Refugee Experience in Palestine, Sri Lanka, Afghanistan Assignment

Refugee Experience in Palestine, Sri Lanka, Afghanistan - Assignment Example There are several standards, codes, establishments and practices for ensuring human security. The edges for supporting human security concentrate on its protection as well as its empowerment. Protection necessitates combined efforts to create rules, actions and foundations that methodically defend people from any kind of risk towards violence. Similarly, empowerment allows people to improve their potentials and become significant contributors in decision-making practices which can have an inevitable impact on their regular life. Based on such rudiments, the initiatives taken by states, non-states and intergovernmental organisations for placing human security at foremost programmes can be identified as follows: Inhibiting conflict and encouraging human rights Defending and endowing people and societies Developing democratic philosophies and practices Shielding human security culture and structure2 The military also played a quite significant function in ensuring human security for any state or country. The humanitarian emergencies caused by battle or by natural calamities result in unparalleled waves of ‘long term displacement’ and people who are displaced inside borders are identified as ‘Internally Displaced Persons’ according to the UN Convention 1951 (IDP)4. However, the concept of ‘forced displacement’ can be identified as new inclusion in Palestine, one of the UN countries. In Palestine, refugees are displaced mainly due to restrictions of the native movements internationally, ‘revocation of residency rights’ owing to the military activities of Israel accumulated by the inaccessibility of necessary amenities. The displacement in Palestine is large scale in nature and cause relocation of thousand people at a time5. These ‘long term displacements’ have been noted to result in loss of housing, property and sources of employment. Besides, displacement in Palestine also tend to influence the access for refugees to es sential services and intimidates the stability of families, affecting them to become increasingly dependent on charitable supports.

Reflective Practice (qualititiave) Essay Example | Topics and Well Written Essays - 3250 words

Reflective Practice (qualititiave) - Essay Example s responsible for the production of knowledge and/or theory, he/she was not responsible for its implementation or its practice (Green and Levin, 1998). Within the matrix of traditional research models, therefore, the researcher was neither reflector nor practitioner. The traditional research model constrained itself and limited its potentialities for the articulation of consistently practical, applicable and relevant knowledge. Delimiting the role of the researcher to collector, organiser, interpreter and disseminator of knowledge prevents researchers from reflective engagement with the topic of enquiry and, thus, detracts from the final output itself – the research. This, at least, ids the position held by a significant number of researchers (Reason, 1994; Park, 1999; Green and Levin, 1998; Reason and Bradbury, 2001; Bray et al., 2002). Having outlined the primary difference between traditional and non-traditional/reflective research, this present research shall now explore the strategies by, and through, which the researcher may integrate reflective approaches into qualitative enquiry projects. More specifically stated, following a definition and discussion of reflective research and its variant forms and strategies, the research will look into its potential contributions to a qualitative study on the social impacts of e-commerce. Reflective research represents both a reconsideration of the principles upon which traditional research is founded and, a break with it. The traditional research model, as briefly noted in the introductory paragraphs, demands separation between research and practice, between the researcher and the practitioner. Indeed, within the matrix of the research activity and the subsequent utilisation of its output, the roles of either are clearly separate. As Bray et al. (2002) note, the researcher’s role is confined to the production of findings and the practitioner’s role is the application of, and reflection upon, those