Embracing Ict In Nigerian Secondary Schools Education Essay

Embracing Ict In Nigerian Secondary Schools Education Essay Aim: The aim of this literature review is to describe the current state of ICT development in Nigerian Secondary Schools, discuss the problems of ICT development in Nigerian Secondary Schools, suggest possible solutions and highlight the importance of embracing ICT in education in Nigerian Secondary Schools. Introduction: The Federal Republic of Nigeria is a country located in the western part of the African Continent with an approximate land mass of 923,768.00 sq kilometres, lying between Latitude 40 140 North of the Equator, Longitude 30 and 140 East of the Greenwich meridian bordered on the west with the Republic of Benin, on the north with the Republic of Niger and on the east with the Federal Republic of Cameroun. The topic of ICT integration into the Nigerian economy is very crucial however , for the purpose of this literature review the importance of integrating ICT into Nigerias Secondary School Environment will be discussed. Information and Communication Technology (ICT) involves the use of all forms of Computer, Communications, Software ,Network and Mobile Technologies to process, maintain and mediate information. Communication Technologies include all media such as; Cable,Satellite, Fibre Optics, Wireless (radio, Infrared,Bluetooth,wi-fi) employed in transmitting audio,video,data or multimedia. Network Technologies include Personal Area Networks (PAN), Campus Area Networks (CAN), Intranets, Extranets, Local Area Networks (LAN),Wide Area Networks(WAN),Metropolitan Area Networks(MAN) and the Internet. Computer Technologies include all removable media such as optical disks, disks, flash memories, video books, multi-media projectors, interactive electronic boards, and continuously emerging state-of-the art PCs. Mobile Technologies comprise Mobile Phones, PDAs, Palmtops etc.(Illoanusi,O.N., Osuagwu,C.C. 2005).ICTs have become part of our very existence as a matter of fact, it affects all of human activities . Over the years, ICTs have created significant impact on the way we live. Significant improvements and developments have occurred in various fields as a result of ICT integration to those fields. The field of education is not excluded as ICTs have undoubtedly affected learning, teaching and research methods.(Yusuf 2005) cited by (Adomi, A.E., Kpangban,E. 2010).The impact of ICT on education has improved educational standards in developed economies, however this impact is still to be felt in developing economies such as Nigeria. Current Situation of ICT development in Nigerian Secondary Schools ICT in education involves embracing major components of ICT to enhance teaching and learning methodologies in institutions of learning.Presently,the integration of ICT in Nigerian Secondary Schools is minimal.In 1988,in an attempt to keep pace with development in computer education ,Nigeria enacted a policy on computer education. According to Okebukola(1997) the plan was to implement this innovation first to some selected federal government colleges and thereafter spread this innovation to other secondary schools and later to primary schools, unfortunately this project was never successful as intended because beyond the distribution and installation of computers in federal government colleges this project never took off ground.(Aduwa-Ogiegbaen, S.E. , Iyamu,E.O.S. 2005). The Federal Republic of Nigeria has no specific policy on ICT in education.The Ministry of Education created its ICT department in February 2007 more so, several government agencies and other stakeholders in the private sectors have initiated ICT-driven projects and programmes to impact all levels of the educational sectors.(Agyeman,O.T. 2007).At School level,the use of ICT aided instructional materials is minimal or rather not encouraging.This could be attributed to the fact that majority of Nigerian Secondary School teachers do not see the importance of improving their professional practice using ICT and are consequentially, less eager to adopt the use ICT in their teaching practice. If however the secondary teachers in Nigeria perceive the importance of integrating ICT in teaching methods they are more likely to embrace the use of ICT in their professional practice. A study which investigated teachers self efficacy in implementing computer education in Nigerian Secondary Schools found that most teachers in Federal Government Colleges in Nigeria lack experience in the use of computers for educational or industrial purposes ,most teachers in Federal Government Colleges cannot use common computer software because they lack knowledge of basic computer operations.(Yusuf 2005) cited by Ololube,N.P (2006).Students on the other hand are embracing ICT however not in the right manner .Nigerian Secondary School Students are yet to maximise the benefits of the internet in research and learning. This is evident in the use of Internet by these students who stay long hours on the internet chatting on social networking sites such as facebook and yahoo messenger. Problems of ICT development in Nigerian Secondary Schools Various factors are responsible for the problems of ICT development in Nigerian Secondary Schools. Nevertheless, the most significant amongst these factors are; Lack of adequate ICT infrastructure, Low percentage of teachers with ICT skills, Absence of National policy on ICT in education ,Low access to the Internet and Cost of acquiring ICT facilities where available. Lack of adequate ICT infrastructure in Nigeria seems a major issue. Though the International Telecommunication Union(ITU) has rated Nigerias Telecommunication Sector as the fastest growing in Africa, majority of Nigerians still have inadequate access to the Internet.(Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005).Information,data,audio,video and multimedia are meant to be transmitted on reliable networks supported by adequate ICT Infrastructures unfortunately, these infrastructures are lacking in most Nigerian Secondary Schools. Inadequate funding and lack of technology budget exacerbate the problems of ICT infrastructures (Illoanusi,O.N Osuagwu,C.C 2005).Moreover ICT equipments were made to function with other infrastructures such as electricity (Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005) the irregular and unstable supply of electricity in Nigeria poses a major difficulty in the proper functioning of ICT equipments even when they are acquired .There are recorded cases of electrical home appliance s damaged due to lack electrical power supply over period of months. The absence of electric power grids in most parts of the country even where adequate telecommunication facilities are available contribute to the irregular power supply.(Agyeman, O.T 2007). The percentage of Nigerian Secondary School Teachers with basic computer skills is low compared to their counterparts in developed economies.Nigerian Secondary School teachers attach little importance to IT literacy .Consequently,the use of ICT aids in teaching is minimal.Additionally there is widespread ignorance and misconception about ICTs among Nigerians (Ighoroye and Ajayi. n.d) cited by (Adomi,E.E., Kpangban,E. 2010).Secondary School teachers in Nigeria need to be trained on educational technologies and the importance of integrating computers into classroom teaching.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S. 2005). Presently,there is no existing National Policy on ICT in education. Although the Nigerian Federal Government policy in 1988 introduced computer education in high schools(Okebukola 1997) cited by (Adomi,E.E, Kpangban,E. 2010).This policy was not successful as the only implementation was distributing computers to Federal Government High Schools which were never used for computer education of the students (Adomi,E.E, Kpangban,E. 2010).The Nigerian Federal Government have on several occasions revealed plans to integrate ICTs into school systems and provide infrastructure to schools,yet actions are still to be taken on these plans. In 2001,Nigeria started implementing its ICT policy which led to the establishment of the National Information and Technology Development Agency(NITDA) the purpose of establishing NITDA was to help Nigeria become an ICT capable country in Africa and a major player in the information society by 2005.This vision is yet to be fulfilled even few years after the set time for achieving this vision.(Agyeman,O.T.,2007) Major development of ICT in education depends largely on access to the adequate ICT infrastructures especially the internet.Access to computer equipment,internet and other accessories in most Nigerian Secondary Schools is low.(Agyeman,O.T. 2007).Underfunding and inadequate financial capacities lead to this problem. Irregular electricity supply exacerbates this problem. The availability of computers in few Nigerian Secondary Schools located in urban areas is in the ratio of 5 computers to 1 student on the contrary,the case in rural areas is absolutely not encouraging. Some rural areas still face total absence of power supply. Secondary Schools in Nigeria are not adequately funded to provide furniture, requisite books,laboratories and adequate classrooms let alone being given adequate funds for computers and internet connectivity.(Aduwa-Ogiegbaen,S.E, Iyamu E.O.S. 2005). The High cost of acquiring ICT facilities even when they are available cannot be overlooked. The cost of purchasing computers in Nigeria is high not so many can afford it. Moreover, monthly internet rates are exorbitant and the charges are unaffordable for most people in Nigeria consequently,it is difficult for secondary schools to acquire and install ICT facilities for the use of teachers and students (Adomi,E.E., Kpangban,E. 2001).Additionally,the high cost of computers still make most secondary schools unable to acquire these facilities. Suggested Solutions to ICT development problems in Nigerian Secondary Schools The integration of ICT in education in Nigerian Secondary Schools will produce sustainable development in the secondary school system..However,if the effort to integrate ICT into Nigerian Secondary Schools will be successful then it is pertinent that the Nigerian Government ensure ICT policy statements in education are translated into reality. Furthermore, the Federal Ministry of Power and Mines should work towards stabilising electricity power supply in Nigeria(Adomi, E.E., Kpangban,E., 2010).Additionally, stakeholders in Nigerian ICT industry must help spread the knowledge and usage of ICT amongst Nigerian Secondary School Teachers and students in the best way possible. The Federal Ministry of Science and Technology most importantly must ensure the NigComSat-1R which is meant to be a replacement of the failed NigComSat1 and the SAT3 submarine cable is delivered as scheduled in the fourth quarter of 2011 as this will immensely reduce telecommunication and internet connection rates. Adequate funding and budgets for ICT integration in secondary schools should also be made possible by the Federal Ministry of Education. The Importance of Embracing ICT in Education in Nigerian Secondary Schools ICT integration in Nigerian Secondary Schools system will gradually transform the quality of the Nigerian Secondary Educational System (Osuagwu,C.C., Illoanusi,O.N., 2009).The successful integration of ICT in Nigerian Secondary Schools will enhance teaching, learning and research methods moreover, significant development in Nigerias secondary educational system will occur. There is no doubt that teachers and students in secondary schools in Nigeria will have incredible resources at their disposal with reliable access to the internet.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S., 2005). Conclusion There is no doubt what significant improvement successful ICT integration will bring in the Nigerian Secondary Educational System however the Nigerian Government must make adequate efforts to implement National policies on ICT in education, stabilizing electrical power supply,and provide adequate funding to secondary schools for the acquisition of ICT facilities if this goal of Integrating ICT in Nigerian Secondary Education System will become a reality.

Free Catcher in the Rye Essays: Manic-Depressive Holden :: free essay writer

Manic-Depressive Behavior Exhibited in The Catcher in the Rye  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Catcher in the Rye, by J.D. Salinger, portrays Holden Cawfield a New York City teenager in the 1950's as a manic-depressive. Holden's depression starts with the death of his brother, Allie . Holden is expelled from numerous schools due to his poor academics which are brought on by his depression.   Manic depression, compulsive lying, and immaturity throughout the novel characterize Holden.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Events in Holden's life lead him to become depressed. Holden's depression centers on Allie. The manner that Holden sees himself and how he sees others leads him to be expelled from school. The speaker expresses, "One thing about packing depressed me a little," (51). Holden expresses these feelings when he packs his bags after being notified that he is expelled.   Holden leaves school and heads for New York City, where he finds himself to be more lonely and depressed than ever. He is all alone and he laments, " What I really felt like doing was committing suicide. I felt like jumping out of the window," (104). Holden says this while he is all alone in his motel room. He is too ashamed of himself to return home, he knows that his mother will be upset and his father will be angry with him. He also adds that " I wasn’t feeling sleepy or anything, but I was feeling sort of lousy. Depressed and all, I almost wished I was dead," (90). Ho lden states this during one of the first nights that he is staying in New York.   Holden expresses many thoughts of depression.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Compulsive lying is another characteristic that   Holden exhibits. Holden would tell people lies just so they could not become closer to the real Holden. Holden tells lies on numerous occasions to gain.   Holden pathetically tells Mrs. Morrow, " I have to have a tiny operation†¦ it isn't very serious. I have this tiny little tumor on my brain" (58). She tells Holden that she is very sorry and she is hopeful that he shall be well soon. Holden then catches him self in a lie and he remarkes, "Once I get started, I can go on for hours if I feel like it," (58). This compulsive lying shows that Holden is not satisfied with himself and that he feels that people will judge him critically.

In Gothic texts, women are either hopelessly submissive or significantly absent Essay

The novel Frankenstein is dominated with male characters amidst female characters often being used to fill minor roles. For a female character to be ‘hopelessly submissive’ we would expect the character was pre-determined to be passive with no chance of progressing from the ‘submissive’ role. However in Frankenstein we see female character such a Elizabeth Lavenza stand alone at points even when other are against her for example the persecution of Justine Moritz. The term ‘significantly absent’ implies the female to be absent in order to teach a lesson or convey a message, to have some primary objective. Within Frankenstein this is true in relation to Caroline who dies yet the absence is significant within the plot and Mary Shelley’s authorial message. In regards to women being ‘significantly absent’ we see the character of Margaret Saville, Robert Walton’s sister, follow this idea. Within the opening letters of the frame narrative of ‘Frankenstein’ we are made aware of ‘dear Margaret’ being the recipient of Roberts’s letters informing the reader of his whereabouts. We never hear from Margaret herself yet we know she’s disapproves of Robert’s excursion, Shelley intentionally provides the views of Margaret second handily; whatever we know about her is conveyed through Roberts writings. Throughout the novel any mention of women comes from either Robert or Victor and the reader is never made aware of the thoughts and feelings of the women directly and therefore a gender bias is apparent. The absence of a female narration also reflects the male dominance present at the time the novel was written mirroring the submissive woman. Similarly Elizabeth Lavenza, an orphan adopted by the Frankenstein’s, can also be seen as submissive due her passive role. Elizabeth is objectified from the moment we are introduced to her; she is presented as property of victor when described as a ‘pretty present’ for victor to play with. Here Mary Shelley is making a point of the unfair treatment of women and their objectification. Elizabeth represents a character much like Shelley herself she is aids the poor, respects all classes and supports Justine when wrongly accused. In this sense Elizabeth is neither ‘hopelessly submissive’ nor ‘significantly absent’ instead she expresses individualism in her actions which can be admired by the reader and run unconventional in the genre of gothic novels. Victor’s mother, Caroline Frankenstein, can be seen as both ‘hopelessly submissive’ and ‘significantly absent.’ After dying of ‘scarlet fever’ victor is absent of a mother figure and it may be questioned if this is an element of his disintegration of character. After bringing the monster to life Victor dreams he dreams he ‘held the corpse’ of his ‘dead mother’ creating some disturbance and upholding the genre of the gothic. In this case victors ‘absent’ mother is affecting him mentally and this can be seen as Shelley showing the power of females which is overlooked by men. Caroline can be related to the feminist theory of ‘the angel in the house.’ The angel in the house refers to a maternal, domestic female seen as an idealisation for men. Caroline is often portrayed as a weak vulnerable woman with a ‘soft and benevolent mind’ and therefore fits into the ‘submissiveâ⠂¬â„¢ female character. After her death it seems the ‘angel of the house’ is then shifted to Elizabeth who takes over the role of the mother and is devoted to the family becoming the maternal figure herself. The statement reduces the women within gothic novels to just two roles ‘hopelessly submissive’ or ‘significantly absent’ and therefore is very limiting towards the female characters of gothic novels. Although the women in Frankenstein do display these roles these are just two of many. We see both Margaret and Caroline to be significantly absent and Elizabeth is often submissive within her place in the family prior to Caroline’s death. However all the female characters within Frankenstein, other than Margaret (she is the only one to remain significantly absent throughout) display many more elements within their characters. Consequently when considering this statement in the light of the female characters in Frankenstein it fails to account for other character roles and therefore is only partially valid when applying to Frankenstein.

Biography of Kublai Khan, Ruler of Mongolia and China

Kublai Khan (September 23, 1215–February 18, 1294) was a Mongol emperor who founded the Yuan Dynasty in China. He was the most famous grandson of the great conqueror Genghis Khan, expanding his grandfathers empire and ruling the vast territory. He was the first non-Han emperor to conquer all of China. Fast Fact: Kublai Khan Known For:  Mongol Emperor, conqueror of southern China, founder of the Yuan dynasty in ChinaAlso Known As:  Kubla, KhubilaiBorn:  September 23, 1215 in MongoliaParents: Tolui and SorkhotaniDied:  February 18, 1294 in Khanbaliq (modern-day Beijing, China)Education: UnknownSpouse(s): Tegulen, Chabi of the Khonigirad, Nambui  Children: Dorji, Zhenjin, Manggala, Nomukhan, Khutugh-beki, and many others Early Life Although Kublai Khan was the grandson of Genghis Khan, very little is known about his childhood. We do know that Kublai was born in 1215 to Tolui (the youngest son of Genghis) and his wife Sorkhotani, a Nestorian Christian princess of the Kereyid Confederacy. Kublai was the couples fourth son. Sorkhotani was famously ambitious for her sons  and raised them to be leaders of the Mongol Empire, despite their alcoholic and fairly ineffectual father. Sorkhotanis political savvy was legendary; Rashid al-Din of Persia noted that she was extremely intelligent and able and towered above all the women in the world. With their mothers support and influence, Kublai and his brothers would go on to take control of the Mongol world from their uncles and cousins. Kublais brothers included Mongke, later also Great Khan of the Mongol Empire, and Hulagu, Khan of the Ilkhanate in the Middle East who crushed the Assassins but was fought to a standstill at Ayn Jalut by the Egyptian Mamluks. From an early age, Kublai proved adept at traditional Mongol pursuits. At 9, he had his first recorded hunting success and he would relish hunting for the rest of his life. He also excelled at conquest, the other Mongolian sport of the day. Gathering Power In 1236, Kublais uncle Ogedei Khan granted the young man a fiefdom of 10,000 households in Hebei Province, northern China. Kublai did not administer the region directly, allowing his Mongol agents a free hand. They imposed such high taxes on the Chinese peasants that many fled their land. At last, Kublai took a direct interest and halted abuses, so that the population grew once more. When Kublais brother Mongke became Great Khan in 1251, he named Kublai Viceroy of Northern China. Two years later, Kublai struck deep into southwest China, in what would be a three-year campaign to pacify Yunnan, the Sichuan region, and the Kingdom of Dali. In a sign of his growing attachment to China and Chinese customs, Kublai ordered his advisors to select a site for a new capital based on feng shui. They chose a spot on the frontier between Chinas agricultural lands and the Mongolian steppe; Kublais new northern capital was called Shang-tu (Upper Capital), which Europeans later interpreted as Xanadu. Kublai was at war in Sichuan once again in 1259, when he learned that his brother Mongke had died. Kublai did not immediately withdraw from Sichuan upon Mongke Khans death, leaving his younger brother Arik Boke time to gather troops and convene a kuriltai, or selecting council, in Karakhoram, the Mongol capital. The kuriltai named Arik Boke as the new Great Khan, but Kublai and his brother Hulagu disputed the result and held their own kuriltai, which named Kublai the Great Khan. This dispute touched off a civil war. Kublai, the Great Khan Kublais troops destroyed the Mongol capital at Karakhoram, but Arik Bokes army continued fighting. It was not until August 21, 1264, that Arik Boke finally surrendered to his older brother at Shang-tu. As Great Khan, Kublai Khan had direct control over the Mongol homeland and Mongol possessions in China. He was also the head of the larger Mongol Empire, with a measure of authority over the leaders of the Golden Horde in Russia, the Ilkhanates in the Middle East, and the other hordes. Although Kublai exerted power over much of Eurasia, opponents to Mongol rule still held out in nearby southern China. He needed to conquer this region once and for all and unite the land. Conquest of Song China In a program to win Chinese allegiance, Kublai Khan converted to Buddhism, moved his main capital from Shang-du to Dadu (modern-day Beijing), and named his dynasty in China Dai Yuan in 1271. Naturally, this prompted charges that he was abandoning his Mongol heritage and sparked riots in Karakhoram. Nevertheless, this tactic was successful. In 1276, most of the Song imperial family formally surrendered to Kublai Khan, yielding their royal seal to him, but this was not the end of resistance. Led by the Empress Dowager, loyalists continued to fight until 1279, when the Battle of Yamen marked the final conquest of Song China. As Mongol forces surrounded the palace, a Song official jumped into the ocean carrying the 8-year-old Chinese emperor, and both drowned. Kublai Khan as Yuan Emperor Kublai Khan came to power through strength of arms, but his reign also featured advancements in political organization and the arts and sciences. The first Yuan Emperor organized his bureaucracy based on the traditional Mongol ordu or court system, but also adopted many aspects of Chinese administrative practice. It was a shrewd decision since he had only tens of thousands of Mongols with him, and they had to rule millions of Chinese. Kublai Khan also employed large numbers of Chinese officials and advisors. New artistic styles flourished as Kublai Khan sponsored a melding of Chinese and Tibetan Buddhism. He also issued paper currency that was good throughout China and was backed by gold reserves. The emperor patronized astronomers and clockmakers  and hired a monk to create a written language for some of Western Chinas non-literate languages. Visit of Marco Polo From a European perspective, one of the most important events in Kublai Khans reign was the 20-year sojourn in China by Marco Polo, along with his father and uncle. To the Mongols, however, this interaction was simply an amusing footnote. Marcos father and uncle had previously visited Kublai Khan  and were returning in 1271 to deliver a letter from the Pope and some oil from Jerusalem to the Mongol ruler. The Venetian merchants brought along the 16-year-old Marco, who was gifted in languages. After an overland journey of three and a half years, the Polos reached Shang-du. Marco likely served as a court functionary of some sort. Although the family asked permission to return to Venice several times over the years, Kublai Khan denied their requests. Finally, in 1292, they were allowed to return along with the wedding cortege of a Mongol princess, who was sent to Persia to marry one of the Ilkhans. The wedding party sailed the Indian Ocean trade routes, a voyage that took two years and introduced Marco Polo to what is now Vietnam, Malaysia, Indonesia, and India. Marco Polos vivid descriptions of his Asian travels, as told to a friend, inspired many other Europeans to seek wealth and exotic experiences in the Far East. However, it is important not to overstate his influence; trade along the Silk Road was in full flow long before his travelogue was published. Kublai Khans Invasions and Blunders Although he ruled the worlds richest empire in Yuan China, as well as the second-largest land empire ever, Kublai Khan was not content. He grew obsessed with further conquest in East and Southeast Asia. Kublais land-based attacks on Burma, Annam (northern Vietnam), Sakhalin, and Champa (southern Vietnam) were all nominally successful. Each of these countries became tributary states of Yuan China, but the tribute they submitted did not even begin to pay for the cost of conquering them. Even more ill-advised were Kublai Khans sea-borne invasions of Japan in 1274 and 1281, as well as the 1293 invasion of Java (now in Indonesia). The defeats of these armadas seemed to some of Kublai Khans subjects as a sign that he had lost the Mandate of Heaven. Death In 1281, Kublai Khans favorite wife and close companion Chabi died. This sad event was followed in 1285 by the death of Zhenjin, the Great Khans oldest son and heir apparent. With these losses, the Kublai Khan began to withdraw from the  administration of his empire. Kublai Khan tried to drown his sorrow with alcohol and luxurious food. He grew quite obese and developed gout. After a long decline, he died on February 18, 1294. He was buried in secret burial grounds in Mongolia. Kublai Khans Legacy The Great Khan was succeeded by his grandson Temur Khan, the son of Zhenjin. Kublais daughter Khutugh-beki married King Chungnyeol of Goryeo and became Queen of Korea as well. In Europe, Khans empire prompted wild flights of fancy from the time of  Marco Polos  expedition. His name may be most remembered in western countries today from the poem Kubla Khan, written by Samuel Coleridge in 1797. More importantly, Kublai Khans reign had an enormous impact on Asian history. He is regarded as one of the greatest rulers in history. He had reunited China after centuries of division and strife and ruled with shrewdness. Although the Yuan Dynasty lasted only until 1368, it served as a precedent for the later ethnic-Manchu Qing Dynasty. Sources Polo, Marco, Hugh Murray Giovanni Battista Baldelli Boni. The Travels of Marco Polo, New York: Harper Brothers, 1845.Rossabi, Morris. Khubilai Khan: His Life and Times, Berkeley: University of California Press, 1988.