Class Conflict in Kenya Essays

Class Conflict in Kenya Essays Class Conflict in Kenya Essay Class Conflict in Kenya Essay Conflict can be described as a natural disagreement between two interdependent parties as a result of differences in attitudes, values, beliefs and needs. When the parties perceive incompatible goals with each other or detect interference from the other in achieving their goals conflict will arise. Scarce resources in any society are also a trigger for conflict between individuals and groups. There are multiple definitions of conflict available but commonalities exist among all of them. In order for there to be conflict all parties involved must notice the struggle. Other commonalities include scarcity of resources, opposition and interference in achieving goals. Different schools of thought view conflict differently and there has been conflict regarding the role of conflict in society. The Traditional view, which reigned in the sasss and sasss held the idea that conflict was a negative feature Of society and was evidence Of dysfunction brought about by inadequate communication, and a lack of trust and openness between different groups in society. Therefore, in accordance to this view, conflict should be avoided at all costs. This view did not prevail for very long due to its rigidity. The Human Relations view replaced the Traditional view and prevailed from the late 1 asss through to the 1 asss. This new view believed that conflict was inevitable and thus should be acceptable. Conflict was seen as a natural occurrence during interaction between groups and organizations. Eventually this view was stamped out giving way to the current perspective, The Interactions View. This view differs from its predecessors in that it actively encourages conflict believing that any congruent, diplomatic, serene and cooperative group can become stationary and uninterested to needs for theorization and change. Therefore, this view encourages conflict, though of a minimal level, as it helps keep the group active, self-critical and imaginative. Conflict as described by the Human Relations view is inevitable and a part of every society. This aspect is especially true in third-world societies where conflict is rampant due to excessive competition for the scarce resources available such as money, employment opportunities, land, power and prestige. Third-world countries are characterized by high levels of unemployment and illiteracy leading to a wide gap between different social lasses in the society. This leads to class conflict as different groups try to either maintain or improve their social standing at whatever cost. This conflict is evident here in Kenya, especially in the capital city of Nairobi where every social class is represented. Class conflict, also known as class struggle or class warfare is the friction or rivalry between different classes in society as result of opposing socioeconomic desires and interests. Class conflict may take a variety of forms including direct and indirect violence, legal and illegal lobbying and even bribing of government officials. Classes in society are a result of social stratification: a method by which society positions groups of people within a hierarchy. Social stratification is an attribute of society and does not reflect on individual differences such as gender, race and religion. Because of this social stratification perseveres through generations, making social mobility difficult. Though social stratification is a universal feature, it varies between different societies, with certain societies showing more inequality than other ones. The class system is based on birth status as well as personal achievement. Social transformation in Kenya is a source of great conflict. The countrys class system is inundated by grave inequalities in every sector from health to security, politics to economics. This predisposes the society to conflict, both passive and active, as people fight the violation of their bottom line rules and norms. Class conflict in Kenya is expressed in a variety of ways. Strikes by civil servants due to unpaid salaries and poor working conditions have become prevalent in Kenya, with the government maintaining a shortage of funds, yet Members of Parliament continue to grant themselves hefty pay rises and allowances. Government schools and hospitals are characteristically dilapidated and congested and this is all the majority of the population has access to. Private institutions, which are highly modernized and pristine are costly and out of reach for the greater part of the population. This makes basic human needs such as proper healthcare a preserve of only the well off. The growing injustices meted out on the lower class by powerful groups and individuals in society is a major contributor to class conflict and violence. The prices of basic commodities are often inflated in order to fund personal endeavors of the rich and powerful at the cost of the ordinary citizen. Politicians continue to use false promises to gain votes during campaigns only to disregard all their duties and previous promises choosing instead to enrich themselves at the cost of the ordinary citizen. The gap between the rich and poor continues to widen as the poor get poorer and the rich get more powerful. The number of people who lack basic needs such as shelter, food and water continues to grow, while others have these basic needs in abundance but constantly complain of lack of necessities such as extra bodyguards. Corruption and inequalities have eroded the police and court systems with justice being handed to the highest bidder. It is common for petty thieves to receive heavy sentences for their crimes while those who commit large injustices walk away with nothing more than an insignificant punishment. Government offices are marred by corruption where bribing is the order of the day. The police system is no better and traffic police officers constantly barrage motorists for bribes. For those who are well off this might not seem to be such a bad way of life, as money can get you anything you want. However, for the ordinary citizens who can barely afford to feed and support their families as it is, this dishonesty can be quite exasperating and disheartening leading to class conflict. Class conflict in Kenya takes various forms with the most obvious being direct violence in the form of strikes and protests against the government and other powerful conglomerates, which are a common occurrence in the country. Deaths due to poverty, hunger, sickness and hazardous working conditions are other forms of class conflict. Politicians carry on their predecessors deception by promising to provide the people with jobs, housing, infrastructure and security, only to overlook the people once they are in power. All these inequalities and false promises have led to frustration and anger among the working class, leading them to express their anger through violence and criminal activities. This old-age form of conflict exists and has existed in almost every society and therefore is the basis of several theories, which I will use to analyze class conflict in Kenya. The evident inequalities in the distribution of resources in the country result in a large number of people being left with unsatisfied needs. According to Burtons Human Needs theory, conflict arises when human needs are unsatisfied, especially basic human needs. Burton believes that we seek out our needs simultaneously as opposed to Mascots hierarchal arrangement of needs. A few of the needs recognized by the theorist include safety/security, participation in the civil society, personal fulfillment, freedom and distributive justice. Peoples obstinate urge to meet their unmet needs, whether on the societal, group or individual level is one of the key reasons for prolonged and problematic conflicts in society. Another theory that explains the class conflict in Kenya is the Structural Violence Theory. According to Gallant, the proponent, inequalities in society eventually bring about conflict and violence and until these inequalities are addressed, the violence will persist. According to the Society for International Development on economic inequality (2004) Kenya is among 10 top unequal societies worldwide and holds the number one position for inequality in East Africa. The society alleges that for every shilling an underprivileged Kenya makes, a wealthy Kenya makes 56 shillings. , According to Aqualungs Structural Violence theory, !!!! According to the Conflict Theory the pursuit of individual interests is the cause of conflict in society and thus should be considered an ordinary feature of social life. In the pursuit of interests, resources are scarce and this leads to competition. The assumptions of this theory are that society is made up of various groups Of people who fight for resources, and these groups Of people are engaged in a constant power struggle. Social groups will use resources to their own advantage in the pursuit of their goals. This often means that those ho lack control over resources will be taken advantage of. As a result, many dominated groups will struggle with other groups in attempt to gain control. The majority of the time, the groups with the most resources will gain or maintain power (due to the fact that they have the resources to support their power). The idea that those who have control will maintain control is known as The Matthew Effect!!! !!! Marx argued that a class is formed when its members achieve class consciousness and solidarity. This largely happens when the members of a class become aware of their exploitation and the inflict with another class. A class will then realize their shared interests and a common identity. According to Marx, a class will then take action against those that are exploiting the lower classes. What Marx points out is that members of each of the two main classes have interests in common. These class or collective interests are in conflict with those of the other class as a whole. This in turn leads to conflict between individual members of different classes!!! Class conflict can take many different forms: direct violence, such as wars fought for resources and cheap labor; indirect violence, such as deaths from poverty, starvation, illness or unsafe working conditions; coercion, such as the threat of losing a job or pulling an important investment; or ideology, either intentionally (as with books and articles promoting capitalism) or unintentionally (as with the promotion of consumerism through needed] Additionally, political forms of class conflict exist; legally or illegally lobbying or bribing government leaders for passage of partisan desirable legislation including labor laws, tax codes, consumer laws, acts Of congress or other sanction, injunction or tariff.

IT Productivity Through Software Usage Essay Example | Topics and Well Written Essays - 1500 words

IT Productivity Through Software Usage - Essay Example The basic functionalities of all three applications are explained as well as its use and importance in providing enhanced efficiency and productivity, which not only saves time, energy and resources but also provides for an easier and more enjoyable interface, which makes work stress free and therefore productive. Introduction As technology spreads its roots farther and farther deeper into our very existence, perhaps its greatest influence is being felt in the changing trend being seen by offices, enterprises, organizations and even student bodies, where software applications are being used more and more instead of conventional systems of writing, editing, storing, retrieving and organizing. The use of Information Technology and software in replacing conventional methods of data representation, editing and storing is fast taking over all other alternatives as its advantages are so great and obvious that to do otherwise would make no sense. This is not only because it far enhances pro ductivity due to the amount of time it saves, but also because as it makes work easier, it generally reduces stress, which further enhances productivity (Allen, 2002) Tools used for these purposes are vast and many, but the primary ones that find functionality in almost any organization at all, at the smallest level or the largest, are Word, PowerPoint and Excel, with the first being used to create documents, the second being used to represent data and the third being used to organize efficiently this datum. Libraries, offices, supermarkets, multinational corporations, student offices, entrepreneurs alike all find use for the simple, easy, efficient and highly useful functionalities provided by these three most basic software applications as well as countless others, especially because it makes operations highly more efficient, saving time, which in turn naturally enhances productivity. Microsoft Word Microsoft Word is a word processing application and Microsoft’s primary sof tware for writing and editing text based documents. Owing to its use as the base of all text based documents, it is one of the most primary tools of use in an office based setting but it has great use and application in almost any enterprise, small or big, as well as personal home-based used, which can be academic or otherwise. Microsoft Word creates documents such as reports, briefs, letters, questionnaires, summaries and countless others with great ease particularly due to its inbuilt features such as spell check, word count and easy formatting options. Yet although Word’s use as a text editor is obvious and indeed its most common functionality, Microsoft Word also has a great many other features, which provides great functionality, increased organization and enhanced effectiveness, if used correctly. Using Microsoft Word for editing documents provides advantages over writing without due mostly to aforementioned features which automatically perform word count and spell chec k, but also because documents are very easily formatted and edited, without any obvious evidence of prior revisions. This is especially useful when the user may constantly need to update information in a certain document. Word can also be used to create tables and graphs. These are most useful when the table needs little changing or editing other than to add more rows of information, though newer versions are capable of performing automatic operations on all the members of a certain row or column. These tables and graphs are

Global in and global out in regard of food industry in Japan Research Paper

Global in and global out in regard of food industry in Japan - Research Paper Example Japanese Food The Tokyo Metropolitan Central Wholesale Market generally known as Tsukiji Market is considered to be one of the biggest wholesale fish markets around the globe. The market is situated in Tsukiji city of Tokyo and is determined to be a major attraction for many foreign visitors because of its large variety of fish and seafood7,8. The contribution of Tsukiji Market for spreading Japanese food culture globally is considered to be noteworthy. Not only the market provides a wide variety of fish to the nation but it is also a global provider of various fishes to some of the most renowned restaurant chain businesses and hotels around the globe. A few of the most well-known Japanese cuisines that have gained considerable amount of likings globally include Sushi, a food item that consists of cooked vinegared rice with a combination of other ingredients such as raw food or other sea foods and meat occasionally, Tempura, dish prepared of sea foods or vegetables that is battered a nd deep fried along with ramen; a type of white noodles served with meat and fish and often flavored with soy sauce or miso9. According to many critics, it has been stated that the main reason behind the rapid globalization and adaption of Japanese culture and practices worldwide is the result of its manga and animations series that are being telecast in various regions of the world. However, it has been viewed that it is not only the Japanese culture that is establishing its trends in other nations however the culture of different nations including their food habits are being invaded in Japan as well. For instance, in a research conducted by Kamei, M., Ki, M., Kawagoshi, M., and Kawai, N. (2001) it was viewed that 24 out of 100 lunch boxes in Japan contained food items such as hamburgers,... The aspect of globalization is considered to be a vital constitute in today’s society. It has been viewed that the advent of globalization has not only changed the way one does business but has also brought drastic alterations in the cultural and religious facets associated with an individual. One such crucial facet is the change in the food habits of people. Japan which is regarded as one of the most renowned countries in the world, specially for their food habit that help the people to live long, has been facing rapid challenges due to globalization of the food industry. This has not only resulted in changing the food habits of an individual but has motivated other nations to invent new food items following their steps that are affecting the health aspects of the civilians in the nation. With reference to the above discussion, it can be viewed that the way in which modern food industry has motivated people to adopt food items as their daily supplementary provider that are le ss healthy. However, if proper steps are taken by the government to promote the difference in the ingredients amid western and Japanese products along with highlighting the disadvantages of consuming some unhealthy food items then the issue can be mitigated to a great extent. Thus, it can be concluded that practices such as campaigns and government programs to create awareness would not only stop people to adapt such food habits but would also facilitate people to return to their traditional eating habits and culinary methods by reducing the risk of nutrition related diseases to a great extent.

Track And Field training Essay Example for Free

Track And Field training Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Track and field sport is a contest in running, hurdling, walking, jumping, vaulting, and throwing. The track events (running, hurdling, and walking contests) are held on an oval track. The field events (jumping, vaulting, and throwing contests) are held at various areas nearby. The season begins indoors in winter and extends throughout the summer. A related sport, conducted in the autumn, is cross-country running. A track and field normally includes 10 to 30 of the more than 50 events. Most meets are held outdoors in spring and summer. Some are held in indoor arenas during the winter months. A meet may be for males only, or for females only, or for both sexes (see â€Å"Track and Field†. Grolier encyclopedia of knowledge, pp. 308-311 vol. 18). Men and women do not compete against each other. Most events are contests between individual athletes who represent different teams. Each person earns points for his team if he finishes an event in first, second, or third (and sometimes fourth, fifth, or sixth) place. The team with the highest score wins the meet. In the Olympic Games, however, only individual winners are recognized except in team sports. Moreover, the Track and field, or athletics as it is called in many countries. Track events are conducted over distances measured in metres or, in some American meets, in yards. Older American tracks are 440 yards in circumference, but most built since the late 1970s are 400 metres in circumference. The older tracks can easily be converted to metric distances). An indoor track is usually between 160 and 220 yards (or 150 and 200 meters) in circumstance. A lap is one time around the track (see â€Å"Track and Field†. Grolier encyclopedia of knowledge, pp. 308-311 vol. 18).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Running contests include dashes, or sprints (55 to 400 metres; 60 to 440 yards); middle-distance races; and long distance races (3,000 metres or 2 miles or more). Hurdling is a race over hurdles (barriers) that are spaced an equal distance apart on the track. Hurdles vary in height according to the age and sex of the competitors. The steeplechase is a 3,000-metre or 2-mile race over hurdles, hedges, and pools of water. In relay races, four-runner teams compete, each athlete running part of the distance. Walking events are races in which the contestants walk for a distance of 800 metres to 50,000 metres (31 miles) (see â€Å"Track and Field†. Grolier encyclopedia of knowledge, pp. 308-311 vol. 18).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The intents of this paper are to: (1) know the history of track and field and its rules and scoring; (2) be aware of the current information on track and field training and; (3) figure out the conditioning program/s of track and field training. Background History of track and field   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Track and field is one of the oldest of sports. Athletic contests were often held in conjunction with religious festivals, as with the Olympic games of ancient Greece. For 11 centuries, starting in 776 BC, these affairs— for men only—were enormously popular and prestigious events. The Romans continued the Olympic tradition until the time of the Christian emperor Theodosius, who banned the Games in AD 394. During the middle Ages except for a short-lived revival in 12th-centruy England, organized track and field as a modern sport impetus through their interclass meets, or meetings as they are still called in Britain and in 1849 the Royal Military Academy held the first organized track and field meet of modern times(see â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17). Not until the 1860s, however, did the sport flourish. In 1866 the first English championships were held by the newly formed Amateur Athletic Club. The Amateur Athletic Club gave way to the Amateur Athletic Association in 1880, which has conducted the annual national championships since that date. Although meets were held on the North American continent as early as 1839, track and field first gained popularity in the late 1860s, after the formation of the New York Athletic Club in 1868. The Amateur Athletic Union of the United States, an association of track and field clubs, was formed in 1887 and has governed the sport in the United States since then (see â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17). Rules and scoring   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All races are started by the firing gun by an official at the starting line. For races up to and including one lap of an outdoor track, the runners must stay for the entire distance lanes marked on the track. There may be six to eight lanes, with each lane usually measuring 1.2 m (4 ft.) in width. The winner in each race is the runner whose torso first breaks the vertical plane of the finish line. Races are timed either by mechanical watches or by more sophisticated, electronic photo-timers that can measure finishes to the hundredth of a second. Sometimes, owing to the number of contestants in a competition, qualifying rounds, or heats, are held to narrow the contestants down to the fastest runners (see â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17). Athletes in the field also have qualifying rounds. In the horizontal jumps and throws, athletes are allowed three preliminary attempts in the field numbers more than eight participants. Then the best performers are allowed three more attempts. In the vertical jumps—the high jump and pole vault—the participants are allowed to continue until they have three successive failures. If two or more contestants tie, the competitor with the fewest failures at the last height cleared it’s the winner; if still tied, the total number of failures is the deciding factor; if a tie remains, the total number of jumps is considered. Scoring systems differ according to the meet. Many national competitions are scored on the basis of 10 points for first place, 8 for second, on down to 1 point for sixth. In international meets, the scoring is 5 for first place, 3 for second, 2 for third, and 1 for fourth. The team with the highest total wins. For road races, cross-country meets, and walking competitions, the winner is given 1 point, the second-place finisher 2 points, and so on; the finish positions are totaled, and the team with the lowest score is the winner (see â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17). III. Discussion Current information on track and field training   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are three vital cycles in a track and field training program and these are the pre-season (happens in September throughout mid November), an indoor season (happens from December through early March, and the outdoor season—later part of March through early June (see â€Å"Track and Field Training†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The pre-season normally includes of â€Å"getting into shape† for the upcoming seasons. This program will include of â€Å"weight room, cardiovascular work, sprint mechanics, and core strength for the abdominals, hips and lower back† (see â€Å"Track and Field Training†). The training program must not be severe to keep away from burnout toward the end of the season. In each season, the recovery periods are essential. During the track and field training program, lifting like â€Å"cleans, squats and dead lifts† may be included three times a week. Another exercise that can be included in the training is the arm work like â€Å"bench, military, lat pull, and pull ups† (see â€Å"Track and Field Training†). Moreover, the coach needs to identify that in pre-season conditioning, there are four main areas that require to be enhanced for any track and field athlete. Various exercises are part of the track and field training and if the exercises for a specific body part have been recognized, circuits may be made so that the specific aspect will be managed properly. The circuits need to be timed instead of indicating an exact quantity of exercise in which every athlete is given a chance to work on with his/her own ability and abdomen circuit is of the examples. This circuit is timed by 30 recommended to be â€Å"30 seconds on 30 seconds off for every exercise† (see Hackett, Brad. â€Å"Pre-Season Conditioning).    ØAbdomen Circuit 30 on 30 off  ª Crunches  ª V-Sits  ª Opposite Knee (Chinnies)  ª Double Leg Eagles  ª Toe Touches  ª Leg Toss  ª Back Hypers with a twist  ª Side Ups Conditioning program/s of track and field training.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the general training season, circuit training is significant. If the circuit training for the pre-season conditioning is done earlier, the coach still has the chance to enhance the fitness level of the team without endangering the individual. In general preparation and conditioning, there are things to be followed and these are in place jumps, bounding, box jumps, hurdle hops, abdomen circuit, multi shot throws, general strength circuit, weight room, and track workouts (see Hackett, Brad. â€Å"Pre-Season Conditioning).    Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Track and field, or athletics as it is called in many countries, is the designation given to contests for men and women that involve running, jumping for height and distance, and throwing for distance using implements of standardized design. Competitions in Track and Field are called meets and are usually held outdoors. Track and field training involves conditioning programs that make the athletes more competitive during the season. References â€Å"Track and Field Training†. http://www.athletesacceleration.com/track-and-field-training.html Hackett, Brad. â€Å"Pre-Season Conditioning†. http://www.everythingtrackandfield.com/catalog/matriarch/OnePiecePage.asp_Q_PageID_E_151_A_PageName_E_ArticlePreSeasonConditioning â€Å"Track and Field†. Grolier encyclopedia of knowledge, pp. 308-311 vol. 18 â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17

To Learn...Or Not to Learn Essay -- Education

Have you ever been a student, and you think the teacher is just talking to hear themselves talk? Do you feel yourself being filled with information you will never use in the â€Å"Real World†? These questions have been asked many times and by many people. The school system in the United States is changing from the foundation to the top. The school system has failed many students by their teaching methods and also the textbooks students are forced to use. People such as Paulo Freire PhD and Dr. James Loewen have observed countless hours of good teaching and bad teaching methods. Freire observed and wrote about the different methods of teaching that are being used, and Loewen wrote about how the textbooks are only telling us certain parts of our history. Paulo Reglus Neves Freire, PhD was born in Brazil on September 19, 1921 and died May 2, 1997. Paul Freire was well known for his theories on education. His most noteworthy work was â€Å"Pedagogy of the Oppressed†. In 1993 an exert essay "The Banking Concept of Learning† appeared in continuum. This essay brings to light many ideas current students and alumni have long known; teachers are just using the students head as receptacles for their knowledge. Freire noted many ideas on this subject that are true. Just set back and remember your high school classes or even your college classes. A few examples of one concept Freire named the â€Å"narrative† concept is when the teacher teaches and the students learn, the teacher issues discipline and the students are the recipient and the teacher confuses the knowledge with their own professional authority, in which this limits the freedom of creativity for the students. Teaching such as the â€Å"narrative† concept terro... ...able learning people. The â€Å"problem- posing† concept and practice take the students as face value, and allow a more comfortable atmosphere for learning. Another major flaw in the educational system was identified by Dr. James Loewen, in which he discovered a plethora of misinformation in many History textbooks and other historical artifacts. America wake up, we have to learn the proper way to teach our education but we also have to get our history straight before we send it out into the public. Works Cited â€Å"The Banking Concept of Education,† Trans. Myra Bergman Ramos Pedagogy of the Oppressed, Paulo Freire PhD. New York: Continuum, 1993. Print Loewen, James W. â€Å"Lies My Teacher Told Me: Everything Your History Textbook Got Wrong.† From Inquiry to Academic Writing. Ed. Stuart Greene, April Lidinsky. Boston: Bradford, 2012. 383-403. Print.

Abu Sayyaf Group Essay

Abdurajak Janjalani’s religious and political thoughts provided the basis for ASG’s original ideology.23 The initial premise for creating the group was for a Muslim Mujahideen that would be committed to â€Å"a struggle in the cause of Allah† or â€Å"fighting and dying for the cause of Islam.†24 To his ASG followers Janjalani was more than a leader, he provided their ideological path and enlightenment. Janjalani was well educated and knowledgeable of various areas that impacted the Muslim population in the Philippines. These included the historical, religious, economic, political, and social conditions that existed at the time25 and it was his aim to build his idea of an Islamic state in the southern Philippines to improve those conditions.26 Funding to initiate and support the movement in the beginning was supposedly supplied by Mohammed Jamal Khalifa, Osama bin Laden’s brother-in-law.27 This was the first reported link to Al Qaeda. Later, in 1992, Janjalani and his group established an official headquarters in Isabela, Basilan naming the Camp Al-Madinah Mujahideen, but the camp was captured by the Philippine Marines in 1993 forcing ASG to relocate and establish a new base in Patikul, Sulu. This fostered greater cooperation and alliance with Ghalib Andang who led the Sulu-based unit of the ASG.28 Working together the combined ASG forces began an aggressive recruiting effort to expand their manpower, acquire arms and munitions, and began the lucrative series of fund-raising activities in kidnappings and demanding high ransoms.29 Before his death in 1998, Janjalani delivered eight radical ideological messages called Khutbahs. These Khutbahs are regarded as primary sources of his radical Islamic thought and depicted the depth of his Abu Sayyaf . . .5 understanding of Wahabi Islam. One of the Khutbahs exposed an intense resentment of Christian missionaries in Mindanao, especially those regarded as criticizing Islam. His interpretation was that â€Å"aggressive preaching of Christian missionaries in Mindanao thus insulted Islam and provoked Muslims to respond violently. As a result, the bombing of the Christian missionary ship M/V Doulos in 1991 was retaliation against Christian missionaries who used derogatory words against Islam and called Allah a false God.†

What Were The Key Social And Cultural Factors That Enabled...

Assessment 3 Short Essay 1000 words What were the key social and cultural factors that enabled the Gospel to spread so quickly through the Roman Empire? Using primary and secondary sources, discuss with particular reference to Paul’s writings and the Book of Acts. Paul more than anyone was responsible for the spread of the Jesus movement into the Gentile world. By the end of the first century Christianity had become an important religious force. Paul while respectful of its Jewish origins moved the Christian faith into a position where it was no longer bound by Jewish law and was able to embrace people of any cultural background. After his own conversion, Paul passionately espoused his message from the Palestinian world through Asia Minor and southern Europe to Rome, the heart of the empire. Some of his letters by Paul to fledgling churches throughout the Roman Empire are contained in the New Testament and outline Paul s theology. He insisted that Gentiles had as much access to the faith as Jews and that freedom from the Law set everyone free. It was this teaching which was essential for the development and success of the early church which would otherwise have remained another Jewish sect. The culture of Paul’s time was Greco-Roman. In the fourth century BC Alexander the Great dominated the Near Eastern world and was a strong devotee of Greek culture. He brought the Greek language to the Eastern world, a tongue that became the Lingua franca of early Christianity withShow MoreRelatedOrganisational Theory230255 Words   |  922 Pagestheory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work that today qualify as constituting the subject of organisational theory. Whilst their writing is accessible and engaging, their approach is scholarly and serious. It is so easy for students (and indeedRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesnormally be a prerequisite that some type of analysis of the stra tegic position is undertaken, using the case material. When planning the use of these cases within programmes, care needs to be taken to balance the time taken on such strategic analysis so as to allow the time required to analyse the main issues for which the case has been chosen. Where the text and cases are being used as the framework for a strategy programme (as we hope they will), it is essential that students are required to undertakeRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesways of improving it. Although always appealing to his economic understandings, he has been open to a wide variety of other ideas, recognizing their intellectual strengths and capabilities rather than making artificial distinctions between what is acceptable and what is not. He also has contributed widely to the accounting literature, taking forward the British tradition of economic theorizing in financial accounting as well as being a constant source of creative t hinking in the management accountingRead MoreLogical Reasoning189930 Words   |  760 Pages................. 23 What is a Statement?............................................................................................................................ 23 What is an Argument?......................................................................................................................... 25 What is the Issue?................................................................................................................................. 28 What is a Proof?.............