The Theory Of Behavioral Change - 1686 Words

Transtheoretical Model, Integrates processes and principles of change from across major intervention theories. It was originally developed to look at the process of extinguishing behaviors (like smoking). Now also used to look at acquisition of behavior. It is based on idea of stopping or changing a behavior (health risk). In general it is step by step process of implementing behavioral change in a person. It is really hard for diabetic patients to maintain control of the diabetes, they have the fear of developing/undergoing cardiomyopathy, chronic kidney disease, amputations, and retinopathy as they age, and disabling them in what might have been productive and enjoyable years. The transtheoretical model has been utilized numerous times†¦show more content†¦Kirk et al., examined how a counseling intervention based on the transtheoretical model would assist inactive people with type 2 diabetes, and found that all constructs of the model played a significant role in physical activity levels with the exception of stimulus control and dramatic relief (2004). TTM consists of stages of change and process of change. Stages of change consist of six stages and process of change consists of ten steps. Diabetic patients go through allot of problem and they need to get a control of their own life style, which includes proper food, exercises etc. For example Obesity and type 2 diabetes go hand in hand. Overweight people are at much greater risk of developing diabetes than those who are not obese. Almost 90% of people with type 2 diabetes are overweight. The number of diabetes cases among American adults jumped by a third during the 1990s, and more increases are expected. This rapid increase in diabetes is due to the growing prevalence of obesity and extra weight in the United States population Type 2 diabetes can be controlled by following proper diet. We want to change a habit of eating Unhealthy /junk food and implement habit of Healthy and balanced diet. Stages of Change- 1. Precontemplation-. Diabetic patients who are obese might not consider it as risk factor. They are fine with their lifestyle, food etc. People who don t want to change their life style or are depressed or angry about their situation falls

Human Rights And The Freedom Of Expression And Education

Human rights predominantly reflect basic moralities of self respect of all individuals. Thus, all persons should be entitled to equal rights no matter their, nationality, gender, race, ethnicity, religious affiliations, political standings, language nor their class status. Furthermore, all governing countries have an obligation to uphold these universal rights. Therefore; each law that is construed on a national or international level should guarantee no discrimination towards any individuals or groups. Human rights can be governed in several aspects, for example: allowing all persons the opportunity and freedom to travel or allowing one to obtain a job is an act of governing human rights correctly. Furthermore, human rights can arrange from a very broad scope. Human rights could simply be having the right to social security, freedom of expression and education. Thus, all human beings were born with the right to freedom and equality. However, rights of an individual can be denounced in certain situations, nonetheless, those being excused need the balance of due process, which in turn, allows for fair individual rights. Due to a vast variety of human rights violations that occur around the world, the mainstream media fails to acknowledge major incidents. Therefore, some of the issues international human rights issues that have caught my interest are of the following: In India many women are targets of rape. However, many of those incidents are never reported, while there areShow MoreRelatedThe Pros and Cons of Laws Against Defamation1193 Words   |  5 Pagesdays freedom of expression is a foundation of democratic rights and freedoms therefore freedom of speech is necessary in making possible democracy to work and community involvement in decision-making. When defamation comes to practice and people feels threatened with a defamation suit, the biggest focus is on whether or not there is something offensive. Although this is important there is an additional, more practical way to look at it. The important question is whether you have a right to sayRead MoreEssay about Should Art Be Censored?990 Words   |  4 Pagesartists around the world, including America, are being tormented and silenced for their freedom of expression? It sounds a little strange to think that in the twenty-first century a human can still be suppressed from expressing itself however it wants. A slender yet plentiful amount of artists to this day feel like they are left in the pouring rain when everyone is protected by the government’s umbrella of freedom of speech. Art whether we know it or not is found all around us. In the music we hearRead MoreEssay on Human Rights, War and Terrorism1226 Words   |  5 PagesHuman Rights, War and Terrorism After every war come the peace talks; after millions of people had been killed. After the terrorist attacks comes the investigation, reason, or counter-terrorism; after lives had been wasted. There is time for the nations of the world to come together to understand one another in order to avoid war and terrorism and that time is now. War is as old as man. It is a reign of terror when people are always on the run, always hungry, alwaysRead MoreThe Rights Of The United States1219 Words   |  5 PagesIt is well known that the United States have been seen internationally as a key actor, for better or worse, when it comes to the field of universal human rights. At the same time, recent events have shown a disassociation between the words and actions of the nation. Despite the fact that these rights are supposed to be constitutionally-protected, the United States has been criticized for repeatedly violating them not only in the past but in recent memory: criminalization of poverty and homelessnessRead MoreFree Speech Freedom Of Speech1689 Words   |  7 PagesBenjamin Franklin once said, â€Å"Without freedom of thought, there can be no such thing as wisdom; and no such thing as public liberty, without freedom of speech.† With this quote in mind, freedom of speech should surely be guaranteed right in a every institution. There are various forms of free speech to powerful speec hes at a peaceful protest to a girl posting a selfie. Freedom of speech is the key concept that is basis of every human right. This inherent right should be protected and supported inRead MoreDevelopment Of Singapore And Malaysia Essay1393 Words   |  6 Pagescommentary. The two countries violate the following UDHR articles: article 19, which is the right to freedom of expression, and article 23, which is the workers rights. In Malaysia, the media is harassed, having restrictions imposed on them, as well as Singapore. Especially, Singapore has been strictly remoting individuals freedom of expression, which is a clear violation of rights to freedom of expression. In 2015, 16 year old blogger, Amos Yee was sentenced to four weeks’ imprisonment after heRead MoreHistory Of The Preval Of Prayer In Public Education1538 Words   |  7 Pagesof prayer and the effect it has caused in our public schools. It is essential to understand that reinstating prayer back in public education can begin with understanding how to appropriately add balance. 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Parents and teachers are the pillars of the educational process in this age group and therefore their work is critical to the wellbeing of society. Regardless of the type of school, all teachers are required to teach and promote fundamental human rights, such as to practice them in their daily work. The Universal Declaration of the Rights of the Child and Human Rights require preservation in all fields, with particular emphasisRead MoreHuman Rights In Australia884 Words   |  4 Pagesindividually focuses on approaching freedom in different ways. Communist countries such as China, would have a different way of approaching freedom in contrast to Australia. Being ruled by a parliamentary system, Australia achieves freedom through democracy whereas the freedom of China is influenced by The Communist Party of China. Due to these different approaches, this affects both countries freedom of speech, freedom of Education, and freedom of assembly and association. 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Abigail And Characters Essay Example For Students

Abigail And Characters Essay There is many meaningful personal connection that was made to a key aspects of the play. For example the people that were accused and/or convicted of something based on little or no evidence. This incident happened very often in this play. The characters that were involved were John Proctor, Elizabeth Proctor, Abigail, Sarah Good, Rebecca Nurse, Salem girls including Rebecca, Ruth, and others, and the Putnam family are only a few who were charged or charging others for ridiculous things. Three of the main characters, John Proctor, Elizabeth Proctor, and Abigail their servant at one point that had a tangled mess together was over something stupid. John had an affair with Abigail when he was married to Elizabeth. In doing this, Abigail thought that John cared for her, but he didnt. When Elizabeth started to notice the difference in theyre relationship, she dismisses Abigail. In court when they questioned John about Abigail, he says that she is a whore. And so then, they brought in Elizabeth for questioning and she lied when John had just told the truth. She said that John had never turned from her. So when they both lied like this, they looked foolish and was condemned. How could people do this? You condemn those who lied? Dont they understand that people make mistakes? The reason for his wife lying was only so that she could protect her husband. They had no hard evidence that he even committed a crime, it was all word. Rebecca Nurse a lady of seventy-two was a mother, grandmother, and wife of Francis Nurse. And during this play she showed a kind and strong minded lady. She was respected in society and was very respected lady in society. Goody Nurse was accused for murdering the marvelous and supernatural murder if Goody Putnams babies. Which these babies where all born dead. How can you accuse someone for miscarriage? Especially when Goody Nurse never went close to the babies, only to help deliver them. Another lady in this story, Sarah Good was also put in jail for something awfully funny. The only way to save herself was to confess that sometimes she made a compact with Lucifer, and wrote her name in his black book, with her blood, and bound to torment Christians till Gods thrown down. In doing this she can save her life. Which another character with a strong minded, Rebecca Nurse had too much pride in herself to say anything that is lying. But then again those who lied got away with it. Those died who told the truth. Then all the girls including Abigail, Ruth, Betty, and other girls of Salem had done witchcraft in order to hurt others. Do they think that if they can do a little parade around a pot that something will happen? They also drank blood, one girl ran around naked, pretending that she can see evil, and the others lied very well in court. Abigail with such perfect lying and speaking abilities was able  to fool the judge and a few others in court. Saying that she and the other girls gets haunted by the coldness of another girl. Really, she could do this only because she knows how to reduce her temperature. And saying that she can see things that the adults cant see in court? It shows very clearly that she is lying. Abigail has a way to manipulate others, and turn whatever an insult someone gives her back onto the other person. Then she goes around pretending to be such an innocent girl. The people in the court actually believe that young girls are naÃÆ' ¯ve and stupid. They dont treat young adults like they should now in America. In this society they take all rumors has hard facts and beliefs as facts as well. It doesnt matter if no one saw it happen or anyone admitting to a crime. How can the convict someone without having hard evidence? Cant they understand that its natural sometimes when babies dont come out alive every time? Dont they know that not all children are honest and innocent? For example Abigail who is 17, and already screwed a married man. I honestly think its stupid to blame someone else for your own problems. Their wants is only to destroy other people lives, is this the kind of community we should live in?

Yeast Lab free essay sample

During this experiment we were trying to determine how food availability affects CO2 production (related to population growth). We investigated how one factor influences the change in yeast population growth as measured by the amount of carbon dioxide produced. The yeast that you buy in the store contains living organisms–invisible small one celled, microorganisms. As long as they are kept dry, they are inactive. When they are given food, moisture and warmth, they become active and carry out many of the life activities larger organisms do. Molasses, which you can also buy, is a mixture of substances that are obtained from sugar cane. Though the substances are not alive, they were made by living organisms, the sugar cane plants. Therefore, they are called organic substances. Organic substances as well as organisms themselves are Important to the work of biologists. The organic substances in molasses can be used as food by the yeasts. We will write a custom essay sample on Yeast Lab or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The factors that can affect yeast growth are temperature (30 degrees Celsius is the optimum temp for yeast growth), nutrients (e. g. sucrose, fructose, glucose, lactose (does not affect yeast growth), pH level (5 6 is the optimum pH level for growth). Fermentation is the chemical breakdown of a substance by bacteria, yeasts, or other microorganisms, typically involving effervescence and the giving off of heat. These things relate to our experiment because yeast is a vital component in this experiment In this experiment we were assigned groups in which we worked in and made a hypothesis. The hypothesis the my group and I came up with was that ‘If different amounts of molasses were tested for yeast population then the 25% molasses solution would produce the most yeast because the more the amount of molasses then the yeast would be produced’. The independent variable was the different amount of molasses in the syringe which were 10%, 15% and 25%. The dependent variable for this experiment was the carbon dioxide formation. The control for this experiment was water distilled water with no molasses added Concentration of molasses solution Amount of CO2 produced (ml) Day 1 Amount of CO2 produced (ml) Day 2 10% 2ml 4ml 15% 30ml 40ml 25% 40ml 60ml 0% (control) 0ml 0ml Conclusion My group and I grew yeast in a molasses solution (food for the yeast) and investigated how one factor influences the change in yeast population growth as measured by the amount of carbon dioxide produced. Our hypothesis was ‘If different amounts of molasses were tested for yeast population then the 25% molasses solution would produce the most yeast because the more the amount of molasses then the more yeast would be produced’. My results did agree with my hypothesis, the higher the percentage of the molasses the higher the amount of yeast produced. The 10% made 4ml, 15% made 40ml and 25% made 60ml showed that my hypothesis was right and that because we said 25% would produce the most yeast and it did. We kept the same amount of molasses solution, we kept the same lighting and same temperature (same room), we kept the same amount of yeast in each syringe all the same. Our control in this experiment was that we did add any molasses in the solution and added 1ml of yeast in purified water. Unfortunately we could not conduct this experiment ourselves because during our experiment there was snow storm, spoiling the experiment. So we used data collected by a class that had done it previously . I think we could improve the experiment by actually conducting it ourselves as this would make it more trustworthy. Name: Peter Rene Jarjou

Free Essays on Roman Empire

Julius Caesar The Romans had a practical attitude to religion, as to most things, which perhaps explains why they themselves had difficulty in taking to the idea of a single, all-seeing, all-powerful god. As the Romans had a religion of their own, it was not based on any central belief, but on a mixture of fragmented rituals, taboos, superstitions, and traditions which they collected over the years from a number of sources. To the Romans, religion was less a spiritual experience than a contractual relationship between mankind and the forces that were believed to control people's existence and well being. The result of such religious attitudes were two things: a state cult, the significant influence on political and military events of which outlasted the republic, and a private concern, in which the head of the family oversaw the domestic rituals and prayers in the same way as the representatives of the people performed the public ceremonials. However, as circumstances and people's view of the world changed, individuals whose personal religious needs remained unsatisfied turned increasingly during the first century AD to the mysteries, which were of Greek origin, and to the cults of the east. Most of the Roman gods and goddesses were a blend of several religious influences. Many were introduced via the Greek colonies of southern Italy. Many also had their roots in old religions of the Etruscans or Latin tribes. Most form of religious activity required some kind of sacrifice. And prayer could be a confusing matter due to some gods having multiple names or their sex even being unknown. The practice of Roman religion was a confusing thing. If the Roman State entertained temples and rituals for the benefit of the greater gods, then the Romans in the privacy of their own homes also worshipped their domestic deities. After the Augustan Age, people started to believe in different god(s). Jesus of Nazareth was a charismatic Jewish le... Free Essays on Roman Empire Free Essays on Roman Empire The Greeks, after their country had been reduced into a province, imputed the triumphs of Rome, not to the merit, but to the FORTUNE, of the republic. The inconstant goddess, who so blindly distributes and resumes her favours, had now consented (such was the language of envious flattery) to resign her wings, to descend from her globe, and to fix her firm and immutable throne on the banks of the Tiber.[1] A wiser Greek, who has composed, with a philosophic spirit, the memorable history of his own times, deprived his countrymen of this vain and delusive comfort by opening to their view the deep foundations of the greatness of Rome.[2] The fidelity of the citizens to each other, and to the state, was confirmed by the habits of education and the prejudices of religion. Honour, as well as virtue, was the principle of the republic; the ambitious citizens laboured to deserve the solemn glories of a triumph; and the ardour of the Roman youth was kindled into active emulation, as often as the y beheld the domestic images of their ancestors.[3] The temperate struggles of the patricians and plebeians had finally established the firm and equal balance of the constitution; which united the freedom of popular assemblies with the authority and wisdom of a senate-and the executive powers of a regal magistrate. When the consul displayed the standard of the republic, each citizen bound himself, by the obligation of an oath, to draw his sword in the cause of his country, till he had discharged the sacred duty by a military service of ten years. This wise institution continually poured into the field the rising generations of freemen and soldiers; and their numbers were reinforced by the warlike and populous states of Italy, who, after a brave resistance, had yielded to the valour, and embraced the alliance, of the Romans. The sage historian, who excited the virtue of the younger Scipio and beheld the ruin of Carthage,[4] has accurately described their mili... Free Essays on Roman Empire Julius Caesar The Romans had a practical attitude to religion, as to most things, which perhaps explains why they themselves had difficulty in taking to the idea of a single, all-seeing, all-powerful god. As the Romans had a religion of their own, it was not based on any central belief, but on a mixture of fragmented rituals, taboos, superstitions, and traditions which they collected over the years from a number of sources. To the Romans, religion was less a spiritual experience than a contractual relationship between mankind and the forces that were believed to control people's existence and well being. The result of such religious attitudes were two things: a state cult, the significant influence on political and military events of which outlasted the republic, and a private concern, in which the head of the family oversaw the domestic rituals and prayers in the same way as the representatives of the people performed the public ceremonials. However, as circumstances and people's view of the world changed, individuals whose personal religious needs remained unsatisfied turned increasingly during the first century AD to the mysteries, which were of Greek origin, and to the cults of the east. Most of the Roman gods and goddesses were a blend of several religious influences. Many were introduced via the Greek colonies of southern Italy. Many also had their roots in old religions of the Etruscans or Latin tribes. Most form of religious activity required some kind of sacrifice. And prayer could be a confusing matter due to some gods having multiple names or their sex even being unknown. The practice of Roman religion was a confusing thing. If the Roman State entertained temples and rituals for the benefit of the greater gods, then the Romans in the privacy of their own homes also worshipped their domestic deities. After the Augustan Age, people started to believe in different god(s). Jesus of Nazareth was a charismatic Jewish le... Free Essays on Roman Empire The Roman Empire stood in great power for many decades. Rome for a period of time was considered the center of civilization for years. The empire was beautiful and even though attracted many invaders, was very well protected by the walls surrounding the empire and of course the powerful army. Some people believed that the Roman Empire would last forever. Political Causes Under the rule of Diocletian and later Constantine the empire was split into Western and Eastern parts of Rome. The emperors said that the reason for that was to make it easier to govern. The emperor chose to govern and build the capital in the Eastern part and gave the Western part to a co-emperor. The reason for that might have been that the eastern part was much richer in resources and had better lands for farming. There may have been other reasons for that such as the Eastern part did not produce enough food for both parts of the empire and by separating them they’d have to produce their own food and depend upon themselves. This was the beginning, to a long struggle of the Western part that was now basically left alone. Many reforms came in to law to keep the empire together, such as toleration of Christianity to avoid their rebellion since there were a lot of them. In 313 a.d. the Church started taking part in government which slowly took power away from the empero r. More reforms like fixing prices and giving more freedom of worship kept the empire together but definitely would not last long. This is so because these reforms were made to fit people today taking away from the emperor but they never thought of what’s going to happen after the emperor does not have anything left to give. Which would occur very soon if things were going down as fast they were? There was no one to take matters into their hands so the empire was left to the people themselves to govern. Social Causes The people of the Western empi... Free Essays on Roman Empire Mediterranean World Julius Caesar The Romans had a practical attitude to religion, as to most things, which perhaps explains why they themselves had difficulty in taking to the idea of a single, all-seeing, all-powerful god. As the Romans had a religion of their own, it was not based on any central belief, but on a mixture of fragmented rituals, taboos, superstitions, and traditions which they collected over the years from a number of sources. To the Romans, religion was less a spiritual experience than a contractual relationship between mankind and the forces that were believed to control people's existence and well being. The result of such religious attitudes were two things: a state cult, the significant influence on political and military events of which outlasted the republic, and a private concern, in which the head of the family oversaw the domestic rituals and prayers in the same way as the representatives of the people performed the public ceremonials. However, as circumstances and people's view of the world changed, individuals whose personal religious needs remained unsatisfied turned increasingly during the first century AD to the mysteries, which were of Greek origin, and to the cults of the east. Most of the Roman gods and goddesses were a blend of several religious influences. Many were introduced via the Greek colonies of southern Italy. Many also had their roots in old religions of the Etruscans or Latin tribes. Most form of religious activity required some kind of sacrifice. And prayer could be a confusing matter due to some gods having multiple names or their sex even being unknown. The practice of Roman religion was a confusing thing. If the Roman State entertained temples and rituals for the benefit of the greater gods, then the Romans in the privacy of their own homes also worshipped their domestic deities. After the Augustan Age, people started to believe in different god(s). Jesus of Nazareth was a ... Free Essays on Roman Empire Throughout history there have been many eras that both share similarities as well as differences in the areas of art and civilization. Two eras that illustrate this are the Roman Empire and the Byzantium Empire. In Rome there were three major art forms. The first was civil engineering, which involved building cities in an orderly fashion, in order to accommodate the needs of all citizens. The Romans also used portrait sculptures, which reflected the roman ideals about their people being stern as well as individual. They were used to illustrate the love of patriarchy, love of family, and were usually portraits of actual people. The third art form was commemorative monuments. These were used for propaganda. The monuments helped to instill fear in possible threats, or potential invaders. Also the arch and vault were essential part of Roman monumental architecture. The Romans were a militaristic Empire. They used their architecture to emphasize their power. For example the column of Trajen was used to show the wonder of civil engineering, and the emphasis on military might and their superiority over everyone. The Gladiator Games also say something about Roman civilization. The audience’s at the games were watching the government in action, and witnessing law and order being maintained. By participating in these games the citizens were participating in society, and therefore participating in the government to a certain degree. In the Byzantium Empire the major theme was the idea of God and government. The emperor did not rule by the word of God, but he was the word of God. He was God’s instrument of divine providence personified. This may have been the most total form of Government in the world, in that there was no participatory government. The use of icons was prevalent in the art of Byzantium. The paintings of Christ, saints, and other holy figures illustrated their orthodox beliefs. In Byzantium there was a ...

Biotech & Food Essays - Genetic Engineering, Molecular Biology

Biotech & Food Essays - Genetic Engineering, Molecular Biology Biotech & Food INTRODUCTION This paper is about Biotechnology and its use in creating new food products. In researching this paper, I found there is a lot of information on this subject and a lot of debate on the creation of genetically altered food, medicine, crops, and more. I decided to do my paper on the genetically altered food part of the subject. I will discuss what biotechnology is, who is for it and who is against it, and what some of the ethical concerns are when it comes to growing genetically modified (GM) crops. THE FOOD BIOTECHNOLOGY DEBATE WHAT IS BIOTECHNOLOGY? Biotechnology is a broad term that applies to all living organisms. It is used for everything from microorganisms used to ferment beer to the most sophisticated forms of gene therapy. There are two categories of activities in biotechnology: the traditional methods and new scientific methods. The traditional methods are the way that farmers have been breeding their crop for centuries, cross breeding plants until finally some generation down the line is exactly the way they want it. The new methods are taking genes from different organisms and inserting them into another organism in the lab. This eliminates the waiting period to get the results they want, instead they get the exact plant they want right away. The United States government defines it as being any technique that uses living organisms or parts of living organisms to (1) make or modify products, (2) improve plants or animals, or (3) develop microorganisms for specific uses. The purpose of biotechnology in foods is to create better tasting and more nutritious foods, that have higher crop yields, and plants that are naturally protected from disease, insects, and drought. Through biotechnology scientist can develop plants with only specific beneficial traits and leave out the undesirable traits. They can change one characteristic or a few characteristics at a time with current technology. This enables them to release, for use, the modified seeds one step at a time instead of spending years to develop the best tasting and hardiest plants all at once. It takes 10 12 years to breed plants in the traditional way. With biotechnology, breeders can select the exact traits they are looking for and mix them together enabling them to get the plants they want in only 1 - 2 years. Crops that are currently produced in the U.S. through biotechnology are soybeans, corn, canola, tomatoes, squash, and potatoes. These crops are suppose to be improved versions of the traditional ones with added beneficial traits. RISKS Som e of the risks, to humans, that scientists have identified are new allergens in the food supply, antibiotic resistance, a concentration of toxic metals, and enhancement of the environment for toxic fungi. NEW ALLERGENS New allergens could cause problems for people that are sensitive to certain things and do not know that they are now part of something else that they were not allergic to. For example if they put certain milk proteins into carrots, parents would know not to give children allergic to milk the milk but they would not think twice about giving them the transgenic carrots that now contain milk proteins. A study done at the University of Nebraska showed that soybeans that were genetically engineered to contain proteins from Brazil nuts caused people allergic to Brazil nuts to have reactions to the soybeans. ANTIBIOTIC RESISTANCE In genetic engineering the often use antibiotic resistant genes as what they call selectable markers. The markers help select cells that have taken up foreign genes. Although the cells no longer have a use for the genes, they still stay in the plant tissues forever. Having these antibiotic genes in foods could cause two problems. This first is eating the foods that contain the genes could reduce the effectiveness of taking antibiotics that need to be taken with food when you are sick. An example is if you eat a tomato with the antibiotic genes at the same time as you take an antibiotic, the genes could destroy the antibiotic in your stomach. The second thing that could happen is the resistance genes could be transferred to humans making the antibiotics taken when ill useless. Although number two is

Legal system and methods cases Essay Example | Topics and Well Written Essays - 1750 words

Legal system and methods cases - Essay Example The appellant raised two issues on appeal. The first issue was that the Advocate-depute included in their indictment Count 1, which was a count for false imprisonment of one Tracy McGhee, and Count 2 was for distributing Amphetamines, in contravention of the Misuse of Drugs Act 1971, Section 4(3)(b). The issue on appeal was that the Advocate-deputes did not lead any evidence at trial for either of these Counts, therefore they should not have been included in the indictment. The appellant asked to separate these charges from the other charges, but this request was refused. Furthermore, the Advocate-depute did not attempt to rectify this by changing the indictment to omit these counts. The trial judge acquitted the appellant on these two charges, and gave explicit instructions to the jury not to consider these two counts. However, when the trial judge gave his instructions to the jury, he asked the jury to consider if including these counts in the indictment was fair or unfair. This is not the function of the jury, rather, the judge is to make this assessment. The second issue on appeal was that a witness, Samuel Quigg, stated on the stand that he was indicted for conspiracy to commit robbery in 1988, along with the appellant, Mr. Donnell. This prejudiced the appellant, as evidence of any prior convictions cannot be used against him. Although this was not a prior conviction that was brought up by the witness, it was an indictment, the context was that he was being asked about his prior convictions, so the jury could probably assume that the witness was convicted along with appellant. This statement was volunteered by Mr. Quigg, not solicited by the Advocate-depute or the appellant’s solicitor, a fact that is significant. That there was evidence of a prior conviction before the jury was in contravention of Section 101 of Scotland’s Criminal Procedure Act 1995. The appellant asked

Julphar (Gulf Pharmaceutical Industries) Essay Example | Topics and Well Written Essays - 1750 words

Julphar (Gulf Pharmaceutical Industries) - Essay Example Rwanda requires companies to observe patent laws. Explicit registration procedures are in order to protect the work of innovators. Since Julphar will be in exporting materials needed for the production of medicine in Rwanda, it will be appropriate for a company to consider patent issues associated with exports to Rwanda. Incentives offered by the government of Rwanda to patients provide the company an opportunity to recover the costs of producing new medicine (GTZ, 2006). The political environment in Rwanda is stable after the country emerged from the 1994 skirmishes. Political turmoil affects operations of a business because wars may erupt (GTZ, 2006). The government of Rwanda is stable with the country recording progress in exercising governance. Julphar will have an advantage because the Rwandan government supports external investors who enjoy many business incentives. When the regime in power is stable, opportunities are opened for investors unlike when the government is with dictators. Rwanda has continued to record increased GDP in the past few years. More citizens are, therefore, able to purchase goods and services. The growth implies that there will be a ready market for the company’s product (GTZ, 2006). Economic conditions in Rwanda may create opportunities or threats to Julphar. The country’s GDP has continued to improve over the years implying that the existence of a robust, ready market because consumers have the purchasing power. The social, cultural practices and taboos will equally expose the company to new opportunities or threats since they influence consumption patterns (GTZ, 2010). Pharmaceutical industry is among the fastest growing industries globally. The development of the industry has been by via the efforts of the government to have a higher budget for carrying out marketing research and developmental projects in the pharmaceutical industry. The industry is worth more than $734, and it is expected to grow further (UK

Strategic Alliance Essay Example for Free

Strategic Alliance Essay The collaborations between companies have been one of the most critical changes in industrial field during the last three decades. Through outsourcing and taking off ‘non-core’ activities, corporate borders have been pulled back and large companies are increasingly cooperated with other companies to access resources and devote themselves to activities outside their own boundaries. Business cooperative relationship between companies is regarded as ‘hybrid’ organizational forms (Borys and Jemison, 1989; Powell. 987; Thorelli. 1986). In order to access more international market and reduce risks, the hybrid organizational forms are mainly realized by contractual agreement, strategic alliance and joint venture. Compared to some casual cooperative arrangements between companies, strategic alliance is refer to a long-term, substantial collaboration, which is ‘an agreement characterized by the commitment of two or more firms to achieve a shared goal entailing the pooling of their resources and activities’ (Teece. 1992, p. 19). It can be put on a continuum, where contractual agreement is on one end, characterizing low control and resource commitment, whilst the other end is joint venture, representing a high control and high resource commitment (Hill et al. 1990). Variety types of strategic alliances include shared new product development, supply chain partnerships, technical collaboration, outsourcing agreements, joint research projects, etc. In these days, strategic alliances are more and more important for firms to achieve efficiency and effectiveness in the international market. Through cooperation rather than competition, firms can access knowledge and market resources over both firms, instead or acquiring them. It is not just costs and time saving, but also increasing the efficiency with which knowledge is utilized. Firms are entering into strategic alliances because of numerous factors. The rapid change in technology with high expenditures on RD, intensifying competitions, globalization and so on. Different companies have their own competitive advantages, which can be beneficial to other parties. Resources, especially technology and market information, can be shared by parties under strategic alliance. For example, Starbucks entered an alliance with Barnes and Nobles Bookstores in 1990s, to provide their in-house coffee service in their stores. Barnes and Nobles’ market resources has been utilized, resulting in Starbucks coffee being marketed into bookstores. As well as that, more customers were gained by Barnes and Nobles, thanks to the outstanding Starbucks coffee offered in store. Although theoretically, forming strategic alliances can bring immense benefits to companies and reduce the risks in projects, it is not rare to see problems in practice. Differences in cultural and language, control related problems, even the differences in cognizance can lead to failures. In this article, we will focus on not only on the increasing importance of strategic alliance in international market, but also the motives, benefits, related costs and limitations. Our group work is done in three parts. Part (A) Introduction and Literature Review is done by Jiaxing and Lily. Jiaxing gives the definition of strategic alliance, while Lily is responsible for literature research and critical review. Followed by the literature review, a case study will be given in part (B) by Xinrui, to demonstrate how the literature is confirm or disconfirmed by practice. In part (C), a brief conclusion of this topic will be given by Mehedi and come up with the forecast of trend and new topics in this area, based on Part (A), Part (B) and the further information collected by Kazi. Literature Review There are abundant studies trying to address the definition of strategic alliance. Based on resource-dependence theory (Pfeffer. 978) and the resource-based view of the firm (Penrose, 1957), some scholars (Van De Van and Walker, 1984; Rothaermel, 2001) have identified strategic alliances as a quest for resources. Also, a majority of researchers view the alliances’ priority objectivity as sharing of knowledge (Inkpen and Crosssan, 1995; Khanna et al. ,1998; Kale et al. , 2000), which is the organization learning perspective. As a result, alliance member seek to learn faster than other parties, trying to achieve a positive balance in the trade of knowledge, which is so called ‘Competition for Learning’ (Hamel, 1991). The number of strategic alliance has been increasing rapidly since late 1980s (Vissi, 1997). The following is an integration of our findings in literature. Motives of Alliance Formation In the article of Varadarajan and Cunningham (1995), motives for firms entering a strategic alliance is analysed: Globalization and intensified international competition: With the development of telecommunication and traffic, there is a major trend of globalization in the last few decades. More and more corporations are trying to break into foreign markets to widen their market. Strategic alliance is an efficient and effective way in gaining complementary resources from a foreign party and reduces risks. Remove barriers to enter new markets: In certain international markets, especially the developing ones, firms often have difficulties due to some domestic factors, such as government regulation and local parties’ resistance. By forming an alliance with local firms, the expansion can be realized more smoothly and the risk is reduced. Broaden product lines/ narrowing product line gap: Firms can be especially interested in finding another partner, when they are in lack of technology or not able to bear the high RD costs. Existing technology of partner can be utilized in a short timeframe and also costs-saving. In this way, their product lines can be broaden and the gap between product line can be narrowed. Enhance the effectiveness and efficiency of utilizing resources: each partner in strategic alliance should have their own competitive advantages, such as technology, market resources, local experiences, logistic systems, etc. y forming the alliances, these advantages can be shared by parties and making all of them more competitive than before. Extension and acquire new resources: Resource acquisition is an essential motive in formulation of strategic alliance. Manufacturing firms often enter into alliance to acquire RD resources; whilst technology companies is seeking to gain the market resources as much as possible. There are two forms of strategic alliances: market related and technology related (Vyas et al. 1995). In a mature market, it is often the case in which the market related alliances are more profitable. However technology, related alliance tend to be more beneficial for high-tech firms compared to others (Rai et al. 1996). Researches of Vyas et al (1995) show that synergy between the partners is the key factors to achieve efficiency and effectiveness. In order to know the synergy, a comprehensive understanding of the value that partners can bring to the alliance has to be acquired before entry. Also, a balance of control and contribution to the alliance need to be agreed to ensure the success and avoid conflict as much as possible. Limitations of Strategic Alliances When the needs of each partner are fulfilled, each party can benefit from the formation of strategic alliances. However, alliances are not without its problems. Due to numerous reasons, such as differences in cognizance, aims and resources, changes can be triggered. In some cases, projects with imbalanced benefits or control between parties can end up damaging the relationship of trust. In some cases strategic alliances broke up as a result. Usually the factors driving to a failure can be imbalanced control, unequal gains, differences in cultural values and antitrust charges. According to Day (1995), the liquidation cost of a strategic alliance can be one of the most expensive costs to a corporation. Even if the partnership remains, there are many factors thwarting the normal operations of the combined entity. One of the most important factors is the extensive time managers have to spend on communication, trust-building, and coordination. As it takes time for parties in a partnership to consolidate their internal network, both in terms of communication and interests groups, there always comes with the strategic alliances very time-consuming consolidation process. A manager has to first know the personnel he is supervising as well as his own supervisors, who are possibly from a totally different business culture. It takes time for managers to know whom they can trust and who trust them. Only based on trust can further coordination be performed. Another factor that affects the long-term value of the firms participating in the partnership is the clash of egos and company cultures. Say if Google once form a strategic alliance with Goldman Sachs, the investment bankers cannot easily forgo their perfectionism to Google’s relaxing and creative culture fostered for their wired-in programmers. While there is a possibility for two different business culture to combine and generate an even more unique and efficient business culture, in most cases the history and the effort invested to build the current corporate culture may be wasted; traditions are inferior in strategic alliances. Part B: There are many successful market related and technology related alliances taking place in contemporary market. From the successful examples contributed by Apple, Helett Packard and Disney, and Eli Lilly, we can see the sharing of sources in alliances facilitate breakthroughs in technology and revenue maximization in marketing. While most strategic alliances play a propelling role in pushing the business of parties in the partnership further, there are some offsets implicitly caused by the alliance strategy. The notorious WorldComs, Global Crossings, and Enron scandals offer us convenient examples in showing the unconfirmed part of strategic alliances. This part will first discuss the cases provided by Apple, Helett Packard and Disney, and Eli Lilly that show the confirmed side of the theories enclosed in the literature in this essay. Following the confirmed side is the unconfirmed side contributed by the scandals originated from WorldComs, Global Corssings, and Enron. White the iPad redefined personal computers and created and captured the tablet market, it the strategic alliance behind the scene that makes the popularity of iPad possible. Apple’s technology alliance with Clearwell makes the development of iPad much more efficient when these two firms jointly developed the eDiscovery Platform. The eDiscovery Platform is the electronic discovery software solution that enables enterprises, governments and law firms to manage legal, regulatory and investigative matters using a single application. Such platform makes it easy for orgaizations to cost effectively and defensibly solve real-world chanlleges from legal hold and collections through analysis, review and production. Such technological largely helped Apple to capture the market in large legal entities. Hewlett Packard and Disney exemplified their alliance as a long-standing partnership. Starting back in 1938, the alliance enabled Disney to rely on HP’s RD capability, which helped Disney out from the eight oscillators for sound design sold to Disney over 70 years ago to the most recent digital film making techniques offered by HP engineers to Disney’s Imagineers. Undoubtedly, the technology support to Disney makes it a dominant mass media firm. Furthermore, the business generated fruitful RD products and cash inflow for HP to march farther. As a pharmaceutical tycoon, Eli Lilly features as a powerful research partner for nearly a century. Its enormous contribution to Diabetes medicine saved multimillions people. Similar to most pharmaceutical companies, the multi-phases RD process outsources the firm’s research capability, legal resources, and capital. Eli Lilly was able to save the costs by seeking international partners, such as the Belgium-based company Galapagos, Canada’s BioMS medical group, and the Japanese Kyowa Hakko Kogyo. Its alliance with Galapagos fasten the development of treatments for osteoporosis; its cooperation with the Japanese firm determines that Lilly will have the exclusive license to sell the targeted cancer treatment in Japan; and the partnership with BioMS in a licensing and development agreement for a novel treatment for multiple sclerosis saved overall costs. These real world examples confirmed that strategic alliances provide an efficient way to research and develop new products, to save legal cost, and to capture the international market at faster speed. While the classical strategic alliances examples confirmed with the literature, there are notable failures caused by the shortcoming of strategic alliances. As the most notorious business scandals in this century, Enron and its alliance with Arthur Andersen bring a vivid example of how alliance help them avoid legitimately report their financial standings and gain illegal benefit from forfeiting financial statements. When the scandal was exposed to the media, both firms bankrupted in an instant, making the largest bankruptcy in the US history. Other the Enron scandal was the WorldCom forfeit their income statement when trying to incorporate Verizon and evolve to the largest telecommunications provider. When the US government launched an anti-trust suit, WorldCom collapsed immediately. The shared resources play a beneficial role in lower the fixed cost for parties in the strategic alliances. However, joint effort and resources also mean joint benefit, which can propel the corporations as well as ruin it. When there is a conflict of interests, the advantages brought by strategic alliances are harmful.

The Purpose of Copyright Essay -- Property Laws

In today’s ever-accelerating world, we constantly find ourselves in a whirlwind of vague and complicated legal issues. Several of these relate specifically to something we encounter every time we listen to a song, look at a photograph, or read a book⎠¯copyrights. It appears that all these new controversies over copyrights and copyright infringement may be exaggerated or irrelevant. However, these issues pertaining copyright are neither irrelevant nor exaggerated, although this excessive attention constantly being drawn to it is certainly worth noting. The fact that copyrights are creating such an upheaval should not be attributed to over exaggeration. Instead, we must see this as a sign that copyrights as they are currently being maintained are in need of inspection and perhaps revision. Our excessive emphasis on claiming something as our property has caused copyright to act counter to its initial purpose. In order to best understand what the initial intention of copyrights was, it is necessary to look to where it is first expressed in our society. As it turns out, copyrights have been in place in our society since the crafting of the Constitution. Although there were several views as go how to best implement it, ultimately it was Thomas Jefferson’s notion of copyright that was most clearly incorporated into the Constitution. In it, it â€Å"†¦gives Congress the authority to ‘promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries’† (Lethem 63). This inclusion of a copyright for authors and inventors had a clear purpose⎠¯to create an incentive for the mass of typically ordinary people to create and innovate. By securing a pa... ...ss. Carolan, Michael S. â€Å"Constructing the ‘pure’ inventor: individual, collective, and corporate authorship within patent law.† New Genetics and Society. 27.4: (301-310). Helprin, Mark â€Å"Digital Barbarism: A Writer’s Manifesto.† Harper: HarperCollins Publishers. Litman, Jessica â€Å"Creative Reading.† Khan, B. Zorina. â€Å"The Democratization of Invention: Patents and Copyrights in American Economic Development, 1790-1920.† Nber: Cambridge University Press. Lethem, Jonathan. â€Å"The Ecstasy of Influence: A plagiarism.† Harper’s Magazine. The Founders' Constitution, Volume 3, Article 1, Section 8, Clause 8, Document 12 http://press-pubs.uchicago.edu/founders/documents/a1_8_8s12.html The University of Chicago PressThe Writings of Thomas Jefferson. Edited by Andrew A. Lipscomb and Albert Ellery Bergh. 20 vols. Washington: Thomas Jefferson Memorial Association, 1905.

What or who changed my life

Becoming a 16 year old mother changed my life Becoming a 16 year mother changed my life In more ways than one. I was totally blown away knowing that would have to devote my time, love, energy, smile, and money to another human being. Motherhood at such a young age was not a box of chocolate. In fact, it is a continuous fun, exciting, and overwhelming learning experience. Nevertheless, being a full-time mother, student. And wage-earner assisted in the astonishing mother I am today.It was a normal sunny fall school morning in September of 1993, when I first deiced for the second month in a row I hadn't had my menstrual cycle. Menstrual cycles in my world were unpleasant, heavy, unbearable, and caused me to blackout. Noticing another month without my cycle certainly raised a red flag. However, I continued on about my school day. In the blink of an eye the month of October was here. At this point I am feeling alarmed and fearful. After a few weeks pass by, I start to feel very Ill.I bega n to feel activity Inside my stomach. In this case, feeling punch kicks, rolls, and wiggles were very uncomfortable. My first thought was I have got to e pregnant! The following morning, while getting ready for school I began to vomit all over myself. As I jumped up I experienced an episode of syncope. As I recovered from this distasteful experience, I cleaned myself up and headed to school. So for the next four months, I felt terrified to tell my parents, siblings, and even my closest peers what I've been experiencing.Pregnant at 16 year's old was not a dream of mind, but a high school junior with determinations, super athletic skills, and potentials. I played softball, volleyball, track-star, and captain of the cheer-squad. With all my happenings, I hardly had time to gain weight. I mastered being pregnant, while continuing my education without anyone noticing. Until one Friday evening in February of 1994. I was getting ready for a movie date when my 12 year old twin brother spoil ed my evening. Chad Christopher comment was mommy Shanty' has a big stomach Like those women In church!My mother stepped In my room and elect to pop the question. Shanty' are you pregnant? I was truly petrified. In response I quickly shouted mol I proceeded with my date night. After I'd returned home, my mother pop the question again. Shanty' are you pregnant? The look in her eye was appalling. I stared in silence. Her words to me were what's done in the dark will come to light. At this point I advised her that it may be a possibility. So within the week she made an appointment to see the family Physician. It turns out I was 7 h months pregnant.After receiving the distraught news of my life, I fell to my knees and started to cry uncontrollably knowing that this human being would be here in less than three months. I was not ready to be a 16 year old mother. I had plans to attend Nicholls State, majoring In Pediatrics' after graduation. With no time to spare I had to prepare for a dra stic life changing encounter. For the next, two and a half months I felt relieved, excited, blue, and disappointed all at the same time. My mother suggested that I seek employment.I continued to go to school every day, do my house chores May 9, 1994. I was awakened by severe stomach cramps. I yelled to my mother in anguish. I advised her that I was in a lot of pain. She rushed into my room to assist me out of bed and we headed to the hospital. University hospital was our first stop. Nurse Sonny assigned me to a private room to monitor my contractions. I was there approximately three and a half hours before being released even though I was in excruciating pain. I was only dilating two centimeters for the past three hours.Nurse Betty advised me that in order for me to be hospitalized I would need to be at least three centimeters. The next four hours were the most uncomfortable and dreadful situation a teenage girl could experience. Around 7 a. M. I noticed blood in my panties. We hopp ed in the car and headed to the nearest hospital, despite being pulled over by N. O. P. D. For speeding. We yelled, there's a baby on the way! Upon arriving to Charity Hospital on May 9, 1994 within minutes Share L. Was born at 7:AAA. M. To Williams and Blancher. The moment I laid eyes on my baby girl was absolutely amazing.I didn't know how to feel nor react to what had Just occurred. I knew right then that this experience would make me see the world in a different light. I realized that I am someone's mother. Becoming a teenage mother changed my whole look on life. After our release from the hospital we were ready to conquer the world. On my way home all I could do was contemplate on all of the responsibilities that comes with being a mother. One of my life changing experiences as a 16 year old mother was learning how to love, nurture, care and provide for a human whom I'd carried for nine months.In the midst of all my new and exciting challenges, school was still in session. Just for a few more weeks. My five teachers were gracious enough to combine my lessons and allow me to finish out the school year. Without a doubt my education was very important to me. As the next few weeks crept by, I was slowly getting use to anytime feedings, diaper changes, playful moments, and continuing my education. Thoughts and emotions about how baby Ronnie will impact my life forever loud seem to cross my mind quite frequently.I would regularly stare at her and think to myself no more partying, selfishness, sleeping in, and playing cards were a part of my life style. But how wonderful, ambitious, eager, and a powerful role model of a mother I plan to become. Regardless, of what life threw my way. I believe becoming a mother was only the beginning of many accomplishments. Vive experienced many difficult days as a young mother. Such as, late work hours, keeping up with school lessons, exhaustion, being Judged by peers, and unable to be an average teenager. Spending my money on diaper's, formula, and clothing was a game changing experience.I wore several different hats at an early age. For example, a superdome, mentor, chef, teacher, nurse, bodyguard, and chauffeur. Knowing that my pride and Joy would be admiring me, kept me motivated and enthused to finish high school and go on to higher learning. Sharron is a 20 year old ambitious, loving, childless, young lady trying to pursue her nursing dream. As a 16 year old mother there were many obstacles and barriers to overcome. The constant encouragement from my daughter and parents abetted me in becoming the woman and mother I am today.

Investment Ethics Essay

The contemporary world of today functions on investment. There are many types of investment such as investment in property, shares, mutual funds, sugar, gold, oil, rice etcetera (Theodore , 1992). The list goes on and on with some forms of investment so inanely mundane like investment in over priced paintings by unknown artists that one is forced to shake their heads at the inanes of how far the concept of investment has come since its inception. Investment is described in dictionary as: â€Å"In finance, investment is the purchase of a financial product or other item of value with an expectation of favorable future returns. In general terms, investment means the use money in the hope of making more money. In business it is the purchase by a producer of a physical good, such as durable equipment or inventory, in the hope of improving future business. † Gambling on the other hand is almost as old as investment itself and its exact origins are unknown. Scientists believe that the ancient Romans would bet on the outcomes of chariot races and gladiator fights. It could be defined as: â€Å"†¦the wagering of money or something of material value on an event with an uncertain outcome with the primary intent of winning additional money and/or material goods. Typically, the outcome of the wager is evident within a short period (Linda , 2006). † Now, a raging debate in the world today is whether investment is or is not just another form of gambling. I am an opponent of this statement but will first give an argument in favor of the statement. The purpose of me including the definitions above was to prove that even the meaning of the words investment and gambling themselves are similar. Any kind of investment be it financial or physical, is done to gain money or to increase the investors’ wealth. Gambling also serves the same purpose which is to gain financially from an act (though some people gamble for the thrill of winning etc). Also, in money investment, finance managers everyday gamble outrageous amounts of other peoples’ money on chance. Such transactions entail high risks and if this is not a form of gambling then what is? In fact, in some religions like Islam, most forms of investment except investment in property and currency, is forbidden because they proclaim it to be gambling which is also forbidden in the religion. In that way, if for people of some faiths it is forbidden completely, then it is wrong from an ethical perspective because you are risking not only your own earnings but the money of those who have entrusted you with their wealth (like shareholders to security companies). In addition, it is wrong from a moral point of view. This is because gambling gives rise to selfishness in the human heart. Greed is a natural emotion for almost all people and investing money in the form of higher returns gives birth to insatiability for more money which is why we often see people at casinos squander all their gambling winnings in hope of winning more and more. It is selfish because gamblers profit on the wealth of others and do not care about the next person or what big a loss he suffers. Another way that gambling can be wrong is that it may make people idle and complacent. They may be happy to earn their money through gambling only. They may not work hard because of this for a living because of this and continue to live off gambling without caring that it is not a permanent or very stable source of income (Elizabeth , 2007). But even though their definitions may be partly similar, the two words are not common in their truest sense. I agree that investment puts peoples’ money at risk for chance of a higher return but it is done by professionals like investment managers and financial accountants instead of novices or any Tom, Dick and Harry trying out their luck like in gambling. It is a whole structured business activity with companies spending months deciding how to spend their customer’s capital and hedging (or insulating) the investment against any negative exchange rate or interest movement. Gambling on the other hand requires no such months of planning and development and can be done on the spot. Secondly, gambling involves one party losing and the other winning. The winning of one depends on the other’s loss. In investment, there is no such tradeoff and all investors can benefit at the same time. Another very valid point here is that gamblers often don’t have the same intensive information that investors have. In the long term, gamblers are always paid less in winnings then they have invested. That is not the case with investment. So the debate between whether gambling and investment continues unresolved with both sides vehemently arguing their point. Works Cited Theodore, V. Ethics in Investment Profession. Research Foundation of the Institute of Chart. (May 1992). Linda, K. T. Managing Business Ethics. Wiley. (Aug 2006). Elizabeth, A. C. The Psychology of Ethics In finance and Investment. Research Foundation of CFA Institute. (June 2007).

The Question of Legalizing Drugs essays

The Question of Legalizing Drugs essays Drug legalization is an enduring question that presently faces our scholars. This issue embraces two positions: drugs should not be legalized and drugs should be legalized. These two positions contain an array of angles that supports each issue. This brief of the issues enables one to consider the strengths and weakness of each argument, become aware of the grounds of disagreement and agreement and ultimately form an opinion based upon the positions stated within the articles. In the article Against the Legalization of Drugs, by James Q. Wilson, the current status of drugs is supported. Wilson believes if a drug such as heroin were legalized there would be no financial or medical reason to avoid heroin usage; therefore, anybody could afford it (367). Wilson stated that during 1960s, British physicians were allowed to prescribe heroin to addicts until the number of addicts increased fivefold. He argued that cocaine is not a victimless crime. Addicts victimize children by neglect and spouses by not providing (370). Wilson upholds that illegality of drugs increases crime because users need to pay for their habit (372). He believes the benefit of illegal drugs is it forces patients who enter under legal compulsion to complete their treatment due to the pressure and drug-education programs in the schools (374). Wilson is convinced the difference between nicotine and cocaine is that while tobacco shortens ones life, cocaine debase it and destroys the add icts humanity (375). Wilsons argument is strong because he demonstrates his knowledge of the subject and supports it with many clear, scientific facts and historical examples of drug usage. He interprets facts differently by seeing logical fallacy and factual error (371) in what other perceive as being a true. He also acknowledges his opposition by addressing how the advocates of legalization respond to his position. ...

The Different Types of Private Schools

The Different Types of Private Schools Did you know there are more than 30,000 private schools in the United States? It can be a bit overwhelming; the possibilities for finding a quality education are virtually endless. Add to this mix, that there are many different types of schools that exist for families to choose from. Lets take a look at some of the different types of private schools that exist and what the benefits of each option might be for you.   Private School or Independent School You may not know this, but all independent schools are considered private schools. But, not all private schools are independent. Whats the difference between the two? Funding. Thats truly the one thing that separates an independent school from the rest of the private schools. Boarding Schools Boarding Schools  can simply be defined as private schools where students also live. These residential schools bring together students from all different states and even countries to live and learn in one environment. The diversity at boarding schools is usually much greater than a private day school because of the residential aspect. Students live in dormitories, similar to the college experience, and have dorm parents who also reside on campus in the dorms, as well as in separate houses on campus. Often, because students live on campus, there are more opportunities for them to participate in after-school activities, as well as weekend and evening events. Boarding school opens up more opportunities for involvement at school than a day school and can give students more independence as they learn to live on their own without their parents in a nurturing and supportive environment, which can make the transition to college much easier. Single-Sex Schools As the name suggests, these are schools that are designed around educating only one gender. These schools can be boarding or day schools, but focus on the aspects of living and learning that best support one gender. Often, military schools may be all boys, and all girls schools are known for their traditions of sisterhood and empowerment. Read this article from Laurel, a graduate of an all-girls boarding school and her story of  how the experience changed her life.   Classical Christian Schools A Christian school is one which adheres to Christian teachings. A classical Christian school emphasizes biblical teachings and incorporates a teaching model consisting of three parts: grammar, logic, and rhetoric. Country Day Schools The term country day school conjures up visions of a lovely school setting on the edge of a field or woods somewhere. Thats the idea, and typically this type of educational institution is truly a day school, meaning students dont reside on campus, like at a boarding school.   Special Needs Schools Special needs schools cover a wide range of learning disabilities including ADD/ADHD, dyslexia and other learning syndromes. They have the specially trained and certificated staff necessary to teach children with learning disabilities. These schools can also be therapeutic in nature and can benefit students who have behavioral and discipline issues. Military Schools There are over 35 private military schools in the United States. If your son or daughter dreams of a military career, then you ought to consider these fine schools seriously. Often, military schools carry a stereotype of being schools for students who need stronger discipline, but many of these schools are highly selective in nature, with rigorous academics, high expectations for student performance, and a focus on developing strong leaders. While many military schools are all boys by design, there are some that accept female students. Montessori Schools Montessori schools follow the teachings and philosophy of Dr. Maria Montessori. They are schools that only serve elementary and middle school students, with the highest grade served being eighth. Some Montessori Schools work with children as young as infants, while the vast majority - 80% to be exact - start with students ages 3-6. The approach to Montessori learning is very student-centric, with students leading the way in learning, and teachers serving more as mentors and guides throughout the process. Its a highly progressive approach, with a lot of hands-on learning. Waldorf Schools Rudolf Steiner invented Waldorf schools. Their style of teaching and the curriculum are unique. Founded in Germany in 1919, the Waldorf schools were originally founded for workers at the Waldorf Astoria Cigarette Company, at the request of the director. Waldorf schools are considered highly teacher directed. A unique aspect of Waldorf Schools is that traditional academic subjects are introduced later in life than other schools, with a strong focus on imaginative activities in the early years.   Religious and Cultural Schools Many parents want their children to be educated in a school where their religious beliefs are a focal point rather than just an add-on. There are plenty of schools to accommodate every religious requirement. These schools may be of any faith, but have the values of the religion at the core of their educational philosophies. While students dont necessarily have to be of the same religion as the school (this may vary from institution to institution) many schools do require a specific course of study related to the faith and culture. Article edited by  Stacy Jagodowski

Exhibits Of Liam Gillick Research Paper Example | Topics and Well Written Essays - 750 words

Exhibits Of Liam Gillick - Research Paper Example It is the light color wood work in a marvelous way to utilize the maximum space of the hall while maintaining the hall as the best discussion place. Following are the 5 snapshots of the â€Å"installation in the German Pavilion† in diversified angle to visualize the beauty of placement of meeting discussion table and shelves: Colorful discussion bench platforms with a group of reflecting colors on top was a master piece of Gillick, displayed in 2010. Discussion Bench Platform exhibition took 40 days to put forward the marvelous art. Comprising of series of a structure with a well composed top theme with a flat bench, visual and aesthetic sense of the artist is depicted in the light of applied modernism along with the functional beauty of the platform. Benches have aluminum varnishing in powder form which is indeed a pragmatic addition in open minded discussion platform. Following are the five views of the discussion bench platform in diversified angle to visualize the beauty o f placement and color combinations: Liam Gillick is one of his own kinds in its diversifying art structure ranging from graphic design, music, film, sculpture, curatorial project, critical themes to deep writing. A wide variety of evasions, tangents, distractions, and diversions are there in his art work that adds to the beauty of his projects. Instead of focusing on the relational aesthetic and principles of abstraction, Gillick put emphasis on the productive social interaction and the discussed themes portray the same cause in a practical way.

Read an article Essay Example | Topics and Well Written Essays - 1250 words - 1

Read an article - Essay Example However, a contradiction in this theory came in the form of Hayek, who believes that it is not a problem of lack of private property, rather; the lack of knowledge that presents a challenge to socialism (Hoppe 143). This paper will examine the author of Socialism: A Property or Knowledge Problem and his line of thought. This is while focusing on what ideas he might offer the audience in terms of the concepts of socialism, and how it might affect them. Hans-Hermann Hoppe chose to discredit Hayek with his theory, saying that it was completely false and ridiculous. In an effort to discredit Hayek and his school of thought, he brings forth arguments to support Mises’s thesis. Mises’s thesis advocates for the presence of private property in land and production factors for there to be proper channels of economic calculation. There being a medium of exchange in the form of money, it would then be possible to calculate and make comparison of the economic situation. Hoppe makes the assumption that Hayek does not have the right arguments to support his thesis about socialism. Hayek purports that socialism and its ultimate flaw is that knowledge about certain circumstances of place and time exist in widely dispersed form, as the personal possession of various individuals (Hoppe 144). Hoppe may have an inclination toward Mises’s school of thought. ... The author, Hoppe, criticizes Hayek by asking a question that would be on the minds of the audience about why clubs, firms, and families exist if his line of thought were to be true. It is Hayek’s belief that a decentralized use of knowledge may lead to the solving of socialism’s ills. In this decentralized use of knowledge, individuals are left to their own devices and can make their decisions (Hoppe 144). To some extent, the above may be true. However, the author tries to explain that when individuals are left to their own decision making abilities, it would be next to impossible to ignore the central plan, as they would not be constrained by the normal things in society. He further claims that if the deciding factor or the solution to socialism’s problems was a decentralized form of thinking, it would be a daunting task to explain why the problems faced by socialism are different from those faced by any other social order. According to Mises and his followers, this line of thought is beside the point. Hoppe points out that it is not the existence of centralized knowledge, or the lack of the use of decentralized knowledge that brings problems to socialism, rather; the absence of property. This ultimately leads to the lack or absence of prices (Hoppe 145). The author claims that Hayek came to realize what Mises had said, but tried to integrate it into his own thesis. This, according to Hoppe, was an elaborate attempt to create a higher and much better theory or line of thinking with regards to the socialism theory, which failed miserably. It is clear from the above that agreeing that socialism’s central or key problem lies in the lack of knowledge. According to the author, private property is the only channel through which information can be transferred.

Performance of the Leader as Affected by Followers Essay

Performance of the Leader as Affected by Followers - Essay Example However, as observed, leadership does not necessarily imply laudable, good conduct as it is entirely possible to induce destructive behavior through crooked ways (Hock, 2001). In Hock's description, the true leaders are those who typify the general sense of the community, "enabling its conscious, shared values and beliefs to emerge and be transmitted from generation to generation" (Hock, 2001). From here comes the belief that a community is eventually directed by the conscious, shared values and beliefs of the individuals of which it is composed (Hock, 2001). This may be exemplified by two leaders that had different types of followers: the non-violent Dr. Martin Luther King and the cruel Adolf Hitler (Warren, 2001). A much better way to understand leader performance as affected by the follower is Hollander's (1997) explanation about the dynamics of leadership. He said that the follower role is expected as one of low power and passive but this is misleading, he believed, because followership is an active accompaniment to leadership. Leaders may be more active, especially in directing, but followers can affect a leader as an "attentive strategic audience," he said. There exists in fact a two-way support and influence that are essential to the leader-follower bond (Hollander, 2007). Such are understood as credit that followers can accord or withhold from their leaders, reflecting their loyalty and trust (Hollander, 1997). This ties up with what Barbara Kellerman (2004) warned as bad followership existing in our systems. In a very real sense, followers lead by choosing where to be led (Hock, 2001), affirming the belief that followers have a way of affecting leader performance. This line of reasoning is maintained throughout this paper. From definitions of leadership and how it occurs, to leadership characteristics, the discussion leads to the leader-follower relationship, also called Inclusive Leadership (CCL, 2007) and particularly describes the "Idiosyncrasy Credit" (IC) Model of Holland (1968) as a cogent explanation of the dynamics of this relationship. The discussion further delves into followership and goes finally to the topic of leadership performance. This is made distinct from optimum organizational performance where ideally the former is made subject to the latter. The paper includes specific examples of bad leaders and follower influence on the topic of idiosyncratic credits (IC) model propounded by Hollander (1964). It finally concludes with the recommendation that followership as a subject of research should be given importance. Leader-follower relationship How relationship develops. Leadership is a field of interaction or a relationship between leaders and followers (Warren, 2001). Such leader-follower relationship ideally evokes the essence of a clear, meaningful purpose and compelling ethical principles (Hock, 2001), where the relationship develops with the leader and the follower connecting to create one, undivided whole. This means there is no leader who can exist without gaining the support of others (Warren, 2001). Conflicts may come at times between leader and follower, partly on account of leaders and followers processing information from their own subjective, internal frame of reference (Warren, 2001). However, an alignment may come between the two when followers identify with a leader because the leader fits the followers' image of

An Inspector Calls Play Essay Example for Free

An Inspector Calls Play Essay ‘An Inspector Calls’ has been called ‘a play of contrasts’. Write about how Priestley presents some of the contrasts in the play. In the play there are wide differences in not only the treatment of Sheila Birling and Eva Smith but also large contrasts in the girls themselves- with Eva being a poor uncared for girl and Sheila being a privileged upper-middle class girl. This not only separates them as they would be unable to fully empathise with each other as they experience widely contrasting lives. This is shown as Mr Birling says â€Å"but I see no point in mentioning the subject – especially -(indicating Sheila.)† The quote paired with the stage direction highlights Mr Birling’s attempts to prevent Sheila from being exposed to the situation. This is done as they feel that Sheila should be protected from merely hearing the awful situations that some girls have to endure. This concern is in contrast with how they view Eva Smith as both parents have minimal concern for the fact that they are partly responsible for Eva having to live on the streets. ‘Theres nothing I can tell him. I told the girl to clear out, and she went.’ The use of ‘nothing’ indicates how Mr Birling views the situation of Eva, as if it was ‘nothing’ that he was at fault for Eva being on the streets and out of a job- a contrast to the sheltered life he creates for Sheila. At both ends of the play there is contrast in the language used by Inspector and Birling in their speeches. The early speech by Mr Birling is one with a much happier and self-supporting view of society compared to the later one by the Inspector which holds a tone of finality and encompasses the idea of being responsible for everyone around you. Both speeches talk of the responsibility we have however; where the Inspector talks of responsibility for all- ‘We dont live alone.’ Mr Birling means to say that we are responsible for ourselves and no more- ‘. We employers at last are coming together to see that our interests’ These speeches indicate the attitudes held by the speaker clearly, with Mr Birling showing concern for ‘we employers’ highlights the socialist view held by Mr Birling as he views they employers as one while entity that need to protect and look after each other with minimal concern for the rest of society.

Fantasy Or Reality :: essays research papers

Fantasy or Reality?   Ã‚  Ã‚  Ã‚  Ã‚  Society has branded fantacy gaming as evil and possably satanic. There is no link what so ever in between the two things. Role playing games are not evil. There are a few things that make it dangerous in the hands of stupid people.   Ã‚  Ã‚  Ã‚  Ã‚  This fall at the Iowa State Fair Grounds there was a rennisaunce fair held. People from all over the state came and dressed up in costumes of olden days. People brought their children and looked around. There wer perfume shops and weapons shops along with food and drink shops. People haggled with shop keepers and through the day there wer plays and other things all the wile people pretending to be back then. People spoke in a brouge accent and carried swords around in the street. the fair was a friendly place and no one was hurt. These are the kinds of pretending that make role playing fun.   Ã‚  Ã‚  Ã‚  Ã‚  A role playing game is where you pretend to be someone your not. If compared to annything it would be compared to an impromptue play. However role playing is not typically acted out. Role playing games that you buy in stores such as Star Wars, Vampire and Dungeons and Dragons are all games that people play from pieces of paper. Someone assumes the role of one of the charictors on the paper and trys to talk and declare what it is his charictor would be doing in certain situations. In most of these game people are the heroes of the world they play in saving people for hidious monsters and slaying dragons and vanquishing evil. Some people prefer to play evil charictors. This is alright and there choice and most of the time other players kill them. (not in real life).   Ã‚  Ã‚  Ã‚  Ã‚  There have been times in the past when people have gotten drunk and killed others imitatiing the game that they play, but this does not make the game evil. Annything in this world is potentialy harmful. If people do not exercise good judgemant and controll then they are at fault.   Ã‚  Ã‚  Ã‚  Ã‚  Some good things that have been done with role playing games in the past and cintinue to happen to this day. Psycologists use role playing games on depressed people

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. | | |