Water Rocket Lab Report Cindy Essay Example

Water Rocket Lab Report Cindy Paper We will measure the ranges,maximum altitudes and air time in order to have a better understanding of the projectile motion-As the practical situation which includes the air resistance and different kinds of errors caused by students carelessness s different from the theory,it is unavoidable that the results are quite different from the theoretic statistics. The horizontal velocity is related to the range, while the vertical velocity is related to the maximum altitude. This experiment can help us reinforce the concepts related to the motion in two dimensions although the water rocket does not have the ideal situation. A lot of equations we learned in class can help our group calculate the range and maximum altitude. Introduction Purpose: The purpose of the experiment was to reinforce the concepts related to motion n two dimensions using water rocket launches and the calculations necessary to determine launch speed and range. Background: (1) Because the water rockets are essentially pressurized chambers, they have the same launch speed, regardless of launch angle. (2) Ignoring air drag, a projectile will take the same time for its horizontal motion and its vertical motion. 2) Neglecting air drag, the horizontal velocity of a projectile will remain constant. (3) The vertical motion will have constant acceleration, g. Equations: R = box [ vertical motion] sys = vote + h g to horizontal motion] A hypothesis: The water rocket which is launched at different angles will fly into different heights in the sky and each time it will have different ranges when it drops. Method Materials The materials which ar e prepared to be used for this experiment are a timer, a water rocket, a meter ruler, a launch pad. We will write a custom essay sample on Water Rocket Lab Report Cindy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Water Rocket Lab Report Cindy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Water Rocket Lab Report Cindy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Procedure Firstly,we need to set the rocket on the ground so that the barrel is exactly vertical. Then we can fire it vertically two or three times, using stopwatches to clock total air time,determining average air time for the vertical launch. Secondly,we are supposed to use the vertical motion equation to find the launch velocity, FL_, which, in this case only, is equal to boy. Thirdly,we need to calculate the horizontal and vertical components of the launch velocity for each of the 300, 45[], and 600 launches, and make a component vector diagram for each of the launch angles like the following diagram. FL = 30 m/s Ivy = sin 200 m/s 200 Example: Vs.. = coos 200 m/s As result,we can calculate the range, R, for launch at each angle. Elf you are willing to set a flag on the field at that distance from the rocket,you can do t. Finally,remember to measure the launch angle and secure the rocket barrel to fire at each of the angles just once, setting a flag where the rocket lands each time and measuring only the difference in range between the two flags to use in calculating percent error. Also remember to measure and record the air time for each launch. Results Important results in verbal form All of the useful lunch angles are 30 degree, 60 degree and 45 degree. The percentage errors of the data of angle Isis the Therefore, our group will mainly use the data of this angle. Calculated Range at 45 degree s 32. Mm. Vertical Displacement at 45 degree is calculated to be 15. 5 m. The measured time at 45 degree is 2. As. Discussion Discuss sources of error and calculate percentage errors on the three ranges, using the calculated range as the accepted value. Sources of errors: 1. The people who look at the protractor may be distracted by the objective factors, so the measured time is not accurate. 2. When students measure the range, it is difficult to have the right range as we cant measure in a straight line. 3. The water rocket may not be able to fall at the exact point on the land. It may leap because of the force. As a result, the range cannot be determined accurately. 4. The air resistance may hamper the flying of the water rocket. 5. Sometimes the water rocket may fly to the reverse direction. 6. Students may make a mistake when they write down the data . They may put the data in a wrong place. Launch angle(degrees) Percentage errors 30 27% 45 0. 3% 60 48. 9% Plot Calculated Range vs.. Launch Angle for all four launch angles. Examine: The range of the water rocket is the largest when the launch angle is 50 Meaning: When the launch angle is smaller than 450, the bigger the launch angle, the larger the range will be. If the launch angle is bigger than 450, the larger the launch angle, the smaller the range will be. Plot Vertical Displacement vs.. Time for one of the launch angles (except 900). Meaning: The vertical displacement is related to the time. As the time goes by, the water rocket will get higher when the initial velocity is invariable. Plot Horizontal Displacement vs.. Time: for one of the launch angles (except 900) Meaning: The horizontal displacement is related to the time. As the time goes by, the water rocket will go farther when the initial velocity is invariable. The water rocket has the largest horizontal displacement when the launch angle is 450. What effect do you think air drag had on your results? The air drag may shorten the range of the water rocket. The air drag will reduce the magnitude of velocity The air drag can change the direction of the water rocket and make it fall down immediately The ways that the experiment might be improved or varied. 1 . Students can use more advanced equipment to measure the air time and he range instead of using the protractor and the meter-ruler. 2. In the four experiments, we can control the pressure and the quantity of the water to remain the same. 3. Students can make a stream-line water rocket to reduce the air drag and make the stream easy to go through. 4. Students can use lighter materials to make the water rocket. 5. According to the physical theory, the water rocket can reach its largest range when it is launched at the 45 degree. However, during the experiment, we had better launch it at the angle between 45 and 55 o reach its largest range. 6. The top of the water rocket should be pointed so the air drag can be reduced. 7. In order to increase the stability of the water rocket, students can use the tripod as the launching pad. 8. To Increase the speed of the water rocket is to increase the amount of water per unit of time. Therefore, the pressure of the water inside the water rocket and the quantity of the water are appropriate for the largest range. Explanation of the results. These results show that our water rocket goes through a projectile motion, specially the one launched at 45 degree, because the percentage is only 0. 3%. Conclusion The air resistance and objective factors influence the examination of the theory of projectile motion. If these factors were eliminated, even though it is not possible, the results of the experiments can be more accurate and convincing. The experiments really make us understand that the range of the projectile in the motion in two dimensions is determined by the initial velocity and the air time. The horizontal velocity is related to the range, while the vertical velocity is related o the maximum altitude. This experiment can help us reinforce the concepts related to the motion in two dimensions although the water rocket does not have the ideal situation. The biggest success is that when the water rocket is launched at the 45 angle, the range is the biggest, which concurs with the theory. References http://item. Taboo. Com/item. Tm? Sum=al z. 2. 9. 194. Shedsid Douglas C. Conical: Chapter 2-3 PEP- pep Physics-principles with Applications for AP Group members: Fife, Ivy. Appendix A Table A The data of the experiment.

Pakistan, India and the Second Kashmir War

Pakistan, India and the Second Kashmir War In 1965, India and Pakistan fought their second of three major wars since 1947 over Kashmir. The United States was largely to blame for setting the stage for war. The United States in the 1960s was an arms supplier to both India and Pakistanunder the condition that neither side would use the weapons to fight each other. The weapons were ostensibly designed to counter communist Chinas influence in the region. The condition, imposed by the Kennedy and Johnson administrations, was a naive reflection of American misunderstandings that would plague American policy there for decades. Had the United States not supplied either sides with tanks and jets, fighting would likely not have resulted, as Pakistan would not have had the air power to take on the Indian military, which was eight times the size of Pakistans. (India had 867,000 men under arms at the time, Pakistan just 101,000). Pakistan, however, allied itself in 1954 with the United States through the Southeast Asia Treaty Organization, leading neutralist India to accuse Pakistan of positioning itself for an American-backed attack. U.S. arms supplies in the 1960s fed the fears. We warned our friends that this aid would not be used against China, but against Pakistan, Pakistani President Ayub Khan, who ruled Pakistan from 1958 to 1969, complained in September 1965 of American arms flowing to India, too. Ayud, of course, was being brazenly hypocritical as he had also dispatched American-made fighter jets against Indian forces in Kashmir. The second war over Kashmir, never declared, broke out on Aug. 15, 1965 and lasted until a UN-brokered cease-fire on Sept. 22. The war was inconclusive, costing the two sides a combined 7,000 casualties but gaining them little. According to the U.S. Library of Congress Country Studies on Pakistan, Each side held prisoners and some territory belonging to the other. Losses were relatively heavyon the Pakistani side, twenty aircraft, 200 tanks, and 3,800 troops. Pakistans army had been able to withstand Indian pressure, but a continuation of the fighting would only have led to further losses and ultimate defeat for Pakistan. Most Pakistanis, schooled in the belief of their own martial prowess, refused to accept the possibility of their countrys military defeat by Hindu India and were, instead, quick to blame their failure to attain their military aims on what they considered to be the ineptitude of Ayub Khan and his government. India and Pakistan agreed to a cease-fire on Sept. 22, though not without Pakistans Zulikfar Ali Bhutto, the foreign minister at the time, threatening that Pakistan would leave the United Nations if the Kashmir situation wasnt settled. His ultimatum carried no timetable. Bhutto called India a great monster, a great aggressor. The cease-fire was not substantial beyond a demand that both sides put down their arms and a pledge to send international observers to Kashmir. Pakistan renewed its call for a referendum by Kashmirs mostly Muslim population of 5 million to decide the regions future, in accordance with a 1949 UN resolution. India continued to resist conducting such a plebiscite. The 1965 war, in sum, settled nothing and merely put off future conflicts.

Final case Assignment Essay Example | Topics and Well Written Essays - 3250 words

Final case Assignment - Essay Example THINK should not tie-up with an established player, and maintain its own identity. It should enter into partnership with some Chinese firm as a short-term strategy. However, focus should be to enhance relations with Ener1 to overcome their internal weaknesses. Table of Contents 1. Introduction 3 2. Core proposition and long-term customers 3 3. Success strategy for the US and Europe 4 4. Strategic partners 5 5. Industry analysis 5.1 Auto industry within US 6 5.2 Risks 7 5.3 Future trends 8 6. Company analysis 6.1 Strengths 9 6.2 Weakness 10 6.3 Opportunity 10 6.4 Threats 11 7. Competitor analysis 12 8. Recommendations or the way forward for THINK 13 References 15 Table & Charts Chart I: Global Oil prices & US gasoline prices in 2030 8 Chart II: Per-Mile Fueling cost 10 Table I: US supply of electric vehicles from 2011 through 2015 11 1. Introduction THINK, the electric car company, has faced three bankruptcies but has now been able to draw investments from companies from different cou ntries such as the US, Finland, and Norwegian government-backed investment fund. The company is now faced with the challenge of introducing and achieving success in the US market. The potential in the US is very high due to government support for electric vehicles (EVs) and hence THINK wants to be in the US from the beginning to take advantage of early-mover benefits. THINK has been positioned as a modern, efficient and responsive brand. Initially the core customers comprised of the fleet buyers including the government buyers and companies that valued association with green transport. Moreover, electrical vehicles (EVs) have low operating costs apart from the fact they are exempt from congestion charges. They are allowed to operate in otherwise vehicle-restricted parts of the city. The government-bodies are also able to comply with the urban emission regulations. Using and leasing environment-friendly vehicles enhances the corporate image of the government and private organizations which also plays upon the image of the potential employees who value eco-conscious employers. 2. Core proposition and long-term customers The core proposition of the vehicle is to provide cars with zero-emission while making it affordable and user-friendly. These cars may not be able to drive long distances per day but then the customer segment that THINK proposes to tap, would not require daily long distance driving. The car-sharing and rental agencies can be long-term customers of EVs as these can be rented out in congested urban areas as EVs have strong political and economic support. The clients of the car rental agencies become the potential owners of the EVs as they try out the cars first. Another long-term customer segment for the EVs includes the baby boomers who are environmentally conscious and for whom two-wheeler cars are sufficient. Then there are the women shoppers who use the car for day-time shopping and just need a child-fit arrangement in the car. The urban profes sionals also need a â€Å"cool car† that provides them a distinct identity and demonstrates their desire to change the world by being the trend setters. Apart from the green concept, since THINK uses the latest technology, it allows the driver to remain connected with the world outside. In fact the car can be used as a high-powered mobile computing, and communications platform,

Company law Essay Example | Topics and Well Written Essays - 4500 words

Company law - Essay Example It must be emphasized that the Partnership is nothing but a collection of individuals and not a separate entity in itself. As such, there is no concept of limited liability. All the partners are jointly and severally liable for the debts of the business. This means that the creditors of the business can not only seize the assets which were put into the Business by the partners, but also to the personal assets of the partners. So for example if your Business defaults on the loan that you intend to take out from Credit Crunch Bank, then not only will the  £10,000 put in by each partner be liable for forfeiture, but the personal assets of the partners will also be up for grabs. To emphasize the point, under a partnership there is no dividing line between the Business and the Partners themselves. A private company limited by shares is different. Here a company will be incorporated having separate legal personality and the Business will be carried out by this company. In the eyes of the law, the company is a separate person just like all you and your fellow colleagues are different people. Any debts of the company will remain its own and will not flow over to the shareholders. Similarly, any assets contributed to the company will belong to the company and will no longer be a part of the shareholder’s estate. The main duty of the shareholder is to contribute to the value of the share. Once this is done, there is no further liability on the shareholder. Even if the company later faces debts, the personal assets of the shareholder are safe. The concepts of separate legal personality and limited liability come together to ensure that the liability of the shareholder is limited to any amounts unpaid on the price of the shares and nothing else. So if, as before, the company defaulted on the Credit Crunch Bank loan, then only the assets of the business such as the  £10000 each contributed as capital by you and your colleagues would

How Supply and Demand Affects the British Economy Essay

How Supply and Demand Affects the British Economy - Essay Example The aim of this paper is to do this, as well as look into all related elements and issues enveloped in this subject matter. This is what will be dissertated in the following. The British economy is considered as being "a parasite on the rest of productive capitalism" (Roberts, n.d.). However, in the European Commission's latest assessment of EU finances, it was predicted that the UK economy would grow by 2.2% this year and by at least 2.6% in the year of 2004. "The labor market has remained strong despite the global slowdown with the unemployment rate being at around 27-year lows," said the European Commission. (Osborn, 2003). As well, inflation in Britain is much lower than that of most other EU countries. Economic shocks can cause unpredictable damage and changes in aggregate demand and short run aggregate supply which lie outside our normal macroeconomic models. As a result, a new equilibrium level of national output is achieved. However, "The unpredictable nature of these shocks creates a fluctuating rate of economic growth and may require some sort of macroeconomic policy response." (Tutor, 2005). To the UK economy, which is an open economy, an example of a demand shock would be that of a recession in a major trading partner such as the United States. Meaning that, if the United States were experiencing a recession, real disposable incomes of US consumers would fall and hence demand for imports would fall as well. Although some people argue that because the UK has not entered recession international events have therefore not had a great effect on economic growth; however, this is not true the UK has suffered due to the global downturn but this has, to some extent at least, been offset by continued levels of consumer confidence the reflationary effects of the decision by the Monetary Policy Committee to reduce nominal interest rates still further to their current level of just 4.0%. "Cheaper money has been a key factor sustaining both confidence and consumer spending. The continued strength of house prices and low unemployment also helped to limit the impact of the demand shock that hit the British economy." (Tutor, 2005). Inflation is the process in which prices rise in the domestic economy, of which are reflected in the reduced purchasing power of a national sum of money over time. General price inflation is a fall in the purchasing power of money within an economy, as compared to currency devaluation which is the fall of the market value of a currency between economies. The particular extent to which these two phenomena are related is open to economic debate, though the comparison of a currency to foreign currencies is based on investor demand for currencies, and therefore must at least partially be a matter of perception. The issue of inflation is incredibly important in British politics on account of its effect on the purchasing power of both the consumer and business, and the corresponding linkage that the declining value of wealth and income has to the general economic health of the country. The law in Britain of supply and demand results in the rich getting richer and the poor getting poorer. Once a region or country is ahead of the economic pack, it then

Female Social Roles In Victorian Literature

Female Social Roles In Victorian Literature During the period between Victorian and modern age, female social roles have changed significantly; however, they still have remained some convention inherited from its previous generation. To examine women and society of their time, Charlotte Brontà « in nineteenth century and Virginia Woolf in twentieth century could provide the reflection in a clear and realistic way. However, there are similarities and differences in female social roles in their ages. The aim of this study was to compare and contrast Brontà « and Woolfs portrayal of women and their contemporaries in terms of professions, marriage, and awareness. It is concluded that even though the Victorians pioneered to give the emancipation of women, they were hardly abandon the domestic marriage in Brontà «s fiction. On the other hand, Woolf had claimed women rights should be developed by economic independence, but she did not deny matrimony. This may be interest feminists, socialists and literature readers, especially who want to know more about women modern times. Contents Abstract Introduction 1. Working Women in the Literature of Charlotte Brontà « and Virginia Woolf 1.1 Similarities 1.2 Differences 2. Wives and Mothers in the Literature of Charlotte Brontà « and Virginia Woolf 2.1 Similarities 2.2 Differences 3. The Awareness of Women in the Literature of Charlotte Brontà « and Virginia Woolf 3.1 Similarities 3.2 Differences Conclusion References Introduction Female social roles have changed dramatically from Victorian age (1837-1901) to modern age (from twentieth century to the present), and literature would reflect in a vivid way the relation between women and their eras. Writers such as Charlotte Brontà « and Virginia Woolf are particularly influential on the literature and the contemporaries in Victorian and modern age. As the female writers, which are not valued in their generations, Charlotte Brontà « and Virginia Woolf have more closeness and concern to the women in their society. Before and at the beginning of nineteenth century, a model of femininity was the perfect lady, which was inherited as a Victorian ideal of women. Family and morality were the base of Victorian society, and girls were all taught to submit to the authority and matrimony (Vicinus 1972). The concept of The Angel in the House, which was referred to the embodiment of Victorian women, was prevail in the Victorian society. As a result, women in Victorian Age were regarded as incompatible and excluded in many professions. Showalter(1999) points out that the first professional activities of Victorian women are either in the home or in womanhood. From the nineteenth century, however, the prevalence of education attributed to the gradual rising incidence of working women. Besides, by the struggles of individuals and feminists, the obstacles to the entry into professions for women, whose exclusion and incompatibility in work had been debated, were removed in the beginning of twentieth century. (S windells 1985) Meawhile, the concept of morality and family was strongly suspected by the critics and feminists, who argue that there is no The Angel in the House. Within a century, not only female social roles but also female awareness had been emancipated from restraint, though some conventional notions had still remained. The purpose of this paper is to compare female social roles in Charlotte Brontà «s Victorian fiction and Virginia Woolfs modern literature in terms of three aspects: working women, wives and mothers, and awareness of women. Women and professions in Brontà « and Woolfs literature will be compared and contrasted firstly. Then the similarities and difference of married women their work will also be examined. Finally, how female consciousness is portrayed in their work and its development from Victorian to modern age will be discussed. 1. Working Women in the Literature of Charlotte Brontà « and Virginia Woolf 1.1 Similarities Nineteenth century is a crucial period for modern age because of the gender attitude and practices and professional structure which people inherited were formed. Besides, despite of the fact that the entry of Victorian women with professions had not happened in significant numbers (Swindells 1985), the idea of professionalism in Victorian age also stimulates the inspiration of the contemporary novelist, Charlotte Brontà « and the modern writer, Virginia Woolf. Due to the fact that women have gained more access to education since the middle nineteenth century , both Charlotte Brontà « and Virginia Woolf have positive stance on women professions because women feel just as men feel; they need exercise for their faculties and a field for their efforts as much as their brothers do. (Brontà « 1985:141) Women and professions are presented in Charlotte Brontà «s novels. The most prevailing occupation for young girls in the middle-classes in Victorian Age is governess, as Charlotte Brontà «s Jane, the well-educated heroine, in Jane Eyre. To quote from Franà §oise (1974:155), à ¢Ã¢â€š ¬Ã‚ ¦she is completely free in her work, that her relations with her pupil Adele are goodà ¢Ã¢â€š ¬Ã‚ ¦, she deplores Adele French coquetry and frivolity. Mr. Rochester has enough books in his library for her teaching methods. In Jane Eyre, Charlotte Brontà « depicts the background of a governess life in her employers family. In Virginia Woolfs viewpoint, it was possible that women are kept away from academies and institutes, but women cannot be forbidden from using the pen, paper and writing desk. Katharine Hilbery in Virginia Woolfs Night and Day is the implication of her approval of female professionals. During the daytime, Katharine helps her mother write the biography of her grandfather Richard Alardyce, who is a well-known poet, and she develops her interest at night. In addition, Katharine Hilbery is expected to be a writer to inherit the talent of her family estate. Virginia Woolf uses Katharine as her idea of a feminist: marriage is not the only destination for women. As the incidence of working women has increased, writers as Charlotte Brontà « and Virginia Woolf create their own heroines concerning the relation between female and professions. Though they belong to the two generations that female capabilities are often denied, Charlotte Brontà « and Virginia Woolf share the same point that women can do as good as men in vocations. However, there are some different development of their novels which represent Victorian and modern ideologies of women who have jobs, and they would be discussed in the following section. 1.2 Differences In the late Victorian age, the conventional social roles of women, who start to demand their own welfare and seek for more constructive roles in society, met great challenges (Vicinus 1972). Therefore, there has been a rise of the number of women who have professions since Victorian age. In the literary work of Charlotte Brontà « and Virginia Woolf, there are different implications and stances of working womens final outcome. Women in Charlotte Brontà «s fiction are affected by the ideology that marriage is the ultimate goal for women in Victorian age. Franà §oise points out that Jane in Jane Eyre, ends up by marrying after being independent and free for a time, and that she gives up the task of a tutor and enjoys the moral satisfaction. Jane also indicates that Victorian married women in working-class were still minority. Another heroine in Charlotte Brontà «s Shirley, Shirley Keeldar, who longs for pursuing an occupation, would never stray from the domestic model eventually: Caroline, demanded Miss Keeldar abruptly, dont you wish you had a profession a trader? I wish it fifty times a day. As it is, I often wonder what I came into the world for. I long to have something absorbing and compulsory to fill my head and hands, and to occupy my thoughts. Can labour alone make a human being happy? No; but it can give varieties of pain, and prevent us from breaking our hearts with a single tyrant master-torture. Besides, successful labour has its recompense; a vacant, weary, lonely hopeless life has none. (Brontà « 1977:235) This passage represents the confrontation of love and professions in Victorian age. Though Caroline wants to have a richer life by working, professions for her still cannot be prior to love and marriage. The function of work is to prevent us from breaking our hearts with a single tyrant master-torture. As Vicnus (1972:xi) pointed out, many young women suffered the pangs of unrequited or false love, as described by Caroline. On the other hand, Virginia Woolf claims that women must be economically independent to develop their professions. In A Room of ones Own, Virginia Woolf particularly points out the difficulties that women as vocational writers have met. The imaginary heroine, the talented Shakespeares sister, is neglected and rejected by the society. If she has the room of her own, her creativity would be valued. In Professions for Women, Virginia Woolf states her opinions after the beginning of womens liberation from work in early twentieth century: The whole position, as I see ithere in this hall surrounded by women practicing for the first time in history I know not how many different professions-is one of extraordinary interest and importance. You have won rooms of your own in the house hitherto exclusively owned by men. You are able, though not without great labour and effort, to pay the rent. Your are earning your five hundred pounds a year. But this freedom is only a beginning; the room is your own, but it is still bare. It has to be furnished; it has to be decorated; it has to be shared. How are you going to furnish it, how are you going to decorate it? With whom are you going to share it, and upon what terms? (Woolf 1942:153) In the process of making the entry into the work, women had won their own rooms and five hundred pounds a year, which Virginia Woolf regarded as necessary. She considered professions for women as extraordinary interest and importance. The room, professional work, was no longer possessed only by men. Finally, women had the decision to furnish, decorate, and share the room. In sum, women in the beginning of modern age had strived for their rights to get the access to the professions, the innovation and great progress in female history. 2. Wives and Mothers in the Literature of Charlotte Brontà « and Virginia Woolf 2.1 Similarities Since most of the literature of Charlotte Brontà « and Virginia Woolf explore the relation between female and their contemporary era, marriage hardly fails to be neglected. Calder(1976:59) states, marriage [in Victorian age]was the core of social life and social aspiration. In the early twentieth century, modern society still remains the domesticity and morality inherited from Victorian age. Thus, female roles in the fiction of both Charlotte Brontà « and Virginia Woolf inevitably follow the conventions of the idea of marriage. Marriage is a social success in Victorian age, and being unmarried is considered the failure of womens lives. In Jane Eyre, Janes marriage with Rochester is domestic, with her total dedication to her husband. Jane is in the social doctrine that a Victorian woman should be all devoted to her husband and children, and that her duty is to provide a comfortable and domestic life for her mate On the hand, Caroline in Charlotte Brontà «s Shirley finds that an unmarried woman is doomed to be the victim of society, as shown by Miss Mann and Miss Ainsley. Single women are in the sacrificed social status, just like the homeless and unemployed people. (Franà §oise 1974) Similarly, Virginia Woolfs women are cast in a highly traditional mould and still confined to a female sphere'(Stubbs1979:233). Mrs. Ramsay in To the Lighthouse leads an well-ordered life and creates the harmony not only be giving birth to children but also by giving a peaceful life for them. In fact, the stability of the family is based on the nature endowing with life, the mother. In Mrs. Dalloway, Clarissa is the hostess arranging the party in her house, and she is also the symbol of the natural bond to the convention and society despite of the fact that her husband and her are an unequal couple. (Marder 1968) In sum, the ideas of marriage in the ages that belong to Charlotte Brontà « and Virginia Woolf are similar; that is to say, wives and maternity are the basis of stability and the core of domesticity. Nevertheless, Poovey (1988) has indicated that the Victorian subordination of one to another is always unstable, and the inequality can explain the emergence of the opposite, the various movement of feminists. The change of the structure and the ideology of family has implied in Virginia Woolfs later novel, Three Guineas. 2.2 Differences Marriage in Charlotte Brontà «s literature differs from Virginia Woolfs in terms of the womens subordination. In Victorian age, men control over women in relationship and matrimony, both of which are suggested in Charlotte Brontà «s Jane Eyre. However, this situation has changed in modern age, when masculine power has gradually eroded. Instead of staying in the masculine domination, people start to be suspicious of the value of marriage in modern age. Virginia Woolfs Three Guineas has indicated the decadence of family. In Jane Eyre, the theme of mastery of male power could often be seen. In Janes childhood, she is demanded to call John Reed my master. When she develops the relationship with St. John and Rochester, she insists on her personal will and freedom. However, she expresses her struggle and inability to avoid the domination of St. John: By degrees, he acquired a certain influence over me that took away my liberty of mind: his praise and notice were more restraining than his indifference (Brontà « 1977:423). As for Rochester, he completely masters Jane, not only as an employer but also a man. Jane says, for a moment I am beyond my own mastery (Brontà « 1977:272). She cannot resist the attraction of male domination from Rochester, even when she tries to escape from him. In the end, the rebellious and ambitious Jane submits to her master, Rochester, and finally becomes absolutely bone of his bone and flesh of his flesh. (Calder1976) In Virginia Woolfs opinion, unlike Charlotte Brontà «, marriage to women is a way to show subordination in masculine society. Once women are married, they lose their independence, self-identity and the bond with society. In Mrs. Dalloway, it suggests that its likely that women are the prisoners in marriage; nonetheless, Clarissa, the protagonist, still can feel at ease and find a way out in matrimony by arranging a party at home. May (1981:134) claims, Mrs. Dalloway is about degrees and kinds of relatedness and human beings to one another, varying from lonely madness to self-compromising sociability. Virginia Woolfs Three Guineas is based on her observation of the society. In the beginning, the Victorian family (the Pargiters) seems stable but gradually falls into decadence. Eventually the members of the three family have been separated, and many of them remained unmarried or even isolated. At the end if the story, the children and grandchildren gather in a party, which indicates th at time has brought the revolution and breakdown to traditional Victorian society. From the literary work of Charlotte Brontà « and Virginia Woolf, we can discover the development of the idea of marriage from Victorian to modern age. Virginia Woolf, as a female writer, examines and criticizes womens role in marriage, which is an ultimate goal for Victorian women. 3. The Awareness of Women in the Literature of Charlotte Brontà « and Virginia Woolf 3.1 Similarities More work opportunities provided for women were the implication of females awareness of the importance of economic independence. Therefore, independent heroines could be seen in Charlotte Brontà «s literary work in Victorian age (Vicinus 1972). Besides, they became the foreshadow of Virginia Woolfs modern literature. Independent heroines are often portrayed in their fiction. In Charlotte Brontà «s novels, Shirley and Jane Eyre, the outspoken main female protagonists are the models of women independence. Shirley Keeldar, who describes herself as a woman, and something more, is an economically independent woman in Shirley. In addition, Shirley also suggests that the dependent relation is always unstable and leads to misery. Like the workers to their owners, wives are maltreated and ignored. In Jane Eyre, Jane will not succumb to the reality, and it could be seen from her rebellion in childhood to her pursuit for knowledge and love in womanhood. Jane is not satisfied with the feeling of confinement: Then I longed for a power of vision which might overpass that limit; which might reach the busy world, towns, regions full of lifeà ¢Ã¢â€š ¬Ã‚ ¦ I desired more of practical experienceà ¢Ã¢â€š ¬Ã‚ ¦ more of intercourse with my kindà ¢Ã¢â€š ¬Ã‚ ¦(Brontà « 1977:140). Franà §oise(1974) also points out that Jane does not deny her love for Rochester and that she confesses and attentively listens to his depiction of his story, as a result of her refusal to the traditional feminine roles: reliance, modesty and shyness. According to Showalter (1999), Janes running away from Rochester is her self-preservation. In Jane Eyre, as cited by Showalter (1999), Jane tells herself, I care for myself. The more solitary, the more friendless, the more unsustained I am, the more I will respect myself (Brontà « 1977:344). For her, action is always the way to independence. Franà §oise (1974) claimed that Charlotte Brontà «s heroines represented the female disobedience to conventional rules and the liberty of the Angel in the House. In modern age, Virginia Woolf also claimed the importance of being economic independent and having a room for ones own for women. As Virginia Woolf (1945:112) stated in A Room of Ones Own, the habit of freedom and the courage to write exactly what we think,à ¢Ã¢â€š ¬Ã‚ ¦then the opportunity will come and the dead poet who was Shakespeares sister will put on the body which she has so often laid down. If the room of ones own is a place for the feminine conference, which contains the authority, politics, and aggression in male world, it will be a grave, as Clarissas attic bedroom in Mrs. Dalloway. However, if it is a center combined with female tradition and culture; if people here make efforts to women independence, then Shakespeares sister, the future Virginia Woolf, may appear eventually. That female shares the equality with male is not a fantasy (Showalter 1999). In Virginia Woolfs To the Lighthouse, Lily, a female painter, eagerly wants to prove her ability to Charles Tansley, who claims that women cannot paint and write. She represents the women of independence and females desire of overtaking the gender boundary. Charlotte Brontà « and Virginia Woolf have indicated the female awareness and independence of their contemporary ages; however, it seems that Victorian women still fail to be separated from domestic marriage. The differences of Charlotte Brontà « and Virginia Woolfs heroines in terms of female awareness will be examined in the following section. 3.2 Differences Though both Charlotte Brontà « and Virginia Woolf have portrayed and declared their stances toward women awareness, they have endowed them with different characteristics and destinies suggesting the conventional notions in Victorian and modern age. In Brontà «s novels, however, female roles ultimately cannot avoid the bond of marriage, which is considered as the destination of Victorian women. On the contrary, Woolfs women would not always follow this pattern. Furthermore, she has pointed out the flaw of Brontà «s fiction. In spite of the fact that most of the heroines in Brontà «s novels are passionate, restless, and often contradictory in their inner world, they are often tied to matrimony at the end of the story. Both Brontà «s Jane Eyre and Shirley provide the evidence of convention that Virginia Woolf attacks. Love and marriage are significant ingredients in the literature in nineteenth century.In Jane Eyre, Jane is ambitiously desired to pursue the vastness of knowledge. Meanwhile, like Shirley Keeldar in Shirley, she can only contemplate marrying a man who can be her master (Calder 1976). Similarly, the two heroines in Shirley, Caroline and Shirley, hunt for independence; however, both of them quest for ideal mates as well. The pattern of Jane Eyre and Shirley is similar to some extent: those female protagonists have no choice but being dominated by men at last. In twentieth century, Woolfs Night and Day shows that womens consciousness has challenged the social notion concerning female roles and that marriage to women is not the only solution. Though being in the dilemma of the fact that if she should break the convention and disobey the expectation from her family, Katharine Hilbery can decide her own future. Besides, in Virginia Woolfs A Room of Ones Own, she argues that Charlotte Brontà «s writing inherits masculine style, It was a sentence that was unsuited for a womans use. Charlotte Brontà «, with all her splendid gift for prose, stumbled and fell with that clumsy weapon in her hands (Woolf 2000:77). Virginia Woolf regards that literature has been authorized by men since ancient time; thus, masculine sentences are inevitable even in womens literary work. Showalter (1999) has expressed a similar view that female writers had been deprived of the language of their own style and the awareness of ambition, and their deprivation had extend ed from Victorias reign to the twentieth century. The delicacy and fastidiousness of Woolfs language is an expansion of this feminized style. Conclusion Charlotte Brontà « and Virginia Woolfs portrayal of female characters had reflected the female social roles in Victorian and modern age. In the transition between nineteenth and twentieth century, the womens ideology and the social norms had changed, while some of them still had been inherited. They were presented in Brontà « and Woolfs literature in a various and fascinating way. To compare and contrast women in the literary work of Brontà « and Woolf, the female roles in professions and marriage and their awareness were chosen. More and more women had had their vocations, which meant that they had the economic independence; however, Victorian women still could abandon it for marriage. Besides, it was discovered that while domesticity had been valued in both Victorian and modern age, people gradually had found the flaw of the subordination of wives. As for womens inner world, self-discovery and thirst for independence were both considered in Brontà « and Woolfs literature. Unlike Brontà «, Woolf had emphasized the significance of womens own income and feminine language. It is concluded that female had gained more freedom in modern age and that Virginia Woolf strongly supported the idea of gender equality and was optimistic toward the future women status.

How Belief Systems Effect Politics :: essays research papers

The belief systems of the modern world have helped determine the policies and politics of nations around the world. For centuries before, and almost definitely for decades after now, there will be disputed between people and countries on account of their faith. Religions have started wars, ended them, impacted, and persuaded people. Needless to say, beliefs are very influential on the world today. People of different faiths don’t only fight over their basic beliefs and land but they end conflicts. Making amends between religious groups greatly helps relieve the constant strain of division that we are all too aware of these days. The Lutheran religion began 482 years ago when monk, Martin Luther, attacked the practices of the Catholic Church. These who followed his ideas eventually into what we call Lutherans today. For those 482 years, Lutherans and Catholics have stayed divided on uneasy terms. Now the leaders of the modern Lutheran and Catholic churches both signed a document that laid to rest those many years of differences under the explanation that it was all a misunderstanding. Sometimes different faiths just don’t seem like they want to even try to compromise on a conflict. The Jordanian Muslims and the Israeli Jews fighting over which side of the Jordan River Jesus was baptized on is a perfect example of this. The Muslims have invested over one million dollars t fix up the site. The site will bring in expectantly millions of tourists and with them billions of dollars that will be spent locally to boost the economy. Looking past the irony of the Jews and Muslims disputing over a Christian site, the focal point of the quarreling is that such a site will bring. The Pope and Prince Charles have already scheduled a visit, but as of now, no resolve has come about. These days it’s not always conflicts between two specific regions, but between regions occupied by faiths who disagree on certain topics. The two groups being the Israelis and the Palestinians, and the compromise on the rift in the settler movement conflict arising in those countries. To the Jews the West Bank is part of the greater Land of Israel, given by God to the Jews. To cement their control over the land, the Jews built forty-two hilltop encampments on the West Bank. They did this to prevent it from becoming a Palestinian state. The Palestinian government claimed that some of the outposts didn’t have the necessary building papers and twelve of those sites were dismantled.

Education policies Essay

Education is so important in any given society. For this reason, it forms a major part of any government’s plans. The plans that any government wishes to implement as regards their education system is determined by existing policies. Factors which influence formulation of policies form the subject of this discussion. For orderly presentation, the essay is divided into three chapters namely the introduction, the main body and conclusion. The introduction gives definitions of key terms used in the essay as well as conceptual frame work, the main body outlines and discusses major factors which influenced education policies in African countries after achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay aims at discussing the factors which influenced education policies in African countries after their achievement of independence. The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to make this discussion meaningful, it is imperative that definitions of key terms that are involved are done. The key terms involved in the discussion are education, policy and independence. The definitions of the terms are as given below Education. According to the United Nations Education, Scientific and Culture Organisation (1975:1), education is defined as â€Å"organised and sustained communication designed to bring about learning† Thus education in this context involves a lifelong process by which an individual is incorporated into the group and made capable of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place formally, non formally and informally. However, in this context the emphasis is on formal education. Policy  A policy is defined as a deliberate plan of action which is put in place to guide decisions and achieve intended outcomes. Policies differ from rules or laws. Rules or laws are established to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the â€Å"rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system. Independence This is defined as the freedom from being governed or ruled by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models in outlining and discussing the factors which influenced education policies in African countries after achieving their independence. These models are discussed in detail below. (a) Popular Participation Policy making model. (b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambia’s educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963. Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main Body This chapter outlines and discusses the major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is one of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an essential precondition for economic growth. African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among developing countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a sort of intellectual yeast which would ferment and transform pre industrial societies by promoting knowledge, skills and attitudes which were favourable to economic and social development. Therefore, education policies in African countries after the achievement of independence were directed at promoting education pro vision expansion in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 percent was required before there be any significant take off of economic development. To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for investment in formal education by African countries increased. Education was regarded to be a principal weapon in achieving economic growth. To this end rapid quantitative expansion of the education system became the order of the day in newly independent African countries. Man power Shortages. After attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy. In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. † Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy. Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from secondary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy. In order to meet the requirements of manpower in various sectors of the economy, the policies of African countries after independence were directed at increasing school enrolments, especially at the post primary level. Rapid expansion of secondary and higher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education. The kind education that was to be provided was supposed to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and recurrent budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal Declaration of Human Rights in which education is enshrined as a basic human right. As Bishop (1989:1), postulates, â€Å"Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. †Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the grounds of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child. This was due to the fact that education was seen as an effective way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African countries was a preserve for the elite. In order to correct this, African leaders made radical changes to their education systems to make them more accommodative to everyone. As Carmody (1994:23), contends â€Å"As in most African countries, from the early days Africa’s leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in schools and expansion of education provision. Tuition and boarding fees were abolished. † A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone needed to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African countries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980. The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy . Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (1978:14), comment on the provision of Universal Primary Education in Tanzania. â€Å"President Nyerere had the choice of expanding the number of classes at grades V to VII so that those children entering primary education received seven years of schooling instead of four†. It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of Modernisation. African countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. This was a result of the belief that schooling would assist in the inculcation of modern ideas and attitudes. Bishop (1989), postulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of modernity among urban people and lower modernity among rural people. Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries’ development. According to Carmody (1994), education should socialise a nation’s population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels within a given country. In studies which were conducted be Inkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate that each year of schooling improved a person’s score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries through education. Ensuring Citizens’ Political Participation The citizens’ participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the promotion of political participation of citizens in nation matters. This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence. Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone then everyone ought to have at least an adequate primary school education to participate more fully in the political process of their country. Promotion of Social Equality and Removal of Divisions The attainment of social equality is among the major factors which influenced education policies in African countries after achieving independence. Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the promotion of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services. Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of social equality in the formulation of education policies in African countries after achieving independence helped young people to acquire positive attitudes of mutual respect which enabled them to live together in harmony and to make a positive contribution to the national life. This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have. For this reason, policy formulation as regards this situation was clearly addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (1993), states that the commission which was assigned to review Kenya’s education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships. Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity. To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners understanding of past and present cultural values and their valid place in contemporary society. Education for Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities. The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend. As Bishop (1989:116), reports â€Å"By the mid 1950s it was being argued once again that schooling should be reformed principally through curriculum reform to include more practical and vocational studies’’ Similarly, Carmody (1994), reports that Zambia’s First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance. Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Education policies were centred on the need of making the systems of education to be more efficient. That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effects on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient. Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils’ future lives and created an imbalance with many school leavers unemployed. Consequently, African countries formulated policies which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners. Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries. CHAPTER THREE. 3. 0 CONCLUSION Education policies in African countries after their achievement of independence were influenced by a number of factors. Some of the major factors which influenced education policies in African countries included manpower shortages, recognition of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens’ political participation, and promotion of international consciousness among learners as well as self reliance. Changes in education policies were inevitable due to the fact that African countries experienced change in government. A change in government is associated with an ideological shift, thus aspects of the education system in a given country  will be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure. REFERENCES. Anderson, C. A (1974), Education and Development Re considered, Newyork: praeger Publishers. Bartlett, S and Burton, D (2012), Introduction to Education Studies, Los Angeles: Sage Publishers. Bishop, G (1989), Alternative Strategies for Education, London and Basingstoke: Macmillan Carmody, B (1994), The Evolution of Education in Zambia, Lusaka: Book World Publishers. Coombs, P. H (1970), The Need for a New Strategy of Education Development, Paris: UNESCO. Court, D and Kinyanjui, K, K (1978), Development Policy and Education Opportunity: The Experience of Tanzania and Kenya, Paris: Macmillan. Cowan, J. O (1965), Education and National Building in Africa, London: Macmillan Damachi, U. G, Routh, G and Abdel, R. A (1978), Development Paths in Africa and China, London and Basingstoke: Macmillan. Eshiwani, G. S (1993), Education in Kenya since Independence, Nairobi: East African Education Publishers Fafunwa, A. B (1974), History of Education in Nigeria, London: Macmillan Press. Inkeles, A and Smith, D (1974), Becoming Modern, Massachusetts: Harvard University Press.

Environmental Complexity Essay Example

Environmental Complexity Essay Example Environmental Complexity Paper Environmental Complexity Paper Environmental Factors in Colombia Organizations are not isolated of what happens in the environment outside them, they face uncertainty in dealing with events in the external environment and they have to adapt to new changes regarding customers, government, economic conditions and technology. It is very important for organizations in Colombia to become aware of their environment because assessing it could make them more competitive and allow them to adapt and survive in the market, but the uncertainty Colombia in terms of globalization, technology, knowledge, demand, etc. IS making organization to rethink about strategies and new ways to do business and to address all Of the factor in the external environment. The factors causing organization complexity in Colombia are addressed by Daft, they are both internal and external: industry, human resources, raw material, markets, international, government, calculators, economic and technological factors. For example, in Comical (C;mar Colombian De Constructs;n) the lack of legal stability threats development opportunities in large cities and scares away national and international investors. It makes necessary that the rules established for projects are maintained and are not changing every day, thats why head directors in Comical proposed to the government new ways to manage the permissions and monitor the decisions taken by majors in areas adjacent to Bigot;. (Paisa, 2014). This is important for the construction sector because its development brings with it the increase of an important set of activities in industries and related services, contributing in this way to increase employment and to the satisfaction of an important set of needs of the population, in this case, the access to housing services. Nowadays we can not talk about uncertainty avoidance or external environment without talking about globalization, reducing borders and forcing businesses to prepare increasingly for indulging in different markets, ensuring its validity in the market. To achieve this, it is necessary for organizations to adopt new strategies of growth, market penetration, creation of own responsibilities, coordination and adaptation of the products to various markets according to their needs. Many organizations that have been integrated into international markets have found the need to modify their products or strategies to meet the needs f its customers, because the factors that determine the environment change. For example Juan Valued, have found the need to deal with government regulations in different countries, and lately with the entrance of a new competitor in Colombia, also they had to change its technology processes to transform coffee to sell it in every store and to make it more efficient and effective, reducing costs; this kind of changes not only help businesses in Colombia but in all countries the organization is in. Also there are International Organizations in Colombia that have adapted heir processes to Colombians complex environment and have succeeded CHEM. is the tangible proof that the competitiveness in a globalizes world is the result of a set of factors, a clear direction, state-of-the-art technology, human capital, good financial management, investments in infrastructure, etc. And, between them, the actions taken in the aspects of Corporate Social Responsibility have given the company a significant competitive advantage. A really important factor for any organization is the human resource and calculators. In Colombia the labor movement that happened in 2013 and manned in 2014 called Para agrarian not only affected the government laws and relationships but also affected organizations that use raw materials produced in the rural sector. This represented a huge challenge for business managers, because of the workers demands. Not addressing this kind of problems with contingency plans would have caused major loss of profit, suppliers and market. The human resource sector is one of the most important factors in the external environment because it concerns employees, suppliers, customers, and mostly any kind of relationship made by the organization. On the other hand the calculators sector demands organizations to be more greener and environment-friendly thats why supermarkets such as ?exit, Jumbo, Curricula and OLL(mica offer recyclable plastic bags, because they know those bags are used by customers as garbage disposals that later on go to sanitary landfills. Also, Coca Cola in Colombia and Postn have develop new bottles and recyclable packaging that use less plastic and take up less space in the trash, they have also launched campaigns to recycle these containers giving benefits to consumers, with picking machines or donations to Nags. Main telecommunications operators such as Togo, Novelist, Clara, Nun and DEBT have been influenced in a big way by the environmental complexity because they are not only influenced by new demands of customers, they are also influenced and have to be prepared for the unpredicted changes such as: new regulations about communications, contracts and share; competition in services, offers, products; the way business are made with international and national companies in order to have competitive advantages, also by advertising its products nationally; offering new technological services and products in competitive prices. This organizations face tremendous complexity in Colombia, thats why they keep studying the environment they are in and offering customers new products every time, meaning that in order to them to stay in the market they need to pay more attention to the external environment to run processes internally, this is a good example of a dependence on high uncertainty-complex environment. Studying external environment is as important as the internal environment because one can change the other, also because there is where the needs are, where the consumers are and what they want to pay to meet their needs. Also in the environment are the obstacles to the company, such as the products of competitors, and the actions to have market share. Also the requirements and restrictions that the company must meet, all of that can influence the processes a company has, because a company is nothing without the interaction with the outside environment, and now is more important to be aware of that thanks to the globalization.

Newspaper report The fire in Carries war Essays

Newspaper report The fire in Carries war Essays Newspaper report The fire in Carries war Paper Newspaper report The fire in Carries war Paper Essay Topic: Literature Last night as the family slept, a ferocious blaze swept through their home destroying everything in its path. Druids Bottom, set in the picturesque village of Druids Grove, was engulfed in flames reducing this beautiful family home to ashes. Fire-fighters were quick on the scene and were quoted as saying This is one of the fiercest fires we have seen in a long time and the residents were lucky to get out alive. We have seen a lot of fires in our time, however none as bad as this, its a miracle everyone survived. A fire like this could have quite easily taken many innocent lives. The inhabitants of the house are naturally deeply saddened by this catastrophe, but they remain positive and are trying to make the most out of this extremely bad situation. Hepzibah Green, a resident at the house stated the fire took everything, but we will always have our memories, the good and the bad. They will stay with us forever and no fire will ever change that. It is important that no one blames themselves; it was an accident and could have happened at any time, and could have been lot worse. We all have each other to get us through this difficult time in our lives, we must stick together from now on Investigators have concluded that the fire started upstairs and most likely by someone playing carelessly with matches. Hepzibah Green has confirmed that another resident at the house Mister Johnny had been playing with matches and it was likely that he started the fire. However she also added that Yes Mister Johnny may have started the fire, but no one blames him. After all is it thanks to him that we all made it out alive. Mister Johnny is special, you see and so no blame can rest on his shoulders. If anyone is to blame, it is me. I should have kept a closer watch on Mister Johnny then thins would never have happened. As it turns out it was in fact Mister Johnny who raised the alarm and led the rest of the family to safety. Albert Sandwich, an evacuee who was temporarily living at Druids Bottom has simply remarked, no one was killed no one was hurt, thats all that matters. All of the inhabitants of Druids Bottom are devastated at the lost of their home, apart from the owner of the house, Mr Evans, who had just recently inherited the house from his late sister Dilys Gotobed. Mr Evans stated its all that Hepzibahs fault, she looked after my sister for years thinking that in the end she would get something out of it, but when the old girl died and left Druids Bottom to me, Hepzibah obviously thought if she couldnt have the house then no one could, so she burnt it to the ground out of spite I know thats what happened. Only time will tell what really happened so for now, we should watch this space.

Food Process Technology Assignment Example | Topics and Well Written Essays - 3000 words

Food Process Technology - Assignment Example This report will assess the principles of these methods, their applications, the techniques through which they are applied, and their future growth and limitations. Modified Atmospheric Pressure (MAP) is a method of preserving and prolonging the shelf life of the food products. This technique was discovered in the 1930s when fruits and other products were transported to different parts of the world in ships and they tended to have increased shelf lives due to the carbon dioxide which was present in their holding rooms. Then eventually in the 1970s, the modified atmospheric packaging reached the supermarkets and stores when fish and bacon were sent to be sold in Mexico in retail packs. The technological advancement has taken place since then and thus there has been a continuous growth in the modified atmospheric packaging in regard to the increased consumer demand (Robertson, 2012). The MAP also has many theoretical explanations of why it has become popular and simply a need for the shopkeepers. Commercialization is also a major reason why the MAP is widely used to fulfill the requirements of the consumer. Shopkeepers need to maintain their profit levels and satisfy their customers. None of the customers want to buy fruits or vegetables that are not fresh. Many of the supermarkets buy goods in large stocks and preserve them. However, it wasn’t likely for every market to buy huge stocks of fruits, vegetables, meat, and dairy products and leave them to rot after a day. Thus, engineers from the food processing industry introduced this technique which helped the shopkeepers to maintain and retain the shelf life of their perishable products (Han, 2005). Since then, the need and use of MAP have increased with advancement that takes place frequently. These advances are in the shape of different techniques and ways of application to improve.

Management of International Essay Example | Topics and Well Written Essays - 2500 words

Management of International - Essay Example Malaysia is one of the prominent emerging countries in the South East Asia. Malaysian holds the third place in the South East Asia and twenty ninth place in the global economy as per the recent statistics. Malaysia is an Islamic state even though Malaysian Muslims are more civilized and educated compared to Muslims in other parts of the world. Coke needs no introduction in the international market. They are the biggest soft drink manufacturers in the world. Even though Coke was keener in protecting the environment and demonstrating their corporate social responsibility, some of their tactics were criticized heavily by the neutral observers. Injudicious underwater exploitation is the major criticism labelled against Coke from many countries. Coke is currently trying to expand their wings in Malaysia. They are facing severe challenges in Malaysian market because of the anti-American feelings developing across the Muslim community all over the world. Moreover, health concerns about the soft drinks are also growing everywhere and the increasing popularity of bottled water is another major threat for the ambitions of Coke. This report analyses the opportunities and threats waiting for Coca Cola in Malaysia. ... Organizational culture, climate, behaviour and theories have changed a lot as a result of internationalization of business. Outsourcing and offshoring like new business concepts entered the business world because of the growing cross cultural business activities. Corporate companies and other big organizations have already experienced saturation in their domestic countries and they were waiting for an opportunity to internationalise their business. Liberalized rules and regulations for the entry of foreign direct investments (FDI) by many of the countries made the path easy for the multinational companies to exploit the possibilities of Globalization. Even though, the popularity of international business is unquestionable, many of the big organizations are facing stiff challenges in doing international business because of the improper business strategies. Domestic business strategies are not suitable for international business because of the extreme diverse business environment in th e target country. Coca Cola is the world’s largest non-alcoholic beverage company. â€Å"Coca Cola products are consumed at the rate of one billion per day† (Bellis, 2009). â€Å"Invented by Doctor John Pemberton in May, 1886, Coca Cola is currently operating in more than 200 countries with over 50,000 employees and more than 800 production and distribution centres and 300 worldwide bottling partners† (The Coca-Cola Company: Growth, Leadership, Sustainability, 2009). Innovative business strategies keeping in pace with the needs of the changing world made Coca Cola one of the all time great companies in the world at present. Coca Cola and its corporate social responsibility Corporate Social responsibility (CSR) is one of the major business term talked loudly in the