India-US Relations and its Implications for Pakistan

India-US Relations and its Implications for Pakistan Abstract With the emergence of the United States as the most powerful actor in the world, India re-adjusted its foreign policy and began to work more closely with this sole superpower. United States reciprocated by supporting Indias race to achieve the status of a Great Power in the 21st century and striking a deal for extensive strategic partnership. The US Indo strategic relationship, despite the strategic relationship between the United States and Pakistan, could increase asymmetry in the balance of power between Pakistan and India, which might lower the nuclear threshold between the aggressive neighbors. Need for the project To overcome the problems and come up with the proper solutions. Literature review Pakistan and India needs to resolve their bilateral issues on their own. The US have encouraged them to resolve their issues by peace talks but US would not get involved in it. US have importance of its relationship with each of the both countries. They do recognize that for India and Pakistan there are many outstanding issues between them that would be resolved by dialogue. (Cardin, 2016) The US has also opened all doors of military and technology to India, and also encouraged Israel and other allies to do as well. India has been the worlds largest arms importer, for last 8 years and buying over a $100 billion in weapons yearly, two-thirds of which are deployed against Pakistan. Besides, US political and military support encourages India in its aggressive behavior towards Pakistan. It is not likely that Pakistan suffers collateral damage from the United States arming of India against China. The US has imposed formally and informally discriminatory and severe limitations on Pakistans gaining of advanced and dual-use technologies and weaponry systems from the United States or allied sources. US also opposes the defensive response of Pakistan towards Indias build-up: fissile material production, long-range missiles and theatre nuclear weapons. Pressure on China has been exerted not to transfer any advanced weapons and technologies to Pakistan. Unless this scenario is cha nged, the capabilities of Pakistan for conventional defense and the nuclear deterrence against India could be significantly eroded. (AKRAM, 2016) US having tilt towards India in these recent years, Rabbani stated that United States has an agreement on civil nuclear cooperation with India, but it refuses to offer Pakistan any similar deal, casting a doubt on Pakistans utility for the United States at the time when major combat operation have been winded down in Afghanistan. (Raza Khan, 2016) The role of United States in the region has evolved in recent years. The relations between United States and India have been blossomed while the relations between United States and Pakistan have become more troubled. In the past, Pakistan pursued U.S. involvement as a way to internationalize the dispute over Kashmir, whereas India has actively opposed any United States policy interest in a resolution for the Kashmir issue. India has not been desperately welcoming the intervention of United States unless it came with promises to force Pakistan to crack down on groups that attacked India. Meanwhile, most of the Pakistanis probably do not trust U.S. to be an honest broker in regional disputes. (DALTON, 2016) United States interests in the South Asian region, although not vital, but are important and increasing. These interests includes the prevention of a major war or further nuclear proliferation; increasing economic growth, investment   and trade; promoting tough democratic institutions; and cooperating on the issues ranging from enhancing stability across Asia in fighting terrorism and drug trafficking. The end of the Cold War should allow a significant improvement of mutual relations between Washington and both New Delhi and Islamabad which are the two principal South Asian states. But seizing this opportunity will require extra creative thinking and skillful diplomacy. (Rose, 1997) Hypothesis USA shares good ties with Pakistan and India and does not want to create instability between them but India will use its relation with USA against Pakistan. Research Methodology Secondary data, includes books, journal articles and news articles. Objective of Research This research will help in understanding the complexity of the relations between US-India-Pakistan References AKRAM, M. (2016, April 20). The Indo-US alliance. Dawn News. Cardin, B. (2016, June 1). Impact of US-India relations on Pakistan discussed. Dawn News. DALTON, T. (2016). Pakistan: Challenges for U.S. Interests. Carnegie Endowment for International Peace. Raza Khan. (2016, May 11). Relationship between Pakistan and United States is imbalanced. Dawn. Rose, G. (1997). A New U.S. Policy Toward India and Pakistan. Council on Foreign Relations Press.

A Study On Immigration Case Study Social Policy Essay

A Study On Immigration Case Study Social Policy Essay Using the very large variation in the inflow of immigration across the states of US and other countries states we examine the force of immigration employment, average working hours, money growth and one most important, the total factors efficiency. At the same time we find striking proof that the total factors of increased productivity. These are some of the very robust reasons of controlling for many other determinants of efficiency that may vary with topography such as RD expenditure, computer implementation, international rivalry in the form of sectors composition and exports. Thus many results suggest that immigration promotes efficiency task specialization and at the same time promotes the adaption of amateurish-based technology as the technological change would forecast. (Peri, November 2009) In what ways can immigration help economy? Immigration does not spoil the Economy nor does any Government lose their money because of immigrants. After all the people of the country makes more money. The common idea that money passes from government to company to clients and back again, if a minor amount of money is moved from manufactures to clients then at the same time a larger amount of money is retained. Immigrants, if accepted as general public, are entitled to benefits. Thus these people are draining over 2 billion dollars from benefits each year. However, once these people get familiar to our ways of living, then they can become very helpful members of society. A basic reality about our economy is that as long as we infuse more supplies and services than we have, the more number of jobs which is nearly limitless. In reality, when the number of workers increases, the more the number of jobs we create. Thus the total number of services and the mass of the labor power has been tracked each other then reasonably closely for 50 years despite dramatic changes in immigration flows. Its a recognized fact that many of the jobs that immigrants are taking are that jobs that Americans are not taking. But we check immigrants from taking these vacant jobs, American producers and clients suffer the cost. (Powell, Friday, January 13, 2006) Do you think economies should welcome immigration? Yes definitely the economies should welcome immigration. An instance is the recent policies adopted by countries like Spain. Suppose that if a western nation were to loosen its borders, thus leading to an overflow of immigrants into that nation, the predicted outcome would be unemployment, rise in crime, social unrest, but Spain Disagrees on these predictions. Over a period of the last ten years, Spain has taken in millions of immigrants from diverse backgrounds, but still it has emerged as the best economy in Europe. The growth average has been 3.2% since the last half decade. Spain is responsible for the creation of 50% of the new jobs in the Euro zone and even unemployment has fallen down. All these factors have been credited to immigration. Immigrants start out by taking the jobs that are unwanted by the local population. The taxes that they pay contribute for more than the public amenities they use. Not only Spain, many other countries have adopted a pro-immigration stand and the success they have achieved is a testimony to the fact that economies should welcome immigration. Immigration also leads to intermixing of societies, thus providing a gateway to the concept of â€Å"ONE WORLD†. (spain:immigrants Welcome, 2007) References Giovanni Peri. (2009). Theeffect of Immigration on productivity: Evidence from US States. NBER Working Paper(15507) Benjamin Powell. (2006).Get this straight: Immigration helps economy. Retrieved March 13, 2010. http://sacramento.bizjournals.com/sacramento/stories/2006/01/16/editorial3.html Carol Matlack, Joan Tarzian. (2002). Spain: Immigrants Welcome Retrieved March 13, 2010.http://www.businessweek.com/magazine/content/07_21/b4035066.htm

Essay --

This short story starts out by setting the scene. The American and a girl sit at a table in front of a building where they were waiting on a train to arrive. It is very hot outside and the background is hills described to be long and white. â€Å"They look like white elephants,† she said. â€Å"I’ve never seen one,† the man drank his beer. â€Å"No you wouldn’t have.† â€Å"I might have,† the man said. â€Å"Just because you say I wouldn’t have doesn’t prove anything.† (Hemingway 6-10) These lines from Ernest Hemingway depict how a man can overpower a woman with his chosen words and tone. In this conversation between the American and the woman, you will see the woman become less and less sure of herself and eventually she can’t even make her own decisions. The girl is even unsure if she wants water with her drink. â€Å"We want two Anis del Toro.† â€Å"With water?† â€Å"I don’t know,† the girl said. â€Å"Is it good with water?† (Hemingway 19-21) Marsh 2 In the previous lines you can see the girl is skeptical. She is waiting for reassurance from the American. â€Å"The Huffington Post† featured an article which came from a study conducted by the University of Texas. Students observed the behavior of boys and girls in a room and how they responded to social cues. Each child was left alone with his mother and were told by their mothers not to touch a forbidden object. The boys not only touched the object more frequently than girls but they ignored the mother’s voice telling them no when they picked up the forbidden object. The girls touch the object less frequently and when they did they often looked at their mother for reassurance. The boys rarely paid attent... ... comforting the girl and telling her to come in the shade. This is him protecting her and giving the girl security which she doesn’t have on her own. The train finally arrives which seems to have been what the girl wanted because she did not wish to discuss the topic anymore. Marsh 7 Works Cited: Zweig, Robert. â€Å"Literature: An Introduction to Reading and Writing†: Hills are Like White Elephants(1927) Tenth Edition. Pearson Education 2004. 350-353. Print. Biddle, Tabby. â€Å"The Huffington Post† : Why Do Women Feel They Need Permission? Jan 30,2009 Hoplock, Lisa â€Å"Science of Relationships†: How You Doin’? Self-Esteem Affects How People Flirt (2014) www.scienceofrelationships.com

Memories of the Titanic :: Sinking of the Titanic

I remember my childhood years quite well. I had lived with my big brother, Colby Winston, ever since I was five, I don’t remember much before that though. We traveled all around Europe; Colby was a big gambler and loved to make bets. He lied, he cheated, everything was always changing. Colby promised me one thing though, â€Å"Reagan,† he would say, â€Å"one days it gunna be you and me, in the United States.† I really wanted to believe him, but I never saw it coming true. But then one day, one lucky day, Colby won the biggest hand of poker. Along with money, cigars, and a bracelet for me, he won two tickets to get aboard the Titanic! On April 10, 1912, Colby and I boarded the Titanic from the Southampton Harbor. It was my first time on a ship but I wasn’t that scared, Colby would describe me as a girl without fear. There were thousands of people lined up to board, Colby made me hold his hand so we wouldn’t get separated. After we put our bags into our third class room I wanted to explore. Colby didn’t mind that I wondered around but before I left he would always say, â€Å"If anything bad happens, you know where to find me.† He would be at one of the gambling tables testing his luck again. I loved to go watch the first class people through the ballroom windows. They were so proper and perfect. Sometimes I would wish that Colby would get rich so we could live like that, things would be a lot easier for us considering we didn’t have much money. The next day, Colby and I ate lunch on the deck with some of his gambling friends. It was really interesting to listen to their conversations, one of the guys they called Cash brought up that the Titanic was an unsinkable ship. â€Å"That’s not true,† I said, â€Å"no ship can be unsinkable, if it crashes it will sink.† They all just laughed at me, Colby said I just didn’t understand, and he was right, I didn’t. I went to bed early that night, after my walk around deck watching the sun set. I was so tired that I drifted into a deep sleep. â€Å"Reagan, wake up!† Colby was shaking me as if something terrible had happened â€Å"We got to go, get our shoes! Quickly!† I did as he asked, even though I didn’t know what was happening.

Taiwan :: History

Taiwan For centuries, Taiwan has been ruled by alien regimes. Modern Taiwanese history is a chronicle of the Taiwanese' struggles against oppression and fight for independent survival. Since 1945, Taiwan under the Kuomintang (KMT) regime has been subject to the threat of China's invasion. Even though recently the tensions across the Straits of Taiwan has loosened gradually, to Taiwanese, the unification policy stressed by both the KMT regime and the Chinese government still poses a grave danger of a forced and forcible merger with China. On August 31, 1993, the People's Republic of China issued a document titled, "The Taiwan Question and the Reunification of China." Circulating in seven languages, this diplomatic white paper manifested its intent and ambition of annexing Taiwan through its distortion of history, misconstruction of international law and treaties, and disregard for the will and welfare of the Taiwanese. Though less dogmatic and more pragmatic than before, the KMT's response remains ambiguous and problematic: the KMT still insists that the Communist regime cannot legitimately represent China, while emphasizing its own capability of resolving this "Chinese problem" eventually. Under such circumstances, we think it necessary to explicate our point of view from the perspective of the Taiwanese. China released a paper that states that "Peaceful Unification" and "One Country, Two Systems" are the basic principles of its Taiwan policy. The paper lists four guidelines: one China, coexistence of two systems, extensive autonomy, and peaceful negotiation. China warns that the Taiwan question is a purely domestic issue and thus to be solved under the premise of "One China." It further pronounces that peaceful unification is a fixed policy of the Chinese government. However, this government will reserve the right to take all action necessary, including military action, to protect its territorial integrity and governing authority. As a note directed at foreign states, the paper delivers its intention to keep out foreign intervention. "The Chinese government is not obliged to any foreign country and makes no promise whatsoever." In our opinion, the Chinese assumption and interpretation of the Taiwan issue are extremely absurd. Taiwan by no means is a part of the People's Republic of China, whether from the perspective of history, international law, or reality. This being the case, what position does the PRC have to formulate the "peaceful unification, one China" policy which aims at devouring Taiwan? China's chauvinistic ambitions are clearly manifested in light of this.

Learning Activaties Essay

When working with children especially children who you support in class you will be given the opportunity to input your own ideas into the teachers planning, as you have your own areas of expertise or if you are a one-to-one you will have your own knowledge of the child you work with. When you work with children with special needs they will need more structure in the activities that they do every day and you will be aware of their strengths and weaknesses. The child that I work with in school has a range of difficulties from social communication difficulties to a speech and language problem. Everyday is different because he is so interchangeable, one day he will sit and work with me and the next he will not want anything to do with me, sometimes this makes it hard as most of the work we do is structured around work given by various professionals who come into school to support him (speech and language, education psychologist, communication and interaction team and learning support). Because I work with him every day I can see what works with him and what doesn’t and just about daily I have to give feedback to her so that we can both plan the lessons for him for the next day. Here are a few examples of when I have offered constructive suggestions in supporting planned learning activities:- I was sat with the teacher one morning before the children came into school because that is when we do our planning for the child I support or we modify anything that he has to be supported with in class. I noticed that the teacher had planned an arts and craft lesson that involved the use of tissue paper, the child that I support does not like the touch or feel of tissue paper (I had done an activity with him the other week which had resulted in him refusing to anything else with the tissue paper has he did not like the feel he got so upset and I had to put the tissue paper away). I mentioned this to the teacher because I wanted my child to be involved with the lesson but I did not what them to disrupt the rest of the class. So we decided that we would alter the materials we were using not just for the child that I support but for the whole class so that he could feel included in the whole lesson. Another example was when I was working with a group of children doing a numeracy lesson. The lesson was about rounding numbers up to the nearest ten, I had a group of six children one of which as special needs first the teacher explained to them in class what they were expected to and told them how to do it, I then took the six children out side of the class and supported them with the lesson. The children found the task very difficult and could not grasp the idea of rounding off numbers to the nearest ten. When I took them back into the class room I talked to the teacher and explained that most of them found the task hard and suggested that we modify the task by letting them use a number line to help then see how to round the numbers off to the nearest ten. She agreed that i was right and said that it was a good idea for tomorrow’s numeracy lesson. By doing this I gave constructive suggestions to the teacher and supported planned learning activities.

Realistic Characteristics of Life in the Iron Mills Essay

Davis narrates the story with as much irony as she situates her story close to a nineteenth century factory where her characters were once employed, more importantly, where her male character, Hugh Wolfe who used to live in her home, a lowly Welsh immigrant who finds comfort working for an Iron Mill along with him Deborah—a pathetic, grotesque woman deprived of everything that the word beautiful stands for. Their tale is set in the city of Wheeling, Virginia where it is portrayed in a gloomy state, perhaps the idea of uneducated men and women that paced back and forth set up a negative feeling, the text â€Å"You may pick the Welsh emigrants, Cornish miners, out of the throng passing the windows, any day. They are a trifle more filthy; their muscles are not so brawny, they stoop more. When they are drunk, they neither yell, nor shout, nor stagger, but skulk along like beaten hounds. (Davis, Rebecca Harding. Copyright 1861. â€Å"Life in the Iron Mills†) describes the immigrants as poorly as they are deprived of any sort of luxury for the reason that in this time period the type of class you are in defines how other people should look at you, how they treat you, or even how you should live you life, your limitations. Only three people seem to symbolize the head, the heart, and the pocket of the middle-class: Kirby, Mitchell, and Doctor May. Kirby—being one of the mill owners is the source of abusiveness to the poor workers, Mitchell—being the constant joker, a sarcastic bastard who toyed with Wolfe’s feelings, and Doctor May whom Wolfe trusts despite her lack of will to heal Wolfe’s misery. Denied of free will, focal characters Deborah and Hugh could never really make a choice especially when it came for Hugh to decide if he should return the stolen money or continue to live in guilt. Back then, hardly does anyone reflect about the wellbeing of other people, alas, when the authorities finally jailed Hugh for his sin it was too late for him to repent for his immorality. Power is symbolized through money and how it separates the upper class from the lower class. It gives the wealthy a place of authority and destroys the unfortunate. Before Hugh committed suicide, he and Deborah spoke one last of their unidealized accent, â€Å"It is best, Deb. I cannot bear to be hurted any more. †Ã¢â‚¬â€Ã¢â‚¬Å"Hur knows,† she said, humbly. Tell my father good-by; and–and kiss little Janey. † (Davis, Rebecca Harding. Copyright 1861. â€Å"Life in the Iron Mills†) which, despite its unconventional tongue, seems to say more than how it is read as, simply by saying farewell to Wolfe’s family. Sentimental Characteristics of Life in the Iron Mills In this context, in the midst of all the autocracy and injustice the workers only hope for survival is food. Yet the ‘hunger’ that is often mentioned in the story is not drawn to food alone but to the worker’s hunger for better lives. His words passed far over the furnace tender’s grasp, toned to suit another class of culture; they sounded in his ears a very pleasant song in an unknown tongue† (85). Davis suggests, in this text, that faith and hope are essential for these people to find happiness. Hugh Wolfe yearns to have a better life so he goes to church and pray for divine providence, yet when he hears the sermon it seemed to him that God only cared for the privileged. Yet, however contemptuous their lives may be and even though Wolfe decided to end his life in the end, certain occurrences have proved worthy of optimism. After Wolfe was buried, it seems that there is still hope for Deborah, as the text goes, â€Å"As the evening wore on, she leaned against the iron bars, looking at the hills that rose far off, through the thick sodden clouds, like a bright, unattainable calm. As she looked, a shadow of their solemn repose fell on her face: its fierce discontent faded into a pitiful, humble quiet. Slow, solemn tears gathered in her eyes: the poor weak eyes turned so hopelessly to the place where Hugh was to rest, the grave heights looking higher and brighter and more solemn than ever before. The Quaker watched her keenly. She came to her at last, and touched her arm. —â€Å"When thee comes back,† she said, in a low, sorrowful tone, like one who speaks from a strong heart deeply moved with remorse or pity, â€Å"thee shall begin thy life again,–there on the hills. I came too late; but not for thee,–by God’s help, it may be. † (Davis, Rebecca Harding. Copyright 1861. â€Å"Life in the Iron Mills†) this gives their ending a clearer view of Deborah may have wanted to live her life next after the treacherous event. With hope and the will to step forward and rise.