...with well-designed, consistent, and thoroughly implemented policies. Specific policy measures varied but were generally aimed at easing supply-and-demand constraints faced by private entrepreneurs. Some of these interventions were direct, and others, indirect. On the supply side, for example, the capitalist states helped facilitate the availability of capital, labor, technology, and even entrepreneurship. Thus supply of capital was boosted at times by superior tax collection and public investment, at other times by using publicly controlled banks to direct credit to preferred private firms and sectors, and at yet other times by allowing inflation to shift resources from both agriculture and urban labor to private industrialists. In this essay there will be two ideal-typical historical patterns of how state authority is organized and used in the developing world: neo-patrimonial states and developmental state. Firstly the term neo-patrimonial has been used for the state that perform on the basis of patron-client relations and personal rules. Neo-patrimonial states often emerged in societies with weak private sectors, but instead of strengthening the private sector, these states appropriated scarce economic resources and diverted them everywhere but toward productive investment. Inconsistent economic policies, failure...
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...Part I Colonial SocietY,1492-1783 what evidence colony in 1622and wrote a report of the conditions he saw there. failings were as much or perhaps even more to blame did h; provide that human document' than natural causes for the sufferings of the colonists? The second report, is a letter written by indentured servant Richard dated a year after Butler's exploitation of Frethorne to his parents in England, in which he reveals that the was well under way by 1623' human labor in Virginia winthrop of the As you read the third document, written by Governor John note the differences in what Breen termed operative Massachusetts Bay Colony, in Virginia' Comvalues between the stated goals for that colony and conditions journey to America in 1630, winthrop's statement clearly exposed during his forth the pressed the religious motives of the Puritan adventurers and set communal effort take precedence over individual amideologlcal objective that what did winthrop mean by his declaration that "we shall be as a city bition. upon a Hill"? quite different, characcircumstances had done much to modify the original, and and within a generation of the founding of Virginia and Massachusetts, time that their ters of the two colonies. The Virginia colonists ultimately realized quickly would not find fulfillment; eventually, the expandreams of getting rich nonethesion of agrlculture furthered the development of a more stable-but Massachusetts also represented a success story, less prosperous-society...
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...Barbara Jeanne Fields Slavery, Race and Ideology in the United States of America Two years ago, a sports announcer in the United States lost his job because he enlarged indiscreetly—that is, before a television audience—upon his views about ‘racial’ differences. Asked why there are so few black coaches in basketball, Jimmy ‘the Greek’ Snyder remarked that black athletes already hold an advantage as basketball players because they have longer thighs than white athletes, their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was...
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...especially with the allocation of 33% seats in local government in South Asia but in most of the cases this change is not satisfactory. The real empowerment would be achieved only if it would be accompanied by the social and economic empowerment. For that purpose, society has to be changed at large. Such change cannot be materialized only through any coercive legislation or strong state action in the blink of an eye. But the fact remains there that in societies where all the changes start from top to bottom these measures along with a strong political will can stimulate a change to improve the situation gradually. This paper discusses the measures taken by different governments in South Asia to achieve the goal of political empowerment and participation of womenfolk in the decision making process at all levels. By analyzing the implications and the practical aspects of these measures and the problems of women at domestic and societal level this paper also suggests the proposals to make the environment conducive for implementing 152 Pakistan Vision Vol 10 No 1 revolutionary steps by the government with the help of civil...
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... 1 Factors determining citizenship: - Parents are citizens -Born within a county -Marriage to a citizen -Naturalization 2 History * 2.1 Polis citizenship * 2.2 Roman ideas of citizenship * 2.3 Middle Ages * 2.4 Renaissance * 2.5 Modern times 3 Different senses of citizenship -International citizenship -Commonwealth citizenship -European Union citizenship -Subnational citizenship Citizenship education * United Kingdom * Ireland citizenship in Bangladesh CITIZENSHIP: Citizenship laws are based upon the Bangladesh Citizenship Order dated 1972. Questions concerning persons born before March 26, 1971, should be directed to the Bangladesh Embassy. (UKC-Commonwealth Nation) BY BIRTH: Birth within the territory of Bangladesh does not automatically confer citizenship. Only persons born before March 26, 1971 would be deemed Bangladesh citizens by birth. BY DESCENT: Rules stated below apply to persons born after March 26, 1971. Child born of a Bangladesh father, regardless of the child's country of birth. Child whose grandfather was a citizen of Bangladesh, regardless of the child's country of birth. Child born of a Bangladesh mother and an unknown or stateless father, regardless of the child's country of birth. OTHER: Person who was a permanent resident of Bangladesh on March 26, 1971, is granted citizenship, unless disqualified by law at that time. BY NATURALIZATION: A person...
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...NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF ARTS AND SOCIAL SCIENCE COURSE CODE:POL 122 COURSE TITLE:INTRODUCTION TO AFRICAN POLITICS POL 122 INTRODUCTION TO AFRICAN POLITICS COURSE GUIDE POL 122 INTRODUCTION TO AFRICAN POLITICS Course Writer/Developer Mr. Sikiru Lanre Nurudeen Department of Political Science and Conflict Resolution Al – Hikmah University, Ilorin Kwara State Course Editor Prof. M. Olarotimi Ajayi Faculty of Social Sciences Covenant University Otta Course Coordinator Mr. Abdul-Rahoof A. Bello National Open University of Nigeria ii POL 122 INTRODUCTION TO AFRICAN POLITICS NATIONAL OPEN UNIVERSITY OF NIGERIA National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Office No. 5 Dar es Salaam Street Off Aminu Kano Crescent Wuse II, Abuja Nigeria e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng Published by National Open University of Nigeria Printed 2009 ISBN: 978-058-415-3 All Rights Reserved iii POL 122 INTRODUCTION TO AFRICAN POLITICS CONTENTS PAGE Introduction ………………………………………….…………… 1 Course Aims ……………………………………………………… 1 Course Objectives ………………………………………………... 1 Working through Course……………………………………. This 2 Course Materials………………………………………………….. 2 Study Units………………………………………………………. . 2 Text books and References……………………………………….. 3 Assessment File…………………………………………………… 3 Tutor-Marked Assignment ……………………….. ……………… 4 iv POL 122 INTRODUCTION TO AFRICAN POLITICS Final Examination Grading…………………………………...
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...William and Mary Law Review Volume 49 | Issue 4 Article 16 Constitution Writing in Post-conflict Settings: An Overview Jennifer Widner Repository Citation Jennifer Widner, Constitution Writing in Post-conflict Settings: An Overview, 49 Wm. & Mary L. Rev. 1513 (2008), http://scholarship.law.wm.edu/wmlr/vol49/iss4/16 Copyright c 2008 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. http://scholarship.law.wm.edu/wmlr CONSTITUTION WRITING IN POST-CONFLICT SETTINGS: AN OVERVIEWt JENNIFER WIDNER* During the past forty years, over 200 new constitutions have emerged in countries at risk of internal violence. Internationally brokered peace accords have entailed the development of constitutions not only in the Balkans but also in Cambodia, Lebanon, East Timor, Rwanda, Chad, Mozambique, Bougainville-Papua New Guinea, Nepal, the Comoros, and other places.' New constitutions have heralded the adoption of multiparty systems from Albania to Zambia. 2 Policymakers have started to ask what we have learned and specifically whether some constitutional reform processes are more likely than others to deliver a reduction in violence or more rights-respecting fundamental documents. For example, over the past decade, the Commonwealth, the U.S. Institute of Peace, and t This Article draws in part on WIDER Research Paper 2005/51 and is published with the kind permission of the UNU-WIDER. * Professor of Politics and International Affairs, Princeton...
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...Gonzalez 1 Rachel Gonzalez AP U.S. History Mr. Cranston 20 March 2015 Chapters 12 and 13 Essay Assignment Major themes of history evolve as time progresses. From the eighteenth and nineteenth centuries, to the late nineteenth and early twentieth centuries, massive shifts occur. Regarding work, exchange, and technology; America in the World; politics and power; as well as ideas, beliefs, and culture, the evolution between the centuries have changed the significant themes throughout the United States. Work, exchange, and technology play a huge role in Americans lives throughout each century. People rarely used money; services and products were paid for mostly through trades and barters. Home and work were not separated; they were the same place. Nobody stuck to a schedule; things were done as needed. Skills were acquired through apprenticeship. An apprenticeship lasted from three to seven years. Apprentices lived with their masters during this time period, while trading knowledge for labor. However, women were not allowed to have such apprenticeships. Women gained knowledge of domestic skills through their mother, as it was assumed that the women would marry. Some women would work respectably as: servants, laundresses, seamstresses, cooks, and food vendors—or not respected as prostitutes. Men directed the lives of family members and apprentices: deciding occupations for sons, marriages for daughters, etc. Women (the wives) were responsible for: food, clothing...
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...University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2010 Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context Leah Rang University of Tennessee - Knoxville, lrang@utk.edu Recommended Citation Rang, Leah, "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context. " Master's Thesis, University of Tennessee, 2010. http://trace.tennessee.edu/utk_gradthes/655 This Thesis is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact trace@utk.edu. To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Urmila Seshagiri, Major Professor We have read this thesis and recommend its acceptance: Lisi Schoenbach, Bill Hardwig Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) To the Graduate Council:...
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...should be doing. For in our circumstances it is impossible to devote Shs. 147,330,000/- every year to education for some of our children (while others go without) unless its result has a proportionate relevance, to the society we are trying to create. The educational systems in different kinds of societies in the world have been, and are, very different in organization and in content. They are different because the societies providing the education are different, and because education, whether it be formal or informal, has a purpose. That purpose is to transmit from one generation to the next the accumulated wisdom and knowledge of the society, and to prepare the young people for their future membership of the society and their active participation in its maintenance or development. This...
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...Boriquén Tierra del alto señor ("Land of the Noble Lord"). In 1508, the Spanish granted settlement rights to Juan Ponce de León, who established a settlement at Caparra and became the first governor. In 1519 Caparra had to be relocated to a nearby coastal islet with a healthier environment; it was renamed Puerto Rico ("Rich Port") for its harbor, among the world's best natural bays. The two names were switched over the centuries: the island became Puerto Rico and its capital San Juan. The United States anglicized the name to "Porto Rico" when it occupied the island in 1898 after the Spanish-American War. This spelling was discontinued in 1932. Puerto Ricans are a Caribbean people who regard themselves as citizens of a distinctive island nation in spite of their colonial condition and U.S. citizenship. This sense of uniqueness also shapes their migrant experience and relationship with other ethnoracial groups in the United States. However, this cultural nationalism coexists with a desire for association with the United States as a state or in the current semiautonomous commonwealth status. Location and Geography. Puerto Rico is the easternmost and smallest of the Greater Antilles, bordered by the Atlantic Ocean to the north and the Caribbean Basin to the south. Puerto Rico is a crucial hemispheric access point. It was thus a valuable acquisition for European powers and the United States. Puerto Rico retains its strategic importance, housing the U.S. Army Southern Command...
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...*Daryoosh Hayati Lecturer of English Language, Lamerd Branch, Islamic Azad University, Iran Journal of Subcontinent Researches University of Sistan and Baluchestan Vol. 3, No.7, summer 2011 (p.p 31-52) East meets West: a Study of Dual Identity in Mohsin Hamid’s the Reluctant Fundamentalist Abstract This essay will present a postcolonial study of how Eastern identity and Western identity clash in The Reluctant Fundamentalist by Mohsin Hamid, the Pakistani- American novelist, and make the character of the protagonist a glocal one, (A mixture of global and local), a term newly coined by Postcolonial scholars to show the ever clashing mixture of global and local dualities in immigrants’ personalities. The basis for this research paper is the postcolonial theories of Edward Said, Fanon and Homi K. Bhabha. The aim is to question simply and sardonically the human cost of empire building, moreover it is discussed how the people in a totally alien culture are faced with different cultural predicaments, dilemmas as well as contradictions threatening their identity. Identity is supposed to be stable, while as this novel indicates, it is more of glocal identity which is at risk due to the cultural conflicts, as a result of which identity and ethnicity are subjected to change for the benefit of the hegemony. In line with Edward Said’s: “the East writes back” it is shown how this novel is a reaction to the discourse of colonization from the Pakistani side (which stands for the East)...
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...BECOMING ZIMBABWE TEACHING HISTORY IN CONTEXT IN ZIMBABWE Miles Tendi Published by the Institute for Justice and Reconcilation Wynberg Mews, Ground Floor, House Vincent, 10 Brodie Road, Wynberg 7800, South Africa www.ijr.org.za © 2009 Institute for Justice and Reconciliation First Published 2009 All rights reserved. ISBN 978-1-920219-18-5 Produced by Compress.dsl www.compressdsl.com CONTENTS EXECUTIVE SUMMARY 1 CHAPTER 1: Using history 5 The uses of liberation history in Zimbabwean politics • Historical context • ZANU PF’s ‘Patriotic History’ • Patriotic History’s detractors • What is Patriotic History? • The opposition’s use of history 5 5 6 6 8 CHAPTER 2: History in secondary and higher education 11 History curriculum development in Zimbabwe’s secondary schools and higher education institutions, and the implications for reconciliation, national healing and transitional justice • The growth in education since independence • History in secondary schools • History in higher education • A review of the NASS syllabus 11 11 14 17 CHAPTER 3: Teaching history 23 Challenges of teaching history in Zimbabwe, points of contention and consensus, and future prospects • Repression in tertiary institutions • Decline in secondary schools • National youth training service centres • Reasons for optimism 23 25 25 26 CHAPTER 4: Supporting history teaching 29 Supporting secondary and higher educators, and proposals towards learning sessions, modules and activities for history...
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...Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael...
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...CSS 105 COURSE GUIDE COURSE GUIDE CSS105 INTRODUCTION TO POLITICAL SCIENCE Course Developer Dr. Derin K. Ologbenla University Of Lagos Akoka – Lagos. Dr. Derin K. Ologbenla Course Writer University Of Lagos Akoka – Lagos. Course Co-ordinator Dr. Godwin Ifidon Oyakhiromen National Open University of Nigeria Lagos. NATIONAL OPEN UNIVERSITY OF NIGERIA ii CSS 105 COURSE GUIDE National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Annex 245 Samuel Adesujo Ademulegun Street Central Business District Opposite Arewa Suites Abuja e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng National Open University of Nigeria 2006 First Printed 2006 ISBN: 978-058-434-X All Rights Reserved Printed by Goshen Print Media Ltd For National Open University of Nigeria iii CSS 105 COURSE GUIDE Contents Introduction......................................................................... Aims................................................................................... Objectives........................................................................... Working through the Course.............................................. Course Materials................................................................ Study Units........................................................................ Textbooks and References.................................................. Assessment.......................................
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