The Effects of Global Warming Will Be Beneficial Essay Example for Free

The Effects of Global Warming Will Be Beneficial Essay Even if the consensus is the Earth’s temperature is warming, it is not barren of some advantages and benefits. The first benefit is warm weather is always preferred than cold weather as there are numerous proofs to it. The fact that people from the North flock to regions that are warmer whenever they get the opportunity could attest to that. It is not only that more than 50 percent of retirees would prefer to move to warmer regions when they retire. Warmer weather is also good for the health, not to mention it brings down some of cold related deaths in some regions, although excessive heat also had proven to be deadly since many people could die from it. There is enough finding that people remain healthy in the warmer seasons, whereby in the US alone the medical cost could come down by as much as $20 billion every year if the temperature gets warmer. In the US alone there are close to 40,000 deaths related to cold weather, whereas in Britain that number is between 20,000 and 40,000. According to some findings, that number could rise by 8,000 for every 1 degree Celsius the temperature goes down. On the other hand, the number of causalities could only rise by 2000 since humans can better adapt to heat and could rely on cooling systems. When it comes to the economy there is a strongly held belief that global warming could affect it adversely, although Fred Singer in his book ‘The Impact of Climate Change† had shown that a moderate warming could have a positive impact on agriculture and forestry. The obvious reason for that is plants use carbon dioxide to help them capture and store energy, which means more carbon dioxide in the atmospheres is good for plants. It could also serve as a fertilizer as the amount in the atmosphere rises, the reason why those who are running greenhouses pump carbon dioxide in the closed environment and the result had been much higher food production. Another economic boost cited is the coming into existence of trade routes will be possible when the warm temperature melts the ice in regions such as Alaska. The Bering Strait was an example cited and compared it to Suez Canal in transforming the area inhabitants by introducing tax revenue and a boost on tourism. It will also cut down travel time between the major continents by at least one-third. Another area that might get a boost is the population of kalamari that might see a 20 percent increase. Whatever the outcome will be there is evidence that the creatures react positively to warmer weather where not only their quantity but also their size could grow. Other areas that will be benefited if the temperature rises are regions where there is snow in the winter and if the warm temperature brings down the amount of snow that falls down the roads will be much safer to drive as there are many accidents reported on a yearly basis that are related to heavy snow fall. Snow shoveling itself has a serious side effect for those who have heart condition and less snow and warmer weather would mean fewer heart attacks. Heating bills could also come down unless cooling bills replace them, which is unlikely. People spend a lot of money on winter gears and some of that money could find other use. One area that will be benefited from warmer weather is public transportation where air, road, and rail transportation would be benefited from a warmer weather and according to Department of Energy it might possible to save as much as $12 billion each year. Another benefit is if the warmer weather really comes to stay it would automatically mean more land for farming especially at the polar regions since there are large tracks of lands located in the region that are inhospitable for people because of the ice and the harsh weather. It is possible to go further and mention that croplands have a more cooling capacity when compared to the dark green leaves of the forest that absorb more heat and do not evaporate cooling moisture into the atmosphere. This by itself would have a positive effect on global warming since it brings it down. Another benefit is there is enough proof that the Earth has become more greener since the global warming took effect simply because carbon dioxide is good for plants since they can use it as a fertilizer too. It is not only that, when the weather is warmer it will extend the growing season, diminishes frosts, and there will be more precipitation. The benefit could still go much further by availing advantage to the forestry and recreation, as the weather would become more accommodating. There is also a proof that extracting natural resources in a warm weather is much easier. All this would lead to an economic growth of any country, especially for countries such as the US that could realize growth on their GDP. Overall, a considerable amount of benefit is derivable from global warming or from a warmer temperature (7). Global Warming Is not a Threat to the Polar Ice It is possible to surmise that global warming is not a threat to polar ice simply because except for observation made by the so-called prominent scientists whose number could reach 300 and are from various countries, there is no hard evidence that shows that the polar ice is affected by the current temperature change. The current temperature change itself for the most part is the outcome of observation and computer simulation. It is not complete or not yet scientifically proven. However, those who are in a position of decision-making are under pressure from various sources to look into the matter so that any kind of future disaster could be avertable. What the recent finding indicates is there is a possibility that the Polar Regions are warming faster than the other regions on Earth and this has led to the belief that the ice covering the region is thinning. The estimate is if there is no measure taken, it could disappear as 2100 approaches. Nevertheless, there had been recorded proofs that the Polar Regions had been much warmer than today and these hot temperatures occurred between 1937 and 1938 years that were early for the greenhouse gases, whose elevated use started after the Second World War. There are records showing the Polar Regions were warmer as much as twice as they are today between 1917 and 1937 revealing that even in the absence of an elevated use of greenhouse gases these regions were getting warmer than they were in the last 20 years. The records show some kind of cooling took place after the 1940s and it was around the late 1970s there was a sudden warming in the Polar Regions, especially in the Arctic region, but additional warming did not occur ever since. Accordingly, what could be causing the shift in temperature could be factors other than the global warming caused by greenhouse gases. One suspected cause is a shift in the Pacific Decadal Oscillation (PDO) at around the end of 1970s. PDO is â€Å"a long-lived El Nino-like pattern of Pacific climate variability†. There are other identified oscillations that have similar effect on the weather of the North Pole, one of them is the Arctic Oscillation, and the other one is the North Atlantic Oscillation. These oscillations are spinning ring of air occurring in the Polar Regions believed to be responsible for the warmer air. This assumption leads to the fact that it is such naturally occurring winds that are causing the warm air instead of the greenhouse gas effect; the target to be responsible for causing the warm temperature that is responsible for melting the ice caps of the Polar Regions (8). The other interesting point is the time it takes to melt the polar ice, which would take centuries even if the climate get much warmer than it is now showing that it is not an immediate worry. At the same time since it is difficult to predict what will take place in the climate changing pattern in the future it is not possible to say that the currently reported global warming will cause a considerable damage to the polar caps. Because if the ice cap in Greenland area alone completely melts it is possible that the sea level could rise by seven meters and the resulting flood could claim many regions. Another interesting aspect is the temperature around regions such Greenland had been falling by 2. 2 degrees Celsius since 1987. That significant decline will whittle any worry that the current global warming whose existence not yet fully proven could pose a threat. The global warming still lacks scientific proof except in computer simulation and some observations. By doing so, scientists were able to observe some ice sheets falling into the sea raising the alarm that such incidents could take place in a large scale, but till now that had not been the case. Hence, if there is concern it is that the rate of such calamities could rise unless there is some measure in the meantime, the reason why the Koyto Protocol had come into existence. When it comes to the Antarctic, the findings are not clear even if it is possible to say that the temperature might have risen by 2. 5 degree Celsius in the last 50 years. One good measurement used was the population of Antarctic kramalli where there is a conflicting report where there are sources claiming that the population had declined by up to 90 percent. If that is not the case it would be an indication that the reported temperature rise is not real simply because the karamalli population thrives in a warmer temperature, hence the 2. 5 degree Celsius rise might not be substantiated. The reality might have been that there had been an increase in the winter sea ice starting around 1979. However, since the existing area is not equal to the amount of land covered before the declining years before 1970s, the reality is there was a decline in the ice sea that started much earlier than the current global warming, ascertaining that what is termed as global warming is not affecting the ice in the Polar Regions. What this leads to is the computer simulations the scientists are dependant upon are not correct except that they can draw some kind of pictures relying on the kind of information they are fed, which could be correct or wrong. That has led climatologist from MIT to conclude that from what everyone is getting from the simulation, there is no indication that shows the Polar Regions are warming. Some researchers had indicated in their findings that the Arctic region could be warming at 0. 39 degrees Celsius rate per decade, whereas the Antarctic is getting cold by 0. 12 degree Celsius revealing that the polar caps are not threatened by the declared current global warming, except that those who are doing the observations were alarmed when they saw a few sizeable ice sheets washing into the ocean. Others have explained such incidents as phenomenon that had been around for centuries where the edges on the ice accumulation could get thin in the summer and they will thicken back in the winter months blotting any worry of a polar cap meltdown.

Impossible To Have Objective Knowledge Philosophy Essay

Impossible To Have Objective Knowledge Philosophy Essay As humans we live with the inescapable notion of our own consciousness, burdened with the endless pursuit of knowledge, we eternally accumulate a careful conglomeration of facts and experiences that shape our very being. Imprisoned within our own cultural paradigms we fear our own subjectivities, entirely aware that our language, values and beliefs impact our every choice. We do not live in a social vacuum; instead, we roam free in a stimulating and subjective society. The acquisition of knowledge, or justified true belief as here defined, is learned through our tainted sensory experiences; whether auditory, visually or kinaesthetically. However, there remains the belief that certain areas of knowledge can remain immune to our polluting paradigms, areas of knowledge that do not evoke truth in their subjectivity but tell the truth in their objectivity. We often deem subjective knowledge hot and impulsive, wrought with emotion and bias, its validity tarnished by its opinionated and unb alanced nature. Objective knowledge is logical, considered, proven and factual, based in the realms of reasoning; science and maths. But to what extent is mathematical and scientific knowledge actually objective? And does subjective knowledge really hold any lesser value than its idolised counterpart or are we just afraid of own cultural paradigms? What can be less open to interpretation and more immutable than maths? Mathematics is the science of rigorous proof and the art of drawing coherent conclusions entirely independent of interpretation; we assume this to be the epitome of objective knowledge. Maths indubitable nature affords it enormous practical value, we are certain that 2 + 2 = 4 and that any circles circumference, no matter how big, when divided by its diameter equates to pi. Such facts rest undeniable and eternal, maths gives us non-trivial, substantial knowledge that rests true outside of experience. However, a question remains as to where maths exists? Is it, discovered or invented? The discovery theorem indicates a Platonic view of maths, somewhere in a metaphysical realm, the perfect forms of a circle and pi reside and mathematicians, by solving problems, are discovering an entity that already exists separate from our reality. If humans werent actively doing maths would maths exist at all? And can discoveries a ctually be made about mental fictions or is maths a human construction? J. S. Mill argues that mathematics exists in the eye of the beholder and that mathematical truths are empirical generalisations based on a vast number of experiences  [1]  . It does appear that Maths is not a universal language; mathematicians struggle to talk to non-specialists about their work because maths like all other knowledge can be culturally variable, subject to correction and change. Mathematicians form epistemic communities; the Romans, for example, had no concept of zero, Egyptian multiplication involved repeated doubling of numbers and in West Africa only subtraction was used to express numbers (not 2+2 but 6 -2 = 4). Hence, maths, as a human endeavour is susceptible to varying mental interpretation, so to what extent are we mentally selecting particular kinds of experience and deeming them to be important? We reached our modern, established perspective of maths through communication and collaboration, so it seems that although the numbers and patterns themselves ar e objective, the learning and advancement of maths is more inter-subjective; common ideas shared and amalgamated. Science too, provides us with a framework for objective knowledge; science appears indisputable because it is based on observation and fact. Culturally, we deem something scientifically proven to equate to the absolute truth. We believe our scientific account of the universe to be true and dismiss the hocus pocus of alternative medicine, creationism and the paranormal. Science is about how the world works; there being only once correct explanation for any phenomenon. Simultaneous discovery, like the discovery of DNA initially by Watson and Crick shortly followed by Franklin and Klug demonstrate the solidity and objectivity of science. If we could rewind the history of science, developments and discoveries may have occurred differently and by different scientists but the outcomes would be very similar. Gravity would still give weight to objects, causing them to fall towards the ground and cells would still be the smallest unit of life. However, the practice of science, as a human endeavour is founded in uncertainty, each time we learn something new with the astonishment comes the realisation that we were wrong before, David Bohm said, The notion of the absolute truth is shown to be in poor correspondence with the actual development of science. Scientific truths are better regarded as relationships that hold in some limited domain. Hence, the indisputability of science is based in observation and fact but observation and fact are dependent on the theory we choose to believe. What we see depends on how we choose to look at it and as humans we cannot observe the world purely and unhindered. Instead we see and structure things around our own cultural paradigms. Our science is based on a Westernised view that progress and objectivity are best reached through classification and explanation but does this render it useless? Of course not, science is there to be used but it is not there to tell us how things are. Science is not powerful because it is true: it is true because it is powerful  [2]  . But is truth synonymous with objectivity? Or can we harness our subjective and emotional human natures to further enhance our knowledge? Montaigne claimed, to understand via the heart is not to understand and through our quest to objectify knowledge we ignore our most basic emotional instincts. A scientific definition of emotion is the modification of neural activity that animates and focuses mental activity but is this not missing the vital essence of what it is to feel an emotion? This description of emotion is like describing art as a collection of blobs on canvas or defining poetry as words in short lines. Some knowledge demands subjectivity and complexity, notions of good and beauty, for example. In many ways formal knowledge of maths, philosophy and geography are a means to satisfy the highest and noblest human impulse and self-actualisation; the arts. Often human truths cannot be expressed using the language of rationality; it seems the artist attempt to address these truths w hile embracing their own creative process. Indeed art is a personal creation and contains the opinions of the artist but with science the feelings of the scientist are neglected from the final understanding of the process. Does this make science better than the arts? It would if science and the arts were investigating the same truths; science is obsessed with knowledge of the universe whereas art lends itself to knowledge of humanity. Iris Murdoch famously in The Sovereignity of the Good suggests that appreciation of the arts allows us to transcend the problems of rationality and empiricism that plague the human condition. Murdoch believes there to be some sort of objective good but sees that the means of achieving this end is to open our consciousness towards art thus directing our being towards unselfishness, objectivity and realism. The very nature of art as an ephemeral entity; forever transforming and evolving, transports us away from the comfort of our own subjectivities and plunges us into alternative human truths. No one is suggesting the lines and colours reveal truths in themselves; as Margaret Atwood said, context is all. To read WH Audens Sonnets entitled, In Time of War, is not to gain facts or objective truths about the Japanese occupation of China in 1938 but instead to bask in the literature, meaning and beauty of poetry. Audens words speak a deep and vitally human truth so by trying to reduce this art to a series of concrete facts are we not diminishing it? Of course the sky didnt throb like a feverish forehead and obviously the Japanese soldiers were not bound like the heiress in her mothers womb. It is more the penetrating insights, the deep sense of social awareness and contextual relevance that afford poetry and the arts as a whole the ability to bestow knowledge about humanity during the most turbulent and controversial eras. If anything, art is a continuous cultural narrative, evolving and translating the daily events that form our history. The search for certainty, objectivity and absolute truth lends itself to the study of history, for what could be more certain than that which has already happened? As G.R Elton suggests, the study of history is concerned with a subject matter more objective and independent than that of the natural sciences, and we often acknowledge the apparent immutability and un-changeability of the past. But as Napoleon argued, what is history but a fable agreed upon? From the age of eleven, during history classes we are indoctrinated into the significance of bias and the vigilance required to exercise caution around historical opinion. It is almost impossible to expect any human historian to escape their own paradigms and write free from influence. We are forever imposing our own values and moralities onto the past; my own essay on the reputation of Queen Marie-Antoinette during the French Revolution was largely angled around my own prejudices against misogyny and patriarchy. Perhaps more than an ything, history is a social construct, facts about the past that are interpreted in the present. However, the selective and human nature of history does not deem it twisted or useless or fabricated, by removing the judgemental and interpretational aspects of history we are left with fragmented and scattered etchings of the past. The historian herself is aware of her bias and thus seeks a convergence of evidence in a hope that further analysis and reasoning will transform such etchings into an original, insightful and beautiful picture.

Anti Dress Code Essay -- essays research papers

School is in the 'business' of learning. School is the place where the next lawyers, bankers, CPA's and Doctors are given the fundamentals of working in this economy. One of the basics of our culture in the working world is conservative dressing, dress code, or even uniforms. What is wrong with sending our kids the message that they are in 'the business of learning' by enforcing dress codes?   Ã‚  Ã‚  Ã‚  Ã‚  School is also the place where the next actors, writers, artists, politicians, inventors, designers and musicians are trained. School uniforms send a clear early-life message to students that conformity is important and creativity is not, that authority is allowed to abuse it's power and constrain our constitutional right to free speech and expression. Students learn from uniforms that their individuality, political opinions and religious rights are unimportant, as is their education: students are regularly suspended for non compliance to the uniform code even if their school work is excellent. If uniform-requiring schools were actually in 'the business of learning' this would not occur. Many proponents say that school uniforms help to reduce the amount of violent out bursts of gang members in schools. To them I say why don’t we get rid of the gang members. Why don’t we simply place these gang members that are so prevalent into a more suitable learning environment, like boot camp. If you go out and look there is little research done to prove that school viol...

Comparing Salem Possessed by Paul Boyer, The Story of the Salem Witch T

Comparing "Salem Possessed" by Paul Boyer and Stephen Nissenbaum, "The Story of the Salem Witch Trials" by Bryan Le Beau, and "The Devil in the Shape of a Woman" by Carol Karlsen The Salem Witch Trials of 1692 spread just about as fast as the Black Plague. This epidemic caused chaos among neighbors in a community. The chronology of events describes an awful time for colonists from June 10th to September 22nd of that year. The books "Salem Possessed" by Paul Boyer and Stephen Nissenbaum, "The Story of the Salem Witch Trials" by Bryan Le Beau, and "The Devil in the Shape of a Woman" by Carol Karlsen all describe these events and provide varying explanations for the epidemic that plagued Salem Village. This review will look at the facts that surrounded the trials and then using those facts will look at the cause stated in each book for the hysteria to compare and contrast with one another. The trials themselves began following an instance involving Betty Parris, Abigail Williams, and Ann Putnam, 3 young girls in the village. (Dufour, 248) The girls were caught performing fortune-telling rituals in the woods outside the village. The claimed at the time that they were trying to find information on the type of man that would be most suitable for them to marry. Soon after this event the girls began to experience hysterical type fits. These fits prompted Reverend Samuel Parris, the father of Betty Parris, to call on authorities to find an explanation for the fits. The explanation they found was very simple: witchcraft. As the months went on more girls began to experience the same sort of events. It was only after intense questioning that the girls revealed the names of those afflicting them: Sarah Osborne, Sarah Good... ... arguments and sufficient evidence to back it up. The remaining problem lies in the fact that there are no survivors to tell the accurate and unbiased story, if such a story exists. In 1692 Salem Village got its "15 minutes of fame" and proved to people the extents humans will go to for the sake of conflict and religion. It should teach a lesson every human being needs to learn, the smallest incident can lead to hysteria of epidemic proportions. BIBLIOGRAPHY Boyer, Paul, and Stephen Nissenbaum. Salem Possessed. Cambridge, MA: Harvard University Press, 1974. Dufour, Ronald P. Colonial America. Minneapolis, MN: West Publishing Company, 1994. Karlsen, Carol F. The Devil in the Shape of a Woman: Witchcraft in Colonial America. New York: W.W.Norton & Co., 1987. Le Beau, Bryan F. The Story of the Salem Witch Trials. New Jersey: Prentice Hall, 1998.

Anti Insanity Defense :: essays papers

Anti Insanity Defense The insanity defense refers to that branch of the concept of insanity which defines the extent to which men accused of crimes may be relieved of criminal responsibility by virtue of mental disease. The terms of such a defense are to be found in the instructions presented by the trial judge to the jury at the close of a case. These instructions can be drawn from any of several rules used in the determination of mental illness. The final determination of mental illness rests solely on the jury who uses information drawn from the testimony of "expert" witnesses, usually professionals in the field of psychology. The net result of such a determination places an individual accordingly, be it placement in a mental facility, incarceration, or outright release. Due to these aforementioned factors, there are several problems raised by the existence of the insanity defense. Problems such as the actual possibility of determining mental illness, justifiable placement of judged "mentally ill" offenders, and the overall usefulness of such a defense. In all, I believe that these problems, as well as others which will be mentioned later, lead us to the conclusion that the insanity defense is useless and should be abolished entirely. Insanity is a legal, not a medical definition. Therefore, mental illness and insanity are not synonymous: only some mental illness constitutes insanity. Insanity, however, includes not only mental illness but also mental deficiencies. Due to this, there are problems in exactly how to apply a medical theory to a legal matter (Herman, 1983;128). The legal concepts of mental illness and insanity raise questions in a conflict between what are termed legalistic criminology and scientific criminology: mens rea, punishment v. treatment, responsibility, and prisons v. hospitals. This debate seesaws to and fro amidst a grey area between law and science. The major difficulty with a theory such as mental illness is that it is just that, a theory. To scientists theories are a way of life, but applied to the concept of law theories become somewhat dangerous. By applying a loose theory such as mental illness to law we are in essence throwing the proverbial "monkey wrench" into the wheels of justice. TESTING FOR INSANITY At the center of the legal use of insanity lies the mens rea. Every crime involves a physical act, or actus reus, and a mental act, or mens rea, the non-physical cause of behavior.

The Roles of Nigerian Association of Model Islamic Schools (Namis)

THE ROLES OF NIGERIAN ASSOCIATION OF MODEL ISLAMIC SCHOOLS (NAMIS) IN THE DEVELOPMENT OF EDUCATION IN OYO STATE: A CASE STUDY OF NAMIS, EGBEDA LOCAL GOVERNMENT AREA CHAPTER. BY SHITTU, AFUSAT OMOBONIKE (MRS) (MATRICULATION NUMBER 04/060854) BEING A PROJECT REPORT SUBMITTED TO THE DEPARTMENT OF ARTS & SOCIAL SCIENCES, EMMANUEL ALAYANDE COLLEGE OF EDUCATION, OYO. IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION (N. C. E) JANUARY, 2009. CERTIFICATION This is to certify that this study was carried out by Shittu, Afusat Omobonike (Matriculation number 04/060854) in the Directorate of Sandwich Programmes of Emmanuel Alayande College of Education, Oyo, Oyo State. ______________________ _____________________ Alhaji S. L. Akano Date Project Supervisor ___________________ ___________________ H. O. D Date DEDICATION This project is dedicated to Almighty Allah for sparing my life from the inception of this N. C. E programme till the end of it. ACKNOWLEDGMENT All praise and adoration is due to Almighty Allah (S. W. T), the Omnipotent, Omnipresent, Omniscience, and the Fountain of knowledge for making it possible for me to complete this NCE programme. He made it a successful one despite all odds. May his infinite peace and blessing be upon our noble prophet Muhammed (S. A. W), his households, his companions, and those who follow his footstep till the day of accountablity. My profound gratitude goes to my able and dynamic supervisor in person of Alhaji S. L. Akano who made necessary corrections, constructive citicism and useful suggestion during the course of writing this project, may Allah assists him in all his endeavours (amen). I equally tender my sincere appreciation to other lecturers in the department for great task done in imparting knowledge on me while in the college, may Allah continue to guide them in all their undertakings. My sincere appreciation goes to my husband, Mr. Abdul Akeem Shittu for his encouragement and support morally, financially and his love during my course of study, may Almighty Allah be with him in all his undertakings and countinue to shower his blessing on him. I also appreciate the effort of the member of executive of NAMIS such as Mrs F. D. Ali, the Chairperson of Oyo State chapter; Mrs S. B. Ogundiran (the proprietress of Al-Hayyu group of schools) and Mr. S. K. Animasahun for their moral support and precious contributions given to me while writing this project, may Almighty Allah reward them in this world and hereafter â€Å"Jazakum Lahu khaeran† I would not forget the contributions of Mr. Abdul Wasiu Ibitoye and Mr Uthman K. Afolayan to the success of this project report, may Almighty Allah be with them in all their undertakings and reward them abundantly. Finally, my unreserved appreciation goes to my course mates and friends for their contributions in one way or the other, people like Tanimowo Baliqis, Ganiy Mariam, Adeyemo Oluwaseun, Ajani Margaret, Ojetola Nike. and others in Emmanuel Alayande College of Education (Urban Day Center) are all my nice colleagues in the college. ABSTRACT This study investigates the roles play by the Nigerian Association of Model Islamic Schools (NAMIS) in the development of education in our immediate society. The study is a case study of NAMIS, Egbeda local government area chapter. The research work is subdivided into five chapters. It starts by focussing on education as a tool for development; the need, activities and organisation of NAMIS are also discussed. Review of relevant past literatures from some established authorities was subsequently carried out. Responses from respondents were captured using questionnaire; data analysis was carried out using descriptive technique, frequency counts and simple percentage. The study rounded up with summary, conclusion and recommendation for all concerned skakeholders. TABLE OF CONTENT Title page Certification ii Dedication iii Acknowledgement iv Abstract vi CHAPTER ONE: INTRODUCTION 1. Background to the study 1 2. Statement of the problem 3 3. Purpose of the study 5 4. Significance of the study 6 5. Scope and limitation of the study 6 6. Operational definition of terms 7 CHAPTER TWO: LITERATURE REVIEEW . 1 Meaning, goal and important of education 9 2. 2 The need for Islamic schools 10 2. 3 Roles of private schools in education 12 2. 4 NAMIS Objectives and Activities 14 2. 4. 1 NAMIS Aims and Objectives 14 2. 4. 2 Educational contributions of NAMIS 15 2. 4. 3 Religious contributions of NAMIS 16 2. 4. 4 Socio-cultural contributions of NAMIS 18 CHAPTER THREE: RESEARCH METHODOLOGY 3. 1 Population 2 0 3. 2 Sampling procedure and sampling technique 20 3. 3 Research instrument 21 3. 4 Validity and reliability of instrument 21 3. 5 Administration of instument 22 3. Method of data analysis. 22 CHAPTER FOUR: DATA PRESENTATION, ANALYSIS OF RESULT AND DISCUSSION. 4. 1 Analysis of demographic data 23 4. 2 Analysis of resesrch data 24 4. 2. 1 The need for Islamic schools 24 4. 2. 2 NAMIS as an organised body 26 4. 2. 3 NAMIS and Islamic schools’management relationship. 28 4. 2. 4 Roles of NAMIS to educational development. 30 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS 5. 1 Summary 33 5. 2 Conclusion 34 5. 3 Recommendations 34 References 36 Appendix I: Questionnaire 38 CHAPTER ONE INTRODUCTION 1. BACKGROUND TO THE STUDY Education is generally accepted as a major source of development of any civilised society. Francis Bacon in his words said â€Å"Crafty men condemn studies; simple men admire them, and wise men use them†. The importance of education to the development of the society has made all concerned stakeholders to be interested in its administration, planning and dissemination to the entire populace. Religious missionaries, most especially Christian missionaries were the fore-runners of western education in Nigeria. Education was used by those organisations as tool for grassroot evangelism as well as public enlightenment. Muslim communities were faced with challenges of getting their children educated in western way without getting them converted into Christianity. Various Muslim organisations rose up to this challenge lately by establishing formal western oriented schools. Muslims are enjoined by Prophet Muhammed to â€Å"seek for knowledge from the cradle to the grave†; and even â€Å"go in quest of knowledge even unto china (edge of the earth) Various Muslim organisations realized this call to tackle the challenges facing Muslim children in the path of obtaining western (formal) education. For instance, Ansar Ud Deen Society of Nigeria, Ahmadiyya Muslim Society of Nigeria, and hosts of other Muslim organisations were early enough to tackle the challenges. Most recently, another Muslim organisation established to contribute to solution of these challenges is Nigerian Association of Model Islamic schools (NAMIS). Nigerian Association of Model Islamic Schools (NAMIS) is a body comprising owners of Islamic Schools, both primary and secondary. The objective of the association is to provide qualitative education to Muslim children in accordance with the requirements of the Islamic religion. NAMIS is a voluntary non-political organisation which aims at constituting a forum of exchange of ideas and instill co-operation among private Islamically-oriented nursery, primary and secondary schools in Nigeria. NAMIS also engages in the formulation and implementation of programmes and policies aimed at assisting the regulation, growth and improvement of standards in member-schools. NAMIS serves as a mouth piece for member-schools in relation to government. Nigerian Association for Model Islamic Schools was established in 1995. The initiative originated from Hajia Aisha Lemu. It held its first national seminar in Minna, Niger state in 1997. NAMIS operates states chapters at state level and local government chapters. Oyo state chapter of NAMIS was established in 1995, while the Egbeda Local Government Area chapter was inaugurated in year 2002. The elected state coordinators are members of the National executive officers of the association. NAMIS also form committees such as monitoring committee to standardise operations of member schools; other committees are disciplinary, annual conference, teachers’ workshop, welfare and international relation. 1. STATEMENT OF THE PROBLEM Islam offers man a complete code of life in the Quran and the sunnah (teachings of the Prophet), which if, followed wholeheartedly, will lead man towards the realization of the greatest glory that Allah has reserved for him as His vicegerent. Man needs training from his childhood both at home and in the society in order to adequately follow the code of life and attain consciousne ss of himself as Allah’s vicegerent on earth. Education should aim at a balanced growth of the personality through training of the spirit, intellect, rational, self feelings, and bodily senses of man. The training imparted to a Muslim must be such that faith is infused in the whole personality and creates in him an emotional attachment to Islam and enables him follow the complete code of life (Niaz, 1995. ) People keep historical accounts of their heritages, culture and religions through the educational system they establish for their children; they transmit their value and belief system through such institutions as schools. Keeping up with religious duties during the school days establishes a strong connection between students and their faith, and enhances possibility of practicing their religion as they grow older. In history of education in Nigeria, early schools in the southern part of the country were founded by Christian missionaries whom were allowed by the British colonial power to set up mission schools, government schools also were generally Christian-oriented. Lemu (2002) writes that any Muslim student in these schools would be forces to study Bible knowledge and in most cases attend church. Conversion was frequently a condition for admission. No teacher was provided for Islamic studies. All the aforementioned problems gave rise to the establishment of private Islamic schools for Muslims in the South-Western part of Nigeria. These Muslim schools faced initial challenges like getting government approval through registration, fashioning out of competent educational-curriculum and syllabi that will infuse their belief in the regular curriculum. Other challenges being faced by these schools are infrastructural inadequacies, administrative bottlenecks and general acceptability. NAMIS was established as controlling and collaborating body for all Muslim-oriented schools. This study focuses on the ability, capability and competence of this organisation in performing her primary assignment. 1. 3PURPOSE OF THE STUDY The main purpose of this study is to investigate and examine the contributions of Nigerian Association of Model Islamic schools (NAMIS) to the development of education in Egbeda Local Government of Oyo State. The research work, precisely, has the following objectives: a) To evaluate the contributions of NAMIS in upgrading standard of education of Muslim schools in Egbeda Local Government. ) To assess the commitment of founders of these Muslim schools towards funding of the established schools. c) To compare the existing Muslim schools with other conventional (and non-Islamic missionary) schools with respect to infrastructural resources, man power and academic performance. d) To examine problems confronting NAMIS as a body. e) To establish constraints affecting Muslim schools towards discharge of high and quality academic standard. f) To sugg est possible solutions for future success and remedy for prevention of existing problems in the future. . 4SIGNIFICANCE OF THE STUDY The findings from this study will provide statistical assessment on the roles of Nigerian Association of Model Islamic Schools (NAMIS) in the development of education. The outcome of this work will enlighten the general public of the activities and focus of NAMIS towards quality academic standards. The research will also enable founders of Muslim schools to further understand the importance of their unrelenting contributions towards better control and funding of their schools. The work is expected to enlighten NAMIS leadership of the problems confronting the association and suggest possible solutions to the issues. In addition, the research will arouse the interest of wealthy Muslims towards the establishment of more schools to serve the needs of numerous Muslim populace. The output of the research will be of usage to the generalities of Muslims in particular and Nigerians in general. It will be useful for all stakeholders in education such as parents, teachers, students, educational policy makers, school administrators and the likes. 1. SCOPE AND LIMITATIONS OF THE STUDY Due to limited time constraints and financial incapability of the researcher, all schools cannot be consulted with respect to the research study and collection of data. The scope of the study shall be some selected NAMIS member-schools in Egbeda Local Government. Some of these selected schools are: a) Al-Hayyu Nursery and Primary school, Olaogun, Ibadan. b) Ar-Rosheed Nursery and Primary school, Gbagi, Ibadan. c) Noble Foundation School, Gbelu, off Olode/Adekola, New Ife road, Ibadan. d) Assalam Nursery and Primary school, Alarere, Ibadan. ) Pillars of Islam Comprehensive school (PICOS), Oloya, Monatan. Eighty (80) respondents shall be contacted for data collection from these selected schools comprising of forty (40) teachers, twenty (20) parents (or guardians) and twenty (20) members of schools management boards. The study shall be limited to the roles of Nigerian Association of Model Islamic Schools (NAMIS) to the development of education in Egbeda Local Governemtn Area of Oyo State. 6. OPERATIONAL DEFINITION OF TERMS Association: A society of people joined together for a particular purpose. Model: A person or thing that can serve as a perfect example or pattern, worthy to be followed or copied. Education: Systematic procedure for the transfer and transformation of culture, through formal or informal training of people in a society. It deals with the mental, physical, psychological and social development of the citizens in a given society. Development: Growth integrated with economic, scientific, political and home based technological expansion. Islam: The religion of peace which means the way of achieving total submission of ourselves to God. Muslim: Adherent of Islam. Literally, Muslim means one who submits himself or herself to the commandment and will of Almighty God (Allah). School: An institution for the instruction (and education) of children or other people. Egbeda Local Government: This is one of the thirty-three local governments of Oyo State. Its headquarter is located in Egbeda. There are eleven wards in the local government and it is geographically surrounded by Lagelu, Ona-Ara, and Ibadan North-East Local Governments of Oyo State on one part and Osun State on another part. CHAPTER TWO LITERATURE REVIEW 1. MEANING, GOAL AND IMPORTANCE OF EDUCATION Kellerman (1980) defines education as the process of teaching and training of the child. It is the imparting or acquisition of skills for a particular trade or profession in which applicable methods are used. Fafunwa (1983) views education as all positive efforts, conscious and direct, incidental and indirect, made by a given society to accomplish certain objectives that are considered desirable in terms of the individual’s needs as well as the needs of the society where the programme is based. Education is therefore, a systematic procedure for the transfer and transformation of culture, through formal or informal training of people in a society. It deals with mental, physical, psychological and social development of the citizens in a given society. The goal of education is manpower development, aimed at national growth integrated with economic, scientific, political and home based technological expansion. However, development may be difficult in poor countries without qualitative and quantitative education. In her desire to achieve meaningful educational development of the country, the Federal Government of Nigeria through her National Policy on education (2004) prescribes two major goals for formal education. The first goal is to civilize and enlighten every individual to lead the good life in society as a citizen of Nigeria while harmonizing with and sharing in the world’s cultural heritage. The second goal is to equip every individual with the skills and job competencies for gainful employment. Education has enabled man to conquer the nature around him and invent certain gadgets for his convenient use. Man has been able to improve his quality of food, clothing and shelter through education. The improved quality of life can be seen in area of transportation, health care delivery, industrialisation, etc. 2. THE NEED FOR ISLAMIC SCHOOLS A fundamental function of formal education advocated by National Policy on Education (2004) is to produce a knowledge based work force for national development. However, this function was not addressed in totality by the system of education introduced by the missionary during the pre-independence period of Nigeria. Oghuvbu (2007) affirmed that Muslim education came into Nigeria by over 300 years before the arrival of Christian education around the 1840’s. However, Muslim education was retarded because education in the middle of the 19th century in Nigeria tended to mean Bible Knowledge, Christian ethics, Christian moral instructions, Christian literature, some arithmetic, language and crafts; directed towards the production of good Christians (Fafunwa, 1975) The goals of Christian missions Education was to produce teachers to assist in the teaching of the gospel and commercial activities. According to Boyd (1975:418), â€Å"the Church undertook the business of education not because it regarded education as good in itself, but because it found that it could not do its own proper work without giving its adherents, and especially its clergy, as much of the formal learning as was required for the study of the sacred writings and for the performance of their religious duties†. Furthermore, Bowen (1857:17) an early missionary, in Ejiogu (1988:3) stated that â€Å"we desire to establish the Gospel in the hearts and minds and social life of the people, so that truth and righteousness may remain and flourish among them. This cannot be done without civilization. To establish the Gospel among any people, they must have Bible†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ they must read the Bible and this implies formal instruction (i. e. education)†. The early system of formal western education in Nigeria was, hence, aimed at achieving selfish ends in religion and trade. Lemu (2006) positioned that â€Å"the western education system had then negative effects of the secularization and de-Islamization of young Muslim generations, as most of the graduates of this educational system became the potential victims of secular culture. The Muslim community was faced with the challenge of getting their children educated (in western system) without getting them converted into Christianity. Muslims also wanted their children to be taught Islamic education alongside the western system of education. Some Muslim organisations rose up to this challenge, one of such is Ansar-Ud-Deen. The Muslim organisation was established in 1923 for t he purpose of educational development of Muslims and also as a body to enhance the moral and social development of the Muslim community. (Wikipedia, 2008). 3. ROLES OF PRIVATE SCHOOLS IN EDUCATION. Government has been largely responsible for the provision of education in Nigeria. There has been a tremendous public sector participation in educational provision in the country (Emunemu, 2008). Public funding of education includes direct government expenditure (for buildings, teachers’ salaries and instructional materials) as well as indirect expenditures in form of subsides to households such as tax reductions, scholarships, loans and grants. There have been many cases of increase in active demand for education pioneered by an increasing number of children, youths’ and adults’ need. Government alone cannot meet these demands; there is need, therefore, for a greater community and civil society participation in providing, managing and funding education. The issue of quality of educational output has been a matter of serious concern not only to the public but also the private sector. The private sector for primary and secondary education has been growing for the past two decades. The proliferation of private schools has been attributed by Emunemu (2008) to the widespread loss of public confidence in public primary and secondary education. The success recorded by private participation at primary and econdary schools levels inspired the Federal Government of Nigeria to lift ban on the establishment of private universities in 1993. Private schools provide helping hand for government in its effort to achieve education for all. Private schools provide qualitative education by employing competent teachers through the fees parents are being charged. They provide adequate amenities needed for effective discharge of educational services such as libraries, laboratories, classrooms. In rounding up, private participation in education improves effectiveness in a cost effective manner and without compromising equity. Private participation encourages the public sector to improve the quality and efficiency of public schools. Competition among providers of services can lower costs and improve responsiveness to the needs of consumers. However, there is a need for a coordinated and focused response particularly as regards partnerships and collaborations in the private sector. The Nigerian Association of Model Islamic Schools (NAMIS) is the coordinating body to institute partnerships and collaborations among private Islamic Schools in Nigeria. 2. 4NAMIS OBJECTIVES AND ACTIVITIES NAMIS as an association of many Islamic Schools is guided by a constituted mission and vision which encompasses its aims and objectives. The association also shoulders some activities and responsibilities towards educational, religious and socio-cultural engagements in pursuit of its vision and mission. 2. 4. 1NAMIS AIMS AND OBJECTIVES According to NAMIS Constitution, the following are the aims and objectives of the association: (a)To propagate Islam in our schools (b)To constitute a form for the exchange of ideas and to steer cooperation among private Islamic Schools. c)To engage in the formulation and implementation of programmes and policies aimed at assisting the regulation, growth and improvement of standards in member schools. (d)To serve as a mouth piece for member schools in relation to government. (e)To establish peaceful co-existence between both Muslim and Non-Muslim schools. (f)To encourage achievement of a world accepted standard for Islamically oriented schools. (g)To c onnect (and inspire) owners of model Islamic schools in Nigeria in order to place so much premium on the education and spiritual development. (h)To prepare young Muslims for future challenges. i)To fulfill Muslims first objective in life which is to fruitfully serve the creator (Allah) in our schools. (j)NAMIS is committed to the achievement peace and harmony towards the development of our community and Nigeria. 2. 4. 2EDUCATIONAL CONTRIBUTIONS OF NAMIS In order to impart knowledge to the young generation, NAMIS focuses its attention most on education. Some of its educational activities are discussed here. 2. 4. 2. 1 Workshops and Seminars NAMIS organises workshops and seminars on various aspects of school administration for teachers and owners of schools. Regular workshops and seminars are held to update knowledge of participants. NAMIS also recommends textbooks and teaching methods to Islamic Schools to meet the required standard in the society. 2. 4. 2. 2 Aisha Lemu Quiz Competition NAMIS conducts an annual inter school quiz competition among NAMIS registered schools. The competition which starts at local government chapters to state chapters and finally to national level features subjects like English Language, Mathematics, Sciences and Islamic Studies. 2. 4. 2. 3 NAMIS Joint Mock Examination NAMIS at local government levels organise an annual joint mock examination to prepare their final-year primary school pupils for entrance examinations into secondary schools. Egbeda local government chapter held its last 2007/2008 session join mock examination at Al-Hayyu Nursery and Primary School Olaogun where many member schools participated. 2. 4. 2. 4 Inspection and Visitation to Schools An inspection committee is set up at local government chapter level by NAMIS to inspect and monitor the academic operations of member schools. During the visitation, the committee identifies lapses and recommends solutions to the problems in order to ensure the upliftment of the standard of the school being visited. The monitoring committee also serves as an agent of awareness among member schools. 2. 4. 3RELIGIOUS CONTRIBUTION OF NAMIS NAMIS inculcates the teaching of Islamic knowledge into the curricula of its member schools. Prominent among religious activities (and roles) of NAMIS are as follow: 2. 4. 3. 1Teaching of Islamic Studies, Arabic, Quran and Dawah as Subjects in Schools. NAMIS schools’ managements are enjoined to include these subjects separately on their time table. This will enable students to gain more knowledge on Islamic education along with the Western education. 2. 4. 3. 2. Annual Quran Competition NAMIS organises annual Quran quiz competition to test their students’ knowledge about Quran recitation and memorization. The Competition is held at local government level, State level and national level. The winners are awarded prizes to motivate other students. 2. 4. 3. 3. Observation of Daily Prayers at School In accordance to the commandment of Almighty Allah which stipulates that Muslims (believers) should observe their respective prayers at the appointed time (Quran, Chapter 4 verse 103); NAMIS schools provide period for observation of prayers (solat). The two afternoon prayers (Zuhr and Asr) are to be offered in the schools by students and their teachers. 2. 4. 3. 4. Islamic Moral Teachings in Schools. NAMIS enjoins its members to lay emphasis on Dawah (moral and religious propagation) teaching. The teacher will be teaching Dawah as a subject. Lectures and Sermons are given to students during the school assembly period. 2. 4. 4SOCIO CULTURAL CONTRIBUTIONS OF NAMIS Some of the activities of NAMIS in area of Socio cultural contributions are as follow: 2. 4. 4. 1 Art Exhibition, Cultural and Drama Display. NAMIS organises competition on art exhibition, drama and cultural display whereby various art works of schools are displayed. Song and rhymes are also performed during the competition which comes up along with Aisha Lemu Competition. The winner and the best actor or actresses are awarded prizes. 2. 4. 4. NAMIS Eid-el-Kabir and Hijrah get-together A get-together forum is organised annually by NAMIS to bring all Muslim children together to celebrate Muslim sacrificial festival (eid-el-kabir) and the Muslim new year (Hijrah). The get-together features events like match past, Islamic songs, rhyme and drama. Lecture is also delivered by notable Islamic scholar. 3. Children Day Celebration Nigeria government declares holiday annu ally on 27th of May for children day. NAMIS gathers school pupils together to celebrate the event on the particular day whereby match past, sing songs and lectures take place. . NAMIS Youth Camp Muslim students are invited into camp by NAMIS during the Yuletide (Christmas) period to educate them on Islamic teachings and develop them spiritually. The camp imbibes in the participants the spirit of living together with other pupils from other schools. The youth camp features lectures, quiz, video shows and other Islamic teachings. CHAPTER THREE RESEARCH METHODOLOGY 3. 1POPULATION The study focuses on the roles of Nigerian Association of Model Islamic Schools (NAMIS) in the development of education in Oyo State of Nigeria, it ses NAMIS Egbada Local Government Area chapter as the case study. The population of the study comprises of privately owned Islamic schools in Egbeda Local Government. In order to adequately evaluate the roles of NAMIS, some of such schools were selected for the pur pose of data collection. 2. SAMPLING PROCEDURE AND SAMPLING TECHNIQUE The study selected the following schools which are under the umbrella of NAMIS in the course of data collection: a. Al-Hayyu Nursery and Primary School, Olaogun b. Ar-Rasheed Nursery And Primary Schools, Gbagi c. Noble Foundation School, Gbelu, Off Olode/Adekola d. Assalam Nursery and Primary School, Alarere e. Pillars of Islam Comprehensive School (PICOS) Oloya, Monatan. Eighty (80) respondents were selected from these schools comprising of forty (40) teachers, twenty (20) parents or guardians, and twenty (20) members of schools management boards. The simple random sampling technique was used to select the needed respondents from the chosen schools. 3. 3RESEARCH INSTRUMENT Structured questionnaire was the research instrument used to gather reliable information from the sample drawn. The questionnaire was made up of two sections A and B. Section A captures the respondent’s personal data information. Section B comprises of eighteen (18) instrumental questions carefully designed to ascertain the roles of NAMIS in the educational development of Oyo State taking Egbeda Local Government area as a case study. Section B was designed on two point like scale, seeking the respondent’s feeling to each particular items which was either agree (true) or disagree (false). Respondents were simply required to tick the appropriate column indicating their feelings. . 4VALIDITY AND RELIABILITY OF INSTRUMENT Some steps were carried out in order to ensure that the research data collection instrument (that is, the questionnaire) adequately measure what it is meant to measure and make it reliable and relevant to the research work at hand. The questionnaire was exposed to the thorough scrutiny and constructive criticisms by the project supervisor and other research experts. Necessary corrections and amendments were done before the final authentication and approval of the instrument by the supervisor. 3. 5ADMINISTRATION OF INSTRUMENT Visitations were made to the selected schools in the local government area of study to administer the questionnaire and to carry out other relevant investigations. The questionnaire were distributed and collected back immediately after their completion by respondents. The researcher was assisted by the teachers of the visiting schools in the course of administration of the questionnaire. 3. 6METHOD OF DATA ANALYSIS The analysis of the data obtained from the questionnaire was carried out using descriptive analysis technique, frequency counts and simple percentage. These statistical methods were employed to reflect the respondents’ opinions in the questionnaire (shown in the appendix). CHAPTER FOUR DATA PRESENTATION, ANALYSIS OF RESULT AND DISCUSSION This chapter focuses on presentation and analysis of data collected and discussion of the major findings of the study. The findings are presented in tabular form; sample percentage format coupled with discussion are made. 4. 1ANALYSIS OF DEMOGRAPHIC DATA Table 1: Distribution of respondents by relationship to the school. RELATIONSHIP |FREQUENCY |PERCENTAGE (%) | |Teacher |40 |50 | |Parent (or guardian) |20 |25 | |Management |20 |25 | |Total |80 |100 | The table shows that majority of respondents (50%) are teachers. A quarter 25% of category of respondents are parents (or guardians), and same proportion of respondents are management. This frequency distribution shows that teachers were more available than other categories of respondents in the course of research instrument administration. Furthermore, teachers are in best position to judge the roles of NAMIS in the education development in the educational system. 4. 2ANALYSIS OF RESEARCH DATA The findings of this study are grouped into four sections representing the need for Islamic schools; impact of NAMIS as an organised body; impact of school management; and effects of NAMIS to educational development. 4. 2. 1THE NEED FOR ISLAMIC SCHOOLS This point shall be determined by considering responses to questions 1,2,14, and 15 of section B of the questionnaire. Table 2: Frequency distribution table of response on conversion of Muslims in the course of acquiring western education in colonial missionary schools. OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |78 |97. 5 | |Disagree |2 |2. 5 | |Total |80 |100 | Table 3: Frequency distribution table of response on the need for the establishment of Islamic schools by Muslim community. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |80 |100 | |Disagree |0 |0 | |Total |80 |100 | Table 4: Frequency distribution table of response on the adequacy of Islamic schools now. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |13 |16. 25 | |Disagree |67 |83. 75 | |Total |80 |100 | Table 5: Frequency distribution table of response on NAMIS encouragement of Muslim philanthropies and associations to establish more Islamic schools. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |70 |87. 5 | |Disagree |10 |12. | |Total |80 |100 | Tables 2 to 5 reveal that majority of respondents agreed that Muslims were converted to other religions in the course of acquiring western education in colonial missionary schools. There is hence, the need for the establishing of Islamic schools by Muslim community as there is insufficient of those schools now. NAMIS is noted by majority for her effort in encouraging Muslim philanthropies and associations to establish more Islamic schools. 4. 2. 2NAMIS AS AN ORGANISED BODY This point shall be judged by considering responses to questions 3, 11, 16 and 18 of section B of the questionnaire. Table 6: Frequency distribution table of response on awareness of NAMIS existence |OPINION |FREQUENCY |PERCENTAGE (%) | |True |74 |92. | |False | 6 |7. 5 | |Total |80 |100 | Table 7: Frequency distribution table of response on NAMIS laying of emphasis on teaching of only Islamic related subjects in their member schools. OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |36 |45 | |Disagree |44 |55 | |Total |80 |100 | Table 8: Frequency distribution table of response on sufficiency of funding of NAMIS to carry out its required activities. OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |37 |46. 25 | |Disagree |43 |53. 75 | |Total |80 |100 | Table 9: Frequency distribution table of response on necessity of all Islamic s chools to be members of NAMIS. OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |77 |96. 25 | |Disagree |3 |3. 75 | |Total |80 |100 | All tables in this section expose the awareness, operation and relationship of NAMIS with respect to coordination of activities of Islamic schools. Majority of respondents are aware of NAMIS, they do not agree that NAMIS emphasises the teaching of only Islamic related subjects in their members schools. NAMIS is not adequately funded to carry out its required activities as opined by majority of respondents. The greater number of respondents (77) agreed that all Islamic schools should be members of NAMIS. 4. 2. 3NAMIS AND ISLAMIC SCHOOLS MANAGEMENT RELATIONSHIP Responses to questions 5, 13, and 17 of section B of the questionnaire will be used to decide on the level of relationship between NAMIS and management of Islamic schools. Table 10: Frequency distributions table of response on full implementation of NAMIS regulative guidelines in Islamic school. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |72 |90 | |Disagree |8 |10 | |Total |80 |100 | Table 11: Frequency distribution table of response on adequate funding of Islamic schools by the management to ensure better performance of pupils. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |75 |93. 75 | |Disagree |5 |6. 5 | |Total |80 |100 | Table 12: Frequency distribution table of response on membership of NAMIS by Islamic schools. |OPINION |FREQUENCY |PERCENTAGE (%) | |Agree |77 |96. 25 | |Disagree |3 |3. 5 | |Total |80 |100 | The tables in this section illustrate the relationship between management of Islamic schools and NAMIS. Greater number of respondents agreed that these schools are executing NAMIS regulative guidelines fully. Also, majority agrees that there is adequate financial commitment on these schools by their managements to enhance pupils’ performance. A lot of existing Muslim schools are members of NAMIS. . 2. 4ROLES OF NAMIS TO EDUCATIONAL DEVELOPMENT Respondents examined the specific roles of National Association of Model Islamic schools (NAMIS) in their answers to questions 6, 7, 8, 9, 10 and 12. Table 13: Frequency Distribution table of response on NAMIS increasing the religious awareness of pupils and personnel of Islamic schools. |OPINION |FREQUENCY |PERCENTAGE | |Agree |77 |96. 5 | |Disagree | 3 | 3. 75 | |Total |80 |100 | Table 14: Frequency Distribution table of response on contribution of NAMIS to the elevation of educational standards of Islamic schools. OPINION |FREQUENCY |PERCENTAGE | |Agree |76 |95 | |Disagree | 4 | 5 | |Total |80 |100 | Table 15: Frequency Distribution table of response on relevancy of NAMIS organised events to the upliftment of academic standard and socio-cultural understanding of pupils. OPINION |FREQUENCY |PERCENTAGE | |Agree |76 |95 | |Disagree |4 |5 | |Total |80 |100 | Table 16: Frequency Distribution table of response on effective coordination of religious activities of Muslim schools by NAMIS. OPINION |FREQUENCY |PERCENTAGE | |Agree |74 |92. 5 | |Disagree |6 |7. 5 | |Total |80 |100 | Table 17: Frequency Distribution table of response on enhancement of performance of Islamic schools with NAMIS coordination. OPINION |FREQUENCY |PERCENTAGE | |Agree |69 |86. 25 | |Disagree |11 |13. 75 | |Total |80 |100 | Table18: Frequency Distribution table of response on achievement of required level of academic standard obtainable at non-Islamic schools by Islamic schools. OPINION |FREQUENCY |PERCENTAGE | |Agree |68 |85 | |Disagree |12 |15 | |Total |80 |100 | Tables analysed in this section illustrate the contribution of NAMIS to educational development of the society through its coordination of Islamic schools. Majority of respondents agreed as follow: i) NAMIS increases the religious awareness of the pupils and personnel of Islamic schools. ii) NAMIS contributes to the upliftment of educational standards of its member schools iii) Events organised by NAMIS are relevant to the elevation of academic standard and socio-cultural understanding of pupils. v) NAMIS coordinates religious activities of Muslim schools effectively. This and other activities make performance of these schools enhanced to the extent that academic standard obtainable at non-Islamic schools are now achievable at NAMIS schools. CHAPTER FIVE SUMMARY, CONCLUSION, AND RECOMMENDATIONS 5. 1 SUMMARY This study aimed at investigating the contribution of Nigerian Association of Model Islamic Schools (NAMIS) to the development of education in Egbeda local government area of Oyo state in particular and Nigeria in general. In the course of the study, issues relating to the need for Islamic schools, activities of NAMIS relating to coordination of these schools and upliftment of academic standard and socio-cultural understanding of pupils were examined. The result of the data analysed earlier specifically reveals the following salient points. i) There is need for establishment of more Islamic schools as the existing number now is insufficient to cater for academic and socio-cultural education of Muslim children. ii) While NAMIS is trying a lot to uplift academic standard of Muslim schools, it is still being confronted with funding problem. ii) NAMIS ensures that Islamic schools are adequately funded by their owners and that pupils have sound academic and religious understanding. iv) NAMIS facilitates the achievement of required level of academic standard by Islamic schools obtainable in any good non-Islamic school. 5. 2 CONCLUSION The researcher, basing her opinion on findings in the course of this resea rch, concludes that Nigerian Association of Model Islamic schools (NAMIS) plays crucial roles to the development of education in Egbeda local government area of Oyo State in particular and Nigeria as a country. Development of education involves growth integrated with scientific, political and technological expansion encompassed in the process of teaching and training of children. This is unachievable without contribution of well focused private bodies such as NAMIS. The body immensely contributes to the development of education in the society through the coordination and indirect management of Islamic schools. 5. 3. RECOMMENDATIONS In view of the findings derived from this research work, the under listed recommendations are proffered by the researcher. ) NAMIS should ensure that there is wider publicity and awareness about the association among Muslim schools in each local government and get them involved in the participation of her activities. b) Private schools should be viewed as participating partner in the course of educational development by the government. There should, hence, be a reduction or cancellation of registration and annual renewal fees and other levies collected from them by the government. ) Muslim parents should be informed about the gain and benefit awaiting their children by registering them in Muslim schools whereby Islamic education can be combined with western education. d) There should be call for mutual cooperation among the management, teachers and parents for the progress of our Islamic schools. e) There should be more call and encouragement for the establishment of Muslim schools due to the inadequate number of operating ones now to cater for the large population of Muslim children. ) The researcher finally suggests that related studies should be carried out on a wider population and society. REFERENCES 1. Akanbi, G. O. et al (2005), â€Å"History of Education†, Foundational Courses in Education I. Oyo: B&K Publishers. 2. Alli Faozeyah (2007, January 18th), â€Å"NAMIS at a Glance†. Address of the Oyo State president of NAMIS at the Annual Ileya Children Get-together at BCOS, Ibadan. 3. Boyd, W. and E. J. King (1989), The Hi story of Western Education. London: Black. 4. Ejiogu, A. M. (1988), Landmarks in Educational Development in Nigeria. Lagos: Joja Educational Research and Publishers Ltd. . Emunemu, Benedict O. (2008), â€Å"Private Sector Participation In Education And Skills Development In Nigeria†. Online reference paper on internet. 6. Fafunwa, A. B. (1975), History of Education in Nigeria. London: George Allen and Unwin Ltd. 7. Fafunwa, A. B. (1983), Development of Education in Nigeria, Trends and Issues in Nigerian Education. Ife: University of Ife Press Ltd. 8. Hornby, A. S. (2003), Oxford Advanced Learner’s Dictionary Of Current English. New York: Oxford University Press. 9. IBERR, International Board of Education Research and Resources (2004), Vision For Muslim Schools. Cape Town: IBERR Publishers. 10. IBERR (2004), The Concept of Islamisation. Cape Town: IBERR Publishers. 11. Ibitoye, Q. A. (2008), â€Å"The Status Of Students’ Motivation In Teaching And Learning Of Islamic Studies In Some Selected Secondary Schools: A Case Study Of Ibadan S. E. Local Government†. Unpublished NCE thesis at Emmanuel Alayande College of Education, Oyo. 12. Kellerman, D. F. (1980), The Lexicon Webster Dictionary. U. S. A: Delair Pub. Company Inc. 13. NAMIS (2000), â€Å"Nigerian Association of Model Islamic Schools (NAMIS) Constitutions†. Ibadan: Peace Compuprint. 14. Ogbuvbu, Enamiroro (2007), â€Å"Education, Poverty And Development In Nigeria: The Way Forward In The 21st Century† in European Journal of Social Sciences. Online reference paper on internet. 15. Raimi S. O, et al (2003), Education, Healthy Living and National Development. Lagos: SIBIS Ventures. 16. Wikipedia (2008), â€Å"Ansar Ud Deen Society of Nigeria†. Online reference paper on internet. Appendix I: Questionnaire ROLES OF NATIONAL ASSOCIATION OF MODEL ISLAMIC SCHOOLS (NAMIS) IN THE DEVELOPMENT OF EDUCATION IN OYO STATE: A CASE STUDY OF NAMIS, EGBEDA LOCAL GOVERNMENT CHAPTER. QUESTIONNAIRE Dear Respondent, The questionnaire is designed to identify the roles of NAMIS in the development of education in Oyo state taking Egbeda Local Government as the case study. Please give correct and accurate responses, your responses shall be treated with confidentiality. Briefly state or tick your view where appropriate. Thank you. SECTION A 1. Name of your school (of your child or where you teach or manage): †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. .. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. The local government where the school is located: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . Your relationship with the school: Teacher Parent (or guardian) Management. SECTION B Instruction : Tick agree (true) or disagree (false) as appropriate to your view. |S/No. |Question |Agree (True) |Disagree (False) | |1. |A lot of Muslims were converted to other religions in the course of acquiring western | | | | |education during the pre-colonial era in missionary schools. | | | |2. Muslim community needs the establishment of Islamic schools. | | | |3. |Are you aware of NAMIS existence? | | | |4. |NAMIS encourages Islamic schools to provide adequate teaching facilities and personnel | | | | |in their schools | | | |5. |My school management implements NAMIS regulative guidelines fully in the school | | | |6. NAMIS increases religious awareness of pupils and personnel of Islamic schools | | | |7. |NAMIS contributes to the elevation of standards of education of Islamic schools | | | |8. |Events organized by NAMIS are very relevant to the upliftment of academic standard and | | | | |socio-cultural understanding of pupils | | | |9. |NAMIS coordinates religious activities of Muslim schools effectively | | | |10. Islamic schools perform better under NAMIS coordination than before the association | | | | |came into existence | | | |11. |NAMIS lays emphasis on teaching of Islamic related subjects only in their member | | | | |schools | | | |12. Islamic schools achieve required level of academic standard obtainable at other | | | | |non-Islamic schools | | | |13. |The management of my school fund it adequately to ensure better performances of pupils | | | |14. |There is enough number of Islamic schools now | | | |15. NAMIS encourages Muslim philanthropies and associations to establish more Islamic | | | | |schools | | | |16. |NAMIS is adequately funded to carry out its required activities | | | |17. |Is your school a member of NAMIS? | | | |18. |All Islamic schools should be members of NAMIS. | | |

Regional Metropolis: Constantinople and Tenochtitlan Essay

Constantinople and Tenochtitlan were two great cities in their time. They both had many dominant physical features. They also had many cultural influences and their major function for each city was different. The two cities had important landmarks and their locations still exist. The cities both had religious affiliations and other important aspects. Constantinople and Tenochtitlan help to show you what cities were like between 1160-1520. Any two cities could have been chosen to show what it was like back then. These two show the global nature of this occurrence by contrasting the two. One is located in the Mediterranean and the other is in Mesoamerica so they are basically worlds apart. They also experience two different kinds of life. These two were also chosen to be compared because many of the Europeans went to these places and made their own accountable comparisons on what they had thought. Each city had its own dominant physical characteristics. Constantinople had St. Sophia and the hippodrome. It also had well-to-do houses and markets. Constantinople was in the center for trading on the Silk Road. It also had a great defense system because the city was surrounded by water. The city had the Old Horn Port on one of its edges. Tenochtitlan was built up in the marshes. The city also had special roads to connect it to the mainland. Each city had its way of living with their physical features. Constantinople and Tenochtitlan each had its own set of cultural influences. Constantinople was mostly Roman and Greek. They mainly spoke Greek there. They were also Christian Orthodox. Tenochtitlan was built by the inspiration of two older cities. The immigrants and visitors that came had to stay in their own neighborhoods. They also traded with the north and south. Constantinople and Tenochtitlan were influenced by their cultures. The major function for each city was different from each other. Constantinople was used as a political place. It was also very religious. Constantinople was also a major trade center. Tenochtitlan was mainly a religious center. It had different ritual sacrifices that went on. It also had a lot of religious ceremonies that went on. They both had different  functions. The cities had many important landmarks and their locations still exist. Constantinople had St. Sophia as well as the Mese Road or â€Å"Midway†. The Golden Gate was also located there. Other places located here are the Golden Horn and the Hippodrome. Tenochtitlan had the Pyramid of the Sun. They also had the Market. Old Horn Port is still around today. Tenochtitlan stood where present day Mexico City is. Each city had its own set of important places and each are still around in some way. Each city had its own religious affiliations. Constantinople was centered around the Orthodox Church. Tenochtitlan had many things that were religious. They had sacrifices in their city. They also had many Gods and were polytheistic. Tenochtitlan also had many priests and a chief to look up to. Constantinople and Tenochtitlan had their own way of believing in their religions. Constantinople and Tenochtitlan also had some other important characteristics. Constantinople was extremely wealthy. They also had inhabitant Greeks that were not made for war. The language of Tenochtitlan was Nahuatl. They also had a population of two hundred thousand. Their city was built by the Aztecs. The two cities had many important characteristics. Most Europeans had their part in thee decline of both of these cities. Many places say that their religions had an affect on their violence. They both had an obsession for gold and other wealthy material. They each had a big population for their time. Many believed that because of their great and different urban development went well with the fact that they had a modern economic development. Both were built in imitation of older cities and more well-known centers. They both were known more as imperial capitals, but now they are often referred to as cities. Constantinople was older, but its became more famous as a Roman capital later in history. Tenochtitlan was a younger city and quickly grew from a small place into the largest city of the Americas as their expansion of power grew over all of Mesoamerica. Constantinople and Tenochtitlan helped to demonstrate how cities developed and what their lives were like back then when they were developing cities. They both had their own set of physical characteristics. They also had their own share of cultural influences and what their major function for their city was. Constantinople and Tenochtitlan had important landmarks within each of their city limits and the site for their locations are still around in some form. They also had their own religious beliefs and ways of life. They also had some other important aspects to their cities to distinct themselves from other cities. Constantinople and Tenochtitlan were classified as a city, but do you think they could have become more than that? Bibliography Wiesner, Wheeler, Doeringer, Curtis. Discovering The Global Past. Houghton Mifflin Company; New York: 2007. Pages 268-300. Source 4, Illustrated Map of Constantinople, 13th Century Source 5, Interior Saint Sophia Source 10, Spanish Illustrated Map of Tenochtitlan