Educational Issues in the Kingdom of Saudi Arabia

Introduction Education is one of the key pillars for the development of modern Saudi Arabia. The benefits of modern education in this kingdom are wide spread. Education touches every aspect of life in this society and thus not only part of the kingdoms socio-economic activities but also a tool for enlightenment as well as a means to globalization.Advertising We will write a custom essay sample on Educational Issues in the Kingdom of Saudi Arabia specifically for you for only $16.05 $11/page Learn More Efforts to modernize education to cater for the current and expanding needs of the Kingdom began in 1953 and have continued to the present day. These efforts saw the establishment and expansion of public education through development of education institutions such as schools, colleges and other forms of tertiary education institutions. The efforts also saw the reconstruction of the national curriculum as part of the Kingdom’s national development pla ns. The Saudi national curriculum is highly religious. It borrows heavily from Islam. Not only is the curriculum content shaped by Islam but also requires student to spend most of the times learning and reciting Quran. Thus the education has promoted Islam over other religions and as such has led the educational system to be criticized as a system that does not tolerate other religions. There have been fairly commendable attempts at promoting gender equality in the provision of education opportunities. The royal family and the government have required that both men and women be given equal opportunities in education. However this has faced several challenges. This is because the conservative culture overtly grants more advantages to men than women as well as limiting the opportunities for socialization between men and women. The kingdom also has an assessment criterion that needs massive improvements to ensure that the Saudi children acquire the necessary skills and knowledge as wel l as make them globally competitive, while promoting science and technology. Furthermore education in this kingdom is purposed to produce Shariah compliant professionals. Therefore the outcome of education in Saudi Arabia is influenced by social-political as well as economic factors.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Education system in the kingdom of Saudi Arabia The kingdom has a centralized education system that was established way back in 1925. Modernization of the system did not begin until after 1953. Improvements have continued even in present times both at the infrastructural level as well as curriculum levels. In 1958, the kingdom joined other members of the Arab League in adopting and implements a similar education system. The system consists of a three year intermediate level of education which is sandwiched between a 6 year elementary level and a three year tertiary level. T he system is based on the philosophy of providing well informed human labor for the kingdom needs as well as being part of national and economic development. Following the adoption of that system by the Arab League the Kingdom of Saudi Arabia established an education system that has the following levels. There is a pre-elementary level of education which prepares both boys and girls between the ages of four to five years to join the elementary level of education. The elementary level is as six year course that enrolls children at the age of six years. Education at this level is mandatory for both boys and girls and is taken to be the prerequisite for the development of the entire educational program. Each of the school year at this level consists of two semesters. Every semester is made up of seventeen weeks which includes a two weeks of examinations. Each school day has six lessons, termed as classes, 45 minutes each. Suffice to say that boys and girls at this level are enrolled in different schools. The intermediate level enrolls boy and girls after the elementary level. It is very similar to the elementary level in terms of the number of classes per week as well as the duration of the two semester year. English is taken as a compulsory subject at this level. Students have to write an exam at the end of the three years to attain the Intermediate School Certificate. This certificate becomes a requirement to enroll in any type of secondary school (Saudi Arabia Cultural Mission n.d.) Secondary education is categorized in two forms. Regular secondary school enrolls children between 15 and 19 years of age. During the first year of secondary school students take general a studies curriculum. For the remaining two years students have to choose either natural studies, religious instructions that involve Islam and Quranic studies, or administration and social sciences.Advertising We will write a custom essay sample on Educational Issues in the Kingdom of Saudi A rabia specifically for you for only $16.05 $11/page Learn More Natural sciences are a preserve of student who maintains good grades in math’s and sciences. The school year consists of 2, twenty two weeks semesters which include two weeks of exam. Classes per week vary from 26 to 33 each week. Vocational and technical secondary school was set up to cater for Saudi Arabian vocation and technical human resource needs. The school prepares student in agricultural, commercial or industrial training. The purpose of this school is to equip the Saudian student with the relevant technological skills, and thus make them keep up with the global technological development (Saudi Arabia Cultural Mission n.d.). The figure below shows a map of the Saudi Arabia educational system Source: Saudi Arabia Cultural Mission The Saudian higher education consists of colleges and universities that offer degree course to this wishing to pursue education past the secondary school level. Universities, and colleges offer bachelors degrees, masters as well as doctoral Courses. This level of education is for the evaluation of the kingdom’s national as well as economic development plans. It is the greatest resource in that is used in realizing the potential of the Saudi people (Saudi Arabia Cultural Mission n.d.). The kingdom education system also has provision for special education. It caters fro students with special needs as well as marginalized groups.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Such students with disabilities like blindness, deafness or any other physical or mental disability are catered for as the ministry of education established special schools to cater for them. There are also consistent efforts to expand educational facilities to cater for adult leaders as well as there education of the girl child (Saudi Arabia Cultural Mission n.d.). Education and religion Islam is the heart of Saudi Arabian education system. As such the Islam teaching forms the basis of the education system. The system has set time every week where students have to study the holy teachings from Quran as well as the Islamic traditional customs. Islam theocracy is studied from elementary level of education up to the higher education level and is compulsory. Students are expected to not only tot memorize the Quran Holy Scriptures but also apply them to every day life. Therefore religion becomes part of the wider education and its influences views in all subjects studied in school such as psychology, economic, languages and others (State University n.d.). The aim of the Saudi education system is to produce Shariah compliant professional who will provide expertise to serve the kingdoms deeply Islamic community (Rugh 1973). Saudi Arabia sees Islam as part of its national identity. It has thus adopted very conservative Muslim philosophies to form its culture. Education, being heavily religious has not been spared. To teach Islam in school the Saudi ministry of education has thus published books that are to be used in Saudi public schools. It has been found out that such text books contain conservative Islamic doctrinal messages and the books are intentionally released for use in public schools. A research conducted to evaluate the content of text books used in Saudi Arabian school reveals that the education system is propagating slam as the only true religion while declaring other religions as false and enemies to Islam. Such text books propagate the Wahhabism, a ver y conservative Islam doctrine, which is introduced at the elementary level of education and reinforced through the subsequent levels of education (Center for Religious Freedom of Hudson Institute 2008). Messages contained in Saudi Arabian public schools text books A survey on education materials used in Saudi Arabian schools returned worrying findings. It has been revealed that text books used in public schools contain messages that may lead to the promotion of hatred and conflict amongst Saudi Arabian students and people of other faiths. The Wahhabi doctrine taught in Saudi Arabian schools explain that the Shiites and Sufi Muslims are polytheist while some textbook have termed the Sunni Islam as a bad religion. The Wahhabi doctrine goes further to teach Saudi children that Islam must be interpreted as literally as possible and should thus be practiced in it original form. As such, any one who only sees Islam as only theoretical is an unbeliever. Concerning Christians and Jews, the Wahhabi doctrine terms them as infidels and as such do not deserve to be befriended. It sees Jews and Christians as enemies of the true faith who must be changed and fought at all times. The Saudi children are also taught that the conflict between Muslim will always continue and Islam will eventually win as it is the religion of truth and righteousness. The text books also calls the Saudi children to holy war to protect Islam (Center for Religious Freedom of Hudson Institute 2008). Center for Religious Freedom of Hudson Institute (2008) concludes that the idea of teaching religion to school children is a noble idea and has been in practice in many parts of the world. So the kingdom of Saudi Arabia cannot be faulted on wanting to teach religion in schools. However, out of zeal to teach Islam, the ministry has gone over board. Religion should be taught for spiritual enlightenment and nourishment. However, religious curriculum is going against such benefits. The country’s deeply religious instruction seems to be promoting conflict and intolerance amongst various religions. It also abhors any form of pluralism. The text books promote violence against other religions and as such do not respect the basic human right to freedom of worship. This is in contravention with the UN charter on human rights as well as the kingdoms international responsibilities and obligations towards promotion of peace and tolerance among the citizens of the world. As a result the Saudi Arabian ministry of education has been prevailed upon to recall such text book from use. However as at the year 2008, there had been vey little effort by the said ministry to either recall or review such message contained in such text books. Education and gender The kingdom of Saudi Arabia has been one of the conservative Muslim countries that have seen the need to provide equal education opportunities for both boys and girls. Women in many communities in the world have been discriminated when it come s to education opportunities. In that case the Saudi Arabian government sought to guarantee that the girl child has equal opportunities as the boy child at all level of education. As such consistent efforts have been made to educate the Saudi woman. The result is an almost equal enrollment in the numbers of boys and girls. The figure below reflects the success of the attempts to educate the girl child in Saudi Arabia. Source: Saudi Arabia Cultural Mission However certain issues still needs to be addressed in relation to education and gender. There is evidence of gender segregation and discrimination in the kingdoms education system. The education of the woman in Saudi Arabia is still facing opposition from religiously conservative quarters despite the fact that the government started supporting the education of the girl child from the 1960s. Women education has been treated separately from boy child education. As such, the ministry of education formed the General Presidency for Gir l’s Education. This board was mandated with the responsibility to ensure that girls were only exposed to the type of education that was suited for them. Women in Saudi Arabia are still restricted to physical sciences such architecture, mathematics, engineering, physics, computer sciences among others. The board stated that the girls child should be taught home economics as well as languages and history. The heavily Wahhabi-doctrine-influenced education curriculum in Saudi Arabia has stipulated gender roles as well as the relationship between boys and girls. Girls are taught basic home skills such as home economics and how to take care of their children. Furthermore girls from an early age are taught how to behave towards their husbands. Some of the text book suggests that women are not to speak before a man and that wives must totally submit to heir husband at all times. Furthermore women are not encouraged to be alone with men whom they are not very closely related to as thi s may lead to inordinate relationships. Such close contact is discouraged by the education as away of countering sin (Doumato and Posusney 2003). Moreover, the education system in respect to the Wahhabi doctrine of limiting the contact between men and women has offered separate school for boys and girls (Sedgwick 2001). However such conservative approach has faced criticism and reproach from within and without the kingdom. Al-Hariri (1987) argues that such conservatism is just an ancient custom that has no Islamic roots and that it reduces a woman to a second class citizen of the world whose only place is to be a slave to man. Prophet Mohamed as Al-Hariri (1987) explains taught that men and women are equal before Allah and that they are â€Å"Complementary to each other.† As such they should have equal opportunities and therefore need to be educated equal opportunities that do not portray any form of gender bias. Furthermore, the same teachings regarding public decorum and dr essing for women should also be taught to men. Such criticism together with the growth of privately owned schools has had a great influence on the nature of education. These schools have opened their doors to offer the same curriculum and subject to both boys and girls. Girls are allowed to take all subjects including sciences provided they pass entry examinations. The curriculum in these private schools is also influenced by secular education and as such religion is not necessarily compulsory. Therefore the influence of secularism is not only being felt in the education sector but n the Saudian society. More women educated in these private schools are slowly violating the way a woman behaved in the traditional Saudian community. These women have adopted a more liberal disposition. There is an emergence of a class of women, the alumni of private schools, seen in affluent districts with bold dress codes that among other things do not cover their faces; covering of the face by women i s a requirement of the traditional Saudian culture. Furthermore, the schools also mixed. The opening up of the education opportunities is however a preserve of the rich. This is because private schools that offer such opportunities are very expensive and thus only the rich can afford. The poor majority are still stuck with the conservative curriculum taught in public schools. This further shows the ugly nature of societal inequalities in the country (Doumato Posusney 2003). Quality versus quantity The need to promote provision of education has seen the government through the ministry of education seeks to increase the number of educational l institutions to cater for increasing demand of education. In the year 2010 alone, the government committed in excess of $US 35 billion equivalent to the development of education. Furthermore the government has also given incentives to private property owners to rent them to be used as schools. This has seen an upsurge of school in the country. Critics argue that such huge amount of resources is only focused on quantitative increase in education at the expense of the quality of education. Such a move experts argue has had very negative effect on the quantity of education (Sadaawi 2010). The kingdom poor educational standards are the bane of the country’s social economic development according to public opinion reports. There is an increasing concern that the education is too religious and theoretical. Most students argue that it doesn’t help that they spend too much time studying religious morals, at the expense of such important subject like science. Teachers, students argue, just regurgitate knowledge as it exists in books. There â€Å"nothing of practical value† in the education system and as results the Saudi employer is complaining that colleges and universities are graduating student with very limited practical skills (Faith World 2011). Sadaawi (2010) explains that the ministry of education has a cknowledged the challenge and instigated a series of measures to ensure that the quality of education is not lost in the rush to build more schools. Among such measures include a project adopted from Australia that is aimed at addressing student specific needs, is more interactive and technical oriented. Furthermore the ministry has implemented a school evaluation program that addresses the entire process of education. The ministry has also upgraded the ethical and professional standards for the entire personnel involved in education process. Most importantly there has been efforts to promote the development of cognitive, creative, problem, solving and critical thinking skill amongst Saudi Arabian students. Assessment issues in the Saudi curriculum In line with the kingdom’s effort to improve the quality standards of education in, the curriculum assessment methods are viewed as ways to reform the education system and project it towards future prosperity. However the current a ssessment criterion is disjointed and needs improvement. This is because the curriculum lack in so many areas such as performance standards, disjointed curriculum information generation mechanism, among other short comings. In this case there is need to re evaluate the assessment methods used in the country (Sadaawi 2010) Efforts have been made to review the kingdoms assessment criteria. A proposal has been presented for adoption to the ministry of education. The proposal addresses such areas as follows: the curriculum is to teach as well assess the development of theoretical as well technical and cognitive abilities of the Saudi children. The curricular is to ensure that graduates from Saudi Arabian school are not only competitive in the region but also globally. As such the new assessment criteria must generation valid and reliable information in the areas such as cognitive curriculum outcomes, the students’ attitudes toward specific subjects as well as the learning environ ment. Moreover the proposal suggests the development of assessment tools and instruments such as scoring rubrics to ensure that both the content knowledge and application is tested appropriately. Over and above collecting information about the curriculum, the new assessment method proposed is to also record and analyze that information and use fro the development of future educational needs. Conclusion Saudi Arabian is such a conservative community and as such is not always open to change. As such it has found itself net developing at the same pace despite being one of the richest counties 9n the world due to its massive oil reserves. Its education is facing a myriad of social political challenges. The education system has been the bane of the country’s development plans. This is because it does not embrace practical education. It supports a religious based education that is inclined at producing religious compliant graduates. While this is not entirely wrong, religious educa tion is taught at the expense of practical based subjects. This has greatly impacted educational standards negatively. Other than this gender issues are nit adequately addressed as women still find themselves segregated. Equal opportunities for both boys and girl only exist in private schools, leaving many girls who attend public school subject to such segregationist educational practices. Furthermore text books used in schools have been found to contain deep religious message that promote religious discontent. Despite the government current efforts to review the education system, the country needs to carry out radical reforms and modernize its education system and goals. This will enable the country to develop at the same pace with its peers. Reference List Al-Hariri, R. 1987. Islam’s Point of View on Women’s Education in Saudi Arabia.  Comparative Education23(1). [Online] Available at http://www.jstor.org/stable/3099445 Al Sadaawi, A. 2010.Saudi National Assessmen t of Educational Progress (SNAEP).  International Journal of Education Policy and Leadership 5(11). [Online] Available at http://journals.sfu.ca/ijepl/index.php/ijepl/article/download/202/100 Center for Religious Freedom of the Hudson Institute. 2008. 2008 Update: Saudi Arabia’s Curriculum of Intolerance with Excerpts from Saudi Ministry of Education – Textbooks for Islamic Studies. [Online] Available at http://www.hudson.org/files/pdf_upload/saudi_textbooks_final.pdf. Doumato, E., and Posusney, M. 2003. Women and globalization in the Arab Middle  East: genders, economy and society. Colorado: Lynne Reiner Publishers Faith World. 2011. Saudis want more science in religion-heavy education. Reuters. [Online] Available at Feb 10, 2011 08:02 EST http://blogs.reuters.com/faithworld/2011/02/10/saudis-want-more-science-in- religion-heavy-education/ Saudi Arabian Cultural Mission n.d. Education system in Saudi Arabia 2006. [Online] Available at www.sacm.org/Publications/ 58285_Edu_complete.pdf Sedgwick, R. 2001. Education in Saudi Arabia. WENR. [Online] Available at http://www.wes.org/ewenr/01nov/practical.htm. State University. n.d. Saudi Arabia – Educational System—overview. [Online] Available at http://education.stateuniversity.com/pages/1302/Saudi-Arabia- EDUCATIONAL-SYSTEM-OVERVIEW.html Rugh, W. 1973. Emergence of a New Middle Class in Saudi Arabia. Middle East  Journal 27(1). [Online] Available at http://www.jstor.org/stable/4325018 This essay on Educational Issues in the Kingdom of Saudi Arabia was written and submitted by user Annabella K. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Gender and Human Rights

Gender and Human Rights Human of Rights Guaranteed by the Constitution and being inalienable since the birth of an individual, human rights still remain on the global agenda (Hessler 2). The concept of a Human of Rights introduced by Foucault in 1950s, and also referred to as humanity is traditionally defined as a â€Å"floating signifier† (Douzinas 4) and is related directly to the idea of human rights.Advertising We will write a custom essay sample on Gender and Human Rights specifically for you for only $16.05 $11/page Learn More The specified definition of the concept, however, is rather loose, as the notion embraces the issues such as the provision of human rights, the basic principles of equality, etc. (Douzinas 5). Gender and Human Rights Connecting the subject matter to gender, one must admit that the concept of the human of rights cannot be applied to women in its entirety yet (Davidson 58). Due to the bigoted laws and the prejudices that persist in the society desp ite numerous awareness campaigns, women’s rights are infringed on a regular basis due to imperfect laws and the biased regulations. The lack of equality can be observed even in the countries that have progressed significantly in terms of promotion of human rights to all denizens of the population (Cook 39). Defined Right More importantly, the challenges, which women are forced to fight because of the flaws of the current legal system, are predetermined by social prejudices to a considerable extent. Researches show that the â€Å"politics surrounding women’s human rights† (Steans 75) are, in fact, enhanced by the stereotype of women as housewives (Cook 20) and result in women being labeled as unauthorized for â€Å"bodily autonomy and control over sexuality and reproductive choice specifically† (Steans 75). At this point, the issue of a defined right deserves to be mentioned. It is assumed that a right becomes defined once the corresponding law is issued, and the required changes are made to the legislation so that the current regulations should promote freedoms to all citizens and that a specific stratum of the population should be provided with equal opportunities. The integration of a defined right into the framework of a particular society, however, is likely to take a significant amount of time. Defined Right and Culture The problem in question can be spotted in gender relations easily. Although it is guaranteed constitutionally that women are entitled to the same set of rights that men are, the latter still enjoy more privileges, especially when the lack of equity between men and women is predetermined by the predominant philosophical principles of the society or its religious postulates.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Particularly, in some states, women are completely deprived of their basic human rights, which c learly is an issue of major concern. The life of Muslim women is a graphic example of the phenomenon in question; although Muslim women are supposed to have the same rights as men do, â€Å"In the name of Islam, women are subjected to cruel and horrible practices† (Ali 2). Even though the basic principles of equity were established quite a while on a global level, women still experience much more social pressure and injustice based on prejudice than men. Hence, the gender issue is yet to be resolved in the contemporary society. To be more exact, women have to be provided with their rights to be equal; these rights concern not only the political choices, such as the right to vote but also the need to be accepted in the society as an equal member thereof. Ali, Ayaan Hirshi. The Caged Virgin. London, UK: CBS Company, 2006. Print. Cook, Rebecca J. Human Rights of Women: National and International Perspectives. Philadelphia, Pennsylvania: University of Pennsylvania Press, 2012. P rint. Davidson, Judy. â€Å"Sporting Homonationalisms: Sexual Exceptionalism, Queer Privilege, and the 21st Century International Lesbian and Gay Sport Movement.† Sociology of Sport Journal 30.1(2013): 57-83. Print. Douzinas, Costas. â€Å"The Many Faces of Humanitarianism.† Parrhesia 2.1 (2007): 1–28. Print. Hessler, Kristen 2010, Political Legitimacy and Women’s Human Rights. PDF file. Web.Advertising We will write a custom essay sample on Gender and Human Rights specifically for you for only $16.05 $11/page Learn More Steans, Jill. â€Å"Body Politics: Gender, Sexuality and Rights.† Gender Matters in Global Politics: A Feminist Introduction into International Relations. Ed. Laura J. Sheperd. New York City, New York: Routledge, 2010. 74–84. Print.

Six Steps Involved in Conducting a Job Analysis of a Nursing Position Assignment

Six Steps Involved in Conducting a Job Analysis of a Nursing Position - Assignment Example Further, the job analysis process helps in the determination of what a given job entails including the location, title, summary, working conditions, equipment, possible hazards and the material that the potential or existing employees will require to undertake the job  (Dessler, 2008). The first step in the job analysis process is to collect information concerning the job. Several methods can be used the collection of data about a given job. These methods include seeking the input of subject matter experts, reviewing classification standards and position descriptions, and going through occupational studies. Others include interviewing employees doing the job, letting employees fill questionnaires and observation. Nurses in emergency rooms specialize in the provision of critical medical care, as well as, specialized forms of treatments to patients who are severely ill or injured. They are involved in the provision of treatments to patients who suffer from life-threatening conditions. Of all the responsibilities emergency room nurses are involved in, undertaking the blood work is the most critical. This is because patients who visit this area lose blood at a high rate due to the kind of circumstances that they face before coming to the hospital. Further, the cleaning of lacerations is required, as well as, rapid assessment of patients. To begin with, emergency room nurses ought to be fast and efficient in their duties. This duty needs individuals that can work in blood-filled areas comfortably. Further, nurses in emergency rooms need to have been adequately trained with good academic abilities. Nurses need to be adequately trained so that they can have the relevant skills to clean up lacerations. This procedure requires near perfection, and this can be provided through adequate training. Further, nurses ought to have personalities that will allow them to work in areas with horrific sites. This personality is important because severely ill or injured individuals visit emergency rooms. Speedy, but efficient individuals are also required in the emergency rooms because of the pressure of the job.  Ã‚  

Strategy management Essay Example | Topics and Well Written Essays - 3000 words - 3

Strategy management - Essay Example In order to stay relevant in such aggressive market, these companies have been forced to initiate new strategies characteristically from time to time. However, amid the innovativeness and creativity to generate such new strategies such as distinct mobile phone features, capability, speed, memory capacity and so forth, there has been a clash between the principal firms. Ultimately, the aim of each company is not only to stay relevant but to remain dominant in the market as well. In a number of studies by prominent researchers such as Michael porter, Bowman’s, Johnson’s, McKenzie’s etc on the marketing strategies, they have made some influential marketing models to analyse the reign in competitive market spheres. For instance, in Porter’s generic strategies, he proposed three stratagems of cost leadership, focus and differentiation (Porter, 2007). Through the three strategies, Porter intends to show that the profit of the firm is basically the difference between its returns and cost. Thus, high profitability is achievable through attaining lower costs or higher prices with reference to the competition, meaning that a company can earn a price premium through differentiation (de Kluyver, 2010). In line with Porters’ and other models by other researchers, I seek to critically evaluate some of the analytical processes against three major mobile manufacturing companies. The purpose of this study paper is to not only evaluate the models, but also explore the merits and demerits associated with each of the analytical processes with regard to the telecommunication industry. The methodology of this paper will be an evaluation of the analytical process, followed by application of the firms and conclusion of each with the scepticism of demerits experienced of the processes. In addition, will be an assessment of the number of ways to mitigate the deficiencies of the models if any. A case study of this assessment paper is on three major mobile manufacturing

Case Projects in Computer Forensics Essay Example | Topics and Well Written Essays - 750 words

Case Projects in Computer Forensics - Essay Example Despite the fact that the Daubert Standard is not directly connected to forensics examination, it sets a good guideline for acceptability of validation reports in courts of law (cited Brunty 1). In order to determine the validity of the findings in question, it is vital to determine from the police investigator the exact procedure he/she took as well as all the forensic tools he/she used in examining the computer data. In the Digital Evidence discipline, it is fundamental that the examination of procedures include a complete understanding of the methodology used so as to determine its specificity, limitations and margins of error. The validation of forensic tools is conducted to verify that they did not alter, add or delete any of the original data. (Barbara 4). Computer forensics involves, at least, the basic four processes of identification, preservation, analysis and presentation. Since identification and presentation depend on the skills of the investigator they cannot be subject ed to the validation process of the computer laboratory. On the other hand, preservation and analysis are forensics-tool bases and thus, can be verified and validated. Preservation entails forensic copy, verification, write protection and media sanitation while analysis involves the processes of searching, file rendering, data recovery, decryption, file identification, processing, temporal data, and process automation (Guo et al 2009, pp. S-15-S16). Validation and verification of electronic evidence requires mathematical technique primarily to determine their error ratio. One way of doing this is to split a sample data into subsets, to be called model subsets, and compare them to the remaining subsets. Next, the file system should be examined remembering that file systems have two layers: abstract and; low level. When examination had focused on the abstract level, it is most likely that the low level evidence has been overlooked. To determine if this is the case, the file system ima ge should be examined and layer 1 obtained. From layer 1, layer 2 should be inferred and this inferred layer should be compared to the actual layer 2 and the discrepancies noted. All other file systems are then examined similarly and the average error ratio obtained. To continue with the validation, a mathematical formula must be adopted for each file system that consists of a weighted summation of every layer. The following is an example of a formula of FAT12: Er = 0.05(L1) + 0.1(L2) + 0.05(L3) + 0.1(L4) + 0.2(L5) + 0.2(L6) + 0.3(L7) A FAT12 file system, a file system commonly used in most computers, has seven layers: boot sector values; FAT and data areas; FAT entries; clusters; formatted cluster content; linked list of clusters; all directory entries. Each of these layers must be examined for their respective abstract and lower-level, a forecast lower level layer developed with the help of the abstract and the predicted lower-level compared with the original lower-level layer and error ratio is stored. At the end, all stored layer ratios must be placed into a weighted formula similar as above and an average error ratio for the file system obtained. This examination would establish the extent of the discrepancies in the previous examination (Sremack 2003). Case Project 14-3 Several characteristics distinguish a technical/formal paper from other types.

Examples of Good Globalization

Examples of Good Globalization When attempting to come up with a good example of globalisation, the first things that come to mind are McDonalds and children from third world countries wearing USA t-shirts. Anthony Giddens mentions in his book Runaway World how a friend of his was doing field studies in a village in central Africa. She was invited to a local home to enjoy an evening she thought would be culturally informing; however, the families entertainment turned out to be a viewing of the American movie Basic Instinct, and the movie hadnt even been released in London yet (Giddens 2002). This is merely one of many examples that go to show how the world we live in is undergoing a drastic transformation that is impossible for anyone to ignore. Whether it is noticeable or not, globalisation is affecting every person on earth, in every aspect of our lives and in everything we do. Most skeptics and radicals look at the economic side of globalisation and toss the other aspects of globalisation to the side. Globalisation is technological, political, and cultural, just as much as it is economic. It is modifying and influencing, but not destroying, cultural identities across the globe. No matter what country comes to mind, almost all have a word in their own native language for globalisation. This global trend is impossible to miss, from curry and chips-recently voted the favourite dish in Britain-to Thai saunas, Zen Catholicism or Judaism, Nigerian Kung Fu, or Bollywood films, made in Bombay-Mumbai and mixing Indian traditions of song and dance with the conventions of Hollywood (Burke 2009). This is not to say that we are undergoing global hybridisation or falling to transnationalisation, but rather, that the cultural blending happening all around the globe is helping us gain knowledge of the world through the many means of communication out there. Also, globalisation is not diminishing cultural identities, but rather, it is heightening an individual cultures sense of self. Many believe a World Order is indeed falling upon us, some being for it and some against, but if we were to undergo the transition to a single World/Government Order, we would lose all sense of culture identities and individualism. If we had a global state, what would prevent the leaders of this new order from dictating a world of secularization? Who would want to be forced to be in a World Order where everything is dictated and all are forced to more or less become a puppet to one world government? Whether it is seen as a World Order, a global society, or a world system, its presence is unnecessary in todays world. Emile Durkheim, a sociologist not opposed to World Order and solidarity, states that, any society is motivated by its need to normatize the event of its togetherness by constructing and adhering to common symbols, beliefs, and practices. Those common symbols, beliefs, and practices do not exist, therefore, simply for the sake of their intrinsic value, truth, or logic. In other words, they have no intrinsic essence (Bamyeh 2000). In saying that the societies and cultures in todays world lack intrinsic essence in their beliefs, traditions, and practices, Durkheim is underlying that these societies have no innate feelings for their own cultural identities, and that these identities have been formed out of the necessity to bring people together to form a society. If Durkheim were to simply take into account all the religious and cultural turmoil going on, she would see that a cultures beliefs, symbols, and practices do hold intrinsic essence to the people within. A largely discussed topic pertaining to globalisation revolves around Benjamin Barbers thesis, distinguishing the differences between the forces of McWorld and Jihad. These are two general attitudes in regards to globalisation. McWorld represents global mass culture and the unification by consumerism and transnationalism. Jihad, on the other hand, represents the deterioration of local traditions and histories due to globalisation (Cowen 2002). My idea of how globalisation is shaping the world and cultural identities is a mix of the two. Yes, mass cultural communication is unifying the world is every aspect of our lives, but it is not deteriorating local traditions and histories, nor are the worlds cultures subject to transnationalisation. Globalisation is, if anything, allowing individual cultures to expand their knowledge of other cultures and allowing them to use and share products, ideas, and customs of other cultures in unison with their own cultures. The blending of nations and cultures is going on as we speak. It is at our fingertips every day with global communications and the Internet. These forms of communication due to globalisation are how we can be enriched by other cultures and share what we have to offer, but the main difference is our choice to choose what we want to study, admire and aspire to be more like or what cultures we want to melt into our own. Without falling to the grips of a single World Order or system, and without cultures falling to transnationalism, it is possible for globalisation to continue throughout the world, as we know it. As Bamyeh (2000) proposes, the process of globalisation is beginning to create a common knowledge system, which is being communicated across the entire globe. This common knowledge system is being communicated by means of: international media, through films and music; mass travel, through students studying abroad and backpackers trekking across nations; and the Internet, through Facebook, blogs and chats, and international News websites. All of these forms of communication have aided in the widespread knowledge of the worlds cultures, making way for the adoption of international influences on a freedom-of-choice level (McQuail 2002). Communication is what enhances feelings of togetherness in societies and cultures. It is what essentially started the formation of societies and individual cultural profiles. With the improvement of technological communication over the past few decades, communities that have been isolated from each other have been able to exchange cultural elements of interest between one another (for example, the Basic Instinct movie in the central African village mentioned in the introduction) (Bamyeh 2000). When looking at the overall effects the mass media has had on globalisation, the Western nations control most of the symbolic and cultural aspects of cross-cultural communications through their media products. Though foreign troops may not be deployed, and a foreign government established, the presence of the empire is felt in the everyday presence of Western media products (Macgregor Wise 2008). In this sense, Macgregor Wise is almost saying that the globalisation of Americas media is giving all other countries defensive feelings towards America, and that it poses as a major cultural threat. However, when looking at world music, literature, and visual arts, it is clearly apparent that cultures have benefited from these communal aspects of globalisation, and that America is clearly not a global threat to cultures. These means of mass media have provided a diverse menu of choice for cultures in developing their own cultural identities (Cowen 2002). In developing or maintaining cultura l identities during the processes of globalisation, countries have developed their own unique ways in staying true to their individual identities. This goes to show that the beliefs and practices a culture maintains do indeed have intrinsic essence, as stated earlier, and that a culture can maintain its identity while also absorbing what it freely chooses from other cultures. The worlds wide variety of media products and how countries incorporate them into their own culture is a perfect example of cultures absorbing other cultures while maintaining their own. Canada, France, Spain, Italy, Germany, name the country, and they probably import Western media. Many believe that all the importation from the Wests media markets is leading to Americanisation, but when taking a closer look, it is apparent that these importing cultures put just as much if not more emphasis on their own markets than they do the Western markets. Canada, for instance, subsidizes their own domestic cinema and mandates domestic musical content for a percentage of radio time. Likewise, the French spend billions of dollars a year on cultural matters, aiding in the nourishing and successes of their French culture (Cowen 2002). The fear of Hollywood devouring the markets of other countries is being countered innately by the individual countries themselves. Granted, many of the movies played in international cinemas, in France and Italy for instance, are Hollywood films. The main cultural aspect behind this is that the movies are translated into the countries own native language. This is proof that countries can uphold their own cultural aspects while absorbing those of others. When discussing movies with an Italian and a French friend, we found ourselves talking about the movie titles. The movie Home Alone (1990) to Italians is called Mamma Ho Perso Laereo (which translates to Mom I Missed My Flight). The movie A Man For All Seasons (1967) in France is called Un Homme Pour Là ©ternità ©, which translates to a man for eternity. These small changes to Western media products are only a few examples as to how countries can still maintain a cultural identity. Just because the Western culture is widely disperse d throughout the world does not mean countries are falling to Americanisation, let alone Globalisation. There are always steps being taken by countries and cultures in maintaining their own identity. Many critics of the globalisation ideology refute with the fact that many cultures in the world today have already fallen to the processes of globalisation, namely homogenisation. American Indian communities, for example, have been overshadowed by the entirety of the United States, and these contemporary critics believe these communities are on the verge of homogenization (Lewellen 2002). However, as Cowen stated it best, once these individuals [e.g. the American Indian communities] have been brought into a common pool with well-developed means of communication, however, they sort themselves into more finely grained and more diverse groups (Cowen 2002). With an outlook like this, one can see that, even with the effects of globalisation, communities still find ways to diversify themselves from other closely sectored communities. If a culture is amongst the grips of globalisation, the effects are counter-acted by popular press, interest groups, and social movements who devout great dea ls of attention to these cultural dilemmas. It is the threat of the loss of traditional identities that trigger cultures to look inwards at their own identities. This healthy narcissism that results from the fear of globalisation is what keeps cultural identities alive in the world we live in today (Burke 2009). When cultures begin to look inwards is when they begin to value greatly the differences between their own cultural identities and those of others. A culture thought to be on the brink of distinction isnt on the brink at all. The attention drawn to a troubled culture allows that culture to prevail, and in the process the knowledge and traditions of that troubled culture become known to the public. The world would know very little about, for example, American Indians, or dying languages such as Welsh, Basque, and Yiddish, if it wasnt for the troubles these heritages faced (Cowen 2000). Globalisation isnt simply Black and White, McWorld and Jihad, homogenization or heterogenisation. There is and always will be an in-between area, which is where the world is at now and where I feel it best belongs. With the process of globalisation, there will always be the countering effect. By resting in the middle, through mass communication, people have been able to gain knowledge of other cultures they would have never dreamed of knowing about. The diverse cuisine menus, musical genres, film categories, and traveling opportunities have all made way for the world to gain knowledge of different cultural traditions. The world, as we know it, thrives off of the cultures that cherish and preserve their cultural identities. A world culture which is simply a uniform culture would be no culture at all. We should have a humanity de-humanised. It would be a nightmare (Murali 2010). Why would the world fall completely to globalisation or a World Order when what it thrives on would simply b e destroyed in the process? The absorption of cultural knowledge and traditions through the wide variety of mass communication available to us today truly heightens a cultures sense of self, innately countering globalisation and allowing cultures to continually prevail.

Barbados Essay -- Geography History Island Barbados Essays

Barbados GEOGRAPHY Barbados is the eastern most island of the Caribbean, located in the North Atlantic Ocean, northeast of Venezuela (13 10 N, 59 32 W). It is considered a â€Å"Coral Island† due to its vast coral shore beaches that surround the perimeter of the island. Overall, Barbados is 430 square kilometers, with 97 kilometers being coastline area. The circumference is approximately 55 miles around, and has a pear-like shape to it. Length and width wise, Barbados is 21 miles and 13 miles respectively. In Comparatively speaking, Barbados is 2.5 times the size of Washington D.C. Geologically, Barbados is actually 2 large masses of build up of coral on sedimentary rocks, that have formed the island over thousands of years. The terrain is relatively flat, but rises gently to the central highland region of the island. Along the coastline, the elevation is at it’s lowest (zero meters). Mount Hillaby is the highest peak on Barbados at 336 meters above sea level (1,147 feet). The climate in Barbados is tropical. It is often sunny, and there is about 3,000 sun hours annually. Trade winds constantly sweep across the island, keeping the temperature rather comfortable. Temperatures are very stable throughout the entire year. In January, the average high temperature is 83 °F, and the average low is 70 °. In July, the average high temperature is 86 °F, while the average low is 74 °F. Despite the constant winds, hurricanes infrequently hit Barbados. Occasional landslides are the only natural disasters that plaque the island. The west coast of Barbados is often referred to as the â€Å"Platinum Coast†. It is renowned for the clear warm waters that lap gently on the beach’s gold and white sands and massive coral reefs. The... ...p Over a Centerpiece of Barbados Culture. The Toronto Sun. p. T6 King, John. (2003, August 8). Melody: A festival to fight for, guys. Retrieved on April 13, 2004. from [www.barbadian.com]. Norton, Graham, (February 2002). Barbados: British empire in the miniature. History Today. 52 (2), 52. Retrieved March 2, 2004, from Expanded Academic Database. Parliament of Barbados. (April 30, 2004). Retrieved March, 30, 2004, from www.parliamentbarbados.gov.bb The Abbreviated History of Barbados. Retrieved March 2, 2004, from http://www.barbados.org/history1.htm U.S. Department of State. (August 2002). Background Notes: Barbados. Retrieved March 2, 2004, from http://www.state.gov/r/pa/ei/bgn/26507.htm World Fact Book, (December 18, 2003). Barbados. Retrieved on April 13, 2004, from [http://www.odci.gov/cia/publications/factbook/geos/bb.html].