Biography of King Abdullah, Ruler of Saudi Arabia

Abdullah bin Abdulaziz Al Saud (August 1, 1924–January 23, 2015) was the king of Saudia Arabia from 2005 to 2015. During his reign, tensions increased between conservative Salafi (Wahhabi) forces and liberal reformers. While the king positioned himself as a relative moderate, he did not promote many substantive reforms; in fact, during Abdullahs tenure, Sauda Arabia was accused of numerous human rights violations. Fast Facts: King Abdullah Known For: King Abdullah was the king of Saudi Arabia from 2005 to 2015.Also Known As: Abdullah bin Abdulaziz Al SaudBorn: August 1, 1924 in Riyadh, Saudi ArabiaParents: King Abdulaziz and  Fahda bint Asi Al ShuraimDied: January 23, 2015 in Riyadh, Saudi ArabiaSpouse(s): 30Children: 35 Early Life Little is known about King Abdullahs childhood. He was born in Riyadh on August 1, 1924, the fifth son of Saudi Arabias founding king, Abdulaziz bin Abdulrahman Al Saud (also known as Ibn Saud). Abdullahs mother, Fahda bint Asi Al Shuraim, was Ibn Sauds eighth wife of 12. Abdullah had between 50 and 60 siblings. At the time of Abdullahs birth, his father Amir Abdulazizs realm included only the northern and eastern sections of Arabia. The Amir defeated Sharif Hussein of Mecca in 1928 and declared himself king. The royal family was quite poor until about 1940,  at which point Saudi oil revenues began to increase. Education Details of Abdullahs education are sparse, but the official Saudi Information Directory states that he had a formal religious education. According to the Directory, Abdullah supplemented his formal schooling with extensive reading. He also spent a long stint living with the desert Bedouin people in order to learn traditional Arab values. Career In August 1962, Prince Abdullah was appointed to lead the Saudi Arabian National Guard. The National Guards duties include providing security for the royal family, preventing coups, and guarding the Muslim Holy Cities of Mecca and Medina. The force includes a standing army of 125,000 men, plus a tribal militia of 25,000. In March 1975, Abdullahs half-brother Khalid succeeded to the throne upon the assassination of another half-brother, King Faisal. King Khalid appointed Prince Abdullah second deputy prime minister. In 1982, the throne passed to King Fahd after Khalids death and Prince Abdullah was promoted once more, this time to deputy prime minister. In this role, he presided over meetings of the kings cabinet. King Fahd also officially named Abdullah the Crown Prince, meaning he was next in line for the throne. Regent In December 1995, King Fahd had a series of strokes that left him more or less incapacitated and unable to fulfill his political duties. For the next nine years, Crown Prince Abdullah acted as regent for his brother, although Fahd and his cronies still wielded considerable influence over public policy. King of Saudi Arabia King Fahd died on August 1, 2005, and Crown Prince Abdullah became king, taking power in name as well as in practice. He inherited a nation torn between fundamentalist Islamists and modernizing reformers. The fundamentalists sometimes used terrorist acts (such as bombing and kidnapping) to express their anger over issues like the stationing of American troops on Saudi soil. The modernizers increasingly used blogs and pressure from international groups to call for increased womens rights, reform of Sharia-based laws, and greater press and religious freedoms. King Abdullah cracked down on the Islamists  but didnt make the significant reforms for which many observers both inside and outside of Saudi Arabia had hoped. Foreign Policy King Abdullah  was known throughout his career as a staunch Arab nationalist, yet he reached out to other countries as well. In 2002, for example, the king put forth a Middle East Peace Plan. It received renewed attention in 2005, but has languished since then and has yet to be implemented. The plan calls for a return to the pre-1967 borders and a right of return for Palestinian refugees. In return, Israel would control the Western Wall and some of the West Bank, and receive recognition from Arab states. To placate Saudi Islamists, the king disallowed U.S. Iraq War forces to use bases in Saudi Arabia. Personal Life King Abdullah had more than 30 wives  and fathered at least 35 children. According to the Saudi Embassys Official Biography of the King, he bred Arabian horses  and founded the Riyadh Equestrian Club. He also loved to read, and established libraries in Riyadh and Casablanca, Morocco. American ham radio operators also enjoyed chatting on the air with the Saudi king. At the time of his death, the king had a personal fortune estimated at $18 billion, making him among the top five richest royals in the world. Death King Abdullah became ill and was taken to the hospital at the beginning of 2015. He died on January 23 at the age of 90. Legacy After King Abdullahs death, his half-brother Salman bin Abdulaziz Al Saud became the king of Saudi Arabia. Abdullahs legacy is a controversial one. In 2012, the United Nations awarded him a UNESCO Gold Medal for his efforts to promote dialogue and peace in the Middle East. Other groups—including Human Rights Watch—criticized the king for his alleged human rights violations, including the mistreatment of prisoners. Abdullah was also criticized for his policies on religious freedom. In 2012, for example, the Saudi poet Hamza Kashgari was arrested for making several Twitter posts that allegedly denigrated the Islamic prophet Muhammed; he was imprisoned for nearly two years. Humans rights groups such as Amnesty International were highly critical of Saudi Arabias handling of the case. Sources Keyes, David. â€Å"Saudi Writer Hamza Kashgari Faces Charge of Blasphemy after Tweets about Muhammad.† The Washington Post, WP Company, 9 Feb. 2012.Knickmeyer, Ellen, and Ahmed Al Omran. â€Å"Saudi Arabias King Abdullah Dies.† The Wall Street Journal, Dow Jones Company, 23 Jan. 2015.Rasheed, Madawi al-. Salmans Legacy: the Dilemmas of a New Era in Saudi Arabia. Hurst Company, 2018.

`` Indians Textualism, Morality, And The Problem Of...

In Jane Tompkins essay ‘Indians’: Textualism, Morality, and the Problem of History†, several moral and philosophical problems with anti-foundationalism and poststructuralism are raised through the author s personal experiences and research of what truly happened during the European-Indian conflict when the British attempted to colonize what is now the United States. The most significant problem addressed in Tompkins essay is the tension that exists when poststructuralism is employed to avoid politicization of history because, by claiming every account is tainted with the individual s bias and is thus subjective, a concrete record of past events cannot be written. Without historical accounts to depend on, the study of history is devalued under this philosophical viewpoint and placed in an ivory tower where it can no longer be applied to the real world, creating a moral dilemma regarding the prevention of atrocities rather than create a depoliticized or completely accurate series of historical events. Tompkins essay challenges the poststructuralist mindset and showing how the removal of all subjectivity conflicts with the study of history. She does so by giving accounts of her life through the lens of poststructuralism, both as a child and as an adult doing research in the field of history herself. A large part of the essay consists of this example of the conflict between history and poststructuralism as she analyzes various resources in search of the objective truthShow MoreRelated Defining History Essay574 Words   |  3 Pagesdocument, quot;Indians: Textualism, Morality, and The Problem of History,quot; Jane Tompkins examines the conflicts between the English settlers and the American Indians. After examining several primary sources, Tompkins found that different history books have different perspectives. It wasn’t that the history books took different angles that was troubling, but the viewpoints contradicted one another. People who experience the same event told it t hrough their reality. This becomes a problem when a personRead MoreEssay on American Indians704 Words   |  3 Pages amp;#8220;amp;#8217;Indiansamp;#8217;: Textualism, Morality, and the Problem of History;, an essay written by Jane Tompkins, a professor of English at Duke University, outlines Tompkins dissatisfaction on how American Indians are portrayed throughout history. As children, we are taught that in amp;#8220;1492 Columbus sailed the ocean blue;, and that Peter Minuet bought all of Manhattan Island from the Indians for only twenty-four dollars worth of trinkets. In high school, we were taught thatRead MoreEssay on Historical Truth1410 Words   |  6 PagesHistorical Truth Historical Truth? As a child sits through history class in the first grade, he or she learns of the relationship between Christopher Columbus and the Indians. This history lesson tells the children of the dependence each group had on each other. But as the children mature, the relations between the two groups began to change with their age. So the story that the teenagers are told is a gruesome one of savage killings and lying. When the teenagers learn of this, they themselvesRead MorePsychology Observation Aspects: Biases, Assumptions, and Interpretations833 Words   |  3 PagesIntroduction Biases, assumptions and interpretations affect all areas of study. In Science and History, for example, sexual, racial/cultural and personal experience biases significantly influence research. In addition, Perspectivism can empty research findings of all meaning, depending on whether the researcher believes facts exist independent of perspective. Acceptance of universal Perspectivism, combined with triangulated comparison from several sources, can result in approximate truth. Body

The Practice Free Essays

Didn’t recognize the entire word, but quickly started my research on it. I quickly discovered that post-part mothers ingest their own placenta. This slow growing phenomenon, amongst the new mothers who can stomach, is practiced by 99% of mammals, including humans. We will write a custom essay sample on The Practice or any similar topic only for you Order Now The practice of ingesting the placenta, which has been going on in Asian medicine for hundreds of years, seemed inappropriate, unnatural, and disgusting to me as discovered more about it. I don’t think I stand alone when I say that my lack of knowledge on this topic may come as no surprise, since there could be millions of others who are also not educated on this topic. In our society, unless the media presents topics to us, we almost have to be naturally curious or stumble upon things to find out the news of he world or things less commonly known to us regarding health and medical topics. The more grew in my knowledge of this practice, the more I discovered the ingestion of the mothers placenta could actually be very beneficial. Mothers across the world have been practicing this post-birth method for quicker healing from post-part depression, as well as its contribution to other great health benefits such as hormone boosting. While other countries are lacking in the times of placenta encapsulation, other entries such as Europe, the US. And Canada have been partaking in this health benefit to mothers for over a decade. The whole ideology of placenta encapsulation is to replace useful hormones lost during birthing the placenta, decreasing postpartum depression because of an iron-deficiency, promote healing and provide energy, controlling any postpartum bleeding, and promote milk production for successful breastfeeding. Each mother is as unique as the benefits she may experience from participating in placenta encapsulation. How to cite The Practice, Papers

The Crash Essay Example For Students

The Crash Essay Kris wheeled to class on her first day at the new school. She noticed people staring at her, but that wasnt strange to her. Kris knew it would be hard to make new friends because of her disability, but she would try her best. The first four hours of school flew by. Kris didnt say too much except her name and her hometown during the morning classes. At lunch she wheeled over to a table and sat by herself for a few minutes. Eventually three girls that she recognized from her social classes came to sit by her. The girls stated to ask her various questions about her previous school and activities she participated in. Mary, the boldest of the group, finally asked her how she became handicapped. Kris told the girls the dreaded story she must have repeated a hundred times. It was about the crash. We will write a custom essay on The Crash specifically for you for only $16.38 $13.9/page Order now It was a Saturday morning that started as any other. Kris rolled out of bed and stumbled down the stairs to watch television. After watching a cartoon, her mother told her to run upstairs and get dressed. She wanted Kris to go to the convince store on the corner of the street to get milk and eggs. Kris ran upstairs, threw some clothes on, and ran through the house to the garage. She hopped on her bicycle and peddled up to the store. She trotted into the store to get the groceries. She grabbed a gallon of milk and a dozen eggs. Kris proceeded to the register and paid for the groceries. She trotted out the door just as she trotted in. Kris hopped on her bike and peddled down the block. As she crossed the first intersection, an old, rusted-out car struck her bicycle sending her flying through the air. The old jalopy sped off without even stopping. When Kris woke up, she was in a hospital and couldnt feel her legs. Her first thought was that they were gone; she glanced down and they were still there. The doctor rushed into the room as soon as Kris came to. The doctor told her that she fractured her back and wouldnt walk again. Kris looked up at the girls across the table. They looked at her in disbelief; they couldnt believe her unfortunate story. They said they were sorry, but she had heard that phrase a thousand times. By the end of the school day, she knew that she had three new friends. She guessed that they liked her out of sympathy, but it was better than no friends at all. Bibliography:

Essay about Japanese Culture

Essay about Japanese Culture Essay about Japanese Culture Japanese Culture Compared with European and American businessmen, Japanese businessmen pay more attention to establishing interpersonal relationships. In negotiations, Japanese believe that if one is going to carry out in cooperation with Japanese between friends, mutual trust is very important. The Japanese do not like to bargaining, with particular emphasis on whether they can trust each other to establish relations with foreign partners. If one can successfully establish a relationship of mutual trust, one will conclude and sign the deal pretty efficiently. Once this relationship established, these two sides work to maintain a long-term relationship. If foreign investors have never made contact with Japanese, they must first get trust before they negotiate. Therefore, trust is an important medium for a successful cooperation when with Japanese. Hofstede's framework Power distance: Japanese people are known to be told what is expected of them. They feel that the decisions of their employers are correct because of the power an individual encompasses. Power players prefer their subordinates to avoid eye contact with them. Japanese citizens view role and status hierarchy. Children are expected to respect parents. The United States is relatively small power distance country, American employees tend not to accept administrative privileges, generally the superiors and subordinates are the same. So in America, employees and managers are quite equal. Relationships are more harmonious, employees are more adept in learning, improving themselves, and achieving personal values. In India, employees expect to be directed clearly as to their functions and what is expected of them. Communication is top down and directive in its style, and often negative feedback is never offered up the ladder. Individualism vs collectivism: Japanese are collectivist, however there is less individualism present in their private life. They prefer to live by themselves rather than share a flat or apartment with a friend. Americans are more individualistic, it does not mean that all Americans are individualists, rather, it means that Americans are more likely to think and act in individual ways than people in collectivistic cultures are. But India is a society with both collectivistic and individualistic traits. â€Å"The collectivist side means that there is a high preference for belonging to a larger social framework in which individuals are expected to act in accordance to the greater good of one’s defined in-group(s).†(Hofstede Center) Masculinity vs femininity Japan has the highest masculine society. Men are considered dominant and tough, while women emotional. The Japanese’s masculinity index proves to the rest of the world that even though they are a small country with these traits, they have very efficient productivity. This is due to the strict rules of the business culture to achieve their goals and make their mark in the business world. America can be explained by the combination of a high Masculinity drive. Together with the most individualistic drive in the world. And India is actually very masculine in terms of visual display of success and power. Uncertainty avoidance index: Japanese seeks for harmony. It is a peaceful orientation which emphasizes the tendency to avoid ambiguity. Their decision making is direct with simple solutions. They are detail oriented which is another example of uncertainty avoidance. There social rules and rituals are designated in the appropriate behavior for particular situations so that there is rarely ambiguity about how to proceed. Long term orientation: Japan has high long term orientation. This means that they believe that family is the basis of society and must be respected. They have strong work ethic and believe

USS Indiana BB-58 World War II Battleship

USS Indiana BB-58 World War II Battleship USS Indiana (BB-58) Overview Nation:  United StatesType:  BattleshipShipyard: Newport News ShipbuildingLaid Down: November 20, 1939Launched: November 21, 1941Commissioned: April 30, 1942Fate:  Sold for scrap, 1963 Specifications Displacement:  35,000  tonsLength: 680 ft.Beam:  107.8 ft.Draft: 29.3 ft.Propulsion:  30,000 hp, 4 x steam turbines, 4 x propellersSpeed:  27 knotsComplement: 1,793 men Armament Guns 9 Ãâ€" 16 in.  Mark 6 guns (3 x triple turrets)20 Ãâ€" 5 in dual-purpose guns Aircraft 2 x aircraft Design Construction In 1936, as design of the North Carolina-class moved towards completion, the US Navys General Board gathered to address the two battleships that were to be funded in Fiscal Year 1938.   Though the group preferred constructing two additional North Carolinas, Chief of Naval Operations Admiral William H. Standley favored pursuing a new design.   As a result, building of these vessels was delayed to FY1939 as naval architects began work in March 1937.   While the first two ships were formally ordered on April 4, 1938, a second pair of vessels was added two months later under the  Deficiency Authorization which passed due to rising global tensions.   Though the escalator clause of the Second London Naval Treaty had been invoked permitting the new design to mount 16 guns, Congress required that the vessels stay within the 35,000 ton limit set by the earlier Washington Naval Treaty. In planning for the new South Dakota-class, naval architects created a wide array of designs for consideration.   A central challenge proved to be finding ways to improve upon the North Carolina-class but remain within the tonnage limit.   The answer was the design of a shorter, by around 50 feet, battleship that utilized an inclined armor system.   This provided better underwater protection than earlier vessels.   As fleet commanders called for vessels capable of 27 knots, naval architects worked to find a way to achieve this despite the reduced hull length.   This was solved through the creative layout of machinery, boilers, and turbines.   For armament, the South Dakotas matched the North Carolinas in carrying nine Mark 6 16 guns in three triple turrets with a secondary battery of twenty dual-purpose 5 guns.   These guns were supplemented by an extensive and constantly evolving array of anti-aircraft weapons.   Assigned to Newport News Shipbuilding, the second ship of the class, USS Indiana (BB-58), was laid down on November 20, 1939.   Work on the battleship progressed and it entered the water on November 21, 1941, with Margaret Robbins, daughter of Indiana Governor Henry F. Schricker, serving as sponsor.   As building moved toward completion, the US entered World War II following the Japanese attack on Pearl Harbor.   Commissioned on April 30, 1942, Indiana commenced service with Captain Aaron S. Merrill in command.   Journey to the Pacific Steaming north,  Indiana  conducted its shakedown operations in and around Casco Bay, ME before receiving orders to join Allied forces in the Pacific.   Transiting the Panama Canal, the battleship made for the South Pacific where it was attached Rear Admiral Willis A. Lees battleship force on November 28.   Screening the carriers USS  Enterprise  (CV-6) and USS Saratoga  (CV-3),  Indiana  supported Allied efforts in the Solomon Islands.   Engaged in this area until October 1943, the battleship then withdrew to Pearl Harbor to prepare for a campaign in the Gilbert Islands.   Leaving port on November 11,  Indiana  covered the American carriers during the invasion of Tarawa later that month.    In January 1944, the battleship bombarded Kwajalein in the days prior to the Allied landings.   On the night of February 1,  Indiana  collided with USS  Washington  (BB-56) while maneuvering to refuel destroyers.   The accident saw Washington  hit and scrape down the after portion of  Indianas starboard side.   In the aftermath of the incident,  Indianas commander, Captain James M. Steele, admitted to being out of position and was relieved of his post.   Returning to Majuro,  Indiana  made temporary repairs before proceeding to Pearl Harbor for additional work.   The battleship remained out of action until April while  Washington, whose bow was severely damaged,  did not rejoin the fleet until May.  Ã‚  Ã‚  Ã‚   Island Hopping Sailing with Vice Admiral Marc Mitschers Fast Carrier Task Force, Indiana screened the carriers during raids against Truk on April 29-30.   After bombarding Ponape on May 1, the battleship proceeded to the Marianas the following month to support the invasions of Saipan and Tinian.   Pounding targets on Saipan on June 13-14, Indiana aided in repelling air attacks two days later.   On June 19-20, it supported the carriers during the victory at the Battle of the Philippine Sea.   With the end of the campaign, Indiana moved on to attack targets in the Palau Islands in August and protected the carriers as they raided into the Philippines a month later.   Receiving orders for an overhaul, the battleship departed and entered Puget Sound Naval Shipyard on October 23.   The timing of this work led it to miss the pivotal Battle of Leyte Gulf. With the completion work in the yard, Indiana sailed and reached Pearl Harbor on December 12.   Following refresher training, the battleship rejoined combat operations and bombarded Iwo Jima on January 24 while en route to Ulithi.   Arriving there, it put to sea a short time later to assist in the invasion of Iwo Jima.   While operating around the island, Indiana and the carriers raided north to strike targets in Japan on February 17 and 25.   Replenishing at Ulithi in early March, the battleship then sailed as part of the force tasked with the invasion of Okinawa.   After supporting the landings on April 1, Indiana continued to conduct missions in the waters offshore into June.   The following month, it moved north with the carriers to mount a series of attacks, including shore bombardments, on the Japanese mainland.   It was engaged in these activities when hostilities ended on August 15. Final Actions Arriving in Tokyo Bay on September 5, three days after the Japanese formally surrendered aboard USS Missouri (BB-63), Indiana briefly served as a transfer point for liberated Allied prisoners of war.   Departing for the US on ten days later, the battleship touched at Pearl Harbor before proceeding on to San Francisco.   Arriving on September 29, Indiana underwent minor repairs before proceeding north to Puget Sound.   Placed in the Pacific Reserve Fleet in 1946, Indiana was formally decommissioned on September 11, 1947.   Remaining at Puget Sound, the battleship was sold for scrap on September 6, 1963.         Ã‚      Selected Sources DANFS: USS Indiana (BB-58)NHHC: USS IndianaMaritimeQuest: USS Indiana (BB-58)

Non-current assets Essay Example | Topics and Well Written Essays - 1250 words

Non-current assets - Essay Example The paper will look at two standards by the IAS, which are the IAS 16 and IAS 38 regarding non-current assets. This paper attempts to analyze the standards that IAS sets regarding accounting of non-current assets. It sets these guidelines on how organizations and companies should handle both tangible and intangible non-current assets. IAS is responsible for setting international auditing standards so that they act as guidelines for auditors and accountants to follow regarding non-current assets (Kirk, 234). Each part in the accounting profession has its own standards as a guide on how to handle it. For instance, handling plant and machinery under IAS 16 is different from dealing with intangible non-current assets under IAS 38. This creates a form of independence when dealing with various aspects in the accounting process. IAS standards on Property, plant, and equipment IAS 16 defines handling of property, plant and equipment which is different from IAS 38 which defines handling of in tangible assets in financial statements. Property, plant and equipment are all fixed tangible assets; therefore, adoption of a common method when dealing with them in the accounting process. ... The first guideline is their initial measurement which entails the initial cost and all other cost necessary to make the assets ready for use. It also includes capitalization of interest costs. The other step is the subsequent measurement of the fixed assets which entails depreciation and disposal of assets (Kirk, 234). The rule of Impairment and disposing of the assets indicates how to dispose of such assets in terms of the guidelines. Accounting standards regarding these three assets provides a guideline on how to classify long-lived assets that are held for sale and those held for use. Long-lived assets that are meant to be held for sale do not depreciate; therefore, their presentation should be separate. They should be placed separately in a statement of financial position. This is because they are not in the business for use, rather they are for sale; hence, their selling price does not fall. The accounting standards provide rules and formula regarding how to measure this type o f fixed assets (Kirk, 250). The other guideline regarding plant, property and equipment is the discontinued operations for those assets held for sale and those held for use. The impairment test and recoverability test give rules regarding recoverability of fixed assets and those that are not recoverable. There are also rules on the impairment loss on plant, property and equipment under the accounting standards. The standards provide for impairment loss that can be reversed, and that is unversed. This indicates how these types of losses are recognized when preparing financial statement (Alexander, 359). The standards also give conditions on when such losses cannot be reversed, for instance in situations where there is an increase in the fair value of plant,