Wednesday, August 26, 2020

Practical Life Exercises in Montessori and Development of Social Skills

â€Å"We can envision an adult’s society composed as helpful society on indistinguishable lines from children’s that is on lines with this characteristic culture of union. Connection to others is the main stage which carries all men to work for a typical perfect. It would be useful for men if society could be developed this way however we can't order this. It must originate from nature. On the off chance that nature is the premise the development will be prevalent, however without this premise there must be a counterfeit development which separates without any problem. † (The Child, Society and the World,â p 24, Chap III) Maria Montessori named a kid as a â€Å"Spiritual embryo†, which is in the early stage phase of things to come completely changed grown-up. A general public is a gathering of grown-ups, while a gathering of youngsters can be named as an undeveloped phase of things to come society. A gathering of youngsters is only a school or a spot where kids get to know each other. Thus, Montessori named social improvement as perhaps the most significant component in her schools. Her accentuation on youngsters being permitted the opportunity to work alone and to create fixation didn't imply that she thought little of the significance of social turn of events. Rather what she saw was that it was exactly in light of the fact that the youngsters were permitted to work in such opportunity that they at that point showed their intrinsic social attachment. She saw that genuine order and agreement was something that originated from inside and was not something that could be implemented. â€Å"The kids at that point are precise and have an agreeable control. An order wherein each has various interests. It is not quite the same as the control of a trooper, with his constrained dutifulness, when we as a whole need to do something very similar right now. This is a social control and it carries individuals into amicability with one another. † (The Child, Society and the World, p 24, Chap III) Dr. Montessori planned her condition as a smaller than expected of the world outside. She gave social exposures in all points to a youngster in her condition. â€Å"There is an extraordinary feeling of network inside the Montessori study hall, where offspring of varying ages cooperate in an air of participation as opposed to seriousness. There is regard for the earth and for he people inside it, which comes through understanding of opportunity inside the network. † (The Essential Montessori: An Introduction to the Woman, the Writings, the Method, and the Movement, Elizibeth. G. Hainstock, Plume distributers Penguin Group) A kid when enters a Montessori situation, will be in a pre-standardized state, with dread, tension, befuddled and other not all that all around felt condition. Pre-standardized kid can be brought to standardized sta te by giving him deliberate work, through organized condition. What is this intentional work and how is an organized domain characterized? A youngster will have certain internal desire for particular sort of the work as per which, she will be incited to concentrate on specific components in her condition, for a specific timeframe. These periods are named as touchy period. There are six of these delicate periods Sensitivity to Order: The Child shows the requirement for request in a few different ways like seeing things in acclimated places. Learning through their five detects: The kid has a characteristic interest to investigate things around him, feeling them with his five detects. Affectability to little items:. The affectability to little subtleties holds the child’s consideration for an all-encompassing period, encouraging the capacity to center. Affectability to language: The Absorbent Mind of the little kid makes a scholarly accomplishment unknowingly under the direction of an exceptional â€Å"sensitivity† that empowers it to choose certain sounds from the various marvels in nature. Affectability to co-appointment of development: In this period, the youngster has an automatic tendency to perform and rehash development only for increasing more noteworthy and progressively exact control. Affectability to social part of life: Children give extraordinary consideration to other offspring of their own age. Crafted by Sensitive period empowers conspicuous expressions of love and kinships to create. Along these lines, the youngster figures out how to be a piece of a gathering. Delicate periods give youngsters a characteristic propensity to learn. The phases of learning exist for which there ought to be relating instructive situations and properly prepared instructors to â€Å"prepare the earth. † The youngster adapts autonomously utilizing the parts of the earth and the educator manages and watches the kid who picks his exercises. The instructor is the connection between the youngster and the earth. The learning condition develops individualization, opportunity of decision, focus, freedom, critical thinking capacities, social association, interdisciplinary expansiveness and competency in fundamental aptitudes. The Montessori homeroom is a â€Å"living room† for kids. Kids pick their exercises from open racks with self-adjusting materials and work in unmistakable work zones †on tables or on the mats on the floor. Over some undefined time frame, the youngsters form into a â€Å"normalized community† working with high focus and barely any interferences. A domain incorporates the accompanying parts: 1. Reasonable Life Exercises 2. Sensorial Education 3. Language Development 4. Number juggling 5. Social Education Montessori Practical Life Exercises (PLE) is viewed as the foundation of the Montessori technique. These activities give the chance to deliberate work; help little youngsters in their advancement truly, psychologically, socially and inwardly. PLE are intended to show youngsters fundamental abilities as these assist kids with creating canny and be in mindful contact with their environmental factors. These upgrade the youngsters' authority over their developments, practicing the muscles of the entire body with comprehension and willed purposes. The materials given will be natural, enticing and is nourishment for the affectability of the kid. â€Å"An disengaged individual can't build up his independence. He should place himself in relationship with his condition and inside the span of the occasions and the life of his occasions. † (http://www. montessori-namta. organization/NAMTA/PDF%20files/Outcomes. pdf, Child’s Instinct to Work, Maria Montessori) A Montessori Practical Life Exercise region is set up so that, a touch of everything is placed into it. This specific zone is dynamic and changes from school to class and here and there. It relies upon the intrigue and the innovativeness of the grown-up and furthermore mirrors the social acts of that specific spot. â€Å"The objects which we use for reasonable life, have no logical essentialness; they are the items being used, where the youngster lives and which he sees being utilized in his home; they are made, anyway in sizes adjusted to the little man. Montessori Maria, The Discovery of the youngster, Pg 108, 2006) Evidently, a Montessori domain is a small of the general public outside, where a kid is presented to the comparative things that he finds on the planet outside. The manner in which a kid works with these material and with different children is only a scaled down network made inside the Montessori condition. Reasonable life practices are intended to show kids fundamenta l abilities. The handy life territory is critical in the Montessori study hall, yet it is the least normalized since practically all the materials are instructor made or gathered. The Practical Activities permit the youngster to take a stab at doing what grown-ups all around might be seen doing each and ordinary †for instance, dressing one-self, cleaning at that point home, and welcome individuals. Notwithstanding giving the kid an open door for self-improvement, these exercises give a direction to the traditions of the child’s specific culture. These exact substance of the Practical Activities ought to in this manner vary from culture to culture. † (Getmann David, Basic Montessori: learning exercises for under-five, St. Martin's Press, 1987) Principles of the Montessori Practical Life Materials †¢ Each material must have a clear reason and be important to the youngster †¢ The trouble or the mistake that the kid is to find and comprehend must be disconnected in a solitary piece material. †¢ The materials progress from easy to increasingly complex in plan and utilization. †¢ The materials are intended to set up the kid by implication for future learning. †¢ The materials start as solid articulations of a thought and step by step become progressively theoretical. Montessori materials are intended for auto-educative and the control of blunder lies in the materials themselves instead of in the educator. The control of blunder manages the kid in the utilization of the materials and licenses him to perceive his own mix-ups. Expansion to the above standard, the accompanying focuses must be viewed as while setting up the down to earth life works out. †¢ Materials are kept togeth er in a little bushel or on a plate. It ought to be assembled and kept together as per the degree of improvement to which they compare. They should be taken from and come back to its unique spot. †¢ Materials are kept inside their scope. †¢ Materials must be of the correct size, weight, perfect and flawless. †¢ Materials are indistinguishable among themselves with special case of the variable quality which they have. †¢ Materials must be appealing in shading, brilliance and extent †¢ Materials ought to be restricted in amount. â€Å"Te educator watches over, it is valid: yet it is things of different sorts, which call to offspring of different ages. Genuinely the brightness, the hues, the excellence of joyously brightened objects are as a matter of fact voices, which call the consideration of the youngster to themselves and urge him to accomplish something. Those articles have a persuasiveness which no special lady can ever achieve. â€Å"Take meâ€

Saturday, August 22, 2020

Black Southenrner :: essays research papers

Dark Southerners      Over the years the vast majority of us have perused a lot about the foundation of bondage and it’s impacts on this nation and the African American race all in all. The truth is the majority of us have just taken in certain data about servitude. There are just sure realities and authentic figures that we lean about. No to state that the data we misunderstand is, yet we were not shown the entire story. This could be because of the methodology of various teachers or on the grounds that school educational programs should concentrate on the intriguing realities and anecdotes about subjugation. The truth is there are a few territories that go immaculate when finding out about bondage in many schools. Perusing the book Black Southerners was something other than what's expected for me. It resembled somebody opened an entryway and when I entered in I discovered shrouded realities and information about an organization that tremendously affects my nation and this history o f race.      John B. Boles is the creator of Black Southerners, and before he even talks about servitude itself he recognizes that a great many people have assumptions about subjection as well as about history in general. Boles says: Some portion of the folklore each schoolchild in the United States learns†¦is that the settlement of Virginia accomplished snappy success upon the premise of slaves and tobacco. Along these lines, â€Å"the South† is expected to have existed as an underlying settlement, with little change until the calamity of the Civil War in 1861. Boles talks about the beginnings of subjection in the seventeenth century and he plainly expresses the regular misguided judgments of perusers and understudies: Some present-day perusers accept bondage started in Jamestown in 1619†¦if such perusers know about slavery’s presence in the old world, the expect it had gotten wiped out until New World manors emerged with their eagerness for modest work. Boles composes on how subjection was in fact something that began in the Ancient world, and furthermore it was not something that was racial propelled rather â€Å"as in the antiquated framework, slaves were typically hostages of war†¦with religion, not race, being the urgent factor.† He ideas the way that â€Å"not all blacks were slaves.†      An significant component that ought not go unnoticed is the means by which Boles depicts how the establishment of servitude changed drastically after some time. In it’s early years it was an establishment that did not depend on race, however more on war, religion, and lawful status.

Thursday, August 13, 2020


señoritis i participated in my last admissions telethon  early last week! it was great to send out warm fuzzy greetings, but i received one question multiple times and i promised i would write up a longer answer. the question was about work/life balanceâ€"is it stressful to balance everything at MIT? what if there is too much work? what if i want to just be a crazy college student? its no secret that coming to MIT is signing yourself up for plenty of rigorous work. someone asked me if there would be at least a little bit of time every day to have to yourselfâ€"the unsatisfying answer is that it depends on the person. many of my friends never experienced a need to think about work/life balance in high school because they had plenty of time for both so being slammed with opportunities and open loops of extracurricular activity is especially taxing when you plunge into MIT. but i think the trick is to define what the life part of work/life balance means. again, this depends on the personâ€"some of my friends destress through acting or dancing or running 10 miles, but for a non-actor-non-dancer-non-runner like me i just find a bit of solace somewhere else. :) i define life as being able to keep up with my friends and family and drop everything if i need to make time for someone. life includes trying to keep up with my hobbiesâ€"illustration, design, rolling myself in a blanket, planning my super twee future apartment, eating doritosâ€"but make peace with myself if there is a week or month where i simply do not have the energy to do so. here is some of what i have learned about work/life balance at MIT with the help of many wonderful friends: 1) sleepâ€"if you dont sleep you will cease to function as a human being and fall down. you cant cheat sleep. it will find you and make you pass out on top of your problem set. 2) join clubs and activities you find relaxingâ€"all the meetings i go to are productive but also social and fun! work with people you likeâ€"you do not need to fill your resume with stressful situations. 3) try something new on (or off) campus with a friend or twoâ€"this is always better than being a burrito in your bed, although being a burrito in your bed is not a bad choice as well. 4) believe that your work will get doneâ€"there is enough help around campus to not stop trying. this will take care of the work part. 5) you can always spare an hour to eat, go to the gym and take a fabulous shower, run an errand or console a friendâ€"these are the essentials. this past week i followed the above and ended up in puerto rico with my sorority sisters for spring break! it is always tempting to take an extra day or week to cram in more workâ€"but fun was had, sunburns were acquired, and i have finally experienced warmth.

Saturday, May 23, 2020

The Monk Essay - 778 Words

CHARACTER ANALYSIS The Monk When one thinks of a monk, he may imagine someone who studies, prays, and performs manual labor. The Monk, one of the thirty pilgrims travelling on a pilgrimage to Canterbury in The Canterbury Tales, is nothing like the usual monk many people imagine. He is rebellious, ignores rules, and lives and controls his own life. Chaucer, the narrator and author of The Canterbury Tales, shows these characteristics in the way the Monk looks, the things he says and does, and in the things the host, a character in The Monks Prologue, and Chaucer say about him. The Monk is nothing like the usual monk many people imagine. He hunts hares and rides horses instead of studying, praying, and working. He does not follow†¦show more content†¦He may want to have the title of monk but does not want to do what it takes to be a monk, which is to quit riding and hunting and start studying, praying, and performing manual labor. He has control over his life since he does not let the rules dictate what he should or should not do. The Monks robe is different from that of other monks. Monks usually wear plain habits with hoods. This Monk has gray fur on the sleeves of his cope and a gold pin with a love knot at the end of the hood. This indicates that he is not religious because instead of the gold pin, he should have a rosary. He is in good shape unlike other monks who are thin because they fast often. He is bald and has a shiny head and face. He probably did not want to become a monk but decided to be one anyway because the monastery provides a cloistered environment, away from the betrayal of people and of women. In The Monks Tale, he talks about different men who died because they were betrayed by their loved ones. Hercules, for example, died after being poisoned by a shirt his girlfriend gave him, and Samson killed himself because his wife gave his secret away to his enemies, who, in turn, tortured him. Since women betrayed these men, the Monk does not trust them. The host, who appears in The Monks Prologue as well as other Canterbury Tales and in The General Prologue, notices that the Monk does not belong in the monastery and says,Show MoreRelatedOf Monsters and Monks: A Comparison966 Words   |  4 PagesThe characteristics and actions of monks provide an insightful look into how human society perceived their relationship with these men of Christian faith, a common notion or view of them as monsters. Monsters can be defined as a cultural body, an expression of a culture’s anxieties, what is unknown to them, and the fears they have. Monsters usually have very distinct physical characteristics, which include unnatural strength, a considerable amount of unkempt hair, and an unusual appearance associatedRead MoreThe Mission Of Mystic Monk Coffee Essay937 Words   |  4 Pages 1. What is the mission of Mystic Monk Coffee? a. The case does not provide any information concerning what is Mystic Monk Coffee’s mission; I’m not certain Father Prior Daniel Mary had established a mission for MMC. He has a vision for the monastery; in my assessment you cannot transfer that â€Å"monastical† vision into a corporate mission. b. For purposes of completing the assignment’s remaining questions, I will take liberty to define MMC’s mission as follows: MMC’s mission is to generate sufficientRead MoreThe Monk by Matthew G. Lewis Essay1872 Words   |  8 Pages The Female and Male Gothic in Austen’s Northanger Abbey and Lewis’ The Monk The gothic novel is characterized by mystery and supernatural fear, usually involving evil villains, and victimized protagonists. These elements are recognized in both Austen’s novel, Northanger Abbey, and Lewis’ The Monk. The novels are composed of male and female gothic characteristics, involved in gendered portrayals of supernatural events. The gothic genre is used in these novels in unique ways, however they both portrayRead MoreCompare And Contrast The Monk And The Gothic1645 Words   |  7 PagesThe fact that Radcliffe published The Italian just a year after Lewis published The Monk combined with Radcliffe’s contrasting definition of Gothic conventions from that of Lewis’s motivates literary critics to consider The Italian as a direct response to The Monk. In fact, Radcliffe’s and Lewis’s works fall into distinct categories within the Gothic genre with The Italian representing the female Gothic and The Monk epitomizing the male Gothic. As a result, these novels portray women in very differentRead MoreEssay on Mystic Monk Coffee Case871 Words   |  4 PagesMystic Monk Coffee Case. 1. Has Father Daniel Mary established a future direction for the Carmelite Monks of Wyoming? What is his vision for the monastery? What is his vision for Mystic Monk Coffee? What is the mission of  the Carmelite Monks of Wyoming? Father Daniel Mary established the future direction for Carmelite Monks. He determined clear sense of the future, directions and inspiration for the goal setting. The biggest vision of Father Daniel Mary included expanding the monastery byRead MoreMystic Monk Coffee Case Study1329 Words   |  6 PagesMystic Monk Coffee Case Study Mystic Monk Coffee is a company created to help Father Daniel Mary’s vision for the Carmelite Monks of Wyoming to re-create Mount Carmel in the U.S. Rocky Mountains and transform the small brotherhood of 13 monks living in a small home used as a makeshift rectory into a 500 acre monastery that would include accommodations for 30 monks, a Gothic church, the convent for Carmelite nuns, a retreat center for lay visitors, and a hermitage. Although the company impressivelyRead MoreThe Religion Of Matthew Lewis s The Monk1225 Words   |  5 PagesPerversion of Religion in Matthew Lewis’s The Monk Matthew Lewis’s The Monk, published in 1796, depicts the Catholic Church in Madrid as the victim of religious perversion caused by the pride and lust of its leaders. The events of the novel, including the monk Ambrosio’s surrender to temptation, leading to the rape and murder of innocent Antonia, as well as Agnes’s imprisonment by the vain Prioress of St. Clare’s Convent, serve to emphasize the lack of true religious devotion in the city of MadridRead MoreEssay on Mystic Monk Coffee Case Analysis1081 Words   |  5 PagesMystic Monk Coffee Company History Mystic Monk Coffee is a company established by Father Daniel Mary, the Prior of the Carmelite Order of monks in Clark, Wyoming. The monks are a group of 13 living in a small home. Coffee sales are used to support the brotherhood and to eventually prepare for expansion of the order. Coffee is produced using high quality fair trade Arabica and fair trade/organic Arabica beans. There are many popular flavors such as Mystical Chants of Carmel, Cowboy Blend,Read MoreMystic Monk Coffee Case Analysis1874 Words   |  8 PagesMystic Monk Coffee Case Analysis Team 05 Aaron Whittaker | Kylie Seaton | M. Pete Culicerto | Shawna Bartram | Steven Parker | Zach Cooper Father Daniel Mary has established a future direction for the Carmelite Monks of Wyoming by realizing his vision for both the monastery and Mystic Monk Coffee. In regards to the monastery, Father Daniel Mary has a vison to develop the brotherhood of 13 monks living in a small home to a monastery that includes a Gothic church, a convent of Carmelite nunsRead MoreSue Monk Kidd : A Memory Of The Past1633 Words   |  7 PagesSue Monk Kidd: A Memory of the Past Authors tend to display their personalities and personal stories throughout their work. While the words on the paper may read one thing, the deeper connections and references hidden in the writing leads to even more nail-biting questions. Sue Monk Kidd was influenced to write her novel The Secret Life of Bees by the dreadful experiences she faced during her childhood, an early passion of literature, and finally her exploration of religious beliefs. Her childhood

Tuesday, May 12, 2020

Management of Primary and Secondary Education in Nigeria

Management of Primary and Secondary Education in Nigeria Table of Contents ` Page Table of Contents:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iv Opening Address: Professor Ayodele Falase †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ viii Welcome Address: Professor D.F. Elaturoti†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ x Goodwill Address: Professor E.G. Fagbamiye †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ xii Goodwill Address: J.B. Babalola †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. xvi Management of Secondary School Education in Nigeria: Problems and Challenges — W.O. Ibukun .........†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 The Organization and Management of Primary and Secondary Education in Nigeria — N.A. Nwagwu ........†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 17 Public Perception on Funding and Management of Primary Education in Nigeria: A Case Study of Benue and Nassarawa State — B.O. Ker A. Okwori†¦show more content†¦Obasa..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 335 Implementing Universal Basic Education in Nigeria: The Distance Learning Option — R. A. Alani.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 341 The Relevance of Universal Basic Education to National Development: A Planners Perspective — M. Fabunmi........†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 351 Maintaining School Facilities for Achievement of Universal Basic Education (UBE) Objectives — A. O. Ayeni A.I. Atanda.....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 361 The Role of Local Government Education Secretary in the Management of Primary Education Under Universal Basic Education Programme — S. A. Adewumi....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 373 Towards the Enthronement of Conducive Learning Environment for a Successful UBE in a Federal State — M.E. Ijeoma .........†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 381 The Universal Basic Education (UBE) Programme in Nigeria: Challenges and Prospects — S. O. Igwe............†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 397 Planning and Management of Universal Basic Education (UBE) â€Å"Towards Effective and Efficient Programme Delivery† — S. O. Adedeji.........†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 415 Provision of Basic Education in a Federal State: A Search for an Efficient Path for Nigeria — I. A. Raji............†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 427 Universal Basic Education: Towards a Functional Development of Nigerian Education System — E. O. Adu ............†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 439 Facilities Provision and Management for the Successful Implementation of the Universal Basic Education (UBE) Programme in Nigeria — P. K. Ojedele .........†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 447 Index:Show MoreRelatedCharacteristics Of Effective Leadership Behavior Of Secondary School Principals Essay1540 Words   |  7 PagesDeota, N.P. 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The country’s inflation rate has declined recently after a period ofRead MoreLeadership Roles And Its Impact On Organizations Essay1705 Words   |  7 Pagesleadership and leaders in any organization is crucial to its continuity and profitability. Leadership as a function in an organization determines the motivation of employees, working culture and efficiency among others. Countries in Africa such as Nigeria and other European countries face the same needs in terms of leadership. Background of the study Every organization is a social setup that is separate from the environment in which it exists and pursues its own goals as well as controlling its performanceRead MoreTEACHER EDUCATION IN NIGERIA IN THE PERSPECTIVE OF LIFE-LONG EDUCATION7898 Words   |  32 PagesPROGRAM FACAULTY OF EDUCATION RESEARCH ON TEACHER EDUCATION TOPIC: TEACHER EDUCATION IN NIGERIA IN THE PERSPECTIVE OF LIFE-LONG EDUCATION LECTURER: PROF. RAO CONG-MAN et al PRESENTER: DIDAM BANENAT DATE: JUNE, 2013. CONTENTS An overview of Nigeria Introduction Educational Structure of Nigeria Management of the Educational System Genesis of Teacher Education in Nigeria Colleges of Education in Nigeria The National Commission for Colleges of Education (NCCE) The NationalRead MoreRole of Human Capital in Economic Development: an Empirical Study of Nigerian Case6636 Words   |  27 Pagessuccessive Nigerian governments, virtually all indices of human development especially those of health and education are embarrassingly low. These indices include infant and maternal mortality rates, life expectancy at birth, population per physician, adult literacy rate, gross primary and secondary enrolment ratio. In the same vein, the level of resource commitments to health and education compare very unfavourably with the situation in other developing countries. Using the human capital model ofRead MoreThe Roles of Nigerian Association of Model Islamic Schools (Namis) in the Development of Education in Oyo State: a Case Study of Namis, Egbeda Local Government Area Chapter7207 Words   |  29 PagesASSOCIATION OF MODEL ISLAMIC SCHOOLS (NAMIS) IN THE DEVELOPMENT OF EDUCATION IN OYO STATE: A CASE STUDY OF NAMIS, EGBEDA LOCAL GOVERNMENT AREA CHAPTER. BY SHITTU, AFUSAT OMOBONIKE (MRS) (MATRICULATION NUMBER 04/060854) BEING A PROJECT REPORT SUBMITTED TO THE DEPARTMENT OF ARTS SOCIAL SCIENCES, EMMANUEL ALAYANDE COLLEGE OF EDUCATION, OYO. IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION (N.C.E) JANUARY, 2009. CERTIFICATION This is toRead MoreInfluence of Pta on School Adminsitration11087 Words   |  45 Pagesstaff that is intended to facilitate parental participation in a public or private school. Most public and private schools in Nigeria have a PTA, a Parent Teacher Organization. The goal of all parent-teacher groups is to support their schools, encourage parent involvement, support teachers, and organize family events. The school organization, administration and management has become sophisticated and complex to the extent that governments alone cannot handle, problems ranging from students unrest

Wednesday, May 6, 2020

Reconstruction Dbq Free Essays

The Civil War was one of the most difficult and trying times during American history. The war ended with the the Union and Confederate states torn apart over one major issue: slavery. With the end of the Civil War came the end of slavery in the United States. We will write a custom essay sample on Reconstruction Dbq or any similar topic only for you Order Now Although the former black slaves were now free, they had no land and very few rights, and most did not even have family. Though out reconstruction, blacks were able to gain rights, but were continuously repressed by the white Southerners. The only way to truly enfranchise the former slaves was by effectively disenfranchising their former masters. The reign the masters had over their former slaves disabled the slaves from trying to fulfill their lives as equal American citizens. In most cases, the blacks of American were granted certain freedoms and then were taken away or oppressed by the whites. The former plantation and slave owners were not receptive to treating the blacks as their fellow counterparts. As Reconstruction began to start in the United States, the question of how the Southern states would be welcomed back into the Union begged at the issue. Reconstruction started to become a struggle between the executive and legislative branches. Radical Republicans, such as Thaddeus Stevens, wanted to approach Reconstruction from a military prospective because they were seeking revenge and felt the South needed to be taught a lesson because of the havoc and damage that they imposed on the Union (Document A). On the other hand, Andrew Johnson wanted to take a more moderate approach to reconstruction in order to quickly reincorporate the Southern states into the Union. To be allowed back into the Union, as per Andrew Johnson’s plan of reconstruction, the Southern states had to, among many other terms, agree to the 13th Constitutional Amendment that recognized the freedom of blacks. Many blacks felt that they knew their previous masters best and argued that although the states would agree to the recognition of 13th amendment, it was only â€Å"lip deep† (Document C). They also argued that the only way to really make the Southerners see the blacks as their equals was with the assistance of the federal government to put military reconstruction into place (Document C). The first Reconstruction act was passed in March 2nd, 1867 and divided the South into five military districts, each under a major general (Document I). In each of these districts, freed males slaves were granted suffrage. This act also offered readmission to the Union if the states ratified the Fourteenth Amendment, which would grant citizenship and civil liberties to all people born or naturalized in the United States. The Fourteenth Amendment was another step toward black equality and secured the rights of the former slaves (Document H). Although blacks were now allowed to vote, whites in the South would use severe intimidation tactics in order to oppress the newly acquired rights of the blacks. Voting is one of the most basic rights of an American citizen, so it would seem that the right to vote for all would equate peace and happiness between the whites and blacks (Document F). The idea of a master seeing his former slave at the same voting polls was an belligerent concept. During this time period, it seemed that the only way for the blacks to have their rights without being oppressed was to disenfranchise the whites. Even though the blacks were released from slavery, the whites still used tactics to keep the blacks in order beneath them. The Black Codes were created to make a cheap labor source for the South. Blacks would be arrested for vagrancy and judged by a jury that consisted of white men; blacks still could not serve on a jury at this time, still displaying that blacks did not receive full rights of white citizens. Thus, blacks would always be convicted by the jury of whites who wanted to ensure a labor force. Once convicted, the blacks were put on farms to work. Blacks would also have to pay a penalty if they were jumping contracts and moving from plantation to plantation; they could not leave the plantation. The whites were basically creating a â€Å"legal† system of slavery, which undermined the blacks newly acquired rights as a free citizen. Andrew Johnson would soon prove to be the oppressor in the fight for black equality during the time of reconstruction in the United States. First, the distribution of land was being brought about by a reconstruction-made institution, known as the Freedmen’s Bureau. The Freedmen’s Bureau provided food, clothing, education, and land to the blacks. By June 1865, the Bureau had settled nearly 10,000 black families on their own land, which was abandoned plantations. Just as the blacks were coming into and accepting their new freedom, the Southern white plantation owners were returning and demanding the return of their land. Andrew Johnson would support their demands and the government would eventually return all of the land. Just by this instance, it was proved that the whites in the South had tremendous control over the blacks and the government seemed to be supporting them. The North actually feared the potential power of the South in the most recent events of oppression (Document G). Andrew Johnson was also presented with the newly created Reconstruction Amendments, all of which he vetoed. Although he was overridden by Congress, this shows how the â€Å"white men† has once again oppressed the blacks. Also, Andrew Johnson would soon pull the institution of the Freedmen’s Bureau. This was once again preventing the blacks from bettering themselves as individuals and accepting their new rights and freedoms as citizens of the United States. Tensions ran extremely high between the whites and blacks that it started to become deadly. Hate groups were beginning to form in order to undermine the blacks where they were the majority. The most prevalent hate group was the Ku Klux Klan. These groups policed themselves in groups around voting polls in order to keep the blacks from exercising their rights given to them in the Fifteenth Amendment. The treatment these hate groups, including the Knights of the White Camellia, oppressed the blacks from exercising the most basic of their civil rights and began to return them to their previous way of life. The hatred and means to put the blacks down was beginning to become incredible because the whites did not want to see blacks become their equals and wanted no help or interaction with their former chattel (Document B). Segregation in the South was becoming more relevant during the time of Reconstruction. At first, there were public areas, such as schools, that accepted both black and white children. Even with such established integrated public places, white Southerners still refused to send their children to school with black children. The court case Plessy v. Ferguson made the term â€Å"separate but equal† sanctified in Supreme Court. This means that black and white accommodations had to be equal, but permitted to be separated. This case also established the Jim Crow Laws, which made the segregation of the races possible. In all reality, although Plessy v. Ferguson determined that black and white accommodations were separate but equal, the accommodations of the whites were of higher standards than those of the former slaves. The segregated and racist mindset of the whites in the South made it hard for the former slaves to make any progress because every step the African Americans took toward securing their civil liberties, the whites were there to take a stand against them by any means. Fredrick Douglass believe that all people in the South could live together in peace if the South merely cooperated (Document D). The Election of 1876 would be the death of Radical Reconstruction. After a discrepancy with the votes in the election, a compromise was made that would make Republican Rutherford B. Hayes the presidential winner. The victory of the Republican party would then mean that the Union army must pull out of the five Southern regions. Thus, the Freedmen are now turned away from by the Radical Republicans and are left for the Southerners to handle. The Southern whites will continue to oppress the former slaves and will try to take away every right they have come to gain. The only way for the Freemen to become rich with their civil rights and able to express them would be to take the opportunities away from the whites to oppress them. If the oppression of the blacks by the whites is continuously ignored, then it will be impossible for the blacks to even become completely equal with the whites among them. How to cite Reconstruction Dbq, Papers

Sunday, May 3, 2020

The Dead Butcher And The Fiend Like free essay sample

Queen Essay, Research Paper The Dead Butcher and the Fiend like Queen Does This Describe Macbeth and Lady Macbeth? I want to first divide this into two parts Macbeth and Lady Macbeth. The Fiend Like Queen, I say that Lady Macbeth is rebelliously a monster, intending immorality, devil or Satan because of what she had done mentally to Macbeth, she had got Macbeth to kill merely to be king. Well I say merely, king is a large axial rotation, tonss of power and wealth and he wanted to go male monarch but doesn T everyone? But Lady Macbeth wanted Macbeth to go male monarch and quick because she wanted the wealth and wealths every bit good, she was really avaricious. I felt that Macbeth did non truly desire to kill Duncan after he did because of what he said in Act II Scene 2 50-53 I ll travel no more, I am afraid to believe what I have done Look on T once more I dare non. We will write a custom essay sample on The Dead Butcher And The Fiend Like or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Were Lady Macbeth does non look to care Act II Scene 2 46-47 Go acquire some H2O and wash this foul informant from your custodies. Lady Macbeth makes out to be really loving and capturing to Macbeth but underneath she is A Fiend Like Queen she wants the power and money of a Queen and she will acquire it any manner she can. I think that The Dead Butcher Macbeth could depict him so good in on manner, because if the stating The dead meatman and the monster like Queen was made after the production was Witch it must hold been because you would hold had to see the drama or read it before you made that premise. So that would intend Macbeth would hold been dead and he could hold had a occupation as a meatman for all we know, or he could hold done a spot on the side at hebdomad terminals like a Saturday occupation. But that is likely really improbable and an easy manner to acquire out of a piece of coursework. Near the beginning of the book of Macbeth it seems that Macbeth is being loured into making it. But non merely by Lady Macbeth but besides by the three enchantresss, he could hold been put under a enchantment and was unable to non kill, Act 1 scene 3 Thymine he witches are shouting Hail! And Macbeth is standing their stunned. Shakespeare writes about thaumaturgy and mystical occurrences like in A Mid summers dark dream with faeries who do evil things to people. In Macbeth Shakespeare negotiations about a charming root Act I scene 3 83-85 Were such things here as we do talk about? Or have we eaten on the insane root that takes the ground captive? So in this instance I would state that Macbeth was a slayer but he did non cognize that he was making it or that he wanted to make it he merely did because he could non assist it. So that means the statement The Dead Butcher is non true. Then there is the natural manner of thought, the manner most movies go now yearss, person wants something but there is person else in the manner an Macbeth vitamin D you need to acquire rid of him/her. So, you kill him/her conceal the grounds you get what you want so the constabulary seem to happen it out some how and you get arrested and so set in prison. Now if I lay Macbeth s narrative on top of this 1 Lady Macbeth and Macbeth want to be King and Queen, but there is person male monarch and if you don t get rid of him shortly he is non traveling to pick you to take the throne but you are in line at the minute. So you kill the male monarch and go male monarch or that is what you will go but the ceremonial hasn T taken topographic point yet, but so something travel incorrect, and you get found out and you get killed. This manner Macbeth would hold been rather a awful piece of work and there was grounds that he was and so was Lady Macbeth, Act I scene 7 51-52 Nor clip nor topographic point did so adhere, and yet you would do both. This means that Macbeth and Lady Macbeth idea of killing Duncan before Macbeth meets with the enchantresss. This would intend that he is a awful peace of work and The Dead Butcher I think Macbeth is the last thought, he was in for the wealth and the power and his program like ever springs back on him and gets killed, possibly I am merely stating this because I have seen a few films at the film and it links to them and works or he is merely A Dead Butcher