Each Individuals Outlook on Life and How Its Formed :: essays research papers

Humdrum Conundrum: Does or does it not make sense to insist that how each person sees things depends entirely on that persons unique time, place, and subjective judgement? on their cultural background? I would like to point out that this paper is written assuming there is an absolute reality...and there is actually a table sitting there, and it is not just a figment of our imagination, as it were. Pardon the assumption, I have to have somewhere to work from. â€Å"Did You Just See That?† I believe it makes perfect sense to insist how someone sees something depends entirely on his or her point of view. A great modern philosopher, Bertrand Russell’s, idea of appearance and reality explains that perception of a table and its distribution of colors, shape, and sense, vary with each point of view. Commenting on the distribution of color, Russell states that, "It follows that if several people are looking at the table at the same moment, no two of them will see exactly the same distribution of colors, because no two can see it from exactly the same point of view, and any change in the point of view makes some change in the way the light is reflected." What one person sees the table as green, one might see as red at another viewpoint. And what might seem to have color is actually colorless in the dark. What one might perceive as being rectangle, may look oval in another view. What may sense the table to be hard by a touch of the fingertips may be soft by the touch of the cheek. Determining hardness of the table depends on pressure applied and judge of the sensation. No assumptions can be absolutely true because there is no determining factor in choosing the right angle to look at or sense the table. There are no determining factors in which angle or measurement is better to judge than the other in sense of color, shape, and feel of an object. So, depending on an individual’s point of reference, or point of view, will alter their sense of perception of any object, thing, or mass. It is the same idea with a photograph. Depending on the lighting, time of day, and position the picture was taken from, a table can be made to look like any number of things. If it is night, the table may look like a darker lump against a dark backdrop.

The Bantu

LESSON PLAN GRADE 11 HISTORY. TOPIC: BANTU MIGRATIONS INTO CENTRAL AFRICA BEFORE 1800. OBJECTIVES: Pupils should be able to: Define the term â€Å" Bantu† Define the term â€Å" Migration† Explain the origin of the Bantu. Explain the causes of the migration and settlement of the Bantu Describe the ways of life of the Bantu. ORIGIN Bantu is a common term used to refer to the over 400 different ethnic groups of Africa stretching from south of the Sahara desert to South Africa that have similar languages and to some extent customs. Their movements are called migrations their large scale movements over long distances.It is important however to understand that these movement did not occur at once. They took place in phases. The Bantu speaking people were part of the Iron Age people from the Middle East. They settled along the banks of the River Nile. Later, they moved to North Africa and occupied some areas in the Sahara grasslands. From here, they moved to the area around L ake Chad, Nigeria and the Cameroon highlands area called the Benue-Cross region. However, some settled in the great lakes region in east Africa. These people were given the name ‘Bantu’ because of the imilarities that were noticed in their languages. For example, the prefix ‘ba-’ and the suffix ‘-ntu’ was common among the languages they spoke. To illustrate this, look at the table below which shows translations of the word ‘person’ and ‘people’ into some Zambian Bantu languages: 1 Language Lozi Tonga Bemba Kaonde Tumbuka Singular Mutu Muntu Umuntu Muntu muntu Plural Batu Bantu Abantu Bantu antu CAUSES The drying up of the Sahara grasslands. This led the groups that practiced agriculture to migrate in search of new fertile land and water for farming. There was population increase.This created pressure on the causing others to migrate in search for new land. Occupation, agriculture, hunting, blacksmith etc. Succession di sputes in some cases led to the migration of some groups. This normally happened when a king died and members of the royal family quarreled about who should succeed. Convicted people or criminals migrated in order to run away from being punished or killed. Tribal wars caused migrations as defeated tribes ran away from powerful ones for safety. Slave trade contributed to the migrations in that in order to avoid being ttacked and sold as slaves, some groups were forced to migrate to new areas. Some groups or individuals migrated merely for adventure. They did this so that they could explore and see what other lands were like.Ambition Another reason that led to the Bantu migrations was that of expansion. Some rulers wanted to expand their kingdoms and therefore migrated in search of new areas. 2 THE COURSE AND EXAMPLES OF THE GROUPS THAT MIGRATED 1. = 3000 – 1500 BC origin 2 = ca. 1500 BC first migrations 2. a = Eastern Bantu, 2. b = Western Bantu 3. = 1000 – 500 BC Urewe nuclus of Eastern Bantu . – 7. southward advance 9. = 500 BC – 0 Congo nucleus 10. = 0 – 1000 AD last phase 3 First group Passed through Congo Forest, avoided Zaire River and settled in Katanga or Shaba. This was about the 5th century. They settled here because of the fertile land, good rainfall, minerals, and grazing land. Interacted with the Portuguese who introduced them to new crops like, maize, sweet potatoes, and bananas. Second group Migrated around the 14th century. Settled western side of Lake Malawi. The descendants of this group are the Tumbuka, Nsenga, Kamanga and Tonga of Malawi.Another group of the Shona, Rozwi, and Karanga took a short cut, crossed the Zambezi River and settled in Mashonland. Third group This group had the Sotho and Nguni and went north east via Tanzania through the western side of Lake Malawi. They settled in Mashonaland. Here, they were forced out by the Rozwi, Shona and the Karanga. The group went to settle in South Africa. Th is was between 9th and the 14th century. 4 WAYS OF LIFE Economic The Bantu were agriculturists who grew crops like sorghum, millet, beans, maize, and sweet potatoes.They were pastoralists who kept animals like cattle, pigs, goats. They were hunters who hunted wild game for meat. They were also smelters and also made farming implements Pottery makers, made channel decorated type. Made baskets and mats. 5 Social Lived in small households. Households were made of pole and daga. Roof was thatched with grass. Huts built in a secular form Kraal built in the middle for protection of the cattle. Diet included fish, meat, and vegetables. Bark of the tree used as cloth. Political Family household under eldest male member.Family formed clans which formed villages. Villages headed by a headman. Villages formed a chiefdom or kingdom. Headed by a chief or king respectively. Religious Believed in a superior being. They called their superior being by different names. Their god would be approached b y leaders who were semi-divine. Had different spirits for different problems. Religious ceremonies held on tombs, under the msoro tree or any other sacred place. Cattle and/or other animals would be killed only during such ceremonies.  © One World Africa (Zambia) 2007 6

Content Area Literacy - 1167 Words

CONTENT AREA LITERACY IMPORTANCE Tracey Turner EDUC 525A Instructor: Craig Carter December 7, 2014 CONTENT AREA LITERACY IMPORTANCE Literacy is an important aspect for success in life in general. An individual’s success in the classroom, in their career, and in their quality of life is directly related to how literate that individual may be. Literacy is more than the ability to read, but how an individual uses written information to function in life. Literacy was traditionally thought of as just the ability to read and understand what has been read. Now, the term literacy is being thought of in terms as a much wider range of skills related to subjects such as science and math. Changes in society and advancements in†¦show more content†¦There is no action to tell a story in an expository text. The reader needs to use strategies for harnessing and synthesizing the information in this type of text.† (Retrieved from http://www.k12reader.com/what-is-content-area-reading/). In the classroom, regardless if early classroom or higher, it is always important for students to learn effective reading strategies regardless of the subject. Successful readers will learn early on to use these strategies in every subject. The teacher will help the students to develop before reading strategies, during reading strategies, and after reading strategies. Some of the successful pre-reading strategies that I have used have been skimming the selection, accessing prior knowledge, and learning vocabulary. In the second grade class I taught, we skimmed the story for words that may be unfamiliar to us and then used strategies such as context clues and apposition to figure out the meaning of those words. Some during-reading strategies include questions, infer, and summarize. I felt that summarizing the selection with the second grades, hitting key points, helped them to comprehend and understand the selection better. 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