What Are The Most Important Issues Discussed In The EU-Russia Dialogue

In your opinion, what are the most important issues discussed in the EU-Russia dialogue, and why? How can the problems in the relations be solved? Experts believe that today Brussels and Moscow go through worst times in the history of bilateral relations. On the one hand, both sides are interested in collaboration, development of joint projects and strengthening of friendly ties. But on the other hand it’s really hard to come to a mutually agreeable solution, because of strained relations between Russia and individual EU member states and unwillingness to listen to each other. The most contentious issues for both sides are:visa-free arrangements; violation of human rights; economic and energy cooperation.Discussions about first issue last long and one can’t say when they will come to the end. EU concerns about it are understandable, because in the case of visa-free regime a lot of immigrants from former USSR will captivate Europe. And not only them, but also criminals w ill come there. As to second problem, there is contradictory point of view. On the one hand, Russia is independent state with own laws and rules and nobody can intervene in its affairs.But also we shouldn’t forget that Russia signed lots of conventions and treaties, dedicated to different aspects of human rights, and it has to adhere them. The last one is very important for both sides. Statistics say that more than half of Russian foreign trade accrues to European Union. At the same time Russia is the partner number three for EU economy. And the problem of energy supplies is still actual. Solutions:To tell the truth, problems between EU and Russia can’t be solved in one moment. It will take a lot of time, energy, lots of mutual agreements before they will be able to settle their problem. Also from my point of view, both sides should forget about egoism and try to understand that now when whole world is globalised and interdependent the most precious skill for all state s is to make concessions.

Pride and Prejudice Analysis on the Theme of Love Essay

* Ultimately, Pride and Prejudice is a love story in that the way Darcy/Elizabeth and Bingley/Jane finally come together forms the basis of the plot. * True love, as it is represented in the novel, can overcome the odds such as the interference of well-meaning friends as well as pride and prejudice. It lasts over time and is not based on a few weeks’ acquaintance. Austen seems to believe in love based on mutual gratitude, esteem and respect. Being intellectually and characteristically equal also seems to be important. This is demonstrated in the characters and relationships mentioned above. The power of love to change people is also explored with Elizabeth and Darcy becoming better people as a result of their relationship. * Some other marriages such as Wickham/Lydia, Mr. and Mrs. Bennet and Mr. Collins/Charlotte are looked upon disapprovingly because they are not marriages of true love, but marriages based on desire or financial convenience. Marriage * Marriage is seen as necessary for social respectability and material comfort. The sole aim of Mrs. Bennet’s life is get her daughters married, hence showing its importance. * There are different aims and kinds of marriages. Marriages for convenience, financial security, desire and of course, love are the most common ones. * There is the question of where to draw the line between the prudent and mercenary motive in marriage. * The novel reflects the real societal problem of the lack of availability of suitable partners, reflected in Charlotte’s desire to grasp at anything. * Austen shows that marriage can be motivated by love and not money through the main characters. Darcy and Bingley both marry socially and financially inferior women. * â€Å"She began now to comprehend that he was exactly the man, who, in disposition and talents, would most suit her. His understanding and temper, though unlike her own, would have answered all her wishes. It was a union that must have been to the advantage of both; by her ease and liveliness, his mind might have been softened, his manners improved, and from his judgement, information, and knowledge of the world, she must have received benefit of greater importance. But no such happy marriage could now teach the admiring multitude what connubial felicity really was.† (P.295-6) Wealth * In the novel, wealth is seen as beneficial commodity but not necessarily guaranteeing happiness, morality and good sense. Bingley and Darcy choose their wives for their character and beauty probably because they have a better chance of happiness. Miss Bingley is rich but lacking in good morals and kindness. Lady Catherine is also rich but lacking in good sense. * Solely marrying for money is frowned upon, i.e. Mr. Wickham, Mrs. Bennet’s vulgar desire to have her daughters marry rich men * Austen places character above material wealth in terms of choosing a marriage partner, as Elizabeth initially refuses Darcy despite his great fortune. * Austen shows that worth is not based on wealth or social, that personal qualities are important too, such as morality and intelligence. First impressions * Linked to prejudice, Austen shows that first impressions are not always a true reflection of the way things really are. This is shown best through the characters of Wickham and Darcy. * Darcy also has to overcome his first impression of Elizabeth, especially her less than friendly attitude towards him. * Austen endorses the value of not judging a person immediately but taking time to see their true character. Pride * Austen disapproves of excessive pride through the depictions of Lady Catherine, Darcy and Mr. Collins. Lady Catherine thinks she has a right to interfere in all aspects people’s lives, Mr. Collins is arrogant because of his association with Lady Catherine and his moral rightness and Darcy’s pride provokes the dislike of people, in particular, Elizabeth. Elizabeth is also proud in that she stubbornly believes she is right about Darcy and persists in disliking him. * â€Å"Pride is a very common failing, I believe. By all that I have ever read, I am convinced that it is very common indeed, that human nature is particularly prone to it, and that there are very few of us who do not cherish a feeling of self-complacency on the score of some quality, real or imaginary.† * Mary also says, â€Å"Vanity and pride are different things, though the words are often used synonymously.† (P.21) Pride is about what we think of ourselves, while vanity is about the opinions of others. Ignorance * Austen disapproves of ignorance, demonstrated in the way that certain characters are mocked for their stupidity, in particular, Mrs. Bennet, Lydia, Mr. Collins and Lady Catherine. Their ignorance is often a source of humour. * Austen endorses intelligence – both Darcy and Elizabeth are intelligent, and seems to promote reading for the getting of knowledge and understanding. * To some extent, Elizabeth is ignorant too because of her prejudice towards Wickham and Darcy. â€Å"Pleased with the preference of one, and offended by the neglect of the other, on the very beginning of our acquaintance, I have courted prepossession and ignorance, and driven reason away.† (P.202) Therefore, prejudice is linked with ignorance. Similarly, people dislike Darcy because of ignorance; they don’t who he really is. Courtship * The novel explores different methods of courtship. Mr. Collins and Mr. Darcy both have interesting methods. Mr. Darcy apologises for being in love and insults Elizabeth. Mr. Collins lists all the practical benefits of marriage for himself and is totally unconvincing in his expressions of love. They sound like the complements he likes to create and prepare. * Jane conceals her affection too much. â€Å"If a woman conceals her affection with the same skill from the object of it, she may lose the opportunity of fixing him; and it will then be but poor consolation to believe the world equally in the dark.† (P.22) Characters Elizabeth Bennet * Lively, attractive, spirited, articulate, well-mannered, affectionate, genteel * intelligent, perceptive, well-read, independent, rational * Easily prejudiced positively and negatively; determined to dislike Darcy and like Wickham * High moral standards; high ideals about marriage and love * Cheerful disposition; able to laugh at her misfortunes * Realises her mistakes and follies when she sees Darcy’s nature * Ashamed of the oddities of her family, yet devoted to their wellbeing * Displays strength and intelligence when confronted by Lady Catherine; sees through her wealth and status Fitzwilliam Darcy * Handsome, refined, discreet, intelligent, articulate * Morally upright, devoted to his sister, honest, honourable, loving, highly praised by housekeeper, accepts blame * conscious of his pedigree, arrogant, shy, uncomfortable around strangers, reserved * Becomes more modest, humble and well-mannered after Elizabeth reprimands him Jane Bennet * Attractive, genteel, kind, inclined to think the best of people, sensitive, modest, patient, a little bit too perfect to be true Charles Bingley * Sociable, lively, unreserved, keen on pleasing others, relies on Darcy for guidance, kind, loved by everyone, gentleman-like, lacks resolution and his own opinion Mr. Bennet * Quick, reserved, sarcastic, humorous, capricious, has philosophic composure * Is content to laugh at the oddities of his family without endeavouring to fix them * Irresponsible towards his family; realises this after the Lydia/Wickham affair * Favours Elizabeth because they are similar in intellectualism and character * Well-read, likes the country, shuts himself in his library away from his family * Regrets marrying a woman he can’t respect, enjoys teasing his wife Mrs. Bennet * Comic figure, foolish, talkative, snobbish, ignorant, uncertain temper, small-minded, naive * Business of life was to get her daughters married; nothing matters more to her, hypocritical Caroline Bingley * Shallow, materialistic, snobbish, unkind, lacks integrity, wants Darcy, hypocritical Mr. Collins * Comic figure, absurd, complements everything, thinks he is serious, apologises excessively * Feels proud because of his association with Lady Catherine and because of his moral uprightness * Marries solely for practical reasons, not for love * Other people generally can’t stand him except for Charlotte who seems to be willing to tolerate him Lady Catherine de Bourgh * Comic figure; associated with author’s satire of appearances and good breeding * Arrogant, authoritative, thinks she has a right to dictate every aspect of people’s lives * Patronising, condescending; perhaps this is suits her role as a patroness * Lacks wisdom and gentility, forthright, conscious of her rank and pedigree Mr. Wickham * Uses his good looks and charm to attract wealthy women for their money, seems to have no morals, has all the appearance of goodness, lives wildly, squanders all his money, takes advantage of other people’s kindness, initially loved by everyone, stands in contrast to Darcy Charlotte Lucas * Pragmatic in terms of marriage, seems to eager to grasp at any offer of marriage Mr. & Mrs. Gardiner * Like-minded to Jane and Elizabeth, one of the few relatives Elizabeth isn’t ashamed of. Lydia Bennet * High-spirited, similar to her mother, obsessed with officers, wild and unrestrained, uncivil, boisterous, talkative, unashamed, fearless, noisy Mary Bennet * Studious, well-read, intellectual, prides herself on morality and sense, works hard for accomplishments, has a conceited and pedantic air Style * Use of exaggeration * Formal, refined language; elegant dialogue * Subtle, light touch, not vicious or forceful * Irony – â€Å"In a fortnight they (the officers) were to go, and once gone, she (Elizabeth) hoped there could be nothing more to plague her on his (Wickham) account.† (P.215). This is irony in setting up for Lydia’s elopement with Wickham. * Caricature – Mrs. Bennet, Mr. Collins and Lady Catherine are all examples of what Jane Austen thinks people should not be. Setting * Small country town – gossip, ignorance, small-mindedness. â€Å"Mr. Darcy†¦drew†¦attention†¦by his fine, tall person†¦and the report which was in general circulation within five minutes after his entrance, of his having ten thousand a year.† (P.12) In a small town, all they do visit each other and gossip, especially people like Mrs. Bennet. Also reflected in Mrs. Bennet is the small-mindedness and ignorance. * 18th century England – reflected in social conventions, social rank, class system, marriage. > Social conventions – The Bennet girls couldn’t visit Bingley until Mr. Bennet went first. Husbands and wives rarely referred to each other by first names in front of servants. > Social rank and class system – Darcy, Bingley and Lady Catherine are higher in rank than the Bennets, the Lucases and the Collins’. Therefore the Bennet girls were advancing in their status by marrying Darcy and Bingley. There is hardly any mention of the lower classes > Marriage – the general opinion was that marriage equalled happiness, social security and financial convenience especially for women. Context * Much social upheaval in other parts of Europe; however, this is not evident in this novel. England was still very much a class-ridden society. Austen only focuses on the comfortable lives of the middle and upper classes. It was fashionable for young ladies of the middle class to do as little domestic work as possible. This is why the Bennet girls seem to have nothing to do except visit officers, shop, go to balls, socialise, play music and read.

What Did I Learn about Cell and DNA?

A cell is both the smallest as well as the most important unit of every living being, plant or animal. There are specialized cells in the body which carry out different functions. However, all cells are the same in that they all have a plasma membrane to protect them and determine what enters the cell and what leaves the cell. Inside the plasma membrane is the cytoplasm, a gelatinous mixture made up of water, fats, proteins, sugar, and other minerals. Most of the cell’s metabolism occurs in the cytoplasm where what are called the organelles work together to perform the metabolism.The nucleus is in the center of the cell. It controls the cell’s operations, such as directing cell division and determining the function of the cell. Only eukaryotic cells have a nucleus. The nucleus contains chromosomes, rod-shaped structures in the nucleus that contain genes, or regions of DNA. Within the cell is a reticulum, or network, of canals to manufacture proteins for the cell to use called the endoplasmic reticulum. Large proteins are made from smaller proteins, a process called anabolism which takes place on the ribosomes of the endoplasmic reticulum. Also in the cytoplasm is the mitochondria, known as the power plants of the cell where foods are burned to release energy in the presence of oxygen. This organelle is where ATP is made.This chemical process is known as catabolism. Together with anabolism they are combined to make the process of metabolism. There are two kinds of endoplasmic reticulum, rough and smooth. The rough ER has thousands of ribosomes attached to it, and the smooth ER does not have any ribosomes because it does not make any protein. Another organelle is called a Golgi body. This is where the enzymes in a Golgi body work to make the proteins and lipids either assemble or break down the lipids or the carbohydrates.Proteins are transported in what is called a vesicle from the ER and are changed to their final form. From there they are either carried to the plasma membrane or the lysosomes. A lysosome is a vesicle that is in charge of digestion. They are filled with enzymes that easily break down many proteins, carbohydrates, and much debris. Cells are different in their functions and their shapes as well. However, all cells whether plant or animal, are the most important unit of every living thing. Every cell contains a plasma membrane, cytoplasm, and organelles which carry out the functions of that cell. Only eukaryotic cells have a nucleus, a double membrane where the DNA is located. The organelles of a cell work together to  perform metabolism, the combination of anabolism and catabolism.

Compound Interest Assignment Example | Topics and Well Written Essays - 250 words

Compound Interest - Assignment Example His latest investments have been successful – after selling a four-unit apartment building and a town house, Willie has $300,000 in the bank and is debt-free. With only 10 years before retirement, Willie wants to make solid financial decisions that will limit his risk exposure. An attractive property has come on the market this week – a pair of townhouses with a great view. The rental units are in good condition and would need only some minor repairs in order to get them into shape for rental. They are in a good location for vacationers and summer rentals. The price tag for the two townhouses totals $225,000 – well within his range. He figures he can invest the remaining $75,000, and between the two hopes to have $600,000 on which to retire by age 56. 1. Willie knows that real estate in this general location appreciates by about 5% a year. Assuming that this trend continues, what will be the future value of the $225,000 townhouses in 10 years? (5 points) 2. Willie’s local bank offers a 2-year certificate of deposit (CD) that pays 5% compounded quarterly. A competing bank in town also offers a 2 year CD that pays 5%, but the interest is componded daily. If Willie invests the $75,000, how much more money will he get from the second bank after two years due to the daily compounding (assume exact time is used)? (5 points) 3. After purchasing the townhouses, Willie receives an assessment from the town for $17,500 due in 2 years to pay for road repairs and new sewer hookups for the properties. How much would he need to invest today in a CD paying 5%, compounded semiannually, to fully pay the assessment in 2 years? 4. A friend of Willie’s is a real estate developer and needs to borrow $75,000 to finish a development project. He is desparate for cash and offers Willie 18%, compounded monthly for 2 Â ½ years. Given that he can invest the

CROSS-CULTURAL MANAGEMENT Essay Example | Topics and Well Written Essays - 1250 words

CROSS-CULTURAL MANAGEMENT - Essay Example Every company across the world is trying to maximize the profitability from the opportunity it has in the global world economy. Companies are looking for the opportunities to expand their businesses and serve the international markets. International markets on one hand provide lucrative opportunities and on the other hand poses different challenges for the international business managers. Much of these challenges come due to the differences of the cultures of the target market places. Every market differs with each other in geographic specifications, customer demographics, consumer choices and preferences, taste, culture and traditions and in various different aspects. It is very important for the international businesses to cater the needs of different markets by responding to different environmental factors. One of the most important issues for the business organisations’ in the present business scenario is ‘Culture’. Culture has been defined in different ways by academicians, sociologists, researchers and various experts from different fields. Hofstede (1980) has regarded it as ‘collective programming of the mind’. This collective programming allows people to distinguish the members of one group from the other. Maanen and Schein (1979) has defined culture as values, beliefs, and expectations that members of a group come to share. Success and failure of any project of organisation is subject to its culture and culture of the people working in/with it. Organization culture allows its employee certain degree of freedom, innovativeness and support. It depends on leadership for the mission, vision and approach. Employees of any organization must follow the vision of management in order to achieve desired results. The components of organization’s culture are as follows: Mooij and Marieke (2004) state â€Å"Organization culture is collection of vision, values, norms, beliefs and attitude of an organization.† Organisation culture is one

The Main Arguments for and against Turkey's entry to the EU Essay

The Main Arguments for and against Turkey's entry to the EU - Essay Example Since 1959, when Turkey sent in its application to join the European Union (then known as the European Economic Community), Europe has been pondering over the fact whether a primarily Islamic nation lying mostly outside European geographic borders can really be made a part of the Union. While Turkey and EU have a common past of contractual relationship for many years, which led to the negotiations for accession in 2005, the former has always been perceived as an outsider, with whom Europe established relationships primarily for security reasons. The decision to start official talks on Turkey’s EU membership was made on 16 December 2004, while the accession negotiations started on 3 October 2005. This met with a hurdle, when Austria and Germany asked for permissions to allow ‘privileged partnership’ for Turkey without actually making it a full member. With other member states not agreeing to this clause, accession negotiations started, aimed at a full membership. H owever, negotiations have been adjourned on many instances since 2006, primarily due to objections raised by Cyprus, which is against Turkey’s accession to the EU membership (Barber, 2009). This is owing to the fact that currently the island of Cyprus is divided, wherein the Turkish troops have occupied its northern part and its ships are denied entry into Turkish ports. Austria and France have also declared their intention of holding a referendum on Turkey's EU membership. Currently, out of 35 accession chapters eight have been adjourned, which has effectively interrupted the membership negotiations. Owing to this, there has been a sharp fall in pro-EU support amongst the Turks, where a majority believe the accession process is biased and close-ended (Sayfa, 2013). A closer study reveals that majority of the EU member states never considered the EU-Turkey relationship as an essential part of the EU integration. Even after nearly five decades of EU’s relationship with Turkey, the perspective did not change, on the other hand the feeling of alienation increased on both sides (Cendrowicz, 2009). While a majority of the Europeans viewed Turkey as an outsider, the Turks felt that Europe as a political entity cannot be trusted, especially after the Treaty of Sevres post WWI, and furthermore after viewing unwillingness on part of the EU to assist Turkey once the accession negotiations started. In this context, the essay analyses the highly controversial issue of Turkey’s integration into the EU, and highlights the main arguments for and against Turkey's entry to the Union. Discussion Hurdles to the EU accession based on legal principles There were six member states that created the European Community for Coal and Steel (primarily states from Western Europe) in 1952, later known as the European Economic Community or EEC (1957), and which is now referred to as the EU. The preamble of the EEC treaty stated very clearly that this treaty aimed at cre ating a close union among the European people. In the same treaty, Article 237 stated that all European states are eligible to become a part of this Community. This article has since them become the foundation for integration, and is an essential aspect in the political and legal basis of the EU and the Union’s policy to unite Europe. This aspect has been reiterated in the 1993 Maastricht Treaty and had been considered in the proposal for 2004 drafting of the treaty for the Constitution for Europe, ratified by all EU member states. This treaty states in Article I-58 that all European states are free to enter the Union. Thus, here the main emphasis has always been on ‘European states,’ and all contractual provisions become a part of the common law framed by the different European treaties, binding

War, Revolution and Reconstruction in Europe (1914-1929) Term Paper

War, Revolution and Reconstruction in Europe (1914-1929) - Term Paper Example The protests, revolutions, and the end of World War 1 will also be depicted and a concluding remark will summarize the content of the whole sections of the paper. The Impact of War in Europe The collapse of four empires, Germany, Russia, Austria-Hungary, and Ottoman, was the total impact of fighting on all fronts in Europe. Because of the war, the Treaty of Versailles was laid to settle potential problems and conflicts for the twentieth century. The treaty’s primary purpose was to establish and maintain peace and order, political and economic stability, and to ensure justice for all concerned. Also, the League of Nations was formed to promote global cooperation and attain international peace and order. However, Germany was unsatisfied with the treaty. The whole war was blamed to Germans and they were expected to pay for all the damage they caused. It must be noted that Germany lost a maximum amount of territory and its military declined along with the formation of new independ ent countries (Strachan 228-238). Moreover, because of the various allies that were formed by national leaders in order to protect their land, the whole Europe had been devastated--some of its industrial and agricultural assets. ... This implies that businesses could not sustain its operations that would lead them to stop. Aside from this, employees appealed for wage increase as living cost surged up to three-fourths. Employers were incapable of meeting workforce’ demand for wage increase resulting to a strike. It must be noted that these were the primary reasons that some of the industrial and agricultural businesses compelled to stop on its business operations (Self and Storing 15-36). The Toll of Trench Warfare The toll of trench warfare commenced from September 1914 to March 1918 when Germany and France had nowhere else to go except to use grounds to win the battle. It must be noted that trench warfare was a primitive strategy, but it was in World War 1 that this had caused the highest number of death tool as new defensive weapons, such as barbed wires in the ground and the enhancement of artillery weapons, emerged in the battlefield. Moreover, the trenches built in the war were used by soldiers as th eir hiding place and it had been also used to gain advantage in the warfare as enemies would not detect any trace when opponents attacked through trenches. However, these trenches left troops vulnerable to physical and mental health conditions. These trenches were made because of three reasons: it was easy to make, cheap, and it did not require more troops for defense (Sowder 534-542). Propaganda The â€Å"Rape of Belgium† rooted the propaganda which was made to attract the attention of the powerful country, the United States of America (Manning and Romerstein 324). Prior to this, German invaders burned buildings, sabotaged rail lines, shot offenders, and killed over 6,500 French and

Soul Theory Essay Example | Topics and Well Written Essays - 1000 words

Soul Theory - Essay Example The answer to this question goes to an extent of providing the conditions under which we cease to survive and the conditions under which we survive in the process of particular adventures. The adventures do not have to look fancy as the cases of either brain swaps or human fission. Personal identity theory attempts to tell us if we can exist through the possession of cognitive capacities from fetus to person development or if we could have survived accidents if we found ourselves in a constant vegetative condition (Korfmacher, 2006). The personal identity theories have significant metaphysical and ethical implications and in association with particular normative premises, they can support the condemnation or justification of certain issues such as euthanasia or infanticide, or they could falsify or prove certain characteristics of the religious outlook. These implications assist in making decisions such as whether and how we can be resurrected and if we are the true possessors of souls in which their existence is similar to ours (Korfmacher, 2006). Many of the philosophers have attempted to find the solutions to the problem of personal identity or have dedicated themselves to metaphysical systems that have significant implications in regard to the personal identity problem. Other than the philosophers, majority of the religious belief systems have attempted to offer explicit answers to the question of persistence. It is not surprising that almost everyone holds the notion of pre-theoretical personal identity theory in the sense that they believe in life after death and know the meaning of death (Korfmacher, 2006). The task of solving the metaphysical problem of personal identity essentially involves answering the question of how the phenomenon or principle in virtue of which â€Å"entities like us† persist through time is to be specified, under the widely but not universally accepted premises that there is such a phenomenon or principle and that

Usage Of IT Tools In Organization Research Paper

Usage Of IT Tools In Organization - Research Paper Example Organizations such as Farmers Insurance and Travellers Insurance recently have benefited on a major part with the technique of outsourcing their IT and BPO sector. These successful companies seemed to have partitioned core processes and other back-end processes that are of least importance for outsourcing. Organizations have moved beyond initial stages of outsourcing only the back-end processes and they have adopted outsourcing the core development which produced a statistics report of 40% increment in productivity and high efficiency in cost of labor. On a contrary, companies like CCC Information services in source or import people as a solution to reduce the incurring cost that is at a hidden level. This finds a way to control a company's taxes and decisions on outsourcing and insourcing are made based on the business goals of each company. On the analysis made, it is found that the manufacturing companies prefer more of insourcing labors from China or from remote areas in the north where employment is less. Companies can make a straightforward decision to choose insourcing or the other depending on the business requirement. It is also clear that insourcing requires a lot of effort and manpower to train a team and match them to the skill set in a short period of time but on a large duration inclusive of the cutting down cost of labor, and then this is the best way adopted by companies to enhance their profit and productivity. In outsourcing, we get a more powerful and skilled team in a short period. This was considered more expensive and used by larger organizations earlier. Rapid growth of the IT industries such as TCS, CTS, Accenture and IBM is mainly due to migration of industries from undertaking the core process all by themselves with less manpower and resources to distributing the process among few trusted partners which is less time consuming and effective availability of resources. At a reduced cost, work can be smartly insourced too. It is found that companies with major growth and productivity have adopted these strategies only after a thorough analysis of which organization or people should be insourced or outsourced.   Ã‚  Ã‚   Organizations such as Rackspace have started building their own cloud spaces where they can share secure data and make it private. The traditional approach of disk spaces has been removed from the stage and the big picture is all about web. Most of the data and information that organizations use are through web. They emerge obtaining permissions and spaces from providers with such cloud options to make their organizational data much

International Business Coursework Example | Topics and Well Written Essays - 500 words

International Business - Coursework Example For example, in Western cultures, ordinary employee can speak with the director of the company equally while in Eastern cultures it is almost impossible that the opinion of the ordinary employee would be considered seriously. In other words, cultures with high score of power distance believe that every person has its place and they should act in accordance with their role in society. Uncertainty avoidance is a dimension that identifies peoples attitude to their inability to predict future. Some cultures let things happen in their natural flow; others tend to control the future. Pragmatic cultures with high uncertainty avoidance scores tend to pay more attention to planning than those cultures where the score is low. This score helps to predict peoples attitude to planning and define the best way to build long- and short-term relationships with them. Also, pragmatic cultures rely on planning, experts and analysts who try to define future obstacles and prepare people and organizations for changes. Overall, power distance and uncertainty avoidance are really important for successful cross-cultural business. If people ignore these cultural dimensions, they can fail to build good relationships with representatives of the opposite culture. On the contrary, they succeed if they pay enough attention to features of every culture they deal with. 2. Conflict and violence, terrorism and kidnapping, property seizure, police changes and local content are 5 main types of political risk. Out of these 5 types, conflict and violence and policy changes affect international business directly. In case of external and internal political conflicts, any society experiences crisis related to unstable political and economic situation. All international companies suffer from this instability and it results in a sequence of unwanted consequences for any organization. Business becomes dangerous in terms of safety; in many cases the best solution to the issue is to ship the

IBM Assignment Example | Topics and Well Written Essays - 250 words

IBM - Assignment Example According to this case, IBM needed to make necessary changes in order to survive on the market. (p. 2) All other decisions related to this basic idea, such as speeding up the cycle of product development, integrating IBM as global organization, and simplifying the process for the customer fall under it. 2. In order to make those decisions IBM needs to undergo certain processes. They include the following: finance, human resources, customer relationship management, incorporated supply chain, and incorporated product development. Naturally, one area of organization always requires more attention than the others, and in this case it is Personal System Group who had the major problem with the supply. It is recognized that this area needs to be properly taken care of, because it is equally important to overall success of IBM as its any other part. In fact, given that Personal System Group is a computer manufacturer its role in IBM is integral. 3. Implementation of an integrated system sug gests that IBM will benefit out of it, because it will resolve an issue it currently faces; an issue of plants working as an independant units rather than one single unit. However, certain risks of doing this have to be taken into account. The time and complexity of the process could potentialy be problematic, given that not all the plants are on the same page.

Hardware and Software Requirements For an IT system Essay Example for Free

Hardware and Software Requirements For an IT system Essay For this assignment we have to produce a report on the types of hardware and software requirements, and their purposes, for an IT system. In the context of this essay I have decided that bullet point form along with brief descriptions and graphics is the best way to present this assignment. 6 STAGE MODEL Shown above is the six-stage model, showing the processes undertaken by a computer system. Below is what each of my pictures represents: * Mouse: Input Device * The Tower: Central Processing Unit * Monitor: Output Device * Floppy Disk: Backing Store * Head: Main Memory * Telephone: Communications Devices e. g. Internet Input Devices and Techniques Input devices are the means whereby computers can accept data or instructions (Heathcott P M, 2000, p 159) * Keyboard: The keyboard is the most commonly used of all input devices. It can be used for a various number of tasks, form entering programs, to typing documents using a word processor, or entering a persons personal details etc. * Mouse: The mouse and its variants such as the trackball is well known with all PC users. * Scanner: A scanner can be used to scan graphical images and photographs, and software can then be used to edit or touch up the images. Scanners can also be used to read typed or hand-writtten documents and this can then be interpreted by using OCR software, which can then export it to a word processor or data file. Scanners can also be used to input large volumes of data on pre-printed forms such as credit card payments, where the customers account number and amount paid are printed at the bottom of the payment slip. * Web Cam: This transfers images onto the screen. In can be used via the internet for video conferencing or you can even pre-record messages and send them via E-mail. * Bar Code Reader: Bar codes appear on almost everything we buy, whether it is a new CD or a tin of bins. The pattern of thick thin lines represents the 13 digit number underneath the bar code. There are four main pieces of information on a bar code. The first few two or three digits represent in which country the product was registered. The next five digits represent the manufacturers code. The second group of five numbers represents the product and package size. The last digit is a check digit, which is calculated from the other digits in the code and ensures that the barcode is keyed in or read correctly. A very similar process to that used in the ASCII code where the spare digit is used as the parity. A Product Bar Code * Light Pen: A light pen is a device which incorporates a light sensor so that when it is held close to a screen over a character or part of a graphic, the object is detected and can be moved to create or modify graphics. * Microphone: An input devise for sound recording. * OMR (Optical Mark Recognition): An Optical Mark Reader can detect marks made in present positions on a form. The most common example of this is the lottery. It is also widely used for marking, multiple choice exams and market research questionnaires. * OCR (Optical Character Recognition): Light is emitted, bounced back and then received. This is how the OCR reads its characters. The light emitted is in different resolutions depending on the character. OCR is used widely in services such as gas and electricity etc. * MICR (Magnetic Ink Character Recognition): All banks use MICR for processing cheques. Along the bottom of a cheque the banks sort code, customer account number and cheque number are encoded in special characters in magnetic ink. The amount of the cheque is encoded in magnetic ink when it is handed in at the bank. The cheques can then be processed by MICR devices that read, sort and store the data on disk. MICR has several advantages for processing cheques: 1. It is hard to forge the characters 2. The characters can be read even if the cheque is crumpled, dirty or smudged 3. The characters are readable by humans, unlike bar codes The disadvantage of MICR though is the expense. This is why you dont find many other examples of it being used. * Swipe Cards: Swipe cards are operated by using a magnetic strip. They are used in credit cards, debit cards, railway tickets, phone cards and many others. The magnetic strip can be encoded with upto 220 characters of data and other 83% of adults in Britain own at least one card. Unfortunately because there are only 220 characters of data this makes the cards very easy to copy, which is why the strips will eventually, disappear and be replaced by a chip, which is almost impossible to fake. Something slightly similar to the smart card. * Smart Cards: Smart cards are of a similar appearance to that of the swipe cards, but instead of using the magnetic strip they contain a small 1-millimeter square microprocessor which is stored in the centre of the card. This is then protected by a small gold electrical contact the card can still read information through this. Unlike the swipe card the smart cards can hold millions of characters of data. In the future banks hope to replace all the swipe cards with a Super card which will also be able to be used to pay for smaller goods such as milk and newspapers without the need to carry cash. This card will almost be unbreakable. In Belgium they already have a similar system working to this it is called the Proton Card, which incorporates the use of both magnetic strip and a microprocessor chip for bank withdrawals and payments of small goods. The Smart Card * Touch Sensitive Screens: A touch sensitive screen allows the user to touch an area of the screen rather than having to type the data on a keyboard. They are widely used in tourist centres, where tourists can look up various local facilities and entertainments, in fast food stores such as McDonalds for entering customer orders, in manufacturing, and also bars. * Digitisers: A digitiser can draw quality illustrations. It has a flat rectangular slab onto which a stylus (anything that terminates in a point) is placed. Output Devices and Techniques The ultimate aim of the computer is to produce useful information, the information that is produced by the computer is in binary digits, we therefore need devices to translate these into a form we can use (Corbitt T, 1990, p 11) * VDU: (Visual Display Unit) The VDU is similar in appearance to the television receiver, an alternative name is the monitor. VDUs have better resolution than TVs and therefore are better for graphical work. It has its own fixed amount of RAM (Random Access Memory) associated with it to store the image being displayed on the screen. So the more RAM it has the better the resolution displayed on the screen. The number of pixels used to represent a full-screen image determines the resolution. Example: If 1 bit represents each pixel then two colours can be displayed, so to display 256 colours you would need 8 bits (1byte) It is usually possible to adjust both the resolution and the number colours if you select a high resolution you wont be able to have as many colours because of the memory available on the VDU Printers The results of processing are usually required in printed form. Printers come in all shapes and sizes, there are two main categories of printers: * Impact Printers which transfer the image on to the paper by applying pressure against a ribbon onto the paper, this transfers ink form the ribbon to the paper forming the image * Non-impact Printers which produce the image on the paper without any contact. Impact Printers * Dot-matrix: The characters on this are formed by dots. The print head contains a number of needles, the more there are of these the better the quality of print. A head with nine needles would take seven horizontal movements to print a character, this printer would be said to have a seven-by-nine-character matrix. In the latest type near letter quality is produced by double printing. The line of type is printed, the head moves back to the beginning of the line, moves down fractionally and then prints the line a second time. This doubles the time taken to print a document. To overcome this more expensive models use twice the number of needles and near letter quality can be achieved with one pass of the head. The dot-matrix can also print out graphics and pictures of a basic quality. Dot-matrix printers, which can print in colour, are available, these use a ribbon which contains red, green and blue. Coloured output is obtained by repeated printing, repositioning of the paper, print head and ribbon. The dot-matrix can print between 30 and 200 characters per second (cps). * Daisy-wheel printers: The print head consists of flexible arms extending from a centre hub, the characters are at the tips of the arms. When printing the hub revolves bringing the required character next to the ribbon. Some daisy-wheel printers are bi-directional and the print head can turn in either direction so that quickest possible print time is achieved. The print can be changed so that different font styles can be used. Daisy wheel printers are unable to print graphics unlike the dot-matrix. It is capable of speed ranges 12 to 55 cps. Non-impact printers * Thermal printers: These use specially treated paper, which is affected by heat generated by the print head as it passes across the paper. The main advantages are that they are silent and fast, printing 30-120 cps. Disadvantages are that the paper is expensive and that the printed image degrades in time. * Ink-jet printer: With this type of printer the characters are formed on the paper by spraying it with a stream of ink dots. They are fast, printing 150-270 cps and almost soundless, the quality of print is very good. A Canon Bubble Jet Printer BJC7000 * Plotters: Plotters are used to produce drawings, diagrams and other types of graphical output. There are two varieties in use, the flatbed plotter which is used where accuracy is important and the drum plotter which is used for business applications. The flatbed type is fixed while the pen moves over the top of the device while the axis moves up and down, whilst the drum variety uses continuous stationery. In both types the pens, under the program control, are moved to the down position, the movement of the pens is then controlled to draw the image. There are from one to six pens, which can be used to output different colours. There is also the less commonly known graph plotter. This is most commonly seen in use for lie detector tests. * COM: (Computer Output on Microfilm) The problem of storing information on paper can be considerable in a large business. One way to solve this is to have output from the computer photographed as microscopic images directly onto microfilm. Two methods of storage are used, one put the information onto a roll of 16mm film while the other uses microfiche. Microfiche can store upto 100 pages of A4 on a single piece, to see it you must have a microfiche reader. The most recent examples of this being used is in libraries and in garages for checking car parts. Data can be stored onto microfilm directly from the computer or off line using magnetic tape as an intermediary store. * Voice output: The output of the computer can be given in spoken form by using voice synthesisers to transform words stored in the computer into human speech, this is great for disabled people who cannot speak as it allows them to communicate. The user can hear through a loudspeaker. Secondary device techniques A permanent, non-volatile form of storage is required by all computer systems to save software and data files. Magnetic tape, magnetic disks, CD-ROM (Compact Disk Read Only Memory), and microfilm are all examples of what is known as secondary storage. * Floppy disk: The standard 3 1/2 floppy disk is a thin, flexible plastic disk coated in metal oxide, enclosed in a rigid plastic casing for protection. A standard high density disk has a storage space of 1.44 Megabytes. * Hard Disks: The hard disk used with conventional PCs consists of one or more disk platters, which are permanently sealed inside a casing. Hard disks have a capacity of between 2Gb and 10Gb, though external hard drives can be plugged into the computer to provide extra storage space. For large-scale applications storing huge amounts of data, more hard disks would be used. The disks can be fixed or removable, although the fixed disks are more reliable and have more storage capacity. Data is stored on the concentric tracks, which are divided into sectors. Data is then stored in one of the sectors so that it minimises the movement of the read-write heads, thereby minimising access time. * CD-ROM: CD-ROMs can store around 680Mb of data, which is the equivalent of hundreds of floppy disks. CD-ROMs do not transfer data as quickly as the hard disk drive. As the name suggests the disks are read-only memory. Unlike a magnetic disk they are created by burning tiny holes into the surface of the disk, a laser beam is then reflected off the surface of the disk, detecting the presence or absence of pits, which represent the binary digits. * Worm disks (Write Once, Read Many): These look very similar to the CD-ROM in appearance but are gold rather than silver in colour. These disks can be used to write your own material and are ideal for archiving or storing images or data, which will not be changed. They are popular in the pirate industry because a à ¯Ã‚ ¿Ã‚ ½5 blank disk can store upto à ¯Ã‚ ¿Ã‚ ½20 000 worth of software and sell for à ¯Ã‚ ¿Ã‚ ½50 à ¯Ã‚ ¿Ã‚ ½80. They are used by less reputable PC companys which install the software onto the PC so they can charge the consumer more for the package. However because of the competition in the pirate industry at present many of these carry viruses which can cause chaos on the hard drive. * Magneto-optical disks: Magneto-optical disks integrate optical and laser technology to enable read and write storage. A 5 1/2 disk can store up to 1 Gb. These disks may in future replace current magnetic disks, but at present the technology is still developing and the disks are too expensive, slow and unreliable to be in widespread use. * Magnetic tape: Magnetic tape was developed in the 1950s and very quickly became the primary means of storing data. The data is stored on magnetic tape in the form of dots of magnetism. It is used widely for archiving past transactions or other data that may be needed again, for example, old news readings that have been collected over a number of years. * Jaz Drive: Two Gigabytes is a tape drive and a mass storage device mainly used for backing up large files or batches of files i.e. end of day transaction backup for banks or businesses Software requirements and techniques Software is the name given to the programs that direct the operation of the computer. It can be divided into two main groups, system software and applications software. System software is the programs required to run the computer system and applications software is the programs required to carry out a particular application such as stock control Systems software This is the software that the microcomputer system needs to run. In this group there are three divisions: operating systems, utilities and compilers/interpreters/assemblers. Operating systems: An operating system is a set of programs that allows the user to perform tasks without having to know how they are done. For example, a user can give a command to save a file on disk without having to know where the file will be stored or how it will be retrieved again. Applications programs are usually written to work with a particular operating system e.g. Excel will only work with Windows and not with Apple Mac, which has a different operating system. Utility programs: Utility programs perform common tasks that every computer user will need at one stage or another. They carry out such jobs as formatting and copying disks, deleting files from disks, sorting information into a required order, and to help with the testing of programs that have been written. Compilers, interpreters and assemblers: These are programs that translate the programming language that is used into a form that the computer can understand. Compilers work by translating the whole of the program from what is known as the source program into the object program which will be in a form that the computer can understand. Interpreters are programs that translate and execute source programs one statement at a time. An assembler is a program supplied by the computer manufacturer that will translate a program that was written in assembly language (low-level programming language) into machine code. Applications software: In large organisations that have a mainframe or minicomputer we would find that programmers were employed whose job it would be to write the programs for the applications that the organisation wished to have run on the computer, such as payroll, stock control or hospital appointments. The software may be designed specifically for one particular company and written especially for them using a programming language or software such as database management system. Alternatively, the software may be purchased off the shelf. General purpose software: Most general purpose software is sold as a package, including a CD containing the software. Below is the most common packages that you would find on the market to date: 1. Applications: spreadsheets, database, word processing, Desk Top Publishing 2. Presentation: CD based presentations (Power Point, Director) 3. Internet Publishing: web page development software (Front Page, Dreamweaver, Flash) 4. Programming Software: BASIC, Visual Basic, C++, Java, Pascal, HTML 5. Creation and Editing: Photo Shop, Paint Shop Pro, Premier, Coral Draw 6. Utility: Anti-virus, tidy and compression, Doctors. The newer computer systems will have these utilities on them already. Software such as word processing, spreadsheet and databases is sometimes refereed to as generic software. This means that many of the packages can be made to do many different tasks, and is not specifically for one type of application. The other types of application software such as stock control and payroll as mentioned before are special purpose because they have been designed to complete one particular task. Conclusion: I found this assignment very interesting and now feel I have a much sounder understanding off computer hardware and software. I would have liked to incorporate more images into the assignment as reference to each of the products described, but was unable to find all of the images that I required, and also had problems trying to transfer them from the internet. Apart from this I feel quite satisfied with the overall assignment and hope that I have entered all the data needed and presented it in a clear fashion. Bibliography Corbitt T, (1990), Information Technology And Its Applications. Avon, United Kingdom: Bath Press Heathcott P M, (2000), A Level Computing. Ipswich, United Kingdom: Payne-Gallway Publishers Ltd References Corbitt T, (1990), Information Technology And Its Applications. Avon, United Kingdom: Bath Press Heathcott P M, (2000), A Level Computing. Ipswich, United Kingdom: Payne-Gallway Publishers Ltd Michael Firmstone Tutor: Del Turney 14/11/01

Study On The Relative Clauses English Language Essay

Study On The Relative Clauses English Language Essay INTRODUCTION We use language to express our thoughts, plans, and our ideas which, most of the times are not simple. As a result, language that we use to convey those is also not simple. Very often, while communicating we want to express ourselves as clear as possible so we determinate what are we actually talking about. Relative Clauses enable the speaker to be more specific and add additional information about the referent, in writing they make writing more sophisticated. The topic of this paper is going to be, precisely that Relative Clauses and it is going to be divided into three parts. The first part of this paper, and the starting point of this work, is going to be focused on English Relative Clauses. Furthermore, their form and function in English language. The second part of the paper is going to present all these elements (structure and function) of Relative Clauses in Albanian Language. The third part of the paper will be focused on the comparing and contrasting Relative Clauses in English and Albanian. This is going to be realized by constantly extracting examples from the well known novel written by James Joyce, Ulysses, in English and the translated form of the same in Albanian by idler Azizi. The last part of the paper will be recapitulation of all the previous mentioned elements and we will drown the conclusion based on the work and sentences given within the paper. The conclusion will finally provide us with the actual results upon the assumption that Relative clauses in English and Albanian should have certain elements in common and therefore contain, to certain extent, similarities. On the other hand this paper will also represent the differences that Relative clauses in both languages might have. The purpose of this paper is to reflect upon the Relative Clauses which are used widely in everyday language. It is focused on Albanian and English language so the readers can, at least, by the examples used, have a clear picture of the issue. Readers, whether they are students of English language or Albanian or even those that languages are not their field of study, are left to judge how helpful this paper will be to them. Hopefully, it is going to serve its purpose and at least, be a small guide into the wide scope of language. RELATIVE CLAUSES IN ENGLISH In English Grammar books and other resources (electronic ones), that are the point of reference in this description, Relative Clauses are treated under the umbrella of Noun Modifiers, as a subordinate clause. We will firstly start from the definition of the Relative Clause as the starting point of our further analysis. Afterwards, after proving the definition through examples we are going to prove the correctness of the definitions and furthermore construct our own examples in order to insure that the form has been understood appropriately. The source grammar books of this paper are: English Grammar, Morphology written by Prof. Dr. Jashar Kabashi  [1]  , English Syntax by Prof. Dr. Vesel Nuhiu  [2]  , A Students Grammar of the English Language by Sidney Greenbaum and Randolph Quirk  [3]  , The Grammar Book by Marianne Celce-Murcia and Diane Larsen-Freeman  [4]  , English Grammar in Use written by: Raymond Murphy  [5]  , Headway, written by Liz and John Soars and A Comprehensive Handbook of English Grammar written by Prof. Dr. Shykrane Gà «rmizaj.  [6]   The electronic sources used for this paper is: Wikipedia (the electronic encyclopedia)  [7]  and The analysis made by HUNTER COLLEGE published on their web page: rwc.hunter.cuny.edu  [8]   A relative clause (in some grammar books referred as *nominal relative clause) is a subordinate clause that modifies a noun phrase, most commonly a noun. For example: the man who wasnt there The phrase contains the noun man, which is modified by the relative clause who wasnt there.  [9]   We can notice in the example above that the italic clause comes after the noun that it modifies so we can state that it is a noun post modifier. This is why some grammarians state that a Relative Clause is a type of complex postnominal adjectival modifier used in both written and spoken English.  [10]   E.g. San Antonio is a city that has experienced very rapid growth.  [11]   She is the teacher that I was talking you about yesterday. It is the music that is famous in the world. They are the boys that like studying. As we can notice the words in bold are nouns and those italic are relative clauses that modify the nouns preceding. *Greenbaum and Quirk, A students Grammar of the English Language 2.1 The Structure of Relative Clauses   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As mentioned above, Relative clauses are one kind of dependent clause, introduced by a relative pronoun that refers to the main noun the clause depends upon. A relative clause always immediately follows the noun it modifies.  [12]   Rel.pro I read the book that is on the first shelf. Main clause Rel. clause   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A relative pronoun is usually the first word of a relative clause; however, in some cases the pronoun follows a preposition:  [13]   The flight on which we wanted to travel was fully booked. Additionally, when the relative pronoun is not the subject of the relative clause, it may be omitted entirely (especially in spoken English): I didnt see the movie (that) you were mentioning last night. When the pronoun is the subject, it cannot be omitted: I fixed the car is very old. Relative pronouns Relative pronouns comprise two series: Wh- element (including indefinite relative pronouns): who, whom, whose, which, what etc. That and zero, the latter indicated below as ( )  [14]   Adverbial pronouns: when, where, why, how The noun to which a relative pronoun refers is called the ANTECENDENT.  [15]   A relative pronoun refers back to a noun in the preceding clause.  [16]   They differ based on antecedent, moreover whether the antecedent is personal or non-personal. I know the person who was mentioned at the meeting. I have heard the song that/ which you were singing yesterday. The lady that is sitting over there is my mother. In the example a) above we may noticed that the relative clause modifies the noun person and the pronoun used to indicate the Relative Clause is who whereas in b) example the relative pronoun used is that or which and modifies the noun song. In c) example the relative pronoun that indicates the relative clause is that and it modifies the noun lady. That is more usual than which.  [17]   ! Remember that in Relative Clauses we use who/that/ which, not he/she/it:  [18]   I have never seen the girl who lives next door. (not the girl she lives) Wh-element The wh-element may be a pronoun, such as whoever and what, an adverb, such as where.  [19]   With who and whom the antecedent must be personal, with which it must be non-personal; with whose the antecedent is usually personal but can also be non-personal.  [20]   That is the school which I was talking you about. That is the teacher who teaches us in the University. That is the teacher (school) whose number I gave you. The teacher whom I wanted to meet was on lunch time. Indefinite relative pronouns These are relative pronouns + the suffix ever: Whoever: personal Whatever: non-personal and personal Whichever: non-personal and personal *Whomever: is correct but most people say whoever  [21]   Take whatever measures you consider best. Wherever you go, I will contact you. Indefinite relative pronouns in ever have no antecedents in the sentence. They do not refer to the specific persons or things but to anyone/anything no matter who or what he/she/it or they may be.  [22]   Wh-element may express either SPECIFIC meaning (where the -ever suffix is disallowed) or a NONSPECIFIC meaning (generally indicated by the presence of the -ever suffix):  [23]   SPECIFIC: February is when the exams start in our University. (the exact month) NONSPECIFIC: Whoever cheats in the exam will be asked to leave the class. (the person is not determinated) That That can be used without reference to the gender of the antecedent or the function within the relative clause, except that it cannot be preceded by a proposition.  [24]   You can also use that (instead of who), but you cant use which for people.  [25]   The police officer that is my neighbour works here. who is my neighbour works here. which is my neighbour works here. (Incorrect usage) Zero pronoun Zero has a similar range as those pronouns mentioned above in 2.1.2 and 2.1.3, lacking only the subject function.  [26]   The actor ( ) I admired is new to London.  [27]   The play ( ) I was attracted to is new to London.  [28]   The food ( ) I eat is not very healthy. Information ( ) I collected will serve our community. 2.1.5 Adverbial Pronouns The relative pronouns are where, when, why and how The town where I used to live is beautiful. The year when I started my studies was 2007. I dont know the reason why they didnt marry. I dont know a way how to get there. They denote the place, time, reason and manner. Indefinite relative adverbs Whenever, wherever, however, begin clauses which refer to people or things or places, at any time, on any day; any place no matter where it is no matter how, without exception:  [29]   Whenever you have time, call me. She comes, whenever she has time. 2.1.6 The category of case of relative pronouns (who, whom, whose) Case is used to indicate the status of the relative pronoun and its clause.  [30]   Of the pronouns mentioned above in 2.1.2 the only relative pronouns that have the category of case are who which has subjective and whom objective case within the relative clause.  [31]   If the pronoun is in genitive relation to a noun head, the pronoun can have the form whose. The man who we were looking for is my best friend. The man whom we were looking is my best friend. The woman whose daughter you met is Mrs. Brown. (The woman is Mrs. Brown; you met her daughter.)  [32]   2.2 Types of Relative Causes Relative Clauses can be divided into two groups: restrictive and non-restrictive relative clauses  [33]   Restrictive Relative Clauses A restrictive relative clause (or defining, or limiting) modifies the headword of a NP by restricting or limiting the meaning of it. Such a clause follows immediately the headword of a Noun Phrase and in writing is not separated by commas from the main clause.  [34]   In speaking, there is no pause before or after the defining relative clause.  [35]   Restrictive Relative Clauses are more common in spoken language.  [36]   For Example: This is the girl who danced a lot at the party last night. The people who protested were unsatisfied with the present condition. He is the person that the police are looking for. The juice that you just served is very cold. Restrictive relative clauses are essential part in a sentence in order to convey the whole information.  [37]  Let us prove this by taking some of the sentences from the above written examples. This is the girl. The people were unsatisfied with the present condition. He is the person. (Which person?) As you can notice the meaning, information is vague. Non-Restrictive Relative Clauses The other type of Relative Clauses is called non-restrictive relative clauses. These clauses are not used as noun modifiers, since they do not modify a noun but only give some additional information about the headword which is already sufficiently modified or defined. In writing such clauses are usually separated by commas from the rest of the sentence.  [38]  In speaking there are pauses before and after a non-defining relative clause.  [39]   My sister (pause), who is a first year student, (pause) is a very hard working person. Non-restrictive (or non/defining) clauses add secondary information to a sentence, almost as an afterthought.  [40]   For Example: My sister, who is a first year student, is a very hard working person. The Shakespeares play, that is known worldwide, is going to be performed in The National Theatre. The strange noise, which was coming from the first flour, has scared the child. The climbers, who reached the summit, were exhausted. As we can notice from the above given examples the non-restrictive relative clause can be left out and the sentence that remains is meaningful even without it. Let us prove this by implying it in the following example. My sister is a very hard working person. The Shakespeares play is going to be performed in The National Theater. These types of relative clauses, non-restrictive, are more common in written language.  [41]   The Function of Relative Clauses The Relative clauses can perform various functions in a complex sentence. Relative Clauses as subject Relative Clause can perform the function of the subject in a complex sentence.  [42]   That they will win is known for sure. That she is beautiful doesnt mean so much to me. Who proves too much proves nothing What I want to know is the truth. If we analyse the sentences above a) and b) we can notice that the entire Relative clause in italic we can replace with the pronoun it. It is known for sure. As we can notice the pronoun it (which we used to replace the relative clause) precedes the predicate and it answers to questions what? Those are the characteristics of the subject. Here bellow we will use yet another example in order to clarify the function of subject of the Relative Clause. That the film is interesting is obvious. (What is obvious?) Relative clauses Extraposed Subject The finite (that) clause may perform the function of Extraposed subject.  [43]   It is a fact that Madonna is famous. Its a good idea that he initiated such an issue.  [44]   Relative clauses as Direct Object Relative Clauses used in the function of an object in complex sentences usually have subjects that are human beings. They introduce mainly reported speech, such as: He said that he was proud with his company. He mentioned that economic problems are destroying his otherwise successful company. They emphasized that the homework has to be done by tomorrow. Relative clauses as Subject complement Relative Clause can perform the function of Subject complement within a complex sentence.  [45]   It seems that she is nervous. What annoyed me was that she didnt pay the attention. That is where I want to go  [46]   April is when lilacs bloom. RELATIVE CLAUSES IN ALBANIAN LANGUAGE In Albanian, similar to English, Relative clauses determinate noun phrases (NP) and they are called fjalia e pà «rbà «rà « me pjesà « tà « nà «nrenditura pà «rcaktore.  [47]   The NP that Relative modifies is called paraprijà «s.  [48]   3.1 The structure of Relative Clauses in Albanian In Albanian language, similar to English, Relative Clause is introduced by relative pronouns and relative adverbs.  [49]   3.1.1 Relative pronouns in Albanian Language Words like qà « and i cili, e cila, tà « cilà «t etc. function as relative pronouns (Alb. pà «remà «r lidhor).  [50]  Relative pronouns can be defining and non-defining, those written in bold above are defining, while some of the non-defining are: kush, ndokush, kudo, kurdo.  [51]  Relative Clauses in Albanian can also be preceded by relative adverbials (Alb.ndajfolje lidhore)  [52]  : Ku, kur etc. They are always placed before the relative clause, which introduces the same. However in the case when the relative clause i cili is used in the possessive (genitive) case, because of its adequate function it is preceded by a noun.  [53]   3.1.2 Albanian Relative pronoun qà « Relative pronoun qà « in Albanian Language doesnt change its form. This is because the lack of gender, number and case.  [54]   E và «rteta à «shtà «, qà « ai nuk deshi tà « vije nà « mbledhje. Shqipiptar i và «rtetà « à «shtà « ai, qà « nuk e ndan veprà «n nga fjala. Dà «gjohet vetà «m klithma qà « vinte nga rruga e errà «t. Puna e mbarà « à «shtà « ajo, qà « punohet me nder. As we can notice we use the relative pronoun qà « regardless of the gender, number or case. 3.1.3 Albanian Relative pronoun i cili Functionally the relative pronoun in Albanian i cili corresponds to the relative pronoun in 3.3.1 (qà «) but it also has certain characteristics on his own. The pronoun has the separated forms for gender, number and case. It can take the shortened form of the pronouns and by this it doesnt only have the semantic relation with the antecedent but it is also related by syntax to it. We can state that it has double connection with the antecedent. It is in the same case as the subordinate clause within the sentence.  [55]   For example: Ai e và «shtronte qiellin i cili à «shtà « nxire i tà «ri. Kosova ka arritur progrese tà « mà «dha gjatà « mandatit tuaj, pà «r tà « cilat ju dhe shteti juaj duhet tà « krenoheni. Kà «ngetarja e famshme botà «rore, e cila theu tà « gjitha rekordet botà «rore, tani vuan nga njà « sà «mundje e rà «ndà «. Autori shqiptar, i cili pà «r njà « kohà « tà « caktuar qà «ndroi nà « SHBA mblodhi shumà « adhurues mà «rgimtar. 3.1.4 Relative adverbs Similar to English, Albanian language also uses relative adverbs to introduce relative clause .The adverb that show place is ku, whether nga is used to show direction. Except these relative pronouns, in Albanian, we also use locution nga ku (from where) to express starting point but also pà «r ku to show the direction of the action, gjer ku that expresses the lasting point of the action. All these adverbs relate subordinate clause with the antecedent and they mark the place.  [56]  Other relative adverbs are kur, si and pà «rse which are used to show time, manner and reason. Vetura u ndal, nga doli njà « infermier. Ai ka shkuar nà « vedin ku ishte rritur. Ajo nuk e tha arsyen pà «rse deshironte tà « largohej. 3.2 Types of Relative Clauses in Albanian Language Similar to English Language, there are two types of Relative Clauses in Albanian Language: Restrictive and Non-Restrictive. (Alb. Pà «rcatore-kufizuese and pà «rcatore shtuese)  [57]   3.2.1 Restrictive Relative Clauses in Albanian Language In Albanian these clause are called pà «rcaktore-kufizuese. They cannot be removed or left out because the primary meaning would be vague or it would be changed.  [58]   Mà « pà «lqejnà « shumà « njà «rà «zit qà « punojnà « sistematikisht. Me pà «lqejnà « shumà « njà «rà «zit. If we compare these two sentences we can notice that in a) the speaker likes just the people that work systematically and in b), when we remove the relative clause the meaning is totally different, conveying that I like people, meaning all people. 3.2.2 Non-restrictive Relative Clauses in Albanian Language In Albanian these clauses are called pà «rcaktore-shtuese. They add or explain something and we can remove them without destroying the grammatical structure of the sentence.  [59]   Shpallja e Pavarsisà «, qe ishte dità « e madhe pà «r Shqipà «taret, do tà « mbahet nà « mend. Bjeshkà «t e Rugovà «s, qà « ndodhen nà « Qytetin e Pejes, janà « te bukura. In speaking, these relative clauses in Albanian, similar to English have a pause before and after it. They serve to add additional information to the main clause.  [60]   As we can notice from the examples in a) and b) the non-restrictive clauses in writing are separated by commas, similar to English non-restrictive Relative Clauses. 3.3 The order of Relative Clauses within the sentence in Albanian The position of relative clause in the sentence is determinated by the position of its antecedent.  [61]   3.3.1 The Relative Clause at the end of the Sentence When the antecedent of the relative clause is at the end of the sentence the relative clause comes after it.  [62]   Nuk ishte i rastit vendimi qà « aj tà « largohet. Na kishte gà «zuar lajmi qà « ajo do tà « kthehet. 3.3.2 The Relative Clause at the beginning and in the middle of the Sentence When the antecedent (Alb. Paraprijà «si) is at the beginning or in the middle of the main clause the subordinate relative clause is placed in the middle of it.  [63]   Vajza, qà « i mbate lulet nà « dorà «, qante nga gezimi i madh. Kà «nga e bukur, qe aty kà «ndohet, ka melodi tà « veqantà «. 3.4 Function of Relative clauses in Albanian Relative Clauses in Albanian can have different functions within the sentence. In sections below there are the examples that were compiled to prove and illustrate the function. 3.4.1 Relative Clause as Subject Relative Clauses can function as a subject of the main clause, here are but a few examples: Bisedimet qà « ishin tà « gjata dhe tà « lodhshme pà «rfunduan me sukses. Premtimet e juaja, qà « ishin shpresà «dhà «nà «se, nuk u pà «rmbushen. 3.4.2 Relative Clauses as Subject Complement Ata konisedorojnà « qà « fjalà «t e saja janà « trillim. 3.4.3 Relative Clause as Direct object Ata kishin degjuar qà « unà « do tà « bà «hem kryetar. Ata e kishin shkruar qà « kjo à «shtà « e và «rtetà «. 3.4.4 Indirect Object I dhash tà « gjitha atyre qà « kanà « pasur nevojà «. 3.4.5 Adjunct Aj vraponte aty ku askush nuk mund ta gjejà «. Sara e degjoj at lajmà « kur nuk ishte koha. 4. DIRECT CONTASTIVE ANALYSIS OF RELATIVE CLAUSES IN ENGLISH LANGUAGE AND ITS EQUVALENTS IN ALBANIAN In this section a direct contrastive analysis of Relative Clauses in English and Albanian Language will be made. Examples of Relative Clauses will be extracted from the novel written by James Joyce  [64]  and will be contrasted with the Relative Clauses from the same novel translated by Idlir Azizi  [65]  . Examples will be marked by number and a small letter denoting the language English (e) or Albanian (a). This part is going to be focused on the structure of the relative clauses, furthermore on pronouns mentioned throughout the entire paper. Since it has been noticed that the difference between the relative Clauses in English and the same in Albanian is particularly that- the usage of some of the relative pronouns within the relative clause. 4.1 Relative Clauses preceded by the relative pronoun and its equivalent in Albanian In this section the examples of the relative clauses preceded by the relative pronoun wh-pronouns (who, which, what etc.) are going to be extracted from the same novel, of course from its English and Albanian translated form. 1e) By a woman who was no better than she should be. (p. 40) 1a) Nga njà « grua jo e mire qà « smund tà « ishte ndryshe. (p. 34) 2e) A merchant, Stephen said is one who buys cheap and sells dear, jew or gentile is he not? (p.41) 2a) Tregtari, tha Stiveni, à «shtà « ai qà « blen lirà « tà « shesà « shtrenjtà «, a sà «shtà « kà «shtu? (p. 35) 3e) But the courtiers who mocked Guido in Or san Michele were in their own house.(p.57) 3a) Por kurtizanà «t qà « thumbonin Guidon nà « Or shà «n Mikelà « ishin nà « shtà «pità « e tyre. (p. 47) 4e)

The Dominant Occupation Of The Pastoralism Sociology Essay

The Dominant Occupation Of The Pastoralism Sociology Essay Pastoralism is the dominant occupation in the Horn of Africa simply because the arid environment, with its scattered, inconsistent and often short and intense rainfall (when it occurs) permits no other consistent food harvest (Herr, 1992). The pastoralists largely obtain their food from their herds of cattle, sheep, goats and in the drier regions, camels. Some of these people cultivate agricultural crops where they can, most do not. Pastoralist societies in Kenya are in transition. This reality is confirmed by studies on the pastoralist communities particularly on the Maasai, Boran, and Rendille of Kenya (Evangelou, 1984; Fratkin, 2001). The same can be said of the Gabra, the Ariaal, the Sakuye, the Samburu, and the Turkana (Oba, 2001). The transition is due to population growth, loss of herding lands to farmers, ranchers, game parks, urban growth, increased commoditization of the livestock economy, out-migration by poor pastoralists, and dislocations brought about by drought, famine, and ethnic conflicts coupled with privatization and individuation of formerly communally held resources. The region of Northern Kenya (with an area of 250,000 km.) is arid and semi-arid. Rainfall is highly variable from year to year and drought is recurrent. Pastoralism is the dominant economic activity, given that agricultural potential is low. Farming is only possible in the few localities with high and medium agricultural potentials. Economic survival of the peoples of the region depends on management of many species of livestock: camels, cattle, donkeys, sheep and goats. Drought, disease and a certain measure of insecurity are all realities. Northern Kenya also borders highly unstable states, including Somalia, Sudan, Ethiopia and Uganda, and the borders with these countries are porous, if they can be said to exist at all. The regional dimensions of conflict, and in particular the ease in which groups and arms cross borders has increased the incidences and severity of conflict in the region and led to a commercialization of cattle raiding and cattle rustling. The foregoing points to a near collapse of the traditional pastoral economy and fabrics of the social security systems thereby pointing to an uncertain future (Sobania, 1979; Kassam Bashuna, 2004). Life in these environments is uncertain, dangerous and tenuous forcing many young people to migrate to urban areas in search of alternative livelihoods. Given the harsh natural environment, pressure on natural resources, decline or collapse of , loss of livestock, lack of capital, and limited survival alternatives, encamped youths are for the most part destitute. Dislocated youths living in urban areas have to contend with rent, electricity, water and other bills, as well as buying food. This can be particularly challenging for those without a steady source of income. Many engage in petty trade, buying and selling vegetables, second-hand clothes and shoes (mitumba), food items, fuel (paraffin, charcoal, firewood), while others participate in itinerant hawking, boda boda (bicycle taxis), brick making, brick laying and selling water. A few work in factories, others have started small businesses such as brewing illicit liquors and tailoring. Some youths have been reduced to begging or crime in order to survive for lack of valid skills in the salaried sector. They find themselves isolated from family and friends in an environment charact erized by inadequate amenities (Livingstone, 1986; Cernea, 1990; Bovin et al., 1990). Pastoralist youths have suffered serious reverses in economic and social wellbeing such that they are unable to live up to established norms of supporting their households. This is because dislocation can devalue their shared survival skills whereby vital social networks and life support mechanisms for families are weakened or dismantled. Authority systems are debilitated or collapse (World Bank 1994, Cernea 1993b; 1994a). The proposed study will explore the causes and social consequences of the erosion of the pastoralist livelihood systems as exemplified in urban migration, urban crime, joblessness, substance abuse and other evidence of social and psychological anomie among youths with reference to Wajir District. 1.2 Statement of the Problem In Wajir District it is estimated that 80% or more of the population depends on pastoralism. The district is predominantly arid and semi-arid, has a history of conflict and internal displacement. These are harsh realities that are made worse by marginalization by the government largely due to the districts perceived lack of economic potential as well as a deficient understanding on how to support and promote nomadic pastoralism as a viable and sustainable livelihood. The district is further characterized by chronic drought (RoP, 1965; RoP, 2005). The cumulative result is the breakdown of social support systems rendering the provision of positive opportunities for asset accumulation impossible (Amuyunzu-Nyamongo Ezeh 2005, Rakodi 2002). These realities have made social dislocation and or urban migration attractive alternatives (Ellis, 2000; Fratkin, 2001). Youthful individuals who experience social dislocation are at risk of social impoverishment. They are exposed to social problems of urban life such as joblessness, urban crime, drug and alcohol addiction. Their experiences may also increase their dissatisfaction with existing orders leading to an upsurge in crime and violence, accompanied by other symptoms of social and psychological distress (World Bank 1994, Cernea 1993b; 1994a; Oba, 2001). This study seeks to probe the experiences of social dislocation in Kenya with reference to youths from pastoralist communities in Wajir District. 1.3 Purpose of the Study The purpose of this study is to probe the experiences of social dislocation in Kenya with reference to youths from pastoralist communities in Wajir District. 1.4 Study Objectives This study will be guided by the following objectives: To provide an overview of the present challenges facing pastoralists in Wajir District To provide the patterns of displacement among youthful pastoralists in Wajir District To examine the difficulties of adjustment socially dislocated youths face in Wajir District To determine remedies to the problem of social dislocation among youths in Wajir District 1.5 Research Questions This study will be guided by the following research questions: What are the present challenges facing pastoralists in Wajir District? What are the patterns of displacement in Wajir District? What adjustment difficulties do socially dislocated youths face in Wajir District? What are the remedies to the problem of social dislocation among youths in Wajir District? 1.6 Research Assumptions The study will be guided by the following assumptions:- All the respondents will give reliable information without fear or favor. That major towns in Wajir District have socially dislocated pastoralists youths. That the findings of this study will assist policymakers and stakeholders to address the pastoralist crisis. 1.7 Justification for the Study This study is significant because of the following reasons: There is limited literature (Ellis, 2000; Fratkin, 2001) on the demasculation and decline in the social capital of the pastoralist economy in Wajir District. This study, therefore, by documenting this aspect, could immensely contribute to knowledge and literature on the experiences of social dislocation and how it impacts on youths from pastoralist communities in Wajir District. The findings of this study could be relevant to policy-makers and other stakeholders such as NGOs and CBOs in formulating viable policies and intervention programmes to remedy the problem of social dislocation among youths in Wajir District. The local community will hopefully benefit when the problem of social dislocation among youths in Wajir District is addressed. 1.8 Scope and Limitation of the Study These are the boundaries to any study (Mugenda and Mugenda, 1999). This study will be carried out in Wajir East District in NEP Kenya. This study was prompted by the fact that the issue of social dislocation is a major challenge in Wajir District. The research will not cover broad issues outside the issue of social dislocation in Wajir District. The study will limit itself to Wajir District. For more conclusive results, all geographical locations inhabited by pastoralist communities would have been studied. However, this is not possible due to financial and other logistical constraints such as time and duration of the study. Other limitations in this study include the tough terrain, poor transport infrastructure and general insecurity making it difficult to traverse the district during data collection. The researcher will make special travel arrangements to overcome these challenges. 1.9 Theoretical Framework This study will be guided by the theories of social geometry and social capital. The theory of social geometry links socially-constructed places, socially-constructed time, and socially-constructed personages in order to grasp routine and ritual activities (Fabian, 1992). The social geometry of a people consists of infinite intersections of socially-constructed spaces, socially-constructed times, and socially-constructed personages. And, for many cultures, the geometry also defines who are we? Research on environmental memories has discovered the near universality of fondly remembered childhood places, representing the intersection of culturally constructed time and place (Altman et al. 1994; Marcus, 1994; Chawla, 1994). Mitigating social dislocation begins by reconstructing the social geometry (spatial and temporal dislocation) of the displaced. This is because attachment to space and time can be a powerful binding force for displaced social groups. Moser (1996) is renown for making significant contributions to the social capital theory. He argued that communities ability to cope depends not only on their material well-being, but also on their social capital the trust, networks, and reciprocal arrangements that link people with their communities. Rural and urban migration often follow long established patterns drawing on networks of information and contacts established by earlier waves of migration. Up to a point, such social capital may be strengthened by economic crisis, but beyond that threshold, networks become overwhelmed and social systems break down with disastrous consequences (Cousins, 1993; Amuyunzu-Nyamongo Ezeh 2005, Rakodi 2002). Studies (Moser and McIlaine 2005; Buvinic et al., 1999) were undertaken on the experiences of migrants in urban environments especially with reference to Latin America. These studies established that social dislocation is accompanied by an upsurge in crime and violence, accompanied by other symptoms of social and psychological distress. These studys findings indicate that social dislocation that manifest through the apparent breakdown of collective responses to livelihood erosion is both the result of a decline in the social capital of many pastoralist communities, and a causal factor in accelerating that breakdown by reinforcing social differentiation and decreasing levels of trust between individuals. Traditional, or informal institutions can often no longer maintain order, and neither do the formal institutions of the state command any confidence. Social dislocation weakens and helps dismantle vital social networks and life support mechanisms for families and communities. Authority systems are questioned or simply collapse in the face of the arising new challenges thereby groups lose their capacity to self-manage and the society suffers a demonstrable reduction in its capacity to cope with uncertainty (World Bank 1994, Cernea 1993b; 1994a). This coupled with the high rate of migration into urban centers and the speed of economic change (not necessarily growth) complicates pastoralists adjustment. 1.10 Definition of Significant Terms District a geographical area defined with a gazetted political boundary and comprises of a number of divisions, locations and sub-locations. Stakeholders people/ institutions that are directly interested in the functioning of a school. Social Dislocation The emotional, psychological or physical experience by persons who were forced to separate themselves from the circle of people, places and activities on which they had depended (for their livelihoods). CHAPTER TWO LITERATURE REVIEW 2.1 Introduction This chapter review related literature under the following subheadings namely social dislocation, challenges facing pastoralist communities, difficulties of adjustment for socially dislocated pastoralists, remedies to the problem of social dislocation and gaps identified. 2.2 Social Dislocation According to Sutro, Levingston and Downing (1988) people experience social dislocation when they are emotionally, psychologically or physically forced to separate themselves from the circle of people, places and activities on which they had depended (for their livelihoods). The debate on social dislocation revolves around the relationship between human activity and climate. The human-made dimensions of the pastoral plight are attributable to overstocking and other exogenous factors such as population growth, immigration, conflict and government policies. Climate related explanations revolve around drought, famine, decreased rainfall, floods, among others. Sobania (1979) observes that each year drought results in dislocation of the poor, despite massive hand-outs of famine relief by governments and donors. For him, drought survival involves survival of the fabrics of the social security systems that must depend on survival of livestock, marketing of the produce and sharing the resources. World Bank (1994) observes that each year, about 10 million people become involuntarily displaced and risk social impoverishment. Causes of social dislocation among pastoralists include limited access to water and pasture resources, loss of traditional grazing land, cattle raiding, lack of alternative sources of livelihood from pastoralism. Fratkin (2001) observes that dislocations among pastoralist societies in Kenya, Tanzania and Uganda are brought about by drought, famine, and civil war. These problems are intensified by the current trend of government policies that encourage privatization and individuation of formerly communally held resources (Lane, 1989; 1996). Getachew (1995) and Fratkin (2001) attribute the prevalence of social dislocation among pastoral communities to the deteriorating conditions of food security and the breakdown of the traditional pastoral economy. They further note that worsening conditions of food security are occurring as interventions by states and international NGOs are decreasing. Several reasons exist for this state of affairs. First, development took no notice of the indigenous coping strategies of the pastoralists, their goals and aspirations (Grandin and Lembuya 1987, Hogg 1990). Second, because coherent government policies on drought are lacking, failure to reduce drought losses is frustrating the development efforts. Third, programs designed to help the pastoralists do not integrate their coping strategies into drought management plans (Huss-Ashmore and Katz 1989). Bonfiglioli (1992) identifies six factors that to him are responsible for social dislocation among pastoralist communities. First, is the issue of climate and ecology the lack of rainfall tends to set the array of vegetation over time, directly affecting livestock populations and pastoralists. Change in this parameter has worked to push pastoralists of the Sahel south. Second, demographic growth this factor contributes principally to the push of pastoralists into nomadism. Third, the agricultural impasse an increased demand for agricultural products has led to less fallowing and the opening up of more lands for agriculture at the expense of pasture land. These practices have led to disruptions in local level farmer-herder interchange. At another level, mega-project agricultural development has expropriated large areas of former grazing land. Fourth, government development policies this factor is one of central control serving state interests rather than local interests. Additiona lly, mismanagement, faulty policies and international trade has worked to impoverish pastoralists. Fifth, incorporation into the market economy essentially, this has been a double movement of increasing dependency and marginalization because of national production/exchange structures and the resulting loss of control by pastoralists over the terms of trade. Finally, insecurity, wars, and conflicts the interplay of political conflict, ecological stress and resulting food insecurity is present throughout the drylands. Pastoralists have borne the brunt of this crisis both as soldier and victim. Bovin and Manger (1990) noted that the political and economic dimensions of social dislocation include state policies that are seen to favor agriculture and settlement at the expense of pastoralism. 2.3 Challenges Facing Pastoralists Communities The Sessional Paper No 10 of 1965 on African Socialism and its Application to Planning in Kenya presented the framework for development and equity in Kenya but also presented great dilemma when it noted public investment would go to areas of highest potential returns and people most responsive to change. This approach was to favour the former White Highlands while perpetuating the marginalization of areas like North Eastern Province and the malaria and tsetse fly infested western lowlands (RoK, 1965). Little (1997) and Hogg (1988) documented a series of crises that led to losses and impoverishment among the Ilchamus pastoralists of Kenya. The Ilchamus crisis was attributed to loss of pasture to European settlers, market quarantines, farmer encroachment, use of communal grazing by absentee owner and the expansion of cultivation by herders. This reality could equally serve to describe the situation among pastoralists elsewhere in Kenya Sperling and Galaty (1994) attributed the crisis among the Samburu and Maasai pastoralists in Kenya to the gradual truncation of pastoral relations and narrowing of their access to resources, in land use, labor and livestock networks. Such circumscription undermines the strength of a more collective specialized pastoralism e.g. access to a range of pasture and an extensive shared labor pool to the benefit of a privileged minority. Fratkin (2001) used examples of the Maasai, Boran, and Rendille of Kenya to demonstrate that East African pastoralists are increasingly witnessing social and economic stratification, urban migration, and diminished nutrition for women and children as a result of increased economic diversification including agro-pastoralism, wage labor, and increased market integration. Oba (2001) observes that pastoralists have to contend with environmental vagaries and conflicts over the exploitation of limited resources. While the traditional practice of cattle raiding was done seasonally as a rite of passage into adulthood, to obtain cattle for bride price, a means of restocking after calamities such as prolonged drought and raids were predictable, infrequent and controlled not to cause death or harmfully affect the lives or livelihoods of the society, today that is not he case any more. The Pokot, Turkana, Marakwet, Tugen and Keiyo raided each other, but lived harmoniously until the onset of multi-party politics in the 1990s, when the raids eventually acquired belligerent and criminal tendencies. As the practice gained political character, raiders disregarded the seasonal aspect of cattle theft. Whereas communities would organize missions to retrieve stolen animals, the introduction of small arms has changed the nature of such custom and undermined traditional conflict management arrangements. Increasingly, communities are amassing weapons for their own security, and to carry out raids and retaliation missions. Any number of armed young raiders can now go on raiding missions, with or without the blessing of the traditional elders who traditionally sanctioned raids 2.4 Difficulties of Adjustment for Socially Dislocated Pastoralists Cernea (1990) revealed that social dislocation may lead to eight forms of impoverishment: unemployment, homelessness, landlessness, marginalization, food insecurity, loss of access to common property, erosion of health status, and social disarticulation. These findings were reconfirmed by a wider study conducted by the World Bank. Indeed, World Bank (1994) observes that following the drought of 1984, the phrase new pastoralists was coined to describe the growing number of stockless or near-stockless pastoralists clustered in and around prominent trading centers subsisting on famine relief. The implication is that those pastoralists who become involuntarily displaced and risk social impoverishment. Social impoverishment occurs when the displaced are unable to answer the primary cultural question where are we? Or rather who are we? Displacements in North Eastern Kenya has been due to resource conflict and security operation (Oba, 2001). For instance, in Manyatta Demo, Isiolo district, the pastoral economy has never recovered from the brutal government counter-insurgency activities in the 1960s and raiding by groups from the east in the 1980s and 1990s. Most residents have no capital or stock, and are obliged to produce and sell charcoal, an activity which is precarious, low return, and illegal. Women, on the other hand, have a much wider set of pursuits: collecting and selling of firewood, selling miraa (khat), milk, eggs and honey; gathering wild fruits, herbal medicines and incense; weaving baskets and mats; and making bread. 2.5 Remedies to the Problem of Social Dislocation Studies (Bryceson, 1996; Ellis (2000) and Francis et al (2005) observe that livelihood diversification has been widely recognized phenomena in Africa in recent decades as households have sought to sustain themselves by means of a wider array of economic activities. While these processes can be a positive response to new opportunities, they may also reflect a forced shift into more marginal activities as assets become eroded and former livelihood systems unviable. Forms of diversification recorded in their study included shifts to new farm enterprises, to off-farm sources of income, and to non-farm activities. Several studies in Kenya and elsewhere have laid this to rest (Green, 1987; Atwood, 1990; Carter, Wiebe and Blarel, 1991; Migot-Adholla, Hazell, Blarel and Place, 1991) the common belief that indigenous tenure systems impede productivity and the former mistaken notion of pastoralist overstocking and mismanagement. McCabe (1990) and Ndagala (1990) recognized that the provision of certain developments such as boreholes and veterinary care have removed some constraints on the potential for herd increase with the possibility for localized forage depletion. Behnke and Scoones (1992) and Scoones (1995) talked of ecological succession that captured fluctuating stocking rates and migratory patterns of forage exploitation that allow pastoral management to survive and even to flourish, sustaining livestock numbers in good years well beyond the conventional range management recommendations. These sentiments are supported by Bonfiglioli (1992) who argues that the image of eco-disaster and collapse should be tempered by the realization of the complexities, cultural resilience and the possibilities of pastoral viability. Besides, Sandford (1983) and Homewood and Rodgers (1987) observed that no satisfactory evidence was found for either declining for either declining productivity or overgrazing in either Baringo District, Kenya or the Ngorongoro Conservation Area in Tanzania. Oba (2001) also opines that development programs might alleviate problems of social dislocation on a sustained basis if the people are helped to revive indigenous means of coping. This has not happened because improved knowledge of indigenous coping strategies, which is essential for developing food security policy, is lacking. CHAPTER THREE RESEARCH METHODOLOGY 3.0 Introduction This chapter presents the research methodology for the study including the research design, the study site, target population, sample and the sampling techniques, data collection instruments, validity and reliability of the instruments, data collection procedures and data analysis. 3.1 Research Design The study will use the survey design to explore the experiences of social dislocation in Kenya with reference to youths from pastoralist communities in Wajir District. A survey design is a technique where detailed information concerning a phenomenon is collected by posing questions to the respondents such that it becomes possible to find explanations for the social phenomenon in question (Wiersma Churchill, 1995). Therefore, surveys design concerns gathering of facts or pertinent and precise information concerning the current state of a phenomenon and wherever possible conclusion from the facts discovered. The descriptive survey design is best suited for this study because it is aimed at description of state of affairs as they exist (Kombo Tromp, 2006). 3.2 Study Location This study will be conducted in Wajir District an administrative district in the North Eastern Province of Kenya. Its capital town is Wajir. The district has a population of 319,261 and an area of 55,501 km ². Wajir district has only one local authority: Wajir county council. The district has four constituencies: Wajir North, Wajir West, Wajir East and Wajir South. Wajir District is divided into fourteen administrative divisions. The researcher collected data from two divisions, namely, Habaswein and Central. These are the divisions that host important urban centres namely Habaswein and Wajir town respectively. Borg Gall (1989) noted that the ideal setting for any study should be easily accessible to the researcher and should be that which permits instant rapport with the informants. Wajir District is chosen because it is easily accessible to the researcher. Wajir District is of importance in this study because it has the right composition of the target population given that it has urban centres that have become attractive to dislocated pastoralist youths. 3.3 Target Population The target population is the number of real hypothetical set of people, events or objects to which a researcher wishes to generalize his/her findings (Borg Gall, 1989). The target population will consist of all dislocated pastoralist youths in Wajir District. The study will involve local provincial administration (chiefs), Muslim religious leaders comprising of Sheikhs, Imams, mosque committees and madrassa teachers. Other categories will include representatives of NGOs, CBO officials, government officials and youth groups leaders. 3.4 Sampling and Sampling Procedures By observing the characteristics of a carefully selected and representative sample, one can make certain inferences about characteristics of a population from which it is drawn (Kothari, 1995). Mugenda and Mugenda (1999) suggest that 10% of the accessible population is adequate to serve as a study sample. Probability sampling will be used to obtain a sample of respondents to participate in the study. Since we are selecting two divisions, the figure 2 becomes the benchmark for selection of respondents that will Muslim religious leaders comprising Sheikhs and Imams, madrassa teachers, representatives of NGOs, CBO officials, government officials, youth groups leaders, and village elders. 3.5 Research Instruments This study will be based on primary and secondary data. Fieldwork incorporating personal observation will be utilized to obtain primary data. Primary sources of data will comprise field notes and reports made by the researcher with the help of two research assistants, interviews and observation summaries in the selected areas. The researcher and the assistants will use self-administered questionnaires to collect pertinent information from a cross section of informants. A selfà ¢Ã¢â€š ¬Ã‚ completion questionnaire is deemed most appropriate for the proposed study. This is because questionnaires are easy to administer, friendly to complete and fast to score and therefore take relatively very little time of researchers and respondents. The questionnaire enables participants to feel free to note down their responses without inhibition since they are not being observed. The study will use closed-ended and open-ended questionnaires, interviews and observation to draw responses from various categories of respondents. Open-ended questionnaires will be used to elicit in-depth information from respondents. Secondary data will be gathered from official documents, development reports and other published and unpublished materials. 3.6 Instrument Validity and Reliability Validity of a test represent the extent to which a test measures what it purpose to measure what it is supposed to be measuring (Orodho, 2005). To enhance content validity, the research instrument will be appraised by the project supervisors. Their contributions and suggestions will be used to clarify ambiguous questions and add new questions that would be forgotten. This will help reduce error in data collection. Reliability concerns the degree to which the same results could be obtained with a repeated measure at accuracy of the same result concept. A pilot study will be conducted to ensure reliability of the questionnaire and to identify any needs for revisions. Participants of the pilot study will be asked to complete the instrument and to provide comments or suggestions for revising any ambiguous items. Orodho (2005) observes that if the scores obtained from each respondent in the two tests are identical or quite close the measurement will be perceived to be reliable. The Pearson Product Moment Correlation will be employed to compute the correlation coefficient in order to establish the extent to which the content in the questionnaires are consistent in eliciting every time the instrument is administered. A correlation coefficient of about 0.8 will be considered high enough to judge the instrument as reliable. 3.8 Data Collection Procedures The researcher will seek a research permit from the Ministry of Education then notify the office of the district commissioner, the district education officer and the local administration. The researcher will then visit the respondents and give out the respective questionnaires to each of the respective selected respondents personally. The researcher will be available throughout to offer assistance to the respondents and make any necessary clarifications. 3.7 Data Analysis Data collected from the field will be cleaned and prepared for data analysis. Data analysis will be done using the Statistical Package for Social Sciences (SPSS). Data presentation will take the form of descriptive statistics (i.e. frequency tables, cross-tabulations, pie charts and bar graphs). 3.8 Ethical Considerations A permit will be sought from the Ministry of Education to carry out the research. The researcher will obtain informed consent from the institutions and participants. The respondents will be assured that the information obtained from the data will only b