Personal Statement about international relations and politics

About international relations and politics - Personal Statement Example For this reason, I seek to undertake a pathway that despite being long enlightens me regarding the complex nature of human interactions and the associated issues. No action can be considered good if it fails to align with the benefits of the society as a whole. My choice of studying humanities along with social science is largely based on these beliefs and I hope to excel in my subjects due to my immense interest in the subjects. I intend to pursue a career in the international relations and politics at the University of Edinburgh, for which I intend to stay at the university for an extended period of time. My willingness to take on this course stems from my natural inclination towards the issues pertaining to human beings. I strongly believe that the pains and sufferings of humans can only be relieved by the actions of other humans. Those who are politically empowered to take actions are in a better position to serve humanity. Also, since the modern world is rapidly transforming into a global village; the actions and interactions of various countries directly or indirectly affect the lives of individuals on a global scale. This extreme interconnectedness and the consequences of this phenomenon are manifested in the lives of people in shorter periods of time; and this trend is increasingly becoming a norm. In the ‘jungle’ of globe, everyone is your friend and everyone is your enemy – the only thing that guides the behaviors of countries towards others is ‘interest’. Moral values are set aside in matters of international level and it is the mutual interest that guides and runs the international businesses. I strongly feel that an understanding of the relationships of different countries is essential to understand the expected and unexpected upcoming events. Knowledge about the international relationships of

Article Analysis Example | Topics and Well Written Essays - 750 words

Analysis - Article Example The fish in the middle has the notion that there is some justice in the world because it can feed on the smallest fish, or it can be fed on by the biggest fish (Peterson 73). When it is threatened by the biggest fish, it can release its anger on the smallest fish. This is a way of seeking justice through revenge. The smallest fish represents the poor and the less fortunate members of the society. Its life is threatened by both the other two fishes. It can be killed by the two bigger fishes, and no justice is done (Peterson 73). The three cartoons can be used in a classroom to help students realize that opinions on injustice and justice are related to an individual’s social class (Peterson 73). In a typical society, a given social class usually benefit from injustice done to others. For instance, the middle fish represent the oppressed middle class who are fighting injustice. Teachers can give their students a picture of the cartoon, and ask them to write down what they see. Se condly, teachers can organize their students into groups and ask them to debate on which fish is the most powerful and why? In Hunger Myths, the other presents four key myths that are blamed for global food insecurity and hunger. The author argues that hunger is not a myth, but the myths are the key barriers to ending hunger. 700 million of the world’s total population lack adequate food supply, while 12 million children die of hunger every year (Food First 241). The problem of food insecurity can only be solved, if people choose to do away with the current myths that they hold. The notion that there is no enough food to go around is a wrong belief, which should not be internalized by anybody. The truth is that there is enough food to provide everybody with 3,500 calories every day. This does not even include foods like root-crops, beans and vegetables. The problem is that a bigger potion of the world’s population is too poor to buy food (Food First 241). In addition, most hungry nations are net exporters of food and other agricultural products. Famine and other natural disasters cannot be blamed for food scarcity. The problem is that most arable lands are held by powerful few, thus depriving the majority of land. Human policies and institutions determine who eats and who starves during food crisis periods (Food First 241). The rapid population growth, which is a major concern in many countries, cannot explain food insecurity. Rapid population growth is caused by inequalities of denying people, especially women, of economic security and opportunity (Food First 241). This phenomenon is common in societies where health care, education, old age, and land ownership are beyond the reach of most people. The Green Revolution and technological advancements such as GM foods have led to increased production of food. This, however, cannot end hunger unless unequal distributions of powers that determine people to feed and not to feed during food crisis are c hanged (Food First 241). In a classroom setting, teachers can help to address food scarcity and insecurity issue by urging the students to unclear the myths described above from their mind. They need to know that food insecurity is caused by unequal distribution of economic powers, which determine the people to buy food during food crisis periods. In Ten Chair of Inequality Polly, Kellogg represents a simulation activity, which can be used