CASE: Gold Coast Advertising (GCA) Essay

George Stein sat in his large office overlooking Chicago’s Michigan Avenue. As CEO of the Gold Coast Advertising he seemed to always be confronted with one problem or another. Today was no exception. George had just come out of a long meeting with Jim Gerard, head of the board for the small advertising agency. Jim was concerned about a growing problem with lowered sales expectations and a decreasing customer base. Jim warned George that something had to be done quickly or Jim would have to go on the board of action. George acknowledges that sales were down but attributed this to general economic conditions. He assured Jim that the problems would be addressed immediately. As George pondered his next course of action, he admitted to himself that the customer base of GCA was slowly decreasing. The agency did not quite understand the reason for this decrease. Many regular customers were not coming back and the rate of new customers seemed to be slowly declining. GCA’s competitors seemed to be doing well. George did not understand the problem. What Do Customers Want? GCA was a Chicago-based advertising agency that developed campaigns and promotions for small and medium-sized firms. Their expertise was in the retail area, but they worked with a wide range of firms from the food service industry to the medical field. GCA competed on price and speed of product development. Advertising in the retail area was competitive and price had always been important. Also, since retail fashions change rapidly, speed in advertising development was thought to be critical. George reminded himself that price and speed had always been what customers wanted. Now he felt confused that he really didn’t know his customers. This was just another crisis that would pass, he told himself. But he needed to deal with it immediately.

Dissociation Constant Weak Acids Essay

Introduction: The dissociation constants of weak monoprotic acids were determined with the aid of a buffer and pH meter. Experiment: This experiment was performed according to the procedures as provided in the Chemistry 111B laboratory manual: Po, Henry and Senozan, N. â€Å"General Chemistry Experiments Chemistry 111B†, 8th Ed., 2004 Hayden-McNeil Publishing, pp 80-88. To determine the dissociation constants of weak monoprotic acids (HX and HY), a buffer was needed to calibrate the pH meter. According to the manual, all four solutions to the experiments had to be carried out first before the calibration was performed. The following materials were obtained to conduct the parts of the experiment: 1) several 10-mL and 50-mL graduated cylinders to measure the volumes of acid and base, and 2) a thermometer to record the temperature of the solution. In the first half of the experiment, the Ka of HX had to be used and determined and in the second half, the Ka of HY was utilized and established using the same procedure. In the first part of the experiment, the pH and temperature was to be measured of a 10 mL sample of 1.02 M HA (when conducting the second half of the experiment, the concentration of HY was 1.00 M). The second part of the experiment was to add 20 mL of 1.0 M NaA to 10 mL of 1.00 M HA, and to draw 10 to 15 mL of the solution to measure the pH and temperature. For the third part of the experiment, 10 mL of the  remaining buffer from part 2 was diluted with 50 mL of distilled water. The pH and temperature was measured for this part of the experiment. The last part of the experiment was to mix 10 mL of NaOH to 25 ml of HA (both HX and HY had a concentration of 1.00 M, and the NaOH concentration was 1.00 M), and to measure the pH and temperature of the solution. When all the solutions were stirred and measured for, the pH meter was to be calibrated. The first step was to obtain a packet of perpHect pH 4.01 buffer  and set up the open packet in a beaker. The next step was to place the pH meter into the buffer and calibrate the reader that was connected to the meter. When the reader was calibrated to a pH of 4.01, the solutions were ready to be determined. After each measurement in the solution, the pH meter had to be cleaned with a few drops of distilled water and calibrated back to 4.01 in the buffer pouch. Results and Discussions: In the first half of the experiment using HX, the pH reading for the first part of the experiment was 2.36 and the temperature was 26 C. When equilibrium was reached, it was calculated (on data sheet) that the Ka was 2.03 X 10 .In the second part of the experiment, the pH was 4.94 and the temperature was 28 C. The Ka was found to be 2.07 X 10 . For the third part of the experiment, a 4.47 pH was measured from the solution and a temperature of 27 C. The Ka for this part was 2.57 X 10 . Lastly, the pH of the solution for part 4 was 4.47 and had a temperature of 27 C with a Ka reading of 2.29 X 10 . For the second part of the experiment dealing with HY, readings of 1.95, 25 C, and 1.27 X 10 were measured for pH, temperature, and Ka, respectively. In the second part of the experiment, the pH reading was 2.94 with a temperature of 26 C and a Ka of 2.31 X 10 .In the third part of the experiment, a pH measurement, temperature, and Ka values were found to be 2.95, 26 C, and 2.32 X 10 , respectively. In the last part of the experiment, the pH reading was 2.58 with a temperature of 27 C. The Ka for this particular solution was 1.78 X 10 . Assumptions that were made from this experiment was that the Ka values for HX and HY were similar except for part 1. Part 1 was excluded in the averages in the data sheet because since no base is present in the solution, a different Ka value will be given then the other solutions which had base in the solution. Also, since the solutions of the experiment were prepared first before calibrating the pH meter, the group received a better pH reading because the pH of the solutions were measured one after the other. Conclusion: In the experiment, it was seen that the dissociation of weak monoprotic acids were constant for HX and for HY given from the Ka values.

Biography of Abraham Lincoln Essay

Abraham Lincoln (see Fig. 1), the United States sixteenth President, has productively led his nation through its most difficult crisis: the American Civil War. He was eventually assassinated as the war was coming to a halt. Abraham Lincoln was a lawyer, a Legislator in the Illinois State, and a House of Representatives member. He was the proponent in the fight against slavery in the United States and in 1861 won the Presidency. 1 During his term in office, he contributed much of his effort in the preservation of the United States by defeating the Confederate States of America during the American Civil War. He introduced countermeasures that led to the abolishment of slavery on his Emancipation Proclamation in 1863, though various criticisms was put unto him by the opponents of war (also called â€Å"copperheads†), and the faction of the Republican Party called the Radical Republicans. He also promoted the passage of the Thirteenth Constitution Amendment, which was ratified by the states later after his death. Figure 1. Photograph of Abraham Lincoln During the war, Lincoln closely monitored the proceedings, choosing on his own the top Generals that will lead the army. He successfully handled the factions on the Republican Party, and defused the so-called war scare of 1861 with the United Kingdom. Under his intense leadership, the Union was able to take control of the slave border states when the war was about to start. As the war was about to end, he viewed a concept of reconstruction to speed up the unification of the nation through policies on reconciliation. His eminent assassination in 1865 was the first conducted assassination in the United States history. The incident made him a martyr and an epitome of national unification. Early Life Abraham Hanks Lincoln, son of Nancy Hanks and Thomas Lincoln, was born on a small cabin in a spring farm in Kentucky on February 12, 1809. The area was the called Hardin County but now a part of the LaRue County. This made him the first United States President to be born outside the initial Thirteen Colonies. His ancestor was originally from Massachusetts in Hingham, but later departed westward up to the Virginia states to the frontier (see Fig. 2). Figure 2. Symbolic representation of the Cabin log where Lincoln was born 2 His father initially bought the spring farm for $200 and became a respected citizen of Kentucky. The family belonged to a Baptist church (Hardshell), though Abraham never joined any church including of his own family. In 1816, his family was forced to depart to a new County (the Perry County) in Indiana. This move can be accounted for the existing slavery conditions, and land difficulties in Kentucky wherein people had a hard time securing land titles and properties. In 1830, the family decided to settle on Illinois in Macon County due to problem in land title, and then later transferred in Coles County, Illinois. He was about 9 yrs. old when his mother died of â€Å"milk illness†, and soon his father re-married Sarah Bush Johnston. Though affectionate on his stepmother, his attitude towards his father was distant. 3 Lincoln was known to be a self-educated person and only attended 18 months of formal education. He was an athletic person standing 6 foot 4 inches, and also an active wrestler, and skilled on using axes. He was also concerned on animal welfare by significantly avoiding fishing and hunting. At the age of 22, the young Lincoln set forth on his fortune by eagerly canoeing on the Sangamon River to reach the New Salem village. Denton Offut, later that year, hired Lincoln as goods transporter from New Salem towards Sangamon by using flatboat. Early Military Service and Political Career In 1832, Abraham Lincoln started his political career at the age of 23 as an affiliate of the Whig party. Though unsuccessful on his first campaign, he proposed on the navigational enhancements of the Sangamon River. He believed that the improvement would open the door for trading utilizing the river and will eventually improved sea traffic. During the Black Hawk War, he was elected as captain of the Illinois militia that eventually gave him a sense of satisfaction. He then managed a small store for several months before winning a slot on the state legislature in 1834. 4 This gave him the opportunity to come across the Laws of England and eventually inspired him to self educate. In 1837, he was admitted to the bar and began his practice of law together with John T. Stuart. He developed a reputation of being a redoubtable antagonist on cross-examinations and closing arguments; then later on became a successful and able lawyer. He was able to serve four terms in the House of Representatives in Illinois being the representative of the Sangamon County. He made his first dispute on slavery in the House in 1837, emphasizing that the society was founded on both bad policy and injustices. This was also the year where he met his close friend, Joshua Fry Speed. He then started writing unknown letters in 1842 on the Sangamon journal, scornful of the Democrat and State auditor James Shields. Marriage and Family Lincoln married Marry Todd (see Fig. 3) on November 4, 1842 who was the daughter of a well-known slave-owner family coming from Kentucky. The couple had several offspring’s but only one had survived towards adulthood, Robert Todd Lincoln was born on August 1, 1843 at Springfield Illinois; the other children that died either during their teen years or early years were: Edward Baker (born March 10, 1846 and died February 1, 1850), William Wallace Lincoln (born December 21, 1850 and died February 20, 1862), and Thomas Lincoln (born April 4, 1853 and died July 16, 1871). Figure 2. Photograph of Mary Lincoln Legislative Activity In 1846, Lincoln was elected as a member of the United States’ House of Representatives. As a neophyte member, he was not predominantly influential or a powerful figure. Nonetheless, he relentlessly argued his objections on the Mexican-American War. He eventually challenged the then President Polk’s desire of a â€Å"military haven† and eagerly demanded for a resolution to know the exact spot on the US area the blood was first spilled. After two weeks, President Polk sent a letter of peace treaty to the Congress. 5 Lincoln later on damaged his political figure when he made a speech on the killings of children, women, and men of those murderers and â€Å"demons†, and God has forgotten to shield the innocent and the weak. This statement drew outrage among the Democrats and was held against him when he applied for a post in the administration of President Taylor. He decided to give up his political activities for a number of years and concentrated on practicing law. In his practice of law in the mid-1850, Abraham Lincoln handled a vast amount of cases focusing on different aspects. Some were common but others were celebrated such as the case of the Alton and Sangamon railroad of 1851, the civil case of Hurd V. Rock Island Bridge Company, the criminal trial of William Anderson, to name a few. Lincoln was involved in almost 5,000 cases during his 23 years of practicing law during which he appeared almost 400 times on the Supreme Court of Illinois State. Republican Politics Abraham Lincoln returned to politics as a reaction to the Kansas-Nebraska Act, which was authored by Stephen Douglas of the Democrat. Douglas argued that in a democratic settings the people have the right to choose whether or not their state will allow slavery or not, and the Congress should not impose any decisions on them. Lincoln argued on the matter and established a new Republican Party. Accepting his nomination as a Republican Senator in 1858, Lincoln delivered his famous speech where it created a reminiscent image of the possible break up or disunion caused by the slave issue. The 1860 Presidential Election Lincoln was then elected as the Republican candidate for the 1860 Presidential elections. The bearings why he was elected as the candidate stood on the premise of his stand on slavery, in addition to his perceived western origins. It was thought of he could get the West and the North was the distressed party. During the electoral campaign, Lincoln did not make any speeches for many of the Republicans handled their own State and County. Little effort was made to alter non-Republicans, and there were no relative campaigns in the South. But in the North, a large-scale campaign took place with Republicans speaking on assemblies, leaflets, and editorial newspapers were eminent. 6 The campaign focused on the platform of the party, on Lincoln’s childhood and his rise from poverty, it also showcased his natural gift of intelligence and was given several nicknames such as â€Å"Rail-Splitter† and â€Å"Honest Abe†. The campaign also emphasized on how a common farm boy can rise to adversity and become successful in life. After the election, Lincoln won the Presidency garnering a vast 39. 9% of the total votes, next is Douglas with 29. 5% of the total votes. Presidency and Civil War After Abraham Lincoln won the Presidency n 1860, several uprisings were eminent coming from the South. On December 20, 1860, South Carolina took the first step to leave the Union, and soon followed afterwards by six other States in the South. These seven States established a new nation called the Confederate States of America. The new nation consists the States of Maryland, Delaware, North Carolina, Kentucky, Tennessee, Arkansas, and Virginia, The newly –elected President Lincoln and former President Buchanan both refused to distinguish the newly established confederacy. Though there were several attempts to compromise, such as the Crittenden Compromise, but President Lincoln denounced the proposal and maintained his position for a unified States. He successfully evaded the assassination plot on him in Baltimore on February 23, 1861 and on his inauguration as President on March 4, 1861. Sizable troops of German- American Turners were front-lined during on his first inaugural Address. He emphasized on a unified State with strong reference on the United States constitution. But even though he exerted tremendous effort to maintain a unified State, the Confederacy was able to establish itself: therefore compromise seemed to be impossible. The inevitable happened on April 1861 when the Union troops were forced to give up the Fort Surnter and eventually surrender. The event forced President Lincoln to call some 75,000 troops to restore the forts, protect the capital state, and eventually preserved the Union. Almost 18,000 rebels were arrested and held in prison, at the same time President Lincoln negotiated with the uprising States. In July 1862, the Second Confiscation Act was implemented liberating the slaves owned by the rebels. The goal of the Act was to weaken the rebellion, which was relatively controlled and led by slave owners. This new law was termed the â€Å"Emancipation Proclamation†, had the support of the Congress for the enactment. To end slavery was the primary objective of Abraham Lincoln’s administration, but the American people were relatively slow to clinch the idea. The Act took effect in January 1, 1863 and slaves were freed on territories not under the control of the Union. As the army of the Union continued to march south, more and more slaves were freed until almost the entire Confederate’s army (mostly slaves) was liberated (approximate 3 Million people). During the war, the Battle of Gettysburg was considered the most devastating and bloodiest among the casualties of both parties. It has brought a big blow to Lincoln’s effort towards war and sentiments greatly rose on the war and to President Lincoln. Though political sentiments were eminent, Lincoln was able to establish victories on Vicksburg, Gettysburg, and Chattanooga: major victory was at hand. The Confederate army continued to weaken but with high casualties on the part of the Union. As the next election was near, there were fear and doubts if Lincoln would be able to sustain his leadership and win again. At the Republican convention, He was then again elected to run for Presidency alongside with Andrew Johnson. They were able to unite the War Democrats and the Republicans under a new-formed Union Party. Lincoln, with the concern of having the possibility of being defeated, made a pledge that if so he would continue to beat the Confederate before turning over the post. This pledge was sealed and signed by him and all of the representatives of the Republican Party. The eventual splitting of the Democratic Party led to the landslide victory of Lincoln garnering a total of 212 out of 233 electoral votes. He outstandingly delivered his second inaugural speech on March 4, 1865 with the victory over the Confederacy was eminent, the slavery was abolished, and he was looking forward for a new future of the Nation. Reconstruction began and his subordinates initiated the integration of the Southern States, what would be the course of action towards the defeated Confederate leaders, and also for the slaves who were freed. Amnesties were given and each affected State was under reconstruction policies. Governors were appointed on Louisiana, Tennessee, and Arkansas. The war has officially ended on April 9, 1865 with the Confederate surrendered at the court house in Appromatox. The other rebels also surrendered and there have been no any signs of rising guerilla conflict. During the war, Lincoln has subsequently used his political powers: formed a blockade, suspended relatively the writ of habeas corpus, used huge amount of money without any authorization from Congress, imprisoned without trial some 18,000 alleged Confederate leaders and sympathizers. Assassination Though Lincoln was able to unite the States and abolished slavery, many of his detractors were eagerly anticipating a hostage or a possible assassination plot against him. 7 On April 14, 1865, John Wikes Booth, a Confederate spy, shot Lincoln to the head. With only a single bodyguard on his post, Booth waited for the main line of the play, Our American Cousin, where the audience would be all laughing. He hoped that the magnitude of the audiences’ laughter would camouflage the gunshot noise. As the main line was told, Booth immediately jumped on the state box and shot Lincoln at point blank. Major Henry Rathbone struggled with Booth but eventually was injured by Booth’s knife. He jumped from the box to escape and was chased by Federal agents. A nationwide manhunt were conducted for 12 days before he was consequently cornered and shot in a barn house at Virginia, he died soon after. Abraham Lincoln, with a bullet on his skull was comatose for 9 hours before finally death crossed his path on April 15, 1865. His remains were returned to the White House and laid inside the East room. A train in a funeral grand procession passing through several states on its journey back to Illinois carried his body. Several bronze statues of himself and the tomb stood at 54 m. tall surrounded the Lincoln Tomb located at Oak Ridge Cemetery. To prevent continuous attempts to steal and hold Lincoln’s cadaver for ransom, Robert Lincoln decided to exhume the body of his father and re-buried back with several feet thick of concrete encasement. His death consequently made him a martyr and repeated polls indicated him as one of the most popular and greatest President of the United States. 8 He was clearly personified as an epitome of values in terms of integrity, honesty, love for freedom, respect for minority and individual rights. He was named after several corporations and structures such as the Lincoln National Corporation, the aircraft carrier Abraham Lincoln, and the ballistic missile Abraham Lincoln, to name a few. He had several memorial statues in different States, his birthday was declared a President’s holiday, the Abraham Lincoln National Cemetery, and the Abraham Lincoln Memorial (see figure 3). Figure 3. The Abraham Lincoln Memorial Abraham Lincoln, the orator and the great debater, can be considered one of the finest Presidents of the United States. Having the gift of extraordinary knowledge, being formally educated only for 18 months, he diligently worked hard and self-studied to become a successful lawyer. He represents the common people that strived and worked hard to achieve one’s ambition. He was the pioneer in the attempt to abolished slavery, he was an advocate of human rights, and strength fully kept and re-united the States in times of rebellion and uprisings. His death, being the first U. S. President to be assassinated, was symbolic and paved the way for him to become an icon of peace, honesty, respect, and love for freedom. References [1] Thomas, Benjamin T. 1952. Abraham Lincoln: A Biography. University Press, 18. [2] Kunhardt, Philip G. 1992. Lincoln: An Illustrated Biography. Gramercy Books New York, 324 – 450. [3] Lea, Henry James D. 1909. The Ancestry of Abraham Lincoln. Houghton Miffin, 65. [4] Goodwin, Doris K. 2005. Team of Rivals: The Political Genius of Abraham Lincoln. McGraw Hill, 101. [5] Waugh, John C. 2007. One Man Great Enough: Abraham Lincoln’s Road to Civil War. Harcourt Publishing, 156. [6] Donald, David E. 2003. Lincoln Reconsidered: Essay on the Civil War Era. Simon and Schuster, 176. [7] Gienapp, William C. 2002. Abraham Lincoln and Civil War America: A Biography. McGraw Hill Publishing, 267. [8] Basler, Roy L. 1955. Collected Works of Abraham Lincoln. Rutgers University Press, 67.

What constitutes a well-written paper Essay Example | Topics and Well Written Essays - 750 words

What constitutes a well-written paper - Essay Example Another is working with people who are not team players. As they say, there is always at least one in a group who does less than the others. Also, very essential to a good paper is impeccable grammar and diction, for these contribute to the intelligibility of a written work. Style is also a big consideration. A good paper must not just be informative-being enjoyable earns points too. A very important challenge one must take on when writing papers is taking care to cite properly. Whatever the stylebook followed, whether APA or MLA for instance, ideas and quotations must be properly attributed and sources properly cited. This includes accuracy in the authors' names, the publishing information, and in some cases, the page number of the book. This is important so as to ensure that no cases of plagiarism are incurred. I have discovered that I, like most people, have problems with grammar accuracy. While this is excusable for no one is perfect, I strive to write papers with good grammar by constantly revising and editing my papers. Each time I read something I have written, I find things that could be improved on; thus, a second, third and fourth look never hurts. Also, the University of Phoenix has resources that have helped me with writing papers. The different eBooks, the online library, various tutorials for writing excellent papers, and the plagiarism checker helps me with making sure that I come close to producing a well-written paper.... As they say, there is always at least one in a group who does less than the others. But being part of a team isn't all that bad. For one thing, the workload gets lighter, and in times of trouble, there are people you can count on to help. You also learn how to deal with people better, and how to manage and keep a business-like attitude when needed. Also, it's a good chance to meet people and make connections. In the professional world, knowing people and more importantly, having friends can go a long way. Therefore, developing a team charter is important. Q3 After reading the three chapters on decision making and reading the White Paper on the Problem-Solving Approach, what do you find they have in commonWhere are the differencesIs using a problem-solving approach an Eastern or a Western strategy Why The reading for chapter 6 talks about the difference between the Eastern, and the Western Strategy. Basically, using a problem-solving strategy is an Eastern strategy while creating a new product before your competitors do is the Western strategy. The problem with the latter strategy is that there is very little time given for testing the research and ensuring that all potential problems are addressed-this strategy gambles. An example of this is New Coke. Coca-Cola produced New Coke to compete with Pepsi. The problem with this is that Coca-Cola did minimal research to get their product out so that they could compete. New Coke ended up having a negative effect, and customers stopped buying it because of the unpleasant taste. Coca-Cola took a big financial hit by releasing New Coke. They quickly brought the original Coca-Cola back, but just added the name Classic to reiterate to the customers that it is back to the original product. The Eastern

Analysis Of Ford Motor Companys Balance Sheet Assignment

Analysis Of Ford Motor Companys Balance Sheet - Assignment Example   Equity refers to the difference between total assets and total liabilities (Fridson et al 2011).  Purpose of the balance sheet  The main purpose behind the preparation of financial statements is to allow major decision makers to assess the present condition of the company and make changes as needed. Balance sheet, therefore, gives users an idea of the company's financial position along with presenting what the company owes and owns. It also indicates how the economic resources contribute by shareholders and lenders are used in the business. It helps investors to determine the financial standing of a company (Fridson et al 2011).  Creditors and banks use the balance sheet to make decisions on loans to be extended to the company. Also, stock investors use the statement of financial position to uncover whether the business represents a good investment. Balance sheet indicates trouble areas for the company such as back taxes owed or chronic late payment fees for bills (Peterson & Fabozzi, 2012).   How it reflects the company’s financial status  Statement of financial position often sums up the liabilities, assets and the owners' capital as a specified point in time. Analysis and review of the balance sheet show the current financial health of a company. Subtracting total liabilities from total assets results into stockholders' equity, this is the net worth of the company. Balance sheet, therefore, shows the value of the company (Ittelson, 2009).

Slope mining coal Research Proposal Example | Topics and Well Written Essays - 1000 words

Slope mining coal - Research Proposal Example However, with surface depletion of coal and the receding of the levels at which coal strata are found to deeper underground, slope mines are more commonly being used (ThinkQuest, 2006). Slope mining of coal is the process by which coal is tapped from the coal bed or coal seam lying deep under a mountain or ground surface, through an inclined opening on the mountain side. From the opening, a slanting tunnel that is bored through the rock strata present over the coal, down to the coal seam, is used for mining the coal. If the stratum of coal is inclined and exposed to the surface of mountain side or ground, the slope mine may be created along the coal layer (MSN Encarta, 2008). If the gradation of the slope is steeply inclined, transportation of the coal out of the slope mine is carried out by an electrically operated belt conveyor system or an electric hoist and steel rope. If the slope has a gradual incline, coal transportation is undertaken by using a trolley locomotive running on tracks (MSN Encarta, 2008). In Figure 1. above, the mine shaft slanting down to the coal bed is seen. Through the slope tunnel, conveyors transport the coal out of the mine. In cases where there are two shafts as seen in the above diagram, special commuting devices are used for transporting the men in and out of the mine through one shaft; while the coal is taken out through the other (ThinkQuest, 2006). Transportation of the mined coal to markets or ports are mainly by railroad, road, shipping, slurry pipelines, and long distance conveyor systems which though useful, can accommodate only limited tonnage of coal and run from one source to only one destination. â€Å"As the overland distance to the coal deposits increases, the costs become greater and the coal becomes less competitive† (Clark: 28). According to world reserve statistics, coal is the second most abundant fossil found in nature. The cost of coal mining depends on mine characteristics,

Carilion clinic Assignment Example | Topics and Well Written Essays - 250 words

Carilion clinic - Assignment Example The suite attempted to block the merger due to the likely monopoly it would create in the area. There is a need for Carilion Clinic to provide their patients with affordable healthcare costs. In order to achieve this, a long term plan on good returns should be designed by Dr. Murphy and the board instead of overburdening the patients with hefty cost. A managerial overhaul ought to be in check. Good leadership is equivalent to success. Notwithstanding, the whole body should fashion their dedication to deliver healthcare towards firmly grounded values. The values will see to it an efficient workforce who put the patient ahead of profit maximization. Will long term policy on returns be better than increasing costs to cover subsidies and uncompensated care of the uninsured patients? Is there a need to revise the salaries to reflect a proportional remuneration to fair pricing on the patients? Is it wise to open referrals for patients who come from outside Carilions health network to boost the income? Does the Clinic need new managers? What is the driving force in Carilion Clinic, to provide good health care or to make money? These are some of the questions that need to be asked to evaluate  the alternative solutions. The favorable alternative will be of the change of management structure. Good management will oversee firm policies that will  stir Carilion Clinic ahead. On good leadership there will be total control of everything. This marks the beginning of the solution. Implementation of the decision starts with creating awareness of the current situation at hand. This involves lots of communication processes after which an introduction of an appropriate alternative will follow addressing the problems. A through process of action will be involved. The results are then to be evaluated through different ways such as feedback, interviews and assessments. When implementing the decisions certain targets are set. They will determine whether to repeat the process if

General Services Administration Research Paper Example | Topics and Well Written Essays - 2750 words

General Services Administration - Research Paper Example Its vision is related to the enhancement of the mission goals to ensure that the quality of the service delivery is retained while negating any form of challenges that may derail service delivery. GSA is guided by three strategic goals namely innovation, customer intimacy and operational excellence. The agency is involved in a wide range of activities that enhances proper functioning of the US governance system. One of its crucial roles includes relaying products and communications in the US government offices. Besides their involvement in a wide array of activities, the agency enhances the provision of transportation and proper working space for federal employees. It also formulates cost-minimizing strategies to enhance the performance of governance structures. GSA provides job opportunities for approximately 12 000 workers and has an operating budget of approximately $26.3 billion. GSA manages most of the US federal property that includes buildings and motor vehicles. Some of the r eal estate assets that are managed by GSA are Ronald Regan Building, Hat-Dole-Inouye Federal Centre and the World Trade Centre. GSA is also involved in the business line that includes Federal Acquisition Service (FAS), Public Buildings Service (PBS), Office of the Citizens and Communications and office of the government wide Policy among others. The paper below discusses the creation, purpose and impact of General Services Administration on today's society.... GSA is also involved in the business line that includes Federal Acquisition Service (FAS), Public Buildings Service (PBS), Office of the Citizens and Communications and office of the government wide Policy among others. The paper below discusses the creation, purpose and impact of General Services Administration on today's society. Creation The preliminary idea for the formation of GSA emanated from 1947’s Herbert Hoover led commission. The commission had been obligated with the role of coming up with recommendations that would enhance service delivery of the federal government. GSA attained the status of an independent agency in 1949 with the enactment of Federal Property and Administrative Services Act with Jess Larson being named as the first administrator (United States, 2009). Currently, GSA conducts its functions through 11 offices located in Denver, Boston, Chicago, Atlanta, Seattle, San Francisco, New York City, Missouri, Ft. Worth, Washington DC and Kansas City. Produ cts and Services According to National Research Council (U.S.)., Brose, and Millett (2012), the agency acts as the procurement and acquisition arm of the federal government. Its acquisition roles include offering of the office equipments, communication products and other solutions related to information systems to enable the federal agencies offer effective services to the public. These products and services include: Professional and Technical Solutions GSA provides a wide range of improved professional and quality services that helps in promoting the federal agency performance and assists them to achieve their goals. The solutions offered by the agency include complete management, consulting and financial services to federal institutions and other constituent agencies. It also

What is the effect of the global economic crisis on hotel businesses Essay

What is the effect of the global economic crisis on hotel businesses throughout Switzerland - Essay Example It is organized as follows. Section 2 discusses the international trends regarding the impact of global financial crisis on the performance of luxurious hotels. Section 3 discusses the impact of global financial crisis on the luxurious hotels in Switzerland. Section 4 discusses the impact of global financial crisis on the visits of guests particularly foreign guests in the hotels. Section 5 discusses the impact of global financial crisis on the unemployment trends in the Switzerland hotel market. Section 6 concludes the report. Since the tourism market, particularly the hotel business is the part of a country’s overall economy, all the major conditions in the overall economy are likely to have an impact on this market also. The trends in the European market show that there has been heavy decline in the investment in the hotel investment market all over Europe .It was the highest in the UK market followed by France and Germany. There has been heavy decline in the hotel occupancies and the unemployment rates all over the European market ((BNP Paribas real estate, 2009). In Switzerland, tourism is considered as one of the main contributor’s to the country’s wealth and hotel businesses are important components of the tourism industry(OECD,2000). The luxurious hotels in Switzerland have been attracting tourists from all over the world historically. However, in the aftermath of the global financial crisis in 2008, there has been a significant fall in the demand for luxury goods since people had to save money for essential goods like food, housing etc. This has led to a drop down in the luxurious hotel businesses in Switzerland. Hence, though it is reported that the hotel industry in Switzerland has recorded 37 million overnight stays in 12 months at October end greater than the 12 months period in the last year, according to reports ,a 3 percent fall in the overnight stay

Gender Discrimination Essay Example for Free

Gender Discrimination Essay How can you balance work and having a life? Balancing work and life you have to build downtime into your schedule. Make a point to spend time with family and friends. Set up activities that everyone can do and you can combine the two. Set goals, plan and organize what should come first. Having your goals set is much easier than to just go day to day. Work/Life balance is all about flexibility, but to have flexibility you need a support system around you. Both at work and at home. If you dont have the support its harder to deal. Having structure is important because it brings certainty into your world. Without structure life is a bit more chaotic. You then find that you use both physical and emotional energy to bring meaning and clarity to different situations. A good way to improve on your skills is to write things down. It may help you balance out your day, week, or even a whole month. Manage is a world which comes from experience. There are people who took things as they come and manage them accordingly. It is a will power and self-confidence which play a dice game here. Considering women are good managers when they balanced office and home life. Women have a lot going on when it comes to life period. In a large majority of families with children, both parents work, and women now hold half of all jobs. Majority of the time women do more of home caregiving then men. Some men think longs as they bring home the bacon thats all they need to do. Not at all, women work 40 hours a week, have to get kids ready for school, cook, clean, ECT. In my case school to for the adult and Im a single parent. Its so many issues and that alone can cause tension in your  relationship. Many women assume that the men in their lives pick up signals and hints about stuff like needing help at the house, and many men (not all, but honestly most that Ive had any kind of close relationship with) just arent good with those signals. I suppose its a classic issue within genders as well; it seems like many people assume that theyre sending out all kinds of signals to their boss that they want to move up, or have too big a workload, or whatever, those signals arent getting picked up on their end, and then we just get more and more frustrated! This should help people get a better understanding of working out your life and work life so that they both can balance. Everyones situation is different but itll all come together if you prioritize your life balance. Many people are able to accommodate work and home. You can solve your work life problem if your home life is up to par. Pat Katepoo, Founder, WorkOptions.com http://www.womensconference.org/a-flexible-work-life/ Year Published: 2008 Melanie Hawks is the Learning and Development Coordinator at the J. Willard Marriott Library, University of Utah.

Levers in the Body

Levers in the Body First-class Levers Typical examples of first-class lever are the crowbar, seesaw, and elbow extension. An example of this type of lever in the body is seen with the triceps applying the force to the olecranon (F) in extending the nonsupported forearm (W) at the elbow (A). Other examples of this type of lever may be seen in the body when the agonist and the antagonist muscle groups on either side of a joint axis are contracting simultaneously with the agonist producing force while the antagonist supplies the resistance. A first-class lever is designed basically to produce balanced movements when the axis is midway between the force and the resistance. When the axis is close to the force, the lever produces speed and range of motion (triceps in elbow extension). When the axis is close to the resistance, the lever produces force motion (crowbar). In applying the principle of levers to the body it is important to remember that the force is applied where the muscle inserts in the bone and not in the belly of the muscle. For example, in elbow extension with the shoulder fully flexed and the arm beside the ear, the triceps applies the force to the olecranon of the ulna behind the axis of the elbow joint. As the applied force exceeds the amount of forearm resistance, the elbow extends. This type of lever may be changed for a given joint and muscle, depending on whether the body segment is in contact with a surface such as a floor or wall. For example, we have demonstrated the triceps in elbow extension being a first-class lever with the hand free in space where the arm is pushed upward away from the body. By placing the hand in contact with the floor, as in performing a push-up to push the body away from the floor, the same muscle action at this joint now changes the lever to second class because the axis is at the hand and the resistance is the body weight at the elbow joint. In a first class lever, the weight and force are on opposite sides of the fulcrum: A small force can be used to advantage over a heavy weight if a long force arm  or lever arm can be used. Examples of this lever include scissors, crowbars, and  teeter-totters. An example of a first-class lever is the joint between the skull and the atlas  vertebrae of the spine: the spine is the fulcrum across which muscles lift the  head. Here the fulcrum lies between the effort and the load. In our bodies, a lever of the first class can be found when the head undergoes nodding movements, i.e. when the occipital condyles articulate with the facets of the atlas. The weight of the face and the head are the resistance. The contraction of the neck muscles is the effort to lift the weight. Another example of a lever of the first class is when the bent arm is straightened . A lever of the first class serves a twofold purpose, i.e. it increases the speed of movement and it overcomes the resistance. In doing so, the resistance (load) is moved in the opposite direction. http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/images/man/1_class.gif Lever of the first class Second Class Lever This type of lever is designed to produce force meovements, since a lage rsistance can be moved by a relatively small force. An example of a second-class lever is a wheelbarrow. Besides the example given before of the triceps extending the elbow in a push-up another similar example of a second-class lever in the body is plantar flexion of the foot to raise the body up on the toes. The ball of the foot (A) serves as the axis of rotation as the ankle plantar flexors apply force to the calcaneus (F) to lift the resistance of the body at the tibial articulation (W) with the foot. There are relatively few occurrences of second-class levers in the body. In the second class lever, the load is between the fulcrum and the force: A smaller effort can be used to advantage over a larger weight. An example of  this lever is a wheelbarrow. An example in the human body of a second-class lever is the Achilles  tendon, pushing or pulling across the heel of the foot. Here the load lies between the fulcrum and the effort. A lever of the second class operates on the same principle as a wheelbarrow. A small upward force applied to the handles can overcome a much larger force (weight) acting downwards in the barrow. Similarly a relatively small muscular effort is required to raise the body weight. In our bodies, a lever of the second class can be found in our feet when we stand on our toes and lift our heels of the ground. The resistance (load) is the weight of our body resting on the arch of the foot. The effort is brought about by the contraction of the calf muscle attached to the heel. This leverage allows us to walk. The main purpose of a lever of the second class is to overcome the resistance. http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/images/man/2_class.gif Lever of the second class Third Class Lever With this type of lever the force being applied between the axis and the resistance, are designed  to produce speed and range of motion movements. Most of the levers in the hman body are of this  type, which require a great deal of force to move even a small resistance. Examples include a  screen door operated by a short spring and application of lifting force to a shovel handle with the  lower hand while the upper hand on the shovel handle serves as the axis of rotation. The biceps  brachii is a typical example in the body. Using the elbow joint (A) as the axis, the biceps applies  force at its insertion on the radial tuberosity (F) to rotate the forearm up, with its center of gravity  (W) serving as the point of resistance application. The brachialis is an example of true third-class leverage. It pulls on the ulna just below the elbow,  and since the ulna cannot rotate, the pull is direct and true. The biceps brachii, on the other hand,  supinates the forearm as it flexes, so that the third-class leverage applies to flexion only.  Other examples include the hamstrings contracting to flex the leg at the knee while in a standing  position and using the iliopsoas to flex the thigh at the hip.  In the third class lever, the force is between the fulcrum and the load: In this case, there is no force advantage force is NOT increased. In fact, a  larger force is actually needed to move a smaller weight, so there is a force  disadvantage. The use of this lever is in the gain in speed of movement of the  weight. Examples of this lever class include: The inside door handle of a car, the coiled  spring pulling on a screen door, a pair of finger-nail clippers, and tweezers.   An example of a third-class lever in the human body is the elbow joint: when  lifting a book, the elbow joint is the fulcrum across which the biceps muscle  performs the work. Here the effort lies between the fulcrum and the load. In our bodies, an example of a lever of the third class is when the biceps contracts, allowing us to lift something in our hand. The elbow is the fulcrum, the hand and its contents are the resistance (or load) and the biceps muscles creates the effort. The load can be moved rapidly over a large distance, while the point of application moves over a relatively short distance. The main purpose of this type of lever is to obtain rapid movement. http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/images/man/3_class.gif Lever of the third class More Information About Levers A Brief Review F A lever is characterized by a fulcrum, a force arm and a weight  arm. F The force arm is the distance from the fulcrum to the point where  force is applied. F The weight arm is the distance from the fulcrum to the center of  gravity of the weight. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ First Class Lever: The fulcrum is between the force and  the weight. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ Second Class Lever: The weight is between the fulcrum  and the force. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ Third Class Lever: The force is located between the  fulcrum and the weight. F Most of the movements of the body are produced by third class  levers. F Third class levers give the advantage of speed of movement rather  than strength. F Second class levers give the advantage of strength. F First Class levers can give the advantage of strength or speed  depending on where the fulcrum is located. F Since the human body is made up mostly of third-class levers, its  movements are adapted more to speed than to strength. (Short  force arm/long weight arm) http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/skel_mus.htm Relationship of the length of lever arms The resistance arm is the distance between the axis and the point of resistance application. The distance between the axis and the point of force application is known as the force arm. There is an inverse relationship between force and the force arm just as there is between  resistance and the resistance arm. The longer the force arm, the less force required to move the  lever if the resistance and resistance arm remain constant. In addition, if the force and force arm  remain constant, a greater resistance may be moved by shortening the resistance arm. There is also a proportional relationship between the force components and the resistance  components. For movement to occur when either of the resistance components increase, there  must be an increase in one or both of the force components. Even slight variations in the location  of the force and resistance are important in determining the effective force of the muscle. Decreasing the amount of resistance can decrease the amount of force needed to move the lever. The system of leverage in the human body is built for speed and range of movement at the  expense of force. Short force arms and long resistance arms require great muscular strength to  produce movement. In the forearm, the attachments of the biceps and triceps muscles clearly  illustrate this point, since the force arm of the biceps is 1 to 2 inches and that of the triceps less  than one inch. Many other similar examples are found all over the body. From a practical point of  view, this means that the muscular system should be strong to supply the necessary force for  body movements, especially in strenuous activity. Most human activity, and especially strenuous activity, involves several levers working together. As with throwing a ball, levers in the shoulder, elbow, wrist, hand, and lower extremities  combine to propel the ball. It almost assumes the effect of one long lever from hands to feet. The  longer the lever, the more effective it is in imparting velocity. Forces in the Body Athletes display some of the wonderful shows of force that the human body is capable of performing. Such force is only possible through the arrangement of the muscles, bones and joints that make up the bodys lever systems. Bones act as the levers, while joints perform as living fulcrums. Skeletal muscles create motion by pulling on tough cords of connective tissue called tendons. These tendons in turn pull on the bone which creates motion. Muscles move bones through mechanical leverage. As a muscle contracts, it causes the bone to act like a lever with the joint serving as a fulcrum. Muscle exerts force by converting chemical energy (created during respiration) into tension and contraction. When a muscle contracts, it shortens, pulling a bone like a lever across its hinge. Muscles move and this causes us to move. We are capable of performing a wide variety of movements, but, muscle itself moves only by becoming shorter. They shorten and then they rest a muscle can pull but it cannot push. There are almost 700 skeletal muscles of the human body, controlled by a few basic principles involving muscle movements or muscular activity. F Skeletal muscles produce movements by pulling on bones or tendons. The tendon gives a very firm anchorage. The point where a muscle is connected to a bone is called the point of insertion. F The bones serve as levers and joints act as fulcrums for the levers. Muscles can only contract a short distance, but since they are attached near a joint, the movement at the opposite end of a limb is greatly increased. The biceps muscle of the arm may contract only 89 to 90 mm, but the hand will move about 60 cm. F The skeletal or voluntary muscles act in pairs rather than singly. One of the muscles produces contraction while the other allows relaxation. Flexion (bending) occurs when contraction causes two bones to bend toward one another, while extension (straightening out) occurs from contraction of muscles, resulting in an increase in angle between two bones. Such pairs of muscles are called antagonistic. Often antagonistic muscles are in groups, for example, both the brachialis and the biceps muscles flex the arm at the elbow and antagonize the triceps, but only when the palm is facing upwards. In pairs or groups of antagonistic muscle, one is usually much stronger than the other. The biceps, which flex the arm are larger and more powerful than the triceps which extends it. F When the body is at rest, the some of the antagonistic skeletal muscles remain in a state of contraction, called muscle tone, which holds the body in rigid position. If the person becomes unconscious, or is asleep, muscle tone is lost as the muscles relax completely. Questions: 1. A first class lever has the ____________ in the middle. 2. Give an example of a first class lever: ____________________________ 3. Draw a diagram of a first class lever: 4. A second class lever has the ______________ in the middle. 5. Give an example of a second class lever:_________________________________ 6. Draw a diagram of a second class lever: Bones as Levers 8 M. Poarch 2002 http://science-class.net 7. A third class lever has the _______________ in the middle. 8. Give an example of a third class lever: ____________________________ 9. Draw a diagram of a third class lever: 10. For EACH of the three classes of levers, explain the advantage gained by using this type of lever. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 11. What type of lever do we find most often in the human body? ___________________________________________________________ 12. Explain how a muscle exerts force: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Bones as Levers 9 M. Poarch 2002 http://science-class.net 13. Examine the following diagrams, write down next to each picture which class of lever the picture represents and explain why: Lever in the body: Type of lever and why: Bones as Levers 10 M. Poarch 2002 http://science-class.net 14. Describe each of the following: a. Advantage (mechanical advantage) b. Antagonistic c. Effort d. Extension e. Flexion f. Force g. Force arm h. Fulcrum i. Insertion j. Joint k. Levers l. Limbs m. Load n. Muscle tone o. Resistance p. Tendon q. Weight arm 15. Circle and label each one example of each class of lever on the skeleton. Label the fulcrum, effort and load for each class of lever. GLOSSARY CENTER OF GRAVITY: The point in any solid where a single applied force could support it; the point where the mass of the object is equally balanced. The center of gravity is also called the center of mass. (When a man on a ladder leans sideways so far that his center of gravity is no longer over his feet, he begins to fall.) GRAVITATION (GRAVITY): The force, first described mathematically by Isaac Newton, whereby any two objects in the Universe are attracted toward each other. (Gravitation holds the moon in orbit around the earth, the planets in orbit around the sun, and the sun in the Milky Way. It also accounts for the fall of objects released near the surface of the earth. Objects near the surface of the earth fall at a rate of 32 feet per second.) FREE FALL: In physics, the motion of a body being acted on only by gravity. FRICTION: The force of one surface sliding, rubbing, or rolling against another. Friction slows down the motion of objects, and can create heat. Friction can also stabilize motion. FULCRUM: The fixed point about which the lever moves. The point at which energy is transferred. INERTIA: The tendency for objects at rest to remain at rest, and objects in uniform motion to continue in motion in a straight line, unless acted on by an outside force. LEVER: A rigid rod or bar to which a force may be applied to overcome a resistance. A lever (or a combination of levers) is a simple machine used to gain force, gain speed, or change directions. LEVERAGE: To wield power with levers. Understanding where the fulcrum is located allows us to position ourselves to gain our greatest leverage. MACHINE: A device (or system of devices) made of moving parts that transmits, send or changes a force. Machines are often modeled on how the human body works. SCIENCE: An organized body of information or HOW THINGS WORK! SIMPLE MACHINE: Machines powered by human force (as opposed to batteries, electricity or burning fuel) LOAD In bio-mechanics, the body mass is referred to as load. If an object is picked up, the load will be that of the body plus the object been picked up. The body weight place a load on the bone and muscle structures. If no load is applied, the body will stand still (inertia). To move the body load, force needs to be applied. A lighter body load requires less applied force to be moved and a stronger body will be able to move the body load faster. The secret of success is for the body to become stronger without the body gaining weight. 2.2. FORCE (MOTIVE FORCE) Force = Mass x Acceleration. Force is the strength of the muscle push or pull required to move the body mass (load). As long as the force applied on the muscle is equal to the load of the body, the body will not move and will be in equilibrium (state of rest). The force applied by the muscles must be bigger than the body mass (load) for the body to move. Strengthening the muscles will enable the body to apply a larger force on the bones. The more force muscles apply on the bones, the faster the movement of the limbs will be. The long jump run-up clearly demonstrates how the body angle change in accordance with the force applied. The body angle will change to accommodate the force applied. The key factor is how much strength training can be applied on the muscle in an attempt to develop force before an injury will occur in the form of a torn muscle or a broken bone. 2.2.1. Static force is a force that does not produce motion (The set position in the 100m start). 2.2.2. Centrifugal force is the force pulling outwards during rotation (The discus pulling in the hand during rotation). 2.2.3. Centripetal force is the force pulling inwards during rotation. (The force pulling in the shoulder while delivering a discus). 2.2.4. Eccentric force is an off-centre force. The centre of gravity in the human body is more or less situated at the navel. Delivering a shot needs an eccentric force to deliver the shot, as the shot is held next to the shoulder while delivering the shot. Eccentric force requires more muscle strength than force executed in line with the centre of gravity. In the sketch it can be seen that the shot is not in line (above) with the centre of gravity. The key-factor is to reduce movement away from the centre of gravity by either bringing the source that requires the applied force e.g. the shot, closer to the body to avoid muscle injury. 2.2.5. Internal forces will be the force that is applied by the muscles on the bones in the limbs. 2.2.6. External forces will be the force acting outside the body such as the gravity of the earth and friction between bodies such as the feet and the ground. 2.3. INERTIA Inertia is the bodys resistance to change position (Newtons 1st law Law of inertia). If no force is applied on the body, the body will not move. 2.3.1. Moment of inertia = mass x radius squared. Moment of inertia, normally a very short period of time, is the moment the body is standing still or in a state of rest e.g. in pole vault, the trajectory of the body will follow an upwards and downwards motion. At the point where upwards motion change to downwards motion, a moment of inertia will exist. 2.4. WORK Work is force x distance in the direction of force e.g. the amount of time the push or pull of the muscles is required to move the body over a 1500m x the 1500m = work required. The key factor is to develop the capacity of the body to operate at a work rate of e.g. 110% during training. The athlete will then be able to operate at 91% (100% à · 110%) during competition to achieve success, with less injury risk to the body. If an 800m athlete wants to run 60 seconds per 400m lap in competition, the training repetitions should be at 54.6 seconds. Training at repletion times of 54.6 seconds will enable the athlete run at 91% capacity and run a time of 60 seconds in per 400m lap. Mechanical work = product of weight lifted x distance lifted 2.5. GRAVITY Gravity is a force that is always present. It is the magnetic force of the earth which pulls objects vertically downwards to the centre of the earth. 2.5.1. Centre of gravity is the point in a body where force acts through. A solid body like the shot or discus will have a fixed centre of gravity but in the human body the centre of gravity will be determined by the position of the body. 2.6. TORQUE Torque is the force causing an object to rotate x length of lever arm e.g. a longer arm requires more force to deliver a javelin than a shorter arm. Key factor If sufficient force can be exerted on a longer arm, the longer arm is likely to generate more torque e.g. a longer arm will throw a javelin further than a short arm because more torque can be applied on the javelin during the process of delivery. 2.6.1. External unbalanced torque must be applied to create angular velocity. Newtons 1st law A body will remain at rest, or motion will be in a uniform straight line, until an external force is applied to change its direction is relevant. To deliver a javelin, an upward and forward movement of the arm is required. The arm holding the javelin will have to exceed the force required to move the javelin forward as well as to overcome the downward force of gravity, before a javelin will be able to travel in a temporary upwards trajectory after delivery. 2.7. AXIS An axis is a straight line about which a body rotates. 2.7.1. Vertical axis of the body passes through body from top to bottom when standing in the upright position. 2.7.2. Sagittal (also called anteroposterior) axis of the body is an axis parallel to the ground which passes through the body from front to back. Key factor The sprinter will move from start to finish as fast as possible without changing the distance of the sagittal axis from the ground (Moving up and down). 2.7.3. Frontal axis of the body is the axis parallel to the ground passing through the body from side to side e.g. the shortest distance between 2 points is a straight line. Key factor The sprinter will move from start to finish as fast as possible without changing the distance of the frontal axis from the sagittal axis (Moving side to side). 2.7.4. Horizontal (also called transverse) axis is an axis which is parallel to the ground and can be sagittal or frontal. The sketches below show how the 3 axiss is applied in bio-mechanics: 2.8. ACCELERATION When the body is moving, the speed that it is moving, and the time it takes to move from one point to the next point defines acceleration. Acceleration is the rate of change of velocity. Acceleration of the body is in proportion with the force applied by the muscles in the body. More force will ensure greater acceleration. 2.8.1. Angular acceleration is the rate of change of angular velocity e.g the angular acceleration of a high jumper crossing the cross bar. 2.8.2. Positive acceleration means the velocity increases faster and faster e.g. a sprinter running the 1st 100m of a 400m sprint. 2.8.3. Negative acceleration is velocity decelerating (slowing down) e.g. a sprinter running the last 100m of a 400m sprint and exhaustion is resulting in a reduced muscle force. 2.8.4. An object free falling downwards accelerates at 9.8m/sec. e.g. to deliver a javelin, the force applied must be more than the body mass, the mass of the javelin and gravity force. After delivery of the javelin in an upwards direction, gravity will continuously pull the javelin back to earth at a rate of 9.8m/sec. The point of return will be when the combined force of the body the javelin and gravity are reduced to a force less than the force of gravity (9.8m/sec). The trajectory of the javelin will consist of positive acceleration (going up), a moment of inertia (changing direction) and negative acceleration (going down). Key factor The bigger the eccentric force applied during the delivery of the javelin, the longer negative acceleration will be delayed. (The javelin will travel further before returning to the ground). 2.9. SPEED Speed is the rate of change of a position. For a sprinter speed will mean the stride length x stride frequency. For a jumper speed will mean the speed during take-off. For a thrower the speed will mean the speed during delivery of the implement. 2.10. VELOCITY Once the force applied on the body (muscle contraction), is bigger than the load (body mass), the body will start moving (positive acceleration). The speed per second that the body change position in a given direction = velocity. If a sprinter covers 100m in 10 seconds the velocity of the athlete will be 100 à · 10 = 10m/s. 2.10.1. Optimal velocity is sometimes called maximum velocity 2.10.2. Angular velocity is the angle through which the body turns per second e.g. during the period of time that the jumper travels through air after take off. 2.11. MOTION Motion is the continuous change of position. As long as force is applied, motion will take place e.g. as long as the athlete is running motion takes place. 2.11.1. Linear motion is movement in a straight line from one point to another e.g. a sprinter from start to finish. 2.11.2. Rotational motion is movement around an axis of rotation e.g. the arms and legs of a sprinter is moving in circular movements while moving forward. 2.11.3. General motion is a combination of linear motion and rotational motion e.g. In the 100m, the body of the sprinter is moving forward in a straight line but the arms and legs is moving in a circular motion. In discus the thrower moves from the back of the circle to the front of the circle while the body is turning around in circles in an attempt to gain maximum speed of the discus prior to delivery. 2.11.4. Uniform motion is steady, constant motion with unchanged speed e.g a 10000m athlete will try to run economically in an attempt to maintain the pace of running (uniform motion) as long as possible. 2.12. MOMENTUM Momentum is the quantity of motion of a moving body. Momentum = mass x velocity 2.12.1. Angular momentum is the moment of inertia x angular velocity 2.13. FRICTION The level of smoothness of two surfaces making contact will determine the level of friction. The smoother the surfaces, the more likely a gliding (slip) motion will appear when force is applied at an angle. A sprinter has to accelerate as fast as possible. To do this force has to be applied through the feet onto the ground in a running action to ensure forward movement. Fast acceleration may cause the feet to slip on the ground. To avoid slipping the friction between the feet and ground is increased. This is done by wearing spikes in the running shoes to create as much friction as possible between the surfaces of the track and the running shoes. 2.14. EQUILIBRIUM Equilibrium is another word for balance. When the resultant of all forces acting on a body are zero (neutralizing each other), the body is in equilibrium. A body at rest is in equilibrium. The sprinter in the set position is in equilibrium. When you lie still on a bed, the body is in equilibrium. The force of the body pressing against the bed and the force of the bed pushing back are equal, resulting in the body lying still. (Newtons 3rd law: Law of reaction For every action there is an equal and opposite reaction). 2.15. ENERGY Energy is the capacity to do work. There are 2 types of energy: 2.15.1. Potential energy When the body is standing still (equilibrium) no energy is used, but the potential for it to move is always there. 2.15.2. Kinetic energy is created when the forces applied on the body causes the body to move. The force applied to stop the body will equal the energy used to move. The more force is applied, the faster the body will move and the more kinetic energy the body will have. Injuries occur when kinetic energy is transferred to potential energy to quickly e.g. when the body come to a standstill due to external forces such as in a car accident, or the pull on the muscle is to big for the muscle to handle and the muscle will tear. It is important that once kinetic energy is created and the result is a fast moving object, the slowing down process must be within the capacity of the muscles that causes the decelerati

Causes of State Failure in Sub-Saharan Africa

Causes of State Failure in Sub-Saharan Africa Abstract This project sets out to examine the causes of the failure of the state in sub-Saharan Africa. Since the introduction of democracy in the sub-continent in the early 1990’s, the process has been a slow and cumbersome, casting doubts on the possibility of instituting genuine democracy on the sub-continent. The political crisis gave room for autocrats who were the fomenters of the problem to eternalize themselves in power in the name of avoiding further conflicts or problems. They have advanced a whole range of different problems as the cause of this crisis where as the problem lies in the absence of a democratic culture or the proper understanding of it. In the words of the great Africanist, the late Professor Ake Claude, the sub-continents problems is but one of leadership crisis. As this dawns on us at a moment when democratic regimes are a necessity in the new global context, how do we solve the problems which have stalled the institution this much cherished democracy? The answer the thesis states lies in the institutionalization of democracy. Introduction The quest for good governments in Africa has been a high priority item on the agenda of African and world politicians for well over half a century. The African continent for several decades now has been replete with ills such as low living standards, a stagnant economy, and high rates of unemployment, poverty, low infrastructural development, a violent political environment, dictatorships, ethnic clashes and above all a general disregard of the fundamental rights of the people. It still grapples with these political uncertainties, economic adversities, and social inequalities today (Chazan, 1999). There is thus a need to device the best means possible by which the state can be organized and empowered so that it deals adequately with these problems. Democracy’s ability to organize society, ensuring the respect of the rights and liberties of the people, pressing for accountable leadership, ensuring effective participation, a transparent economy and a just and equitable social order, in essence ensuring the socio-economic and political prosperity of a nation, which in summary are Africa’s biggest problems, makes it the best possible solution to the problems Africa faces today. As a result, the quest for democracy in Africa has been seen as vital if Africa has to set up a harmonized community that will develop and catch up with the demands of the ever globalizing world. The story of instituting democracy in Sub-Saharan Africa has been a long drawn one, with many highs and lows; several events have made it seem very probable and promising, but also there have been on the other hand other very challenging events which have questioned the possibility of democracy’s survival. As a result, several debates have ensued amongst Africanist, who have focused on a large part on the prospects of democracy on the continent, some arguing that it is doomed to fail and other optimist who believe that a genuine democratic system can and will emerge in sub-Saharan Africa. Their focus therefore have been how democracy can be properly instituted, its challenges and how the inherent problems it faces can be adequately resolved so that Africa will benefit from good governance schemes. There have been several events starting with the legalization of political parties and the return to multiparty elections in the late 1980’s which suggested that democracy was well under way on the continent. But as it was being instituted it faced several challenges which resorted to disorderliness throwing back the move to democracy; new forms of electoral authoritarianism, return to military and in some extreme cases gruesome civil wars broke out on the sub-continent. This has left many critics of African democracy to question the possibility of instituting genuine democracy on the continent, despite it being the choice of the people. Apologist of African democracy have since argued that Africa’s political crisis were as a result of an imposition of a western culture or style of administration which is not compatible with the African society. They consider democracy alien and in violation to the African culture (Ake, 1991). This according to them has been the reason for the failure of democracy. They rather support the one party dictatorial style governance, which they claim is the best means by which the continent can unite to develop (Busia, 1961). Another school of thought which emerged after the transition period, the modernist, advanced reasons for the failure of democracy in Africa, blaming the superficial nature of the state, and its failure to penetrate the African society adequately, calling the state a weak leviathan (Chabal Daloz, 1999). This same school and notably Patrick Chabal note that Africa’s economic crisis does not favor the successful implementation of democracy on the continent. Democracy he argues is underpinned by capitalism, a uniquely dynamic and productive system, in its absence therefore there is doubt that democracy can be successfully instituted on the African sub-continent. This view has also supported the point that democracy is an imposition on Africa and thus will always fail the aspirations of those who seek to implement it on the continent. This thesis therefore sets out to answer some of this cynicism and provide a possible solution for the problems democracy in the African sub-continent faces. If anything democracy has not failed Africa, but Africa as shown by the poor actions of its leader, has failed to grasp the concept of democracy. It sets out trying to systematically bring out how through its political evolution, it is the failure to properly institute democracy during the second wave democratization process which has brought about the political crisis the sub-continent is facing. Secondly if neo-patrimonialism exists and survives today it is because leaders have twisted democratic tenets to suit their whims and caprices, thus legitimizing such authoritative regimes. The set backs it faced during the mid-1990 did not spell doom for democracy, but rather served as an eye opener for Africa. â€Å"The democratic struggle is a gradual process which will emerge from experience and improvisation as it continues to struggle† states professor Claude Ake, who believes that Africa’s experience will develop the best suited type of democracy that will solve its problems (Ake, 1993). Democracy can survive in Africa, but the players and fomenters must take several factors into consideration, like picking up more democratic ethics and tenets and developing a strong united civil society, showing more good will and respect towards their people and the state as opposed to the selfish and greedy attitude which has been noted to be the norm on the sub-continent. With time as adequate steps like institutionalization and consolidation are taken, democracy will be a success story in Africa. This view is also supported by Larry Diamond, who stated inter alia â€Å"†¦ if progress is to be made towards developing democratic governance, it is likely to be gradual messy, fitful and slow, with many imperfections along the way† (Diamond, 1989, p.24). Thus this piece looks at how these imperfections were created and how certain responses will set the sub-continent on track to democratic governance. This thesis starts off by looking at the development of democracy on the African sub-continent in the 1990’s. Chapter one will therefore start off looking at why the third wave started, how it happened and why it was believed to have been the new way for Africa. The case of post independent African politics was very elusive of the masses. The one party patrimonial state had proven to be disastrous, the military regimes which later emerged, preaching immediate growth and development also failed the aspirations of the people and so there was a general move by the people towards democracy. This was in addition to the external pressures that existed at the moment. Thus there was a general surge towards democratic elections in the sub continent, with several parties legalized and the political life of the sub-continent in different countries. Chapter two looks at the break down in the drive towards democracy. Why the democratic frenzy was short lived, only registering limited success across Sub-Saharan Africa. As the concepts of multiparty elections were applied across the sub continent, there were different outcomes with each case being very unique to the different nations. Generally democracy failed to take root. It was cosmetic and a virtual democracy as described by Richard Joseph. It will consider the reasons why this was the case. Given that almost all the countries in the sub-continent held elections of different kinds, did this imply they were all democracies? We will look at the new classifications of African regimes. Considering that they were all at this point considered transitionary. Chapter three starts off by considering the complex nature of democracy. It brings out a list of factors which qualify a state as a democracy or not. It then looks at the regimes on the sub-continent and categorizes them per the 2006 Freedom House Review. These are democracies (11), Hybrid regimes (23) and autocracies (14). Since our focus is on the failing state we shall look at the commonalities and differences between the hybrid and failed/unreformed regimes. In that light we shall bring out the common or popular concern for democracy in Africa which is the misconception democracy suffers and the need for institutionalization. Chapter four now looks at the problems African democracies have faced since inception. Considering the very broad nature and tone the thesis has taken this far, it will consider a case study on the Republic of Cameroon, a country in the Central African region of Africa, which has failed to properly institute democracy till date. It is considered an electoral autocracy and serves as a perfect example of how Africa, fails democracy. The problems this state faces are in effect what most of the states of the Sub-Saharan region face, certain outcomes may differ, but essentially the issues or problems are the same. This study will provide the perfect opportunity of putting into context all the issues that I have raised this far to buttress the point of the thesis, which is that it is the failure to fully understand and properly grasp the concept of democracy that has caused democracy to fail in this country and the sub-continent as a whole. These areas include the formation of political parties, to the electoral process, the narrow political field, constrained civil society, absence of civility, politicized violence and the international support for dictatorships. These points were adequately discussed by Professor Celestin Monga. Chapter five shall be the conclusion to this project in which we shall be looking at possible solutions to the problems raised above. It shall first suggest solutions to the problems duly raised and also consider effective institutionalization through the strengthening of the three tiers of government namely the executive, legislative and judiciary; so that there is a balance in power amongst these three. By applying these solutions in the Cameroonian context and eventually on the sub-continent, the African sub-continent will be brought closer to the mark of consolidated democracies. The Rebirth of Democracy (1990-1993) The period 1989-1993 was considered to be the break point for Africa. This is the period during which Africa witnessed a wave of regime changes. Hitherto to this period, single party, military regimes and presidents for life was the norm in most African states. Competitive politics was considered a luxury by most African leaders who stated that it was neither necessary nor affordable for Africans (Decalo, 1992). This belief was aptly described in the words of Sierra Leonean president at the time Siaka Stevens when he said of democracy and I quote ‘†¦it is a system of institutionalized tribal ethnic quiquennial warfare euphemistically known as elections which is an open invitation to anarchy and disunity’ (Decalo, 1992) a view which was endorsed by Tanzania’s Julius Nyerere who also stated that democracy was stronger with a one party state rule which unified the country. To back up this system of administration, it was claimed that Africa had its own unique history and tradition thus the introduction of democracy was a violation of the integrity of the African culture (Ake, 1991). The African traditional system in its own right, they further argued, was infused with democracy with standards of accountability considered to be stricter than the west, though invariably patrimonial, thus it possessed signs of a democracy-hence a democracy (Ake, 1991). A second argument put forward was the social composition of African states. Because of its plural nature, the introduction of liberal democracy could possibly inflame ethnic rivalries which will result in political disintegration. Democracy they argued was a distraction to what was important for society. It was a thing for elites and the educated masses and ended on paper, it did not provide or cater for the pressing needs of the rural masses. This one party protagonist’s concluded that a patrimonial system was going to unite and direct all positive energy towards economic development (Ake, 1991). Thus African style democracy as it came to be termed of one party politics was considered the best option for Africa given its complex social context, endorsed by most Western governments as shown by their cooperation with them. This ideology was even backed in cases by the World Bank as noted by their remark that â€Å"†¦with weak states, only a bureaucratic authoritarian regime could contain fissiparous tensions and lead to a free market economy†¦Ã¢â‚¬  (Decalo, 1992). Africans believed so much in this style of administration Samuel Decalo talks of Mugabe during a state visit to the United States of America in the 80’s, who recommended to the American congress, the one party state system as an option they should consider (Decalo, 1992). A point to note here is the hypocrisy of this political ideology. Despite preaching governments of national unity and socio-economic development, the opposite was being practiced and witnessed in most countries. The presidency and administration became the possession of whatever ethnic group held the presidency. Nepotism was rife and groups were rather occupied with gaining a greater share of the existing pie than working for equitable development (Decalo, 1992). This political practice as a result accentuated the tribal and ethnic divide which existed within the many African states and fuelled anti-government sentiments amongst the population as we shall see below. A change to this political scenario though requisite, was least expected to occur by scholars, in a continent which had shown signs of defiance to a more liberal democracy by sticking to its own developed and formulated ideology of ‘Afro-Marxism’ (Decalo, 1992). There were strong calls both from within and without for a change to the system that was failing to provide adequately for their needs. This saw mass demonstrations, rallies and civil disobedience all calling for the return of democracy and for regime change. This was spawned by the stifling political authoritarianism and economic decay, further triggered by the spectacle of the fall of titans in East Europe (Decalo, 1992). The one party state had yielded a form of presidential authoritarianism, through which the state economy was plundered, there was a disdain for civic and human rights, and little or no attention was paid to the plight of the rural population (Decalo, 1992). Economic projects were failing to materialize; there was the absence of infrastructural development needed for this growth and above all a high rate of unemployment. The military regimes which took over power in certain instances to sweep clean the state failed to return power back to civilian rule and fell into the same predicament by falling short of the efficiency mark. These regimes were thus fundamentally unaccountable, personalized and patrimonial (Decalo, 1992). There were the failures of these regimes that could be considered the primary cause of the call to democracy and multipartyism. The growing urbanization and education of Africans made sensitive to the hostile political and economic environment being created by their leaders, thus they desired liberty and the respect of their rights which had been usurped and abused by this dictatorial one party system. They wanted their grievances listened to and solved by a regime that had been removed from the people, blind and deaf to their problems. The only way to do this was by mass protest against such regimes and seeking to over throw them. Economic related reasons, mainly externally influenced, could be said to be the greatest factors which led to this drive in re-democratization. Africa relied for a large part on international aid and loans to fund most of its activities. The administrative sector was the biggest employer in most countries, thus the money aid they received was used almost entirely on salary payments and carry out government businesses, rather than invest in lucrative businesses which could eventually pay back. Civil servants in the higher echelon were corrupt and embezzled these state funds to fund their luxurious lives. The growth registered within the economy was good but this was not sustainable growth and did not guarantee a future for the economy. Most corporations were state owned and private businesses were not promoted or were largely absent. As a result of all these, donor countries through the IMF and World Bank suggested certain adjustments be made with the governance system if they were to continue offering this aid and loans. This came to be known as the Structural Adjustment Program (SAP) which called for African governments to privatize state owned corporations, cut down on its public sector and above all to democratize as conditions to receive aid. This provided a lee way for the dissenting voices of nationals who wanted change. They were joined by civil servants who suffered huge pay cuts and in extreme cases lost their jobs. This situation was further aggravated by the fall in commodity prices in the international markets meaning that African states were pretty much at the mercy of international donors, who wanted change with the regimes. Finally the demise of communism and the end of the Cold War also had an immense impact on the political life of African states. First of all it diverted the attention of investors to the newly liberalized and potential economies of Eastern Europe, thus reducing the amount of capital investments which flowed to the continent, affecting the African economy adversely. Secondly the West no longer supported the dictatorial regimes in Africa as it did during the Cold War days. They withdrew support from these regimes (example of Angola and Togo where they had supported antagonized sectarian groups) asking them to democratize as a condition for continuous aid and loans (Decalo, 1992). This was especially true of France who had since independence maintained a close link with Francophone African states and signed several military accords with African states offering them (military) support when they needed it; the case of Central Africa and the support they offered Idriss Deby against Bedel Bokassa 1990, one authoritarian regime for another. The Apartheid regime of South Africa also did not receive any more support from the West, who had pursued half hearted sanctions against this repressive regime. As soon as the Cold War came to an end, the Apartheid regime under pressure yielded and released Mandela, introducing reforms, forcing other African states to follow suit, who had used this regime to propagate a repressive rule against their citizens. They were thus forced to change. The first shots of democracy in Africa were noted in Benin, when in early 1990, students, civil servants and the whole community took to the streets denouncing the rule of then president, Mathieu Kerekou and calling for what they termed â€Å"a national sovereign conference of all active forces† (Richard Joseph, 1991). This sovereign national conference was to bring together representatives of the different sectors and works of life in a voice of national unity to address the problems of society. In the case of Benin, it resulted in the removal of President Mathieu Kerekou’s control of public policy and the establishment of a transitional government (Richard Joseph, 1991). The outcome of this was received with much delight in other African states and they later began calling for national conferences in their respective countries. This was the case in Togo, Zaire, Congo, Gabon and Cameroon. The out come was not necessarily the same as in the case of Benin, because not all the presidents yielded to such demands, they resisted these popular calls and tried making substantive concessions to the opposition (Richard Joseph, 1991). All in all it marked the beginning of change on the continent as a result of popular demand (democratic will, the voice of the people). All this pressure resulted in the democratization of Africa as noted by the re-legalization of political parties, restored freedoms of association, assembly and expression and also in the reform of constitutions which led to multiparty elections in most sub-Saharan states (Richard Joseph, 1998). Over the brief period of 1990-1994, 54 competitive elections were held in 29 countries with 30 of the electoral outcomes welcomed by the electorates and the process ruled as free and fair by observers (Bratton, 1998). One party rule was noted to have been replaced with more open and participatory competitive democracy. With the influx of these political parties, they were quick at pointing out the short comings of government, its administrative inefficiency, political corruption, economic mismanagement, and social decay (El-Khawas, 2001). Notably between 1990 and 1993, twenty five countries held elections with eleven opposition parties winning and coming to power. Though very commendable, the legalization of opposition parties did not necessarily mean democracy for African countries (Diamond, 1994). Even those who saw regime change sooner than later faced crisis thus questioning the durability of democracy in Africa, because certain cracks were noted in the firmament of this nascent African democracy. Looking at the above, democracy was not brought about by conditions of the west, but rather it was the desire and commitment of the people for accountability and meaningful development from their respective governments, further fuelled by the economic conditions and effects of the SAP, which only came to show how poorly the state was being managed. On the contrary the west could be accused of complacency. As earlier mentioned they had supported these authoritative regimes and cooperated with them. Even after conditions were placed on leverage, they never followed them up or pressed this dictatorial regimes to democratize as in the case of Kenya, Cameroon and Togo just to name a few, to which the international community still offered loans and did not question the actions of these governments like human rights abuse, which drew a lot of criticism from the press and public (Ake, 1991). Therefore the call for democracy was only emboldened by economic factors which brought change at the time to some countries (Benin ousting of Kerekou, Liberia, fall of Samuel Doe) but failed to change regimes in others (Cameroon, Nigeria, Kenya) and can not be said to be the main factor but a mix of both (Ake, 1991). Chapter Three: The Democratic Dark Days Following this run of political liberalization was a period of political violence, wars and crisis in a number of African countries that sent ripples down the nascent democracy in Africa. A critical look at the outcome of the first set of elections organized in the sub-continent drew a lot of criticism from pundits who considered the process as cosmetic and as failing in its objectives. What seemed to have been created on the African sub-continent was a virtual democracy as noted by Richard Joseph (Richard Joseph, 1993). This could be explained by the fact that in a number of African states, the incumbents managed to hang on to power after elections in their states, despite the mass demonstrations against their administrations and rule. It is necessary to remind ourselves here of the popular support democracy enjoyed in the different African states; it was not an orchestration or ploy of an elitist few, but a genuine request by all for change, thus a lot was expected in the form of regime changes across the continent. Despite this, a few countries (11 of the 25 countries that held competitive elections during the period of 1992-1993) and notably Zambia and South Africa managed to see a democratic change in leadership (El-Khawas, 2001). Thus the much anticipated democracy in sub-Saharan Africa was failing to take root. Regimes failed to be changed in Cameroon, Gabon, Congo, Kenya and Ghana just to name a few, despite mass protest and popular support the opposition in these countries enjoyed. Elections were noted to be carried out in a politically tensed atmosphere, characterized by intimidation (house arrest and states of emergency), massive vote rigging and general violence. The experienced leaders with all the powers they wielded violated the rules of the country with impunity and after enjoying the booty they had siphoned from the economy, had every intention of staying in power and as a result did all to ensure their stay in power. ). As a matter of fact, the biblical adage of old wine in new wine skins held true here since there seemed to be nothing new to the political order in a number of states that witnessed elections. The story of ousted leaders on the continent during the military coup days of the 1960’s had not been an envious one; as such they would do anything to preserve power in the event where they had been very reckless with power (Young, 1996; De Walle, 2001). This is what Professor Ake Claude termed the leadership crisis of the continent; according to the professor the African political crisis resulted from the absence of true statesmen, but rather the prominence of those with every intention of ensuring their stay in power or having their own share of the national cake (Ake, 1996). This assertion has been supported by Richard Joseph, who holds that a prebendal system is set up, with entrenched corruption, and the leaders work only for the benefit of themselves and their clients, leaving the locals to their own devices for survival (Joseph, 2003). As such, these leaders organized charades in the name of elections, given that they controlled the judiciary and legislative and with this centralization of power they were able to corner the multitude of opposition parties they had legalized as a disorganizing technique of the opposition (Young, 1996). As such despite their inefficiencies, the leaders found themselves in power with very vindictive policies against opposition strongholds. This was the case in Kenya, Cameroon, Gabon and Ivory Coast, where particular regions and tribes were subject to marginalization and vengeance of the leader. In Kenya, Arap Moi and his cohorts fomented tribal conflicts that led to the death of about 1500 and displaced a further 350,000 in the rift valley area, in Cameroon the Anglophone West Cameroon was massively under represented in the government that was formed following the presidential elections of 1992. Millions of dollars which were funds for other projects were misappropriated to ensure such electoral successes and thus their stay in power (Diamond, 2008; Young, 1996). These leaders were also noted by the international community as having been endorsed by the people, and as a result the West continued its support of these corrupt regimes with poor human right records, and with incumbents who had every intention to continue pillaging the economy as before. The situation generally speaking looked bleak for the African Sub-continent which had received the third wave with such enthusiasm. The democratic quest was dealt further blows when civil wars and genocides broke out in some of the sub-Saharan countries; there was a return of the military to power in others. This period is considered to be the dark moments of African political development. The Congo Basin has been noted as one of the main trouble spots on the continent owing to the manner in which the wars which emanated from this region spread across, affecting all the countries sharing borders. Zaire for starters was under the tight grip of the dictator Mobuto Sese Seko, who did not give into the pressures for democratization. He refused convening a national conference, blaming it on technicalities of representation owing to the ethnic diversity and broadness of Zaire (now the Democratic Republic of Congo-DRC). Thus democracy did not effectively take root there, despite calls for the democratization by the masses. Armed conflicts broke out first in Burundi following the overthrow of the newly elected president Melchior Ndadaye, by Tutsi officers, trying to reinstate Tutsi control over the Tutsi dominated state. In neighboring Rwanda, the Hutu rule came to a halt when following elections in 1994 the Hutu president Juvenal Habyarimana had to form a coalition regime with the Tutsi minority, but was assassinated during the process, giving room to extremist Hutu’s to launch a genocidal raid against the Tutsi’s. These two wars led to the death and displacement of millions further enshrining the problems rocking this continent. The National Resistant Movement (NRM) initiated by Yoweri Museveni of Uganda, an arm movement against dictators in the Central-East of Africa and enjoying the support of western powers and international donors promoted more of the armed conflicts faced by this part of Africa. It supported rebels against the Kabila regime who had earlier ejected Mobuto from power in 1997 (following the wars in Rwanda which gave the rebels led by Kabila the impetus to fight Mobuto) following a fall out between the rebels and Kabila, leading to the Congo war lasting from 1998-2003 Young, 1996; Richard Joseph, 1998). The story of armed conflicts in the wake of an era of democratic elections is numerous on the African continent. One very interesting case to site here is that of Congo-Brazzaville, where democratic tides were considerably reversed following the forceful return to power by Denis Sassou-Nguesso who had earlier been defeated in elections in 1993 (Young, 1996). This was accomplished with the support of France and Angola in front of a dumb struck international community that only muttered on the events that were ravaging the continent. The Liberian and Sierra Leonean cases could also be sited, but given these it is good enough to make our analysis of the democratic struggle in Sub-Saharan continent. These crises resulted in the deaths of millions, refugee problems, food shortages and famines, poverty, a poor economy and low rate of development not only in countries involved, but affected the economy of other states in general as it stalled possible investments in this part of the world. International investors feared investing in a place which did not guarantee the safety of their businesses; they rather invested in the newly democratized states of West Europe. African investors themselves were fleeing with whatever capital they had; leading to massive capital flights and brain drain as whole families sought new places and beginnings. This far Africa was not providing a perfect home for Africans. If anything these moments looked to be supporting the claims of some African democratic skeptics and proponents of African socialism (and thus one party style democracy) that democracy let alone libe