Pratik Free Essays

Why Was Fathepur Sikri assembled ? In Akbar’s time the site was involved by a little town of stonecutters and was the home of Shaikh Salim Chishti, a Muslim crystal gazer and Sufi Saint. In 1568 Akbar visited the Shaikh to request the introduction of a beneficiary. The Shaikh answered that a beneficiary would be conceived soon. We will compose a custom paper test on Pratik or on the other hand any comparable point just for you Request Now Sufficiently sure, Akbar’s spouse brought forth a kid on August 30, 1569. In appreciation, Akbar named the kid Salim after the crystal gazer, and, after two years chose to move the money to Sikri. Buland Daraza â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€- Buland Darwazameaning ‘high’ or ‘great’ door in Persian. It is found in Fatehpur Sikriâ which is found 43â km away from Agra, India. It is otherwise called the â€Å"Gate of Magnificence. † Buland Darwaza or the space portal was worked by the incomparable Mughal head, Akbar in 1601 A. D. at Fatehpur Sikri. Akbar manufactured the Buland Darwaza to celebrate his triumph over Gujarat. 1] Architecture The Buland Darwaza is made of red and buff sandstone, adorned via cutting and decorating of white and dark marble and towers over the yard of the mosque. The Buland Darwaza is semi octagonal in plan and is beaten by columns andâ chhatrisâ with Buland Darwaiosks on the rooftop, adapted bulwark and little turrets and trim work of white and dark marble. Outwardly a long trip of steps clears down the slope giving the portal extra stature. A Persian engraving on eastern passage of the Buland Darwaza records Akbar’s success over Gujarat in 1601. It is 40 meters high and 50 meters starting from the earliest stage. The all out stature of the Structure is around 54 meters starting from the earliest stage. It is a 15-celebrated high passage that watches the southern passageway of the city of Fatehpur Sikri. An engraving on the focal essence of the Buland Darwaza illuminates Akbar’s strict expansive mindedness. Instructions to refer to Pratik, Papers

Fraction Worksheets and Ratio Homework

Part Worksheets and Ratio Homework Encouraging portions can regularly appear to be an overwhelming errand. You may hear numerous the moan or murmur when you open a book to the area on parts. This doesn't need to be the situation. In fact,â most understudies won't fear a theme once they feel sure working with the concept.â The idea of a â€Å"fraction† is conceptual. Picturing separated versus an entire is a formative aptitude not completely got a handle on by certain understudies until center or secondary school. There are a couple of approaches to get yourâ class grasping divisions, and there are various worksheets you can print out to nail the idea home for your understudies. Make Fractions Relatable Kids, indeed, understudies of any age incline toward a hands-on exhibition or an intuitive encounter to pencil-and-paper math conditions. You can get felt circles to make pie diagrams, you can play with division dice, or even utilize a lot of dominoes to help clarify the idea of parts. In the event that you can, request in a real pizza. Or on the other hand, in the event that you happen to praise a class birthday,â well perhapsâ make it a portion birthday cake. At the point when you connect with the faculties, you have a higher commitment of the crowd. Likewise, the exercise has an incredible possibility of perpetual quality, as well. You can print division circles so your understudies can represent portions as they learn. Have them contact the felt circles, let them watch you make a felt circle pie speaking to a portion, request that your class shading in the relating part circle. At that point, request that your class work the portion out. Play around with Math As we as a whole know, only one out of every odd understudy learns a similar way. A few youngsters are greater at visual preparing than sound-related handling. Other favor material learning with hand-held manipulatives. Others may incline toward games. Games make what could be a dry and exhausting subject progressively fun and fascinating. They give that visual segment that mightâ make all the difference.â There are a lot of web based showing devices with challenges for your understudies to use. Let them practice carefully. Online assets can help set ideas. Part Word Problems An issue is, by definition, a circumstance that causes perplexity. An essential principle of educating through critical thinking is that understudies went up against with genuine issues are constrained into a condition of expecting to interface what they know with the current issue. Learning through critical thinking creates understanding. An understudies mental limit develops progressively complex with time. Taking care of issues can compel them to think profoundly and to interface, broaden, and expound on their earlier knowledge.â You can utilize expansion and deduction word issues with your understudies to assist them with understanding the idea further. Expansion and deduction portion worksheet 1â andâ solutions for worksheet 1 Addition and deduction division worksheet 2â andâ answers for worksheet 2Addition and deduction part worksheet 3 andâ solutions for worksheet 3 Normal Pitfall In some cases you can invest an excess of energy showing part ideas, as streamline, locate the shared factors, utilize the four activities, that we regularly overlook the estimation of word issues. Urge understudies to apply their insight into division ideas through critical thinking and word issues.

Best of Book Riot Reading Pathways David Foster Wallace

Best of Book Riot Reading Pathways David Foster Wallace  This week we’re running some of our favorite and most popular posts from our first three months.   __________________________ Reading Pathways  is a regular Book Riot feature in which we suggest a three-book reading sequence for becoming acquainted with certain authors. Check out  previous entries on Toni Morrison, Charles Dickens, and John Steinbeck. To the casual reader, David Foster Wallace may seem intimidating. The words “postmodern” or “experimental” or “preposterously intelligent” are never too far from descriptions of his work. Those are all true. But I’m here to tell you DFW is actually the most accessible “difficult” writer you’ll ever read. And easily the most insightful. And probably one of the funniest, too. He’s my favorite writer of all time, and I think you’ll love him. And so here’s a suggested DFW reading pathway: Start With The Essay Collections Consider The Lobster  â€" One of DFW’s greatest gifts was to seamlessly mix low-brow humor with high-brow articulateness, often within the same piece of writing. Nowhere in DFW’s oeuvre is that more evident than in this collection. Example: In an academic (but very readable) essay titled “Authority and American Usage” on descriptive vs. prescriptive grammar, DFW dismisses a particularly poor argument as “…so stupid it practically drools.” These essays best showcase DFW’s range of styles, from academic to acerbic to ass-bustingly hilarious, and so it’s a great place to start to introduce yourself to his style. A Supposedly Fun Thing I’ll Never Do Again  â€" The title essay for this collection, about the preternaturally shy, somewhat socially awkward DFW’s experiences on a cruise by himself, best illustrates another of DFW’s greatest gifts: sharp observation. Also, the essay is piss-your-pants funny. Example: The only highlight of each day for him (a grown man) is beating the crap out of some bratty teenager in ping-pong. This Is Water  â€" DFW’s commencement address to Kenyon College in 2005 is about the importance of empathy. It’s basically a call for each of us to adhere to the one, immutable rule of life: “When in doubt, don’t be a douche.” I re-read this several times per year. Gives me chills each time. Move On To Short Stories Girl With Curious Hair â€"  Though this is probably my least favorite DFW volume, there is still much fun to be had here. The title story is my favorite and “Little Expressionless Animals,” about a lesbian with a Jeopardy winning streak, is very good as well. If you’re up for a bit of reading masochism, go ahead and try the last story, a novella titled “Westward the Course of Empire Takes Its Way.” It’s one of the more difficult-to-get things Ive ever read. Brief Interviews With Hideous Men â€"  This is less a short story collection and more a playful experiment with form and style. There are a few actual stories, but much of the book is interviews in which you read the answer but not the questions. You’ll have to trust me that that is a lot less annoying than it sounds. Believe it or not, John Krasinski (yes, of The Office) actually undertook adapting and filming this thing. It was only okay, but definitely A for effort! Oblivion â€"  DFW’s last collection of short stories, published in 2004, is his most “normal” (i.e., straightforward) collection, but also his most cerebral and darkest. Reading these stories makes what happened on Sept. 12, 2008 less surprising, but even sadder.   (If you’re not familiar, David Foster Wallace hung himself at his home in California, after a life-long battle with depression. He was just 46.) Now You’re Ready To Tackle The Novels Infinite Jest â€"  The magnum opus. This novel IS David Foster Wallace. Yes, it’s 1,079 pages long. Yes, it includes more than 300 endnotes. And yes, for much of the first 200 pages, you’ll have almost no idea how the various vignettes are related. But once you hit your reading stride, once you settle in and get comfortable, and once you relax and realize you won’t get everything right away, you’re in for possibly the best reading experience of your life. The Pale King â€"  While  Infinite Jest  deals with addiction to entertainment, this unfinished novel published earlier this year examines boredom. At the end of the novel, DFW’s long-time editor Michael Pietsch provides several pages of notes he drew from some of DFW’s collected papers. The notes give insight into how DFW would’ve connected characters and themes and brought the novel to fruition. It’s infinitely sad, reading those because you soon realize The Pale King might’ve been DFW’s best book. The Broom of the System â€"  DFW’s first novel (it’s actually his undergraduate thesis) is the only published work of his I haven’t read. I’m saving it. For what, I don’t know. It’s just nice knowing there is something out there of his I haven’t read, since there will never again be anything new. RIP, DFW. To conclude, here are some quotes: “Fiction’s about what it is to be a f$#%ing human being.” â€" David Foster Wallace, interview It’s weird to feel like you miss someone you’re not even sure you know. â€"   Infinite Jest “I wish you way more than luck.” â€"    This Is Water __________________________ Greg Zimmerman is a trade magazine editor and blogs about contemporary literary fiction at  The New Dork Review of Books. Follow him on  Twitter:  @NewDorkReview.

School Punishments Are Ineffective And Necessary - 1916 Words

Disruptive students trudge down the hallways to the principal’s office knowing their fate as soon as they walk through the door. Detentions, suspensions, or corporal punishment are usually their options and most students hope to decrease their class time when they misbehave and detentions and suspensions accomplish this. Corporal punishment is the spanking of students which creates fear. School punishments are ineffective and need to be altered toward counseling techniques between the student committing the offense and the teacher to lower student misconduct. Background Controversy takes place when school systems facilitate familiar disciplinary action plans to students and how these punishments may or may not be the best†¦show more content†¦Teachers need to have all the time they can grasp in order to follow the curriculum for state tests (2016, p. 2) which is why schools feel detentions and suspensions sometimes take students away from learning and corporal punishments are a quick and effective punishment if allowed by parents. Most teachers claim â€Å"Discipline is necessary to keep children accountable, and to ensure that the few who refuse to follow directions do not unfairly hamper the chances of others to learn essential skills† (2016, p. 2). Because of this, corporal punishment does not take away from school time, although it is frowned upon more than detentions and suspensions. Premises When schools determine repercussions for both major and minor offenses, they should not be treated in the same manner. Typically, schools hand out suspensions for miniscule actions students partake in, such as having insubordination with a teacher, or even major offenses such as bringing a weapon to school. A distinct separation must exist between punishments because the â€Å"tough and swift ‘one-size-fits-all’ punishment has resulted in a near epidemic of out-of-school suspensions† which reveals ineffectiveness in school punishments (2012, p. 1). Disciplinary actions taken by the school systems should be geared toward the seriousness of the student’s action, not the handbook of the school.Show MoreRelatedHow Safe Are Our Children At School?1278 Words   |  6 PagesHow safe are our children at school? This question is asked every time we hear about a school violence in the United States. The federal government passed the Zero tolerance policy in 1994 whi ch required students found in possession of guns, knives, drugs and alcohol to be expelled from school. Zero Tolerance policy came into limelight in 1999 Columbine school shooting, where two students killed 13 and injured 24 others. Schools have zero tolerance policies to keep the students disciplined and toRead MoreCorporal Punishment Is Not Uncommon851 Words   |  4 Pagesbeginning of recorded history, parents have used corporal punishment as a form of discipline. Bible verses such as this instructs us that spanking as a form of corrective behavior coincides with Christian ideology. In the early stages of a child’s life, before the ability to understand reasoning and explanations, corporal punishment is necessary to correct undesirable behavior and promote discipline. In recent years, this particular form of punishment has been banned in educational institutions and usageRead More Corporal Punishment Essay895 Words   |  4 PagesCorporal punishment is a very controversi al topic that is being discussed amongst educators across the nation. Corporal punishment refers to any physical form of punishment, but in this case it refers to in schools. Currently there are many different terms used to label corporal punishment, for example, it has been called spanking, paddling, caning, lashing, popping, smacking, whipping or beating. Each term carries its own different meaning, but they all represents some form of corporal punishment. Read MoreCorporal Punishment919 Words   |  4 PagesCorporal punishment is a very controversial topic that is being discussed amongst educators across the nation. Corporal punishment refers to any physical form of punishment, but in this case it refers to in schools. Currently there are many different terms used to label corporal punishment, for example, it has been called spanking, paddling, caning, lashing, popping, smacking, whipping or beating. Each term carries its own different meaning, but they all represents some form of corporal punishment. Read MoreThe Prison System Should Be Abolished1237 Words   |  5 Pagesprison system which is a significant part of punishment is incompetent and deeply flawed in the United States. Prison system reform needs immediate attention while abolition permanently will require time. Nietzsche’s theory of punishment explains how punishment come about in society and Davis’s critique of the prison system helps back my argument that the prison system needs to be abolished. Traditionally, there have been four justifications for punishment: deterrence, confinement, rehabilitation andRead MoreReinforcement And Punishment On Children1535 Words   |  7 PagesReinforcement and Punishment are used in the classroom as well as many homes for small children. Reinforcement is the technique of inspiring or authorizing a pattern of behavior which may lead to a reward. Many children do what is right because of the positive reinforcements they may receive. In the learning environment, children look forward to reinforcement such as candy, snacks, as well as stickers or other fun activities. If positive reinforcement is used in children’s households, the childrenRead MoreCorporal Punishment Should Be Banned1459 Words   |  6 Pagesis no surprise that corporal punishment against school going children is one of the most controversial topics throughout the globe, including within political, academic, and general public debates at large. A detailed review of av ailable literature on the topic reveals that the academic discussion is divided into those who argue that corporal punishment is effective and necessary in schools, and those who argue that the risks and disadvantages of corporal punishment far outweigh its benefits. TheRead MoreDrug Testing In Schools. The Topic Of Random Drug Testing1490 Words   |  6 PagesDrug Testing in Schools The topic of random drug testing has been a very controversial one, especially in the last few years. RSDT (random student drug testing) made a rise in popularity after being legalized by the United States Supreme Court in 2006. This ruling made testing students who participate in extracurriculars or drive to school able to be tested for illegal drug abuse. This court decision is like many others in the aspect that some strongly agree and others heavily disagree. One sideRead MorePresident Richard Nixon s The War On Drugs1335 Words   |  6 PagesStarting in 1971, President Richard Nixon declared the War on Drugs. He stated, â€Å"America’s public enemy number one in the United States is drug abuse. In order to fight and defeat this enemy, it is necessary to wage a new, all-out offensive.† The War on Drugs aimed to fight against a supply and demand epidemic that had America at its knees. Nixon’s policies blatantly reflect society s attitude regarding the traffi cking of illegal narcotics. In 1973, Nixon initiated an interdiction effort in MexicoRead MoreLeadership Goals And Exercise Preferences1656 Words   |  7 Pagesexercise preferences. I planned on making a great, comprehensive workout plan everyone would like. However, trying to fit everyone’s goals and favorite workouts into the plan was unrealistic. The first workout plan I came up with was confusing and ineffective. It was useless. After realizing how impractical it was to make everyone happy I rewrote the plan in the way I thought would be most effective for meeting most people’s goals. Additionally, I incorporated as much as the input as possible and omitted

Essay about Tom Stoppards Rosencrantz and Guildenstern...

Tom Stoppards Rosencrantz and Guildenstern are Dead Tom Stoppards Rosencrantz and Guildenstern are Dead, a humorous piece of self-reflexive theater that draws upon Shakespeares Hamlet as the source of the story. The actual device of self-reflexive theater is used so well in Stoppards play that it reads like the love child of a play and a compelling critical essay. The play is academic yet conversationally phrased and it deepens our understanding of the original play but also criticizes it. The aspect of self-reflexive theater is used to comment on theater itself but also as a presentation of ideas and analysis that had previously had no place on the plot-centric set-up of stage and audience. The essay Rosencrantz and†¦show more content†¦They go through the key plot points of Hamlet culminating in this noteworthy exchange: ROS. To sum up: your father, whom you love, dies, you are his heir, you come back to find that hardly was the corpse cold before his young brother popped onto the throne and into his sheets, thereby offending both legal and natural practice. Now why exactly are you behaving in this extraordinary manner? GUIL. I cant imagine! Stoppard is commentating on Shakespeares writing, by portraying onstage the ignorance that is required of the characters for the original plot of Hamlet to work. The meat of the scene isnt to insult the duo, but for the critically-inclined audience to analyze the sort of logical leaps we take in order to participate in a narrative. The traditional outlet for such observations were academic journals and essays but Stoppard is exhibits these ideas onstage for a mass audience. The Player exemplifies my point (bloated and wriggling as it is) of the unique space that Stoppard is trying to occupy with the play. The Player is at once detached and involved in the happenings onstage (textual evidence? How about on page 25 when Guildenstern and the Player discuss fate. Guildenstern asks Yours [fate] or ours? The Player answers It could hardly be one without the other). The Player, in my opinion, diffusesShow MoreRelatedHidden Meanings from the Three Messages in Tom Stoppards play Rosencrantz Guildenstern are Dead540 Words   |  3 Pages If one was to simply try and watch Tom Stoppard’s Rosencrantz Guildenstern are Dead without any background knowledge or familiarity of Shakespeare’s play Hamlet, then my enjoy the wit and foolishness of the characters but wouldn’t understand the underlying messages. Tom Stopard’s idea of what two side characters in Hamlet do when they’re not in the main play by Shakespeare is very interesting. Rosencrantz Guildenstern are Dead follows these two characters on their journey to questioning manyRead MoreRosencrantz and Guildenstern are Dead versus Hamlet Essay1101 Words   |  5 PagesRosencrantz and Guildenstern are Dead, written in the 1960s by playwright Tom Stoppard, is a transforation of Shakespeare’s Hamlet. Stoppard effectively relocates Shakespeare’s play to the 1960s by reassessing and revaluating the themes and characters of Hamlet and considering core values and attitudes of th e 1960s- a time significantly different to that of Shakespeare. He relies on the audience’s already established knowledge of Hamlet and transforms a revenge tragedy into an Absurd drama, whichRead MoreRosencrantz And Guildenstern, By William Shakespeare Essay1420 Words   |  6 Pages Tom Stoppard’s Rosencrantz and Guildenstern are Dead begins with confusion and ends in bewilderment. Rosencrantz and Guildenstern are minor characters in Shakespeare’s Hamlet. Stoppard takes Rosencrantz and Guildenstern out of the Hamlet reality and creates a new world for them, a world where they are lead characters. However, in Rosencrantz and Guildenstern’s new reality, limitations and constraints arise. Many of Rosencrantz and Guildenstern’s adventures and actions have already been written byRead MoreThe Important Message in the Play Rosencrantz and Guildenstern are Dead by Tom Stoddard822 Words   |  4 Pageswithout messages intertwined within the story line. Tom Stoppard is a master of this technique which is shown throughout his play Rosencrantz and Guildenstern are Dead. This is a play about two gentlemen who are from William Shakespeare’s play Hamlet. Stoppard writes this play expecting readers to know the play Hamlet extremely well; some parts of the play are even performed within Rosencrantz and Guildenstern are Dead. However, this is a play about two dead men walking; readers who know the play HamletRead MoreRosencrantz And Guildenstern Are Dead And Hamlet Analysis1294 Words   |  6 Pageseven attempt to. In Rosencrantz and Guildenstern Are Dead, the main characters, Rosencrantz and Guildenstern, engage in philosophical conversations about the afterlife and free-will vs fate. In Rosencrantz and Guildenstern Are Dead, Stoppard depicts similar themes as in Shakespeares Hamlet, such as fate vs destiny, what reality is, and both perceive death differently. Also, Stoppard takes scenes of confusion from Shakespeare and expands the identities of Rosencrantz and Guildenstern. In both playsRead MoreRosencrantz and Guildenstern Are Dead700 Words   |  3 PagesHamlet was one of two inspirations for Rosencrantz and Guildenstern Are Dead. I believe the play Hamlet was a little absurd, especially in the extreme role vengeance played, and how almost every character died in the end. Nothing was really accomplished in the play Hamlet, except how Fortinbras reclaimed his land. There was not a good guy in Hamlet or a philosophy that the reader should be able to support, much like in Rosencrantz and Guildenstern Are Dead. The end of Hamlet was surprisingly hopefulRead MoreComparing Shakespeare s Hamlet With Play And Argue For Or Against Stoppard s Vision1073 Words   |  5 PagesAndrew Harris Ms. McMakin English 4, 6 19 May 2015 You are to compare and contrast Shakespeare’s Hamlet with Tom Stoppard’s play and argue for or against Stoppard’s vision (1000 words minimum). To Search for Death No one wants to die. Even people who want to go to heaven do not want to die to get there. And yet death is the destination we all share. No one has ever escaped it. And that is as it should be, because Death is very likely the single best invitation of Life. It is Life s changeRead More Taken from Hamlet, Rosencrantz and Guildenstern Are Dead by Tom Stoddard775 Words   |  4 Pageswestern thought. Tom Stoppard took advantage of how widely known the play was and wrote his own play entitled, Rosencrantz and Guildenstern Are Dead, as a ploy off of the final lines of the play Hamlet. Stoppard’s play is â€Å"a play within a play† to some extent; he took two of Shakespeare’s flat characters and gave them life. The play Rosencrantz and Guildenstern Are Dead follows the story of Hamlet’s friends Rosencrantz and Guildenstern in their journey through the play Hamlet. Tom Stoppard’s play RosencrantzRead MoreWilliam Shakespeare s Hamlet And Tom Stoppard s Rosencrantz And Guildenstern Are Dead2522 Words   |  11 PagesA Play Interpreted In The Eyes of Two Fools William Shakespeare’s Hamlet and Tom Stoppard’s Rosencrantz and Guildenstern Are Dead, are contrasting plays with a variety of similarities. Shakespeare’s Hamlet was written between the years 1599 to 1602 and is a play about tragedy set in the Kingdom of Denmark. Hamlet is about the young prince of Denmark, Hamlet, seeking revenge against his uncle, Claudius, for succeeding the throne after murdering his father, King Hamlet, and immediately marrying hisRead MoreWaiting for Godot and Rosencrantz and Guildenstern Are Dead: The Theatre of the Absurd803 Words   |  4 Pagesplays Waiting for Godot written by Samuel Beckett and Rosencrantz and Guildenstern Are Dead written by Tom Stoppard both incorporate human needs and concerns within their context through its whimsical and comedic dialogues. Both plays belong in the category of the theatre of the absurd, where the existentialist philosophy underlies all aspects of the plays. The central characters Rosencrantz and Guildenstern from Rosencrantz and Guildenstern Are Dead share a deep friendship, this same friendship can

The Ethnic Conflicts Free Essays

Recent changes in American society have resulted in increasing number of minority students enrolling in colleges and universities. Differing views among these ethnic groups can sometimes cause conflicts for students of all races (Cozic 249). Some argue that students and universities benefit from these ethnic conflicts. We will write a custom essay sample on The Ethnic Conflicts or any similar topic only for you Order Now Same time others believe that increasing racial diversity in American colleges and university has led to a decrease in the quality of education. People who support multiculturalism in universities believe that â€Å"students who can resolve conflict in racially diverse universities will be better prepared to succeed than students at universities that are more homogeneous†(Cozic 249). Conflict is expected, perhaps even healthy, in a social situation where people have different interests and compete for scarce resources (Duster 251). Some American schools are racially integrated, so â€Å"it is not surprising that students experience shock and tension when they arrive at their first experience of multiculturalism†(251). But shocks like this maybe a good preparation for future life. According to Duster, nowadays students are â€Å"far more competent, far more eligible, far more prepared than when this [Berkley] was an all-white university in 1950†³(252). Back in 1960s , when the campus was mainly white, almost every eligible student who applied to Berkley was admitted (252). But â€Å"when the United States changed its immigration laws in the 1970s, well-qualified candidates from China, Hong Kong, and Korea swelled the pool of applicants†(252). Suddenly, not everyone who was eligible could get in (252). The increasing number of minorities applying to universities created â€Å"increasingly ferocious competition at the same-sized admissions gate†(252). The media, so far has chosen to emphasize the beleaguered white student who has to adjust to affirmative action (252). Isn†t it a shame, stories imply, that these students are feeling uncomfortable in an environment that used to be their university (252). It isn†t theirs anymore (252). Since the demographics of the United States are changing at a fast rate, â€Å"shouldn†t the university population and curriculum reflect more of this new reality? â€Å"(252 – 53). Meanwhile, the quality of students at universities is only getting better. Duster implies that affirmative action exists because, â€Å"over the past two hundred years, blacks and Latinos have had a difficult time entering higher education, and that legacy hasn†t gone away†(253). There are economic barriers that restrict access to college for minorities. And these barriers aren†t disappearing. The smartest among them [Berkley students] also see that in a globalized economy, Berkley†s multiculturalism can make them better leaders†¦. (254). The opponents of cultural diversity believe that â€Å"affirmative action favors minorities whose average academic performance is unacceptably below university standards†(Cozic 257). D†Souza argues that the question is not whether universities should seek diversity but what kind of diversity. It seems that the primary form of diversity which universities should try to foster is diversity of mind (D†Souza 258). He says that â€Å"such diversity would enrich academic discourse, widen its parameters, multiply its objects of inquiry, and increase the probability of obscure and unlikely terrain being investigated†(258). According to D†Souza, the problem begins with a deep sense of embarrassment over the small number of minorities – blacks in particular – on campuses. University officials speak of themselves as more enlightened and progressive than the general population, so they feel guilty if the proportion of minorities at their institution is smaller than in surrounding society (259). As a consequence, universities agree to make herculean efforts to attract as many blacks, Hispanics, and other certified minorities as possible to their institutions (259). The number of minority applicants who would normally qualify for acceptance at selective universities is very small; therefore, in order to meet ambitious recruitment targets, affirmative action must entail fairly drastic compromises in admissions requirements (259). University leaders are willing to use unjust means to achieve their goal of equal representation, says D†Souza. For example, â€Å"the California legislature is considering measures to require all state colleges to accept black, Hispanic, white, and Asian students in proportion with their level in the population, regardless of disparity in academic preparation or qualifications among such groups† (259). Many selective universities are so famished for minority students that they will accept virtually anyone of the right color (260). For minority students, who struggled through high school, the courtship of selective universities comes as a welcome surprise. During their freshman year, many minority students discover that they are not prepared to the college work load and it is hard to keep up with another students. For minority students, especially those from disadvantaged backgrounds, these problems are often complicated by a difficult personal adjustment to a new environment (261). University leaders have discovered how displaced and unsettled minority freshmen can be, and typically respond by setting up counseling services and remedial education programs intended to assure blacks and Hispanics that they do belong, and that they can â€Å"catch up† with other students (261). For many minority undergraduates the university†s quest for racial equality produces a conspicuous academic inequality (261). In the minds of minority students, affirmative action is not a cause of their academic difficulties, but an excuse for white racism which is the real source of their problems (263). How to cite The Ethnic Conflicts, Papers

Western Experience to the Eighteenth Century

Introduction Cut off from the rest of the globe, with practically no knowledge of their neighborhoods, the goals of most individuals are to spread out their territories ultimately forming an empire and then eventually, overcoming the world. Traditionally, man has always tried to exert influence on fellow men and ever since in the early days the world was ruled through empires and kingdoms which had kings, queens, and emperors.Advertising We will write a custom essay sample on Western Experience to the Eighteenth Century specifically for you for only $16.05 $11/page Learn More These kingdoms had great contribution to the present system of ruling as they provided the foundation of how countries or subjects are governed. Among the positive contributions that the early empires made are associated with civilization and other great discoveries. For example, the Roman Empire is associated with the engineering and the invention of cement while the Greeks are ass ociated with democracy, civilization, philosophy, and mathematics. Discuss the Problem of Empire in the Ancient World The main problems that faced the earliest empires were how governance[1], avoiding invasions by other stronger and emerging kingdoms. These problems existed due to the fact that rival empires were growing and expanding and risks of traitors within the kingdom were high as well as attacks from rival empires. To rule successfully, the emperors had to cultivate loyalty from their subjects to ensure his citizens could guard and protect the empire. This called for the emperors to employ different strategies on how to ensure that their subjects maintained loyalty at the same time remaining united for the sake of recognition and the power of the empire. Opposition and internal revolts within the empire was another problem that the early empires faced this made some of the rulers become to harsh to their subjects in order to ensure loyalty was observed. How Did the First Emp ires Come About? The first empires are said to have come as a result of civilization, democracy and rule of law. The strong and the influential people in the society became the rulers by associating with people who believed in their views thus creating a following. They ruled these empires through political and social organizations. Another factor that led to the emergence of the early empires was the invention of gunpowder. Kingdoms attacked and captured rival and empires at will making them part of their own. For example the Ottoman Empire emerged in 1350as a result of use of gun powder and by the early 1500 through the use of artillery, the ottomans had expanded even to Iraq. Trade was another factor that led to the emergence of the early empires. It is worthy noting that some of the early empires were established within trade routes. Trade centers were established and with time these trade centers became empires.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More What were the strengths and weaknesses of the universal empires of Assyria and Persia? Assyrian Empire Strengths The major strength of the Assyrian empire has always been attributed to its effective and organized army. They are widely regarded as the first organized and well trained armies in the world history. The army used superior weapons and was also well disciplined. They also had the capability of using different kinds of military tactics which led to the emergence of the empire army as one of the strongest at that time. Weaknesses One of the major weaknesses that led to the collapse of the empire was the failure by the kingdom to solve the Babylonian problem by ending the continuing conflicts. These conflicts weakened the kingdom to the extent that Babylonians who had been seen as a weak empire were able to conquer Egypt out of the Assyrians hands. Another factor that could have led to the weakness of the Assyria ns was the fact that their rulers were cruel and harsh to their own subjects and this contributed to growing discontentment among the Assyrians. Persian Empire Strengths While the Assyrians were known to be cruel and harsh, the Persians were known to institute a rule that was relatively less incriminating and demanding. Thus, their success in ruling the western Asia and ruling them for a period of two centuries was not only due to their outstanding military qualities and man power resources but also due to how they ruled their subjects. The requirement that all the Persians serve in the army under a form of universal conscription made the Persian army such strong by providing the required manpower in case of war with the other empires. The Persian Empire was also the largest by geographical content but despite this the empire was centralized and thus chances of divisions were very low. The king was a very important person in keeping the empire together and despite some of the revolt s which were experienced, the empire was never threatened. The rivalry between the rulers under the king also ensured the kingdom succeeded as it was difficult for any conspiracy development against the central authority among them. Weaknesses The stagnation of the Persian army in making technology advancement led to its fall to the Greco-Macedonian army. The death of Alexandria was another source of the empire kingdom. Since after his death the army commanders began dividing the kingdom and thus reliance on manpower could not be relied on during the warsAdvertising We will write a custom essay sample on Western Experience to the Eighteenth Century specifically for you for only $16.05 $11/page Learn More How did the Greeks Fail at Empire yet Succeed at Civilization? The failure of the Greeks at the empire level was mainly due to the conflict among its groups. These groups never cooperated even during the times of conflict and this was a major weakness t o the empire. For example the conflict between the Spartans and the Athens was one of the signs that the Greek empire was on the verge of collapsing. When the Spartans conquered the Athens and started placing their rules on them it resulted in revolts against the Spartans dominance by both the Athens and the Thebes. These conflicts led to the weakening of the kingdom and for example by the end of the conflict between the Spartans and the Athens, there was no group that was strong enough to unite the other members of the empire. Driven by traditional separatism and the desire for own independence, uniting the Greek states was quite a problem. The enmity which existed could not allow the states to help one another and thus rather than uniting in the verge of a disaster some remained neutral while others hoped for the punishment and destruction of rival groups within the empire leading to the failure of the kingdom[2]. However, the cultures of Greeks evolved to create the most glorious civilization of the ancient world. The kingdom led in art, philosophy, political culture and science. The phase commonly known as the archaic period saw the advancements in political supposition and the beginning of egalitarianism as well as art and culture. After the fall of Mycenaean civilization, the Greeks formed small tribes of which some were agricultural and others were nomadic. In their bid to succeed and outdo the other groups, these agricultural and nomadic groups developed technologies which increased their productivity and thus the advancements in civilization. These ethnic groups made one of the supreme Greece (political) accomplishments. The Greek tribes came together and developed strong city states with each state establishing its own culture and political structure and thus while it was hard for them to adopt the culture or the political structure of the other state, they succeeded highly at civilization How Did The Roman Empire Arise Out Of A Crisis, Create More C rises, And Yet Survive Several Crises? The crisis The kingdom slipped into anarchy after the assassination of Commodus whose death brought about civil war within the empire. As if that was not enough, his successor was also murdered and the office put on auction by the body guard leading to various people buying the office but none succeeding at ruling the empire and this led to succession battles. The rulers who followed tried to increase the emperor’s authority and preserve the unity within the empire and this resulted to an army monarch where state intervention was carried out with ruthless severity. The people charged with law enforcement became selfish and those who opposed the system were physically harassed bringing about widened uprisings within the realm.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The cities which were now centers of civil and military administration became parasitic in a way and their contribution to the economy was just the consumption of farm produce. The end users were, nearly without exemption, either armed forces barracks or local majestic (civil) servants. The state was required to drive the economy but no one was willing or cared about the situation. Thus, as the state broke down so did the Roman economy come to a stop and collapsed. The slaves who used to flood the kingdom were nowhere to be seen and thus the availability of the cheap labor was no longer a guarantee. By the start of the 3rd century, depopulation and disturbance caused by attacks, epidemics, and general turn downs in fertility had resulted in a demographic disintegration. This exposed how the kingdom was ineffective and profligate through its (Latifundia) system. The previous access to labor at no cost had hampered technological advancements in the agriculture sector and with the nona ppearance of slaves, the deficiency in manpower led to curtailed productivity in the empire. The currency devaluation along with increased supply of the valuable metals brought about (rapid) inflation also increasing the cost of basic commodities within the empire. As the political and military organization of the kingdom collapsed, people localized and the empire became of less importance to its citizens. The Revival of the Empire The revival of the empire was brought about when the stability was restored; the army was reorganized by building huge reserves for their support, their source of food and income was guaranteed. After the demise of Severus Alexander, the ruler powers were fundamentally cut due to the suspicions and fears that if too much power was given to the emperors the kingdom could ride back to anarchy as earlier experienced. The roman citizens did not see the royal leaders as gods as they had been seen before and too much power was yielded to the citizens rather tha n on the rulers. This new emerging empire at the beginning of the 4th century was not similar to that of the past. Particularly in the western side of the empire, what previously could have been described as the Roman civilization underwent huge changes the empire was now characterized by strong presence of army in every place. While in the past the army was concentrated along the borders with the cities and interior having none of their presence, they were now felt everywhere. After Diocletian, the old cities were made more secure by surrounding them with huge walls often from the old debris of the old houses and other structures which had been demolished. Coloni and Serfs took the slaves position in a bid to arrest manpower shortage. Though they (serfs and coloni) had freedom, they two groups were supposed to remain in these estates as they were tied by to pay rents and taxes. What caused the ultimate failure of the western portion of the Roman Empire, and what were its consequenc es? Imperial expansion increased the power of military commanders and to them; they viewed this as an opportunity to seize political power from the civil authorities. In return, this resulted in the rulers accumulating enormous wealth brought about through corruption. Aristocracy was also diverted from civic duties and social duties towards pursuit of wealth and sensual gratification. Growth of slavery propelled by the large number of war captives served in the enlarging farm and estates. The rich grabbed the land which belonged to the poor peasants and this brought about resentment within the kingdom and it made the peasants become mercenaries since they has nothing to do. There was also the widening gap between the rich and the poor, the empire neglect of its military and civic duties provided opportunities for ambitious army generals to enlist for support from fellow soldiers and the discontented masses and this was translated to a cycle of factionalism and civic strife which led to military dictatorships. At its last stage the western empire found had become impoverished, depopulated, and stripped off its territories by the encompassing barbarians whose military skills and dynamism were superior to Romans artillery. We can summarize that the fall of the Roman Empire took a few centuries due to the slow disappearance of liberty and the decline of private and public confidence on the kingdom. The civil wars that brought the kingdom down were as a result of the lost confidence. â€Å"At the same time, the disappearance of liberty further accelerated the decline of virtue itself. Without the risks, responsibilities, and challenges of freedom, public and private virtue gradually withered, facilitating the Empire’s general decline†[3]. The empires centralization policy and the uniformity impositions which were later followed by elimination of mediating structures between the civilians and the authority also brought the kingdom to a further decline. The growing appetite of the government for revenues also led to the decline of the kingdom. The various taxes which existed and included levies on land and personal income were another major factor due to the simple fact that the hardest affected were the ordinary and most productive citizens. Eventually, the taxes became so high that in most parts of the empire the farmers abandoned their lands and refused to till them so as to avoid the ever increasing taxes, as the taxes increased so was the bureaucracy level. This led to low populations as most of the empire citizens avoided giving birth leading even to the emperor allowing the gothic to stay permanently in the kingdom due to the dwindling population. Christianity also led to the decline of the Roman Empire[4]. The Christian teachings contrasted against the Roman society pillars. Since the reason of fighting anymore was not there, they already had a defined end; the question was just when the end would come. Conclusion From the above study, we can conclude that the end of the early empires was brought about by many factors depending with the situations. For example, the Roman Empire collapsed as a result of bad govern-ship while others collapsed due to internal conflicts whereas the Persian Empire started weakening after the death of Alexandria. Some say history can repeat itself and thus it is advisable to learn from these empires how they rose and collapsed. Bibliography of notes How to rule their subjects successfully containing any internal revolt that may lead to the destabilization of the empire Marko, Marelich. â€Å"Ancient Greek Civilization in the Fifth Century.† San Francisco, California-USA, 2006. Web. Edward, Gibbons. The history of the Decline and fall of the Roman Empire. (New York: The Modern Library, 2003 p.104). Edward, Gibbons. The history of the Decline and fall of the Roman Empire. (New York: The Modern Library, 2003 p. 104). Bibliography Gibbons. Edward. The history of the D ecline and fall of the Roman Empire. New York: The Modern Library, 2003. Marelich, Marko. â€Å"Ancient Greek Civilization in the Fifth Century.† San Francisco, California-USA, 2006. Web. Footnotes How to rule their subjects successfully containing any internal revolt that may lead to the destabilization of the empire Marko. Marelich. â€Å"Ancient Greek Civilization in the Fifth Century.† San Francisco, California-USA, 2006. Edward, Gibbons. The history of the Decline and fall of the Roman Empire. (New York: The Modern Library, 2003 p.104). Edward, Gibbons. The history of the Decline and fall of the Roman Empire. (New York: The Modern Library, 2003 p. 104). This essay on Western Experience to the Eighteenth Century was written and submitted by user Lewis Delaney to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.