Biography of John Garang de Mabior, Sudanese Rebel

Biography of John Garang de Mabior, Sudanese Rebel Colonel John Garang de Mabior was a Sudanese rebel leader, founder of the Sudan Peoples Liberation Army (SPLA) which fought a 22-year civil war against the northern-dominated, Islamist Sudanese Government. He was made vice president of Sudan on the signing of the Comprehensive Peace Agreement in 2005, shortly before his death. Date of Birth:  June 23, 1945, Wangkulei, Anglo-Egyptian SudanDate ofDeath:  July 30, 2005, Southern Sudan Early Life John Garang was born into the Dinka ethnic group, educated in Tanzania and graduated from Grinnell College in Iowa in 1969. He returned to The Sudan and joined the Sudanese army, but left the following year for the south and joined the Anya Nya, a rebel group fighting for the rights of the Christian and animist south, in a country which was dominated by the Islamist north. The rebellion, which was sparked by the decision made by the colonial British to join the two parts of Sudan when independence was granted in 1956, became a full-blown civil war in the early 1960s. 1972 Addis Ababa Agreement In 1972 the Sudanese president, Jaafar Muhammad an-Numeiry, and Joseph Lagu, leader of the Anya Nya, signed the Addis Ababa Agreement which gave autonomy to the south. Rebel fighters, including John Garang, were absorbed into the Sudanese army. Garang was promoted to Colonel and sent to Fort Benning, Georgia, USA, for training. He also received a doctorate in agricultural economics from Iowa State University in 1981. On his return to the Sudan, he was made deputy director of military research and an infantry battalion commander. Second Sudanese Civil War By the early 1980s, the Sudanese government was becoming increasingly Islamist. These measures included the introduction of  Sharia law throughout Sudan, an imposition of black slavery by northern Arabs, and Arabic being made the official language of instruction. When Garang was sent south to quell a new uprising by the Anya Nya, he instead swapped sides and formed the Sudan Peoples Liberation Movement (SPLM) and their military wing the SPLA. 2005 Comprehensive Peace Agreement In 2002 Garang began peace talks with Sudanese president Omar al-Hasan Ahmad al-Bashir, which culminated in the signing of the  Comprehensive Peace Agreement on January 9, 2005. As part of the agreement, Garang was made vice president of Sudan. The peace agreement was supported by establishing a United Nations Mission in Sudan. U.S. President George W. Bush expressed hope that Garang would be a promising leader as the U.S. supported South Sudanese independence. While Garang often expressed Marxist principles, he was also a Christian. Death Only a few months after the peace agreement, on July 30, 2005, a helicopter carrying Garang back from talks with the president of Uganda crashed in the mountains near the border. Although both Al-Bashirs government and Salva Kiir Mayardit, the new leader of the SPLM, blamed the crash on poor visibility, doubts remain about the crash. His legacy is that he is considered to be a very influential figure in the history of South Sudan.

Specificity of Japanese Verbs to Wear and to Play

Specificity of Japanese Verbs 'to Wear' and 'to Play' Some Japanese verbs are more specific when describing actions than English verbs. While there is only one verb used for a certain action in English, there might be several different verbs in Japanese. One of the examples is the verb to wear. In English, it can be used as, I wear a hat, I wear gloves, I wear glasses and so on. However, Japanese has different verbs depending on which part of the body it will be worn on. Lets take a look at how the Japanese describe to wear and to play. Boushi o kaburu. Ã¥ ¸ ½Ã¥ ­ Ã£â€šâ€™Ã£ â€¹Ã£  ¶Ã£â€šâ€¹ - I wear a hat. (Kaburu is used for putting on the head.)Megane o kakeru. ã‚ Ã£ Å'㠁 ­Ã£â€šâ€™Ã£ â€¹Ã£ â€˜Ã£â€šâ€¹ - I wear glasses. (Kakeru also means, to hang.)Iyaringu o tsukeru. ã‚ ¤Ã£Æ' ¤Ã£Æ' ªÃ£Æ' ³Ã£â€š °Ã£â€šâ€™Ã£  ¤Ã£ â€˜Ã£â€šâ€¹ - I wear earrings. (Tsukeru also means, to attach.)Nekutai o shimeru. ãÆ' Ã£â€š ¯Ã£â€š ¿Ã£â€š ¤Ã£â€šâ€™Ã§ ·  Ã£â€š Ã£â€šâ€¹ - I wear a tie. (Shimeru also means, to tie.)Sukaafu o maku. ã‚ ¹Ã£â€š «Ã£Æ' ¼Ã£Æ'•ã‚’å · »Ã£   - I wear a scarf. (Maku also means, to wrap around.)Tebukuro o hameru. 手è ¢â€¹Ã£â€šâ€™Ã£  ¯Ã£â€š Ã£â€šâ€¹ - I wear gloves. (Hameru also means, to insert.)Yubiwa o hameru. æÅ'‡è ¼ ªÃ£â€šâ€™Ã£  ¯Ã£â€š Ã£â€šâ€¹ - I wear rings.Tokei o suru. 時è ¨Ë†Ã£â€šâ€™Ã£ â„¢Ã£â€šâ€¹ - I wear a watch.Shatsu o kiru. ã‚ ·Ã£Æ' £Ã£Æ'„ã‚’ç â‚¬Ã£â€šâ€¹ - I wear shirts. (Kiru is used for putting on the body.)Zubon o haku. ã‚ ºÃ£Æ'Å" ãÆ' ³Ã£â€šâ€™Ã£  ¯Ã£   - I wear pants. (Haku is used for putting on the legs.)Kutsu o haku. é  ´Ã£â€šâ€™Ã¥ ± ¥Ã£   - I wear shoes. (Haku is also used for putting on footwear.)Omocha de asobu. 㠁Šã‚‚㠁 ¡Ã£â€šÆ'㠁 §Ã© Å Ã£  ¶ - I play with toys. (Asobu originally means, to amuse oneself.)Piano o hiku. ãÆ'”ã‚ ¢Ã£Æ'Žã‚’å ¼ ¾Ã£   - I play the piano. (Hiku is used to play the musical instrument that requires the manipulation of fingers.) Fue o fuku. ç ¬â€ºÃ£â€šâ€™Ã¥  ¹Ã£   - I play the flute. (Fuku is used to play the musical instrument that requires blowing.)Taiko o tataku. Ã¥ ¤ ªÃ© ¼â€œÃ£â€šâ€™Ã£ Å¸Ã£ Å¸Ã£   - I play the drum. (Tataku is used to play the musical instrument that requires beating.)Rekoodo o kakeru. ãÆ' ¬Ã£â€š ³Ã£Æ' ¼Ã£Æ'‰ã‚’㠁‹ã â€˜Ã£â€šâ€¹ - I am playing a record.Toranpu o suru. ãÆ'ˆãÆ' ©Ã£Æ' ³Ã£Æ'â€"を㠁™ã‚‹ - I play cards.Yakyuu o suru. 野ç Æ'を㠁™ã‚‹ - I play baseball. (Suru can be used for most sports.)Romio o enjiru. ãÆ' ­Ã£Æ'Ÿã‚ ªÃ£â€šâ€™Ã¦ ¼â€Ã£ ËœÃ£â€šâ€¹ - I play the role of Romeo.

Disaster Aids Essay Example | Topics and Well Written Essays - 1000 words

Disaster Aids - Essay Example The report also gives a deep insight into the steps that citizens or entire communities can take in order to lessen disasters’ impact on homes as well as businesses (FEMA, 2003). The most recent disaster to strike America was super storm Sandy, with New York and its surrounding territories suffering the storm’s impact hardest. When the storm waters gradually rose inland, power lines got exposed causing the city to suffer from widespread blackouts, which were accompanied by massive looting of valuables. Buildings were structurally damaged, hence floating debris presented significant safety hazards. Principal transportation routes, particularly the subway, were also adversely affected, thus, inhibiting the movement of residents from one place to another. The most significant damage was, however, of houses and business structures. The Federal Emergency Management Agency (FEMA) came to help the residents by providing housing finances. By the end of 2012, this aid had amount ed to $664 million (FEMA, 2003). While the latter is a substantial amount, there are numerous complaints from residents about the rejection of housing help applications, despite the sufficient proof that they had suffered the immense damage to the extent of being homeless. Rather than reviewing compensation cases via application letters only, FEMA should have sent agents to assess the damage incurred by applicants, thus ensuring that they got sufficient recompense and that critical cases were prioritized. Other than storms or hurricanes, there are several disasters that may have a huge impact on the society. These include floods, fires, severe disease outbreaks, leakage of hazardous materials, and terrorist attacks among others. The first response to such incidents would be from relevant local government agencies such as the local fire department, hazardous materials (HAZMAT) teams, and organized teams of paramedics or medical personnel among others. The other category of responders comes from the state or federal level and includes agencies like FEMA. Finally, non-governmental agencies like Red Cross, World Vision, and the Salvation Army may offer their aid to the affected (FEMA, 2003). Even though the federal government plays a significant role in ensuring that disaster victims cope effectively with their affliction, there are numerous myths associated with the federal assistance. For instance, some people assume that the federal government is entirely responsible for the recovery from disasters, yet local government agencies should primarily help the affected to recover. Others uphold the misconception that assistance provided by the federal government is meant to fix all the things. It is imperative to note that the financial aid provided is exclusively to the stipulated purpose. For instance, if money is given for housing then it must be explicitly utilized to repair house damages or acquire an alternative accommodation. Another common misconception is th at each person affected by the disaster must receive the federal aid, whereas the truth is that only the most affected get assistance based on findings of the legibility analysis. For me

READING GUIDE FOR EQUALITY OF EDUCATIONAL OPORTUNITY AND THE CRITERION Assignment

READING GUIDE FOR EQUALITY OF EDUCATIONAL OPORTUNITY AND THE CRITERION OF EQUAL EDUCATIONAL WORTH - Assignment Example A. The question of equal access arises when viewed from the point of view of race and gender. In the formal structure of educational institutions, no bias exists in admission/imparting education on the basis of race and gender. Such institutions provide opportunity to all students and foster racial and gender equality. Legally sanctioned racial barriers are non-existent. B. The goal of equal educational opportunity needs to transcend the legal boundaries of equality. Equal access is not a self-contained stage. According to Howe â€Å"extraneous psychological and social factors† can impact a person’s educational opportunities. The author cites an example supporting his viewpoint: â€Å"For example, the educational opportunities that a monolingual Chinese-speaking child enjoys in a school that is conducted exclusively in English are hardly equal to those that a monolingual English-speaking child enjoys.†(Howe, 330) As such the system of equal educational opportunities is more important than the features of educational institutions. C. The characteristics that an individual brings to the institution should be utilized in such a manner so that it stands to benefit the other students and the institution as a whole. It should not be considered as a problem but should be converted into an opportunity. As such interaction between individuals and educational institutions assumes importance. Equality attains new dimensions. A. Treating differentially is inclusive of the concept of treating equal. The author substantiates this statement by stating, â€Å"In terms of the preceding example, showing equal respect for the needs, interests and capabilities of monolingual Chinese-speaking children requires that they be treated differently than English-speaking children.†(Howe, 330) B. Some of the characteristics that disadvantage people and need to be

Elizabeth Siddal :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Elizabeth Siddal, Pre-Raphaelite model and wife to Gabriel Rossetti, is the source of intrigue for many Victorian researchers. Her mystery began from her vague background as a milliner’s assistant. From the start, many stories were told of her discovery and yet few stories were told of her past before that point. A frail young woman, she was addicted to narcotics and suffered from a variety of ailments, from the physical to the mental. Her turbulent relationship with Rossetti was plagued with ups and downs, and yet after her death, he mourned her with great sorrow and guilt.   Ã‚  Ã‚  Ã‚  Ã‚  Elizabeth Siddal was a young girl from the working class, who was thrust into the world of the Pre-Raphaelites when discovered as a model in 1849. She was not terribly smart or educated, however, considering her class, she was thought to be as refined and modest as possible. She is generally referred as having been a reserved girl, but she was also explained as being both very beautiful and horribly plain by different sets of people.   Ã‚  Ã‚  Ã‚  Ã‚  It is known for a fact that Elizabeth was working as a milliner’s assistant upon her discovery, but there are many stories told about how that discovery was made. Walter Deverell, who was at the Royal Academy with Hunt and Rossetti, was looking for a red-haired girl who could pass as a boy to play a Shakespearian role in a painting. Rossetti explains the story as Walter and his mother stopped by a millinery shop and saw the assistant in a back room. He then asked his mother to request permission to use her in a painting. Other accounts were given of the discovery. William Holman Hunt claimed that Deverell had arrived at the studio proclaiming what he found to Rossetti, who accompanied him to the millinery shop to have a look. Irish poet, William Allingham, took credit for introducing Deverell to Ms. Siddal because during his escapades with working class women, he had spotted the young girl and thought her perfect for the role.   Ã‚  Ã‚  Ã‚  Ã‚  Because modeling paid more than millinery work and perhaps because she preferred it to sewing, Elizabeth ended her assistantship at the shop. This is interesting to note because at the time very few women on the census reported their full time job to be modeling for artists. This is not because there were few models, but very few earned enough money to support themselves legitimately, and few wished to declare their employment given the stigma it represented.

Epic Heroic poetry Essay

Epic/ Heroic poetry can be easily defined through comparing and contrasting the exploits and relationships of the characters Achilles and Partrioclus from the Iliad and that of Gilgamesh and Enkindu. Their relationships furthermore help to define heroic/epic poetry through their similarities and differences. The characters also help in clarifying this definition in both the idea and nature of their heroism. Both Gilgamesh and Achilles also reiterate the definition of heroic/epic poetry by their differences and similarities in their own styles of heroism. By tracing these elements of the two heroes and their relationships with their close friends, not only is the definition of epic/heroic poetry clear, but the fundamental differences between epic poetry and lyrical poetry become evident. The exploits of both pairs of characters from the two stories help define epic/ heroic poetry, because the exploits of both characters fall in line with the definition of epic/ heroic poetry. Epic poetry is known as the one of the earliest forms of literature and was first told orally and then latter written down. These stories were about heroes that show godlike qualities, personal power, patriotism and loyalty. We find that both pairs possess these qualities, in some of the same ways and in some ways that are different. At the beginning of the pair’s adventures we see a difference the reason of what they are fighting for. Gilgamesh had just gained a friend that was similar to him and he wanted to go out and make a name for himself by conquering the unconquerable. Achilles however, was fighting to bring home the beautiful woman of their land. Through the exploits we see more differences, Achilles is driven by war and pride for his country and through this he obtains greatness. Whereas Gilgamesh goes out in search of greatness for example, in Gilgamesh’s and Enkidu’s first adventure they cut down the cedar forest just to defy Humbaba and prove they can do it. A similarity is seen along Gilgamesh’s quest for recognition and Achilles quest of for control of what was rightfully his, both end up losing a friend. Both men take the fault on themselves for the loss of their friends. Achilles believes that it is his fault because when Patroclus dies he is wearing Achilles armor. Gilgamesh thinks that the death of Enkidu is also his fault because he turned down the Goddess that in turn killed Enkidu. Even though they have their differences and similarities, both relationships express qualities of epic/heroic poetry. The definition of heroic/epic poetry is also evident in the area of loyalty, this is shown in the relationship similarities and differences that Gilgamesh has with Enkidu and Achilles has with Patroclus. We see that the relationships that both heroes have are the same, in that they stay true to their friends even after death. In this part is where we also see a difference in their loyalty. Gilgamesh’s approach to dealing with the grief of Enkidu’s death is to find immortality and try to bring Enkidu back to life. Achilles’ approach to dealing with Patroclus’ death was to risk his life and reenter the war for vengeance. The relationships are similar in that women play a part in both of the pair’s lives and the deaths of their companions. Enkidu is brought into Gilgamesh’s life because he gives himself to a harlot who tames him and is then ironically taken out of Gilgamesh’s life because Gilgamesh won’t give himself to a woman. Achilles is fighting for a woman and in turn Patroclus is killed because he is thought to be Achilles because of the armor he is wearing. A difference in the relationships of the pairs is seen in what they mean to each other. Enkidu is brought to Gilgamesh to be his downfall, but through Gilgamesh’s strength Enkidu is won over and they become friends for what they can do for each other egotistically. Whereas Patroclus has been a longtime friend of Achilles and their friendship and loyalty was built over time. The definition of epic poetry is shown through the nature of the four characters’ â€Å"heroism† because through this they display godlike qualities and personal power. They all show â€Å"heroism† through their godlike qualities because of their direct association with God’s of their time. A similarity in the heroism exists because of the mortality of the companions of Gilgamesh and Achilles. A similarity is that both Enkidu and Patroclus had God-like and heroic characteristics, thought to exist because of their friendships. Another similarity is found in the way this is proven untrue. It seems as though the Gilgamesh and Achilles carry on and act as though they are immortal because of their greatness in battle and part-Goodness. Through the death of their friends they realize that these are not qualities that they possess and this leads them down different roads, which in turn brings them death. For Gilgamesh this brings the fame that he searched for, bu t cost him his life. For Achilles, true vengeance came with the price of his own life. Either way these characters ends fulfill the qualities of heroic/epic poetry. Achilles heroism is different than Gilgamesh’s because his purpose is different. Achilles has a reason to fight; he cares not what people think of him, but fights for what he believes, and has an army to back his cause and therefore is looked upon as a hero by his people. Gilgamesh goes out alone in search of his fame and glory hoping to create a legacy. Gilgamesh stakes a claim as a hero by creating the situations that make a hero. It seems as though if these two stories took place in the same era, that Gilgamesh would be after Achilles head for fame of having the upper hand over another god-like being. Gilgamesh and the Iliad with both their plot and character similarities and differences help to create the definition of epic/heroic poetry. Both these stories show characters with god-like qualities, personal power, patriotism and loyalty. Each story’s characters and plots express these ideas differently in the way that the stories are carried out, but they do posses the qualities that make up such a story. Fundamentally after breaking down epic poetry it is easy to see how it differs from lyrical poetry. Lyrical poetry is much more universal in time and subject matter. It describes love, and feelings that are unchanging through time. To compare the two, the ideas of epic poetry are outdated, for example we don’t look up to George Washington as a God-like person even though he was a great warrior. With lyrical poetry however, we can read it anytime and compare the issues to issues in our own lives.

The Rise And Fall Of Enron Essay - 860 Words

The Rise and Fall of Enron The objective of every company is to maximize profit, become a big player and remain viable. Enron was no exception the key players at the time were Kenneth Lay CEO, Jeffery Skilling who was hired by Lay in 1990 to head the Enron Finance Corporation and by 1997 Skilling was made President and Chief Operating Officer. Andrew Fastow, CFO who was the chief financial officer of Enron. Enron merged Houston Natural Gas in 1985 with another natural gas pipeline to create Enron. The intent from the beginning was to expand beyond just selling and transporting gas. The company was moving toward the newly deregulated markets. The deregulated markets were not governmental control. The company moved toward†¦show more content†¦New partnerships were created for Enron in order to separate Enron’s debts from their assets. In the simplicity of the accounting equation, assets equal liabilities plus owner equity, the company could show assets almost totally free of liability. This made Enron one of the most prominent companies to work for. Enron was listed in the fortune 500 club and was in the top 100. Its shares listed as blue chip stock. In 2001, Arthur Anderson the big accounting firm announced that some of these partnership debts should have been disclosed in the financial statements of Enron. This forced Enron to report losses above $1 billion. The SEC investigated Enron and Fastow was replaced. Enron drew a $3 billion dollar line of credit and began to pay off its outstanding debt, but this was not enough. In 2001, Enron disclose that it would sustain losses for around $1 billion and would reinstate its financial outcome for the years of 1997, 1998, 1999, 2000 and for year of 2001 the first two quarters, to make right the errors that puffed up Enron $591 million net income. The shock of this summary was massive as Enron dropped 91% in stock. Over 4,000 employees were laid off at Enron during the time in which the SEC was investigating and Enron f iling bankruptcy. In December 2001, when congress was investigating Enron, the company declined two congressional hearings. It was realized that most of the company’sShow MoreRelatedThe Rise And Fall Of Enron1008 Words   |  5 PagesIntroduction Enron began as an energy company in 1985. After the deregulation of oil and gas in the U.S., Enron lost its’ exclusive rights to natural gas pipelines. The CEO, Kenneth Lay then hired a consulting firm to reinvent the company in order to make up lost profits. He hired Jeffery Skilling, who was in banking, specifically; asset and liability management. Under the topic â€Å"The Beginning Presages the End†, C. William Thomas (2002) writes: â€Å"Thanks to the young consultant, the company createdRead MoreThe Rise And Fall Of Enron1900 Words   |  8 PagesThe Rise and Fall of Enron One of the most basic tenets of all companies, whether small or large, is to create a principled corporate culture. Those ethical principles must start with the executives of the organization and trickle down to the individual employees. Leaders affect the employees’ decision-making process, yet they tend to adopt the same rationale as their leaders when reaching a decision. The leadership of a company needs to find a balance between risk and creating opportunity. WhileRead MoreThe Rise and Fall of Enron2970 Words   |  12 PagesThe Leadership of Kenneth Lay 5 Contributing Factors for Enron’s Debacle 7 Power Abuse 7 Fraudulent Accounting Practices 7 Employees and Board members 8 Investors Grief 9 Auditors and external regulatory agency 9 Conclusion 9 The debacle of Enron, led not only the company to bankruptcy but also its employees and shareholders. Unethical leadership and vested interests played a significant role in its imminent failure. Very few had the courage to challenge authority and leave when faced withRead MoreThe Rise and Fall of Enron1170 Words   |  5 PagesThe Enron Corporation was founded in 1985 by Kenneth Lay and based in Houston, Texas. Enron was known as one of the world’s leading electricity, natural gas, communications and pulp and paper companies. By the late 1990s Enron was considered one of the country’s most groundbreaking companies constructing power plants, gas lines, buying and selling electricity and gas, and partaking in a unique trading business; creating whole new markets for oddball commodities. In 1995 annual revenues were aroundRead MoreThe Rise and Fall of Enron1532 Words   |  6 PagesMost of the world has heard of Enron, the American, mega-energy company that â€Å"coo ked their books† ( ) and cost their investors billions of dollars in lost earnings and retirement funds. While much of the controversy surrounding the Enron scandal focused on the losses of investors, unethical practices of executives and questionable accounting tactics, there were many others within close proximity to the turmoil. It begs the question- who was really at fault and what has been done to prevent it fromRead MoreRise and Fall of Enron Essay872 Words   |  4 PagesThe rise and fall of Enron is a company that was lead to its own demise by it’s own leadership and ill business decisions. The motivational theories explained from the readings of Organization Behavior can correlate with the failure of Enron’s internal organization. Even though a company may appear to display successful business practices, the influence of leadership through management can ultimately lead the company to fail. Enron’s code of ethics prided itself on four key values; respect, integrityRead MoreThe Rise and Fall of Energy Giant, Enron Essay1540 Words   |  7 PagesThe Rise and fall of energy giant ‘ENRON’ Introduction: The main aim of this essay is to analyse business ethics in the context of the Enron scandal. Enron scandal became notorious for violating ethical standards. There are several business motives involved in the rise and fall of Enron. In today’s world, adopting ethical standards is a must for a company to protect shareholder’s interest. Even though the rules of playing business are obvious, still several companies adopt short cut mechanismsRead MoreThe Smartest Guys At The Room : The Amazing Rise And Scandalous Fall Of Enron1654 Words   |  7 PagesSmartest Guys In the Room† the amazing rise and scandalous fall of Enron goes into great detail of what happens when a company has no ethics. It could be said that ethics was the last thing on the minds of the executives that worked at Enron. People employed at Enron cared about two things the stock price of the company, and the money they could put in their own pockets. This was what caused the fall of one of the biggest energy companies in the U.S†¦ Enron failing did not happen overnight it tookRead MoreWhat I Learned from Studying the Rise and Fall of Enron693 Words   |  3 Pagestolerated and can lead to the fall of anything from a small mom and pop business to massive a Corporation. That is exactly what happened to the Enron Corporation back in 2001. In this essay I will discuss what exactly Enron is, the unethical business practices that occurred, and my opinion on the scandal and how I would have handled the situation. I will have help accomplishing this with quotes from other credible sources. Honestly, I didn’t know what exactly Enron was before this assignment. OfRead MoreThe rise of Enron took ten years, and the fall only took twenty days. Enron’s fall cost its1600 Words   |  7 PagesThe rise of Enron took ten years, and the fall only took twenty days. Enron’s fall cost its investors $35,948,344,993.501, and forced the government to intervene by passing the Sarbanes-Oxley Act (SOX) 2 in 2002. SOX was put in place as a safeguard against fraud by making executives personally responsible for any fraudulent activity, as well as making audits and financial checks more frequent and rigorous. As a result, SOX allows investors to feel more at ease, knowing that it is highly unlikely