Spacetime Structure Implications from Quantum Mechanics

Spacetime Structure Implications from Quantum Mechanics Spacetime Structure Implications from Quantum Mechanics and Relativity Abstract Some idea proposed in the recent Penroses Conformal Cyclic Cosmology (CCC) is discussed in this paper. In CCC it is argued that the concept of time looses its meaning in a Universe filled solely with zero rest-mass particles (i.e. photons and gravitons). This particular idea is discussed, because at least conceptually it can have some implication on our understanding of spacetime and a role of rest-mass. Relativity was a great revolution in our understanding of space and time, sometimes leading to paradoxes. Quantum Mechanics introduced quanta of energy. It occurs that the existence of the minimum quanta of energy can has a strong implication on the spacetime structure. abstract should include at the max. 250 words. The abstract should give readers concise and correct information about the material of the article. It indicates what methodology you have used for your results and how you are concluding these results. The abstract should be restricted into a single paragraph with Times New Roman with Font Size 10, with proper justification. Keywords: quantum mechanics; general relativity; conformal cyclic cosmology Introduction Einsteins Relativity theory has been experimentally verified very thoroughly and also Quantum Mechanics predictions are experimentally very well checked. The philosophical or physical interpretation of mathematical equations of Relativity is commonly accepted. However Quantum Mechanics is a very good working operating tool, whereas the interpretation differs widely amongst physicist and philosophers (outlook of various interpretations can be found e.g. in [2]). Basing on the recent Penroses cosmological proposal [9] it seems that some implications to our understanding of spacetime can be derived from principles and as consequences of Relativity and Plancks law. It can also lead to a specific interpretation of a wave function in Quantum Physics. The Penroses selected idea will be presented at first. Then some considerations influenced by this idea will be discussed. Problems with time measurement In [9] Penrose states that in a spacetime filled solely by photons and gravitons no clock can be built (Only the fact that rest-mass is zero is important. Therefore in the rest of this paper only photons will be discussed. Anywhere in the text when a photon is discussed it is important that it is a particle with zero rest-mass.). In order to have any clock a massive particle is needed. A stable massive particle â€Å"ticks† with the specific frequency (It can be derived by combining Plancks formula and Einsteins formula . Detailed discussion is in [9].). (1) . So when there is no massive particles a spacetime looses its metric structure and only the conformal structure remains. On the other hand the black hole evaporation process (known as Hawking radiation) [5] may lead the Universe to such a state in a very long time. Simply speaking if the Universe will be expanding (and therefore cooling) then after some time the background will be cooler than all black holes. Of course the infinite expansion is assumed. There are however some objections, because there may be some matter left, not collapsed to black holes. E.g. some lonely massive particles can resist. Penrose discuses both possibilities: some highly hypothetical process of loosing mass in a very long period and implications of an event horizon. It is not a scope of this paper to discus it more thoroughly. Only to state that a spacetime filled only with zero restmass particles is physically interesting, reasonable and possible. Penrose argument that in such a spacetime no time measurement can be done (and only conformal structure remains) seems true [3, 11]. Briefly â€Å"one can dispense with the geodesics neither of test particles nor of light rays in measurement process† [6]. More discussion on this topic can be found e.g. in [10]. In this paper it is assumed that Penroses proposal is true and if spacetime is filled with zero rest-mass particles or massive particles which cannot influence each other due to event horizon the n time cannot be measured in such a spacetime. Possible consequences of this statement will be discussed. Proper time of a photon, the Observability Principle and tiling a spacetime Let us consider a spacetime filled only with zero rest-mass particles. From Special Relativity it is known that any of such a particle â€Å"feels† no proper time. For example no time passes for a photon between its emission from the Sun and its absorbing on the Earth. Time passes e.g. for people on the Earth, but no time passes for a photon. Sticking to the Observability Principle, which means that anything which cannot be observed does also not exist [7, 8], one can say that for a photon both events take place at the same time (Because time difference between leaving the Sun and coming on the Earth, such as for the people on the Earth, does not exist for a photon and is not observed by a photon.). It means that no time passes in the Universe filled only by zero rest-mass particles just as Penrose concluded in [9]. For the sake of clarity such a Universe will be called a Penroses Universe further in this paper. Fig. 1: To distinguish between different configurations time is needed. In case of no time (inability to measure time) one can say that all possible configurations happen at the same time. Or simply each particle is at the same time in all possible places. It seems important to present some consideration here (which was not stated by Penrose). From the above paragraph it can be concluded that different configurations can be realised in the same time. Here a time is understood as an internal property of a Penroses Universe. The meaning of adjective internal will be clarified throughout the rest of this paper. Of course we are used to measure time for example by comparing configurations of objects (e.g. distance proportions between parts of them, etc.). When we see an egg on a table and next we see smashed egg on the same table we guess that a time has passed. In sake of clarity in a Universe filled with photons solely we should distinct between configurations (able to happen at the same internal time) and events (which happen one after another due to the order of the arrow of time). In a Penroses Universe configurations are possible, but events are excluded by the definitions. So in a Penroses Universe each possible configuration takes place in the same (internal) time. Equivalently they just take place simultaneously. (If there is no time it can be said that everything happens at the same time.) If one considers all possible configurations in a Penroses Universe, one can equivalently say that each zero restmass particle is everywhere at the same (internal) time (Let us notice that we may omit internal because if it is assumed that nothing exists except a particular Penroses Universe then any other reference for some other â€Å"time† cannot exist.). Of course the fact that a photon â€Å"feels† no time when passing from A to B i.e. that it has zero proper time does not imply that it is therefore everywhere in spacetime and, in particular, it does not mean that it is â€Å"simultaneously† on all possible paths between A and B. Indeed, in relativity theory, light moves on well-defined null geodesics. What I am trying to emhasise is that without massive particles it is impossible to discriminate these geodesics [3] and therefore (actually this is the crucial step) following the Observability Principle we identify all situations that are undistinguishable. It may be concluded that this is somehow similar to rather commonly agreed thought that the reality emerges only in relation to the results of measurements. Fig. 2: In A there is no massive particle. In B there are some. Time exists internally in B. A is a tiny Penroses Universe without time (as far as no interaction with B happens). A (global) time for which we can treat A as Penroses Universe is measured in B, because in A no time exists. It means that on A+B there is a time. Such a picture is not valid in our Universe because efficient clocks exist in it. The apparent contradiction occurs only because we imagine a Penroses Universe from the external point of view (experiencing the flow of the time). If we imagine that nothing exists except a Penroses Universe we would not have to use internal to describe time. Simply no device to measure time flow would exist. Now let us think about a spacetime as a manifold (as in General Relativity). One living in the spacetime approximates the global structure of the whole manifold by observing his neighbourhood. However locally there is no â€Å"absolute time† as Relativity states. Consider now a small tiny part of the Universe (an open subset in the manifold). The Universe is filled by both zero and non zero rest-mass particles (as our Universe we live in). But locally we can find small parts of it which are filled solely by photons. We can treat each such a part as a Penroses Universe as far as no interaction with any massive particle takes place. It is due to previous considerations. We can say that no time passes inside such a part as far as no event takes place. It is understood that events take place in the global Universe. And by the event we mean here some act of interaction between a part being a Penroses Universe and a part of the global Universe possessing at least one non zero rest-m ass particle. Then these two parts can be treated as one part (being then not a Penroses Universe). In other words let us find in our Universe as much as possible very small Penroses photon filled local Universes. These small Universes differ from Penroses one big Universe by the fact that they can be treated as such only as far as they do not interact with some massive part. The idea of tiling the spacetime manifold is sketched on pictures. Fig. 3: An interaction happened from part B to part A. A is no longer a Penroses Universe. Fig. 4: Such a timeless Universe cannot be divided into a massive parts and Penroses Universe parts. No matter how we would tile this Universe each component has no time. In a Penroses Universe it is unclear how the different configurations (spacetime paths) are to be defined. Indeed, just as there is no time measure, so there is no spatial measure (with which one can distinguish, for instance the distance between points on two different paths). Therefore due to the Observability Principle particles in such a universe are as if they were everywhere at the same time. What is needed to talk about any time order is an interaction with some massive particles. Only then e.g. before and after are sensible notions. Discussion on the Double Slit Experiment In the famous doubleslit experiment a photon seems to pass through both slits at the same time. Therefore a wave function has been introduced, because a particle behave as if it were a wave. However if one tries to localise through which slit a particle actually passes, interference image is erased and a particle behaves as a corpuscle. Therefore one says about corpuscular-wave dualism. But due to considerations in previous paragraph one should also be able to say that a photon really passes through both slits (because no time passes for a photon, so two event take place for a photon at the same time). And what is called a collapse of a wave function is just a choosing of a particular path out of all possible. Such a measurement is however possible only if non zero rest-mass is involved. It is known that as a particle becomes more massive quantum properties are less clear and lighter particles behaves more like a waves (photons, electrons). The ability to measure time interval can al so be seen from Eq. (1). In such an interpretation a wave function is not an abstract existence in observer mind. It is a physical being. But as such should somehow depend not only on a particle but also on a spacetime in which is considered. Summarising Relativity Einstein once strongly criticised any physical concept which is â€Å"independent in its physical properties, having a physical effect, but not itself influenced by physical conditions† [4]. Just a proposed interpretation of a wave function should therefore be justified if this wave function interacts with spacetime. Basing on General Relativity we know that the spacetime is influenced by gravitation. So the first simple test for the new interpretation is to check whether gravitation changes a wave function. Fortunately such an experiment was done. Firstly neutron beam was scattered into two beams: each influenced by the same gravitational field. Secondly the whole apparatus was placed in a way that after scattering the gravitational fields for the first beam and for the second beam were different. By examining the interference pattern it was observed that the quantum-mechanical phase shift of neutrons is caused by their interaction with Earths gravitational field [1]. One can then also speculate that the gravitational field influences a wave function. It can be objected that the proposed explanation of quantum mechanics is contradicted by the conservation of the energy. A particle really going thorough all possible paths would do infinite work. It is not true in the proposed scheme. No procedure could measure such an energy, because those trips take places in a part of a spacetime where no useful time concept exists. If time is immeasurable then the particle can do the work needed to go through all possible paths. However immediately when a working clock is used, a particular path is localised an the energy conservation is saved. It can also be seen from this argument that the Feynmans Path Integral approach is the most natural formulation of Quantum Mechanics. Conclusions The presented arguments lead to the specific interpretation of quantum mechanics. Conceptually the presented considerations show that one can find some guide towards Quantum Physics starting from Relativity and Plancks law. Especially Feynmans Path Integral Formulation emerges in nice way. Some further implication to Cosmology occurs. The Universe filled solely with zero rest-mass particles should be treated as in a superposition state of all possible states. Occurrence of strictly positive masses not separated by event horizon would give the origin to time and states being in a superposition can be reduced to a particular state. It advocates the concept of the Universe wave function. In a black hole singularity time stops and mass density is infinite as is known from Relativity. If one would look at a singularity from the presented point of view one could say that mass density is infinite only for external observer. Because only such an observer has a meaningful concept of time. Infinite density occurs as a consequence of localising all in-falling particles in a point. However as it was explained in the paper if time stops, all particles can occupy the same point in the same â€Å"time† (which exists only for external observer). A possibility of application of the presented scheme will be explored in the future research.

Behavioral Learning Theories Applied

Behavioral Learning theories Applied Education is quite the central focus in our current society. As the economy advances, education becomes of greater importance and our student’s future is strongly dependent on their educational opportunities. As many theorists have proven, there is no one way of teaching that targets an entire audience. Instead, every child has their own unique learning style that they respond best to. Any educator that takes on the responsibility of teaching must familiarize themselves with the different approaches so they observe the â€Å"No child left behind† act and fulfill their duty as a teacher. The many different approaches to learning include Behavioral, Social Cognitive, Information Processing, Constructivist, and Brain-based. The behavioral approach is concerned primarily with measureable and observable aspects of human behavior (Good & Brophy, 1990). Behavioral learning theories focus on the ways in which pleasurable or unpleasant consequences of behavior change individuals’ behavior over time and ways in which individual model their behavior on that of others (Slavin 2006). The emphasis is put on responses to experiences, especially reinforcement and punishment, as determinants of learning and behavior. The 4 prominent behaviorist and key players in the development of the behaviorist theory, that I like to relate to, were Watson, Pavlov, Thorndike, and Skinner. Pavlov’s main interest was physiology but it was the Classical Conditioning theory that made him so famous. Classical Conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus. Both Thorndike and Skinner- although differently expressed- delved into the formulation of Operant Conditioning. Operant conditioning is a learning methodology that occurs through rewards and punishments for behavior. An association is made between a behavior and a consequence for that behavior through operant conditioning. Skinner’s theory of Operant conditioning basically explains how we acquire our range of learned behaviors that we exhibit. If an individual’s behavior is immediately followed by pleasurable consequences, the individual will engage in that behavior more frequently (Slavin, pg. 137). The relationship between the behavior and its consequences is what later a learned behavior becomes. Skinner mentions reinforcement, punishment, extinction and rewards as the mechanisms for his theory. All of these responses have a time and place where its effectiveness is at its peak. Knowing our students, knowing ourselves, knowing the situation, and knowing what we want our outcome to be will help us determine which approach to use. As maintained by the above behaviorists, our behaviors change in accordance to the immediate reaction/consequence. These immediate reactions are the secret weapon that teachers should master for optimal success in the classroom. A teacher can observe and take note of the various responses her students respond best to. A teacher should constantly be asking herself â€Å"What serves as a motivation or reinforcement for this particular student to do well†? â€Å"Does the student utilize the Expectancy Theory†? The theory of motivation is based upon the belief that people’s efforts to achieve depend on their expectations of reward, or do they lean towards achievement motivation; the tendency to strive for success and to choose goal oriented, success/failure activities? There are countless responses that can work to motivate our students. Although some students seem naturally enthusiastic about learning, many need that extra motivational factor to help them with their studies. Psychologists define motivation as an internal process that activates, guides, and maintains behavior over time (Murphy & Alexander, 2000; Pintrich, 2003; Schunk, 2000; Stipek, 2002. ) As a student, I was often motivated to do especially good work when I felt the teacher doubted my capabilities. I practiced the quote â€Å"I do it because I can, I can because I want to, I want to because you said I couldn't†. That really pushed me to do well. It may have been a childish but it worked for me. Personally, I had a hard time doing well under reinforcements be it negative or positive. The lack of consistency and the time lapse between the action and response never worked for me. If I were to utilize a token system or any other system (I. E. praise, charts etc.. ) I would review the pros and cons very carefully. I feel that employing such methods carelessly can produce destructive results. Observing a second grade class, I noticed the teacher exercising very harsh consequences to eliminate behaviors. Indeed, her classroom was always spotless, and quiet. The student did not dare misbehave or not know their work for fear of punishment. Ultimately, these students lived in fear. They disliked the teacher, they disliked learning, and whatever they did learn was just to avoid punishment. Were they motivated to behave? Indeed. They were afraid of the consequences. Was the atmosphere an optimal learning environment? Most definitely not! It was at that point that I understood that employing Behavioral Learning Theories do not always produce favorable results. When I was a short term substitute teacher, I had the opportunity to visit many classrooms over the period of a few months. When I entered the classroom with an air about myself and dressed well, the students automatically received the initial dose of motivation to behave and to please. I then continue to hold their interest by teaching in an unconventional manner or in any way that they are unaccustomed to. Teaching unconventionally is fairly simple in one of the schools I substitute. The simplicity of the teaching style has not changed from 20 years ago. The teachers use the same old text-books, they practice â€Å"one teaching style fit all† methodology, just one teacher for the entire class, etc. When I enter a class, I ask them to rearrange their chairs so they are sitting in a semi-circle or in groups depending on the lesson. As the lesson continues, I try to avoid giving extrinsic motivation unless I feel the absolute need. I try to make the actual lesson the incentive. I praise after inquisitive questions and seem genuinely happy with correct responses. It’s an aura that a teacher needs to create that will infuse a sense of ‘wanting to do well’, most frequently by the desire to please. I have frequently observed many teachers successfully pair less desired behavior with desired behaviors for great results which is referred to as the Premack Principle (Premack, 1965). One incident stands out in my mind when a third grade teacher told a student that if he completes his homework, he will be able to remove his name from the â€Å"completed homework† sign outside the classroom. The teacher explained to me, that this particular student dislikes the fact that his name is up on the board, so she pairs doing homework with the favorable act of removing his name. Having his name on the board was supposed to be a reinforcement for doing homework, however Slavin mentions that if the behavior does not increase or decrease in frequency with the reinforcement than it is not necessarily a reinforcement (Slavin, 143). Behavioral Learning Theories are quite established and they are useful in changing behaviors. It is important to acknowledge however, that the theory has its limitation. Mainly, because of its focus on observable behaviors, other more abstract and conceptual learning remains unspoken. However, Social Learning theory helps bridge the gap between the behavioral and cognitive prospective (Slavin, pg 159). —————————————————————————————————————————— Appendix: 1)Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed. ). Boston: Pearson. 2)Premack, D. (1965). Reinforcement theory. In D. Levine, Nebraska symposium on motivation. Lincoln: Univeristy of Nebraska Press.

Behavioral Management in the Developmentally Disabled

This paper will dwell on the behavioral management for the developmentally challenged individual. This paper seeks to provide a general understanding on how the on how clients with developmental disabilities are improve with regard to their conditions.Therefore, the following will be discussed: †¢ The process of Occupational Therapist in modifying behavioral development of disabled person; †¢ Techniques employed to assist the developmentally challenged individual;†¢ Way used by the Occupational Therapist to help a disabled individual write; and †¢ Identify the techniques and tools used by the Occupational Therapist in behavioral management for developmentally challenged individual. Moreover, this paper will focus in two developmental disabilities that exist today in the society. More specifically these are autism and dyslexia. Functions of Occupational Therapist There are four functions of occupational therapists.First, they are ask to put into application the kno wledge, skills and abilities they have acquired in their years of training in the academe for the benefit of enabling people to live normal lives and immerse themselves with the daily tasks (â€Å"A Definition of Occupational Therapy,† n. d. ). Second, is to assist, maintain, regain and enhance the independence of an individual who is ill, injured, disabled and psychologically impaired (â€Å"A Definition of Occupational Therapy,† n. d. ).Third, engage the relatives of the client and other people who are connected such as the caregiver (â€Å"A Definition of Occupational Therapy,† n. d. ). This can be achieved through comprehensive assessment and therapy with the goal of increasing the capacity of client to participate in daily activities (â€Å"A Definition of Occupational Therapy,† n. d. ). Lastly, to accordingly deal with the problems of the client by focusing on three things: ability to accomplish, undertakings of the client and the environment where the undertakings are performed (â€Å"A Definition of Occupational Therapy,† n.d. ). Meaning of Autism Autism, also classified as classical Autism is considered as the most prevalent condition amongst the family of Autism Spectrum Disorder or better known as ASD (National Institute of Neurological Disorders and Stroke [NINDS], 2006). One can discern Autism through the following symptoms: a) â€Å"impaired social interaction,† b) â€Å"problems with verbal and nonverbal communication,† and c) â€Å"unusual, repetitive, or severely limited activities and interests† (NINDS, 2006).In addition to this, the cluster of Autism Spectrum Disorder or ASD includes other conditions. These are – a) â€Å"Asperger syndrome,† b) â€Å"Rett syndrome,† c) â€Å"childhood disintegrative disorder,† and d) â€Å"pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS)† (NINDS, 2006). Statistics shows that in every 1000 children three to six will be affected by autism (NINDS, 2006) Furthermore, Men are four times more prone or at risk of acquiring such behavioral disorder like autism than women.(NINDS, 2006) Meaning of Dyslexia Dyslexia, pronounced as dis-lek-see-uh is a type of learning disorder that some of the children encounter that impairs their ability to read and spell (â€Å"Dyslexia,† n. d. ). What may seem C-A-T to normal people would appear A-C-T to dyslexic individuals. It is not a measure of whether a child is intelligent or not but is rather an impairment of the brain (â€Å"Dyslexia,† n. d. ). In fact, a number clever and gifted people are suffering from dyslexia (â€Å"Dyslexia,† n. d. ).In the United States, the condition is classified as a â€Å"specific learning disability† or as a â€Å"specific reading disability† by the related federal legal statutes that has special education in its scope (Allington, 2006) However, the main idea o f all these explanations comprises the indeterminable hardships encountered by a dyslexic individual when it comes to reading. Moreover, there is no consensus with regard to the definition of the illness that causes the stakeholders confusion that renders them not to use the term (Allington, 2006).Behavioral Management and Techniques in Autism There are three behavioral management and techniques used by the occupational Therapist in able to develop and assist their clients that are suffering from Autism. These are all aimed at a holistic approach to treating the symptoms and addressing the difficulties that come with it. The three techniques are discussed in the next section. Educational/behavioral interventions Occupational Therapists use well reliable and thorough skill-oriented exercises in able to help their client enhance their language and social capabilities.Counseling the relatives and the family of the their client is better a technique to assist the entire clan deal with t he specific obstacles and difficulties in taking care of the autistic client (NINDS, 2006). Medications Occupational therapist could as well seek for the help of a doctor. A medical doctor usually recommends an antidepressant prescription in able to deal with the symptoms of a) â€Å"anxiety,† b) â€Å"depression,† or â€Å"obsessive-compulsive disorder† (NINDS, 2006). In a sense, these Anti-psychotic medicines are helpful to lessen the burden brought about by the symptoms of behavioral disabilities (NINDS, 2006).Attacks, on the other hand, can be prevented with the administration of variety of doses anticonvulsant medicines (NINDS, 2006). Prescription of stimulant drug that is specifically given for the children suffering from the attention deficit disorder or better known as ADD is an effective technique used by the Occupational Therapists to cut down the incident impulsivity and hyperactivity (NINDS, 2006). Other therapies Controversies abound the therapies t hat are formulated to treat autistic children (NINDS, 2006).This has made the use such be attached with caution before these are adopted by the parents or guardians (NINDS, 2006). Furthermore, an insignificant number of these are backed up with thorough scientific research (NINDS, 2006). Writing for the developmentally disabled individual Therapeutic Sessions for autism With the aim of teaching the developmentally challenged person it is important to have focus and patience together with appropriate learning strategies that will help the disabled individual in writing and learning process.Likewise, it is necessary to conduct follow up sessions with the therapist and at home with the help of the parents and other relatives. Behavioral Management and Techniques in Dyslexia According to website article, a recent game was developed with the purpose of helping children and other individuals cope with the difficulty they suffer from reading (Briggs, 2001). In the study, a group of seven-y ear-old children served as the respondents of the study and this resulted to a positive outcome for the research on reading difficulties (Briggs, 2001).The game included activities that require the respondents to match certain shapes to particular sounds (Briggs, 2001). They are asked to press a space bar after a series of sequences and then they will be greeted with a smile (Briggs, 2001). This resulted in higher rates of accuracy and an increase in the speed of reading for the 24 children who are diagnosed to have dyslexia (Briggs, 2001). Conclusion The role of the occupational therapist is a four-fold task. This is aimed towards uplifting the condition of the client.It is the aim of the occupational therapist is to be able to address the needs of the client and the chance to fulfill their responsibilities. There are different ways by which the therapist could help the clients in making their lives better through these techniques. It has become a better way of making people live a fulfilling life. These are different techniques of writing such as video games. References A Definition of Occupational Therapy. (n. d. ). Retrieved July 5, 2008, from http://steinhardt. nyu. edu/ot/definitionAllington, R. (2006). â€Å"Dyslexia. † In Microsoft ® Student 2007 [DVD]. Redmond, WA: Microsoft Corporation. Briggs, H. (2001). Computer game helps dyslexics. Retrieved July 05, 2008, from http://www. dyslexia-teacher. com/t113. html. Dyslexia. (n. d. ). Retrieved July 5, 2008, from http://kidshealth. org/kid/health_problems/learning_problem/dyslexia. html National Institute of Neurological Disorders and Stroke [NINDS]. (2006). Autism Fact Sheet. Retrieved July 5, 2008, from http://www. ninds. nih. gov/disorders/autism/detail_autism. htm

Essay about elections and democracy - 1559 Words

QUESTION 1; 1. Do you think elections can be a good measure of democracy? Discuss this statement in relation to elections recently held in African countries you are familiar with. INTRODUCTION The year 2011 experienced serious levels of political activities in Africa such as political upheavals, middle-east uprisings and elections in many countries. Most Islamic nations rose against their long-ruling leaders, hence saw the ousted of Egyptian Hosni Mubarak and the killing of Muamar Gaddafi after a six-month war between the Gaddafi loyalists and the anti-Gadhafi fighters assisted by NATO. However, while this was taking place, other countries like Zambia, Congo DR, Nigeria, Liberia were also exercising their obligation of†¦show more content†¦DISCUSSION From the understanding of liberty and freedoms, the government must be erected by the participation of very free people not under coercion. It implies that the citizens must have a free will to choose leaders of their choice and be able to have freedom of expression within the given framework. Thus, elections become a very important voice for citizens to select their leaders as that is how they participate in the process of making decisions .However, there is more to democracy than just holding elections and electioneering. There are many other factors to consider to complete democracy than just holding an election Elections today, which signify democracy, must be judged by the conformity to standard norms that constitute free and fair elections. A free election is based on the presumption that fundamental human rights and freedoms are respected. These would include freedom of assembly, association, expression, and information. In addition, freedom would include freedom from violence, intimidation and coercion, freedom to access the polling stations by both voters and monitors, and freedom to make choices without fear of repercussions.But in Zambia,prior to elections,there was a lot of intimidation by the ruling MMD by brutalising the opposition,corrupting the youths with beer to cause confusion in a way of campaigning.So there was coecion before election as opponents were not ready to frely make their own decisions over who to vote for. In anotherShow MoreRelatedA False Democracy : The Presidential Election1434 Words   |  6 Pages A False Democracy In the 2016 presidential election, over ninety million eligible American citizens abstained from voting. Of course many citizens could have been busy that day, or forgot, or even falsely feel that voting is futile. 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In 1947 when India and Pakistan independent, Nepal was ruled by the autocratic Rana regime. In 1951 Nepal first time attained democracy through an armed revolution against the Rana regime. Then King Mahendra introduced party