Neil Postmans Arguments on Societys Losses Brought on by...

Neil Postman, writer, educator, critic and communications theorist, has written many books, in addition to his recent book Technopoly. He is one of Americas biggest and most visible cultural critics, who attempts to analyze culture and history in terms of the effects of technology on western culture. For Postman, it seems more important to consider what society loses from new technology than what it gains. To illustrate this, Postman uses the Egyptian mythology called The Judgment of Thamus, which attempts to explain how the development of writing in Egyptian civilization decreases the amount of knowledge and wisdom in the society. He traces the roots of technology to show how technology impacts the moral and intellectual attitude of people. Postman seems to criticize societies with high technologies, yet he seems naive to the benefits technology has given society. Postman is a man who is caught in a changing world of technology who can be considered fairly conservative in his views regarding technology. His lucid writing style stimulates thoughts on issues in todays technological society; however because of his moral interpretations and historical revisions, his ethos is arguable. For every good insight he makes, he skips another mark completely. Postman divides history into three types. He begins his argument with discussion of tool-using cultures. In these cultures, technology has an ideological bias to action that is not thought about by users. He says that this

Literature Review On Children s Learning Essay - 2445 Words

Literature Review Learning stories are about children’s learning which are a form of assessment and documentation for the teacher and parents to know the child’s interests, achievements and progress. According to Hatherly (2006), The Learning Stories approach to assessment has been praised by a number of writers. As example, Smith (2003, p. 12), states: â€Å"Learning Stories seem to have extraordinary power to excite and engage teachers, parents and children. Parents have become much more interested in and convinced of the extraordinary learning achievements of children in their early childhood centres.† Some early childhood teachers have describe the value of Learning Stories for facilitating understandings of literacy (Hatherly, 2006) and for promoting communication between teachers, children, and families (Ramsey, Sturm, Breen,Lee Carr, 2007). For a number of early childhood teachers in New Zealand, the Learning Stories framework has been a welcome revelation of the power of documentation to support children s learning and enhance reciprocal, respectful relationships with families (Hatherly 2006). According to Southcott (2015), in her research she pointed out the importance of teachers’ knowledge about learning stories. The learning in learning stories is twofold: teachers come to understand how their own thinking is being shaped at the same time as they learn about children’s thinking. It becomes a learning story nested within a learning story. Learning stories featureShow MoreRelatedThe Increase Of Globalisation Over The Years Has Made Our World Increasingly Interconnected1195 Words   |  5 PagesLiterature review-NEED TITLE The increase of globalisation over the years has made our world increasingly interlinked. The way in which we communicate, live our lives.....everything has become more and more interrelated. 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Differences between Bernardo Bertoluccis movie The Spider Stratagem and the story on which it is based Essay Example For Students

Differences between Bernardo Bertoluccis movie The Spider Stratagem and the story on which it is based Essay There are a number of differences between Bernardo Bertoluccis movie The Spider Stratagem and the story on which it is based, Jorge Louis Borges The Theme of The Traitor and The Hero; however, overall Bertolucci does a pretty accurate portrayal of the essence, at least, of Borges story. Besides changing the setting of the plot, there is also much more information relayed in the movie. This is very much due to that the story is simply a suggestive piece, while the movie had to fill in all of the blanks. In the movie, Bertolucci had to add characters, motivations, and many vast details that are left out of the story. To begin with, Borges is very vague in his ideas on the semantics of his story. He begins filling in the details somewhat with the story taking place in Irelandà ¢Ã¢â€š ¬Ã‚ ¦. But Borges himself says that this is simply, for narrative convenience. Borges 72 Borges then expands on his idea within an Irish backdropà ¢Ã¢â€š ¬Ã‚ ¦ Bertolucci keeps the story intact, and simply transplants it to Italy in the twentieth century. The names are all changed; but that is because Borges chose Irish names which would not work in the new setting. The entirety of Borges story is written in vague possibilities of ideas. He uses for example a number of times throughout the story and only offers these examples to give the reader an ideaà ¢Ã¢â€š ¬Ã‚ ¦ not the actual plot. It is more the plot than the setting which concerns Borgesà ¢Ã¢â€š ¬Ã‚ ¦ and Bertolucci does exact Borges plot with his movie. At the beginning of the story, Borges says that our narrator is writing an autobiography of his great-grandfather, the hero. However, in the movie, Bertoluccis narrator is summoned to his father not great-grandfathers hometown by his fathers ex-mistress. Borges does not mention an ex-mistress. He has no interest in knowing about his father. It is only in concern of the health of this ex-mistress that he actually chooses to stay. She has a propensity for fainting on cue. It is for her that he actually undertakes the pursuit of the truth of who the traitor was that caused the death of his father, as opposed to in Borges story where the narrator undertakes the truth for the purposes of his biography. Bertolucci had to take some artistic licenses with character motivations in order to make the movies pace keep going. Bertolucci also had to fill in the roles of the other conspirators because Borges does not discuss these individuals other than the one charged with finding out who the traitor was. Bertolucci chooses three simpletons who were basically just sheep that his hero directed. In Borges story, the conspirator who discovered that the hero was the traitor is the one who suggests the elaborate scheme to make a martyr of the traitor. But Bertolucci chooses to allow the traitor himself to suggest this conspiracy. This is an interesting and slightly more dramatic choice. Bertolucci kept many of Borges ideas on the execution of the assassination and the literary ironies that the characters employ. However, he had to explain exactly the method in which the martyr was shot. The shooting takes place in a theaterà ¢Ã¢â€š ¬Ã‚ ¦ so Bertolucci came up with the idea that the shooter should be on stage. Bertolucci employs one of the simpletonsa singer to shoot the martyr from stageà ¢Ã¢â€š ¬Ã‚ ¦ so as to preserve the mystery of who the shooter could have been. The police could not solve the case, and, as planned, all of the peopleincluding the ex-mistress believe it to have been a government person. There is a vast difference for the audience in getting the story from the movie or from the book. The story deals more with the semantics of the literary devises that play into the plot. Borges is focused on the irony and the conceptual paradoxes involved, rather than the exact feelings of the characters involved in making this incredible plot come to life. In watching the movie, the audience gets a much better sense of the tangibility of the characters and situation. .ua5a63c9578ab076e6ecb6314e5afdd63 , .ua5a63c9578ab076e6ecb6314e5afdd63 .postImageUrl , .ua5a63c9578ab076e6ecb6314e5afdd63 .centered-text-area { min-height: 80px; position: relative; } .ua5a63c9578ab076e6ecb6314e5afdd63 , .ua5a63c9578ab076e6ecb6314e5afdd63:hover , .ua5a63c9578ab076e6ecb6314e5afdd63:visited , .ua5a63c9578ab076e6ecb6314e5afdd63:active { border:0!important; } .ua5a63c9578ab076e6ecb6314e5afdd63 .clearfix:after { content: ""; display: table; clear: both; } .ua5a63c9578ab076e6ecb6314e5afdd63 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua5a63c9578ab076e6ecb6314e5afdd63:active , .ua5a63c9578ab076e6ecb6314e5afdd63:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua5a63c9578ab076e6ecb6314e5afdd63 .centered-text-area { width: 100%; position: relative ; } .ua5a63c9578ab076e6ecb6314e5afdd63 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua5a63c9578ab076e6ecb6314e5afdd63 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua5a63c9578ab076e6ecb6314e5afdd63 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua5a63c9578ab076e6ecb6314e5afdd63:hover .ctaButton { background-color: #34495E!important; } .ua5a63c9578ab076e6ecb6314e5afdd63 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua5a63c9578ab076e6ecb6314e5afdd63 .ua5a63c9578ab076e6ecb6314e5afdd63-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua5a63c9578ab076e6ecb6314e5afdd63:after { content: ""; display: block; clear: both; } READ: Spanglish: The Need For Money EssayOverall, Bertolucci does a great job of exacting Borges plot in the medium of cinema. The artistic licenses that Bertolucci took did not in any way shape or form affect the atmosphere or theme of the story. It is all there for the audience to pick upà ¢Ã¢â€š ¬Ã‚ ¦ just maybe not quite as succinct as Borges story. If Borges had actually taken the time to turn this idea into a full-fledged bookà ¢Ã¢â€š ¬Ã‚ ¦ it would quite possibly have turned out very different from this. However, given the story that Borges did write, it is not even debatable whether or not this movie does justice to his story. It does.

Rte 2009 free essay sample

Knowing how to read is knowing how to walk. Knowing how to write is knowing how to ascend. Feet, arms, wings, all these are given to man by his first and most humble schoolbooks. 1 The Right to food, Right to Information, and Right to education are considered to be fundamental and crucial rights for social well-being. Education as we all know is one of the most powerful instrument for reducing poverty and inequality. It would also play an important role in improving Indias competitiveness in the global economy. So quality education will go a long way in bringing in economic and social development in India. The historic act the Right to Education (RTE) act was passed by Indian parliament on 4th August 2009 and the act came into force on April 1, 2010 with this India became one of the 135 countries to implement free and compulsory education for every child. Salient features of the act are: All children in the age group of 6 to 14 years will be given free and compulsory education. We will write a custom essay sample on Rte 2009 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Any time of academic year, a child can go to a school and demand hat this right is respected. Private educational institutions have to reserve 25% seats to the economically weaker children. The school needs to have certain minimum infrastructure facilities, teachers, etc. The government need to develop some policies for developing the backward schools as well. The state government should establish primary schools within walking distance of one km neighbourhood and at a distance of three km in case of VI to VIII class students. The Right to Education Act A history Just after the Indian constitution was framed after the independence, the article 45 stated that The state shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. The recent historical details of the Right to Education Act are as follows: In 2002 the 86th Constitutional Amendment was passed. In 2003, the first draft of the Right to Education bill was circulated for public review. In 2004, the second draft of the bill, drafted after consideration of the feedback to the first draft, was posted on the Education Department website. In June 2005, the Central Advisory Board of Education (CABE) committee drafted the ‘Right to Education Bill and submitted to the Ministry of Human Resource Development (MHRD). MHRD sent it to the National Advisory Council (NAC) where Mrs. Sonia Gandhi was the Chairperson. The NAC sent the Bill to the Prime Minister for his observation. In July 2006, the finance committee and planning commission rejected the Bill citing the lack of funds and a Model bill was sent to states for the making necessary arrangements. (Post-86th amendment, States had already cited lack of funds at State level) The States promptly sent the model bill back to the Centre citing lack of funds. The bill was virtually buried for two years. In February 2008, the Ministry of Human Resource Development circulated another draft of the bill. In August, the Union Cabinet referred the Right to Education Bill to the Group of Ministers (GoM), a high-powered group of ministers formed to look into operationalising the Fundamental Right to Education. On October 31, the Union Cabinet cleared a revised draft of the bill, as yet unreleased to the public. The GoM had passed on the draft to the Cabinet earlier that month. On December 15, the Right of Children to Free and Compulsory Education Bill was introduced in the Rajya Sabha and released to the public on the Rajya Sabha website. The Rajya Sabha referred the bill to the Department-related Parliamentary Standing Committee on Human Resource Development. 2009 On February 18, the Standing Committee released its report of recommendations and placed it before both the houses of Parliament, which were in session at the time. On February 26, the Parliament ended its budget session without passing the bill. On July 20, the Rajya Sabha passed the bill with minor changes to the 2008 draft bill. On August 4, the Lok Sabha passed the bill. On August 26, the President gave her assent to the bill. 2010 From 1 April, 2010 The Right of Children to Free and Compulsory Education Act 2009 came into existence with much fanfare and an address by Prime Minister Manmohan Singh. RESPONSIBILITIES ASSIGNED BY RTE A) STATE: * The state should ensure the availability of neighbourhood school for each and every child (within three years of commencement of the act). In cases of unavailability it is the duty of state to arrange transport facilities to the nearby school. * Ensuring the non enrolled children in the age group of 7-9 are enrolled to the programs in their neighbourhood schools within one year of commencement of the act. And the children who are in the age group of 9-12 at the time of commencement of the act should be enrolled to similar programs in the neighbourhood school, if available, in failing that to any other school to enable then to get admitted to an appropriate grade in the neighbourhood schools within three years of commencement of the Act. * Regular monitoring of enrolment, participation and attainment of success by every child . And also to make sure that the child completes the elementary education. * To ensure that economic, social, cultural, administrative, locational, linguistic, gender arriers prevents the children from getting the elementary education. * The state should enforce the government and aided schools to provide pre-school education or an alternative facility for the children of the age group of 6-9. B) CENTRAL GOVERNMENT: * To provide financial assistance to the State Governments in accordance of the pre decided formulae and frequent conversations for the implementation of this act. * To govern the performance of the appropriate bodies, there by developing a national frame work for the enactment of the act and enforcing quality norms for the training and qualifications of the primary school teachers. Provision of technical assistance for the promotion of innovations and advanced researches through proper authorities. C) LOCAL AUTHORITIES: * Maintain a record of the children below 14 years of age with special reference to weaker and disadvantaged sections. * Ensuring all the children in the age group of 6 to16 of the jurisdiction are enrolled to the nearby primary schools for the primary education. * Filling up the gaps of additional schools, teachers and other facilities. * Monitoring the overall implementation of the act. Plans referred under section 22 (1), (2) amp; (3) i. e. , to develop a School development plan for the schools under its territory for catering the preliminary education needs of the neighbourhood children. D) SCHOOLS: Responsib ility of Schools to provide Free and Compulsory Education Schools shall provide free and compulsory elementary education to children entitled under Section entitled under Section 3 to the extent and in the manner specified below: * State schools, except schools of specified categories, and fully aided schools to all admitted children. Aided schools, other than fully aided schools to at least such proportion of their admitted children. * State schools of specified categories, and unaided schools, to at least 25% children admitted to class 1 after the commencement of this Act, from among children belonging to weaker sections randomly selected by the school, and for the continued education of such hildren in the School thereafter till completion of elementary education or till they seek transfer from the school, whichever is earlier. * For every child admitted and educated in pursuance of (iii) of sub-clause (1), the appropriate government shall reimburse to the school at a rate equal to the per child expenditure in state schools/fully aided schools and state funded preschools, or the actual amount charged per student by such school, whichever is less, in such manner as may be prescribed. It shall be the duty of every school to supply to the appropriate government or to an authority designated by such government, su ch information as the appropriate government may direct to be furnished for the purposes of Section 5(3). * Prohibition of Screening Procedures and Capitation Fees No child or her family shall not be subjected to any screening procedure by a school while deciding about admission to the school at the elementary stage, nor shall the family be required to make any payment in the nature of capitation fee. Admission to Schools to be Generally done at the Commencement of the Academic Year but not to be Denied at Other Times Children shall be admitted to schools as far as possible at the commencement of the academic year, or within such period thereof as may be prescribed: * A child admitted later in the academic year, who has not come on transfer from another school, shall complete the class with the next batch of students, unless the school is of the opinion that the child has made sufficient progress in the remaining part of the academic year to merit promotion to the next class along w ith the regular batch of students. E) TEACHERS: * Regularly attend school for its full duration Transact and complete the curriculum in accordance with the principles laid down in clause 29, * Transact the curriculum in accordance with the time schedule, decided by the school, subject to general guidelines of the Competent Academic Authority, * Report every case of non-attendance to the parent or guardian concerned in the first instance, and in case it persists, to the SMC constituted under Section 22, * Regularly assess the learning level of each child, and to provide supplementary instruction needed by the child, * Regularly apprise every parent/guardian about the progress of learning and development of his child/ward studying in the school, and to also regularly report about such progress to the SMC, in such manner as may be prescribed, and * Perform such other functions as the appropriate government or the appointing authority may specify, consistent with the provisions of Section 20. Advantages ) â€Å"Tens of m illions of children will benefit from this initiative ensuring quality education with equity,† 2) Without India, the world cannot reach the Millennium Development Goal (MDG) of having every child complete primary school by 2015, which the UN has set. 3) It contains specific provisions for disadvantaged groups, such as child labourers, migrant children, children with special needs, or those who have a ‘disadvantage owing to social, cultural, economical, geographical, gender or such other factor. ‘Which many other countries who have adopted this policy don’t have. 4) The act will not only help reduce poverty but will also reduce the unemployment in our country, for which India is very well known. ) Especially states like Uttar Pradesh, Bihar, Rajasthan, Jharkhand are specially looked into under this act as they are doing very poor as far as education is considered and it is said that  this Act will change the educational landscape of these states and the cou ntry as a whole. 6) After the implementation of the rte act the centre is trying to bring in the later group of including the students of secondary level (9th and 10th) under this act. 7) The RTE has adopted a learning process which will be comprehensive, which will also include social skills as an important curriculum, therefore help children in their complete development. 8) The implementation will increase the countries status in the coming years with an increase in the HDI (Human Development Index). 9) The Right to education Act will make the country alluring for tourists and trade. Disadvantages There is a popular Sanskrit Sloka:-â€Å"Anna Chinta Chamatkara Katare Kavita Kutah† i. e. you cant read, write, think or enjoy poetry when you are hungry or when your stomach is empty. Families who are incapable of ensuring a minimum of 2 meals for their family would find it hard to accept this act. Those parents who can’t afford two meals a day for them and their kids cant think of RTE, as it doesnt have any relevance to them. A family who cannot satisfy their basic needs, how can they afford to send their children’s to school, therefore we suggest that the government should take an extra step of providing the children with at least two meals a day. The government has declared that parents who are unwilling to send their children to school will be punished, but What about those persons who are employing the minors in their homes? Even, the academicians who are shouting in the meetings have working minors in their homes. Who will punish them? Unless and until the educated segments of the society implement it in real sense, RTE will remain as a dream. The rte covers only children in the age group between 6 and 14, clearly excluding and violating the rights of the 0-6 and 14 to 18 year olds, these age groups are given no importance. The previous government activities which implemented schools in some rural areas have been ineffective and corruption-ridden. Many reputed NGO’s have been complaining that the act is not very well framed, and they feel the government should have consulted them before implementing the RTE; after all they were the people working for child welfare before the government involved themselves. States such as Uttar Pradesh which is well known for its corruption ridden state government has failed to implement the RTE Act; the centre should take appropriate action against state governments who fail to implement the act. The act should not be based on age group but on basic schooling. RTE IN NEWS Pre-school education may come under RTE ambit New Delhi, July 20, DHNS: The Centre is now seriously exploring ways to bring pre-school education under Right to Education Act to provide free and compulsory education to children between the age group of four and six. The move has been initiated following a recommendation made by National Advisory Council (NAC), headed by UPA chairperson Sonia Gandhi, which stressed that bringing pre-school education under the ambit of RTE Act would ensure continuity in the child’s education. A sub-group of Planning Commission set up to prepare the next five year plan on elementary education is examining the possibility of widening the reach of the RTE Act to include children between the age of four and six. Another sub-group of the Central Advisory Board of Education, set up by the HRD Ministry recently to examining the possibility of extending the law to cover secondary education up to class 10, will be asked to look into the inclusion of pre-school learning. Sources said that Prime Minister Manmohan Singh has directed that a final decision on increasing the ambit of the RTE should be taken by the end of July. The inclusion of children between the ages of four and six would mean reworking the ambit of the Ministry of women and child development, which is implementing a pre-school education programme for children below the age of six through its Integrated Child Development Schemes (ICDS). According to sources, the Ministry does not want to give up its pre-school education programme. It has already initiated efforts to strengthen its pre-school education programme across the country and has marked it as an important agenda item for discussion at a meeting with state ministers, which began here on Wednesday. However, the NAC has favoured a comprehensive national policy for early childhood and pre-school education underlining that the policy must identify and propose appropriate curricular modules, promote age-appropriate learning and develop pre-school teacher-training modules and mechanisms. REFERENCE: http://www. deccanherald. com/content/177898/pre-school-edn-may-come. html FAQs Significance of the act and what does it mean for India? The Right of Children to Free and Compulsory Education (RTE) Act 2009 marks a historic moment for the children of India. This Act serves as a building block to ensure that every child has his or her right (as an entitlement) to get a quality elementary education, and that the State, with the help of families and communities, fulfils this obligation. Few countries in the world have such a national provision to ensure both free and child-centred, and friendly education. What is ‘Free and Compulsory Elementary Education? All children between the ages of 6 and 14 shall have the right to free and compulsory elementary education at a neighbourhood school. There is no direct (school fees) or indirect cost (uniforms, textbooks, mid-day meals, transportation) to be borne by the child or the parents to obtain elementary education. The government will provide schooling free-of-cost until a child’s elementary education is completed. How RTE is Useful? Despite of having many disadvantages there are various befits of having this act, which have been stated below: 1) Help to Poor Students:-Now, any student can claim for education with the provision of required facilities, what he needs is a little support of the government and some enthusiastic social workers. ) Expectations from Private Schools:-The Act also orders the Private schools to reserve 25 per cent seats for children from the weaker and disadvantaged sections which is an intelligent step which the government has taken. All the schools have been asked to admit such students without admission tests and other documental requisites. Also, the schools cant refuse the entry of students with reasons like late or early admission, full seats etc. 3) Financial Help from Government:-The Finance Commission has provided a sum of Rs 25,000 crore to the states for implementation of the Act. The education minister Mr. Sibbal has further announced that the government has full arrangements of the funds required for efficient implementation of the Act. Conclusion: All of us might be wondering, in an economy like ours, a democracy, a people’s economy, and a rapidly developing economy, would this act bring a change to our people, or would it remain a dream and fade away like all other acts which were previously implemented have due to the corruption ridden system in our country. Promises and rules should be kept and made, but only if one can keep them and abide by them. As far as the RTE act is concerned, it has been a turning point in the life of us Indians, despite of which section we come from, be it the lower middle or higher class, the proper and rightful implementation of this act will affect all of us positively. With the implementation of the act, every child will enjoy the right for primary education. With the enactment of this rule, the living conditions of people below the poverty line are expected to improve. Also Literacy in India has had a steady growth till independence. The literacy rate is expected to grow tremendously in the coming years which would lead to a decrease in child labour and increasing job opportunities through the education provided to them. Pratham a very well known NGO, known for helping the government in implementing the act, conducted a survey in around 14000 villages, covering an estimated 700000 children revealed that 96. 5% of all children in the age group of 6-14 have been enrolled into schools as per the act. A very important problem that has come to our notice is that the government is finding it difficult to find teaching staff for the schools, and are yet to discover ways to raise efficient faculties, the government should find ways to overcome this issue within the time frame allocated by them. Even though the government has given a start to this act, it is very essential to study and take every step from here onwards cautiously and with utmost care. RTE can be said as the seed towards a shining and developed India, free of poverty and unemployment. If implemented properly, India is sure to have a very bright future. 3REFERENCES: ELECTRONIC REF. :- 1- 2- 3- 4- 5- 6- 7- 8-

Benefits of Student Identification Tags

Benefits of Student Identification Tags Free Online Research Papers School uniforms have been used for quite a few years. There are many schools today that still use the uniform to identify their students. The uniforms consist of a polo shirt and khaki pants or shorts. Schools generally choose their own school colors for the polo shirt. For example, Mandeville High colors are skipper blue and white. Every few year’s the school mails out a form to the parent to vote for or against school uniforms. Student identification tags (I.D.) should be used in schools instead of uniforms. I.D. tags are more cost effective for families and they serve the purpose of identifying people who belong on campus. If the outcome is for uniforms, this can be very costly for the families. Especially if the child only has one year left at the school. Lower income families can’t afford to spend money on uniforms that their children will only wear at school. Their children may hit a growth spurt and grow out of their uniforms, which then causes their parents to go out and buy new uniforms. I.D. tags will fit anyone no matter what size or shape they are. Another down side of uniforms is that any person can purchase these items and enter the school premises. School identification tags are issued by the school office and have a unique design; for example it contains the school logo. These also contain the student’s picture for easy identification. Students are required to wear their I.D. tags on a daily basis on school grounds. If a student forgets to wear their I.D. to school, they must report to the school office to purchase a temporary I.D. Teachers have a right to question anyone without an I.D. The parents prefer their child to wear school uniforms so that they don’t get their good clothes dirty. The parents need to teach their children not to get their clothes dirty and explain to them that it cost money. The children need to learn to have responsibility. In conclusion there are many disadvantages with uniforms. It benefits the students and parents. It is more cost effective for the parents and for their children to wear I.D. tags. Identification tags can be improved in the future. Research Papers on Benefits of Student Identification TagsStandardized TestingPersonal Experience with Teen PregnancyHip-Hop is ArtEffects of Television Violence on ChildrenThe Spring and AutumnThe Relationship Between Delinquency and Drug UseHarry Potter and the Deathly Hallows EssayThe Effects of Illegal ImmigrationComparison: Letter from Birmingham and CritoGenetic Engineering

Principle, Principal

Principle, Principal Principle, Principal Principle, Principal By Sharon Principle and principal are easily confused. It doesnt help that they are homophones, which means they sound alike. Heres a guide to what they mean and how you can tell them apart. Principle The word principle means a standard, a law or a rule. This means you can have: the principles of economics, which are the laws that govern economic theory moral principles, which are the rules and standards that govern your behavior Principal The word principal usually refers to a person. Remember that it ends in pal, which is a person. A principal can be: the head of a school the head of an organization the main person involved in a contract or financial negotiation Putting It All Together If you remember that principal is a person, then you can easily make sense of this sentence: The principal taught us the first principle of social responsibility. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Congratulations on or for?In Search of a 4-Dot EllipsisTypes of Plots

Imperialism Essay Example | Topics and Well Written Essays - 1500 words

Imperialism - Essay Example n instance, Michael Parenti depends on the economic exploitations of imperialism as the basis of his definition, as he says, â€Å"By imperialism I mean the process whereby the dominant politico-economic interests of one nation expropriate for their own enrichment the land, labor, raw materials, and markets of another people† (24). A true impartial tone about the core nature of imperialism is Lake’s definition, as he says, â€Å"Imperialism is a form of international hierarchy in which one political unit, or polity, effectively governs or controls another polity† (7232). Since Lake’s political perspective focuses on the core political aspect of imperialism, it, though implicitly, implicates other aspects also through the two terms â€Å"effectively governs or control† and â€Å"another polity†. The term â€Å"effective control† refers to suppressions in various economic and cultural forms because the dominant polity in imperialism cannot assimilate â€Å"another polity† within itself by obliterating the otherness and the distance that prevails between the dominant and the dominated. Lake refers to this failure of the imperialistic dominant to shed the otherness as a primary cause of suppression in the following quote: â€Å"Exploitation of the weak by the stron g is not essential to imperialism, but it is an often natural outgrowth of effective domination. The affinity between domination and exploitation explains the typically pejorative status of the term.† (7232) In fact, the definition of imperialism is such that it cannot shed off its oppressive and repressive apparels. The existential basis of Imperialism essentially lies in the early European Colonialism. Though the overall concept of imperialism is different from early European colonialism, the underlying motif to rule the weaker people is existent at the core of these two forms of dominance. Indeed the later one is more associated with the political systems of ruling the people of an area than the colonialism

Socrates as One of the Well-known Philosophers Assignment

Socrates as One of the Well-known Philosophers - Assignment Example He was a member of the Athenian army and given the fact that he was always questioning the manner in which his community run is an issue that always got him in trouble. He pushed the youth to oppose the local government to a point that they had even lost trust in the local system and is one of the charges that he was set to face. Socrates was accused of collaborating with outside armies in a manner that he would even snitch on his local government. Socrates was very fast to defend himself against these changes. Regarding the first accusation, he responded by asking whether it was only he that had made the mistake of derailing the youth. He sought to show that the fact that he was the only person with the ability or rather the strength to speak aloud regarding these issues did not mean that he was the one on the wrong. It only showed how much fear that people had of the government that they did not have the attitude to handle this. The premise that he uses to explain this is by talking of the horse analogy (Barlette, 2010). When Socrates brought in the issue of horses, he made it as an analogy to explain his point. He seeks to prove that the majority may indeed be the ones responsible for a negative influence on the youth and that he is responsible for uplifting them. He shows this by stating that the trainer of the horse is the one person that does the animal well and that other people that ride the horse may harm it. In this case, the accuser, Maletus, states that he alongside the judges is the ones responsible for a positive influence on the youth. Socrates defines his role in the Athenian society appropriately. He states that it is his job to deliver these people. According to Socrates, the government at the time was using resources badly and not even appreciating the efforts made by the soldiers. He knew that this was his role from the fact that people feared the government.

Literary Analysis of American Literature Essay Example for Free

Literary Analysis of American Literature Essay As Elinor Ostrom explains, To a great degree, his stories speak for those who are disenfranchised, cheated, abused, or ignored because of race or class. Hughess stories speak of the downtrodden African-Americans neglected and overlooked by a prejudiced society. The recurring theme of powerlessness is exemplified in his narration â€Å"Let America Be America again†, â€Å"Harlem† and â€Å"The Negro Speaks of Rivers†. Hughes uses rhyme to draw attention to the poetic element of his narration â€Å"Let America Be America Again†. Words such as â€Å"be† and â€Å"free†, â€Å"dreamed and â€Å"schemed†, â€Å"wreathe† and â€Å"breathe† etc. all demonstrate rhyming. The central theme is that the author feels left out of the American Dream. Hughes is writing a poem of someone who feels that America is a land that lives up to begin to add up to that. The tone is angry and resentful. In this poem he is not representing the point of view of one particular group. Hughes conveys that there are many people who’ve come here with hopes and dreams and they’re being let down. He’s also saying that there is an economic disparity between people. In essence the rich get richer, and the poor get poorer, because there is no equal opportunity. That idea is something that is not real for many people because of their race, economic situation, and come up. The reader is immediately introduced to the fact that the author does not believe that America is all it can be due to the fact that the word again is used. He wants America to be â€Å"the dream it used to be. † But the powerful line is #5 which reads â€Å"America was never America. † This enhances what many people feel, that Americas ideals of equality, liberty, and land of the free don’t seem real. In a sense there is a positive tone because there is a hope that America can be a â€Å"great strong land of love,† O, let my land be a land where liberty Is crowned with no false patriotic wreath, But opportunity is real, and life is free, Equality is in the air we breathe. Liberty, which is another word for freedom is important in the dream America holds so preciously. The central message here is one of greed. Money is at the center of what America has become. Hughes feels that â€Å"power, gain† and owning property is the focus. It’s all about money. He says in line #32 to what America has become in his views. â€Å"Of owning everything for one’s own greed! † At the later stage of the poem, Hughes is coming back and saying sarcastically that he wouldn’t say there is freedom. He is speaking for the â€Å"millions† of people who have been struggling, hoping, working, flying flags, â€Å"who have nothing† except for dreams that are â€Å"almost dead. † â€Å"Harlem† by Langston Hughes is a poem that talks about what happens when we postpone our dreams. The poem is made up of a series of similes and it ends with a metaphor. The objective of the poem is to get us to think about what happens to a dream that is put off, postponed; what happens when we create our very own shelve of dreams? The â€Å"dream† refers to a goal in life, not the dreams we have while sleeping, but our deepest desires. There are many ways to understand this poem; it varies from person to person. Someone like me may see this poem as talking about just dreams in general. Others may see it as African-American’s dreams. Although the meter of Harlem varies, the poem has a rhythmic, lyrical quality achieved through alliteration, rhyme, repetition of certain words, and carefully placed stressed syllables. People need to think twice before deferring their dreams. Langston Hughes says it best in his poem Harlem asking the question. What happens to a dream deferred Langston Hughes describes the outcome of the question as an altogether bad idea, saying that deferring your dream is â€Å"fester like a sore† or â€Å"it stinks like rotten meat†. By using imagery, he wants the reader to know what it is like to defer a dream and how bad it is. The first image in the poem proposes that the dream dries up like a raisin. This simile likens the original dream to a grape, which is round, juicy, green and fresh. Once the dream has lain neglected for too long, it dries up. Where the raisin image invokes the senses of taste and sight, the simile of the sore conveys a sense of touch and bodily impact. By comparing the dream to a sore on the body, Hughes suggests that unfulfilled dreams become part of us, like scars. In Langston Hughes poem The Negro Speaks of Rivers, Hughes makes use of some interesting poetic techniques. This poem is written in free verse, at first glance, seems to be unstructured. Hughes repeats words and lines, but does not make use of repeated sounds. Finally, some of his word choices near the end of the poem help to bring the message of the poem across more strongly. These poetic techniques contribute greatly to the quality of the poem. The textual details of the poem invoke strong imagery related to veins, rivers, and the roots of trees and give the reader a sense of the timelessness of these objects. In the short first stanza, the speaker in the poem by Langston Hughes states that he has â€Å"known rivers ancient as the world and older than the flow of human blood in human veins. † From this early point in the point in the poem, images of the canals of veins that run throughout the human body as well as similar images of rivers that wind around and are shaped like veins form our understanding that this poem is about more than blood or water, it is about roots and circuits. He has a very deep meaning about how people feel by debating that his soul is so much stubborn now at this point that no external source could change it. Hughes poems illustrate many of the problems that African Americans faced during the depression era, ranging from prejudice and discrete racism to a general air of hopelessness and despair. His poetry basically develops the idea of celebrating and idealizing the Negro life in America. He is not much like the other poets who just uses a single voice/entity, instead has a tendency to express the visualizations through a number of voices making it more realistic. His expression consists of renunciation and feelings of personal cruelty.

Shakespeares Macbeth as Tragic Hero Essay -- Macbeth essays

Shakespeare's Macbeth as Tragic Hero      Ã‚  Ã‚   Shakespeare's Macbeth follows the journey of nobleman Macbeth that starts with him as Thane of Glamis and ends with him as King of Scotland. Macbeth is a tragic hero because he possesses all the traits that Aristotle outlined in his poetics. He said that the tragic hero must be a man that is higher than mortal worth, but has tragic flaws. Aristotle also stated that the flaws will lead to great suffering and usually death; the cause being fate. The flaws that lead to Macbeth's degeneration are his sense of ambition, his reliance on the prophecies and his influence and manipulation by Lady Macbeth. These flaws cause the downfall of Macbeth, which evokes both pity and fear in the audience.    Macbeth's ambition is a very big factor that contributes to his demise. At first his good nature was stronger than his ambition because he is against the murder of King Duncan, saying "Why, if fate will have me king, why, chance may crown me without my stir." (I, 3, 157-158). Eventually his ambition overcomes his good nature aft...

Celta 1st Assignment

Assignment 1 / Language focus The car's going to crash Form describe the form: Be going to Affirmative: Subject + be + going to + bare infinitive Interrogative: Be + subject + going to + bare infinitive ? Negative: Subject + be + not + going to + bare infinitive Short form response: Yes, subject + be + going to + bare infinitive No, subject + be + not + going to + bare infinitive Phonology : /g / Anticipated Problems confusion with will for future purposes onfusion with getting for future plans (getting more certain) Context Look at these dark clouds! It's going to rain. 1 Use certainty that something is going to happen to the future(imminent)/prediction (Look at this car! It is going to crash into the yellow one) Contributions to learning I could use personalization (Based on my possible knowledge of a students other activities, I could use an example like: John is going to walk back home) Have the students listen or read from the board/student book/handout some examples with oing t o (these receptive skills make learning more concrete and give confidence by repeating the structure) Give the students the chance to repeat the structure (produce) via speaking, exercises and writing Use contrast, concept questions and other technics in order to clarify, in case the students get confused You should have done your assignment Form describe the form: Should (Should is the conditional form of shall, which is a modal verb) Affirmative: Subject + should + verb Interrogative: Should + subject + verb Negative: Subject + should + not + verb Short form response: Yes, subject + should + verb No, subject + should + not + verb Phonology : / d/ Anticipated Problems: differences between should and shall differences between should and would (future in the past) differences between should and must to (obligation) differences between should and will (only about the future) phonology, should not should confusion with the irregular verb in the example, make one with a regular Should + present = advise, desirability (You should go to the doctor) Should + past = criticism (You should have paid your bills) Context By the time John woke up, it was too late to visit the local museum. I should have used my alarm clock, he said to himself. Use to give advice (You should take regular exercise) in hypothetical situations (Should you need any help, just call me) to give tentative opinions (I should think the cost will be about 50 euros) Contributions to learning I could use personalization (Based on my possible knowledge of a students other activities, I could use an example like: John missed the deadline. He should have been more responsible) Have the students listen or read from the board/student book/handout some examples with hould (these receptive skills make learning more concrete and give confidence by repeating the structure) Give the students the chance to repeat the structure (produce) via speaking, exercises and writing Use contrast, concept questions and other technics in order to clarify, in case the students get confused I have to complete this assignment on time Form describe the form: have to Affirmative: Subject + have to + verb Interrogative: Should + subject + verb Negative: Subject + should + not + verb Short form response: Yes, subject + should + verb No, subject + should + not + verb Phonology: /h? / (obligation) but /h? v/ for possession Anticipated Problems confuse with the verb have (possess) confuse with have as an auxiliary verb used in tense formation have got to (the same, mostly British english) to has a weak sound Context John was late. He had to leave the hotel immediately if he wanted to catch his train. But first he had to go to the reception and pay the bill. Use to talk about strong obligation that comes from somewhere else, for example from you boss, you parents, a rule at school or work. we do not use have to when we talk about what is a good idea to do, but we don't do it yet Instead,we use should. Contributions to learning I could use personalization (Based on my possible knowledge of a students other activities, I could use an example like: John lost his jacket. He has to buy a new one) Have the students listen or read from the board/student book/handout some examples with have to (these receptive skills make learning more concrete and give confidence by repeating the structure) Give the students the chance to repeat the structure (produce) via speaking, exercises and writing Use contrast, concept questions and other technics in order to clarify, in case the students get confused

Design of Single Mode TE Mode Optical Polarizers

Design of Single manner TE mode optical Polarizer Using Silicon Oxynitide multilayed wave guide Abstraction–A Si oxynitride ( SiON ) guided movie is used as multilayered wave guide and utilizing transportation matrix method.We propose the application of wave guide as a TE-Pass polarizer and TM-Pass polarizer holding a passband in the 3rd optical communicating window of 1550 nanometer. Polarizer is cardinal constituent for devices which require a individual polarisation for their operation. Most of the polarizers use metal clad wave guides with proper thickness and refractile index of screen and substrate. Index Terms— Optical Polarizer, Multi-layered wave guide, TE manner, Silicon oxynitrideIntroductionOptical wave guide: An optical wave guide is a physical construction that guides electromagnetic moving ridges in the optical spectrum. Common types of optical wave guides include optical fiber and rectangular wave guides. To manufacture a planing machine wave guide ( Fig.1 ) , normally a movie ( refractile index) , with a screen bed ( refractile index) , is grown on a substrate ( refractile index) such thatSuch wave guides are known as asymmetric wave guides. For symmetric wave guide, the screen and substrate are fabricated with same stuff and the refractile indices are equal, i.e.. If there are more than one bed between Cover and Substrate, so such type of optical wave guides are known as Multilayer Waveguide. In a multi-layered wave guide, we have pick to manufacture as many beds as we required. We can choose the thickness of the beds and the type of the stuff harmonizing to our demand. Fig. 1 Geometry of 3-layer wave guide construction For a N-layer construction, theDefineframe receives the vacuity wavelength, the refractile index valuesns ( substrate ) , n1, †¦ , nN ( interior beds 1 to N ) , nc ( screen ) , and the thicknessest1, †¦ , tNof the interior beds. All dimensions are meant in microns. The figure illustrates the relevant geometry: Fig.2 Geometry of multilayer wave guide construction Multilayer wave guides are used in the execution of a assortment of optical devices including semiconducting material optical masers, modulators, wave guide polarisers, Bragg reflectors, and directional couplings. During the last 20 old ages, many efforts have been made to work out the moving ridge equation for the propagating manners in a general, lossless or lossy multilayer wave guide, in such a manner as to ease the design and optimisation of the above optical devices. TE-Pass Polarizer Silicon oxynitride ( SiON ) planar waveguide construction can be fabricated by utilizing plasma enhanced chemical vapor deposition ( PECVD ) . In this technique oxidization reaction is initiated by plasma instead than utilizing external warming beginning. Other techniques are runing technique, vapour stage deposition technique but CVD technique is superior. These wave guides find assorted applications in optical communicating particularly as wavelength filter, microresonator, modulator, polarisation splitter and 2nd harmonic generator. A SiON guided movie is used as multilayered wave guide and utilizing transportation matrix method we propose the application of wave guide as a TE-Pass polarizer and TM-Pass polarizer holding a passband in the 3rd optical communicating window of 1550 nanometer. Polarizer is cardinal constituent for devices which require a individual polarisation for their operation. Most of the polarizer usage metal clad wave guides with proper thickness and refractile index of screen and substrate. Multilayer wave guides are used in the execution of a assortment of optical devices including semiconducting material optical masers, modulators, waveguide polarizer, Bragg reflectors, and directional couplings. We propose a multilayered SiON wave guide fabricated on substrate and has metalas screen is shown in fig 2. The pick of SiON is made for its extremely desirable characteristics such as low interpolation loss, broad scope of refractile index tailoring and realisation of compact devices because of its low bending loss. The present constellation of optical polarizer will happen applications in incorporate optical circuits, signal processing from fiber ocular detectors and fiber gyroscopes. For the analysis of the wave guide we have used the transportation matrix preparation. Fig.3 Geometry of multilayer wave guide construction = refractile index of the screen = refractile index of the movie i=1, 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦r = refractile index of the substrate = thickness of the movie bed in micrometer = thickness of the movie bed in micrometer Figure 1:Formulation For the computation of extension invariable and ensuing extension manner profile of multi-layered wave guide, there are following methods: – 1. Disturbance Method ( 4-layer ) 2. Newton’s Method 3. Mode-matching method ( 5-layer construction ) 4. Transfer Matrix Formulation 5. Argument Principle Method The disturbance method for a lossless 5-layer construction, for a lossy 4-layer construction, and for a metal-clad wave guide was used to find the extension invariables and the ensuing propagating manner profiles. Newton’s method was used for metal-clad wave guides where the derived function of the scattering equation can be obtained analytically. A graphical method, every bit good as formal electromagnetic analysis methods such as the mode-matching method, was besides used. The disturbance method every bit good as Newton’s method can non easy be extended to multilayer constructions, since their attack is analytic and the expression involved become cumbersome. None of the above methods can easy foretell the figure of propagating manners supported by the multilayer construction. This is a serious job since there is no manner of cognizing when to halt seeking for new propagating manners or even if the wave guide really can back up any manner at all. In fact, an extra analysis must be used to find the figure of guided manners before using the zero-searching techniques. Even if the figure of bing propagating guided manners is given, there is no verification that all the manners will be found. All the above mentioned methods have serious jobs in turn uping closely spaced roots. Furthermore, all of them need an initial estimate near to the existent nothing. This initial estimation may be hard to happen, particularly for high-loss propagating manners where the popular disturbance method does non use. The method which we are utilizing, is based on complex figure theory. It is capable of happening the nothing or poles of any analytic map in the com plex plane. The scattering equation of a general multilayer wave guide is formed via the construct of thin-film transfer-matrix theory. After its uniqueness points are observed, the complex plane is divided into parts where the scattering equation is analytic, and all the zeros inside each part are found. In add-on, the method provides the figure of nothing or poles in each part. The transfer-matrix analysis provides an easy preparation of the multilayer construction job. The method will be presented for TE manners but the extension to TM manners is straightforward. Fig.4 TE-Pass Polarizer A multilayer nonmagnetic slab wave guide construction(  µ= µO) ,is shown in Fig. 2. The refractile index,,of the IThursdaybed can be complex in general, i.e. ,,where,is the extinction coefficient of the IThursdaybed and I = 1.. . ..randRis the layer figure. For aTelluriummanner propagating in the+way in the IThursdaybed, (tenI? x ? xi+1) , the electric field is,and the magnetic field in the same bed iswhereare the unit vectors in theten, Y, omegaway, severally,is the radian frequence, andis the complex extension invariable withandthe stage and the fading invariables severally 2.1TE Mode A multilayer nonmagnetic slab wave guide construction(  µ= µO) ,is shown in Fig. 3. The refractile index,,of the IThursdaybed can be complex in general, i.e. ,,where,is the extinction coefficient of the IThursdaybed and I = 1.. . ..randRis the layer figure. For aTelluriummanner propagating in the+way in the IThursdaybed, (tenI? x ? xi+1) , the electric field is,and the magnetic field in the same bed iswhereare the unit vectors in theten, Y, omegaway, severally,is the radian frequence, andis the complex extension invariable withandthe stage and the fading invariables severally By utilizing Maxwell’s differential equations, we get For TE manner, = 0, merelyconstituents will show. So by work outing above two Maxwell’s equations, we get ( 1 ) ( 2 ) ( 3 ) ( 6 ) whereis the freespace permittivity,and, c is the velocity of the visible radiation in the freespace andis the freespace wavelength. The electric and magnetic The Electric and Magnetic digressive Fieldss within the IThursdaybed are solutions of above equation, and can be written as = AI+ BI( 7 a ) =j( 7 B ) When we apply boundary status at=in equations ( 7 a ) and ( 7 B ) , so we will acquire ( 8 ) =cos []+( 10 a ) ( 10 B ) Adding equation ( 10 a ) and ( 10 B ) ( 11 ) Using the continuity of the digressive Fieldss at any layer interface in the multilayer construction, the Fieldss digressive to the boundaries at the top of the substrate bed,and at the underside of the screen bed,, are related via the matrix merchandise =[( 12 ) Where for one = 1,2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. , R( 13 ) Are the transportation matrices for all of theRbeds holding thickness. For propagating manners, the digressive Fieldss at the boundaries must be exponentially disintegrating holding the signifier ( 14 ) And ( 15 ) Where, From equation ( 12 ) , we get The extinction ratio ( PER ) is defined as the ratio of power staying ( at the end product terminal ) in themanner () to the power staying ( at the end product terminal ) in themanner () , expressed in dBs. In add-on, the interpolation loss ( PIL ) is defined as the power loss associated with themanner. Frankincense: PER= 10 PER=Loss in dubnium?Loss in dubnium PIL= 10() PIL=Loss in dubnium The above equations assume that the inputmanner has unit power at the input terminal of the polarizer. In order to hold a good TE-pass polarizer, we require the power staying in the desiredmanner at the end product terminal of the polarizer to be every bit high as possible. Hence a low value of PIL is desirable. The effectivity of the polarizer in know aparting against the transition of themode comparative to themanner is measured by the PER parametric quantity. Therefore, this parametric quantity should be every bit high as possible. Hence, we require a high PER and at the same time a low PIL. Figure 5.1: Effective index w.r.t.normalized movie Figure 5.2: Loss w.r.t.normalized movie bed Fig. 5.3: Effective index w.r.t.normalized movie bed Fig. 5.4: Loss w.r.t.normalized movie bed Decision First of wholly, we have checked the map of TE manner by utilizing transportation matrix method [ 2 ] . The value of stage changeless and fading invariable for 6-layer Lossy Dielectric Waveguide are available. The available informations were calculated by the method of Argument Principle ( APM ) . Transportation Matrix method has been used to analyze a four superimposed waveguide dwelling of SiON as guiding movie. On this footing, we have designed TE base on balls polarizer. The scope of SiON movie thickness was estimated so that merely the cardinal pervert TE0is supported. The computations showed that in the thickness scope of 0.7 µm -2.2  µm of SiON, the wave guide supports merely TE0manner. In TE manner base on balls polarizer, the loss of TE manner is in the scope of 0.2 – 2.5 dB/cm and for TM mode its scope is 40 – 45 dB/cm, which rather higher in comparing to TE manner. So in this type of constellation of four bed wave guide, merely TE manner will go through. Mentions [ 1 ] Vishnu Priye, Bishnu P.Pal, and K.Thyagarajan, â€Å" Analysis and Design of a Novel Leaky YIG Film Guided Wave Optical Isolator, †J. Lightwave Technol. , vol. 16, No.2, February 1998 [ 2 ] Anemogiannis and E.N.Glytis, â€Å"Multilayer waveguides: Efficient numerical analysis of general constructions, †J. Lightwave Technol. , vol. 10, pp. 1344-1351, 1992 [ 3 ] M.Ajmal Khan and Hussain A. Jamid, â€Å" TE/TM Pass Guided Wave Optical Polarizer† , IEEETEM2003 [ 4 ] H.Kogelnik, Theory of Optical Waveguides in Guided-wave Optoelectronics, T. Tamir, Ed. New York: Springer-verlag, 1988 [ 5 ] AJOY K. GHATAK, K. THYAGARAJAN, AND M. R. SHENOY Numerical Analysis of Planar Optical Waveguides Using Matrix Approach [ 6 ] Ajoy Ghatak and K.Thyagarajan, â€Å" Optical Electronics’’ , Cambridge University Press [ 7 ] Joseph A Edminister and Vishnu Priye, â€Å"Electromagnetics Schaum’s Outline, Tata MacGraw Education Private Limited†

101 Library Research Day Professor Ramos Blog

101 Library Research Day WordPress Library Research Notes Today we are meeting in the Crafton Library computer room. Librarian Krista Ivy will be teaching us how to research. In the Crafton Hills website go to the library link. Crafton Hills Library Databases You can search for books, ebooks, reference books, and articles. Use the  EBSCO Academic Search Complete  database under interdisciplinary section Find your keywords to search effectively in the databases. Example topic: the rising costs of textbooks Keywords: textbooks, cost, price, course reserves Search the keywords you came up with for your topic. Limit the results to full texts and scholarly. Can also limit the results to current publication date, depending on your topic. Boolean Terms Use the Boolean search terms to help narrow your search results AND, OR, or NOT Read the abstract, summary, and/or introduction of the article you are considering to see if it is useful and relevant to what you are researching. WordPress Sign up for WordPress.com

Favorite Example

Favorite Example Favorite – Coursework Example Favorite When I hear the word favorite, I get aware of my surrounding that very instant. Personally, favorite means more of something, if I was given a choice, I would prefer over the rest present. My childhood memories are made viable when I hear the word favorite. I get so anxious since it reminds me of things I love most in my life. It is imperative to note that what is deemed as favorite to someone is in-born within him/her. One of my childhood memories that become prevalent when I hear the word favorite is the color blue. I personally adore color blue. To me blue serves as the color which represents humility and tranquility. On the breath, I vividly remember an incident that occurred when I was child when my mom bought me a yellow dress as a Christmas gift instead of a blue dress. I despise bright colors. To show my dissatisfaction, I cried the whole day. It was obvious that my mom expected me to wear the yellow dress on Christmas day and so I had to play along and pretend to li ke the dress. All along, I did this while suffering deep down with the main objective of not upsetting my mom who went an extra mile to purchase the dress off her savings.When I grew up, I reminded my mom of the very incident of the yellow dress and she smiled without commenting. She then advised me later on that what she did was worthy given she had parental instincts. She shunned me off and told me that when I have my own kid I would understand what really happened on that fateful day.Evidently, there is a sense of dissatisfaction felt that occurs when that which is deemed favorite to someone is excluded from the equation. To feel relaxed and happy, one should take into consideration whatever serves as a favorite to him or her.

Older People in Residential Care Essay Example | Topics and Well Written Essays - 3000 words - 1

Older People in Residential Care - Essay Example Though there remains a section of the inhabitants who live in hold up residential settings for reasons of great frailty or cognitive disability. Moreover, Dalley argues that there will carry on to be a require for residential care for the alternative. At this time these represent 4.8% of the 75-84 age collection and 20.9% of the inhabitants over 85. Approximately 350,000 people live in these settings, of whom about 35,000 are in local power residential homes, 163,000 are in separately run residential homes, and 150,400 are in nursing residence. Moreover, homes have to comply by new National Minimum Standards which came into force in 2002 (Evandrou, M. 2002, 6-7). If we analyzed then we come to know that the Care in The Community policy has resulted in a rise in the dependency level of older people living in residential homes. A contrast of long-stay hospitals, residential homes and older people living in the group of people found that dependence had risen considerably. Moreover, there is agreement that the plan of residential and nursing home buildings has an power on the excellence of life of the residents and excellence of care by the staff. Two issue of precise significance are the population bang in older people caused by greater than before life expectation, and a much altered example of care of older people, chiefly people with dementia that happened in the last years of the 20th century explain by Kitwood and others. The buildings that offer residential care vary extensively, depending on their attribution, though they carry out very alike functions. In theory the nursing homes offer housing for the frailest people, who need custom medical notice as well as personal care, and residential homes above all offer personal care. In put into practice residential homes ever more cater for the very frail, and normally people of either great physical frailty and/or cognitive impairment are placed in together nursing and residential

Native American History Final Exam Questions Assignment

Native American History Final Exam Questions - Assignment Example Land was not purchased from the Indian tribes; laws were enacted forcing their movement to reservations. Treaties on the sale of goods were made to Hawaiians and ban on Hawaiian sugar sale lifted by America, but the Indians were not legally recognized resulting in no treaties in their treatment. The histories intertwine in the manner in which their culture, land, source and manner of livelihood, and forced cultural and political transformation. The divergence is in terms of the manner in which the treatment of the Native Hawaiians and Indians where laws against Indians were used and they were not legally recognized while the Native Hawaiians were legally recognized and politically and culturally transformed. By the end of the century, the Indians’ population had been considerably reduced (1500 million to 237,000 (Lewy, 2004) and resulted in the undertaking of American roles and education of their children, farming, and joining scouts, actors, and medicine men jobs to fend for themselves and overcome challenges in the reservations. Native Hawaiians faced economic and social decline, and its government had been overthrown by the United States and a government that did not extend voting to the Hawaiians established. Native experiences in WW II did not mirror that of other Americans owing to their different situation in reservation camps. Young men from the reservations were drafted to the war and others volunteered providing them a chance to access technical training, meet whites of diverse backgrounds, and were held in high esteem by others owing to the legend of tough Native American warrior. For once, they felt part of the American fabric and also they accessed the opportunity to access well-paying jobs owing to labor shortage during the war. The war opened the way for access to education, readjustment money, employment opportunities, and success by the native tribes

Nowledge Management Case Study Example | Topics and Well Written Essays - 2750 words

Nowledge Management - Case Study Example This new concept of knowledge management has enhanced the progress of most institutions it turns personal knowledge to be the institutions asset and therefore it is widely used within the institution. Ones knowledge can be mixed with other values and insights to be applied in the organizations practices and routines this is according to Eardley and Uden (2011). Within a school setup, this can also be attained through enabling better processing methods for knowledge and through this better communication can be achieved and shared to others . Schools that practice knowledge management only focus on not repeating same mistakes and diversifying their thinking to avoid duplicate works. Wisdom high school is an average sized school with a population of six hundred students and forty teachers and twenty-five non-staff members. They all work together to provide quality service to its students and community. All workers exchange information among themselves on how to co-operate in work for be st outputs. This can be done through formal and informal ties and training among themselves. Networking system can also be encouraged to enhance access to information and exchanges between workers. Knowledge management faces several challenges in its implementation, but with the developments in computer networking, cooperation and consultations have been enhanced. It is enhances the support of decisions by more people within the organization and rejection if it is not appropriate. Therefore, this supports. Working within the school setup involves educating scholars and decision making on issue that affects the whole school society. Schools should know about current trends in the learning systems and therefore, try to embrace them to promote current discourse on academic issues. This creates advancements in performance and creates more interest from both scholars and staff to learn new ideas. Many learning institutions have been undergoing many weaknesses units management, therefore, to improve on its knowledge management it can focus on giving training to its personnel about current affairs in the economy and within the school institution (Pauleen, 2007). Some of the problems are because of lack of knowledge on what the institution is engaging in. There is need for understanding the concepts of knowledge management. This will help the institution determine on whether it is ready to engage in knowledge management. There is also the problem of social relations. The installation of technology should not stop direct confrontations and consultations. The institution should also not expect to acquire new knowledge but should instead focus on improving the existing one. This institution with both formal and informal personnel needs to have knowledge bases from where they can get their knowledge. According to their roles, there is need for diversified fields at the base. There is need for planning knowledge that helps guide the institution to its goals and objectives. It also helps in classifying needs giving priority to the most urgent and primary. Descriptive knowledge is also necessary to help the personnel understand the type of individuals they handle. Other kinds of knowledge are the predictive knowledge and assessment knowledge too. They apply in relating to customers, in sales and in management of finances. Therefore, to ensure proper relations between employees and workers, proper

Investment and Japan Essay Example for Free

Investment and Japan Essay 1. Why, historically, has the level of FDI in Japan been so low? 2. What are the potential benefits to the Japanese economy of greater FDI? 3. How did the entry if Walmart into the Japanese retail sector benefit that sector? Who lost as a result of Walmart’s entry? 4. Why has it been so hard for Walmart to make a profit in Japan? What might the company have done differently? Japan, an island nation on the Pacific ocean, has none of the natural advantages that have facilitated cross-border trade and investment in other parts of the world. Also, Japan was badly defeated in World War II and occupied by Allied forces at the end of the war. Japan was totally closed to foreign investment during that period. The Japanese government sets up important barriers to reduce the foreign direct investment into Japan to develop the country by avoiding other countries’ financial shocks. Additional, the high rental and labor cost impact the Foreign Direct Investment level too. Japan as a host country, a greater FDI can result from the resource-transfer effect, employment effects, balance-of-payments effects on competition and economic growth. Walmart entered the Japanese market by purchasing large stakes in similar retailer Seiyu. Walmart helped Seiyu reorganized the structure, implemented point-of -sale and SMART inventory tracking systems, supply-chain and distribution management systems,etc. Walmart gave a free American strategy lesson to the Japanese retail industry. Walmart also increased the the level of competition in Japan, it resulted in stimulating the developing retail industry and lowering the price of products to improve economic growth in Japan. But Walmart as a foreign investor in Japan did not make profits from 2000-2010. During the years of losses in Japan, Walmart still believed the American style retail store can grow anywhere in the world. They have made similar mistakes just like in Germany. Walmart failed to grasp the fact that the consumer and retail environment in Japan has a different culture. In Japan, people puts loyalty on a highest value. It’s difficult to pursue the consumers from local â€Å"7-eleven† to foreign â€Å"Walmart†. â€Å"Every day lower price† strategy is not enough power to change Japanese consumers buying  behavior. Japanese consumers tendency to buy smaller quantities and good packaging or appearance of goods. The quality of product also play a huge role in their purchasing decisions. For Walmart, better understanding of Japan’s culture and improving relationship with supplier may help them move forward to success in Japan.

History of Rabies :: Biology Medical Biomedical Disease

History of Rabies Abstract: Rabies, literally meaning â€Å"furious† in Latin, is commonly known throughout the ages for its terrifying effects on both humans and animals alike. Because the disease is fatal, people throughout the world have put greatest effort to find ways of controlling and preventing the disease. Natural remedies and protection amulets were used until Pasteur’s discovery of the vaccine. Based on those findings, people have altered techniques to make the vaccine. However, recently, there have been two particular cases concerning rabies. One woman survived the disease by an induced coma without receiving the vaccine. Another case a common organ donor infected with rabies killed all the recipients. These medical mysterious surprised many scientist even today. Long before humans established their existence on Earth, microorganisms have always existed. Such is the case for a specific virus named rabies. People in the past could easily identify the presence of this tiny killer. Extending way back to about 2300 BC, people in ancient Babylon have acknowledged the presence of this terrifying disease. Furthermore, they even set up written laws, requiring owners to quarantine their rabid animals or risk being fined a certain amount of money if the animals attacked anyone (West 12-13). In the fifth century BC, a few famous Greek and Roman writers, such as Democritus, Aristotle, Hippocrates, Plutarch, Xenophon, Epimarcus, and Virgil, also mentioned rabies in their writings. However, during times where culture played a bigger influence than science, people typically documented the disease in an ambiguous and vague fashion. In Greek mythology, the god Aristaeus cancelled out the effects, while the goddess Artemis spread the disease to humans a nd animals alike, cursing them to a state of madness (Baer 1). Only until the first century AD that a Roman celebrated physician called Aulus Cornelius Celsus accurately described the disease (Rabies.com). He also stated â€Å"saliva was ‘venomous’ and the means of transmitting the disease† (West 13). In American culture, this disease has also made its mark on humanity because of the way one dies but also the way the person’s death affects everyone around them. In the two famous novels Their Eyes Were Watching God by Nora Hurston and Old Yeller by Frederick Gipson, the great emotional pain deeply scars the heroes of the stories. In Gipson’s novel, Old Yeller, a young boy’s beloved dog, is injured while saving his human family.

Prevalence of One Party Rule in African States Essay

Africa, often known as the ‘Dark Continent’ rightfully occupies its place as the ‘Cradle of Civilization’ as the first humans have been known to originate from this continent of diverse ethnicities, tribes and clans. Since ancient times, the very nature of African society predicated formation of kingdoms and states centered on ethnicities and clans. Later, the advent of colonialism brought to Africa new forms of governance, which included democratization, socialism, communism and dictatorships. One enduring feature of African style of governance has been the prevalence of one party rule in most African countries. This paper examines why there is such a preference for such single party model of governance in Africa. To fully examine the subject, this paper shall first provide a historical overview of the progression of styles of governance in Africa and then examine the trends in major countries that make up the African continent. The paper will argue that the intrinsic nature of the African society and the effects of colonialism predispose them to following a one party rule. Historical Overview Africa is the world’s second largest continent both in terms of size and population and has 54 countries many of which are struggling democracies, a few communist regimes, and a number of authoritarian regimes bordering on dictatorship. Since ancient times, Africa had its indigenous systems of governance based on tribes and ethnic affinities. Africa also had great civilizations like the Egyptian civilization in 3300 B. C (Martin & O’Meara, 1995, p. 79). The earliest foreign influence came in 814 B. C. with the founding of Carthage in present day Tunisia under the Roman Empire which was followed by Persian domination of Egypt. In 332 B. C. , Alexander the Great replaced the Persian domination of Egypt and Roman rule continued in much of North Africa till the advent of Islam in the early 7th century (Martin & O’Meara, p. 99). In all these cases, the style of governance was centralized, as exercised by the emperor based in Rome or Persia through an appointed sovereign. The influence was limited mostly to North Africa, while the rest of Africa was considered too difficult to traverse due to thick jungles. Thus even in North Africa, from ancient times, the focus was on one –man rule and that more or less ‘conditioned’ the North African people to accept models of ‘uni-power’ in those times. Since the jungles were impassable and large number of tribes and ethnicities abounded, it was natural that rest of Africa had thousands of small kingdoms, states and at times independent nomadic tribes who dominated a particular territory. Each tribe had its own set of rules, customs, traditions and styles of governance, which again was predicated on the rule of one man or a tribal elder. The concept of Greek ‘city-state’ like democracy complete with a senate and an executive was non-existence. Over time, some of the tribes became more powerful and evolved into larger settled kingdoms that coalesced around similar ethnicities and language such as the Ghanaian empire that existed in 790-1076 A. D. followed by the Mali Empire from 1230 to 1600 A. D. (Martin & O’Meara, p. 70) The significant changes in style of governance came with the advent of colonialism. From the 18th century and by the late 19th century, most of Africa was divided up between the colonial powers; France, Britain, Portugal, Germany, Belgium, Spain, Italy and Netherlands. Under colonial rule, the African people had to undergo centralized rule of the colonial powers and the brutal suppression of any African revolt reinforced this submissiveness to a one-man rule. During the colonial period, the colonial powers brought with them their systems of governance, jurisprudence and legislation (Martin & O’Meara, p. 8). Colonialism lost its vigor in the early 20th century and by 1980, most ex-colonies in Africa gained independence. The former colonial powers before exiting from the continent tried to put into place systems of governance in ‘their own image’. Thus across Africa, a variety of ‘democratic’ systems took hold. Most of these ‘democratic systems were basically presidential forms of government, being the closest approximation to what they were used to both as per their pre-colonial experience and their colonial experience. The end of the Second World War gave rise to the Cold War and the Soviet Union tried to expand its influence in Africa also. This gave rise to numerous socialist-communist regimes in Africa that were opposed by the U. S. leading to proxy wars. Having examined the broad trends of the historical period of Africa till the advent of independence, the paper will now examine specific examples of how prevalence of one party rule exists in Africa. It is not intended to cover all 54 countries, but few sample countries that typify the various regions of Africa. For the ease of comprehension and brevity, Africa will be discussed under the heads North Africa, West Africa, East Africa, Central Africa and Southern Africa. North Africa North Africa because of its proximity to Asia had significant influence of Asian and Islamic traditions superimposed on ethnic African traditions and cultures. It is because of the spread of Islam in the 7th century, most of North Africa is Islamic. Islam, an egalitarian religion is considered as a complete body of work wherein all aspects of human life including politics and governance can be practiced through the Quran, the Holy book and the Hadith, the Islamic interpretation of Jurisprudence. Under Islamic law and Islamic political systems, an Islamic state is governed by a Caliph and where a Caliph no longer exists, then by a monarch or a ruler. Ideas such as secularism and democracy have very little congruence with the practice of political Islam. When such a system is overlaid over ancient tribal culture of a village head, it becomes natural that a state be ruled by a monarch or an authoritarian head and if not, the nearest approximation, a single grouping or party. Take for example, Egypt. Egypt, since ancient times was a land ruled by the Pharaohs, then the Persians, Greeks, Romans, Ottomans and the Arabs. In the colonial era, Egypt was ruled by Britain but the largely Islamic populace got independence from Britain in 1922 (Pateman & El-Hamamsy, 2003, p. 28). Egypt was initially a constitutional monarchy and had adopted the British parliamentary system of government but constant political interference from Britain led to internal turmoil that finally resulted in a military coup in 1952 (Pateman & El-Hamamsy, p. 28) in which the monarchy was overthrown and Egypt declared itself to be a Republic under General Muhammed Naquib. Colonel Gamal Abdel Nasser overthrew Naguib in 1954 to become the Egyptian President. Nasser, on assuming power banned all political parties and created a one party named the Liberation Rally to run the government. This move helped him consolidate his power and rule Egypt till his death in 1970 after which he was succeeded by Anwar El-Sadat, the vice President (Pateman & El-Hamamsy, p. 29). Sadat carried out political reforms and reverted to a multi-party system (Pateman & El-Hamamsy, p. 31); creating one of the parties called the National Democratic Party and remained the President till he was assassinated in 1981 by a group of Egyptian army officers during an army parade (Pateman & El-Hamamsy, p. 29). Sadat’s successor, Hosni Mubarak is still in office since 1981 and is the present leader of the National Democratic Party. Though by the Egyptian constitution, multi-party system is allowed, due to sustained state patronage, the National Democratic Party is the only party which has the necessary financial and political clout to win elections. There are other smaller parties that have virtually no chance of winning a single election and till to date Egypt is essentially ruled by a single party. Libya, a British colony was declared as a monarchy under King Idris in 1951 but was overthrown by a revolution led by Colonel Muammer al-Gaddafi in 1969 (Wright, 1981, p. 130) who has ruled the country ever since. Political parties were banned by Gaddafi in 1972 and the country is ruled by the ‘revolutionary leader’, Gaddafi aided by a Revolutionary Committee also called as the People’s Congress. Tunisia was a French protectorate that became independent in 1956 and adopted a Presidential form of government, copying the French model, except that it rapidly turned into an authoritarian police state where most ‘Presidents’ have been military personnel. The present incumbent, President Zine El Abidine Ben Ali is a former military officer (Perkins, 2004, p. 7). On paper, political parties are allowed but in reality, it is only the President’s party, the Constitutional Democratic Rally that gets almost all the seats. The rest of the political parties are usually browbeaten into submission by the state’s security system and there is virtually no free press. The farcical nature of Tunisian ‘democracy’ can be gauged by the fact that in the 2009 presidential election, Ben Ali received 89. 62% votes to continue as the President (Lowe & Amara, 2009, p. 1). The ancient kingdom of Morocco, a French and Spanish Protectorate gained independence in 1956 as a constitutional monarchy, a system that continues till to date. Though the King of Morocco has a prime minister, a parliament and a multi-party system, the style of governance continues to be – rule by one man, the King (Forum, 2008, p. 49). West Africa In West Africa, the situation is slightly different. Here more than Islamic influence, it was the effect of local dynamics, ethnic rivalries, Christian missionaries and communist influence that has determined the preference for single party rule. Take for example Liberia, the only other country other than Ethiopia which has an American connection rather than a European past. Liberia was created through a private American enterprise to house freed African American slaves and became independent in 1847. Since, the project was American led; Liberia adopted a presidential form of system. However, the American backed Liberian elite who ruled the country came in conflict with 16 other indigenous ethnicities living in Liberia. Since the regime was thrust ‘top down’ from the Americans, tensions quickly developed and a coup by a group of ethnic military soldiers led by Samuel Doe took place in 1980. Doe replaced the presidential republic with his authoritarian regime. Political parties were allowed to exist but their freedom remained curtailed by the regime which furthered the hold of its own party, the National Democratic Party of Liberia. The 1985 election results in which the opposition Liberal Action Party won were declared invalid by Doe, which led to the Liberian Civil War in 1989. Doe was killed and the power passed into the hands of Charles Taylor (Moran, 2008, p. 106), who continued his dictatorial regime which again led to another civil war in 1999 that continued up to 2003 and only came to halt with Charles Taylor being forced into exile in Nigeria. From 1847 till 2003, Liberia was ruled by the Americo-Liberian elite and their single party. Since 2003, a transitional government was put into place with international intervention, which because of corruption was dissolved and fresh presidential elections were again held in 2005 and was won by Ellen Johnson Sirleaf, the head of Unity Party who became the first woman President of an African country (Polgreen, 2005, p. 1). Nigeria got its independence from Britain in 1960 and had numerous political parties. These political parties were sharply defined along ethnic lines comprising of three main ethnicities; the Hausa, the Igbo and the Yoruba (Rotberg, 2007, p. 19). The Yoruba dominated Nigerian National Democratic Party won the elections in 1965, which led to political dissensions and instability resulting in two military coups in 1966. This did not resolve the problem as the Igbo, dominating the Eastern region of the country declared independence from Nigeria leading to the Nigerian civil war 1967-1970 that led to over a million deaths. The civil war ended but not the ethnic strife and the military continued to rule Nigeria with coups and assassination of the presidents being a regular feature. For thirty years, Nigeria continued under military rule till 1999 when it finally elected Lusegun Obasanjo, a former military dictator as its President. Obasanjo was re-elected in 2003 (Rotberg, p. 13) as the President amidst allegations of rigging. Obasanjo was replaced by Umaru YarAdua of the People’s Democratic Party in 2007 and on his demise now been replaced by Goodluck Jonathan (Nossiter, 2010, p. 1). So while the American model was adopted, the actual functioning of a presidential type of government has been a recent development in Nigeria’s history. At present there are two main parties in Nigeria, the ruling People’s Democratic Party and the opposition All Nigeria People’s Party with numerous smaller parties. What must be noted is that a democratic political system in Nigeria is still nascent and fragile and should ethnic differences arise again it will not be long that another military coup will take place in the interests of ‘national security’. Angola became independent in 1975 after having been a Portuguese colony from the 16th century. Angolan independence came right in middle of the Cold War where Soviet influence in Africa was rising. The independent country was immediately plunged into a civil war between the Soviet backed Communist MPLA faction and the American backed anti-communist UNITA rebels (Sheehan, Yong, & Lin, 2010, p. 38). The Angolan civil war continued for 27 years (Sheehan, Yong, & Lin, p. 43) till declaration of ceasefire in 2002 by which time over 500,000 people were killed. The ideological factions had an ethnic base too wherein the MPLA comprised basically Angolans of the Kimbundu clan and the UNITA, the Ovimbundu tribe. Presently, the Communist MPLA holds power in Angola. As can be deduced, this being a communist regime with no legitimacy, the concept of political parties in a democratic system does not apply. East Africa East Africa including the Horn of Africa portrays a region of extreme instability with a few deceptively stable nations. Sudan, the first country being analyzed, after gaining independence from Egypt and Britain in 1956, was gripped by a civil war till 1973 (Barker, 2008, p. 16). This civil war was basically because of ethnic differences between the people of Northern Sudan (Islamic of Arabic lineage) and Southern Sudan (non-Islamic of non-Arab lineage). While the civil war raged, Khartoum was ruled by the Sudanese military. A ceasefire in 1973 negotiated through granting autonomy to Southern Sudan kept the peace till 1983 when the military general, and the de-facto President, Nimeiry unilaterally decided to incorporate Southern Sudan into a federation. The civil war continued (Barker, p. 18), Nimeiry was ousted in 1983 and replaced by a democratic government under Prime Minister Al Sadig Al Mahdi which was not recognized by the Sudan’s People Liberation Army (SPLA) of Southern Sudan. Civil war continued anew. In 1989, Colonel Omar al-Bashir over threw Prime Minister Al Mahdi, abolished political parties and established an Islamic code on entire Sudan. Al-Bashir formed the Revolutionary Command Council for National Salvation and allied his group with National Islamic Front to consolidate Islamization of firstly, Northern Sudan and then the rest of the country. In the subsequent military action by the Sudanese army, the SPLA were defeated in Southern Sudan by 1994. Having achieved consolidation, Bashir dissolved the revolutionary council in 1993. In the 1996 election Bashir declared himself to be the only candidate eligible to run for President. All other political parties were disbanded and Bashir converted Sudan into an Islamic state with single party at its helm – the newly created National Congress Party (NCP). Meanwhile, Bashir unleashed a brutal war of suppression on the non-Arab ethnic minorities in the Darfur region using proxy militia known as the Janjaweed that has resulted in deaths of over 400,000 Darfuris (Kessler, 2005, p. 1) leading to an indictment of Al-Bashir by the International Criminal Court for war crimes and genocide. At the tip of the Horn of Africa lies the failed state of Somalia where no functional government exists. Somalia was never formally colonized by any power and had come under a variety of influences ranging from Islamic influence during the Ottoman Empire, Fascist influence under Mussolini’s Italy and then British military administration from 1941 that was replaced by the formation of a republic of Somalia in 1961 with a parliamentary form of government (Lewis, 2008, p. 33). This brief democratic interlude was shattered in 1969 when President Shermake was assassinated and replaced by a military government. The military created the Somali Revolutionary Socialist Party in 1976 and ruled the nation till 1990. Meanwhile, various Islamic factions and clans grew in size and potency that overthrew the military government leading to a series of skirmishes through the period, 1990-1991. The long standing military dictator, Siad Barre was ousted in 1991 and President Ali Muhammed was installed, yet the civil war continued. The UN Security Council approved the United Nations Operation in Somalia (UNOSOM) in 1992 that has since been replaced by UNOSOM II with no success. Presently, a Transitional Federal Government (Lewis, p. x)is the internationally recognized government of Somalia whose writ does not even run through the entire city of Mogadishu, the capital of Somalia. In the dismal narrative so far, Kenya appears to be a bright democratic spark in the African continent. After achieving independence from Britain in 1963, Kenya adopted a semi-presidential form of government albeit, with the peculiar African preference for single party rule. The Kenyan constitution mandated formation of only a single party in Kenya. Governments continued to be formed under the single party system until 1992 when electoral reforms were introduced to allow a multiparty system. The elections since then have been held in generally free and fair manner. The 2007 elections were marred by allegations of rigging in which the main opposition party, the Orange Democratic Freedom accused the ruling Party of National Unity for stealing the election. In the ensuing rioting, over 1000 Kenyans lost their lives (Raghavan, 2010, p. 1) and hundreds of thousands were displaced. Peace was restored through international mediation in 2008 and the country is presently being run by a grand coalition of members of both the parties under a new constitution (Raghavan, p. 1). Kenya’s relative stability is attributed to the British colonial era, where unlike the rest of Africa, the colonists set up educational institutions and government infrastructure. Also, unlike the other African countries, 78% of Kenyans are Christians while 10% are Muslims, 10% indigenous and the rest 2% are Asian immigrants (CIA World Factbook, 2010, p. 1). Central Africa In Central Africa, the Republic of Congo has been in the news for decades for all the wrong reasons. Congo received independence from France in 1960 and adopted the French presidential model of governance. However, the first President, Fulbert Youlou was ousted in 1963 by a military coup, which then installed a puppet civilian government (Rorison, 2008, p. 225) and also adopted communist ideology. In 1965, the Congo republic formally joined hands with the Soviet Union, firmly coming into the soviet bloc (Rorison, p. 226). This alignment did not bring about political stability as the original French democratic influence clashed with the ‘uni-power’ Soviet ideology leading to a series of coups and dictatorship under Denis Sassou. During his first spell of rule from 1979 to 1992, Sassou ruled Congo under a single party rule of the Congolese Labor Party (PCT) (Rorison, p. 227). When external pressures grew strong, he introduced multiparty system in 1990 and was defeated in the 1992 Presidential election. Sassou’s ouster led to a civil war between the supporters of Sassou and his competitor Pascal Lissouba. Sassou, a former colonel won the civil war and proclaimed himself as the President in 1997. In 2009, Sassou was sworn in for another seven-year period (Amnesty International, 2010, p. 1). In Congo’s case too, for most of its independent history, the country has been ruled by a single party and now despite a multi-party ‘democracy’ in place, the original political party, the PCT continues to rule the country. Southern Africa In Southern Africa, any discussion regarding Africa would remain incomplete without illustrating the case of Zimbabwe. Zimbabwe, originally Rhodesia became independent after a violent struggle with the British in 1980. Throughout the period, 1965-1979, the country was engulfed in a civil war between British government forces and the Zimbabwe African National Union (ZANU) led by Robert Mugabe and the Zimbabwe African People’s Union (ZAPU) led by Joshua Nkomo as also a number of smaller splinter groups (Raftopoulos & Mlambo, 2009, pp. 141-165). In the 1980 elections, Robert Mugabe won by a wide margin but fighting with opposing parties and groups continued. The two main parties the ZANU and ZAPU fought bitterly until 1988 when ceasefire was declared and the two parties merged into ZANU-PF thus starting Zimbabwe’s slide into single party dominated system (Raftopoulos & Mlambo, p. 179). Till to date the ZANU-PF has won every single election by force. Mugabe’s policies of throwing out the white farmers and forcibly occupying lands and giving it to the poor black resulted in economic sanctions by the West and a meltdown of the economy. Owing to his bad economic policies, hyperinflation struck the country and created political space for Morgan Tsvangirai of the Movement for Democratic Change to challenge him in the 2008 elections. The results were rigged but could not conclusively establish Tsvangirai’s claim of having won the elections. In September 2008, Mugabe maintained his power as the President by agreeing to share power with Tsvangirai who became the Prime Minister (Raftopoulos & Mlambo, p. xxxii). Yet again, the single party rule dominates Zimbabwe. Finally, a discussion of Africa would be incomplete without examining its most prosperous and advanced state – South Africa. In South Africa, the colonial power, the Dutch did not relinquish their hold over the country and continued in the form of Apartheid, which was once again predicated on the dominance of a single party – the White minority party thereby conditioning the people of South Africa to rule by a single party. However, the violent suppression of the minorities could not continue indefinitely and ever since 1961, when South Africa left the British Commonwealth (Berger, 2009, p. 166) the white minority National Party faced constant protest from the black majority for equality. Till 1993, the National Party had banned other political parties (Berger, p. 166) and it was only in the face of sustained international pressure and internal struggle by the black and colored populations that the ban was lifted in 1993 and the African National Congress (ANC) led by Nelson Mandela was allowed to participate in elections. In Mandela, the South Africans found a charismatic leader who exuded the moral authority and statesmanship, which promised to build a future for the suppressed races. Mandela delivered on his promises but also led to consolidation of the ANC as the only party of choice for the people of Africa. The National Party chose to merge with the ANC and this yet again showed the propensity of Africans to prefer single party rule. Conclusion In conclusion, it can be reiterated that analysis of all the regions of Africa shows a remarkable similarity of circumstances that seemed to have shaped their preference for single party rule. The ethnic make up into tribes and clans were at the most basic level, the building blocks for adhering to the instructions of the clan leader or village headman. This obedience in turn was further conditioned by brutal colonial rule, where the colonial masters used every suppressive means to keep the Africans submissive. Suppression and exploitation itself became the rallying point for the African clans to unite and fight for their independence. Since most of the colonial powers only exploited Africa and did not build institutions, the succeeding indigenous governments had no infrastructural back up to employ their people or give immediate succor; naturally, the people fell back to tribal and clan loyalties as rallying forces. Since these points of opposition had to be formed clandestinely, they became sort of secret societies that formed oligarchic groups to fight for independence. On attaining independence the basic dynamics of the groups did not change and they continued as a closed ‘in-group’, which only heightened social inequalities and strife broke out in most cases. As democratic institutions had not been allowed to mature under the colonial period, people tended to cluster around the ‘village headman’, in other words, any leader with some charisma and since one institution that always has a clearly defined leader is the army, most governments became victims of military takeovers. The populace conditioned by colonial repression now became victims of military repression. Military forces needed a ‘democratic fig leaf’ to govern nations and so they set up political parties which were then headed by serving or former military officers to perpetrate the rule of a single party in the states. Parts of Africa that had predominantly Islamic influence adopted Islamic laws, which ideologically are not compatible with democratic secularism. Therefore, these countries by default became ruled by a king or a dictator or by a single party. Where the Cold War intruded the African political space, communist regimes under laid by African tribalism became the dominant feature. In these cases, the political ideology required the rule of the state by a single party. Later, when communist regimes fell, the old habit of single party rule lingered on. Thus the assertion that there is prevalence of one party rule in African states is emphatically proved. However, as can be seen from the examples of African states discussed, the hold of one party system is slowly changing. Multiple parties are emerging as the African people are becoming more aware of the wider world through the process of globalization. They are also realizing the need for multiple choices for governance as a panacea against corruption and despotism. 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