...“Conflict of Convictions” E. Marshall October 16, 2012 English Composition 1102 Table of Contents Section 1: Introduction page 3 Section 2: Historical Context page 4 Section 3: Common Theme in other literature page 5 Section 4: Analysis page 7 Section 5: Conclusion page 9 Section 6: Works Cited page page 10 Introduction The literary piece “Shooting an Elephant” by George Orwell, highlights the apprehensions of a colonial officer's obligation to shoot a rogue elephant. The author does not want to shoot the elephant, but feels pressured by a crowd of indigenous residents, before whom he does not wish to appear indecisive or cowardly. “Shooting an Elephant”, by George Orwell, utilizes characterization, point of view, and plot to illustrate the moral conflict between one’s beliefs and duties. George Orwell worked as a sub-divisional police officer in Moulmein, Burma, back in the days of the British Empire. Burma was just one of many unsatisfied colonies. Orwell, and his famous social conscience, is a target for the hatred of the natives, who sneer at him and insult him, whenever they can. Although, in principle, he sides with the natives, his position and their anger weakens his compassion, to some degree. One day, George Orwell is told that an elephant is destroying the bazaar and he is asked to take care of this potential threat. Although basically tame, an elephant may still rampage occasionally due to...
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...Grace Ogot (May 15, 1930 – March 18, 2015) was a Kenyan author, nurse, journalist, politician and diplomat. Together with Charity Waciuma she is the first Anglophone female Kenyan writer to be published. Biography Ogot was born Grace Emily Akinyi to a Christian family on 15 May 1930 in Asembo, in the district of Nyanza, Kenya – a village highly populated by the predominately Christian Luo ethnic group. Her father, Joseph Nyanduga, was one of the first men in the village of Asembo to obtain a Western education. He converted early on to the Anglican Church, and taught at the Church Missionary Society’s Ng'iya Girls’ School. From her father, Ogot learned the stories of the Old Testament and it was from her grandmother that Ogot learned the traditional folk tales of the area from which she would later draw inspiration. Ogot attended the Ng'iya Girls' School and Butere High School throughout her youth. From 1949 to 1953, Grace Ogot trained as a nurse at the Nursing Training Hospital in Uganda. She later worked in London, England, at the St. Thomas Hospital for Mothers and Babies. She returned to the African nursing profession in 1958, working at the Maseno Hospital, run by the Church Missionary Society in Kisumu County in Kenya. Following this, Ogot worked at Makerere University College in Student Health Services. In addition to her experience in healthcare, Ogot gained experience in multiple different areas, working for the BBC Overseas Service as a script-writer and announcer on...
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...and Schools of Criticism Introduction A very basic way of thinking about literary theory is that these ideas act as different lenses critics use to view and talk about art, literature, and even culture. These different lenses allow critics to consider works of art based on certain assumptions within that school of theory. The different lenses also allow critics to focus on particular aspects of a work they consider important. For example, if a critic is working with certain Marxist theories, s/he might focus on how the characters in a story interact based on their economic situation. If a critic is working with post-colonial theories, s/he might consider the same story but look at how characters from colonial powers (Britain, France, and even America) treat characters from, say, Africa or the Caribbean. Hopefully, after reading through and working with the resources in this area of the OWL, literary theory will become a little easier to understand and use. Disclaimer Please note that the schools of literary criticism and their explanations included here are by no means the only ways of distinguishing these separate areas of theory. Indeed, many critics use tools from two or more schools in their work. Some would define differently or greatly expand the (very) general statements given here. Our explanations are meant only as starting places for your own investigation into literary theory. We encourage you to use the list of scholars and works provided for each school to further...
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...Indo-Trinidad family, from observation and reading of various literature presented by host of Caribbean scholars, presents something of a conundrum for modern day analysis by students and by extension scholars. Through the naked eye it is evident that the contemporary Indo family is in no way similar to the Indo-Trinidad family of the mid-nineteenth century. As an institution the Indo-Trinidadian family has changed overtime to meet the needs of life in Trinidad and Tobago (Wood (1968), Angrosino (1976), and Brereton (1979)). Here, among the Indo- Trinidadian family, cousins are considered siblings, biological aunts and uncles are like parents and strangers are referred to as aunty and uncle. One thing however that can be agreed upon is that the present day family arrangements are more fluid in contemporary society as opposed to static as was seen in 1845. But what accounts for this type of fluidity? Does this shift reflect in individual preference and the needs and wants of life in Trinbago? Or are other forces at work? Singh (2004) had rightly pointed out that, “The twenty-first century recorded great changes of far reach importance in the family system under the influence of westernization, industrialization and modernization.” To add to this claim, creolization, douglarization and globalization are also paradigms associated with the change in contemporary Indo-Trinidad family. Characteristics of the family life style such as high divorce rates, cohabitation as a substitute...
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...DEPARTMENT- DRAMA SECTION SUBMITTED IN PARTIAL FUFILMENT OF THE REQUIREMENTS FOR A BACHELOR OF ARTS DEGREE IN HUMANITIES. 26 AUGUST 2013 ABSTRACT This dissertation explores the use of community participation in TfD for Gender based violence in challenging patriarchy. It discusses the idea of TfD and community participation in relation to patriarchy and gender. It also discusses the idea of community participation in relation to TfD, Patriarchy and participation in gender related projects. The analysis in this dissertation focuses on GEWE project which was carried out by CRECCOM as a form of TfD for gender based violence. I look at field work in research, i conduct the performance analysis of the TfD for gender based violence performance and i conduct the analysis for the whole case study, i provide evidence for gender based violence and patriarchal rule in the community and i analyse the involvement of both men and women in the performance and how this helps in challenging patriarchy. This dissertation claims that TfD for gender based violence can be used to challenge the idea of patriarchy through community participation. This dissertation shows that the performance space in TfD for gender based violence provides a forum on which men and women can discuss and deal with issues of GBV as well as challenging patriarchy. it shows how the participation of...
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...GENDER AND SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE IN ISOKO SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE AJOKPAEZI JULIET EBSU/2003/23214 RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF ARTS AND SOCIAL SCIENCES EDUCATION FACULTY OF EDUCATION EBONYI STATE UNIVERSITY, ABAKALIKI OCTOBER, 2008. TITLE PAGE GENDER AND SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE IN ISOKO SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE AJOKPAEZI JULIET EBSU/2003/23214 RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF ARTS AND SOCIAL SCIENCES EDUCATION (ENGLISH) EBONYI STATE UNIVERSITY IN PARTIAL FULFILLMENT OF THE AWARD OF BACHELOR OF ARTS (B.E) DEGREE IN ENGLISH EDUCATION OCTOBER, 2008. APPROVAL PAGE This research project has been supervised and approved as meeting all the requirements of the department of Arts and Social Science Education, Ebonyi State University, Abakaliki. Dr. Ms. C Maduabuchi ----------------- Project supervisor Date Dr. Ms. C Maduabuchi ----------------- Head of Department Date Prof. S.O. Abonyi ----------------- Dean, Faculty of Education Date External Examiner ----------------- Date DEDICATION This project is dedicated to God Almighty in whose love and guidance I have been sailing through my academic years and to my parents, His Royal Highness Emaviwe first Ovie of...
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...Aladdin By Sarah White Contents Introduction.............................................................................................................................. 3 Feminist Perspective............................................................................................................. 3 Sociological Perspective....................................................................................................... 7 Post-Colonial Perspective.................................................................................................... 9 Conclusion............................................................................................................................... 13 References............................................................................................................................... 14 Introduction Fairytales have become an integral part of children literature. The various tales have been reinvented as picture books, novels, animated and real-life films. The stories have been twisted and shaped by an ever changing society to represent a wide range of the dominant society’s views. Among these they show perspectives on social class, women’s roles, cultural differences, religion, and human behaviour. As time goes on, the original tales are discarded and the altered stories become widely known and read. This can lead to the underlying perspectives of the altered stories become subconsciously...
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...What is Music? Sound vibration with specific meaning Conceptual phenomenon based on society Ethnomusicologists try to understand societies through music. By understanding music, there is an understanding of people, the community or the society. Vocal, instrumental, dance. In some cultures, all these characteristics are combined where generally, vocal, dance and theater are separate. i.e: Flamingo Culturally specific activity Labels emblematic of the activities (contextualized in time and space) Folk, traditional, popular, art World Music? Peter Gabriel/ Paul Simon. Collaborating with artists outside of popular music. In the 80s, World Music was known as the collaboration with others. Zulu girls perform wedding song/dance. (Central Africa) (1) Paul Nabor from Belize. Transformation of this music which began to be a project of international world music. Village House Production, Punta Gorda Town, Belize Central America. Guitar, percussion and voice. (2) Andy Palacio – Watina. Producer transformed Paul Nabor’s base into Watina. The first album that put (Garifuna community in Belize) Garifuna music/this kind of music on an international scene. Was a popular album of world music. Andy Palacio – Dunya 2007 Festival Rotterdam (Joined by Paul Nabor) Paul Nabor sings in the Modal system whereas the instruments are in the tonal system. Completely different systems combined together. (3) Aurelio Martinez – The Laru Beya Sessions. In Senegal to commence a new collaboration...
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...By DR J. T. DOSUNMU Abstract This study examines the introduction of Western Education into Igbomina area of Kwara State of Nigeria by the Christian Missions. The administration and management of the various schools introduced by the missions were jointly administered by the colonial administrators and the missions. After the initial resistance to education, the exposure of the people to 'southern' influence soon made them realise what they have to gain from western education. It was for this reason that education became the "main industry" of the area. By far the most important agent of western education in the area was the S.I.M. (ECWA), which started its activities in 1912. Like in other parts of Nigeria, mission education in Igbomina was geared towards evangelical ends. However, the people of Igbomina saw western education as a tool to improve their quality of life. But it was not long before the people realised that the mere possession of education did not in itself provide employment along desired lines. Introduction The development of western education in Igbomina cannot be treated in isolation from traditional forms of education. In this society, traditional education was a way of life before the advent of Western education introduced by missionaries and the colonial administration. But inspite of the growth and success of western education in this region, the place of traditional education still remain significant. The need for the understanding of traditional form of education...
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...Education in Africa, Held at Crowne Plaza Hotel, Johannesburg, South Africa, from 12 th-13th October, 2012 1 Abstract With the dire need for technological development occasioned by the need to move with the trend of globalization the Nigerian government in early 1980 introduced what is now popular referred to as the 6-3-3-4 educational system. Under this system a student is expected to spend six years for primary education, three years for junior secondary education, three years for senior secondary education and four years for tertiary education. The focus of this policy is to build technical capacities of students right from their secondary school level which will prepare them for engaging more in engineering and technological related courses in higher institution. To achieve this, the government was expected to equip secondary schools with modern technological equipments, so that the first three years of students in Junior secondary is concentrated in the teachings of technological related subjects. Students are therefore expected to be exposed to practical application of engineering machines and tools at this level. Those students who are seen to have talent in technical areas were expected to be sent to technical colleges established by the government for further practical trainings, while the remaining set of students were expected to continue their three years senior...
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...CHAPTER ONE 1.1 INTRODUCTION Terrorist attacks are on the rise in Nigeria, which are the increased activities of Boko Haram over the past year. Bombings, kidnappings, and other violent activities of Boko Haram prevent many Nigerians from feeling safe. Boko Haram is a well-known agent of destruction in Nigeria. Even a casual observer who doesn’t live in Nigeria has likely heard of Boko Haram’s recent 2014 kidnappings of hundreds of children—mostly girls—from schools and villages in northern Nigeria. On the night of 14-15 April 2014, about 276 Chibok school girls were kidnapped by the Boko Haram. These girls were between 17 to 18 years according to a source. They were secondary school students at Government Secondary School, Chibok, Borno State, Nigeria. Only God knows the nature of what is in-between the legs of the female students at the moment. In the northern part of the country, students cannot complete their studies because of the looming threat of kidnapping and murder. More than any other issue in Nigeria today, the greatest concern has been the security condition of the country. Almost on a daily basis, there are accounts of several security threats arising from armed robberies, assassinations, armed militancy and banditry, kidnapping, bombings and of recent, the blood-let from a religious sect called the Jaamatus Alhus Sunnah Lid Daawatis Wal Jiliad (otherwise called Boko Harm) who say they are opposed to Western education and are ready to attack every vestige of...
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...ATHROPOLOGY OF GENDER AND DEVELOPMENT [HANTH 107] INTRODUCTION Defining Key Concepts Gender is not about women as most people think. Gender is about both men and women. Gender is a set of characteristics distinguishing between male and female, and is a result socio – cultural construction, it describes the characteristics that a society or culture delineates as masculine or feminine. Thus the term gender has social, cultural and attitudinal connotations. Gender is a set of characteristics distinguishing between male and female, and is a result socio – cultural construction, it describes the characteristics that a society or culture delineates as masculine or feminine. Thus the term gender has social, cultural and attitudinal connotations. Sex on the other hand refers to the biological differences in chromosomes, hormonal profiles as well as internal and external sexual organs or genitalia.The term sex since classical times has been used to designate matters related to biological and anatomical makeup of a person. Thus while ones’ sex as male or female is a biological and universal fact that is however not the same with gender since sex is tends to be similar across all cultures while gender varies one society to another. Sex relates to the biological characteristics that categorise someone as either female or male; whereas gender refers to the socially determined ideas and practices of what it is to be female or male. Patriarchy - Systemic societal structures that institutionalise...
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...Discuss, with supporting evidence, the different ‘proximate’ and ‘fundamental’ determinants of poverty The World Bank states: “Poverty is hunger. Poverty is lack of shelter. Poverty is being ill and not being able to see a doctor. Poverty is not having the ability to go to school and not being able to read. Poverty is being in unemployment. Poverty is losing a child to illness brought about by unclean water. Poverty is powerlessness, lack of representation and freedom.” (World Bank, as cited in Lang 2007, p.31). More than three billion people live on less than $2.50 a day which is approximately half the world’s population. In 2005, the developing world had about 72 million children of primary school age not enrolled in school; of this 72 million, 57 percent of them were girls. Each year, 2.2 million children die because they lack immunisation (Globalissues.org, 2013). This essay will discuss the fundamental determinants of poverty with the two main contenders being geography and institution. It would also discuss the proximate determinants of poverty in Kenya. What causes poverty is an important question when trying to explain poverty, but it is not one which can easily be answered. These causes can be grouped into ‘proximate’, ‘intermediate’ and ‘fundamental’ causes of poverty. The proximate cause is the ‘nearest cause’ in the chain of causation, ABCDE. The fundamental cause is what sets the chain of causation in motion. The fundamental cause of E is A, and B, C and D are intermediate...
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...19.1 Introduction India is one of the developing nations of the modern world. It has become an independent country, a republic, more than a half century ago. During this period the country has been engaged in efforts to attain development and growth in various areas such as building infrastructure, production of food grains, science and technology and spread of education. The life expectancy has increased and many diseases have been controlled. However, there are many areas in which Indian society is experiencing a variety of problems. Some of these problems have their roots in our colonial past while others are related to demographic changes, socio-political conditions and cultural processes. This lesson tries to acquaint you with some of the problems and the psychological factors involved in them. You will learn about some of the possible ways in which psychological interventions can help in dealing with the problems. 19.2 Objectives After reading this lesson you will be able to: explain social problems such as poverty, gender discrimination and social tension; state the causes of these problems; suggest some interventions for dealing with these problems. 19.3 Poverty A large section of the Indian society is suffering from poverty. Poverty is a phenomenon Social Problem :: 201 which is objective as well a subjective. Objectively poverty implies a dehumanizing condition in which people are unable to look after the basic needs. Subjectively poverty stands for perceived...
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...of the opinion that ethnicism breeds all sorts of corruption. Then, let us look at the idea of corruption in the next section. Corruption and the Feminist Perspective Scholars define corruption in such a way as to suggest there must be two parties that of necessity must be involved before corruption can take place; that is, the doers or givers and the receivers or takers. It is in the light of this that O. Otite conceives of corruption as “the perversion of (the) integrity or state of affairs through bribery, favour, or moral depravity.” To him, “corruption involves the injection of additional but improper transactions aimed at changing the moral course of events and altering judgements and position of trust”. However in an elaborate analysis, H.S. Alatas divides corruption into seven distinct types: autogenic, nepotistic, investive, supportive, transactive, extortive, and defensive. Here we shall discuss only four of these: that is the autogenic, nepotistic, investive and supportive corruption. This is because they raise critical issues that should be of concern to feminists. Autogenic corruption generates from and usually involves only the doer. What happens at the floor of the stock exchange or among private/public accountants, or among scientists would be good examples of this kind of corruption. A person comes about some vital information that may influence stocks of a company and either quickly buys or gets rid of large amounts of stocks before the consequences arising...
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