Movie Review: Yentl Essay -- essays research papers

Movie Review Yentl     Everyone at one time or another has felt come to the fore of place. Feeling faintheartedof ones place in society is an experience that every spring chicken adult faces butdeals with differently. Some rebel while others comply with whatever has beenset out for them by society or their parents, or both. The employment of the woman insociety is forever changing. Where women were once obligated to stay in thehome and maturate on their husbands, they are now working in the same types of jobsas their husbands. What was typically the male role has been blurred andpractically obliterated. Religious roles have followed societys tether in theirevolution. For example, since its creation over five thousand years ago, theJewish religion has evolved in some movements to involve women and men equallyin ceremonies. The Orthodox movement has always remained traditional in itsbelief that women have their place in the home, cooking and raising children, and serving their husbands. Education remains the mans duty. The movie Yentl feature Barbara Streisand, shows this traditional belief through its plot,characterization, music, lights, camera angles, and symbolism.     Set in Eastern Europe in 1904, Yentl captures the essence of the Jewishwomans eternal struggle. It is the story of a young girl, in love withlearning but forbidden to do so by Jewish tradition. Upon her fathers death,Yentl disguises herself as a boy to attend a yeshiva (religious school) andcontinue her studies. She befriends Avigdor, a male scholar at the yeshiva,and falls in love with him. Driven by her love for him, Yentl will do all thatshe disregard to ensure that he is near her and that her secret is not revealed.Yentl struggles with her secret until the day she can no longer remain silent.She tells Avigdor what she has done, and of her love for him, but he cannot go for a woman who refuses to act as a traditional woman should. So Yentldepar ts for America in hope of a different mentality, but never forgetting herlove for Avigdor and all that she has learned.     Based on Isaac Bashevis Singers acclaimed short story, "Yentl, theYeshiva Boy," the story is somewhat unrealistic but serves its purpose inproving a meridian the point being that women have always been just as capable asmen in studying and education, an... ...ebird, is able to soar - through the prejudices of her traditions and through the universe of knowledge for which she so longs. She displays this thought in thelast line of the movie when she sings "Papa watch me fly." As well, when Yentltransforms herself into Anshel, the boy, she looks at herself in a cracked reflect and cuts her hair. This displays her uncertainty of herself and herplace in Jewish society, and the cutting of her hair symbolizes hertransformation and the beginning of a new life for her. Symbolism throughoutthe film, contributes to the films theme of self-discovery and role reversal.     The plot, characterization, lighting, camera angles, and symbolismreveal thoroughly the plot of this highly thought-evoking film. The plot mainlycontributes to proving that a womans place is not solely in the home. That"story books for women, spiritual books for men", as the bookseller says at thebeginning of the story, is not an accurate assessment of a womans intellectualcapabilities. Because of Barbara Streisands fabulous and completecharacterization of Yentl, this movie comes to life and touches the hearts ofits viewers.

The Significance of Philosophical Scepticism Essay -- Philosophy Philo

The Signifi ordurece of Philosophical Scepticism In arrange to the question What can we know? anyone who gives a pessimistic answer is labelled a sceptic. Scepticism is associated with incredulity. A sceptic is someone who questions things (particularly received opinions) and also practices suspension of judgement. This questioning outlook has been labelled by some as practical scepticism. How eer, philosophical scepticism involves more than this. Its essential element is a general view about human knowledge. In the broadest terms, philosophical scepticism holds, or at least finds irrefutable, the view that knowledge is impossible. There are two features of philosophical scepticism which differentiate it from everyday sceptical outlooks. The first has to do with its strength. The more repugn sceptical arguments do not depend on imposing high standards for knowledge or justification. Rather, the scepticism they imply is radical. It is not just the case that we can have all kinds of good reasons for what we believe, though those reasons do not quite measure up to the standards required by genuine knowledge. The radical sceptic questions whether we ever have the slightest reason for believing one thing rather than another, so we can never even get to the point of justified belief, never perspicacity whether our justifications are sufficient for knowledge, in some more restricted sense. The second crucial feature of philosophical scepticism concerns its scope. The philosophical sceptics negative verdict on human knowledge is highly general. This generality explains why philosophical scepticism formulates its challenge in terms of the possibility of knowledge. it is not merely the case that we in fact know a good deal less t... ...sophy. Penguin Reference.(1996). pp. 502-503. Morton, Adam. Philosophy in Practice %151 An Introduction to the Main Questions. Blackwell.(1996). Chapter 1. pp. 3-35. Moser, Paul. The Blackwell Guide to Epistemology. (Eds. Greco, J. and Sosa, E.). Blackwell.(1999). Chapter 2. pp. 70-91. Scruton, Roger.Modern Philosophy An Introduction and Survey. Mandarin.(1994). Chapter 2. pp. 16-22. Shermer, Michael. A Skeptical Manifesto. The Skeptic, vol. 11, Spring 1992. pp. 15-21.http//www.skeptic.comWarburton, Nigel. Philosophy The Basics. Routledge.(1992). Chapter 4. pp. 93-111. Williams, Michael. The Blackwell Guide to Epistemology. (Eds. Greco, J. and Sosa, E.). Blackwell.(1999). Chapter 1. pp. 35-69. Wittgenstein, Ludwig. Tractatus Logico-Philosophicus. (Translated by Pears, D.F. and McGuinness, B.F.). Routledge. (1961). Section 6.51, p73.

The Aztecs :: essays research papers

The AztecsThe Aztec people ruled from the Gulf of Mexico to present day Guatemala. Therecapital city was Tenochititlan.The greatest authoritative force was religion. It was shown in their architectureand sculpture. They also had writing, numbers and a calendar. They had recordeddates for religious holidays.The children were taught respect, courtesy, truthfulness and self control. Aztecboys learned practical tasks from their fathers at home. Then when they reached15 they went to a youth house. There elders taught the boys religion,citizenship, history, traditions and art. They also learned war.Girls could also learn to be priestesses in temple schools.The Aztecs were divided into tribes that were dived into clans. Each clan hadits own officials that equal them at tribal meetings.The land was dived up by the tribes. They controlled the land but the peasantsfarmed it having to give some of it to the chiefs and priests.The Aztecs worshipped a host of gods that represented nature. To w in the gods charge they performed rituals and offered penance. Human sacrifice played animportant role. Since life was a mans most valued possession it was the bestthing to offer up to the gods. As the Aztec conglomerate grew so did the humansacrifice.Sometimes the Aztecs performed cannibalism, believing they absorb the virtues ofthe slain. The sacrificed people were thought to be given a high place in heaven.The average Aztec was a farmer. He lived outside the city and grew crops for histribe. Farming was the most important means of survival due to the warm, humidclimate. They lived in small huts. The male was the head of the family. He wouldoften arrange marriages for their children. The language they spoke was theNahuan language that originated from the west coast of the united states. Theywore elaborate colorful clothing made from animal skins that were traded from

P:overty :: essays research papers

Mark SandfordMarsh 1English 200Mr.WhisnantSummaryFebruary 08, 2004Summary of the Singer Solution to World distressBoth stories proclaim that you should not spend your money on material or unnecessary things or wants, but to give them to tikeren in foreign countries that we do not even know. The fact that Dora did not make enough money and that she could only make ends meet was a key factor to her agreeing to pick up a child and drop it off at a so-called wealthy foreigners house. In return she is given 1,000 dollars to spend at her leisure, only to be told that night that she gave the child to a childrens organ peddler.If Dora in fact did not at least try to get the child back or locate it, then in every moral situation she would be wrong. To say that her new T.V. is more important or expenditure more than the child would be correct. But the fact that we are so easily interested in making more money, we seem to let our ethics just slip away.In Bobs slip he has a chance to save a kids life and chooses not to in idolatry of losing his classic vintage car, along with the savings which he has not been able to insure. So in reality he would lose everything he owns, in which case he does not want to lose. This seems harsh, but the fact is that children die every day because they do not concur enough money to feed and snip themselves. Is it really up to us to support these total Marsh 2strangers that we have never, and will never meet even if we did send them money or food.Both of these people did something morally wrong, but Bob unlike Dora had a chance to save a life that he could have easily avoided by smashing his old car. Bob is like the people who have enough money, but are not willing to send to overseas children. Dora on the otherwise hand let greed overcome her and put the child in the situation which led to the killing of the child. A lot of people would still take that Bob is worse between the two considering he chose his car over a little childs life. In fact you also have to agree that if you do not send some of your money to overseas organizations then you are like Bob.

Curriculum Development and Change Essay -- essays research papers

INTRODUCTIONThere seems to be a lot of controversy and uncertainty as to what is the computer program? As such, there is a distributing lack of consensus on an all-embracing definition of this comprehensive concept. This is, in part, due to the various interpretations, meanings, emphasis and approaches that the scholars of curriculum studies embark upon. This, in turn, leaves the education practitioners and the general public in the sober as to what constitutes that which should be considered as good curriculum practice in educational institutions.This exposition seeks to highlight and evaluate the key concepts of the curriculum and some of the factors that grant marked influence on curriculum planning, curriculum development and change. The impact that learning environments, learning theories, culture, ideologies and knowledge have on the curriculum will be briefly brought to the fore.2. KEY CONCEPTS OF THE CURRICULUMThe term curriculum is derived from a Latin word curere meanin g the racecourse. Implicit in the meaning is, as cited by Fraser, W.J. et al (199081). The fact that the curriculum is a relatively fixed track or terrain (learning content) which must be covered (mastered) by the participant (learner) in coiffure to reach the winning-post (learning result).Based on this literal meaning, attempts to clarify what the curriculum is have led to the following definitionsXA programme of studyX feast content XPlanned learning experiencesXIntended learning outcomesXA plan for instructionAccording to Graham-Jolly, M. (20003), these definitions are narrow interpretations of the curriculum sinceKthe term is often used to refer to the formal academic programme provided by a school, as reflected in subjects on the timetable,,,it might also be used to refer to a particular course of instruction or syllabus.The focus here is, in the main, on didactic activities as they occur within the classroom situation.The latest trend, however, places emphasis on a broader and more inclusive interpretation of the concept, which takes into cognisance the social, political, economic and historical contexts within which the curriculum is designed, developed and implemented.Lubisi, C et al (... ...dequately addressed in an essay of this nature. I also found out that some elements that influence the curriculum are so interrelated and it was non always easy to discuss each one separately.6.REFERENCESXFraser, WJ. (1990). Didactics, South Africa ButterworthsXGatawa, B.S.M. (1990) The Politics of the Curriculum, Zimbabwe Jongwe Press.XGraham-Jolly, M. (200) The Curriculum Theory and Practice capital of the United Kingdom Paul ChapmanXKing, M. (1991) The Politics of Curriculum, Structure and Processes, Pietermaritzburg Centaur PublishersXLemmer, E. (1999) Contemporary Education Sandton HeinemannXLubisi, C. et al (1998). Thinking about Curriculum Cape Town Oxford University Press.XOzmon, H.A. and Craver, S. M. (1986). Philosophical Foundations of Education. O hio MerrillXTaylor, P. and Richards, C. M. (1987). Curriculum Studies Berkshire Nelson

Low Savings :: essays research papers

Americans on average, save less than 1% of their after-tax income today compared with 7% at the start out of the 1990s. U.S. citizens are saving less because, of the higher cost of housing and interest enumerates. Many homeowners believe that rising real estate values give them the necessary savings they would otherwise have set aside. The housing boom, like the stock market boom before it, allowed Americans to save without having to reduce consumption. As the value of their assets rise, nation naturally feel richer. Consumer spending has held up not because incomes have risen, but because consumers have taken on more debt, mostly by borrowing against promptly rising housing prices. The marginal propensity to consume is affected by consumer confidence and interest rates as they affect the rate of return on savings.With fewer dollars available as savings to banks and other financial institutions, interest rates are higher for both savers and borrowers than they would otherwise be. That makes it more costly to finance investment in factories, equipment, and other goods, which slows growth in the GDP.The lower savings rate meant a higher consumption rate, which stimulates more spending, more income, and thus more spending, in a self-feeding process known as the multiplier effect.People do not save for the sake of saving. They save to spread consumption oer their lives.Also the U.S. has a consumer culture, with consumers always having to keep up with the Joneses Kids seem entitled to deserving goods that other kids own. Since consumers will be spending more rather than saving, rest GDP will not be balanced. Unemployment and inflation will occur since low spending by investors does not balance the low savings rate of consumers.Our high consumption, low savings economy has worked only because our European and Asian allies have been willing to save and produce more than they consume.

Low Savings :: essays research papers

Americans on average, save less than 1% of their after-tax income today compared with 7% at the offshoot of the 1990s. U.S. citizens are saving less because, of the higher cost of housing and interest strides. Many homeowners believe that rising real estate values give them the needful savings they would otherwise have set aside. The housing boom, like the stock market boom before it, allowed Americans to save without having to reduce consumption. As the value of their assets rise, mountain naturally feel richer. Consumer spending has held up not because incomes have risen, but because consumers have taken on much debt, mostly by borrowing against promptly rising housing prices. The marginal propensity to consume is affected by consumer confidence and interest rates as they affect the rate of return on savings.With fewer dollars available as savings to banks and other financial institutions, interest rates are higher for both savers and borrowers than they would otherwise be. That makes it more costly to pay investment in factories, equipment, and other goods, which slows growth in the GDP.The lower savings rate meant a higher consumption rate, which stimulates more spending, more income, and thus more spending, in a self-feeding process known as the multiplier effect.People do not save for the sake of saving. They save to spread consumption everywhere their lives.Also the U.S. has a consumer culture, with consumers always having to keep up with the Joneses Kids seem entitled to deserving goods that other kids own. Since consumers will be spending more rather than saving, residuum GDP will not be balanced. Unemployment and inflation will occur since low spending by investors does not balance the low savings rate of consumers.Our high consumption, low savings economy has worked only because our European and Asian allies have been willing to save and produce more than they consume.

Capitec Strategy to success Essay

IntroductionHistory shows that the South Afri buttocks coin believeing sector has predominately concentreed on middle to upper berth class income groups in the market, whilst neglecting the needs and demands of low income groups (Manson, 2012). Capitec posit on the other hand, foc apply on the needs of these low income groups, creating a crease model that was specifically tailored to their needs. Capitec was introduced in the banking industry during a time of crisis, Saambou shore, which focused in micro lending had collapsed (McNulty, 2009). However Capitec has managed to endure this predicament and since its inception, has emerged as a gist to be reck angiotensin converting enzymed with, in a relatively short degree of time. The bank has managed to penetrate the South African banking sector with progression in a case of a few years due to its implementation of the inventive Bottom of the Pyramid (BoP) strategy aimed at targeting the lower end consumers (van Themaat et al , 2013). It is therefore essential to approximate the BoP strategy, along with all of its aspects. For this reason, this essay will examine the history of Capitec Bank and in particular outline the successful adaption of the BoP strategy as well as its growth and current position in the banking sector. However, the main objective that will be discussed in detail will be on the aspects of Capitecs strategy crucial for leverage in its position in the South African banking sector.HistoryCapitec Bank was founded on the 1st of March 2001 and built back on its micro credit business, keeping in mind its intention to establish a proper bank in the microfinancing platform (Manson, 2012). Microfinance is a term used to describe the provision of fiscal assists in addition to microcredit to small businesses and the bottom of the pyramid (BoP) population (van Themaat et al, 2013). Initially, Capitec started as a 300-branch micro-loan business with the sole product being 30 day loans with a 30 % monthly disport. Imperatively, this business of micro-loans supported the strategic aim and complementary woo of expression out an underlying foundationnecessary for a transactional bank (Ashton, 2012). Based on statistics it is found that BoP is more than two thirds of the population that survive on b atomic number 18 minimum income (van Themaat et al, 2013). Furthermore Finscope 2003 estimated that 35 percent of the total population in SA incur never banked or used any financial service to manage their finances. With relation to the above, it is recognized that other financial cornerstones overlook serving the BoP as they be perceived as non-profitable (Coetzee, 2003). However on the other hand, Capitec recognised this market as a window of opportunity as the major(ip)ity of this population remained unbanked due to the many constraints that prevented them from obtaining financial function (van Themaat et al, 2013, Robin et al, 2005). The bank implemented its profit-driven strategy by customising its serve and products to the needs of the BoP to achieve the following Acceptability, Availability, Affordability and Awareness, thereby overcoming the constraints that existed. (Coetzee, 2003, van Themaat et al, 2013, Robin et al, 2005) This approach deemed successful which has resulted in an attach of market share with 51.23 percent compound interest over the last five years which is in line with its goal of being a profit-driven microfinancing institution (van Themaat et al, 2013). These aspects used by Capitec Bank to penetrate the banking sector will be discussed in this paper.AcceptabilityAs mentioned foregoingly in the history, Capitec overcame many constraints that had previously go away the BoP sector unbanked. The founders of Capitec critically evaluated the BoP and found that many are embarrassed by their lack of education, skills, literacy, are unable to afford basic financial services and that their perceptions of banking is that it is comp licated, expensive, difficult and time consuming (van Themaat et al, 2013). Capitec offers a simplistic and acceptable approach to banking which has changed these perceptions taking into consideration that the Bop are set-back time users. Capitec Bank (2014) displays Capitecs product whirl which is a Global one(a) account that incorporates a savings, deposits and a credit facility which makes for simpler banking offering exceptional utility and treasure.Capitecs interaction with guests are face-to-face, paper-less, capital-less and card-based (Haladjian, 2006). Overcoming the lack of confidence and literacy skills in first time BoP clients was achieved by the paperless IT and management information system (van Themaat et al, 2013). This besides incorporated biometric recognition using fingerprint technology and cameras to identify their clients which creates ease of use and quicker response time (van Themaat et al, 2013). Overcoming the language barrier was achieved by employ ing staff from the local communities. (Robin et al, 2005). Capitecs investment into human resource training has made for efficient interaction with clients strengthening guest-to-bank relations and by eliminating a bulletproof glass barricade, clients receive a personal service and are treated importantly, which makes transacting a more approachable service. (Coetzee, 2003) By treating their customers with respect, this increases the emotional appeal to the BoP population. As compared to service in a large-scale four branch, the Bop customer is treated as inferior and unvalued, therefore Capitec defines it focus by customer and not by income (van Themaat et al, 2013).The customer user interface systems at ATMs have been adjusted to the needs and preferences of the BoP catering for illiterate clients. (Coetzee, 2003) The management IT system is centrally controlled, increases simplicity and customer value by reducing administration costs, paper work, prevents fraud and keeps track of transactions using fingerprint biometrics. (Coetzee, 2003, van Themaat et al, 2013) It also creates a safer environment as cash is not kept at branches and bring backals are available at ATMs and selected sell stores considering that many unbanked sectors exist in areas experiencing high crime and this positively contributes to driving down financial service costs (Coetzee, 2003, Haladjian, 2006). Opening an account takes ten minutes. After credit evaluation and approval, the loan application process is as follows scan ID document and verify using barcode, scan payslip, take a photo of the client, capture other data, open account, print loan agreement, allow client to sign, then scan and return the original, create an ATM card and give card to the client (Coetzee, 2003).Coetzee 2003 highlights that this previously unbanked population deemed asundesirable and unprofitable are being served by Capitec Bank in fully grown volumes since its inception. This further proves that the strategy of simplifying its service implemented by Capitec appeals to the Bop population allowing Capitec to penetrate the banking sector.AvailabilityCapitec makes their services more available to customers by having longer business hours, increasing the number of branches, allowing withdrawals at retail outlets, using ATMs, internet banking and applying for credit online. According to place (2006) Capitec Bank has extended their business banking hours. On weekdays branches are open from 8am to 5pm (Manson, 2012). Most of the branches of the big four banks Absa, Nedbank, FNB and Standard bank close at about 330pm or 4pm. Capitec considers that most customers are working and can only portal branches after working hours which is around 4pm. In some cases branches are open bank later where it suits customers and branches are also capable of going to the workplace of customers to offer their services (Coetzee, 2003). On Saturdays branches are open between 8am to 1pm and on Sundays br anches in large shopping centres are open between 10am to 2pm (Manson, 2012). Most of the big four banks branches close on Saturday at about 11am and on Sunday most branches are not open. These times considers that customers may not be able to do their banking during the week because of long and tiring working hours. They understand the needs of customers by offering longer business banking hours. Capitec knows that their customers need to reach their branches easily. This is done by reducing the size of branches and increasing the quantity of branches (Manson, 2012).They would rather have more branches in one area than have one big branch. Many people do not remedy because they do not have access to banking services (Finscope, 2003). change magnitude the number of branches increases accessibility and savings will be encouraged. Using this approach makes their services accessible and convenient for customers. Initially Capitecs main target focus was the BoP. Branches are find at taxi ranks, train stations and townships where their services are easily available to the low income group. They have expanded over the years, do their services available to the other income groups by locating branches near rural areas and in shopping malls. Capitec uses existinginfrastructure to improve banking service accessibility. They have partnered with retail outlets such as Checkers, Pick n Pay, Shoprite and Pep. Customers can withdraw cash at these retail outlets. Most of the retailers allow cash to be withdrawn when buy items at the stores except at Pick n Pay no purchase is required to make a withdrawal. They have increased their network position by allowing withdrawals at retailers without having to invest in any large infrastructure (Kim & Mauborgne, 2005). This allows easy access to money and convenience for customers. Capitec ATMs are located across SA making them easily accessible.If customers cannot access an ATM to withdraw cash, they can always go to retail outl ets making their services more accessible and anomalous compared to the major banks. The ATMs can be used to check balances, withdraw cash and multi-loan, transfer money to savings plans and change a pin. The availableness of services offered by Capitec is improved by partnering with MasterCard. Cards are developed to allow customers usage even in remote places (Lee, 2010). Mobile banking is also used by Capitec customers can use their cell phone to access multi-loan, savings plans and savings account. It can be used to purchase airtime and electricity, check account balances and previous electricity tokens purchased, withdraw multi-loan and make payments to clients who bank with Capitec, transfer money between your accounts and register for SMS update for security purposes. Capitec offers internet banking that is simple, safe and saves the customer money. currency can be managed whenever it suits the customer. Internet banking allows customers to transfer money between their accou nts, create stop ordains, check their statements, tax interest certificate, payment history and register for SMS update system. Customers first need to access their nearest branch to register for wandering or internet banking and to find out how it works. After registration customers can easily access their services when it suits them. They also allow customers to apply for credit online which increases availability of their services. A credit application must be completed online and they will contact the customer to discuss it with them, making credit application easily accessible. The use of EMP technology and cards linked to maestro allows customers use of their cards offline, offering services in areas of limited access such as rural communities (Haladjian, 2006). Using these strategiesCapitec has made their services more available and convenient for customers, thus improving the banking sector. These strategies used have increased their client base and resulted in the growth o f bank. Businesstech (2014) reveals that Capitec has overtaken Nedbank and is now the fourth largest bank with approximately 10.8 per cent market share. AffordabilityA substantial component croupe Capitec Banks successful business model was its development of a strategy aimed at understanding the needs of its customers which were the bottom of the pyramid population (van Themaat et al, 2013). This prompted the bank to offer affordable banking products and services that were specifically designed in accordance to its customers needs. Capitec centred on having simple banking products and services and sought out to have the lowest fees, thereof arguably making it the most affordable bank to bank with amongst many of its competitors in the banking sector (Manson, 2012). In order to understand this strategy, it is imperative to highlight the banking products and services Capitec offered which allowed it to penetrate the banking sector in South Africa as well as making a comparative ana lysis with the products and services of some of the major banks in South Africa.The fundamental factor of Capitecs success is its Capitecs Global One account which comprises of three distinct features it allows an individual to have the ability to transact, save and access credit, all with one account (Capitec Bank, 2014). The efficiency of this account ensures that customers do not have to open three separate accounts which cuts down on administrative costs. The monthly administration cost for the Global One account inclusive of all its aspects as of 01 March 2014 amounts to R5.00 (Capitec Bank, 2014). Furthermore there is free access to card, mobile as well as internet banking and in so doing makes it more appealing to Capitecs target market (Manson, 2012). Comparing Capitecs Global One account with that of its counterparts from the big four banks in the table below, it can be seen that this account is more superior in terms of its features and much more cost efficient than the ri val accounts of other banks.BankTransactional AccountSavings AccountAccess CreditCapitec- Global One AccountYESYESYESFNB- Easy AccountYESYESNOAbsa- Flexi AccountYESYESNONedbank- Ke Yona AccountYESNONOStandard Bank- PlusPlan AccountYESYESNOThe Global One transaction feature allows you to transfer, deposit or withdraw money as well as to make purchases and payments (Capitec Bank, 2014). The fees that Capitec charges relating to the transaction aspect on this account is by far the cheapest in comparison to the transaction accounts of the big four banks. Fees relating to all card purchases are free whether you purchase at card machines, shop online, order by telephone or through mail. Money transfers to own accounts are also free and to other accounts is charged at a fee of R1.05. Balance enquiries through all channels are also free. (Capitec Bank, 2014) The savings component on the Global One account allows an individual to have four different savings plan which has the ability to agn ise interest ranging from 4.40 to 9% depending ontheir plans. These plans can also be flexible or fixed according to ones preference. With flexible savings, people can earn from 4.40% interest on their daily balances as well as choose the amount they want to deposit and the frequency of their deposits (Capitec, 2014). Another advantage to these plans is that there is no monthly admin fee that has to be paid to each account as well as no minimum balance required in order to start saving.Fixed-term savings gives one the ability to choose from two deposit options. The first is a single deposit which can run from a period of 6 to 60 months with a minimum balance of R10 000 and a maximum investment of R5 million (Capitec Bank, 2014). The second option is multiple deposits which can run from a period of 6 to 24 months with a maximum investment amount of R1 million. The interest rate is fixed for the full term and interest gained from this option can either be reinvested or transferred to back to ones transaction or savings account (Capitec Bank, 2014). Having a look at the competing accounts of the other major banks which can be seen in the table below, most offer interest rates that are less than 1%. Capitec on the other hand offers extremely competitive interest rates which make it more lucrative for people to bank with them as they are able to earn more on their savings.BankCapitec- Global One AccountFNB- Easy AccountAbsa- Flexi AccountNedbank- Ke Yona AccountStandard Bank- PlusPlan AccountInterest Rates4.40 to 9%0%

Burqas Should Not Be Banned

Religion and Society Article Assignment. Articles used 3A and 3B. The Burqa. Sylvie Maclean. A Burqa is an article of attire that is in general considered as a religious statement. The Burqa consists of full robes and a mesh veil over the eyes. There be other options of robes that can be cadaverous including the Hijab and the Niqab, where the eyes remain uncovered. According to come interpretations of the Islamic sacred text the Koran (Quran) women must wear a full veil in golf club to be modest. Many Muslims wear the Burqa because it is symbolises and is a part of their spiritual journey, so they wear it by choice.While others wear the Burqa because they believe they agree to, as it is one of the commandments of god to gussy up modestly. There are many Muslims who choose non to wear the Burqa at all. They may opt for a saucer-eyed headscarf and normal clothing they also can wear the Hijab or Niqab. But then again there are many Muslims who choose to dress in normal clot hes, therefore bringing no attention to their religion. Not habiliment the headscarf or robes does not make a person any more religious, nor does wearing the Burqa make whatsoeverone more religious than another Muslim who is not wearing any religious clothing at all.Just through interlingual rendition articles A and B, we see that there is a lot of controversy involved in this topic, and something I would like to address is how we have the right to tell others how to dress when their clothing choice brings no harm upon us and is a completely individual and ad hominem choice. Image Source http//www. hopeitw. com/ friendship/abaya-niqab-burqachadordupatta-hijab/sthash. OXN8dy8O. dpbs Image Source http//www. hopeitw. com/knowledge/abaya-niqab-burqachadordupatta-hijab/sthash. OXN8dy8O. dpbs Through discover article A Why Im proud to wear the Burqa we see examples of the controversies over the outlawning in France.The author Oumkheyr is a Muslim woman who wears the full Burqa by c hoice, and is macrocosm strongly threatened by the French Government where a ban of Burqas may curtly be implemented. Oumkheyr says I really believe that France is scared of Muslims, which is the motivation for this law, but people shouldnt generalize as not all Muslims are the same. Yes, some have done terrible things, but it is done in the name of man, never in the name of God. But, although in the Koran there are verses that say some hateful things like slay them wherever you catch them (Quran 2191), these quotes are taken completely out of context.The rest of that particular quote is as follows support in the cause of God those who fight you, but do not transgress limits for God loves not transgressors. And slay them wherever you catch them, and turn them out from where they have turned you out for tumult and oppression are worse than slaughter But if they cease, God is Oft-forgiving, Most Merciful If they cease, let there be no hostility except to those who practice oppress ion (2190-193). The Koran gives messages of hope, faith and peace.Its easy to take something out of context and quote it, but it sum that what was originally being said loses all meaning. Linking back to the Burqa ban, maybe the French government would stop being so scared of muslims if someone in truth bothered to read the full quote. Oumkheyr makes some very strong points in her article, that everyone should take into consideration when deciding their personal opinion of the Burqa ban proposal. The atomic number 42 article, The Burqa is a war on women addresses the reasoning for a ban. The author Virginia Haussegger has successfully outlined the views of many non-muslims.Within the first two lines Ms Haussegger has already charge the Burqa of subjectifying women, and stated that the reason for wearing the Burqa is what God Demands. What the author doesnt seem to realise is that for the majority of muslims, wearing the Burqa is a personal choice, and most say they dont think i t is a demand as such, but more of a way to become more in touch with god and the rest of their religion. Some Islamic tectsstate that women should dress modestly, but wearing the Burqa is the individuals decision, and it reflects on the individuals values and beliefs about the word modesty.This article brings up many points about equality. Saying that while men roam free while women wear a sackcloth that dehumanises them. Although it is true that Muslim men do not walk around shrouded head to toe, this is for a reason that Haussegger seems to have forgotten womens bodies are constantly being subjectified and having their bodies sexualized, and men are not. Although this is not necersarily the politically correct thing to say, it is the truth, and wearing the Burqa is a way for this to stop.The author does have some very valid points on the subject of developed legitimacy of the commandment about the Burqa, but even if the Koran does not state Women must cover their face and bodies to hide from public view, the Burqa, Hijab, and Niqab are just clothes. By reading these articles it is clear to see that both authors are fighting for the rights of Muslim women. Although Virginia Haussegger clearly believes that by wearing the Burqa women are being further objectified, both authors agree that what we wear is our choice and no one elses.Muslims live by their holy text and if the individual interprets its commandments to believe that to be a level-headed muslim you must wear the burqa, then that it their choice, and freedom of choice is a human right that we should all have. What Haussegger sadly doesnt appear to pull in is that no matter how a Muslim chooses to dress, their beliefs are the same and they are living by the same god, so banning one article of clothing cannot change how the individual go out behave.My opinion on the Burqa is that although the outfit may be somewhat demeaning, it is a personal choice that I will never fully understand. Now that I ha ve done further research into the topic I understand the choices and decisions that are made when the Burqa is concerned, and I am definitely more open to other peoples opinions. I think it is completely unreasonable for non-muslims to call a ban on the Burqa as it is a human right that we are free to express ourselves however we see fit, and if this is how some Muslims choose to express their religion, then good for them.Form Title URL Date accessed Article Should Burqas Be Banned? http//middleeast. about. com/u/ua/religionsectarianism/burqa-hijab-ban. htm 14/03/2013 Book Islam beliefs and teachings Written by Ghulam Sarwar 20/03/2013 Article We too should ban the Burqa http//www. telegraph. co. uk/comment/columnists/allison-pearson/8449101/We-too-should-ban-the-burka. html 23/03/2013 Article Europe must not ban the burka http//www. guardian. co. uk/commentisfree/2010/mar/08/europe-ban-burqa-veil

Loaded word

Among the words that were created and developed in the English language, authorization trunk an elusive yet most rampantly used term, especially in the field of civic engagement and community-building. sanction is a word that contains with it social, political, and economic dimensions however, its foci body on the political dimension, wherein the objective is to experience or provide power to an individual or group.According to the World Bank, dominance is the process of enhancing the capacity of individuals or groups to make choices and transform those choices into desired actions and outcomes. These capacities are social and/or economic in nature, and they are gained and developed through the utilization of resources available in states social environments. Key to the achievement of empowerment is access to these resources, since it is only by the availability of these resources that individuals or groups are able to achieve development of their capacities.potency is a loade d word because this concept is difficult to achieve, especially when social and economic factors are included in the achievement of empowerment. This is the dilemma encountered among individuals or groups who canvass to achieve empowerment, as ascertained in their own terms. Because empowerment could mean the achievement of capacities on the different aspects of a persons life, empowerment is excessively subjected to varied interpretations of its success or failure.In fact, empowerment could also have positive and negative dimensions. Positive empowerment is achieved when the individual/group feels empowered without permit other people feel subjugated the converse is the effect of negative empowerment, wherein the individual/group feels empowered at the expense of another individual/group.Empowerment is reflected in the work of millionaire Bill Gates, who feels empowerment because of the economic resources that he has at his disposal and control. These economic resources are the computer and information technologies, intellectual, and financial resources.His empowerment is reflected in his ability to command his IT company Microsoft, to live comfortably and not feel the scarcity of resources about him, and to provide support to other people who needs empowerment in different areas in their lives. He is an individual who experienced empowerment because of his intellect, and through his intellect, he was able to capacitate himself further by accumulating economic riches and the ability to be a mover in the industry of computer and information technologies.People who have not yet experienced empowerment in terms of development are the Papuans, of the Pacific Island Papua New Guinea. Papuans are considered not empowered when it comes to their health, wherein there are still individuals and groups who experience health affliction such as tuberculosis (TB) and malaria. In TB alone, Papuans remain far behind versus other developing and underdeveloped countries.T his is why, in order to promote health empowerment among Papuans, funding agencies are supporting them in terms of economic resources, such as providing supplies of medicines and laboratory equipment to the health sector of the country. In addition to providing economic resources, agencies are also providing capacity-building support to the village members, empowering them by providing them knowledge and skills in detecting TB patients and the treatment services available in their villages. By controlling and preventing this complaint alone, Papuans are empowered in a particular aspect of their lives healthcare, particularly TB care and treatment.

Literary Merit Essay Hamlet

William Shakespeares plays have long been regarded as industrial plant of literary merit due to their mingledity and thematic depth, as well up as their universal appeal and ability to stand the test of cadence. One of Shakespeares nearly renowned plays, The Tragedy of Hamlet, Prince of Denmark, subsequently referred to as Hamlet, is an ideal example as it satisfies the requirements of literary whole works of merit. Complexity is a timberistic of literary merit nominate in Shakespeares works, and most evidently, in his characters. Hamlet, for example, is considered to be the epitome of complex characters, as he let outs many layers throughout the play.Its obvious that this tragic character is indecisive and unsure at times, including when he contemplates suicide, in his relationship with women, and when to kill his uncle, King Claudius. For example, in Act Two, Scene Two, Polonius, advisor to Claudius, reads aloud a delight letter written by Hamlet to Ophelia, his supposed love interest. In this letter, Hamlet declares his love for Ophelia, and tells her never to doubt his love. However, when talking person aloney to Ophelia in the nigh act, Hamlet tells her that he never loved her.Yet, at Ophelias funeral in the final act of the play, Hamlet tells the attendees that he had more love for Ophelia than does forty molarity brothers for each other. This happens to be one of many examples of Hamlets complexity, mostly due to his feigning of madness throughout the vast majority of the play. This characteristic of complex characters is one reason why Shakespeares works are considered to be of literary merit. Another characteristic of literary merit that Shakespeares works display is thematic depth, especially in Hamlet. A major theme in this tragedy is that of punish, which can be seen frequently throughout the play.There is the obvious plot of revenge in the play as Hamlet tries to avenge Claudius of King Hamlets death. There exist two other plots as Lae rtes attempts to avenge Polonius and Ophelias deaths, as well as Prince Fortinbras avenging his mystifys death. A thematic depth is composed as these three separate scenarios are woven together, work the value and necessity of revenge into question. Another prominent theme in Hamlet is death. From the appearance of the dead King Hamlets ghost in the opening scene to the carnage of the final scene, the knowledge of life and the mystery of death are examined.Hamlets to be or not to be monologue is a perfect illustration as he ponders over the idea of suicide. Because Shakespeare is able to bring up discussion and call certain ideas into question with much(prenominal) themes, his works are thematically deeper, making them of literary merit. Despite having been composed over four hundred years ago, William Shakespeares plays have stood the test of time and have proven valuable in many academic fields, other than English. The cause of this is Shakespeares ability to provide insight i nto the gentle condition, as well as his ability to include universal themes in his plays, so as to gain more appeal.Shakespeares plays explore ideas that are prevalent in the human condition, such as vengeance, romance, and jealousy, which creates universal appeal and paves the way for the analysis of the human condition in the sub-fields of humanities psychology, sociology, anthropology, etc. In the case of Sigmund Freud, the founding father of psychoanalysis, his The Interpretation of Dreams, explores the foundation of Hamlet on the Oedipus Tyrannus (Oedipus Rex). Freud explains that Hamlets hesitation at avenging his uncle is due to the repression of his subconscious desires.Another example of this cross-curricular analysis of Shakespeares works can be seen in Laura Bohannans essay, Shakespeare in the Bush, in which Bohannan attempts to tell the story of Hamlet to a group of Nigerian villagers. This essay, along with Hamlet is employ by students of both anthropology and lingui stics as a way of understanding the effects of perspective on ones perception and expectations. Therefore, because Shakespeares works have stood the test of time, and continue to be valued in many academic fields, his works are of literary merit.Ultimately, William Shakespeares works, specifically Hamlet, have all demonstrated their literary merit because of their complexity and thematic depth, along with their value and ability to stand the test of time. Works Cited Bohannan, Laura. Shakespeare in the Bush. Print. Freud, Sigmund, A. A. Brill, Daniel T. OHara, and Gina Masucci MacKenzie. The Interpretation of Dreams. New York Barnes direful Classics, 2005. Print. Shakespeare, William. The Tragedy of Hamlet, Prince Of Denmark. Ed. Barbara A. Mowat and Paul Werstine. New York, NY, USA Washington Square, 1992. Print.

Felix Mendelssohn Essay

Felix Mendelssohn was born in Hamburg, Ger umpteen on February 3, 1809. He was one of four children, Fanny, Rebekah, and Paul were his siblings. He showed off his talent at a five- category-old age by playing the piano, violin, painting and gifted in many languages. When he moved to Berlin, Felix studied piano and composition under Ludwig Berger and Karl F. Zelter. Zelter took his 12 year old student to visit Johann Wolfgang von Goethe, a German poet. Goethe was very fascinated by the young man and later heard his B minor piano quartet and showed such appreciation that Mendelssohn dedicated the piece to Goethe. Not only did Mendelssohn find inspiration in the works of Goethe, but he also was elysian byt the works of William Shakespeare. At the age of 17, he composed the overture to A Midsummer Nights Dream Opus 21. Mendelssohn then went on to study at Berlin University where he decided that music was his passion and chosen profession. After his college years, Mendelssohn traveled and performed all around Europe. In 1812 he visited London, a city where he quite enjoyed performing, and he performed his Hebrides Overture. In 1833, he took on the post of conductor at Dsseldorf, giving concert achievements of Handels christ among others. That same year, he composed many of his own vocal works, including Lord, Have Mercy Upon Us,, and the Opera, Trala. A frischer Bua bin i, as well as the Italian Symphony (Todd). At the age of 26, Mendelssohn moved to Leipzig and became conductor of the Leipzig Gewandhaus Orchestra. He performed works by Bach and Beethoven but at the time was not truly interested in Bachs music. Early in 1829, Mendelssohn had made his debut as a Maestro. He was the first to conduct Bachs St. Matthew Passion since the composers death in 1750. In 1832, Mendelssohn married Ccile Jeanrenaud, the daughter of a Protestant clergyman. They had five children, Carl, Marie, Paul, Felix and Lilli. Over the years that followed, he gave many successful perf ormances of his work, and those of other great composers as well. Mendelssohn composed numerous works for the piano, which was pretty popular at the time.In 1843, Mendelssohn founded and directed the Leipzig Conservatory, where he also taught if his concern schedule allowed it. In addition to his post at the Conservatory, Mendelssohn was named director of the medicinal drug Section of the Academy of Arts in Berlin by King Frederick of Prussia, but this grant wasnt entirely pleasing for Mendelssohn, who was often asked to compose on demand. He was left with little time for his own work, but he still managed to compose such masterpieces as the Ruy Blas overture, stage music for Shakespeares A Midsummer Nights Dream, of which the now world-famous Wedding March was a percentage of, and The Scottish Symphony, the third of the five symphonies he composed during his lifetime (Lewis). Felix Mendelssohn was very close to his family. From his sister Fanny to his father, to his own wife a nd children, and he hold dear the moments spent with them. When his father died in 1835, Mendelssohn felt like he had lost his best friend. Seven years later, his mother died, adding to the tragedy. His sister Fanny suffered a stroking while rehearsing for a Sunday concert. She died on May 14th, 1847. He himself suffered two strokes, the last of which killed him on November 4th, 1847. He was 38 years old. He was buried aboard his sister in the cemetery of Holy Cross Church in Berlin. Some critics may argue that he would have been another Bach or Mozart if he had suffered more in life, as the tortured artist clich dictates. Schuman agreed with Mendelssohn on one thing criticism. To a certain extent the German country has recovered from one mistake in judgment the tendency to evaluate Schuman above Mendelssohn was a very long time mistakable (Grove). Nearly a coulomb years after his death, the Nazis tried to discredit him, taking down his statue in Leipzig, and even going as far as forbidding the study and performance of his music (Lewis). Of course, none of their efforts to silence the voice of genius had any success, and Mendelssohn is now considered the 19th century equivalent of Wolfgang Amadeus Mozart. Mendelssohn will remain the most successful composer of his time, sure deserving a place alongside greats such as Mozart, Bach, and Beethoven. He was most known for Violin Concerto in E Minor, incidental music for A Midsummer Nights Dream, five symphonies, including no. 3 Italian and no. 4 Scottish and the oratorios Elijah and St. Paul.Works CitedGrove, George, and Stanley Sadie. Groves Dictionary of Music and Musicians. London MacMillan Publishers, 1980. Print. Lewis, Ronald. Felix Mendelssohn Biography. Felix Mendelsohn.com. 2002. Web. 15 March 2012. http//www.felixmendelssohn.com/felix_mendelssohn_bio_001.htm Todd, R. Larry. Mendelssohn A Life in Music. New York Oxford University Press, 2003. Print.

Education policies Essay

Education is so important in whatever demon smart set. For this reason, it forms a major part of any governments plans. The plans that any government wishes to implement as regards their teaching agreement is determined by existing policies. Factors which specify formula of policies form the subject of this reciprocation. For orderly presentation, the probe is divided into three chapters namely the introduction, the main body and conclusion.The introduction break downs definitions of key terms used in the essay as salubrious as abstract frame work, the main body outlines and discusses major factors which influenced upbringing policies in Afri rat countries by and bywards achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 rumor of essay purpose This essay aims at discussing the factors which influenced development policies in African countries by and by 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 atomic number 18 involved are d single. The key terms involved in the discussion are schoolingal activity, policy and independence. The definitions of the terms are as given below Education.According to the United Nations Education, scientific and Culture Organisation (19751), bringing up is defined as organised and sustained communication designed to bring about learning Thus learning 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 dinner gownly, non formally and informally. However, in this context the emphasis is on formal education. form _or_ system of governmentA policy is defined as a deliberate plan of action w hich is put in place to guide conclusions and achieve mean outcomes. Policies differ from rules or laws. Rules or laws are progress toed to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. bartlett pear and Burton (2012134), define an education policy as the 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 Black much (1999), states that on that daub are three models of policy making namely popular participation, decree and delegacy models. This discussion will refer to these three models in outlining and di scussing 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, Zambias 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 inspection 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 influ enced 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 fomite 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 true 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 whi ch were favourable to economic and social development.Therefore, education policies in African countries after the achievement of independence were directed at promoting education pro good deal 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(prenominal) 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 quantitativ e expansion of the education system became the order of the daytime in newly separatist African countries. Man power Shortages.After attaining independence, African countries were confronted with shortage of hands in various sectors of the economy. As a matter of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in approximately African countries were directed towards settle the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (199326), 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 formulat ion of education policies. Consequently, the governments of newly independent countries of Africa cut it paramount to expand the education systems of their countries in order to advance more than graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy. closely 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 alternative 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 suffer the requirements of manpower in various sectors of the economy, the policies of African countries after independence we re directed at increasing school enrolments, especially at the post original level. fast expansion of secondary and higher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic adult male rightly 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 suppose to be pertinent to the child in his or her African setting. For this reason, most newly African countries had considerable 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 (19891), strikes, Everyone has the right to education.Education shall be free at least in the elementary an d fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally usable and higher education shall be equally accessible to all on the primer 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 dandy 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 (199423), contends As in most African countries, from the early days Africas 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 benchmark s. 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 (197814), comment on the provision of Universal Primary Education in Tanzania. 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 helpful 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 sc hooling 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 sight and note 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 interact a nations 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 w as the single most variable for modernisation. The studies indicate that each year of schooling improved a persons correspond 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 semipolitical 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 whic h 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 witting 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 So cial Equality and Removal of Divisions The attainment of social compare 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 concordance 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, consequently 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 p articular African country. In support of this assertion, Eshiwani (1993), states that the commission which was assigned to review Kenyas 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 value s and their valid place in contemporary society. Education for egotism 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 opening 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 (1989116), reports By the mid 1950s it was being argued once again that schooling should be reformed principally thro ugh curriculum reform to include more practical and vocational studies Similarly, Carmody (1994), reports that Zambias 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 ne ed 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 dissymmetry with many school leavers unemployed. Consequently, Afric an countries formulated policies which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international disposition 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 po licies 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 countrywill 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), substitute Strategies for Education, London an d 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, capital of France 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.

Being Me

Being Me Its tough being a adolescent girl especially me, thats excruciating. Take some advice no one can ever richly ensure someone so dont even try to its impossible. As you take this essay beware, non everyone lives with money and happiness handed to them or lives the dream. Fact 1, Everyone is stereotyped, bound to whatsoever group everyone else thinks you are, not who you actually are every stereotype hates at least one other. I get stereotyped because of the make-up on my face, nothing else, just how I look. Why? To find another(prenominal) way to make themselves feel better by putting everyone else down.Pathetic, right? I have helpless and gained so m whatever people it is unbelievable one thing I will say though, is no one sticks around. They expect you there for their troubles but when yours its exclusively different, you can turn to them on your own, yes of course. I have gained 3 important people though, Heather Gemma and Anya, they may not stick around forever b ut they are the closest. I am bitter towards fri polish offships because I lost my best friend to her boyfriend, shaped my opinions on almost everything, from friendships to relationships with anyone, a vast deal.Looking back on this I would say I handled that poorly, I dont guide to be hasty but I choose to be. Right, lets take a look into the intricate mind of me. My paranoia ruins all my relationships, including my family and friends, it works me up to the berth I get extremely upset to the point I cant eat or sleep. My paranoia makes me think that if I havent spoken to someone in a few old age they absolutely hate my guts, it ruins everything for me. Also, my temper has extremely heightened to the point I am constantly nippy towards everyone, the smallest things lambaste me.If it was possible I would evaporate my paranoia into thin air and get on with my life but when I look back on it I give care I would just grow up, give myself a slap and get on with my life. I am const antly worn out and lacking any enthusiasm in anything. This means my focus on anything, especially school work. Unfortunately I need my grades for a job, college or maybe even university- how good would it be if you didnt? It puts your confidence down to fill in you would need higher As to succeed. Oh well, you can only do the best you can?No, not good enough, push the barriers, get the highest grades possible Yeah right When I look back on my focus on my grades etc, I actually cannot help it, I wish I could grasp what the teachers circulate me but it goes right by me no matter what I try. As many other jejune girl I dont collide with, in the mirror, what everyone sees when they look at me. I see a FAT, ugly, scarred girl, looking back at me. To do my make-up in the morning I see a monster gawk back at me. My weight will not careen no matter what I do, I cannot change my face, I cannot change my past either I completely give up now.When people look at me they only see the inti midating yet golden me I want them to see this gives them the impression of no matter what they do I will be as strong as ever, they will never bring me to my knees. I would say I handle this extremely well considering the amount of self criticism I give myself. People can change your attitudes towards almost anything I suppose yes? Correct. One person has influenced my recent attitude adjustments I cannot sleep anymore, I cannot trust anyone and he makes me extremely short tempered.Now-a-days if anyone just slightly annoys me I have thoughts going through my head of the things I would do to them if possible but luckily enough I manage to lionize my temper. I handle my temper better than anything else in my life, I dread to think where I would be if it completely consumed me. I suppose you could say I have never had a proper perplex in life I never really saw my parents ontogenesis up, I grew up with force-out but technically that made me the person I am today able to defend m yself although I just use it to intimidate.Peer pressure also played a part in my growing up I had no chance growing up as a normal stripling oh, do this, its cool Cmon, just do it DO IT, DO IT In the end you just end up bowing down to peer pressure, then it consumes you with its viscous grip. I wish I had never given into peer pressure, it has supplemented into ruining my life. Of all things that should affect me, death doesnt. It happens yes it fills you with great gloom but on the other hand it happens, get over it. It happens to everyone close or near to you.Although I must admit I am lucky enough never to have lost a relative as close such as a parent, sibling, etc. I lost my great aunt Ivory not too long ago but I was at a loss as to why we celebrate the day of someones funeral, it just seems wrong. They may perchance be better off dead but people should be looking back in remorse to think they never spent any more cadence possible with that person I never spent any more time with my granddad than when my mother took me in. I didnt understand he was dying but I wish I had requested to pay more time with him.When I think about it all, I handle my life as best as I can, if I lost at least one aspect, maybe my temper, I would be ended, that would appear on my records preventing me from my beloved job I crave. To be honest? I am a cold person who should be messed up more than I already am but who can help anyone? No one because no one can ever fully understand another, it is impossible. I wish I wasnt so messed up although I wouldnt trade my life for anyone elses, because everyone has their flaws.

Experimental learning Essay

Making a diversify in ones c atomic number 18er is not an easy task because the single(a) has to consider very many things. Decisions are an every day affair and they are inevitable. Hence, in an drift to work up broad our experiences, change helps us to make better decisions in life. One should have had a variety of experiences that are different because they help an individualistic to look at life or at things from different perspectives (Wessels, 2006). However, individuals should be careful not to set expectations that are unrealistic.Making a decision normally involves three major steps the first one is to recognize that there is a need to change which stems from a dissatisfaction from oneself. The second step is to make a decision to make the change. The last step is the execution of the decision with a dedication that is conscious. Taking a course in nursing I could do pharmacy to become a pharmacist where I can seek tenders to supply health check drugs to the healthce ntres so that I can still be related with my course.My career path right now is focus on working as a nurse but I want to venture into roundthing else such(prenominal) as business, where I could be in a business but still offer medical services. I plan to take a course in business administration or accounts and I would do accounting courses. I want to be a financial analyst because I eff investments and love to solve out financial issues. Some of the theories that can help in mise en scene up of ones career path into identifying reasons for career change are discussed here.The Kurt Lewin change system about change is expound in three stages the first stage is that of becoming motivated to experience the change and this is referred to as unfreezing. This theory explains that human behaviour towards change is explained by observations and cultural influences in the past that help an individual to learn. However, this go to unfreeze has three sub processes the first sub process is the disconfirmation where the conditions prevailing at the present are a cause to dissatisfaction, which result from not being in a position to meet own(prenominal) goals.The second one is the belief from the anxiety to survive. The third sub- process is the learning of anxiety, which results to the individual being en garde and to be resistant. The second stage is getting to know what is to be changed or to be unfrozen so that it can be transformed into something new. This stage is rigive by looking at role models and through the learning of trial and error. The third stage is that of making the change that is made permanent, and it is referred to as refreezing. The new mien involves making it a habit.It becomes better when inter soulal relationships are formed. The other theory is the self-efficacy theory, which talks about the person having the ability to believe that they can change issues that are happening in their life. It says that the strategies that increase the ef ficacy of an individual acts as a very powerful tool in administering change. It however talks of four skills, which are modeling, mastering skills, persuasion with support of the society and the skill to clarify the meaning of the change. After looking at the two theories, I would settle for becoming a financial analyst.The model that would best work fro me would be the Kurt Lewin change theory. I would evaluate my choice of career using this theory because this theory would permanently effect the change. The disadvantages to this theory are that before one decides to unfreeze, there are prevalent challenges of taking longer in school while studying another course. The other disadvantage would be having to look for a traffic because the business market is flooded and hence to establish a base for the clients bequeath take some time.In becoming a pharmacist, I will not have deviated totally from the profession of having to compete with medicine. In a way I will find myself doing services related to nursing also, to guide the experience and the capital to run a pharmacy, it would take a long if I find myself in a fix that doest guarantee me to a loan. The best thing about pharmacy is that I would make some good money compared to nursing. The advantage to the business course is that it earns a lot of money erst someone gets to establish a base for clients.To evaluate my choice I would begin by setting an expectation while at the beginning, which can be overcome easily. To remind myself of the progress that I am supposed to have made upto the point I would have reached. I would then continue reviewing and re import my plan based on the experiences that I would have encountered on the journey to the change. I would also write a plan, which I would carry it with me so that I can remember always of the goals that I will have set (Wessels, 2006). REFERENCE Wessels, M. (2006). Experiential Learning. Wetton. Juta and Company Ltd.

Rate Equation and Order Reaction

Top of Form 1. For the overall hypothetical response A + 5B > 4C the reckon of port of C given by may also be expressed as A. B. C. D. 2. For the reaction 4 NH3(g) + 5 O2(g) > 4 NO(g) + 6 H2O(g), the value of -NH3/t = 2. 6 x 10-3 M/s at a particular time. What is the value of -O2/t at the same instant? A. 1. 3 x 10-2 M/s B. 2. 08 x 10-3 M/s C. 2. 6 x 10-3 M/s D. 3. 25 x 10-3 M/s E. 520 M/s 3. What is the overall parliamentary procedure for the pursual reaction between dimethyl ketone and iodine? The experimental graze law is rate = k CH3COCH3 H3O+ ) CH3COCH3(aq) + I2(aq) +H2O > CH3COCH2I(aq) + H3O+(aq) + I-(aq) A. 0 B. 1 C. 2 D. 3 E. 4 4. Nitric oxide (NO) reacts with hydrogen (H2) according to the equation 2 NO(g) + 2 H2(g) > N2(g) + 2 H2O(g) The following initial rates of reaction have been measured for the given reactant tightnesss. Expt. NO H2 Rate (M/hr) 1 0. 010 0. 020 0. 020 2 0. 015 0. 020 0. 030 3 0. 010 0. 010 0. 005 Which of the following is the rate law (rate equation) for this reaction? A. rate = kNO2 H2 B. rate = kNO H22 C. rate = kNO H24 D. ate = kNO H2 E. rate = kNO1/2 H21/4 5. A certain premiere couch reaction A > B is 46 % complete in 68 min at 25C. What is its rate constant? A. 9. 06 x 10-3 min-1 B. 1. 14 x 10-2 min-1 C. 31 min-1 D. -1. 14 x 10-2 min-1 E. 51 min-1 6. What is the value of the rate constant for a first order reaction for which the half-life is 26. 7 min? A. 18. 5 min-1 B. 38. 5 min-1 C. 9. 25 min-1D. 19. 3 min-1 E. 0. 026 min-1 7. A reaction which is second order has a rate constant of 1. 0 x 10-3 L mol-1 sec-1. If the initial concentration of the reactant is 0. 200 M, how long will it take for the concentration to become 0. 250 M? A. 4. 0 x 104 s B. 3. 5 x 104 min C. 3. 5 x 104 s D. 8000 s E. 3. 5 x 10-2 s 8. What is the half life of the previous second order reaction? A. 200 s B. 5000 s C. 0. 005 s D. 2 x 10-4 s E. none of the above 9. For the chemical reaction A > C, a plot of lnA versus tim e is found to give a straight line with a negative slope. What is the order of the reaction? A. third B. second C. first D. zero E. such a plot cannot reveal the order of reaction 10. What is the slope of an Arrhenius plot for the following reaction? CH3CHO(g) > CH4(g) + CO(g) Temp (K) k (Lmol-1s-1) 700 0. 11 730 0. 035 790 0. 343 A. 7. 86 x 10-2 L mol-1 s-1/K B. 2. 89 x 10-3 K C. -2. 87 x 103 K D. 3. 23 x 10-4 K E. -2. 32 x 104 K 11. The rate constant of a first order reaction is 3. 68 x 10-2 s-1 at 150C. What is the rate constant at 170C if the energizing energy for the reaction is 71 kJ/mol? A. 9. 16 x 10-2 s-1 B. 3. 68 x 10-2 s-1 C. 10. 92 s-1 D. -4. 04 x 10-2 s-1 E. 2. 46 x 101 s-1 12. A catalyst increases the rate of a reaction by A. change magnitude the total heat of the reaction B. lowering the activation energy C. raising the activation energy D. decreasing the enthalpy of the reaction 13.For the following exothermic reaction, the rate law at 298 K is Rate = k H2 I2 H2 (g) + I2(g) > 2 HI(g) Addition of a catalyst would effect the initial rate of the reaction by A. increasing the rate of the forward reaction B. increasing the rate of both forward and hold back reactions C. increasing the rate of the reverse reaction D. causing no increase or decrease in the rate of reaction E. none of the above 14. If the rate of the reaction PCl5 > PCl3 + Cl2 is increased a factor of four by doubling the concentration of PCl5, the rate law A. depends on the concentrations of PCl3 and Cl2B. is first order with respect to PCl5 C. is second order with respect to PCl5 D. is after part order with respect to PCl5 15.. Consider the reaction of CH3Cl with hydrated oxide ion CH3Cl + OH- > CH3OH + Cl- At some temperature the following data be collected Initial conc rate after 1 min CH3Cl OH- 0. 1 M 0. 1 M 1 x 10-4 mole/L 0. 2 M 0. 1 M 2 x 10-4 mole/L 0. 1 M 0. 2 M 2 x 10-4 mole/L A. The reaction is first order with respect to methyl chloride B. The reaction is fi rst order with respect to hydroxide ion C. The reaction is second order overall D. All of the above

History of 21st February

at that place arc 6,000 to 7,000 wheel spoken oral communications in the world and half of them arc in insecurity of extinction. The Interna tional Mother wording Day that is celebrated annually on Feb. 21, after it was tell by UNESCO in November 1999, reminds us of the necessity, mier alia, of protecting these nomenclatures from extinction by promoting meir importance. It is important to keep these linguistic communications in practice languages are solely non a random compilation of words but a means of communication, interaction and arrest among contrastive plentys.The language, thus, is one of the mediums that form the socio-oil rural identity of a tribe. A Language is more than near a way of sharing our views with the world it has its own history as welt. The language of a nation can sometimes contribute to the contents of its history Great full treatment of literature as vigorous as the legacy of a nation might bc lost if the language is lost. A language helps create unity among a group flock a persons mother expectoration is an important outlook of her/his culture and the identity of who he/she is. Feb. 1,1952 marks an important event in the history leading toward the progeny of Bangladesh, which stated independence on March 26,1971. The Bangla Language Movement, reaching its pinnacle on this actually sidereal day in 1952, was a governmental mass uprising in Bangladesh (erstwhile east Pakistan), which demanded mat Bangla the mother tongue spoken by the majority of the world should bc recognized as the second decreed language besides the then existing state Language that was spoken by save a nonage of the community. This would allow the Bangla language to bc taught in schools and usaged in presidency affairs.After the partition of India rn 1947 into Pakistan and India, Bangla-speaking people in Bangladesh (erstwhile East Pakistan) make up 44 cardinal of the rawly formed Pakistans 69 million people. However, in 1947 at a national education summit a minority language was declared by the then state machinery as the sole state language to bc pulmonary tuberculosisd in all spheres of animation, including media and schools. This Jed to a situation where nearly 70 percent of the population that formed the majority and spoke Bangi* were practically leased to discard their mother tongue Bangla, which they had used for thousands of wirs. nd learn afresh a completely a lie inn minority language. Students of Dhaka University and other colleges of the city in Bangladesh (erstwhile East Pakistan) organized a general strike on March 11,1948 to protest the exclusion of the Bangla language from positive use, including on coins, stamps and in official competitive tests / examinations.Later taking the shape of a popular private road, the protest restated the demand that Bangla be declared an official language of the state. On feb. 1,1952 scholarly persons of the Dhaka University along with member-, ol the publ ic defied the unconstitutional ban on passive protests and organized a protest that resulted in police contributeing fire and killing a numerate of students, including Abdus Salam, Rafiq Uddin Ahmed, Abul Barkat and Abdul Jabbar. Resultantly, a massive popular upheaval spread across Bangladesh (erstwhile East Pakistan) as large processions disregard the unconstitutional ban on peaceful protests and condemned the actions of the police.At one stage more than 30,000 people assemb take at Curzon vestibule of Dhaka University in Dhaka. During the continued protests, police actions led to the death of more people. This prompted Bangla speaking government officials and cultured servants from different organizations to boycott government offices and join the procession. The in all-Party Central Language Action Committee, supported by the majority of the population, decided to commemorate Feb. 21 as Shahid Dibosh (Martyrs Day).On the first anniversary of the protests, people across Ba ngladesh (erstwhile East Pakistan) wore black badges in solidarity with the dead and victims of violence Most offices, bank ond educational institutions in Bangladesh (erstwhile East Pakistan) were shut to observe the occasion. Student groups made agreements with educational institutions ond police officials to preserve law and order. However, the state machinery provoked tensions by declaring that those who cherished Bangla to be pass on official language would be considered an enemy of the state.Despite the restrictions to mark the anniversary of the protests, the Bangali population took to the streets. Demonstrations broke out on the night of Feb 21,1954 with various halls of Dhaka University raising black flags in mourning. some(prenominal) students and protesters were arrested indiscriminately to foil the commemoration. On May 7,1954. the constituent assembly was forced to resolve to grant official status to the Bangla language. Bangla was recognized j the second official lan guage of the state on Feb. 29. 1956. Although the question of official languages was settled by 1956, the Bangai eople were discriminated against in every sphere of Life. The Bangali community, despite being the overwhelming majority, continued to bc under-represented in the civil and military services, and received a minority of state funding and other government assistance. The demands of these people were overlooked. One demand was that the province of East Pakistan be called Bangladesh (Land of Bangalis), which later contributed into the declaration of Independence of Bangladesh on March 26, 1971 ond culminated in a prolonged bloody Liberation War that saw the emergence of an fissiparous Peoples Republic of Bangladesh.The struggle to freely use the mother tongue of a majority population of a coun tn once resulted in bloodshed for the people of Bangladesh and contributed significantly to the endeavour and war of her Independence. However, today it ts a different fight for m eit her people it is a fight to keep their mother tongue in use so that an important part of their cultures is non lost The writer is a Year 1 student at Taylor College. (The article was written in commemoration of the Language Movement of Bangladesh /International Mother Language Day. ) The Language Movement Its Political and Cultural Significance Scrajul Islam ChoudhuryWhat had happened on the twenty-first of February in 1952 is non severe to describe. nearly lives were lost when police opened fire on agitating students. What the students were agitating for is similarly well-known. They wanted Bengali to be recognized as one of the both state languages of what was then an undivided Pakistan. still a description like this would be patently superfluous, for it would not describe what had really happened, let unsocial reflect the feelings that the movement had embodied and roused. The movement of twenty-first February was not sentimental, but it represented very implanted sentime nts.To begin with, the movement did not lose its significance even after an official information of Bengali as one of the two state languages. It went ahead, gained in depth and momentum as it went, y and, ultimately, made the emergence of an independent Bangladesh inevitable. further even after we had achieved a state where Bengali is the only and not one of the two state languages the movement has not ceased to be vital. Why? The answer is smooth. Bengali has not yet been accorded the place of honour and importance that it deserves. The rate of literacy has not risen above the poor 22 per cent.Of tho e who know the alphabet many do not read books. Some ddb get books, others do not deficiency them. The vast majority of the population has been denied for ages the right to use Bengali. The uninstructed person, oftener a women than a man, does not know any other language, but he does not know Bengali each in the literate sense. Those who are well-to-do do not need Bengali. Socia l and commercial intercourse tends to be more effective when done in English in unspoken opposition to Bengali. The cultural milieu of the sophisticated tends very often to be shorn of the use of Bengali almost to the extent it is sophisticated.International communication is, of course, done in English. Bengali, thus, is not properly used either by the very rich or the very poor, the former shies away voluntarily, the latter has no choice. The shopping mall class uses it, but not in as extensive a manner as could live with been expected. We do not mark books in large number. Nor are the titles wide ranging. for books are expensive to print and difficult to sell. The problem is rooted in the very socio-political and scotch reality of Bangladesh. And it is this reality that invests the language movement of the 21st of February with an enormous significance and meaning.How does one account for the rise of this movement ? Was it due to the wrong conclusion of any particular person o r group? Most obviously not. The movement was as extemporary as it was inevitable. Despite its later ramifications and complexities the movement was a simple expression of the irreconcilable, indeed ever-increasing, contradiction surrounded by the rulers and the ruled. The ruling classes wanted to impose Urdu on the Bengale s with a view to keeping them subjugated for generations to come Ihe issue was far from linguistic, it was grossly political and economic.The imposition of Urdu was a part, albeit not an easily recognisable part, of the unmerciful exploitation of the Begalccs by West Pakistani monopoly capital and civil-military bureaucracy. The language movement brought to the fore what had hitherto, lain undetected interior the deliberately roused sentiments of Pakistani nationalism. The oppressed people of East Bengal had joined the Pakistan movement in the try for of achieving a better standard of living consequent upon the establishment of an independent state.That the hope was unreal was cruelly open(a) by the fondly proclaimed arbitrary decision of the rulers to make Urdu the only state language of Pakistan. There was no escaping this fact. Language was, undoubtedly,. the declared issue. But the movement was not for reforming the language, not even for winning recognition for Bengali as one of the state languages, although that was the manifest objective. It was aimed, really, at the emancipation of an oppressed people. The rulers were obliged to recognize the destructive potentiality of the movement.For what was constructivee for the oppressed Bengalees was destructive for the oppressors- much(prenominal) was the polarity of the situation. Facing the uncompromising reality, the Pakistani rulers had offered footing of a compromise. They did accommodate Bengali as a state language when the question of framing a constitution came to a head, 21st February was declared a public holiday- eventually. A board was set up for the development of Beng ali language, But the movement was not to be hoodwinked by such tactics of accommodation. agree was impossible.The movement grew and grew, gained in depth and momentum, leading to the establishment of Bangladesh. M uch has been gained and yet much remains to be achieved. As indicated above, universal use of Bengali in Bangladesh remains a distant hope. It does not require much of an analysis to demonstrate that the objective of the language movement can be achieved only in a society which is free from exploition and is, therefore not poor. Poverty is the effect of exploitation, not its cause. Therefore, the movement of the 21st of February must be called a protest against the exploitation of man by man.It raised a refractory voice against injustice. For what could be more unjust than the inflicting of a foreign tongue on a population of seventy million, constituting as it did the majority of the population of Pakistan as a whole. Our love for the Bengali language is traditional, i t is found on very deep sentiments. But it is impossible to deny that it was not this love alone that had led us to join the language movement in swelling numbers. There was hatred as well. villainy against injustice, against exploitation. The movement was essentially anti-colonial and anti feudal in character.It was aimed at overthrowing the none-too-hidden system of colonial exploitation want to be perpetrated by the ruling classes. It was clear anti-feudal in content inasmuch as it tried to win for the people their inalienable right to use their own language in state affairs. Love and hatred, they word, go together and indeed they did in this very case, for the depth of hatred was only the obverse of the depth of love and vice versa. The language movement went like magnet over the iron of the suppressed feelings of the people. It provided the people with an outlet to their pent-up emotions against political injustice and social exploitation.It forgeda unity which was b_ oth fanciful and enduring. A section of the police in Dhaka had gone on strike even before 1952. They. had been fired upon. But that firing did not rouse the indignation that the firing of the. 21st of February did. The reason was that the latter firing was not aimed at any particular section of the peope, it was not designed to silence the professional demands of any specific group, its target was the blameless Bengali-speaking people of Pakistan, irrespective of political belief or ideological commitment. For it hurt even those who had collaborated with the government.As long as exploitation of the many by the few remains, 21st February is unlikely to lose its significance. How did the movement begin? It began as a students movement. Its centre was the university of Dhaka which was the only university in East Bengal at the time. The potentiality of the movement was secret to the rulers, it was not known even to many of those who were at its forefront. Perhaps it-would die a natur al death- the rulers, it is easy to imagine, had fondly hoped. But all estimates and expectations were belied. Once firing had started the movement spread-wider than a fire, faster than the bullets.It refused to be hold in to the university campus percolating through the railway, steamer and bus stations it reached almost every comer of the province. The public joined in it. The working class struck work, it became a movement against an insult hurled at the existence of a people. The Pakistani pretence became much too big for the mask. A new feeling of nationalism began to grow very rapidly indeed. And ultimately it was this new linguistic and, therefore, essentially secular, democratic and creative nationalism which prevailed over the jury-rigged nationalism of Pakistan.Pakistanism pretended to be spiritual which spiritualism was, so far as East Bengal was concerned, a cover for fabric exploitation of the classically crude type. The new awareness made people conscious(p) about their material existence, tearing the veils of false hopes and comforts. Its creativeness was immeasurable. For it had touched and released the youth of the nation. The youth of the country had begun this movement. But it was not a youth movement. It was the youthfulness of a people that it had stirred. The movements creative power displayed itself in many, almost all aspects of life. New organisations social. s- well as political came into being. A new leadershipuncompromising and courageous-grew up to replace the established one. Politics topkk on a new character, it no longer remained a interestingness of the privifegetl few.. In its changed character, politics became a threat to the existing s oc i a l system. Poets wrote busily composers composed energetically. Flays, novels and short stories have been written on the theme. And it would be impossible to count the souvenirs_ that have been print to celebrate the spirit of the day. But the most precious creation Or the moveme nt did not lie in any of these in isolation.It lay in something that united these diverse areas and manifestations and inspired them from behind. his was nothing more, or less, than a new consciousness. This consciousness is characterised, among other things, Ity an irreconcilable patriotism. True patroitism does not isolate it unlles, it brings the individual to the community, and identifies corporate well being as the unfailing source of individual welfare. And it i. y this patriotism that the language movement carries with itself, and nourishes as it goes. N c language movement was essentially creative.It not only produced new works of literature, music, painting and drama but also, and more importantly, gave these creations a new content, which was unmistakably secular and democratic in character. The movement was anti-imperialist and anti-feudal and it was therefore only natural that the cultural works it produced should have a militancy and a sewe of direction they had not kn own before. Bengal, let us recall, was divided in 1947 on the basis of the so-called two-nation theory. Communalism was endemic in the very foundation of that partition. The democratic upsurge of February, 1962 stood firmly, atatiinst communalism.Communalism did not die, such monsters die hard, but it became weaker than it was in 1947. What was more significant was that a new path of development was place open. People came togther forgetting their communal identity. They fought for a common cause. Then there was the important question of tradition. Pakistani nationalism had expected to survive and gain in strength by Whippin g up emotions s firingly a false sense of tradition which sought to make the Bengalees of East Pakistan feel as if they belonged to the midst East and not to the land where they, as well as their ancestors, were born and had their being. Ws, in fact, amounted to a remorseless attempt to disinherit them of their tradition. Not only in literature, but in all a spects of life and creativity what was natural and real was sought to be replaced by the unnatural and the unreal. The language movement came as an open challenge to this. Instead of encouraging deracination, it gave-the thinking section of the public a new sense of belonging. The proceeds had begun. It had no parallel in our past history. For the issue of tradition had never before been as clearly defined as it was during that fateful month of February, 1952.Bengalecs of East Pakistan began to take a new pride in their language which, they realized, constituted the very basis of their cultural identity. The creative artists working in all genres looked at life with a realism which gave their creations a nearness to life. They acquired a new awareness of the economic and political reality of the country. As a result, what they produced was significantly different both in content and form-from what their predecessors had offered. The arts came circumferent to politics. The fact o f economic exploitation of the poor by the rich also found its way into the creative imagination of the artists.For it had become clear that the Bengalecs were an exploited nation, and that their survival ultimately depended on their economic emancipation. A new taste was created, and a new standard of cultural judgement was set up. The movement had not only released the suppressed creative energies of a nation, it had also produced a hunger for more realistic works of art. The language movement represented for the Bengali speaking Pakistanis an entrance into a new area of creativity. The movement of 21st February has done for us another important work.It has drawn, clearly and unmistakably, a line of demarcation between the forces of light and darkness, of progress and reaction. To speak of light first. The light that matters most is the light of economic emancipation of the masses. Needless to prescribe that the light of knowledge remains invaluable. Yet since hunger is the great est extinguisher of all other lights, no progress in the collective sense can be made without meeting the basic economic needs. And it is this light-the light of economic freedom-that the language movement had promised to the people of Bangladesh.The movement did something more. It distinguished the forces capable of giving life giving light from those which persist in keeping the people submerged in the darkness of mendicancy and deprivation. The movement was successful in marking out progress from reaction. Progress, it showed, did not mean more material growth it also meant, and not less importantly, the proper distribution of wealth. Proper distribution is equitable distribution. It does not need much imagination to see that what ails our economic life is inequality.Inequality has maimed the productive power of push back which is our greatest national asset. It has not allowed national creative powers to grow properly. That we are poor is due chiefly to this inequality. The l anguage movement identified progress as removal of the factors responsible for the existence of the social gulf. It also showed that progress and reaction cannot achieve a relationship of peaceful co existence, that the antagonism between the two is irreconcilable and would not cease to be operative unless one of the two is completely liquidated.Perhaps it is unnecessary to say on which side the movement of 21st February stood, for its commitment to light against darkness and progress against reaction is total. All these make 21st February significant to us. The nation was not the same after that day, for it had gained a new sensibility, christen in fire. True, the old order did not change immediately, it normally does not. But it was threatened to its very foundation. And the hope that a new world was not very far continued to grow.