This document discusses the role of social, geographical, and political environments in maintaining national and international peace. It examines factors like religion, equality, gender issues, and the roles of governments, NGOs, and corporations in social peacebuilding. Geographically, it discusses the responsibilities of developed and developing countries towards each other. Politically, it analyzes the United Nations, international courts and organizations, and how education, trade, and diplomacy can promote peace. Gandhi's principles of non-violence and India's role in founding the Non-Aligned Movement also contributed to global peace.
This document discusses the concept of peace from various perspectives. It defines peace as both the absence of war and conflict, as well as the presence of justice, law, and order. Peace is described as being both an internal, individual state of calm and serenity, as well as an external state of social harmony between groups and nations. The document outlines different types of peace, including internal peace, external peace, interpersonal peace, and world peace. Achieving peace is portrayed as requiring harmony at all levels, from within individuals to between all people and nations globally.
U peace presentation peacebuilding_slideshareGenPeace
The document outlines concepts related to peacebuilding from a practitioner's perspective. It discusses the basis of peacebuilding in human rights and dignity. It also discusses different approaches to peacekeeping, peacemaking, and peacebuilding. Peacebuilding aims to address the root causes and effects of conflicts through reconciliation and political/economic transformation to prevent violence from recurring.
Holistic Understanding of Peace - Social DimensionJo Jaymalin
This document discusses different definitions and understandings of peace. It begins by defining peace simply as the absence of war and violence, but also acknowledges alternative views that peace requires the absence of indirect and structural violence as well. It discusses how poverty, starvation, disease, discrimination, and human rights violations can constitute structural violence. The document outlines Johan Galtung's definition of positive peace as the presence of just social conditions and negative peace as the absence of direct violence. It also presents a model of understanding peace at different levels from personal to global. The overall document aims to provide a holistic understanding of peace beyond just the absence of war.
Peace has traditionally been defined as the absence of war or direct violence. However, in the 1960s an alternative view emerged that peace also requires the absence of structural violence in societies. Structural violence refers to indirect ways that people suffer due to social, political, and economic injustices built into systems. Johan Galtung argued for defining peace positively as both the absence of direct and structural violence, and the presence of social justice. Educating for peace is now seen as an ethical imperative and a way to challenge beliefs that war cannot be avoided, with the goal of cultivating non-violent and just societies.
Peace education aims to develop knowledge, skills, attitudes and behaviors that promote harmony within oneself, with others, and the natural environment. It teaches about both negative peace, which is the absence of violence, and positive peace, which includes just, non-exploitative relationships and well-being. Peace education is transformative in that it seeks to change mindsets and address cognitive, affective and behavioral dimensions of learning. The goal is to transform social structures and patterns of thinking that perpetuate injustice and violence, by cultivating respect, justice and cooperation at personal, community and global levels.
The document discusses the principles and methods of nonviolence. It states that nonviolence is anchored in the belief that humans can change and seeks to defeat injustice rather than humiliate opponents. Nonviolence requires willingness to suffer, amazing discipline when faced with provocation, and holds that suffering can educate and transform. The document also discusses different nonviolent methods of protest that do not use physical violence and aims to raise awareness, present difficulties for opponents, and create pressure to address issues of injustice.
The document discusses how major spiritual and faith traditions promote peace. It outlines common peace teachings like rejecting violence, compassion for all, respect for human dignity and justice. The Golden Rule of treating others as you wish to be treated is found across traditions. Upholding human dignity and rights, as defined in documents like the Universal Declaration of Human Rights and the Convention on Eliminating Discrimination Against Women, are important principles discussed in the document. It also discusses children's rights as defined by the Convention on the Rights of the Child.
This document discusses the concept of peace from various perspectives. It defines peace as both the absence of war and conflict, as well as the presence of justice, law, and order. Peace is described as being both an internal, individual state of calm and serenity, as well as an external state of social harmony between groups and nations. The document outlines different types of peace, including internal peace, external peace, interpersonal peace, and world peace. Achieving peace is portrayed as requiring harmony at all levels, from within individuals to between all people and nations globally.
U peace presentation peacebuilding_slideshareGenPeace
The document outlines concepts related to peacebuilding from a practitioner's perspective. It discusses the basis of peacebuilding in human rights and dignity. It also discusses different approaches to peacekeeping, peacemaking, and peacebuilding. Peacebuilding aims to address the root causes and effects of conflicts through reconciliation and political/economic transformation to prevent violence from recurring.
Holistic Understanding of Peace - Social DimensionJo Jaymalin
This document discusses different definitions and understandings of peace. It begins by defining peace simply as the absence of war and violence, but also acknowledges alternative views that peace requires the absence of indirect and structural violence as well. It discusses how poverty, starvation, disease, discrimination, and human rights violations can constitute structural violence. The document outlines Johan Galtung's definition of positive peace as the presence of just social conditions and negative peace as the absence of direct violence. It also presents a model of understanding peace at different levels from personal to global. The overall document aims to provide a holistic understanding of peace beyond just the absence of war.
Peace has traditionally been defined as the absence of war or direct violence. However, in the 1960s an alternative view emerged that peace also requires the absence of structural violence in societies. Structural violence refers to indirect ways that people suffer due to social, political, and economic injustices built into systems. Johan Galtung argued for defining peace positively as both the absence of direct and structural violence, and the presence of social justice. Educating for peace is now seen as an ethical imperative and a way to challenge beliefs that war cannot be avoided, with the goal of cultivating non-violent and just societies.
Peace education aims to develop knowledge, skills, attitudes and behaviors that promote harmony within oneself, with others, and the natural environment. It teaches about both negative peace, which is the absence of violence, and positive peace, which includes just, non-exploitative relationships and well-being. Peace education is transformative in that it seeks to change mindsets and address cognitive, affective and behavioral dimensions of learning. The goal is to transform social structures and patterns of thinking that perpetuate injustice and violence, by cultivating respect, justice and cooperation at personal, community and global levels.
The document discusses the principles and methods of nonviolence. It states that nonviolence is anchored in the belief that humans can change and seeks to defeat injustice rather than humiliate opponents. Nonviolence requires willingness to suffer, amazing discipline when faced with provocation, and holds that suffering can educate and transform. The document also discusses different nonviolent methods of protest that do not use physical violence and aims to raise awareness, present difficulties for opponents, and create pressure to address issues of injustice.
The document discusses how major spiritual and faith traditions promote peace. It outlines common peace teachings like rejecting violence, compassion for all, respect for human dignity and justice. The Golden Rule of treating others as you wish to be treated is found across traditions. Upholding human dignity and rights, as defined in documents like the Universal Declaration of Human Rights and the Convention on Eliminating Discrimination Against Women, are important principles discussed in the document. It also discusses children's rights as defined by the Convention on the Rights of the Child.
This document discusses the importance of peace education. It defines peace both as the absence of violence and the presence of just relationships. Peace can be analyzed at different levels from personal to global. Peace education aims to develop knowledge about conflict and nonviolent alternatives, as well as attitudes like respect, tolerance and compassion. It also builds skills for reflection, communication and conflict resolution. Overall, the document argues that peace education is an ethical and practical way to promote peace at all levels.
Peace education aims to foster changes that make the world more humane by teaching values like harmony, cultural diversity, and conflict resolution. Programs vary globally in their objectives and content due to political and social contexts. For example, Australian peace education challenges ethnocentrism and promotes cultural diversity, while Japanese programs target issues like nuclear disarmament and responsibility for past violence. A holistic understanding of peace includes both an absence of direct violence and a presence of social justice, human rights, and ecological well-being. Peace education seeks to transform societies by cultivating awareness, concern, and challenges to structures that enable nonviolence and justice.
This document discusses challenging prejudice and building tolerance. It defines prejudice, stereotypes, and discrimination. Some types of prejudice discussed include racism, sexism, heterosexism, classism, linguicism, ageism, looksism, and religious intolerance. The effects of prejudice in schools are outlined, such as victims being more likely to drop out and having negative impacts on psychological and physical health. Education aims to counter influences that lead to fear, discrimination, and exclusion of others.
Global peace refers to an ideal state of happiness, freedom and peace among all people and nations on Earth. Various organizations aim to achieve world peace through addressing issues like human rights, education, and diplomacy to resolve conflicts without war. International relations studies the relations among states and political units and aims to establish rules to govern interactions between nations. It helps avoid world wars by analyzing countries' aims and policies to maintain peace. As countries become more interdependent, international relations grows more complex with goals like improving standards of living and ensuring full employment through cooperation on issues like trade.
Peace Education (A Transformative Response to Major Societal Challenges)Radzmel Saji
Peace education aims to educate people to become peace agents and help build peaceful communities. It teaches the values, knowledge, attitudes and skills needed to live in harmony with oneself and others. Peace education is transformative and addresses the cognitive, affective and active dimensions of learning. It cultivates understanding and challenges beliefs, perspectives and systems that have caused violence and conflict. The goal is to transform societies and create conditions for nonviolence, justice, human rights and environmental sustainability. Effective peace education adopts a holistic approach and engages the entire school community.
Peace is the establishment of harmony and lack of violence between groups. It is important on personal, community, and global levels. Peace between all people and religions creates harmony. War kills people, destroys families, and leaves deep scars. It is a dark experience that war veterans do not want to repeat. Beyond war, terrorism and religious conflicts can also cause immense damage. While a world with only peace may seem mythical, it should still be humanity's goal to reduce conflict and violence as much as possible. Peacekeeping agencies like the UN and Peace Corps have helped make the world more peaceful.
This document discusses the concept of peace education and identifies many conflicts affecting humanity. It notes that while conflicts have been addressed, challenges remain unresolved and are worsening over time. It argues that a new perspective is needed, and discusses philosophical principles of nonviolence. It promotes serving children as central to peace initiatives, and fostering peace through inculcating Filipino values of peace in children. It defines peace and identifies figures like Gandhi who advocated non-violent resistance to conflict.
This document provides an overview of peace education. It begins by defining key concepts, including defining peace in a holistic way that includes both the absence of violence and the presence of justice and well-being. It describes peace education as a transformative process that cultivates the knowledge, skills, and attitudes needed to reduce violence and create more just relationships. It outlines the goals of developing cognitive understanding, affective concern, and taking practical action. Finally, it provides lists of the types of knowledge, skills, and attitudes that peace education aims to develop in students.
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
What is nonviolence ?
Defining nonviolence, clarifying a few concepts, philosophy of nonviolence, stategy of nonviolent action, political nonviolence
Introduction to nonviolence
World peace is an ideal state of non-violence between all nations where conflicts are resolved cooperatively without warfare. While theoretically possible, some believe human nature prevents world peace due to inherent violence, while others argue war is not innate and this view prevents progress. As long as war exists, world peace cannot, but war may be necessary to protect human rights or when there is no peaceful resolution. All wars have consequences like death, injuries, disease, destruction and refugees. Education is seen as key to developing a culture of peace, which governments, organizations and individuals should promote through revising education, economic development, human rights, tolerance, communication, and international cooperation.
The United Nations declares October 2nd, Mahatma Gandhi's birthday, as the International Day of Non-Violence to honor Gandhi's ideals. Non-violence requires hard work and sacrifice but leads to the highest ethics and is the goal of evolution. Violence destroys lives, breeds fear and insecurity, and negatively impacts development. A culture of peace is generated when priority is given to children and families, who make up the majority of populations and are naturally peace-loving. On this International Day of Non-Violence, we should pledge to work towards social justice, economic growth, environmental protection, religious tolerance and peace.
Theories of peace and conflict and their relationshipCamila Araújo
ab
ly
)
fri
ca
British
Isles
n
lo
s
riti
B
ilip
Ph
400 million Sin
400 million
co
Countries in which
English is the
official or default
official language
Expanding circle result of the spread
of English as a
language of
international
communication
e
or
p
ga
Countries where
English is official but
there are other official
and/or present
languages and where
English fulfils
intranational purposes
beside international
ones
1) The document discusses theories of peace as they relate
Social dimensions peace theme 4 challenging the war systemMark
This document discusses challenging the war system through peace education. It defines different types of war and their causes, such as territorial disputes, intolerance of differences, and power struggles. The effects of war include massive death, atrocities, displacement of people, proliferation of weapons, hindering development, and trauma. Peace education seeks to develop a global perspective by teaching the oneness of humanity and that war is a choice rather than inevitable, while also teaching peaceful conflict resolution skills.
Peace building and sustainable developmentpurplelika
The document discusses peace-building as interventions designed to prevent violent conflict by creating sustainable peace. Peace-building addresses root causes of violence, creates expectations for peaceful conflict resolution, and stabilizes societies politically and economically. It differs from peace-making, which stops ongoing conflicts, and peace-keeping, which only prevents resuming conflicts after they end. Components of peace-building include reconciling opponents, preventing recurring conflict, and addressing structural issues. Peace-building must consider functional structures, emotional conditions, social psychology, stability, rule of law, and cultural sensitivities. It involves three dimensions: demilitarizing and reintegrating combatants, rebuilding infrastructure, and addressing trauma, community relations, human rights, and development.
This document discusses peace education as a transformative response to societal challenges like war, violence, and injustice. It defines negative peace as the absence of violence and positive peace as the presence of justice and well-being. Peace education aims to cultivate knowledge, skills, attitudes, and values that transform mindsets and behaviors to promote a culture of peace. It explains that educating for peace is an ethical imperative given the harm caused by all forms of violence in society. The goal is to educate people to become advocates for peace and help build a just, non-violent and sustainable world.
This document discusses the principles of nonviolence according to Gandhi and Martin Luther King Jr. It states that nonviolence is the refusal to harm others as all life is sacred. Gandhi believed that as long as people accept exploitation, both sides are entangled in injustice, but refusing to cooperate can lead to freedom. King also believed in winning friendship rather than defeating opponents, and defeating injustice rather than people. The document outlines methods of nonviolent protest and explains the steps to nonviolent direct action.
Peace education aims to develop skills and attitudes that promote harmony. It teaches nonviolent conflict resolution, democracy, human rights, and transforming perspectives. There are different forms, including conflict resolution training, democracy education, human rights education, and worldview transformation. Peace education has been criticized for not having a unified theory and for each approach having its own dynamics in theory and practice. The overall goal is to educate students to value peace and resolve conflicts nonviolently.
The Role of Youths in Peace Building A Response to Insurgency in the Northeas...ijtsrd
This paper aims to investigate the role of youths in peace building, as a response to Boko Haram insurgent activities in the northeastern Nigeria. The paper used secondary data and discussions of the findings have been made qualitatively. The finding of the study indicated that the northeast geopolitical region has been a peaceful region, notably Kanem Borno Empire since before the colonial rule. This was possible because of the role played by the rulers of that era in promoting peace and peaceful coexistence, such as establishing the concept of unity of God none to be worshipped but Allah alone , rule with justice as Allah and His messenger gave judgment, by the Book Quran and the Sunnah Hadith , and not to oppress any of the servants of Allah, as Allah averts oppression from the two worlds, etc. However, there were some emerging challenges to peace as a result of Boko Haram insurgency in the region, such as unleashed great fear and suffering upon individuals, displaced great number of people causing an enormous economic Barden upon the society and total destruction of educational system where students were been killed and schools were destroyed. The finding also indicated youth have played important role in peace building. The paper gave some recommendations on the expected roles of youth in peace building in the North East, view to proffering solutions and relevant policy options that could be implemented, for a strong, lasting, beneficial, acceptable, strategy that will eradicate violence, social conflicts and other vices which constitute threat to our peaceful coexistence. Dr. Kalli Alkali Yusuf Gazali "The Role of Youths in Peace Building: A Response to Insurgency in the Northeastern Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52715.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/52715/the-role-of-youths-in-peace-building-a-response-to-insurgency-in-the-northeastern-nigeria/dr-kalli-alkali-yusuf-gazali
This document discusses the importance of peace education. It defines peace both as the absence of violence and the presence of just relationships. Peace can be analyzed at different levels from personal to global. Peace education aims to develop knowledge about conflict and nonviolent alternatives, as well as attitudes like respect, tolerance and compassion. It also builds skills for reflection, communication and conflict resolution. Overall, the document argues that peace education is an ethical and practical way to promote peace at all levels.
Peace education aims to foster changes that make the world more humane by teaching values like harmony, cultural diversity, and conflict resolution. Programs vary globally in their objectives and content due to political and social contexts. For example, Australian peace education challenges ethnocentrism and promotes cultural diversity, while Japanese programs target issues like nuclear disarmament and responsibility for past violence. A holistic understanding of peace includes both an absence of direct violence and a presence of social justice, human rights, and ecological well-being. Peace education seeks to transform societies by cultivating awareness, concern, and challenges to structures that enable nonviolence and justice.
This document discusses challenging prejudice and building tolerance. It defines prejudice, stereotypes, and discrimination. Some types of prejudice discussed include racism, sexism, heterosexism, classism, linguicism, ageism, looksism, and religious intolerance. The effects of prejudice in schools are outlined, such as victims being more likely to drop out and having negative impacts on psychological and physical health. Education aims to counter influences that lead to fear, discrimination, and exclusion of others.
Global peace refers to an ideal state of happiness, freedom and peace among all people and nations on Earth. Various organizations aim to achieve world peace through addressing issues like human rights, education, and diplomacy to resolve conflicts without war. International relations studies the relations among states and political units and aims to establish rules to govern interactions between nations. It helps avoid world wars by analyzing countries' aims and policies to maintain peace. As countries become more interdependent, international relations grows more complex with goals like improving standards of living and ensuring full employment through cooperation on issues like trade.
Peace Education (A Transformative Response to Major Societal Challenges)Radzmel Saji
Peace education aims to educate people to become peace agents and help build peaceful communities. It teaches the values, knowledge, attitudes and skills needed to live in harmony with oneself and others. Peace education is transformative and addresses the cognitive, affective and active dimensions of learning. It cultivates understanding and challenges beliefs, perspectives and systems that have caused violence and conflict. The goal is to transform societies and create conditions for nonviolence, justice, human rights and environmental sustainability. Effective peace education adopts a holistic approach and engages the entire school community.
Peace is the establishment of harmony and lack of violence between groups. It is important on personal, community, and global levels. Peace between all people and religions creates harmony. War kills people, destroys families, and leaves deep scars. It is a dark experience that war veterans do not want to repeat. Beyond war, terrorism and religious conflicts can also cause immense damage. While a world with only peace may seem mythical, it should still be humanity's goal to reduce conflict and violence as much as possible. Peacekeeping agencies like the UN and Peace Corps have helped make the world more peaceful.
This document discusses the concept of peace education and identifies many conflicts affecting humanity. It notes that while conflicts have been addressed, challenges remain unresolved and are worsening over time. It argues that a new perspective is needed, and discusses philosophical principles of nonviolence. It promotes serving children as central to peace initiatives, and fostering peace through inculcating Filipino values of peace in children. It defines peace and identifies figures like Gandhi who advocated non-violent resistance to conflict.
This document provides an overview of peace education. It begins by defining key concepts, including defining peace in a holistic way that includes both the absence of violence and the presence of justice and well-being. It describes peace education as a transformative process that cultivates the knowledge, skills, and attitudes needed to reduce violence and create more just relationships. It outlines the goals of developing cognitive understanding, affective concern, and taking practical action. Finally, it provides lists of the types of knowledge, skills, and attitudes that peace education aims to develop in students.
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
What is nonviolence ?
Defining nonviolence, clarifying a few concepts, philosophy of nonviolence, stategy of nonviolent action, political nonviolence
Introduction to nonviolence
World peace is an ideal state of non-violence between all nations where conflicts are resolved cooperatively without warfare. While theoretically possible, some believe human nature prevents world peace due to inherent violence, while others argue war is not innate and this view prevents progress. As long as war exists, world peace cannot, but war may be necessary to protect human rights or when there is no peaceful resolution. All wars have consequences like death, injuries, disease, destruction and refugees. Education is seen as key to developing a culture of peace, which governments, organizations and individuals should promote through revising education, economic development, human rights, tolerance, communication, and international cooperation.
The United Nations declares October 2nd, Mahatma Gandhi's birthday, as the International Day of Non-Violence to honor Gandhi's ideals. Non-violence requires hard work and sacrifice but leads to the highest ethics and is the goal of evolution. Violence destroys lives, breeds fear and insecurity, and negatively impacts development. A culture of peace is generated when priority is given to children and families, who make up the majority of populations and are naturally peace-loving. On this International Day of Non-Violence, we should pledge to work towards social justice, economic growth, environmental protection, religious tolerance and peace.
Theories of peace and conflict and their relationshipCamila Araújo
ab
ly
)
fri
ca
British
Isles
n
lo
s
riti
B
ilip
Ph
400 million Sin
400 million
co
Countries in which
English is the
official or default
official language
Expanding circle result of the spread
of English as a
language of
international
communication
e
or
p
ga
Countries where
English is official but
there are other official
and/or present
languages and where
English fulfils
intranational purposes
beside international
ones
1) The document discusses theories of peace as they relate
Social dimensions peace theme 4 challenging the war systemMark
This document discusses challenging the war system through peace education. It defines different types of war and their causes, such as territorial disputes, intolerance of differences, and power struggles. The effects of war include massive death, atrocities, displacement of people, proliferation of weapons, hindering development, and trauma. Peace education seeks to develop a global perspective by teaching the oneness of humanity and that war is a choice rather than inevitable, while also teaching peaceful conflict resolution skills.
Peace building and sustainable developmentpurplelika
The document discusses peace-building as interventions designed to prevent violent conflict by creating sustainable peace. Peace-building addresses root causes of violence, creates expectations for peaceful conflict resolution, and stabilizes societies politically and economically. It differs from peace-making, which stops ongoing conflicts, and peace-keeping, which only prevents resuming conflicts after they end. Components of peace-building include reconciling opponents, preventing recurring conflict, and addressing structural issues. Peace-building must consider functional structures, emotional conditions, social psychology, stability, rule of law, and cultural sensitivities. It involves three dimensions: demilitarizing and reintegrating combatants, rebuilding infrastructure, and addressing trauma, community relations, human rights, and development.
This document discusses peace education as a transformative response to societal challenges like war, violence, and injustice. It defines negative peace as the absence of violence and positive peace as the presence of justice and well-being. Peace education aims to cultivate knowledge, skills, attitudes, and values that transform mindsets and behaviors to promote a culture of peace. It explains that educating for peace is an ethical imperative given the harm caused by all forms of violence in society. The goal is to educate people to become advocates for peace and help build a just, non-violent and sustainable world.
This document discusses the principles of nonviolence according to Gandhi and Martin Luther King Jr. It states that nonviolence is the refusal to harm others as all life is sacred. Gandhi believed that as long as people accept exploitation, both sides are entangled in injustice, but refusing to cooperate can lead to freedom. King also believed in winning friendship rather than defeating opponents, and defeating injustice rather than people. The document outlines methods of nonviolent protest and explains the steps to nonviolent direct action.
Peace education aims to develop skills and attitudes that promote harmony. It teaches nonviolent conflict resolution, democracy, human rights, and transforming perspectives. There are different forms, including conflict resolution training, democracy education, human rights education, and worldview transformation. Peace education has been criticized for not having a unified theory and for each approach having its own dynamics in theory and practice. The overall goal is to educate students to value peace and resolve conflicts nonviolently.
The Role of Youths in Peace Building A Response to Insurgency in the Northeas...ijtsrd
This paper aims to investigate the role of youths in peace building, as a response to Boko Haram insurgent activities in the northeastern Nigeria. The paper used secondary data and discussions of the findings have been made qualitatively. The finding of the study indicated that the northeast geopolitical region has been a peaceful region, notably Kanem Borno Empire since before the colonial rule. This was possible because of the role played by the rulers of that era in promoting peace and peaceful coexistence, such as establishing the concept of unity of God none to be worshipped but Allah alone , rule with justice as Allah and His messenger gave judgment, by the Book Quran and the Sunnah Hadith , and not to oppress any of the servants of Allah, as Allah averts oppression from the two worlds, etc. However, there were some emerging challenges to peace as a result of Boko Haram insurgency in the region, such as unleashed great fear and suffering upon individuals, displaced great number of people causing an enormous economic Barden upon the society and total destruction of educational system where students were been killed and schools were destroyed. The finding also indicated youth have played important role in peace building. The paper gave some recommendations on the expected roles of youth in peace building in the North East, view to proffering solutions and relevant policy options that could be implemented, for a strong, lasting, beneficial, acceptable, strategy that will eradicate violence, social conflicts and other vices which constitute threat to our peaceful coexistence. Dr. Kalli Alkali Yusuf Gazali "The Role of Youths in Peace Building: A Response to Insurgency in the Northeastern Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52715.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/52715/the-role-of-youths-in-peace-building-a-response-to-insurgency-in-the-northeastern-nigeria/dr-kalli-alkali-yusuf-gazali
Digital marketing SEO Study Social media mediahinafazal713
Sure, here's an example of how you might structure a list of SEO best practices:
Keyword Research: Start by identifying relevant keywords for your content. Use tools like Google Keyword Planner, SEMrush, or Ahrefs to find high-volume and low-competition keywords.
On-Page Optimization: Optimize your webpage titles, meta descriptions, headers (H1, H2, etc.), and URL structures with your target keywords. Ensure your content is relevant, engaging, and informative.
Quality Content: Focus on creating high-quality, valuable content that addresses the needs and interests of your target audience. Content should be well-written, original, and provide solutions or answers to users' queries.
Mobile-Friendly Design: With the increasing use of mobile devices, ensure your website is responsive and optimized for mobile users. Google prioritizes mobile-friendly websites in its search results.
Page Speed Optimization: Improve your website's loading speed to enhance user experience and reduce bounce rates. Use tools like Google PageSpeed Insights to identify and fix speed issues.
Sports and Conflict Prevention; the Way Forward For Global PeaceIOSR Journals
Abstract: This paper discussed sports and conflict prevention by looking at the way forward for global peace.
Generally conflict is defined as a state of disagreement between persons or group of persons. The major causes
are usually differences in opinion, prejudice and discrimination, belief, and access to valued scarce resources.
Conflict is an important part of human existence and a natural part of our daily life. Conflict can either be
positive or negative depending on how it is handled. Conflict can emanate from various sources, within us,
school, home and community or the society at large. Achieving global peace means creating peace within
individuals, communities and the society. Sports as a veritable tool for social transformation can be effectively
utilized to achieve a certain level of peace among individuals and nations. This paper focused on the possibility
of utilizing the values of sports in creating understanding, tolerance, and respect for human dignity,
development of moral values and social integration as a vehicle for creating peace among nations. If nations
can achieve these qualities, then conflict can be minimized and global peace can be guaranteed. The influence
of sports on character formation and social cohesion has direct bearing on peaceful attitudes. The development
of emotional fitness, self-esteem, need for recognition, sense of belonging and feelings of anger, hostility and
aggression are all met through participation in competitive sports. The sports environment starting with the
athletes, coaches, umpires, spectators and vendors should all portray peace and act in a manner the peace can
prevail. To prevent conflict and achieve global peace, sport managers, handlers and enthusiasts must develop
the capacity to detect conflicting situations among nations and develop strategies in sports to deal with before it
erupts.
This document discusses the evolution of concepts of peace from early secular views that defined peace as merely the absence of war, to more holistic views that see peace as requiring both the absence of violence as well as the presence of social justice. It outlines negative and positive peace, different forms of violence including direct, structural and cultural violence. The document also discusses the UNESCO concept of a culture of peace and frameworks for building a culture of peace, highlighting the importance of human dignity, freedom and fulfillment of basic needs. Finally, it explores cultural traditions that embodied broader concepts of peace as harmony, justice, well-being and the pursuit of positive conditions.
1. International politics is the study of political relations and power struggles between nations. It examines topics like national interests, foreign policy, and conflict resolution.
2. International politics focuses on the struggle for power between states, while international relations takes a broader view of all interstate interactions and relationships.
3. The scope of international politics is expanding over time to include new issues like the environment, human rights, and globalization that increasingly involve relations between nations. It analyzes how states interact and pursue their interests on the world stage.
This document defines key concepts related to peacebuilding, including peacekeeping, peacemaking, and peacebuilding. It discusses peacekeeping as involving lightly armed troops to uphold ceasefires, while peacemaking focuses on negotiation processes. Peacebuilding aims to establish durable peace by addressing root causes of conflicts through reconciliation, institution building, and economic and political transformation. The document also discusses civil society's roles in peacebuilding, such as providing services, monitoring states and armed groups, and advocating for alternative policies and programs to promote peace.
International Relations is an important field that helps explain how nation-states interact globally. Two prominent IR theories, liberalism and realism, both recognize the existence of anarchy and the importance of states in the international system. While realism sees anarchy as a lack of central authority, the international system also allows for some cooperation through international organizations and principles like collective security. Studying IR helps provide understanding of global political and economic issues and possible solutions.
The document discusses key concepts and assumptions of liberalism in international relations. Some of the main points covered include:
- Liberalism, also called pluralism, emphasizes transnational relations between various non-state actors across borders, not just state-state relations.
- Key assumptions of liberalism include that states are not unitary rational actors and are influenced by domestic societies; military security is not the only important issue area; and cooperation between states is possible in certain policy domains through international regimes.
- Liberalism focuses on norms of liberty, justice, and toleration being extended into international affairs through democratic states and international institutions protecting individual rights and cooperation.
The world is complex and interactive.
Domestic politics & policies are constantly affected by developments outside.
Nations enter into dialogue to fulfill their own interests.
The subject that studies relations among nations and states is called International Relations.
International relations theories help explain how nation-states interact in a world without centralized authority, with realism focusing on self-interest and balancing of power between states and liberalism emphasizing international cooperation through international organizations. While theories provide frameworks, the field is complex as most concepts can be countered by other perspectives, suggesting a holistic approach is needed to understand contemporary international relations.
The document discusses the concept and definitions of peace education. It explains that peace education aims to transform thinking by developing understanding of concepts like structural violence and positive peace. The goal is to cultivate knowledge, skills, attitudes and values that can help resolve conflicts nonviolently and create just relationships and social structures. Key aspects of peace education include teaching about the holistic concept of peace, root causes of violence, and alternatives like nonviolence and conflict resolution.
This document discusses peace education and its role in promoting social transformation. It defines peace education as acquiring values, knowledge, attitudes and skills to live in harmony with oneself, others and nature. Peace education aims to transform people's behaviors and build awareness, understanding and concern to encourage nonviolence, justice and environmental stewardship. It uses a holistic approach addressing cognitive, affective and active dimensions to internalize peace values and encourage action for social change. The goal of peace education is to transform society by changing structures and patterns of thought that perpetuate injustice, violence and war.
This document discusses theoretical approaches to cooperation among member states of the Intergovernmental Authority on Development (IGAD) to curb terrorism and maintain peace and security in the region. It outlines three main power-based theories of international cooperation: the Hegemonic Stability Theory, which posits that a dominant power provides stability by supplying public goods; the Power-based Research Programme, which emphasizes security and rationality in state interactions; and Realist Theory, which views cooperation through the lens of national interests in an anarchic system. The document recommends that IGAD members strengthen cooperation and commitment to each other to more effectively counter terrorist groups like Al-Shabaab and achieve lasting regional stability.
This document summarizes a paper presentation on the relevance of Gandhi's concept of non-violence for peaceful co-existence in a globalized world. It discusses key aspects of Gandhi's non-violent movement including the gains of non-violence, how it works as a system, the significance and methods of non-violence. It also covers criticism of non-violence and concludes that strategic non-violent conflicts have overcome dictators and that non-violence addresses peoples' aspirations for democracy and self-rule, contributing to lasting peace.
Refocusing the Social Studies Curriculum for Religious Tolerance, Unity and P...iosrjce
The state of peace and tolerance in Nigeria is gradually collapsing and the nation is gradually
disintegrating. The clamor by many eminent Nigerians for a sovereign national conference, spells doom for the
once united „giant of Africa‟. The unity and peaceful coexistence of Nigeria is under the threat of collapse by
the growing level of religious intolerance. The increase in religious conflicts has led to the loss and destruction
of many lives and properties. According to Williams (2004), religious intolerance seems to be the cause of most
wars and sufferings in the world. The on-going religious violence unleashed on many Nigerians especially in the
northern part of the country by the fundamental Islamic sects, the Jama‟atu Ahlis Sunna Lidda‟awati Wal-Jihad,
popularly known as Boko Haram‟s insurgency, mainly in northern Nigeria, has left more than 3,600 people dead
since 2009. There is an increasing need to unite the citizenry despite the odds against her peaceful coexistence.
There is need to ensure that Nigeria remains a united entity where all citizens will see themselves first as
Nigerians before seeing themselves in the light of their ethnic group or religious affiliations. Religious conflicts,
has caused a wide spread of suspicion and distrust among the various ethnic and religious groups in the country.
The increasing perception of some parts of the country as „dangerous‟ due to its restiveness, has led to
skepticism and suspicion, which inhibits cooperation (Otuenu 2011). This further confirms one of the
predictions implied in Huntington‟s (1996) thesis, that conflicts that occur on the fault lines between major
religions will run a higher risk of spreading across borders due to kinship alliances and intra-civilizations
solidarity. The inauguration of the council of Inter-religious harmony by the Federal government stands out as
one of the government‟s effort to ensure peace and stability within the adherents of the two major religions
(Christianity and Islam) in Nigeria. The Council of Inter-religious Harmony is co-headed by the president of the
Supreme Council of Islamic Affairs and the national president of the Christian Association of Nigeria. Despite
all efforts made by the government to ensure peace and stability within the country, there have been several
pockets of violent clashes among the followers of the two religious groups.
Similar to role of social environment in maintaining national and international peace. (16)
This document summarizes Neha Kumari's experience in a social internship program run by the Ladli Foundation and Delhi Directorate of Education. The program aimed to spread awareness about issues like malnutrition, tuberculosis, drug abuse, and HIV/AIDS. Over four months, Neha completed assignments on each topic by creating presentations, reports, articles, slogans, and conducting workshops. She discusses the skills and strengths gained from overcoming challenges like public speaking and not having a laptop. Overall, the program helped improve her communication, teamwork, and confidence.
This document summarizes Anjali's experience in a social internship program organized by Ladli Foundation. It discusses key aspects of the program including its introduction, importance of blogging to share experiences, important skills gained like communication, and overall impact on her life. The document also outlines challenges faced, workshops attended, strengths, weaknesses, opportunities and threats. It expresses gratitude to various individuals and organizations involved in the program.
Neeru Sahu participated in a social internship program organized by Ladli Foundation for 11th grade students. The program aimed to develop leadership, time management, and address social issues. As part of the program, Neeru was assigned various tasks focused on topics like malnutrition, tuberculosis, HIV/AIDS, and substance abuse. Initially, Neeru struggled with public speaking and lacked confidence during workshops. However, with practice and support from friends and family, Neeru was able to overcome these weaknesses. Overall, the program helped Neeru improve skills like communication, teamwork, and learning about important social issues.
Vinita Joshi completed a social internship program with Ladli Foundation focused on nutrition, malnutrition, and volunteering. Over the course of the internship, she learned skills like creating presentations, articles, and reports. She conducted workshops and learned to speak confidently in front of others. While the internship presented initial challenges like learning new technologies, she overcame difficulties with help from her coordinator. Overall, the program helped improve her skills and confidence.
This document provides details about an internship assignment, including the intern's name and student ID, their school and location, and the internship teacher coordinator. It also lists the organization the internship was submitted to, along with contact information for the internship program directorate and principal. Personal details of the intern's parents are also included.
The document summarizes Naazmeen Shaikh's experience in a social internship program organized by the Directorate of Education in Delhi. The internship allowed Naazmeen to gain hands-on experience applying classroom knowledge to address social issues. It helped develop skills like leadership, communication, and public speaking. Initial challenges included difficulty making presentations, but with guidance from her coordinator Dr. Sushma Singh, Naazmeen was able to complete her assignments and overcome weaknesses. The internship provided valuable opportunities to help shape her career.
The document provides an introduction to Ladli Foundation, a non-profit organization working to provide healthcare, education, and life skills training to vulnerable women in India. It then discusses the student's social internship experience with Ladli Foundation, including key learnings around public speaking, health topics, and digital skills. The internship helped the student gain confidence, knowledge on issues like malnutrition and disease, and the ability to advise others. Challenges included technical issues that were addressed. The experience provided opportunities to teach workshops and boost speaking abilities. Personal strengths in English, drawing, and clear communication were discovered.
The document outlines an internship proposal submitted by Ayesha Parveen to Ladli Foundation's student internship program. It proposes completing assignments on topics like malnutrition, tuberculosis, drug abuse, and HIV/AIDS over a period from August 2023 to November 2023. It also includes completing a SWOT analysis of the social internship program. The internship would be conducted under the guidance of Dr. Sushma Singh, the internship coordinator at Ladli Foundation.
The document summarizes a social internship program organized by the government. It discusses how the program provides real-world experience and skills to interns, helping build their resumes and career opportunities. It highlights the key learnings and skills gained, such as communication, leadership, and problem solving. The program helped interns gain confidence and a better understanding of social issues. Challenges included time management and public speaking, which most were able to overcome with practice and support.
The document summarizes Deepa Thokdar's experience in the Social Internship Program organized by the Directorate of Education Delhi and Ladli Foundation. Some key points:
1) The internship program aims to provide students real-world experience beyond textbooks by engaging them with social challenges. Deepa was able to gain confidence and skills through workshops with Ladli Foundation.
2) Deepa overcame challenges like lack of phone access and family support to complete the program. She developed strengths like time management, leadership, and teamwork.
3) The internship was a valuable learning opportunity for Deepa and she thanks the organizations and mentors who supported her participation.
This internship allowed the student to gain experience creating presentations and materials on health topics like tuberculosis and drug abuse. They encountered challenges submitting an assignment at the last minute that took all night to resolve but were happy once it was submitted. The internship provided opportunities to educate others on diseases and learn new online research skills that will help with future work. Potential threats like misinformation and computer viruses were discussed, emphasizing the importance of vetting sources and apps for security.
The document summarizes an internship program for high school students run by Ladli Foundation. It discusses the goals of providing opportunities for social work experience and community service. It then provides details from the intern's experience, including conducting a workshop on malnutrition, learning about challenges like time management and public speaking, and gaining confidence and skills from the program with the support of coordinators and family. The internship helped develop the student's communication, leadership, and problem-solving abilities.
The document discusses Shivangi Shukla's experience in the Social Internship Programme run by the Directorate of Education Delhi, where she learned skills like making presentations, writing articles, and conducting workshops on topics like malnutrition, tuberculosis, substance abuse, and HIV/AIDS to raise awareness in the community. Through the programme, Shivangi gained confidence in public speaking and learned to use technologies like PowerPoint and Google forms while also facing challenges with time management and overcoming nervousness in workshops.
The social internship program launched by Ladli Foundation in August 2023 provides 11th grade students a 6-month opportunity to explore social issues and find sustainable solutions. Students are assigned monthly topics to create presentations, articles, workshops and reports to learn practical skills. The document outlines one student's experience over 4 monthly assignments on malnutrition, tuberculosis, drugs and HIV/AIDS. They discuss the skills and certificates gained, as well as challenges overcome with teacher support. A SWOT analysis reflects on strengths like knowledge gained, and weaknesses like public speaking that the program helped address.
This document summarizes a student's experience in a social internship program organized by the Ladli Foundation. The 6-month program aimed to provide practical learning experiences and skill development for students. Through tasks addressing issues like malnutrition, tuberculosis, and substance abuse, the intern gained skills in leadership, communication, and confidence. While challenges included a lack of motivation and public speaking skills, the internship overall helped enhance time management, provided opportunities for skill development, and could help future career prospects. The intern expressed gratitude to those involved in organizing the valuable program.
Mr. Devendra Kumar completed a 6-month social internship with Ladli Foundation, a nonprofit focused on healthcare, education, and life skills. During the internship, he conducted workshops on topics like malnutrition, tuberculosis, and HIV/AIDS. He gained experience in public speaking, workshop preparation, report writing, and time management. While there were challenges with certain tasks, he overcame issues with help from coordinators and family members. The internship helped him develop skills in teamwork, community outreach, and self-discipline.
This document discusses digital empowerment of citizens in India. It provides an overview of universal digital literacy and access to digital resources. The key facts section outlines the advantages of digital empowerment such as improved governance and services, economic benefits, and job creation. The elements of digital empowerment include digital access, commerce, communication, literacy, etiquette, law, health and wellness, and rights and responsibilities. Stages of digital transformation range from maintaining current operations to becoming innovative and adaptive. Challenges to digital empowerment are lack of digital literacy, privacy and security concerns, and the high cost of implementation projects.
Access to clean water, basic sanitation facilities, and handwashing is critical for children's health and development. However, billions of people worldwide, including many school-aged children, lack these basic WASH services. UNICEF works in over 100 countries to increase access to drinking water, sanitation, and hygiene education in communities, schools, and healthcare settings. Improving WASH can reduce disease transmission and promote public health.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.