Article Critique Example | Topics and Well Written Essays - 500 words - 5

Critique - Article Example Relationship marketing is described as the model of creating and retaining customers in a business. Developing strong value and retaining customers are important strategies that markets employ in the modern competitive business environment (Trasorras, Weinstein, & Abratt, 2009). Perhaps one of the most disturbing issues is that some businesses experience cases of customers defecting from them even when they think that their services and products were best offered out. This is the issue that Relationship marketing tries to explain. Positive customer relationships are well maintained through different methods that businesses choose to invest in (Eriksson & Soderberg, 2010). Some of the methods that have proved successful include the use of incentives like customer clubs. In this method, businesses create social forums where customers can be meeting frequently and sharing ideas with the business’ stakeholders on areas that need general improvement. Customers are also able to shar e their views on the kinds of products offered and give inputs towards further developments. Erickson explains in his paper that the intersubjective approach to customer relationships means that the â€Å"self† of the business and others, who are customers in this case are usually inseparable. In this approach a business is able to put the customer are the core of their business. A customer based approach to marketing is thus the system adopted in marketing where inputs from clients are highly adhered to and respected. Customers are meant to have confident in the services offered by the business, in this case, they should be easily approached for feedback. Customers who experience maximum utility in service delivery are loyal to the business and can trade with it for a long time. Should be the duty of management in this case? Managers are meant to study into issues that need to be adopted in order to create and retain customer’s

Classical music Essay Example for Free

Classical music Essay It is Saturday March 1 2008 and I have woken with an excited feeling in my stomach. Today, I am being treated to something I have never experienced before and I am looking forward to what is in store. My father, is taking me to a classical concert. I am 18 years old and big band music is not really my style, I appreciate music but of the modern variety rather than the old school kind. My father loves classical music and plays it constantly in his study. His favourite composer is Leonard Bernstein so it is today, with great animation, he is taking me to encounter his love of this music. We are attending the Waukegan Concert Chorus which is at 624 Douglas Ave, Illinois, the concert is a tribute to Bernstein Williams; namely, In Remembrance of Bernstein Williams. My father assures me that although my liking of music may not be to his taste, I will go away from the concert feeling uplifted and appreciative of what I have heard. Our journey takes us to Waukegan during the early evening and as we approach the venue I can feel a buzz in the air. Other attendees are heading towards the seating area and as my father and I locate where we are sitting, I am somewhat satisfied that we have seats near to the front. My father explained in the car, on the way, even though it is the music you are listening to, it is also just as important to watch the performance. Before me is a huge orchestra; perhaps the biggest I have ever seen, not that I have seen many. There is a plethora of various noises coming from the ensemble and as each musician tunes in their instrument and plays small excerpts from their music stand, it is perhaps unbelievable that any kind of harmony will occur at all. However, the moment the conductor enters the room, there is an eerie silence, almost as if someone had turned the musicians off by a control button. The conductor is a gentleman who turns to his audience and bows his head, turning and repeating this gesture to his orchestra. As the first piece of music is played I feel myself vibrating with the enormity of the noise. For many years I have heard my father’s classical records being played from behind the study door but to be present at a live performance was truly exhilarating. One of my favourites in terms of familiarity was West Side Story. The introduction sounded amazing; upbeat and vibrant, the instruments seemed almost alive. Even closing my eyes, which I actually did, I could hear each piece of equipment as it was used. The brass and woodwind instrumentalists brought intrigue and manoeuvre to the story of the piece being played whilst the drums added the extra element of spirit in the arrangement. Despite the variety of instruments played and the different roles they played within the piece, the unity came together with such an intensity, I was taken aback by its impact. The formation and structure of the concert allowed me to lose myself within the music, it was almost as if I were watching the musical itself. This perhaps was the purpose of the concert itself, it worked with an effortless outcome. As the flutes and violins played ‘I Feel Pretty’, I felt almost compelled to stand up and sing as the notes poured through the air. The tempo was light in places and amplified in others; the exaggeration of drama was as apparent as the subtlety of tenderness applied to the nature of the story. Its volume was deafening yet tolerable as each instrument alerted itself naturally within the composition. On occasion I did look around at other spectators, like moths to a flame, transfixed faces and total satisfaction and appreciation of what was before and around them. I did relate to this. As the concert came to an end, I did feel somewhat saddened that it was all over. The climax of the music was a crescendo of brilliance and I am pleased to say, my father’s original prediction of how I would feel, was absolutely correct. I felt euphoric and inspired by such a performance. I had attended the concert with an open mind and allowed myself to absorb the instruments intentions; I felt all the raw emotions of West Side Story and even the pieces of music played I had heard for the first time, still brought me a sense of appreciation.

Home Appliances Control Using RF

Home Appliances Control Using RF The project HOME APPLIANCES CONTROL USING RF is an alternate of the job done by human like switch on/off by hand. Here job of doing on/off can be done by from a distance by help of remote. The ckt. Consists of four parts. These are listed below:- Power supply of 5v and 9v:- it consist of ic 7805,7809 , two transformer, capacitors and diode. Microcontroller:- it consists of m/c AT89S52 , reset ckt. RF module:- It consists of ic HT-12D AND HT-12E relay part:- two ralays, two diode,two bulbs ref.(1) HISTORY In this rf based project our data to control home appliance is send from remote to control them, here user only have to press the switch of remote. In other words, one could remotely turn on light in ones lawn or the air conditioning at home, or turn on/off the light of room by help of remote sitting at one palace in home, The operation cost and power required is also less. METHODOLOGY In this project our signal is transmitted through air from RF transmitter to RF receiver, which decoded the signal received, now decoded signal is send by 4 line to microcontroller. Microcontroller do the work on received data according to programming, which will turn on/off the relays, then bulbs are also on/off. BLOCK DIAGRAM Fig.1 Ref(5) CIRCUIT DIAGRAM Fig. 2 Ref(5) Fig. 3 Ref.(5) WORKING There are two power supplies one of 5v and second of 9v. Power supplies are made by bridge wave rectifier. For making 5v supply we use 4doide, one capacitor of 470 micro F, ic regulator 7805, similarly the second power supply. 5v supply is given to AT89S52 and 9V to operate the relay. Firstly the rf signal is generated by ic HT-12E and transmitted through air by help of rf transmitter module, the received data is now decoded by rf ic HT-12D and send to microcontroller to work on it. Some connections are made be ready the functioning of both ics. When signal is decoded by ic HT-12D it gives output by its pin no. 10 to 13. These output lines feed to m/c to pin no. 10 to 13 to make the m/c in action some connection are made as shown in fig of ckt.(Reset ckt. At pin no. 9, oscillator of value 11.0592 at pin no. 18 and 19 and power at pin no 40) Now, button of remote is pressed by user then m/c do low or high to the pin no p2.0 and p2.1 output line from m/c connected to TIP 122 base. These are high power transistor whose base is connected to to pin no p2.0 and p2.1 of m/c through resistance. If high power is given to TIP than it will be on due to which the relay make the connection between 3 and 4, and bulb be on. If low is at base of TIP then TIP will not work and connection of relay will be 3 and 4 due to which bulb be off. So we can do on/off the home appliance by help of remote. In our project one bulb be on by pressing button 1, second by help of 2, both will be on by button no. 3. And both will be offed by button no. 4. Ref.(6) APPLICATION By using home appliance control using rf we can control all the electrical devices of a home with the help of remote. We can on/off the devices by a distance. With the help of this concept we can make a robotic hand to handle the objects which a far away from us. With this we can also design car whose motion can be controlled by a remote. For a specific movement of car we will define a specific command for forward movement we will press button no. 1 for backward button no. 2 for left by help of button no. 3 and right by button by help of button no. 4 Other applications Burglar alarm system Smoke and fire alarm system Garage door controllers Car door controllers Car alarm system Security system Cordless telephones Other remote control systems Ref(5) PROBLEMS While controlling home appliances using RF we have to face some following problems:- We have used it to a particular range abt. of some meters not in range of kilometer or more distance. If m/c hanged we want to do on/off the switch then we are not confirmed abt. its on/off states. CONCLUSION This project is very useful for electricity saving purpose. Because we can do on/off the switch very quickly, otherwise due to laziness we avoid to on/off them. Project can easily be used by any one because to use this project one should not need to learn any special things and this project is very economical due to its simple circuit and by use of cheap components. COMPONENTS LIST Serial no. Component Specifications Quantity 1 Transformer 1amp,12v 1 2 Regulator7805 1 3 Regulator 1 4 Transformer 1amp,9v 1 5 TIP 122 2 6 Diodes IN 4001N 8 7 RELAY 2 8 MICROCONTROLLER AT 89S52 1 9 HT-12D 1 10 HT-12E 1 COMPONENT DETAILS MICROCONTROLLER AT89S52:- Fig. 4 ref(3) The Intel AT89S52 is a Harvard architecture, single chip microcontroller (ÂÂ µC) which was developed by Intel in 1980 for use in embedded systems. It was popular in the 1980s and early 1990s, but today it has largely been superseded by a vast range of enhanced devices with AT89S52-compatible processor cores that are manufactured by more than 20 independent manufacturers including Atmel, Infineon Technologies, Maxim Integrated Products (via its Dallas Semiconductor subsidiary), NXP (formerly Philips Semiconductor), Winbond, ST Microelectronics, Silicon Laboratories (formerly Cygnal), Texas Instruments and Cypress Semiconductor. Intels official designation for the AT89S52 family of ÂÂ µCs is MCS 51. Intels original AT89S52 family was developed using NMOS technology, but later versions, identified by a letter C in their name, e.g. 80C51, used CMOS technology and were less power-hungry than their NMOS predecessors this made them eminently more suitable for battery-powered devices Important features and applications:- It provides many functions (CPU, RAM, ROM, I/O, interrupt logic, timer, etc.) in a single package 8-bit data bus It can access 8 bits of data in one operation (hence it is an 8-bit microcontroller) 16-bit address bus It can access 216 memory locations 64 kB each of RAM and ROM On-chip RAM 128 bytes (Data Memory) On-chip ROM 4 kB (Program Memory) Four byte bi-directional input/output port UART (serial port) Two 16-bit timers Two-level interrupt priority Power saving mode A particularly useful feature of the AT89S52 core is the inclusion of a boolean processing engine which allows bit-level boolean logic operations to be carried out directly and efficiently on internal registers and RAM. This feature helped to cement the 8051s popularity in industrial control applications. Another valued feature is that it has four separate register sets, which can be used to greatly reduce interrupt latency compared to the more common method of storing interrupt context on a stack. The AT89S52UART an be configured to use a 9th data bit that can provide addressable communications in an RS-485 multi-point communications environment. AT89S52 based microcontrollers typically include one or two UARTs, two or three timers, 128 or 256 bytes of internal data RAM (16 bytes of which are bit addressable), up to 128 bytes of I/O, 512 bytes to 64 kB of internal program memory, and sometimes a quantity of extended data RAM(ERAM) located in the external data space. The original AT89S52 core ran at 12 clock cycles per machine cycle, with most instructions executing in one or two machine cycles. With a 12 MHz clock frequency, the AT89S52 could thus execute 1 million one-cycle instructions per second or 500,000 two-cycle instructions per second. Enhanced 8051 cores are now commonly used which run at six, four, two, or even one clock per machine cycle, and have clock frequencies of up to 100 MHz, and are thus capable of an even greater number of instructions per second. All SILabs, some Dallas and a few Atmel devices have single cycle cores. Even higher speed single cycle 8051 cores, in the range 130 MHz to 150 MHz, are now available in internet downloadable form for use in programmable logic devices such as FPGAs, and at many hundreds of MHz in ASICs, for example the net list from www.e8051.com. Common features included in modern 8051 based microcontrollers include built-in reset timers with brown-out detection, on-chip oscillators, self-programmable Flash ROM program memory, boot loader code in ROM, EEPROM non-volatile data storage, IÂÂ ²C, SPI, and USB host interfaces, PWM generators, analog comparators, A/D and D/A converters, RTCs, extra counters and timers, in-circuit debugging facilities, more interrupt sources, and extra power saving modes. Ref(3) PIN DIAGRAM:- Fig. 5 ref(3) Pins 1-8: Port 1 Each of these pins can be configured as input or output. Pin 9: RS Logical one on this pin stops microcontrollers operating and erases the contents of most registers. By applying logical zero to this pin, the program starts execution from the beginning. In other words, a positive voltage pulse on this pin resets the microcontroller. Pins10-17: Port 3 Similar to port 1, each of these pins can serve as universal input or output . Besides, all of them have alternative functions: Pin 10: RXD Serial asynchronous communication input or Serial synchronous communication output. Pin 11: TXD Serial asynchronous communication output or Serial synchronous communication clock output. Pin 12: INT0 Interrupt 0 input Pin 13: INT1 Interrupt 1 input Pin 14: T0 Counter 0 clock input Pin 15: T1 Counter 1 clock input Pin 16: WR Signal for writing to external (additional) RAM Pin 17: RD Signal for reading from external RAM Pin 18, 19: X2, X1 Internal oscillator input and output. A quartz crystal which determines operating frequency is usually connected to these pins. Instead of quartz crystal, the miniature ceramics resonators can be also used for frequency stabilization. Later versions of the microcontrollers operate at a frequency of 0 Hz up to over 50 Hz. Pin 20: GND Ground Pin 21-28: Port 2 If there is no intention to use external memory then these port pins are configured as universal inputs/outputs. In case external memory is used then the higher address byte, i.e. addresses A8-A15 will appear on this port. It is important to know that even memory with capacity of 64Kb is not used ( i.e. note all bits on port are used for memory addressing) the rest of bits are not available as inputs or outputs. Pin 29: PSEN If external ROM is used for storing program then it has a logic-0 value every time the microcontroller reads a byte from memory. Pin 30: ALE Prior to each reading from external memory, the microcontroller will set the lower address byte (A0-A7) on P0 and immediately after that activates the output ALE. Upon receiving signal from the ALE pin, the external register (74HCT373 or 74HCT375 circuit is usually embedded ) memorizes the state of P0 and uses it as an address for memory chip. In the second part of the microcontrollers machine cycle, a signal on this pin stops being emitted and P0 is used now for data transmission (Data Bus). In this way, by means of only one additional (and cheap) integrated circuit, data multiplexing from the port is performed. This port at the same time used for data and address transmission. Pin 31: EA By applying logic zero to this pin, P2 and P3 are used for data and address transmission with no regard to whether there is internal memory or not. That means that even there is a program written to the microcontroller, it will not be executed, the program written to external ROM will be used instead. Otherwise, by applying logic one to the EA pin, the microcontroller will use both memories, first internal and afterwards external (if it exists), up to end of address space. Pin 32-39: Port 0 Similar to port 2, if external memory is not used, these pins can be used as universal inputs or outputs. Otherwise, P0 is configured as address output (A0-A7) when the ALE pin is at high level (1) and as data output (Data Bus), when logic zero (0) is applied to the ALE pin. Pin 40: VCC Power supply +5V Ref(4) REGULATOR(7805):- 7805 is an integrated three-terminal positive fixed linear voltage regulator. It supports an input voltage of 7 volts to 35 volts and output voltage of 5 volts. It typically has a current rating of 1 amp although both higher and lower current models are available. Its output voltage is fixed at 5.0V. The 7805 also have a built-in current limiter as a safety feature. The 7805 will automatically reduce output current if it gets too hot. It belongs to a family of three-terminal positive fixed regulators with similar specifications and differing fixed voltages from 8 to 15 volts. The last two digits represent the voltage; for instance, the 7812 is a 12-volt regulator. The 78xx series of regulators is designed to work in complement with the 79xx series of negative voltage regulators in systems that provide both positive and negative regulated voltages, since the 78xx series cant regulate negative voltages in such a system. The 7805 is one of the most common and well known of the 78xx series regulators, as its small component count and medium-power regulated 5V make it useful for powering TTL. Fig.6 Ref(5) REFERENCES Search Enginewww.google.com. Data Sheets from www.alldatasheet.com Article on Password Based Security System on www.8051projectinfo.com Data Sheet of Microcontroller from www.atmel .com Article on Password based security system from Wikipedia. Text Book on 8051 Microcontroller (Mazidi) Text book on 8051 Microcontroller(Kenneth J. Ayala)

Why I Have Chosen the Teaching Profession Essay -- essays papers

Why I Have Chosen the Teaching Profession When I think of becoming a teacher I would like to imagine or hope that I would be â€Å"turning the key† for a student of mine to become something great. I have been soul searching for many years now to have a better understanding of what I am suppose to do in my life. I have worked in so many jobs in so many areas but nothing was fulfilling my life with any amount of meaning. I found myself not wanting to go back the next day or wishing I were somewhere else. Well I guess everyone does that is what I would tell myself. Until a couple years ago when I was working and living in Las Vegas. It was there that I finally realized what I had been searching for in my life. I was spending a lot of time with a co-worker who had children in the school system. I vividly remember hearing her children say â€Å"the teacher’s don’t care.† This was shocking for a child who was in the fourth grade to be saying to me. I guess because I had a great experience in school with wonderful caring teachers. My memories of school are a little blurred with age but I do remember looking up to them as role models. Especially, my eighth grade English teacher who was the first person who ever told me that I was a beautiful writer. She encouraged me to continue to learn as much as I could about becoming a good writer. I still see her from time to time and she asks if I am still writing. I always say yes, but the last time I saw her, I got the chance to te...

Lolita by Vladimir Nabokov Analysis Essay

Vladimir Nabokov’s choice of subject in his novel Lolita shocked readers, but that was essentially why he chose it. Beetz, states that Nabokov’s first inspiration for the novel came from a newspaper story about an ape â€Å"‘who after months of coaxing by a scientist, produced the first drawing ever charcoaled by an animal: this sketch showed the bars of the poor creature’s cage’ Nabokov said. As many critics have remarked Lolita is not about sex but about love. Even more it is about obsession-and the destructive power it can hold over the lives of its victims.†(Beetz 2481) Also with out the shock value of Lolita’s risque subject of the â€Å"love story† between a man and his twelve year old step daughter, the book most likely would not have become as famous as it is. As Serafin states, Lolita became very popular underground after it was banned in Europe. The taboo of it being banned mixed with Nabokov’s sparkling wit made Lolita a sensation.(338) As Hart says in the 1950’s peoples attitudes towards sex were still very puritanical and conservative.(158) By exploiting the scandalousness of the violation of the last sexual taboo, the relationship between an adult and child, Nabokov was able to really show the extent of the power of infatuation, love and obsession. As Nabokov shows in his novel Humbert Humbert knows what he is doing to Lolita is wrong, but his burning desire for her drives him to violate his own morals. He even used morals to try and justify his actions, â€Å"The moral sense in mortals is the duty†¦We have to pay on mortal sense of beauty†(Nabokov 300) In this quote Humbert dilutes himself into thinking he has a moral obligation to appreciate the beauty that is Lolita, when in reality he has a moral obligation to leave Lolita alone and allow her to have a normal childhood. Another quote in which Nabokov shows how Humbert’s obsession controls him is the following; â€Å"I felt proud of myself. I had stolen the honey of a spasm without impairing the morals of a minor. Absolutely no harm done.†(Nabokov 65) In this quote he is referring to â€Å"pleasuring him self† while near Lolita with out actually touching her. The very nature of his actions show his desperation and it soon become apparent that Humbert’s twisted fantasies will not satiate his obsession for long and that he will act on it and â€Å"impair the morals of a minor†. By using the shock to readers of a relationship between an adult and a child, Nabokov successfully was able to show the extent of what obsession and love can drive a person to do. Humbert’s obsession lead him to ruin the lives of himself, Clare Quilty and the childhood of Lolita. Nabokov choose his taboo subject for Lolita to increase the impact of the character’s actions as driven by his own infatuation.

History of Apartheid

History of Apartheid Free Online Research Papers Apartheid; the word alone sends a shiver down the spines of the repressed African community. Apartheid was a mordant period in the history of South Africa. . The word apartheid means â€Å"separateness† in the Afrikaans language and it described the rigid racial division between the governing white minority population and the nonwhite majority population. The Afrikaners are a South African people of Dutch or French Huguenot descent. The Nationalist party of South Africa was founded in 1914 by James Barry Munnik Hertzog to protect and promote the interests of Afrikaners against the pro-British policies of the South African party, which was led by Louis Botha and Jan Smuts. On May 26, 1948, the Nationalists reigned victorious and they won the parliamentary elections and gained control of the South African government. They began taking steps toward implementing apartheid. Over the next several decades, they consolidated their power. The National Party used its control of the government to fulfill Afrikaners ethnic goals as well as white racial goals. In 1961, South Africa became a republic and completed its separation from Great Britain. Apartheid turned into a drastic, systematic program of social injuring based on four ideas. First, the population of South Africa comprised four racial groupswhite, colored, Indian, and Africaneach with its own culture. Second, whites, as the civilized race, were entitled to have absolute control over the state. Third, white interests should prevail over black interests; the state did not have to provide equal facilities for the subordinate races. Finally, the white racial group formed a single nation, with Afrikaans, while Africans belonged to several (eventually ten) distinct nations or potential nations, a formula that made the white nation the largest in the country. Over the years, the government introduced a series of repressive laws. The implementation of the apartheid policy, later referred to as separate development, was made possible by the Population Registration Act of 1950. It provided for the racial classification of every person. The law put all South Africans into three racial categories: Bantu (black African), white, or Colored (of mixed race). While the statutory definitions of so-called coloreds under apartheid have shifted over time, they have been persistently raven with contrad ictions. The state has variously sought to demarcate the category colored on the basis of descent, parentage, physical appearance, language preference, cultural criteria, and general acceptance by the community. The Population Registration Act defined a colored as someone who in appearance is obviously not white or Indian, and who is not a member of an aboriginal race or African tribe. The petty-bourgeois obsession with racial ‘purity and eugenics, was given expression in yet another set of repressive laws. The Group Areas Act of 1950 assigned races to different residential and business sections in urban areas, and the Land Acts of 1954 and 1955 restricted nonwhite residence in specific areas. These laws further controlled the already limited right of black Africans to own land, entrenching the white minoritys control of over 80 % of South African land. The laws are based on a fear of black insurgence and the desire to present the world with a picture of South Africa showing whites less heavily outnumbered by non-whites than they really are. As these Bantustans are gradually excised from the body politic of South Africa, the numerical situation of the whites changes dramatically. Non-whites outnumber whites six to one. Of the blacks the two largest groups are the Zulus and the Xhosas, numbering around 4,000,000 each. But this is a dream-a dream made possible in theory by the edicts of government. In South Africa, all things are possible. One of the most repressive apartheid restrictions was the law requiring that blacks and all other nonwhites carry a pass book stating their legal residence and workplace. Those without the proper papers could be stopped by police and summarily expelled to the countryside. Interracial Marriage and Immorality Acts prohibited marriage and sexual relations across color lines. Group Areas Act defined residential areas by race. Under it, Colored and Indians were removed to special segregated townships. Bantu Education Act gave the central government control of African education, and closed private schools for Africans and forced them to attend a separate, inferior education system. Hendrik Verwoerd, Prime Minister, states Native education should be controlled . . . in accord with the policy of the state . . . If the native in South Africa today in any kind of school in existence is being taught to expect that he will live his adult life under a policy of equal rights, he is making a big mi stake . . . There is no place for him in the European community above the level of certain forms of labor. Extension of University Act segregated higher education sharply. It prohibited things such as established universities to accept black students except by special cabinet permission. The 1953 Reservation of Separate Amenities Act permitted the systematic segregation of train stations, buses, movie theatres, hotels, and virtually all other public facilities, and barred the courts from overturning such restrictions. Labor regulations in the 1950s all but outlawed the formation of trade unions except by whites, and reserved most skilled occupations for whites. The Promotion of Bantu Self-Government Act of 1959 furthered geographic divisions between the races by creating ten so-called homelands or Bantustans for the black population. The government had power to grant each independence and thereby deprive the people of South Africa citizenship. The Homelands remained economic backwaters. They simply could not support the masses of people confined to them. The government tried to move all Africans, accept those needed by white employers, into the Homelands. Each Homeland consisted of fragments of land, separated by white farms. Kwa Zulu consisted of 29 major and 41 minor fragments. It is estimated that 3.55 million Blacks were removed between 1960 and 1983. The social implications were severe. Two examples: In Soweto (a township near Johannesburg), with a population of over one million by 1978, sev enteen to twenty people were living in a typical four room house; in Crossroads, outside Cape Town, there were more than six people to a bed. Despite the conditions, the government continued to implement new apartheid regulations decade after decade. The Bantu Laws Amendment Act of 1964 gave the government complete authority to banish blacks from any urban area and from white agricultural areas. During the 1970s, the government stripped thousands of blacks of their South African citizenship when it granted nominal independence to their homelands. Most of the homelands had few natural resources, were not economically viable, and being both small and fragmented, lacked the autonomy of independent states. Apartheid extracted a huge human cost. In its efforts to create completely segregated residential areas, the South African government destroyed thousands of houses in racially mixed areas. With their homes destroyed, tens of thousands of people were forced into small, substandard houses, located in bleak townships and neighborhoods with poor services. Limits on black residence in urban areas also broke apart families in cases where one parent obtained a residence permit but the other did not. Restrictions on the size and location of black businesses squelched the economic aspirations of many blacks, preventing them from competing effectively with white-owned businesses. Apartheid educational policies condemned black South Africans to a severely overcrowded school system with educational policies designed to limit achievement. In the early 1950s, the African National Congress began a passive resistance campaign which helped it form a broad coalition. It issues a Freedom Charter that s aid South Africa belongs to all who live in it, black and white, and that no government can justly claim authority unless it is based on the will of the people. The government reacted by passing further repressive legislation and by arresting 156 people. The Pan-African Congress organized a campaign against the pass laws. People gathered at police stations without passes. The campaign led to the Sharpeville Massacre in 1960 when police opened fire on an unarmed group killing 67 Africans and wounding 186. This led to widespread disturbances and the subsequent banning of both resistance coalitions. The government declared a state of emergency, and arrested 98 Whites, 90 Indians, 36 Colored, and 11,279 Africans. Nelson Mandela and other leaders were jailed in 1963 and tried in 1964. The government crack-down succeeded and suppressed the resistance for several years. The spirit of resistance grew, and on June 16, 1976, thousands of Black schoolchildren in Soweto protested against being taught in Afrikaans. After the police killed a boy, the protests spread throughout the country. The government once again reacted brutallykilling over the next months 575 people. The date of the Soweto Uprising is now recognized in South Africa as National Youth Day. Soweto was another dramatic turning point. But it took 14 more yearsyears of repression, resistance, and violence, but no widespread civil warbefore the transition to majority rule and democracy began. The transition began with President de Klerks election in 1990. Research Papers on History of ApartheidBringing Democracy to Africa19 Century Society: A Deeply Divided EraWhere Wild and West MeetQuebec and CanadaAssess the importance of Nationalism 1815-1850 EuropePETSTEL analysis of IndiaCapital PunishmentComparison: Letter from Birmingham and CritoThe Hockey GameHip-Hop is Art