2,484 research outputs found
Kuchunguza Ubiblia Katika Tamthiliya za Emmanuel Mbogo
No full textLengo kuu la utafiti huu lilikuwa kuchunguza ubiblia katika tamthiliya za Emmanuel Mbogo kupitia tamthiliya zake za Nyerere na Safari ya Kanaani (2015) na Sadaka ya John Okello (2015). Ili kufikia lengo kuu tulikuwa na malengo mahsusi mawili; kubainisha utokezaji wa Ubiblia katika tamthiliya za Emmanuel Mbogo na kueleza sababu za utokezaji wa Biblia/mwangwi wa Biblia katika kazi hizo teule za Emmanuel Mbogo. Sampuli ya utafiti huu iliteuliwa kwa kutumia mbinu ya usampulishaji lengwa. Tamthiliya teule za Sadaka ya John Okello na Nyerere na Safari ya Kanaani, ziliteulewa kwa maksudi kabisa kwa kuwa ndizo ambazo zimeweza kumpatia mtafiti data alizozihitaji. Data zilikusanywa kwa kutumia mbinu ya usomaji makini. Uchambuzi wa data katika utafiti huu ulifanywa kwa kutumia mkabala wa kimaelezo. Aidha ukusanyaji, uchambuzi na kujadili data kuliongozwa na nadharia ya mwingilianomatini. Matokeo ya utafiti huu yameonesha kuwa kuna Ubiblia mwingi katika tamthiliya za Emmanuel Mbogo alizoziandika miaka ya karibuni. Vipengele vya kifani ndivyo vimetumika katika kubainisha ubiblia huo. Vipengele hivyo ni jina la kitabu, hadithi za kibiblia, wahusika wa kibiblia, nukuu za kibiblia na mtindo wa ushairi. Tamthiliya hizi mbili tulizozitafiti za Emmanuel Mbogo; Sadaka ya John Okello na Nyerere na Safari ya Kanaani zimeakisi mwangwi mkubwa wa Biblia. Kwa mfano kisakale cha wana wa Israel kukaa utumwani Misri na kisha kuanza safari kurejea kwao Kanaani katika Biblia kinapatikana kitabu cha “Kutoka”. Kisakale hiki kimeakisiwa kwa wingi katika tamthiliya ya Nyerere na Safari ya Kanaani, Kanaani ni nchi iliyojaa maziwa na asali kwa mujibu wa kisakale hicho
Kuchambua Mbinu za Kiaristotle na Zisizo za Kiaristotle katika Tamthiliya ya Sadaka ya John Okello
No full textUandishi wa tamthiliya kwa mwega wa Kiaristotle umekuwa na athari kubwa sana kwa waandishi wa Kiafrika. Katika fasihi ya Kiswahili, baadhi ya waandishi wa mwanzo walioathiriwa na mkabala huo ni Ebrahim Hussein na Penina Mlama (Wafula na wenzake, 2020). Makala haya yanachambua mbinu za Kiaristotle na zisizo za Kiaristotle katika tamthiliya ya Sadaka ya John Okello (Mbogo, 2015). Mbinu ya usomaji makini ndiyo imetumiwa kukusanya data. Data zimewasilishwa kwa Mkabala wa Kimaelezo. Ukusanyaji, uchambuzi na mjadala katika makala haya umeongozwa na Nadharia ya Kiaristotle. Kimsingi, Emmanuel Mbogo, mtunzi teule ametumia mbinu za Kiaristotle na zisizo za Kiaristotle katika tamthiliya ya Sadaka ya John Okello (2015). Mbinu za Kiaristotle zimejidhihirisha kupitia vipengele vya msuko, wahusika, lugha za kishairi, uteuzi wa misamiati, na dhamira. Mbinu zisizo za Kiaristotle zimejidhihirisha kupitia mbinu za monolojia, kuchanganya nathari na ushairi, pamoja na dayalojia. Makala haya yanaeleza kuwa tamthiliya ya Sadaka ya John Okello ni drama tanzia. Drama hii imebeba sifa nyingi za Kiaristotle na sifa chache zisizo za Kiaristotle. Mhusika mkuu John Okello amepitia mambo mazito na magumu ambayo mtu yeyote akikutana na kazi hii lazima ahisi huzuni moyoni mwake na amwonee mhusika huyu huruma kwa mateso na malipo mabaya aliyoyapata. Kutokana na mikondo mbalimbali ambayo drama tanzia inapitia si lazima tena shujaa au mhusika mkuu atoke familia ya tabaka la juu au tabaka tawala. Mhusika mkuu sasa anaweza kutoka tabaka lolote katika jamii yoyote
Emmanuel Kutik
No full textabstract: Emmanuel Kutik was almost eight years old when he left his home. He walked for three months and traveled with fifty people.
“Lost Boys Found” is an ongoing, interdisciplinary project that is collecting, recording and archiving the oral histories of the Lost Boys/Girls of Sudan. The collection is a work-in-progress, seeking to record the oral history of as many Lost Boys/Girls as are willing, and will be used in a future book.Age: 23Region: BentiuThis picture and bio was donated to the Lost Boys Found project from The Arizona Lost Boys Cente
Honorable Emmanuel Okocha Oral History Interview
No full textThis is an oral history interview with the Honorable Emmanuel Okocha, author of Blood on the Niger, the only book about the Asaba Massacre, a mass killing of civilians which occurred in 1967 during the Nigerian Civil War. Okocha, a survivor of the massacre, was a small child at the time; his father was killed at Asaba, and two older brothers also died during the war. Okocha began researching the massacre after finishing his university studies, and has interviewed hundreds of survivors and relatives of those who were killed. He describes some of his research, the publication of his book, and his efforts to document the massacre
Emmanuel Cooper OBE 1938–2012 A Retrospective Exhibition
No full textDr Emmanuel Cooper OBE (HonDFA) 1938–2012 was a distinguished craftsman, writer, teacher and broadcaster. A potter of international standing, his work is represented in many public collections. The author of nearly thirty books, he was editor of Ceramic Review, visiting Professor at London’s Royal College of Art, and a regular broadcaster on television and radio. He was awarded an OBE in 2002 for services to art. Emmanuel’s contribution to the world of ceramics was hugely significant. This will be celebrated with a touring exhibition of his ceramics and a publication looking at his life in pots – produced by Ruthin Craft Centre in collaboration with the University of Derby
Immobile History: An Interview with Emmanuel Le Roy Ladurie
No full textThe author spoke with renowned French historian Emmanuel Le Roy Ladurie about Computers, Geography and History. Le Roy Ladurie was the "standard bearer" of the third generation of the French Annales school, a group of French intellectuals that combined different disciplines such as history, geography, anthropology, and more to delve into social history
Emmanuel B. Dongala
No full textA chapter on Congolese writer Emmanuel B. Dongala in the Dictionary of Literary Biography. (Vol. 360: Contemporary Arican Writers). --author-supplied descriptio
Can reforming global institutions help developing countries share more in the benefits from globalization?
No full textGlobalization could significantly expand trade, international investment, and technological advances, but the gains from global integration have been unevenly distributed across and within nations. Greater global interdependence has also brought greater macroeconomic volatility, resulting in several serious financial crises in the second half of the 1990s. The global matrix of Bretton Woods and United Nations institutions that developed starting in the 1940s, formed under a different balance of power, in a world of fixed exchange rates and limited capital mobility. Since the 1960s regional financial institutions have emerged because of the greater autonomy of different regions and the greater financial needs of development. The author reviews different proposals for reform of the international financial institutions and changes in the roles of the International Monetary Fund (IMF) and the World Bank. He highlights the implications for developing countries of (1) Policy conditionality. (2) The countercyclical role of multilaterals'lending. (3) Greater lending to middle-income than to low-income developing countries. (3) Access to liquidity at times of crisis. (4) Mechanisms for giving low-income countries a greater voice in IMF and World Bank decisionmaking. The author streses the overlapping responsibilities of the Bretton Woods and regional financial institutions and the need to reassess the allocation of responsibilities and to develop better coordination mechanisms between these institutions. Those designing institutional reform must consider the corporate capabilities of each type of institution. The corporate cultures of global and regional institutions differ. So does the kind of knowledge they generate and disseminate, and so do patterns of interactions with, and mechanisms for representation of, client countries.Finally, the author calls attention to the need to harmonize national and global growth-oriented policies in a way that reduces volatility and promotes social equity.Environmental Economics&Policies,Governance Indicators,Financial Intermediation,Economic Theory&Research,Banks&Banking Reform
A formação de professores em e para direitos humanos na perspectiva filosófica de Emmanuel Levinas
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2013.O presente trabalho tem como proposta refletir a formação de professores em e para direitos humanos na perspectiva filosófica de Emmanuel Levinas. Este autor propõe a ética como filosofia primeira, uma vez que a concebe como resposta à interpelação do Outro. Ela seria um caminho para resistir à ontologização e, consequentemente, à totalização. A ética levinasiana origina-se no reconhecimento da alteridade do Outro, sendo o rosto a manifestação da singularidade de cada pessoa, motivo pelo qual todo ser humano é possuidor de dignidade, um dos fundamentos dos direitos humanos. A relação ética Eu-Outro, bem como com terceiros (estrangeiro) é assimétrica, pois, desestabiliza e exige dos sujeitos dialogantes abertura, acolhimento e responsabilidade, emergindo daí a necessidade de pensar uma política na perspectiva da outridade. Portanto, uma proposta formativa pensada e articulada a partir do reconhecimento da alteridade faz irromper o inesperado, o imprevisível da vida que viria questionar concepções e práticas formativas que subordinam e colonizam o Outro, reduzindo-o ao Mesmo. Neste sentido, ainda que se reconheça a complexidade quanto à fundamentação filosófica dos direitos humanos, é intransferível a responsabilidade de pensar a formação de professores em uma perspectiva de uma pedagogia da alteridade, justificando-se assim a relevância da abordagem a qual nos propomos. Por isso, uma formação em e para direitos humanos na perspectiva filosófica de Levinas tem de ter seu fundamento na interpelação ética do Outro, cujos encaminhamentos curriculares e metodológicos se constituem em respostas aos seus apelos. Esta formação não possui encerramento em uma cerimônia de colação de grau, pois se caracteriza como inacabamento, incompletude e constante abertura à novidade que se manifesta no rosto do Outro, exigindo outros tempos, espaços, currículos e metodologias para processos formativos emancipadores. Este trabalho é de cunho qualitativo e está organizado em cinco momentos: no primeiro apresentamos o contexto e a introdução à temática da formação e dos direitos humanos; no segundo momento, tratamos da complexidade que entorna o conceito de direitos humanos; no terceiro, abordamos o pensamento levinasiano, especialmente as categorias alteridade, responsabilidade e interpelação ética; no quarto momento, refletimos os desafios e possibilidades de pensar a formação de professores na perspectiva da ética e pedagogia da alteridade e; finalizamos com algumas considerações que percebemos como necessárias, reconhecendo várias aberturas para possibilidades futuras de pesquisas, estudos e reflexões. Abstract : This present work aims to reflect the teachers education in and for human rights in the philosophical perspective of Emmanuel Levinas. This author proposes ethics as first philosophy, once conceives it as a response to the interpellation of the Other. It would be a way to resist to the ontologization and hence aggregation. Levinasian ethics originates in the recognition of the otherness of the Other, being the face, the manifestation of the uniqueness of each person, which is because every human being is possessed of dignity, one of the foundations of human rights. The ethical relation me - Other, and with third parties (foreign) is asymmetric because destabilizes and requires from the subjects dialoguers openness, acceptance and responsibility, emerging hence the need for a policy thinking from the perspective of othernes. Therefore, a training proposal conceived and articulated from the recognition of otherness does erupt the unexpected , the unpredictable of life and it would come to question concepts and training practices that subordinate and colonize the Other , reducing him to the Same . In this sense, although it recognizes the complexity as the philosophical foundation of human rights, is non-transferable responsibility of thinking about teacher education in a perspective of alterity pedagogy, thus justifying the relevance of the approach which we propose. Therefore, training in and for human rights in Levinas philosophical perspective, must have its foundation in ethical interpellation of the Other, whose curricular and methodological referrals constitute responses to their requests. This training does not have closure in a graduation ceremony, because it characterizes itself as unfinished, incompleteness and constant opening to novelty manifested on the face of the Other, requiring other times, spaces, curricula and methodology for emancipatory educational processes. This work is a qualitative one and it is organized into five parts: the first presents the context and introduction to the theme of education and human rights, in the second moment, we deal with the complexity that spills the concept of human rights, on the third, approach the Levinasian thought, especially the categories otherness, responsibility and ethical interpellation, in the fourth part, we reflect on the challenges and possibilities of thinking about teacher education from the ethics perspective and otherness pedagogy and finalizing with some considerations that we have perceived as necessary, recognizing several openings for future research possibilities studies and reflections
The relative efficiency of public schools in developing countries
No full textWith the demand for schooling expected to increase and the tightening of fiscal constraints, changes will be necessary in order to meet ambitious educational targets. Instead of charging fees for public schools, a more cost-effective option is to rely on private schools to handle the growing demand for education. Private school students generally out perform public school students on standardized math and language tests. This finding takes into account that private school students usually come from slightly more advantaged backgrounds than their public school counterparts. In addition, school expenditure data show that unit costs for private schools are dramatically lower than those of public schools. The comparative advantage of private schools has important policy implications for public schools. Some efficiency gains can come from replicating the input mix of private schools. Also effective would be to mimic the organizational incentive structures of private schools.Teaching and Learning,Health Monitoring&Evaluation,Gender and Education,Primary Education,Education Reform and Management
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