Bøger af Kemal Yildirim

The Rohingya, is known to be a highly persecuted Muslim group numbering over one million, face discrimination both from their neighbors and their nation, and are not considered citizens by Myanmar¿s government. Buddhist nationalist groups, including the MaBaTha and the anti-Muslim 969 movement, regularly call for boycotts of Muslim shops, the expulsion of Muslims from Myanmar, and attacks on Muslim communities. After two waves of violence, reprisals, and riots in June and October 2012 intensified the century-old conflict in the predominantly Buddhist country, more than one hundred thousand Muslim Rohingyas were internally displaced and hundreds killed. Tensions between Buddhist and Muslim communities in Myanmar's Rakhine State escalated dramatically in August 2017. A series of attacks by a group of Rohingya militants calling itself the Arakan Rohingya Salvation Army (ARSA) on military and police outposts killed more than seventy people, including twelve Burmese security forces personnel. In response, the military launched a brutal crackdown on Rohingya villages, causing over seven hundred thousand people to flee across the border to Bangladesh since August 2017.

l will provide a brief description for the constitutional rights of teacher in specific countries such as China, The Philippines, India, US as well as in Africa. So, to many of us the concept of Education is one of the fundamental social, economic and cultural rights. Its importance has been especially noted in the changing world of the end of the twentieth and the beginning of the twenty-first centuries. Education itself is a human right, with its own content and protected by the states. It is also an inseparable mean of achieving other human rights, as only educated people may acquire legal and economical instruments for the struggle with poverty, social and economic discrimination, and other vital violations of human rights. Education is one of the most important and powerful tools for the spreading democratic values, the promotion of human rights, and the attainment of self-esteem and self-realization. The EFA (World Conference on Education for All) Global Monitoring Report, 2002, entitled ¿Education for All: Is the World on Track?¿ states that ¿Where the right to education is guaranteed, people¿s access to and enjoyment of other rights is enhanced¿.

What is Montessori education? For more than a century now, the child-focused approach that Dr. Maria Montessori, an Italian physician, developed for educating children has been transforming schools around the globe. As soon as you enter a classroom, you know that something different is afoot. Montessori classrooms are immediately recognizable. You will see children working independently and in groups, often with specially designed learning materials; deeply engaged in their work; and respectful of themselves and their surroundings. The Montessori Method fosters rigorous, self-motivated growth for children and adolescents in all areas of their development ¿ cognitive, emotional, social, and physical. Montessori education is student-led and self-paced, but guided, assessed, and enriched by knowledgeable and caring teachers, the leadership of their peers, and a nurturing environment. Within the community of a multi-age classroom ¿ designed to create natural opportunities for independence, citizenship, and accountability ¿ children embrace multi-sensory learning and passionate inquiry.

What Was the League of Nations?The League of Nations, abbreviated as LON (French: Société des Nations [s¿sjete de n¿sj¿¿], abbreviated as SDN or SdN), was the first worldwide intergovernmental organization, whose principal mission was to maintain world peace. This book thus argues that the League of Nations ultimately failed due to its lack of membership from the major world powers, its lack of unity in purpose, its lack of organization, and its lack of commitment to cause. Each of these weaknesses is discussed as well as the damage each inflicted on the believability and support of the coalition. The League of Nations was an international diplomatic group developed after World War I as a way to solve disputes between countries before they erupted into open warfare. A precursor to the United Nations, the League achieved some victories, but had a mixed record of success, sometimes putting self-interest before becoming involved with conflict resolution, while also contending with governments that did not recognize its authority. The League effectively ceased operations during World War II.

In May 1963, 32 Heads of independent African States met in Addis Ababa, Ethiopia, to sign the Charter creating Africäs first post-independence continental institution, The Organisation of African Unity (OAU). The OAU was the manifestation of the pan-African vision for an Africa that was united, free and in control of its own destiny and this was solemnised in the OAU Charter, in which the founding fathers recognized that freedom, equality, justice and dignity were essential objectives for the achievement of the legitimate aspirations of the African peoples and that there was a need to promote understanding among Africäs peoples and foster cooperation among African states in response to the aspirations of Africans for brother-hood and solidarity, in a larger unity transcending ethnic and national Differences. The guiding philosophy was that of Pan-Africanism, which centred on African socialism and promoted African unity, the communal characteristic and practices of African communities, and a drive to embrace Africäs culture and common heritage.

Rousseaüs Philosophy ¿ Theory of Human nature. The first man who, having fenced in a piece of land, said 'This is mine', and found people naïve enough to believe him, that man was the true founder of civil society. From how many crimes, wars, and murders, from how many horrors and misfortunes might not any one have saved mankind, by pulling up the stakes, or filling up the ditch, and crying to his fellows: Beware of listening to this impostor; you are undone if you once forget that the fruits of the earth belong to us all, and the earth itself to nobody. ¿ Rousseau, 1754. In common with other philosophers of the day, Rousseau looked to a hypothetical "state of nature" as a normative guide. Rousseau criticized Thomas Hobbes for asserting that since man in the "state of nature... has no idea of goodness he must be naturally wicked; that he is vicious because he does not know virtue". On the contrary, Rousseau holds that "uncorrupted morals" prevail in the "state of nature" and he especially praised the admirable Webster, "Rousseau", Random House Webster's Unabridged Dictionary, Random House "Pre-romanticism Criticism".

This book examines the late British philosopher¿s consideration of contemporary societies, both East and West. Ernest Gellner, who died on 5 November 1995, was one of the great polymaths of the century. Many of his twenty books were concerned with philosophy, sociology and anthropology. Yet at the core of his work was an historical question. Ernest Gellner was born in 1925 in Paris, but grew up in the culturally diverse environment of interwar Prague. The annexation of the Sudetenland by Nazi Germany and the growing rise of anti-Semitism in the German-controlled protectorate of Bohemia and Moravia forced his family to emigrate and settle in London in 1939. Gellner adapted quickly to the new life in England and won an Oxford scholarship to study philosophy, economics, and politics. At Oxford Gellner was exposed to Wittgenstein inspired idealist philosophy of language, which deeply conflicted with his already discernible materialist understanding of the social world. With the end of war Gellner longed to return to Prague, but this proved to be a futile attempt as he became profoundly disillusioned with the new Czechoslovak state¿s gradual embrace of the Soviet ideology.

From the Treaty on European Union (1992) to the Treaty of Lisbon (2007), democracy became a central element in the constitutionalization of the European Union (EU). Over these twenty-five years the constitutionalization of democracy occurred in two primary respects. First, the controversy over the ratification of the TEU led to a series of treaty reforms to address the EU¿s ¿democratic deficit.¿ These reforms culminated in the Lisbon Treaty (LT). Second, the EU made the transfer of democratic forms of rule to non-member states a key component of its membership policy. It is now the case that only democratic countries can be members of the Democratic Union. The constitutionalization of democracy is one of the most important transformations in the history of the European project. It is also one of the most significant experiments in democracy in world history. The democratic reform of internal governance and the creation of the democratic criterion for membership are two key aspects in the culmination of the transformation of the EU from an economic entity (albeit one with obvious political goals) to one with explicit democratic ends and means.

There have been hypothesized many causes of war. This book looks at the idea that nationalism and social Darwinism are major influences on the continuation war and conflict in modern societies. The nuclear revolution, the end of the Cold War, the rise of ethno-national conflicts and the spread of global capitalism and democracy have led to considerable speculation about a turning point in the history of warfare. Some foresee an ¿end of history¿ and gradual obsolescence of war, or at least of great power war, whereas others see an explosion of low-intensity warfare and ¿clash of civilizations¿. Each of these perspectives rests on some critical assumptions and theoretical propositions about the causes of war. My aim in this review is to assess the state of the art in our understanding of the causes of war. Nearly 20 years ago two leading international relations scholars argued, from different perspectives that our systematic knowledge of international conflict had progressed very little since Thucydides wrote his History of the Peloponnesian War.

This book argues that neoliberalism is not beneficial to the democratic process. In which it discusses the Middle East and other examples of neoliberal economies, which have not been successful. Neoliberalism has become a term that is more often used than fully understood in academic discussions, popular writings on the economy and/ or the news media. There is a large and growing library of books on the subject, yet still students from undergraduate to PhD level, as well as academics and other commentators, use the term as if we all knew what it meant, and as a catchall prejudicial accusation levelled at any aspect of the contemporary political economy they find unacceptable or malign. Neoliberalism is based on the idea of ignoring fundamental human needs. The success of neoliberal political strategies rests on a mixture of rhetoric and control of democracy¿s major local and global institutions. It is also based on the erosion of the key actors and institutions that are the main underpinnings of contemporary democracies such as pressure groups, civic organizations, and educational institutes.

Augustine considers the Christian scriptures to constitute the touchstone against which philosophy ¿ including political philosophy ¿ must be assayed, his worldview necessarily includes the Christian tenets of the Creation, the Fall of man, and the Redemption. In stark contrast to the pagan philosophers who preceded him ¿ who viewed the unfolding of history as a cyclical phenomenon, Augustine conceives history in strict linear terms, with a beginning and an end. According to Augustine, a perfectly good and just God, who created man, brought the earth into existence ex nihilo. The earth is not eternal; the earth, as well as time, has both a beginning and an end. Man, on the other hand, was brought into existence to endure eternally. Damnation is the just desert of all men because of the Fall of Adam, who, having been created with free will, chose to disrupt the perfectly good order established by God. As the result of Adam¿s fall, all human beings are heirs to the effects of Adam¿s original sin, and all are vessels of pride, avarice, greed and self-interest.

This book discusses of Samuel Huntington¿s Clash of Civilizations and Conservatism as an ideology in the thought of Samuel Huntington. On January 3, 1992 a meeting of Russian and American scholars took place in the auditorium of a government building in Moscow. Two weeks earlier the Soviet Union had ceased to exist and the Russian Federation had become an independent country. As a result, the statue of Lenin, which previously graced the stage of the auditorium, had disappeared and instead the flag of the Russian Federation was now displayed on the front wall. The only problem, one American observed, was that the flag had been hung upside down. After this was pointed out to the Russian hosts, they quickly and quietly corrected the error during the first intermission. The years after the Cold War witnessed the beginnings of dramatic changes in peoples' identities and the symbols of those identities. Global politics began to be reconfigured along cultural lines. Upside-down flags were a sign of the transition, but more and more the flags are flying high and true, and Russians and other people are mobilizing and marching behind these and other symbols of their new cultural identities.

This book, which looks at the way in which earlier philosophical structures, in particular Stoicism and the works of Aristotle, have influenced and contributed to Christian principles of moral value, integrity and the definition of the social order in relation to the universe.Stoicism is a school of philosophy that hails from ancient Greece and Rome in the early parts of the 3rd century, BC. It is a philosophy of life that maximizes positive emotions, reduces negative emotions and helps individuals to hone their virtues of character.Simply put, Stoicism was designed to help people live their best possible lives. At any moment, in any situation, and at any stage of life, Stoicism provides a framework for living well. It reminds people of what is truly important, providing practical strategies to get more of what is valuable. Stoicism was deliberately created to be understandable, actionable and useful. Practicing Stoicism doesn¿t require learning a new philosophical lexicon or meditating for hours a day.

This book discovers on the Malaysian tribe of the Kadazandusuns and how poverty is impacting them. Also to examine the effect of the ethnic self-identity of the Kadazandusun people on their cultural heritage. Kadazandusun has its special traditional rituals and slight differences in the design of their traditional costume, their dialect and their traditional music rhythm. However, we believe all these sub-ethnicities of the Kadazandusun within the Dusunic language family share a broad similarity in terms of their cultural heritage and ways of life. Back in the 1960s, the KadazanDusun made up 40 per cent of the total population of Sabah, but now they only make up 18 per cent and the Murut only three per cent of the State¿s population of more than three million. The focus of this study is the Kadazandusun. In Sabah, there are 32 officially recognized ethnic groups with their own culture; traditional culture still influences the everyday life of most Sabahans. We were interested in examining the effect of ethnic self-identity that we believe may derive from traditional music and traditional costume¿s on the sense of community and its four types of the Kadazandusun community in Sabah.

This book considers this tribe of the Colombian Amazon. Traditional life ways are described alongside contemporary threats to those life ways The Nukak live between the Guaviare and Inírida rivers in southeast Colombia. They are one of six groups known as the ¿Makü peoples, all nomadic hunter-gatherers living in the headwaters of the northwest Amazon basin. Traditionally, the Nukak live in small groups, between nine and thirty people, in the very deep forest away from the rivers. They are One of Colombia's last nomadic peoples, the few hundred remaining people of the Nukak branch of the Maku people, spend several months of each year working for another indigenous group, Tukano. Tukano are among the most politically active of lowland groups, although not all are members of the Regional Council of Vaupés Indians (CRIVA), a federation founded in 1973 with members from some 35 different ethnic groups. Many Tukano are hostile to CRIVA, considering it an organization created by whites, and one which has had little influence. The Tukano language was formerly known as Betoya, today Middle Tukano is called Kubeo.

This book discusses the major themes of Ernest Hemingway's collection of short stories, "In Our Time." The main stories focused on include "Indian Camp," "Cat in the Rain," "The Big-Hearted River," and "The End of Things." This book also discusses the definition of Hemingway's Code Hero. Examples of the code hero are given from Farewell to Arms, The Sun Also Rises an... This book also considers the factors that resulted in the so-called Lost Generation.Ernest Hemingway was born in a suburb of Chicago. He was educated in the public schools and began to write in high school, where he was active and outstanding. The parts of his boyhood that mattered most to him were summers spent with his family on Walloon Lake, near Petoskey, Michigan. Ernest Hemingway, in full Ernest Miller Hemingway, (born July 21, 1899, Cicero [now in Oak Park], Illinois, US ¿ died July 2, 1961, Ketchum, Idaho), American novelist and short-story writer, awarded the Nobel Prize for Literature in 1954. He was noted both for the intense masculinity of his writing and for his adventurous and widely publicized life.

This book is about the discussion of the similarities between John Locke's philosophy of government and that of Immanuel Kant. Notes that each had very definitive ideas of individual rights and the relation of those rights to law and government. Contends that in practically every respect the John Locke's idea of government can be demonstrated to be fully compatible with Immanuel Kant's thesis in "Idea for a Universal History¿. A government is the system or group of people governing an organized community, often a state, but also other entities, for example, a company. In the case of its broad associative definition, the government normally consists of legislature, executive, and judiciary. Government is a means, by which organizational policies are enforced, as well as a mechanism for determining policy. Each government has a kind of constitution, a statement of its governing principles and philosophy. Typically the philosophy chosen is some balance between the principle of individual freedom and the idea of absolute state authority (tyranny).