The multi-ethnic makeup of Sri Lanka led to conflicts between the Sinhalese majority and Tamil minority groups. Discriminatory policies around citizenship, language use, university admissions, and resettlement programs disadvantaged Tamils and caused resentment. In response, militant groups like the LTTE used violence to demand independence and rights for Tamils. This escalated the conflict and led to armed clashes, loss of lives, foreign intervention, unemployment, a decline in tourism, and massacres over several decades.
The document provides background information on the conflict in Sri Lanka between the Sinhalese and Tamil ethnic groups. It discusses four main causes of the conflict:
1. Citizenship rights policies in the 1940s that made many Tamils stateless.
2. The 1956 policy making Sinhala the only official language, limiting Tamil opportunities.
3. University admission policies from the 1970s that discriminated against Tamil students.
4. Government resettlement programs from the 1950s that moved Sinhalese into traditional Tamil areas.
The document outlines how these policies led to conflict between the two groups over time.
Conflict in Multi-Ethnic Societies: Lesson 1 of 4
In this lesson, we were introduced to the occurrence of conflict within mutli-ethnic societies in many parts of the world. We then studied the history of Sri Lanka to get some idea of the events that led up to the decades-long civil war that would ravage the country in the years to come.
Chapter 4 - Causes of Sri Lanka ConflictGoh Bang Rui
Follow me on slideshare.
http://www.slideshare.net/gohbangrui
These slides are used to explain the causes of Sri Lanka conflict in the Social Studies syllabus in Singapore. There are 4 causes of conflict leading up to the rise of the Tamil Tiger or Liberation Tigers of Tamil Eelam (LTTE). Find out more in these slides.
Any feedback is welcome.
The document discusses the causes of conflict between the Sinhalese and Tamil ethnic groups in Sri Lanka. It identifies four main reasons for tensions: 1) citizenship rights for Indian Tamils which excluded some from citizenship; 2) the "Sinhala Only" language policy which made Sinhala the official language; 3) biased university admission criteria favoring Sinhalese students; and 4) government resettlement policies that moved Sinhalese populations into predominantly Tamil areas, disrupting the Tamil claims to certain territories. Each of these factors marginalized the Tamil population and contributed to the escalation of ethnic conflict over time in Sri Lanka.
The conflict in Sri Lanka is between the Sinhalese majority and Tamil minority over citizenship, language, and ethnic tensions. The Tamils felt discriminated against through citizenship laws in the 1940s-60s, the switch to making Sinhala the sole official language, and government resettlement policies that affected Tamil lands. This led to peaceful protests turning violent and the formation of the Tamil Tigers separatist group. The decades-long civil war had political consequences like armed conflict and foreign intervention attempts, along with economic consequences like unemployment, loss of investment, and decline in tourism. It also had social consequences as many Tamil Sri Lankans were displaced both within the country and abroad as refugees.
The document provides an overview of the Sinhalese-Tamil conflict in Sri Lanka, covering citizenship rights, jobs in government service, university admission policies, resettlement of populations, and the consequences of the conflict including violence, unemployment, loss of investment, and foreign intervention. It also provides sample exam questions on assessing blame for the conflict between the Sri Lankan government, Tamil Tigers, and India's role.
The document discusses the ethnic conflict in Sri Lanka between the Sinhalese and Tamil populations. It identifies several factors that contributed to the conflict, including citizenship policies that marginalized Indian Tamils, the official "Sinhala only" language policy that disadvantaged Tamils, and government resettlement programs that saw Sinhalese settlers move into traditional Tamil areas. This caused unrest and led Tamil groups like the LTTE to demand an independent state of Tamil Eelam. Despite attempts at negotiations and peace accords, the conflict escalated into a long civil war that had devastating economic and social consequences for Sri Lanka.
The document provides background information on the conflict in Sri Lanka between the Sinhalese and Tamil ethnic groups. It discusses four main causes of the conflict:
1. Citizenship rights policies in the 1940s that made many Tamils stateless.
2. The 1956 policy making Sinhala the only official language, limiting Tamil opportunities.
3. University admission policies from the 1970s that discriminated against Tamil students.
4. Government resettlement programs from the 1950s that moved Sinhalese into traditional Tamil areas.
The document outlines how these policies led to conflict between the two groups over time.
Conflict in Multi-Ethnic Societies: Lesson 1 of 4
In this lesson, we were introduced to the occurrence of conflict within mutli-ethnic societies in many parts of the world. We then studied the history of Sri Lanka to get some idea of the events that led up to the decades-long civil war that would ravage the country in the years to come.
Chapter 4 - Causes of Sri Lanka ConflictGoh Bang Rui
Follow me on slideshare.
http://www.slideshare.net/gohbangrui
These slides are used to explain the causes of Sri Lanka conflict in the Social Studies syllabus in Singapore. There are 4 causes of conflict leading up to the rise of the Tamil Tiger or Liberation Tigers of Tamil Eelam (LTTE). Find out more in these slides.
Any feedback is welcome.
The document discusses the causes of conflict between the Sinhalese and Tamil ethnic groups in Sri Lanka. It identifies four main reasons for tensions: 1) citizenship rights for Indian Tamils which excluded some from citizenship; 2) the "Sinhala Only" language policy which made Sinhala the official language; 3) biased university admission criteria favoring Sinhalese students; and 4) government resettlement policies that moved Sinhalese populations into predominantly Tamil areas, disrupting the Tamil claims to certain territories. Each of these factors marginalized the Tamil population and contributed to the escalation of ethnic conflict over time in Sri Lanka.
The conflict in Sri Lanka is between the Sinhalese majority and Tamil minority over citizenship, language, and ethnic tensions. The Tamils felt discriminated against through citizenship laws in the 1940s-60s, the switch to making Sinhala the sole official language, and government resettlement policies that affected Tamil lands. This led to peaceful protests turning violent and the formation of the Tamil Tigers separatist group. The decades-long civil war had political consequences like armed conflict and foreign intervention attempts, along with economic consequences like unemployment, loss of investment, and decline in tourism. It also had social consequences as many Tamil Sri Lankans were displaced both within the country and abroad as refugees.
The document provides an overview of the Sinhalese-Tamil conflict in Sri Lanka, covering citizenship rights, jobs in government service, university admission policies, resettlement of populations, and the consequences of the conflict including violence, unemployment, loss of investment, and foreign intervention. It also provides sample exam questions on assessing blame for the conflict between the Sri Lankan government, Tamil Tigers, and India's role.
The document discusses the ethnic conflict in Sri Lanka between the Sinhalese and Tamil populations. It identifies several factors that contributed to the conflict, including citizenship policies that marginalized Indian Tamils, the official "Sinhala only" language policy that disadvantaged Tamils, and government resettlement programs that saw Sinhalese settlers move into traditional Tamil areas. This caused unrest and led Tamil groups like the LTTE to demand an independent state of Tamil Eelam. Despite attempts at negotiations and peace accords, the conflict escalated into a long civil war that had devastating economic and social consequences for Sri Lanka.
The objective of this presentation is to enable primary users to maintain software and hardware parts of a computer. Further guides can be found from my face book page www.facebook.com/fita.ayalew or through my email address www.mengistuayalew@yahoo.com or by following on twitter @fita2004.
The document discusses various C++ data types including built-in types like int and float, user-defined types like structures and classes, and derived types like arrays and pointers. It also covers constants, control structures for selection and loops, and the differences between constants, constant pointers, and pointers to constants.
The document discusses Structured Query Language (SQL) and its uses. It covers SQL statements like SELECT, INSERT, UPDATE, DELETE to manipulate databases. It also covers SQL data definition language statements like CREATE TABLE to create tables, ALTER TABLE to modify tables, and DROP TABLE to delete tables. Additionally, it discusses SQL data types, constraints like PRIMARY KEY, UNIQUE, FOREIGN KEY and CHECK constraints.
This document provides an overview of basic SQL concepts including:
- The differences between DBMS and RDBMS and examples of each.
- SQL and its use for managing relational databases.
- Key concepts like primary keys, foreign keys, and constraints.
- SQL statements for data definition, manipulation, and control.
- Data types commonly used in SQL.
- Basic syntax for common SQL statements like CREATE TABLE, INSERT, SELECT, and WHERE.
This document provides an overview of the main hardware components of a computer system. It discusses both internal components like the CPU, motherboard, RAM, storage devices, and expansion slots. It also covers external input/output devices that connect to the computer. The key points are that hardware requires software instructions to function, and that the CPU and chipset on the motherboard work together to allow communication between different hardware components using buses and slots. Memory and storage devices are also distinguished.
The document discusses normalization of database tables. It covers normal forms including 1NF, 2NF, 3NF, BCNF and 4NF. The process of normalization reduces data redundancies and helps eliminate data anomalies. Normalization is done concurrently with entity-relationship modeling to produce an effective database design. In some cases, denormalization may be needed to generate information more efficiently.
This document provides a manual on assessing school-based management practices in the Philippines. It introduces a framework for school-based management with dimensions on school leadership, stakeholder participation, and school improvement processes. It then provides a matrix that defines three levels (standard, progressive, and mature) of practice for each dimension. The standard level focuses on basic compliance, while progressive intensifies efforts and mature maximizes community involvement to achieve higher learning outcomes. The manual aims to help schools evaluate their management practices to identify strengths and areas for growth to continually improve education quality.
The document provides instructions for assembling a computer. It describes opening the computer case and installing components like the power supply, motherboard, drives, adapter cards and connecting internal cables. Key steps include installing the power supply, attaching components like the CPU and RAM to the motherboard, installing the motherboard in the case, installing internal drives and drives in external bays, connecting power and data cables between components, and booting the computer for the first time. The document provides detailed guidance on installing specific components like network interface cards, video cards and connecting various power and data cables.
Entity relationship diagram - Concept on normalizationSatya Pal
The document discusses database normalization from the entity relationship diagram stage through fifth normal form. It describes how entities from the ER diagram become tables and how relationships are modeled. Anomalies in unnormalized relations are explained, along with how different normal forms address these issues. The document also discusses denormalization techniques used to improve query performance and some limitations of normalization.
The document discusses normalization in database design. Normalization is the process of organizing data to avoid redundancy and dependency. It involves splitting tables and restructuring relationships between tables. The document outlines various normal forms including 1NF, 2NF, 3NF, BCNF, 4NF and 5NF and provides examples to illustrate how to normalize tables to conform to each form.
The document discusses entity relationship diagrams and database design. It defines key concepts such as entities, attributes, relationships and cardinalities. Entities can have single-valued or multi-valued attributes. Relationships connect entities and can be one-to-one, one-to-many, many-to-one, or many-to-many. Primary keys uniquely identify entities and foreign keys define relationships between entities. Together these elements form a conceptual model of entities and their relationships within a database.
The document discusses various operators in C programming language. It classifies operators into arithmetic, relational, logical, bitwise, assignment and special operators. It provides examples of using different operators and explains their precedence rules and associativity.
This document describes four types of databases: hierarchical, network, relational, and object-oriented. Hierarchical databases organize data in a tree structure with parent-child relationships. Network databases use a many-to-many relationship structure like a graph. Relational databases organize data into tables with rows and columns. Object-oriented databases store reusable software objects that contain data and instructions.
The document provides information about database management systems. It defines a DBMS as software that allows storage, retrieval, modification and deletion of data from a database. It then discusses different types of DBMS like hierarchical, network, relational, flat file and object oriented. Examples of popular DBMS are also listed including SQL, Oracle, FoxPro, MS Access and MySQL. Key advantages of DBMS are efficient data storage, security, concurrent access and integrity maintenance.
This document defines and describes several types of databases. It discusses document-oriented databases, which store semi-structured data like documents; embedded databases, which consist of individual end-user data; graph databases, which use graph structures to represent information; hypertext databases, which organize large amounts of disparate information; operational databases, which store detailed organizational operations data; distributed databases, which store data across multiple interconnected computers; and flat-file databases, which are suited for small amounts of manually editable data.
The document discusses key concepts related to databases and database management systems. It defines a database as a collection of organized data and a database management system as a computer program that allows for creating, accessing, managing and controlling databases. It describes three common data models - relational, network and hierarchical - and explains some fundamental database concepts like tables, keys, relations and normalization.
The document introduces databases and database management systems (DBMS). It discusses that a DBMS is software that allows users to create, access, and manage data and databases. A DBMS is made up of four main components: users, a database, database applications, and the DBMS itself. The DBMS controls access to the database and enforces rules like security and data integrity. It also discusses some advantages of using a DBMS like improved data sharing and consistency.
Computer Hardware Servicing Learning Module v.2.0Bogs De Castro
This document provides an introduction to the hardware components of a computer system. It identifies and describes the major internal and external hardware components, including the system unit, motherboard, CPU, memory, expansion bus, power supply, hard drive, optical drives, input devices like keyboards and mice, and other adapters. The objectives are to familiarize students with the important computer hardware, their functions, and basic servicing skills. Hands-on activities and exercises are provided to help students develop skills in assembling, installing, and servicing computer hardware.
This document discusses the key components of a database system including applications, file systems, data views, query processors, users and administrators, data languages, transaction management, and storage managers. It provides examples of common database applications and describes how data is abstracted at the physical, logical, and view levels. It also explains the roles of DDL, DML, transactions, and storage managers in database design and management.
The document discusses ethical hacking and describes hackers. It defines ethical hacking as evaluating a system's security vulnerabilities by attempting to break into computer systems. Ethical hackers possess strong programming and networking skills and detailed hardware/software knowledge. They evaluate systems by determining what intruders can access, what they can do with that information, and if intruder attempts can be detected. The document outlines different types of hackers and classes them as black hats, white hats, gray hats, and ethical hackers based on their motivations and how they use their skills.
The document provides background information on the ethnic conflict in Sri Lanka between the Sinhalese and Tamil populations. It discusses the demographics of Sri Lanka, highlighting the uneven distribution of ethnic groups. It then outlines four key reasons for the conflict: citizenship rights issues in the 1940s-50s, the 1956 Sinhala Only language policy, discrimination in university admissions after 1970, and government resettlement policies moving Sinhalese into Tamil areas from the 1950s. The consequences of the conflict included armed violence, unemployment, loss of investment, declining tourism, and displacement of Tamils. Foreign intervention from India attempted but failed to broker peace agreements.
The document summarizes some of the key reasons for conflict between the Sinhalese and Tamil ethnic groups in Sri Lanka. It discusses how citizenship rights excluded many Indian Tamils in 1948. While India helped some become citizens in 1964, around 100,000 remained stateless. It also describes how the switch to Sinhala as the sole administrative language in 1956 disadvantaged Tamil government workers and students. Subsequent changes to university admissions criteria in the 1970s further reduced the percentage of Tamil students entering engineering and medical programs. The resettlement of Sinhalese peasants into Tamil areas was another policy that increased resentment.
The objective of this presentation is to enable primary users to maintain software and hardware parts of a computer. Further guides can be found from my face book page www.facebook.com/fita.ayalew or through my email address www.mengistuayalew@yahoo.com or by following on twitter @fita2004.
The document discusses various C++ data types including built-in types like int and float, user-defined types like structures and classes, and derived types like arrays and pointers. It also covers constants, control structures for selection and loops, and the differences between constants, constant pointers, and pointers to constants.
The document discusses Structured Query Language (SQL) and its uses. It covers SQL statements like SELECT, INSERT, UPDATE, DELETE to manipulate databases. It also covers SQL data definition language statements like CREATE TABLE to create tables, ALTER TABLE to modify tables, and DROP TABLE to delete tables. Additionally, it discusses SQL data types, constraints like PRIMARY KEY, UNIQUE, FOREIGN KEY and CHECK constraints.
This document provides an overview of basic SQL concepts including:
- The differences between DBMS and RDBMS and examples of each.
- SQL and its use for managing relational databases.
- Key concepts like primary keys, foreign keys, and constraints.
- SQL statements for data definition, manipulation, and control.
- Data types commonly used in SQL.
- Basic syntax for common SQL statements like CREATE TABLE, INSERT, SELECT, and WHERE.
This document provides an overview of the main hardware components of a computer system. It discusses both internal components like the CPU, motherboard, RAM, storage devices, and expansion slots. It also covers external input/output devices that connect to the computer. The key points are that hardware requires software instructions to function, and that the CPU and chipset on the motherboard work together to allow communication between different hardware components using buses and slots. Memory and storage devices are also distinguished.
The document discusses normalization of database tables. It covers normal forms including 1NF, 2NF, 3NF, BCNF and 4NF. The process of normalization reduces data redundancies and helps eliminate data anomalies. Normalization is done concurrently with entity-relationship modeling to produce an effective database design. In some cases, denormalization may be needed to generate information more efficiently.
This document provides a manual on assessing school-based management practices in the Philippines. It introduces a framework for school-based management with dimensions on school leadership, stakeholder participation, and school improvement processes. It then provides a matrix that defines three levels (standard, progressive, and mature) of practice for each dimension. The standard level focuses on basic compliance, while progressive intensifies efforts and mature maximizes community involvement to achieve higher learning outcomes. The manual aims to help schools evaluate their management practices to identify strengths and areas for growth to continually improve education quality.
The document provides instructions for assembling a computer. It describes opening the computer case and installing components like the power supply, motherboard, drives, adapter cards and connecting internal cables. Key steps include installing the power supply, attaching components like the CPU and RAM to the motherboard, installing the motherboard in the case, installing internal drives and drives in external bays, connecting power and data cables between components, and booting the computer for the first time. The document provides detailed guidance on installing specific components like network interface cards, video cards and connecting various power and data cables.
Entity relationship diagram - Concept on normalizationSatya Pal
The document discusses database normalization from the entity relationship diagram stage through fifth normal form. It describes how entities from the ER diagram become tables and how relationships are modeled. Anomalies in unnormalized relations are explained, along with how different normal forms address these issues. The document also discusses denormalization techniques used to improve query performance and some limitations of normalization.
The document discusses normalization in database design. Normalization is the process of organizing data to avoid redundancy and dependency. It involves splitting tables and restructuring relationships between tables. The document outlines various normal forms including 1NF, 2NF, 3NF, BCNF, 4NF and 5NF and provides examples to illustrate how to normalize tables to conform to each form.
The document discusses entity relationship diagrams and database design. It defines key concepts such as entities, attributes, relationships and cardinalities. Entities can have single-valued or multi-valued attributes. Relationships connect entities and can be one-to-one, one-to-many, many-to-one, or many-to-many. Primary keys uniquely identify entities and foreign keys define relationships between entities. Together these elements form a conceptual model of entities and their relationships within a database.
The document discusses various operators in C programming language. It classifies operators into arithmetic, relational, logical, bitwise, assignment and special operators. It provides examples of using different operators and explains their precedence rules and associativity.
This document describes four types of databases: hierarchical, network, relational, and object-oriented. Hierarchical databases organize data in a tree structure with parent-child relationships. Network databases use a many-to-many relationship structure like a graph. Relational databases organize data into tables with rows and columns. Object-oriented databases store reusable software objects that contain data and instructions.
The document provides information about database management systems. It defines a DBMS as software that allows storage, retrieval, modification and deletion of data from a database. It then discusses different types of DBMS like hierarchical, network, relational, flat file and object oriented. Examples of popular DBMS are also listed including SQL, Oracle, FoxPro, MS Access and MySQL. Key advantages of DBMS are efficient data storage, security, concurrent access and integrity maintenance.
This document defines and describes several types of databases. It discusses document-oriented databases, which store semi-structured data like documents; embedded databases, which consist of individual end-user data; graph databases, which use graph structures to represent information; hypertext databases, which organize large amounts of disparate information; operational databases, which store detailed organizational operations data; distributed databases, which store data across multiple interconnected computers; and flat-file databases, which are suited for small amounts of manually editable data.
The document discusses key concepts related to databases and database management systems. It defines a database as a collection of organized data and a database management system as a computer program that allows for creating, accessing, managing and controlling databases. It describes three common data models - relational, network and hierarchical - and explains some fundamental database concepts like tables, keys, relations and normalization.
The document introduces databases and database management systems (DBMS). It discusses that a DBMS is software that allows users to create, access, and manage data and databases. A DBMS is made up of four main components: users, a database, database applications, and the DBMS itself. The DBMS controls access to the database and enforces rules like security and data integrity. It also discusses some advantages of using a DBMS like improved data sharing and consistency.
Computer Hardware Servicing Learning Module v.2.0Bogs De Castro
This document provides an introduction to the hardware components of a computer system. It identifies and describes the major internal and external hardware components, including the system unit, motherboard, CPU, memory, expansion bus, power supply, hard drive, optical drives, input devices like keyboards and mice, and other adapters. The objectives are to familiarize students with the important computer hardware, their functions, and basic servicing skills. Hands-on activities and exercises are provided to help students develop skills in assembling, installing, and servicing computer hardware.
This document discusses the key components of a database system including applications, file systems, data views, query processors, users and administrators, data languages, transaction management, and storage managers. It provides examples of common database applications and describes how data is abstracted at the physical, logical, and view levels. It also explains the roles of DDL, DML, transactions, and storage managers in database design and management.
The document discusses ethical hacking and describes hackers. It defines ethical hacking as evaluating a system's security vulnerabilities by attempting to break into computer systems. Ethical hackers possess strong programming and networking skills and detailed hardware/software knowledge. They evaluate systems by determining what intruders can access, what they can do with that information, and if intruder attempts can be detected. The document outlines different types of hackers and classes them as black hats, white hats, gray hats, and ethical hackers based on their motivations and how they use their skills.
The document provides background information on the ethnic conflict in Sri Lanka between the Sinhalese and Tamil populations. It discusses the demographics of Sri Lanka, highlighting the uneven distribution of ethnic groups. It then outlines four key reasons for the conflict: citizenship rights issues in the 1940s-50s, the 1956 Sinhala Only language policy, discrimination in university admissions after 1970, and government resettlement policies moving Sinhalese into Tamil areas from the 1950s. The consequences of the conflict included armed violence, unemployment, loss of investment, declining tourism, and displacement of Tamils. Foreign intervention from India attempted but failed to broker peace agreements.
The document summarizes some of the key reasons for conflict between the Sinhalese and Tamil ethnic groups in Sri Lanka. It discusses how citizenship rights excluded many Indian Tamils in 1948. While India helped some become citizens in 1964, around 100,000 remained stateless. It also describes how the switch to Sinhala as the sole administrative language in 1956 disadvantaged Tamil government workers and students. Subsequent changes to university admissions criteria in the 1970s further reduced the percentage of Tamil students entering engineering and medical programs. The resettlement of Sinhalese peasants into Tamil areas was another policy that increased resentment.
The document summarizes the ethnic conflict in Sri Lanka between the Sinhalese majority and Tamil minority groups. Tamils faced discrimination through laws prioritizing Sinhala language and culture and restricting Tamil access to education and jobs. This led to Tamil demands for autonomy and eventually independence, and the formation of the militant LTTE, fueling over 25 years of armed conflict. The conflict has had severe political, economic, and social consequences for Sri Lanka and its people.
News report on conflict of sri lanka wei xuan 36Xander Wei Xuan
The document summarizes the history of ethnic conflict in Sri Lanka between the Sinhalese majority and Tamil minority. It began under British rule and was exacerbated after independence by policies that privileged Sinhalese like making Sinhala the official language and imposing quotas that limited Tamil university enrollment. This caused resentment among Tamils and led to the formation of militant groups like the LTTE who used violence in fighting for an independent Tamil state, plunging the country into decades of civil war. The conflict attracted intervention from neighboring India in attempts to broker peace, but this failed to stop the fighting and may have intensified the armed struggle.
The document summarizes the causes and consequences of the conflict between Sinhalese and Tamil ethnic groups in Sri Lanka. The causes included citizenship rights denied to Indian Tamils, the adoption of Sinhala as the sole official language, higher university admission standards for Tamils, and the resettlement of Sinhalese peoples into Tamil areas. The consequences were political armed conflict, economic issues like unemployment and reduced investment and tourism, and social issues such as Tamils being driven from their homeland.
A presentation on policy of reservation (a legacy of British that has done mo...Mayank Shekhar
Presentation on Indian Policy of Reservation covering the detailed analysis about how and why it was introduced in India and how Britishers are related to it. Reservation Policy in India is the most criticized policy currently in India. It should be discontinued because of several reasons mentioned in some of the slides of the presentation.
The document summarizes the Sinhalese-Tamil conflict in Sri Lanka over 3 paragraphs. It provides background information on the ethnic groups and a brief history of Sri Lanka. It then lists the key causes of the conflict, including citizenship rights, the "Sinhala Only" language policy, university admission criteria, and government resettlement schemes. Finally, it outlines some of the consequences, such as the emergence of armed groups like the LTTE seeking an independent Tamil state, anti-Tamil riots, and eventual foreign intervention by India to broker peace deals between the two sides.
The document discusses two examples of countries divided along racial and religious lines: Sri Lanka and Northern Ireland. In both countries, the major disagreements have centered around issues of citizenship rights, language/education policies, control of government and economic resources. These disagreements have at various times led to armed conflicts, violence, unemployment and loss of investment in both Sri Lanka and Northern Ireland.
- Rural population in India was 67.25% of the total population in 2015 according to the World Bank.
- India is projected to surpass China as the world's most populous country by 2022, with a population reaching 1.7 billion by 2050.
- India has over 2,000 ethnic groups and major religions represented, as well as four main language families including Indo-European, Dravidian, Austroasiatic and Sino-Tibetan languages. India has great cultural, genetic and linguistic diversity.
- Rural population in India was last measured at 67.25% of the total population in 2015 according to the World Bank. India has a population of over 1.3 billion people and is projected to surpass China as the world's most populous country by 2022.
- India has over 50% of its population under the age of 25 and more than 65% under the age of 35. It is expected that the average age of an Indian will be 29 years by 2020.
- Rural sociology studies India's rural society and aims to make rural people more self-sufficient and connected to the wider society. Some key issues examined are poverty, illiteracy, unemployment, and the impact of social change
Social Conflict and the Indigenous Population cfdolson
This document discusses social conflict theories and their application to issues facing Indigenous peoples in Canada. It outlines how government policies like the Potlatch law, residential schools, and Sixties Scoop disrupted Indigenous cultures and identities by asserting dominance and promoting assimilation. As a result, many communities have struggled with the loss of languages and traditions. While some are working to revive their cultures, the legacy of discrimination and cultural suppression remains for many Indigenous groups in Canada today.
This document compares Belgium and Sri Lanka in terms of their linguistic diversity and the resulting political tensions. Belgium has Dutch and French-speaking populations, while Sri Lanka has Sinhala and Tamil populations. Belgium adopted a federal system that recognizes both languages and gives regional autonomy, avoiding civic tensions. In contrast, Sri Lanka took majoritarian measures favoring Sinhala that denied Tamils equal rights and led to the civil war seeking a separate Tamil state. The document argues Belgium's system has helped maintain unity while accommodating diversity.
The document discusses discrimination and social inequality faced by Muslims in southern Thailand from the early 20th century to 2000. It notes that the predominantly Buddhist Thai government imposed Thai culture and language on the Malay-speaking Muslim population, leading to prejudice, lack of human and political rights, and economic disparities between Muslims and Buddhists. While Singapore also has a minority population, the government there actively promotes racial harmony unlike in Thailand, which saw violence and insurgency due to its mistreatment of Muslims. To prevent social divisions in the future, the document recommends ensuring equality, accepting minority talents, and eliminating prejudice.
List of Chapters in the Social Studies for Grade 8Anjali Mathur
Civics (political science), geography, and history are the main sub-disciplines that Social Studies, or SST, focus on. Students learn the essentials of international history, political systems, and geography in class 8 SST before moving on to more complex topics in the following grade. However, many students seek online tuition for class 8 social studies because they get proper guidance from online teachers.
This document discusses the ethnic conflict between Tamils and Sinhalese in Sri Lanka. It describes how Tamils faced discrimination and human rights violations over several decades. This led to the formation of the militant group LTTE led by Velupillai Prabhakaran to fight for a separate Tamil state. The Sri Lankan government responded with violence and categorized Tamils as terrorists. Although the LTTE was eventually defeated, the document argues they were freedom fighters and the struggle for an independent Tamil state continues.
This document discusses the ethnic conflict between Tamils and Sinhalese in Sri Lanka. It describes how Tamils faced discrimination and human rights violations over several decades. This led to the formation of the militant group LTTE led by Velupillai Prabhakaran to fight for a separate Tamil state. While the LTTE was defeated in 2009, the document argues that the struggle for Tamil Eelam and recognition of the genocide against Tamils continues today.
This document discusses the ethnic conflict between Tamils and Sinhalese in Sri Lanka. It describes how Tamils faced discrimination and human rights violations over several decades. This led to the formation of the militant group LTTE led by Velupillai Prabhakaran to fight for a separate Tamil state. The Sri Lankan government responded with violence and categorized Tamils as terrorists. Although the LTTE was eventually defeated, the document argues they were freedom fighters and the struggle for an independent Tamil state continues.
This document discusses the ethnic conflict between Tamils and Sinhalese in Sri Lanka. It describes how Tamils faced discrimination and human rights violations over several decades. This led to the formation of the militant group LTTE led by Velupillai Prabhakaran to fight for a separate Tamil homeland. While the LTTE was eventually defeated, the document argues they were freedom fighters, not terrorists, and the struggle for Tamil Eelam continues today to honor those who sacrificed their lives.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
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
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. SOCITIES
ETHNIC
MULTI-
CON FLIC T
CON FLIC T
IN
IN
2. Why do people of Different Races
and Religions Disagree?
• Forced to adopt different customs & traditions
• Language and education policies do not
consider their interests
• Law unfair to minority groups
• Power struggle
• Disagreement on ruling of country
• Competition for Job Opportunities or
Economic Resources
3. How do people Resolve
Disagreements?
• Tolerance
• Peaceful protest & marches
• Hunger strikes
• Violence
4.
5.
6.
7.
8.
9.
10.
11.
12. SRI LANKA SRI LANKA
Causes of Conflicts Consequences
Citizenship rights Armed Conflict
Sinhala Only Foreign Intervention
University Admission Unemployment
Resettlement Fall in Tourists
13. Historical
Background
1798 to 1948
A British Colony
Known as Ceylon
Model country for the
world
Feb 1948
Gained independence
Sinhalese Govt
May 1972
Officially known as Sri
Lanka
14. How does the multi-ethnic make-
up result in conflicts in Sri Lanka?
Source: http://www.harpercollege.edu/mhealy/g101ilec/sasia/ssc/ssdiv/ssdivfr.htm
17. TAMILS
• 2nd largest race (9.4%)
• Speak Tamil
• Hindus
2 Types of Tamils
7) Sri Lankan Tamils (11%)
Descendants of Tamils who have been living
in Sri Lanka for centuries
2) Indian Tamils (7%)
Descendants of tea plantation workers
brought in from India by the British
18. MOORS
• 3rd largest race (8%)
• Muslims
• Descendants of Arab or
Indian Muslim traders
19. WHERE DO THE
TAMILS LIVE?
Sri Lankan Tamils
Northern (Jaffna
Peninsular) and
Eastern (Batticaloa)
Indian Tamils
Highland districts –
tea plantations
20. WHERE DO THE
SINHALESE LIVE?
Sinhalese
Found in large
numbers everywhere
except Jaffna and
Batticaloa
In the south, they
form almost the
entire population
21. SRI LANKA
Causes of Conflicts
Citizenship rights
Sinhala Only
University Admission
Resettlement
22.
23. • Part 1 (Causes: Citizenship): http://
www.youtube.com/watch?v=X46qh7twGfM
24. Why (1) Citizenship Rights became
a cause of the Conflicts?
Ceylon Citizenship Act
Citizenship granted to:
a. Those born in Sri Lanka
b. Those whose fathers & grandfathers were born
in Sri Lanka
This excluded the Indian Tamils brought from India to
work in tea plantation in Sri Lanka.
They became stateless despite living in Sri Lanka for
many years and contributing to its economy.
They were denied basic rights such as education,
jobs, housing, voting etc.
25. Outcome of Citizenship Rights?
In 1964, after allowing
some Indian Tamils to
return to India and
granting some the
citizenship, about 100,000
still stateless.
By 2003, Grant of Do you think this
Citizenship to Persons of Source showed that
Citizenship Rights was
Indian Origin Bill gave
tackled well?
citizenship to those of
Indian descent. Source A: Tamil Refugees
at the harbour, August 1983
Source: http://en.wikipedia.org/wiki/File:Black_July_11.jpg
26. What can you infer about the
success of resolving Citizenship
Rights after the Violence?
Source B: An extract taken from 2010 Human Rights Report on Sri Lanka,
published by the U.S. State Department website
The 2003 Grant of Citizenship to Persons of Indian Origin Act recognized
the country's nationality of previously stateless persons, particularly
hill-country Tamils. The government made limited progress towards
naturalizing and providing citizenship documentation to stateless persons.
By December approximately 20,000 hill-country Tamils in the country lacked
identity cards and citizenship documents, compared with 30,000 at the
beginning of 2009 and 70,000 in 2008. Those lacking identity cards were at
higher risk of arbitrary arrest and detention, but there were no reports of
I such infer that the govt measures to resolve the Citizenship
can
Rights has not been very successful and slow as many of the
incidents during the year.
Tamil Indians remain stateless as seen by “approximately 20,000
hill-country Tamils in the country lacked identity cards and
http://www.state.gov/j/drl/rls/hrrpt/2010/sca/154486.htm
citizenship documents” even after the violence has ended.
27. Link: How do you think the Citizenship
Rights issue contributed to the
Conflicts?
Although efforts were continuously made to resolve
the citizenship rights issue, the slow process
caused great inconvenience, insecurity and
resentment among the Indian Tamils, which could
have made them oppose the Sinhalese Govt.
Recall some of the answers
discussed based on the 2
sources?
28. SRI LANKA
Causes of Conflicts
Citizenship rights
Sinhala Only
University Admission
Resettlement
29.
30. • Part 2 (Causes: Sinhala Only):
http://www.youtube.com/watch?v=t9Z7P1Y4
31. Why (2) ‘Sinhala Only’ Policy
became a cause of Conflict?
During British Rule
Indian Tamils brought in by the British Colonial Masters
were educated in English
They worked in the British Government service and
held some of the most powerful jobs although they
were a minority
Sinhalese – majority in country but could not read or
write English
After Independence (Sinhalese Govt)
1956: Made Sinhala the language of administration
under Official Language Act
Tamils in govt service given 3 years to learn Sinhala or
be dismissed
32. Outcome of ‘Sinhala Only’ Policy?
Tamils upset as they found it difficult to find jobs or get
promoted.
Peaceful demonstration disrupted by Sinhalese
Riots resulted in high no. of deaths
Pact between Sri Lankan Govt and Tamil leader to
allow Tamil to be used as language of admin in North
and East Sri Lanka led to even higher fighting and
deaths
Then, Tamil was declared national and official language
of Sri Lanka.
33. Does this source show that the
Sinhala Only policy has been
resolved?
Source C: Official documents and dollar notes used in Sri Lanka all showed
the 3 different languages on them
34. What is the cartoon trying to show
about the Sinhala Only Policy?
Source D: A cartoon taken from www.tamilnation.org
The cartoon is trying to show to the
world that the Sri Lankan Govt and
Army, which majorly comprises of
the Sinhalese is trying to get rid of
Tamils from Sri Lanka.
This can be seen from the drawing
of the smartly-dressed official and
soldier representing the Sri Lankan
govt and army using a saw titled
‘Sinhalese Colonialisation’ to cut off
the eastern region dominated by
mostly Tamils from the map of Sri
Lanka.
35. Link: How do you think the Sinhala Only
policy contributed to the Conflicts?
As the discrimination caused the Tamils to be
denied the right to use their language and forced to
accept a different culture instead, they felt outraged
and the urgent need to fight for their rights, resulting
in violence and bloodshed.
36. SRI LANKA
Causes of Conflicts
Citizenship rights
Sinhala Only
University Admission
Resettlement
37.
38. Why (3) University Admission
criteria became a cause of Conflict?
Before 1970:
• University admission based on merit
and exams held in English
• Number of Tamil and Sinhalese
students in respected medical and
engineering almost equal
• Sinhalese were unhappy because
the no. of Tamil students were higher
than their proportion in
the country.
39. Is the proportion of students in
each course to their population
size fair?
Source E: Graph, which shows no. of Tamil and Sinhalese university
students and their population size in the country, is taken
from a Sinhalese website
40. Why (3) University Admission
criteria became a cause of Conflict?
After 1970
•Compulsory for Tamil Course Students Minimum
Marks
students to score higher
Arts Sinhalese 187
marks than Sinhalese Tamils 170
students
•A fixed no. of places Engineering Sinhalese 227
Tamils 250
also reserved for
Sinhalese. Medicine & Sinhalese 229
•Admission was not Dentistry Tamils 250
solely based on
academic results. Why do you think the Arts
course requirement is higher
•Still in place today.
for Sinhalese students?
41. Link: How do you think the University
Admission criteria contributed to the
Conflicts?
• Because of the unfair admission criteria, the
number of Tamil students entering universities fell.
They felt frustrated and helpless as this
discrimination adversely affected their educational
qualifications, job opportunities and standard of
living. This encouraged the Tamil youths to join
forces which could help them seek justice.
42. SRI LANKA
Causes of Conflicts
Citizenship rights
Sinhala Only
University Admission
Resettlement
43.
44. Why (4) Resettlement became a
cause of Conflict?
In 1950: Sinhalese But Tamils were
peasants were unhappy because
transferred from Buddhist monks and Sri
densely populated Lankan Army also came
south-western and to occupy their lands.
central areas into
Tamil areas
Govt implemented
this to provide fertile
land for landless
Sinhalese peasants to
live and cultivate padi.
45. What can you learn about the
Resettlement and Violence in Sri
Lanka?
Source F: Account extracted from ‘Son of Soils’ published by Stanford
University
•Tamil leader, Chelvanayakam warned that the government’s resettlement policy
was even more dangerous to the Tamil people than the Sinhala-language policy.
His political party claimed that the resettlements were “calculated to overwhelm
and crush the Tamil-speaking people in their own national areas.” The aftermath
of the Sinhala-only riot resulted in 87 injuries, but no deaths. However, the
rioting due to resettlement somewhere killed between 20 and 200 people.
•The threat of losing majority status in one’s homeland might have driven some
Tamils into violence. Participating in these violent activities were Tamil irrigation
workers, construction workers and truck drivers, who might not have been
directly concerned about the language issue. The gradual displacement of
Tamils became a full-scale retreat. Tamil refugees escaped to the forests to the
west and up north to the Jaffna peninsula, many joining rebel bands. The Sri
Lankan government continued to support Sinhala settlement in Tamil areas
even though its officials understood its provocative implications.
46. Link: How do you think the Resettlement
contributed to the Conflicts?
• Because of the injustice of being driven out of
their lands, threatened security and being treated
as minority in their own areas, the Tamils felt
outraged by the government deliberate plans to
discriminate them. This had motivated many
Tamils to carry out violence and seek help from
rebel militants, the LTTE.
47. Political Economic Social
Armed Conflict Unemployment Driven out of
homeland
Foreign Loss of
Intervention Investments
Fall in Tourists
48.
49. • Part 3 (Consequences: Armed Conflict & LTTE):
http://www.youtube.com/watch?v=ftrjkIGegqA
• Part 4 (Consequences: Tamils welcome LTTE,
Foreign Intervention, Peace Accord) :
http://www.youtube.com/watch?v=ZlqTpuE2-7o
• Part 5 (Consequences: Unemployment):
http://www.youtube.com/watch?v=nQJkXtoB2ro
• Part 6 (Consequences: Fall in Tourist,
Massacre) :
http://www.youtube.com/watch?v=jdrZdH9H0JM
50. How did the Conflict result in (1)
Armed Conflict?
Tamils made peaceful demands for 1950s, Tamils requested that
fair treatment by Sri Lankan Govt. Tamil areas be recognized as a
federation within Sri Lanka.
No violence.
Why were the
Tamil Tigers
Angry and dissatisfied, Tamils known as
also
terrorists?
(including youths) form the militant
group, LTTE (Liberation Tigers of the 1976, Tamils asked for a separate
Tamil Eelam), which used violence independent state in North and East
to demand for Tamils’ rights. of Sri Lanka, which will be called
Tamil Eelam. Tamils believed on a
separation could ensure their rights.
All demands not met and idea of
separate state rejected.
51. What can you infer about the actions
of LTTE in fighting for the Tamils’
freedom?
Source G: An LTTE bus bomb kills 25 Colombo commuters, in
April 2008.
The bombings by the LTTE are inappropriate and immoral acts
because innocent lives, both Sinhalese and Tamils, were lost.
Furthermore, the bombings will not help in getting the Sinhalese to
grant their demands.
55. Because of LTTE, is it fair to say that
the Tamils are the more violent race in
the Conflict?
Source H: Extract from Madras Hindu, a Tamil
newspaper on Mr. Kuttimani, one of the 52
Tamil political prisoners, 10 August 1983 .
•Kuttimani, a nominated member of Sri Lankan parliament...
was forced to kneel in his (maximum security prison) cell by
his assailants and ordered to pray to them. When he refused,
he was taunted by his tormentors about his last wish... He
had willed that his eyes be donated to someone so that at
least that person would see an independent Tamil Eelam.
The assailants then gouged his eyes... He was then stabbed
to death and his testicles were wrenched from his body.
56. Link: How do you think the Armed
Conflict was a serious consequence?
As the armed conflict escalated the use of violence,
tens of thousands of innocent lives, both Sinhalese
and Tamils, are lost. The security of the nation is
threatened as the people are living in constant fear
and violence. Also, much wastage results from the
spending on weapons and reconstruction of
infrastructure. Lastly, the repercussions of the
armed conflict spill over into other areas of impact.