Abstract
There are various views on the international security systems in the 21st century. Global security systems are multifaceted, complex, and beyond traditional–based security measures and military concepts. The paper examines the varying system security, changing nature of the threats, and the obstacles to security. It implies that security must be approached holistically and comprehensively in the modern world, considering the variety and interconnectedness of challenges and issues. In order to solve the issues of global security in the twenty-first century, the article emphasizes the necessity of joint and cooperative efforts.
Keywords: system security, obstacles, interconnectedness, global security, the twenty-first century, joint efforts.
Introduction
Since the development of the modern state system, security has emerged as a major concern in international relations. Nevertheless, due to the complexity and interconnectedness of today’s worldwide threats, the scope and nature of security have experienced significant modifications. The rise of new security issues, including terrorism, the impact of climate change, digital warfare, and global epidemics, has put the conventional state-centric strategy for security, which concentrated primarily on military defence against external hazards, under pressure. The paper aims to investigate how modern security ideology applies to the worldwide system. The various facets associated with safety as well as the evolving nature of security hazards and challenges, will be covered in this paper. It is expected to argue that a thorough and broad strategy for security is necessary.
Literature Review
The primary concept is conventional security, which relates to the conventional state-centric method of security that emphasizes the application of force to protect against external dangers (Buzan & Hansen, 2019). This strategy is predicated on the concept that the nation-state is a key player in the global system, which implies that the best way to maintain national security is by deploying an armed force. Considering various non-military hazards and issues, unconventional security is a larger and more encompassing approach to safety (Ferreira,2019,p.148). Non-traditional security issues vary widely and are linked together, necessitating a different systematic approach to security. Examples include financial safety, ecological safety, safety for humans, and digital safety. Another key idea in systems security is globalization, a term used to describe the increasing reliance and connectivity of the economic growth, civilizations, and cultures around the entire globe (Onyeaka et al,.p.120-155). Multinational terrorist activities, environmental degradation, and technological warfare are just a few of the emerging safety issues brought on by globalization that call for increased coordination and collaboration between nations and other organizations (Soubrier, 2020,p.15). Protection of individuals and societies against various risks and difficulties, such as disease, destitution, deterioration of the environment, and violations of basic human rights, is a form of insecurity that requires global concern (United Nations Development Programme, 2019). The emphasis on addressing the fundamental roots of feeling unsafe, such as income disparity and poverty, marks a departure from the conventional state-centric method for addressing security.
The theoretical basis also incorporates several important theories pertinent to the research topic regarding safety in the twenty-first century: these include realism, liberal ideals, the philosophy of constructivism as well as contemporary security studies. In international affairs, realism constitutes a dominant conceptual viewpoint that highlights the influence of self-interest and authority in determining state conduct (Buzan & Hansen, 2019). Realists emphasize the necessity of using force and military might to maintain national security and see international partnership and communal safety as constrained and unstable. Onyeaka et al. (2021) examine neoliberalism as a conceptual school of thought emphasising the value of international structures, regulations, and collaboration in fostering security and stability. Liberals strongly emphasise the role of the rule of law, human rights, and financial interdependence in determining how states behave and recognize the need for global collaboration and shared security policies to tackle pressing issues. Constructivism is a hypothetical system of thought emphasising how concepts, standards, and values influence states’ behaviour (Buzan & Hansen, 2019). This philosophy strongly emphasises the role of education and socialization processes in determining state conduct and sees international partnership and collective security as continually evolving and ever-changing. Finally, to effectively study systems security, it is important to examine prevailing perspectives and structures of authority according to the conceptual framework of critical security analysis (Onyeaka et al,.p.120-155). According to significant security research studies, international collaboration and collective safety depend on more significant economic and political modification, highlighting the significance of tackling problems related to unfairness, unequal treatment, and isolation in security.
Various Dimensions of Systems Security
Despite military and state-centric ideas, security and systems safety is complicated and diverse. The advent of emerging security concerns with multinational and worldwide dimensions has posed a challenge to the old approach to security, particularly concentrated on shielding the state from external dangers. Scholars and policymakers have created new conceptualizations concerning safety that extend beyond the conventional military-centric perspective in response to these new problems. Human security, sustainability, financial safety, and internet safety are only a few of the various security dimensions currently recognized. Human security focuses on defending people against dangers that compromise their physical safety, financial stability, and fundamental rights(Buzan and Hansen,2019). It acknowledges that people everywhere are also concerned about security and states. The preservation of biodiversity and the sustainability underlying natural resources are the main goals for environmental safety. It acknowledges that social unrest and violence can result from the destruction of the environment. The protection of financial assets and the sustainability of the international economy are key components of a secure economy. It acknowledges that both political and social turmoil can result from the financial crisis, hence the need to ensure that the computer systems and vital equipment are protected against assaults from cyber criminals(Soubrier, 2020,p.15). The security system acknowledges that cyber-attacks may cause serious adverse impacts on the economy and society.
The shifting nature of Threats to Security and Constraints
As a result of the interrelationships and complexity of global problems, security risks have changed significantly in both nature and extent in the 21st century. The advent of new security issues, including terrorism, environmental degradation, digital warfare, and epidemics, has put pressure on the conventional state-centric strategy for security, which concentrated exclusively on military defence against external dangers. Considering that international terrorist groups like Al Qaeda and ISIS conduct assaults all over the world, terrorist activity has grown to be a significant security problem in the twenty-first century(Buzan and Hansen,2019). The threat of terrorism to human security has compelled authorities worldwide to step up monitoring and safety measures. Climate change has become a significant security hazard in the twenty-first century that can create extensive societal and environmental harm. Catastrophic events, shortages in water and food, and social and political instability can all be brought on by warming temperatures. States must work together to confront it because it threatens ecological security. Cyber warfare has become a significant security risk, possibly damaging essential facilities such as data systems(Ferreira,2019, pp.120-140). Governments have established sophisticated cyber warfare techniques for safeguarding against these assaults since they can have enormous financial and social impacts. Cybersecurity is essential because of how much technology is used in contemporary society and how susceptible societies are to cyberattacks. In modern times, cyber warfare has become a significant security risk, possibly damaging vital networks and information infrastructure(Ferreira,2019,p.148). States have established powerful cyber warfare abilities to protect against online assaults, which can have substantial economic and societal effects.
Pandemics, like the COVID-19 pandemic, have become a significant national threat that can trigger widespread socioeconomic and health conditions. The COVID-19 pandemic has brought attention to the necessity for worldwide collaboration and coordinated action to confront health issues worldwide (Onyeaka et al.,.p.120-155). To minimize the impact of global epidemics on human security, governmental authorities need to organize their actions.
A Holistic Approach to Global System Security
A fully integrated and holistic strategy for security that incorporates a wide range of stakeholders, particularly governments, international agencies, organizations representing civil society, and people involved in the implementation of this approach. At the state level, an integrated approach to security entails striking a balance between conventional security issues and other security elements like human safety, ecological safety, and financial safety(Soubrier, 2020,p.15)
. This necessitates incorporating these elements into national security goals and plans and investing in the ability to counter various security concerns. More significant interaction and collaboration between states and international agencies are necessary for a worldwide approach to systems security. There is a need to effectively address global security issues by improving the already-existing global legal structures and structures, including the United Nations (UN). It additionally entails creating new structures and methods for collaboration on new security concerns, like pandemics and digital safety. Persons and organizations from civil society are also essential in advancing an integrated security plan. This entails pushing more focus on less common security aspects, like individual safety and sustainability, and it also encourages global collaboration and conversation on major security issues.
Conclusion
The idea of security in the international framework of the twenty-first century is complicated and multifaceted, necessitating an all-encompassing and integrated approach. Increasing communication and cooperation between nations and other entities is necessary due to the evolving nature of potential challenges and problems, such as terrorist activity, global warming, cyberwarfare, and emergencies. Standard security issues must be balanced with additional facets of security, such as individual, ecological, and financial safety, as part of a holistic security strategy. Additionally, it includes strengthening global organizations and legal structures and investing in the ability to respond to various security hazards. Finally, handling the varied and interrelated character of dangers to security in the 21st century requires fostering international collaboration and conversation on global security concerns.
Bibliography
Buzan, B. and Hansen, L., 2019. The evolution of international security studies. Cambridge University Press.
Ferreira, M.A.S., 2019. Brazilian criminal organizations as transnational violent non-state actors: a case study of the Primeiro Comando da Capital (PCC). Trends in Organized Crime, 22(2), pp.148-165.
Onyeaka, H., Anumudu, C.K., Al-Sharify, Z.T., Egele-Godswill, E. and Mbaegbu, P., 2021. COVID-19 pandemic: A review of the global lockdown and its far-reaching effects. Science Progress, 104(2), p.00368504211019854.
Soubrier, E., 2020. The weaponized Gulf riyal politik (s) and shifting dynamics of the global arms trade. The Economics of Peace and Security Journal, 15(1).
United Nations Development Programme, 2019. Human Development Report 2019: Beyond income, beyond averages, beyond today–inequalities in human development in the 21st century.
An Evaluation Of Learning Through Individual And Group Work Essay Example
Education researchers have long considered the relative merits of individual and group learning. Brame and Biel (2015) note that while working alone can promote introspection and individualized education, working in groups can facilitate communication, friendship formation, and the developing of collaborative skills. Using Brame and Biel (2015) and Dobao (2012) as the sources, this discussion will contrast the pros and cons of individualized and group learning.
Due to its numerous advantages, individual study is a prevalent instructional method. For instance, students can complete assignments at their tempo, giving them adequate time to fathom each concept before moving on (Brame & Biel, 2015). Students work at their own pace, unimpeded by less capable colleagues. Students can think independently and uncover solutions to problems better when given autonomous assignments (Dobao, 2012). This may help students develop a sense of independence and responsibility that will benefit them inside and outside the classroom.
There are disadvantages associated with operating alone. Since they must complete their assignments independently, students miss out on the social benefits of group projects (Brame & Biel, 2015). A lack of interaction and a lack of desire and interest can lead to disengagement from the classroom and the material being taught. In addition, working alone eliminates opportunities for collaboration, a crucial talent for professional and social success (Dobao, 2012).
However, group labour is increasingly utilized as an educational method due to its numerous advantages. The capacity of students to collaborate and learn from one another is a significant advantage (Brame & Biel, 2015). Students may learn to collaborate and communicate more effectively, skills that will serve them well beyond the classroom. Because it fosters a sense of community and belonging among students, group work can be more engaging and motivating than individual work (Dobao, 2012).
Nonetheless, collective labour has its challenges. Ensuring that each student contributes the same amount to the project is a significant challenge (Brame & Biel, 2015). This can be challenging to accomplish because some students may be more dominant or less inclined to partake. Students must also organize their time and efforts to be successful with group assignments (Dobao, 2012). Having obligations outside of school could be a significant disadvantage for students.
Through collaboration, individual and group efforts can be effectively combined. (Brame & Biel, 2015) Teachers can foster students’ critical and innovative reasoning skills by assigning independent and collaborative tasks. Collectively, these strategies provide students with a well-rounded education and aid in developing skills that will be useful well beyond the classroom.
Peer evaluation and feedback is an additional methods for achieving a balance between individual and group efforts. Students can benefit from collaboration and social interaction even when working independently by sharing their work with colleagues and receiving feedback (Dobao, 2012). Teachers may also assign group projects emphasising personal accountability and requiring students to evaluate their progress (Brame & Biel, 2015). Thus, all students may have an equal opportunity to participate in group projects without sacrificing their benefits.
Additionally, the topic may influence the choice between individual and group assignments. History and science, which require extensive reading and investigation, may lend themselves better to independent study (Brame & Biel, 2015). Before students can effectively collaborate, they must develop their understanding of the material. However, group initiatives may be more effective in fields like art and design that require creative approaches to problem-solving and the generation of new ideas (Dobao, 2012). This is because group efforts, such as ideation and collaboration, yield more diverse outcomes.
The instructor’s role in fostering productive learning should be evaluated alongside the advantages and disadvantages of both individual and group efforts. According to Brame and Biel (2015), the efficacy of group work depends on various factors, including clear instructions, a supportive classroom environment, and the teacher’s skilful facilitation. Teachers should provide assignment details, such as due dates, expected levels of group participation, and the duties and responsibilities of each group member. Teachers should also foster a classroom atmosphere encouraging students to express their ideas and receive feedback. Instructors should act as facilitators, assisting students in attaining success while allowing them to assume responsibility for their work and generate solutions.
Equally important is the teacher’s role in encouraging productive, independent work. (Dobao, 2012) By providing explicit instructions, constructive feedback, and links to relevant materials, teachers can facilitate student learning. Teachers can cultivate students’ critical thinking and problem-solving skills by designating assignments with multiple potential outcomes. Teachers can increase students’ enthusiasm and interest in a subject by allowing them greater control over the direction and execution of a project.
In conclusion, several factors, such as the topic, the desired learning objectives, and the requirements of the individual pupils, must be considered when choosing between individual and group work as learning methodologies. Individual initiatives can facilitate independent and individualized learning but can be isolating and offer few opportunities for students to collaborate. Similarly, group initiatives can potentially improve communication and collaboration skills, but they can take time and effort to organize. The most effective strategy would entail a combination of individual and group efforts, peer evaluation, and feedback. Individual and group projects significantly rely on the teacher’s participation in fostering effective learning and a supportive classroom environment.
References
Brame CJ and Biel R (2015). ‘Group work: using cooperative learning groups effectively’, Vanderbilt University Center for Teaching, accessed 28 May 2020 https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/
Dobao AF (2012). ‘Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work’, Journal of Second Language Writing, 21(1):40–58, https://doi.org/10.1016/j.jslw.2011.12.002
Biases In Schools Essay Example For College
How is the experience of bias similar or different for people of various races or ethnic backgrounds
The experience of bias differs for people of various races or ethnic backgrounds in that it affects blacks more than whites (Hammond, 2015). Because of bias, blacks are not recognized as normal human beings like other races like whites. Blacks have the worst experiences regarding bias; they are segregated and less favoured, unlike Whites. The experience of bias is different by how some people are treated; blacks are treated without empathy, in an inhuman manner, and without equality. Bias among whites is always for a benefit, unlike among blacks which is the opposite. By the mere fact that blacks and Africans are seen as below rank since slavery, bias tends to add to the pain and grave Africans and Blacks have already, and whites use their powers to underlook them.
How do our biases impact others?
Biases may be positive or negative. Our biases impact others in many ways, but mostly, the negative impacts outweigh the positive ones (Seale, 2019). These biases can be dangerous and, when integrated with privilege and power, can create inequitable outcomes for society, especially vulnerable people. Bias is terrible as it does not just sit in people but can be used as a basis for decision-making, the logic behind our actions, which may be dangerous to others. Bias can influence discriminatory actions among people; it can also lead to making decisions that are neither fair nor wise nor fair. Our biases make people we feel biased about feel small and uncomfortable in the environment; they feel unfit and unwanted. As a result, it may lead to stress, depression and sometimes create suicidal thoughts among the people we feel biased about. Bias brings a negative impact as it may lead to racial segregation, which is common among whites who see blacks as not feeling like human beings; they feel irritated and disgusted by their colour, which does promote unity. Bias also impacts others by creating a sense of inequality and feeling unwanted among the people we are biased about. Bias creates wrong perceptions and judgments of people at first sight without knowing whether they are good or bad, which is not good. Lastly, biases significantly affect the health and safety of other people, especially the blacks and immigrants living in the United States who are the minority. Because they are seen, they are paid little or no attention to security and health.
How do we encourage interaction with people of different cultures? How do we encourage a culture of curiosity and commonality with people of different backgrounds?
We can encourage interaction with people from different cultures by listening to them attentively. However, before we encourage interaction with people, we must first decide to establish friendships with different people from different cultures. It is good we put ourselves in situations where we will meet people from different cultures. Another way of encouraging interaction is by asking people questions about their views, customs, and cultures. We can also encourage interaction by reading about peoples’ histories and cultures. Also, listening to people from different cultures tell their stories can encourage interaction. Another way to encourage interaction is by noticing differences in values and communication styles without assuming that the majority’s way is always right. Examining the biases about people from different cultures can also help encourage interaction; otherwise, the interaction may not occur.
We can also encourage a culture of curiosity and commonality with people of different backgrounds by celebrating other cultures (Ferguson, 2023). This can be achieved by supporting different ethnic groups in a community by promoting, attending, and helping occasions run locally by the different organizations and worship places that bring togetherness among people. Another way of encouraging a culture of curiosity and commonality is by calling out bigotry and hate speech. Americans and Europeans often, in recent years, have used hateful speech; they blame minority groups and immigrants for the hardships they face in their home countries. So, it is better in case someone hears out another person tell a racist joke or take bad about other cultures to either report or try to talk to that particular person humbly. Children should also be taught the dangers of those hateful behaviours toward others so they do not grow up knowing it is harmless and normal. Another way is by teaching children kindness and how to talk about differences. Hate and bias are not inhabitants but learned behaviours and, therefore, can be unlearned. Children copy and absorb hate and bias from the adults surrounding them, the movies they watch, the books they read, the internet, and their peers. We should set good examples for these kids as they group up. Teaching them about bias and hatred begins at an early stage/age. It is better to make children understand early on that we are all humans and that all humans have a right to feel valued and safe. Insulting and the use of offensive words should not be permitted among children.
Another way is by standing up for people being harassed by intervening if it is safe. When the public stands in unity with minority groups and immigrants, bullies become weak and can lose power. If at all we find someone being harassed or attacked physically, we must stand in and help if it is safe for us and make our presence known as witnesses. We should make eye contact with the person being attacked or harassed and ask whether they need our assistance, not just add fuel to the fire in such a situation. Everyone deserves the right to be treated with humanity and dignity, and lastly, supporting Human rights Organizations like UNICEF. For 75 years, UNICEF tirelessly advocates for children’s rights across the globe and is aware that children are required to be seen as children, first and foremost. Human rights are collaborative promises made by all countries worldwide and support those children from all ethnic backgrounds who need support and safety regardless of location. Every child, especially those uprooted by poverty, war, and violence, deserves to be treated with empathy and humanity and needs a healthy and safe environment for growth.
What are some strategies to include diversity in the Early Childhood curriculum?
Many strategies can be used to include diversity in the Early childhood curriculum. The first is by making the curriculum & instruction as diverse as possible so that different aspects of life can be understood, like gender, race, and culture. The second way is by taking children into the community, which helps them observe and learn about the different groups’ different races, cultures, and beliefs. Another strategy is bringing the community into the program, which can be achieved through many ways, such as; visiting parents’ places of work, visiting community resources, walking around the neighbourhood, and arranging field trips to complement the curriculum. Lastly is by bringing in visitors to the program, and this can be through parent visits, interesting community people visits, internet correspondence, and visitors from other schools (Derman-Sparks, 2013.).
References
Derman-Sparks, L. (2013). Guide for selecting anti-bias children’s books. Social Justice Books. https://socialjusticebooks.org/guide-for-selecting-anti-bias-childrens-books/
Ferguson. S. (2023). 5 Ways to Fight Racism and Xenophobia. UNICEF in action https://www.unicefusa.org/stories/5-ways-fight-racism-and-xenophobia
Hammond. Z. (2015). Four Tools for Interrupting Implicit Bias. Crtandthebrain
Seale. C. (2019). Forget Implicit Bias; let’s Talk about Explicit Bias in Education. Ed post-https://www.edpost.com/stories/forget-implicit-bias-lets-talk-about-explicit-bias-in-education