The Elements of Class Conflict in Pakistan

The Elements of Class Conflict in Pakistan 1.1 Overview of the Topic Income distribution is a frequency distribution showing number of persons, taxpayers or households classified by levels of income. The unequal distribution of income is a major issue in many countries, mostly in developing countries and in Pakistan it has been a burning since its birth. As the inequality in the distribution rises, it divides the population into small groups with various differences among them, thus fueling a conflict between them. The conflict arises due to difference in the income patterns, employment patterns, wage rates, difference in resources symbolic or material, social status etc. the difference in the lifestyle, wage rates, and the job opportunities in the rural and urban cities of Pakistan cause class conflict, as people living in various locations belong to different income groups. Feudal culture in Pakistan is among the major reasons of class conflict. Landlords have made monopolies which have increased the disparities among the various classes living. Cla ss conflict is a serious problem which causes violent activities such as high crime. Unfortunately our government has been unable to solve this problem of uneven distribution of income, as they themselves are enjoying the class difference existing in our country. Over the past year this conflict has been boiling and will eventually erupt one day. With this segregation of the population into various classes, social gaps have increased and people have become more accustomed to other people who are of similar stature in the society. This is one of the major issues Pakistan is facing, unity among the population is a challenge to the government of Pakistan, but it all trickles down to the fact that the people who are causing this unequal distribution of income are the ones who are leading us. Over the past years, the income distribution in Pakistan has adopted an uneven trend, meaning that there is no significant increase or decrease, thus the notion that the rich are getting richer and the poor are getting poorer, and the result of this is a growing conflict among the various classes that exist in our society today. Other factors such as corruption also play a vital role in this unequal distribution of income, not only at higher levels but at the smallest and lowest level of the society as well. 1.2 Background Information Since Pakistan came into being, the income distribution has been a serious issue. During the time of partition, many people were stripped of their lands, properties, valuables and other financial assets. The unequal distribution of income we are experiencing today has its roots from the time of the partition of India and Pakistan. Feudalism in those days was at its peak and remnants of it can still be seen in the modern society. Many powerful feudal lords claimed lands by force from people who were financially or socially weak, thus the wealth became concentrated and its effects can be seen today in our society, as the unequal distribution of income. Even today, many influential people such as politicians and local feudal lords all around Pakistan are in control of the major chunk of the income that is generated and flows through the economy, which is why Pakistan also faces extreme poverty. Pakistan has experienced an uneven trend in the distribution of income in the past years, as there is no significant trend of increase or decrease. This uneven pattern of income distribution has been the root cause of the division of the population into various classes on the basis of income inequalities. During the early years of Pakistan, the population was less divided, but with the passage of time and the uneven trend of the income inequality has caused the population to be divided into upper, middle and lower classes based on different employment patterns, wage rates, households, social status and limited resources etc. The formation of these classes has led to the widening of the social gaps between the people and has also led to social exclusion of people belonging to different classes. This has been a common practice in history that people belonging to a similar group or stratum, tend to socialize more i.e. people who share common resources either symbolic or material in nature tend to form stratums. As the general population is divided into these stratums, belief a nd ideals change, thus a conflict arises due to these changing ideals. Over the past years, since the birth of Pakistan, this conflict between the different classes has been slowly boiling and has erupted into a class conflict based on income disparity. 1.3 Importance of the Study With Respect To the World The problem of unequal distribution of income exists in almost every country around the world, from the weakest to the strongest economies of the world; income disparity is clear and present. It is also one of the major problems that developing countries face and if not contained in due time, it paves the way for many other problems which are either directly or indirectly linked with it. One of these problems is the class conflict that arises due to income inequality among the general population. The relevance of this problem can be best understood with an example of East and West Germany. In World War II the Allies occupied West Germany and the Soviets occupied East Germany. The border between the two Germanys was famously known as the Berlin Wall. Since the corporate and industrial might of the Allies was far superior compared to the Soviets at that time, the Allies started injecting billions of dollars in the economy of West Germany, resulting in higher living standards and plenti ful jobs for the people. In stark contrast the jobs and living standards in East Germany were inferior, resulting in constant unrest which ultimately substantiated into a major class conflict. Thus throughout the world, we see many similar cases where the major chunk of the economy is concentrated at a singular point, that is the elite or the ruling class, leaving the lower classes with little or no financial assets. Concentration fuels the class conflict in a society and ultimately damages a nation as a whole. The inequality in the distribution is caused by many relevant factors, such as inflation, foreign direct investment, remittances, trade, corruption, feudalism etc. and these are all present in almost every society of the world. Thus the significance of this study cannot be denied with respect to the world. 1.4 Importance of Study With Respect To Pakistan Since Pakistans Inception, the Populace has been plagued with the diabolical issue of income distribution. The seriousness of this issue cannot be denied, since it has been the root cause of constant upheaval in the society in general and also the catalyst of constant unrest, distrust and sometimes violent protests. In other words we have been compromised in a never ending stalemate, since there is no significant trend of increase or decrease of income distribution in Pakistan, thus this kind of uneven trend is giving rise to undesirable hybrid classes based upon this income inequality. The initiation of such classes has led to an avalanche of prejudice, discrimination and more disturbingly, exclusion of significant amount of people from the nucleus of the society. It has also led to the formation of different stratums among the people. With the passage of time this horrendous social exclusion, disparity and discrimination has manifested into an ugly class conflict amongst the people we see today in Pakistan. The mere presence of various classes based on improper income distribution is evidence of its existence. The increasing social gap, distrust and lack of communication between the people, nourishes the problem of income distribution and provides sustenance for its future. The prevailing feudal culture in Pakistan is also one of the major catalysts of the unequal distribution of income in Pakistan. The most influential people or the ruling class has the most concentration of resources; they also include the politicians of Pakistan who are responsible for making policies against this burning issue. Inflation is another factor contributing to the lowering of the purchasing power of the lower classes, which in turn induces a conflict among the general public, as inflation hits hard on the lower classes and has little effect on the elite class. All the foreign investment and the remittances are also controlled by the upper or elite class, thus the flow of money in the economy is limited to a set number of influential or powerful people, while the majority of the population is deprived even the basic necessities of life. 1.5 Research Question The elements of class conflict in Pakistan. The problem of class conflict is justified with the increasing gaps between the populations of Pakistan. Various classes exist due to this income disparity. It is due to this income disparity among the people different classes are formed. Thus, there is a clear and present conflict between the classes in our society. CHAPTER 2 LITERATURE REVIEW The review of existing literature in the current study area of the income distribution patterns and the class conflict in Pakistan will help in appraising additional information on the subject matter and help in establishing a better understanding of the research that is to be undertaken. Hasan (2002) made a study on the emerging trends of Pakistans upper or elite class which is under heavy influence of the west. The post Bhutto era changed all the pervious trends that the ruling class observed. The elite class now has separated itself from the middle and lower classes and with it, has also lost the trend to use public services. They are more inclined to private services and they are the ones who are embedded deep in Pakistans political lobby. They reflect the countrys politics, society and the culture as well. Today, Pakistans elite class enjoys the most as income and money is no object to them, they go abroad for vacations and education whereas the majority of the population has little to eat. This gives rise to a class conflict between the general populations and thus differences are uplifted. Y. So (1991) studied the causes of stratification among people. The author focuses on the study of politics and history in accordance with the class struggle. The author makes the analysis based on three major components, the conditions of class struggle, the entire process of class struggle and the consequences that follow the class struggle both on micro as well as the macro level. By incorporating class struggle into the process stratification theory, the author opens up new a horizon for the analysis. The stratification theory groups people according to income distribution. People possessing similar characteristics form social groups or classes which give rise to social gaps. The Neo-Marxist theory focuses on the production sphere and is the advocate of conflict between the emerging classes. The aim of this study was to analyze the formation of different classes. The study looks at the various forms of class struggle and the ways in which classes are formed with special reference to reasons and causes of this phenomenon. Strasser (1980) argues that there two principles which are involved in the social inequality, stratum and class formation. It is intended to substantiate the work by comparing the claims of the functional theory of social stratification and to uncover the frame of reference that underlies the analysis of social inequality in a society. The author calls attention to the recent finding of his time in anthropology and ethnology to further explain his thesis and looks at various theories of social inequality, functional, conservative and progressive. Stratum is a group of people sharing common characteristics such as income, occupation, status etc. Socialization is the major cause of the formation of various stratums. People belonging to a similar background tend to socialize more between themselves rather than with people who are different from them. Social inequality among the various classes takes the form of unequal distribution of resources. These resources either symbolic or materi al are responsible for the conflict among classes. Classes are formed as a result of grouping of similar people belonging to specific interests, whereas strata are formed due to similar lifestyles of various people. Rashid (1985) examines the feudal culture that has existed since Pakistans birth and even now this culture prevails as many of the ruling elites and politicians are among them. Land reforms are imperative for a country like Pakistan, but the people who are responsible for the implementation are the ones who benefit the most out of land. The policy makers and the people who implement the policies are in the politics, and these people compromise the majority of the landlords here in Pakistan. Landlords enjoy the fruits of other peoples hard work which belong to the lower classes that tend to the lands which are not of their own. This tense relationship of worker and master gives rise to a class conflict which will erupt one day. The government is not trying to balance out this unequal distribution of land among the people. There is concentration of all the wealth of the land to one ruling class. Chandra (1972) stated that since the earliest beginning, Pakistan has been dominated by the ruling class. The author gives a complete assessment of the class character of West Pakistan. Even the Muslim League consisted majority of two classes, the Zamindars and the traders, both of which belong to the upper or elite classes of that time. The study aims at living conditions of the lower or working class, which are still the same even after such a long time. There has not been any significant improvement in the living conditions nor other important sectors for these poor people, even though they comprise the majority of the total population of Pakistan. There has been a significant development in the industrial and the private sector, i.e., inflow of foreign investment, but to no avail, the landlords and the capitalists are only the ones who enjoy the fruits of life, as they comprise all the heavy investors in both the sectors. Landlords have made monopolies, and by doing so the dispar ities among the classes have further increased ever since. Crenshaw and Ameen (1993) in their study of the different dimensions of social inequality in the third world, reveal that the modernization and the ecological-evolutionary theories provide more evidence regarding the social inequality than the either the dependency/world systems or the urban bias theory. They provide a cross national assessment of the determinants of income inequality. They also shed light on the various conclusions that can be drawn from various theories. Injection of foreign capital provides opportunities for some people, but it also widens the gap as many people are unable to capitalize on the certain amount of capital. Thus only the people who are strongly embedded and/or in the mainstream, are the ones who are able to capitalize. The analysis point towards the economic growth and the development of the rural areas to reduce mortality and stabilize the income inequality. Ahmed (1996) in his study comments that in a rapidly progressing world, ethnic, religious and social conflicts are tearing states apart not only in the developed world, but also in the lesser developed third world countries. Pakistan is divided into many ethnic groups according to the author, the largest group being the Punjabis, who comprise mainly of the upper and middle classes. However social inequality in rampant in the whole country as there are small pockets of people who have similar access to resources, thus forming various ethnic groups and/or classes, which include Sindhi, Pushtoon and Balochi people, who are less developed and less embedded. Even though Pakistan is rapidly growing but there are elements that hinder the growth of people and inhibit potential factors which work to decrease this chasm between the people of Pakistan. National integration is a desirable goal but it has caused a lot of problems in the past, such as oppression. Even if national equity is promote d and there is harmony among the different groups, there would yet be emerging ideas of different stances, and this time around would have an adverse effect. Bulir (2001) made a study using the traditional Kuznets model. Inflation reduces the purchasing power of the poor people; it also tends to decrease the general income thus increasing social gaps. The government can tax the rich to cover the gap but there are only a few honest taxpayers as opposed to the number of poor people in Pakistan. This ignites a certain conflict among the people, as a certain image is developed for the tax evaders, who are mostly the ruling class or the elites. People belonging to the lower class are hit heavily by inflation, as they are already short on resources, and after further reduction in their purchasing power, they are forced to corruption. Lower inflation rates, in addition to the level of development and fiscal redistribution are found to improve income equality and their impact is uniform for all levels of GDP per capita, thus low inflation rates improve the income inequality. Level of development; state employment, fiscal redistribution, and price stability are found to improve income inequality in a given country. The positive impact of price stability on income distribution is nonlinear. When inflation is reduced from hyperinflationary levels, there is a significant reduction in the income inequality also, while if it is decreased further, then there are small gains in the countrys gini coefficient. Kentor (2001) observed the effects of globalization on the income distribution, population growth and the economic development. The goal was to develop the linkage between them, and it is evident that they are inter-related parts of a complex system of unequal economic, social and political relationships. Globalization has effects on the income inequality and income distribution, but there are no properly demarked good or bad effects to it. Where there is a negative effect of globalization on the per capita GNP growth, there is also a positive impact on the trade openness. Policies should be made according to the given circumstances at hand, not by prediction. Hussain, Sharif, Hasan (2009) studied the impacts of openness of trade, FDI and remittances on the income distribution and the income inequality in Pakistan. Increased openness of trade leads to economic growth which reduces poverty and makes income distribution more equal. Trade liberalization has been a factor in reducing the income distribution as there is a significant increase in the total trade over the past years. Pakistan has also reduced tariffs from 200% to only 25%. Studies show that FDI has a positive effect on income distribution, but owing to the unstable political and economic conditions it has not risen considerably. FDI was restricted to only few areas but since it opened up to the industrial sector, Pakistan has witnessed a considerable amount of increase in FDI (poor in the 70s and began rising in the 80s). However the extent of FDI had good effects on income distribution in Pakistan. Remittances, also play a vital role in the economy, Pakistan had high remittances through the 70s and 80s but saw a decline after that, yet after 2000, Pakistan again saw rapid increase in the remittances, Pakistan is trying to open up the economy by privatization. This will ultimately cause growth in the economy and reduce poverty and equalize the income inequality. Thus their study revealed that the income inequality in Pakistan follows an uneven pattern, meaning that there is no significant increase or decrease. CHAPTER 3 METHODOLOGY 3.1 Research Type My Research falls under the category of a quantitative research. I gathered data and put it through a series of statistical techniques to prove the hypothesis derived in the research 3.2 Data Type and Research Period My Research was done by using the primary data. Primary data was collected to study the class conflict, as no historical data is currently available. Questionnaire provided me with relevant information to conduct the research 3.3 Sources of Data A questionnaire was floated asking general questions related to the issue of class conflict in Pakistan 3.4 Theoretical Framework 3.5 Variables Definitions Inequality The degree to which the distribution of economic welfare generated in an economy differs from that if equal shares among its inhabitants (Dictionary of Economics, Graham Bannock) Stratum Division of people according to some variable Feudalism A European system flourishing between 800-1400 based upon fixed relations of lord to vassal (www.thefreedictionary.com) Income Distribution The various levels of income existing within a given population (Dictionary of Economics, Graham Bannock) Class Conflict Conflict between different classes in a community resulting from different social or economic positions and reflecting opposed interests (www.dictionary.reference.com) Income Disparity In economic context, it refers to the difference in wages of people 3.6 Population, Working Population and Planned Sample The questionnaire was completed by 50 people of Lahore. Questionnaire asked questions regarding the social class conflict existing in our society. 3.7 Research Hypothesis H0: Class conflict is caused due to income disparity H1: Class conflict is not caused due to income disparity H0: Social gaps and social exclusion lead to the class conflict H1: Social gaps and social exclusion does not lead to class conflict H0: Division of stratums is a major reason for class conflict. H1: Division of stratums is not a major reason for class conflict. H0: There are social gaps between the various classes in Pakistan H1: There are no social gaps between the various classes in Pakistan 3.8 Techniques For the analysis of the data collected, the statistical technique of regression was used to build and establish linkages between the variables used in the research and finally deriving the conclusion from the results of the regression analysis. 3.9 Data Analysis The statistical software Mini tab was used to apply the regression technique to analyze the data. The software provided with graphs, tables and charts after running regression. 3.10 Data interpretation The data was interpreted using the regression results. Based on the current analysis the main aim of the study was to understand which element was the major one of class conflict. CHAPTER 4 RESULTS AND ANALYSIS 4.1 Results Multiple Regression Analysis Dependent variable: Class Conflict Standard T Parameter Estimate Error Statistic P-Value CONSTANT -0.0519046 0.421089 -0.123263 0.9024 Income Disparity 0.24955 0.122053 2.04461 0.0466 Socialization 0.753118 0.148753 5.06289 0.0000 Stratification 0.0101818 0.092964 0.109524 0.9133 Analysis of Variance Source Sum of Squares Df Mean Square F-Ratio P-Value - Model 4.90069 3 1.63356 10.81 0.0000 Residual 6.95066 46 0.151101 Total (Corr.) 11.8514 49 R-squared = 61.3514 percent R-squared (adjusted for d.f.) = 57.5264 percent Standard Error of Est. = 0.388717 Mean absolute error = 0.318889 Durbin-Watson statistic = 1.52396 Class Conflict = -0.0519046 + 0.24955*Income Disparity +0.753118*Socialization + 0.0101818*Stratification 4.2 Findings Analysis The regression model describes the relationship of socialization, stratification and income disparity with class conflict. It explains how socialization, stratification and income disparity affect class conflict. As we can see from the above equation that income disparity, socialization and stratification is directly linked with class conflict as all three variables have a positive relationship. Since the P-value in the ANOVA table is less than 0.01, there is a statistically significant relationship between the class conflict and the 3 independent variables at the 99% confidence level. The R-Squared statistic indicates that the model as fitted explains 61.3514% of the variability in Class Conflict. The adjusted R-squared statistic, which is more suitable for comparing models with different numbers of independent variables, is 57.5264%. The standard error of the estimate shows the standard deviation of the residuals to be 0.388717. This value can be used to construct prediction limits for new observations by selecting the Reports option from the text menu. The mean absolute error (MAE) of 0.318889 is the average value of the residuals. The Durbin-Watson (DW) statistic tests the residuals to determine if there is any significant correlation based on the order in which they occur in the data file. Since the DW value is greater than 1.4, there is probably not any serious auto correlation in the residuals. In the model the highest p-value on the independent variables is 0.9133, belonging to stratification. Since the p-value is greater or equal to 0.10, so this variable is not significant at the 90% confidence level. Therefore, we can say that stratification have little and no effect on the dependent variable, class conflict. Questionnaire was floated by various people including students and professors of my university i.e. Lahore School of Economics, Doctors working in CMH hospital, Students of LMDC, Shop keepers of H-Block market DHA and people working as drivers and cooks in my colony. The main purpose of getting questionnaire filled from people belonging to various income groups was to clearly study and understand the relationship of socialization, stratification and income disparity with the class conflict issue. The only limitation of doing this primary research was that the sample size of 50 people was very low in order to draw a conclusion as the topic is very wide and each and every individual has his/her own views on the class conflict topic. Overall people surveyed, were of the view that class conflict did exist in our society and gave rise to problems such as income disparity and it divided the population into various stratums. 4.3 Hypothesis testing H0: Class conflict is caused due to income disparity H1: Class conflict is not caused due to income disparity As the results show the p-value of income disparity to be 0.0466 which is less than 0.05 thus we accept Ho at 95% confidence interval. This means that income disparity causes class conflict. According to the respondents, class conflict is a result of the income disparities as these days in Pakistan the rich are getting richer day by day and the poor are getting poorer. Class conflict is dependent upon income disparities. H0: There are social gaps between the various classes in Pakistan H1: There are no social gaps between the various classes in Pakistan The p-value of the information in the regression analysis is 0.0000. As the p-value is less than ÃŽÂ ± which is 0.05, we accept the null hypothesis and say that social gaps do exist between the various classes in Pakistan. It should be noted that the p-value is very small and is significant. Majority of the respondents were of the view that social gaps are present in the various classes of Pakistan. H0: Social gaps and social exclusion lead to the class conflict H1: Social gaps and social exclusion does not lead to class conflict The p-value of socialization in the regression analysis is 0.000 which is less than 0.05 we accept Ho at 95% confidence level. This means that social gaps led to the problem of class conflict. Majority of people said that wide social gaps and differences and social exclusion led to class conflict. They were of the view that this separation between the classes will lead to a major conflict among the general public in Pakistan. H0: Division of stratums is a major reason for class conflict. H1: Division of stratums is a major reason for class conflict. In the regression analysis we can see that the p-value of stratification is 0.9133 which is greater than 0.05 thus we reject the null hypothesis at 95% confidence level. This means that stratification is not a major reason of the class conflict problem. One of the limitations behind this result could be that the sample size is very small, which is in sufficient to draw a conclusion regarding stratification and its relationship with class conflict. Conclusion From the above argument, it is concluded that there is a marked class conflict in the population of Pakistan based on the unequal distribution of income in Pakistan. Corrupt officials, low number of honest taxpayers and resistance to change are some of the factors which contribute to fuel this ongoing conflict among the people. Pakistan is also facing a great threat from security point of view as well as inefficient monetary policies, which also hinders economic growth. Hence the people are divided into the various groups mentioned in the paper, according to difference in income, status, amount of resources and other contributing factors. According to the results, stratification among the people does not hold much importance, but it is a minor contributing factor in the class conflict. Socialization, however is an important variable in the class conflict, people of similar backgrounds belong to a similar type of social status tend to socialize more than people belonging to other clas ses. This is a common practice that people with similar resources either material or symbolic will from a social group and tend to exclude people who are different from them.

Cultural competence and its promotion in the education system Essay

The demise of racial segregation in the 1960s saw the emergence of cultural diversity with colored and non colored students now being taught under the same roof. From then on, schools have seen an increasingly diverse mix of students, matters having been complicated further by globalization, which has resulted in more diverse cultures making the United States their country of choice. Diversity is good and must be appreciated; the only problem is that if not handled well it may have the potential of creating apathy between the different cultures making up the cultural mix so that instead of a system becoming a cultural melting pot, it becomes the crystallization chamber. The aim of this paper is to examine the role of culture in molding competent students. Cultural competence More often than not, competence is construed in its narrowest definition, which is mostly in reference to acquisition of the necessary skills for the performance of a job. For this paper however, competence will be in reference to both culture and knowledge. Ahlawat and Ahlawat (2006) found the influence of globalization to be so enormous to the extent that multicultural diversity is now amongst the key ingredients for students aspiring for a global career. An equally important finding is by Thomas (2006), who emphasized the importance of cultural intelligence in the business environment. The role of culture within the organizations is captured by Berrell and Gloet (1999), who did a study on influence of culture in organizational culture and found it significant. The study implies that for one to blend seamlessly in to an organization there must be a level of cultural competence because there seems to be a thin line between the culture within and without the organization. For instance, according to the study, an organization within Malaysia will most likely have a culture similar to that of Malaysian people. If one has problems adapting to the Malaysian culture then the person’s work output may be greatly limited. The role of the education system in such a scenario will be to create a culturally competent global citizen. It cannot of course be expected that students will be trained to adapt to certain cultures only, instead, skills to adapt to diverse cultures will be imparted. Such a skill is given by Arizaga, Waldo and Castellanos (2005), who found that teachers who participated in multicultural enhancement program showed increase cultural competence in the form of listening and expressive skills. Evidently, these are adaptive skills that once acquired may be applied in any cultural setting. Educator’s role in promoting cultural competence The design of the education system should ensure that it produces tolerant people capable of adapting to any cultures. One of the ways given by Arizaga et al (2005) is by having multicultural enhancement programs to promote listening and expressive skills. Pope and Mueller (2005) also emphasize the need to integrate diversity issues in designing education programs. This can perhaps be described as the cornerstone of achieving cultural competence because if its importance can be taken in to account in the training of educators then eventually the educators that will end up in the field preparing the students will know what it entails to be culturally competent, and will thereafter pass on the skill. Pope, Mueller and Reynolds (2009) appear to agree with the importance of having culturally competent educators when it pays tribute to student affairs professionals for the increased number of multicultural scholarships in the last three decades. The emphasis should therefore be on getting culturally competent educators on board the educational system if substantial results are to be expected. . Further to that, the authors are also urging the educators not to simply embrace diversity; they should actually seek it proactively. In addition to promoting cultural competence in as far as interacting with people from other ethnic, racial and national cultures, the education system should promote tolerance to homosexuals. This is according to Liang and Alimo (2005), who suggested that the education system could promote a more positive attitude of heterosexual students towards homosexual students by encouraging interaction between the two groups, something the study found to increase tolerance between the two groups. An equally important aspect of attitude development in the education system is the acquisition of positive views of self worth and meaningfulness Coll and Zalaquet (2007). Its importance in promoting cultural competence may not be obvious, but it is not hard to imagine how a person with a feeling of high self worth and meaning will find it rational to respect other people’s rights. A challenge to achieving cultural diversity is presented by Salazar (2005) who cites challenges faced by counsellors of color. Counselors of color according to the research are faced with prejudices in their interactions with white middle class students. Sadly, this may be an in built mentality, which may take some time to get rid of but fortunately, cultural competence presents one of the remedies to this inappropriate attitude. Implications of the findings Most people spend over two decades in school, meaning that the education system plays a big role in shaping the national psyche. Among other functions, Gay (2009) says that education plays an important role bringing up constructive students. The element of constructiveness goes beyond cultural competence and ropes in other areas such as raw knowledge and social skills. In fact, according to the article the education system may play role in promoting democracy. The upshot of all this is that an educator must realize that the challenges and objectives of the education system are dynamic and for one to remain relevant, it is important to continuously adapt to the changes. For instance, a few years ago it would have been unthinkable that the education system would want to promote tolerance towards homosexuals; these were outcasts for whom there was little concern. However, the reality of the output focused employment present today has ensured increased tolerance to such people and thus the need for a change in approach. An educator will be differentiated from any other knowledgeable person from their ability to produce all rounded graduates. Some of the important traits to be considered include cultural competence and tolerance. For example, if the task is to teach students mathematics without considerations to the other aspects then that can even be done by anybody with the basic knowledge needed to teach the particular subject. The professional educator must be easy to differentiate from other people possessing the same level of knowledge, and one of the hallmarks of this is the ability to produce culturally competent students among other things. Conclusion From the study, cultural competence has proven to be a very important subject area for one’s development. Most people spend over two decades in school, meaning that they will acquire some of their lifelong traits there. Global occupational mobility is on the rise and one of the key ingredients to it is cultural competence. People with less of it will have a very hard time adapting to the different work environments that will be made available by the increased mobility. One’s work output is not a function of skills competence only; it must also include the person’s ability to work with people, which means adopting the narrow minded definition of education will produce half baked students. References Ahlawat, S. , & Ahlawat, S. (2006, ). Competing in the Global Knowledge Economy: Implications for Business Education.. Journal of American Academy of Business, 8(1), 101-105. Arizaga, M. B. , Waldo, M. , & Castellanos, L. (2005). Multicultural Sensitivity and Interpersonal Skills Training for Preservice Teachers. Journal of Humanistic Counseling, Education and Development, 44(2), 198-202. Berrell, M. , & Gloet, M. (1999). Reflections on the cultural dimensions of educational administration. EAF Journal, 13(2), 10. Coll, J. , & Zalaquet, C. (2007). The Relationship of Worldviewsof Advisors and Students and satisfaction with advising: A Case of Homogenous. Journal of College Student Retention, 9(3), 273-281. Gay, G. (2009). Similar Concerns, Different Perspectives of Social Studies and Multicultural Education. Social Studies Review, 48(1), 25-27. Liang, C. , & Alimo, C. (2005). The Impact of White Heterosexual Students’ Interactions on Attitudes Toward Lesbian, Gay and Bisexual People: A Longitudinal Study. Journal of College Student Development, 46(3), 237-250. Pope, R. , & Mueller, J. (2005). Faculty and Curriculum: Examing Multicultural Competence and Inclusion. Journal of College Student Development, 46(6), 679-688. Pope, R. , Mueller, J. , & Reynolds, A. (2009). Looking Back and Moving Forward: Future Directions for Diversity Research in Student Affairs. Journal of College Student Development, 50(6), 640-659 Salazar, C. (2005). Outsiders in a White, Middle-Class System: Counselor Educators of Color on Academe. Jounral of Humanistic Counseling, Education and Development, 44(2), 240-252. Thomas, D. (2006). Domain and Development of Cultural Intelligence: The Importance of Mindfulness. Group & Organization Management, 31(1), 78-99.

Never Judge a Book by It’s Cover Speech

Good Morning, fellow students and Teachers, Today I will be talking about the topic â€Å"Never Judge a book by its cover†. Never judge a book by its cover is a saying the meaning is never Judge someone or something by what they look like. If you didn’t play with a person when they Asked because you think they don’t look Pleasant you may be wrong they might Be really nice on the inside and very Fun. Also it’s not what they look on the Outside it’s what’s on the inside thatCounts the most. I may not have eaten the sushi at The party because it looked yucky, Well maybe I’m wrong maybe it Tastes yummy. That’s another Don’t judge a book by its cover but it is a don’t judge the food on how it looks. It’s also like if I didn’t eat the passion Fruit because it looks yuck well I Have already eaten the passion Fruit so it’s not about me it’s about You. Every time I have passion fruit For fruit br eak I have people come Up to me and say uhh†¦ nd all Of those people who do this haven’t Even tried it. That’s another don’t judge food on What it looks like. So I think I’ve made my point so Next time you something that Looks unpleasant try it! You Never know when it comes To food, fashion, furniture And many more things. Next time you see someone Who looks unpleasant ask them To play because the chances Of you having a new best friend is possible! Thank you for listening to my Speech topic!

A Brief Biography of Karl Marx

Karl Marx (May 5, 1818–March 14, 1883), a Prussian political economist, journalist, and activist, and author of the seminal works, The Communist Manifesto and Das Kapital, influenced generations of political leaders and socioeconomic thinkers. Also known as the Father of Communism, Marxs ideas gave rise to furious, bloody revolutions, ushered in the toppling of centuries-old governments, and serve as the foundation for political systems that still rule over more than  20 percent of the worlds population—or one in five people on the planet. The Columbia History of the World called Marxs writings one of the most remarkable and original syntheses in the history of human intellect.   Personal Life and Education Marx was born in Trier, Prussia (present-day Germany) on May 5, 1818, to Heinrich Marx and Henrietta Pressberg. Marxs parents were Jewish, and he came from a long line of rabbis on both sides of his family. However, his father converted to Lutheranism to evade antisemitism prior to Marxs birth. Marx  was educated at home by his father until high school, and in 1835 at the age of 17, enrolled at Bonn University in Germany, where he studied law at his fathers request. Marx, however, was much more interested in philosophy and literature. Following that first year at the university, Marx became engaged to Jenny von Westphalen, an educated baroness. They would later marry in 1843. In 1836, Marx enrolled at the University of Berlin, where he soon felt at home when he joined a circle of brilliant and extreme thinkers who were challenging existing institutions and ideas, including religion, philosophy, ethics, and politics. Marx graduated with his doctoral degree in 1841. Career and Exile After school, Marx turned to writing and journalism to support himself. In 1842 he became the editor of the liberal Cologne newspaper Rheinische Zeitung, but the Berlin government banned it from publication the following year. Marx left Germany—never to return—and spent two years in Paris, where he first met his collaborator, Friedrich Engels. However, chased out of France by those in power who opposed his ideas, Marx moved to Brussels, in 1845, where he founded the German Workers’ Party and was active in the Communist League. There, Marx networked with other leftist intellectuals and activists and—together with Engels—wrote his most famous work, The Communist Manifesto. Published in 1848, it contained the famous line: Workers of the world unite. You have nothing to lose but your chains. After being exiled from Belgium, Marx finally settled in London where he lived as a stateless exile for the rest of his life. Marx worked in journalism and wrote for both German and English language publications. From 1852 to 1862, he was a correspondent for the New York Daily Tribune, writing a total of 355 articles. He also continued writing and formulating his theories about the nature of society and how he believed it could be improved, as well as actively campaigning for socialism. He spent the rest of his life working on  a three-volume tome, Das Kapital, which saw its first volume published in 1867. In this work, Marx aimed to explain the economic impact of capitalist society, where a small group, which he called the  bourgeoisie, owned the means of production and used their power to exploit the proletariat, the working class that actually produced the goods that enriched the capitalist tsars. Engels edited and published the second and third volumes of Das Kapital shortly after Marxs death. Death and Legacy While Marx remained a relatively unknown figure in his own lifetime, his ideas and the ideology of Marxism began to exert a major influence on socialist movements shortly after his death. He succumbed to cancer on March 14, 1883, and was buried in Highgate Cemetery in London. Marxs theories about society, economics, and politics, which are collectively known as Marxism, argue that all society progresses through the dialectic of class struggle. He was critical of the current socio-economic form of society, capitalism, which he called the dictatorship of the bourgeoisie, believing it to be run by the wealthy middle and upper classes purely for their own benefit, and predicted that it would inevitably produce internal tensions which would lead to its self-destruction and replacement by a new system, socialism. Under socialism, he argued that society would be governed by the working class in what he called the dictatorship of the proletariat. He believed that socialism would eventually be replaced by a stateless, classless society called  communism. Continuing Influence Whether Marx intended for the proletariat to rise up and foment revolution or whether he felt that the ideals of communism, ruled by an egalitarian proletariat, would simply outlast capitalism, is debated to this day. But, several successful revolutions did occur, propelled by groups that adopted communism—including those in  Russia, 1917-1919,  and China, 1945-1948. Flags and banners depicting Vladimir Lenin, the leader of the Russian Revolution, together with Marx, were long displayed in the  Soviet Union. The same was true in China, where similar flags showing the leader of that countrys revolution,  Mao Zedong,  together with Marx were also prominently displayed. Marx has been described as one of the most influential figures in human history, and in a 1999 BBC poll was voted the thinker of the millennium by people from around the world. The memorial at his grave is always covered by tokens of appreciation from his fans. His tombstone is inscribed with words that echo those from The Communist Manifesto, which seemingly predicted the influence Marx would have on world politics and economics: Workers of all lands unite.†