1) What does globalization mean2) Is globalization a good thi.pdf

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1) What does globalization mean? 2) Is globalization a good thing or a bad thing? Why? 3) Are we experiencing global integration or disintegration? 4) Why is it important to widen our global view? 5) What examples of globalization can you identify in your life? 1) What does globalization mean? 2) Is globalization a good thing or a bad thing? Why? 3) Are we experiencing global integration or disintegration? 4) Why is it important to widen our global view? 5) What examples of globalization can you identify in your life? 1) What does globalization mean? 2) Is globalization a good thing or a bad thing? Why? 3) Are we experiencing global integration or disintegration? 4) Why is it important to widen our global view? 5) What examples of globalization can you identify in your life? Solution 1) globalisation means acceptance of different cultures across the world. People exchange ideas. Share cultural knowledge, etc due to globalisation 2) globalisation is a good thing. It helps in exchange of ideas from different sections of the society. T brings humanity and brotherhood among people of different cultures 3)there is global integration due to globalisation which is good 4) it is important to widen our global view because it helps us to reach people of different cultures. It makes a person perspective large towards the society. 5) The examples of globalisation includes trade among different countries. It also includes social help for the under priveledge.

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Introduction The National Education Policy (NEP) 2009 is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis for development of the Policy document. Though four years have elapsed between beginning and finalization of the exercise, the lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country. Two main reasons prompted the Ministry of Education (MOE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Also the challenges triggered by globalization and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all. Specific Objectives of the Policy The policy stated a clear vision as: “Our education system must provide quality education to our children and youth to enable them to realize their individual potential and contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.” The major objectives of the policy arc as under: • To revitalize the existing education system with a view to cater to social, political and spiritual needs of individuals and society. • To play a fundamental role in the preservation of the ideals, which led to the creation of Pakistan and strengthen the concept of the basic ideology within the Islamic ethos enshrined in the 1973 Constitution of Islamic Republic of Pakistan. • To create a sense of unity and nationhood and promote the desire to create a welfare State for the people of Pakistan • To promote national cohesion by respecting all faiths and religions and recognize cultural and ethnic diversity. • To promote social and cultural harmony through the conscious use of the educational process. • To provide and ensure equal educational opportunities to all citizens of Pakistan and to provide minorities with adequate facilities for their cultural and religious development, enabling them to participate effectively in the overall national effort. • To develop a self reliant individual, capable of analytical and original think

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In recent years, a few books and articles have been written on "evolutionaries" and evolutionary leadership, but their focus has mostly been on individual leadership. The purpose of this session is to explore together what it means and what it takes to transcend and include individual leadership in moving toward the next developmental stage of evolutionary co-leadership. Co-leadership is intrinsically evolutionary, because it accelerates the development of both people and organizations and their contribution to evolution in a virtuous loop. The presentation explores: 1) What is evolutionary co-leadership? 2) Why is it urgently needed at this time? 3) What are some integral practices that enable its embodiment? 4) How can it catalyze the emergence of a co-creative, co-responsible, and resilient society by calling forth large numbers of co-leaders in and across sectors? Alain Gauthier is Executive Director of Core Leadership Development in Oakland and a Principal with MetaIntegral Associates. As an international consultant, facilitator, coach, educator, and author he focuses his work on developing co-leadership and partnering capabilities in and across the public, private, and civil society sectors. He is passionate about integrating the inner and outer dimensions of co-leadership both at the individual and collective levels in the service of a new development paradigm. He graduated from H.E.C. (Paris), and is a Stanford M.B.A. Early in his career, he was a senior consultant with McKinsey & Company. Gauthier has served a wide range of clients on four continents for more than 40 years. He is the author of a new ebook: Actualizing Evolutionary Co-Leadership to Evolve a Creative and Responsible Society (which is now available in print and ebook formats here), has contributed to five collective books on leadership development, and is a visiting professor at Paris University II. His other publications are available at coreleadership.com

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I need these questions to be fully answered and with good quality. Group 5: 1.) Why don’t poor countries modernize and develop in the same way as wealthier countries? Do you think there will ever be a time when all nations are on an equal playing field or will work together to achieve this? Or will there always be less fortunate nations? 2.) What would the advantages of adopting a single language across the whole world be? What would be the disadvantages? Would there be disadvantages? I know that many European countries learn each other's languages because of how close they all are to each other, but what kind of unity would develop from a unified language? 3.) Do complex forms of agriculture produce food more efficiently than hunter and gatherer methods? Why or why not? Does the agriculture of a country or the place it is located in have an advantage/disadvantage for the citizens living there? Why or why not? Group 6: 1.) As discussed in class, the world of today is characterized by the global flows of technology and media. Do you think that these concepts will lead to the eventual disappearance of cultural diversity? Why or why not? 2.) The concept of death is different from one culture to another. Is it possible that the concept of death changes with the same factors that affect the culture? for example; is it possible that this concept changes but with the same religion, tradition and other factors? .

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What unique properties of the genome do forensic scientists use to generate a DNA footprint and this footprint enough to identify a specific (one) suspect? Solution only one tenth of a single percent of DNA differs from one person to another, forensic scientist use these variable regions to generate a DNA profile of an individual using samples from blood , hair ,etc. scientist find markers in a DNA sample by designing a small pieces of DNA(probes) that will bind to a complementary DNA sequence in the sample.A series of probes bound to a DNA sample creates a distinctive pattern for individual.scientist compare these DNA profile to determine whether the suspect\'s sample matches the evidence sample.if they don\'t match the person don\'t contribute to the crime scene.If it match it means the suspect may have contributes to the evidence sample. There are variable number of tendom repeats which are used to identify the suspects, which vary in each person. RFLP(restriction fragment length polymorphism ) is a technique used in this concern as it analyze variable length of DNA fragments that results from digesting a DNA sample with a special kind of enzyme. various other techniques are also there as- PCR,STAR analysis.

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what are the five major activities of an operating system in regard to file management? Solution Operating systems perform the vital function of being the bridge between a computer\'s hardware and software. They provide an environment where software can be written without the need to cater to the specifics of the underlying hardware, which was necessary in the earlier days of computing. There are several widely-used operating systems which differ from each other in many respects. However, they each perform a number of similar functions including executing basic instructions, either compiled or interpreted; and also managing processes, memory, input and output, storage, network operations, and file and folder/directory operations. There are five major file management functions that an operating system controls. CREATING AND DELETING FILES : File creation and deletion are fundamental to computer operations. In the former, data can\'t be stored in an efficient manner unless arranged in some form of file structure. In the latter, permanent storage would quickly fill up if files were not deleted and the space occupied by them reallocated to new files. CREATING AND DELETING DIRECTORIES: As a corollary to the need to store data in files, files themselves need to be arranged in directories or folders in order to allow their efficient storage and retrieval. This is particularly so in the case of personal computers where the user needs to navigate to one or more specific files to access them. Without some form of compartmentalization, this would prove an onerous if not impossible task. Much like file deletion, unnecessary directories or folders need to be removed in order to keep the system uncluttered. FILE MANIPULATION INSTRUCTIONS: Since operating systems allow application software to perform file manipulation using symbolic instructions, the operating system itself needs to have a machine-level instruction set in order to interface with the hardware directly. The application\'s symbolic instructions need to be translated into the machine-level instructions either by an interpreter or by compiling the application code. The operating system contains provisions to manage this machine-level file manipulation. BACKING UP FILES : Files represent a considerable investment in time, intellectual effort and often money as well, thus their loss can have a severe impact. Computer\'s permanent storage devices generally contain a number of mechanical devices which can fail, and the storage media itself may degrade. A function of operating systems is to obviate the risk of data loss by backing files up on additional secure and stable media in a redundant system. MAPPING TO PERMANENT STORAGE : Operating systems need to be able to map files and folders to their physical location on permanent storage in order to be able to store and retrieve them. This will be recorded in some form of disk directory which varies according to the file system or systems that the opera.

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