Life after death in Ancient Egypt Research Paper

Life after death in Ancient Egypt - Research Paper Example Admittedly, ancient Egyptians were afraid of death and could only imagine what happened in their afterlives: â€Å"Except in imaginative tales, no one had ever come back to tell of it† (qtd. in Bricker 99). Therefore, ancient Egyptians’ beliefs about life after death deserve special attention. In the first place, it is worth considering ancient Egyptians’ attitude towards death. On one hand, people were afraid of death. Many written works suggest that people regarded it as â€Å"an enemy from which there was no escape, regardless of all preparations† (Hodel-Hoenes and Warburton 26). Everyone, be it a pharaoh or a poor, eventually dies. Thus, death was also regarded as something inevitable. This was, perhaps, one of the reasons why ancient Egyptians respected it so much. There was even The Book of the Dead which was a guideline that depicted all necessary operations to enable diseased to enter the other world and start their afterlife (Hodel-Hoenes and Warb urton 25). The book was concerned â€Å"with practical help and magical assistance for the hereafter†; it was not a simple description (Hornung and Lorton 17). Death was regarded as a turning point where people transformed and began their existence in a new form in another world. It is important to point out that ancient Egyptians’ ideas about the form of the afterlife are quite complex. Thus, there is no certain word in the ancient Egyptian language which reveals the idea of the â€Å"modern concept of soul† (Pinch 147). In ancient times Egyptians believed that â€Å"several components† of a person usually survived death (Pinch 147). The major component was the ka, â€Å"a person’s vital force† which was usually depicted as â€Å"a double† and dying was described as â€Å"joining your ka† (Pinch 147). The ka was closely connected with human body, and mummification was aimed at preserving one’s body for the ka to return to the body â€Å"for a more complete union† (Pinch 147). Mummification is worth special attention since it was essential for â€Å"successful† afterlife. Cunningham and Reich claim that mummification is a reflection of â€Å"the most striking aspect of Egyptian religious thought†, i.e. â€Å"its obsession with immortality† (11). However, James Henry Breasted found quite an interesting explanation for the existence of such beliefs and â€Å"popularity† of mummification. He claims This insistent belief in a hereafter may perhaps have been †¦ greatly favored and influenced by the fact that the conditions of soil and climate resulted in such a remarkable preservation of the human body as may be found under natural conditions nowhere else in the world. (Breasted 49) Thus, the nature itself influenced the beliefs of ancient Egyptians who worked out certain techniques to preserve human body. It goes without saying that elite had more elaborate funer al than poor people did. However, it is important to note that all people were to be buried in accordance with the necessary rituals. More so, there was even a law concerning people dying in the Nile. According to this law all people, irrespective of their social status and wealth, be it an Egyptian or a foreigner, who died in the Nile (even if the person was unidentified) should be buried â€Å"by the inhabitants of the city† and all the necessary rituals should be carried out (Chan et al. 2032). This precision is due to the beliefs that deceased who

Advertisements Essay Example | Topics and Well Written Essays - 750 words - 1

Advertisements - Essay Example Looking at the Bacardi advertisement image and discussing about it in terms of the needs it appeals to, we notice from the very beginning that one of them is the need for sex. (Fowles, 17) The man (the only man in the picture) is pouring rum into a glass, accompanied by three beautiful girls. And not only are they beautiful, but they also express, in an innocent manner, desire. The effect of the advertisement is amplified by the fact that one of the girls seems to look directly towards the audience, establishing thus a connection with the one the product is primarily addressed to. And more than that, the setting is an intimate one, a cheerful, luminous and comfortable room. The image of the man accompanied by three women makes also appeal to man’s need for attention (Fowles, 57). We all need to get others’ attention, if we cannot be the centre, we need, at least, to feel some people are interested in us. The advertisement shows more than a feeble interest, the man reall y got the interest of three persons, and they also belong to the opposite sex. If we look more attentively, we see that the women are looking at the way the man is pouring the beverage, so the reason they are fascinated is clear. Connected to some extent to the need for attention, is the need to dominate (Fowles, 51), to feel powerful and in control. Fernando, the man in the picture, seems in control of the situation, he dominates the environment and being in possession of a strong drink he is powerful too. As for the physiological needs (Fowles, 78), the image of nine glasses all full, aligned on the table and the tenth, in man’s hands, with the liquid pouring in it, is appealing enough to get the consumer’s attention and interest. And the use of the superlative of the adjective â€Å"rare† in reference to the Bacardi rum amplifies even more the effect of the image. The advertisement uses a hornblowing type of headline (Bovee, 7) – Bacardi

the history and background of teaching homophones

the history and background of teaching homophones Introduction: Grammar teaching in schools is usually approached from a rule learning perspective and this leads to lessons that are boring. In the past, the teaching method that was adopted was mainly teacher-centered and this lead to the â€Å"drill and kill† type lessons, especially when it came to language and grammar. There is a common misconception that all learning should be serious in nature and that if one is having fun while learning, it is actually not learning (Lee, 1995). In fact, â€Å"many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value† (Uberman, 1998). Most language games make learners use the language instead of thinking about learning the correct forms (Lee, 1986). There are many advantages of using different techniques such as games, pictures, group work etc. in the classroom. These techniques can lower anxiety which makes the acquisition of input more likely and in a relaxed learning atmosphere learners remember things faster and better (Uberman, 1998). They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Uberman, 1998). Different techniques are an excellent way to break the usual routine of the classroom (Lee, 1995). In this essay different techniques to teaching language structure and/or vocabulary will be explored. To illustrate how these different techniques can be used examples will be given. The language structure which will be focused on in this essay is homophones. Homophones are words which sound the same but are spelt differently and have different meanings (homo = same, phone = sound). Due to this it is a language structure that many learners misuse and misunderstand. Homophones can be taught in a number of fun and exciting ways. This essay will explain how to teach homophones to a grade three class over four 45 minute lessons. Each lesson will act as a follow up of the previous lesson. This will be the introductory lesson to homophones. The purpose of this lesson is to introduce homophones to the learners in a fun way that will keep the learners interested. This lesson involves group work. Group work is good technique as it involves the learners themselves and all learners participate, giving everyone an equal opportunity to aid in their and their peers learning experience. In this lesson the teacher acts as a facilitator which means that learners are not merely given the answers but need to find them for themselves. The teacher will introduce the lesson by handing out a flash card to each learner in the class. These will be handed out upside down so learners cannot see what word they have received. Once all the learners have a card the teacher will ask learners to look at their word. The teacher will then ask learners to find the person in the class that has the same sounding word but that word means something else (i.e. homophone). This activity will be noisy but the teacher must keep it as controlled as possible. Once the learners have found their homophone partner learners must sit on the mat with their partner. The teacher will check that learners are partnered right and if not they must keep looking. A time limit of five minutes should be kept in order to keep control. Once all learners have found their partners and are settled on the mat the teacher will call one pair up at a time. The learners will show their words to the class and say them out load so they can hear they sound the same. T he learners will then be asked to give the meaning of their word so they can see that even though the two words sound the same they have different meanings. This activity can be done with bigger classes by adding pictures to the word pairs. This will mean that four learners will need to find each other. For example: the word son/sun and a picture of a young boy with a parent and the sun in the sky. To conclude this lesson the teacher will explain that in each group/pair the words that they have matched up are called homophones and this will be explained to the learners. This lesson will make use of pictures as a technique. â€Å"Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match† (Celce-Murcia Hilles, 1988). Pictures add fun and enjoyment and make the understanding more solid as learners can see the actual object being discussed. To introduce the lesson the teacher will recap what a homophone is. The teacher will show a blown up picture to the class. This can be a picture of the beach, for example, where a lot of activity is taking place. Some examples of this could be a picture of a bear on a beach ball and a bare child. The homophones in the picture will not be obvious to the learners which will pique their interest and make them think. The teacher will then ask the learners to draw up a table listing the different homophones they can find. A time limit can be placed in order to create a little competition for the stronger learners. Once learners have completed this, the teacher can go through some of the answers the learners came up with. After the answers have been discussed, a worksheet will be handed to each learner which they will need to complete. See appendix 1. This lesson will make use of stories as a technique. â€Å"Stories are traditional in almost all cultures †¦ [which] provides a realistic context for presenting grammar points and holds and focuses students attention in a way no other techniques can† (Celce-Murcia Hilles, 1988). Learners are inclined to listen to stories more inventively and therefore remember the story and knowledge learnt long after the lesson has ended (Celce-Murcia Hilles, 1988). The teacher begins the lesson by reading the story from appendix two to the learners. The teacher will then handout the worksheet to the learners (appendix 3). The teacher will then read the story with the learners again while the learners follow. The learners will then be given a few minutes to read the story again by themselves. Once the learners have read the story they must follow the instructions on the worksheet. The second part of the worksheet requires learners to continue the story some of the homophones provided. Learners â€Å"are marvelous storytellers† (Celce-Murcia Hilles, 1988) and this creativity should be encouraged. As a homework activity, appendix 4 will be used. This will consolidate what was done in the lesson. Due to the fact that this is the last lesson on homophones for the week it will be more of a relaxed lesson as games as a technique will be used. Games â€Å"enable learners to acquire new experiences †¦ which are not always possible during a typical lesson† (Uberman, 1998). It has been said that games are â€Å"a good way of practising language, for they provide a model of what learners will use the language for in real life in the future† (Uberman, 1998). The game that will be played is called â€Å"Homophone Hop†. This game has been taken from Primary Resources (2010). This is how the game works: In pairs or small groups learners work their way around a board using a dice and counters. When they land on the star squares they have to pick up a homophone card. One of the other children will read out the card which will say, for example, â€Å"Which spelling is required for ‘their in this sentence? ‘The children rushed to get their coats? Move an extra 5 spaces if you got it right†. The child must identify the correct homophone by spelling it aloud to their partner. If they get it correct, they will move 5 spaces. If they do not, they stay where they are. The object of the game is to reach the finish line first. This game is a great way to consolidate all the homophone knowledge that was learnt during the week. It gives learners a chance to have use the knowledge that they have dealt with and can use it in real life terms. Conclusion: As seen from the above activities there are many different ways to teach homophones. This therefore means that other language structures and/or grammar can also be taught using these different techniques. By using these techniques, lessons will not be boring and learners will be more interested in learning new things. Language is very complex and often not an easy concept to get across. If teachers plan ahead and take the time to think of new ways to teach language, they will find there are many reasons to why language teaching does not have to be from a rule learning perspective, but rather from a interesting, and appealing perspective.

Anselm Kiefer :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   Anselm Kiefer was born in Donaueschingen, Germany on March 8, 1945. In later years he became one of the most prominent figures in the Neo-Expressionist art movement. He studied law at the University of Freiburg until 1966. In 1966 he became an artist and was a student of Joseph Beuys who is another German artist (Safra pg.139).   Ã‚  Ã‚  Ã‚  Ã‚  In the painting March Heath Kiefer uses a variety of color. However the color’s that are used are dark colors and earth tone color. The center of this painting is the road that vanishes into the background. It is obvious that Kiefer wanted this to be the main object of the painting. Where the road vanishes is in the center also. However Kiefer does not tell us where the road leads. At the bottom of the painting the German words â€Å"Markische Heid† are painted with black ink. The black ink causes the phrase to get the viewers attention. After reading Anselm Kiefer by Mark Rosenthal I learned that March Heath belongs to the Brandenburg region, located in East Germany (Rosenthal pg.35). The Brandenburg region played a very important role to the Persian Empire during the seventeenth century. With this region being so important it was frequently fought over (Rosenthal pg.35). The road looks heavily traveled because of the ruts where the grass is dead an d has turned into a dirt path. Each side of the path is painted with very little detail. Yes you can tell that it is a field and you can see some plants but it is not as easily noticed as the path. On the right side of the path there is a group of trees, but three are only seen. Rosenthal says â€Å"that the trees are birch trees, and they establish a Fontane-like context of nature resplendent, waiting to be enjoyed in peaceful contemplation (Rosenthal pg 35).†   Ã‚  Ã‚  Ã‚  Ã‚   Another painting by Kiefer is Deutschlands Geistesbelden or in English Germany’s Spiritual Heroes. He uses bi-lateral symmetry. Each side of the hallway has the same amount of support beams and a large dish filled with some type of kerosene or oil that is burning on each beam. Under each candle there is a name written in black paint, and maybe these are the German Spiritual Heroes. The flaming dishes run all the way down the hallway and it leads to a door. The door that the hallway leads to is the center of the painting.

The Recommendations

In the recent past, there have been calls for stricter regulations in terms of supervision and capital adequacy of the banking sector as a result of increased risks faced by banks trading internationally. A committee was therefore formed; Basel Committee on Banking Supervision, to come up with recommendations that would be adopted by banks to mitigate themselves against the risks they face in their operations.The original proposals by the committee were done in 2001 and 2003 although due to changing financial environment, revisions have had to be made that has led to the current financial proposals which were expected to be adopted by member countries after being endorsed by the central bank Governors of G10 countries (BIS, 2009). The Recommendations The framework is set out in 3 pillars; the first one being the minimum capital requirements which touch on the calculation of the minimum capital requirements, capital risk (using standardized approach, internal ratings approach as well as securitization framework), operational risk and market risk.The second pillar touches on the supervisory review process while the third pillar on market discipline (BIS, 2009). 1st Pillar This pillar gives recommendations on the minimum capital requirements and how it is calculated for purposes of credit, market and operational risks. The capital ratio should be lower than 8% with Tier 2 capital being limited to 100% of Tier 1 capital. The capital ratio is calculated using the regulatory capital and risk weighted assets.Regulatory capital framework includes Tier 1 (paid up capital , disclosed reserves), Tier 2 (undisclosed reserves, asset revaluation reserves, general provisions, hybrid capital instruments, subordinated debt and Tier 3 (subordinated short term debts). All these Tiers will be included in the capital base provided total of Tier 2 is subject to maximum of 100% of Tier 1, subordinated debt limited to 50% of Tier 1, Tier 3 capital limited to 250% of Tier 1 capital, ge neral provisions on unidentified losses limited to 1.25 percentage points and unrealized gains being subject to a discount of 55% (BIS, 2009). The internal ratings approach of calculating credit risk is based on unexpected losses and expected losses. Under this method there is categorization of exposures into asset classes with different underlying risk characteristics. These classes are corporate, sovereign, bank, retail and equity. The internal ratings approach should be adopted in the banking group in a phased manner.Standardized approach measures credit risk in a standard manner, with the help of external assessments (BIS, 2009). The other method of determining credit risk is through the use of securitization approach where exposure is determined on the basis of the economic substance rather than the legal form. Traditional securitization is where cash flow from an underlying collection of exposures is used to service a minimum of two different stratified positions showing diffe rent levels of credit risk.Synthetic securitization on the other hand is where at least two different stratified risks reflecting different levels of credit risk where credit risk of an underlying collection of exposures is transferred, partly or wholly through use of funded or unfunded derivatives that mitigate against the credit risk of the portfolio. Operational risk results from insufficient or inadequate internal processes, people and systems or from external events. Operational risk includes legal risk but not strategic or reputational. This risk is measured using standardized and advanced measurement approaches.Market risk is risk of losses in on and off balance sheet positions as a result of changes in the market prices. The risks include risks associated with interest related instruments, forex and commodities. 2nd pillar This pillar of the Basel II provisions touches on supervisory review, risk management as well as supervisory accountability in relation to risks facing th e banks. Supervisory review ensures that banks have enough capital to manage risks develop internal capital assessment , how well banks are assessing their capital requirements as regarding risks as well as amount of capital held against risks.The second pillar also has 4 provisions on banks i. e. banks should have processes of assessing their overall capital adequacy in relation to risk and maintaining capital levels, banks internal capacity and strategies and compliance with capital ratios. , banks operate above regulatory capital ratios and capital requirements, and intervention by supervisors to avoid capital falling bellow minimum capital requirements. Other issues to be addressed under this pillar include interest rate risks, credit risks, operational risks, and market risk (BIS, 2009) 3rd pillarThis touches on the disclosure requirements under Basel II. The disclosure requirements is to complement pillar 1 and 2 thus encouraging market discipline in terms of information acces s on risk, capital, risk assessment process. The disclosures should be in line with the management of these risks thus effectively informing the market on the banks exposure to risks hence enable consistency, understandability and comparability. The information could be made publicly available and in case of non disclosure, penalties may be enforced. These, though, varies across different countries.The disclosure requirements under the framework should not conflict with the accounting standards which are overall and if conflicts arise, they should be explained. Accounting disclosures should also be complemented with the frameworks disclosure requirements to clarify the disclosures (BIS, 2009). Materiality of the disclosures should also be considered. Materiality is determined by the effect of omission or inclusion of an item. The disclosures can also be done on a semi annually, quarterly, or annual basis depending on the nature of information to be disclosed.Confidential and proprie tary information should also be considered in disclosing information to the market. Challenges facing Basel II The implementation of the provisions of Basel II has not been smooth sailing. It has presented some apparent challenges to banks across the globe. The new framework has led to the mobilization of the risk, information systems and finance departments of the banks given the fact that far reaching provisions contained in the accord. This in itself will involve the use of resources in terms of manpower and money (Accenture, 2007).Banks are also faced with the challenge of implementation of the framework in terms of the change in the product portfolios as well as economic environments. This is in terms of the capital requirements which under the accord, should be above the minimum limits. The assessment of capital requirements may also lead to changes in product portfolios thus leading to introduction and withdrawal of other products. Despite the apparent benefits brought about by the new accord, some banks view Basel II as a regulatory bottle neck in their operations.Other challenges that accompany the implementation of Basel II is that of the cost implication. Given the far reaching provisions of the framework, the costs to be incurred in setting up supervisory teams and risk assessment mechanisms may be out of reach of smaller banks or even ‘eat’ into the profits of well established banking institutions. The costs involved have led to uncertainty among many bank heads (Accenture, 2007). The current information systems in most banks around the globe cannot adequately meet the requirements of Basel II.This means that banks will have to either improve on their information systems or overhaul them completely. This brings us back to the issue of cost involved in the implementation of the framework. The need of historical data in the calculation of credit risk, advanced internal rating based approach which requires up to 7 years in historical dat a or advanced measurement approach which requires up to 5 years of historical data will definitely increase the need of databases by banks which also has cost implications attached to it (Accenture, 2007).The implementation of Basel II will lead to the complete change in the existing systems and processes in order to meet the new regulations in risk determination and management as well as capital adequacy. The implementation of the accord will also see the changes in operations of the banks at the same time calling for closer supervision The adoption of the recommendations of the accord has received widespread acceptance although the level of implementation is varied.The effect of this is that there may be lack of uniformity hence making comparisons difficult between different banks (Accenture, 2007). Conclusion Despite all the above mentioned challenges, the benefits brought about by the implementation of Basel II far outweigh the drawbacks. The provisions enable banks to have and develop credit management and assessment systems that will help them to mitigate these risks effectively. The regulatory capital requirements under the accord will also enable the banks to have adequate capital to finance their operations as well as manage any risk arising thereof.The disclosure requirements also ensure that the market is aware of the operations of the banks. References Accenture. (2007, December 10th). Basel II Impacts: Challenges and Opportunities. Retrieved March 16th, 2009, from Accenture: http://www. accenture. com/xdoc/en/industries/financial/banking/capabilities/BII_Survey_SAP. pdf BIS. (2009, March 10th). Basel II:Revised International Capiatl Frameork. Retrieved March 16th, 2009, from Bank for International Settlements: http://www. bis. org/publ/bcbs128. htm

Shortage And Degradation In Developing Countries Environmental Sciences Essay

Presently, people are paying a batch of attending to the world-wide H2O crises which include H2O deficit and H2O debasement. Harmonizing to Kumar and Puri, over one billion people in the universe do non have plenty safe H2O for endurance. There are many grounds for and effects of H2O deficit and H2O debasement in developing states. In some states, people face H2O deficit where the sum of H2O can non fulfill the demand ; and in other states people encounter H2O debasement where the quality of H2O is non suited for homo ‘s ingestion. One cause of H2O deficit is the increasing demand for H2O due to population growing. One ground for H2O debasement is pollution. Water debasement causes diseases and H2O deficit can do intercountry struggles or wars. This essay will first discourse the causes of H2O deficit and H2O debasement, and will so explicate their effects on people and international security. Increasing demand for H2O due to population growing can take to H2O deficit. Peoples need H2O to last, but more people mean more demands for H2O. For case, 1.5 to 2.5 litres of H2O per individual per twenty-four hours should be taken in to stay wellness ( NAS, 1968 cited in Pimentel et Al, 2004 ) . Today the universe population is about 6 billion ; nevertheless, within 2050, the universe population will make 9.4 billion ( UN, 2001, cited in Pimentel et Al, 2004 ) . The entire sum of H2O needed per twenty-four hours to keep the wellness of 9.4 billion people will be about about 14.1 to 23.5 billion litres. This big demand will set a immense force per unit area on H2O supply and will do H2O deficit, in some states. For illustration, due to the continuously turning population, Pakistan will confront H2O deficit within 2035 ( Sabir, 2011 ) . Compared with 31 million people when Pakistan became independency, the population of Pakistan, in 2011, grew six times to 180 million ( Sabir, 2011 ) . Correspondingly, Pakistan possessed excess H2O in the 1950s and so possessed abundant H2O in the1980s ( Sabir, 2011 ) . However, in 2010, Pakistan faced H2O emphasis, and will confront H2O deficit within 2035 ( Sabir, 2011 ) . Therefore, turning demands for H2O, owing to the continuously increasing population is one cause of H2O deficit. One chief ground for H2O debasement is pollution from agribusiness and industry. First, the fertilisers, which are used in agribusiness and contain P to enrich the dirt, cause H2O pollution. The P applied to the dirt can be washed to H2O ways and so foul the H2O. For illustration, in Turkey, the quality of Lake Uluabat has deteriorated and fish deceases have been found due to missing of O ( Yersiz et al, 2001, cited in Bulut and Aksoy, 2008 ) . One chief beginning of P that polluted Lake Uluabat came from fertilisers used in agribusiness throughout the drainage basin ( Bulut and Aksoy, 2008 ) . The heavy metals in waste H2O from industry can besides do H2O debasement. Industries frequently generate a big sum of waste H2O which frequently contained many harmful pollutants. If the waste H2O is discharged straight into rivers or lakes without proper intervention, it will foul H2O and do the quality of H2O unsuitable for human ingestion. For illustration, in Thailand, the Pattani River has been polluted by lead taint from waste H2O which came from Sn excavation at the upper basin, and boat-repair activities at the oral cavity of the river ( Simachaya, Navickaphum, and Leelapanang, 2003, cited in Sowana et Al, 2010 ) . A high concentration of lead degraded the quality of the Pattani River. Pollution from fertilisers used in agribusiness and heavy metals in waste H2O from industry can do H2O debasement. Having discussed the causes of H2O deficit and H2O debasement, this essay will now depict their effects on persons and on international security in developing states. Water debasement frequently causes diseases in developing states, because the quality of H2O is non suited for imbibing and irrigation. Contaminants in H2O have harmful effects on persons ‘ heath, and so cause diseases. For illustration, many â€Å" malignant neoplastic disease small towns † , where big Numberss of villagers become sick with malignant neoplastic disease, have been founded due to H2O debasement in China ( Liu, 2010 ) . One badly affected malignant neoplastic disease small town is Shangba small town, which is located in the Mountain countries of Wongyuan County ( Liu, 2010 ) . Harmonizing to Liu ( 2010 ) , the development of Fe and Cu in the upper watercourse of this small town resulted in dispatching waste H2O incorporating heavy metals, such as lead and Cd. More than 250 people died because of malignant neoplastic disease in this small town, between 1978 and 2005 ( Liu, 2010 ) . Another illustration of disease caused by H2O debasement is the Itai-itai disease in Japan between 1939 and 1955. The upper steam of the Jintsu River was celebrated for mining Zn, lead, and Cd, but the mine company dumped waste H2O incorporating these metals straight into the river ( â€Å" Cadmium Pollution and Itai-itai Disease † , 1971 ) . However, people, who lived along the Bankss, used the contaminated H2O as drinking-water and irrigation H2O, so 200 individuals became sick with the Itai-itai disease ( â€Å" Cadmium Pollution and Itai-itai Disease † , 1971 ) . Water debasement has posed a negative consequence on people ‘s wellness as evidenced by China and Japan. Water deficit can do intercountry struggles or wars in developing states. Sufficient H2O is of import for the development of an independent and comfortable state around the universe ( Solomon, 2010, cited in Bigas, 2012 ) . The state of affairs, where one state ‘s H2O supply is affected by another state, due to geographical grounds, is frequently found worldwide. The unjust distribution of H2O can take to H2O deficit in one state, and can so do intercountry struggles or wars. Harmonizing to Barnaby ( 2009 ) , 87 per centum of the Nile ‘s H2O was allocated to Egypt, in the 1959 Nile Waters Agreement, but Ethiopia, whose Highlandss provided 86 per centum of the Nile H2O, did non have rights to the Nile H2O. The unjust entree to cherished H2O became a possible cause of struggles between these states. In1991, the Ethiopian authorities planned to build dikes in the upland and the Egyptian authoritiess considered that this program threatened its right to the Nile H2O ( Haftendo rn, 2000 ) . Therefore, Egypt protested against this program and even declared get downing a war with Ethiopia ( Haftendorn, 2000 ) . Another illustration of struggle caused by H2O deficit is the difference over the H2O resources between Israel and Palestine. Israel and Palestine, particularly the West Bank part, portion the same H2O resource which comes from the Jordan River, but the sum of H2O that Israeli colonists consume per twenty-four hours is three times more than the sum of H2O consumed by Palestinians life in the West Bank ( Orme, 2000, cited in Malone, 2004 ) .Such unjust allotment of H2O causes H2O deficit which threatens the Palestinian households ‘ day-to-day lives and triggers struggles between Palestinians and Israelis. As it is proved by states in North Africa and the Middle East, intercountry struggles or wars can be caused by H2O deficit. To reason, H2O deficit and H2O debasement can be found in developing states around the universe. Water deficit and H2O debasement have many causes, and affect persons and international security. The increasing demand for H2O owing to the turning population can take to H2O deficit, and pollution from agribusiness and industry can do H2O debasement. Due to the debasement of H2O, some diseases occur. Because of deficit of H2O, struggles or wars can be triggered between states. In the hereafter, an organisation needs to be set up to work out the jobs caused by H2O deficit and H2O debasement.