A better way for the US to give foreign aid Essay

A better way for the US to give foreign aid - Essay Example The economic yield in investing in education is real. For each additional year of school among children, the gross domestic product of a certain country can grow by 0.37 percent. Also, when secondary education is increased by 10 percent higher than the average rate for the population, the risk of war is reduced by around 3 per cent. If access to education also will include young girls and then it would engage in promoting their rights and welfare, also have positive results. Infant mortality rates fall and surprisingly, even crop yield increases. This could be due to the fact that there will be more people who will till the land to produce more crops. And when there are more crops that will be harvested, families will have more income that would end their poverty. Foreign donation on education is a wise use of foreign aid. Unlike in traditional aid where it will only provide temporary relief, the benefit of getting children educated is more permanent. In a report, it is said that if all students in low-income countries left school with basic reading skills, 171 million people could be lifted out of poverty. And that is only teaching children to read and already 171 million are lifted out of poverty. Imagine what more if those people are educated through college. At present, there are still 57 million children who are yet to complete primary school. This is the best global investment the US government can make because there are still millions of children waiting to be educated and lifted from poverty.

The expansion of dough Essay Example for Free

The expansion of dough Essay There are many factors that may have an effect on the expansion of dough but I will research temperature and material, the experiment is as follows. 25g of flour will be weighed into a beaker, and sugar will then be added. 30cm3 of yeast suspension will be measured in the 50cm3 measuring cylinder, and then added to the flour and sugar. It will then be stirred until a smooth paste. The paste will then be poured into the 250cm3 measuring cylinder without touching the sides. This is a precaution, because otherwise there will not be the correct amount of paste. The volume of the paste in the measuring cylinder will be recorded and the cylinder will be placed in one of the waterbaths, the temperature noted. The clock will be started and the volume recorded every 2mins for about 30mins. I think this experiment will work because dough is known to rise when heated I think that the higher the temperature, the bigger the expansion and if left over a period of time, at the same temperature, it will increase further, until a certain point. I believe this, because yeast is made up of a single-celled organism, Saccharomyces cerevisiae, which multiplies rapidly when fed sugar and the yeast will convert starch to glucose, a simple sugar. This ferments the sugar, which converts to alcohol and carbon dioxide. The carbon dioxide gas helps raise the dough and the dough rapidly expands, increasing in volume. To support my hypothesis further I had to research, I found the following sites and books helpful: http://encarta. msn. co. uk/find/Concise. asp? z=1pg=2ti=761556236 http://homecooking. about. com/library/weekly/aa072197b. htm Biology for AQA separate award by Ann Fullick. I have performed the experiment using the method mentioned previously. I have paid attention to the precautions carefully, and tried to do it correctly and as precise as possible and have obtained the following results: Time (mins) Volume (cm3) Temp: 22i C-glass Temp: 32i C-plastic Temp: 32iThe results shown in the table prove that the higher the temperature, the further the dough will rise, supporting my hypothesis. To support my hypothesis further I had to research, I found the following sites and books helpful: http://encarta. msn. co. uk/find/Concise. asp? z=1pg=2ti=761556236 http://homecooking. about. com/library/weekly/aa072197b. htm Biology for AQA separate award by Ann Fullick The graph, on the next page, shows that when dough is heated at a higher temperature it will rise faster. However, if heated in a glass-measuring cylinder, it would have perhaps risen further than it did. This can be seen by comparing the dough at 32i C in the plastic measuring cylinder (A) and the dough at 22i C in the glass-measuring cylinder (B). Although A is 10iC above B for the first fourteen minutes, they are constantly crossing temperatures. As line of best fit, starts lower than B, its intercept being 23 and Bs being 32. From the graph, the differences between the lines can be seen easily, at 37i C, it had risen the most and at 22i C, it had risen the least, the difference between the two being 46 cm3. At 22i C, it raised 28cm3, at 32i C it raised 44cm3, and at 37i C it raised 74cm3, and the graph showed this. From the line of best fit, the lines can be compared by their intercepts and gradients easily. However, the line which each set of results form is more important.Each of them show a steady rise, but the steadiest is the dough at 37i C, this suggest that perhaps this is an ideal temperature for rising dough, not too high as to kill the yeast and not too low, so it wont grow as fast and as steady. This also helps me to understand why a change in material will help the dough rise faster or slower. If in a glass container, the heat can pass through easily, and so it will rise faster, but because plastic is an insulator, the heat cannot pass through as easily. In conclusion, I can form the opinion that dough will expand more rapidly when at a higher temperature, perhaps ranging between 30iand 40i , and in a container that is not heat resistant, and the graph shows this in a simpler form. I think this because yeast multiplies at a faster rate in a high heat, however, if too high, it will die. Also, the graph shows the dough rising at a steady rate at 37i C, and so at 40i C it would perhaps rise faster, and it raises relatively well at 32i C. Although the yeast would probably rise faster in a higher heat, within bread the carbon dioxide gas given off would probably create pockets within the bread, or the yeast would begin to die. The results have turned out as expected, supporting my prediction. My method gave evidence that was reliable, and so would be counted on as correct. I believe this because it showed how yeast can be useful and expands dough in higher temperatures. By producing dough and exposing it to the conditions in which I wanted to test it, I could produce reliable results. This was done by measuring the dough carefully and fairly, using the same ingredients as a precaution, making the investigation fair; and then heating it at a steady temperature. By recording it throughout, I was able to produce a graph, to show my results in a clear and precise way. I think that I have given enough evidence to draw a conclusion. However, I think that this investigation could be advanced, by heating dough at a lower temperature, such as 15i C, in two different materials, and then the same again at a higher temperature, such as 50i C, also at a middle temperature, such as 18i C. By comparing two extremes and an intermediate, we can see if yeast will rise any more rapidly and steadily at the different temperatures and more importantly, if the materials in which they are heated make a difference. This would help support my earlier conclusion, that dough will expand more rapidly when at a higher temperature, perhaps ranging between 30i and 40i , and in a container that is not heat resistant. Investigation to observe the effect of temperature on the expansion of dough Dominique Briggs 10y Biology Mrs Tottey Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

Bullying in Schools Essay -- Bullying Essays

Introduction Bullying has been a part of schooling for as long as children have been congregating. To some it seems like a natural, though uncomfortable, part of life and school experience, while to others it can mean terrifying experiences which spoiled and characterized otherwise happy years in school. Dan Olweus, a pioneer in bully behavior research documented that 2.7 million children are affected as victims, and that 2.1 children act as bullies (Fried, 1997, as cited in Aluedse, 2006). With bullying cited as the reason for violent, gun-related crime in the past few years, school districts as well as national governments have put anti-bullying policies in place. Bullying is a complicated phenomenon, involving more than one child demanding lunch money from a smaller child. It is a worldwide epidemic hitting schools everywhere. Virtually everyone has seen or experienced bullying. With technological advances, bullying is even hitting the internet. Parents, teachers, students and governments agen cies alike are attempting to put a stop to bullying practices. I chose to write about bullying because I experienced it first hand while working in Japan. As an English teacher at Tomobe Junior High School in Kasama, Japan, I witnessed how one twelve year old boy routinely abused not only his schoolmates, but physically assaulted teachers as well. At times when all students were seated, he walked around the classroom and picked on the other students; I saw how the classroom teacher glanced at him then turned his head so he would not bear witness and need to act. I saw how this boy verbally bullied his classmates by yelling and making comments in a hostile, insolent tone; I saw how he would often get physical and smack, shove, push an... ..., K., & Coie, J. (1987). Social-information-processing factors in reactive and proactive aggression in children's peer groups. Journal of Personality and Social Psychology, 53, 1146-1158. Fried, S. (1997). Bullies and victims: Children abusing children. American Journal of Dance Therapy, 19, 127-133. Olweus, D. (1984). Aggressors and their victims: Bullying at school. In N. Fmde & H. Gault (Eds.), Disruptive behavior in schools. New York: Wiley. Smith, P., & Sharp, S. (1994). School bullying: Insights and perspectives. London: Routledge. Roland E., & Munthe E. (1997). The 1996 Norwegian program for preventing and managing bullying in schools. The Irish Journal of Psychology, 18, 233–247. Ross, D. M. (1996). Childhood bullying and teasing: What school personnel, other professionals, and parents can do. Virginia: American Counseling Association.

Essay --

Kashif Basaria Ms. Weaver English 2 Honors 7 January, 2014 Preventing Medical Malpractice It is unfortunate to say that medical malpractice is one of the leading causes of death in the United States. Medical malpractice is defined as negligence committed by a medical professional. Malpractice lawsuits have existed in the United States for more than 150 years, most of which were never pursued in court. Medical malpractice is interfering with patients’ rights as well as demanding high costs. However, medical malpractice can be overcome by managing the costs involved, and by regulating, enforcing and advocating patient rights. The most common medical malpractice claims are mainly from missed diagnoses. Their common result was, unfortunately, death, found in fifteen percent and forty eight percent of the cases filed. Most common cases involving missed diagnoses for adults were cancer and heart attacks (Jaslow). Other cases that were common were ectopic pregnancies, appendicitis, and fractures of the bone. Most missed diagnoses involving children were cancers, and meningitis (Jaslow). On account to this, Doctor Richard E. Anderson, chairman and CEO of the physician-operated medical malpractice insurer, The Doctors Company, says, â€Å"nobody benefits but lawyers†¦But the second message is [that] medical care is too expensive, we’re ordering too many tests† (Jaslow). Stated from the quote above, â€Å"too many tests† appear to be unnecessary and unwanted tests. Apart from this, some cases regarded the patient’s lack of attention to their disease or disorder. Not only is it the doctor’s responsibility to look after the patient, but it is also the patient’s responsibility to be attentive and persistent about their health and the health care provide... ... a health problem, incorrect supervision of medication to a patient, faulty or sub-standard performance of a diagnosis, surgery, or any other type of procedure, inadequate use of medical tools and instruments and devices and their lack of maintenance, and negligence towards patient records, test results, or any other kind of documentation (Goguen). Although, the list of problems and causes of medical malpractice seems rather endless and long, it can be cut short. Some ways to prevent and avoid malpractice or medical error is to be aware and involved. A doctor can take note of their patient and their medical history. A patient can be aware of their surroundings and the treatment that they are receiving. A patient’s safety should be a doctor’s primary concern, because it is their responsibility to tend to patients needs and to assist them to a proper nourished life.

Marketing Management Week 5

Strategic planning at the corporate level involves the formulation of strategies to achieve the corporate goals and objectives. Corporate goals and objectives are the specific goals or objectives that the company is striving to achieve to fulfill the corporate mission and vision. Examples of corporate strategies include product differentiation strategy which is employed by a company when the product or service launched to the market is something that does not exist yet in the market. At the division level, strategic planning involves the formulation of strategies to attain the divisional objectives and goals of the company. The company may be divided into functional divisions (marketing, finance, production, and human resource) which have functional goals and objectives. To reach these goals and objectives, the company devises strategic plans for each functional division. For instance, the company might have decided to use the just-in-time production strategy to attain the goal of reduced storage cost. Finally, strategic planning at the business unit level involves the formulation of strategies to achieve the goals or objectives of the strategic business units (SBUs). If the structure of the company is divided into product SBUs, for example, then as part of the strategic planning, the product SBU goals and objectives should be attained. Product SBU strategies may include promotional strategies to achieve product SBU goals like 100 percent increase in profit of a certain product line. (2) The marketing process involves conducting a situational analysis by considering the internal and external environment to determine the opportunities and threats the company may face. It also involves formulation of strategy by using the company’s strengths to exploit the opportunities and minimize threats and improve weaknesses (SWOT analysis). This would be followed by marketing mix decisions concerning the four P’s of marketing (product, place, promotion, and price). Finally, the marketing plan is implemented and adjusted in accordance to changes in consumer preferences. (3) A marketing plan includes a situational analysis to investigate the internal and external environment of the company. This involves conducting a company analysis where the goals and current capabilities (strengths and weaknesses) of the company are identified. This is followed by the presentation of market segmentation which involves identifying your market and how they can be divided into different groups of customers (segments). Through market segmentation, the company would be able to customize its approach to different market segments in order to satisfy the needs or preferences of each market segment. A marketing plan also includes a discussion of alternative marketing strategies. This part discusses the marketing strategies the company considered to employ before deciding to pursue the recommended strategy. Examples of alternatives marketing strategies include re-branding and discontinuing a product line. Finally, the marketing strategies for each of the four P’s of marketing (product, place, promotion, and price strategies) are discussed. (4) A thorough market research is imperative to effectively manage the marketing process the central focus of which is the market needs and preferences. Since the ultimate goal of the marketing process is to satisfy the needs and wants of the customers in order to maximize profit, a company needs to learn about all the details concerning its target market. Hence, the company has to conduct a market research on what would satisfy the customer’s needs and preferences. In this way, the company would be able to successfully manage the marketing process. This would also ensure that there is an existing market for the product. Â  An effective implementation of the marketing process would prevent the company from having financial losses due to bad investments. References Netmba.com (2007). The marketing process. Retrieved November 15, 2007, from http://www.netmba.com/marketing/process/ Quickmba.com (2007). Marketing plan outline. Retrieved November 15, 2007, from http://www.quickmba.com/marketing/plan/ Â  

Men of honor essay essays

Men of honor essay essays The basic issue in this film that relates to justice was racism. This is because when Carl first joined training to be a U.S Navy Master Diver, no white man thought he could do it. They didnt think he was capable of being a diver because he was black. Two characters that were each from a different side of the justice issue was Pappy (commander general for the training center for the U.S divers), and Carl Carl was a black man, who believed he was born to be a U.S Navy Master Diver. His point of view was that if he was good enough for the job, why couldnt he dive. Carl was determined to be a diver. He knew just because he was black didnt make him unworthy or stupid. Pappy was the commander of the training center Carl first went to. Pappys side of the issue was that blacks werent dependable or loyal. Pappys opinion was that by putting a black man in the U,S Navy would put peoples lives in danger. If blacks werent dependable, then how could they trust one in a life or death situation? Pappy also thought that if one black man stood up to the navy, then many other blacks would too. This would be a disaster because blacks couldnt do anything right. This was the way he was raised most likely. Spitting on every black that walked past him. I think Carl is right in this issue. Any man should be able to join whatever they want, as long as theyre good at it. People should be treated fairly. If Carl could deal with all the ridicules and stress then he must be a strong person. And this would not make him stupid, or unworthy. There were points in the movie where I thought if I had been Carl, I would have given up. I also agree with Pappys point of view. He was raised to hate blacks. But he could have always changed his ways. Even though Pappy was racist against blacks, many blacks are racist against all whites. This happens sometimes. Blacks dont even know some white ...

Should the US remain a Nation essays

Should the US remain a Nation essays This issue is clearly polemical, because of the fact that our country was based off immigration, but some take it for granted. Even myself until up recent, found myself favoring a balance of immigration, because I wouldnt be here if that wasnt true. Now a new semblance for my country has changed my mind, because of recent attacks of terrorism attacked upon it. To me, it has shown that we should now control all immigration far better than we have before. Some say that immigration is good, and we should keep it the same, because it supports our economy for new employees, homes, and consumption. This idea of that our economy is better with immigration can be shown to be inadequate, because this can lead to over-population, health concerns, and recession. Our country has had a free-flowing pace of immigrants, since the birth of our country, and it has shown to be good and bad. Many immigrants who came to this country were discriminated against throughout the last century. Many say it is about acceptance or its our rights as Americans to accept all people. On April 20, 1921, there was a meeting among the house of representatives, which states It is time that we act now, because within a few short years the damage will have been done. The endless tide of immigration will have filled our country with a foreign and unsympathetic element. This basically states that if you do not control immigration, then over time we will loose our patriotism and love for the country, because of a domination of immigrants. I chose this issue, because not that it was one of the last ones on the paper, but that it is important issue that our country faces everyday. Immigration is important to this country, but it needs to be more restricted and thought through. I believe that our nation of immigrants should be restricted by certain countries or numbers, but not to...

Abstract Thinking (4 Tips for Writing an Abstract)

Abstract Thinking (4 Tips for Writing an Abstract) Abstract Thinking (4 Tips for Writing an Abstract) An abstract is a short summary of a larger work, providing a convenient way for readers to quickly comprehend its contents. This makes abstracts an essential part of academic writing. In fact, students and academics have to write abstracts for everything from funding applications and conference papers to PhD dissertations and textbooks. Learning how to write an effective abstract is, therefore, highly advised. 1. Descriptive or Informative? There are two main kinds of abstract: descriptive and informative. A descriptive abstract briefly describes the subject area and issue addressed by a paper. This may include the aims of the research and methods used, but not the results or conclusions. An informative abstract, meanwhile, should do everything that a descriptive abstract does plus outline any results, conclusions and recommendations made by the author. This makes it like a shortened version of the paper, rather than simply a description. Make sure you know what kind of abstract you’ve been asked to write. As a general rule, descriptive abstracts will be shorter (often no more than 100 words), while informative abstracts can be longer (check your style guide or ask your supervisor if you’re unsure). 2. Keywords You may be asked to provide a list of keywords as well as an abstract. These are important terms used for indexing and searching articles, making them vital to your work being found. Even if you’re not required to provide a list of keywords, including important terminology in your abstract is a good way of making it easier to access via databases and search engines. 3. Keeping it Self-Contained An abstract should be self-contained and tell readers everything they need to know before deciding whether to read a work in full. As such, avoid vague statements that require further explanation or confusing terminology that needs defining. One tip here is to have your abstract checked by someone who hasn’t read your work. If they can understand what your research is about from the abstract, you’re on the right track. If they react like this, however, redrafting might be a good idea. (Photo: LaurMG/wikimedia) 4. The Anatomy of an Abstract The exact content of your abstract will depend on the type of abstract you’ve been asked to write. Nevertheless, we can set out a few questions that a good abstract should answer: Motivations – Why is the research important? Why should the reader be interested? Problem – What problem are you addressing? What is the scope of your argument? Methodology – How do you attempt to solve the problem? Which variables are tested? What kind of data is gathered? Results – What results did you achieve? Is there key data that can be included here? Conclusion – What conclusions are drawn on the basis of the findings? Are any recommendations made as a result? If you touch upon all these factors, while being careful to stick to the word limit, you should end up with a high quality abstract suitable for publication.

The Road to Hell Case Study Essay Example | Topics and Well Written Essays - 750 words

The Road to Hell Case Study - Essay Example The stiffness could have been because of the seriousness with which Baker spoke that day. He gave it the meaning that Rennalls was struggling with racist attitudes and using the assumption that his (Baker’s) age and experience gave him advantage, concluded that Rennalls needed help. When Renalls did not admit to allegations of racism, Baker concluded that he was either afraid to face the truth or not willing to confess. This caused him to resort to the belief that Europeans would continue holding senior positions in the company and Barracanians remaining at the base if the latter did not learn to get along well with expatriates. After having climbed all these rungs, he climbed the last one of trying to make Renalls admit to charges of racism. His last attempt at trying to show Rennalls the need to face the challenge of racism only served to depict him (Baker) as one who looked down on Barracanians. The differences he drew between Europeans and Barracanians came across as boasting about his

English Essay Example | Topics and Well Written Essays - 2750 words

English - Essay Example The government has been steadfast in fighting the various forms of crimes. Although, there have been some notable achievements in this campaign, it is clear that a lot have to be done to bring the vice to the lowest levels. Apparently, a number of issues are allegedly caused by the increased crime rates. These problems includes increased public burden, increased expenses and cost to the society, the need to involve so many parties to resolve the vice, and the need to enact and modify existing laws to accommodate new form of crimes. Records show that crime has been around for a long time now. It is also evident that criminal activities have caused lot of pain and problems to the society. A Lot of resources are used every year to fight this battle. However, there is need to double the efforts since the crimes rates are generally considered quite high. This has caused concern to many people since such levels of violence being experienced are a threat to the stability of the society. The major crimes that are causing chaos include terrorism, theft, violence, rape, fraud, trading illegal drugs among many others (Osofsky, 2005). These criminal activities have left tremendous suffering to the community. Many people end up in jail when they are caught committing felony, while others have been killed in these unfortunate circumstances (Osofsky, 2005). The major concern is that the victims are mostly the innocent people in the community. Lots of money have been lost, stolen or destroyed when these criminal activities take place. This lead to negative effect to the economy of the country while at the same time destroying peoples’ financial status and their source of income. Government spends quite an amount on both human and material recourses to fight the vice, which would otherwise be channeled into other productive areas such as improving infrastructure and other beneficial sectors. Inadequate measures by the responsible parties have perpetrated the criminal act ivities in the society. Police officers, lawyers, and human rights organizations all have a key role in ensuring that there is an acceptable level of peace in the community. They have a responsibility in ensuring that every individual in the community is safe. However, they have in many cases they have failed to honor their duties by performing below the expected standards. In some instances, there have been claims where police officers have failed to respond on time to a distress call from crime victims only to appear when the damage already done. Some criminal investigations have been unsatisfactorily been carried out while others remain pending and closed cases (Allen, 2000). The Human Rights Organizations have also been found insufficient in carrying out their duties. They are allegedly biased in offering their services to the victims. The poor people in the community are not fully represented in the organizations. Judicial system on the other hand has been accused of being corr upt. These individuals are â€Å"bought† to rule cases in favor of the guilty parties (Regoli, 2009). The policies and legislations that are meant to regulate crime rates have been found to be highly ineffective. More often than not, criminals manage to evade justice by taking advantage of loopholes in the judicial system that is brought about by the existence of ineffective legislations. Most of these legislations were enacted a long time ago. Today’s crimes have changed becoming more sophisticated in the process (Allen, 2000).

Summary Essay Example | Topics and Well Written Essays - 500 words - 179

Summary - Essay Example In connection to this, complications of masticatory organ are considered the third stomatological disease because of their chronicity and extensive prevalence. Their otolaryngological symptoms include sudden hearing loss, ear plugging sensation as well as earache, swallowing difficulties, vertigo, as well as tinnitus and sore and burning throat. The research method involved analyzing the response of medical interviews of patients undergoing prosthetic treatment. The result showed that earache as well as sudden hearing impairment was common. Temporomandibular dysfunction (TMD) is claimed to cause the imbalance of the body. Research study involved use of questionnaires in evaluating the impact of TMD on cervical spine ROM as well as reduction of spinal pain. Treated (with occlusal splint) and control groups were used in the study. The result showed that treatment with occlusal splint improved TMJ function, cervical spine as well as reduction of spinal pain. In relation to this, chronic oral along with facial pain syndromes need the intervention of the physicians with medical specialties. Improper differentiation of other sources of pain from idiopathic facial pain results to improper treatment. Thus, characterization of pain resulting from trigeminal neuralgia as well as TMJ dysfunction is important before treatment. The study was aimed at identifying the correlation of sleep bruxism (SB), tinnitus and TMD. The result evidenced the association between TMD and tinnitus and lower magnitude association with SB. The absence of SB in presence of painful TMD was linked with tinnitus whereas the presence of both SB and painful TMD was associated with a very severe tinnitus. In connection with this, this study investigated the association of the occurrence of TMD in elderly with the palpation of TMJ in addition to masticatory and cervical muscles, presence of headache as well as

The effect of increased bank deposits ration with Chinese Central Bank Essay

The effect of increased bank deposits ration with Chinese Central Bank - Essay Example The effect of increased bank deposits ration with Chinese Central Bank If Chinese banks make more deposits with the central, the level of their total assets increase by the amount of deposits made to the central bank. Consequently, the central bank’s liabilities increase by the same amount of banks deposits. In most cases, the move will ensure that excess reserves within the banking system are reduced. In fact, banks will have to reduce their lending to households and firms by an equivalent amount deposited with the central bank. This policy measure could be realized if the central bank opts to sell bonds to banks from its portfolio to reduce excess reserves. For instance, the central bank might sell government bonds from available portfolios and the bonds could in turn be purchased by Chinese commercial banks. When banks make bonds payments by depositing an equivalent amount in reserves to the central bank, banks liabilities will increase by the amount of deposits made to the central whereas assets will increase by the amount of interest bearing bonds. However, the central bank’s assets will increase by the amount of deposits made while the assets will reduce by an equivalent amount of bonds issued. There are also numerous economic impacts ensuing from the decision made by People’s Central Bank. The effects are apparently depicted on the economic equilibrium (GDP) and expenses incurred. Indeed, the People’s Central Bank decision announcement that banks needs to hold extra deposits with China’s central bank causes considerable economic impact.

Should Abortion be Legal Essay Example | Topics and Well Written Essays - 1250 words

Should Abortion be Legal - Essay Example Ousting a soul out of a living being is an act of brutality. Humans are the most civilized form of creatures to exist on earth and such a high status demands them to act responsibly with all the other organisms that we, humans, share this planet with. This entails respecting of the rights of people and animals alike and giving others preference over ourselves (Titus and Ross, 1999). The fulfillment of these conditions leads to a state known as humanity. If humanity demands wellbeing of entire world and not only human wellbeing then the question that arises here is, how humanity can allow abortions. Abortion refers to the killing or premature human fetus, to prevent its birth and commencement into the world. Abortion deprives a helpless and innocent soul from entering into the world, thus restricting it from its right to live. Irrespective of the circumstances, no soul shall be allowed to kill the other as per the basics of humanity, and considering this, abortion must not be legalize d. Why abortions must not be legalized? Imagine a baby, joyful, playful and cheerful in your arms. You start playing with the baby and all of a sudden you tell the baby that you are going to slaughter him for no fault of his own. Just imagine if the baby were to interpret your intentions and understand what you were saying, how would the baby have reacted then? The baby, the cheerful baby, would have begged you for his life. He would have broken down into tears and would have started screaming of your terrifying intentions. But no matter what, if you don’t need the baby, then you just don’t need it. This entire aesthetic dramatization is just a creative account of the definition of abortion. When a male and a female human participate in a successful sexual intercourse, a seed is planted into the ovaries of the female member resulting in the orientation of life of a human to be, the fetus. The example of a fetus is tantamount to that of a flower seed, sown into the grou nd for nurturing and development into a seedling, a plant and finally the flower. Ravaging the seed before it becomes a flower is equivalent to smashing the flower itself, when it has fully grown and developed. Abortion, as explained, is the killing of one life for no reason. Killing of humans is only permissible, logically and legally, under limited circumstances, including self-defense, war or may be in case of euthanasia. But killing of humans, that are premature in their body features, have no fault of their own, which can’t even defend themselves and are entirely dependent upon the mercy of others, is a major crime, a sin and a demented act of cowardice and butchery (Titus and Ross, 1999). On several instances screams out of excruciating pain and suffering have been heard from the aborted children as repeatedly reported by the housemaids and nurses in abortion houses, labor rooms and hospitals. Aborted children usually are conscious while they are led to death and they p erspire in disdain and discomfort striving to gain help from somewhere, somehow. The cold blooded murderers witness the scene and leave the place, without any regrets or sympathies whatsoever. Such cases have been on the verge of increase and an ever increasing number of people commit this crime, today, without any second thoughts whatsoever. Such acts have resulted in a transformation in human attitude towards

The effect of increased bank deposits ration with Chinese Central Bank Essay

The effect of increased bank deposits ration with Chinese Central Bank - Essay Example The effect of increased bank deposits ration with Chinese Central Bank If Chinese banks make more deposits with the central, the level of their total assets increase by the amount of deposits made to the central bank. Consequently, the central bank’s liabilities increase by the same amount of banks deposits. In most cases, the move will ensure that excess reserves within the banking system are reduced. In fact, banks will have to reduce their lending to households and firms by an equivalent amount deposited with the central bank. This policy measure could be realized if the central bank opts to sell bonds to banks from its portfolio to reduce excess reserves. For instance, the central bank might sell government bonds from available portfolios and the bonds could in turn be purchased by Chinese commercial banks. When banks make bonds payments by depositing an equivalent amount in reserves to the central bank, banks liabilities will increase by the amount of deposits made to the central whereas assets will increase by the amount of interest bearing bonds. However, the central bank’s assets will increase by the amount of deposits made while the assets will reduce by an equivalent amount of bonds issued. There are also numerous economic impacts ensuing from the decision made by People’s Central Bank. The effects are apparently depicted on the economic equilibrium (GDP) and expenses incurred. Indeed, the People’s Central Bank decision announcement that banks needs to hold extra deposits with China’s central bank causes considerable economic impact.

Performance Management in the Companies BMC and HFO MRA Essay

Performance Management in the Companies BMC and HFO MRA - Essay Example A virtual organization is one where managers and employees have appropriate performance management using it naturally in the course of their work. This involves planning as a regular system where concerned parties present distinct goals of a company. Give feedback to employees and work groups after monitoring and measuring performance on their progress towards reaching their goals. After managers set higher standards to their employees they take care to develop the skills needed to achieve them. Additionally, effective performance management ensures that after the accomplishment of the mission, employees receive their rewards either formally or informally to recognize their actions (â€Å"Performance Management†). The importance of performance management is to have a motivated workforce, improved management control, direct financial interest like an increase in sales and reduced costs of production.By adopting performance management, BMC Company has a better management control system that is responsive to employers needs. The online system ensures that BMC Company gets the right information to make decisions at all times. It also provides a well-communicated and documented process that simplifies strategic planning. HFO MRA works towards having a motivated workforce that ensures a company’s continuity and achievement of goals. The company believes in measurable objectives where every employee knows their role in the bigger picture. This enables a company to achieve its goals.At HFO MRA Company, there is a higher probability of career development than in BMC. In case an employee review is not up to the standards, the company arranges for training for this individual employee. Employees receive additional rewards for longevity in terms of holidays which motivate them. The monitoring system is better than in BMC because of the involvement of managers and supervisors who constantly look forward to evaluation without concentrating on past mistakes. Thi s gives employees a guarantee of their importance in the company. By rewarding employee’s longevity, HFO MRA ensures that it keeps its employees longer in the company ensuring the continuity of the company.

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Example for Free

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Why do students shy out and do not participate in classroom discussion? Chapter 1 1. 1 Abstract Research has shown that shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. The findings of two studies undertaken are presented; in each study participants were rated for shy out students by their class teachers. The first study (of 10-year-olds) found that shy students test performance was influenced by the form of the test they performed less well when the test was administered individually relative to the same test being administered to the whole class in a group setting. A second study asked students (aged 5-9 years) to sort and describe a set of pictures. The shy student was briefer with shorter mean length of utterances and less linguistic diversity, and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy student responses are constrained by their concerns about evaluation and do not necessarily reflect underlying differences in competence. The paper discusses the implications of this research for the classroom. 1. 2 Introduction This study examines the hypothesis that shy, silent students that do not participate in classroom discussion of contraceptives in Pakistan underreport contraceptive usage. Data were obtained from the 1984-85 and 1994-95 Contraceptive Prevalence Surveys, the 1990-91 Demographic and Health Survey, and a Punjab 1993 survey. Shy or silent students were 11. 9% in 1990-91 and 11. 3% in 1994-95. The revised CPRs are 23. 7% and 29. 1%, respectively. In 1993, a follow-up survey among non-users in Punjab province showed that CPR increased from 13% in 1990-91 to 18% in 1993. Shy out students was the most widely used method, followed by the condom and female sterilization. The increase in CPR is attributed to more open reporting among shy or silent student. Revised CPRs that include shy or silent student were consistent with total fertility rates in all 3 nationally representative surveys. Typically shy or silent student were older by about 2. 3 years than current student, Shy or silent students had longer duration of greater illiteracy, and less contraceptive knowledge about methods and sources this is the cause they do not participate in classroom discussion. Research has distinguished shy out students from introversion, although they are typically related. Introverts simply prefer solitary to social activities but do not fear social encounters as do the shy, while extroverts prefer social to solitary activities. Although the majority of shy are introverted, shy extroverts are found in many behavioral settings. They are privately shy and publicly outgoing. They have the requisite social skills and can carry them out flawlessly in highly structured, scripted situations where everyone is playing prescribed roles and there is little room for spontaneity. However, their basic anxieties about being found personally unacceptable, if anyone discovered their real self, emerge in intimate encounters or other situations where control must be shared or is irrelevant, or wherever the situation is ambiguous in terms of social demands and expectations. 1. 3 Problem statement The study was carried out under the title â€Å"why do students shy out and do not participate in classroom discussion†. 1. 4 OBJECTIVES OF THE STUDY The objectives of the study were: 1. To identify the symptoms of shy out students. 2. To explore the causes of shy out students. 3. To find out the relationship of shyness with the self-esteem of students. 4. To examine the effects of shyness on the self-esteem of shy out students. 5. Helping students learn more from lectures 6. Getting students to participate more in class 7. Recognizing the importance of conflict and conflict resolution in student learning groups 8. Introducing and reinforcing active learning 9. Getting students to come to class having read the assignment 10. Getting and giving feedback on meaningful class participation 11. Letting the classroom environment foster student participation 1. 5 Significance of topic There was a tendency for shyness to correlate significantly with measures of academic attainment. Even though the coefficients are moderate and explain little variance in test scores they are still meaningful and suggest that shy out students does have an impact on academic success. There exists some evidence of links between shyness and intelligence test scores, attainment measures, teacher-rated intelligence and academic performance but this has scarcely been explored. Contemporary theories of learning emphasize the importance of social interaction for learning, including the contribution of students active participation in classroom discussion. This suggests the value of exploring the educational significance of shy out students and reticence characteristics that may cause teachers few problems or draw attention to a students behavior but that might influence their achievement and adjustment. Being part of a discussion is a skill to learn, just like taking good lecture notes or learning to write a good essay exam. You are not doing shy students a favor by letting them off the hook completely. Rather, emphasize to your class that in order to have productive discussions, everyone needs to make a contribution. This can be done in a variety of ways: good listening, asking good questions, challenging what someone has said appropriately and inviting. Chapter 2 Review of Literature Shyness as a â€Å"state of discomfort or inhabitation in interpersonal situations that interferes with pursuing one’s interpersonal or professional goals†. According to Cheek Melchoir shyness involves the tendency to feel worried, awkward or tense when in the presence of others due to the prospect of interpersonal evaluation. Zolton and Long said that shyness is a fear of, or shy out students from, other people or social situations, can have many different causes depending on the individual student and the specific circumstances. Shyness is something that all students experience at one time or another. In most cases it is a normal, temporary behavior. In students, some shy out students is normal, especially when they are around 5-6 of age, and then again at about two years of age. Shyness at these ages is considered a normal part of development. Shyness becomes a problem in a student when it interferes with relationships with other people, with social situations, school, and other important aspects of a student’s life. In the light of the results of many psychological surveys concluded that substantial number of students regards themselves as shy. Shyness becomes problematic when it leads to the patterns of behavior that includes reluctance to enter social situations discomfort and inhibition in the presence of others exaggerated self, unresponsiveness, an increasingly negative social concept, or a combination of these . Shy individuals are anxious and unsure of themselves in social situations and often try to avoid interacting with others . Minimum level of shyness does not create problems for students. Frequent exposure to a particular or different situation makes them confident. But if they avoid contact with people, students of their age or exposure to different situations than shyness can create different problems for them. 2. 1 What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and spontaneous. Some students, however, warm up much more slowly than others. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. 2. 2 Quiet or Shy out Students Even in small groups some students are quiet or shy. When we use learning logs, these students often describe their anxiety about revealing their ideas. Stating that all students are expected to participate in a discussion is likely to heighten that anxiety. We have these suggestions concerning shy students. First, the course description should make it clear that discussion is expected, and this should be emphasized in the first meeting of the class. Second, help should be available for shy students, from either the instructor or a counseling center. We strongly prefer helping students learn to participate, rather than helping them avoid taking part. Third, be accepting of degrees of participation. Students who have the courage to confront their shyness need time to develop, and all of us have â€Å"bad hair† days, when things are going terribly, and we need to be quiet. 2. 3 Strategies to Overcome Shy out students The following strategies to help the students to overcome their shyness in classroom discussion. 1. Tell the students about times when you acted bashful. 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the students as shy. 4. Reward the students for outgoing behavior 6. Read books with the students about individuals who overcome shyness or fears 8. Eliminate teasing of the students or reduce the impact 9. Teach the student to identify and to verbally express their emotions 10. Relationship of Shyness with Self-Esteem students 2. 4 Causes of shy out students Some students seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. This may lead to a student not participating in the classroom or having difficulty connecting with other students. * Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Also, students miss opportunities to develop debating skills. Students must learn how to be a part of a group discussion, which is commonly used in college classrooms and corporate boardrooms. * Lost Assertiveness Shy students may be less willing to mention when they are struggling with class material, causing them to not receive the help they need. People often interpret timidity as a sign of being stuck up, which can put off many people who would otherwise give the student learning opportunities. * Low Self-Efficacy Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. The lack of social skills leads to negative social experiences for the shy out students, which increases the anxiety she feels, leading to more shy behavior. * Lost Opportunities Shyness is often caused by an exposure to new activities. Since students do not have as many experiences as adults, they experience more new activities, which can emotionally overwhelm those who have not yet developed coping skills. When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. * Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. Most classrooms have one or more students who struggle with making themselves heard or participating in class discussions. These students are usually called shy because they may speak softly, prefer to work independently or refuse to speak up at all. Often these students flourish with written assignments or tests, but fail in areas that require participation with classmates or presentations in front of other students. For shy students, keep some considerations in mind. Chapter 3 * Methodology The research approach was quantitative. Standardized questionnaires were used to collect data for the research. For this research, the research adopted analytical way of research. In this way, quantitative way of analysis was adopted. The researcher developed a questionnaire for getting the data from language teachers, and on the basis of collected data analysis was made. For effective research the feedback given by the teachers was presented in the tables and graphs. On the basis of quantitative analysis and suggestions were finalized. Research Tools Opinion scale on the pattern of analytical way of research was developed. Population The students constituted population of study. Sampling Thirty students were selected as a sample using simple random technique. Method of research The study was descriptive in nature. The survey method was used to collect the data from the respondents. For this purpose a questionnaire was developed and was administered to the sample of the study. Collection of data The questionnaire was administered to the students. For each statement, teachers were to respond one option from the given four options. * Analysis of data The data collected was tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. Table no. 3. 1 Do group activities break the shy out of the student? Options| Frequency| Percentage| A| 14| 47%| SA| 13| 44%| N| 0| 0%| DA| 0| 0%| SDA| 3| 10%| When students were asked the statement 47% students said they were agree group activities break the shy out of the student, 44% said strong agree and 10% said strong disagree. Table no. 3. 2 Have shy out students discuss their weakness in classroom as a communicator? Options| Frequency| Percentage| A| 0| 0%| SA| 9| 30%| N| 3| 10%| DA| 12| 40%| SDA| 6| 20%| 30% said strong agree,10 %neutral ,40%said disagree and 20%said strong disagree . Table no. 3. 3 Confer with parents give opportunities for shy out student to increase your involvement in classroom discussion? Options| Frequency| Percentage| A| 12| 40%| SA| 7| 24%| N| 3| 10%| DA| 8| 27%| SDA| 0| 0%| 40% said agree, 24%said strong agree, 10%said neutral and 27%disagree. Table no. 3. 4 Do shy students show sign of social anxiety? Options| Frequency| Percentage| A| 9| 30%| SA| 8| 27%| N| 3| 10%| DA| 10| 34%| SDA| 0| 0%| 30% said agree, 27%said strong agree, 10%said neutral and 34%disagree. Table no. 3. 5 Do not force the shy out students to prefer in front of the classmates, but encourage him to do? Options| Frequency| Percentage| A| 12| 40%| SA| 8| 27%| N| 8| 27%| DA| 2| 7%| SDA| 0| 0%| 40% said agree, 27%said strong agree, 27%said neutral and 7%disagree. Table no. 3. 6 Do not make shy out students that feel rushed to answer quickly? Options| Frequency| Percentage| A| 4| 14%| SA| 20| 67%| N| 6| 20%| DA| 0| 0%| SDA| 0| 0%| 14% said agree, 67%said strong agree and 20%said neutral Table no. 3. 7 Students have courage to comfort their shyness need time to develop? Options| Frequency| Percentage| A| 9| 30%| SA| 9| 30%| N| 3| 10%| DA| 27| 8%| SDA| 1| 4%| 30% said agree, 30%said strong agree, 10%said neutral, 8%disagree and 4% strong disagree. Table no. 3. 8 The environment which a student raised can affect his or her shyness in classroom discussion? Options| Frequency| Percentage| A| 7| 24%| SA| 18| 60%| N| 0| 0%| DA| 17| 5%| SDA| 0| 0%| 24% said agree, 60%said strong agree and 5%disagree. Table no. 3. 9 Some students have problematically shy out in varying degree? Options| Frequency| Percentage| A| 3| 10%| SA| 3| 10%| N| 20| 67%| DA| 2| 7%| SDA| 2| 7%| 10% said agree, 10%said strong agree, 67%said neutral, 7%disagree and 7%strong disagree. Table no. 3. 10 Shy out student diversity affect learning? Options| Frequency| Percentage| A| 9| 30%| SA| 13| 44%| N| 2| 7%| DA| 6| 20%| SDA| 0| 0%| 30% said agree, 44%said strong agree, 7%said neutral and 20%disagree. Table no. 3. 11 Can we suggest strategies for shy out students which help students for classroom discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 11| 37%| N| 6| 20%| DA| 2| 7%| SDA| 0| 0%| 37% said agree, 37%said strong agree, 20%said neutral and 7%disagree. Table no. 3. 12 Can we help shy out students to set social development goal for discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 14| 47%| N| 2| 7%| DA| 3| 10%| SDA| 0| 0%| 37% said agree, 47%said strong agree, 7%said neutral and 10%disagree. Table no. 3. 13 Can teacher s allow the students to speak for break the shyness? Options| Frequency| Percentage| A| 8| 27%| SA| 10| 34%| N| 3| 10%| DA| 7| 24%| SDA| 2| 7%| 27% said agree, 34%said strong agree, 10%said neutral, 24%disagree and 7% strong disagree. Chapter 4 4. 1 Procedure of the Study The researcher herself visited for data collection and personally met the student’s . The researcher briefed the students about the purpose of the research and the teachers identified shy out students, a careful observation was made by the researcher also and only those students were selected who were seemed to be really shy and do not participate in classroom discussion. 4. 2 Findings The data collected through questionnaires was analyzed through the research. The results were interpreted in the forms of tables. * When students were opinion the statement 47% students said they were agree group activities break the shy out of the student, 44% opinion strong agree and 10% opinion strong disagree. * 30% the opinion they are strongly agree that have shy out students discuss their weakness in classroom as a communicator,10 %neutral ,40% disagree and 20% strong disagree . * 40% opinion they are agree that confer with parents give opportunities for shy out student to increase their involvement in classroom discussion , 24%opinion strong agree, 10%opinion neutral and 27%disagree. * 30% opinion they are agree do shy students show sign of social anxiety, 27%opinion strong agree, 10% opinion neutral and 34%disagree. * 40% opinion they are agreeing that do not force the shy out students to prefer in front of the classmates, but encourage him to do? 27% opinion strong agrees, 27% opinion neutral and 7%disagree. * 14% students opinion agree do not make shy out students that feel rushed to answer quickly, 67% opinion strong agree and 20% opinion neutral * 30% students opinion they are agree students have courage to comfort their shyness need time to develop, 30% opinion strong agree, 10%  opinion neutral, 8%disagree and 4% strong disagree. * 24% student’s opinions they are agreeing that the environment which students raised can affect his or her shyness in classroom discussion, 60% opinion strong agree and 5%disagree. * 10% students opinion they are agree some students have problematically shy out in varying degree, 10% opinion strong agree, 67% opinion neutral , 7%disagree and 7%strong disagree. * 30% students opinion they are agree shy out students diversity affect learning , 44% opinion strong agree, 7% opinion neutral and 20%disagree. * 37% student’s opinion agrees can we suggest strategies for shy out which help students for classroom discussion? 37% opinion strong agrees, 20% opinion neutral and 7%disagree. * 37% students said opinion can we help shy out students to set social development goal for discussion, 47% opinion strong agree, 7% neutral and 10%disagree. * 27% students opinion agree that can teachers allow the students to speak for break the shyness, 34% strong agree, 10% neutral, 24%disagree and 7% strong disagree. 4. 3 Explanation Almost all students act shy at times, especially when encountering a new person or situation. Shy sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What are the signs of shyness in a young student? Shy students tend to show at least 3 or 4 of the following behaviors in preschool or primary school. Shy students tend to: 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities. 5. Speak softly * What are the effects of shyness on students in classroom discussion? The unfortunate effects of being shy include nervousness, decreased development of close relationships, interference with learning, and reduced opportunities to practice and improve social skills. As a shy student reaches, peers tend to start thinking of the child as not normal. This can in turn have negative effects on the childs self-esteem. On the other hand, shy student tend to act out less than other students do, perhaps because they dont want to call attention to themselves by doing something wrong. Although some students outgrow shyness as they get older, others remain painfully shy their entire life. * Relationship of Shy out students with Self -Esteem Shy students are seen less friendly than others, maybe a bit standoffish, even cold in some circumstances. shy students probably even see themselves in a more negative than positive light. Because of this worry, their thoughts and strengths are limited to a very small circle of students; they are in fact only limited by their own thoughts and emotions. They constantly think that others are slighting them, insulting them, or attacking them in some way. The shy students can actually handicap themselves with negative thoughts and wind up using their shyness as a crutch and an excuse for not pursuing more social occasions, it becomes to socialize, make friends, and establish relationships, both personal and professional. It becomes a self- defeating behavior. This kind of self-defeating behavior leads to more and more avoidance of any or all social encounters, until they become frozen in fear and completely unable to function in normal social circumstances. They quite literally lose hope in their own ability to function normally in these circumstances, so they quit trying. if the children (adult) feel that there is a discrepancy between the way they are behaving and the way they would like to react, their self esteem is likely to be low. To avoid negative feeling, children may lower their expectations of themselves and accept a lower level of performance or social interaction than they are capable of, or may try to avoid further feeling of failure by withdrawing from the situation in which they feel that there self esteem to be threatened. 4. 4 Conclusion Teachers may be able to help shy students considerably by using strategies that are relatively easy to implement and well matched to the teachers basic role as a helpful instructor to students. These strategies include providing self-concept support, encouragement, and opportunities to develop confidence and comfort in the classroom to shy and inhibited students, as well as closer monitoring, improved nonverbal communication, environmental engineering, and instructive suggestions or demands for improved concentration designed to maintain the attention of students prone to shy out students. Most teachers seem to develop an intuitive understanding of some of the needs of shy students, but many could meet these needs more effectively by systematically applying the principles and strategies highlighted here. 4. 5 Suggestion of shy out students Suggestion one Assuming that you share a common Language with this student, the first step has to be to speak to him in his own language in order to ascertain what the problem is and if he is always shy. In other words is he shy when using his native language or does this shyness only occurs when he is trying to speak? Secondly, it would be very useful to spend some time talking to him about various aspects connected to his one-to-one classes and in particular how he would like to be taught and what his aims are. You could emphasize the value of trying things out in English and learning from mistakes rather than being afraid of them. You could also clarify your role and make sure that he understands that you are there to help and to give him constructive feedback on his English. Suggestion two We provide opportunities for the shy out students to develop debating skills. Provide best activities to break the shyness of the students. Suggestion three Teachers provide group work to make involvement of the students. They help and support the shy out students in classroom discussion and do not asked to him gave answer quickly. Suggestion four You could also use homework as the basis for speaking. If he has prepared a homework exercise (a grammar exercise or similar), go through it in the next class with him reading out the answers. It’s important that he gets used to hearing himself speaking this strange foreign language and feels comfortable with it. Suggestion five Another factor could be the dynamic in the classroom. Sitting next to the student rather than standing or sitting opposite can create a feeling of co-operation and may help the student to overcome his shyness. Writing on sheets of paper on the table rather than the whiteboard could also help as could the use of visual aids on the desk such as maps, photographs, magazine pictures and so on. All of these can help to shift the focus away from the student. The important thing here is for you to experiment and find the style and approach that best suits your student. 4. 6 Recommendations * The students should talk to parents, friends, a mentor or anybody they trust most and should confide and express what they feel. * The students should avoid doing so many things at the same time. Because this could lead them to confusion and frustration if nothing gets accomplished. They must stick on one thing that they are good at. * Parents should teach their children how to behave in a social situation. * Parents should try to be good role models. They must let their children see those making social contacts, expressing themselves and interacting with others. * Parents should help their children to feel themselves important, capable and adequate. Such feelings will enhance their self-esteem. * Teachers should avoid calling their students shy. If labeling occurs in the classroom, teachers should intervene. * Teachers should encourage shy students to participate actively in classroom activities 4. 7 SUMMARY Shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. What is shyness in students? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. * Causes of shy out students Some children seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. 1. Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Students miss opportunities to develop debating skills. 2. Lost Assertiveness Shy students may be less willing to mention when they are struggling with class room discussion, causing them to not receive the help they need. 3. Lost Opportunities When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. 4. Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. 5. Low Self-Efficacy. Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. * Strategies to Overcome Shyness of students Following strategies to help the students to overcome their shyness. 1. Tell the students about times when you acted bashful 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the children as shy. 3. Expose the children to unfamiliar settings and people 4. Prompt the children to interact with others 5. Reward the children for outgoing behavior * Signs of shy out students 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities 5. Make little or no eye contact * Teachers do to help shy out students 1. Put children in pairs or other small groups and lead them into an activity that requires interaction. 2. Prompt interaction between students. 3. Give shy students plenty of time to respond to questions or to speak to the class. 4. Show empathy and understanding. 5. Show warmth. 6. Reward outgoing behavior. * Effects of student’s shyness on classroom discussion Effects of being shy include: 1. Nervousness in discussion. 2. Decreased development of close relationships. 3. Interference with learning. 4. Reduced opportunities to practice in classroom discussion. 5. Improve social skills. References Byrnes, A, D. (1984). Forgotten children in classrooms: Development and Characteristics. The elementary school journal, Vol. 84, No. 3 [Online] Available: http:

Confidence Building Measures India And Pakistan

Confidence Building Measures India And Pakistan Confidence-Building Measures (CBMs) are those steps or agreements on which states agree with mutual benefits in mind, and have faith that all concerned shall obey such agreements. These steps or agreements ultimately develop trust between the signatory states and help in achieving peace and stability in the region.  [1]  Limiting or reducing the level of fear among parties in conflict is essential for building confidence. CBMs aim to lessen anxiety and suspicion by making the parties behaviour more predictable. While a single CBM is unlikely to prevent conflict or contribute to peace building, a series of such agreements can allow for an increased sense of security. In time, such measures may even lead to changed understanding of a countrys security needs.  [2]   Confidence-building has been in vogue and practice for several decades. Its origin can be traced back to the years prior to World War I, to the European practice of inviting observers from different states to witness military exercises and manoeuvres. This practice continued and later emerged as part of the Versailles Treaty for Demilitarisation of the Rhineland.  [3]   CBMs are a worldwide phenomena and their development is more advanced in some regions as compared to others. CBMs are extremely important in the context of the countries, which are suspicious of each other. The United Nations Comprehensive Study on CBMs states that the final objective of CBMs is to strengthen international peace and security and to contribute to the development of confidence, better understanding and more stable relations between nations, thereby creating and improving the conditions for fruitful international cooperation.  [4]   Confidence-building is not a new phenomenon between India and Pakistan. Since the hurried departure of the British from South Asia and the partition, both India and Pakistan have signed many agreements aiming to generate confidence and reduce tensions. Perhaps the most notable among them are, Liaquat-Nehru Pact (1951), Indus Water Treaty (1960), Tashkent Agreement (1966), Rann of Kutch Agreement (1969), Shimla Accord (1972), Salal Dam Agreement (1978), and the establishment of the Joint Commission. With the exception of the Joint Commission, all the others were the products of either a crisis or a war that necessitated a logical end to the preceding developments.  [5]   AIM The aim of this paper is to analyse the performance of CBMs between India and Pakistan and suggest some workable and plausible CBMs that could be experimented by the two countries. CONFIDENCE-BUILDING MEASURES: CONCEPT AND GENESIS Traditional Concept. The traditional concept of CBMs is reflected in the oft-cited definition by Holst and Melander, which states, confidence-building involves the communication of credible evidence of the absence of feared threats by reducing uncertainties and by constraining opportunities for exerting pressure through military activities.  [6]  In a subsequent refinement, Holst described CBMs as arrangements designed to enhance such assurance of mind and belief in the trust worthiness of states and the fact they create.  [7]  Whilst the first definition emphasised only on the need for clarifications of intentions and avoidance of misperceptions, the latter ventures into the realm of the larger appreciation of the constituent of CBMs and envisages them not merely as damage containment measures, but also as principles of healthy relations between states. Genesis. CBMs are essentially a western construct, which entered the realm of international relations in the Conference on Security and Cooperation in Europe (CSCE), at Helsinki. The Helsinki Final Act, 1975 ascribed three basics objectives to the CBMs  [8]  :- To eliminate the causes of tensions. To promote confidence and contribute to stability and security. To reduce the danger of armed conflict arising from misunderstanding or miscalculation. Dictionary of CBMs. Browsing through literature on the development of the concept of CBM, one comes across numerous other related concepts. It is important to understand the meaning of several terms that have come to be used in the diplomatic lexicon, all loosely referred to as CBMs. Their definition and comparative analysis are beyond the scope of this paper. Some of these  [9]  are enumerated below:- Confidence-Building Measures. Conflict-Avoidance Measures. Trust-Building Measures. Conflict-Resolution Measures Confidence and Security Building Measures and Confidence-Building and Security Measures. (f) Tension-Reduction Measures. Steps to Confidence-Building. Despite the upsurge in interest in these terms, there is a considerable confusion about the confidence-building regime, as also, the steps required to achieve it. Each region has its unique peculiarities and, therefore, distinct CBMs. The borrowed experience of other regions is of only a limited value. The steps to military confidence-building are based on two parameters; level of confidence and probability of conflict.  [10]  Diagrammatic representation of the same is placed at Appendix P. CBM Tools. These are modes and means, which help in better communication arrangements and transparency to the action of others or provide ways of giving satisfaction about the action of other states. Communication, constraint, transparency, and verification measures are the primary CBM tools. Few effective CBM tools  [11]  , used the world over, are listed in Appendix A. INDO-PAK CBMs Paradoxes in Pursuing the CBM Modality. Certain unresolved paradoxes, concerning the applicability and viability of CBMs, identified in South Asian region  [12]  are listed below:- CBMs provide the atmospherics for improving inter-state relations. They can establish trust between adversarial states; but the paradox remains that trust is required before CBMs can be negotiated. The need for some limited confidence between adversarial states is, therefore, essential before CBMs can be negotiated. CBMs are difficult to establish, but easy to disrupt and abandon. Continued adherence to them requires adversarial states to perceive the balance of advantage to lie in not abrogating them, particularly during periods of deep crises. CBMs can only be relevant in crises if trust is evident on both sides. They are known to work satisfactorily in times of peace. Hence, the paradox that states may abide by CBMs in normal times, but ignore them in emergency situations. Public declarations can serve as useful CBMs to alleviate tensions and promote stability. The historical record shows that national leaders in India and Pakistan routinely make conciliatory statements, but they are meant either for domestic consumption or to impress international audiences or to lower the others guard. The paradox then emerges, rather than promote security and confidence-building, such declarations have often exacerbated existing regional tensions. Origin of CBMs in Indo-Pak Relations. Meaningful military CBMs in Indo-Pak relations came three decades ago with the establishment of a hotline between the Director General of Military Operations (DGMOs) of both the countries. Subsequently, there have been many military CBMs between both the countries. However, the strategic community and the military were quite often skeptical of both the substance and the process of CBMs and did not support these initially. It was only when Operation Brasstacks in 1986-87 led to serious misunderstandings, and a likely possibility of possible conflict again in 1990, that matters changed somewhat.  [13]   Despite events precipitating increased tensions between the two countries, the effort on the part of both governments has been to ensure that the CBMs continue to remain in place. However, the impressive range of CBMs, both of a military and non-military nature, have been overtaken by events such as the Kargil conflict, the mobilisation of troops in 2002 and the repeated terrorist attacks in India, especially the 26/11 attacks. Major Achievements The CBMs enumerated in the succeeding paragraphs, may be considered as major achievements in the Indo-Pak relations over the last two decades.  [14]   Military CBMs. Agreement on the Prohibition of Attack against Nuclear Installations and Facilities, signed in 1998, and eventually ratified in 1992. This particular exchange has continued for 18 consecutive years. Agreement on Advance Notification on Military Exercises, Manoeuvres and Troop Movements, brought into effect in 1991 and has had an important role to play in the reduction of tensions on both sides of the Line of Control. Agreement on Prevention of Airspace Violations and for Permitting Overflights and Landings by Military Aircrafts, signed in 1991, has significantly reduced costs for both nations, and also brought into being, a structure of redress in case of violations and mutual trust in matters of requirement. Formal ceasefire along the International Border as also the Actual Ground Position Line, brought into effect at midnight of 25 Nov 03, has remained in effect since. Biannual meetings between Indian Border Security Forces and Pakistani Rangers, has been in effect since 2004. Agreement on Advance Notification of Ballistic Missile Tests, in effect since 2005. Establishment of a communication link between Pakistan Maritime Security Agency and Indian Coast Guard in 2005, primarily to facilitate early exchange of information regarding fishermen apprehended for straying into each others waters. The agreement also brought into discussion the possibility of holding joint search and rescue operations and collaborating in marine pollution control. A hotline between DGMOs of both countries had been in effect since 1965, and was most recently used in an unscheduled exchange to discuss troop movements and allay tensions, in the aftermath of the 26/11 attacks in Mumbai. Non-Military CBMs. The predominant CBMs in the non-military domain have been travel measures to increase people-to-people interaction. A few of the important ones, which have more or less withstood the test of times, are enumerated below:- Delhi-Lahore bus service, started in 1999, but ceased in light of the Kargil conflict, was resumed in 2003. Passenger and freight rail services between Attari and Lahore and air linkages were resumed in 2004. The Samjhauta Express was resumed in 2005, and despite the 2007 blasts, has continued to run. Bus service between Srinagar and Muzaffarbad was started in 2005. Bus services from Lahore to Amritsar, Amritsar to Nankana Sahib and train links between Munnabao and Khokhrapar were started in 2006. Night bus service between Ferozepur and Fazikla to Ludhiana-Chandigarh was also resumed the same year. The first overland truck route between the two countries was opened at the Wagah border crossing in 2007. In 2008, triple-entry permit for cross-LoC travel was introduced and the frequency of the Srinagar-Muzaffarabad bus service was increased from fortnightly to weekly. Humanitarian aid was extended by India, in the aftermath of the earthquake in Pakistan in 2005, and again during the floods in Aug 10. A Joint Anti-Terrorism Institutional Mechanism to identify and implement counter-terrorism initiatives and investigations in both countries was brought into effect in 2006. An agreement facilitating regular contact between state-run think tanks, Institute of Defence Studies and Analyses (New Delhi), and Institute of Strategic Studies (Islamabad) was brought into being in 2008, primarily to contribute towards building channels of communication at the level of scholars. The first meeting of a Joint Judicial Committee of judges belonging to both countries, meant to look into the welfare and release of prisoners, was conducted in 2008. More than 500 prisoners have been released by both sides since then. Joint Economic Commissions and Joint Business Councils were reactivated in 2004. Foreign Ministers of both countries agreed to a series of Kashmir-specific CBMs to facilitate crossing the LoC in 2008. Both countries agreed to host festivals displaying each others movies in 2006. The Pakistani Government allowed for the legal release of Indian films in Pakistan in 2008. Major Failures The CBM process has seen its fair share of failures as well. A few notable one are enumerated below  [15]  :- Although there are hotlines connecting both military and political leaders in both countries, they have been scarcely used when required most. The absence of communication has led to suspicions, followed by accusations of the spread of misinformation. While over 70 Kashmir related CBMs have been agreed to in principle, only an inconsiderable percentage of them have actually seen implementation. There is a disproportionate emphasis on military CBMs and an inadequate recognition of several momentous non-military CBMs. Many CBMs, which were originally crafted to address the stabilisation of relations, post the nuclear tests of 1998, have been agreed to in principle, yet have never seen implementation because of the belief that dominant issues need to be resolved before the CBM process can move ahead. In the current scenario, when political will in both states is waxing and waning intermittently, CBMs, which are difficult to establish, but easy to disrupt, have not been fully effective. There is a lack of verifiability in many CBMs, which leads both countries to fall victim to mistrust, suspicion and misinformation, on a variety of issues. Governments on both sides often use CBMs as political tools to win over specific constituencies, which can be very damaging in the long run. Public conciliatory statements, which are meant to be CBMs, can have the opposite effect, if they turn out to be insincere, and worse, if they have been inexpertly drafted, as one saw in the aftermath of the statement issued after the Sharm-el-Sheikh meeting. CBMs have been particularly ineffective, if not absent, during times of conflict, because despite declarations to the effect, neither country has moved beyond the point of conflict-avoidance, towards actual CBMs, and finally, towards strengthening peace. While many hundreds of thousands visit India and Pakistan from across the border, the visa formalities and reporting procedures for them are far from conducive to confidence-building. Prioritising the CBMs General. The existing record of CBMs, world over, is ambiguous. CBMs in some contexts have proved feasible and beneficial, whereas in South Asia, there is a certain disaffection with the very notion of CBMs. The expectation of quick results should be avoided (in Europe, it took over twenty years for the CBM process to become effective). A clear general rule is that once in place, CBMs must be abided by. CBMs, if disregarded and abused, can be worse than none at all. The building of trust requires reliability.  [16]  Certain concerns that need to be addressed by the Indian and Pakistani Governments, in order to maximise the effects of CBMs  [17]  , are listed below:- While CBMs, which focus on improved communication links and people-to-people interaction could create the necessary environment for deeper issues to be tackled, the impact of the CBMs still hinges on political will for their implementation. The hostilities distinguishing Indo-Pak relations are systemic, and further hampered by newer security threats, socio-politico-economic strife and Indias preponderance in the larger South Asian region. Therefore, there is no viable alternative to a gradual and incremental peace process through military and non-military CBMs. There is no need to prefer military over non-military CBMs. Both have their place in the peace process and are needed. Policymakers on both sides need to bear in mind that war, whether of a conventional or proxy nature, will not advance their national interests. Both sides stand to gain both, economically and politically from a stable peace. Future measures catering to conflict-prevention and confidence-building, must provide for more explicit means of arbitrating implementation problems. To this intent, it is imperative that all CBMs be made verifiable and the possible roles that could be played by non-state actors such as the private sector, professional and business organisations etc be examined. It is commonly understood that the term stakeholders would include Indians and Pakistanis in general, and the people of Jammu Kashmir in particular. However, there is a need for more emphasis on the importance of Kashmiris in the CBM process. It is their participation, which would make the process more meaningful. Suggested Workable and Plausible CBMs The escalating situation in Kashmir, the bone of contention between India and Pakistan since 1947, may yet provide a flash point and may induce both countries to come to a negotiating table and opt for quick implementation of enforceable and verifiable CBMs. Few possible, workable and enforceable CBMs, which the two governments could consider, are enumerated in the succeeding paragraphs. Short Term Measures. The composite dialogue process should be restarted and the CBM process must continue unabated. Both the sides should formally recognise that there is no military solution to the Kashmir dispute. Additional CBMs, in consultation with Kashmiri stakeholders, need to be identified to ensure their active participation. The Kashmir specific CBMs could include the following:- Encouraging and initiating intra-Kashmir dialogue on both sides of the LoC on the final status of Kashmir. The resolution of the Kashmir conflict and restoration and development of mutual trust should be treated as interdependent processes. The process of de-escalation of hostilities needs to be initiated and efforts should be made to de-link Kashmir from point-scoring domestic agendas. The hostile domestic propaganda around Kashmir in both electronic and print media needs to be stopped. Relocation of heavy weapons, which are considered a major cause of tension escalation across the LoC. Continuous scheduled and unscheduled visits to forward areas by journalists, representatives of various national and international human rights organisations, diplomats, defence and UN military observers. Visa formalities/registration should provide a more conducive environment in cross-border travel. Rules of engagement along the LOC should be clarified, made public, and adhered to. Measures in the border areas to facilitate the unification of families and access for NGOs. Medium Term Measures. The agreement proscribing attacks on each others nuclear facilities could be extended to identified populations and economic targets. The agreement requiring notification on military exercises et al could be extended to associating military observers with major field exercises. Pakistan should end support of any kind for militancy in the region and address Indias concerns regarding infiltration. Civil society and track II initiatives should be encouraged. This will assist the official level talks between the two countries and move towards a comprehensive resolution of the crisis in the region. Utilising the economic and technological CBMs such as:- Sharing of electrical power. Increasing the trade flows. Promoting railway freight traffic across the border. Improving telecommunication links. Making newspapers from both sides available across the border. Long Term Measures. The redeployment of troops from the Kashmir region has been debated by both governments and should be examined in full practicality. India should begin to engage Pakistani citizens towards sensitising them to the conflict situation and build domestic pressure on Pakistan to strengthen its relations with India. The dichotomy between the maintenance of Jammu Kashmirs independence via Article 370 of the Indian Constitution and the requirement to include the state in the mainstream of Indian politics and society needs to be addressed comprehensively. Utilise South Asian Association for Regional Cooperation (SAARC) for building confidence across the region on the lines of Association of South East Asian Nations (ASEAN). CONCLUSION CBMs are the most used and abused term in the 21st century international relations. They are an expression of respect, goodwill and a measure of transparency signifying at the least, no ill will and no immediate threat. It may lead to a pleasant parlay or, it may merely be an empty gesture meaning nothing at all of substance. They need to be nurtured and incremented from small steps to covering issues of various divergences. The effect of the CBMs between India and Pakistan has been inconsistent and spotty. They are useful instruments in preventing wars and facilitating conflict resolutions. They are a means to an end and that end cannot be achieved if the leaders do not wish to do so. The first step to a conflict resolution is removal of mistrust and suspicion. Only then, can the process of dialogue be unleashed. It is a hard task to popularise the concept of CBMs between the two countries and remove misunderstanding among people about its objectives and application. In order to institutionalise the process of CBMs, it is necessary to create basic awareness among people about the effectiveness and relevance of this concept. The role of institutions in promoting the concept of CBMs is very significant. In a situation when the state, has to a large extent played a role in conflict formations and is responsible for promoting confrontation, non-governmental institutions can play an important role and be of immense use in creating basic trust and confidence between the people of two countries and encourage track II and track III efforts in normalising the relations. We need to follow a proactive approach towards implementation of CBMs. A strong civil society with vibrant political and social institutions can help develop a proactive approach. SAARC can draw some inspiration from ASEANs constructively low-key approach to contentious issues. Balance between military and non-military CBMs is essential for creating conditions of peace. Non-military CBMs such as water, environment, trade, culture, media and technology can certainly make things easier for sustaining the dialogue process between the antagonistic parties. It would be foolish to expect miracles from CBMs overnight. It took a considerable amount of time for the CBMs to be effective in Europe. However, the need for India and Pakistan to negotiate CBMs is both immediate and vital. Structural factors are important and have undoubtedly retarded the establishment of CBMs in South Asia. Nevertheless, CBMs can become the harbingers of peace and stability in the region. History reveals they have usually been negotiated following serious bilateral crises and/or mounting of external pressures. However, not until the communal stronghold is attacked and reduced, and the two countries, therefore, start behaving as two established and responsible entities, would CBMs have much of a chance to succeed. Wellington (Hitesh Goel) Sep 10 Cdr Total number of words: 3723 Appendix A (Refers to Para 10) CONFIDENCE-BUILDING TOOLS Hotlines. Hotlines, such as those that exist between the United States and Russia, and between Indian and Pakistani sector commanders along the line-of-control in Kashmir, can provide reliable direct channels of communication at moments of crisis. Regional Communication Centres. These centres can assist area states in conflict and crisis management. The European model of a communications and security centre, established by the Conference on Security and Cooperation in Europe (CSCE), is being adapted to suit the Middle Eastern security environment. Consultations. Regularly scheduled consultations, like the annual meetings established between US and Soviet/Russian navies by the 1972 Incidents at Sea Agreement (INCSEA), or those between Chiefs of Staff of the armed forces of Argentina, Brazil, Chile, Paraguay, and Uruguay, can provide rare opportunity for direct military-to-military contact. Such forums allow parties to voice concerns and air any grievances they may have. Constraint Measures. These measures are designed to keep certain types and levels of states military forces at a distance from one another, especially along borders. Thin-Out Zones. Thin-out zones, or limited force deployment zones, restrict the type and number of military equipment or troops permitted in or near a certain territory or boundary. Detailed provisions of the 1975 Disengagement Agreement between Syria and Israel established a demilitarised zone (DMZ) as well as an area extending 20 kilometres on each side of the DMZ in which forces and weapons were limited. Pre-Notification. Pre-notification requirements included in the Stockholm Accord of 1986 placed constraints on military exercises by imposing longer lead times, 42 days for major military exercises and 1-2 years in the case of larger scale exercises, before activities subject to prior notification could occur. Pre-notification requirements of a certain time-period for planned military exercises or troop movements of an agreed upon level also help make a states military intent more transparent. Notification mechanisms can also be applied to missile tests. Near contentious borders, this type of transparency measure can help eliminate fears that an exercise may be part of preparations for war. Transparency Measures. They are measures that states engage in to foster greater openness of their military capabilities and activities. Transparency measures merit a special focus as important first steps in the confidence-building process. Exchange of Data. Data exchanges detailing existing military holdings, planned purchases, military personnel and budgets can clarify a states current and projected military capabilities and provide advance notice of destabilising arms build-ups. Data exchanges can take place bilaterally or multilaterally. Military Observers. Voluntary observations of another states military exercises provide first-hand access to that partys equipment and operating procedures. Verification. Verification measures are designed to collect data or provide first hand access in order to confirm or verify a states compliance with a particular treaty or agreement. Aerial Inspections. These enable parties to an agreement to monitor compliance with force deployment limitations in restricted zones, to confirm data exchanges on the disposition of military forces, and to provide early warning of potentially destabilising activities. Electronic Sensors. Ground-based electronic sensor systems, manned or unmanned, can also verify states compliance to agreed restrictions on equipment deployment or troop movements. On-site Inspections. On-site inspections, challenge and routine, can help verify that states are complying with agreements. Inspections may be carried out by third parties, opposing parties, or jointly. Appendix P (Refers to Para 9) STEPS TO CONFIDENCE BUILDING HIGH LEVEL OF CONFIDENCE CONFIDENCE SECURITY BUILDING MEASURES CONFIDENCE BUILDING MEASURES LOW LOW HIGH PROBABILITY OF CONFLICT TRUST BUILDING MEASURES CONFLICT AVOIDANCE MEASURES CONFLICT RESOLUTION MEASURES