussed. All the discussed theories are helpful sources of theoretical precepts which may help the researcher justify the probable relationships between the paired independent and dependent variables under study. Conceptual Framework Independent VariablesDependent Variable School Attitude Attachment Involvement Commitment Beliefs in School Rules Ethnic Identity Cultural Identity Involvement in Traditional Activities Involvement in traditional Spirituality Self-Esteem Output Proposed Program/Activities to Improve Ethnic Identity, Self-Esteem and School Attitude of Grade V Buhid Mangyan Pupils in Gloria District 3 / 17 Figure1. Conceptual Framework of the Study Figure 1 shows the conceptual framework of the study. The independent variables are ethnic identity expressed in terms of cultural identification, involvement in traditional Buhid activities, traditional spirituality; and self-esteem; the dependent variable is the school attitude of students in terms of attachment, involvement, commitment, and beliefs in school rules. The lines with the arrow from the two independent variables going to the dependent variable show the hypothesized relationship between the these variables. The two-tailed arrow connecting the independent variables, ethnic identity and self-esteem shows the perceived relationship between these variables. Whereas, the two broken lines from the independent and dependent variables pointing downward lead to the proposed plan that may strengthen or sustain the ethnic identity, self-esteem, and school attitude of Buhid Mangyans. Statement of the Problem This study focused on ethnic identity, self-esteem and school attitudes of Buhid Mangyan pupils in the selected elementary schools at Gloria District. Specifically, it sought to answer the following questions: What aspects of ethnic identity are practiced by the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? What is the level of self-esteem of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? What is the level of school attitude of the Buhid Mangyan pupils in the selected elementary schools at Gloria District Gloria, Oriental Mindoro? Is there a significant relationship between ethnic identity and school attitude of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? Is there a significant relationship between self-esteem and school attitude of Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? Is there a significant relationship between ethnic identity and self-esteem of the Buhid Mangyan Pupils in the selected elementary schools at Gloria District? What programs/activities can be undertaken by the schools to sustain/strengthen ethnic identity and self-esteem to improve the school attitudes of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? Hypotheses The study proposes the following hypotheses: There is a significant relationship between ethnic identity and school attitudes of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro. There is a significant relationship between self-esteem and school attitudes of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro. There is a significant relationship between ethnic identity and self-esteem of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro. Significance of the Study This study may be of great contribution to different groups of people who are openly engaged in the educative development of pupils in the Department of Education (DepEd) and its stakeholders. Buhid Mangyan pupils may be able to appreciate this study as a source of credible information on how their school attitude, self-esteem and school attachment help them feel as proud members of a Mangyan ethnic group. The information to be gathered may also enable them to relate these factors to their academic achievement. Thus, this study may serve as an eye-opener to them insofar as their cultural authenticity, self-esteem as individual member of a Mangyan community would be given just consideration through an academic and professional study. Being the principal beneficiaries of this study, they may likewise be given the means to analyze how their personal attributes determine their academic standing, from which they could identify their most liked and 4 / 17 least liked subject area/s as herein enumerated. Buhid Mangyan parents may come across with assessment results pertaining to the effects of their children’s attitude and self-esteem on their academic performance. As the children’s immediate environment at home, they may assess the intensity of the need for their children to be provided with parental support, particularly moral and spiritual guidance to make them obedient, compliant and value-laden members of society. The parents may be able to increase the amount and quality of time necessary for the pupils to learn to an optimum level. Teachers of the Buhid Mangyan pupils may be given sound reference to reinforce the psycho-social and analytical competence in instruction to make their classrooms for the pupils conducive, welcoming and adhere to the principle of cultural diversity and ethnicity. The findings of this study may encourage them to undertake necessary measures to further increase the potential of Buhid Mangyan pupils to show positive attitude relative to learning behavior, study habits, preparation of projects, readiness to learn and participation in classroom activities. The idea of quality instruction, anchored on indigenization may be developed in the teachers because this study may enable them to gain deeper understanding of how the level of esteem of the Buhid Mangyan pupils contributes to socialization, exhibition of respect, pride, practice of indigenization and love of cultural beliefs and traditions. The results on the assessed academic achievement of pupils measured by the grade they obtain in different subjects may help them determine how well their instruction and the Buhid pupils’ attitude and esteem serve as determinants of performance. The school principals of the selected public elementary schools with indigenous people-pupils may be able to use the recommendations of the researcher to improve the state of instruction among Buhid Mangyan pupils at all levels. This is because the information of the respondents’ attitude and esteem may be used as his/her basis in preparing a more indigenized and inclusive academic programs designed to enrich their overall potentials as learners. The usefulness of class observation may also be justified by the results of this study because as school administrators they could provide their teachers with inputs on how to deal effectively with the learning needs of Buhid learners. Mangyan historians and writers may make use of the entire study as supplemental data to be included in write-ups on Buhid pupils’ behavior, esteem and their appreciation of formal educational trainings to enhance their socio-economic status. The findings, conclusions and recommendations of this study may be considered as documents for their deeper treatment of the cultural background on Buhid Mangyans who now experience development through education, which can be compared with other ethnic groups of Mangyans. Officials of the Office for the Southern Cultural Communities (OSCC) and other private non- government organizations like the Mangyan Mission, National Indigenous People’s Coalition (NIPC) may regard this study very useful. They may be supplied with factual information on the financial, material and other relevant educational needs of the tribal group, which they could consider as instrumental in the fulfillment of national government’s thrust to improve the plight of indigenous peoples in the province of Oriental Mindoro. Future researchers may also put prime value on this study as their back up local study should they perform a professional study dealing on Mangyan attitudes, esteem and academic performance. The whole study may support their claim that educational development among Mangyans continues to be observable, thus deeper analysis and interpretation of related variables and indicators can be delved. Scope and Delimitation of the Study. The pupils’ ethnic identity, self-esteem and school attitude as an expression of cultural identity and their school attachment as independent and dependent variables in this study were assessed by the researcher. These were inter-paired to determine each significantly related to one another. After the analysis and interpretation of the variables and their indicators, the researcher came up with a plan to improve the school attitude and self-esteem of the Buhid Mangyan pupils for their cultural 5 / 17 development. This study is limited to the Buhid Mangyan pupils from Mirayan, Buong Lupa and Pakpaklawin. Elementary Schools. The Buhid Mangyan pupils will be chosen base on the fact that the selected elementary schools has the biggest population of Buhid Mangyan pupils. Definition of Terms The researcher defined all the terms used in this study to enable its readers to gain deeper understanding of what this study is all about. Attachment refers to the developed intimacy of Buhid pupils with the school officials, teachers and all members of the school organization which enable them to grow as individuals. Belief in school rules are the assessed perceptions of the Buhid Mangyan on the applicability of school policies, how these are implemented and how pupils comply with. Buhid Mangyans refer to one of the eight recognized ethnic groups of Mangyans, mostly residing in the upland communities of Gloria in Oriental Mindoro. Commitment determines the school attachment of Buhid Mangyan pupils in which they show their willingness to perform their academic tasks. Cultural identification refers to the common cultural practices recognized by Hanunuo Mangyans that make them distinct from the other ethnic groups in Mindoro. Ethnic identity pertains to how individuals interpret and understand their ethnicity and, specifically, the degree to which they identify with their ethnic group (Phinney, 1996). Involvement means the active participation of the Buhid Mangyan pupils in classroom, academic and non- academic activities of the school for their holistic development. School Attitude and Self-Esteem Plan refer to the output of the researcher which guides the implementation of relevant cultural development programs anchored on school attitude, self-esteem and school attachment. School attachment of Grade V Buhid Mangyan Pupils describes the respondents as to their commitment, attachment, involvement and belief in school rules. School attitude refers to the statement of cultural identity of the Buhid Mangyan pupils in Gloria District. Self-esteem of the Buhid Mangyan pupils pertains to the level of morale and pride felt by the Buhid Mangyan pupils as member of the said ethnic group. Traditional activities refer to social activities reflecting aspects of culture in which Buhid Mangyans involved themselves in. Traditional spirituality refers to the practice of religious activities of the Buhid Mangyans. CHAPTER II REVIEW OF RELATED LITERATURE. This chapter presents all the related literature and studies which support the discussion of the researcher on ethnic identity, level of self-esteem and school attitude of Buhid Mangyan pupis in Mirayan, Buong Lupa and Pakpaklawin Elementary Schools in Gloria District. Ethnic Identity Identity development is critical for individuals because it is during this process that they discover who they are and who they hope to become. A fundamental social environment that influences the development of a self-identity is ethnic group membership (Markstrom-Adams, 1992). Ethnic identity pertains to how individuals interpret and understand their ethnicity and, specifically, the degree to which they identify with their ethnic group (Phinney, 1996). The impact of ethnic identity is especially relevant in heterogeneous societies, such as the United States, where minority groups and a dominant social group coexist (Rosenthal, 1987). From the above cited literature, it was found out that ethnic identity has relationships with psychological well-being, and it has effects on the contextual factors in adolescents’ lives that may influence or interact with their ethnic identity development. Contextual factors such as family, school, and community are linked with ethnic identity because it is within these contexts that adolescents’ lives are embedded (Bronfenbrenner, 1989; Garcia Coll et al. , 1996). According to Erikson’s (1968) identity formation perspective, it is through exploration of options (sometimes experienced through 6 / 17 crises) and firm commitments to ideologies and an occupation that individuals come to achieve a secure identity. Marcia (1980) furthered Erikson’s ideas by developing four identity statuses with which to operationalize   Erikson’s theoretical notions. Individuals are classified into the statuses based on the presence or absence of a decision-making period (i. e. , exploration) and the extent of their commitment in the domains of occupation, ideologies, and interpersonal values (Marcia, 1994). Phinney further extended these ideas by examining Marcia’s statuses in relation to ethnic identity development. According to Phinney (1990), ethnic identity development is a process that takes place. The above-mentioned reviews on the concepts of ethnic identity find fitness in this study because they stress the idea that ethnic identity development is linked with factors such as family, school, and community because it is within these contexts that adolescents’ lives are embedded. Self-Esteem Self-Esteem is literally defined by how much value people place on themselves. It is the evaluative component of self-knowledge. High self-esteem refers to a highly favorable global evaluation of the self. Low self-esteem, by definition, refers to unfavorable definition of the self. Self –esteem does not carry any definitional requirement of accuracy whatsoever. Thus, high self-esteem may refer to an accurate, justified, balanced appreciation of ones’ worth and one’s successes and competencies, but it can also refers to an inflated, arrogant, grandiose, unwarranted sense of conceited superiority over others. By the same token, low self-esteem can be either an accurate, well-founded understanding of one’s shortcoming as a person or a distorted, even pathological sense of insecurity and inferiority. School Attitude One aspect of school attitude that has been identified is school spirit. A component of school spirit which has particular relevance to adolescence is the belief that one’s school is an adequate reflection of who they are (Coker amp; Borders, 1996). Another way to understand the adolescence strong need to identify with school is through Finn’s (1989) identification participation model. Finn argues that that being able to identify with school is critical for adolescents’ school attitude and well-being. Jenkins’s (1997) work with the school bond demonstrates measures of involvement in extracurricular activities including sports, clubs, and special school events is a strong predictor of school attitude. In keeping with Finn’s (1989) Identification-Participation model, school bonds represents involvement and engagement that also includes non-academic, school related activities. Involvement in Traditional Activities and SpiritualityPow-wows are community social gatherings that include traditional activities such as dance and song. It is also a celebration of tribal custom and cultural connectedness. Pow-wows begin by way of a grand entry with all dancers participating in honor of the event. A master of ceremony is the voice of the pow-wow to the singers, dancers, drums rotation, and informs the public in general. Different styles of dancing with traditional regalia are accompanied by drums and native songs. Traditional and contemporary foods are provided or sold along with the event. (Wright et al. 2001). The sweat lodge ceremony is traditional purification ceremony that incorporates traditional singing, prayer, counseling, and sharing similar to a talking circle. It takes place in an enclosed space (lodge) with heated rocks, heat, and steam (Mails, 1978). Tribes may vary to integrate their own customs, philosophies and traditional use of medicines during facilitation of the ceremony (Wright et al. 2011). Drumming groups are accompanied by native singing of traditional songs and intertwined with dancers at pow-wows of other cultural based tribal event. Roundhouse is a large ceremonial house where America Indian people gather together for ceremonial dances, singing and prayer (Bibby, 1993). The Buhid Mangyans The Philippines has its vowed responsibility to provide accessible and quality education to all children. Here, all types of learners, regardless of their cultural groups and orientations are 7 / 17 included, even the Buhid Mangyans. Perpertua (2009) stated that schools do not use Moro languages as mediums of instruction to any significant extent nor do most of the civil service and governmental positions require fluency in one of these languages, though they do demand fluency in Filipino. This creates a very real obstacle to the full participation of the Moro Muslims in the countrys public and political life, and they remain vastly under-represented in categories of educational attainment and in civil service employment and political representation. Not only ordinary Filipinos should be provided by the state with opportunities to develop, but also and most important, those who belong to the marginalized sectors of society which include the indigenous peoples (IPs) whose condition seems so irreparable. Postma (1967), retrieved from http://www. mangyan.org/content/buhid on December 22, 2013, states that the Buhids are known as pot makers. Other Mangyan tribes, like the Alangan and Hanunuo, used to buy their cooking pots from the Buhids. The word Buhid literally means mountain dwellers. As stated by Litis (1989), retrieved from Mangyan website on December 22,2013, Buhid women wear woven black and white brassiers called linagmon and a black and white skirt called abol. Unmarried women wear body ornaments such as a braided nito belt (lufas), blue thread earrings, beaded headband (sangbaw), beaded bracelet (uksong), and beaded long necklace (siwayang or ugot). The men wear g-strings. To enhance body beauty, the men wear ornaments like a long beaded necklace, tight choker (ugot) and beaded bracelet (uksong). Both sexes use an accessory bag called bay-ong for personal things like comb and knife. Together with the Hanunuo, the Buhids in some areas possess a pre-Spanish syllabic writing system. The Buhid Mangyans live in the municipalities of Roxas, Bansud, Bongabong and some parts of Gloria and Mansalay in Oriental Mindoro, and in the municipalities of San Jose and Rizal in Occidental Mindoro. Mahusay (2008) said that financing educational and scholarship programs for Mangyan pupils as part of corporate social responsibility (CSR) agenda improves their quality of life. The firm’s CSR program not only involves education but also includes other social development projects such as nutrition, health and sanitation, livelihood, infrastructure and other community- oriented programs. Pestano (2008) said that community relations activities which normally involve many poor Mangyans included in educational grants that help them pursue their dream, enhance behavior and value their culture and heritage. Felipe (2007) defined the ethnography and culture of the Alangan Mangyans in order to determine the extent of peace process and their level of indigenous sustainable development. The indigenous culture of the Mangyan Alangan was focused on the social, economic, political, and religious practices. The social practices were confined within the family in the â€Å"esoken† of the â€Å"balaylakoy†. The Mangyan also developed peace- making attitude in order to appease the spirit hovering over them. Failure to do so would mean disaster. They highly agreed on building structured democracy, interdependence, respect for the integrity of culture, respect for human rights and sharing of responsibilities as manifestation of peace process. Mallari (2007) asserted that Mangyans and other poor but deserving students in Oriental Mindoro receive educational support and take a step toward a brighter future, thanks to the efforts of a mining company that has made it a policy to extend assistance to the impoverished communities where it operates. Not far from the experiences of the Philippines, other countries worldwide recognize the socio-economic significance of formal education and trainings to achieve total human development. Indigenous Knowledge (IK). Cotter (2011) asserted that indigenous knowledge (IK) is the local knowledge people unique to a culture or society passed from generation to generation through a wide range of other activities that sustain societies in many parts of the world, particularly in formal education. Harper (2011) stated that indigenous peoples have a broad knowledge of how to live sustainably. However, formal education systems disrupt the practical everyday life aspects of indigenous knowledge and ways of learning, replacing them with abstract knowledge and academic ways of 8 / 17 learning. Today, there is a grave risk that much indigenous.

Company Analysis Of Huawei Commerce Essay

Company Analysis Of Huawei Commerce Essay The subject that I am profiling about is Huawei Company. The company has been around for 22 years. Huawei started out as a company that provides other telecom company devices and spaces to rent to start their business. Slowly in Huawei had its own Huawei is a telecommunication company. By analysing the company, helps people to better understand the growth of the company .It provides network convergence and advanced devices to network providers. Over a short period of time, Huawei is one of the worlds renowned telecommunication companies. The objective To do a SWOT analysis on the company. To better understand Huaweis competitors and partnership with different company. Company goal Background Information Huawei origins from China in 1988 and founded by Ren Zhengfei. Ren Zhengfei is a graduate from Chongqing University of Civil Engineering and Achitecture . He worked as a PLA (Peoples Liberation Army) in research of new technologies. He has been known for the most advanced technologies researched. After Ren was entrenched from the army, due to a reduction by the army, he moved to Shenzen and was employed as an electronic reseller. By 1988 is then when he opened his own company. Then is when Huawei was formed. Scope There were ample of challenges i had to face to complete my research and analysis. As Huawei is one of the most renowned companies, i only could use resources likely from the internet, such as articles, reviews and also from my experience of using Huaweis convergence as well. There are limited resources of whereabouts of huawei to find, hence i tried my best to complete my PP scope to the best of my research. I hope my PP scope is sufficient in giving a brief and understanding to all of how and why Huawei is one of the world renowned telecommunication company. Summary Creating partnership with other company helps a company to be widely known in the industry. By having other organisation or company to be involved in the same activity, it creates a better reputation for the company. For example, Huawei has maintained several partnerships with few international companies that are world widely known. Such companies are, IT company (Hewlett Packard), Microsoft, telecommunication company (Motorola). This company are familiar to us, by creating partnership with international company helps Huawei to gain reputation and trust by people. Huawei cooperates with International Business Machine (IBM); the worlds few top company. This helps Huawei improved productivity rate and enhance devices such as software and hardware. Besides that, this also helps increase Huawei status in the telecommunication world. Huawei has a wide range of devices, up to date and reliable, this helps Huawei find more operators and telecom companies to cooperate with them. The latest device was the 4T4R operator convergence. It helps operator handle multi task at once, giving them much more convergence and thus handling situation efficiently. This new device launched in 2009, enable Huawei to be a better telecom provider to the global standings. Huawei also provides a better solution in any coverage problems, allowing customers to have a smooth interface between any changes of network convergence. In order to help troubleshoot and find solutions to network difficulties, Huawei researched on a solution and came up with a device called Backhaul OAM, this helps provide better solution in troubleshooting any problems found interfaced in the network of a particular IP. As more viruses are found in any transferred applications or uploads, devices also helps in reducing risks found such as viruses and software operations. Competitors : Huawei main competitors is Cisco. Cisco (another telecoms company) has been Huaweis competitor for quite a period of time. Cisco has made lots of complaint lodged against Huawei for trying to steal information and concepts of Cisco. This complain or court matter is being provided with an evidence of an CCTV camera which one of Huaweis employee is SWOT analysis Strength : Firstly, the feature that Huawei has that helps them to achieve their goal is by getting supply and technology from highly rated corporate companies. Therefore, this helps Huawei to obtain higher qualification and status. Secondly, the strength of Huawei is, they are able to get higher quality and up-to-date software and hardware to meet the consumer expectation. Having higher quality will improve the devices. As a consumer, personally, i preferred the up-to-date devices so that i able to progress with my work efficiently. For example, having the latest modem that increase the speed of my internet connection. Thirdly, Huawei management gives pressure to the employees. Giving pressure to the employees is strength to a company especially for company that has a large group of worker. Giving pressure able to maintain self-discipline and also self-motivation to help sustain the company reputation. For example, having mentor programs that help to guide new employees. New employees will feel that they are being observed by the mentor. Therefore, to continue working in the company they have to develop self-discipline and self-motivation. These give a standard procedure in the company so that new employees know what is expected of them. As a result, new employees are able to progress efficiently. Huawei Company in Bangladesh has shown massive improvement in developing its companys status and progression. With given pressure to employees, employees are able to work within target given. Although they started out small and weak, they persevere to attain the best and giving the best. They have positive attitude that strive them to achieve their goal. First they studied a good point of what a good human resource (HR) must have, and slowly studied and develop an HR of their own. Now complete with training and progression board. With this enthusiasm and spirit from employees, Huawei can achieve goals to great lengths with employees with dedication and perseverance like this worker from Huawei Bangladesh. Besides having positive attitude, Huawei Company in Bangladesh creates work culture. Work culture is an important tool so that the employees look forward to work. Examples of work culture is having salary on time and having classes for employees to upgrade their skills. Weaknesses : Huawei weaknesses have to fail to organise the structure of the company. Leading to having too many new employees which leads to high labour cost. For example, in a logistic department, the department able to progress with 50 employee. However, having more than the required number of employees will result in failure in the organisation structure. : Another weakness of Huawei Company is having more employee which results in new division or department to be formed. These cause disadvantages to the company as it affect the company progress. For example, employees produce slow rate of sales activity. Threat : Rumours are one of the threats that will affect the company reputation. Examples of rumours are scams, false information by ministers that foreign technology has the ability to stop network and possess security threat.For example, an article in India, officials and ministers are protesting of Huaweis development in India. The reason to the slight conflict and misunderstanding is the fear of more foreign workers or domination of Chinese employees then Indian employee. : Beside the rumours, another threat occurs between 1973 to 2005. There is ample percentage of Carbon Emission which then leads to global warming. This poses threat to Telecommunication Company. Huawei participated in a go green campaign since global warming effects due to networks have been releasing too much carbon emission. They came up with a few strategies such as geothermal cooling system, to reduce Carbon Emission, and help to keep an up use of network as well. Without such strategies, network accessibility wont be as to what we are using now e.g. network will be banned as they would cause global warming effects, as every network company has to stop its functions. It also allows consumers to use a global warming free connections which also allows customers and operators to have a high percentage of energy saving and network consumption as well .By participating in this campaign also it allows Huawei to be recognised as an Green telecommunication company, hence giving them an opportunity to attract more providers and customers. Opportunity : Huawei cooperates with few provider companies to get more profits and customers. Huawei aim is to commerce the use of WiMAX(Worldwide Microwave access of connection). This enables global access to internet connectivity and by using other operators company to further wide its WiMAX introduction. By doing this Huawei is able to get profits which will also help sustain its labour cost and other production costs as in manufacturing devices and development of devices. When this is achieved, Huawei is also able to increase productivity rate and employee recruitment, thus bringing Huaweis status to a new and higher level. Cross SWOT analysis Strength VS Opportunity With better resources and technology, Huawei will be able to support its growth and labour cost as they have a better chance in creating high- tech devices. With better convergence, the more corporate will want to merge and create more opportunity. Therefore, this strength of having a better resource able to support the opportunity of having more profits and customer. Strength VS Threat Although Huawei has good quality resources from highly renowned corporate, they still face threats such as, global warming. This is led by the carbon emission released by devices around the world. To have a greater technology, means more effects may take place. Example, greater volume of carbon emission released by high tech devices. Huawei could improve this situation by reducing pollutants caused by devices. Given, suppliers are better and top listed, rumours can easily be denied. Such as the accuse of India minister, saying that the foreign devices are infection and unreliable. Weaknesses VS Opportunity (Will the company weakness cause it to lose the opportunities? The company weaknesses able to affect the opportunities that the company are able to gain. Having failed to organise the structure, might loosen their chance of getting opportunity to improve the company reputation and getting more profits. Too many employees might slow down the progress of the work. If the company structure fail to be organise efficiently, it will lead to lose of potential employees than unpotential and inexperienced employees. When this happens, suppliers and cooperating corporate will lose faith and trust to Huawei and will then lead to the downfall of the company. Weaknesses VS Threat Having too many workers and also inexperienced workers will invite countless problems to any company which has these traits. In order for Huawei to solve threats such as high carbon emission, downfall of company, lack of resources and resignation of potential workers, they must first overcome their weakness, which is to efficient their HR and have only sufficient employees to reduce labour cost. Without the right concept, research on reducing Carbon Emission in the polluted air will lead to nothing. If Huawei has their potential and experienced employees resigned, all the inexperienced employers will not be able to handle problems sufficiently, with no support, and they will eventually make a mess of the situation. With the Carbon Emission around, though reduced, it will rise up again and eventually polluting our earth, only if Huawei is not able to maintain such research and advanced suppliers chain. And without a formed group of employees, the company will not stand a chance to sta bilise and improve their growth. Survey Questions and Response Diagram 1. Are you aware of the Huawei Company? Â  a) Yes b) No 2. If yes, where did you hear about the company? 3. Did you tend to trust company that has partnership with international companies more compared to company that has partnership with non international companies? Â  a) Yes b) No 4. Have you bought any of Huawei product? Â  a) Yes b) No 5. Are you aware of Huawei partnership with other telecommunication company? a) Yes b) No If yes, which company? Conclusion I learned valuable information and lessons of the many obstacle to overcome in order to achieve and be successful. I had done my best to complete my objectives of which is to analysis and to give others a better understanding of Huawei existence and the service they give. I had the S.W.O.T analysed and to get readers an easy understanding to their valuable points which had its own solutions. Giving that Huawei is a telecommunication company, they are not able to share their such information of the company to just to anyone. The reason which i could depict is because of the rivalry and other corporate that might be digging up information on their technologies and recent development. Given such status of secrecy, i am only able to have limited information and resources for my research. From my opinion, by subscribing Huaweis convergence, we could all help participate and help activist in reducing the effect of global warming.By doing so, we are giving ourselves and the earth to have the chance to heal, hence giving us a good place to be living in. Huawei could better expand its existence to public by having promotions on its products, good beneficial and cooperation By doing soo, many of those who are concerned with the Global warming effect, would prefer Huawei and Trust its service. Since more telecoms provider is taking Huawei as its convergence provider, Global Warming would have one less participants to its pact, the Carbon Emissions.

Implementation Factor Affecting E-governance in Uttarakhan

Implementation Factor Affecting E-governance in Uttarakhan Jitender Kumar Sehgal, Dr. Priti Dimri, Krishna Nand Rastogi Abstract e-Governance is the utilization of Internet and the world wide web for delivering government Information and services to the citizens and the other organizations. Uttarakhand is one of the leading states in implementation of e-Governance but still there are lot of challenges in effective and efficient implementation at rural level or hilly areas. This paper highlights the factors that are affecting the implementation of e-Governance in Uttarakhand it also includes a survey which takes all the factors into an account and before starting a actual survey a preliminary study conducted in order to evaluate feasibility for this questionnaire was done which confirms its acceptance. Keywords: E- governance, Common Service Centers, M-Government Introduction E-Governance refers to approach â€Å" How government utilized IT, ICT, and other web based telecommunication technologies to improve and enhance the efficiency and effectiveness of service delivery in public sector. Government of Uttarakhand has implemented a number of projects implementation of e-governance. The website of almost every government department has been launched so as to provide as their services online, for this purpose Government of Uttarakhand has launched www.uk.gov.in where we can access a short description of a particular government department and its related website links. The description of 46 departments is available on this website. In addition to large no. of Common Service Center (CSC) are also provided for convenience of rural and hilly areas of citizens . But there are some hurdles due to which hilly area/rural area citizens are not able to access e-Governance services. In this survey an attempt to collect the factors that affect the implementation of e-Governance is done so that the necessary actions can be made for its efficient and effective implementation. Common Service Centers The CSC is a strategic cornerstone of the National e-Governance Plan (NeGP), as part of its commitment in the National Common Minimum Programmed to introduce e-governance on a massive scale. The CSCs would provide high quality and cost-effective video, voice and data content and services, in the areas of e-governance, education, health, telemedicine, entertainment as well as other private services. A highlight of the CSCs is that it will offer web-enabled e-governance services in rural areas, including application forms, certificates, and utility payments such as electricity, telephone and water bills. The Scheme creates a conducive environment for the private sector and NGOs to play an active role in implementation of the CSC Scheme, thereby becoming a partner of the government in the development of rural India. The PPP model of the CSC scheme envisages a 3-tier structure consisting of the CSC operator (called Village Level Entrepreneur or VLE) the Service Centre Agency (SCA), that will be responsible for a division of 500-1000 CSCs and a State Designated Agency (SDA) identified by the State Government responsible for managing the implementation over the entire State. M-Government M-Government, is the extension ofe-Governmentto mobile platforms, as well as the strategic use of government services and applications which are only possible using cellular/mobile telephones, laptop computers, personal digital assistants (PDAs) andwirelessinternet infrastructure. M-Government is now evolving on four dimensions transforming e-Government services directly to the mobile platform, providing access to mobile technologies and application for the field workers of the public sector, enabling smart / flex working and providing citizen services any time, any where. Analysis Factor This survey considers all the factors affecting the services of e-governance at urban and rural or hilly areas. It includes major factors and all those factors are taken as question which can be answered in two different ways (yes or no) according to which we take better services and form government and suggests some specific points to government of Uttarakhand for better implementation of e-governance services. According to the survey the respondents can be classified into two categories are as follows: Rural/ Urban Citizens Hilly areas citizens Category Factors General Questions Do you access internet in your daily life? Do you have internet connection? Is there any CSC in your village ? Do you have electricity in your village? Do you have proper road facility in your village? E-governance Have you heard about e-governance and its services? Do you prefer to use governance services online? Is the access to government links or websites (c.1) Easy? (c.2) Time Saving? (c.3) Accessible from Home? (c.4) Secure and safe? Common Service Centre (CSC’s) (a) Have you ever visited CSC centre? (If Yes, Please attempt the following) (b) Where do you access CSC ? (b.1) In your city or village (b.2) Nearby your city or village (b.3) Is it easy to access that CSC (If No, Please mention the reason/reasons) (b.4) Distance to be travelled in KM (b.5) Is Proper road facility available (b.5) Is the travel expensive? (b.6) Is there any Misguidance by agents (b.7) Is the procedure Complicated ? (b.8) Are all the staff members of CSC centre available at your visiting time? (b.9) Which medium of instructions are used by the staff? (b.9.1) Hindi (b.9.1) Garhwali (b.9.1) English (b.10) Do you think the staff members at the centre are well trained? (b.11) Are the staffs co-operative? (b.12) Do the staffs ask for more money than the prescribed fee? (b.13) Are you satisfied with the cooperation of the CSC staff on duty? (b.14) Is there any delay in submission of forms at the counter? Common Service Centers Facilities (a) Do you know common service centre provides following services? (Check Yes if already known) (a.1) Issue of Birth Certificate (a.2) Issue of Death Certificate (a.3) Issue of Licenses (a.4) Issue of Dependent Certificate (a.5) Issue of Bus Passes (a.6) Issue of Dependent Certificate (a.7) Issue of Unmarried Certificate (a.8) Issue of ID-Card (a.9) Registration of Vehicle related services (a.10) Issue of Affidavits (a.11) Submission of Passport Applications (a.12) Issue of No Objection Certificates (a.13) Services to Pensioners (a.14) Issue of Marriage Certificate (b) Do you know the procedure to get the services from Common Service Centre? (c) Which services have you ever accessed from CSC centre? (c.1) Issue of Birth Certificate (c.2) Issue of Death Certificate (c.3) Issue of Licenses (c.4) Issue of Dependent Certificate (c.5) Issue of Bus Passes (c.6) Issue of Dependent Certificate (c.7) Issue of Unmarried Certificate (c.8) Issue of ID-Card (c.9) Registration with Road Transport Office(RTO) (c.10) Issue of Affidavits (c.11) Submission of Passport Applications (c.12) Issue of No Objection Certificates (c.13) Services to Pensioners (c.14) Issue of Marriage Certificate (c.15) Issue of Bus/ Train Passes. (d) Do you know that you can check the status of your queries at website of CSC centre? (If Yes, attempt the following) (d.1) Are you satisfied with the services provided by CSC’s centre? (d.2) Do you think some other services should be available at CSC centre ? If Yes, Please mention: E-Governance in Hilly Areas (e) According to you, what are the reasons due to them e-Governance is not successful implemented in Hilly Area? (Please tick from the given factors) (e.1) Illiteracy (e.2) Digital Divide (e.3) Improper Infrastructure (e.4) Shortage of funds (e.5) Government policies (e.6) Available at Short Distance (e.7) Not proper road to reach the CSC (e.8) Cost involved to visit a CSC (e.9) Non-existence of kiosks in Villages. Helps in Controlling Corruption (f) CSC is helps in controlling corruption? (If Yes, Please choose from the reasons given below) (f.1) Single window system to apply (f.2) Applying directly to CSC (f.3) Work completed with in a time period (f.4) Government officials are responsible for their assigned work (f.5) No person will have to come face to face Interaction with a government officials Which helps in to reduce corruption. General terms about Uttarakhand (g) General terms about Uttarakhand, are you already familiar? (g.1) Population 10,086,292 (g.1) Literacy rate is about 78.82% (g.2) Rural population is 69.77%. (g.3) Urban population is 30.23%. (g.4) Number of CSC centres at Uttarakhand level is 1641. (g.5)Name of Project Consultant:- Unit A – M/s Nekton IT India Private Ltd. (NIIPL) Unit B – M/s Reliance Communication Ltd Unit C – M/s Reliance Communication Ltd (g.5) Roll out of CSCs as under in – Unit A (Dehradun, Uttarkashi, Rudraprayag and Tehri ) 706 Unit B (Haridwar, Chamoli,Pauri Garhwal, Almora, Bageshwar) 1394 Unit C (Nainital, Pithoragarh, Champawat, Udham Singh Nagar) 704 (g.6) Total cost of implementing a CSCs is about Rs 2.56 crores Role of Uttarakhand Government (h.1) All government services will be put online. (h.2) Common service centres will be opened throughout the state to give single window for all government work. (h.3) State Data Centre would provide many functionalities like Central Repository of the State, Secure Data Storage, Online Delivery of Services, Citizen Information/Services Portal, State Intranet Portal, Disaster Recovery, Remote Management and Service Integration etc. (h.4) The e-District project is developed to improve the efficiency of the various Departments under the district-level to enable seamless service delivery to the citizen . (h.5) Uttarakhand State Wide Area Network (UK-SWAN) UK-SWAN project is almost in the final stage of completion by 13 establishing around 135 POPs in all the Districts, 84 Tehsils and 95 Blocks in the state. (h.6) Many Uttarakhand departments like Forest Department, Police Department, Finance Department, Tourism Department and Cooperative Department etc. are taken up for formulation of MMPs initially. Some projects are as- Gyanotkarsh (low-interest/easily repayable loans to all government employees and teachers for purchase of computers for the home segment), Aarohi (distribution of Computers in schools), Shikhar (Computer education through colleges), Shiksha (Provide training to teachers of government/ non government schools) Conclusion Improvement in the e-Governance services in rural or hilly areas is needed for its overall effective and efficient implementation. This questionnaire also helps to find some factors are considered due to which rural or hilly area people are not able to access e-Governance services and setting the stage for the transformation from e-Government to m-Government. References: Home.nic.in/projects/e-district-uttarakhand www.uk.gov.in Egov.elesonline.com/2013/03/e-governance-in-dev-bhoomi Itda.uk.gov.in/pages/displays/995-csc http://www.census2011.co.in/census/state/uttarakhand.html http://itda.uk.gov.in/pages/display/995-csc http://en.wikipedia.org/wiki/State_Wide_Area_ Network https://sites.google.com/site/uttarakhandswan/ Appendix A questionnaire on survey of Implementation Factor That Affect E-Governance In Uttarakhand. Please take few minutes to fill out the questionnaire. 1.Name: 2.Gender: Female: 3.Age: 18-25 25-35 35-45 45-55 55-65 65-70 4:City/Village: 5:State: (b.10) Do you think the staff members at the centre are well trained? (b.11) Are the staff co-operative? (b.12) Do the staff ask for more money than the prescribed fee? (b.13) Are you satisfied with the cooperation of the CSC staff on duty? (b.14) Is there any delay in submission of forms at the counter? Common Service Centre Facilities (a) Do you know that common service centre provides following services? (Check Yes if already known) (a.1) Issue of Birth Certificate (a.2) Issue of Death Certificate (a.3) Issue of Licenses (a.4) Issue of Dependent Certificate (a.5) Issue of Bus Passes (a.6) Issue of Unmarried Certificate (a.7) Issue of ID-Card (a.8) Registration of Vehicle related services (a.9) Issue of Affidavits (a.10) Submission of Passport Applications (a.11) Issue of No Objection Certificates (a.12) Services to Pensioners (a.14) Issuance of Marriage Certificate (b) Do you know the procedure to get the services from Common Service Centre? (c) Which services have you ever accessed from CSC centres? (c.1) Issue of Birth Certificate (c.2) Issue of Death Certificate (c.3) Issue of Character Certificate (c.4) Issue of Licenses (c.5) Issue of Dependent Certificate (c.6) Issue of Bus Passes (c.7) Issue of Dependent Certificate (c.8) Issue of Unmarried Certificate (c.9) Issue of ID-Card (c.10) Registration with Road Transport Office (RTO) (c.11) Issue of Affidavits (c.12) Submission of Passport Applications (c.13) Issue of No Objection Certificates (c.14) Services to Pensioners (c.15) Issue of Bus/ Train Passes (d) Do you know that you can check the status of your queries at website of CSC ? (If Yes, attempt the following) (d.1) Are you satisfied with the services provided by CSC’s ? (d.2) Do you think some other services should be available at CSC ? If Yes, Please mention: E-Governance in Hilly Areas According to you, what are the reasons due to them e-Governance is not successfully implemented in Hilly Area? (Please tick from the given factors) (e.1) Illiteracy (e.2) Digital divide (e.3) Improper infrastructure (e.4) Shortage of funds (e.5) Government policies (e.6) Available at Short distance (e.7) Not proper road to reach the CSC (e.8) Cost involved to visit a CSC (e.9) Non-existence of kiosks in Villages. Helpful in Controlling Corruption (f) CSC is helpful in controlling corruption? (If Yes, Please choose from the reasons given below) (f.1) Single window system to apply (f.2) Applying directly to CSC (f.3) Work completed within a time period (f.4) Government officials are responsible for their assigned work (f.5) No person will have to come face to face with government officials which helps in reducing corruption.

Terrorism in Northern Uganda and Southern Sudan :: essays research papers fc

Terrorism in Northern Uganda and Southern Sudan One boy tried to escape, but he was caught. They made him eat a mouthful of red pepper, and five people were beating him. His hands were tied, and then they made us, the other new captives, kill him with a stick. I felt sick. I knew this boy from before. We were from the same village. I refused to kill him and they told me they would shoot me. They pointed a gun at me, so I had to do it. The boy was asking me, "Why are you doing this?" I said I had no choice. After we killed him, they made us smear his blood on our arms. I felt dizzy. There was another dead body nearby, and I could smell the body. I felt so sick. They said we had to do this so we would not fear death and so we would not try to escape. I feel so bad about the things that I did . . . . It disturbs me so much--that I inflicted death on other people . . . . When I go home I must do some traditional rites because I have killed. I must perform these rites and cleanse myself. I still dream about the boy from my village who I killed. I see him in my dreams, and he is talking to me and saying I killed him for nothing, and I am crying. - Susan, sixteen Susan is not speaking of a well known atrocity. She is not talking about the holocaust, apartheid, or slavery. She is speaking about a situation going on right now in this day and age. She is telling the story of her time with the Lord’s Resistance Army, a terrorist group operating in Northern Uganda and Southern Sudan. Timothy tells of his time as well: I was good at shooting. I went for several battles in Sudan. The soldiers on the other side would be squatting, but we would stand in a straight line. The commanders were behind us. They would tell us to run straight into gunfire. The commanders would stay behind and would beat those of us who would not run forward. You would just run forward shooting your gun. I don't know if I actually killed any people, because you really can't tell if you're shooting people or not. I might have killed people in the course of the fighting .