Political Geography and Sovereignty of Palestine

There are eight criteria accepted by the international community used to determine whether an entity is an independent country or not. A country need only fail on one of the eight criteria to not meet the definition of independent country status. Palestine (and I shall consider either or both the Gaza Strip and the West Bank in this analysis) does not meet all eight criteria to be a country; it fails somewhat on one of the eight criteria. Does Palestine Meet the 8 Criteria to Be a Country? 1. Has space or territory that has internationally recognized boundaries (boundary disputes are OK). Somewhat. Both the Gaza Strip and the West Bank have internationally recognized boundaries. However, these boundaries are not legally fixed. 2. Has people who live there on an ongoing basis. Yes, the Gaza Strips population is 1,710,257 and the population of the West Bank is 2,622,544 (as of mid-2012). 3. Has economic activity and an organized economy. A country regulates foreign and domestic trade and issues money. Somewhat. The economies of both the Gaza Strip and the West Bank are disrupted by conflict, especially in Hamas-controlled Gaza only limited industry and economic activity is possible. Both regions have exports of agricultural products and the West Bank exports stone. Both entities utilize the new Israeli shekel as their currency. 4. Has the power of social engineering, such as education. Somewhat. The Palestinian Authority does have social engineering power in fields such as education and healthcare. Hamas in Gaza also provides social services. 5. Has a transportation system for moving goods and people. Yes; both entities have roads and other transportation systems. 6. Has a government that provides public services and police or military power. Somewhat. While the Palestinian Authority is permitted to provide local law enforcement, Palestine does not have its own military. Nonetheless, as can be seen in the latest conflict, Hamas in Gaza does have control of an extensive militia. 7. Has sovereignty. No other State should have power over the countrys territory. Somewhat. The West Bank and Gaza Strip do not yet have full sovereignty and control over their own territory. 8. Has external recognition. A country has been voted into the club by other countries. No. Despite the super-majority of United Nations members approving United Nations General Assembly resolution 67/19 on November 29, 2012, giving Palestine non-member state observer status, Palestine is not yet eligible to join the United Nations as an independent country. While dozens of countries recognize Palestine as independent, it has not yet attained full independent status, despite the UN resolution. If the UN resolution had allowed Palestine to join the United Nations as a full member state, it would have immediately been recognized as an independent country. Thus, Palestine (nor the Gaza Strip nor the West Bank) is not yet an independent country. The two parts of Palestine are entities that, in the eyes of the international community, have yet to obtain full have international recognition.

The Kkk In America Essay - 1984 Words

The Ku Klux Klans long history of violence grew out of the anger and hatred many white Southerners felt after the Civil War. Blacks, having won the struggle for freedom from slavery, were now faced with a new struggle against widespread racism and the terrorism of the Ku Klux Klan. Despite what many might like to think, the KKK is still active today. The bare facts about the birth of the Ku Klux Klan and its revival half a century later are baffling to most people today. Little more than a year after it was founded, the secret society moved across the South, bringing a reign of violence that lasted three or four years. Then, as rapidly as it had spread, the Klan faded away. After World War I a new version of the Klan surfaced. Then,†¦show more content†¦The origin of the Ku Klux Klan was a secret for years, although there were many thoughts and theories to explain its beginnings. One idea was that the Ku Klux Klan was originally a secret order of Chinese drug smugglers. Anot her claimed it was begun by Confederate prisoners during the war. The most ridiculous theory was about an ancient Jewish document referring to the Hebrews enslaved by Egyptian pharaohs. In fact, the beginning of the KKK wasn’t as complex as many made it seem. It was just six young Confederate veterans in a small town with nothing better to do than to gather around a fireplace one December evening in 1865 and form a social club. The place was Pulaski, Tennessee, near Alabama’s northern border. When they got together a week later, the six young men were full of ideas for their new club. It would be secret, to make it more amusing, and the titles for the officers were to have names as crazy-sounding as possible, partly for the fun of it and partly to avoid any military or political involvement. The head of the group was called the Grand Cyclops. His assistant was the Grand Magi, there was a Grand Turk to greet all candidates, a Grand Scribe to act as secretary, Night Hawk s for messengers and a Lictor to be the guard. The members, when the six young men found people to join, would be called Ghouls. The founders were determined to come up with something mysterious. The GreekShow MoreRelatedRed Scare, KKK, Civil War Brought Fear to America1717 Words   |  7 Pagesof the unknown.†- H. P. Lovecraft. In the 1900’s, fear drove America. The Red Scare was a time when Americans were afraid of the threat of Communism. In the Sacco and Vanzetti case, two Italian anarchists were convicted of crimes which they were clearly innocent of. The Ku Klux Klan attempted to keep African-Americans out of positions of power and for brief time was successful. The Red Scare, Sacco Vanzetti case and the rise of the KKK all are example of how American’s fear the unknown and what weRead MoreThe Klux Klan And Kkk Klan1122 Words   |  5 PagesStates. One of the oldest hate group is The Ku Klux Klan (KKK). In 1970 the Ku Klos Knights of the Ku Klux Klan wa s formed. There are several Klan’s throughout The United States. One in particular operates in Missouri. There are many Klan’s throughout The United States. Most of these groups operate in the south. There is also mission and message these groups try to convey. Although the KKK used to be known for their violence, the KKK KKK is knowing for condemning violence. The group now usuallyRead MoreThe Ku Klux Klan, also known as the Klan or the KKK, originated in Pulaski, Tennessee, in 1865.600 Words   |  3 PagesKlan, also known as the Klan or the KKK, originated in Pulaski, Tennessee, in 1865. The first KKK was formed by six Civil war veterans, with the purpose to restore power to the plantation owners. The people that the KKK was against was African Americans and republicans. The second KKK was founded in Atlanta, Georgia, in 1921. This KKK lasted much longer and had millions of members, partially due to their organization with finances and members. The third KKK was founded as a civil rights movementRead MoreThe Rise and Fall of the Ku Klux Klan1136 Words   |  5 Pagesagainst free blacks and their white supporters. The KKK had a wide array of uneducated people because their main incentive was to recruit young, homeless, and mindless children to follow in their footsteps and become a member of the KKK. In many instances Klan members were taught the KKK did not believe that blacks were capable of the necessary decision making in life, they thought that Blacks were sub-human(Student Handbook 316). The KKK had many wrong beliefs, like that Blacks were notRead MoreKu Klux Klan714 Words   |  3 Pagessecret organization throughout America that has been active for several years and is responsible for more than 5,000 deaths. This organization bears the name of the KKK or Ku Klux Klan. Rosa Parks added to the topic of the KKK by saying, â€Å"It was just a matter of survival†¦ of existing from one day to the next. I remember going to sleep as a girl and hearing the Ku Klux Klan ride at night and hearing a lynching and being afraid the house would burn down† (Parks). The KKK, scattered through the US, hasRead MoreThe Rise and Fall of the Ku Klux Klan in the 1920 Essay1558 Words   |  7 Pages The Ku Klux Klan had risen in the 1920s due to political encouragement through the movie, The Birth of a Nation, Prohibition, and political leaders. The Birth of A Nation by David W. Griffith had glorified the Ku Klux Klan. The movie portrays the KKK in such a way as Morrison exp lainsâ€Å"†¦The Rebirth of a Nation, in dubious tribune to D.W Griffith’s hugely successful 1915 film. In the film, as in Clansman, the novel on which it is based, the need to protect white women from the sexual threat posedRead MoreThe Kkk : History And The Aftermath Of Their Actions1715 Words   |  7 PagesThe â€Å"KKK† History and the Aftermath of Their Actions There are many people who think of the KKK as a terrorist group but it did not start that way initially. The Klan started as a social group and turned into one of the nations largest and most feared terrorist groups our country has ever seen. Whereas they were just preserving the old gospel belief of racial separation, once slavery was abolished the KKK was able to inflict the pain, torture and murder on any former slave they deemed, given thatRead MoreAfrican Americans in the Reconstruction Era1518 Words   |  7 PagesBaggers and Scalawags, the Republican Party gained almost complete control over the South. Throughout this time, the ranking of freedman was significantly increased, and by 1868; many state legislatures had African American delegates. All of America, as well as the South, had to be rebuilt, and, despite the Souths hostile resistance, African-Americans were slowly and gradually becoming part of this nation. The long-awaited citizenship for Blacks was confirmed in 1868, by the 14th AmendmentRead MoreThe Ku Klux Klan Of The 1920s A Mainstream Organization?934 Words   |  4 PagesBrionna Palmer Professor Rodabaugk History 1051-001 October 4, 2017 Was the Ku Klux Klan of the 1920s a Mainstream Organization? YES: Shawn Lay rejects the view of the Ku Klux Klan (KKK) as a radical fringe group comprised of marginal men and instead characterizes the KKK of the 1920s as a mainstream, grassroots organization that promotes traditional values of law, order, and social morality that appealed to Americans across the nation. NO: Thomas Pegram, on the other hand, recognizes the KlansmenRead MoreThe Civil War And Reconstruction1448 Words   |  6 PagesWar and Reconstruction was the Ku Klux Klan. The KKK was founded in 1866, and extended into almost every southern state by 1870. The organization became a vehicle for white southern citizens to deny Republican Party’s Reconstruction-era policies whose ideas, that tried establishing political and economic equality for African Americans. The KKK flourished in some regions in the South where, African Americans were a minority of the population. The KKK also targeted any individual or organization that

Syllabus Designing - Review of Literature free essay sample

English for Specific Purposes (ESP) is often underestimated because of teachers attitudes which are often characterized either by condescension or reluctance. This is manifested in the belief that often prevails among teachers that ESP is for those who cannot teach the real language. A good example of this situation is English in other departments or The Language Unit at university where teaching this component of the students program of studies is generally the responsibility of junior members of staff and where it is a slot-filling subject in the teachers time-tables. This underestimation may be due to the fact many language teachers are not aware of what it means to be an ESP teacher, and what it takes to be successful in this practice. The situation in the Tamil Nadu is even more complicated as there is not even a separation between ESP and English for General Purposes (EGP) when it comes to syllabuses and methodology, and who is better trained to teach what. We will write a custom essay sample on Syllabus Designing Review of Literature or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Needs assessment, which is a major component of ESP, never exists, and, if does, it is never systematic, but rather based on teachers intuitions. Moreover, the methodology adopted in teaching never differs. That is, a teacher would enter a class with the same kind of methodology in mind regardless of the aims of each program. Unfortunately, programs are always put in the same basket and are always simply labelled as programs for Teaching English. As a matter of fact, English is not always just English for there are particularities that ought to be taken into consideration when designing syllabuses and practicing teaching depending on the objectives set for each situation. Definition of ESP (English for Specific Purposes) The term of ESP is generally represented as ‘English for Specific Purposes’, which emphasizes on the students’ purposes and refers to the whole range of language resources (Robinson, 1980). A definition of ESP given by Strevens (1988, p. 1 2) is that ESP needs to distinguish between four absolute and two variable characteristics namely: a. Absolute characteristics: ESP consists of English language teaching which is: designed to meet specified needs of the learners related in content (i. e. in its themes and topics) to particular disciplines, occupations and activities entered on the language appropriate to those activities, in syntax, lexis, discourse, semantics, etc. in contrast with ‘General English’. b. Variables characteristics: ESP may be, but is not necessarily: restricted as to the language skills to be learned (e. g. reading only, etc. ) taught according to any pre-ordained methodology (i. e. ESP is not restricted to any particular methodolog y – although communication methodology is very often felt to be most appropriate). Munby (1978, 1996) defined ESP in relation to ESP courses based on the analysis of the students’ language needs. His definition of ESP is still current as follows: â€Å"ESP courses are those where the syllabus and materials are determined in all essentials by the prior analysis of the communication needs of the learner† (p. 2). The interpretation of the expression ‘learner need’ deals with two different aspects of needs (Widdowson, 1984, p. 178), referring to (1) what the learner needs to do with the language once he or she has learned it. This is a goal-oriented definition of needs and relates to ‘terminal behavior’, the ends of learning. (2) [W]hat the learner needs o do to actually acquire the language. This is a process-oriented definition of needs, and relates to ‘transitional behavior’, the means of learning. In ESP, the ends of learning are as important as the means in spite of being normally goal-oriented (Hutchinson Waters, 1987; McDonough, 1984; Robinson, 1991), that is, ESP is meant â€Å"the teaching of English, not as an end in itsel f, but as an essential means to a clearly identifiable goal. † (Mackay, 1978, p. 92) The term of ‘ESP’ has thus been used by different people to mean different things (Blackie, 1979). Nonetheless, the claims for ESP normally have in common in a sense that ESP is not a new approach, but an emphasis on English teaching that should be matched to the students’ specific needs and purposes for their study of English (De Jesus, 1999; Hutchinson Waters, 1984, 1987; La Perla, 1984; Mackay, 1978; McDonough, 1984; Munby, 1978, 1996; Robinson, 1980, 1991; Strevens, 1977; Swales, 1985). Chambers and McDonough (1981) argue that the ‘specific’ in English for specific purposes should refer to both the purpose the language is being used for and the language itself. Three kinds of purposes suggested by Mackay and Mountford (1978) are: 1. â€Å"occupational requirements†, e. g. for international telephone operators, civil airline pilots, etc. ; 2. â€Å"vocational training program†, e. g. for hotel and catering staff, technical trades, etc. ; and 3. â€Å"academic or professional study†, e. g. engineering, medicine, law, etc. Accordingly, an ESP course is pertinently purposeful and is aimed at the successful performance of either occupational/vocational or educational roles (Robinson, 1980) or both. Moreover, Robinson (1991) argues that the language produced as a feature of ESP should be good enough for the job and not be necessarily native-speaker like, but be the communicative strategies and effectiveness of the non-native professional users of English. History of ESP According to Johns’ (1991) discussion, the ESP history in brief with respect to its development and expansion throughout the world has been influenced by the major theoretical and applied schools of linguistics and developed into four phases. The first phase (the 1960s and the early 1970s) was the structure-based phase of linguistic (i. . lexical and grammatical) features of academic and professional registers, for example, the language of electrical engineering and the language of law (e. g. Herbert, 1965). The second phase (the late 1970s and the early 1980s) was the discourse-based phase of register analysis where the function and purpose in discourse became more rhetorical (e. g. Trimble, 1985). The th ird phase (the integration of the discoveries in phase 1 and phase 2) was communication-based phase of systematic analyses of the target learning ituations which concentrate on Munbyian concepts of ‘notional-functional curriculum’ (Munby, 1996), namely: (a) the communicative purposes of speaker/writer; (b) the setting for language use; and (c) the mode of communication and language use. This leads to the language teaching in a communicative approach. The fourth phase (the late 1980s and the 1990s) has been focused on the strategies which learners employ to acquire the target language where the needs analysis (or needs assessment) centers on activities or procedures leading to effective teaching and learning (e. . Hutchinson Waters, 1987). Throughout the past four decades of the history of ESP, the areas of theoretical development and interest in teaching and learning of ESP, relating to the two main branches of ESP: EST and NON-EST, seem to include an interest in regis ter, discourse analysis, the specification of students’ needs (and wants), study skills, or in various methodological approaches to the development of communicative competence (Flowerder, 1990).