Classroom Engagement and Management Assignment Example | Topics and Well Written Essays - 1500 words

Classroom Engagement and Management - Assignment Example This makes it necessary to seek to outline and tabulate an approach and present it to the reader in the form of a personal best practice. Introduction Class room management has traditionally been understood as just that – management. However, the student should also be aware of the fact that classroom management necessarily requires a close collaborative agreement with the other stakeholders in the process; students. Although the phrase classroom management necessarily refers to an active process by which a leader, the teacher, interacts with the managed, students, the reality that the article seeks to display is that classroom management is ultimately a two way street that requires close cooperative agreement from all stakeholders involved. As a function of developing this cooperation and agreement, the article notes that there are several steps that the teacher and students can engage in that will help this to take place to a greater degree. The first of these is with regard s to seeking to agree on classroom rules at the very beginning of the year. This of course helps to level the playing field and present the students with the metrics by which they will be expected to follow. Additionally, checking in with students at the start of every classes emphasize as a means of possibly averting any negative behavior prior to it being exhibited. Furthermore consistency and expectations is emphasized as a means of ensuring that conformity in cooperation is uniform. Naturally, reinforcing positive behavior among students is one of the most effective means of discouraging negative behavior. As the age-old dictum goes, it is easier to catch flies with honey. A further aspect of classroom management is emphasizes with regards to maintaining student dignity. This not only helps to increase the level of self-respect the student has for himself/herself, it also helps to increase level of respect with which they engage with others (Deaton, 2013). Tying along with this is the need for the teacher to maintain a level of neutrality and not engage in any accusatory type behavior. i) Specify how you will present and conduct yourself Oftentimes, it is the case that classroom management has a great deal to do with the way in which the stage is set. What is meant by this is the fact that the teacher must be highly cognizant of the fact that their appearance and the way in which one conducts the interaction has a great deal of impact with regards to the way in which stakeholders will interact with the educator. As such, the classroom management plan that this particular student would seek to implement would be one of presenting a recognizable appearance of authority while maintaining this visual appearance with an ordered and structured approach to the lesson plan (Lawrence, 2013). Unfortunately, this is oftentimes overlooked and counts as one of the elements that is either performed in excess or not at all. However, when performed appropriately, the resu lts allow for an educator to maintain control of the classroom, maximize the level of respect that is rendered, and encourage participation from all involved. ii) Specify the behavioral goals for you students With regards to the behavioral goals that would be expected, this is also oftentimes misunderstood and underutilized by the educator. All too often, the

Management of the Cash Position Essay Example for Free

Management of the Cash Position Essay Not only do these managers often have difficulty in comprehending sophisticated forecasting techniques, but the cash flows of their companies are usually dependent upon fewer customers and a smaller number of product lines than those of their larger competitors. Thus the cash flow pattern of the small firm is typically too unstable over time and the available data describing it too limited for reliable forecasting. The small business is subject to still other constraints, apart from those applicable to all firms, which tend to restrict the use of even relatively simple cash management techniques. Small firms, for example, are normally unable to afford the division of talent available to larger companies in the form of highly educated financial managers. Many small firms, struggling hard just to remain solvent and earn a fair return, suffer further from lack of recognition that a cash management problem even exists. Once a problem is discovered the manager may lack knowledge of the methods available for a viable solution. A solution which requires more manpower or expenditures than can be covered out of normal cash flow is Dr. Grablowsky is assistant professor and rhairman of the Department of Finance at Oid Dominion University. He has published articles in the JSBM, the Journal of Financial Education, and the Journal of Behavioral Economics. Prior to his entry into education. Dr. Grablowsky was with the Department of Cost, Planning, Systems, and Analysis at the Monsanto Co., World Head, quarters, St. Louis.  typically rejected by the small business. This article will present the results of a survey of small-business cashmanagement practices and compare these methods with techniques commonly employed by larger corporations. Small businesses are defined in this study as firms with annual sales under $5 million. Data for this study were collected by means of a mail questionnaire distributed to two hundred firms selected randomly, within the various business classifications, from classified advertisements appearing in the telephone directories of the Greater Norfolk-Portsmouth SMSA and the  Hampton-Newport News SMSA. The firms were selected in five different distribution levels, with annual sales varying from under $50,000 up to $5 million. The firms in the survey operated at from one to thirteen locations and employed up to three hundred persons, although more than half had fewer than ten employees. Of the two hundred businesses selected for study, 66, or 30 percent, responded. A breakdown of the respondent firms by industry and size is given in Table 1. The Cash Budget It was hypothesized that few of the firms with sales under a million dollars would prepare cash budgets; in fact, only 30 percent of all firms in the sample did so. Several interesting relationships were noted in this regard. One was that the newer firms 1 For an example of this situation see B. J. Grablowsky, Management of Accounts Receivable by Small Businesses, Journal of Small Business Management, Vol. 14, No. 4, October, 1976, pp. 26-27. 5 According to E. Donaldson, J. Pfahl, and P. MuUins, Corporate Finance (New York: The Ronald Press Co., 1975), pp. 22-23, this would include, based on average sales per company, over 86 percent of all firms in the U,S. budgets, the larger ones updated their budgets more frequently than the others. One of the reasons for the more frequent update was that none of the largest firms made more than a thirtyday cash forecast while the smaller ones normally made budgets for up to a year. This last finding is in agreement with the results of other studies showing that few firms with  sales under $3 million make sales forecasts, whereas virtually all firms with sales over $10 million prepare one or more projections for various planning periods. As the firm grows, cash budgeting becomes more essential. Of the firms that prepared cash budgets, an annual planning period was the most common, although some also used weekly, monthly and quarterly budgets. No company made a cash budget for more than one year. The frequency of updating the budgets was well distributed over weekly, semimonthly, monthly, quarterly, and annual intervals. Another question asked whether or not the firms cash balances were being handled in the most effective and efficient manner. Of the 67 firms sampled, forty-eight replied that they felt they were efficiently utilizing their cash balances, but, of these, only eleven regularly prepared cash budgets. The assumption by the 37 firms that did not prepare cash budgets that they were efficient in the use of their cash balances is certainly made in ignorance. Conversely, of the remaining 56 firms that did not preoare cash budgets twenty-three replied, and probably rightly so, that they were not using their cash balances in the most 3 See Orgler. Cash Management, pp. 4-13, for a discusFion of factors affecting the time horizon for cash budgets. Aso see: Keith Smith. Management of Working Capital (St. Paul, Minn.: West Publishing Co., 1974), pp. 35-49, for a survey of the practices of large businesses. Soldofsky and Olive, Financial Management, p. 559. were more likely to prepare budgets than t heir longer-established competitors. A possible explanation lies in the higher educational attainments of the owner-managers of the newer firms. This characteristic, together with the attitudes of the owners toward budgeting, is believed to be a major determinant of the efficiency with which financial planning is handled in the small firm. The d^ta also showed that, somewhat contrary to expectations, in the size categories which included the largest and the smallest firms (i.e., those with less than $50,000 and those with between $1  million and $5 million in sales) a smaller percentage prepared cash budgets than in the other groups. This result was expected for the smallest firms but quite unexpected for large ones. On the other hand, of the firms that prepared cash  effective manner. This realization alone should have provided impetus to the managements concerned to investigate the need and advantages for cash budgeting—yet they still failed to prepare the budgets which could have improved their cash flow performance. The managers of these firms recognized that they had a problem—the need for more efficient cash management—yet they failed to take the proper steps to solve it. These same firms tended to take fewer of their allowed trade discounts than others, suggesting that because they did not forecast cash flows they found it necessary to resort to expensive sources of financing such as foregoing discounts. Cash Collection  actions that they could take themselves. Although only about half of the respondents had even heard of lock boxes or concentration banking, more than one-third did use one or both of these methods for reducing float time. Generally, the respondents reasoned that they could not justify expending the time and money required to reduce float, because such action would not (in their opinion) materially improve the cash position or the profits of the firm. As with many other decisions confronting small businesses, this one was usually made with inadequate information or investigation. The principal reason, again, was the lack of human resources and expertise available to the small firm. Wholesalers, because of the regional or national nature of their sales, were the most frequent users of these techniques. Businesses with a local sales orientation, such as service establishments and retail stores, were much less likely to use any method to improve cash collections.

The Slave Trade And Its Effects On Early America Essay -- essays resea

The Slave Trade and Its Effects on Early America   Ã‚  Ã‚  Ã‚  Ã‚  Slavery played an important role in the development of the American colonies. It was introduced to the colonies in 1619, and spanned until the Emancipation Proclamation in 1863. The trading of slaves in America in the seventeenth century was a large industry. Slaves were captured from their homes in Africa, shipped to America under extremely poor conditions, and then sold to the highest bidder, put to work, and forced to live with the new conditions of America.   Ã‚  Ã‚  Ã‚  Ã‚  There was no mercy for the slaves and their families as they were captured from their homes and forced onto slave ships. Most of the Africans who were captured lived in small villages in West Africa. A typical village takeover would occur early in the morning. An enemy tribe would raid the village, and then burn the huts to the ground. Most of the people who were taken by surprise were killed or captured; few escaped. The captured Africans were now on their way to the slave ships. â€Å"Bound together two by two with heavy wooden yokes fastened around their necks, a long line of black men and women plodded down a well-worn path through the dense forest. Most of the men were burdened with huge elephants' tusks. Others, and many of the women too, bore baskets or bales of food. Little boys and girls trudged along beside their parents, eyes wide in fear and wonder† (McCague, 14).   Ã‚  Ã‚  Ã‚  Ã‚  After they were marched often hundreds of miles, it was time for them to be shipped off to sea, so that they could be sold as cheap labor to help harvest the new world. But before they were shipped off, they had to pass through a slave-trading station. The slave trade, which was first controlled by Portugal, was now controlled by other European nations. In the late 1600's, Spain, Holland, England, France and Denmark were all sending ships to West Africa. The slave trade was becoming big business (Goodman, 7).   Ã‚  Ã‚  Ã‚  Ã‚  Selection of the slaves by the traders was a painstaking process. Ships from England would pull up on the coast of Africa, and the captains would set off towards the coast on small ships. â€Å"If the slave trader was a black chief, there always had to be a certain amount of palaver, or talk, before getting down to business. As a rule, the chief would expect some pr... ...m for slave owners, because they wanted the most efficiency out of their slaves as possible. In some places doctors were called in to treat blacks as well as whites.   Ã‚  Ã‚  Ã‚  Ã‚  The slave trade played an important role in the growth of the American colonies. Without the trading of slaves in the seventeenth century, American plantations would not have prospered into the export empire that they were. Works Cited Buckmaster, Henrietta. Let My People Go. Boston: Beacon Press, 1941. Davis, David Brion. Slavery and Human Progress. New York: Oxford University Press,   Ã‚  Ã‚  Ã‚  Ã‚  1984. DuBois, William Edward Burghardt. The Suppression of the African Slave-Trade to the   Ã‚  Ã‚  Ã‚  Ã‚  United States of America. New York: Schocken Books, 1969. Goodman, Walter. Black Bondage: the Life of Slaves in the South. New York: Farrar,   Ã‚  Ã‚  Ã‚  Ã‚  Straus & Giroux, 1969. Howard, Richard. Black Cargo. New York: G. P. Putnam's Sons, 1972. McCague, James. The Long Bondage 1441-1815. Illinois: Garrard Publishing   Ã‚  Ã‚  Ã‚  Ã‚  Company, 1972. Stampp, Kenneth M. The Peculiar Institution. New York: Borzoi Books, 1982.

Competition Techniques :: essays research papers

Competition Techniques   Ã‚  Ã‚  Ã‚  Ã‚  A complete pole vault jump is best explained by breaking it down into 9 basic steps. The steps are pre-run preparation, beginning the run, the acceleration and pole drop, the speed plant, the take off, the Tap Swing, the rockback, the clean to turn to push, and the Bar clearance.   Ã‚  Ã‚  Ã‚  Ã‚  First thing to do after warming up properly is to step to the back of the runway and place the left foot on the starting mark. The right foot will be slightly behind and to the right of the left foot for good balance. Hold the right hand along side of the body at or above the waist. The left hand holds the pole a few inches in front of the chest. The pole is balanced in an almost vertical position. The vaulter should be in a position ready to drive off the starting mark.   Ã‚  Ã‚  Ã‚  Ã‚  Next, to begin the run, the right hand remains constant at the waist. The top hand holds the pole a few inches away from the chest as the initial body lean and push-off of the left foot tilts the pole toward the pit. Drive hard off the left foot to get the pole moving. Transfer the weight of the pole into the right hand. The legs are driving the hips. The hips are driving the top hand and the top hand is driving the tip of the pole. Relax the drive and work into a smooth accelerating run.   Ã‚  Ã‚  Ã‚  Ã‚  Then, the pole vault acceleration and pole drop begins at the starting mark and ends when the tip of the pole hits the back of the box. The pole tip has a smooth and constant drop to a horizontal position during the acceleration and pole drop. The height of the pole tip dictates the speed and form of the run. The run gets faster and the turnover of the feet moves forward under the hips as the pole tip drops. If the right hand gets behind the hips during the acceleration and pole drop push it forward going into the left foot as the pole reaches its level position. The vaulter may have to raise his or her elbows slightly to get the pole to a perfectly level position. For the high school pole-vaulter this position is about hip level.   Ã‚  Ã‚  Ã‚  Ã‚  Next, the pole vault speed plant starts on the left foot two strides before the take-off.

English Essay – Indian Camp

English Essay – Indian Camp The transition from child to adult can be a rough process. At times a radical experience has to occur for the change to happen. A meeting with the basic conditions of life, and with that the circle of life, can in many cases be a trigger for the transition from boy to man. In this short story the transition is linked to the dichotomy between civilisation and nature, civilisation dominating nature. In the short story â€Å"Indian Camp† by Ernest Hemingway, there is a case where a boy meets a natural environment.The result is that a feeling of superiority towards nature is created. The author of the text focuses on what impact seeing life and death can have on a child’s mind. The meeting with life and death is seen as a contributor to gaining adulthood. The author portrays a boy’s development as resulting from a strong experience. The short story is structured as a fairy tale with a home-out-home structure. With that is meant that he starts in a comfortable place and then goes on a journey and then returns. In the text the comfortable place is the boat and the journey is to the island were the Indians live.In that way Nick starts out as one person, and after the journey learns something that makes him a different person. In a way the structure underlines the theme, because it helps you focusing on the change. The boy named Nick starts his development toward adulthood in the text. He begins as a fragile boy who depends on his father and ends up as an independent and confident young man. The transition can be seen in many differences in Nick in the start and the ending of the text. In the beginning he relies on the support of his father where in the end he is fine by himself. â€Å"Nick lay back with his father’s arm around him. †¦. â€Å"They were seated in the boat. Nick in the stern, his father rowing† In the short story Nick comes to terms with the circle of life. He experiences both li fe and death, which makes him grow up. To understand life you need to have seen death. In addition to that, Nick also gets the picture of civilisation dominating nature. That is shown through the father who actually changes the course of two persons’ lives. The Indian woman and the unborn child would have died if it had not been for his father. Therefore his father acquires a godlike status, which leads to the ambiguous ending: He felt quite sure that he would never die† It is not clear whether â€Å"he† refers to Nick or to the father. It might be both of them, assuming that Nick has understood how you can dominate nature. As previously mentioned, the ending reveals some changes between before and after the experience. The ending shows that Nick develops an understanding of life and death. A difference in the environment is that they arrive in the evening and return in the morning. It can be interpreted as if the evening represents the ending of his childhood an d the morning the start of his adulthood.Also, the night is related to nature, and with that the events in the Indian camp. When the sun rises and the light breaks through they return to civilisation. In that way civilisation is linked to light. The night and day theme underlines the change from a naive boy’s lack of understanding to a young man coming to terms with the basics of life and civilisation. In addition, we see a change in the environment. It starts off as gloomy and finishes as something harmonious. â€Å"The two boats started off in the dark. Nick heard the oarlocks of the other boat quite a way ahead of them in the mist. †¦. â€Å" The sun was coming up over the hills. A bass jumped, making a circle in the water. † The change in the environment is an indicator of what lies ahead. The evening environment symbolises death and the unknown. The morning represents an entrance to adulthood. The bass making a circle in the water is a symbol of the circle o f life. Nick sees the circle in the end of the text, and that is sign of him now having seen and possibly understood life and death. â€Å"A bass jumped, making a circle in the water. † The circle of life is depicted in two ways.On the one hand, the baby’s birth and the dad’s death form parts of the circle of life. When someone is born somebody else dies. On the other hand we see that when the baby enters the world, and with that the early stages of life, Nick leaves the early stages of life. This means that the circle also says that when somebody enters a new stage of life somebody else leaves it, exemplified by the new-born baby and Nick. The short story is set among the â€Å"savages†, which is a perfect place to understand the natural order of life. It takes place in an Indian village and in that way shows nature as pure as it is.The transition from boy to man, and with that the understanding of life, has to be seen in an environment that underlines t he basic conditions of life. With that the author actually says that to understand how nature functions you have to leave the normal civilised life. To sum up, the author manages to describe the transition from boy to man as a result of meeting the circle of life. Furthermore, he problematizes civilised society and thus shows that you cannot understand the true nature of civilisation without seeing its opposite; nature. English Essay – Indian Camp English Essay – Indian Camp The transition from child to adult can be a rough process. At times a radical experience has to occur for the change to happen. A meeting with the basic conditions of life, and with that the circle of life, can in many cases be a trigger for the transition from boy to man. In this short story the transition is linked to the dichotomy between civilisation and nature, civilisation dominating nature. In the short story â€Å"Indian Camp† by Ernest Hemingway, there is a case where a boy meets a natural environment.The result is that a feeling of superiority towards nature is created. The author of the text focuses on what impact seeing life and death can have on a child’s mind. The meeting with life and death is seen as a contributor to gaining adulthood. The author portrays a boy’s development as resulting from a strong experience. The short story is structured as a fairy tale with a home-out-home structure. With that is meant that he starts in a comfortable place and then goes on a journey and then returns. In the text the comfortable place is the boat and the journey is to the island were the Indians live.In that way Nick starts out as one person, and after the journey learns something that makes him a different person. In a way the structure underlines the theme, because it helps you focusing on the change. The boy named Nick starts his development toward adulthood in the text. He begins as a fragile boy who depends on his father and ends up as an independent and confident young man. The transition can be seen in many differences in Nick in the start and the ending of the text. In the beginning he relies on the support of his father where in the end he is fine by himself. â€Å"Nick lay back with his father’s arm around him. †¦. â€Å"They were seated in the boat. Nick in the stern, his father rowing† In the short story Nick comes to terms with the circle of life. He experiences both li fe and death, which makes him grow up. To understand life you need to have seen death. In addition to that, Nick also gets the picture of civilisation dominating nature. That is shown through the father who actually changes the course of two persons’ lives. The Indian woman and the unborn child would have died if it had not been for his father. Therefore his father acquires a godlike status, which leads to the ambiguous ending: He felt quite sure that he would never die† It is not clear whether â€Å"he† refers to Nick or to the father. It might be both of them, assuming that Nick has understood how you can dominate nature. As previously mentioned, the ending reveals some changes between before and after the experience. The ending shows that Nick develops an understanding of life and death. A difference in the environment is that they arrive in the evening and return in the morning. It can be interpreted as if the evening represents the ending of his childhood an d the morning the start of his adulthood.Also, the night is related to nature, and with that the events in the Indian camp. When the sun rises and the light breaks through they return to civilisation. In that way civilisation is linked to light. The night and day theme underlines the change from a naive boy’s lack of understanding to a young man coming to terms with the basics of life and civilisation. In addition, we see a change in the environment. It starts off as gloomy and finishes as something harmonious. â€Å"The two boats started off in the dark. Nick heard the oarlocks of the other boat quite a way ahead of them in the mist. †¦. â€Å" The sun was coming up over the hills. A bass jumped, making a circle in the water. † The change in the environment is an indicator of what lies ahead. The evening environment symbolises death and the unknown. The morning represents an entrance to adulthood. The bass making a circle in the water is a symbol of the circle o f life. Nick sees the circle in the end of the text, and that is sign of him now having seen and possibly understood life and death. â€Å"A bass jumped, making a circle in the water. † The circle of life is depicted in two ways.On the one hand, the baby’s birth and the dad’s death form parts of the circle of life. When someone is born somebody else dies. On the other hand we see that when the baby enters the world, and with that the early stages of life, Nick leaves the early stages of life. This means that the circle also says that when somebody enters a new stage of life somebody else leaves it, exemplified by the new-born baby and Nick. The short story is set among the â€Å"savages†, which is a perfect place to understand the natural order of life. It takes place in an Indian village and in that way shows nature as pure as it is.The transition from boy to man, and with that the understanding of life, has to be seen in an environment that underlines t he basic conditions of life. With that the author actually says that to understand how nature functions you have to leave the normal civilised life. To sum up, the author manages to describe the transition from boy to man as a result of meeting the circle of life. Furthermore, he problematizes civilised society and thus shows that you cannot understand the true nature of civilisation without seeing its opposite; nature.

How to Get a Commercial Drivers License (CDL)

How to Get a Commercial Drivers License (CDL) Congratulations on your decision to start your career as a Professional Truck Driver! You are entering a field that is in high demand, so your chances of getting a job and becoming a truck driver are more than excellent!The first thing you have to do is to get your commercial driver’s licence (CDL).Different states have different guidelines, click on your state below to find out how you can get started.AlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaNorth CarolinaSouth DakotaTennesseeTexasUtahVermontVirginiaWashingtonWest VirginiaWisconsinWyomingThe Federal Motor Carrier Safety Administration works with each individual state to license and certify drivers.The Commercial Motor Vehicle Sa fety Act of 1986 was designed to improve highway safety. It ensured that drivers of commercial vehicles are qualified to drive them and removed unsafe drivers from the highways. The Act established minimum standards and required states to upgrade their existing programs.Before the Act was passed, even in states with separate license classes, drivers were not necessarily tested in the types of vehicles they would be driving. States must now test commercial drivers according to federal standards to ensure that drivers know how to operate the trucks or buses they intend to drive.CDL Classes for Every StateThere are separate classes of commercial driver’s licenses. Every state issues licenses in these categories:Class A: Any combination of vehicles with a gross vehicle weight rating (GWVR) of 26,001 or more pounds, provided the GVWR of the vehicle(s) being towed is in excess of 10,000 pounds.Class B: Any single vehicle with a GVWR of 26,001 or more pounds, or any such vehicle tow ing a vehicle not in excess of 10,000 pounds GVWR.Class C: Any single vehicle, or combination of vehicles, that does not meet the definition of Class A or Class B, but is either designed to transport 16 or more passengers, including the driver, or is placarded for hazardous materials.The license allows you to drive at the class(es) below it. So If you have a Class A license, you can drive Class A, B, and C vehicles. Those with a Class B license can drive Class B and C vehicles.EndorsementsTo be licensed for certain types of commercial vehicles, extra testing is required. If you pass, you will receive an endorsement on your CDL. These are the endorsements that you can apply for:T―Double/Triple Trailers (knowledge test only)P―Passenger (knowledge and skills tests)N―Tank Vehicle (knowledge test only)H―Hazardous Materials (knowledge test only)S―School Buses (knowledge and skills tests)Applying for a Hazardous Materials Background CheckAfter you get a C DL, apply for a background check from the  TSA if you’ll be obtaining a hazardous materials endorsement. You may do this online or by contacting a TSA agent. They will ask for:Your CDL or CDL permit number.Proof of legal status.Proof of Identity.Next, the TSA will ask you to go to a fingerprint office to give your fingerprints. The TSA and the FBI will conduct background investigations. You will be responsible for various  fees.   Learn more here.If you already have your noncommercial driver’s license, check this round up of state guidelines and see what you’ll need to do to be certified to drive safely behind the wheel of a commercial rig!

Socialism in Tanzania

Socialism in Tanzania Free Online Research Papers There were many problems that plagued Tanzania as it was beginning its development as an independent country. Tanzania was plagued with economic inequality and too much dependence on foreign investments. A school teacher, Julius Nyerere, from the former Tanganykan country had a vision of African socialism that would create a prosperous socialist society in Africa. From the developments that took place, Nyerere was on the right track, but through governmental mismanagement and environmental issues, his goals were never fully developed. Tanzania began its independence as Tanganyika in 1961. The school teacher, Julius Nyerere, became the first president of Tanganyika under the new republican constitution. In 1964, Tanganyika was loosely joined with the islands of Zanzibar, and was renamed the Republic of Tanzania (Skinner 2003). Nyerere was a strong supporter of African socialism. He wanted Tanzania to be self-sufficient, to prosper, and be equal to all. To end the economic inequality and restrict government corruption, Nyerere, ordered income limitations and established village collectives (Duiker, 727). The peasants did not agree to this so the government burned their villages and forced them into collective farms. This forced coercion immensely affected the agricultural efficiency and output of the nation, and eventually led to one of the downfalls of Nyerere’s goals. Another concern of the African leaders was the control of their industries by foreign powers and increase self-reliance. Their goal was to restrict foreign investments and nationalize the major industries while also continuing to support democratic ideals and values (Duiker, 727). The government succeeded in nationalizing the industries, and by 1967, had transformed the government into the largest employer of the nation. There were some major issues in Tanzania that caused Nyerere’s self-reliance plan to fail. The country was crippled by agricultural issues because of poor soil, inadequate rainfall, and limited resources (Duiker, 727). The government also imposed excessive taxes which helped to further damage the economy. Because of these issues, self-reliance was not an acceptable solution for Tanzania; they had to continue to depend on foreign countries for economic assistance. Tanzania did not respond to Nyerere’s African socialism, as shown through the slow growth and continued rural and urban poverty. The quest for socialism left Tanzania as one of the poorest and least developed countries, and its dependence on foreign aid was the world’s highest (Skinner 2003). One option to overcome some of these issues would have been to unite with a country that had fertile land, such as Kenya. By uniting with a Kenya, together they could have traded resources to help eachother become self-sufficient. The only problem with joining with Kenya was that Kenya welcomed foreign investments and profit incentives. Tanzania was also bordered by four bodies of water. They could have invested in some type of irrigation systems to combat their inadequate rainfall percentages. In conclusion, I believe with some improvement, Nyerere’s system could have worked and helped Tanzania establish itself as a successful socialist nation. From the textbook’s perspective, their problems were minor, and with some adjustments, Tanzania could have enjoyed being self-reliant and prosperous. Nyerere could have tried to reverse the collective farming to see how well that system would work. He could have also lowered the taxes imposed and used more foreign aide as other nations did. All in all, with a little modifications, I believe in the long run, the plan would have worked. ? Bibliography Duiker, William J., and Jackson J. Spielvogel. The Essential World History. 6th Edition. Boston: Wadsworth, 2011. Skinner, Annabel. History of Tanzania. April 2003. enotes.com/topic/History_of_Tanzania (accessed November 12, 2010). Research Papers on Socialism in TanzaniaBringing Democracy to AfricaAppeasement Policy Towards the Outbreak of World War 2Definition of Export Quotas19 Century Society: A Deeply Divided EraTwilight of the UAWRelationship between Media Coverage and Social andAssess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaStandardized TestingInfluences of Socio-Economic Status of Married Males