Essay on Resistance to Colonial Rule in Africa - 1041 Words

By the start of the 20th century, Colonial rule by both the French and the British in Southern Africa had rising expenditure costs. The British method of indirect rule in their colonies, created by Frederick Lugard to leave existing government as it is, had far lower costs than the French method of direct rule. Nonetheless taxation stood as the universal method of keeping all colonies cheap and straightforwardly ran. African’s disgust with a white man telling them to pay for the white man’s endeavors had taken a toll. Protest of colonial rule threatened to endanger British indirect rule. The British would take steps to prevent this from happening. Methods Africans used to protest Colonial rule during the first decades of the 20th century†¦show more content†¦Let us try to make our Christianity practical† Worger, Clark, Alpers, Africa And the West Vol 2, pg 61 (New York, Oxford 2010)The impact of religious opposition resulted in the Colonists giving the A fricans their own colony to get rid of them because a religious movement created a problem for the colonists to deal with. The radical confrontation in resistance to colonial rule stemmed from the Women’s movement in Nigeria. The Igbo culture in Nigeria who believed in a system of balanced spheres, and that when any one of the spheres would get out of line it would mean that their whole culture would be imbalanced. When the colonists started exercising their various taxes, they dubbed certain people warrant chiefs who would count all of the people. These warrant chiefs were given more power than other people which in turn threw off the Igbo culture. Also, when the women were counted in the census’s this meant to the women that there is a fixed number of women, and if a child were to be born, an elder woman would need to die (one in, one out). During WWI, the British recruited Igbo men for military duty and also in 1927 imposed a direct tax of Igbo men which put the entire Igbo society into debt, forcing women to work more to pay the debt back. Ogu Umunwaany, a leader of the women’s movement had several grievances with theShow MoreRelatedAfrican Women During European Expansion1295 Words   |  6 PagesThe anticolonial movements in Africa were ways to get back at European expansion on the area from the 1890s to the 1960s. African comebacks to colonial rule varied from place to place and over time. Several methods of both violent and nonviolent resistance to colonialism emerged. Nonviolent forms of anti-colonialism included the use of the trade unions, press, religious organizations, associations, literary or art forms, and mass migrations. Various African states used one or several of these nonviolentRead MoreEuropeans and Africans have always had some form of interaction mainly through trade, at the time800 Words à ‚  |  4 Pagesestablishing trading post all over Africa, such as El Mina where they traded slaves all around the world. The Europeans became greedy and wanted not only slaves, but Africa’s natural resources. They began to battle over land, Africans did not have the weaponry to win these battles. This helped Europe to increase in land and power throughout Africa. They began to illegally divide the land, throughout Africa in the early 1800s, it was not till the Berlin conference that Africa was legally divided. This wasRead MoreThe Great Divide : How And Why The Apartheid Differ From Colonial Rule1438 Words   |  6 PagesDIFFERED FROM TYPICAL COLONIAL RULE â€Æ' It is a well-known fact that during European colonial rule, Africans were exposed to a multitude of injustices including warfare, slavery, and the occupation of their lands by European invaders. In retrospect, the ashes of traditional African societies are what built thriving European-owned African mining, agricultural and rubber economies. But nothing that Africa had previously suffered was quite like the apartheid, which South Africa was exposed to fromRead MoreEthnic Conflicts And Its Effects On Post Colonial Societies1418 Words   |  6 Pages168 colonies. By the 1960s, after years of fighting, most Western colonial territories had gained independence. The following decades showed how much the ghost of colonisation still loomed over post-colonial societies though. Around the world today, conflict is found in many areas that were once colonised or controlled by Western European powers. The cause of many of these continuing and uncontrollable conflicts lies in past colonial polic ies, especially those regarding territorial boundaries, theRead MoreThe abolition of slavery in Africa and the Middle East Essay1003 Words   |  5 Pages The abolition of slavery in Africa and the Middle East can be seen from different perspectives. One of them, it is from the international pressure to abolish slavery in Africa and Middle East. The British and Foreign Anti-Slavery Society, was one of the most active institutions in looking for suppression of slavery, in India, Africa and the Middle East.2 They pushed to British government to take direct actions in abolish Indian slavery, and indirect actions on non-European regions were slavery wasRead MoreDirect And Indirect Taxation On African People1126 Words   |  5 Pageslocations surrounding manufacturing sites where males would get sexually transmitted diseases and eventually bring those illnesses back home. 3. Commando leaders and commando activities were leaders of refugee camps that weren’t in the grasps of colonial administration. They were successful because they normally fought of the rights of the native people and that resulted in increasing support. Supporters provided them with food and places to stay. The activities they participated in were recruitmentRead MoreConsequences Of Colonization Of Africa1599 Words   |  7 PagesThrough the19th century to the start of the 20th century, Africa was at the mercy of Europe imperialism. Politics and economics led powerful European nations to colonize the continent of Africa. What was later coined as â€Å"The Scramble for Africa†, led powerful nations to aggressively take over the continent and exploit its materials, people, and land. The European powers that took control of most of Africa included Britain, France, Germany, Belgium, Italy, Portugal, and Spain. The continent was dividedRead MoreWhy Most Policies Fail in Af rica906 Words   |  4 Pages WHY MOST POLICIES DON’T WORK IN AFRICA Ever since Africa became a continent, most of her problems have been policy and policy management. First, it was the colonial policy makers who introduced the Indirect Rule system (as was the case of British colonial Administration) and the assimilation policy system (as was the case of the French colonial Administration).The Colonial masters adopted these policies largelyRead MoreColonialism And Its Impact On Africa1206 Words   |  5 Pagesthe biggest impacts on Africa. This experience of colonialism began to take effect between the 1400s and 1800s. It started when the Europeans arrived to Africa and set up trading posts. In the late 1800s and early 1900s the increase of European power took over most of the continent. The legacy of the colonial experience will influence the history of the continent. Mid 1700s to the late 1880s the Europeans increased their involvement in Africa. The reason was the resistance against slave trade. TheRead MoreThe Scramble for Africa Essay1032 Words   |  5 PagesThe scramble for Africa represents the most thorough and systematic process of colonialism in world history. The European colonial powers managed to conquer and control almost the entire continent of Africa in a short, twenty-five year period from about 1875 to 1900. Some of the European states involved were already well-established global powers; the others were up and coming nations that desired to emulate and compete with the dominant imperial states. Various factors allowed for and contributed

Was Alfred Hitchcock a Misogynist Free Essays

Of course Alfred Hitchcock was a misogynist, or at least had a neurotic compulsion to mistreat women in his films: everyone knows that. Or do they? If so, one must assume also that most of his heroines were masochistic, in that nearly all his leading actresses seem to have adored him. And if there was mistreatment, it mostly seems to have been meted out, and perceived by its apparent victims, as all in the spirit of innocent merriment. We will write a custom essay sample on Was Alfred Hitchcock a Misogynist or any similar topic only for you Order Now Ivor Montagu, longtime friend and script collaborator of Hitch, told me that one of the first famous examples, the ordeals undergone by Madeleine Carroll while handcuffed to Robert Donat in The 39 Steps, arose because he and Hitch had known her before she went off to Hollywood as very much one of the lads, and suspected she might need to be jollied out of any Hollywood big-star nonsense. And, moreover, that she gave as good as she got, involving Hitch in succession of practical jokes. Well, what about that snippet of sound test for Anny Ondra in Blackmail, in which he reduces her to helpless giggles with a couple of off-colour jokes?Subject to passionate feminist condemnation, it yet seems to be perceived by both participants as whimsically flirtatious, and Ondra and her husband, the boxer Max Schmelling, remained close friends of Hitch’s for the rest of their lives. True, there appears to be little fun in Tippi Hedren’s ordeal in the attic with the birds, but then that arises inevitably from the dramatic situation in the film. And even Hedren, despite her quarrels with Hitchcock over his more-than-professional possessiveness, had no complaints about the support he normally gave her. In his private and professional lives Hitchcock was always surrounded by women. He and his wife had just one child, a daughter, and she produced three grandchildren, all daughters. But where choice was available, in his professional dealings, his office was entirely staffed by women. There was a succession of female personal assistants, as well as the usual complement of secretaries, and his wife Alma was always his most professional, as well as personal, assistant of all. An experienced film editor when he was mainly making the tea, she was always appealed to as the ltimate authority in the cutting room. When the composer Bernard Herrmann first met Alma at Hitchcock’s unit office he later observed: â€Å"There will be trouble. That woman is consumed with jealousy. † So how had she felt about, say, Joan Harrison being Hitch’s personal assistant? For Harrison, whom Hitchcock brought over from England with him in 1939, was a cool blonde with a sizzle underneath. She launched immediately into a blazing affair with Clark Gable, while John Houseman assured me that she was never Hitchcock’s mistress – â€Å"and I can say that, because for some time she was mine†.Peggy Robertson, Hitch’s last and longest personal assistant, was the opposite: a jolly-hockey-stick kind of English lady. When she came to Hollywood she asked Hitch whether she would be expected to follow Joan as his mistress. He replied: â€Å"I can say with complete conviction that I was never between the sheets with Joan. † â€Å"Well, that’s not saying much,† said Peggy; â€Å"What about on the hearth-rug, in the haystack, over the kitchen table? † Hitch gave a convincing look of horror: â€Å"Do people really do thin gs like that? †The playwright Rodney Ackland, who worked with Hitchcock on the script of Number Seventeen in 1932, was exceptional in that he was openly gay. Hitch was fascinated, and once said to him: â€Å"I think I would have been a poof if I hadn’t met Alma at the right time. † An exaggerated view of his coming to terms with his feminine side? Who can say? But undeniably he was more at home with women. Happy as he might be with his leading men, they were not the ones he identified with, and for his bosom buddies you have to look entirely on the other side of the gender gap. How to cite Was Alfred Hitchcock a Misogynist, Papers

Problem Solving Critical Thinking - Hdlt free essay sample

This adaptation is tested through fresh, innovative learning environments and higher expectations. Let us first determine critical thinking and problem solving and see how are these phenomenon interrelated with each other and the role both these skills play in our lives. Critical thinking (CT) is defined as â€Å" intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and /or evaluating information gathered from or generated by observations, experiences, reflections, reasoning or communication as a guide to belief and action. Scriven Paul, 2007, P 1). Thus simply put, CT is metacognition or thinking about thinking. Problem-solving (PS) is a mental process that involves ascertaining, investigating and solving problems. The eventual objective of problem-solving is to overcome hindrances and find a solution that best resolves the issue. These problems could range from simply crossing the road and reaching safely on the other si de without getting hurt by the oncoming vehicles or solving a Sudoku puzzle or figure out a estimated expenses of a trip or in case of a child, solving a multiplication sum given in the class. The term problem solving ( P S) in educational settings would involve solving well-structured text book problems which are poles apart from ill structured problems which are encountered in everyday life. Thus we can see that in order to effectively solve a problem, one may require to engage with it and critically think about it to find the best solution. Let us now look at certain important broad themes and specific problem solving processes used by children Broad themes 1. Task analysis – details of steps taken to actually solve problems. For example a child adds 2 multi digit numbers, the actual process starting with adding the numbers in the right most column, writing ones digit as a part of the answer, carrying over the tens digit ( if it is so ) †¦ so on and so forth. Task analysis helps in identifying the exact places where child might be encountering difficulty in solving the problem, the nature of the difficulty. Thus it gives an insight into the manner in which the child solves problems; and thus provides scope for rectification. 2. Means – End analysis Using this methodology, one solves a problem by considering the obstacles that stand between the initial problem state and the goal state. The path to reaching the goal can be achieved by accomplishing smaller sub goals. When all of the sub goals have been achieved – when all of the obstacles are out of the way – then the main goal of interest has been achieved. Thus, means-ends analysis can be seen as a search strategy in which the long-range goal is always kept in mind to guide problem solving. 3. Encoding – this literally means identifying critical information in order to build internal representations. Thus it is very important to train the child to filter out the relevant data from the all the available information. Many children fail because they are not thought how to encode critical information and utilize it. Important processes of Problem Solving- 1. Planning this is future directed PS, most often used in difficult and new situations. But most often the novelty of the situation also ensures that children often forget to plan. 2. Route Planning this is done in order to select a most efficient route in order to reach a destination. Children as early as one year of age start showing the development of this ability. Example – an adult figuring out his way in order to reach a new destination; after looking at various maps. The route is figured out post route planning. 3. Causal Inference many a times problem solving is an attempt to understand the cause of a phenomenon. Humans are curious by nature. A two year old will constantly be in the endeavor to know â€Å"why things happen†Ã¢â‚¬ ¦ why do birds fly, whereas animals don’t? so on and so forth. 4. Analogical Reasoning In problem solving this is predominantly concerned with systemic correspondences, where a solution to a known problem may be applied to solving a structurally similar problem. Analogical reasoning improves with maturation and increase in content knowledge. According to Piaget’s stages of development analogical reasoning only starts developing in the pre operational stage ( ages 2 -7) and gets occasional limited success in concrete operational stage(7-11) and becomes fully developed by formal operational stage (age 11 through adulthood) Stage I (Preoperational) egocentric responses using idiosyncratic relations. IA children were unable to form lower-order relations IB some children able to form lower-order relations, but unable to form analogies Stage II (concrete operational) occasional, limited success IIA trial-and-error success on analogies, inability to resist false counter-suggestions IIB consistent success on analogies, but inconsistent ability to resist false counter-suggestions Stage III (formal operational) Success on all aspects of the tasks. Criticism of Piaget – Goswami Brown reasoned that children might fail Piagets tasks because they lack knowledge of the relations entailed. On this view, children ought to be able to solve classical analogy problems provided the analogies are based on familiar relations. Practice in analogical reasoning improved young children’s spontaneous formation of analogies. 5. Scientific reasoning: Children question everything as a basic premise,they want to know the why , how of everything; but they are also hugely influenced by the beliefs that they see are carried around them. Whenever they actually do something on their own, they do develop an understanding and rationality regarding the same phenomenon. For example a child understands that sugar takes less time to dissolve in hot milk rather than cold milk. Thus, when they indulge in activities, experiment they develop scientific and logical reasoning. 6. Logical reasoning It is when a child can apply logical rules in order to solve problems. Logical reasoning requires the child to link each alternative to the main problem by strong reasoning. They may also require using logical structure If , Then . for example if a child has to climb up two floors, he could either use the lift or the stairs. If the escalator lift for some reason is not working, then either the child could wait till the lifet starts working or take the stairs. The choices have to be logically reasoned out. Both analogical and logical reasoning develop gradually over early and middle childhood whereas scientific reasoning does take more time to develop and take shape as it is much enhanced by experience. Along with certain important processes used in PS some of the others are – Symbolic representation as tools Rule based problem solving etc. Above we have also looked at Piagetian perspective on PS. Let us also look at the Vyogotsky’s perspective on the same. Lev Vygotsky gave some novel ideas regarding childrens learning and their problem solving abilities. 1. Zone of Proximal development (ZPD) This is the zone where learning takes place. This zone represents the difference the between what the child can achieve on its own and what it can achieve with the help of others. In order, for learning to occur, the elder or peer must provide a challenge that is beyond the child’s own capabilities and yet be assisted. Thus assisted learning or peer learning is an important aspect of children developing the PS abilities. If children have done a task with an adult or under the guidance of an adult (ZPD) they tend to show improvement whilst performing as opposed to those who were attempting it for the first time ( Piaget’s discovery learning ). Vyogotsky also pointed towards the importance of private speech in children, whenever confronted with a novel problem. This speech could be their method of engaging with the problem. As children grow up and get better at symbolic interpretation, this private speech diminishes. Now let us look at how a constructivist classroom helps children in enhancing their PS abilities. Constructivist approaches to learning attempt to generate environments where learners are actively engaged in their surroundings and environments that help them to construct and develop their own understanding, reasoning and knowledge, rather than the teacher interpreting their world for them. The learners interaction with the environment and with the subject matter at hand results them in having their own view about the subject. Thus we can see that collaborative learning is the hallmark of a constructivist classroom. For example – group of students in a chemistry class are learning about properties of organic salts. Instead of directly stating the properties, the teacher will devise questions which will engage the students in challenging their previous knowledge, link it to the other phenomenon that they have already been studying and generate a new level of understanding regarding the topic. During the discussions and promptings, when one student comes with the relevant concept, the teacher would cash on it and hint to the group to further explore this concept. Late, she would sum up ay concluding what the class has learnt, what helped and what did not help them in constructing new knowledge. Question – The biggest question for me is the teaching methodology. In most of the schools, that me and my colleagues have visited during our practicum, we inevitably noticed that instead of focusing on teaching the students how to think, rationalize, develop an understanding. The focus is on what they should think? Conclusion By providing them everything like â€Å"ready to eat meals†, we seal them from developing their own understanding. In a class room setting children, still encounter structured problems, in real life settings children will be coming across many ill structured problems. The aim of education must be to prepare them for encountering the challenges that they would face everyday. They have to be trained to adequately use their problem solving abilities within the classroom as well as outside it. References – Taylor, L, (2005). Introducing cognitive development. Taylor and Francis: Psychology Press. (Chapter: Thinking and reasoning). Siegler Alibali (2005). Chapter 10: Problem-Solving (pp 341-380). Synder L. Synder J. Teaching critical thinking and Problem solving skills, The Delta Pi Epsilon Journal, Volume L, No. 2, Spring/Summer, 2008