In sixteen pages the failed independence of Zimbabwe is examined by answering various questions on the topic. Eleven sources are cited in the bibliography.
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uprisings. The transition from colonization to independence did not go well at all. The question is why, more than two decades after independence, is this country in ruins? Why
is nearly half the population facing starvation? Why have hundreds of thousands of black peasants become homeless? Why is unemployment so high and wages so low? Why is the industrial
sector so poor? These are all questions leading to the primary question of why this nation is in ruin. The approach to find the answers is a literature search. The
search must incorporate information regarding social tensions, economic policies, and reports from other governments and international agencies/organizations. Nature of Failures/Successes Zimbabwe is a country that is slightly larger
than the state of Montana and it is located in Southern Africa, between South Africa and Zambia (CIA, 2002). Zimbabwe borders Botswana, Mozambique, South Africa and Zambia (CIA, 2002). The
country has a population of 11,376,676 persons (CIA, 2002). Ethnically, the countrys population is classified as: * 98 percent African (of these, 82 percent are Shona, 14 percent are
Ndebele and 2 percent are classified as other (CIA, 2002). * 1 percent mixed and Asian (CIA, 2002). * Less than 1 percent white (CIA, 2002). In terms of religious
beliefs, half the population claim syncretic, which is a blend of Christian beliefs and indigenous beliefs, 25 percent claim Christian, 24 percent follow indigenous beliefs and 1 percent follow
Muslim or other belief systems (CIA, 2002). There are a number of natural resources blessing this country, including gold, nickel, copper, coal, chromium ore, asbestos, iron ore, vanadium, lithium, tin,
and platinum group metals (CIA, 2002). They also face the challenge of recurring droughts, deforestation; soil erosion; land degradation; air and water pollution (CIA, 2002). Extremely poor mining policies and