The Effect of Western Civilization and Culture in Africa

Afro Asian Journal of Social Sciences Volume 1, No. 1 Quarter I V 2010 ISSN 2229 – 5313 THE EFFECTS OF WESTERN CIVILISATION AND CULTURE ON AFRICA Dare Arowolo (Lecturer, Dept. of Political Science Public Administration, Adekunle Ajasin University, Nigeria) ABSTRACT The central argument of this paper stems from the submission that colo nialism, slave trade and missionary are the platform upon which Western civilisation and culture thrive and are sustained. While insisting that Western civilisation and culture has precariously contaminated the traditional values o f Africa, the paper contends that Africa had established, well before the advent of colonialism, a pattern of home-grown political systems, governance process and generally†¦show more content†¦A new crop of elites was created, nurtured, and weaned on the altar of violence and colonialism armed with the structures of the modern state to continue to carry out the art and act of subjugation of the mass of the people in the service of colonialism (Mimiko, 2010:641-42). The above assertion was corroborated by Kasongo (2010:314) when he submits that â€Å"one could infer tha t when westernisation was imported to African countries, the hidden side of modernism was materialist interests. Civilisation was just another concept of domination: imposition of incoming new culture over traditional cultural values†. It is important to emphasise fundamentally that urgent and more decisive steps need to be taken in order to reorder and reverse this evanescent trend of cultural emptiness, without which Africa may experience seasons of cultural extinction and drought of African values. It is appalling Afro Asian Journal of Social Sciences Volume 1, No. 1 Quarter I V 2010 ISSN 2229 – 5313 to note that two hundred years or so of colonisation were not only destructive in terms of cultural heritage and values for which Africa was famous before colonialism but also precariously retrogressive as the continent was robbed of decades of opportunities- opportunities of self-development, opportunities ofShow MoreRelatedThe Perception of Africa as a Single Entity Essay708 Words   |  3 PagesLooking at Africa as a single entity has been an issue facing how the world perceives it. When news of Africa hits the stands it is rarely talking about specific places but rather a story about the whole of Africa. 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This theme forms the background of the whole story, from beginning to end, before the character of Kurtz is even introduced.    The focus of Heart of Darkness is not on the direct effect of the colonial presence on the native population, but on the reflected effect on the colonial occupiers. Centrally, the whole story being told directly is the effect on Marlow of his colonial adventure

Multicultural Education

Question: Describe the goals of multicultural education, successful attributes of the educational leader and one weakness of the leader. Answer: Goals of Multicultural Education In an educational institution or in an organization there are people from diverse cultural background. The main aim or rather the goal of the multicultural education is to make sure that there is a promotion of equitable access as well as there is an achievement in the rigorous academic system, by different social groups (Bode, 2009). Multicultural education has the aim of bringing reforms in PK-12 schools and higher education. The particular theory challenges things like biasness and oppression and give more importance to multiple identities of the student. Successful Attributes of the Educational Leader The multicultural education system is greatly influenced by the learning actions of both the teachers and the students (King Baxter Magolda, 2005). The attitudes as well as the expectation of the teachers towards diversity, helps in addressing the goal of multicultural education. Thus, the three most successful attributes or the values of the educational leader include the leaders capability of delivering high standards, taking decision, as well as the capability of getting involved in any kind of innovation. The leaders in short should have the ability to work with students of diverse culture. The leaders of the multicultural educational organizational institute should have the leadership quality of the military leaders or the state leaders (Chang 2005). One Weakness of the Leader The most important weakness or a shortcoming that most often is being exhibited in a multicultural education leader includes the lack of understanding of the transformative quality of the multicultural education. Most of the times the educators fail to address the power relation that is there in multicultural education and especially the power relation that is related to racism. Thus, it is most important shortcomings that the educational leaders could face (Stone 2006 References Bode, P. (2009).Multicultural Education | Education.com.Education.com. Retrieved 22 March 2016, from https://www.education.com/reference/article/multicultural-education/ Chang, M. (2005).Reconsidering the Diversity Rationale.Association of American Colleges Universities. Retrieved 22 March 2016, from https://www.aacu.org/publications-research/periodicals/reconsidering-diversity-rationale King, P., Baxter Magolda, M. (2005). A Developmental Model of Intercultural Maturity.Journal Of College Student Development,46(6), 571-592. https://dx.doi.org/10.1353/csd.2005.0060 Stone, N. (2006).Conceptualising Intercultural Effectiveness for University Teaching.Academia.edu. Retrieved 22 March 2016, from https://www.academia.edu/349084/Conceptualising_Intercultural_Effectiveness_for_University_Teaching

CHapter 12 test history Flashcard

CHapter 12 test history

CamelCase

CamelCase CamelCase CamelCase By Maeve Maddox A reader commenting on my e-mail post brought my attention to a term I’d not heard before: It will end up simply as book, but before that happens it will be ebook- just as email ended up as email. eBook looks entirely too corporate to me, and I doubt if the general writing public will ever adopt camel case for anyThing, ever. Camel case, also appropriately spelled CamelCase, is the practice of writing a word with a capital inside it. For example: iPhone CinemaScope VistaVision AstroTurf The name comes from the fact that the uppercase letter makes a â€Å"hump† in the word. The Wiki article gives a long list of other terms for this practice. Here are a few: BumpyCaps, CamelBack, CamelCaps, CapWords, mixedCase, and RollerCoasterCaps. I have to agree that words written that way are a bit too cutesy to survive as real words. Thats not to say there is no practical use for the mingling of upper- and lowercase letters. For example, in chemistry: NaCl, AgF, BaSe, etc. As for the e-book poll, 326 DWT readers voted. The form e-book received 50% of the votes. The CamelCase version eBook came in second at 26%. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Spelling Test 1For Sale vs. On SaleHow Do You Pronounce "Often"?

Free sample - Assessment by Portfolio and Standardized Testing. translation missing

Assessment by Portfolio and Standardized Testing. Assessment by Portfolio and Standardized TestingComparison and Contrast between Assessment by Portfolio and Standardized Testing Assessment is an important aspect of evaluating a student performance and ability throughout their learning period. There are several types of assessment among them assessment by portfolio and standardized testing. These two types of assessment have many differences as opposed to similarities with portfolio assessment considered to be appropriate in the current education system in parts of the globe due to its merits. On the other hand standardized testing is considered as traditional method due to its reliance on multiple choice assessments thus not giving students enough room for developing their skill set.  Ã‚   Standardized tests are used by psychologists as primary basis for assessing cognitive abilities and academic achievement. Weiner, et al, (2003) indicated that â€Å"standardized tests may be administered to a group of people or students by the examiner so as to match the students to academic curricula† (p. 275). On the other hand portfolio assessment provides a means for gathering student work over a long period of time which demonstrates the student’s proficiency in one or more academic areas. As a result Weiner, et al, (2003) established that â€Å"unlike standardized tests portfolio assessment usually emphasizes on complex works that integrate multiple dimensions of proficiency such as performance assessments, essays, and recordings of student performances† (p. 277). Standardized tests are also known as traditional assessment or norm-referenced and they have been used for a long period of time as a means of evaluating student performance. Mundell DeLario (1994) found out that â€Å"standardized tests measure growth in basic skills and their content is based on the best of curriculum practices for diverse population† (p. 1). This type of tests is known to have several inadequacies hence as a result efforts have been made to come up with a more precise assessment method. Mundell DeLario (1994) further says that portfolio assessment was developed out of the need to review performance and to logically collect sections of scholar’s work which is based on what the students are familiar with or are capable to do. Compared to portfolio assessment, standardized tests have a numerous choice format which makes tests a simple and economical way to evaluate knowledge.   Mundell DeLario (1994) indicated that â€Å"information obtained from these type of tests used for reporting to the parents on their children’s progress in learning basic skills, determining the developmental level of students for instructional purposes and providing information helpful in planning programs or groupings for instruction† (p. 1). Portfolio assessment revolves around the assortment of work that shows an individual’s knowledge in an area a criterion which was embraced by the progressives. For example a student may be good in art and consequently as an artist’s portfolio this can include various segments indicating what he or she can do. When a portfolio assessment is assumed, it is used to bring together and weigh up multiple sources of information that confirms a scholar’s capability in terms of procedure and invention (Mundell DeLario, 1994). Where else standardized tests use multiple choices, portfolio assessment reflects students work in one or additional subject areas and the models are chosen by mutually the scholar and the tutor. These are gathered analytically over time and are utilized to assess student development. One of the limitations of standardized tests is that they quantify comprehension learned instead of demonstrating what the student comprehends and can be comfortably apply and put more attention on recall. Mundell DeLario (1994) continues to say that â€Å"the how and why of what students read and write, the strategies they apply and how this learning relates to other tasks and to new ideas are not measured by standardized† (p. 1). In addition it important to note that using standardized test it is not possible to assess student’s abilities, analyze reason, reflect, and persuade from multiple choice answers (Mundell DeLario, 1994). This type of tests does not assist the teachers to plan more effective lessons. As a result, Mundell DeLario (1994) argued that â€Å"standardized tests limit the planning of lessons geared towards the achievement of students needs† (p. 2). Portfolio assessment is known to present authenticity as one of its characteristic. Using this type of assessment the teacher is able to evaluate reading throughout a range of daily reading activities in the classroom thus using this type of assessment, students are appraised on the basis of comprehending strategies they exhibit, their reactions in their reading journals and their conversation with the teacher or with other classmates (Mundell DeLario, 1994). Furthermore, Mundell DeLario (1994) argued that â€Å"portfolio assessment creates an accurate picture of achievement because it directly involves the teacher and students in establishing criteria for evaluation† (p. 3). This means that using portfolio assessment there is a undeviating relationship amid what is learned and what is evaluated, and learners know from the start of an assignment what they are expected to accomplish. Unlike in standardized test in portfolio assessment students have a number of examples in their portfolios to exhibit attainment of a particular objective more willingly than just one sample taken during one testing circumstance (Mundell DeLario, 1994). Ryan Cooper (2008) in addition indicated that â€Å"standardized tests overemphasize technical information and underemphasize educator’s professional judgments about the worthiness of a school programs† (p. 396). With the increasing calls from the progressives for more crises solving, decisive thinking and inscribing skills in the schools, standardized tests do not measure these outcomes. Studies show that qualities such as vital thinking and predicament solving abilities are difficult to measure while using multiple choices and other objective tests hence this calls for portfolio assessment (Ryan Cooper, 2008). Standardized tests can not gauge genuine student performance on some momentous tasks. Due to these limitations associated with standardized tests portfolio assessment was developed which puts into consideration recital tests that gets closer to how students relate knowledge rather than how they accumulate it in their brains. Both portfolio assessment and standardized tests present different dimensions of determining how students can fair in their schooling process. According to Ryan Cooper (2008) using portfolio assessment, it is possible to determine how well the students understand scientific concepts and can carry out scientific processes by requesting them to perform actual experiments. Ryan Cooper (2008) says that â€Å"through portfolio assessment teachers are capable of measuring what they want students to be able to do rather than relying on them to choose the correct response on a multiple choice test item in standardized tests† (p. 396). A major advantage of portfolio assessment is that it reveals student’s escalation in a certain period of time. A major contrast between portfolio assessment and standardized tests is that in portfolio assessment, students are appraised against themselves and not judge against other students (Mundell DeLario, 1994). This implies that in portfolio assessment, students become talented at evaluating their ability and set logical targets hence they can see their enhancement over a specific time epoch as skills are disclosed on tasks and goals are arrived at. Mundell DeLario (1994) continues to say that in â€Å"portfolio assessment, evaluation is part of instruction and also it considered to be ongoing and there not just the final product is important but also the process and growth over time† (p. 3). Also portfolio assessment is considered to be wide as it takes into account the students concerns, personal know-how, inspiration, and tactics. In conclusion, the progressive’s reaction to portfolio assessment was considered far much better than standardized test because of its strengths. While standardized tests do not focus on students development, this criteria does not give the students an opportunity to develop their skills in a particular area and it is does not assess their strengths and weaknesses. The advantages of portfolio assessment outweighs those of standardized tests because students work harder on tasks giving them more ownership in their work besides increasing their responsibility for learning and enhances their self concepts as learners. References Mundell, S. B DeLario, K (1994). Practical portfolios: reading, writing, math, and life skills, grades 3-6, Santa Barbara, CA: Libraries Unlimited.Ryan, K    Cooper, J. M (2008). Those Who Can, Teach, Stamford, CT: Cengage Learning.Weiner, I. B, Freedheim, D. K, Graham, J. R. Naglieri, J.A (2003). Handbook of Psychology: Assessment psychology, Hoboken, NJ: John Wiley and Sons.

Logistics & Supply Chain Management Essay Example | Topics and Well Written Essays - 2250 words

Logistics & Supply Chain Management - Essay Example This essay declares that the production department manufactures the clients’ required products during the next sales period, the production department must contact the purchasing department. The production department must check to determine if the purchasing department orders the minimum required raw materials needed to manufacture the goods needed by the marketing or sales department. In terms of defining the road map, the inventory management aspect of XYZ Company is one of the many activities under the road map. Inventory management includes the manufacturing department’s responsibility of filling the client’s current needs, wants, and caprices. This paper makes a conclusion that XYZ Company which is one synergetic section of a large multi-national American organization they assemble transmissions for the North American Truck market. Further, The inclusion of computers to trace the current location of the company’s purchase requests will increase the XYZ Company’s decision making policies. The incorporation of computer technology and computer tracking system will ensure just in time resolution of a current supply chain bottleneck or hindrance. The use of roadmaps will aid the company to easily make better connection between the arrival of the XYZ Company’s raw materials purchases to the production of much-needed finished goods and services. The timely delivery of the finished products and services will enhance the XYZ Company’s service quality image among its current and prospective customers.

Emplyment interviews Essay Example | Topics and Well Written Essays - 750 words - 1

Emplyment interviews - Essay Example The main disadvantages are high cost and lack of anonymity. Still, this type of interviews is crucial for effective recruitment because it allows certain standardization of description. To effect the standardization and control for which procedures are designed, they are presented in a specific format conveying information for a particular action to be taken (Sammar et al 2009). The second type is a structured interview. During this interview, the action may be only one step in a series of steps or the entire series. Once formalized in this manner, procedures need to be followed explicitly to achieve their objectives. Hence the rigidity of bureaucracy. Sometimes exceptions may be made to a formalized procedure, but in that case the manner of making an exception is also formalized. In a systems context, a procedure is like a hard-wired circuit. It ensures predictability. The main advantages are high reliability and level of control. The main disadvantage is a law level of personal involvement of an interviewer. The third type is behavioral interviews. Much of the workers knowledge is conscious, obtained in schools, training, and / or on the job. But much of it is also subconscious, a distillation of experience in which personal solutions to problems encountered in the course of the workday may or may not have worked. The main advantages are the possibility t o measure attitudes and accurate reflection. The main disadvantage is subjectivity (influenced by age, income level, race, etc.). The forth type is situation interview. The environment created within the focus group is one in which the conscious knowledge of the participants comes together, and insights are expressed that may be new or may have only existed under the surface. As he or she leads the workshop, an emerging pride is evidenced by the participants in the interview analysis they use to do their jobs to the standards required for quality