Especially since Africa has such a vast amount of ethnicities and cultures. I would need to aid this individual and classroom the understanding that amalgamating all the ethnic, cultural and socio-economic differences would create a stronger overall unit. To do this one could identify a learner who displays wisdom as well as far sightedness and task that individual towards leading other learners towards the goal of classroom unity and strength. As Africa also has a vast socioeconomic gap I would encourage the breakdown and sharing of resources amongst learners that have more resources than others without creating the impression that those that have less cannot contribute in other ways such as stimulating other learners senses to aid in the learning experience- empiricism or existentialism where the learner realises that they are a free and responsible agent and that
Strategic factors played a changing role in Britain’s relationship with its African empire throughout the expansion period 1870-1902, the consolidation period 1902-1955 and the de-colonisation period 1955-1981. In some of these periods Strategy was right at the foreground of Britain’s rule in Africa and other times it was pushed to the back by other major factors. These include economic considerations, International relations, changing attitudes and nationalism. Many historians such as Martin Pugh saw that ‘the most obvious motive for British expansion was strategic’. Britain’s strategic motives in Africa centred on thwarting the growth of rival European powers as well as securing its interests in Africa.
The idea of nationalism is that any person, who believes in their country, that it has potential and strength to grow and become strong, will fight for the country. They will dedicate themselves to their birthplace, their home. The person will be dedicated in fixing any faults that the country may have. The colonists did not see that the black nationalists saw them as a fault that needed fixing. (Source B) The colonists (or the main fault) did not realize the many mistakes they made when they colonized Congo.
W.E.B DuBois Who do you think made the most persuasive case for education? W.E.B. DuBois made the most persuasive case for education. He made the best, most persuasive case for education of African Americans because he wants them to be fully educated, he envisioned “The Talented Tenth” so African Americans could be true Americans, and he attacked Booker T. Washington’s acceptance of racial segregation. W.E.B DuBois wanted African Americans to be fully educated.
Given an awareness and endorsement of the motive, the legalities of a company that commences in a different nation and whose product market involves numerous foreign states may be addressed and beat. Here is the initial difficulty - to obey the regulations of the home land which in this scenario is England, and conformity with all the regulations of the states in the product market, which are several sub-Saharan African states. A dilemma with Intellectual Property resulted in the re incorporation of Freeplay in to life-line vitality. Because the enterprise is expanding and reaching more individuals, it'd be rational the technology supporting the radio will establish, hence the organization would do nicely to shield itself from that exposure, if it hasn't done
Assess the significance of individuals in the progression to equality from 1887 to 1980 A conventional view of the civil rights movement suggests Martin Luther King was a defining figure in the progress made when racial discrimination and intolerance were a regular occurrence in America. This particular traditionalist view is supported by historians such as Kenneth L. Smith and Ira G. Zepp, Jr; they believe King was incredibly significant to Black Civil Rights, depicting that King’s ideology of integration, rather than desegregation, or in his words “the concept of brotherhood to a vision of total interrelatedness”, spurred the Civil Rights Movement forward significantly, and consequently, the progression to equality. Despite this the level
They’re inspirational, motivating and sometime shocking but all distinctive voices have the purpose of bringing across a message to an audience. The following texts portray these aspects and would therefore be suitable for the 2014 HSC. This is evident when looking at Martin Luther King’s I have a Dream, Severn Cullis-Suzuki’s Address to the Plenary Session, Earth Summit and the film Remember the Titans directed by Boaz Yakin. King’s speech was elevating for African-Americans, providing hope for a better future. This is amplified through techniques like historic and biblical allusions and imagery.
His strong beliefs keep him and those around him motivated and leading the way in the social fields of study (Williams, 2011) W.E.B. Du Bois was the primary leader for the research on the way that African Americans led their lives here in the United States. His influences was so great that the African American community
There was then the OAU Organization of African Unity. This was an obvious achievement in Nkrumah’s eyes as well as Africa. Nkrumah was more into developing Africa politically, rather than economically. He felt that without political independence, plans for social and economic revolution would fail. Nkrumah was looked upon as a prophet and people would even compare him to the Messiah.
Why did Britain use the plantation system so much? The plantation system was a way of creating an efficient economic system and structure which worked on the bases of that it would be fuelled by the hard labour of mainly black African slaves in order to maximise the production and output of commodities such as rice, Tabaco and sugar in order to fully maximise profit without losing a lot of money at the same time. The first reason as to why the plantation system was used is that it provided an organised structure of which the “gang system” was utilised, it worked by grouping slaves in terms of their age and strength and gender group 1 consisted of the big strong African males where the slaves that would lead the groups in order to cut down sugar canes you could say they concentrated on mainly heavy duty work, group 2 would be the ones behind group1 who clear the path of grass and do an average days’ work on the fields of the plantations and would also do house work they consisted of women and young children, group 3 where the ones that would bring food and refreshments to the other groups they were basically “the oil that ran the machine” they consisted of the elderly and pregnant women. This developed an effective hierarchal system that was based around the slave’s efficiency and ability. This all developed a structure of teamwork for the slaves this allowed them to work together more efficiently it also gave the slaves a sense of friend ship this would have also allowed the slaves to work harder as well.