Palestinian refugees in Lebanon

Executive summary The purpose of this brief is to outline the current situation and to push for reforms in Lebanon pertaining to the ownership of property, land and housing by Palestinian refugees. It is addressed to the office of the United Nations High Commissioner for Human Rights since the office is charged with the responsibilities of ensuring the compliance of national legal systems with International Human rights.Advertising We will write a custom essay sample on Palestinian refugees in Lebanon specifically for you for only $16.05 $11/page Learn More Various recommendations have been put forward in this brief to address the specific issues mentioned and among them is the implementation of proposals in a change of the 2001 law on land that has brought great controversy (Brynen 2007, p.138). Statement of the Issue/Problem It may be pertinent to pursue the everlasting question of what role the Lebanese Government and other international organizations play in ensuring equal rights of ownership of land and property by the Palestinian refugees in Lebanon? Background of the problem Palestinians have since the massacres of Black September and war with the Israeli, been refugees with more than 50% of the Palestinian population displaced living all over the world. Estimates indicate that over 200,000 Palestinians were living in Lebanon by 1970 (Haley 1979, p.24). There is very little prospect of returning to their homeland despite an established right in international law to return to their homeland. Palestinian refugees account for nearly 10% of the population in Lebanon with majority of them living in 12 refugee camps managed by the United Nations Relief and Works Agency (UNRWA) and other committees. Some of the refugees also live in rural settlements that are outside the UNRWA mandate. Palestinian refugees have suffered in these camps for many years having most of their basic rights infringed. Among these is their lack of rights to ownership of property, land and housing (Beker 1991, p. 96). The law of Lebanon passed in 1969 had restricted land ownership by foreigners to 500 square meters per foreign person. Spouses and children of these foreigners were not considered as separate persons according to this law. In 2001, amendment of the law further imposed the restriction to 300 square meters per foreign person.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore the law now requires that for a foreigner to own land in Lebanon, he or she must be a citizen of an internationally recognized state. Given that the Palestinian refugees in Lebanon are not citizens of any country, they were completely locked out from owning property or land in Lebanon. The issue has been a sensitive topic in the international community as well as within Lebanon itself. However, the question on whether the issue is racist is subject to great debate. In 2007, a conflict arose which had devastating effects resulting in the near complete destruction of the Nahr el-Bared refugee camp and areas surrounding it. There has been a recent move by the Palestinian government in trying to improve the conditions for the Palestinian refugees. Law reform proposals are still under scrutiny in parliament and have not yet been made into law (Knudsen 2011, p.48). UNRWA is the main organization that has been of the most influence in trying to reduce the impact of lack of ownership rights by the Palestinian refugees. Various other organizations among them – The Directorate General for Development, Cooperation- Europe Aid and the European Union groups have also made huge contributions towards relief operations and reconstruction in these refugee camps. Statement of the UN office The office of the United Nations High Commissioner for Human Rights is charged with the mandate to protect and promote human rights, in this case, of the Palestinian refugees in Lebanon. This very important international task is carried out in three main stages i.e., setting of international human rights standards, monitoring and making amendments to the standards and finally facilitating the adoption and implementation of the standards. It therefore, has great interest in a move to change the current situation in Lebanon. Since none of the Palestinian refugees are citizens of a recognized country they are therefore not recognized as legal owners of property in the country. A description of the life of the following Palestinian refugee communities highlights the situation as it is in Lebanon (Choueiri 2005, p.48).Advertising We will write a custom essay sample on Palestinian refugees in Lebanon specifically for you for only $16.05 $11/page Learn More Policy options Gaza Compound This was a former hospital that was constructed by the Palestinian Liberation Organization (PLO) during the civil war in Leban on. The organization later handed it over in 1982 to the Palestinian Red Crescent Society which was in charge of the premises until mid-80s. As a result of the civil war, some displaced Palestinians took refuge in the premises which comprises of a four building compound. The compound currently houses many Palestinian families as well as other different groups. The buildings committee is a collective term which comprises each of the committees for the four individual buildings and acts as both the authority and body that ensures the provision of basic services such as water and electricity. As such, the legal status of the Gaza compound can be clearly outlined as follows: Being that the compound was constructed without a legal permit it is therefore, deemed legal by the Lebanese authorities since they were not registered with the Real Estate Agency. The Agency therefore considers neither the PLO nor the PRCS as the owners of the property or land. According to the Agency the land belo ngs to Lebanese public institutions and private natural persons. Despite there being a contract between the owners of the land and the PLO, authorizing them to build on the land there has been silently suppressed with regard to the matter possibly with intentions to dispute the existence of some form of contract (Schiff 1995, p.88). Currently, none of the people residing in the buildings have a legal document issued by the real land owner. This therefore implies that no inhabitant is legally allowed to live in the buildings as they do not possess legal documents that would grant them the right to reside in any unit or store in the buildings. If in any case, the Lebanese government proves that the construction was undertaken in bad faith i.e., with knowledge of non-ownership of the premises, then the land owners are considered to have no legal obligation to compensate the PLO for construction if no written agreements are produced.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nahr el-Bared camp This is among the 12 refugee camps set aside for Palestinian refugees in the northern region of Lebanon. It is under the mandate of the UNRWA and its territory is outlined in the 1940 demarcation. Majority of the inhabitants of the camp were displaced after the 2007 conflict and those who remained live in pre-fabricated houses. Others have constructed their homes with assistance from some relief NGOs. However some families are still renting houses around the camp to secure access back. The adjacent area has since the 1980s turned into a somewhat extension of the Nahr el-Bared camp. Palestinian refugees begun to purchase land in the surrounding areas and constructed their houses and as a result formed settlements due to the increasing population pressure in the camps. In relation to the ownership of land and property by Palestinian refugees, the 2001 law had adverse effects on the practices of the purchase and sale of real right in the adjacent area. Specific areas of interest were the revocation of the right to purchase land under irrevocable power of the attorney and the right to register property with the Real Estate Agency. This resulted in the increased role of the Popular Committee in the purchase of land and units. Due to the 2007 conflict, the adjacent area sustained serious damage to the extent that part of it is still inaccessible until today (Talhami 2003, p.48). Several legal issues have been raised as a result of the situation of the 2001 law especially relating to the legal status of the land before promulgation of the law, and the impacts of the 2007 conflicts and the resultant status of contracts that have been signed after the law amendment. Comment Generally the situation in Lebanon has led to worldwide action and petitions from humanitarian organizations. The Palestinian refugees are greatly mistreated and the Lebanese government has done comparatively little in an effort to make their lives more bearable. In this time and age violation of basic human rights should be a thing of the past. So far the Lebanese government has received criticism from all over the world due to this issue. It is time for the leaders of the country to demonstrate good leadership qualities by amending the laws of the land so as to contribute to the general development of the entire state. Advantages of the policy options The following advantages will accrue to Lebanon as a country after the implementation of the above reform proposals: By allowing the Palestinian refugees to own land, poverty levels will be relatively lower in the country since Palestinians will be able to invest in the land thus creating business and employment opportunities. The Palestinian population is still waiting for the implementation of proposed changes in the laws defining the ownership of land in Lebanon. It is therefore time for the Lebanese government to facilitate reforms and complete the last step in establishing a socio-economic link with the Palestinian refugees (Khalidi 1997, p.76). References Beker, M 1991, Palestinians in Lebanon: contradictions of state-formation in exile, MERA, Amsterdam. Brynen, R 2007, Palestinian refugees challenges of repatriation and development, I.B Tauris, London. Choueiri, Y. M 2005, A companion to the history of the Middle East, Blackwell Pub, Malden. Haley, P. E 1979, Lebanon in crisis: participants and issues, Syracuse University Press, Syracuse. Khalidi, R 1997, Palestinian identity: the construction of modern national consciousness, Columbia University Press, New York. Knudsen, A. J 2011, Palestinian refugee’s identity, space and place in the Levant, Routledge, London. Roberts, R 2010, Palestinians in Lebanon: refugees living with long-term displacement, I.B Tauris, London. Schiff, B. N 1995, Refugees unto the third generation: UN aid to Palestinians, Syracuse University Press, Syracuse. Takkenberg, A 1998, The status of Palestinian refugees in international law, Clarendon Press , Oxford. Talhami, G. H 2003, Palestinian refugees: pawns to political actors, Nova Science Publishers, New York. This essay on Palestinian refugees in Lebanon was written and submitted by user Samuel Heath to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Pesticide Use In Agriculture â€A Controversy

Pesticide Use in Agriculture –A Controversy Pesticides include insecticides, herbicides and fungicides, which kill insects, weeds, and are harmful to humans. They often have direct or indirect effects on other living things. Synthetic pesticides are chemical compounds; some are more toxic than others. Synthetic pesticides can release compounds that are more toxic than the original pesticides when they break down in the environment. Some called persistent materials just "hang around" and don't break down for long periods of time. Botanical pesticides, almost all of which are insecticides, are derived directly from plants or animals. It breaks down rapidly in the environment, usually in a matter of hours or days, and are not known to accumulate in the environment. Materials such as lead arsenate, salt, copper, soap, sulfur, oil and wood ashes, have been used as pesticides with varying levels of success and varying rates of toxicity. Most are still used today, fortunately with a better understanding of their effects. No pesticid e is considered "safe." Using pesticides may be necessary at times, but in many cases there are alternatives that are often more effective in the long run and less harmful to the environment and the applicator. In response to Maurice Gordon’s comment, one can disagree with his statement because there is not enough evidence to prove that without pesticides, starvation will become a problem. However, there are many reasons to believe that alternatives may have a greater benefit to the environment as well as effective in productivity. Besides pesticides, there are controls such as biological, cultivation methods, genetic, pheromones and hormones, and Quarantine. The proper timing of planting, fertilizing, and irrigating enable the plants to resist pests because they are stressed by other environmental factors. Biological controls use natural disease organisms, parasites, or predators to control pests (an exam... Free Essays on Pesticide Use In Agriculture –A Controversy Free Essays on Pesticide Use In Agriculture –A Controversy Pesticide Use in Agriculture –A Controversy Pesticides include insecticides, herbicides and fungicides, which kill insects, weeds, and are harmful to humans. They often have direct or indirect effects on other living things. Synthetic pesticides are chemical compounds; some are more toxic than others. Synthetic pesticides can release compounds that are more toxic than the original pesticides when they break down in the environment. Some called persistent materials just "hang around" and don't break down for long periods of time. Botanical pesticides, almost all of which are insecticides, are derived directly from plants or animals. It breaks down rapidly in the environment, usually in a matter of hours or days, and are not known to accumulate in the environment. Materials such as lead arsenate, salt, copper, soap, sulfur, oil and wood ashes, have been used as pesticides with varying levels of success and varying rates of toxicity. Most are still used today, fortunately with a better understanding of their effects. No pesticid e is considered "safe." Using pesticides may be necessary at times, but in many cases there are alternatives that are often more effective in the long run and less harmful to the environment and the applicator. In response to Maurice Gordon’s comment, one can disagree with his statement because there is not enough evidence to prove that without pesticides, starvation will become a problem. However, there are many reasons to believe that alternatives may have a greater benefit to the environment as well as effective in productivity. Besides pesticides, there are controls such as biological, cultivation methods, genetic, pheromones and hormones, and Quarantine. The proper timing of planting, fertilizing, and irrigating enable the plants to resist pests because they are stressed by other environmental factors. Biological controls use natural disease organisms, parasites, or predators to control pests (an exam...

Battle of Big Bethel - American Civil War

Battle of Big Bethel - American Civil War The Battle of Big Bethel was fought June 10, 1861, during the American Civil War (1861-1865). Following the Confederate attack on Fort Sumter on April 12, 1861, President Abraham Lincoln called for 75,000 men to aid in putting down the rebellion. Unwilling to provide soldiers, Virginia instead elected to leave the Union and join the Confederacy. As Virginia mobilized its state forces, Colonel Justin Dimick prepared to defend Fort Monroe at the tip of the peninsula between the York and James Rivers. Situated on Old Point Comfort, the fort commanded Hampton Roads and part of the Chesapeake Bay. Easily resupplied by water, its land approaches consisted of a narrow causeway and isthmus which were covered by the forts guns. After refusing an early surrender request from the Virginia militia, Dimicks situation became stronger after April 20 when two Massachusetts militia regiments arrived as reinforcements. These forces continued to be augmented over the next month and on May 23 Major General Benjamin F. Butler assumed command. As the garrison swelled, the forts grounds were no longer sufficient to encamp the Union forces. While Dimick had established Camp Hamilton outside the forts walls, Butler sent a force eight miles northwest to Newport News on May 27. Taking the town, the Union troops constructed fortifications which were dubbed Camp Butler. Guns were soon emplaced which covered the James River and the mouth of the Nansemond River. Over the following days, both Camps Hamilton and Butler continued to be enlarged. In Richmond, Major General Robert E. Lee, commanding the Virginia forces, increasingly became concerned regarding Butlers activity. In an effort to contain and push back Union forces, he directed Colonel John B. Magruder take troops down the Peninsula. Establishing his headquarters at Yorktown on May 24, he commanded around 1,500 men including some troops from North Carolina. Armies Commanders: Union Major General Benjamin ButlerBrigadier General Ebenezer Peirce Confederate Colonel John B. MagruderColonel Daniel H. Hill Magruder Moves South On June 6, Magruder sent a force under Colonel D.H. Hill south to Big Bethel Church which was approximately eight miles from the Union camps. Assuming a position on the heights north of the west branch of the Back River, he commenced building a series of fortifications across the road between Yorktown and Hampton including a bridge over the river. To support this position, Hill built a redoubt across the river on his right as well as works covering a ford to his left. As construction moved along at Big Bethel, he pushed a small force of around 50 men south to Little Bethel Church where an outpost was established. Having assumed these positions, Magruder began harassing Union patrols. Butler Responds Aware that Magruder had a substantial force at Big Bethel, Butler wrongly assumed that the garrison at Little Bethel was of a similar size. Desiring to push the Confederates back, he directed Major Theodore Winthrop of his staff to devise an attack plan. Calling for converging columns from Camps Butler and Hamilton, Winthrop intended to mount a night assault on Little Bethel before pushing on to Big Bethel. On the night of June 9-10, Butler put 3,500 men in motion under the overall command of Brigadier General Ebenezer W. Peirce of the Massachusetts militia. The plan called for Colonel Abram Duryees 5th New York Volunteer Infantry to leave Camp Hamilton and sever the road between Big and Little Bethel before attacking the latter. They were to be followed by Colonel Frederick Townsends 3rd New York Volunteer Infantry Regiment which would provide support. As troops were departing Camp Hamilton, detachments of the 1st Vermont and 4th Massachusetts Volunteer Infantry, under Lieutenant Colonel Peter T. Washburn, and Colonel John A. Bendixs 7th New York Volunteer were to advance from Camp Butler. These were to meet Townsends regiment and form a reserve. Concerned about the green nature of his men and confusion at night, Butler directed that Union troops wear a white band on their left arm and use the password Boston. Unfortunately, Butlers messenger to Camp Butler failed to pass on this information. Around 4:00 AM, Duryees men were in position and Captain Judson Kilpatrick captured the Confederate pickets. Before the 5th New York could attack they heard gunfire in their rear. This proved to be Bendixs men accidentally firing on Townsends regiment as they approached. As the Union had yet to standardize its uniforms, the situation was increasingly confused as the 3rd New York wore gray. Pushing On Restoring order, Duryee and Washburn recommended that the operation be canceled. Unwilling to do so, Peirce elected to continue the advance. The friendly fire incident alerted Magruders men to the Union attack and the men at Little Bethel withdrew. Pushing on with Duryees Regiment in the lead, Peirce occupied and burned Little Bethel Church before marching north towards Big Bethel. As the Union troops approached, Magruder had just settled his men into their lines having aborted a movement against Hampton. Having lost the element of surprise, Kilpatrick further alerted the enemy to the Union approach when he shot at the Confederate pickets. Partially screened by trees and buildings, Peirces men began to arrive on the field. Duryees regiment was the first to attack and was turned back by heavy enemy fire. Union Failure Deploying his troops astride the Hampton Road, Peirce also brought up three guns overseen by Lieutenant John T. Greble. Around noon, the 3rd New York advanced and attacked the forward Confederate position. This proved unsuccessful and Townsends men sought cover before withdrawing. In the earthworks, Colonel W.D. Stuart feared that he was being outflanked and withdrew to the main Confederate line. This allowed the 5th New York, which had been supporting Townsends regiment to capture the redoubt. Unwilling to cede this position, Magruder directed reinforcements forward. Left unsupported, the 5th New York was forced to retreat. With this setback, Peirce directed attempts to turn the Confederate flanks. These too proved unsuccessful and Winthrop was killed. With the battle becoming a stalemate, Union troops and artillery continued firing on Magruders men from building on the south side of the creek. When a sortie to burn these structures was forced back, he directed his artillery to destroy them. Successful, the effort exposed Grebles guns which continued firing. As the Confederate artillery concentrated on this position, Greble was struck down. Seeing that no advantage could be gained, Peirce ordered his men to begin leaving the field. Aftermath Though pursued by a small force of Confederate cavalry, the Union troops reached their camps by 5:00 PM. In the fighting at Big Bethel, Peirce sustained 18 killed, 53 wounded, and 5 missing while Magruders command incurred 1 killed and 7 wounded. One of the first Civil War battles to be fought in Virginia, Big Bethel led Union troops to halt their advance up the Peninsula. Though victorious, Magruder also withdrew to a new, stronger line near Yorktown. Following the Union defeat at First Bull Run the following month, Butlers forces were reduced which further hampered operations. This would change the following spring when Major General George B. McClellan arrived with the Army of the Potomac at the start of the Peninsula Campaign. As Union troops moved north, Magruder slowed their advance using a variety of tricks during the Siege of Yorktown.

Utopian Thinking & Practical Leadership Alternatives Essay

Utopian Thinking & Practical Leadership Alternatives - Essay Example According to the book, the new ideas can be effective in the management of resources. For instance, he uses â€Å"the participatory city budgeting process in Porto Alegre, Brazil† to show how collective handling of public resources can be both political and economic benefit (Wright, 2010). He uses the success of this case to show how public inclusion in decision-making processes can be used as a tool to bring bureaucracy to an end, thus promotes democracy. The argument in this case is that the involvement of the public in public political and economic issues makes it hard for there to be manipulation of public resources by a few members of the public to serve their own interests. He also argues that when social institutions are communal, the members of the community tend to complement each other instead of competing against each other. This is clearly depicted by the Mondragon Corporation. The cooperation is community based and has its policies based on communism. As much as there has been the dominance of capitalism, this cooperation remains to be one of the largest business organizations in Spain in terms of asset turnover (Abrams, 2008). Most of the resources sure community owned, making it hard for there being influential individuals taking advantage of the less fortunate. The main ideas are that this form of business existence discourages bureaucracy and encourages collective accountability (Semler, 1993). According to Wright, the main reason as to why the current organizational paradigm needs redesigning is the way it has been unsuccessful in meeting its expectations. When capitalism was first introduced in Europe, many people thought that it will lead to an improvement in democracy. It was also expected to trigger faster economic growth. However, a closer look at capitalism, and how it works in the modern world will prove that it only works for those with affluence

Power Bases in Leadership Research Paper Example | Topics and Well Written Essays - 2750 words

Power Bases in Leadership - Research Paper Example The paper tells that contemporary complex organizations require proper leveraging of power in order to achieve organizational goals and objectives. As Bal et al. argue, power is the ability to influence others, which leaders use to enhance the performance levels of their followers and to ensure their superiors and peers arrive at the best decisions. The traditional view of power in an organization revolves around the control that individuals at the tip of organizational hierarchy have. However, leaders of different levels within an organization have access to power, whose effective harnessing is key to organizational performance. The importance of power in the organizational setting justifies studies into it and its influences. The very first argument for the importance of power in an organization stems from the historical role of work groups in human history. People have formed groups to execute tasks and accomplish given goals, which forms the basis of an organization. However, the success of such groups is to a considerable extent dependent on the interrelationship of the individuals making the team. This relationship in an organization entails the dynamics between the leader, the followers and the environment created for the group. A wrong miscarriage of power as depicted by a toxic triangle consisting of destructive leaders with susceptible followers in abuse-conducive environments is a recipe for organizational failure. (Padila, Hogan and Kaiser 176). For instance, the leadership within an organization may develop the habit of exploiting the workforce through the power vested in them. Poor pay, overworking and overt and covert forms of vertical violence among other actions from the leadership are manifestations of such abuse of power (Van Vugt, Hogan and Kaiser 178). The motivation, commitment and thus performance of the employees may wane under such circumstances and thus inhibit productivity. In case the productivity remains high, the increased informed consumerism of today’s market may lead to the products of the firm being shunned when it is deemed that they abuse their employees (Crane et al. 287). Thus, how an organization manages its power within the hierarchy determines the direction and success of the organization. Sources of Organizational Power: The important role of power within an organization leads to the need to establish the bases of power; the different types of power and how they are obtained. There are five general bases of power within an organization; legitimate/positional, reward, coercive, expert and personal power (Kinicki and Williams 138). The discussion will focus on each source of power, critically analyzing how such power can be leveraged for the benefit of the organization, pitfalls and recommendations on how to maximize this power successfully. Legitimate/Positional Power: Positional power arises when a leader occupies a legitimate position of authority. The power is positional in that it reside s in the office held; leaders get this power through being appointed to fill the position (Bal et al. 7). The organization specifies the powers held by the individual in that position and how such an individual can direct the subordinates. The legitimacy of positional power arises from the formal nature of the position. Examples of positions that have power in the organization include managers and chief executive officers. Individuals in such positions hold different levels of power, increasing as people move up in the hierarchy (9). For instance, junior level managers may have the power to recommend a promotion or punishment, while the CEO may offer the last word on the matter. Like any other form of power, the

Most Important World Famous Educationists Theology Religion Essay

Most Important World Famous Educationists Theology Religion Essay Plato and Rousseau are the most important world famous educationists who have contributed much to the advancement of human civilization. Present education system of the world stands on both the above thinkers. Platos educational philosophy was grounded in his famous work The Republic, The Laws wherein the individual was best served by being subordinated to a just society. Rousseau wrote in his book Emile, Discourse of Political Economy, The New Heloise and Considerations on the Government of Poland. In keeping in mind the philosophies, ideas of Plato and Rousseau on education theory discussed above, this study focuses on the similarities and dissimilarities between these two philosophers share in regard of philosophy of education. It also aims at finding out the influences among the education theories of Plato and Rousseau have on contemporary and succeeding generations. All over the world in general, and at measuring the influences reflected in planning and designing the national education policy in Bangladesh in particular. 1.2 Rationale of the Study This research is mainly for gathering knowledge. Every movement or social situation has a chronology. Without understanding this chronology, it is difficult to understand the current situation of that movement. Plato and Rousseaus Education theories contributed much to the salvation of their country men which is really praiseworthy. Their theoretical and practical efforts helped to break the long standing superstitions, blind faith and absurd ideas. This study will be a matter of great teaching for the present and succeeding generations that will fulfill the knowledge gap existing in this area. Their realistic and utilitarian views on education certainly will play an effective role in preparing modern citizens fit for modern world. The investigated information drawn from the comparative study on the education theory of Plato and Rousseau in planning and designing can be used in the formulation of national education policy of our country. 1.3 General Objective of the Study The general objective of the study is to Analyze a comparative study on the educational theory of Plato and Rousseau. 1.4 Specific Objectives of the Study The specific objectives of the study are to Assess, evaluate and compare the philosophy of education developed by Plato and Rousseau. Find out the influence of their philosophy of education on contemporary and succeeding generations. Assess the role of Philosophy of Plato and Rousseau in planning and designing the national education policy in our country. 1.5 Research Questions of the Study What did Plato and Rousseau mean by philosophy of education? What roles did Plato and Rousseau play to the development of the philosophy of education? What influences did the philosophies of education of Plato and Rousseau have on the contemporary philosophers and thinkers? What are the results to be drawn from the comparative study between the philosophies of education of Plato and Rousseau? What roles of philosophy of Plato and Rousseau in planning and deigning the national education policy in our country? 1.6 Definition of Key Terms Education Etymologically, the word education is derived from Educare (Latin) bring up, which is related to Educere bring out, bring forth what is within, bring out potential and Ducere to lead (Source www.etymonline.com/index.php?term=educate; video.ted.com/talks/podcast/AimeeMullins_2009p.mp4). Theory Some social researchers have meant by theory special ideas such as- concept, frame of reference, conceptual scheme, perspective, hypothesis, generalization, ideal type, paradigm, typology etc. (Alam, 1993, p. 107) Education theory Educational theory may refer to either speculative educational thought in general or to a theory of education as something that guides, explains or describes educational practice. Philosophy Philosophy is the study of general and fundamental problems connected with existence, knowledge, values, reason, mind and language. 1.7 Scope of the Study This research will cover Plato and Rousseaus thoughts along with the Major writings on them. Available information on them from Magazines and newspapers of that time are also used to find out their actual philosophy of education. We shall discuss their philosophy of education along with the thoughts of other philosophers who have contributed much to the development of education in modern society. We shall assimilate the ideas of Plato and Rousseau with the ideas of other philosophers of education. In this way the researcher would make a comprehensive study on the philosophy of education. 1.8 Limitations of the Study The study would be mainly based on printed documents such as various articles, essays, journals, books and research works done on the comparative study on the educational theory of Plato and Rousseau. Concurrently all information from individuals related to the present study needs more time and money. There are only few research work conducted on the issue and very few articles might be published on the journals but the researcher did not find any research work on that issue in Bangladesh. Chapter 2: Review of Literature Reviewing literature means study of other literatures for finding out the research gap. So far as the researcher has surveyed, this is a new field to study. The researcher has gone through all the writings of Plato, as well as good number of books written on him such as: The Republic, Laws etc. The researcher also reviewed books written by Rousseau. These are: Emile, Discourse on Equality, A discourse on political Economy, Social contract etc. Here, the researcher has presented some studies related to Plato and Rousseaus education theory by different researchers like Patricia M. Lines, Shackling the Imagination: Education for Virtue in Plato and Rousseau. Many aspects of Platos recommendations for education resemble those adopted by constitutional democracies in different countries. According to him education must be compulsory and free to all, with government control and support. Plato identified four interdependent virtues (Wisdom, Courage, Discipline and Justice) as essential to b e ideal in The Republic. Wisdom guides the philosopher-ruler. Courage moves the auxiliaries (the soldiers and the bureaucrats). Discipline, sometimes translated as moderation, assures that each class carries out its assigned role and that the governed obey the governors. Justice- the supreme ordering principle-ensures harmony and balance within the individual and the state. These virtues should lead to a full understanding of the Truth, the Good and the Beautiful, which according to Plato is the highest reality. Like Plato, Rousseau aims at creating an ideal citizen. Unlike Plato, he wants to prepare this citizen for democracy. Rousseau regards virtue as the ultimate goal of education. He offers a simple rule. Emile the Hero in his book must never harm another. To achieve this goal, the tutor isolates the children from others. Both Plato and Rousseau offer a limited view of virtue. Still, both reveal a certainty that they fully understand and know how to encourage the right virtues. (www.amazon.com/shackling-immagination-education-rousseau-humanitas/dp/b0043uonp08) Samuel Scolnicov, Plato on Education as the Development of Reason. Plato stresses his Socrates new concept of reason (nous). Reason is not a tool for attaining goals independently thought worthwhile: possessions, honor, personal and political success; rather, rationality itself, expressed in the giving of reasons and the avoidance of contradictions, confers value to goals and opinions. The ultimate educational objective, then, is to bring about a revolution in the learners perception of the role of reason, namely the recognition of its normative, and not merely theoretical or instrumental nature. Platos theory of education aims at specifying the conditions of the growth of the Socratic man, whose soul is free from contradictions and whose excellence is justified knowledge.(www.bu.edu/wcp/papers/Anci/Anciscol.htm) Farhan Zainulabideen, A Critical Review of the Aims of Education in the Western Traditi on. Plato is the earliest important thinker on education. He is also the first to have laid down a comprehensive outlook of education that was integrated with his views of society and its aims. In Republic, Platos primary aim of education is to produce the elites needed to govern the ideal city. The supreme product of the education process is the philosopher-king who rules the city. The highest aim of education for Plato is the knowledge of good, which in turn instills the four great virtues: wisdom, courage, discipline and justice. Jean-Jacques Rousseaus intellectual range and achievements are staggering. He made epochal contributions to political theory, literature and education. His educational tract, Emile, transformed the debate about children upbringing and was very largely instrumental in altering the Western perception of childhood. He overturned conventional wisdom on the nature of childhood and education with a radical discourse in this fictional novel. The fundamentals of Rousseaus educational creed are nature and freedom. He believed that children should develop their skill and capacity in nature and enjoy freedom. This goal in education was actually the first step in ensuring a more social society, where natural law is seen to accomplish harmony and balance and to get rid of artificial man-imposed coercive restrictions (http//www.ips.org.pk/education/IIII-acriticalreviewoftheaimsof education). Plato was disturbed by condition of society, its corruption and shallow-dreams. In his famous work The Republic, Plato tried to teach Good and beauty to his students (Lee, 1987, p. 161). Jean-Jacques Rousseau convinced that men and women had lost their worth that can be revived in natural phenomena so that we might learn to live together in ways that foster a better ethics of citizenship (Bloom, 1979, p. 25). Rousseau believes that the primary goal of education is to prepare men and women to be moral agents who, while living autonomously, also live with each other. Many researches have been done on various aspects of Plato and Rousseau. But no research has yet been done on the problem of education theory of Plato and Rousseau. So there may be some gap in this field. For this reason this problem may be an important issue of a research work. The present study is such an attempt. Chapter 3: Methodology The methodology of the present research is descriptive and qualitative. Generally descriptive research is done on education related problem, academic decision making, designing plan, changing the curriculum and etc.(Samad, 2010, p.21) Qualitative research is done on some qualitative events or topics (that are related with quality). Qualitative research is very important especially in behaviorism. Because through education the personality of a man changes. (Tapan, 1987, p.21) The main characteristic of the descriptive research is to provide reasonable explanation of the topic through data analysis. So it is found that descriptive research not only includes the description of the event or situation/state/condition but also includes comparative discussion, classification, explanation and evaluation.(Ali, 1988, p.19) In a descriptive research a researcher does not control the data. Only the process of observation, description and analysis of data can be controlled.(Zaman, 1987, p.7) Aristotle for the first time used deductive method in case of presenting descriptive method through argument and after a century later Francis Bacon used the direct observational method. This method is known as inductive method. In this method data are collected sequentially from every field and decision is made. Inductive method is from particular to general. On the other hand, deductive method is from general to particular. (Zaman, 1987, p.11, 12) So, Qualitative and Descriptive method fits well in accomplishing the present research study from the selection of the materials till the completion of the research work. It includes the collection of material leaving no gap in the connected aspects of the study, the scanning of the materials, their systematization and synchronization so that clear vision becomes apparent to complete the dissertation. Moreover, this method also covers, while writing the thesis, the arguments in favor of and against the problem raised and then ratification of powerful opinion with convincing evidences and arguments. First the information has been collected from primary and secondary sources. The writings of Plato and Rousseau have been considered as the Primary data (Plato: The Republic and The Laws. Rousseau: Emile, Discourse of Political Economy, The New Heloise, and Considerations on the Government of Poland) and the writings on Plato and Rousseau published in various books, journals, article and r esearch works have been considered as the Secondary data. The researcher has identified the contradiction carefully among educational theory of Plato and Rousseau maintaining strict objectivity to fulfill the aims and purpose of the present study. The collected data have been analyzed in order to find out the similarity and dissimilarity between Plato and Rousseau and by their thinking what kind of philosophy developed and influenced the succeeding generations. The researcher has used the logical analysis for data analysis. The researcher has followed the American Psychological Association (APA) code and conduct for using the reference. Chapter 4: Plato Platos Philosophy of Education Platos educational philosophy was grounded in his vision of the ideal The Republic, The Laws wherein the individual was best served by being subordinated to a just society. Plato proposes a thoroughgoing communism for the guardians, and (I think) also for the soldiers, though this is not very clear. The guardians are to have small houses and simple food; they are to live as in a camp, dining together in companies; they a re to have no private property beyond what is absolutely necessary (Russell, 1946, p. 127). Socialism is now out-dated in the present world. Most of the people in the world now believe in individual freedom. The system that Plato has talked about for philosophers with a view to building an ideal state is not effective in most of the countries including Bangladesh. The Educational Theory of Plato Platos Theory of education was an indispensable necessity for mankind. It was a positive remedy for the problems and operation of justice in an ideal state. Rousseau says, Platos Republic is not a work on polities but the finest treatise on education that has ever been written. Nothing was more important to Plato in human life as education. He considers education the greatest thing in human life as he mentions in his famous book The Republic, the one great thing. Major ideas in Platos educational theory are Education for all: Plato would educate every boy and girl to the limits of their abilities. State education: Education should be provided by the state, not by parents. Platos suggestion was that the state will take the responsibility of educating the whole nation has been accepted in most of the countries. But it is not still properly implemented in Bangladesh because of her scarcity of fund and inability of parents but the country is trying to educate her all children. Aims of Education To produce future civil servants for the state. To produce virtuous, efficient and intellectual rulers for the country. To glorify courage and military skill among the warriors. To develop competent, obedient, and temperate workers. To develop a social disposition among all citizens. Virtue is knowledge and education is the main thing to acquire virtue. (Bhuiyan, 2010, p. 269) It (Platos theory of education) is an attempt to cure a mental malady by mental medicine (Barker, 1967, p. 314). Element of Platos Education System The first thing should be considered in education, which is divided into two parts- Music Music used in broad term for drama, history, art, letters, philosophy, oratory and music in real term. Music means everything that is in the province of the muses (Russell, 1946, p. 126). Plato had made Protagoras speak of childrens training in music as introducing rhythm and harmony into their souls and having a socializing influence; for the whole life of man stands in need of rhythm and harmony. Music is almost as wide as what we should call culture (Cornford, 1941, p. 86). Music is not taught as a compulsory subject in our country as it was advocated by Plato. Nevertheless there are individual departments of Music and Theatre in public universities where students with special interests can study music. Gymnastic Gymnastic means physical training and fitness (Russell, 1946, p. 126). Gymnastics is somewhat wider than what we call athletics. The physical training suitable for a citizen soldier is briefly contrasted with that of the professional athlete. Finally, it appears that physical training, no less than education in literature and the arts, really has to do with the soul (Cornford, 1941, p. 90). Physical exercise is not taught as a compulsory subject in our country as it was advocated by Plato. But there are individual departments of Physical Exercise in public universities where students with special interests can study physical exercise. Physical exercise is of paramount importance in Bangladesh Army. In every institution in Bangladesh there is a course on physical exercise which is mandatory in military institutions only. Plato writes in his book The Republic. I believe, gymnastic, for the body, and music for the mind. The Curriculum of Platos Education System Plato define different stages for the organization and curriculum Primary Education: Primary education mainly consisted of reading and writing (Grammatic); learning and reciting epic and dramatic poetry, lyre-playing and singing lyric poetry, the rudiments of arithmetic and geometry (Music); and athletic exercises (Gymnastic) (Cornford, 1941, p. 65). Co-education at primary level till the age of eighteen years.The age that Plato has advocated for primary education is not totally accepted in our country. Rather it is confined within 6 to 11 years. In our country primary education is free and compulsory. The compulsory primary education law what Plato has talked about has been passed in Bangladesh in 1992. Military Training: After elementary education two years of Physical education should be given to them and be selected for higher education to prepare for the future guardians of the state. Military education is not compulsory in our country as Plato has proposed. It is only compulsory for those who are physically fit and interested in taking military training. Higher Education: Higher education should be given from twenty to thirty-five years of age. At this stage a student will study mathematics, arithmetic, geometry, solid geometry, astronomy, harmonics, dialectic, program of studies, literature and philosophy. Later on he would be fit for a minor administrative position to get experience for the future more important governing positions. (Cornford, 1941, p. 230). Our education system is not very lengthy as Plato has advocated. In our country one can enter into any profession after completing ones higher education or can study for getting M.Phil and Ph.D degree. Plato has divided his educational curriculum into two levels. They are as follows: Primary level of education Higher level of education/ Higher education. Primary Education First stage (0-06) Up to 6 years children will be provided with education to flourish his/her latent talents. Meanwhile they will be taught politeness, mannerism and good taste. Second stage (06-18) From 6 to 18 years children will be taught only literature, music, and preliminary education on mathematics. Meanwhile children will be able to attain the great qualities such as self-control, disciplinary, punctuality, and the belief on the God. Third stage (18-20) Age from 18 to 20 years will be fixed for students physical exercise and military education. There will be no chance to teach any other subject within this time. The main purpose of this stage is to keep body fit and strong. Those who will succeed in the test at the end of the primary level will get the opportunity of receiving higher education. Higher education First stage (20-30) This stage covers from 20 to 30 years. In this stage human beings will acquire knowledge on astrology, higher math, geometry, and music. In this stage they will be taught very carefully on these subjects and there will be an attempt to establish the relationship between math and reality. Second stage (30-35) This stage ranges from 30 to 35 years. In this stage students will be taught philosophy, logic and metaphysics etc. Third stage (35-50) This stage covers the time from 35 to 50 years. In this stage the students will acquire practical knowledge by combining their acquired knowledge and their real life experience, and they will be vested with small responsibilities of the state (Talukder and Awal, 2011, p. 95, 96). Plato classified the stages of education 2500 hundred years ago which has been adopted and differently categorized in four stages to meet the demands of the modern time. These stages are primary education, secondary education, higher secondary education and higher education. Platos View on Women Education Plato also gives emphasis on women education and he prescribes the same kind of education for women like men. Women should have the same physical and educational training; they should know the art of war. The main aim of Plato was that each member of the society should undertake his work and responsibilities. Plato believed that women are equal to men and in some cases women are physically weaker than men or may not. He suggested that those who are equal to men should be allowed to learn the same thing like men. In his book The Republic Plato describes how male and female receive the same education and be given the same duties in society. Thus the male and the female should be given the same duty of The Republic. (Cornford, 1941, p. 141) Platos opinion regarding women education has received the attention of the people of all over the world and the present world has accepted the ideas of Plato. It has also been accepted in Bangladesh which has enormously enriched the nation. As a resu lt, there is seen the empowerment of women folk. Platos opinion about women education has been received almost in many countries in the present world. The outcome of women education is as we see that many women, the Prime Minister, foreign minister, opposition party leader are in various important positions in Bangladesh. Teaching Methods Plato suggested different ways to educate the children such as through telling stories, play and imitation. Plato gives importance to nursery education, he thinks nursery education plays a vital role in the education of man; it helps to build his moral character and state of mind The most important part of education is proper training in the nursery. Enforced exercise does no harm to the body, but enforced learning will not stay in the mind. (Nath, 1979, p. 57) In our country Platos material for education is used for the development of education. Besides, multimedia projector and visual sound system are used in higher level educational institutions, and maps, charts and models in primary level. Platos View on Moral Ethics Plato presents his ideas for an ideal society in the The Republic and he provided details about the curriculum and system of education. According to Plato the ideal society should care for their youth and the guardians would be responsible for the moral education of their children. Every person would know his duty and his responsibility. (Bhuiyan, 2010, p. 269) Plato talked about moral education in 427 BC, which is of paramount importance still in the perspective of Bangladesh. We teach our children moral lessons from the very beginning which is started by the parents, grandfathers and grandmothers. Moral institutions are also imparted to the student by their teachers in the schools, colleges and universities. Besides these, ethics is included in many disciplines in our country. Moral deterioration is very acute in everywhere. The only way to get rid of this problem is to practice or nourish moral education properly. Chapter 5: Rousseau Rousseaus Philosophy of Education Rousseaus philosophy of education is called the philosophy of Naturalism. Rousseaus philosophy of life and society has been reflected in his philosophy of education. Proper education is achieved through the understanding of natural objects and beauties. In this system, nature itself is the teacher. According to Rousseau, children will learn from three sorts of teachers such as nature, human being and objects. Having influenced and taught by this three sources is called an educated man by Rousseau. We can control human being and objects. But we cannot control nature. So education should be confined to the rules of nature. Go back to the lap of nature this idea is closely associated with Rousseau. In his book Emile, (Nurnobi, Fouzia and Champa., 2006, p. 277) he used nature in three senses. Psychological Nature, Physical Nature, Biological Nature Rousseaus views on the aim of education Rousseau opines that the aim of education is not only to acquire knowledge but also to help flourishing of childrens talents. The aim of education for children will be different on the basis of its age. In childhood, education should build up its physical development. There is no need of moral and social teaching. The education in boyhood should aim at the exercise of sensual and mental development. The purpose of female education should be preparing a woman fit for her male counterpart. Excessive learning is not necessary for the womenfolk. (Dali and Imam, 1999, p. 42) Curriculum of Rousseau The education curriculum of Rousseau is not definite and well planned. Rousseau launched a war against the conventional education. So he was against the traditional curriculum. Rousseau did not like reading books. He said, Books teach us to talk about something on which we have no practical knowledge. Nonetheless, he selected the novel Robinson Crusoe as mandatory for Emile. According to him, this book can help Emile to be self-confident and self-sufficient. According to curriculum, physical exercise and health education have been given much emphasis in adolescence. Importance has also been given on the arts of hand made goods and vocational works. He has also talked about religious and moral education. But he was against Female education. Household chores will be learning tasks of women. Rousseaus education related curriculum is not precise and well planned. (Uddin and Das, 2006, p. 247, 248) His education system which he advocated about 200 years ago is not fully coherent with the exiting education curriculum of Bangladesh. Nevertheless, the appeal and the necessity of his education about nature are still effective. For example, novel laureate poet Rabindranath Tagore has established Shanty Nike ton in the midst of nature. Even in Bangladesh, Rajshahi, Chittagong, and Jahanggirnagor universities are established in the midst of natural beauties so that students and teachers can learn from nature. Teaching style of Rousseau His teaching method was inventive. In this method, a children is kept in the place of invention. A children learns through the process of examination. (Dali and Imam, 1999, p. 43) In fact, through the process of Rousseaus thinking laboratory method, invention method, education through work, sensual experience method were emerged. Rousseaus discovery method of learning is relevant to the existing creative method of Bangladesh. Because in the creative method, there is always a riddle or a story where students are to discover or find out the answers. Educational Framework Rousseau suggested two types of education framework based on different conditions Firstly, education framework for a state and society Secondly, education for preserving survival of civilization Stages of Education in Emile He divided education systems in five stages. Such as- Stage 1 Infancy (0-5): Education in infancy must be based on physique so that the limbs of a children should be developed proportionally. No need to develop any habit at this time. He said A children is bad because he is weak; make him strong and he will be good. Everything is good as it leaves the hands of the Author of things; everything degenerates in the hands of man (Bloom, 1979, p. 37). Stage 2 The age of Nature (5-12): No particular traditional education should be given now. No education on language, history, geography needs to be provided now. Even religious education is not necessary. Rousseau said, Exercise the body, the organs, the senses and powers, but keep the soughing follow as long as you can. (Cited in Bhuiyan, 2010, p. 313). Stage 3 Pre-adolescence (12-15): Before adolescence a children needs not to read any special book. In this stage, Rousseau has advised to include physical lesson or any sort of education related to art and culture so that he can develop a sense of respect towards Labour (Dali and Imam, 1999, p. 43). Stage 4 Puberty (15-20): Rousseau has advised to start social education in this stage. Here children can develop a habit of social responsibility, co-operation, respect, love, and fellow feeling. Rousseau said, we are born twice once for existing and again for loving; once for the species and again for sex. (Cited in Bhuiyan, 2010, p. 317) Stage 5 Adulthood (20-25): The adult Emile is introduced to his ideal partner, Sophie. The final task of the tutor is to instruct the young couple in their marital rights and duties. (Boyd, 1911, p. 130) 5.11 Rousseaus View on Women Education Rousseau has negative opinion about women education, which is the result of his experiences in his personal and family life. His attitude towards women education is not accepted by any modern state of the world. A nation can not prosper keeping half of the population uneducated. So Rousseaus attitude towards women education is totally unacceptable and unrealistic in the modern perspective. This is a huge drawback of his philosophy of education. Expart 1 said that Rousseau has proposed to keep women under male domination for children bearing because women become inactive in that time; according to Rousseau, this is the main reason of not giving the supremacy of women over men. There is another reason behind this that is the father has to be sure of the true identity of the new born children. This is the secret of Rousseau of not accepting the equality of men and women. Rousseau has been affected by the fear of women from the civilization; he has seen women as devious. In a poem Rousseau says about women, Enchante

Multinational Corporations

Globalization The liberal economic theory Is based on the fact that not all state's territories include the blessing of various natural resources. Therefore, state economies over the years have established several laws that make economic global trade a rather fair transaction. In its core trading was created to facilitate the gaining of products for territories in which producing a specific good might be limited due to their natural resources from those with comparative or absolute advantage.Economic liberalizes believe that governments should not interfere in the markets, because international elate Is maximized when states practice comparative advantage and specialize in certain products. It makes more sense for a country with easier and cheaper ways to produce a specific product do so in abundance and share it through global trade with the world, rather than it be extremely difficult and costly for a single state to do it alone.Through foreign direct investment, multinational corp orations are able to invest in other countries by establishing their own facilities in foreign territories. This is the base of globalization. Through FED and Mans companies are locating closer to customers and Introducing themselves In the same area as competitors, meanwhile they hire local manufacturers and employees to assist the production of their product. By doing so, they not only fuel the international economy by creating a larger amount of production for trade, but they also are creating Jobs for people where they are most needed.They usually establish foreign facilities and plants in countries where wage is extremely cheap- indicating that these countries are probably home to extremely poor human beings, who would have trouble finding a Job In the first place. Yet they also search to Invest In states that have attractive resources. FED Is good for developing countries because they make their economies stronger. By paying taxes and training personnel, they enrich their host territories economy and development.Economic liberalizes believe that Mans can serve as a peace keeping potential during trying times between two countries. That interdependence globally would cause powers to be more understanding and hesitant before creating a war. However stating that underdeveloped nations cannot Lully control the Mans because of lack of proper enforcement of human right laws, there is a chance that the workers may be exploited, but through safety and health standards, this situation is usually controlled. I strongly believe that developing states should allow Mans to house facilities in their territories.It's clear that for development, you must establish a strong economy, and FED and Mans without a doubt assist lesser-developed countries in reaching development. They create Jobs for those who are uneducated and therefore disqualified from many Job technological advancement of local companies. I do, however, support that specific tariffs and laws should be set against the Mans goods being sold in that state's market, because local producers could not stand a chance next to mass productions.Also, the dangers of human rights being violated are possible when establishing an NC in a state with an unrecognized government and must be highly investigated for proper activity. In regards to those issues I believe that as long as the General Agreement on Tariffs and Trade (GAIT) enforce and practice their trade principals the global trade market will be a safe place. The prevarication and liberalizing of trade and foreign direct investment are the best way to go about developing a state. Multinational Corporations Globalization The liberal economic theory Is based on the fact that not all state's territories include the blessing of various natural resources. Therefore, state economies over the years have established several laws that make economic global trade a rather fair transaction. In its core trading was created to facilitate the gaining of products for territories in which producing a specific good might be limited due to their natural resources from those with comparative or absolute advantage.Economic liberalizes believe that governments should not interfere in the markets, because international elate Is maximized when states practice comparative advantage and specialize in certain products. It makes more sense for a country with easier and cheaper ways to produce a specific product do so in abundance and share it through global trade with the world, rather than it be extremely difficult and costly for a single state to do it alone.Through foreign direct investment, multinational corp orations are able to invest in other countries by establishing their own facilities in foreign territories. This is the base of globalization. Through FED and Mans companies are locating closer to customers and Introducing themselves In the same area as competitors, meanwhile they hire local manufacturers and employees to assist the production of their product. By doing so, they not only fuel the international economy by creating a larger amount of production for trade, but they also are creating Jobs for people where they are most needed.They usually establish foreign facilities and plants in countries where wage is extremely cheap- indicating that these countries are probably home to extremely poor human beings, who would have trouble finding a Job In the first place. Yet they also search to Invest In states that have attractive resources. FED Is good for developing countries because they make their economies stronger. By paying taxes and training personnel, they enrich their host territories economy and development.Economic liberalizes believe that Mans can serve as a peace keeping potential during trying times between two countries. That interdependence globally would cause powers to be more understanding and hesitant before creating a war. However stating that underdeveloped nations cannot Lully control the Mans because of lack of proper enforcement of human right laws, there is a chance that the workers may be exploited, but through safety and health standards, this situation is usually controlled. I strongly believe that developing states should allow Mans to house facilities in their territories.It's clear that for development, you must establish a strong economy, and FED and Mans without a doubt assist lesser-developed countries in reaching development. They create Jobs for those who are uneducated and therefore disqualified from many Job technological advancement of local companies. I do, however, support that specific tariffs and laws should be set against the Mans goods being sold in that state's market, because local producers could not stand a chance next to mass productions.Also, the dangers of human rights being violated are possible when establishing an NC in a state with an unrecognized government and must be highly investigated for proper activity. In regards to those issues I believe that as long as the General Agreement on Tariffs and Trade (GAIT) enforce and practice their trade principals the global trade market will be a safe place. The prevarication and liberalizing of trade and foreign direct investment are the best way to go about developing a state.