The Institute of American University in Cairo was established the year 1919 as learning institution aimed to serve the Middle East community. Since then, it has expanded its area of coverage and presently it draws students from all corners of the globe. Evidently this university has open several campuses in the Arab world comprising of large part of the united Arab region and the northern Africa in Egypt. Through the learning service provision, this have played crucial role in linking the Egyptians with other people in other places of the world.

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The historical background and the rich cultures of the Egyptians are some of major factors which have contributed to the dramatically expansive nature of the number international students taking their studies in the state. as the university continues its vision and mission of making impacting the international through academic development, the university has created a wide students network repealing students from all corners of the globe. In its spirits of advancing education to parts of the world, it accommodates approximately five thousand students as undergraduate learners converging from more the one hundred and thirteen states. This widely spread area of its operation is correlated with the ability to offer relevant academic program which is bolstered up by provision of efficient transport means.

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Transportation in AUC
Transportation in the university and other organization which influence and affect states productivity directly such institutions of higher learning is of paramount importance. Transportation in institutions of higher learning is matter of great concern due tom several factors. One of the most important why transportation should be considered as the most crucial in higher level of education is due to the fact that they enhance national prosperity through research and any delay or communication impediments leads to less coordination between various institutions of research importance as well as communication with the surrounding communities.

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The American university in Cairo offers several transport services to the university community including staff member, students and even transports to the sub-coordinate staffs. These personnel or the most important stakeholders to the development of learning institutions who may access the university transport service according to the university plans. The key office of operations in the university is based on the department of facilities and operations. The F $ O department is tasked the responsibilities of the overall operation of the university facilities including housing facilities, management of the building through planning, scheduling, repairing and renovations, as well as construction management of the housing facilities. They are accountable and responsible of the usage of facilities required in transportation by the entire university community.

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In the recent time, transport and communication within the university has been an issue of major concern. There has been also of jargon of the organization of events as well as events within the university. It has also been overt that students have been missing there lesson due to poor arrangement or delay as result lack of transport means from their old institutions premises which are five kilometer to the newly founded campus learning centre. It’s not student whom have been experiencing such inconveniencies, but the staff members have also experience similar difficult due to inadequate transport facilities both for university and also the public transport means. This has lead to the formation of the bus transportation advisory committee which is charged with the responsibilities of the inefficiencies in university transport system.

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Common transports means.
According to the study carry out by the bus transport advisory committee team, the university has over the last decades utilized bus shuttles and mini bus as the popularly means of transport in the university. During this period, the shuttle buses and minibuses served the university without constraining it or with the university facing no difficulty situation as it’s at present. The transport services were in low demand as most of the students could attend their lessons by trekking from their residential room to the classes. The university provided transport services to only a few students whose residential places were outside the university compound.

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The factory system is an approach to manufacturing that was introduced on the onset of the industrial revolution. The system is greatly credited for its unmatched role in the massive industrial revolution in America and European countries in the 19th century (Digital history, 1820-1860:4). In the factory systems, machine and other technological innovations and invention were undertaken to replace the purely manual domestic system. Under the system, each factory employee played a distinct role in the unionized production process; a factor that fostered factory efficiency to a very great extent (Geraghty, 2007:1329)

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According to William (2007:3), the factory system ensured that the entire manufacturing process was carried out in one place. He asserts that this move increased the efficacy of factory management and control and significantly reduced the cost of production. The system also ensured that the factory human resources were optimally utilized since the workers were engaged for the longest working hours possible while their wages were held constant. The introduction of the machines into the factories saw workers uniting to perform the factory tasks with the help of the machines; a move that largely increased both productivity and production efficiency. The owner’s point of view was that the factory system was the best since it favored their capitalistic ideology. In addition, the system was faulted for incorporation of child labor as the owners attempted to reduce cost.

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From the employees perspective however, the system was totally unfair because irrespective of the employees working for very long hours no extra wages were paid to them. Geraghty (2007:1331) felt that the factory system while benefiting the factory owners in terms of increased efficiency in managements, production as well as cost economies, it was dehumanizing to the workers due to the long working hours, poor working condition, low levels of remuneration and an imminent cause of unemployment, since the machines could easily replace many workers.

Workers were not in any way favored by the factory system, consequently, they united to fight for their rights, its abolishment and betterment of the working condition, forming the genesis of workers’ unions and labor movements in the late 19th century (Geraghty (2007:1330). Anti- factory system campaigns and uprisings resulted in the unionization of the employee and the emergence of labor movements aimed at fighting for factories’ workers rights as early as 1876.

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Two hundred years after the American Revolution, America is still governed by its first Constitution. We are now the longest-running constitutional republic in the history of the world. To give some perspective, France has had eight constitutions in the same 200 years. Italy has had 54 constitutions in 200 years. Why have we survived so long? It is because our founding fathers built our Constitution according to a set of ideals that are unparalleled in the history of the world.

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Abraham Lincoln said, “The philosophy of the school room in one generation will be the philosophy of government in the next.” If our founding fathers had a successful philosophy of government, which obviously they did, then it is very fair that we look back to the classroom to see what they taught.

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Harvard:
Harvard is the oldest ongoing university in the United States. Harvard produced a number of our founding fathers, including John Quincy Adams, John Hancock, John Adams, and Samuel Adams.
Harvard’s original stated purpose for its students was: “To be plainly instructed and consider well that the main end of your life and studies is to know God and Jesus Christ….” One requirement of students was that “Everyone shall so exercise himself in reading the Scriptures twice a day that he shall be able to give an account of his proficiency therein.”

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Yale:
Yale also produced many founding fathers, men like Noah Webster, William Samuel Johnson, Abraham Baldwin. One of Yale’s requirements for its students read as follows: “Seeing that God is the giver of all wisdom, every student, besides his private and secret prayer, will be present morning and evening for public prayer.”

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Princeton:
Princeton, founded in 1746, produced people like James Madison, Benjamin Rush and John Witherspoon. John Witherspoon became an ordained minister and was president of Princeton University (1768-1776) until New Jersey sent him to Congress. During those years at Princeton, the average graduating class was between 17 and 28 students per year. In the nine years that Witherspoon taught at Princeton, the school graduated one President, one Vice President, three Supreme Court Justices, ten Cabinet members, twelve Governors, twenty-one U.S. Senators, and thirty-nine U.S. Congressmen, plus many who held state offices. A full one-third of the founding fathers were trained at Princeton University.

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What was the philosophy of an institution that produced so many national leaders? Princeton’s founding statement was, “Cursed is all learning that is contrary to the cross of Christ.” It has been many years since we have seen this kind of vision of godly leadership within society set before us.

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The Foundational Documents:
There are four documents which are considered the organic laws of the United States (i.e., the laws upon which all other laws are built): The Articles of Confederation, the Declaration of Independence, the U.S. Constitution and The Northwest Ordinance.

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The Northwest Ordinance tells a territory specifically what it has to do in order to become a state in the United States. Article Three requires that no territory could become a state unless the schools in that territory were teaching religion and morality as well as knowledge. As a result, many state constitutions contain the following: “Forever in the schools of this state, religion and morality will be taught as well as knowledge.” You may want to check your state constitution.

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Look at Fisher Ames’ philosophy of education: (He was the author of the First Amendment of the Constitution, which today is mis-interpreted to mean we must separate God and government.)
“Why, then, if these new books for children must be retained, as they will be, why should not the Bible regain the place it held as a school book? Its morals are pure. Its examples are captivating and noble. And the reverence for the sacred book that is thus early impressed lasts long and probably, if not impressed in infancy, never takes firm hold of the mind.”

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However, today under our interpretation of Fisher Ames’ amendment, the Bible is not allowed to be studied in schools. We have drifted far from the days when our country was founded. As can been seen in the founding documents of our most prestigious universities, education in America was founded not on the pursuit of knowledge for the sake of knowledge, but rather on the pursuit of knowledge to glorify Christ. That happened and happens primarily through the study of the Word of God.

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The freshman project of each of the founding universities in America was that the student be given a copy of the Greek New Testament and from it make a handwritten translation into English! Blessed are the schools that still teach from the Bible and keep the Bible as the central source of education.

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For many years, more so during our fore fathers, when the administration and governance was not as advanced compared to our current times, there used to exist territorial boundaries which had an in charge of it. This kind of governance can be considered of utmost importance for what we are having now is an improvement of what our fore fathers used to practice. One of such governance was found in the Ottoman Empire, an ancient tribe in turkey. This paper thus seeks to analyze this empire and how it came to be.

The Ottoman Empire

The Ottoman Empire can be traced back to their origins in the lands of ancient Turkey as a tribe. The Ottoman Empire was named after Osman who set out to expand its territorial boundaries in the Asian land. The tribe of the ottomans was a shamanistic religion and when they came into contact and interacted with the natives of various regions, they began practicing Islam and the remaining neighboring countries were inclined towards Christianity. The current nation of turkey is the former Ottoman Empire. It was under the leadership of suleyman I. The leadership employed all sorts of schemes and machinations in their own style in conquering other territories and vend off any attacks from their adversaries or enemies. The tactics that were used were of advanced level and that is how the Ottoman Empire was able to conquer parts of Europe for instance the South Eastern part (Kinross, 2003).

The South Eastern part of Europe was dominated by the Ottoman Empire and reign in the sixteenth and seventeenth century. The Ottoman Empire was more active and participated in the day to day activities in the South Eastern part of Europe. The empire was more organized and had advanced warfare techniques and equipment unlike the neighboring nations. In the long run by applying the various warfare techniques the Ottoman Empire was able to advance their territory and entrench their style of leadership in the area. The different techniques, their leadership styles and administration have been discussed in detail in this work ( Ibid).

The dominance of the Ottoman Empire in the 16th and 17th centuries was more characterized by their presence and rule in the parts of South East Europe and Aegean this was the height of the rule by the ottomans in the land. In this period, the ottomans had tried and conquered more resistance and established more territories both on land and sea. By achieving more control of the sea and land, the ottomans were more advantaged or privileged in the establishment. The empire was in race for the control of major trading routes that opened up the Far East and the more lucrative spice trade. It was in competition with the emerging powers in the European colonial powers at that time.
The empire under Suleyman I, reached its high between the years of 1520 and 1566. It was under the leadership of Suleyman I that the legal system which governed the issue of land tenure earned him the title of lawgiver. Suleyman I was also the patron of the ancient art in the Ottoman Empire ( Steve, 2003).

In the 16th and 17th centuries, the Ottoman Empire ruled over Hungary, Greece, Bosnia, Serbia and Bulgaria. The struggle between the turkey and Venice in Greece led to the capture or seizure of Crete and continued being the threat to the remaining countries in the central Europe. The Ottoman Empire was making advances in the interior of the south east Europe with much ease. Their military prowess enabled them to conquer and overcome any resistances from their neighbors with ease. The military might did not go down well with the other powers in the European league. They feared for the existence if their rule in the land was to be cut short by the advancing Ottomans. This fear led to the Europeans mounting crusades and campaigns against the ottomans to no effect for they continued to conquer the land and new territories.

The Turks or the ottomans were able to learn the new skills and techniques of warfare from their Muslim brothers called the gazi warriors. Together they were able to gain more land and control more territories which was for their own good and gain. They were able to resist the crusades that were being mounted by the Christians in protest of the advancing and expansion of the Ottoman Empire. They had a common believe that the Christians were the infidels and were supposed to be converted and eliminated from the region. This made them to fight with courage and handed them the desired goal of emerging victorious in the wars. They acquired land and other valuables that enabled them to have the required wealth to supplement and support their war activities across the land. (History world)

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Art is like a mirror with which the society views itself. Art is influenced first by how a particular community of people view themselves. As a result the community uses this view to construct or advocate the kind of community they would want. American renaissance was a period in history which led to the discovery of various works of art by Americans; furthermore it led to the discovery of important philosophies and ideologies concerning the American society. One would then have the perception that these aspects of the society were non-existent before this period. On the contrary they existed but it required the society to go through a period of self-discovery in order for people to be confident enough to express themselves in various forms of art and literature. People view or consider themselves in very many perspectives and that is why the aspect of self identity is very important.

Identity

Identity is viewed by many in terms of race, religion, philosophical and political ideologies among others. Self identity may serve both as a diving factor or a unifying factor depending on how the differences are perceived. In the American society self identity has led to has led to the development of various forms of art and literature that have influenced the American culture. There is no single particular period in American history that has led to the creation of different forms of art and literature like the American Renaissance. This paper will look at some of the most important aspects about American renaissance and how one of the most important influence of the art and literature of this period was the aspect of self discovery.

The work of art and literature

The work of art and literature during the renaissance had very significant effects in the lives of bother African-American and American whites in the same sense. Some of the literal works were purely fiction borne out of imagination while others were narration of true events in form of biographies. However regardless of the genre the works of literature was significant in bringing out various aspects concerning the society. For African-Americans among the issues addresses during the renaissance by various writers included aspects such as the place and role of African-Americans in the society. The areas addressed included racism, slavery and culture. The extent of analysis of these works of literature awakened the thirst by many African-Americans to advocate for a better life for them.

However it was important that they first became conscious of their current situation and this role was brilliantly played by various works of literature. For instance in the biographical book ‘Incidents in the life of a Slave Girl’ written by Harriet Jacobs, Harriet (2001:8) explains that although she was born a slave it never dawned on her until she had reached the age of six years. Her parents, although working hard to purchase freedom for them also tried very hard to hide from them the fact that they were slaves. This shows how even parents hid the truth from their children giving them normal lives but in real sense they were slaves. Jacobs’ father was a very skilled carpenter and was very treasured for his good work but even this fact could not grant him the chance of buying freedom for his children let alone himself. Most African-Americans lived in denial of the fact that they were still considered slaves even if they could be professionals in various fields. Others just did not care because after all they had been given the privilege of earning a living. The role of telling the truth was therefore left to the work of various writers and poets during the American renaissance so that at least self discovery could be nurtured in the hearts of African-Americans.

African-American slaves

Jacobs further brings out another aspect of slave life that apparently made many African-American slaves oblivious and ignorant of the fact that they could have better opportunities in life if they were free. Jacobs explains that slave owners thrived on the ignorance of the slaves to lie to them that other slaves who had tried to escape or abandon their masters were living miserable lives. Jacobs criticizes them strongly when she says that: “you would have small respect for their veracity,” (2001:36) when she describes the extent to which the slave masters lied to the slaves. That kind of boldness expressed by Jacobs in her words could only have been motivated by self discovery and the realization that the conditions that the slaves were living in were utterly unfair.

Self discovery

The aspect of self discovery was particularly important for African-Americans and it became materialistic during their fight for equal rights and also the abolition of slavery. In the perspective of literature self discovery led to the emergence of African-American style of gospel music, delivery of sermons and music such as rap. These aspects have played important roles in the enrichment of the American culture in general owing to the role played by various writers and poets in nurturing self discovery within the African-American community. It also gave American whites the chance to understand and appreciate African-Americans.

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