Peru Essay Example for Free

Peru Essay The country of Peru is entrenched in a colourful history of wonder and innovation. This South American country has a diverse array of cultures, lands, foods and languages amoung other distinct and unique attractions. Peru is best known for its Incan mystical historic site, Machu Picchu and the Nazca Lines. Peru also consists of the world’s highest navigable lake, Lake Titicaca which it shares with Bolivia. Despite Peru’s large pallet of exclusive appeals however, it does have internal problems in relation with its socio-economic realm; which has hindered its advancement as a society in many ways. Some problems in Peru revolve around poverty, a growing gap in inequality, and extreme debt to foreign corporations and organization such as the International Monetary Fund. Due to these problems and many others Peru remains a developing nation. This report will consist of four sections that will fully explore Peru and its people. The four sections are geography, society, economy, and the political system of Peru. Geography: Peru as a whole has an area of 1,285,216 km? in its territory. The countries of Ecuador (1,529 km border) and Colombia (1,506 km) border Peru to the north, while Brazil (border 2,822 km) and Bolivia (1,047 km) border Peru to the east. Chile (border 169 km) and Bolivia also border Peru to the south. Peru’s landscape can be best classified by three distinct regions. These regions are made up of a coastal region running parallel to the Pacific Ocean sea line, the highlands (the Andes), and the Eastern lowlands more specifically the jungle (the Amazon). Each section is distinct in its own characteristics which make Peru a diverse country. The coastal region of Peru houses Peru’s capital Lima amoung other large cities (such as Trujillo, and Chiclayo). This region is paramount for aquatic life and rich in gorgeous beaches. The highland region of Peru contains the Andes Mountains. This region is most known for the city of Cuzco (the highest above sea level city in the world). The land located there is also rich in valuable minerals (such as gold, copper, silver, gold, petroleum, iron ore, coal, phosphate, potash which in turn has attracted a lot of corporations) . This region is also known for Machu Picchu, which is a historic landmark where the nobles and kings of the Incan empire once lived (the indigenous Peruvians). This site is also considered to be a mystical spot, a centre of worship, and an astronomic observatory for the Incas that have attracted a lot of tourists . Along the slopes of this region also lies the Altiplano plateau (a dry basin). This region more specifically is located near southeastern Peru. This section also borders Chile and is known for the Atacama Desert (the driest place on earth). In this desert located between the coastal region and the Andes lies Nazca. This land is also very famous for its ‘Nazca lines’. These lines are massive imprints of animal figures and other designs stretching across the desert which have remained there for centuries. To the East of Peru lies a massive tropical jungle named the Amazon Forest (the biggest in the world, it is as large as Western Europe or the whole of the US) . The Amazonian forest is the habitat of thousands of different species of animals and plants. It also is famous for medicines found there. The Amazon also contains one of the biggest rivers in the world named the Amazon River ‘its length lies anywhere between 6,259 km (3,889 miles) and 6,800 km (4,225 miles). It has over 1,000 tributaries, 8 of which are over 2,000 kilometers’ . To the very South of Peru integrated with Bolivia is Lake Titicaca (the highest navigable above sea level lake in the world) . Geographically Peru is very rich in resources and beauty, but for that same reason Peru faces significant environmental and political consequences. Some problems associated with Peru and its land is deforestation (some the result of illegal logging mostly in the Amazon regions); overgrazing of the slopes of the costal region and highland region leading to soil erosion; desertification; and other hazards such as air pollution especially in Lima; pollution of rivers and coastal waters from municipal and mining wastes . These problems have greatly limited Peru from retaining a healthy and secure environment for its citizens. Despite Peru’s problems with its environment, the majority of the Peruvian society cannot be completely held responsible. There are issues (such as powerful politicians and foreign investors) which greatly deprive Peruvian citizens from having the ability to truly govern themselves. Society: Peruvian society is highly stratified between the rich and the poor. Peru’s total population consists of 27,167,000 inhabitants. 71% of which subsists in urban areas while 29% of Peru’s total population lives in rural areas. There is a distinct difference in quality of life between the Peruvians who live in urban areas versus the people who live in rural areas (which is predominately poorer). Peru’s ethnicities are mainly divided by Amerindian 45%, mestizo (mixed Amerindian and white) 37%, white 15%, black, Japanese, Chinese, and other 3%. The official languages of Peru are Spanish (official), Quechua (official, spoken by the indigenous), and Aymara. The Spanish language in Peru is predominately used due to Peru’s history of colonization by Spain during the 1520s. Also because of the colonization of Peru, 90% of the Peruvian population is Roman Catholic. Peru in terms of specific characteristics of their overall population is quite common for a third world. According to the World Bank the average life expectancy for a Peruvian citizen is seven one years old. According to the World Health Organization, the life expectancy for most males in Peru is sixty-eight years old. While for females seventy-three years old is the most common age of death. The World Health Organization also explains that in Peru child mortality rates per thousand people are thirty-six for males and thirty-two for females; and for adults it is one-hundred and ninety-three for males, and one-hundred and thirty-three for females. Uncommon however to most third world countries, Peru’s literacy rates above the age of fifteen who can read and write for all of Peru’s population is 88% (95. 2% for males, and 86. 8% for females). For the most part, Peru’s social situation is extremely interconnected with Peru’s economy and its division of power. Economy: Peru’s economy is very dependent on foreign investment and aid. Like most developing nations, Peru is rich in natural resources, but poor in efficiency in retaining economic sovereignty in relation to the international market. Peru is heavily into debt with foreign corporations. According to the World Bank, as of 2006 Peru’s total debt per GDP was 30. 2 billion dollars US. According to the same source Peru’s total debt in service and exports as of 2006 was 12. 9 billion dollars US. This massive debt that Peru is chained to drastically diminishes Peru’s ability to have true sovereignty and the ability to provide the best interests for its people. For this reason 11% of Peru’s population lives below one dollar US per day (1995-2005) . But although a lot of Peruvians live in poverty, the country’s economic growth rate has been going up. It was said by Peru’s â€Å"Economy and Finance Minister Luis Carranza †¦ that Peru’s 2007 economic growth was 8. 3 percent, the highest since 1994† . This ironic actuality exposes the degree of inequality in Peru. If the nation itself seems to be improving, then so should the conditions of its people; but this is not true in this case. From a purely economics standpoint the World Bank dictates that Peru’s annual average annual growth of GDP per capita was 7. % in 2007. The World Bank also states that Peru’s main economic centers and industries are set up as follows: By percent of GDP, Peru’s agriculture sector is 6. 3%, the industry sector is 35. 2%, the manufacturing sector 15. 1% and Peru’s biggest sector being services accounts for 58. 5%. To give a better idea of what Peru offers to the international market in terms of exports, Peru is ‘the worlds leading silver producer and ranks second in copper and zinc†¦ Among other products, Peru is a global supplier of asparagus, fish, grapes, and organic bananas’ . These statistics show that Peru does have the ability to compete in the international market if it could set its own prices for the goods it exports and if it were not in debt to international organizations. But because Peru must oblige to institutions such as the International Monetary Fund, World Bank, and World Trade Organization, Peru has no chance of removing the shackles of foreign power. Political System: Peru politically is a republic and contains a multi-party system that sponsors a president. The capital of Peru is Lima, and it is here where the President of Peru Mr. Alan Garcia Perez situates his reign . The major political parties in Peru are the Peruvian Aprista Party or PAP (Alan Garcia Perez is the leader of this party); the Independent Moralizing Front or FIM; the National Unity (Unidad Nacional) or UN; Peru Posible or PP; Popular Action or AP; Solucion Popular; Somos Peru or SP; and the Union for Peru or UPP. Peru has a democratic system where a president is elected through a party. The government similar to the North is divided into three branches the Executive, the Legislative made up by 120 members of the Congress who are elected for a five year-period; and the Judiciary, made up by the Supreme Court. Peru politically is in turmoil with its people. There are many groups such as the Sendero Luminoso (Shining Path) who oppose the neo-liberal type of government in Peru. Peru does have free democratic elects but history has shown in Peru (especially with president Fujimori) that most politicians have become corrupt and weak to foreign influences (especially the USA). To conclude the Peruvian people need to come together to conquer the influence of Western capitalism, inequality, and the rule of the elites in Peru. If Peru ever wishes to become truly independent and fair for all its citizens it must break off ties with dominating international organizations and nationalize a lot of its markets. Only when Peru is free of debt and agreements which favor the wealthy of Peru instead of all of its citizens will Peru find true development. Peru must utilize its vast amount of resources to help all of its citizens not just the elite.

The Witches in MacBeth Essay examples -- Macbeth essays

The Witches in MacBeth      Ã‚   Shakespeare utilized many sources of information when writing his plays.   One of his sources for the witches in MacBeth was almost certainly Reginald Scot's The Discoverie of Witchcraft, published in 1584.   In his book, Scot refuted many of the common notions regarding witches and their powers; nevertheless, the book created a basic outline for the typical witch, including physical descriptions and abilities.   The witches in MacBeth are representations of those described in Scot's book.   In the play, Shakespeare describes authentic witches in their physical appearance and behavior and MacBeth's character is made more villainous through his association with these terrifying figures.    Scot describes witches as being "women which be commonly old, lame, blearie-eied, pale, fowle, and full of wrinkles...They are leane and deformed, shewing melancholie in their faces, to the horror of all that see them" (Scot 4).   Basically, witches were thought to be poor old women with hideous appearances.   Shakespeare obviously picks up on this notion, as the witches in the play are described as ugly old hags.   During their first encounter with MacBeth and Banquo, Banquo is clearly appalled by their appearance and questions whether they are human: "What are these, / So withered, and so wild in their attire, / That look not like th' inhabitants o' th' earth" (1.3.40-42).   From Banquo's description, it seems they are poor, as evidenced by their clothing, and old and unattractive because of their vile and wrinkled appearance.   MacBeth later addresses them as "secret, black, and midnight hags" (4.1.48).   This phrase also suggests that they are old and ugl y women.   Thus, these women fit th... ...ers.   MacBeth is the only character to become closely associated with the witches.   He acts on their revelations of the future, whereas Banquo does not.   In allying MacBeth with the witches, Shakespeare makes MacBeth seem even more evil.   After all, the witches are the devil's servants, and by associating with the witches, he is indirectly associated with Satan.   Therefore, it would have been very easy for Shakespeare's audience to find him just as appalling as the witches themselves.   Thus, one of the reasons for writing the witches into the play was to make MacBeth a more despicable villain.    Works Cited Scot, Reginald. The Discoverie of Witchcraft. Montague Summers Ed. Dover Publications: New York,   Ã‚  Ã‚   1972. Shakespeare, William. MacBeth. Barbara Mowat and Paul Werstine Ed. Washington Square Press: New   Ã‚  Ã‚   York, 1992.

Male culture disadvantages boys in education Essay

Until the late 1980’s, most sociological literature focused on the underachievement of girls. Girls were less likely to pursue A levels and consequently to enter higher education. However, in the early 1990’s, it was argued that girls had begun to outperform boys at most levels of the education system. The main sociological focus today therefore is on the underachievement of boys. Epstein et al.(1999) state that boy’s underachievement is not something new, but in the past was not a worrying trend for two reasons: working-class boys used to move easily into jobs without good qualifications in the days when sons followed fathers into mines, factories, etc. And the structural and cultural barriers preventing female’s access to high-status jobs and the pressure on women to become wives and mothers, etc. meant that males always achieved better paid jobs in the long run. However, today Epstein notes that governments are anxious about large numbers of unemployed young men because they are a potential threat to social order. There are many reasons why boys are under-achieving in education. In some schools, the extent of boys’ underachievement has become so serious that twice as many girls are getting five GCSE’s grades A-C. It is estimated that by the age of 16, nearly 40% of boys are ‘lost’ to education. Some sociologists have suggested that the fault lies with teachers. Studies of classroom interaction and the relationship between pupils and teachers suggest that teachers are not as strict with boys as with girls. It is claimed that teachers tend to have lower expectations of boys, e. g.they expect work to be late, to be untidy and boys to be disruptive. Emphasis in the past has been on excluding such boys rather than looking for ways to motivate them. Consequently a culture of low achievement evolved among boys and was not acted upon because the emphasis in schools for many years was to make education more relevant and interesting for girls. Boys’ performance in schools is a complex issue. This policy issue of boys’ underachievement can be understood in many different ways. The issue can be framed in terms of human capital, class inequality, equal opportunities or social justice. Links can be drawn between the low educational attainment of some boys and the low employment rates of some young men. There is also for some boys an antagonism between educational attainment, even attentiveness, and the performance and achievement of particular and valued masculinities. Mac An Ghaill (1996) argues that working-class boys are experiencing a ‘crisis of masculinity’. Their socialisation into traditional masculine identity has been undermined by the decline of traditional men’s jobs in manufacturing and primary industries such as mining. Mass unemployment found in working-class areas means that boys are no longer sure about their future role as men. This confusion about their future role may lead working-class boys to conclude that qualifications are a waste of time because there are only limited opportunities in the job market. The future looks bleak and without purpose so they don’t see the point in working hard. They may temporarily resolve this crisis by constructing delinquent or anti-school subcultures, which tend to be anti-learning. Research evidence indicates that boys appear to gain street credibility and status in such cultures for not working. In 1994 Panorama’s â€Å"The Future is Female† by Hannon suggested that with more opportunities for women in the work place, a change in the female ideology and with a fairer education system women simply passed the boys. â€Å"Boys are not actually doing worse than they have done in the past, they are improving, but girls improvement outstrips boys† Hannon, The Future is Female, 1994. With father opportunities of women it is easy to realise the origins of the current masculinity crisis, as there is no set role. Boys are no longer thought of as maturing later and comfortably walking into sustainable education. Instead men are expected to work hard throughout education to reap the rewards later but this is against the gender stereotype portrayed through the agents of socialisation. With this problem the â€Å"new man† was created producing a crisis for men on which to evolve into. Both published in socialisation agents boys have the problem of evolving into fulfilling the â€Å"laddish stereotype† or one in which they draw away from the idea that it is not male to work hard in education. Other sociologists have pointed to the feminine culture, which surrounds younger children as a possible influence on male under- achievement. Children, both male and female, may equate learning and therefore schooling with femininity. As boys grow up, they identify with more masculine role models and may reject academic learning and skills such as presentation and reading as feminine. Boys and reading and boys and literature are frequently mentioned by teachers as trouble spots in educating boys. Many young boys belong to anti-learning sub-cultures and they would therefore be deemed as ‘un-cool’ if they achieved well in school especially in a ‘girly’ subject such as English. Many boys don’t try to achieve at school simply to conform to their group’s norms and values. If their group doesn’t value education then they won’t. They believe it is more valuable to be popular and ‘in’ with the right crowd as opposed to achieving in school and education.

Gender Inequality Of Men And Women - 1324 Words

Gender is one of many reasons why people in this world speak differently and some do believe that it has a great influence over the way in which men and women speak. Gender ties into many other aspects of why we speak differently such as occupation, class and power. These are just a few reasons why men and women speak differently. However many linguists now believe that gender doesn’t play that big of a role In the way we speak because both men and women have grown socially to be accepted in most shapes and forms. In 1975, Zimmerman and West published a theory describing how men always wanted to be dominant in a conversation. There findings were backed up by data however this data could now be invalid because of the minuscule amount of†¦show more content†¦However he also looked at the amount of women who interrupted as well and found that both men and women interrupted at an equal rate (Men interrupting 34.1 times and women 33.8 times). This would suggest that gender doesn’t have a huge play in why men and women interrupt in a conversation it comes down to other factors. I agree strongly with this and believe that men and women are equal when wanting power in a conversation. In the 21st centaury I think that the dominance model is outdated and it has no place in society any more. Around the same time of the dominance model, the deficit model was produced by Robin Lakoff. This theory suggests that women has no power in conservations and more prone to speak in a certain way. One of the choices of speech Lakoff suggested women use is over use of tag questions and hedging, she said that they did this because they needed agreement before they did something. Layoff’s theory suggests that women are more likely to use a different range of language use because they have less power in society. In 1975, this theory could have been in date and could have suggested why women speak the way they do, however women have grown in society to speak almost as a man would because of the stride in equality. This would