The Second Letter of Clement Essay Example | Topics and Well Written Essays - 1500 words

The Second Letter of Clement - Essay Example While the other texts contained many that will pertain to the subsequent tagged anti-Semitism in the faith, Clement II was undeviating in its message.1 The major tone of it was salvation and the steps necessary to obtain it. It contains teachings such as we shall regard him with importance as it may translate to diminutive degrees if we consider him small. Demeaning Jesus Christ will lead to suffering and those who worship him will be compensated and deemed worthy of his grace. He is the savior of all mankind and with his kindness we will be void of our sins.2 These early writings that have contributed so much in our understanding and teaching of the religion today are virtually unknown to many who follow the religion. They have shaped and cultivated what can be considered the biggest religion in the globe today. Professor Bart Ehrman, a prominent figure and scholar provides for many of the recent explanations associated with these writings. He pronounced that in many times these writings are treated in various ways. The epistle of Clement II for instance is in so many levels a misnomer. It was neither written by Pope Clement, which is the letter’s namesake, nor was it transcribed by the same person who was responsible for Clement I.3 The erroneously attributed manuscript was considered to be a homily by an unknown writer. This is what Professor Ehrman refers to as a product of an inspired reading of the Book of Isaiah that is found in the Old Testament. This he adds demonstrates the varied figurative elucidation to shape it in such a way that the text from were it was adapted from can be rendered in a manner that it can move the congregation though it may be drastically diverse compared to the past.4 The sermon also made use of the book of Matthew and Luke extensively. Two of the most prominent books included in the new testament of the bible. Excerpts from the book of Matthew can be found on chapter 2

Impact of Globalisation on Africa Essay Example for Free

Impact of Globalisation on Africa Essay This course will examine the critical and rapidly changing role of the state at the beginning of a new millennium as a result of internal and external factors, paying special attention to the state as a central player in ensuring the provision of public services, as well as facing the new challenges emerging around the world. It will enable students to: †¢ assess the impact of global economic liberalisation and information dissemination on governments and their constituents; †¢ engage in specific analyses of the changing role of the state, the different actors and stake-holders involved, the mechanisms of governance at different levels; and the emerging frustrations and violence. †¢ identify the capacities of and constraints facing governance processes; †¢ critique the manner in which reforms undertaken by governments impact social, cultural and economic development; and †¢ analyse the challenges faced by governance with regard to democratisation; To accomplish this, the course is divided into three thematic areas: 1. The State and the People (internal factors): Under this first part of the course, students will identify the basic components of state-craft, the different actors who come into play in decision making, the relative importance of each over the course of history, the constants in different geographic contexts, etc. With the advent of fresh economic, social, and environmental challenges, there is a strong sense among governments that their scope for autonomous public action is being reduced by the forces of globalisation and the consequent growth of inter-dependence among states. Sound governance in the public sector is a critical factor for continued progress. A determined effort is thus required by governments in refocussing the capacities of the public sector to meet the emerging challenges, and to grasp the opportunities thrown up by the global trends in a new millennium. 2. The State and Globalization (external factors): Under this second part, students will review the process of rapidly increasing globalization, and its impact on the role of the state, the process of increasing inter-connectedness between societies such that events in one part of the world have increasing effects on people and societies far away. Economically, transnational flows of commodities and production factors, such as capital and labour, are being accelerated. Politically, the sovereignty of nation states is being undermined, and certain kinds of supra-national authorities are being enhanced. Socio-culturally, contacts between peoples in different parts of the world have become easier, enhancing the advent of a global culture and cultural homogenisation. The effect of the integration of markets, new information technology, the erosion of sovereignty, the growing role of non-state actors, and sub-national groups, and an increasing inter-dependence among states, has resulted in the emergence of a global community, global issues, and global actions. Students will analyse the changes required in the functions of the state so that it can effectively mitigate the impact of globalization to ensure sustainable development, and national security. 3. Reconstructing the State (mechanisms of reform): Under this third part, students will review the need for recasting the roles of the institutions of the state, as well as the normal interaction between the various stakeholders – the state, the private sector and the civil society. They will analyse and debate on how national governance institutions can be reconstructed and retooled in different contexts within a climate of privatisation, participation, and decentralisation, how local governance can be promoted, how rule of law and regulatory frameworks can be established through responsible governance, and how democratic space can be created and maintained. This includes engaging civil society and the private sector in a dynamic partnership to improve the quality of developmental services, enhance social responsibilities, and ensure the broadest participation of citizens in civic life. The task o f the state is to take advantage of the forces of globalisation in providing a secure and stable domestic environment. The course will also analyse the manner in which the state can promote the participation of citizens in decision-making, enforce impartial legal frameworks, build transparency and promote accountability and equity, design policies on consensus, and provide strategic vision to overcome the challenges of mitigating the negative impacts of the global economy, transnational bodies, international law, powers and power blocs, and sub-national fringe groups. READINGS While required readings will consist of the following texts which will be placed on reserve in the Library, additional articles for each lesson may also be made available either over email or in hard copy. Some of these articles are cited in the various lesson descriptions below. Recommended Texts: †¢ Globalisation, Human Development Report 1999, UNDP, available for free download at : http://hdr.undp.org/reports/global/1999/en/ †¢ Reinventing Government, David Osborne, 1992. †¢ Reconceptualising Governance, Discussion Paper 2, UNDP, January 1997, available for free download at : http://magnet.undp.org/Docs/!UN98-21.PDF/Recon.htm †¢ The Third Wave, by Samuel Huntington, published by the University of Oklahoma Press. †¢ Development as Freedom, by Amartya Sen, published by Random House Anchor Books. †¢ The World Turned Upside Down? Globalization and the Future of the State, by Berry Jones, published by St. Martins Press. †¢ Globalisation and its Discontents, by Joseph Stiglitz, published by W W Norton and Company. †¢ The Lexus and the Olive Tree, by Thomas Friedman, published by Farrar, Straus and Giroux. Other General Texts: †¢ Globalisation and the State, World Public Sector Report 2001, United Nations †¢ Civil Society and Political Theory, Arato and Cohen, MIT Press, Cambridge. †¢ Democratic Governance, March and Olsen, New York Free Press. †¢ Globalization and the Nation-State, Holton, London: MacMillan. 2 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ The Retreat of the State: The Diffusion of Power in the World Economy, Strange, Cambridge University Press. Marc Williams (1996), â€Å"Rethinking Sovereignty†, Chapter 8, Elenore Kafman and Gillian Youngs (Eds.), Globalization: Theory and Practice, London: Pinter Globalization: Theory and Practice, edited by Youngs, London: Pinter The Twilight of Sovereignty: How the Information Revolution Is Transforming Our World. Wriston, New York: Charles Scribner. Governance in the Twenty-first Century , Rosenau in Global Governance, Vol. 1, No. I (Winter 1995) Globalisation, State Sovereignity, and the Endless Accumulation of Capital. Arrighi. A new version of a paper presented at the ‘States and Sovereignity in the World Economy’ conference, University of California, Irvine, 21-23 Feb. 1997. What Future for the State?, Strange, Daedalus Vol 124, (Spring 1995), 56. The Defective State, Strange, Daedalus Vol 124, Number 2, Spring 1995. The Retreat of the State: The Diffusion of Power in the World Economy, Strange, Cambridge University Press, Cambridge 1996 Governance and Politics in Africa, Goran and Bratton, Lynne Rienner Publishers Inc. Colorado, USA. Institutions , institutional change and economic performance. North, Cambridge University Press. Making democracy work, Putnam, Leonardi, and Nanette, Princeton: Princeton University Press. CLASS POLICIES Class Participation: Class participation is essential in this course, and therefore, timely and regular class attendance is mandatory. Class attendance will be marked at the very beginning of each class. Attendance will be graded. Except for serious emergencies, and medical reasons, which must be brought to notice immediately over email, absences or late arrival will not be â€Å"excused†. It should be clearly noted that almost one-third of the Final Grade is dependant on attendance and punctuality. Drafting: Particular emphasis will be placed in this class on building up an ability to draft assignments and papers in a grammatically correct and logical manner, in presentations that can carry weight and conviction with the reader. The same will hold true of oral presentations in class. Email: Because of the importance attached to email and web pages, all students must have proper email accounts, and must check them regularly every day. (All email addresses will be collected in the first class). Students should also maintain a group address (Listserv) of all classmates, including the Professor, so that messages of common interest can be circulated to all. Reference Formula: All email correspondence MUST contain the following four-part Reference Formula in FOUR places, namely, (a) as the only â€Å"subject† of the email; (b) as the only first line of the text of the email; (c) as part of the â€Å"header† of any attached assignment, and (d) as the â€Å"filename† of the attachment: (initials of university)-(course symbol)-(initials of student)-(assignment number) 3 Example of the four-part Reference Formula: NYU-G-XXX-A# (where NYU stands for New York University, G stands for Globalisation, XXX are the student’s initials in capital letters, and A# is the assignment number). Format of assignments: Assignments will normally be submitted in hard copies, and must be saved in Microsoft Word (or WordPerfect) format exclusively. They should be saved with the same filename as the â€Å"Reference Formula† above, so that no confusion is ever created. Web-Sites: Each student will be encouraged to maintain a personal web-page, which will be graded. (Some tips on the quickest means to establish student web-sites will be discussed in the first class). In addition, a Class Web-Page may also be maintained as a group project. Each student will have to provide a personal â€Å"thumbnail† picture and a few lines of descriptive text for this Class Web-Page. These thumbnails have to be provided within the first two weeks of class. Other material on the class web-page will include summaries of class notes, and links to the personal web pages of each student reflecting their respective assignments. Assignments: Assignments will include : (a) One Mid-Term Paper (4-6 pages, single space, Garamond 12 or 14 pt. font, or equivalent) to be prepared and submitted by the 7th week of class. (b) One Final Paper (14-16 pages, single space, Garamond 12-14 pt. font, or equivalent) to be prepared and submitted by the 12th week of class. (c) Class Notes to be prepared each week by designated students working separately or in couples for each of the class sessions. (d) Oral presentations, supported by Summaries, on some of the essential texts (note: The summary of the presentation MUST be circulated to all students and to the professor via email a full 24 hours before the presentation). Class Notes: The objective is to maintain a complete record of the notes from each class on the home-page. The assigned group (which will always be different from the group preparing the presentations) will be responsible for preparation of the class notes. Class notes MUST be written within 24 hours after the class, and then circulated immediately via email to all. Class notes should not be longer then one page and should contain the following 1. The gist of the topics discussed in class. 2. The lessons learned News: The daily reading of at least one leading American newspaper (New York Times, Wall Street Journal, Washington Post, etc), one major foreign newspaper or weekly (London Guardian, Economist, etc), and one major American quarterly (Foreign Report) is required. All are available over the Internet. GRADING POLICY Grading Notes: In judging the quality of all assignments, the total grade for each of these will be divided into three portions, one-third for the quality and formatting of the presentation, one-third for the factual accuracy of research, and one-third for the strength and persuasiveness of the opinions expressed. Extra weight will be given for any visible improvement of work manifested over the semester. 4 Grading values: A+ (98-100) A (94-97) A-(90-93) B+ (88-89) B (84-87) B-(80-83) C+ (78-79) C (74-77) C-(70-73) D (60-69) F (59-less) Grading Break-up: Attendance and participation Web-page maintenance Assignments (oral and written) Final or Term Paper SCHEDULE OF LECTURES 30% 10 % 30 % 30 % SESSION 1 : INTRODUCTION Class policies and ground rules regarding, drafting techniques, web-sites, email addresses, oral book presentations, etc., and the road map of the semester will be discussed in detail. SESSION 2 : THE ROLE OF THE STATE : RIGHTS, DUTIES AND OBLIGATIONS This session reviews the definitions of the state, including the institutions of the legislature, the judiciary, electoral bodies as they have traditionally been conceptualised. What are the duties of the state to the public? What levels of government carry out what duties? How does legislature respond to the needs of the state, its duties and obligations? Governments are established to respond to the needs of their populations? What are these needs? How are they defined? What right do the people have to demand them? How do they make their concerns known? And in turn do they have duties to fulfill in their capacities as private citizens that contribute to the smooth functioning of their governments? What is the role of citizenry in good governance and in the effective functioning of the state? Book Presentation: Globalisation, Human Development Report 1999, UNDP Other discussion Papers: Public Sector Management, Governance and Sustainable Human Development. Discussion Paper 1. UNDP, BDP/MDGD. January 1995, Available at: http://magnet.undp.org/Docs/!UN9821.PDF/Psm.htm The Challenge to the South, The Report of the South Commission, 1992. Available through http://www.southcentre.org/ The Rise of the Brand State, Peter van Ham, Foreign Affairs, Sep-Oct 2001 SESSION 3 : UNDERSTANDING GLOBALISATION This session will attempt to define the parameters of the forces of globalisation in their historical and functional contexts. How does globalisation today differ from its earlier versions? What are the respective roles of the state and the private sector in using these  forces ? How do states, citizens, businesses, benefit from these forces ? Who gains and who loses out in the process. Book Presentation: Reinventing Government, David Osborne, 1992. Other dscussion papers: Selling Globalization The Myth of the Global Economy, by Michael Veseth Globalisation, Human Development Report 1999, UNDP, Available at: http://hdr.undp.org/reports/global/1999/en/default.cfm The Clash of Globalisations, Stanley Hoffman, Foreign Affairs, Jul-Aug 2002 SESSION 4 : GOVERNANCE AS A BASIC PRE-CONDITION TO SUSTAINABLE DEVELOPMENT Governance is a basic precondition for sustainable economic, social and political development. This lesson will look at the linkages between governance and development that is sustainable. It will review how systems of governance can effect development positively or negatively and the challenges posed to the state and society. It will also look at accountability and transparency in dealing especially with corruption, which is a major concern in most countries. Book Presentation: Reconceptualising Governance, Discussion Paper 2, UNDP, January 1997 Other discussion Papers: Governance for Sustainable Development, a UNDP Policy Document, 1997, Available at: http://magnet.undp.org/policy/default.htm Corruption and Good Governance. Discussion Paper 3. UNDP, BDP/MDGD. July 1997 Available at: http://magnet.undp.org/ under: Discussion Papers Series. SESSION 5 : THE INTEGRATION OF MARKETS, TECHNOLOGY AND INFORMATION This lesson reviews the impact of globalization on nations and countries all over the world. It examines the development of new technologies, and rapid information communications that are breaking down barriers of time and distance. It looks at the effect of unprecedented integration of trade and financial transactions through electronic means and the massive diffusion of information through Internet and satellites. It examines the effect of globalization on the sovereignty of the state and the need for a change in its role. Book Presentation: The Third Wave, by Samuel Huntington, published by the University of Oklahoma Press. Other discussion Papers: Globalization and the Nation-State, by Robert J. Holton, London: MacMillan, Philip G. Cerny (1996), â€Å"What Next for the State?†, Chapter 9, Elonore Kafman and Gillian Youngs (Eds.), Globalization: Theory and Practice, London: Pinter. The Knowledge Gap, Avinesh Persaud, Foreign Affairs, Mar-Apr 2001 SESSION 6 : THE EROSION OF SOVEREIGNTY The process of globalisation is undermining the sovereignty of nation states and will lead to the eventual disintegration of the sovereign states system in international politics. The sovereignty of nations is being undermined by multiple sources: technology, civil society, global consensus on issues such as human rights, democracy and governance. However, sovereign states are still the basic constituents of the international society. This lesson will look at the effect of globalization on the sovereignty of the state and review policies that need to be adopted to meet the requirements of the international community. Book Presentation: Development as Freedom, by Amartya Sen, published by Random House Anchor Books. Other discussion Papers: Philip G. Cerny (1996), â€Å"What Next for the State?†, Chapter 9, Elonore Kafman and Globalization: Theory and Practice, by Gillian Youngs (Eds.), London: Pinter, The Twilight of Sovereignty: How the Information Revolution Is Transforming Our World, by Wriston, Walter, New York: Charles Scribner, Will the Nation State survive Globalisation, Martin Wolf, Foreign Affairs, Jan-Feb 2001 SESSION 7 : THE GROWING ROLE OF NON-STATE ACTORS The modern state is witnessing civil society, NGOs and the private sector becoming more powerful at the expense of the state. In some countries, the influence of some transnational corporations (TNCs) has become greater than that of the state. These TNCs are the most important single force creating global shifts in economic activity, and their strategies and operations are much influenced by the forces of technological change. Moreover, private investment has become a major source of funding for development activities. How can the state interact with these non-state actors gradually gaining a more prominent role? This lesson explores the different experiences and responses of nations to answer this question. Book Presentation: The World Turned Upside Down? Globalization and the Future of the State, by Berry Jones, published by St. Martins Press. Other discussion Papers: Governance in the Twenty-first Century, by Rosenau, James N. in Global Governance Vol. 1, No. I (Winter 1995) Public Sector Management, Governance and Sustainable Human Development. Discussion Paper 1. UNDP, BDP/MDGD. January 1995, Available at: http://magnet.undp.org/Docs/!UN9821.PDF/Psm.htm Assignment submission deadline for one of the following topics: 1: How is globalization affecting the poor and other disadvantaged groups in developing and developed countries. Each student can either take one country or one aspect of globalization to prepare this summary. In other words the unit of analysis could either be one issue/aspect of globalization applied to different countries, or one country through which all aspects are brought together. or 2: Critically examine the problems of the civic and corporate responsibilities of multinational corporations. Students can either choose one company, or prepare a general note to examine how private sector companies can share social and economic responsibility for the communities and groups in which they work. Such responsibilities might include, among other possibilities, support to local economic development, increasing awareness of human rights, supporting the government to fight cross border corruption, etc.. SESSION 8 : THE INCREASING INTER-DEPENDENCE AMONG STATES There is visible evidence about the emergence of a global community, global issues and global actions. Examples lie in multi-lateral organisations as in the United Nations system, and in regional institutions, as in the European Union, NAFTA, ASEAN, etc. Increasing interaction among states in tackling political, economic and financial issues, has resulted in a growing awareness that interaction at regional and global levels is essential in this globalized world. There is a need to address issues of peace, security, economic stability, poverty and health as global concerns. There is an awareness that global actions are becoming essential in effectively tackling problems which are acquiring global dimensions, for example, drugs, terrorism, global warming, crime, poverty, illiteracy, AIDS, etc. There is growing awareness also about the concept of â€Å"global public goods†. How can nations deal with this new interdependence? What is the most effective role for the state? This lesson reviews the effect of rapidly increasing globalisation in the 21st Century and its impact on national governments of the North and South. It looks at the issue of global goods, effects on the growth, distribution of incomes, availability of public services, and increasing inequities within countries and across nations and reviews the need for increased collaboration in policy, with particular emphasis on global governance. Book Presentation: Globalisation and its Discontents, by Joseph Stiglitz, published by W W Norton and Company. Other discussion Papers: Governance in the Twenty-first Century by Rosenau, James in Global Governance, Vol. 1, No. I (Winter 1995) SESSION 9 : THE EFFECTS OF GLOBALISATION AND LOCALISATION Globalization is forcing states to cede some sovereignty over global issues. The greater demand for decentralisation and citizen empowerment is also forcing states to devolve power, authority and finances to local levels. What is the role of decentralisation and how can this be distinguished from the process of devolution, and deconcentration? This lesson will look at institutional changes, experiences in decentralisation and democratic governance. Book Presentation: The Lexus and the Olive Tree, by Thomas Friedman, published by Farrar, Straus and Giroux. Other discussion Papers: Institutions , institutional change and economic performance, by North, Douglass, Cambridge University Press, 1990. Making democracy work, Putnam, Robert D., Robert Leonardi, and Raffaella Y. Nanette. 1993. Reconceptualising Governance. Discussion Paper 2. UNDP, BDP/MDGD. January 1997, Available at: http://magnet.undp.org/Docs/!UN98-21.PDF/Recon.htm Globalisation, Human Development Report, UNDP, Available at: http://hdr.undp.org/reports/global/1999/en/default.cfm Globalisation’s Democratic Defeat, Joseph Nye, Foreign Affairs, Jul-Aug, 2001 SESSION 10 : RETOOLING NATIONAL AND INTERNATIONAL GOVERNANCE INSTITUTIONS. Governments and international organisations are faced at all levels with increasing globalisation, population, and growing needs. New forms and ways of government functioning are emerging. The twenty first century is marked by a focus on democratisation, and an increased emphasis on global, national and local governance. The challenge is to restructure national governance institutions to deal with the impact of globalisation and the changing circumstances as well as providing efficient and effective public services with limited funds. Other discussion Papers: The new institutionalism: Organizational factors in political life. by March, James. G., and Hohan P. Olsen.. American Political Science Review 78 (3): 734-749. SESSION 11 REGULATORY FRAMEWORKS AT THE INTERNATIONAL AND NATIONAL LEVELS The objectives are, ensuring society-based supremacy of laws, establishing regulatory systems to set up effective regulatory frameworks and a rights based system, ensuring equal treatment before laws protecting life, property and human dignity. How is law implemented in multijuridical states? What challenges does this present to governments? How does this affect the democratic representation of each citizen? The session will also look at overarching international juridical bodies: who designs them, who informs them, how is their mandate determined and implemented. Particular attention will be focussed on the World Bank, the IMF, and the WTO. Country cases are used to illustrate the needs of establishing policies, laws and resource priorities at the national levels to ensure equity and justice, and the upholding of rule of law, bringing security, and predictability to social, political and economic relations in the world. Other discussion Papers: The Universal Declaration of Human Rights; United Nations Available at: http://www.un.org/Overview/rights.html SESSION 12: BUILDING NEW PARTNERSHIPS WITH CIVIL SOCIETY AND THE PRIVATE SECTOR What constitutes civil society? What is the most effective role of civil society organisations at the local, regional and global level? Do they and should they have well defined mandates? How can they work collaboratively with government? In addition, beginning with a review of the traditional role of the private sector in the stability of a nation-state,what are the moral, financial and legal obligations that the private sector has both to governments and to its constituents, addressing the question of the appropriate tools for regulation, if any. It examines the vital role of the private sector in good governance and in mitigating the negative effects of globalisation. Other discussion Papers: Citizens, Strengthening Global Civil Society. CIVICUS. Good Governance and Trade Policy: Are they the Key to Africa’s Global Integration and Growth?. by Francis and Yates, Alexander; World Bank. 1999, Available at: http://wwwwds.worldbank.org/servlet/WDS_IBank_Servlet?pcont=detailseid=000094946_99032505 585398 Taxes and Bribery: The Role of Wage Incentives. Besley, Timothy, and J. McLaren. Economic Journal, Vol. 103, January 1999. Final Paper submission deadline: What is the issue of the changing role and power of the nation-state in the face of globalisation. Some argue that invincible globalising forces will inevitably lead to the demise or fatal weakening of the nation-state in international politics. This kind of argument is explicitly presented in titles such as â€Å"The End of the Nation-State† (K. Ohmae, 1996) and â€Å"The Retreat of the State† (Susan Strange, 1996) Others refuse this argument and contend that nation-states will hold fast to their traditional powers and sovereignty. Examine the conflicting arguments on the relationship between globalisation and the sovereignty of the nation-state. In doing this, look into the conceptual aspects of globalisation and sovereignty first, present the different views on the subjects, and try to arrive at some conclusions as to what the conflicting arguments imply for human development. or A focused single-topic paper, either on one of the following topics, or on any other relevant topic which is cleared in advance with the Professor: (a) Corruption and Accountability. (b) Electoral Reform in Established Democracies. (c) Decentralisation and Democracy. (d) The Importance of Rule of Law and Access to Justice. (e) The Limits to the Capacity of the Public Sector. (f) The Uneven Impact of Globalisation. (g) The Erosion of Sovereignty. (h) The Role of Civil Society in the Future World. (i) The Role of Foreign Direct Investment. (j) Information Technology as a Driving Force. (k) Terrorism, causes and effects (l) Poverty and its Effects (m) New Doctrines in Law (n) Free Trade and Protectionism (o) Migration flows in a Globalised world. SESSION 13 : FINAL SUMMATION CURRENT GOOD PRACTICES Several modules of good governance exist around the world. Students will identify different models of good governance and critically analyse its components establishing the reasons for the success of the models and identifying the circumstances where these models could be used as an example of best practices. What does capacity development for governance involve? How is the capacity of a national government assessed and what are the innovative approaches required to create an enabling environment and interrelationship of groups and organisations. Other discussion Papers: Governance for Sustainable Human Development. Discussion Paper 7. UNDP, BDP/MDGD. http://magnet.undp.org/policy/default.htm January 1997, Available at: Corruption and Good Governance. Discussion Paper 3. UNDP, BDP/MDGD. July 1997, Available at: http://magnet.undp.org/ under: Discussion Papers Series. The Capacity to Govern: Report to the Club of Rome. Yehezekiel, The Commonwealth Portfolio of Current Good Practices and New Development in Public Services Management, Commonwealth Secretariat. 1996, Emerging Issues in Capacity Development, Proceedings of a Workshop. Institute on Governance, Ottawa, 1994. Spreading the Wealth, Dollar and Kraay, Foreign Affairs, Jan-Feb 2002 Is Inequality Decreasing, Galbraith and Pitt, Foreign Affairs, Jul-Aug 2002 SESSION 14 : DISCUSSION ON FINAL PAPERS This session will review the Final Papers of students before the semester ends

Princess Diana The Beloved Princess Of Wales Film Studies Essay

Princess Diana The Beloved Princess Of Wales Film Studies Essay A woman of great integrity, charm and charisma who strived to make our world a better place to live, who could possibly fall under this statement? Of course it is none other than our dear Princess Diana. Diana was an influential woman who diligently carried out her royal duties and who interacted with her citizens in every way that was possible. She was also a woman who cared about the people in need and endeavoured to make their lives better. On the other hand, she was also a woman who constantly gained the attention of the press due to her love affairs. The statements made before are probably the impression Diana has left on everyone, but do we actually know her as a person? Surprisingly just like any normal person Diana had a rough childhood, then a fulfilling royal life, then a tragic death. Diana was born on July 1, 1961 in Sandringham to Viscount Althorp and Frances Spencer where she was the third child of the family of five (Buskin 10). When Diana was born her parents were not so welcoming because they very much wanted a boy who could carry on the family name. Therefore Dianas christening was second-rate, and was not attended by very many people. Then finally in May 1964 the couple gave birth to a male child called Charles, and by the time Charles was born the relationship of Dianas parents was slowly deteriorating (Buskin 11). Of course the children were completely oblivious to the friction in their parents relationship, and was well looked after by servants and nannies in their mansion, Park House. Then in 1969 Viscount Althorp and Frances Spencer were officially divorced in court, and the father received full custody of the children. When this decision was ruled out, Diana was very upset and missed her mother greatly. Therefore she went through a period of emotiona l confusion and depression. Then when she found out she was being sent off to a girls only boarding school called Riddlesworth Hall she thought she was being rejected by her own parents (Buskin 18). As a result she went through another great period of misery and depression. However, when she commenced school she became very outgoing and popular and very quickly got used to school routine. Then Diana moved to the West Heath boarding school where she undertook her ordinary levels (O-levels). Unfortunately, Diana did not pass any of her O-levels, therefore she left school at the age of 16 as a failure in academics (Buskin 19). When she left school she began babysitting, and she found out that she enjoyed working with children. Hence not long after Diana became a teachers assistant at the Young England Kindergarten. Then not long after as a teachers assistant Diana met Prince Charles, and started to accompany him to several events. And this was the start of attention towards Diana by the press and by the people of the United Kingdom. She was almost always constantly being followed by photographers and journalists because of her sightings with Prince Charles. Then after a short period of time in July 29, 1981 Prince Charles married Diana and Diana officially gained the title Her Royal Highness Princess of Wales (Mattern 36). Then on June 21, 1982 Diana gave birth to Prince William at St. Marys hospital. Then on September 15, 1984 she gave birth to Prince Henry. After that in March 1982 Princess Diana and Prince Charles toured Australia and New Zealand, which was believed to be extremely successful due to the positive feedback from the people (Mattern 47). Then when Princess Diana returned from the tour she became very involved with helping sick people in hospitals and supported many charities. Sh e proves this with her infamous quote Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you, (The Saddest Fairy Tale).   Thus she went on many trips to Africa where she became the first known celebrity to hug a person with AIDS (The Saddest Fairy Tale). This act of kindness made Dianas popularity boost immensely. Not long after that Diana opened the first hospital in Britain dedicated to AIDS patients in 1987. Then in 1989 Diana visited the Henry Street Shelter in New York for the homeless, where she made a colossal impact by showing to the public that she genuinely cared about the homeless (Mattern 60). Although Diana preferred charity work she also had to participate in many royal tours for example a 17-day trip in 1991, where she attended 19 film premieres, 7 lunches, 25 receptions, and 108 visits (Mattern 62). By 1992 Diana was a patron or the president of more than 29 charities, for example the National AIDS Trust, but by then her relationship with Prince Charles was becoming unstable (Mattern 65-66). Therefore by the end of 1992 Prince Charles demanded that a separation should be settled with Princess Diana (Buskin, 82). Diana agreed and the divorce became official when the British Prime Minister, John Major announced the royal separation in the House of Commons on December 9, 1992 (Mattern 74). Then on August 28, 1996 the final divorce decree was issued and Princess Diana lost her title Her Royal Highness. Although Diana was stripped of her title she still actively participated in charity work, and in 1997 she went on a trip to Angola to assist them with their landmine issue (Buskin 84). Soon after her humanitarian trip to Angola Diana decided to auction her dresses to the public, which auctioned for  £2.19 million, then gave all the money to charity (Dresses of Diana). Shortly after her mammoth contributions to charity she started to spend her time with a forty-two ye ar old Egyptian movie director called Dodi Al Fayed in Nice, France. This immediately grabbed the attention of the media and very soon there were pictures of Diana and Al Fayed in newspapers and magazines all over the world. August 30, 1997 was any normal romantic day for Al Fayed and Diana at the Ritz hotel in Paris, but the down-side was that they were always being furiously chased by paparazzis. Therefore after being chased by paprazzis for around 12 hours straight the couple decided to leave at around 12:20 am. So the couple got in their black Mercedes car with their driver Henri Paul, and the bodyguard Trevor Rees-Jones. Not surprisingly the moment the black Mercedes started to pull out of the hotel around six paparazzis followed in mad pursuit on motorcycles. Therefore, Henri Paul was driving at more than a 100 miles per hour through Paris going well over Paris speed limit of 30 miles per hour. Then when Paul approached the Alma Tunnel at high-speed he hit a dip at the entrance, which made the vehicle go airborne. Not long after that the black Mercedes hit a white car in front then swerved and slammed into two of the columns in the tunnel (Mattern 109-110). According to the police records Henri Pau l and Dodi Al Fayed were instantly killed, but Trevor Rees Jones lived and Diana was in a severe state on the verge of death (Mattern 110). After six minutes the first ambulance arrived, which treated Diana for 45 minutes in an attempt to stabilise her. Then at 2:00 am the paramedics transported Diana to the Pitià ©-Salpà ©trià ¨re hospital, which was one of most well equipped hospitals in Paris. By the time Diana reached the hospital she was in a cardiac arrest, and losing a great deal of blood internally according to reports from the doctors who treated her. Consequently Princess Diana died at around 4:00 am on August 31, 1997 (Diana Crash Was Not An Accident). Soon after her death there were articles and reports about her death almost everywhere causing grief and shock to everyone who loved the princess. Even Prince Charles was greatly shocked, and in a state of grief when he heard of this tragic news. Soon people from all over the world were mourning over this tragic event, a nd British Prime Minister Tony Blair stated This is going to produce a real public grief on a scale that is hard to imagine. (Mattern 113) Tony Blair was right, soon there were thousands of stuffed animals, flowers, and candles were laid at Dianas home, Kensington Palace, and even a memorial was erected at the Alma Tunnel in Paris. Also to add on to that the Union Jack at Buckingham Palace was lowered to half-mast for the first time. (1997: Dianas Funeral Watched by Millions). Dianas actual funeral was held on September 6, 1997 in Westminster Abbey, which was viewed by more than 2.5 billion people over the television (1997: Dianas Funeral Watched by Millions). In conclusion, Diana was a peoples princess who cared and interacted with everyday citizens attempting to make their lives better. She also was a woman of humility who reached out to those in need and intervened in big issues to make a difference. To add on to that Diana diligently carried out her royal duties. Although Diana might have had a tough childhood and a terrible death she still made a great influence on humanity. Therefore she will always remain in our hearts as a princess who gave all her effort to be a peoples princess. Works Cited Page Buskin, Richard. Diana. Illinois: Publications International, Ltd., 1992 Dresses of Diana. British Heritage Oct-Nov 1999: 16. Ebsco Host. Yongsan International School Lib., Seoul, Korea. 4 May 2010 Mattern, Joanne. Princess Diana. New York: DK Publishing, Inc., 2006 Palmer, Richard. Diana Crash Was Not an Accident. Daily Express Sept. 2009 The Saddest Fairy Tale. Time.com.1998. Time Magazine. 1 May 2010 . 1997: Dianas Funeral Watched by Millions. bbc.co.uk. 6 Sept. 1997. British Broadcasting Corporation. 30 April 2010 .

Survey on Family life Essay -- essays research papers

Survey of Family Life A social institution is an organized pattern of beliefs and behaviors centered on basic human needs. Family is a major social institution in our society that controls how children are brought up, and are taught how to behave and act in the world. It is a major support system, and a guide to be introduced into our society. In our Society today, when people are asked what a family is, there are many different responses. Because of the media, people often associate what they think is a family is through their favorite television shows, books, and magazines. The problem with programs such as Family Ties, or the Cosby show is that they don’t always portray or provide realistic views. Through a survey given to ten random people at Merrimack College, I concluded that families differ in many ways whether it’s through marriage or divorce, decision making, and family unity. One type of family that is typically portrayed by the Media is the nuclear family. A nuclear family is a married couple and their unmarried children living together. From the nuclear family, many larger family groups can be formed. Demonstrated by my survey I found that the average nuclear family has about four members. My survey also showed that the amount of blood related siblings living in the same household was about two per family. Among the nuclear family there is also extended family, where relatives live in the same home as parents and their children. The results from my survey presented that not many people have extended family, but the extended family that does exist consists mainly of grandparents. There are advantages to the extended family over the nuclear family, such as more emotional, physical, and economical support for the family as a whole. In the television show Family Matters, extended family is demonstrated when the grandmother comes to live with â€Å"Winslows†. She was portrayed as a loving person who was always there to listen to her family’s problems. In this case of the media, we see that extended family is properly used. In the United States, most people would prefer the nuclear family as their family arrangement, but studies show that only one third of the population actually fulfills this model. Research has shown dramatic increase of divorce rates, and remarriages over the past 30 years. Through my survey taken at Merrimack College, results show ... ...estion that favored the female parent over the male was whose side of the family had preference over the other, and the results were mostly of matrilineal descent. Richardson, a feminist researcher, concluded that the family is the â€Å"source of a women’s strength† and I completely agree. The claim is in agreement with my survey seeing as how the mother is dominant in many aspects of family life. Along, with my conclusions with women being dominant in a family, I also acknowledged that the people who responded to my survey whose parents were divorced seemed to have a bitter outlook on their family life. They often used negative comments when answering if their kin was close or not, or who made decisions in the family. I believe that today’s society is falling into a downward spiral of divorce, separation, and remarriages, and in most cases are effecting the nuclear family negatively. Family should be a support system in your life, and not looked upon negati vely. In a forward direction, we see more egalitarian families emerging, and patriarchy’s declining. A family is in important social institution within our society and should be held highly within our kinship, and nuclear families.

Mind Body & Soul :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Everyone has their own opinions and beliefs and can interpret information as they see fit. Both Bertrand Rusell and Richard Swinburne have expressed their views on the topics of the mind soul and the after life. These are very complex areas of science and have their own ideas of what the mind and soul are and what there purposes are.   Ã‚  Ã‚  Ã‚  Ã‚  Russell discussed the finality of Death. He argues that there cannot be life after death and that after the destruction of our body’s that our memories and personality are destroyed as well. He discusses the importance of fear when dealing with death. He states that this is the strongest emotion and he also states that it is instinctive and biological and that it is useful. He thinks that if we truly believed in future life that we should have no fear of death. I have a few opinions about this subject. For one I think that fearing death can be to your advantage. For instance I know people who believe in the after life but they still fear death. Having this fear of death prevents them from doing any harm to themselves. Also not knowing what awaits them in the after life could cause this fear as well. This also has to do with religions there are some that believe strongly that there is life after death and that it is their destiny to be with God.   Ã‚  Ã‚  Ã‚  Ã‚  Furthermore Russell talks about memories and how after we die they no longer exist. I feel that he has not way of proving this. I do not agree or disagree with his theory. I think that there are so many ways to record our memories now that they could always exist. Our memories and sometimes even our personality can be carried by and kept alive through our families depending on how strong the ties are. Maybe not the person’s entire memories are kept but at least a fragment. For instance a lot of writers wrote about their real life experience so we get a glimpse of their life and through their writings the memories continue.   Ã‚  Ã‚  Ã‚  Ã‚  On the other hand Swinburne discuss the relationship between the brain and the soul. He feels that once the brain dies that soul does as well. He came up with an analogy witch does a good job of summing up how he feels â€Å"the soul is like a light bulb and the brain is like an electric light socket.

Time Waltz :: essays papers

Time Waltz Oriana walked down the hallway, her mind back in a time about a millennium ago. Her people had learned much about the past from historic documents and paleontologists’ findings, and now, through technology, she was going to witness it live. Her people had built a time slider. Now she could go back in time and learn the truth about the North American Indians. She mentally went through her list...†Let’s see...I’ve taken my hair and skin pigmentation pills, and had my eyes colored...I have my clothes waiting, my pouch with my time remote, my taser, and my communicator. All I need now is the languagechip.† Oriana walked into the equipment room, and Erel jumped. â€Å"I am not used to seeing you in Native American pigmentation!† He debriefed her once more about her mission, as he set her down and slipped the languagechip in the facilitator and then used it to put the chip in her brain. Then she changed into an authentic buffalo hide dress and boots. She fastened a bone knife to her boot, and added some rope to her pouch. â€Å"There. Now you are all set.† â€Å"Thanks, chief.† They walked to the time slider’s warping chamber, silent, both a little nervous. Erel reminded her to be careful, and what not to do, and what to do. They shut the door behind them and then Oriana walked into the portal. Everyone else, already stationed, began to get ready. â€Å"Ready, Riana?† â€Å"Yes, Erel. Fire it up.† The time keeper began the count down. â€Å"10...9....8† Oriana swallowed. Erel wiped the sweat from his brow. â€Å"5..4...3† The lights around the portal began to glow. The base began to vibrate. â€Å"2....1! GO!† The lights flickered, the room shook, and the air seemed to erupt with the sound of roaring engines. Oriana screamed, Erel yelled, the other operators struggled to stay calm. Suddenly the lights got bright, then totally dark. The room seemed to rumble and shake. Then it was over. Oriana was gone. Erel switched the communicator on and called to her frantically. â€Å"Oriana! Come in! Did you make it all right?† â€Å"Erel? Yes...I’m fine. I am not sure where I am, though. I am going to explore a little. I will be back in a little.† She switched off her communicator excitedly and started to look around.

Problems Faced by Female Teachers

gender discrimination Discrimination  is the  prejudicial  or distinguishing treatment of an individual based on his or her membership – or perceived membership – in a certain group or category. It involves the group's initial reaction or interaction, influencing the individual's actual behavior towards the group or the group leader, restricting members of one group from opportunities or privileges that are available to another group, leading to the exclusion of the individual or entities based on logical or irrational decision making.Discriminatory traditions, policies, ideas, practices, and laws exist in many countries and  institutions  in every part of the world. In some places, controversial attempts such as  racial quotas  have been used to redress negative effects of discrimination—but have sometimes been called  reverse discrimination  themselves. Though gender discrimination refers to beliefs and  attitudes  in relation to the  ge nder  of a person, such beliefs and attitudes are of a social nature and do not, normally, carry any legal consequences.Teacher Cadet EssayGender discrimination, on the other hand, may have legal consequences. Though what constitutes gender discrimination varies between countries, the essence is that it is an adverse action taken by one person against another person that would not have occurred had the person been of another gender. Discrimination of that nature is considered a form of  prejudice  and in certain enumerated circumstances is illegal in many countries. Gender discrimination can arise in different contexts.For instance an employee may be discriminated against by being asked discriminatory questions during a job interview, or by an employer  not hiring or promoting, unequally paying, or wrongfully terminating, an employee based on her (or his) gender. In an educational setting there could be claims that a student was excluded from an educational institution, prog ram, opportunity, loan, student group, or scholarship because of her/his gender. In the housing setting there could be claims that a person was refused negotiations on seeking a house, contracting/leasing a house or getting a loan based on his or her gender.Another setting where there have been claims of gender discrimination is banking; for example if one is refused credit or is offered unequal loan terms based on one’s gender. Another setting where there is usually gender discrimination is when one is refused to extend his or her credit, refused approval of credit/loan process, and if there is a burden of unequal loan terms based on one’s gender. Socially, gender differences have been used to justify  different roles for men and women, in some cases giving rise to claims of primary and secondary roles.While there are alleged non-physical differences between men and women, major reviews of the academic literature on gender difference find only a tiny minority of cha racteristics where there are consistent psychological differences between men and women, and these relate directly to experiences grounded in biological difference. However, there are also some psychological differences in regard to how problems are dealt with and emotional perceptions and reactions that may relate to hormones and the successful characteristics of each gender during longstanding roles in past primitive lifestyles.In the developing countries like Nepal, gender discrimination is one of the major backwards of development. It  describes the absence of obvious or hidden disparities among individuals based on gender. Disparities can include the discrimination in terms of opportunities, resources, services, benefits, decision-making power and influence. Males enjoy a privileged status from their birth whereas females are often ignored and/or are isolated from social interactions. They are not granted the same opportunities in education, and other basic rights are often o verlooked.When a woman gives birth to a son, he is well cared for and is highly regarded by his family and society. On the other hand, in the event that she gives birth to a daughter, she is ignored and poorly regarded. Nepalese society expects females to inhabit with their husband's family and their sons and to continue living in his parent's home. Thus, the maintenance of the family lineage is perpetuated. Daughters are not considered as heirs in the system of Nepali lineage. Nepal’s total population is about 23 million. Out of this about fifty percent is Women. In Nepal, like other developing countries, the state of women is not satisfactory.Male dominated family system provides very little scope for the female to assert their identity. They are marginalized from economic and social opportunities due to illiteracy, poverty and conservative social taboos. The present status of women is said to be strong than the past but it is the same. 32 women have been Members of Parliam ent after restoration of democracy but it is only limited up to the written forms but not so practically. The status of women is the same as it used to be in the past. My neighbor is a pretty woman who has been living near me for 5 years.Her mother in law tortures her for not giving a birth to a boy child. As she has already given birth to two girl child. So they warned her that if next time she does not give birth to a boy then she has to leave the home and her husband will marry another woman. So she in the fear of losing her husband was ready to give birth to another child but unfortunately she got miscarriage and she got admitted to the hospital. The family members in this situation rather than consoling the women they didn’t cared about her and left her in the hospital. After few days the husband got married to another woman .They didn’t allow her to enter the house and meet her daughters. Men can leave their wives for petty reasons such as if they fail to give bi rth to a male heir. Socially and economically men are always considered as superior to women, breadwinner, head of the family and the care taker and this is major cause for the low participation of women in every sector. This is only one example from our society there are several such discriminations and crimes happening in our society for several reasons. Not only in Nepal but throughout the world females are being dominated by males.It is time that Nepalese men understood the value of their women and respected them for what they are. After all, their mothers were also born as girls. The prevailing unfair social and labour relations compounded by unequal power structure and patriarchal thinking contribute to the sorry situation of girls in Nepal. Social attitude towards girls is still regressive. Majority of girls are denied care, education, health service, recreation and other basic services right from the birth. The environment in which they are living is not conducive for physic al and cognitive growth.Moreover, the atmosphere that prevails at home, family, community and at the national level obstruct the path of overall development of girls. If we fail to properly analyze the nature and form of the problems and the reasons for such a situation of girls, not only will we be unable to ensure a bright future of our girls, but we will fail to ensure a secure future for our women and mothers. This means the movement for women’s liberation will barely be able to keep its head above troubled water. Following facts reveal the situation of the girl children in Nepal. a. Population:  Girls in Nepal consist 50 per cent of the total child population. CBS) ————————————————- In every thousand children Boys  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Girls Infant mortality rate (IMR)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  144. 50  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   150. 38 Child mortality rate (U5MR)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  108. 00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   133. 00 b. Gender Discrimination/Son Preference:  Discrimination of girls is rampant in every sector of society. Son preference is very high. According to the 2001 census, the national ratio of boys and girls is 100:101, while in some districts such as Far West Kailali it is 100:84. c. Literacy Rate:  Literacy rate of girls is 42 per cent compared to 65 per cent among boys.In Nepal, primary school going girls is 74 per cent compared to 86 per cent boys. (MOE 2003) d. Child Malnutrition:  Child malnutrition in Nepal is 56. 2 per cent in which the state of girls is more vulnerable than boys. Statistics on breast feeding indicate that 51 per cent male children are breast fed, while its number is only 43 per cent among female children. e. Child Sexual exploitation:  Almost 40 per cent of s urvivors of child sexual abuse and rape are girls below 18 years. Most of them are abused at home, in educational institutions, work places or any given place. They are insecure in all these places. CWIN 2008) f. Child Marriage:  34 per cent of total marriages in Nepal are with girls below 16 years. Some 7 per cent of child marriages take place with children below 10 years. (UNICEF 2005). Existing practices of dowry in many parts of the country further provokes child marriages in the society. g. Child Labor Exploitation:  Most household chores and child rearing activities are the responsibility of girls. Girls aged between 10-14 years work double compared to boys in the same age group. It is also reported that 2. 6 million Nepali children are working in different fields of labor.Amongst these 56% are reported to be girls. (ILO-IPEC, 2001) h. Bonded Labour:  Labour bondage still persists in the form of ‘Kamlari’ in the eastern part of Nepal, where girls are kept in the households of their ‘masters’ to serve them. i. Girl Trafficking:  Girls are trafficked for different purposes including domestic work, forced beggary, marriage, carpet weaving and sex trade. About 20 per cent (i. e. 40,000) of the total trafficked women for sex trade are girls below 16 years. (CWIN 2006) Annually approximately 12,000 girl children and women are trafficked. (ILO, Problems Faced by Female Teachers gender discrimination Discrimination  is the  prejudicial  or distinguishing treatment of an individual based on his or her membership – or perceived membership – in a certain group or category. It involves the group's initial reaction or interaction, influencing the individual's actual behavior towards the group or the group leader, restricting members of one group from opportunities or privileges that are available to another group, leading to the exclusion of the individual or entities based on logical or irrational decision making.Discriminatory traditions, policies, ideas, practices, and laws exist in many countries and  institutions  in every part of the world. In some places, controversial attempts such as  racial quotas  have been used to redress negative effects of discrimination—but have sometimes been called  reverse discrimination  themselves. Though gender discrimination refers to beliefs and  attitudes  in relation to the  ge nder  of a person, such beliefs and attitudes are of a social nature and do not, normally, carry any legal consequences.Teacher Cadet EssayGender discrimination, on the other hand, may have legal consequences. Though what constitutes gender discrimination varies between countries, the essence is that it is an adverse action taken by one person against another person that would not have occurred had the person been of another gender. Discrimination of that nature is considered a form of  prejudice  and in certain enumerated circumstances is illegal in many countries. Gender discrimination can arise in different contexts.For instance an employee may be discriminated against by being asked discriminatory questions during a job interview, or by an employer  not hiring or promoting, unequally paying, or wrongfully terminating, an employee based on her (or his) gender. In an educational setting there could be claims that a student was excluded from an educational institution, prog ram, opportunity, loan, student group, or scholarship because of her/his gender. In the housing setting there could be claims that a person was refused negotiations on seeking a house, contracting/leasing a house or getting a loan based on his or her gender.Another setting where there have been claims of gender discrimination is banking; for example if one is refused credit or is offered unequal loan terms based on one’s gender. Another setting where there is usually gender discrimination is when one is refused to extend his or her credit, refused approval of credit/loan process, and if there is a burden of unequal loan terms based on one’s gender. Socially, gender differences have been used to justify  different roles for men and women, in some cases giving rise to claims of primary and secondary roles.While there are alleged non-physical differences between men and women, major reviews of the academic literature on gender difference find only a tiny minority of cha racteristics where there are consistent psychological differences between men and women, and these relate directly to experiences grounded in biological difference. However, there are also some psychological differences in regard to how problems are dealt with and emotional perceptions and reactions that may relate to hormones and the successful characteristics of each gender during longstanding roles in past primitive lifestyles.In the developing countries like Nepal, gender discrimination is one of the major backwards of development. It  describes the absence of obvious or hidden disparities among individuals based on gender. Disparities can include the discrimination in terms of opportunities, resources, services, benefits, decision-making power and influence. Males enjoy a privileged status from their birth whereas females are often ignored and/or are isolated from social interactions. They are not granted the same opportunities in education, and other basic rights are often o verlooked.When a woman gives birth to a son, he is well cared for and is highly regarded by his family and society. On the other hand, in the event that she gives birth to a daughter, she is ignored and poorly regarded. Nepalese society expects females to inhabit with their husband's family and their sons and to continue living in his parent's home. Thus, the maintenance of the family lineage is perpetuated. Daughters are not considered as heirs in the system of Nepali lineage. Nepal’s total population is about 23 million. Out of this about fifty percent is Women. In Nepal, like other developing countries, the state of women is not satisfactory.Male dominated family system provides very little scope for the female to assert their identity. They are marginalized from economic and social opportunities due to illiteracy, poverty and conservative social taboos. The present status of women is said to be strong than the past but it is the same. 32 women have been Members of Parliam ent after restoration of democracy but it is only limited up to the written forms but not so practically. The status of women is the same as it used to be in the past. My neighbor is a pretty woman who has been living near me for 5 years.Her mother in law tortures her for not giving a birth to a boy child. As she has already given birth to two girl child. So they warned her that if next time she does not give birth to a boy then she has to leave the home and her husband will marry another woman. So she in the fear of losing her husband was ready to give birth to another child but unfortunately she got miscarriage and she got admitted to the hospital. The family members in this situation rather than consoling the women they didn’t cared about her and left her in the hospital. After few days the husband got married to another woman .They didn’t allow her to enter the house and meet her daughters. Men can leave their wives for petty reasons such as if they fail to give bi rth to a male heir. Socially and economically men are always considered as superior to women, breadwinner, head of the family and the care taker and this is major cause for the low participation of women in every sector. This is only one example from our society there are several such discriminations and crimes happening in our society for several reasons. Not only in Nepal but throughout the world females are being dominated by males.It is time that Nepalese men understood the value of their women and respected them for what they are. After all, their mothers were also born as girls. The prevailing unfair social and labour relations compounded by unequal power structure and patriarchal thinking contribute to the sorry situation of girls in Nepal. Social attitude towards girls is still regressive. Majority of girls are denied care, education, health service, recreation and other basic services right from the birth. The environment in which they are living is not conducive for physic al and cognitive growth.Moreover, the atmosphere that prevails at home, family, community and at the national level obstruct the path of overall development of girls. If we fail to properly analyze the nature and form of the problems and the reasons for such a situation of girls, not only will we be unable to ensure a bright future of our girls, but we will fail to ensure a secure future for our women and mothers. This means the movement for women’s liberation will barely be able to keep its head above troubled water. Following facts reveal the situation of the girl children in Nepal. a. Population:  Girls in Nepal consist 50 per cent of the total child population. CBS) ————————————————- In every thousand children Boys  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Girls Infant mortality rate (IMR)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  144. 50  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   150. 38 Child mortality rate (U5MR)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  108. 00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   133. 00 b. Gender Discrimination/Son Preference:  Discrimination of girls is rampant in every sector of society. Son preference is very high. According to the 2001 census, the national ratio of boys and girls is 100:101, while in some districts such as Far West Kailali it is 100:84. c. Literacy Rate:  Literacy rate of girls is 42 per cent compared to 65 per cent among boys.In Nepal, primary school going girls is 74 per cent compared to 86 per cent boys. (MOE 2003) d. Child Malnutrition:  Child malnutrition in Nepal is 56. 2 per cent in which the state of girls is more vulnerable than boys. Statistics on breast feeding indicate that 51 per cent male children are breast fed, while its number is only 43 per cent among female children. e. Child Sexual exploitation:  Almost 40 per cent of s urvivors of child sexual abuse and rape are girls below 18 years. Most of them are abused at home, in educational institutions, work places or any given place. They are insecure in all these places. CWIN 2008) f. Child Marriage:  34 per cent of total marriages in Nepal are with girls below 16 years. Some 7 per cent of child marriages take place with children below 10 years. (UNICEF 2005). Existing practices of dowry in many parts of the country further provokes child marriages in the society. g. Child Labor Exploitation:  Most household chores and child rearing activities are the responsibility of girls. Girls aged between 10-14 years work double compared to boys in the same age group. It is also reported that 2. 6 million Nepali children are working in different fields of labor.Amongst these 56% are reported to be girls. (ILO-IPEC, 2001) h. Bonded Labour:  Labour bondage still persists in the form of ‘Kamlari’ in the eastern part of Nepal, where girls are kept in the households of their ‘masters’ to serve them. i. Girl Trafficking:  Girls are trafficked for different purposes including domestic work, forced beggary, marriage, carpet weaving and sex trade. About 20 per cent (i. e. 40,000) of the total trafficked women for sex trade are girls below 16 years. (CWIN 2006) Annually approximately 12,000 girl children and women are trafficked. (ILO,