Life of Abdur Rahman

Introduction: General Overview of Afghanistan in the 19th Century During the Anglo-Afghan wars, Afghanistan experienced the recession of traditional authority and the advent of new models and state regimes in the end of the nineteenth century. The governors of the country found themselves under unusual circumstances when becoming more reliable on the British sway because they made the Afghan nation to take anti-foreign orientation.Advertising We will write a custom essay sample on Life of Abdur Rahman specifically for you for only $16.05 $11/page Learn More The domestic policy of the rulers was oriented on a more powerful central government, but it failed to fulfill this policy until the advent of Amir Abdur Rahman in 1880 (Barfield , 2010, p. 12). During the reign of Abdur Rahman, the Afghan population did not participate in ruling the government since the Amir believed that that all rules should hold the power apart from people. Although his model of g overnment has long been dead, it has still perpetuated in the history of the country. In this paper, it is necessary to analyze the sources related to this topic in terms of limitation and benefits, biases of the sources, and the extent to which authors manage to disclose the topic at issue. Opportunities and Limitations as Presented by the Style Sources Much research and analysis is dedicated to the life and reign of Abdur Rahman, Amir of Afghanistan. Paradoxically, all of them reveal historical background with regard to history of other countries and geographical location of the country. However, there are few sources dedicated to the significance and consequences of the model of government established by this notorious ruler. In particular, certain sources present exhaustive information about chronological events taking place on the territory of Afghanistan in the 19th century to explain reasons and underpinning of Rahman’s regime. A quite comprehensive and reliable source is a biographical narration presented by Abd al-Rahman Khan published in 1900 where the Amir of Afghanistan provides his outlook on the political system in the country as well as policies we implemented to enhancing the power of the nation. A particular attention deserves Chapter 4, A Few Details in My Daily Life where the rule discloses the scope of his reign as well as the routine of his life. The narration is of great value for the topic because Rahman’s reflections on the political system and on the creation of the new form of the government provide us with veritable reasons and historical explanations why it was necessary to establish this regime.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More The book also uniquely represents Rahman’s attitude and vision of future government and, therefore, it permits to understand the events taking place in the end of 19th century from his point of view. Importantly, the narration is presented in the first person so that readers can pursue the autobiography of the Amir who contributed to the rapid transformation of the history of Afghanistan. It also allows to evaluate his attitude to foreign and domestic policy and his place in forming the new government. In Chapter 4, Rahman (1900) states, â€Å"God has created me for His service, to care for the nation. He has intrusted to my care†¦Ã¢â‚¬  (p. 96). Other sources are presented in the form of a historical and political analysis of the period under consideration and Rahman’s place in the transformation of the Afghan government. Nevertheless, there are still some discrepancies in representing the facts connected to the topic. In particular, Chatterji (1973), Noelle (1997), and Aghajanian and Blood (2007) historically approach the analysis of the nineteenth-century Afghanistan and provide all event chronologically. Therefore the style of sources is quite identical where the authors start with overall exploration of the historical situation in the beginning of the 19th century, proceed to the analysis of the Anglo-Afghan wars and end with the analysis of Rahnan’s governance. However, a comparative analysis reveals that Noelle (1997) provides a bit different techniques in analyzing the history of the state via the analysis of the sway of Amir Dost Muhammad Khan. Hussain (2005) provides the historical panorama of Afghanistan through the display of tribal conflicts. The Advantages and Disadvantages of Using the Sources for Historical Study A closer analysis of Rahman’s autobiographical narrations reveals that the book has a significant historical value for historical studies of the topic at issue. While estimating the source, it is possible to define Rahman’s attitude to his political position and his attitude to his work: â€Å"It is a curious thing that the harder I work the more anxious I am to continue working instead of getting tired† (1900, p. 78).Advertising We will write a custom essay sample on Life of Abdur Rahman specifically for you for only $16.05 $11/page Learn More Therefore, the main benefit of the source lies in a possibility of objective evaluation of other related sources with regard to this one. In other worlds, the source may serve as the pivot for assessing the reliability and validity of other sources. It also grants a possibility to present personal estimation of the topic. However, the source does not provide strict and accurate facts and objective evaluation of the political and cultural situation in the country because the author puts forward a purely subjective vision of the government. Hamilton (2002) provides a historical and political overview of the Afghanistan in the 19th century and the role of Abdur Rahman in the formation of the modern state. More importantly, the author accentuates the external influences on the country from the p art of the British government. The same structure is pursued in Barfield book called Afghanistan: A Cultural and Political History. The author identifies the period of the government transformation and describes the chain events that triggered the formation of a new political model. Although does not provides consistent information about the reign of Abdur Rahman, they are still appropriate and useful for the topic exploration because the chapters are closely connected with the analysis of Afghanistan in the 19th century. Although the sources reveal a comprehensive picture of historic events in Afghanistan in combination, they still fail to outline all aspects of cultural and political life in the times of the reign of Amir Abdur Rahman. Authors Biases As Presented in the Sources under Analysis Despite the fact that all sources reveal different angles and styles of the topic, there are still some biases in disclosing the cultural and political overview of nineteenth century Afghanis tan. Particular considerations concerns the sources presented historical outline of the period with no focus on some important moments (Noelle, 1997; Hussain, 2005, Chatterji, 1973). Viewing these source from the perspective of the autobiographical narration, they fail present a high level of relevance to the topic. However, Aghajanian and Blood (2007) and Barfield are more successful in approving the data presented in the original work (Rahman, 1900).Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion In general, all sources under consideration are pertinent to the topic investigated and provide exhaustive information about cultural, political, and social situation in Afghanistan in the 19th century. Despite different views on the topic, the sources still manage to cover all aspects of topic when combined. Reference List Aghajanian, A. and Blood, P. R. (2007). Afghanistan: Past and Present/Comprised of Afghanistan, a Country Study and Country Profile: Afghanistan. LC: Indian-European Publishing. Barfield, T. (2010). Afghanistan: A Cultural and Political History. US: Princeton University Press. ] Chatterji, N. C. (1973). Muddle of the Middle East. India: Abhinav Publications. Hamilton, A. (2002). Problems of the Middle East. US: Elibron.com. Hissain, R. (2005). Pakistan and the Emergence of Islamic militancy in Afghanistan. US: Ashgate Publishing. Ltd. Rahman, A. (1900). The Life of Abdur Rahman, Amir of Afghanistan. US: Adamant Media Corporation. Noelle, C. (1997). Sta te and tribe in nineteenth-century Afghanistan: the reign of Amir Dost Muhammad Khan. NY: Routledge. This essay on Life of Abdur Rahman was written and submitted by user Alia K. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How To Grow From 0 to 1 Million Customers With Noah Kagan

How To Grow From 0 to 1 Million Customers With Noah Kagan Have you ever wondered what the process would be like to start something from scratch and end up with a million users? Today we’re going to be talking about just that with Noah Kagan, the chief sumo at sumo.com and AppSumo. He also hosts Noah Kagan Presents, which is an awesome podcast, and he has a steady stream of stuff on okdork.com. Our conversation today is going to help you set better goals and achieve more than you ever have before. How Noah handles the marketing at Sumo.com and what has the most potential. How Noah ended up at Mint, where he helped grow the company from zero to over a million users. Why Noah doesn’t believe in hope in the business world. The process Noah used to put his plan together, come up with ideas, figure out how much traffic he had, and more. Common mistakes that Noah sees other people making. Why copying methods you see described on other people’s blog posts doesn’t work. The greatest piece of marketing advice Noah has received. Links: Sumo.com AppSumo Noah Kagan Presents Okdork.com If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Noah: â€Å"I believe in hope in fantasy and fairytales in the real world or in the non-business world, but in business, no.† â€Å"If youre not making mistakes, youre probably not experimenting enough.† â€Å"At the end of the day, it really just comes down to you got to do it yourself go and experiment yourself, go and promote something.†

Biography of Sir Seretse Khama, African Statesman

Biography of Sir Seretse Khama, African Statesman Seretse Khama (July 1, 1921–July 13, 1980) was the first prime minister and president of Botswana. Overcoming political resistance to his interracial marriage, he became the countrys first post-colonial leader and served from 1966 to his death in 1980. During his tenure, he oversaw Botswanas rapid economic development. Fast Facts: Sir Seretse Khama Known For:  First prime minister and president of post-colonial Botswana  Born:  July 1, 1921 in Serowe,  British Protectorate  of  BechuanalandParents: Tebogo Kebailele and  Sekgoma Khama IIDied:  July 13, 1980 in Gaborone,  BotswanaEducation: Fort Hare College, South Africa; Balliol College, Oxford, England; the Inner Temple, London, EnglandPublished Works: From the Frontline: Speeches of Sir Seretse KhamaSpouse: Ruth Williams KhamaChildren: Jacqueline Khama,  Ian Khama,  Tshekedi Khama II, Anthony KhamaNotable Quote: It should now be our intention to try to retrieve what we can of our past. We should write our own history books to prove that we did have a past, and that it was a past that was just as worth writing and learning about as any other. We must do this for the simple reason that a nation without a past is a lost nation, and a people without a past is a people without a soul.   Early Life Seretse Khama was born in Serowe,  British Protectorate  of  Bechuanaland,  on July 1, 1921. His grandfather Kgama III was paramount chief (Kgosi) of the Bama-Ngwato, part of the Tswana people of the region. Kgama III had traveled to London in 1885, leading a delegation which asked for Crown protection to be given to Bechuanaland, foiling the empire building ambitions of Cecil Rhodes and the incursions of the Boers. Kgama III died in 1923 and the paramountcy briefly passed to his son Sekgoma II, who died two years later. At the age of 4, Seretse Khama effectively became Kgosi and his uncle Tshekedi Khama was made regent. Studying in Oxford and London Seretse Khama was educated in South Africa and graduated from Fort Hare College in 1944 with a Bachelors degree. In 1945 he left for England to study law- initially for a year at Balliol College, Oxford, and then at the Inner Temple, London. In June 1947, Seretse Khama first met Ruth Williams, a WAAF ambulance driver during World War II who was working as a clerk at Lloyds. Their marriage in September 1948 threw southern Africa into political turmoil. Repercussions of  Mixed Marriage The apartheid government in South Africa had banned interracial marriages and the marriage of a black chief to a British white woman was a problem. The British government feared that South Africa would invade Bechuanaland or that it would immediately move for full independence. This was particularly a concern for Britain because it was still heavily in debt after World War II. Britain could not afford to lose the mineral wealth of South Africa, especially gold and uranium (needed for Britains atomic bomb projects). Mixed Marriage Controversy Resolved Back in Bechuanaland, the regent Tshekedi, Khamas uncle, was annoyed. He attempted to disrupt the marriage and demanded that Seretse return home to have it annulled. Seretse came back immediately and was received by Tshekedi with the words, You Seretse, come here ruined by others, not by me. Seretse fought hard to persuade the Bama-Ngwato people of his continued suitability as chief. On June 21, 1949, at a Kgotla (a meeting of the elders) he was declared Kgosi and his new wife was warmly welcomed. Fit to Rule Seretse Khama returned to Britain to continue with his law studies, but he was met with a Parliamentary investigation into his suitability for the chieftaincy. While Bechuanaland was under its protection, Britain claimed the right to ratify any succession. Unfortunately for the British government, the investigations report concluded that Seretse was eminently fit to rule. The British subsequently suppressed the report for 30 years. Seretse and his wife were banished from Bechuanaland in 1950. Nationalist Hero Under international pressure for its apparent racism, Britain relented and allowed Seretse Khama and his wife to return to Bechuanaland in 1956. They could return on the condition that both he and his uncle renounced their claim to the chieftaincy. What the British did not expect was the political acclaim that six years of exile had given him back home. Seretse Khama was seen as a nationalist hero. In 1962 Seretse founded the Bechuanaland Democratic Party and campaigned for multi-racial reform. Elected Prime Minister High on Seretse Khamas agenda was a need for democratic self-government and he pushed the British authorities hard for independence. In 1965, the center of Bechuanaland government was moved from Mafikeng, South Africa, to the newly established capital of Gaborone. Seretse Khama was elected as Prime Minister. When the country achieved independence on September 30, 1966, Seretse became the first president of the Republic of Botswana. He was reelected twice and died in office in 1980. President of Botswana Seretse Khama used his influence with the countrys various ethnic groups and traditional chiefs to create a strong, democratic government. During his rule, Botswana had the most rapidly growing economy of the world (starting from a point of great poverty). The discovery of diamond deposits allowed the government to finance the creation of new social infrastructure. The countrys second major export resource, beef, allowed for the development of wealthy entrepreneurs. International Roles While in power, Seretse Khama refused to allow neighboring liberation movements to establish camps in Botswana but permitted transit to camps in Zambia. This resulted in several raids from South Africa and Rhodesia. Khama also played a prominent role in the negotiated transition from white minority rule in Rhodesia to multi-racial rule in Zimbabwe. He was also a key negotiator in the creation of the Southern African Development Coordination Conference (SADCC) which was launched in April 1980, shortly before his death. Death On July 13, 1980, Seretse Khama died in office of pancreatic cancer. He was buried in the Royal Cemetery. Quett Ketumile Joni Masire, his vice president, took office and served (with reelection) until March 1998. Legacy Botswana was a poor and internationally obscure country when Seretse Khama became its first post-colonial leader. At the time of his death, Khama had led Botswana to become more economically developed and increasingly democratic. It had become an important broker in Southern African politics. Since Seretse Khamas death, Botswanan politicians and cattle barons have begun to dominate the countrys economy, to the detriment of the working classes. The situation is more serious for the minority Bushman peoples, which form 6% of the countrys population, with pressure for land around the Okavango Delta increasing as cattle ranchers and mines move in. Sources Khama, Seretse.  From the Frontline: Speeches of Sir Seretse Khama. Hoover Institute Press, 1980.Sahoboss. â€Å"President Seretse Khama.†Ã‚  South African History Online, 31 August 2018.â€Å"Seretse Khama 1921–80.†Ã‚  Sir Seretse Khama.

The Character Sketch of the Movie the Black Balloon Assignment

The Character Sketch of the Movie the Black Balloon - Assignment Example One path is his regular teenage life, where he has a crush on a girl. The other path is full of responsibilities; he has to take care of his autistic brother who is a big baby. He faces the ultimate sibling conflict. The family moves to a new place, and the time is the 1990s. Thomas is shown to be anxious about making new friends and all he wants is to fit in. The plot is so refined that it shows the power that went behind the writing. The parents have a hard decision to make where they want to give equal attention and love to each of their children. The mother is inclined to take more care of the one who lacks understanding, social skills and cognitive ability than the other normal people. Sometimes the normal children are supposed to take on more responsibilities and acquire leadership and caring skills. If it were a normal family Thomas would have lesser responsibilities. But his parents cannot always be around Charlie, especially when he goes to school, and during playtime, those activities are accompanied by people of the same age. Â  Thomas is a 15-year-old normal teenager. His family moves to a new home. He is going through a phase feeling like he needs to fit in with his new friends at the school. He struggles with fitting in because his family is unusual; he has an autistic brother who gets the attention of the parents all the time. This makes Thomas feel neglected. However, Thomas loves his brother Charlie and takes very good care of him. Charlie enjoys playing video games, wearing a monkey costume and receiving stars for good behavior. Maggie, their mother, is heavily pregnant, and her doctors have advised her to take rest. Eventually, Thomas has to be in charge of Charlie. This is not an easy task as he has to chase Charlie down when he shoots out of the house.

The Vertical Boundaries of The Firm Essay Example | Topics and Well Written Essays - 1250 words

The Vertical Boundaries of The Firm - Essay Example Alternatively, we also have the sensible desire that is thought to be essential in editing such entities, even when the desires to leave best scenes on floor exist for the success of organizations. In the management literature, the tendency is often to err, especially for the previous direction; this phenomenon is what makes the literature very rich for economists (Gamm 34). This paper examines the challenges faced by economic change in the internal organisation of firms, especially the boundaries that exhibited during their life. Empirical and theoretical research into the new international economics traditions gives focus and emphasis to the different kinds of structures for governance existing between the simple anonymous market structures beside the determinants for boundaries and their respective markets. These different kinds of hybrid approaches include joint ventures, long term contracts, holding companies, dual sourcing as well as public enterprises (Gamm 45). Additionally, research into new international economics examines the characteristics exhibited by internal organizations. Vertical integration in firms is among the many potential aspects of vertical governance structures that parties involved in the transaction process may decide from. Additionally, it represents a single component of the wider theories about governance of the contractual relationships as well as the particular theories in the firm Economic theories about vertical integration fall in various categories. One of it is technological determinism, which refers to production technology, which shapes the design of productive units in the firm. Another dimension is that which involves the price theory based on the Marshalian approach as well as structure-conduct performance that has now become old-fashioned and somewhat quaint. This approach tends to swing on single analytical hinges in a competitive system. It is important to note

Metaphors Of The Mind :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites The brain (and, by implication, the Mind) has been compared to the latest technological innovation in every generation. The computer metaphor is now in vogue. Computer hardware metaphors were replaced by software metaphors and, lately, by (neuronal) network metaphors. Such attempts to understand by comparison are common in every field of human knowledge. Architects and mathematicians have lately come up with the structural concept of "tensegrity" to explain the phenomenon of life. The tendency of humans to see patterns and structures everywhere (even where there are none) is well documented and probably has its survival value added. Another trend is to discount these metaphors as erroneous, irrelevant, or deceptively misleading. Yet, these metaphors are generated by the same Mind that is to be described by them. The entities or processes to which the brain is compared are also "brain-children", the results of "brain-storming", conceived by "minds". What is a computer, a software application, a communications network if not a (material) representation of cerebral events? In other words, a necessary and sufficient connection must exist between ANYTHING created by humans and the minds of humans. Even a gas pump must have a "mind-correlate". It is also conceivable that representations of the "non-human" parts of the Universe exist in our minds, whether a-priori (not deriving from experience) or a-posteriori (dependent upon experience). This "correlation", "emulation", "simulation", "representation" (in short : close connection) between the "excretions", "output", "spin-offs", "products" of the human mind and the human mind itself - is a key to understanding it. This claim is an instance of a much broader category of claims: that we can learn about the artist by his art, about a creator by his creation, and generally: about the origin by any of its derivatives, inheritors, successors, products and similes. This general contention is especially strong when the origin and the product share the same nature. If the origin is human (father) and the product is human (child) - there is an enormous amount of data to be safely and certainly derived from the product and these data will surely apply to the origin. The closer the origin and the product - the more we can learn about the origin. The computer is a "thinking machine" (however limited, simulated, recursive and mechanical). Similarly, the brain is a "thinking machine" (admittedly much more agile, versatile, non-linear, maybe even qualitatively different).

Matthew Arnold Comments on Philistinism in England and America

In his essay, â€Å"Philistinism in England and America,† Matthew Arnold examines the ancient ideas of Plato in the context of a twentieth century, capitalist society. As he agrees with almost all of what Plato had to say, he also admits that he is outdated, and that some of his teachings cannot be applied to us, living in an industrial superpower such as the United States. Still, though, Arnold defends the ancient philosopher. Education as a route to mental and physical righteousness is always a good idea, whether it is in modern America or Ancient Greece. I disagree with this, and it is here that I must contest the writings of Plato, as well as the essay by Arnold, for he is definitely a strong backer of the ancient ideals. In Plato†s mind, the value of an education is to clear one†s mind of impure thought, bring it to a higher lever than at the start, and attain a certain level of righteousness. This may have been a good idea 2300 years ago, but today, I see it as very limiting and impractical. In his time, only the rich aristocrats went to school. It†s purpose was not for the students to learn skills or ideas that would help them later in life, but to expand their minds, thus making them into ‘better people. † There was no need for them to learn any job skills. Back then, if you came from a rich family, you were rich. Working at simple jobs was for the peasants and slaves. Today, life is different. Our society is completely unlike that of the ancient Greeks. We have no caste system limiting the wealth and prominence of any citizen, we have no slavery to handle all the manual labor, our army is proportionately smaller and much less honored, and religion is a part of one†s private life, not a dominating public force as it was to the Ancient Greeks. Most people today have a regular, day to day job, whether it be in an office, store, factory, or anywhere else. We have to earn our wealth by working, not inheritance. That is why most people go to school today. I am attending NYU so that I can get a job later in life. I study chemistry and engineering, in the hopes that I can become a chemical engineer. According to Plato, this is wrong, and I†m corrupting my mind. At this point in my life, I should be reading history and literature, enhancing my mind, and not worrying about developing a skill. To me, that is an unrealistic goal. As I get older, I want to have a job that pays well, so that I can support a family, and be free to do whatever I want in my spare time. I don†t want to have to deal with restrictions in my life caused by a lack of money. If I lived and was educated in the way that Plato suggests, my life would probably turn out differently from that, and that is why I dislike his ideas. In the fourth century BC, when Plato was alive and writing, society was different. His writings on education relate to that time, when modern capitalism was over two thousand years away. He had no idea what life would be like today, so it is ridiculous to base one†s life on what he said so long ago. Arnold refuses to admit this. He does say that Plato†s ideas are outdated, but adds that the basis for his thoughts could still be applied today, for the betterment of society and the people that live in it. If that†s the way he feels, I†m fine with it, but for me, learning a skill that will make me some money when I†m older is more important than purifying my mind. Matthew Arnold Comments on Philistinism in England and America In his essay, â€Å"Philistinism in England and America,† Matthew Arnold examines the ancient ideas of Plato in the context of a twentieth century, capitalist society. As he agrees with almost all of what Plato had to say, he also admits that he is outdated, and that some of his teachings cannot be applied to us, living in an industrial superpower such as the United States. Still, though, Arnold defends the ancient philosopher. Education as a route to mental and physical righteousness is always a good idea, whether it is in modern America or Ancient Greece. I disagree with this, and it is here that I must contest the writings of Plato, as well as the essay by Arnold, for he is definitely a strong backer of the ancient ideals. In Plato†s mind, the value of an education is to clear one†s mind of impure thought, bring it to a higher lever than at the start, and attain a certain level of righteousness. This may have been a good idea 2300 years ago, but today, I see it as very limiting and impractical. In his time, only the rich aristocrats went to school. It†s purpose was not for the students to learn skills or ideas that would help them later in life, but to expand their minds, thus making them into ‘better people. † There was no need for them to learn any job skills. Back then, if you came from a rich family, you were rich. Working at simple jobs was for the peasants and slaves. Today, life is different. Our society is completely unlike that of the ancient Greeks. We have no caste system limiting the wealth and prominence of any citizen, we have no slavery to handle all the manual labor, our army is proportionately smaller and much less honored, and religion is a part of one†s private life, not a dominating public force as it was to the Ancient Greeks. Most people today have a regular, day to day job, whether it be in an office, store, factory, or anywhere else. We have to earn our wealth by working, not inheritance. That is why most people go to school today. I am attending NYU so that I can get a job later in life. I study chemistry and engineering, in the hopes that I can become a chemical engineer. According to Plato, this is wrong, and I†m corrupting my mind. At this point in my life, I should be reading history and literature, enhancing my mind, and not worrying about developing a skill. To me, that is an unrealistic goal. As I get older, I want to have a job that pays well, so that I can support a family, and be free to do whatever I want in my spare time. I don†t want to have to deal with restrictions in my life caused by a lack of money. If I lived and was educated in the way that Plato suggests, my life would probably turn out differently from that, and that is why I dislike his ideas. In the fourth century BC, when Plato was alive and writing, society was different. His writings on education relate to that time, when modern capitalism was over two thousand years away. He had no idea what life would be like today, so it is ridiculous to base one†s life on what he said so long ago. Arnold refuses to admit this. He does say that Plato†s ideas are outdated, but adds that the basis for his thoughts could still be applied today, for the betterment of society and the people that live in it. If that†s the way he feels, I†m fine with it, but for me, learning a skill that will make me some money when I†m older is more important than purifying my mind.