Matagari and Decolonization Essays

Matagari and Decolonization Essays Matagari and Decolonization Paper Matagari and Decolonization Paper â€Å"There are two worlds. There is the world of those who accept things as they are, and there is that of those who want to change things. Which world do you belong to? † (p. 76) Throughout Ngugi wa Thiong’o†s novel, Matigari, the main character proves himself to be a strong, intelligent, peaceful man who appears to have his head on straight and sees the state of the world in the precisely right shade. From page one he allows the reader to gain his trust and from then on you find yourself cringing at the â€Å"upside-down† world Matigari is trying to navigate his way through. The main purpose of this paper is to show that decolonization does not only mean the transfer of power to an independent homeland, as it will not be successful. But rather, it must also encompass the freedom of the nation’s spirit and the personal culture of all its citizens. Matigari ma Njiruungi is a radicalist. The two-day journey that takes place during the course of the novel is an adventure that Matigari embarks upon to try to regain what is rightfully his. This can be a metaphor of sorts in saying that Matigari is really trying to turn the corrupted world of imperialism back on it’s feet, back into something that makes sense. By definition, imperialism is the â€Å"policy, practice, or advocacy of extending the power and dominion of a nation by direct territorial acquisitions or by gaining indirect control over the political or economic life of other areas. † Matigari had spent his life, or at least all that he can remember about it, under somebody else’s rule. First being Settler Williams and then the entire opposing government. His story is not unlike that of Kenyan citizens during the late 19th and early 20th centuries. The colonial period of Kenya was exhibited by social pressures and intense oppression. The English rulers restricted the voice of the Kenyans and took away their rights of political participation and alike. These imperialistic policies of England triggered a mounting resentment amongst the Kenyans and created many rebellions and protests, just as Matigari had. It’s a known fact that Matigari, the novel, was actually banned from circulation in Kenya soon after its publication. The Kenyan government believed that the story’s character was a real-life revolutionary plotting to overthrow the government. This was obviously not the case, however it just goes to show how unstable the dictatorial government of Kenya was at the time and how this insecure method of rule could actually be the cause of all the backwards, unfair happenings in the world at this time. The underlying motive of this novel involves Matigari gaining his land back. The land and the property that he created with his own bare hands. This metaphor is comparable to the messy decolonization of Kenya in multiple aspects. When under colonial rule the land of Kenya was owned and operated by the white settlers, and native Africans only occupied minimal measures of desolate land, while majority had no land at all. Therefore, land was a huge economical problem during the colonial history of Kenya. After World War II, as the decolonization movement swept across the world, Kenya started its journey toward independence. The political struggle among white settlers, African natives and the colonial government worsened but eventually, division of agricultural land and ownership was settled through bargain. Matigari spends much of the narrative on a quest to find â€Å"truth and justice† but everywhere he goes, and everyone he runs into gives him some piece of advice that leads him back to himself. I believe that this is Ngugi’s way of explaining that native citizens under colonial rule, or under any type of oppression for that matter, have the power to change things themselves. Matigari didn’t know it at the time, but it was his mission, his struggle, that will lead his fictional community to freedom. It was his personal belief and willpower that will lead Muriuki to victory in a life free of imposed and forced practices. Remember that a country’s welfare and stability are dependent on three kinds of people: the wealthy, the soldiers, and the leaders that’s all we need. † (p. 97) This quote, from the minister, farther proves my point that colonial ruled countries tended to not see the big picture as far as their citizens were concerned. A succe ssful, peaceful place would not exist under these types of biases, which is exactly why decolonization took place all around the world. Precisely like Matigari, citizens would no longer stand quietly under unfair conditions. It dawned on him that one could not defeat the enemy with arms alone, but one could also not defeat the enemy with words alone. One had to have the right words; but these words had to be strengthened by the force of arms† (pg. 111). Matigari, although fictional, does a great job of taking its readers through the struggle of an oppressed citizen under colonial rule. It’s an uplifting story that allows the reader to feel capable and able to do our own part to help rid the world of all its upside-down harshness.

Verbal

Best Books for SAT Critical Reading / Verbal SAT / ACT Prep Online Guides and Tips What are the best books for the SAT critical reading section (which used to be called the verbal section)? Here we review a few of the top books that we feel helps students the most. We discuss which skills you should be learning from books, and which you should instead be learning from flashcards or practice. You can get these books online, or better yet from the library. What is the Critical Reading? Start with Sentence Completion. By now you understand what the Critical Reading is about. About a third of it is sentence completion, which is a vocabulary test by any other name. As background, the SAT Critical Reading section used to be called the Verbal section, which many years ago used to be almost all based on vocabulary. Vocabulary has fallen in importance on the SAT from around 50% of the entire test (in the 1990s) to just about 10% today, and will even be lower with the new SAT in 2016. Thus, sentence completion represents a vestigial portion of the SAT. Since it's all about vocabulary, the best books for sentence completion, in our opinion, are books that directly target this. Bonus: Money-Saving Tip: Most of these books can be reused by many students. It's better to get more of these books and see what works for you, and instead of shelling out money for new, latest-edition copies of every single of these books consider 1) Borrowing these books from the library many well stocked town libraries have these books 2) Buying used or older editionsof the books: the SAT test has been relatively stable from 2006-2015, used or old versions can real tough or 3) Finding free analogues online, many sites online offer the all the major ideas and tips in the books for free, oftentimes summarized. Best Books for SAT Sentence Completion: #1 Book in Sentence Completion: Direct Hits, Vol #1 and Vol #2 This book is seen as one of the best books for SAT vocabulary studying for one simple reason: it has an incredibly high hit rate compared to others. The words in this book consistently show up more on future SATs than other lists online. It uses real vocabulary tested in past SATs most often, therefore explaining its high predictive power for future SATs. Another reason this book is great is that it's so concise: there are only 200 words in each volume. This makes it easier to memorize than the thousand-word lists, and ensure that the authors can concentrate on only the most important vocab words. My professional advice is this: if you can only remember 200 words for the SAT, make it Direct Hits Volume 1. If you can only remember 400 words, for the SAT, make it Direct Hits Volume 2. You'll get more mileage out of these than any other books. If you can't get your hands on the direct hits book, then base the first 200-400 of your vocab studying off of a list that is constructed based on past SAT tests as well, such as our free vocab cards of 400 most frequent SAT words. The old saying is true: the past predicts the future well. #2 Book in Sentence Completion: Barron's SAT Vocab Flash Cards This is the new edition of the word list I personally used to study for the SAT and get a perfect on it back in the day when it was much more vocab, which is high praise for this word list. Barron's consistently manages to be the best book studying for high achieving SAT students, and this book (actually a flashcard pack) is no different. With word count at 500, it's bigger than Direct Hits. All independent word lists likely have some overlap, but this is definitely the list to go onto after the Direct Hits, and together with Direct Hits this forms about a thousand words that will take about 20 hours to memorize. If you have an SAT study plan that spans in the hundreds of hours, this set of flashcards is certainly worth it. SAT Critical Reading: Passages Passages constitute the rest of the Critical Reading SAT section. Much of passages is about understanding the meaning of a story what the author's feeling are, the main idea the author is trying to convey, how the author communicates. Thus, understanding this is very important. I want to dispel what I believe is a myth about Critical Reading Books at this point. Myth: the best way to improve on SAT Passages for Critical Reading is by reading more English Literature books. The myth goes: read Dickens, Austen, Fitzgerald, and Shakespeare to improve your reading skills fastest. Hogwash! First, reading is NOT the same thing as English literature (analogous to the reason here). Likewise, literature passages only form a small portion of the SAT Critical Reading passages. Second, reading English literature is incredibly inefficient. Pride and Prejudiceby Austen may take a dozen hours to read. In that same time, you could have practiced a hundred short passages. Moreover, you'll be caught up in the story, and you'll rarely be practicing effective SAT relevant skills: quicklydissecting separate, small passages. Once you figure out Austen's intent once, you never have to figure it out again. In 12 hours, you get one practice swing and figuring out author intent, whereas you could be practicing 100 times instead. This motivates our choice of books: The Best SAT Critical Reading Passage Books #1 Book in Passages:Real SATs from the Past: I don't just mean the latest College Board Official SAT prep guide, but also the 1997, 2000,2003, and2005, editions, and more versions that you can find if you're resourceful. Why would I recommend such outdated material? Because passages themselves haven't changed that much through time. The SAT has changed up analogies, writing, and a lot of other things, but the format of short, self-contained passages has been maintained for decades. Like I mentioned before in 24 hours, you can read either two novels, or do 40 passage sections from the past tests. It is important while reading, whether passages like suggested above, or longer format text like short stories or essays, to focus on SAT type questions. The most common are: 1) what is the author's opinion about the subject? 2) what's the author's emotion? 3) does the author have any motivations that might skew his opinion? Keep these in mind no matter what you read! #2 Book in Passages:Barron's Critical Reading Again, this book is best for high scorers, but it explicitly points out the types of tricks and strategies often used on the SAT. The great thing about this book is that it dissects the passages out for you, and doesn't patronize you at all. The authors are perfect-scoring level professionals who clearly know the material cold, and they're targeting students aiming for a perfect 800 as well. I wouldn't recommend this for students starting below a 550, as it can be intimidating and the techniques may not be optimal for students starting out. #3 Book in Passages:Kaplan's Critical Reading At this point, we're getting into pretty standard run-of-the-mill explanations for critical reading. However, Kaplan's book is stellar at being a general introduction to Critical Reading, especially if your starting score is 350-550 region. It won't cover strategies for perfectionists well, and the writer often seems to lack full understanding of the toughest concepts, but it's a very gentle introduction for students starting in this range. You might also say at this point what if I'm starting out below a 350? In this case, there might be some basic English language deficiencies at play perhaps English was your second language. We'll have another article out for this range soon! What's Next? The college admissions process has become so competitive that it's helpful to plan well in advance for SAT/ACT prep during high school. Here are a few guides to help your thinking: Want to improve your SAT score by 240 points, or your ACT score by 4 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Evidence-Based Practice Project Research Paper Example | Topics and Well Written Essays - 3750 words

Evidence-Based Practice Project - Research Paper Example The study found that the combination of blood glucose lowering and blood pressure medication slows the progression of microvascular complications. Similarly, the Turnbull (2009) meta-analysis study found that intensive glucose control leads to a reduced risk of major cardiovascular events, showing a reduction of 9% for major cardiovascular events. Advance Collaborative (2008) found that intensive blood glucose lowering with gliclazide and other drugs resulted in a reduced incidence of combined major macrovascular and microvascular events, as well as major microvascular events, because there also was a reduction of nephropathy. Still another study suggests that any kind of benefit attained by intensive lowering of blood glucose is lost after one year. The study conducted by Hollman et al. (2008) found that the patients who were assigned intensive glucose lowering were compared to patients who were assigned the standard treatment of dietary restriction. While the immediate results were that the intensive glucose lowering showed that the patients had a lower risk of microvascular complications then the patients with conventional dietary therapy, after one year, these advantages were lost. Introduction Patients with diabetes suffer from a variety of ailments. Among these ailments are microvascular and macrovascular diseases. Therefore, therapeutic intervention should be investigated to reduce the risks of a diabetic patient suffering from these ailments. One such intervention is aggressively lowering blood glucose levels through drugs such as glicazide. Therefore, this article will examine studies that are focused around the intervention of blood glucose lowering, and will examine whether this is an intervention that is positive for diabetic patients, with regards to lessening the risk of micro and macrovascular ailments. PICO Question In patients with Type II Diabetes Mellitus (P), what is the effect of intensively lowering the blood glucose (I) as compared with s tandard treatment (C) on the incidence of major macro- and microvascular outcomes (O)? Clinical Question Selection Criteria Inclusion Criteria 1. Journals and studies featuring patients who are who are subjected to either intensive glucose lowering or standard treatment. 2. The participants in these studies had either a microvascular or macrovascular cardiac event. 3. The journals were either randomized trials or meta-analyses. 4. Were published in peer reviewed journals. 5. Were reported in English. Exclusion Criteria 1. Journals that reported on either type I diabetes, juvenile diabetes or gestational diabetes. 2. Qualitative studies. 3. Studies that focused upon patients who were under the age of 18. Search Process The process began by looking for studies that had, as their focus, type II diabetes, intensive glucose lowering therapy verses traditional therapy and micro and macrovascular outcomes. These peer-reviewed journals were ones that were written in English. The data bases that were used were Pubmed, Psychosocial Instruments, British Nursing Index, Cumulative Index to Nursing and Allied Health Library, Psychosocial Instruments, Allied and Alternative Medicine and Sociofile. These databases were searched with the initial terms of type II diabetes, intensive glucose lowering therapy and micro and macrovascular cardiac. The articles were then narrowed down to studies that were randomized or studies which were

3three Case Study Example | Topics and Well Written Essays - 500 words

3three - Case Study Example The student has spelling mistakes and grammatical error in the written response. The error is as a result of mixture of Spanish language and English. She does not know how to differentiate the correct English word from other Spanish language. The other issue is oral presentation among the group’s members. She speaks English that is mixtures of different languages which her fellow students could not understand even the teacher. Sentence construction also was a problem. She does not follow the order, she starts from any word. The words are not in a logical sequence which disobeys the order of grammar and sentence construction. The instructional strategy that could be challenging to the student is group discussion. The student could not interact with other student because of her oral presentation. She could not comprehend and give meaning as she interacted with other class member. The student could not interact with other students because of the difficulty in language. Interaction involves communication between and among the students. If she could not speak fluent English, others could not understand her. Group discussion becomes lively and appreciative if the entire student can speak and understand each other. The student could express herself but not fully because of inadequate vocabularies among her friends. The group discussion a strategy toward the student could be adjusted in order to accommodate the students. Before involvement in the group, the student could be taken through English vocabularies and how to arrange the sentence that could be used to guide the students before the group discussion. Close interaction with other students would give the student another opportunity to learn new language. Intensified written work would help to support. Learning vocabularies, written presentation and close interaction would give the student the opportunity to learn new ideas and words that would help her in interacting with other students

Instructional Leadership Supervision Education Essay

Instructional Leadership Supervision Education Essay Abstract: Leadership is a discussion in every issue and everybody recognize how essential and valuable leadership is. Why some companies, teams, and schools do well as other fails? The credit or fault generally goes to the manager, coach, or principal. In school scenario the principal has to accept these consequences, as he occupies a distinct and key responsibility that has an effect on the quality of schooling. The questions about school scenario are (i) what is the main purpose of school (ii) How their students learn in the school (iii) How he coordinates all the activities i.e. students, teachers and curriculum. The focus of this article was on the theoretical basis of the instructional leadership and to review the model to build up the understanding of instructional leadership. Objectives: Following were the major objectives of the study To explain the concept of instructional leadership To review the James Weber Instructional leadership model What is leadership? Leadership is defined differently by different authors (Terry, 1960) called it the activity of influencing people to strive willingly for group goals. In the context of this definition the knowledge, values, structure, and skills are necessary for a principal as a leader to inspire all members of the school community to work together toward the goal of an excellent education for all students. According to (Thomson, 1980) Leadership is best defined as getting the job done through people. This definition means that two things are necessary for effective leadership: accomplishment (getting the job done) and influencing the others (through people). According to (Weber, 1987) leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as a kind of moral and transformational power over the organization. In most definitions of leadership the two functions are generally considered indispensable to its meaning: setting directions and exercising influence. Each of these functions can be carried out in different ways, with such differences distinguishing the many models of leadership from one another.(Yukl, 1994) comments, leadership influences the interpretation of events for followers, the choice of objectives for the group or organization, the organization of work activities accomplish objectives, the motivation of followers to achieve the objectives, the maintenance of cooperative relationships and teamwork, and the enlistment support and cooperation from people outside the group or organization. He further explained the popular distinction between doing things right (management) and doing right things (leadership) as largely meaningless: accomplishing success as a leader, requires doing right things right. What is Instructional Leadership? (Debevoise, 1984) encompasses Instructional leadership as those measures that a principal takes, or assigns to others, to raise growth in student learning and consists of following tasks: describing the purpose of schooling; setting school-wide goals; providing the resources needed for learning to occur; supervising and evaluating teachers; coordinating staff development programs; and creating collegial relationships with and among teachers. Student Learning Instructional Leadership Supervision Teacher Development Teacher Performance Figure -A The above figure depicts that Instructional leadership consists of principal behaviors that set high expectations and clear goals for student and teacher performance, monitor and provide feedback regarding the technical core (teaching and learning) of schools, provide and promote professional growth for all staff members, and help create and maintain a school climate of high academic press. (Hoy Hoy, 2003) explained that the principal must communicate a clear vision on instructional excellence and continuous professional development consistent with the goal of the improvement of teaching and learning. The instructional leaders are listeners as well as talkers; they are collaborators with teachers and students, whose needs present the most important demands in an instructional role. The leadership process is interpersonal as well as dynamics. Particularly it becomes dynamics when the principals are accountable for whole instructional program. As instructional leader the principal is the pivotal within the school who affects the quality of individual teacher instruction, the height of student achievement, and the degree of efficiency in school functioning. According to (Mendez, 1989) there are three major forces that serve to shape and describe a school the public, the staff and the students and that these forces interact through curriculum. The role of the principal is to manipulate these forces in order to maximize the quality of instruction. The three key elements of learning: Teacher, students and curriculum Teacher Curriculum Student Instructional leadership is a complex task, it means that becoming a leader of leaders- learning and working with others i.e. teachers, students and parents to improve the instructional quality and curriculum. A Model of Instructional Leadership This is a model presented by James Weber (1987) which is based on two assumptions. The principal is the main instructional leader. The principal works with the leadership functions that are sometime shared and sometime not sheared. The functions of the Webers model are as under 1. Setting Academic Objectives A principal who is an instructional leader provides guidance for the school program, and describe the objectives to the general understanding. Vision for success (Leithwood, Doris, Alicia, 1993) and his colleagues found in a study that teachers commitment to change in instructional programs was affected the most by leadership that gave direction, purpose, and meaning to their work, e.g. the purpose of the school is to educate all students to high levels of academic performance. The principals responsibility is to ensure that the school has a clear academic mission and communicate it to the staff, which is focused on the academic progress of the students. 2. Organizing the Instructional Program After setting the goals for the school, the next step by instructional leader is to develop the strategies for bringing that goals into reality by allocating the staff, student grouping, and organizing the curriculum. These also involve the collaborative planning between instructional leader, students and parents. e.g. decision to place a student in one class or another. Certainly, the decision to place a student in one or another classroom, study group, or program is a decision that involves teachers, principals and the parents. The following are the some principals behavior that proved generally effective. Listen actively to staff and faculty ideas and produces opportunities for staff to implement innovative coaching arrangements. Make available resources and a encouraging environment for collaborative planning. Organize planning sessions to discuss grouping and scheduling arrangements with staff. Utilize staff recommendations. Keeps staff informed of policy changes. Expands options by varying periods in school day and days in cycle. 3. Supervision and Evaluation The most important task of principals instructional leadership is teachers supervision and evaluation. Instructional leadership means very little unless leaders are willing and able to observe teachers, offer advice about problems, and make formative evaluations that support and pinpoint areas to improve. Supervisors must have the knowledge of curriculum and instruction to know what to look for. According to (Gardner, 1988) To help others believe in themselves is one of a leaders highest duties. Following are the some tips that are effective for supervision. Classroom observations will be used to observe what is actually going on in the class rooms. What is the teacher and what are students are actually performing. Meets with teachers after each visit to discuss what was observed. Encourages teacher to express feelings and opinions about observational data and class activities. Offers teacher alternatives teaching techniques and explanations of class room events. Give praise for specific development of teachers skill if observed. Recommends resources and training programs in areas in which teacher need to improve. 4. Protecting Instructional Time and Program A study by (Cusick, 1973) found that 200 minutes of a students normal school day were spending on routine or maintenance tasks. He noted that the time spent actively engaged with some teacher over a matter of cognitive importance may not exceed twenty minutes a period for five periods a day. This is a high estimate. I would say that if an average student spent an hour to one and half hours involved on subject matter that was a good day. Teachers use instructional time for taking attendance, distributing materials entering and leaving the classroom, late start or early ending or such non classroom activities as field trips etc. grouping practices, instructional strategies, and the size of the class can all determine how time is spent in classrooms. Finally, achievement and instructional time both suffer when students are not in school or find it hard to concentrate because of disciplinary problems in the environment. Truancy and absenteeism can arise from a great variety of social and personal conditions, ranging from poverty and peer group influence to boredom and poor academic background. Discipline problems often emerge from conflicts, misunderstanding about rules, or the absence of clear boundaries for behaviors. Following are some of the behaviors associated in the research with increasing academic learning time (that is, time spent learning). The list focuses two crucial dimensions for learning time: ensuring c lass attendance and allocated time for instruction. For improving attendance Identify problems in enforcing rules on attendance and discipline observe that policies are clearly communicated to the staff members Put together community support particularly with parents Help teachers to set up a reward system for good attendance Distribute duty with teachers in informing parents of class absence. Allocated time for instruction Holds staff meeting to discuss common problems in instructional planning and offer solutions Protects classroom instructional time from interruption Insists on observing schedule Expects teachers to start and end classes on time, using the full allocated time for instruction Streamlines clerical tasks so that teachers can perform them more quickly. Visits classrooms to observe teachers and students 5. Creating a Climate for Learning All the important factors that appear to affect students learning possibly having the greatest influence is the set of beliefs, values, and attitudes that administrators, teachers, and students hold about learning. When a staff commits to support specific values, the concept of school improvement moves from the future to the present, and from the abstract to the concrete. So important is learning climate that it has been defined as the standard, viewpoint, and attitudes reflected in institutional patterns and behavior routine that improve student learning. The attitude that students shape about academic learning come, at least in part, from the adults in the school. It is clear that the norms for learning come from the staffs requirement of students: the amount of time needed for studying, the amount of work assigned, the degree of independent work that students can do, the degree of attentiveness students feel about the work given to them. High expectations are the fulcrum point that instructional leaders can use to get involved teachers, students and parents away from unhelpful unencouraging attitudes. Following are elements which are used to raise or lower the expectations Amount and quality of praise for correct answers Actual amount of teaching that students receive Content covered Teacher encouragement and support Teacher assistance and willingness to help Wait time Response opportunity factor (No of times students are called on) 6. Monitoring Achievement and evaluating programs It is a primary task of instructional leaders to assess and revise the instructional programs in schools. As in the case of supervising and evaluating teachers, whole programs can be reviewed for planning, objectives, success in reaching the objectives, and particular successes and problems. Ultimately the success of any educational program comes down to the performance of the students. Are they reaching the objectives proposed? Where are they failing and why? The more specifically that problems can be identified, the more successfully the learning problems can be remedied or traced to particular objectives, units, or course activities. Supervision and Teacher Development: Ernest Boyer (in Sparks, 1984) observed that when you talk about school progress, you are talking about people development. Thats the only aspect to improve schools unless you mean painting the buildings and fixing the floors. But thats not the school, thats the shell. The school is people, so when we talk about excellence or improvement or progress, were really talking about the people who make up the building. Focusing on people is the most useful way to change any organization. In fact, it can be claimed that organizations do not change, only persons change. It is only when a sufficient number of people within an organization change that the organization can be transformed. So, supervision means helping workers by offering professional advice and technical support in speed up efficiency and improving effectiveness of the process of production and product itself. Support and evaluation are the two major function of the instructional supervision. Support provides the support to improve the teaching process in terms of effective use of text books helping materials and methodologies needed for the individual needs of the students. Evaluation is the process of collecting the information for improvement in instruction and analyzing the data which then be used to improve the quality. If this assumption that people are the key to school improvement is correct, then it follows that the fundamental role of the principal is to help create the conditions which enable a staff to develop so that the school can achieve its goals more effectively. In short, a key to school improvement is the willingness and ability of principals to assume the role of staff developers who make it their mission to alter the professional practices, beliefs, and understandings of school personnel toward an articulated end. Supervision and teacher development go hand in hand. Supervision provides support and help to teachers. Principals have a responsibility to help teachers, improve their practice and to hold them accountable for meeting their commitments to teaching and learning. These responsibilities are usually referred to as supervision. Supervision enhances teacher development. The principal should keep in mind that what actions should be taken to bring about greater understanding of te aching and learning? Principals must encourage teachers to acquire new skills, support them during the inevitable frustrations, and recognize their efforts. Procedures must be in place to gather data on the impact of staff development initiatives, and principals must publicly celebrate indicators of improvement in order to help sustain those initiatives. Supervision is primarily formative and collegial, being concerned with improving teaching effectiveness. It is also important that principals be committed to continuous improvement. Schools can become learning organizations capable of significant change only if those within them recognize that school improvement is a complex, ongoing process rather than a task to be completed. While it is important that principals celebrate the attainment of improvement goals, it is even more important that such celebrations serve as motivators for staying the course rather than signal that the improvement process has ended. Most importantly, principals must not mistake congeniality with collegiality. They must strive to create a culture in which teachers talk about teaching and learning; observe each other teach; plan, design, research, and evaluate the curriculum, and teach each other what they have learned about their craft.

Female Genital Mutilation in the Middle East and North Africa Essay

Values and beliefs of a certain society can be illumined through the traditional cultural practices that often span from one generation to another. Globally, every social group has its own traditional cultural practices that are considered to be beneficial for the community. However, there are many instances that such practices may be harmful for some groups, most especially for women. Terrible traditional cultural practices are committed directly against females around the world. Despite the atrocities of such practices and its violation against human rights, many women-violent practices still exist and are prevalent in other countries. One of the most prevalent forms of harmful traditional practices is the Female Genital Mutilation (FGM) (Office of the High Commisioner of Human Rights-United Nations Organization [OHCR-UNOG]). The pervasiveness of FGM is attributed to people’s inability to question the morality of such action that should be addressed to those who practice female genital mutilation. As such, despite of the interventions of many international communities, in order to achieve gender equality, women are still violated and continue to be denied of various human rights. Hence, it can be perceived that many traditional cultural practices, including female genital mutilation is carried out for the benefit of the male populace (OHCR-UNOG). Historical Background of Female Genital Mutilation Female genital mutilation (FGM), also known as ‘female circumcision’ or ‘female genital cutting’, involves procedures that are centered in the partial or overall removal of the female’s external genitalia, or the infliction of injury to the genital organs of female for non-medical reasons. More often than not, the practice is performed by traditional circumcisers who are believed to play a significant role in the community where they belong. However, records have indicated that FGM is also carried out by medically trained professionals (World Health Organization [WHO]). FGM is considered to be an age-old practice existent in various communities globally because it is known to be a custom (OHCR-UNOG). However, FGM’s origin has not been well established. Certain theories indicate that female genital mutilation predates male mutilation (Davis 158 qtd. in Lightfoot-Klein). In one study, it was shown that FGM occurred in areas that are considered to be restricted to the rest of the world which includes Islamic, Semitic and Christian nations. It was contemplated that â€Å"the more ancient a custom or belief, the more universally it is found† (Lightfoot-Kline). All throughout history, reports regarding female circumcision has been existent. The very first historical reference of FGM can be traced from the literature of Herotodus, who wrote that FGM already existed during 5th century BC in Ancient Egypt. He even pointed out that the practice had its beginnings in Egypt or Ethiopia because FGM has been performed by Ethiopians, Phoenicians, and Hitties (Taba qtd. in Lightfoot-Kline). One Greek papyrus dated 163 BC found in the British museum indicated that circumcisions were performed on girls by the time they received dowries. Different authors claimed that FGM was practiced by early Romans and Arabs (Kline). Methods employed in order to repress women’s sexuality has been well recorded in history. In ancient Rome, women slaves are required to wear metal rings which were passed through the labia minora in order to prevent procreation. During the absence of their husbands, women from medieval England wore chastity belts to avoid promiscuity. Tsarist Russia, as well as France, America, and France during the 19th century already practice clitoridectomy; while evidences from mummified bodies of ancient Egypt indicate that excision and infibulation has been performed, thereby giving rise to the existence of pharaonic circumcision (OHCR-UNOG). Types of Female Genital Mutilation Various types of female genital mutilation are performed depending on the cultural history and traditions of a certain community. Basically there are three common types of FGM: (1) Type one or Sunna circumcision. â€Å"Sunna† is an Arabic term which means tradition in English. This form of FGM is done by removing the prepuce or the clitoris’ tip. (2) Type two also called as clitoridectomy or excision is widely practiced in Egypt. This procedure involves the removal of the whole clitoris including the prepuce, glans and the adjacent labia. (3) Type three which is commonly referred to as infibulation or pharaonic circumcision is the procedure commonly applied in Sudan and Somalia. Considered as the most dramatic type of FGM, infibulation, which literally means â€Å"to fasten with a clip or buckle,† involves not only the removal of the clitoris and the nearby labia, but also include the sewing of remaining parts of vulva with the use of a catgut or thread. Such form of mutilation leaves only a tiny hole in the female genital that serves as a passage for the urine and menstrual blood. Women who are infibulated are cut open during their wedding night in order to perform sexual intercourse. However, right after the act, they are sewn again in order to avoid infidelity. More often than not, the groom is responsible for opening the bride’s sewn genitalia with the use of a double-edged dagger. There are some instances that women are cut open and are sewn back together during the time of their separation with their husbands. (4) The remaining type of FGM which is categorized as type four mutilation includes procedures that inflict damage to the female genitalia. Such form of mutilation may range from piercing, pricking, and stretching of labia or clitoris; burning of the clitoris and other tissues of the genitalia through cauterization; scraping of vaginal orifice; vaginal cutting; placing corrosive substances to cause vaginal bleeding, and the introduction of herbal substances to narrow or tighten the vagina (Rosenthal). The most common type of FGM is the clitoral and labia minora excision which constitutes about 80% of all FGM case. However, infibulation is considered as the most extreme form which accounts to 15% of all the mutilation procedures (Steiner, Alston, and Goodman,). The Cultural and Religious Tie: Middle East and African Areas Located Above the Equator The principle of female genital mutilation is prevalent in the societies of African territory. The extent of such phenomena can be seen in 25 countries of Africa. Infibulation is widely performed in areas including Djibouti, Mali, Somalia, selected parts of Ethiopia, Egypt and the northern region of Sudan. Meanwhile, excision and circumcision are evident in Benin, Cameroon, Burkina Faso, Central African Republic, Gambia, Cote d’Ivoire, Chad, Guinea, Guinnea-Bissau, Kenya, Mauritania, Liberia, Senegal, Sierra Leone, Nigeria, Uganda, Togo and other areas in the United Republic of Tanzania (OHCR-UNOG). Currently, WHO estimated that annually about three million African girls are at risk for female genital mutilation and about 92 million of the female populace, age 10 years and above have already undergone mutilation. The prevalence of FGM in the said areas is associated primarily with myths and the ignorance of people towards biological, medical, and religious perspectives. As noted by Hanny Lighfoot-Klein: â€Å"The clitoris is perceived as repulsive, filthy, foul smelling, dangerous to the life of the emerging new born, and hazardous to the health and potency of the husband† (Lightfoot-Klein, n. p. ). Majority of African countries adhere to such beliefs that it has been well embraced and became a value, causing FGM to become a customary practice over time. In Sudan, the clitoris is believe to grow to the length of the neck of a goose; long enough to dangle between the legs which could rival the male penis if left uncut. Such concept influences the perception of males, thereby reinforcing them not to marry a woman who is uncircumcised or â€Å"unclean† (Lightfoot-Klein). Among the Bambara’s in Mali, it is widely viewed that once the clitoris touches the head of a child being born, automatically the child will die. As the clitoris is considered to be the male characteristic of females, its removal is seen as an action that would result in the enhancement of femininity. In Djibouti, Ethiopia, and Somalia, females are imposed to undergo mutilation in order to control their sexuality and ensure their virginity until marriage and their chastity right after (OHCR-UNOG). Because childbearing and marriage are the only options for most of African women, majority of them are forced to submit themselves to the practice genital mutilation which they also have to pass on to their daughters (Lightfoot-Klein). The institutionalization of patriarchal system within the society also plays a significant role in the perpetration of FGM. In ancient Mesopotamia, the code of Hammurabi embarked the presence of some features of patriarchy in public veiling and sexual repression of women. It was stated in the code that fathers were entitled to treat his daughter’s virginity as a ‘family property asset. Due to this system, women were categorized as â€Å"respectable,† meaning they were chaste and conforming, and â€Å"disreputable,† which translates to low class or slaves. As a result, women who bowed to the system benefited from it by securing their own safety as well as that of their children. However, they became the steadfast advocates of the system, thereby imposing it to their daughters. Present-day Africans follow the same patriarchal outlook. Female circumcision is then performed to the daughters of the women, who, during the time they were young, experienced mutilation. Although perceived by many as a violation against human rights, the practice is defended by the women themselves because they consider it as an essential part of their tradition that ensures the social standing of their family in the community they belong (Lighfoot-Klein). The existence of patriarchal society is attributed to economic reasons. Historically, fathers are known to be keen in identifying their â€Å"real† children, in order to know who is going to handle his property. Hence, it could be perceived that the establishment of systems including moral and religious values, as well as legal aspects became an imperative in order to protect the economic interests that uphold the society. In this regard, it is hard to abandon a custom that benefits the economic interest not only of the family but the whole society as well. The existence of such system guarantees profit for many, thereby catapulting â€Å"dayas† and medical practitioners to resist changes in the practice of female genital mutilation. Likewise, the family woman can gain considerable bride price if she is mutilated by the time of the marriage. Moreover, women continuously submit themselves to FGM for the fear that their husbands will divorce them for a second wife. This perspective serves as a threat for the women in the society who have no economic recourse and access to own properties and relies only on the â€Å"bride price gold that she wears on her body. † As such, it can be concluded that female genital mutilation is the result of the economic interest permeating within the society (Lightfoot-Klein). While many experts hold that female genital mutilation is an African custom, there are few reports regarding the existence of FGM in the Middle Eastern territory. This is understandable because it is difficult to study sexual relations in societies of Middle East. Almost everything regarding sexuality and personal matters are kept in private sphere. Likewise, books and research pertaining to Middle Eastern sexual habits are almost non-existent or at the most, heavily guarded by the comprehensive rules based from the Islamic law. However, recent finding from northern Iraq suggests that FGM is also practiced widely in societies outside of Africa. The case study of Iraqi Kurdistan served as an instructive case. In 2003, a German-Austrian NGO called WADI took the initiative to take medical and social support to the women in Kurdish areas. More than a year later, women who received support spoke about the practice of FGM. It was found out that Kurds used the sunna circumcision and were performed by midwives. Subsequent studies found out that of 1,544 women, 907 had undergone FGM, which further suggests that 60% of the population view mutilation as a normal practice. The discovery in Iraqi Kurdistan debunks the assumption that FGM is solely an African practice. As Fran Hosken quoted: â€Å"There is little doubt that similar practices—excision, child marriage, and putting rock salt into the vagina of women after childbirth—exist in other parts of the Arabian Peninsula and around the Persian Gulf (Hosken 278 qtd in Osten Sacken, and Uwer). The absence of medical records tackling FGM in the whole region does not necessarily mean that the Middle Eastern territories are free from female circumcision. Such issue is left undetected due to the lack of freedom to permit formal studies regarding the subject. Taboo also plays a significant role in the undercutting of researches in Arab nations. Many scholars and NGO in Arab countries prohibits the criticism predominant culture of Arabs and Muslims. Because of these findings many questions were raised by the critics of FGM, one of which is whether the said phenomena is a religious issue in the Middle East (Osten-Sacken and Uwer). Many Muslims and academics from the West claim that FGM is not based from religion rather it is a practice shaped by culture (Simonet qtd in Osten-Sacken and Uwer). However, in a village level, the people who are committed to the practice perceive the action as mandate by the religion. Although the law of Islam does not have any justifications regarding FGM, many Islamic clerics in the Northern part of Iraq advise women to undergo mutilation. If the women wish to abandon such practice, she must suffer the consequence of appearing disreputable in the eyes of the public (Mackie qtd ini Osten-Sacken and Uwer). Some Islamic scholars may disagree with FGM but others refer to the mention of FGM in the Hadith as a defense for the persistence of such practice in Middle East. The claim was further sufficed by the Islamic law specialist Sami Aldeeb Abu Salieh when he stated: The most often mentioned narration reports a debate between Muhammed and Um Habibah (or Um ‘Atiyyah). This woman, known as an exciser of female slaves, was one of a group of women who had immigrated with Muhammed. Having seen her, Muhammad asked her if she kept practicing her profession. She answered affirmatively, adding: â€Å"unless it is forbidden, and you order me to stop doing it. † Muhammed replied: â€Å"Yes, it is allowed. Come closer so I can teach you: if you cut, do not overdo it, because it brings more radiance to the face, and it is more pleasant for the husband. (Aldeeb Abu Sahlieh 575-622 qtd in Osten- Sacken and Uwen). Aldeeb Abu Sahlieh’s claim is further reinforced by other Islam scholars by stating that Islam condones sunna circumcision but not the pharaonic circumcision (Omer qtd in Osten-Sacken and Uwen), and that since the prophet Muhammad does not condemn the act, thereby making it permissible and cannot be outlawed (Aldeeb Abu Sahlieh qtd in Osten-Sacken). Ultimately, the practice of female genital mutilation in the Middle East may have its roots in the cultural scope of the region. However, its religious ties cannot be disregarded. Effects of Female Genital Mutilation The implications of FGM can be short-term and long term. The immediate consequences of the practice are hemorrhage, acute pain and infection. The infections are commonly acquired from the usage of unsterilized instruments performed in unhygienic areas and introduction of substances. The infections may range from tetanus, general septicamea, chronic pelvic infections, and recurrent urinary tract infections. Recently the transfer of HIV has also been a concern for the FGM researchers (OHCR-UNOG). Obstetric complications are also common among mutilated women. Pregnant mutilated woman put the life of her child in danger because the fetus is at risk of acquiring infectious disease. Likewise, the head of the child may be crushed during the delivery due to damaged birth canal. Furthermore, infibulated women are needed to be opened during child birth and are commonly reinfibulated after every delivery resulting to the scarring of the genitals. Cyst commonly referred to as epidermal clitoral inclusion cyst may also develop among women who undergo type 3 FGM (Rosenthal). Female Genital Mutilation has also psychological implications. These include sexual phobias, depression, and lack of libido which result in the premature ejaculation among women’s partners, personality disorders like rebellion which may eventually lead to psychiatric disorders (Rosenthal). Some evidences indicate that children who undergo FGM experience recurring nightmares (OHCR-UNOG). The socio-economic problems associated with FGM include higher divorce rate and drug abuse which are commonly associated with the males. It was found out that a male with mutilated wife has the tendency of using narcotics to give sexual pleasure to his wives (Rosenthal). Response to Female Genital Mutilation In 1997, World Health Organization (WHO) together with United Nations Children’s Fund (UNICEF) and United Nations Population Fund (UNFPA) issued statements against the continuous practice of female genital mutilation. By 2008, a new statement was issued supporting the increased advocacy of totally condemning FGM which was backed heavily backed by more countries of the United Nation. The 2008 statement include data concerning the past and present practice of FGM. The statement also gave emphasis on the increased recognition of human rights and provided evidences regarding the extent of the issue. The damaging effects of FGM were also presented in order to affect changes in the public policy. From 1997, various government and non-government organizations both in the international and local levels ratified laws abandoning FGM (WHO). Conclusion Based on the study, it is apparent that female genital mutilation predominantly place women in a disadvantaged position. Immense cultural pressure is considered to be the root cause of FGM. However, based from several findings, religion also serves as an encouragement for the existence of such practice. The impact of FGM does not only affect women but also the society where it is widely recognized as a custom. Although, international interventions reduced the prevalence of FGM in African regions during the past years, its practice may not be totally eliminated if practicing communities will not abandon the act itself. Hence, organizations as well as government agencies should further promote awareness regarding the issue of FGM. Works Cited Lighfoot-Klein, Hanny. â€Å"Prisoners of ritual: Some contemporary developments in the history of female genital mutilation. † The Female Genital Mutilation Cutting Education And Networking Project. 30 April-03 May 1991. 10 December 2008 . Office of the High Commisioner of Human Rights-United Nations Organization. â€Å"Fact sheet no. 23, harmful traditional practices affecting the health of women and children. † Office of the High Commissioner for Human Rights. 2008. 10 December 2008 . Osten-Sacken, Thomas and Uwer, Thomas. â€Å"Is female genital mutilation an Islamic problem? † The Middle East Quarterly. 2007. 10 December 2008 < http://www. meforum. org/article/1629#_ftn38>. Rosenthal, Sara. The Gynecological Sourcebook. Chicago, IL: McGraw-Hill Professional, 2003. Steiner, Henry, Alston, Philip and Goodman, Ryan. International Human Rights in Context: Law, Politics, Morals: Test And Materials. New York: Oxford University Press US, 2008 World Health Organization. â€Å"Female genital mutilation. † May 2008. 10 December 2008 .

Loving Story Essay - 647 Words

The Loving Story The journey that Richard and Mildred Loving took is important for history and for the future of civil rights in the United States. I recently watched the documentary The Loving Story and enjoyed the footage, pictures, and interviews of everyone involved in the Loving v. Virginia case. The documentary addressed the issue of interracial marriage in Virginia in 1967. The married partners, Richard and Mildred, were woken up in the middle of the night and were criminally charged for being in the state of Virginia and being married. Richard was a white male, Mildred was a African American and Native American, and that was the problem that they faced at that point in history. During this time, it was illegal to be of†¦show more content†¦It got across to us that the two people involved with each other and married are just as normal as any straight, white, and married couple. The problem people had, and probably still do have, is that they do not see them as normal people. They are different because of their race, sexuality, class status, etcetera . The human face and cost is lost in the their eyes. The photos at the end showed how they were not different from a couple that was made up of two white or two black people. They were courageous and inspiring people in history and that is what they will be remembered for. Mildred and Richard Loving made it possible for people of two different races to get married in their case that made it to the Supreme Court. My reflections after viewing this film, moved towards thinking about our current situation of not allowing people of the LGBT community get married. The opinions and bigotry that are still instilled in our society. For those that say that we have moved past our prejudiced views as a society in the United States; I would say that they are wrong. The Loving story was significant in so many ways towards moving our world into a better place for all. 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