Twentieth Century History of South Africa Essay -- African History

The twentieth century history of South Africa contains many struggles and obstacles as its people worked towards creating a more unified country. Modern human beings have inhabited South Africa for more than 100,000 years and a great deal of colonization has occurred within the last 300 years. During the late 18th century, 90 Dutchmen landed on the Cape of Good Hope as part of the Dutch East India Company, representing the first permanent settlers of South Africa. In 1652, they were instructed to build a fort and to start growing crops to aid the ships travelling along the Eastern trade route. Five short years later, approximately 250 white men occupied the area, bringing with them slaves to aid in growing more crops. Their farmland began to expand, and the native South Africans concern of expanding Dutch colonization was becoming a reality. Immigration was encouraged in the 19th century, and the independent farmers called â€Å"trekboers† started to expand their farmlan d to the north and east. Slaves brought into South Africa by the white colonists created a mixed race group known as â€Å"colored†, creating a mixture of race and culture seen today in South Africa. Native South Africans were losing ground to this expanding Dutch colony and their slaves (Southafrica.info, 2012, pg. 1). According to the U.S. State Department (2012), African farmers known as the Boers began to migrate into South Africa in 1836. These colonists fled to Africa partly to escape British rule and due to the recent abolition of slavery in Britain. This created strife and conflict with the native South Africans, the most formidable being the Zulus. The leader of the Zulus, Shaka, reigned over the area from 1787 to 1828. Under him, the Zulus were able... ...racial election. The citizens of Africa are counting on South Africa's post-apartheid governments to continue the trend of reformation and reconciliation. References A Short History of South Africa - SouthAfrica.info. (n.d.). South Africa's official gateway - investment, travel, country information - SouthAfrica.info. Retrieved April 19, 2012, from http://www.southafrica.info/about/history/history.htm History of South Africa. (n.d.). HistoryWorld - History and Timelines. Retrieved April 19, 2012, from http://www.historyworld.net/wrldhis/PlainTextHistories.asp?groupid=588&HistoryID=aa62>rack=pthc Jost, K. (1994). Can South Africa make the transition to a non-racial democracy?. South Africa's future (pp. 1-25). Washington, D.C.: CQ Press. South Africa. U.S. Department of State. Retrieved April 19, 2012, from http://www.state.gov/r/pa/ei/bgn/2898.htm#political

Dophus Raymond Essay

In the book, To Kill a Mockingbird by Harper Lee, the people of Maycomb are prejudice. According to them, the only way a white man would be able to like a black man more than a white man is if he was an alcoholic or had some type of dysfunction. This applies to the majority of the people in Maycomb. Dolphus Raymond, however, is not part of this stereotype. He doesn’t have a dysfunction and only pretends to be an alcoholic. Mr. Raymond is both caring and sly. When Dolphus Raymond sees Dill come out of the courthouse crying, he tries to comfort him and help him feel better. This shows that Dolphus Raymond is caring. Dolphus Raymond then calls Dill to come to him and says, â€Å"Here, offering Dill his paper sack with straws in it. Take a good sip, it’ll quieten you. †(Lee, 200) This shows he is caring because he gives Dill some of his Coca-Cola to help him. Mr. Raymond reaches out to Dill when he is crying to help him feel better. Then, after Scout asks why he pretends to be an alcoholic he says,† Wh-oh yes, you mean why do I pretend? †¦. Some folks don’t-like the way I live. Now I could just say to hell with ‘em, I don’t care if they don’t like it. I do say I don’t care if they don’t like it, right enough-but I don’t say the hell with ‘em see? †(Lee, 200) This shows that even though people don’t like the way he lives, he still pretends to be an alcoholic for people to latch on a reason why he lives the way he does. Also, even though it’s fake, he gives them a reason to understand why he lives a certain way.. Dolphus Raymond is sly as well. When Scout finds out whiskey isn’t in the sack she says,† You mean all you drink in that sack’s Coca-Cola? Just plain Coca-Cola? † â€Å"Yes ma’am, Mr. Raymond nodded. (Lee, 200) He pretends to drink whiskey to help people latch on a reason why he likes blacks more than whites. Dolphus Raymond pretends to drink whiskey, but everyone else is the town thinks it is whiskey. People don’t understand his ways, so they just blame it on his drinking because they don’t understand how he could like a black man more than a white one. He walks around pretending he is drunk. † When I came into town, which is seldom, if I weave a little and drink out of this sack, folks can says Dolphus Raymond’s in the clutch of whiskey-that’s why he wont change his ways. (Lee, 200) People think he has poor judgment because he pretends to be drunk, so they believe he won’t be able to change his ways. He is also acting like an alcoholic and like a drunk, so people can have a reason to understand why he lives his life the way he does. Dolphus Raymond isn’t an alcoholic or a drunk. He shows how caring and sly he is when he talks to the kids outside the courthouse. The people of Maycomb just can’t understand his reasoning concerning blacks and whites. They expect him to live prejudice like them. He has to pretend to be disorderly, so people can have a reason for his actions and preferences.

A Detailed Lesson Plan-Developmental Reading Essay

I. Objectives At the end of the lesson, the students are expected to: a. Define reading b. Enumerate the types of reading c. Specify the purposes of reading d. Demonstrate the proper postures in oral reading II. Subject Matter Developmental Reading I References: 1. Developmental Reading I, Dr. Edisteo B. Bernardez Page 4-5 2. Developmental Reading, Dr. Angelita Romero Dr. Rene Romero III. Materials: Powerpoint presentation, video clips and pictures IV. Procedure: 1. The teacher will assign a student to read a selection. 2. Discussion of the subject A. Definition of reading B. Enumeration of the types of reading C. Specify the purposes of reading D. Demonstration of the proper postures in oral reading V. Application After the discussion, the teacher will give students oral reading activity. VI. Evaluation The teacher will ask his/her students to read a selection and check the students’ if they observed the proper oral reading postures. Rubric Criteria Proper standing position Connection with audience 4- Outstanding 3- Very Satisfactory 2- Fair 1- Needs improvement VII. Assignment VIII. Reference: Landy, Joseph V. Insight A Study of a Short Story. Metro Manila: National Bookstore, Inc. 1983 Purpura, Jeanne F. Runaways for English, Quezon City: JFC Publishing House, Inc. 2006 www. google.com.ph Mario Salamat II Importance of Lesson Plan By adasyuhada | March 2011 Lesson plan prepares a lot of importance and benefit to the teachers and learners. Hence, here there are following importance that included in lesson plan. First, lesson plan shows the importance in teacher parts. Mostly, teachers use the lesson plan as their guide to teach the same subject or topic for a presentation. As a result, it keeps them on track to accomplish the objectives. For instance, teachers must do arrangement the contents in logically order to make lesson go in sequence. In addition, to be lesson plan is well organized, usually the teachers will do early preparation the lesson plan to make it smooth running of the lesson. As example, teachers should prepared all equipments is needed in their teaching. Examples of  equipment are computer, projector, handouts or white board and marker pen. Without all these things absolutely the teaching is not takes placed. Besides that, lesson plan produced an effective teaching. It shows the effectiveness in teaching when it provides benefit to both sides such as teacher and learner. For example, the learners will more easily understand the teaching. From that, it promotes high level of confidence between teachers and learners. Furthermore, lesson plan is possible introduction of education technology. As we can see nowadays, most the teaching session will used the materials based on technology products. This can proved that educational level is developing towards the world. In addition, lesson plan also provides the room to teacher for evaluation and assessment for their teaching. LESSON PLANNING BY HARRY DOODS AND LORNA SMITH This deals with the absolute bare bones of planning. For a fuller picture, please also look at the related articles, ‘Bloom’s Taxonomy’, ‘Starters and Plenaries’, ‘What makes an effective lesson?’, and ‘Assessment’ – but read this first. Writing your first lessons plans will take you a long time. Don’t despair – this will become quicker and easier as you begin to internalise all the information and skills that lie beneath a good plan. Why is a lesson plan important? Because it: †¢provides you with a structured ‘route’ through your lesson so that you can be sure of meeting your lesson objective(s). †¢gives you a secure base from which you can project to your class the impression that you are organised and that you know what you are doing. (That is one of the important elements of effective behaviour management.) †¢provides you, your mentor, your tutors and colleagues with insights into the way you are approaching your teaching, and shows that you are helping your pupils make progress. †¢offers (over a number of lessons) evidence that you are addressing the requirements of almost every Standard other than Q17. What is a lesson plan? It’s a simple statement of: †¢what your pupils are going to learn †¢how you intend them to learn it †¢how you will know that the learning has taken place. How do I write a lesson plan? Stage 1 The starting point for any lesson plan must be, ‘What do I want pupils to learn?’ If you begin by answering that question, and call your answer a ‘Learning Objective’, then your planning will stay focused. If you look at the ‘Bloom’s Taxonomy’ resource, you will find some active verbs that might help you identify the Learning Objective and build sequences of learning. Unless it is a ‘one off’ lesson, the Learning Objective will usually come from a Medium Term Plan, or Scheme/Unit of Work – either one that you have prepared yourself, or one prepared by your school. Stage 2 Your course documents will include a standard proforma for writing lesson plans. Your school will have its own version, not necessarily the same. (Your university will provide guidance on which proformas to use and when.) A lesson plan will usually contain these elements: 1.A context. Indicate where the lesson fits into the Medium Term Plan / Scheme of Work or Programme of Study. Use references to the National Curriculum – e.g. EN3 1b – and / or Assessment Objectives drawn from exam specifications. 2.A statement both of success criteria and of the means by which you will assess the success of the lesson – what learning has taken place, and how effectively. Make these explicit to the class, probably early in the lesson. 3.An outline of your proposed activities, with an approximation of timings. Anticipate likely difficulties here, and record not just what you will do, but how you will do it. For example, if you want pupils to move to the front of the classroom, think how you will manage the movement so you don’t provoke a single mad rush of thirty bodies. ‘Pupils move to the front in threes and fours and sit where directed’ would do. It is crucial to remember that the proposed activities should always lead the pupils in the direction of the Learning Objective: you must be clear about  WHY each activity is a necessary element of the lesson (and your university may ask you to justify the learning outcome of each activity on your plan). In other words, however engaging or fun your idea is, if it doesn’t contribute toward the end goal, don’t do it! (File away your idea for another time†¦) At this point in your planning, be specific about: †¢how you will begin and end the lesson †¢how you will group pupils †¢how you will manage transitions between activities and separate phases of the lesson. 4.Statements of individual pupils’ specific learning needs, determined with reference to IEPs, EAL, SEN, G & T, learning and / or behaviour targets, or other requirements, and of how you propose to meet those needs. These are the first steps towards providing effective differentiation. 5.Acknowledgement of the role a TA or LSA might play in the lesson. 6.An account of the resources you will use – everything from texts and worksheets to glue and scissors. Again, make your strategies for managing these resources quite clear. The same goes for your use of audio-visual or other equipment. 7.Use of ICT, with a clear statement of the ways in which it enhances learning. 8.Notes on Health and Safety considerations. In the typical English classroom this is usually about stray cables and stowing bags under tables, but, again, anticipate. If, for the first two or three lessons you feel saf er by writing yourself a script, that’s fine, but as you become more confident you should be able to move towards a more economical model. The exception to this advice is when you are structuring a sequence of questions. There’s nothing wrong with scripting them, just to be sure that you don’t miss out something important – and try to be prepared to be flexible. Stage 3 – Assessment How will you know that any learning has taken place? You can’t just assume it, so you must at some point, or points, during the lesson build in opportunities to check pupils’ understanding, whether that be orally or by more formal means. Again, be specific about how you will do this. Planning in Practice – getting the structure right Inspired by the National Strategy, most ‘model’ lesson plans contain four parts: Part 1. A short starter activity, involving the whole class in some way. This is as much as anything to engage pupils in the lesson and to wake them up, but should also assess or refresh prior knowledge, to bridge learning from previous lessons into the current one. Five to ten minutes is usually quite long enough. Part 2. An introduction to the main points that you want pupils to learn, perhaps through contextualisation, questioning, or plain exposition. Part 3. Development and consolidation. In this phase, encourage pupils to make the new learning their own, perhaps by applying it or re-stating it. Pupils might work in groups, pairs, individually, or in a mixture of all three, depending on how you have decided is best to meet the Learning Objectives. Part 4. Plenary. In this phase, you make the learning explicit, perhaps by structured questioning, feedback from pupils as presentations or as brief accounts. Pupils should be able to articulate in some way what they have learnt in the lesson, and you will be able to assess what learning has taken place, and how effectively. When you observe teachers in schools, consider how far each of them follows this four-part plan, and the reasons for any deviations from it. For example, you may see teachers conduct ‘mini-plenaries’ midway through the lesson. Talk with teachers about how they structure their lessons and their reasons for doing so.

Bon Jovi essays

Bon Jovi essays Bon Jovi is a popular pop/rock band. The band members are Jon Bon Jovi, Richard Sambora, David Bryan, and Tico Torres. The rock group, Bon Jovi, was formed in 1983.Over the years the rock group has won many awards. In 1987 they were awarded the American Music Award for the Best Pop/Rock Band, Duo or Group. Then in 1990 they won the Golden Globe Award for Best Song for their song, Blaze of Glory, from Young Guns II soundtrack. Many thought that Bon Jovi had passed its peak when the rock world was changed by the rise of alternative music, but the band overcame that musical climate problem and even became more popular. Some critics dismiss the band as lite metal and, more recently as a hair band; however, Bon Jovi has found true love with the ones who really count: radio, video, and the fans. The main reason the band has stayed popular over the years is due to their sincerity of feeling that comes through in their heartfelt lyrics and emotion-packed sound. The members of Bon Jovi Jon Bon Jovi is the lead singer for the band. Jon was born on March 2, 1962 in Perth Amboy, New Jersey. Jon Bon Jovis birth name was John Bongiovi. A record executive, Derek Shulman, with the record company Polygram changed John Bongiovis name to Jon Bon Jovi. Jons father is John Bongiovi, a hairdresser, and his mother is Carol Bongiovi. Jon has two brothers, Anthony and Matthew. He grew up in Sayreville, New Jersey. He was in the band, Raze, in the eighth grade. Then he attended Sayreville War Memorial High School. During his early teens he was hanging out at local clubs convincing people that one day he would be a rock star. Jon was influenced by rock stars like...

An Overview of Lingua Franca and Pidgins

An Overview of Lingua Franca and Pidgins Throughout the course of geographic history, exploration and trade have caused various populations of people to come into contact with each other. Because these people were of different cultures and thus spoke different languages, communication was often difficult. Over the decades though, languages changed to reflect such interactions and groups sometimes developed lingua francas and pidgins. A lingua franca is a language used by different populations to communicate when they do not share a common language. Generally, a lingua franca is a third language that is distinct from the native language of both parties involved in the communication. Sometimes as the language becomes more widespread, the native populations of an area will speak the lingua franca to each other as well. A pidgin is a simplified version of one language that combines the vocabulary of a number of different languages. Pidgins are often just used between members of different cultures to communicate for things like trade. A pidgin is distinct from a lingua franca in that members of the same populations rarely use it to talk to one another. It is also important to note that because pidgins develop out of sporadic contact between people and is a simplification of different languages, pidgins generally have no native speakers. The Lingua Franca Arabic was another early lingua franca to develop because of the sheer size of the Islamic Empire dating back to the 7th Century. Arabic is the native language of the peoples from the Arabian Peninsula but its use spread with the empire as it expanded into China, India, parts of Central Asia, the Middle East, Northern Africa, and parts of Southern Europe. The empire’s vast size exhibits the need for a common language. Arabic also served as the lingua franca of science and diplomacy in the 1200s because, at that time, more books were written in Arabic than any other language. The use of Arabic as a lingua franca and others such as the romance languages and Chinese then continued worldwide throughout history as they made it easier for diverse groups of people in different countries to communicate. For example, until the 18th Century, Latin was the main lingua franca of European scholars as it allowed easy communication by people whose native languages included Italian and French. During the Age of Exploration, lingua francas also played an enormous role in allowing European explorers to conduct trade and other important communications in the various countries in which they went. Portuguese was the lingua franca of diplomatic and trade relations in areas like coastal Africa, portions of India, and even Japan. Other lingua francas developed during this time as well since international trade and communication was becoming an important component to nearly every area of the globe. Malay, for instance, was the lingua franca of Southeast Asia and was used by Arab and Chinese traders there prior to the arrival of the Europeans. Once they arrived, people like the Dutch and British used Malay to communicate with the native peoples. Modern Lingua Francas United Nations The Pidgin In order to create a pidgin, there needs to be regular contact between the people speaking different languages, there needs to be a reason for communication (such as trade), and there should be a lack of another easily accessible language between the two parties. In addition, pidgins have a distinct set of characteristics that make them differ from the first and second languages spoken by the pidgin developers. For example, the words used in a pidgin language lack inflections on verbs and nouns and have no true articles or words like conjunctions. In addition, very few pidgins use complex sentences. Because of this, some people characterize pidgins as broken or chaotic languages. Regardless of its seemingly chaotic nature though, several pidgins have survived for generations. These include the Nigerian Pidgin, the Cameroon Pidgin, Bislama from Vanuatu, and Tok Pisin, a pidgin from Papua, New Guinea. All of these pidgins are based mainly on English words. From time to time, long-surviving pidgins also become more widely used for communication and expand into the general population. When this happens and the pidgin is used enough to become the primary language of an area, it is no longer considered a pidgin but is instead called a creole language. An example of a creole includes Swahili, which grew out of Arabic and Bantu languages in eastern Africa. The language Bazaar Malay, spoken in Malaysia is another example. Lingua francas, pidgins, or creoles are significant to geography because each represents a long history of communication between various groups of people and is an important gauge of what was taking place at the time the language developed. Today, lingua francas especially but also pidgins represent an attempt to create universally understood languages in a world with growing global interactions.

A Price Discrimination and a Single-Pricing Strategy Essay

A Price Discrimination and a Single-Pricing Strategy - Essay Example Instead of charging a uniform price to everyone, the cable TV company can think in terms of charging the customers with respect to the number of paid channels they would like to watch. For some customers may not like sports channels and some others may not like movie channels. The cable TV company can think in terms of allowing the customers to select the channels they would like to watch and based on that the company can decide the prices of the service. Thus customers will get much more flexibility in selecting channels and controlling their budget for watching television channels. At the same time, it should be noted that the cable TV company may not lose any revenue since more customers will come forward to purchases such services because of the increased flexibility in selecting channels. In a perfectly competitive market, sellers may not get the freedom to fix the price. If they set a price above the market price, nobody will buy their product in a competitive market. In short, they will get only a normal profit in the long run. Some firms may fix higher prices for their products if the competition is less. Such firms will get abnormal profits in the short run. The abnormal profit earned by a single firm in a market will encourage other forms to enter the market and therefore supply will increase and the price would come down. Long run average cost curves represent the economies of scale and diseconomies of scale as far as a firm is concerned. Economies of scale mean the ability of a firm to reduce the unit price of a product with the help of bulk production.

PROJECT mANAGEMENT( CASE STUDY) Essay Example | Topics and Well Written Essays - 1500 words

PROJECT mANAGEMENT( CASE STUDY) - Essay Example Number in the top of the set is the time this activity individual requires or the total time allocated to complete this activity. Compartment with 0 carries the point in time particular activity can be started. Therefore Activity A can be started at 0 point in time means that as soon as the project started and it is the Earliest Start Time (Anantatmula, 2010). Whereas Compartment with 7 refers total time consumed after completing this particular activity which means it shows the Earliest Finish Time (Brotherton, Fried, and Norman, 2008). Bottom right compartment is the time of latest finish activity. For instance, activity can be finished at the latest by 10 weeks and any further delay than 10 weeks would impact total duration of the project. Number below the complete box refers the amount of time (weeks in under study case) this particular activity can be delayed without affecting the total project time; called float (Brotherton, Fried, and Norman, 2008). For instance, activity A ca n be delayed to maximum of 3 weeks without affecting the total project time. This delay would also allow this activity to be included in the critical path and as the gap available for delay would entirely be consumed by the initially activity. So an activity can be represented as follows: Duration of the project Earliest Start Time A Earliest Finish Time Latest Start Time Latest finish Time float Path identified with red arrow is the critical path. Critical path refers to path or the flow of activities that are critically dependent on each other and delay in these activities would immediately result in delay of the project. Critical path of this project includes following activities: B-E-H-J-K-L. It is identified with activities that have zero (0) float; referring to no time cushion to delay this particular activity. It is the longest path and any delay in these activities will delay the entire project. The float of the activity D and F are 3 weeks and 1 week respectively. This mean s that activity D and activity F can be delayed by 3 weeks and 1 week respectively and this delay would have no impact on the duration of the project and project will be still completed on time. However, any delays in these activities with more than the stated time would impact completion of project on time (Alojairi, and Safayeni, 2009). Activity F has a float of 1 week and delay in this would affect the overall time required to complete the project. Manager in order to reduce time for delay in the critical path can take the benefit of float of F and G and shall take up both activities parallel. Hence, this way, two weeks benefit will be in hand to project manager. Within these two weeks manager can allocate additional resources for such as multiple panel for hiring and training staff in order to complete the project within due time or minimizing the delay. ANSWER # 1 (b) Each component of the project plays its part in order to complete the project within the duration. However, amo ng large number of factors few are regarded as critical and discrepancy on these factors such as delays can resultantly cause the delay of the entire project along with cost also being affected. Being critical these factors require considerable attention to ensure minimization of the discrepancy chances (Bredillet, 2005). For the given project of developing petrol station with convenience stores being market already explored by Tesco Metro and Sainsbury’s Local but with distinction to exploit the high income class