American Revolution Research Paper Example | Topics and Well Written Essays - 1750 words

American Revolution - Research Paper Example Rousseau and Montesquieu effectively promoted republicanism, liberal thought, democratic principles and religious tolerance and therefore, served as a major predecessor to the American Revolution (Ray, 24). In addition to significant political basis for the American Revolution, economic relations formed inside American Colonies were more advanced than those in Britain, thus further escalating the movement towards independence. Political movement towards American independence started with the first Continental Congress, occurred in 1774 at Carpenters' Hall in Philadelphia, Pennsylvania. Practically, it represented a convention of delegates from twelve American colonies but the Province of Georgia. The First Continental Congress made two major political decisions with first being boycott announcement of British goods and the second - announcement of Second Continental Congress (Schecter, 39). During the latter, the United States Declaration of Independence has been declared, a major political step to the sovereignty of a young state. Furthermore, this political action triggered the ratification of the Articles of Confederation, which occurred after a year of political discussions. During the American Revolution, political progress has been continuously accompanied with military action, occurring not only on the North America territory but internationally (Higginbotham, 19). British military campaign established against the Revolutionaries has been largely concentrated in Massachusetts. According to historical opinion, the battles of Lexington and Concord are considered the official beginning of the American Revolutionary War (Higginbotham, 22). The so called Boston campaign resulted in two notable events: one of the bloodiest battles of the war - the Battle of Bunker Hill (1775) and unification of colonist militia into coherent regular army by George Washington. From the critical perspective, the early British military strategy in the North American has been recognized as ineffective due in part to the Secretary of State for Colonies Lord George Germain's incompetent leadership. The lack of effective coordination for the total war effort allowed the two main British armies in North America - General Howe in New York and General John Burgoyne in Canada - to act almost as independent forces, rather than a synchronized team (Black, 117-121). In 1777, Burgoyne attempted to sever New England from the middle states by driving south along the Richelieu River, through Lake Champlain, and down the Hudson River (Banes and Charles Royster, 94-99). To resist Burgoyne's movement, George Washington with newly formed Continental Army rushed reinforcements north to Philip Schuyler and Horatio Gates, while keeping his remaining force in New Jersey where he could defend

Age of Revolutions Essay Example for Free

Age of Revolutions Essay The age of revoltion was a historical time frame that took place between 1775 to 1848 which encompassed numerous social, cultural and political shifts that harboured significant implications on the growth of the development of the novel as a genre. Through the social mechanics of increased living standards, the creation of the middle class, elevated literacy levels and wider book distribution and publication, the novel genre saw indespensible changes which have persisted throughout time. Prior to the age of revolution, novels were written and centered upon themes pertaining to, imagination, philosophy, realism which coincided with what peoples interest were. Throughout the 18th century with the works of Rousseau’s, Laclos, Goethe and Shelley, novels began to adopt a epistolary structure, which garnered wide spread popularity. Previously, chapters of stories were written in newspapers and letters and produced daily. With the emergence of the epistolary form, a greater realism and depth was added towards stories through the differing points of view that would be explored through first person character perspective. Thus, chapters that used to be produced daily were then transformed into books. Moreover the novels pertained interest in middle class values, shared a distinct correlation with the growth of the middle class during the 18th century. Within the industrial revolution of the eighteenth century, the invention of the printing press further diminished the status quo of the medieval age. With the ascension of the enlightment ideals, the greater public were exposed to a greater range of accessible information, relative to the medieval period where, people were required to contact copyist, so the individual could have access to the book. This era hindered the promulgation of enlightenment ideals, such that the hoi polloi (masses) were denied proper access to sources of knowledge and wisdom. This can be seen through the burgeoning of printed items produced from, 1740 to 1800 with 2000 increasing to 6500 printed items. Additonally from the 1700 to 1750, there was a 60% literacy increase for men, and a corresponding 40% for women. The French revolution, which involved social and political revolutionary characteristics, influenced the development of the novel as a genre by providing a means from which the status quo could be replaced and new ideals, cultural values, habits and customs could be permeated throughout the masses. French authors were subtle and played no part in the French public domain prior to the revolution. However authors such as, Stà ©phanie-Fà ©licità © Ducrest de Genlis used the novel genre to dispel ideas for the public benefit and to create the foundation from which the people would re shape the institutional and societal barriers of France. Through the novel genre, the discontent that authors and literalists had with politics and engrained traditions and their opposition to social rules and conventions was expressed. The writers of the revolution predicated their compositions on the necessity of liberation. This was propagated throughout the third estate, consisting of peasants and low wage workers, with most of their money being paid to the king and the first estate and the control of the church, engendering the rejection of the monarch and the prohibition of the church. By the end of the decade, approximately thirty thousand priests had been forced to leave France, and others who did not leave were executed. The formation of the middle class was precipitated by individuals, understanding and valueing the men and women that worked for them, as well as the importance of raising living standards, so that employees could generate consumption towards household items as well as books. Such visionaries as, Rockefeller, Carnegie and Ford laid the foundation upon which the middle class was expanded. Providing, heightened wages and employment benefits, the middle class were able to experience a newly found leisure time from which they could participate in recreational activities. In conjunction with the social change that was triggered, the middle class argued for better treatment, and the economy prices fell, inducing more household income. The dissemination of a new mantra and class, augmented the social importance of having an education, which involved reading and understanding books. Taking into account these various factors, the novel as a genre, simultaneously grew and developed in what has become the primary genre of contemporary books. These social, economic and political changes, treated separately were not enough to induce, the development of the novel. Rather it was the presence of circumstances and factors together that inundated the transition of the novel, illuminating its purpose as a social tool as well as a recreational utility.

The Death of Adolf Hitler :: Nazi Germany Adolf Hitler Essays

On 1 May, at 9.30 in the evening, Hamburg radio warned the German people that "a grave and important announcement" was about to be made. This was immediately followed by several excerpts from a number of Wagner's operas and the slow movement of Bruckner's Seventh Symphony. Then at 10.20 pm, came the voice of Grand-Admiral Karl Donitz, Commander-in-chief for the north of Germany. In sombre tones, he announced the death of Hitler and his own succession as Fuhrer of the Reich. Hitler had fallen "this afternoon," he said, fighting "at the head of his troops". This statement was believed by many. The Times of London printed Hitler's obituary next day. President Valera of Ireland sent his condolences to the German ambassador in Dublin. But it was untrue. Hitler, as the world was later told, had died the previous day and had not fallen in action, as a heroic martyr, but had committed suicide without leaving the Bunker under the Reichschancellery where he had been since 16 January 1945. Donitz perhaps had more than one reason for releasing the story he did. He may not have been aware of all the facts, but in any case he must have wondered how the German troops would have reacted if they had been told that their leader had not died a glorious death but had taken his own life. Whatever Donitz's reasons, this erroneous story, combined with the complete silence on the part of the Russians regarding what they had or had not found in the Reichschancellery and the absence of a body - either Hitler's or Eva Braun's - did not convince many people. On the contrary, throughout the summer of 1945 the rumours that Hitler was still alive gathered pace. There were many sightings. Among the first, it was reported that Hitler had been seen living as a hermit in a cave near Lake Garda in northern Italy. Another report had it that he was now a shepherd in the Swiss Alps, a third that he was a croupier at a casino in Evian. He was seen at Grenoble, St Gallen and even off the Irish coast. Viewed from this distance, each of these accounts appears fantastic and incredible. But that was not how they were seen at the time. Not all of the accounts were so fantastic. In July 1945, the us Office of Censorship intercepted a letter written from someone in Washington.

Barristers and Solicitors

Explain the selection and appointment process of solicitors and barristers (14) Solicitors are ‘front line’ lawyers who have direct access to clients, providing a wide range of legal services. They are regarded as more accessible to the public than barristers. The number of solicitors has increased by 50% in the last 10 years. There are several stages in which a solicitor has to work through before qualifying. The first stage is the Academic stage. 55% of solicitors have a law degree. Those who have a degree in another subject can take a 1 year conversion course.Some solicitors qualify through the ILEX (Institute of Legal Executives) Once they have completed the academic stage, they must complete a professional course known as the LPC (Legal Practice Course). Here, students are taught general legal skills such as legal ethics, solicitor’s accounts, professional conduct and subject specialisms such as conveyancing, business law, family law and legal aid. Finally, a ll students, except ILEX students who have worked for a solicitors firm for at least 5 years, must complete a training contract.This is normally two years where the student is attached to a practicing solicitor, like an apprenticeship. However there is fierce competition for training contracts. Once completed, they are a qualified solicitor. Barristers are specialist legal advisors and court room advocates. They are independent and trained to advise clients on the strengths and weaknesses of their case. There are more stages to the training of a barrister to that of a solicitor. The first stage is also the Academic stage.Most barristers have a law degree, although they can also do a one year conversion course. It is necessary to belong to one of the Inns of Court in order to become a barrister. These are the Inner Temple, Middle Temple, Lincoln’s Inn and Gray’s Inn. When a trainee barrister joins one of the Inn’s they can be called ‘to the bar’ whic h is part of the procedure by which students become qualified barristers. The choice of Inns is personal and depends on which area of law you wish to specialise in.On completing the Academic stage, the students then progress onto the professional course for barristers called the Bar Professional Training Course (BPTC). Students study general skills as well as subjects such as civil litigation and remedies, criminal litigation and remedies etc. Next, the student is ‘called to the bar’ and undertakes the next stage of training called pupillage, which is the practical part in which the student must find an experienced barrister who they can shadow. Finally, the Barrister must then look for a tenancy, otherwise known as a ‘seat’ in Chambers from which he/she can work.To conclude, the selection and appointment process for solicitors and barristers are quite different although they both play an important role in the Criminal Justice System. Outline the difference s in the work the solicitors and barristers do Although both working within the Criminal Justice System, Solicitors and Barristers work very differently to each other. A solicitor is essentially a legal advisor who gives advice on common legal issues. There are currently over 60,000 licensed solicitors in the UK and they work closely with clients.Solicitors are responsible for drafting letters and researching minor cases. Solicitors work much more closely with clients and they are often expected to handle the smaller, less interesting cases. While most solicitors have a specialty, such as family or commercial law, it is not essential. A solicitor is rarely expected to appear in court, unless it is a relatively minor civil issue. They are mandatorily employed by law practice firms. The other type of lawyer in the UK is a barrister. Barristers are trial lawyers. They spend most of their time either in court or researching the law.There are far fewer barristers in the UK than there are solicitors. The position not only requires additional training, but also a talent for public speaking and presentation. Unlike solicitors, barristers do not work for a firm. Instead, they are self-employed, but they must give a portion of their pay for the use of chambers or offices that are provided by the court. To conclude, Solicitors and Barristers both work differently within the English Legal System, but it are important that they work together. For example, Solicitors must brief the Barristers on the facts so that the Barrister can prepare a case.

A Comparison Of Wastewater Treatment Methods Environmental Sciences Essay

Water constitutes over 70 % of the Earths surface and is a really of import resource for all people and the environment. If H2O gets polluted it cant be the elixr of life any longer to aquatic and to the wild life that depend on it. Rivers and watercourses polluted with chemical contaminations account as one of the most important environmental jobs. Water pollution is fundamentally a human fallacy.This used H2O is called â€Å" effluent † . Turning population and rapid industrialization has increased the volume of effluent manifold finally deteriorating the fresh H2O resources and environing environment due to inappropriate management.It is 99.94 per centum H2O, with merely 0.06 per centum of the effluent being dissolved and suspended solid stuff. Infiltration/inflow: immaterial H2O that enters the cloaca system through indirect and direct agencies such as through leaking articulations, clefts, or porous walls.Inflow is storm H2O that enters the cloaca system from storm drain connexions, roof headings, foundation and cellar drains or through manhole screens ; Features: Fresh, aerophilic, domestic H2O has been said to hold the smell of kerosine or newly turned Earth. Aged, infected sewerage is well more violative to the olfactory nerves.The characteristic rotten-egg smell of H sulphide and the mercaptans is declarative of infected sewage.Fresh sewerage is typically gray in colour.septic sewerage is black.The category of chemical compounds found in effluent are illimitable and so they are better known by the name of the trial used to mensurate them which are BOD5 and COD test.Industrial procedures generate a broad assortment of effluent pollutants.The features and degrees of pollutants vary significantly from industry to industry. Waste-water quality is assessed based on physical, chemical, and biological features. Physical parametric quantities include coloring materials, smell, temperature, and turbidness. Insoluble contents such as solids, oil and lubricating oil, are to be considered under this category.. Solids may be farther subdivided into suspended and dissolved solids every bit good as organic ( volatile ) and inorganic ( fixed ) fractions. Chemical factors to be considered are: biochemical O demand ( BOD ) , chemical O demand ( COD ) , entire organic C ( TOC ) , and entire O demand ( TOD ) . Inorganic chemical parametric quantities include salt, hardness, pH, sourness and alkalinity, every bit good as concentrations of ionised metals such as Fe and manganese, and anionic entities such as chlorides, sulphates, sulphides, nitrates and phosphates. Bacteriological parametric quantities include coliforms, fecal coliforms, specific pathogens, and viruses. Both components and concentrations vary with clip a nd local conditions.VARYING FLOW Issue:Waste-water flow fluctuates with fluctuations in H2O use, which is affected by a battalion of factors including clime, community size, life criterions, dependableness and quality of H2O supply, H2O preservation demands or patterns, and the extent of metre services, in add-on to the grade of industrialization, cost of H2O and supply force per unit area. Wide fluctuations in effluent flow rates may therefore be expected to happen within a community Effluent does non flux into a municipal effluent intervention works at a changeless rate. The flow rate varies from hr to hr. In most metropoliss, the form of day-to-day activities sets the form of sewerage flow and strength. Above-average sewerage flows and strength occur in mid-morning.The invariably altering sum and strength of effluent to be treated makes efficient procedure operation difficult.Also, many intervention units must be designed for the maximal flow conditions encountered which really consequences in their being oversized for mean conditions.Flow equalisation is non a intervention procedure in itself, but a technique that can be used to better the effectivity of both secondary and advanced effluent intervention processes.The intent of flow equalisation is to stifle the fluctuations so that the effluent can be treated at a about changeless flow rate.Flow equalisation can significantly better the public presentation of an bing works and increase its utile capacity.In ne w workss, flow equalisation can cut down the size and cost of the intervention units. Wastewater intervention options may be classified into groups of procedures harmonizing to the map they perform and their complexness: The basic methods of handling municipal effluent autumn into the undermentioned phases, which is shown in the signifier of block flow: The procedure flow diagram of a basic effluent intervention procedure is as follows:Conventional WASTEWATER TREATMENT PROCESSES:General footings used to depict different grades of intervention in order of increasing intervention degree are preliminary, primary, secondary and third and/or advanced effluent intervention.Preliminary intervention:Preliminary intervention prepares waste-water influent for farther intervention by cut downing or extinguishing non-favourable waste-water features that might otherwise impede operation or overly increase care of downstream procedures and equipment. These features include big solids and shreds, scratchy grit, smells, and, in certain instances, intolerably high extremum hydraulic or organic burdens. Preliminary intervention processes consist of physical unit operations, viz. testing and comminution for the remotion of dust and shreds, grit remotion for the riddance of coarse suspended affair, and floatation for the remotion of oil and lubricating oil. Other preliminary intervention operations include flow equalization, septage handling, and odour control methods.Primary Treatment:Primary intervention is designed to take organic and inorganic solids by the physical procedures of deposit and flotation. About 30 – 40 % of the pollutants are removed from the waste Waterss. Primary intervention acts as a precursor for secondary intervention.Secondary intervention:The intent of secondary intervention is the remotion of soluble and colloidal organics and suspended solids that have escaped the primary intervention. This is typically done through biological procedures, viz. intervention by activated sludge, fixed-film reactors, or laguna systems and deposit. Chemical intervention utilizes a coagulator such as Fe or aluminium.Then solid organic affair and P are precipitated into larger pieces which are separated as sludge. Suspended solids removal through chemical intervention involves a series of three unit operations: rapid commixture, flocculation and settling..A once-through chemical intervention system is shown below the tabular array. Advantage: greater remotion efficiency, the feasibleness of utilizing higher overflow rates, and more consistent public presentation. On the other manus, curdling consequences in a larger mass of primary sludge that is frequently more hard to inspissate and dewater. It besides entails higher operational costs and demands greater attending on the portion of the operator.Adsorption WITH ACTIVATED CARBONAdsorption is the procedure of roll uping soluble substances within a solution on a suited interface. In waste-water intervention, surface assimilation with activated carbon-a solid interface-usually follows normal biological intervention, and is aimed at taking a part of the staying dissolved organic matter.Particulate affair nowadays in the H2O may besides be removed.. The two most common types of activated C are farinaceous activated C ( GAC ) , which has a diameter greater than 0.1 millimeter, and powdered activated C ( PAC ) , which has a diameter of less than 200 mesh. A schematic of an activated C contactor is shown below the tabular array. Advantage: Exploitation powdered activated C in concurrence with traditional biological intervention provides first-class outflowing bio-assay consequences, provides for toxicity control within the bioreactor, and proA ­motes higher nitrification efficiency than that of a conventional activated-sludge system.CWAOOxidation is a procedure widely used for effluent intervention by which the pollutants are removed or converted into more biodegradable substances. Catalytic moisture air oxidization ( CWAO ) is a liquid stage reaction between organic stuff in H2O and O. CWAO is an attractive intervention for waste watercourses, which are excessively dilute to incinerate and excessively concentrated for biological intervention. It can be defined as the oxidization of organic and inorganic substances in an aqueous solution or suspension by agencies of O or air at elevated temperatures and force per unit areas. It is besides called flameless burning Typical conditions for CWAO scope from 125 to 300a- ¦C and at force per unit areas from 0.5 to 20 MPa. Residence times may alter from 15 to 120 min, and the chemical O demand ( COD ) remotion may typically be about 75-90 % .DECHLORINATIONDechlorination is the remotion of free and entire combined Cl residue from chlorinated effluent wastewater before its reuse or discharge to having Waterss. Chlorine compounds react with many organic compounds in the wastewater to bring forth unsought toxic compounds that cause long-run inauspicious impacts on the H2O environment and potentially toxic effects on aquatic microorganisms. Beginning: Adapted from Liu and Liptak, Wastewater Treatment ACTIVATED CARBON CONTACTOR: Beginning: Metcalf and Eddy, Wastewater Engineering, 3rd edition.Comparison OF CHEMICAL AND BIOLOGICAL PHOSPHORUS REMOVAL IN WASTEWATER:Factor BIOLOGICAL PHOSPHORUS REMOVAL CHEMICAL PHOSPHORUS REMOVAL EFFLUENT QUALITY Biological P remotion was observed to make a lower limit of 0.4mg/l in the wastewater Chemical P remotion was observed to make whatever outflowing quality demand as more and more chemicals are dosed SLUDGE PRODUCTION ( The production of sludge is considered as a really of import factor in the pick of a effluent intervention method presents ) Sludge production is less compared to chemical method. Chemical P remotion produces more sludge, approximately 25 % more sludge than by biological agencies. NEEDED PLANT VOLUME As the volume of the anaerobiotic zone of the Bio -P procedure is reduced, there are alterations in the outflowing quality and the efficiency of P remotion is reduced The decrease of the volume of the anaerobiotic zone has no effects on the chemical P remotion Consumption OF ENERGY It was possible to cut down the capacity of the aeration device down to 1000kg O2/hr and still hold good intervention consequences in footings of COD and nitrogen remotion in the Bio-P process.Beyond this bound ( less than 100kg O2/hr ) COD and the Nitrogen in the wastewater are excessively high. Same sum of COD and Nitrogen in the wastewater is observed at 500kgO2/hr.So chemical method is more immune to decrease in aeration capacity than the Bio-P procedure by atleast 500kgO2/hr aeration capacity. ECONOMIC COST OF TREATMENT ) Annual cost for sludge disposal is saved by Bio-P compared to chemical method. The cost of buying chemicals is high and no nest eggs with respect to sludge disposal compared to Bio-P remotion. The economic cost of intervention has been evaluated based on a summing up of the single costs associated with sludge production, cost of chemicals, energy cost and costs associated to volume nest eggs. The purpose of an economic cost is non to reflect the exact fiscal cost but an estimation that could be used as a guideline for the building of a new works or for comparing of the two procedures. Discussion: Chemical VS BIOLOGICAL TREATMENT: Biological procedure removes solid organic affair and dissolved organic affair. The chemical procedure removes solid organic affair and phosphorus.Chemical precipitation cleans the H2O really quickly, say in less than 15mins after the induction of the procedure, we have clean H2O, whereas with biological intervention it will take 3 hour to accomplish the same.Biological procedure stopping points relatively long clip and is dependent on the effectivity of the microorganisms.Chemical and Biological interventions work in different ways and accomplish different results.We have to find the major causes of O lack in Waterss and choose the intervention in conformity with local environmental requirements.Purification in itself demands resources.Biological intervention requires a long abode clip and energy is consumed when air is blown into the sewerage water.Consequently the Biological works is large and more complex.The micro-organisms have to be adapted to the pollution which sensitises th e whole system.Chemical purification requires add-on of coagulators which is done in a little pool and at lower energy consumption.The entire energy used for chemical intervention is merely 15 % of that required for biological intervention, even if the energy used for production and distribution of coagulators is included.In footings of the entire ecological emphasis, the chemical procedure is favoured.Life rhythm appraisals show the biological procedure to be a larger consumer of resources and therefore it is more negative interms of its full environmental impact.If there is no demand to take dissolved organic affair a biological procedure could make greater ecological harm than chemical procedure due to the entire energy ingestion and the natural stuffs used when building the works. The environment makes demands on the purification procedure and if advanced purification is necessary both biological and chemical methods must be used..In Norway, the bing chemical works built wholly within bedrock was extended with the N remotion system due to the increased food load.With the alone combination of chemical and biological procedures this works occupies less than half the volume of the conventional biological procedure. CONCLUSION AND RECOMMENDATIONS: Effective effluent aggregation and intervention are of great importance from the point of view of both environmental and public wellness. Any effluent intervention works needs important investing and Operation Maintenance and control, and hence any determination to implement such a installation should be carefully considered. It is non a good thought to reason that any intervention method is better than the other.Each one has its ain advantages and disadvantages.The pick of which method is to be used will depend on the society, the discharge demands and the costs they are ready to incur.As a concluding decision, the winning construct these yearss should non be based on which procedure should be used in isolation to the other, but instead utilizing the advantages of both processes together to obtain best consequences, while at the same clip understating their disadvantages. Extensive research activity in this field has led to important betterment and variegation in the procedures and methods used for waste-water intervention and sludge direction. Public wellness jeopardies are frequently associated with waste-water reuse, and accordingly it is indispensable to circulate cognition and information about the danger of natural waste-water reuse and issue safe reuse guidelines.

List of Elements That Are Nonmetals

List of Elements That Are Nonmetals The nonmetals are a group of elements located on the right side of the periodic table (except for hydrogen, which is on the top left). They are are also known as non-metals. These elements are distinctive in that they typically have low melting and boiling points, dont conduct heat or electricity very well, and tend to have high ionization energies and electronegativity values. They also dont have the shiny metallic appearance associated with the metals. While the metals are malleable and ductile, the nonmetals tend to form brittle solids. The nonmetals tend to gain electrons readily to fill their valence electrons shells, so their atoms often form negative-charged ions. Atoms of these elements have oxidation numbers of /- 4, -3, and -2. List of Nonmetals (Element Group) There are 7 elements that belong to the nonmetals group: Hydrogen (sometimes considered an alkali metal)CarbonNitrogenOxygenPhosphorusSulfurSelenium Although these are the elements in the group nonmetals, there are two additional element groups that could be included, since the halogens and noble gases also are types of nonmetals. List of All Elements That Are Nonmetals So, if we include the nonmetals group, halogens, and noble gases, all of the elements that are nonmetals are: Hydrogen (sometimes)CarbonNitrogenOxygenPhosphorusSulfurSeleniumFluorineChlorineBromineIodineAstatineTennessine (sometimes considered a halogen or metalloid)HeliumNeonArgonKryptonXenonRadonOganesson (possibly behaves as a noble gas, except it wont be a gas under ordinary conditions) Metallic Nonmetals Nonmetals are classified as such based on their properties under ordinary conditions. Metallic character isnt an all-or-nothing property. Carbon, for example, has allotropes that behave more like metals than nonmetals. Sometimes this element is considered to be a metalloid rather than a nonmetal. Hydrogen acts as an alkali metal under extreme pressure. Even oxygen has a metallic form as a solid. Significance of the Nonmetals Element Group Even though there are only 7 elements within the nonmetals group, two of these elements (hydrogen and helium) make up over 99% of the mass of the universe. Nonmetals form more compounds than metals. Living organisms consist mainly of nonmetals.

Free Essays on The Mayor Of Casterbridge

In the Mayor the Casterbridge, Thomas Hardy presents Michael Henchard as a dynamic character, who, over the course of the novel, slowly changes from a selfish prideful young man into a downtrodden poor old man. This metamorphosis can be seen in myriad instances throughout the novel. It is through these instances that we can make the judgement whether Henchard is a dynamic character. Early on in the novel, Henchards exhibits his dynamic nature. For example, in the beginning of the novel, Henchard sells his wife and child, Susan and Elizabeth Jane, to a sailor named Newson, for five guineas, â€Å"I’ve lived with thee a couple of years, and nothing but temper! Now I’m no more to ‘ee; I’ll try my luck elsewhere. ‘Twill be better for me and Elizabeth Jane, both. So, good bye!† (pg 10-11). Later on in the novel, when Henchard and his estranged family reunite for the first time in eighteen years, Henchard sends Susan and Elizabeth Jane a letter with five guineas contained within (pg 65). In effect, Henchard is buying his family back again. This act cements Henchard as a dynamic character, for though the actions are very similar, he does them for completely opposite reasons. In the first instance, Henchard uses the five guineas to sell his family, while in the second he uses the money to persuade his family to rejoin him. In th is way, Henchard can be seen as a dynamic character, for he has changed from a man concerned only about his own comfort to a man who cares about others. Secondly, Henchard finally confesses to his past, an act that a static character would find impossible. Throughout his solitary life in Casterbridge, Henchard is quite unforthcoming about his life’s history. It is only until the furmity woman makes an appearance in Casterbridge that some of Henchard’s past history is finally uncovered (pg 212). Through the unveiling of his past deeds, Henchard once again is able to be classified as a dynamic chara... Free Essays on The Mayor Of Casterbridge Free Essays on The Mayor Of Casterbridge In the Mayor the Casterbridge, Thomas Hardy presents Michael Henchard as a dynamic character, who, over the course of the novel, slowly changes from a selfish prideful young man into a downtrodden poor old man. This metamorphosis can be seen in myriad instances throughout the novel. It is through these instances that we can make the judgement whether Henchard is a dynamic character. Early on in the novel, Henchards exhibits his dynamic nature. For example, in the beginning of the novel, Henchard sells his wife and child, Susan and Elizabeth Jane, to a sailor named Newson, for five guineas, â€Å"I’ve lived with thee a couple of years, and nothing but temper! Now I’m no more to ‘ee; I’ll try my luck elsewhere. ‘Twill be better for me and Elizabeth Jane, both. So, good bye!† (pg 10-11). Later on in the novel, when Henchard and his estranged family reunite for the first time in eighteen years, Henchard sends Susan and Elizabeth Jane a letter with five guineas contained within (pg 65). In effect, Henchard is buying his family back again. This act cements Henchard as a dynamic character, for though the actions are very similar, he does them for completely opposite reasons. In the first instance, Henchard uses the five guineas to sell his family, while in the second he uses the money to persuade his family to rejoin him. In th is way, Henchard can be seen as a dynamic character, for he has changed from a man concerned only about his own comfort to a man who cares about others. Secondly, Henchard finally confesses to his past, an act that a static character would find impossible. Throughout his solitary life in Casterbridge, Henchard is quite unforthcoming about his life’s history. It is only until the furmity woman makes an appearance in Casterbridge that some of Henchard’s past history is finally uncovered (pg 212). Through the unveiling of his past deeds, Henchard once again is able to be classified as a dynamic chara... Free Essays on The Mayor Of Casterbridge In Thomas Hardy’s novel, The Mayor of Casterbridge, the fruit of cruelty and insensitivity appear throughout the novel. Hardy portrays this fact through most of his characters, including the novel’s protagonist, Michael Henchard. Henchard displays his insensitivity when he shuns Elizabeth-Jane Newsome; he discovers that she is not his biological daughter. In addition to the cruelty and insensitivity of the novel’s protagonist, Hardy’s portrayal of Joshua Jopp, the townspeople, and Elizabeth-Jane, show signs of cruelty and insensitivity at times. Joshua Jopp, a corn-factor in Hardy’s The Mayor of Casterbridge, shows his ability to be cruel and insensitive in the novel. Jopp first show signs of cruelty and insensitivity when he joins Michael Henchard, the Mayor, in a plot to cripple Donald Farfrae’s business. Donald Farfrae, who wins the love of the people because of his ability to work the agricultural resources, takes Jopp’s position a s the town’s corn-factor earlier in the novel. Jopp, obviously still upset about past events, gladly conspires to take him down. He and Henchard make a plan, which involves a weather prophet, who prophesizes that the weather would be bad for corn-growth in Casterbridge. Upon the hearing of this news, Henchard, with Jopp’s consultant, decides to store up all the corn. After the plan fails (the weather was good and Farfrae’s crop prospers) however, Henchard, of course fires Jopp. Jopp vows to get Henchard back and gets his chance when the ex-mayor has to live with him. Henchard asks Jopp to deliver a package, which contains the secrets of Henchard’s past relationship with Lucetta Templeman, wife of Donald Farfrae. Jopp, who is unaware of the contents of the package, decides to look in the package, and when he does, decides to be cruel and insensitive for the final time. He takes the contents of the package, which were love letters written form Lucetta to He nchard, and reads them to the ...

Conflicting Viewpoints in ACT Science Strategies and Tips

Conflicting Viewpoints in ACT Science Strategies and Tips SAT / ACT Prep Online Guides and Tips Think of the Conflicting Viewpoints Passages as a debate: two or more parties state their conflicting beliefs.Sometimes they agree on one point but disagree on others.Conflicting Viewpoints Passages present this argument and expect you to identify the Scientists’/Students’ beliefs and the similarities and/or differences in beliefs. There will only be 1 Conflicting Viewpoints Passage on the ACT Science section (out of 7 total passages). It can appear at any point throughout ACT Science. To read about the other types of passages, check out our article on the 3 Types of ACT Science Passages. In this article, I will: Break down the format of the Conflicting Viewpoints Passages Address the two types of questions you will be asked in Conflicting Viewpoints Passages and provide ACT Science practice questions for each type: Understanding Viewpoints Questions Comparing Viewpoints Questions Discuss the ACT Science strategies for attacking these passages Format of Conflicting Viewpoints Passages Overview of the format of Conflicting Viewpoints Passages Introduction Visual (if there is one) Scientist 1 / Student 1 Scientist 2 / Student 2 If there are more than 2 Scientists / Students, their paragraphs follow in sequentialorder. 7 Questions I will delve into more information on each part below: Introduction The introduction will vary in length from a short paragraph to a long list. This is what a short introduction might look like: taken from an ACT Science practice test This is what a long introduction might look like: taken from an ACT Science practice test No matter the length, the introduction to the Conflicting Viewpoints Passage is always important. Do not ignore the introduction or forget about it as there is usually one question that you cannot answer without reading it. Visual There may not be a visual in your Conflicting Viewpoints passage; only about half of theConflicting Viewpoints Passages have a visual.The visual will not be a graph or table, but rather just an image/diagram of what is being discussed such as this one: taken from an ACT Science practice test The visual is not usually necessary to answer any questions, but rather it is just there to help you imagine what is being discussed. For example, thevisual above provides no data; it simply shows the location of the nucleus, chromosomes, and cytoplasm in the cell. The majority of the questions will instead ask about: Scientist 1 / 2 / 3 or Student 1 / 2 / 3 This is the meat of the passage.This is where the points of view of each scientist/student are fleshed out.Pay close attention as you read.The bulk of the questions ask you about this part.Also, do not get thrown off if they disguise points of view as different theories such as in this Conflicting Viewpoints Passage: Make sure you identify the similarities and differences of each person or theory. If you are having trouble identifying the point of view, I recommend looking at the first and last sentence of each person's mini-passage. Usually, the main idea is spelled out there. In the example above, the first sentences of Protein Hypothesis and DNA Hypothesis state the point of view. Understanding the points of view fully will serve you best when you start attempting questions: Conflicting Viewpoints Passages Have 7 Questions There are always 7 questions, no more, no less.There are two types of ACT Science questions used with Conflicting Viewpoints Passages that I will delve into next: Understanding Viewpoints Questions Comparing Viewpoints Questions Now that we have an overview of what this type of passage entails, we'll dig into the two types of questions that come along with this passage: Understanding Viewpoints Questions: What They Are and How to Answer Them As I said above, the Scientist 1 / 2 portion will present each Scientist's point of view with the supporting points. These questions check to make sure you really understand each author's/theory’s point of view. Here are some example Understanding Viewpoints questions: What would Student 2 predict to happen? Scientist 1 would most likely agree with: Which statement most agrees with the DNA Hypothesis? A.Genes are mostly proteins B. DNA is found throughout the nucleus and cytoplasm C. Protein is found only in the cell's nucleus D.DNA is found only in the cell's nucleus Let's attempt some ACT Science practicequestions using the Conflicting Viewpoints Passage above, keeping in mind the: Rules for Answering These Questions: ACT Science Tip #1 - Make sure you are considering the right point of view.If it asks about Scientist 1, make sure you are looking at Scientist 1’s paragraph.The ACT will always have an answer choice with Scientist 2’s point of view, hoping that someone will fall for that incorrect answer. In the last question above, you are asked about DNA Hypothesis, so make sure you are looking at DNA Hypothesis, not Protein Hypothesis. If you accidentally looked at Protein Hypothesis instead, you would have incorrectly chosen answer A. ACT Science Tip #2 - Some questions require logic as well as understanding the point of view such as the last question above: Which of the following would support the DNA Hypothesis? A. Genes are mostly proteinsB. DNA is found throughout the nucleus and cytoplasmC. Protein is found only in the cell's nucleusD. DNA is found only in the cell's nucleus You need to understand the DNA Hypothesis so that you are able to figure out which of the answer choices would support it. On these "which of the following..." questions, process of elimination is your best weapon. Eliminate the answer choices that only support Protein Hypothesis and that do not support DNA Hypothesis. Ideally, after all of your eliminating, you will be left with oneanswer choice. Double check that the answer choice does indeed support DNA Hypothesis. For the question above, we can eliminate answer choice A because it supports Protein Hypothesis. We can eliminate answer choices B and C because it directly contradicts what is stated in the DNA Hypothesis. In the DNA Hypothesis, it says that DNA is found exclusively in the cell's nucleus, so D is the correct answer. ACT Science Tip #3 -Some questions are as easy as repeating a fact.Some questions will ask you to just relay facts you read in the passage such as: According to Protein Hypothesis, genes are made only of: This question just requires you to go back and look at the Protein Hypothesis paragraph. The Protein Hypothesis paragraph says that genes are made only of proteins, so that is the answer.Again, make sure you are looking at the right section.These questions are easy, but it is also easy to make a careless mistake on these questions. ACT Science Tip #4 -Ignore the validity of the viewpoint. Sometimes one viewpoint will be factually false, and you will know it from your previous science studies.Ignore it!You still need to understand the viewpoint and be able to answer questions about it. If a viewpoint said that the Earth is the center of the Solar System and you were asked what best supported this viewpoint, you would need to pick an answer choice that supported it such as â€Å"respected philosopher Aristotle taught this model.† Even though you know the viewpoint is false, you need to be able to articulate the point of view and its supporting arguments. ACT Science Tip #5 -Your understanding needs to go beyond talking about each point of view distinct from one another,which leads us to the other type of question: Comparing Viewpoints Questions: What They Are and How to Answer Them These questions ask you to point out the similarities and differences between the authors. Here are some example ComparingViewpoints questions: Student 1 and 2 both agree that: Which of the following would support student 1, but not student 2? DNA Hypothesis and Protein Hypothesis both agree that: A.DNA is less abundant than proteins B. DNA is found throughout the nucleus and cytoplasm C. Protein is found only in the cell's nucleus D.Genes are made up only of DNA Let's attempt some Comparing Viewpoints ACT Science practicequestions from the same passage keeping in mind the same rules as before: ACT Science Tip #1: Make sure you're considering the correct point of view and answering the correct question.This is especially important on the Conflicting Viewpoints questions that ask, "Which of the following would support Student 1, but not Student 2?" You should circle and/or underline the Student you are looking to support, in this case, Student 1. Put an X through the Student you are not looking to support. Such as I have done below: This step helps you concentrate on the correct point of view. For these fact-finding questions, make sure you're reading the correct section for both viewpoints. ACT Science Tip #3: Some questions simply ask you to restate the information stated in both viewpoints.Let's attack this fact-finding Conflicting Viewpoints question from the passage above: DNA Hypothesis and Protein Hypothesis both agree that: A.DNA is less abundant than proteins B. DNA is found throughout the nucleus and cytoplasm C. Protein is found only in the cell's nucleus D.Genes are made up only of DNA Consider first, what is the question asking us? The question asks us to find the statement that both DNA and Protein Hypothesis would agree with. To do this, you need to use process of elimination. Start by looking at A and work your way through the answer choices. Answer choice A is directly stated in DNA Hypothesis and Protein Hypothesis mentions that protein makes up over 50% of the cell, so A seems like a good choice. However, I will check the others just in case. Answer choice B directly conflicts with DNA Hypothesis, which said DNA is only found in the nucleus. Answer choice C conflicts with DNA Hypothesis, which said that proteins are found throughout the nucleus and cytoplasm. Answer choice D conflicts with Protein Hypothesis because Protein Hypothesis argued that genes are made up only of proteins. So, Answer A is the correct answer. ACT Science Tip #2: As with understanding viewpoints questions, some conflicting viewpoints questions require deeper logic. For these questions, understand the points of view, and then use reasoning to find the answer.For example, if you were asked, Which of the following would support ProteinHypothesis, DNA Hypothesis? A. Genes are mostly proteinsB.DNA is less abundant than proteinsC. Protein is found only in the cell's nucleusD. DNA is found only in the cell's nucleus Start by circling and/or underlining and/or crossing out as we did above: Again, use process of elimination.If it supports both Protein Hypothesisand DNA Hypothesis, it is wrong.If it supports DNA Hypothesisand not Protein Hypothesis, it is wrong.Make sure you are looking at the correct section. Start with answer choice A and work your way through the questions, checking each one against what is stated in the viewpoints. Answer choice A is directly stated in Protein Hypothesis and directly conflicts DNA Hypothesis, so it should be the correct answer. However, I will check the others. Answer choice Bis in both Protein Hypothesis and DNA Hypothesis, which states, "DNA is less abundant than proteins," so B is incorrect. Answer choice C is not stated in Protein Hypothesis, and therefore, C does not support it. Answer choice D is directly stated in DNA Hypothesis, so it is incorrect. So, A is the correct answer. Strategy for Conflicting Viewpoints Passages Now that we have a full understanding of what these passages are like, what questions characterize this passage, and how to solve those questions, let's discuss the overall approach to integrating this all together. If you find yourself running out of time, you may find this approach especially helpful. First off, Conflicting Viewpoints Passages will take you the longest because as I discussed above, you need to have a full understanding of the passage to answer the Understanding Viewpoints and Comparing Viewpoints questions.So save it for the very end - finish the other 6 passages before attempting this one or it will slow you down. When attempting Conflicting Viewpoints Passages, read the whole passage first before looking at the questions. I discuss this more in depth in my article on time management. Since you need to read the introduction and all viewpoints to answer the questions, it makes the most sense to read the whole passage at the start. If you find yourself struggling to remember who believed what, write yourself mini-summaries in the margins after reading each viewpoint such as â€Å"pro-comet theory.†Check out this example: It will save you time, so you don’t have to re-read when answering questions. By doing this, you are also ensuring you understand the viewpoint, which is crucial to answering questions. When you start answering the questions, consider which viewpoint(s) you are asked about such as in this ACT Science practice question from the above passage: Which of the following phrases best describes the major point of difference between the 2 scientists’ hypotheses? A.The location of the eventB.The speed the object was travelingC.The density of Earth's atmosphereD.The type of object that entered Earth's atmosphere In this Comparing Viewpoints problem, you are asked to define the major difference between Scientist 1 and 2. Well, according to our awesome notes, Scientist 1 thought the object was a comet, and Scientist 2 thought the object was an asteroid. While there may be other minor differences, this is the major difference in point of view, so the answer is D. You could use process of elimination on this question, but it would have taken longer than simply matching your summary to the best answer choice. Now that we have learned the format, questions, and strategies behind the Conflicting Viewpoints Passage, I will summarizethe steps we tookwhen attacking Conflicting Viewpoints Passage and the common problems to avoid: Steps to take when attempting Conflicting Viewpoints Passages: Read the entire passage firstincluding theintroduction. Write briefnotes in the margins to remember each viewpoint's main argument. When answering questions, start by asking yourself which viewpoint does this question address? Use your notes to help answer questions. Use process of elimination to answer questions by eliminating answer choices that address the wrong viewpoint. Common problems you should avoid when answering the questions: Reading the wrong viewpoint(s). Getting caught up in the validity of the viewpoint. Recap Conflicting Viewpoints Passages always have the same format: Introduction Visual (if there is one) Scientist 1 / Student 1 Scientist 2 / Student 2 If there are more than 2 Scientists / Students, their paragraphs follow in chronological order. 7 Questions There are 2 types of questions: Understanding Viewpoints Questions Comparing Viewpoints Questions For both types, Make sure you're considering the correct point of view and answering the right question. For fact-finding questions, make sure you're reading the right section for both viewpoints. For deeper logic questions, understand the points of view, then use reasoning to find the answer. Ignore the validity of crazy viewpoints. Strategy Save this passage for last. Read the whole passage first. Write yourself short margin notes to remember each viewpoint. Answer the questions using these notes and process of elimination. What’s Next? I hope you feel ready to rock the Conflicting Viewpoints Passage! For further learning on the ACT Science Section, read about the other 2 types of passages in our article, The 3 Types of ACT Science Passages.Learn about Time Management and Section Strategy for ACT Science.Also, learn about Time Management for the ACT Reading section and for the ACT Math section. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. 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High school Essay CHAPTER ONE 1. 0 INTRODUCTION In an effort to improve universal access to education, the ministry of education made a decision to introduce the re-entry policy. The policy is meant to accord girls who drop out of school owing to early pregnancy an opportunity to be re-admitted six months to one after delivery. This initiative has since scored a number of successes as some girls have gone back to school and successfully completed their secondary education , though some, order the age initially would have done so, Fifth National Development Plan(2006-2010). Before October 13 1997, it was considered an expellable offence for girls who fell pregnant while at school. But the re-introduction of the re-entry policy on that date was a measure and recognition of the importance of addressing gender inequalities in national development and the need to narrow down the gender gap in the education, Ministry of Education (1996). Child pregnancy has been persistent factors in household and hence, the re-entry policy has enabled government and families to recoup the investment made in educating such girls and that the nation has been accorded the much needed educated human resource for national development. 1. 2 STATEMENT OF THE PROBLEM There has been a marked increase in the Forum for women educationist of Zambia has endeavored to play in the support and sensitization of the re-entry policy in enhancing girl child education in Zambia. However, despite this increase not all have been able to go back to schools. This is a serious omission particularly when a good number of girls can utilize the given opportunity and when concerted effort has been made to enhance girl child education. In addition, all efforts and resources pumped in will go to waste. 1. 3 THE PURPOSE OF STUDY The purpose of this study is to find out the role FAWEZA is playing in promoting the reentry policy in enhancing girl child education and to find out the response of the policy by the girl child. 1. 4 OBJECTIVES OF THE STUDY †¢ †¢ †¢ †¢ †¢ †¢ To find out the role of FAWEZA in promoting the re-entry policy. To find out whether school managers do comply with the policy. To find out the response of the re-entry policy by pupils. To find out whether the re-entry policy is a success or failure. To find out whether teachers and parents support the policy. To find out measures in improving the re-entry policy. 1. 5 RESEARCH QUESTIONS †¢ †¢ †¢ †¢ †¢ †¢ What is the role of FAWEZA in supporting the re-entry policy? Do school managers comply with the policy? What is the response of the re-entry policy by pupils? Is the re-entry policy a success or failure? Do teachers and parents support the re-entry policy? What measures can improve the re-entry policy? 1. 6 SIGNIFICANCE OF THE STUDY The study’s findings and recommendations may assist the Forum for Educationist of Zambia FAWEZA and the Ministry of Education in promoting and supporting the re-entry policy in enhancing girl child education in Zambia. 1. 7 LIMITATIONS OF THE STUDY Because it was an introduction to research at degree, this research only covered a small part of Lusaka urban district. Secondly, money was a problem to access at the right time hence it delayed the process of collecting data. However, the researcher tried by all means to use the available resources, time to make sure that this is a success. @siamef Page 2 1. 8 DEFINITION OF TERMS ENHANCE; To improves or adds to strength. RE-ENTRY; An act or instance of somebody going back to enter. POLICY; A set of principles on which they are based @siamef Page 3 CHAPTER 2 2. 0 LITERATURE REVIEW 2. 1 Policy Formulation In contrast to the policy of exclusion that preceded it, the re-entry policy advocates that girls who drop out of school due to pregnancy should be readmitted after giving birth. The aim of this policy is to find more innovative measures to help prevent the exclusion of young mothers from education. In the event of a girl being forced out of school due to pregnancy, the Ministry of Education in Zambia has provided policy guidelines to assist schools and other stakeholders such as FAWEZA etc. †When the women’s movement in Zambia grew in strength, one of the issues they decided to fight for was injustice for girls who were thrown out of school after getting pregnant. In June 1995, the Zambia Association for University Women organized a conference on the situation of the girl-child in Zambia. The conference, which was held in preparation for the Fourth World Conference on Women, proposed to government that girls who became pregnant should be re-admitted into school once care for the child was assured† (FAWEZA, 2008, Ministry of Education, 2009). The policy is grounded in the outcomes of the Beijing Conference of 1995, a conference at which the Women’s Movement drew up its own priorities and action plan. The conference demanded that girls who dropped out of school because of pregnancy should be readmitted. In addition to this, Zambia is a signatory to most of the international instruments that promote the rights of children and women. The country recognizes education of all children as a basic human right as enshrined in Article 26 of the United Nations Universal Declaration of Human Rights. It further recognizes education as a right that is also guaranteed by the policy of Education for All (EFA), the United Nations Convention on the Elimination of Discrimination Against Women (CEDAW), the United Nations Platform for Action, and the Millennium Development Goals. In addition to the international instruments, major national policy developments within the education sector were initiated, culminating in the development of the third Ministry of Education (Moe) policy on education in the document â€Å"Educating Our Future† (1996). In 2000, the government adopted a National Gender Policy. The policy states that it will facilitate the readmission of girls who become pregnant back into school as a way of readdressing imbalances and inadequacies in the provision of education. The 2001 FAWEZA @siamef Page 4 workshop made a number of recommendations to improve the implementation of the re-entry policy. The recommendations were sent to the Ministry of Education for approval. Though there was no official acceptance, some of the recommendations were adopted, and that has made the policy work well, (FAWEZA, 2010) 2. 2 Response of the Policy In Zambia, some girls, especially in rural and peri-urban areas, fail to continue with their education as a result of teenage pregnancies. Although the Ministry of Education has a policy of allowing teenage mothers to go back to school after delivery, few are doing so. They find it difficult to leave their babies and stay in school for eight hours and are often ridiculed by others. The men responsible for their pregnancies often abandon them without any form of support. Unlike boys, a girl-child seems to have so much on her shoulders. This is due to cultural inequalities that continue to define societys way of life. Maybe this should be the focus of most of the gender discussion going on. Some girls in rural areas who fall pregnant are normally kept at home to help with domestic chores, or care for terminally ill parents. Others are forced into early marriages and thus denied the opportunity to further their education. Government, through the programme, has been seeking to bring teenage mothers back to school. Educating a girl-child has been a high priority for the Zambian Government, (Zambia Online). In realizing the re-entry policy, FAWEZA (2009) reports that† Interviews with girls also revealed a high level of appreciation for the policy among schoolgirl mothers who had reentered after giving birth. They reported that they were grateful that the policy had given them a second chanceâ€Å" Achievements highlighted by the head teachers and teachers were with regard to the increased number of girls who were readmitted after giving birth each year and the level of awareness of the policy by the parents who sent back their daughters after giving birth. These positive stories are set however against the background of the high number of girls who fall pregnant before finishing school each year. 2. 3 Successes and Failures of the Re-entry Policy Despite the policy being put in place in Zambia, an increasing number of girls do not return to school after giving birth. Social economic and cultural factors have been commonly cited as reasons for this failure. The annual statistics from the Zambia Ministry of Education @siamef Statistical Bulletin shows increased number of pregnancies. In addition, data from the Zambia Page 5 Demographic Health Survey (CSO, 2007) reveals that each year approximately 30% of the girls who drop out from school, do so because of pregnancy. The main reason stated for dropouts is the lack of financial support. The survey reveals that generally girls from disproportionately poor backgrounds drop out of school due to pregnancy compared to those from better off households. The survey shows a link between poverty and early adolescent pregnancy, which consequently leads them to be temporarily excluded from school. Zambia has seen a tremendous increase in access to education with pupil’s enrolments growing Over 9% since 2000. Further, the illiteracy rate in Zambia has been halved over the past three Decades from 90% to 45%. In addition, in the past two decades, Zambia has vigorously embarked on formulating interventions to eliminate gender based discrimination against girls and women as a strategy towards creating more equal societies, FAWEZA ANNUAL WORK PLAN (2012). Despite this achievement, many challenges remain in education delivery in Zambia. There is a huge gap in reaching the millennium development goals (MDG) and Education for All (EFA) goals by 2015. This particularly is a challenge given the country’s significant population growth and deep poverty. In addition, gender inequality is a long way from being realized. Despite the significant rise in female enrollment at primary school, fewer, female compared to male, enroll in high schools (particularly in rural areas) as many tend to drop out before completing secondary school. According to the FAWE ANNUAL WORK PLAN (2005-2009), â€Å"Despite the challenges in the re-entry policy, the government-civil society interaction and the consultative process in Zambia represent one of the best-practice cases in sub-Saharan Africa. The policy is appreciated by a broad spectrum of people. Internationally, Zambia has been cited as a best example for implementing the policy. Representatives from a number of countries in the region, including Malawi, Botswana and South Africa have come to Zambia to learn about policy implementation. † Interviews with the ministry of education DEBs, the national coordinator from a civil society organization (FAWEZA), head teachers, teachers and pupils indicated a high level of optimism for the ultimate success of the policy. Schools confirmed that the â€Å"re-entry policy is a good policy and indeed a historical watershed to the government of Zambia†. FAWEZA has provided 4,750 scholarships at basic, high school and tertiary levels in ratio of 7:3 girls and boys respectively. With the aim of improving the performance, retention and contribute to progression and pass rates of boys and girls on the scholarship @siamef Page 6. programme, FAWEZA has created and continued supporting 390 Study Groups at upper basic school level and high school levels. FAWEZA will also facilitate the showcasing of the repackaged SMT Tele quiz DVDs in 25 schools aimed at inspiring girls to take up SMT subjects. The activity is intended to help FAWEZA track the impacts of using the media to sensitize communities, girls and women that girls are capable of performing well in SMT subjects as the boys. 2. 4 Compliance of the Policy by School Managers. According to the Strategic Plan close out Report (2005-2009:20) â€Å"The creation of gender responsive school environments is cardinal in fostering access, retention and completion of girls in their education. In consideration of this, FAWEZA conducted training for 40 High School Managers in guidelines for gender responsive school environments and gender analysis and mainstreaming, while 58 female school managers took part in training in public image projection, which included role modeling, public speaking force field analysis and gender budgeting. Further, using the MOE/UNICEF Girl-Friendly school module, provincial executive members and CWA members were oriented for them to orient school managers; Out of 63 school managers invited to the gender mainstreaming training, 54 attended; Various PECs and DECs met the newly appointed PEOs and DEBS to solicit support. † Hence if such interventions are being carried out, various doors will be open to allow the success of the policy. @siamef Page 7 CHAPTER THREE 3. 0 Research Methodology The purpose of this chapter is to show how this study was conducted. It looks at the instruments used. The methodology gives in depth principles used to analyze and collect data in the research. This is a qualitative case study research that makes extensive use of primary and secondary data. 3. 1 Research Design The research design which was used in this study was the descriptive survey. This study was aimed at collecting information from respondents on the role of FAWEZA and the re-entry policy in enhancing girl child education in Zambia. The researcher used both primary and secondary data. Primary data was obtained through interviews with the FAWEZA representative, DEBs and administering questionnaires to Head teachers, teachers, Parents and Pupils while secondary was found from the internet, policy documents, statistical bulletins, books and magazines. 3. 2 Description of the sample. The proposed study targeted a sample of fifty (50) respondents. The sample included representatives of FAWEZA, DEBs, Ten (10) parents, five(5) teachers, five(5) guidance and counseling teachers, twenty(23) pupils and five(5)school managers. The sample was drawn from five schools namely Matero Girls High school, Kamwala High school, Olympia Park High school, Kabuionga Girls High school and Libala High school within Lusaka urban District. In this study, purposive sampling was used in which both male and female were used in data collection. 3. 3 Sampling Procedure The study was purposively sampled on the basis of public secondary schools that had girls. The sampling of the schools was also purposive; this was done with the help of head teachers who reported that their schools had student-mothers enrolled or pregnant girls that dropped out of school. Of the several schools in Lusaka urban District; 5 schools were chosen. However, due to the fact that schools closed, the pupils were drawn from those that used to go for studies during holidays. While the head teachers of the five schools confirmed having had schoolgirl pregnancy cases in their respective schools. @siamef Page 8 3. 4 Description of Research instruments In the process of data collection, in depth interviews and questionnaires were administered. The use of both instruments formed a complementary approach towards collecting data using qualitative type of research 3. 5 Data Collection In this study, in depth interviews were carried out to the representative of FAWEZA and the DEBs because detailed information was needed. Questionnaires were administered to school managers, parents, teachers and pupils 3. 6 Data Analysis Data analysis commenced after the process of data collection exercise. This included systematic arrangement of data from the field. This study is more qualitative to the perspective of the objectives and hence making qualitative research more reliable. 3. 7 Questionnaires In this instrument,  data was covered over the required sample. The content of the Questionnaires included: †¢ †¢ †¢ †¢ †¢ Respondent’s role on the re-entry Policy in enhancing girl child education. Respondent’s compliance on the re-entry policy. Respondent’s support of the re-entry policy Respondent’s view on the measures to improve the re-entry policy. Respondent’s knowledge of the re-entry policy. 3. 8 Interview Guide Semi-structured interview were used as the main research technique in this study. The interviews covered various questions such as; †¢ †¢ †¢ †¢ The role of FWEZA in the re-entry policy. Measures to improve the re-entry policy. Successes and challenges of the policy. Compliance of the policy by school administrators. Page 9 @siamef CHAPTER 4 4. 0 Findings and Discussions of the study. This section presents research findings based on the data collected from the DEBs; FAWEZA; head teachers; teachers ,parents and students from Matero Girls High School; Olympia Park High School; Kamwala High School; Libala High School; Kabulonga Girls High school in Lusaka urban district of Zambia. The findings are given under full heading derived from the objectives of the study. 4. 1 The role of FAWEZA in the re-entry policy The FAWE representative was interviewed on the role that FAWEZA plays in the re-entry policy by enhancing girl child education in Zambia. The representative confirmed of the major role that FAWEZA has undertaken in the support and implementation of the re-entry policy. In realizing the re-entry policy guidelines, the organization has realized various initiatives to bridge the persistent gender gaps in education. To mitigate the problem, the organization conducts various initiatives. Some of the actions that are being undertaken include: †¢ Advocacy to ensure pregnant girls go back to school after giving birth and they mix freely with other pupils. †¢ Guidance and Counseling services are being offered to girls who fall pregnant in all the schools. †¢ Bursaries are offered to girls, orphans and vulnerable children. FAWEZA has been able to take over the financial responsibility for some of the most vulnerable girls. The support does not cover only the school requirements. A little extra money is given for the girls’ toiletries. Some of the girls who have had children fall into this category and benefit from the support, too. Girls who may have stayed away from school for financial reasons have been able to continue their education. Affirmative action for girls which lowers entry points into higher grades and tertiary have been implemented †¢ Workshops and discussion forums are being held to discuss challenges encountered by implementing the policy and how these can be addressed in order to reduce gender imbalance in the education sector. @siamef Page 10 †¢ Stiffer Rules have been instituted in schools that protect girl children from Gender Based Violence and other abuses. Schools have come up with strategies to help girls avoid pregnancies. One of them was Kabulonga Girls in Need Association. A teacher who saw the need for girls to talk about the problems they faced started the club. He adopted tactics that helped the girls gain selfconfidence. When FAWEZA visited the school, it was impressed by what had been achieved. The school was asked to transform the club into SAFE, an American concept that stands for the Student Alliance for Female Education. SAFE clubs, which are student networks for the promotion of female education, operate under the auspices of FAWEZA. SAFE aims to use peers or mentors to improve the wellbeing of the girl-child. The mentors come from institutions of higher learning such as the University of Zambia and the Evelyn Hone College. Girls who volunteer to become mentors are trained in adolescent reproductive health and counseling. They counsel victims of abuse, STI/HIV/AIDS and other related cases. The mentors help the club members to: ? Take responsibility and make informed choices ? Resist negative pressures ? Build their self -esteem ? Discuss issues affecting them openly and freely ? Avoid risky behavior The Kabulonga SAFE club has become a national model. SAFE clubs have been opened throughout the country. They now admit boys as supporters. This will help the boys and girls to work together and grow to respect each other. The clubs are helping remove the stigma against re-entry girls. Another intervention introduced by FAWEZA is the Communication Box. A locked box stands outside the school. Girls drop suggestions or complaints into the box. Only teachers trained by FAWEZA are allowed to open the boxes. If there are allegations against the school for further action. This has reduced cases of verbal and other abuse by teachers and students alike, FAWEZA REPORT (2004). @siamef Page 11 4. 2 Evaluation whether school managers comply with the policy In response as to whether school managers comply with the policy, respondents who responded to the Questionnaires and interviewed agreed that the Head teachers in their schools complied with the policy. Of the (5) school managers interviewed in the five (5) different schools,(100%) reported that they actually comply with the policy and follow the reentry policy guidelines. This can be attributed in the high increase in the enrollments rates. The Head teachers comply with the policy through the following processes. 4. 2. 1 Readmission of girls who dropped out. The head teachers reported that they have massively been recruiting the young mothers who had actually dropped out of school due to early pregnancies. They said they have been doing so in order to support and comply with the policy guidelines because they were involved in the formulation of the policy at its initial level, Hence they needed to add a hand in the support of the policy. The head teachers added that they do not hesitate to readmit the girls who had dropped out of school due to pregnancy or finance but the girls are supposed to produce the documents granting maternity leave and the medical report confirming pregnancy. 4. 2. 2 Moral support, encouragement and equal treatment. The head teachers reported that they have been offering moral support, encouragement and equal and fair treatment to the teen mothers with the rest of the students through the Guidance and counseling teachers in the schools. From the findings obtained, it was confirmed by the key informants that the head teachers comply with the policy. However, it can be stated that the policy faced much resentment by several figures of the public. According to FAWEZA Report (2009; 14) â€Å"In the first year or two, there were newspaper reports of head teachers who would allow girls back only after intervention by the Ministry of Education. † It can be said that at the early stages of the introduction of the policy, there was much needed sensitization on the benefits of the re-entry policy in enhancing girl child education in Zambia. In one case, during the collection and sampling stage of this research with the District Education Office (DEBs), when asked if he had any cases of pregnant girls or studentmothers in the schools, he stated that he had some â€Å"unofficial cases‘ as they are yet to be @siamef Page 12 reported to his office by the girls‘ parents. Upon further probing on the issue of officialising‘pregnancy cases and why he would not take the initiative to confront such cases, he pointed out that this is due to fear of parents‘reaction to news of their daughter‘s pregnancy. Depending on the prevailing religious and socio-cultural beliefs, parents are more likely to react negatively to news of their daughters‘pregnancy. This view was shared by two other teachers from the schools that took part in this research. 4. 3 Response of the Policy by the pupils Views of the girls who responded to the Questionnaires converged with those of the head teachers, teachers, and the parents. Both categories of girls interviewed stated that the policy was good and it was well responded to although it did not address most of their concerns. When asked what their concerns were, adolescent schoolgirl mothers reported that the policy should have spelt out the need for providing counseling sessions to those who returned. They reported that while at school, they felt stigmatized by their friends and teachers through derogatory remarks such as addressing them by their children’s names: â€Å"Bana Mary (Mother of Mary), aunt Lucy etc† which made them feel out of place. It was the view of the pupils that the Ministry of Education was doing very little to enforce the implementation of the policy and ensure that girls who  returned to school were protected from verbal abuse by the teachers. At least 63% of the girls reported that they faced challenges with regard to combining the two roles of being a mother and a schoolgirl particularly when their children fell sick or needed to be taken to Under 5 clinics. They reported that they absented themselves from school and missed classes whenever they had to take their children to hospital. They further reported that the policy should have put in place mechanisms for following up those who for some reason decided not to return. At the household level, three key factors prominently influence the likely-hood of young mothers returning to formal schooling. These factors are; fathers support over the decision to return to school, the structure of the house-hold, and finally the availability of financial support from either the young mother‘s children partners or the extended family. Evidently, household characteristics and behavior have a strong effect on the re-entry policy; more so parental and community willingness to support school re-entry for the young mothers, most of whom are jurally minors. At another level, how the households interact with other institutions and the external socio-cultural environment that mediates these interactions @siamef Page 13 may affect the chances of schools re-entry. These factors have to be identified and understood by policy makers and programme managers if education for all including student-mothers is to be realized. 4. 4 The re-entry policy a success or failure FAWEZA has been successful in implementing programmes to achieve its objectives. Among them are the programs designed to improve performance, progression and completion rates such as theScholarship program that has seen 2,426 girls and 1287 boys completing the 12 year cycle. Further,a total of 27 students completed tertiary education. Further, the SMT programmes have stimulated the interest of girls in participating in the activities and are performing well. In the quizzes held in SP2005-2009 there were more girls scoping prizes than boys. In program area two, FAWEZAcontinued to sensitize communities on the policies that protect girls’ education. At school level the informants were asked if the policy guidelines were clear enough to provide them guidance for implementation, more than half (60%) of the informants, a majority of whom were teachers and headteachers (4), reported that because the policy was new, they needed to be oriented to it, before being asked to implement it. 4. 5 Do teachers and Parents support the re-entry Policy? In response to the support of the policy, (8) 80% of the parents who responded to the questionnaires were in favor of the policy. Though, (2) 20% of the parents were not fully sure of the re-entry policy guidelines. Of the teachers who were against the policy, (3) 30% were men and (7) 70% were female who reported that they fully in support of the policy. Therefore, only male teachers have remained constant in opposition to the policy. Commenting on this, one girl said the male teachers and the boys who were still against the policy were afraid of facing the mothers of their children every day. A female teacher said men like to dominate. When they see an intelligent girl, they want to curtail her education. They will do all in their power to frustrate her, including making her pregnant. Parents reported that the policy has made both boys and girls reckless. There was a feeling that the re-entry girls were in a vulnerable position because male teachers and schoolboys perceive them as having low morals. They come back with the sole purpose to study and pass their examinations. Therefore, they become better students. There is fear among some groups e. g. the parents and the teachers that the policy has led to increased cases of pregnancy @siamef Page 14  among the school girls. The policy has been looked at as a lee way to immorality because the girls definitely know that they be returned to school. 4. 6 Support of the re-entry policy When informants were asked to state the kind of support they received from the ministry to implement the policy, the DEBs and the school level implementers reported that they had received funds neither to photo-copy the circular for the parents and/or the Parents Teachers Association (PTA) nor to conduct local sensitization meetings on the policy. At the same time, the DEBs stated that the ministry was committed to ensuring that the policy gets fully implemented in all schools. Funds were planned to be set aside to conduct â€Å"massive sensitization meetings† and workshops targeted at school level and members of the public. FAWEZA organization on the other hand reported that they were planning to advocate and lobby members of parliament and some permanent secretaries to ensure that the re-entry policy be included in the Education Bill which was to be tabled in parliament in July 2010. It is evident from this finding that the policy was introduced in schools before it was discussed and enacted in parliament. The finding echoes that of Hoppers (2007) in Uganda in which he described the decision by some policy actors to implement a draft version of the policy before it is submitted to parliament. Similarly, the re-entry policy in Zambia was first declared as a policy by the then minister of education before it was discussed in parliament. 4. 7 What measures can improve the re-entry policy Respondents were asked to give measures to improve the re-entry policy. Their views were critically assessed and analyzed. In order to ensure that re-entry programmes are successful; the following measures were outlined by the respondents in implementing the policy: 4. 7. 1Political Will: The Zambian government did not capitulate, even when there appeared to be more voices against the policy, than those which support it. It maintained that expelling pregnant girls would make gender equality in the education system impossible. Hence, there is need to follow the political will of the nation @siamef Page 15 4. 7. 2 Guidelines: Availability of proper guidelines on how re-entry policy will be conducted is very essential. The guideline development should involve all stakeholders including the teen-mothers. The policy should be geared upon providing an opportunity for these girls to obtain another chance into the education programme and not to perpetuate immoral behavior. 4. 7. 3 Acceptance of Change: There is a need for community to change and accept that this program is for the benefit of the girls and the community at large. In Zambia after seeing the benefits of the program many families have accepted and supported their children. 4. 7. 4 Financial Support Not only to take over the financial responsibility for some of the most vulnerable girls. A little extra money to be given to the girls’ for other needs such as sanitary pads is essential. Some of the girls who have had children fall into this category and can benefit from the support, too. Girls who may have stayed away from school for financial reasons can continue with education. There is great awareness that there is a fear among people that re-entry of young mothers to school might influence others to immoral behavior knowing that they will also be readmitted if they get pregnancies. But studies in the area have shown that there is no concrete evidence which reveal constructive societal returns from expelling pregnant schoolgirls and young mothers from education. However, parents, community and the government at large should provide life skills education for girls and boys to make them aware of effects of pregnancy and should be encouraged to be more responsible for building their future through education achievement 4. 7. 5 Strengthen rules regarding the policy. Regarding the strengthening of the rules, 45 (90%) of the informants reported that there was need to strengthen the rules. In Zambia, the policy guidelines states that once the girl has been given maternity leave, the father should also be suspended from school until the girl returns to school. If the teacher is the one responsible for the pregnancy, it states that the teacher should be disciplined.