Virtual Reality essays

Virtual Reality essays Virtual Reality is yet another advancement in New Communication Technologies. Will it cause people, and society as a whole, to lose their grip on the real world? Or is it purely a continuation of technological advancement that allows humans to explore imaginary places? Like any other technology created by man, Virtual Reality has both negative and positive effects (Oravec, 1996). Virtual Reality (VR) is a system that enables single or multiple users to move and react in a computer simulated environment. It contains various types of devices, which allow users to sense and manipulate virtual objects the same way as they would real objects. VRs natural style of interaction allows participants the feeling of being immersed in the simulated world. The virtual worlds in which participants are immersed are created by mathematical models and computer programs (Zeltzer, 2000). Virtual Reality, when effective, creates an environment with benefits pertaining to education and safety (Osberg, 1992). VR invites user participation in problem solving, concept development, and creative expression, in an environment that is safer than the real world (Osberg, 1992). VR can also, and in some case has already, been very successful in areas such as military, training/education, surgery, entertainment, advertising, and tourism (NCT Course Content, 2001). Apart from physiological issues, VR has several psychological issues such as addiction, brainwashing, effects of interactive pornography or violence, and desensitisation or devaluing of the real world (NCT Course Content, 2001). The major concern of some critics is that Virtual Reality will use us in the future by becoming too large for us to control (Kalli, Chritine, 2000, p.1). It may be used so frequently, that humans will use the virtual world as a means of escape. People will create a perfect VR environment to live in so they ...

Commonly Confused Words Peace and Piece

Commonly Confused Words Peace and Piece The words peace and piece are homophones: they are pronounced the same but have different meanings. The noun peace means contentment or the absence of war. The noun piece refers to a portion or a part of a whole. As a verb,  piece is often followed by together and means to complete or join into a whole (as in piece together a quilt). Idiomatically, you may hold your peace (stay silent) or speak your piece (say what you have to say). See the examples and usage notes below. Examples When the power of love overcomes the love of power, the world will know peace.Jimi Hendrix Sitting at the table one day, I held the fork in my left hand and pierced a piece of chicken.Maya Angelou, I Know Why the Caged Bird Sings. Random House, 1969 You can sign any peace treaty you want, give back this piece of land and that piece of land, but peace is never going to happen until those things do. Its got to start with us learning each others names. With us feeling responsible for each others fates.Naomi Ragen, The Sacrifice of Tamar. Crown, 1994 Speak your piece; then hold your peace. Dont restate, restate, and restate. Dont summarize if you have only written a few pages.Mary Lynn Kelsch and Thomas Kelsch, Writing Effectively: A Practical Guide. Prentice-Hall, 1981 Usage Notes Piece has the word pie in it, which should remind you of the familiar phrase a piece of pie. You can meditate to find peace of mind, or you can get angry and give someone a piece of your mind.(Paul Brians, Common Errors in English Usage. William, James, 2003)Whereas peace of mind is calm assurance, a piece of ones mind is something a person says in a fit of pique. But the two are surprisingly often confounded.(Bryan Garner,Garners Modern American Usage. Oxford University Press, 2009) Practice (a) _____ is not merely a distant goal that we seek, but a means by which we arrive at that goal.(Martin Luther King, Jr.) (b) I never met a _____ of chocolate I didnt like. Answers (a) Peace  is not merely a distant goal that we seek, but a means by which we arrive at that goal.(Martin Luther King, Jr.) (b) I never met a  piece  of chocolate I didnt like.

Legal Case Study Research Paper Example | Topics and Well Written Essays - 1000 words

Legal Case Study - Research Paper Example The prosecution stated regarding one year statute of limitation and requirement of affirmative proof argument of the defense that sec.939.74 shall apply for criminal proceedings and that enough corroborative evidence was established by the testimony of the defrauded women. The argument that the brief failed to allege the elements of the crime and that the trial court did not have subject matter was also refuted by the prosecution on the basis of the argument that failure to provide information about the crime does not make the information void as per Schleiss v. State. As regards the restriction on cross examination, the prosecution proved that the exclusion of the witness from being cross-examined was absolutely correct. As regards to sufficiency of evidence the prosecution stated in its answer to the argument of the defense that Lambert’s promises could not have been fraudulent as the women to whom he promised to marry were already married that the question in a criminal fra ud action is whether the victim relied on the offender, which in this case the victim did and as such Lambert is liable. 3. What is the element of crime? The element of the crime in the present case is theft by fraud contrary to sec. 943.20 (1)(d),(3)(b), and (3)(c), Stats. 1 by the plaintiff on record of the present case. The offence of theft by fraud arises from a relationship of Lambert and a different woman, during which Lambert obtained money from each woman on the basis of a promise to marry her. The same offence was committed with six different women and an additional woman serially during the period of August 1971 to May 1974. What is the issue inference, actus reus, mens rea, presumptuous? The issue inference was whether the action was barred by ch.248, whether the trial court had subject-matter jurisdiction, whether proper offences were properly joined, whether restricting cross-examination of complaining witnesses was an abuse of the trial court, whether evidence was suff icient to support the verdict guilty and whether the sentencing of 24 was an abuse of power (Lambert v. State). The mens rea or wrongful intention in the present case was to have a wrongful gain through a promise to marry. The actus reus or the wrongful act itself in the present case was to take the money by creating deception, which amounted to fraud, and never giving it back to the women he took it from. 4. What is the previous law? The previous law on the same issue was that if there was breach of contract through refusal to marry, a cause of action to file a suit for the same arises. But the same was abolished by secs. 248.01, 248.02, Stats. 3. 5. What is the current law? The present law on the same issue is that civil suits for the recovery of the property which is taken on the strength of a fraudulent promise to marry can be initiated under sec. 248.06,4. The relief in the form of suit for damages for emotional harm caused by the breach of promise to marry isn’t availab le. But this doesn’t take away the remedy to file a suit for criminal fraud or civil fraud, when property was taken away from the victim. 6. What is your opinion? The Supreme Court of Wisconsin was correct in its decision. Lambert did commit the crime of theft by fraud, when he promised to marry them and used this promise to have unlawful gain in terms of money from the innocent women. This makes him liable to be punished according to law. Moreover, he committed the same crime consequently

The Importance of the class-system Essay Example | Topics and Well Written Essays - 1500 words

The Importance of the class-system - Essay Example on class in comparison to quality of character, the novels create intelligently woven tales that are rich in story and plot, while maintaining a relevant editorial on the socioeconomic relationships within their culture. In Charles Dickens’ Great Expectations, the main character, Pip, experiences the many levels of the class system in nineteenth century England. Although such a rise would be near impossible, the use of one character to experience the many levels of the system allows the reader to create a structure and relativity between the lowest place where he starts his journey, to the higher end where he ends as an English gentleman. Although Dickens allows his character to have this journey, â€Å"The atmosphere and smell Havesham’s employ, or partaking of gentlemanly delights in London.† [1]. The reader remains aware of the rise that Pip has experienced and, when read during the time period, a personal impact was undoubtedly felt by this commentary. In exploring the class system in Great Expectations, Dickens is able to establish the importance of the system to the social culture, while making clear commentary on the true equality of the classes. As he develops his characters, we see that true worth is not measured in wealth or distinction, but rather in the quality of the character of an individual. Miss Havesham, a woman of means, is a twisted character who seeks to avenge herself on a boy and influence the growth and ability to form a good relationship by twisting the mind of a girl. In the bitterness of her ruined life, she seeks revenge through those who should have hope by virtue of their youth. Dickens displays an immense fascination with the prison system in his work. The character of Magwitch is quietly central to the theme of class distinction within the work. â€Å"As a returned convict who was been forcibly expelled, Magwitch in Great Expectations occupies a more complex position than mere ‘out sidedness’ and becomes a tool for a

School Violence Essay Example for Free

School Violence Essay Introduction From the many reported and even more unreported events, school violence is seen as a subset of youth violence and a broader health problem. Factors that contribute to school violence are socioeconomic status, family, peers, and mental health. The best way to deal with school violence is to establish physical and social environments that prevent violence and promote safety within schools (Brener 81). There are many different forms of school violence. School violence could be seen as bullying, fighting, weapon use, shootings, stabbings, gang violence, and now growing cyber-bullying. Bullying tends to be the leading cause for school violence. Middle schools have the highest rate of bullying at 43 percent, and 22 percent of high schools have reported ongoing bullying problems in 2005-2006 (Statistics 2). Bullying not only has psychological effects on the victims, but it can affect the bully as well. Bullying can include the following: mocking, rumors, pushing, threats, exclusion, and being forced to do something one does not want to do. School violence occurs in and out of school. The most reported cases of school violence occur on school property. There were 46 percent of schools reporting 20 or more acts of violence on schools grounds. Other forms of school violence occur on the way to or from school and during school-sponsored events. Not only does school violence occur in these areas, but cyber-bullying has also been a big problem in schools lately. Students who are victims of cyber-bullying are more likely to become absent from school or even worse, can lead to several cases of suicide. Bullying Bullying is viewed as a pre-evolution to violence in schools and is common among students in grades six through ten. It is estimated that about ten percent of students are bullied at some point in their lives, six percent have both been bullied and bullied others and thirteen percent admit to SCHOOL VIOLENCE2 bullying others. Bullying is becoming a hot topic in education because of school violence and suicides. Bullying is defined as an act to humiliate another person who is perceived as weaker, or less capable than the bully. The act of humiliation can be anything from physical, verbal or emotional abuse, as well as sexual harassment, which has been categorized under bullying recently (Fried, 1996). The bully is usually a person of dominance over the one being bullied. In girls, dominance is achieved by social status and popularity. In boys, it is achieved by physical qualities such as size and strength. Types of Abuse Physical abuse and bullying includes anything from punching, stabbing, shooting, strangling, and suffocating to poking, hair pulling, and excessive tickling. physical abuse is more common between boys but there are still some girls who bully others using physical abuse. (Winkler, 2005). Violence and aggression among youth has increased a lot in the last twenty years and it begins with physical abuse. This rise in aggression is even more alarming with the higher availability of guns. Instead of using fists and hands more students are using guns and other weapons on both their victims and their bullies. Verbal abuse is the most common form of bullying and there are various forms of this abuse. Verbal abuse is used with an intention to harm another and cause pain, and is used to gain power over another person. (Fried, 1996). In addition, verbal abuse also leaves the victims feeling alone and exposed, and usually escalates, leading to physical consequences. Emotional abuse can reduce a child’s self-confidence to the point where they consider themselves unworthy of respect, friendship, love and protection. This is the most difficult type of abuse to define and diagnose. It can include rejecting, isolating, terrorizing, and corrupting. SCHOOL VIOLENCE3 Sexual abuse is the most complicated, the most difficult to document, and the hardest to address. â€Å"Sexual interactions involving children with peers or younger children are problematic if the relationship is coercive, exploitive, aggressive or threatens the physical or psychological well-being of either participant† (Fried, 1996). Sexual abuse needs two conditions to take place: Sexual activities involving a child and an abusive condition. There are two categories of sexual activities: noncontact and contact sexual abuse. Noncontact abuse includes exhibitionism, voyeurism, verbal sexual propositions or harassment. It can also include sexual notes or pictures, sexual graffiti, making suggestive or sexual gestures, pulling someone’s clothes off, and spreading sexual rumors (Fried, 1996). The conditions of noncontact sexual abuse is sexual activities that occur when there is mutuality, experimentation with sexual language and words in a non-demeaning way, situations when children have equal power and authority, and an absence of coercion or manipulation. Contact sexual abuse is when the other person has a large age or maturational advantage over the child, is in a position of authority, in a caretaking relationship with the child, or the activities are carried out against the child using either force or trickery. What Makes a Bully? Bullies are usually confident and have plenty of self-esteem. They have no difficulty in making friends, and these friends usually share pro-bullying attitudes and problem behaviors. Bullies tend to get in more trouble in school and do poorly in their academics. Often coming from homes where their parents provide little emotional support or involvement, where discipline styles tend to be either extremely permissive or excessively harsh leads to bullying behavior. â€Å"There is a strong relationship between bullying other students at a younger age and being involved in legal and criminal activities later on in life. About 60 percent of people that were surveyed who were SCHOOL VIOLENCE4 considered bullies in sixth through ninth grade had at least one criminal conviction by age 24† (Rimm, 2005). Victims of bullying tend to have social adjustment problems and are more likely to have low self-esteem and feel anxious and insecure. They rarely defend themselves, and male victims are usually physically weaker or smaller than their peers. The most common reason why kids were bullied was that they do not fit in. Children who are bullied may feel anxious, fearful, and have a hard time concentrating on schoolwork. Worrying about being harassed by their peers may also make them afraid to even go to school. â€Å"Researchers have found that adults who were bullied frequently as children had higher levels of depression and lower self-esteem than other adults† (Rimm, 2005). Those who are both bullied and bully others usually have the most serious behavioral and emotional problems. Social isolation, lack of success in school and behavioral problems combined make them a high-risk group. It is most likely that they were bullied first and then imitated the bullying behavior, although it is possible that they bullied first and others later retaliated. They exhibit social-emotional adjustment problems typical of bullies as well as victims which makes it unlikely that they will be resilient enough to adjust to a healthy lifestyle without effective intervention strategies. Middle School Violence Middle school is the period in schooling that comes between elementary and high school. The notion of middle school comes from G. Stanley Hall in 1904 that emphasized the need for an intermediate school. According to Hall, there was an adolescent age that requires its own in-between level of schooling. He defines the childhood period as gradually terminating at the end of the twelfth year, with the transition of adolescence beginning at that point (Coopock, 1974). SCHOOL VIOLENCE5 The background described above is essential in providing reasoning for the increase in violent acts as well as the nature of the violent acts. Middle school is where violent behaviors begin to fester. Just like the middle child in a family, they struggle to fit in. They are too old to fit in with the elementary students and they are not quite old enough to fit in with the high school students. They are battling with hormones associated with puberty and as mentioned above, are starting to develop physically, mentally, and emotionally, which leads to more aggression, sexual frustration and for some, the inability to cope with new social problems. Common Signs of Violence in Middle School Although there are some forms of violence in elementary school, middle school is where the more violent acts begin, where rampage shootings, sexual harassment and or sexual assault and bullying are the most common. Other forms of shootings, stabbings and fights are common throughout a child’s schooling, but as mentioned in the statistics there is a significant increase in the amounts and forms of violence that occur in middle schools. The numbers go from 34 percent which includes rare shootings, name calling, tattling, fighting, stabbing and bullying in the elementary level to 76 percent which more than doubled adding rampage shooting, sexual assault and sexual harassment to the list at the middle school level. Sexual harassment and or sexual assault can be perpetrating by students and administrators. For example, Cleveland’s Wiley Middle School teacher was sentenced to 153 years for sexually harassing and assaulting two middle school students. The effects of assault caused by personnel leaves a bigger scar on these children because the perpetrators are individuals who are supposed to be responsible for protecting the students. Instead, 31 year old Christopher Thomas of Eastlake used his cell phone to call and text inappropriate sayings of a sexual nature with two 14 year old girls from June 2008 until November 2009. One of the girls he sexually assaulted in her home and his cell SCHOOL VIOLENCE6  phone and computer contained nude photos of both girls. During his sentencing, the perpetrator cited that he knew what he was doing was wrong. (website, 2010). Middle High School Violence: Rampage Shootings Most other forms of violence have been described throughout this essay showing the different forms and most of the information provided mainly deals with the problems of urban schools. But contrary to belief, suburban schools encounter school violence of all forms and are particularly known for rampage shootings. Rampage shootings are different from other forms of school violence. For example, these shootings can take place on school campuses before an audience of fellow students; it can involve multiple victims who are often chosen at random and can be carried out by students or former students of the school where they occur. † (Hunnicutt, 2006). For example 14 year old, Michael Carneal of West Paducah, Kentucky, always wore black and was known by his class mates as a Satanist, he went to school on the morning of Dec. 1 1997 and pulled out a 22 caliber handgun and started firing into a praying group of students. He left 3 girls dead and 5 others wounded (Hunnicutt, 2006). Littleton, Colorado is home of the most famous rampage shooting recorded in high school history. The perpetrators were two students who attended Columbine High School, Klebold Dylan and Eric Harris. These two young men, dressed in camouflage, entered the building and began shooting at random. They killed 13 people before killing themselves. The Columbine High School shootings gave the world a picture of one type of violence that is within high schools. School Violence: Urban Suburban Schools Another factor that may influence the occurrence of violence in schools is the number of students that attend a particular high school. There is a large possibility that the relationship of having more students can directly lead to a form of competition and problems becoming more SCHOOL VIOLENCE7 intense. Compared to the 200,000 public elementary and secondary schools in 1940, there were only 65,000 schools in 2005. In those 65 years, the numbers of schools decreased while the U. S. population increased by 70 percent (Quindlen, 2001). A study done by Barker and Gump in 1964 on social functioning size and high school size, recognized that on average, students in smaller schools participate in extracurricular activities twice as much as students who are in larger schools. Another study concluded that smaller high schools sizes had more positive results than larger schools in academic performance, absenteeism, dropout rate, extracurricular activities, sense of community, student satisfaction, social behavior, dropout rate, and parental involvement, regardless of rural or urban settings. Now looking at numbers, â€Å"smaller high schools (enrollment size 400-600) experienced one-eighth the rate of serious crimes (four percent compared to 33 percent), one-tenth the rate of physical attacks with weapons (two percent to 20 percent), and one-third the rate of theft or larceny (18 percent to 68 percent) and vandalism (23 percent to 62 percent)† of that compared to larger high schools (enrollments above 600) (Devoe et al. , 2002). The rates of schools violence tend to mirror the behavior of the general population. Community violence in the inner cities is more of a problem than in rural areas, with rampage shootings being the exception. This helps partially prove that community violence has a direct influence on the children. Much research today suggests that violence is a learned behavior, so children acting out in violent or aggressive ways may have learned the violence from adults in their community. Early intervention may be the best way to prevent this type of behavior. Making the environment safe is the most important thing a community can do. Schools have adopted a zero tolerance policy against school violence which helps prevent violent acts of behavior. Conclusion SCHOOL VIOLENCE8 There are three recommendations from Dessel’s article that can be drawn to inform future practice in education and future research in public school settings. First, increased attention must be paid to the constructs of public school culture and climate. Second, changing school culture and climate specifically involves teacher education. Third, future research must improve and explore the barriers to implementing programs. As Zirkel and Cantor (2004) state, in 1954 people were not asking whether schools would welcome and nurture African American children and adapt the curriculum to be inclusive, but were only starting to open the doors. Today, the doors must not only swing wide open, but all children must be welcomed with acceptance, celebration of differences and acknowledgement of the contribution of diversity, for the benefit of everyone (Dessel, 2010). Bibliography Coopock, N. (1974). iddle Schools School leadership digest. In N. Coppock, Middle Schools School leadership digest (pp.1-42). Arlington: National Association of Elementary Principal. Fried, S. Fried, P. (1996). Bullies Victims. New York: M. Evans and Company, Inc. Hunnicutt, S. (2006). School Shootings. In S. Hunnicutt, School Shootings (pp. 1-102). San Diego : Thomas Gale. Kaiser, D. A. (2005). School Shootings, High School Size, and Neurobiological Considerations. Journal of Neurotherapy, 9(3), 101-115. doi:10. 1300/J184v09n03. 07 Logue, J. N. (2008, January). Violent Death in American Schools in the 21st Century: Reflections Following the 2006 Amish School Shootings. Journal of School Health. pp. 58-61. doi:10. 1111/j. 1746-1561. 2007. 00267. x. Mayer, M. J. , Leone, P. E. (2007). School Violence and Disruption Revisited: Equity and Safety in the School House. Focus on Exceptional Children, 40(1), 1-28. Rimm. S. (2005). Growing Up Too Fast: The Rimm Report on the Secret World of America’s Middle Schoolers. New York: Rodale, Inc. Stein, N. (2007). Bullying, Harassment and Violence Among Students. In , Radical Teacher (pp. 30-35). Radical Teacher. Website. (2010, November 17). 19ActionNews. Retrieved February 22, 2011, from E:\Teacher convicted of sex acts sentenced to 153-years in prison 19 Action NewsCleveland, OHBreaking News, Weather, Exclusives. mht: E:\Teacher convicted of sex acts sentenced to 153-years in prison 19 Action NewsCleveland, OHBreaking News, Weather, Exclusives. mht. Werle, G. D. (2006). Taking Steps to Promote Safer Schools. Journal of School Health, 76(4), 156-158. doi:10. 1111/j. 1746-1561. 2006. 00087. x Winkler, K. (2005). Bullying: How to Deal with Taunting, Teasing, and Tormenting. Berkley Heights: Enslow Publishers, Inc.

No Country for Old Men Essay -- Character Analysis, Sheriff Ed Tom Bel

Bitter about the evolution of the corruption of society, Sheriff Ed Tom Bell plays the official hero clinging to old traditions and reminiscing about the old days in No Country for Old Men by Cormac McCarthy. Delusions of a peaceful utopia during the time his grandpa Jack was a sheriff has left Bell looking at the world through hopeless eyes; a world on its knees with only one explanation for its demise: Satan. Not necessarily a religious man, Sheriff Bell, when asked if he believes in Satan, remarks: â€Å"He explains a lot of things that otherwise don’t have no explanation. Or not to me they don’t† (218). Throughout No County for Old Men, Sheriff Bell is determined to save Llewellyn Moss in order to prove that justice can be served in a world now drenched in decay. Throughout the book and the film adaptation, the audience can see Sheriff Bell, a tormented old man, sink deeper into his bitterness and his hope sizzle away in the Texas heat. The book, No Country for Old Men, switches from first person to third person perspective; the first person perspective coming only from Sheriff Bell. It is with these first person accounts that the reader understands why Bell is saddened by the new world around him. He tells of a story he read in the newspaper about teachers answering a survey of what the biggest problems were with teaching in schools; the biggest problems these teachers could name were: â€Å"talking in class and running in hallways. Chewing gum. Copying homework.† The story in the paper then states that forty years later the survey was given to teachers and the biggest problems were: â€Å"Rape, arson, murder. Drugs. Suicide.† Bell is horrified by this story in the paper and is in disbelief when people tell him he is just â€Å"getting old† w... ... ultimate failure of not being able to protect Moss and his wife, Carla Jean, one can tell that the decision to quit irritates Bell more than anything when he accounts: â€Å"so you could say to me that I aint changed a bit† (282). Ellis reminds Bell about how his uncle Mac died: gunned down by Indians in the old days saying Mac came out with a shotgun. Ellis is letting Ed Tom know that things were violent even in the old days. Ultimately, Bell’s decision to quit is the opposite of what Moss decided to do when presented with the choice of quitting and Bell’s decision leaves him with his life. Bell’s wife, Loretta, asks him if he his quitting while he is ahead; Bell, whose rite of passage is written throughout the entire story and concludes that there is no country for old men, responds: â€Å"no mam I just aim to quit. I aint ahead by a damn sight. I never will be† (298).

The Roles of Nigerian Association of Model Islamic Schools (Namis)

THE 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 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 to certify that this study was carried out by Shittu, Afusat Omobonike (Matriculation number 04/060854) in the Directorate of Sandwich Programmes of Emmanuel Alayande College of Education, Oyo, Oyo State. ______________________ _____________________ Alhaji S. L. Akano Date Project Supervisor ___________________ ___________________ H. O. D Date DEDICATION This project is dedicated to Almighty Allah for sparing my life from the inception of this N. C. E programme till the end of it. ACKNOWLEDGMENT All praise and adoration is due to Almighty Allah (S. W. T), the Omnipotent, Omnipresent, Omniscience, and the Fountain of knowledge for making it possible for me to complete this NCE programme. He made it a successful one despite all odds. May his infinite peace and blessing be upon our noble prophet Muhammed (S. A. W), his households, his companions, and those who follow his footstep till the day of accountablity. My profound gratitude goes to my able and dynamic supervisor in person of Alhaji S. L. Akano who made necessary corrections, constructive citicism and useful suggestion during the course of writing this project, may Allah assists him in all his endeavours (amen). I equally tender my sincere appreciation to other lecturers in the department for great task done in imparting knowledge on me while in the college, may Allah continue to guide them in all their undertakings. My sincere appreciation goes to my husband, Mr. Abdul Akeem Shittu for his encouragement and support morally, financially and his love during my course of study, may Almighty Allah be with him in all his undertakings and countinue to shower his blessing on him. I also appreciate the effort of the member of executive of NAMIS such as Mrs F. D. Ali, the Chairperson of Oyo State chapter; Mrs S. B. Ogundiran (the proprietress of Al-Hayyu group of schools) and Mr. S. K. Animasahun for their moral support and precious contributions given to me while writing this project, may Almighty Allah reward them in this world and hereafter â€Å"Jazakum Lahu khaeran† I would not forget the contributions of Mr. Abdul Wasiu Ibitoye and Mr Uthman K. Afolayan to the success of this project report, may Almighty Allah be with them in all their undertakings and reward them abundantly. Finally, my unreserved appreciation goes to my course mates and friends for their contributions in one way or the other, people like Tanimowo Baliqis, Ganiy Mariam, Adeyemo Oluwaseun, Ajani Margaret, Ojetola Nike. and others in Emmanuel Alayande College of Education (Urban Day Center) are all my nice colleagues in the college. ABSTRACT This study investigates the roles play by the Nigerian Association of Model Islamic Schools (NAMIS) in the development of education in our immediate society. The study is a case study of NAMIS, Egbeda local government area chapter. The research work is subdivided into five chapters. It starts by focussing on education as a tool for development; the need, activities and organisation of NAMIS are also discussed. Review of relevant past literatures from some established authorities was subsequently carried out. Responses from respondents were captured using questionnaire; data analysis was carried out using descriptive technique, frequency counts and simple percentage. The study rounded up with summary, conclusion and recommendation for all concerned skakeholders. TABLE OF CONTENT Title page Certification ii Dedication iii Acknowledgement iv Abstract vi CHAPTER ONE: INTRODUCTION 1. Background to the study 1 2. Statement of the problem 3 3. Purpose of the study 5 4. Significance of the study 6 5. Scope and limitation of the study 6 6. Operational definition of terms 7 CHAPTER TWO: LITERATURE REVIEEW . 1 Meaning, goal and important of education 9 2. 2 The need for Islamic schools 10 2. 3 Roles of private schools in education 12 2. 4 NAMIS Objectives and Activities 14 2. 4. 1 NAMIS Aims and Objectives 14 2. 4. 2 Educational contributions of NAMIS 15 2. 4. 3 Religious contributions of NAMIS 16 2. 4. 4 Socio-cultural contributions of NAMIS 18 CHAPTER THREE: RESEARCH METHODOLOGY 3. 1 Population 2 0 3. 2 Sampling procedure and sampling technique 20 3. 3 Research instrument 21 3. 4 Validity and reliability of instrument 21 3. 5 Administration of instument 22 3. Method of data analysis. 22 CHAPTER FOUR: DATA PRESENTATION, ANALYSIS OF RESULT AND DISCUSSION. 4. 1 Analysis of demographic data 23 4. 2 Analysis of resesrch data 24 4. 2. 1 The need for Islamic schools 24 4. 2. 2 NAMIS as an organised body 26 4. 2. 3 NAMIS and Islamic schools’management relationship. 28 4. 2. 4 Roles of NAMIS to educational development. 30 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS 5. 1 Summary 33 5. 2 Conclusion 34 5. 3 Recommendations 34 References 36 Appendix I: Questionnaire 38 CHAPTER ONE INTRODUCTION 1. BACKGROUND TO THE STUDY Education is generally accepted as a major source of development of any civilised society. Francis Bacon in his words said â€Å"Crafty men condemn studies; simple men admire them, and wise men use them†. The importance of education to the development of the society has made all concerned stakeholders to be interested in its administration, planning and dissemination to the entire populace. Religious missionaries, most especially Christian missionaries were the fore-runners of western education in Nigeria. Education was used by those organisations as tool for grassroot evangelism as well as public enlightenment. Muslim communities were faced with challenges of getting their children educated in western way without getting them converted into Christianity. Various Muslim organisations rose up to this challenge lately by establishing formal western oriented schools. Muslims are enjoined by Prophet Muhammed to â€Å"seek for knowledge from the cradle to the grave†; and even â€Å"go in quest of knowledge even unto china (edge of the earth) Various Muslim organisations realized this call to tackle the challenges facing Muslim children in the path of obtaining western (formal) education. For instance, Ansar Ud Deen Society of Nigeria, Ahmadiyya Muslim Society of Nigeria, and hosts of other Muslim organisations were early enough to tackle the challenges. Most recently, another Muslim organisation established to contribute to solution of these challenges is Nigerian Association of Model Islamic schools (NAMIS). Nigerian Association of Model Islamic Schools (NAMIS) is a body comprising owners of Islamic Schools, both primary and secondary. The objective of the association is to provide qualitative education to Muslim children in accordance with the requirements of the Islamic religion. NAMIS is a voluntary non-political organisation which aims at constituting a forum of exchange of ideas and instill co-operation among private Islamically-oriented nursery, primary and secondary schools in Nigeria. NAMIS also engages in the formulation and implementation of programmes and policies aimed at assisting the regulation, growth and improvement of standards in member-schools. NAMIS serves as a mouth piece for member-schools in relation to government. Nigerian Association for Model Islamic Schools was established in 1995. The initiative originated from Hajia Aisha Lemu. It held its first national seminar in Minna, Niger state in 1997. NAMIS operates states chapters at state level and local government chapters. Oyo state chapter of NAMIS was established in 1995, while the Egbeda Local Government Area chapter was inaugurated in year 2002. The elected state coordinators are members of the National executive officers of the association. NAMIS also form committees such as monitoring committee to standardise operations of member schools; other committees are disciplinary, annual conference, teachers’ workshop, welfare and international relation. 1. STATEMENT OF THE PROBLEM Islam offers man a complete code of life in the Quran and the sunnah (teachings of the Prophet), which if, followed wholeheartedly, will lead man towards the realization of the greatest glory that Allah has reserved for him as His vicegerent. Man needs training from his childhood both at home and in the society in order to adequately follow the code of life and attain consciousne ss of himself as Allah’s vicegerent on earth. Education should aim at a balanced growth of the personality through training of the spirit, intellect, rational, self feelings, and bodily senses of man. The training imparted to a Muslim must be such that faith is infused in the whole personality and creates in him an emotional attachment to Islam and enables him follow the complete code of life (Niaz, 1995. ) People keep historical accounts of their heritages, culture and religions through the educational system they establish for their children; they transmit their value and belief system through such institutions as schools. Keeping up with religious duties during the school days establishes a strong connection between students and their faith, and enhances possibility of practicing their religion as they grow older. In history of education in Nigeria, early schools in the southern part of the country were founded by Christian missionaries whom were allowed by the British colonial power to set up mission schools, government schools also were generally Christian-oriented. Lemu (2002) writes that any Muslim student in these schools would be forces to study Bible knowledge and in most cases attend church. Conversion was frequently a condition for admission. No teacher was provided for Islamic studies. All the aforementioned problems gave rise to the establishment of private Islamic schools for Muslims in the South-Western part of Nigeria. These Muslim schools faced initial challenges like getting government approval through registration, fashioning out of competent educational-curriculum and syllabi that will infuse their belief in the regular curriculum. Other challenges being faced by these schools are infrastructural inadequacies, administrative bottlenecks and general acceptability. NAMIS was established as controlling and collaborating body for all Muslim-oriented schools. This study focuses on the ability, capability and competence of this organisation in performing her primary assignment. 1. 3PURPOSE OF THE STUDY The main purpose of this study is to investigate and examine the contributions of Nigerian Association of Model Islamic schools (NAMIS) to the development of education in Egbeda Local Government of Oyo State. The research work, precisely, has the following objectives: a) To evaluate the contributions of NAMIS in upgrading standard of education of Muslim schools in Egbeda Local Government. ) To assess the commitment of founders of these Muslim schools towards funding of the established schools. c) To compare the existing Muslim schools with other conventional (and non-Islamic missionary) schools with respect to infrastructural resources, man power and academic performance. d) To examine problems confronting NAMIS as a body. e) To establish constraints affecting Muslim schools towards discharge of high and quality academic standard. f) To sugg est possible solutions for future success and remedy for prevention of existing problems in the future. . 4SIGNIFICANCE OF THE STUDY The findings from this study will provide statistical assessment on the roles of Nigerian Association of Model Islamic Schools (NAMIS) in the development of education. The outcome of this work will enlighten the general public of the activities and focus of NAMIS towards quality academic standards. The research will also enable founders of Muslim schools to further understand the importance of their unrelenting contributions towards better control and funding of their schools. The work is expected to enlighten NAMIS leadership of the problems confronting the association and suggest possible solutions to the issues. In addition, the research will arouse the interest of wealthy Muslims towards the establishment of more schools to serve the needs of numerous Muslim populace. The output of the research will be of usage to the generalities of Muslims in particular and Nigerians in general. It will be useful for all stakeholders in education such as parents, teachers, students, educational policy makers, school administrators and the likes. 1. SCOPE AND LIMITATIONS OF THE STUDY Due to limited time constraints and financial incapability of the researcher, all schools cannot be consulted with respect to the research study and collection of data. The scope of the study shall be some selected NAMIS member-schools in Egbeda Local Government. Some of these selected schools are: a) Al-Hayyu Nursery and Primary school, Olaogun, Ibadan. b) Ar-Rosheed Nursery and Primary school, Gbagi, Ibadan. c) Noble Foundation School, Gbelu, off Olode/Adekola, New Ife road, Ibadan. d) Assalam Nursery and Primary school, Alarere, Ibadan. ) Pillars of Islam Comprehensive school (PICOS), Oloya, Monatan. Eighty (80) respondents shall be contacted for data collection from these selected schools comprising of forty (40) teachers, twenty (20) parents (or guardians) and twenty (20) members of schools management boards. The study shall be limited to the roles of Nigerian Association of Model Islamic Schools (NAMIS) to the development of education in Egbeda Local Governemtn Area of Oyo State. 6. OPERATIONAL DEFINITION OF TERMS Association: A society of people joined together for a particular purpose. Model: A person or thing that can serve as a perfect example or pattern, worthy to be followed or copied. Education: Systematic procedure for the transfer and transformation of culture, through formal or informal training of people in a society. It deals with the mental, physical, psychological and social development of the citizens in a given society. Development: Growth integrated with economic, scientific, political and home based technological expansion. Islam: The religion of peace which means the way of achieving total submission of ourselves to God. Muslim: Adherent of Islam. Literally, Muslim means one who submits himself or herself to the commandment and will of Almighty God (Allah). School: An institution for the instruction (and education) of children or other people. Egbeda Local Government: This is one of the thirty-three local governments of Oyo State. Its headquarter is located in Egbeda. There are eleven wards in the local government and it is geographically surrounded by Lagelu, Ona-Ara, and Ibadan North-East Local Governments of Oyo State on one part and Osun State on another part. CHAPTER TWO LITERATURE REVIEW 1. MEANING, GOAL AND IMPORTANCE OF EDUCATION Kellerman (1980) defines education as the process of teaching and training of the child. It is the imparting or acquisition of skills for a particular trade or profession in which applicable methods are used. Fafunwa (1983) views education as all positive efforts, conscious and direct, incidental and indirect, made by a given society to accomplish certain objectives that are considered desirable in terms of the individual’s needs as well as the needs of the society where the programme is based. Education is therefore, a systematic procedure for the transfer and transformation of culture, through formal or informal training of people in a society. It deals with mental, physical, psychological and social development of the citizens in a given society. The goal of education is manpower development, aimed at national growth integrated with economic, scientific, political and home based technological expansion. However, development may be difficult in poor countries without qualitative and quantitative education. In her desire to achieve meaningful educational development of the country, the Federal Government of Nigeria through her National Policy on education (2004) prescribes two major goals for formal education. The first goal is to civilize and enlighten every individual to lead the good life in society as a citizen of Nigeria while harmonizing with and sharing in the world’s cultural heritage. The second goal is to equip every individual with the skills and job competencies for gainful employment. Education has enabled man to conquer the nature around him and invent certain gadgets for his convenient use. Man has been able to improve his quality of food, clothing and shelter through education. The improved quality of life can be seen in area of transportation, health care delivery, industrialisation, etc. 2. THE NEED FOR ISLAMIC SCHOOLS A fundamental function of formal education advocated by National Policy on Education (2004) is to produce a knowledge based work force for national development. However, this function was not addressed in totality by the system of education introduced by the missionary during the pre-independence period of Nigeria. Oghuvbu (2007) affirmed that Muslim education came into Nigeria by over 300 years before the arrival of Christian education around the 1840’s. However, Muslim education was retarded because education in the middle of the 19th century in Nigeria tended to mean Bible Knowledge, Christian ethics, Christian moral instructions, Christian literature, some arithmetic, language and crafts; directed towards the production of good Christians (Fafunwa, 1975) The goals of Christian missions Education was to produce teachers to assist in the teaching of the gospel and commercial activities. According to Boyd (1975:418), â€Å"the Church undertook the business of education not because it regarded education as good in itself, but because it found that it could not do its own proper work without giving its adherents, and especially its clergy, as much of the formal learning as was required for the study of the sacred writings and for the performance of their religious duties†. Furthermore, Bowen (1857:17) an early missionary, in Ejiogu (1988:3) stated that â€Å"we desire to establish the Gospel in the hearts and minds and social life of the people, so that truth and righteousness may remain and flourish among them. This cannot be done without civilization. To establish the Gospel among any people, they must have Bible†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ they must read the Bible and this implies formal instruction (i. e. education)†. The early system of formal western education in Nigeria was, hence, aimed at achieving selfish ends in religion and trade. Lemu (2006) positioned that â€Å"the western education system had then negative effects of the secularization and de-Islamization of young Muslim generations, as most of the graduates of this educational system became the potential victims of secular culture. The Muslim community was faced with the challenge of getting their children educated (in western system) without getting them converted into Christianity. Muslims also wanted their children to be taught Islamic education alongside the western system of education. Some Muslim organisations rose up to this challenge, one of such is Ansar-Ud-Deen. The Muslim organisation was established in 1923 for t he purpose of educational development of Muslims and also as a body to enhance the moral and social development of the Muslim community. (Wikipedia, 2008). 3. ROLES OF PRIVATE SCHOOLS IN EDUCATION. Government has been largely responsible for the provision of education in Nigeria. There has been a tremendous public sector participation in educational provision in the country (Emunemu, 2008). Public funding of education includes direct government expenditure (for buildings, teachers’ salaries and instructional materials) as well as indirect expenditures in form of subsides to households such as tax reductions, scholarships, loans and grants. There have been many cases of increase in active demand for education pioneered by an increasing number of children, youths’ and adults’ need. Government alone cannot meet these demands; there is need, therefore, for a greater community and civil society participation in providing, managing and funding education. The issue of quality of educational output has been a matter of serious concern not only to the public but also the private sector. The private sector for primary and secondary education has been growing for the past two decades. The proliferation of private schools has been attributed by Emunemu (2008) to the widespread loss of public confidence in public primary and secondary education. The success recorded by private participation at primary and econdary schools levels inspired the Federal Government of Nigeria to lift ban on the establishment of private universities in 1993. Private schools provide helping hand for government in its effort to achieve education for all. Private schools provide qualitative education by employing competent teachers through the fees parents are being charged. They provide adequate amenities needed for effective discharge of educational services such as libraries, laboratories, classrooms. In rounding up, private participation in education improves effectiveness in a cost effective manner and without compromising equity. Private participation encourages the public sector to improve the quality and efficiency of public schools. Competition among providers of services can lower costs and improve responsiveness to the needs of consumers. However, there is a need for a coordinated and focused response particularly as regards partnerships and collaborations in the private sector. The Nigerian Association of Model Islamic Schools (NAMIS) is the coordinating body to institute partnerships and collaborations among private Islamic Schools in Nigeria. 2. 4NAMIS OBJECTIVES AND ACTIVITIES NAMIS as an association of many Islamic Schools is guided by a constituted mission and vision which encompasses its aims and objectives. The association also shoulders some activities and responsibilities towards educational, religious and socio-cultural engagements in pursuit of its vision and mission. 2. 4. 1NAMIS AIMS AND OBJECTIVES According to NAMIS Constitution, the following are the aims and objectives of the association: (a)To propagate Islam in our schools (b)To constitute a form for the exchange of ideas and to steer cooperation among private Islamic Schools. c)To engage in the formulation and implementation of programmes and policies aimed at assisting the regulation, growth and improvement of standards in member schools. (d)To serve as a mouth piece for member schools in relation to government. (e)To establish peaceful co-existence between both Muslim and Non-Muslim schools. (f)To encourage achievement of a world accepted standard for Islamically oriented schools. (g)To c onnect (and inspire) owners of model Islamic schools in Nigeria in order to place so much premium on the education and spiritual development. (h)To prepare young Muslims for future challenges. i)To fulfill Muslims first objective in life which is to fruitfully serve the creator (Allah) in our schools. (j)NAMIS is committed to the achievement peace and harmony towards the development of our community and Nigeria. 2. 4. 2EDUCATIONAL CONTRIBUTIONS OF NAMIS In order to impart knowledge to the young generation, NAMIS focuses its attention most on education. Some of its educational activities are discussed here. 2. 4. 2. 1 Workshops and Seminars NAMIS organises workshops and seminars on various aspects of school administration for teachers and owners of schools. Regular workshops and seminars are held to update knowledge of participants. NAMIS also recommends textbooks and teaching methods to Islamic Schools to meet the required standard in the society. 2. 4. 2. 2 Aisha Lemu Quiz Competition NAMIS conducts an annual inter school quiz competition among NAMIS registered schools. The competition which starts at local government chapters to state chapters and finally to national level features subjects like English Language, Mathematics, Sciences and Islamic Studies. 2. 4. 2. 3 NAMIS Joint Mock Examination NAMIS at local government levels organise an annual joint mock examination to prepare their final-year primary school pupils for entrance examinations into secondary schools. Egbeda local government chapter held its last 2007/2008 session join mock examination at Al-Hayyu Nursery and Primary School Olaogun where many member schools participated. 2. 4. 2. 4 Inspection and Visitation to Schools An inspection committee is set up at local government chapter level by NAMIS to inspect and monitor the academic operations of member schools. During the visitation, the committee identifies lapses and recommends solutions to the problems in order to ensure the upliftment of the standard of the school being visited. The monitoring committee also serves as an agent of awareness among member schools. 2. 4. 3RELIGIOUS CONTRIBUTION OF NAMIS NAMIS inculcates the teaching of Islamic knowledge into the curricula of its member schools. Prominent among religious activities (and roles) of NAMIS are as follow: 2. 4. 3. 1Teaching of Islamic Studies, Arabic, Quran and Dawah as Subjects in Schools. NAMIS schools’ managements are enjoined to include these subjects separately on their time table. This will enable students to gain more knowledge on Islamic education along with the Western education. 2. 4. 3. 2. Annual Quran Competition NAMIS organises annual Quran quiz competition to test their students’ knowledge about Quran recitation and memorization. The Competition is held at local government level, State level and national level. The winners are awarded prizes to motivate other students. 2. 4. 3. 3. Observation of Daily Prayers at School In accordance to the commandment of Almighty Allah which stipulates that Muslims (believers) should observe their respective prayers at the appointed time (Quran, Chapter 4 verse 103); NAMIS schools provide period for observation of prayers (solat). The two afternoon prayers (Zuhr and Asr) are to be offered in the schools by students and their teachers. 2. 4. 3. 4. Islamic Moral Teachings in Schools. NAMIS enjoins its members to lay emphasis on Dawah (moral and religious propagation) teaching. The teacher will be teaching Dawah as a subject. Lectures and Sermons are given to students during the school assembly period. 2. 4. 4SOCIO CULTURAL CONTRIBUTIONS OF NAMIS Some of the activities of NAMIS in area of Socio cultural contributions are as follow: 2. 4. 4. 1 Art Exhibition, Cultural and Drama Display. NAMIS organises competition on art exhibition, drama and cultural display whereby various art works of schools are displayed. Song and rhymes are also performed during the competition which comes up along with Aisha Lemu Competition. The winner and the best actor or actresses are awarded prizes. 2. 4. 4. NAMIS Eid-el-Kabir and Hijrah get-together A get-together forum is organised annually by NAMIS to bring all Muslim children together to celebrate Muslim sacrificial festival (eid-el-kabir) and the Muslim new year (Hijrah). The get-together features events like match past, Islamic songs, rhyme and drama. Lecture is also delivered by notable Islamic scholar. 3. Children Day Celebration Nigeria government declares holiday annu ally on 27th of May for children day. NAMIS gathers school pupils together to celebrate the event on the particular day whereby match past, sing songs and lectures take place. . NAMIS Youth Camp Muslim students are invited into camp by NAMIS during the Yuletide (Christmas) period to educate them on Islamic teachings and develop them spiritually. The camp imbibes in the participants the spirit of living together with other pupils from other schools. The youth camp features lectures, quiz, video shows and other Islamic teachings. CHAPTER THREE RESEARCH METHODOLOGY 3. 1POPULATION The study focuses on the roles of Nigerian Association of Model Islamic Schools (NAMIS) in the development of education in Oyo State of Nigeria, it ses NAMIS Egbada Local Government Area chapter as the case study. The population of the study comprises of privately owned Islamic schools in Egbeda Local Government. In order to adequately evaluate the roles of NAMIS, some of such schools were selected for the pur pose of data collection. 2. SAMPLING PROCEDURE AND SAMPLING TECHNIQUE The study selected the following schools which are under the umbrella of NAMIS in the course of data collection: a. Al-Hayyu Nursery and Primary School, Olaogun b. Ar-Rasheed Nursery And Primary Schools, Gbagi c. Noble Foundation School, Gbelu, Off Olode/Adekola d. Assalam Nursery and Primary School, Alarere e. Pillars of Islam Comprehensive School (PICOS) Oloya, Monatan. Eighty (80) respondents were selected from these schools comprising of forty (40) teachers, twenty (20) parents or guardians, and twenty (20) members of schools management boards. The simple random sampling technique was used to select the needed respondents from the chosen schools. 3. 3RESEARCH INSTRUMENT Structured questionnaire was the research instrument used to gather reliable information from the sample drawn. The questionnaire was made up of two sections A and B. Section A captures the respondent’s personal data information. Section B comprises of eighteen (18) instrumental questions carefully designed to ascertain the roles of NAMIS in the educational development of Oyo State taking Egbeda Local Government area as a case study. Section B was designed on two point like scale, seeking the respondent’s feeling to each particular items which was either agree (true) or disagree (false). Respondents were simply required to tick the appropriate column indicating their feelings. . 4VALIDITY AND RELIABILITY OF INSTRUMENT Some steps were carried out in order to ensure that the research data collection instrument (that is, the questionnaire) adequately measure what it is meant to measure and make it reliable and relevant to the research work at hand. The questionnaire was exposed to the thorough scrutiny and constructive criticisms by the project supervisor and other research experts. Necessary corrections and amendments were done before the final authentication and approval of the instrument by the supervisor. 3. 5ADMINISTRATION OF INSTRUMENT Visitations were made to the selected schools in the local government area of study to administer the questionnaire and to carry out other relevant investigations. The questionnaire were distributed and collected back immediately after their completion by respondents. The researcher was assisted by the teachers of the visiting schools in the course of administration of the questionnaire. 3. 6METHOD OF DATA ANALYSIS The analysis of the data obtained from the questionnaire was carried out using descriptive analysis technique, frequency counts and simple percentage. These statistical methods were employed to reflect the respondents’ opinions in the questionnaire (shown in the appendix). CHAPTER FOUR DATA PRESENTATION, ANALYSIS OF RESULT AND DISCUSSION This chapter focuses on presentation and analysis of data collected and discussion of the major findings of the study. The findings are presented in tabular form; sample percentage format coupled with discussion are made. 4. 1ANALYSIS OF DEMOGRAPHIC DATA Table 1: Distribution of respondents by relationship to the school. RELATIONSHIP |FREQUENCY |PERCENTAGE (%) | |Teacher |40 |50 | |Parent (or guardian) |20 |25 | |Management |20 |25 | |Total |80 |100 | The table shows that majority of respondents (50%) are teachers. A quarter 25% of category of respondents are parents (or guardians), and same proportion of respondents are management. This frequency distribution shows that teachers were more available than other categories of respondents in the course of research instrument administration. Furthermore, teachers are in best position to judge the roles of NAMIS in the education development in the educational system. 4. 2ANALYSIS OF RESEARCH DATA The findings of this study are grouped into four sections representing the need for Islamic schools; impact of NAMIS as an organised body; impact of school management; and effects of NAMIS to educational development. 4. 2. 1THE NEED FOR ISLAMIC SCHOOLS This point shall be determined by considering responses to questions 1,2,14, and 15 of section B of the questionnaire. Table 2: Frequency distribution table of response on conversion of Muslims in the course of acquiring western education in colonial missionary schools. OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |78 |97. 5 | |Disagree |2 |2. 5 | |Total |80 |100 | Table 3: Frequency distribution table of response on the need for the establishment of Islamic schools by Muslim community. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |80 |100 | |Disagree |0 |0 | |Total |80 |100 | Table 4: Frequency distribution table of response on the adequacy of Islamic schools now. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |13 |16. 25 | |Disagree |67 |83. 75 | |Total |80 |100 | Table 5: Frequency distribution table of response on NAMIS encouragement of Muslim philanthropies and associations to establish more Islamic schools. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |70 |87. 5 | |Disagree |10 |12. | |Total |80 |100 | Tables 2 to 5 reveal that majority of respondents agreed that Muslims were converted to other religions in the course of acquiring western education in colonial missionary schools. There is hence, the need for the establishing of Islamic schools by Muslim community as there is insufficient of those schools now. NAMIS is noted by majority for her effort in encouraging Muslim philanthropies and associations to establish more Islamic schools. 4. 2. 2NAMIS AS AN ORGANISED BODY This point shall be judged by considering responses to questions 3, 11, 16 and 18 of section B of the questionnaire. Table 6: Frequency distribution table of response on awareness of NAMIS existence |OPINION |FREQUENCY |PERCENTAGE (%) | |True |74 |92. | |False | 6 |7. 5 | |Total |80 |100 | Table 7: Frequency distribution table of response on NAMIS laying of emphasis on teaching of only Islamic related subjects in their member schools. OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |36 |45 | |Disagree |44 |55 | |Total |80 |100 | Table 8: Frequency distribution table of response on sufficiency of funding of NAMIS to carry out its required activities. OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |37 |46. 25 | |Disagree |43 |53. 75 | |Total |80 |100 | Table 9: Frequency distribution table of response on necessity of all Islamic s chools to be members of NAMIS. OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |77 |96. 25 | |Disagree |3 |3. 75 | |Total |80 |100 | All tables in this section expose the awareness, operation and relationship of NAMIS with respect to coordination of activities of Islamic schools. Majority of respondents are aware of NAMIS, they do not agree that NAMIS emphasises the teaching of only Islamic related subjects in their members schools. NAMIS is not adequately funded to carry out its required activities as opined by majority of respondents. The greater number of respondents (77) agreed that all Islamic schools should be members of NAMIS. 4. 2. 3NAMIS AND ISLAMIC SCHOOLS MANAGEMENT RELATIONSHIP Responses to questions 5, 13, and 17 of section B of the questionnaire will be used to decide on the level of relationship between NAMIS and management of Islamic schools. Table 10: Frequency distributions table of response on full implementation of NAMIS regulative guidelines in Islamic school. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |72 |90 | |Disagree |8 |10 | |Total |80 |100 | Table 11: Frequency distribution table of response on adequate funding of Islamic schools by the management to ensure better performance of pupils. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |75 |93. 75 | |Disagree |5 |6. 5 | |Total |80 |100 | Table 12: Frequency distribution table of response on membership of NAMIS by Islamic schools. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |77 |96. 25 | |Disagree |3 |3. 5 | |Total |80 |100 | The tables in this section illustrate the relationship between management of Islamic schools and NAMIS. Greater number of respondents agreed that these schools are executing NAMIS regulative guidelines fully. Also, majority agrees that there is adequate financial commitment on these schools by their managements to enhance pupils’ performance. A lot of existing Muslim schools are members of NAMIS. . 2. 4ROLES OF NAMIS TO EDUCATIONAL DEVELOPMENT Respondents examined the specific roles of National Association of Model Islamic schools (NAMIS) in their answers to questions 6, 7, 8, 9, 10 and 12. Table 13: Frequency Distribution table of response on NAMIS increasing the religious awareness of pupils and personnel of Islamic schools. |OPINION |FREQUENCY |PERCENTAGE | |Agree |77 |96. 5 | |Disagree | 3 | 3. 75 | |Total |80 |100 | Table 14: Frequency Distribution table of response on contribution of NAMIS to the elevation of educational standards of Islamic schools. OPINION |FREQUENCY |PERCENTAGE | |Agree |76 |95 | |Disagree | 4 | 5 | |Total |80 |100 | Table 15: Frequency Distribution table of response on relevancy of NAMIS organised events to the upliftment of academic standard and socio-cultural understanding of pupils. OPINION |FREQUENCY |PERCENTAGE | |Agree |76 |95 | |Disagree |4 |5 | |Total |80 |100 | Table 16: Frequency Distribution table of response on effective coordination of religious activities of Muslim schools by NAMIS. OPINION |FREQUENCY |PERCENTAGE | |Agree |74 |92. 5 | |Disagree |6 |7. 5 | |Total |80 |100 | Table 17: Frequency Distribution table of response on enhancement of performance of Islamic schools with NAMIS coordination. OPINION |FREQUENCY |PERCENTAGE | |Agree |69 |86. 25 | |Disagree |11 |13. 75 | |Total |80 |100 | Table18: Frequency Distribution table of response on achievement of required level of academic standard obtainable at non-Islamic schools by Islamic schools. OPINION |FREQUENCY |PERCENTAGE | |Agree |68 |85 | |Disagree |12 |15 | |Total |80 |100 | Tables analysed in this section illustrate the contribution of NAMIS to educational development of the society through its coordination of Islamic schools. Majority of respondents agreed as follow: i) NAMIS increases the religious awareness of the pupils and personnel of Islamic schools. ii) NAMIS contributes to the upliftment of educational standards of its member schools iii) Events organised by NAMIS are relevant to the elevation of academic standard and socio-cultural understanding of pupils. v) NAMIS coordinates religious activities of Muslim schools effectively. This and other activities make performance of these schools enhanced to the extent that academic standard obtainable at non-Islamic schools are now achievable at NAMIS schools. CHAPTER FIVE SUMMARY, CONCLUSION, AND RECOMMENDATIONS 5. 1 SUMMARY This study aimed at investigating the contribution of Nigerian Association of Model Islamic Schools (NAMIS) to the development of education in Egbeda local government area of Oyo state in particular and Nigeria in general. In the course of the study, issues relating to the need for Islamic schools, activities of NAMIS relating to coordination of these schools and upliftment of academic standard and socio-cultural understanding of pupils were examined. The result of the data analysed earlier specifically reveals the following salient points. i) There is need for establishment of more Islamic schools as the existing number now is insufficient to cater for academic and socio-cultural education of Muslim children. ii) While NAMIS is trying a lot to uplift academic standard of Muslim schools, it is still being confronted with funding problem. ii) NAMIS ensures that Islamic schools are adequately funded by their owners and that pupils have sound academic and religious understanding. iv) NAMIS facilitates the achievement of required level of academic standard by Islamic schools obtainable in any good non-Islamic school. 5. 2 CONCLUSION The researcher, basing her opinion on findings in the course of this resea rch, concludes that Nigerian Association of Model Islamic schools (NAMIS) plays crucial roles to the development of education in Egbeda local government area of Oyo State in particular and Nigeria as a country. Development of education involves growth integrated with scientific, political and technological expansion encompassed in the process of teaching and training of children. This is unachievable without contribution of well focused private bodies such as NAMIS. The body immensely contributes to the development of education in the society through the coordination and indirect management of Islamic schools. 5. 3. RECOMMENDATIONS In view of the findings derived from this research work, the under listed recommendations are proffered by the researcher. ) NAMIS should ensure that there is wider publicity and awareness about the association among Muslim schools in each local government and get them involved in the participation of her activities. b) Private schools should be viewed as participating partner in the course of educational development by the government. There should, hence, be a reduction or cancellation of registration and annual renewal fees and other levies collected from them by the government. ) Muslim parents should be informed about the gain and benefit awaiting their children by registering them in Muslim schools whereby Islamic education can be combined with western education. d) There should be call for mutual cooperation among the management, teachers and parents for the progress of our Islamic schools. e) There should be more call and encouragement for the establishment of Muslim schools due to the inadequate number of operating ones now to cater for the large population of Muslim children. ) The researcher finally suggests that related studies should be carried out on a wider population and society. REFERENCES 1. Akanbi, G. O. et al (2005), â€Å"History of Education†, Foundational Courses in Education I. Oyo: B&K Publishers. 2. Alli Faozeyah (2007, January 18th), â€Å"NAMIS at a Glance†. Address of the Oyo State president of NAMIS at the Annual Ileya Children Get-together at BCOS, Ibadan. 3. Boyd, W. and E. J. King (1989), The Hi story of Western Education. London: Black. 4. Ejiogu, A. M. (1988), Landmarks in Educational Development in Nigeria. Lagos: Joja Educational Research and Publishers Ltd. . Emunemu, Benedict O. (2008), â€Å"Private Sector Participation In Education And Skills Development In Nigeria†. Online reference paper on internet. 6. Fafunwa, A. B. (1975), History of Education in Nigeria. London: George Allen and Unwin Ltd. 7. Fafunwa, A. B. (1983), Development of Education in Nigeria, Trends and Issues in Nigerian Education. Ife: University of Ife Press Ltd. 8. Hornby, A. S. (2003), Oxford Advanced Learner’s Dictionary Of Current English. New York: Oxford University Press. 9. IBERR, International Board of Education Research and Resources (2004), Vision For Muslim Schools. Cape Town: IBERR Publishers. 10. IBERR (2004), The Concept of Islamisation. Cape Town: IBERR Publishers. 11. Ibitoye, Q. A. (2008), â€Å"The Status Of Students’ Motivation In Teaching And Learning Of Islamic Studies In Some Selected Secondary Schools: A Case Study Of Ibadan S. E. Local Government†. Unpublished NCE thesis at Emmanuel Alayande College of Education, Oyo. 12. Kellerman, D. F. (1980), The Lexicon Webster Dictionary. U. S. A: Delair Pub. Company Inc. 13. NAMIS (2000), â€Å"Nigerian Association of Model Islamic Schools (NAMIS) Constitutions†. Ibadan: Peace Compuprint. 14. Ogbuvbu, Enamiroro (2007), â€Å"Education, Poverty And Development In Nigeria: The Way Forward In The 21st Century† in European Journal of Social Sciences. Online reference paper on internet. 15. Raimi S. O, et al (2003), Education, Healthy Living and National Development. Lagos: SIBIS Ventures. 16. Wikipedia (2008), â€Å"Ansar Ud Deen Society of Nigeria†. Online reference paper on internet. Appendix I: Questionnaire ROLES OF NATIONAL ASSOCIATION OF MODEL ISLAMIC SCHOOLS (NAMIS) IN THE DEVELOPMENT OF EDUCATION IN OYO STATE: A CASE STUDY OF NAMIS, EGBEDA LOCAL GOVERNMENT CHAPTER. QUESTIONNAIRE Dear Respondent, The questionnaire is designed to identify the roles of NAMIS in the development of education in Oyo state taking Egbeda Local Government as the case study. Please give correct and accurate responses, your responses shall be treated with confidentiality. Briefly state or tick your view where appropriate. Thank you. SECTION A 1. Name of your school (of your child or where you teach or manage): †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. The local government where the school is located: †¦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‚¬ ¦. . Your relationship with the school: Teacher Parent (or guardian) Management. SECTION B Instruction : Tick agree (true) or disagree (false) as appropriate to your view. |S/No. |Question |Agree (True) |Disagree (False) | |1. |A lot of Muslims were converted to other religions in the course of acquiring western | | | | |education during the pre-colonial era in missionary schools. | | | |2. Muslim community needs the establishment of Islamic schools. | | | |3. |Are you aware of NAMIS existence? | | | |4. |NAMIS encourages Islamic schools to provide adequate teaching facilities and personnel | | | | |in their schools | | | |5. |My school management implements NAMIS regulative guidelines fully in the school | | | |6. NAMIS increases religious awareness of pupils and personnel of Islamic schools | | | |7. |NAMIS contributes to the elevation of standards of education of Islamic schools | | | |8. |Events organized by NAMIS are very relevant to the upliftment of academic standard and | | | | |socio-cultural understanding of pupils | | | |9. |NAMIS coordinates religious activities of Muslim schools effectively | | | |10. Islamic schools perform better under NAMIS coordination than before the association | | | | |came into existence | | | |11. |NAMIS lays emphasis on teaching of Islamic related subjects only in their member | | | | |schools | | | |12. Islamic schools achieve required level of academic standard obtainable at other | | | | |non-Islamic schools | | | |13. |The management of my school fund it adequately to ensure better performances of pupils | | | |14. |There is enough number of Islamic schools now | | | |15. NAMIS encourages Muslim philanthropies and associations to establish more Islamic | | | | |schools | | | |16. |NAMIS is adequately funded to carry out its required activities | | | |17. |Is your school a member of NAMIS? | | | |18. |All Islamic schools should be members of NAMIS. | | |

“A Child Called It” by Dave Pelzer

The book â€Å"A Child Called It† by author Dave Pelzer quickly became my favorite book for many reasons but the most important was because it taught me that sometimes people don’t appreciate the wonderful things they have in life, until it’s too late.Reading is a huge part of my everyday life and has given me many hours of enjoyment. I read to gain information, for relaxation and entertainment, like reading the daily newspaper allows me to find out what is happening around the world, in other countries and in our local area, allows me to relax and offers a few laughs.I love finding new and interesting books to read, so one day when I asked my sister for suggestions in finding a book to read, she told me to read â€Å"A Child Called ‘It’† by author, David Pelzer.I read in this book, about one of the worst cases of child abuse, ever reported in the state of California, which has been documented by the child, in this book.David Pelzer provides a very detailed outline of his terrible life after growing up as a son of an alcoholic mother and a father, who stood by and watched the abuse.The story takes a circular trip around the many years of abuse of the boy. He begins by telling us what ended the torment and pain, and continues through the pages, telling us about the haunting years that followed.In one section of the book, Pelzer speaks of the unthinkable horror his mother put him through by explaining that when he was younger, Dave and his family were considered the â€Å"perfect† family but one day his mother and father began drinking and developed problems in their relationship.Dave began experiencing the worst treatment, imaginable. His mother quickly began   treating him as a nobody or an â€Å"It†. His dad wouldn’t address the problems that reeked havoc in his life, which caused Dave to hate him.Dave’s mother did many horrible things to him that he will never forget. He was singled out fo r abuse by his mother, since he had two brothers that never received their mother’s harsh beatings and cruelty.David’s mother would starve him for weeks at a time, without giving him even a morsel of food, so he had to steal food from stores and the school, in order to survive.    One day he stole hot dogs from the school cafeteria and someone caught him. When he got home his mother made him puke it up and then eat it, again. She was so cruel that she almost went to the extent of making David eat his baby brother’s feces.Another incident occurred   when David was cleaning the kitchen floor for his mother. She suddenly stormed into the kitchen and started yelling at him, â€Å"You’ve made my life a living hell! Now it’s time I show you what hell is like!†She took him by the arm, turned on the gas stove, and burned the flesh right off his arm. She proceeded to make him take off his clothes and lay on top of the flames.She tortured him for no other reason, other than her own sick pleasure. She also made him drink ammonia, wear tattered clothes and sleep in the garage. She even had the nerve to stab David and never took him in for medical help.Not only was David banned from the family, but from the public, as well. Pelzer was granted only one change of clothing a year, which he wore daily, to school.He was unable to bathe and was often viewed   as a disgrace, by neighbors and school officials. This touching story ended with David reciting the â€Å"Lord’s Prayer† and praying for God to save him from his life of abuse.Finally, a caring policeman shows up and frees David from the prison he has endured for too many years.The sequel to this book is called â€Å"The Lost Boy.† This story offers detailed claims of the horrible abuse that David’s mother had inflicted upon him but nothing can help you to understand why someone could cause such terrible pain for their own child, especially when the other two brothers are treated with respect.We learn in this book about the struggle for survival, after David’s mother tries to turn everyone against him. She became successful at convincing everyone around David and since they believe that she is a good mother, no one believes him when he cries for help and each attempt at receiving help, he fails.It’s really sad to know that David’s dad never tried to help him and to watch as his dad is terribly controlled by the woman, who abuses him.This intense child abuse seems unbearable, especially for a young child. David’s story about survival, brings a queasy feeling to one’s stomach and stabs at the heart. Pelzer dedicated his life to pleasing his mother, fearing death that come to him, at any moment. His never ending hope kept gave him just enough strength to recover from the last painful fight.Pelzer had lived in, what looked like from the outside world, an average American family, who took vacation s, ate dinner as a family and spent the holidays together, with the one exception of `The Boy` that was continually beaten down, both mentally and physically.

Daydreaming essays

Daydreaming essays Daydreaming has some historical background. Daydreaming is something that has been occurring for centuries. Some of our greatest scientists, activists, and mathematicians were once found daydreaming. For example, Albert Einstein was failing in math, and was almost kicked out of college for daydreaming. Einsteins daydreaming may have been the secret of his incredible creativity. He maintained that he discovered the theory of relativity by gazing at sunbeams on a summer day, and fantasized about what it would be like to ride on them. Another example of daydreaming would be Winston Churchill. While living in political exile, he imagined or daydreamed what leadership of his country would mean to him. The exercise helped him to plan and prioritize in advance. It gave him a head start when he fulfilled his dream and became head of state in Britain during the war years. Another person would be Martin Luther King Jr. He used daydreams to create a vision for the future. He had to daydream to motivate others. He had to mentally remove himself from his present worries, and think of a better place to be. In fact, some of our civilizations greatest advances in engineering, medicine and physi cs began with a conscious dream. Sleeping dreams and daydreams are similar because they are an expression of our wishes and fears. They can project our longed-for triumphs, such as overcoming a difficult challenge. It may also project our worst fear like dreaming of something that frightens you the most. The difference between sleeping dreams and daydreams is that daydreams can consciously be brought under control. You cannot control sleeping dreams. Sleeping dreams occurs naturally even if you remember them or not. Therefore, you can use daydreams to deal with problems and uncertainties in your lives. Attention Deficit Hyperactivity Disorder Daydreams bring the possible and the ...

The Real Reason for Washingtons Crazy Street Patterns

The Real Reason for Washingtons Crazy Street Patterns Watch out. Here comes the end of the world again. Viewers of the History Channels Ancient Aliens learned that the crazy streetmap of Washington, D.C. with its roundabouts and angled avenues, is based on celestial navigations, ancient aliens, and Luciferian New World Order. City planner Pierre Charles LEnfant would be shocked to hear about this. Born August 2, 1754 in France, Monsieur LEnfant is best known for designing the D.C. roadways of circles and spokes, a 1791 master plan that transformed a patch of swamp and farmland into the capital of the United States. Even today, much of Washington, D.C. with its wide boulevards and public squares follows LEnfants original concept. But was LEnfants design inspired by Freemasonry, aliens, and the occult - or maybe the orderly French Baroque styles of the day? The Historic American Buildings Survey (HABS) of the National Park Service has given us the answer. In documenting the significance of LEnfants design, they say: The historic plan of Washington, District of Columbia - the nations capital - designed by Pierre LEnfant in 1791 as the site of the Federal City, represents the sole American example of a comprehensive baroque city plan with a coordinated system of radiating avenues, parks and vistas laid over an orthogonal system. Influenced by the designs of several European cities and eighteenth-century gardens such as Frances Palace of Versailles, the plan of Washington, D.C, was symbolic and innovative for the new nation. Existing colonial towns surely influenced LEnfants scheme, just as the plan of Washington, in turn, influenced subsequent American city planning.... LEnfants plan was magnified and expanded during the early decades of the twentieth century with the reclamation of land for waterfront parks, parkways, and improved Mall, and new monuments and vistas. Two-hundred years since its design, the integrity of the plan of Washington is largely unimpaired - boasting a legally enforced height restriction, landscaped parks, wide avenues, and open space allowing intended vistas.- LEnfant-McMillan Plan of Washington, D.C. (The Federal City), HABS No. DC-668, 1990-1993, pp. 1-2 The Legends and Stories The real story of LEnfants design is one of professional urban design - architectural planning based on study and history. The juicy stories that were fabricated may have begun with prejudice. One of the original surveyors of the District of Columbia was Benjamin Banneker (1731-1806), a free African-American. Banneker and Andrew Ellicott (1754-1820) were enlisted by George Washington to stake out the boundaries for Americas new capital, the Federal City. Because he knew a bit about astronomy, Banneker used celestial calculations to mark off the borderlines. A Black man using the stars and the moon, along with the Freemasonry of some of the Founding Fathers, and stories of the occult and a new government based on Satanism was certain to flourish. The street design in Washington, D.C., has been laid out in such a manner that certain Luciferic symbols are depicted by the streets, cul-de-sacs and rotaries, claims one conspiracy theorist writing in The Revelation. LEnfant hid certain occ ultic magical symbols in the layout of the new capital, and together they become one large Luciferic, or occultic, symbol. If this story of urban design intrigues you, the theories about extraterrestrials and advanced civilizations visiting Earth in ancient times may be of further interest. Were the avenues of Washington, D.C. really ancient landing strips for alien spaceships? Check out the full series from the History Channel to find out what other mayhem the ancient aliens were up to (Ancient Aliens DVD Box set, The Complete Seasons 1–6). The McMillan Commission LEnfant had come to America to fight in the Revolutionary War, serving with the Corps of Engineers of the Continental Army. His passion for Americas future was well-understood by the likes of George Washington and Thomas Jefferson, but his stormy reluctance to compromise did not sit well with the City Commissioners. LEnfants plan lived on, but he was uninvolved with its development and died penniless on June 14, 1825. It wasnt until 1900 when Senator James McMillan chaired a commission that instituted the vision of Pierre LEnfant. To realize the plans of LEnfant, the McMillan Commission enlisted the  architects Daniel Burnham and Charles F. McKim, the landscape architect Frederick Law Olmsted, Jr., and the sculptor Augustus St. Gaudens - all famous figures in American design at the turn of the 20th century. Pierre Charles LEnfant is buried in Arlington National Cemetery, in a grave overlooking the city he designed but never realized. Sources Arlington National Cemetery website. arlingtoncemetery.mil/Explore/Notable-Graves/Prominent-Military-Figures/Pierre-Charles-LEnfantThe Revelation website, theforbiddenknowledge.com/chapter3/A Brief History of Pierre LEnfant and Washington, D.C., Smithsonian.comLEnfant-McMillan Plan of Washington, DC (HABS NO, DC-668, 1990-1993, researched and written by Elizabeth Barthold and Sara Amy Leach), Historic American Buildings Survey, National Park Service, Department of the Interior at http://lcweb2.loc.gov/master/pnp/habshaer/dc/dc0700/dc0776/data/dc0776data.pdf; The LEnfant and McMillan Plans, National Park Service [websites accessed July 23, 2017]Image of Baroque street plan of 1791 Washington, DC designed by Pierre LEnfant from the LEnfant-McMillan Plan, HABS DC,WASH,612- (2 of 32), Library of Congress Prints and Photographs Division

Stokers company Essay Example | Topics and Well Written Essays - 3000 words

Stokers company - Essay Example The furniture brand is a trusted brand in UK. Stokers Fine Furniture is coming up with new strategies to capture the potential untapped market, especially the style conscious families. The brand falls in the category of expensive and traditional product brand. Situation analysis and clearly defined objectives The market for fine furniture in the United Kingdom is rising strongly due to the effect of the country recovering from property market affects. The housing market industry is in a buoyant mode with increased demand for home furniture and furnishing. The store sales as well as the online sales of this industry have accelerated. The market has been highly influenced by the advent of the internet. The customers are more oriented towards electronic commerce due to their preference of buying from the home without having to go to the stores. The future of the UK furniture industry is showing positive trends. Consumers are likely to renew their homes much more frequently than before, therefore surging up the demand for stylish furniture. Earlier home wares like furniture and carpets were kept for a long time, but now the trend shows that they are replaced within a few years (Forbes, 2012). A SWOT analysis is conducted for the company to assess the internal and the external factors affecting the business. Since the business can control the internal factors, it may gain competitive advantage by improving upon its strengths and weaknesses. By transforming the weaknesses into strength, the company can also take up opportunities and offset the threats. Strengths: Strong brand name, cost and competitive advantage over other players in the market are core strengths of the company. Sufficient resources are available within the business for creating and maintaining a dynamic website and an extensive database system. The company can provide strong customer service from their team dedicated towards the digital marketing strategies. Weaknesses: Implementation of technology in the corporate culture, the business runs in a seasonal pattern. Opportunities: Digital marketing is the keyword for ensuring more success. It is an inexpensive marketing model aimed to capture a potential untapped market. Use of innovative technologies is another opportunity for the business. Threats: Competitors are also implementing the digital marketing strategy, expensive software upgrades resulting from pending security laws. There is stiff competition for the SCF market. The main competitors of Stokers fine furnishing are Sofa.com, Sofa and Stuff, Next, John Lewis, Marks and Spencer. The macro environmental analysis for the business is done through the PESTEL Analysis. Political: The corporate and consumer taxes regulation by the authorities highly impact the company’s income after tax. In UK, taxation is done as 30% of the profits for the businesses operating there. Since the company is more dependent on local suppliers than imported goods, therefore the trade barri ers and tariffs have negligible impact on the business. Economic:

Genetics of Retroviruses Essay Example | Topics and Well Written Essays - 1000 words

Genetics of Retroviruses - Essay Example The core contains two identical copies of the single stranded RNA genome. The RNA molecules are complexed with reverse transcriptase and tRNA. Other viral proteins like integrase are also components of the virion particle. The outer envelope glycoprotein (SU), is the major antigen of the virus, and is responsible for receptor binding. The trans-membrane glycoprotein (TM), holds the SU protein in the envelope, and is responsible for membrane fusion â€Å"All retrovirus genomes consist of two molecules of RNA, which are s/s, (+)sense and have 5 cap and 3 poly-(A) (equivalent to mRNA). These vary in size from ~8-11kb. Retrovirus genomes have 4 unique features: These two molecules are physically linked as a dimer by hydrogen bonds (co-sediment). In addition, there is a 3rd type of nucleic acid present in all particles, a specific type of tRNA (usually trp, pro or lys) - required for replication.† Gene order in all retroviruses is invariant: 5 - gag - pol - env - 3. The gag (group-specific antigen, core protein) gene encodes proteins that make up the nucleocapsid of the virus as well as a matrix layer, the two of which surround the RNA. The pol gene (RNA-dependent DNA polymerase) encodes three proteins, reverse transcriptase, which copies the RNA into DNA, integrase, which integrates the DNA into the host chromosome and protease, a protein that cleaves the Gag-Pol polyprotein into smaller protein products. The env gene encodes the envelope glycoproteins. â€Å"Some retroviruses have incorporated viral oncogene sequences.†( www.bookrags.com) The genomes of complex retroviruses, such as human T-cell lymphotropic virus (HTLV) cont ain additional genes (e.g., tax and rex) for regulatory proteins. R Region: A short (18-250nt) sequence which forms a direct repeat at the both ends of the genome, which is therefore terminally redundant.U5: A unique, non-coding region of 75-250nt