How did Syria got impacted the Middle-East and especially Turkey Research Paper - 1

How did Syria got impacted the Middle-East and especially Turkey - Research Paper Example nd Humanitarian Coordinator Valerie Amos (â€Å"United Nations Radio† 1) claims that the Middle-East countries are facing unprecedented humanitarian crisis courtesy of the civil war in Syria and the debate on the chemical weapons policy in Syria. As a result, many areas in Syria cannot access basic needs, which include water, food, fuel, and medical care (â€Å"World Food Programme† 1). Moreover, the civil conflict in this region rendered many people jobless, which consequently lead to an increase in food and fuel prices thus jeopardizing the humanitarian situation in Syria (â€Å"World Food Programme† 1). The World Food Programme offers monthly food donations to about 4 million people who are victims of the civil conflict in the region (â€Å"World Food Programme† 1). Moreover, other humanitarian agencies offers clean drinking water to about 1.1 million people in Syria (â€Å"Government of Canada† 1). Notably, most of the countries in the Middle East region are downstream riparian states and have scarce water resources and hence the continued debate and conflict on water issues in this region (â€Å"The Turkish Ministry of Foreign Affairs† 1). Ideally, agriculture accounted for about 25 percent of gross domestic product in this region and hence the water shortage is hindering efforts to maintain economic growth in this region (Williams 1). The water conflict is equally a source of tension as many countries including Syria seek to increase its political dominance where it competes for the water resources with Turkey, Iraq, and Israel. Analysis shows that Turkey is likely to face water shortages in the near future although it presently has significant water resources (â€Å"The Turkish Ministry of Foreign Affairs† 2). As a result, of the crisis there have been continued debates and efforts geared towards addressing the Syrian crisis with some countries supporting mili tary action while others like U.S and U.K are considering other diplomatic interventions. Lately, the

Protagoras vs. Socrates Essay Example | Topics and Well Written Essays - 750 words

Protagoras vs. Socrates - Essay Example On that note, Socrates had many questions in his mind. He began asking his friend, Hippocrates, about what he thinks he would learn from his intended mentor. Nevertheless, Hippocrates had no literal answer to his friend’s question. Thus, the two of them went off to Protagoras to ask about the answers to Socrates’ questions. The dialogue was heard by a few people including Prodicus, Hippias and Callius (Plato, pp.3-4). When the two friends met Protagoras, Socrates inquired from him as to how he taught his pupils and what subjects did he teach. When Protagoras came across these question, he responded in a way that he did not intend to teach Hippocrates anything technical or functional, however, what he will teach would be how he might become a good citizen. In addition, he asserted that he teaches the pupils what politics is and the ways to manage their personal affairs. His focus, as he narrated, was on how they might lead a virtuous life. The debate between Socrates and Protagoras began with the notion that Socrates believed that virtue is not a subject to be taught or imparted to someone literally. On the other hand, Protagoras’ notions incorporated that since the base of all political systems lies over the fact that human beings and specifically citizens of that particular country possess virtue and thus, the subject is undoubtedly teachable. Moreover, he asserts his arguments over the fact that the whole system and concept of criminal justice revolves around the idea that human beings can be manipulated; their ideas, believes and thus their attitudes can be reformed. In addition, since, it can be reformed and manipulated; there is always a possibility that you can teach human beings the same. He argued that excellence in citizenship could never be thought as something that should be innate and can never be adopted in a process of learning. He also argues that every citizen has a sense of what justice is and how it can be drawn in a socie ty if there is none. He goes further by saying that when a citizen commits a sin, he is prone to punishment, the reason of which is to make him avoid making the same sinful act again and improve his doings (Nill, pp. 7-8). Thus, when there is a chance if improvement in a process led by government then, his question remained valid as to why it cannot be taught and imparted in a literal manner (Plato, pp.4-6). Protagoras was habitual of giving lengthy answers to all the questions and Socrates was pretty much opposite to what Protagoras’ habit was; he preferred to be precise and quite straight to the point (Nill, pp.5). Listening to the responses of Protagoras, Socrates immediately asks him as to what he thinks virtue exactly is. He goes deeper and asks if it is a single measurable quantity or is it a cumulative of many other virtues like wisdom, moderation and others. He also asks him that when he intends to teach excellence, does it include every bit of virtues or not. Protago ras responded by saying that every bit of virtue is part of excellence and excellence is one measurable quantity and quality (Eisele, pp.238-239). To this, Socrates does not agree at all, he has his own arguments to make and those too, with proper reasoning and logics. He intends to make Protagoras admit presence of a few citizens who might achieve excellence in certain specific qualities, but they may not be good in other qualities. He also persuades him that, qualities like moderation,