Gibson Kente Essay Example for Free

Gibson Kente Essay Gibson Kente: Arguably the most popular playwright-director in South African Theatre history is â€Å"Bra Gib†, Gibson Kente. Born in 1932, Kente became the father of Black Theatre. He was a great patriot and founding father of Black Theatre in South ; an effective voice of the oppressed though the arts, he articulated the socio-economic imbalances created by the apartheid regime. Kente was not only an artist but also a vehicle for change. He conscientised the nation through music and theatre and gave a nation confidence in the midst of repression and brutality. Kente was largely unknown to the white theatre-going population of South Africa – however he produced 23 plays and many TV dramas from 1963-1992. Kente grew up in Duncan Village, a black village in the Eastern Cape. He was schooled at a Seventh-Day Adventist College in Butterworth. In 1956, he moved to Johannesburg and enrolled at the Jan Hofmeyer School of Social Work. He eventually abandoned his studies after he joined a black theatre group called the Union Artists. This is where he embarked on his career writing, producing and directing, where he created the unique genre referred to as the â€Å"township musical. Kente developed a style and pattern for his plays specifically to deal with the challenges and needs of his audiences. His plays were melodramas of township life, which were performed in an over-the-top, stylized manner using stock characters and a declamatory style of performance. His style of directing his actors to ‘overact’ was in order to compens ate for many of the townships venues which had poor acoustics. His use of music, movement, gesture, gimmicks, dance and acrobatics were directly related to his problem with township venues. These large halls were not complimentary to any type of method acting. The movements had to be unnaturalistic, the acting was vigorous and exaggerated well beyond reality, in order to have an impact on the eye and the ear. There was also a devaluing of dialogue – the dialogue is in English, however, most of it was inaudible because of audience noise and interaction, bad voice projection in the acoustically unsound halls, the musical band and unfamiliarity with words from the script. The audiences were not there to appreciate the subtlety of language through the use of puns or witticisms – they were there to be entertained through the stock characters antics – to recognize themselves on stage. Kente’s aim was to fill township venues and he did. The majority of his plays are stylistically similar: the acting style hardly varies, the story development is superficial, there is an absence of conflict other than the physical fights and the slanging matches between characters. The plots were simple – they were made up of occurrences which were happening in the townships and in daily township life. Ian Steadman writes in his article Alternative Politics, Alternative Performance: 1976 and Black South African Theatre that â€Å"while he [Kente] has been criticised by more radical Black Consciousness proponents for being a-political, Kentes theatre succeeds in creating social comment and criticism – sometimes by implication, at other times by direct proseltism† (1984: 219).

The Issue Of Handphone In School English Language Essay

The Issue Of Handphone In School English Language Essay   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Handphone has become indispensable gadget, an absolute necessity for both adults and children. Like every other invention of man, whether or not to allo the use of handphones in Malaysian schools is not an easy yes-or- no issue. This is the dilemma of the authorities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If properly used, the handphone can bring more benefits than harm especially to children. When television first made its debut in the 1960s, everybody imagined that it would have a negative effect on children. Parents fret over their childrens addiction to the idiot box and the neglect of their studies. Their fears were unfounded as they soon found that if strictly contolled, the television was as harmless as the radio or the gramophone.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In more recent times, the same anxiety greeted the advent of computers, especially the Internet. Today, the Internet has becomean essential tool and we cannot imagine a life without computers. Like the computers, the handphone has many advantages, while an abuse of it can have disastrous results. Handphones are useful tools of communication. Parents and children can keep in touch with each other and any last mintue change of plans can be conveyed easily without any trouble to either party. Some children however, cite this as a loss of privacy as parents will have a 24-hour access to their children   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parents say the handphone is more than a convenience-it is an essential item that can function as a tracker divece. With it they can monitor their children and check on their whereabouts via satelite. Thus, from whereevr they are, paretns can ensure the safety of thier children and avoid incidents like kidnapping and such crimes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education Ministry officials, school authorities and many parents believe that allowing handphones in schools would only widen the disparity between the haves and the have-nots among students. Handphones come in a variety of shapes, colours and function:from generic ones to highly sophisticated ones that double up as camers, video cameras and palm tops. Not every child in school comes from middle or upper class families that can afford to buy each child a handphone. The self esteem of children who do not own a handphone or who possess a basic one wii be affected. Low esteem among students would cause a rift among children. Cliques, jealousy and rivalry would result. This unhealthy situation should not be nurtured in a school. Instea, the school environment should promote equal opprotunities and equal treatment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another reason for the strong outcry against allowing studentsto bring handphones to school is the distraction it poses. SMSes, games and ringing tones are some of the distractors that take the students attention away from the lesson. Children being children will not be able to resist the temptation of answering calls and sending messages when they should be listening to the teacher or classes, the games available on the phone is something the students would resort to after classes to overcome boredom.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Apart from diverting students attention, the handphones can threathen the validity of school examinations. Students may cheat durin examinations via text messages. Information or answers can be passed from one student to the next while examiners may be totally oblivious of the cheating that happen.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, even adults find it hard to exercise social etiquette and discretion in the use of handphones, therefore children cannot be expected to do any better. Despite explicit messages in movies threatres, at meetings and at formal meetings, we still hear phones ringing away. School administrators and discipline teachers would find it difficult to to effectively prohibit students from using their phones during lessons.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If Ministry of Education lifts the ban on handphones, schools may come up with new rules or guidelines to control the use of the handphone. Inevitably, teacher will be burdened with the task of monitoring the use and misuse of the handphone. All this is additional stress for teachers who are already loaded with heavy responsibilities. The Malaysian school system has thrived so far even with handphones being banned from schools. Why sudden change of heart? http://ngkwdaniel.spaces.live.com/blog/cns!61F13D5E0ECD31F0!521.entry Cell Phones at School: Should They Be Allowed? by Maya Cohen The question of whether cell phones should be allowed in schools has been hotly debated over the years. Most school administrations regard cell phone use as disruptive and distracting, and have implemented policies that prohibit using them on school grounds. There are benefits to giving your kids cell phones for use outside of school, but before you add them to your family plan, read the pros and cons: The Pros You can be in touch with your children, and know their whereabouts. Your kids can reach you in the event of an emergency, and vice versa. If in danger, your children can reach the authorities or a medical provider. Phones can be silenced during class or study periods, and active only in appropriate places. Cell phones create a convenience that was previously unavailable. With cell phones, you can easily reach your kids for any reason: to ask them questions, change plans, or to simply say hello. The Cons Students often forget to turn off their phones in class, and ringing noises or text-message alerts disrupt learning. Even if set to silent, cell phones can still cause distraction, since text messaging has become a high-tech method of passing notes in school. Students have been known to use cell phones to call in bomb threats to schools, to avoid or condense class time. In the event of a widespread crisis, rampant cell phone use can overload communication systems and render them inoperable. Student cell phone networks add to the spread of rumors and misinformation, which can be harmful during a widespread crisis. Phones can be used as cheating devices during exams. The long-term physical effects of cell phone use are still undetermined. There are compelling arguments on both sides of the debate, and both enthusiasts and critics make convincing points. What do you think? Take our poll: POLL: Should schools allow cell phones? In fact, the real decision regarding cell phones lies with parents. Short of checking each and every backpack, school officials can only enforce cell phone bans if they catch a student with a prohibited device. Would you allow your child to bring a cell phone to school? Share your opinion in our poll: http://life.familyeducation.com/cellular-telephones/school/51264.html By MALLIKA VASUGI WHEN initial reports about students being allowed to use handphones in schools were first released, many teachers were incredulous.    There were already enough problems in schools where the ruling against handphones was strictly enforced. With the lifting of the ban, all hell was bound to break loose.    We shuddered in our staff rooms, imagining the consequences.    It was a great relief therefore when the announcement to renew the handphone ban came shortly after that although there were a few raised eyebrows and wry comments passed about the now its on-now its off thing.    During the period between the first and second announcements, many letters to the editor were written and opinions given about the ruling both in favour of, and against, the bringing of handphones to schools.    While teachers were generally opposed to the idea, some parents were pleased.    Times have changed, one parent wrote. We need to keep in touch with our children. How else will they reach us in case of emergencies?    http://thestar.com.my/archives/2006/2/5/education/09cartoon.jpg One colleague remarked, The way some parents go on, you would think their offspring came into the world clutching handphones to their ears.    Many teachers laughed quietly when further restrictions on the use of the handphone were outlined.    Only during break time, in the canteen or school compound, not during lessons.    As teachers smack in the middle of this issue, with first-hand knowledge of the problems caused by handphones despite school rules against it, it is difficult not to be sceptical. Besides being an effective examination cheating tool and major distraction during the teaching-learning process, handphone text messages have also replaced the classic love-letter to the girl in the last row.    Thats an understatement, said another friend who is the discipline master in his school.    Remember the old school boy trick of yesteryear involving strategically placed pencil-sharpener mirrors. Just imagine what they can do with camera-phones these days.    And do you know what the worst part is?    Some of the models in the lewd, almost pornographic, camera-phone shots are our students. Makes you wonder what the root of all this moral decadence is, doesnt it?    Of course banning the handphone in schools does not mean all these problems are going to be solved. Cheaters will still cheat and inappropriate behaviour in girl-boy relationships will still continue.    Besides, asked another parent, Wouldnt it be unfair to students who genuinely need to have the handphone with them? What about kids with medical problems who need to be in constant contact with their parents?    School administrators have never been unaware of this situation and for that reason, there are always teachers on duty everyday to deal with emergencies such as sending students home, to the hospital, contacting parents and so on.    Some schools I know even allow students to bring their handphones to school but they have to turn the phones in to the school authorities throughout the school session.    You know what really amazes me? said my discipline teacher friend.    Every time we conduct a spot-check and confiscate handphones, parents who have never attended any school function, never turned up on open day to check on their childs progress throughout the school year, are at the school office within half an hour of notification, pleading with us to return the handphones to their children.    Another point brought up by the no handphones in school proponents was the possible feelings of resentment, envy or even feelings of inferiority which may arise when students begin comparing handphone models in schools.    Like most of our material possessions that start out as needs, handphones have become a sort of status symbol for some.    Parents know this when their teenagers tearfully plead for the over RM1,000 model that every other kid has.    Imagine a kid who applies for the Textbook Loan Scheme because his father earns less than RM1,000 a month, sitting next to a student flashing the latest Nokia N90 which cost his dad RM2,500.    Most of us teachers especially, are glad that the issue is finally settled and the ban remains effective.    But we know some of the negative comments that are bound to be made by those less satisfied with the ruling.    Teachers should not blame handphones for discipline problems.    It is the teachers job to ensure students pay attention in class and do not play with handphones. Teachers should not shirk their responsibilities or pass the buck, and so on and so forth.    I wish someone would teach us teachers how to keep a student awake in class when he has been working part-time until 2am to pay for the luxury items he needs, handphones of course being at the top of the list.    While we are at that, I also wish someone would teach us teachers how to prevent students from using vulgarities in school when they use them all the time at home.    Or tell them it is not okay to cheat although this allows them to get what they want.    Or that it is morally wrong to flash an expensive Samsung D500 in front of another kid whose parents cannot afford to give him lunch money.    http://www.mobile88.com/news/read.asp?file=/2006/2/5/20060205000212sec=cover%20story By KAREN CHAPMAN PETALING JAYA: The Education Ministrys decision to lift the ban on handphones in schools from this year has generally caused an uproar.    Director General of Education Datuk Dr Ahamad Sipon cited the increasing number of students owning handphones due to cheaper service charges and handsets as the reason for lifting the ban.    Basically, the Education Ministry does not want to prevent the usage of handphones in school. But their use by both teachers and students must be controlled so that the teaching and learning process is not disrupted, he said in a circular.    RING IT IN Yim Pheng Lets not panic unnecessarily with the lifting of the ban. Lets see what happens first. If there are problems as a result of the directive, I am sure the Education Ministry can then review the situation.    Schools should also have their own rules on the matter.    SMK La Salle (Petaling Jaya) principal A Rajenthran I welcome the ministrys lifting of the ban. We allowed students to bring their handphones last year for convenience and security reasons.    Many parents want to be able to contact their children. They also want their children to be able to contact them in case of an emergency.    We set up a process where students who want to bring their handphones can do so, but they have to first register with us.    We cannot run away from the fact that handphones make things extremely convenient these days.    Parent Abu Kadir Abdullah, 49 All of us in the family keep in touch with each other via handphones, so in this ICT (information and communication technology) age, having handphones will help us communicate faster better.    Parent K.K. Wong, 43 In this day and age where both parents are busy working until late in the day they have to depend on the handphone to keep in touch with their children in school. It is no more just a gadget to show off, it has become a necessity.    Many parents can attest to the fact that it has helped them in their lives. School authorities should make sure students help us communicate faster and better.    CALL IT OFF Parent V. Gunasekaran I am really scared for my daughter. Some IT savvy boys may take funny pictures of girls and circulate them through the MMS. The Ministry should have a rethink.    Senior assistant Mary Goh We have a strict ban on handphones. I really dont see a need for students to bring them to school. There are enough public telephones in school and if there is an emergency, they can always use the office telephone.    Although we are very strict, and will confiscate the phones if we catch them with one, some still manage to sneak them into school. Its really not a good idea.    Principal Suzana Ahmad I am concerned because bringing handphones to school will distract students from concentrating on their studies.    Students are here to learn but they may be unable to resist the urge to check their phones for messages every now and then.    After teaching for many years in urban schools, I can tell you that children in these areas can be very sneaky and may put their phones on silent mode in class.    Teacher R. Usha I agree it is not a good move. I am worried about the impact on those who do not have handphones.    Children from wealthier backgrounds may possess state-of-the-art phones while the poorer ones may have something simpler or none at all. This will cause jealousy and may even result in thefts. http://www.mobile88.com/news/read.asp?file=/2006/1/12/20060112213741sec=news

Imported Cars :: essays research papers

Picture yourself in Orange County, California. As you walk on the gravel covered road, you spy a bright neon green Honda Prelude. When you take a close look, you will see all kinds of logos. Pokemon, Honda, Greddy, Mugen, Transformer, TriZone, Kamikaze, Weapon R, Neuspeed, Barely Street Legal, HKS, Xenon, DC Sports, Catz, Nakayama, Venom, Napolex, Tokico, Momo, Honda Sport, and Street Glow are all popular logos you can find anywhere. As you turn a cheek, the sun’s bright beam is reflecting off the shiny chrome wheels. Since it is hurting your eyes, you turn around; right in front of you is a sticker that says â€Å"Greddy Racing Exhaust System†. As your eyes wonder downward, you see the 4.5-inch exhaust tip. You stand up and leave with a huge smile and say, â€Å"That is going to be my car one day†. Stickers are the main characters in import car shows. You can always get stickers of anything and about anything if your car is great, as any import car owner hopes it to be. To have millions of people admire your car as much as you do, your car will need to be unique by using manufacture logos. The manufacture owner then gives you their logos, turbo chargers, leather seats, exhaust systems, and so on. It is obvious that import cars are more for looks then speed. Spoilers are the main item for dressing up the rear of the car. You can always keep the old-fashion manufacture spoiler that came with your car, but the spoiler that really makes heads turn are the custom made ones. Favorites among the custom spoilers are the samurai sword holder and the high wing. The high wing is made for looks and little for speed. The only true owners of the high wing spoilers are Toyota owners. Samurai sword holder spoilers are basically the same as three-piece spoilers. The three-piece spoilers are only for looks because they do not have the aerodynamic figure or slick designs. (Chang 44) Every running car has to have an exhaust system. If you want a lot of speed, you would want a racing exhaust system. A racing exhaust system contains a racing header, a provision pipe with a custom tip. Mini draggers are another approach for looks, sound, and some speed. You can hear a mini dragger from miles away. My mommy always told me â€Å"If you can’t say anything nice then don’t say it all†.

The Bible, The Adventures of Huckleberry Finn, and The Epic of Gilgames

The Bible, The Adventures of Huckleberry Finn, and The Epic of Gilgamesh - Are They Relevant Today? In The Epic of Gilgamesh, Gilgamesh, the hero of this epic, achieves many feats of skill, which makes him famous, but that is not the reason it is an epic. The Epic of Gilgamesh fulfills the requirements of an epic by being consistently relevant to a human society and carries immortal themes and messages. By looking at literature throughout history, one can infer the themes that are consistently passed on to other generations of humans. It is in human nature for people to want to excel in life and strive to make a name in this world for themselves. We want to be remembered by name or for something we have done. Most, who actually succeed, are forgotten about in a matter of years. However, some are remembered for tens, hundreds, and even thousands of years, because of their great intellectual achievement to feats of outstanding skill. Gilgamesh is not only a character of a story; he is actually a portrayal of people and how they act out of human nature. He, like many of us, does not want his existence to end when he leaves this world. He is not content with what he has, well looks, money, and power, and desires more in life. The Epic of Gilgamesh is a story that we, as people, can relate to. There are similarities between Gilgamesh's journeys and our own journey through life. Some of the texts that will be compared with the Epic of Gilgamesh, are the Bible, and Mark Twain's The Adventures of Huckleberry Finn. The characters of these stories are all have that burning desire to be successful in life, which we can relate to. These texts span across different time periods and societies illustrati... ...rder for people to live, they must always be above the line of absolute poverty. In the human perspective, the greater the amount of money you have, the farther you have "to drop" to get below the poverty level. It is basically a bigger buffer zone in terms of economic status. Therefore, in a human society, there will always are certain inalienable aspects of humanity. The Epic of Gilgamesh fulfills the requirements of an epic by being consistently relevant to a human society and by carrying immortal themes and messages. Epics will always be present because there are certain themes about humanity that cannot be denied. In this era, it is easy to say that the world is rapidly changing. But, humans aren't changing with it and there lies the root of most of the problems in society. We must recognize and maybe change the world to be more suitable for humanity.

Essay on the Role of the Gods in Homers Iliad :: Iliad essays

The Role of the Gods in Homer's Iliad        Ã‚   If one holds the contemporary view of the Christian God then it may be difficult to comprehend the actions and motivation of the Greek deities. The Christian God does not tend to take such an active role in the affairs of people's lives, where, on the other hand, "the Greeks regarded direct involvement by the gods as a daily, uncontrollable part of life"(Guthrie 17). Needless to say, divine intervention was a major variable in the equation of Homer's Iliad. The gods picked who they would favor for different reasons, except Zeus.   As the symbol of supreme authority and justice, he makes judgment calls as to the other gods' involvement in the war, remains impartial, and doesn't seem to get caught up in picking favorites. Even when his own son, Sarpedon, was about to die, Zeus chose to let the outcome go unaltered. On the other hand, Zeus's wife, Hera, displayed the more typical actions of a god. After Paris, a Trojan, judged Aphrodite the fairest over Hera, and, after her daughter Hebe was replaced as cupbearer to the gods by a young Trojan boy, she was quite resentful towards Troy and its people. Obviously, she sided with the Greeks and would stop at nothing to express her will. Scheming and manipulating, she even dared to trick her husband, King of the Gods. Hera, along with Athena, who was also passed over by Paris, is seen as the chief divine aid to the Greeks. Being the god of the sea, Poseidon was another strong supporter of the ocean-faring Greeks. Whenever Zeus turned his back, Poseidon tried to help the Greeks in the fight. Poseidon felt that he was somewhat Zeus's equal, as his brother, but recognizing Zeus's authority and experience, he looked to Zeus as an elder. There were also Gods who favored the Trojan side of the conflict. Both Apollo and Artemis, twin brother and sister, gave aid to the city of Troy. Although Artemis takes a rather minor role, Apollo, perhaps angered by Agamemmnon's refusal to ransom Khryseis, the daughter of one of his priests, and was constantly changing the course of the war in favor of the Trojans. Responsible for sending plague to the Greeks, Apollo was the first god to make an appearance in the Iliad. Also, mainly because Apollo and Artemis were on the Trojan side, their mother, Leto, also helped the Trojans.

Siddhartha: Journey Towards Self Discovery

A Journey Towards Self-discovery By: Gabrielle Revelo Behind all the endeavors of Siddhartha are prompts that steer him to a different path. Thus, he experiences many different faces of the world throughout his journey of discovering the truth within himself. In attaining truth, it is essential for Siddhartha to discover the unity of the world. One cannot find the reality in ones being if the world itself is disintegrated; a vital parcel of self-discovery is unity of the world.It is in the unity of the physical world where Siddhartha discovers the key concept of finding truth in his own persona. Therefore, finding unity with the world can co-exist with profound personal satisfaction in life. Everything that happens to Siddhartha piles up to realizations, because through his experiences he gains adequate understanding, which eventually leads him to the ultimate knowledge, which satisfies all his worldly desires. In the end, Siddhartha’s encounter with Vasudeva really matters th e greatest in his quest of finding truth.It is the ferryman who served as the catalyst for his self-discovery. Finding the unity of the mortal world is a constituent in achieving self-discovery; Siddhartha only attains the truth within him through discovering the unity of the world. When Siddhartha exposes himself in a disunited world of materialism with Kamala and Kamaswami, which Siddhartha denotes as the game of Samsara, he ends up with a vital realization; â€Å"Then Siddhartha knew that the game was finished, that he could play it no longer. A shudder passed through his body; he felt as if something had died† (85).As Siddhartha recognizes the disunity of the world, he feels nauseated with himself, and shares a mutual perspective on how he perceives the world. Through Siddhartha’s perception of a disunited world, he is unable to find the unity in himself. But as Siddhartha escapes the world of spirituality, in being a Brahmin, or a Samana and when he flees his life of materialism with Kamala and Kamaswami, Siddhartha ventures in the first representation of the unity of nature, the river; this is when Siddhartha reaches to a the ultimate discovery; â€Å"From that hour ceased to fight against his destiny.There shone in his face the serenity of knowledge, of one who is no longer confronted with conflict of desires, who has found salvation, who is in harmony with the stream of events, with the stream of life, full of sympathy and compassion, surrendering himself to the stream belonging to the unity of all things. † (136). Through the unity of nature, Siddhartha hears the sound of perfection or the sound of contentment within him. It is when he witnesses transcendence of the world where he discovers his being.Govinda wanders in the riverbanks to hear for himself the words of a pious ferryman who has been the talk of the town. He then discovers that the ferryman is no other than his childhood friend Siddhartha; as their conversation conclud es Govinda notices in his friends appearance; â€Å"He no longer saw the face of his friend Siddhartha. Instead, he saw other faces, many faces, a long series, a continuous stream of faces– hundreds, thousands, which all came and disappeared and yet all seemed to be there at the same time, which all continually changed and renewed themselves and which were yet all Siddhartha† (150).Through Govinda’s divine impression of Siddhartha’s physique, it ascertains Siddhartha’s achievement of peace. He is the sole witness of Siddhartha’s self-discovery. Siddhartha’s life from being a clever Brahmin, a patient Samana, a lavish businessman, and as a ferryman are all essential towards his self-discovery for they have indicated directions to Siddartha and eventually those prompts leads him towards self-discovery.As Siddhartha departs his life with his parents, the Brahmins, he follows the way of the Ascetics; after so many years of living the life of an Ascetic, Siddhartha moves further to seek enlightenment from the Gotama, the Buddha; â€Å"This fruit, for which we are already indebted to Gotama, consists of the fact that he has enticed us away from the Samanas. Whether there are still other and better fruits, let us patiently wait and see† (23). As Siddhartha absorbs the knowledge that the Samanas once imparted to him, it directs him to a different path.Through his constant longing for discovering truth, Siddhartha acquires more understanding that was essential to decode the puzzle towards truth. By the time Siddhartha absorbs the teachings of his previous spiritual life as a Brahmin and a Samana, and as he parts ways with the promise of Buddha’s enlightenment he goes to the town and experiences the domain of materialism; it took many years for Siddhartha to crash upon another realization; â€Å"I have had to experience so much stupidity, so many vices, so much error, so much nausea, disillusionment and sor row, just in order to become a child again and begin anew.But it was right that it should be so; my eyes and heart acclaim it† (96-7). Through experiencing another perspective of life, Siddhartha finally grasps the notion that truth is not defined by materialism. It is another milestone in his life, which forces him to reevaluate his life. Finally as Siddhartha encounters nature, represented by the river he finally locates the final parcel of his realization; â€Å"Within Siddhartha there slowly grew and ripened the knowledge of what wisdom really was and the goal of his long seeking.It was nothing but a preparation of his soul, a capacity, a secret art of thinking, feeling and breathing thoughts of unity at every moment of life† (131). In the terminal phase of Siddhartha’s realization, wisdom is reflected on his journey. Various directions prompt Siddartha to take up different lifestyles. Siddhartha’s encounter with the ferryman, Vasudeva impacts him the most in his journey towards self-unity; it is the ferryman who introduces the vast knowledge of nature to Siddhartha, whom Siddhartha eventually perceives, and ultimately attains peace.After Siddhartha awakens from his long unconsciousness to reality, he approaches a ferryman whom he adores his capabilities; â€Å" I also thank you, Vasudeva, for listening so well. There are few people who know how to listen and I have not met anybody who can do so like you. I will also learn from you from this respect† (105). Siddhartha’s appreciation of the ferryman’s listening capacity, the very first time they decide to venture together, directly highlights the ferryman’s importance to Siddhartha’s search. The peace that Siddhartha observes from Vasudeva’s image becomes his goal.When Sidhartha recognizes the ultimate power of the nature, in the moment of self-discovery, he remembers an essential person; â€Å"This knowledge matured in him slowly, and it was reflected in Vasudeva’s old childlike face: harmony, knowledge of the eternal perfection of the world and unity† (131). Through Siddhartha’s comparison of perfection to Vasudeva, demonstrates Siddhartha’s recognition of his predecessor’s great contribution to his realization. Moreover, Siddhartha exhibits his owed learning to the ferryman through recollecting his image to his experience of peace.Siddhartha explains to Govinda the great realization that Vasudeva came about; â€Å"When this holy man went off into the woods, he new everything; he knew more than you and I, without teachers, without books, just because he believed in the river† (147). Siddhartha illustrates the greatness of Vasudeva through explaining to his friend the realization that the ferryman once imparted to him. Through Sidhartha’s demonstration of his shared understanding with Vasudeva to Govinda, ascertains the vitality of Vasudeva in his search for truth.

Environmental Control and Pollution in Nigeria Essay

Civilization has been overwhelmed with fearful reports that mankind is steadily working towards self – destruction through the process of uncontrolled pollution of the environment. A casual look at our surroundings shows reckless attitude of people towards environmental preservation. Due to this development, regulations and standards have been set to ensure cleaner and safer environment. These regulations are enforced by agencies like National Environmental Standard and Regulation Enforcement Agency (NESREA), Federal Environmental Protection Agency (FEPA) and State Environmental Protection Agencies (SEPAs). There are environment regulations currently in place which include regulation on noise, erosion, flood, for manufacturers of beverages and tobacco, pharmaceuticals, chemicals, electrical, electronics, sanitation, emissions that that have to do with air pollution. There are also regulations on pollution, hazards, waste, air, soil, surface and subsurface water that constitute contamination of the environment. We have major forms of pollution such as water, noise, air, land/soil and thermal pollutions which sources include natural disaster, industries, motor vehicles, generation sets amongst others. Without pollution control, the waste products from extraction, production, distribution, heating, agriculture, mining, manufacturing, transportation and other human activities, whether they accumulate or disperse, will degrade the environment. In the hierarchy of environmental control, pollution prevention and minimization of wastes are more desirable to pollution control. Most industries and individuals in this country have erroneously claimed that why they are not able to treat or control their wastes or reduce pollution is that government has not provided the necessary facilities for the management of such wastes. Apart from the basic facilities the government has to provide, each waste generator is responsible for the safe disposal of his or her waste, except when government insists on a particular system. No government builds toxic waste incinerators or chemical treatment plants but all the government can do is to encourage entrepreneurs interested in such ventures by granting special concession, tax relief, removal of duty on imported pollution control equipment. The purpose of setting environmental regulations is to reduce or eliminate health and environmental hazards that induce harm. ENVIRONMENTAL POLLUTION What is an Environment? The African Centre for Environmental Protection (ACEP) defines environment as the totality of surrounding condition and its features. Scientifically, it is described as the combination of physical, chemical, biological and social factors in which a living organism exists that affect the organism, community and influences its development or existence. Environment can simply be considered as the surrounding in which we live, work and enjoy leisure, which consists of air, soil, surface and surface water, providing habitat for mankind and other animals, plant species and serving as a source for food, water, fuel, raw materials and breathing air. Environmental Problems Environmental imbalance gives rise to various environmental problems. Some of the environmental problems are pollution, soil erosion leading to floods, salt deserts and sea recedes, desertification, landslides, change of river directions, extinction of species, and vulnerable ecosystem in place of more complex and stable ecosystems, depletion of natural resources, waste accumulation, deforestation, thinning of ozone layer and global warming. Environmental Pollution Environmental pollution is defined as the undesirable change in physical, chemical, and biological characteristics of our air, land and water. It can also be described as ‘the deliberate or accidental contamination of the environment with waste that is created by human action’. As a result of over – population, rapid industrializations, and other human activities like agriculture and deforestation etc., earth became loaded with diverse pollutants that are released as by-products. A pollutant is a substance or effect which adversely alters the environment by changing the growth rate of species, interferes with the food chains, is toxic or interferes with health, comfort, amenities or property values of people. Pollutants are introduced into the environment in significant amounts in the form of sewage, waste, accidental discharge, or as a by-product of a manufacturing process or other human activity. The damage caused to the biosphere may be briefly summarized as follows: 1. Damage to human health caused by specific chemical substances present in the air, food, water and radioactivity materials 2. Damage to the natural environment which affects vegetation, animals, crops, soil and water 3. Damage to the aesthetic quality of the environment caused by smoke, chemical fumes, dust, and noise, the dumping of solid waste and waste water 4. Damage caused by long term pollution effects which are not immediately apparent. The dangerous effects are caused by low level pollution absorbed into the body over long periods of time, for example carcinogenic substances, radioactivity and excessive noise Types of Pollution (a) Water Pollution Water pollution occurs due to the presence of dissolved inorganic materials, organic materials such as proteins, fats, carbohydrates and other substances found in domestic and industrial waste waters. It also gets polluted due to physical factors such as turbidity, colour, temperature of effluent, associated radioactivity etc. Organic pollutants Organic pollution is due to the presence of high molecular weight compounds such as sugars, oils and fats, and proteins obtained from distillery, canning, sugar and other food processing industries. They impart a high Biological Oxygen Demand (BOD) load to the liquid waste. These organic compounds are readily degraded in aqueous medium by soil and microorganisms present in the sewage. During this process, Dissolved Oxygen (DO) in the stream is used up. When the DO is reduced below a certain limit, aquatic life is affected adversely. Oil spillage from tankers and ships leads to the pollution of beaches. Some wastes from pharmaceutical and petrochemical industries and coke-ovens contain phenols which are toxic to fish, microorganisms and other aquatic life. Liquid effluents from industries manufacturing drugs, dyestuffs, pesticides and detergents can also be toxic. Usage of anionic detergents which are not biodegradable leads to a lot of foaming and frothing. Inorganic pollutants and heavy metal pollution Alkalis, acids, inorganic salts and other chemicals formed during processing lead to inorganic pollution. Besides being the cause of corrosion of metals, these chemicals are toxic to aquatic life. Industries like paper and pulp, tanneries, textiles and coke-ovens among many others, discharge these chemicals. Inorganic chemicals such as free chlorine, ammonia, hydrogen sulfide and other sulfides, salts of metals like Cr, Ni, Zn, Cd, Cu, Ag etc. are usually found in metal plating liquid wastes, alkali producing units, polyvinyl chloride, coke-oven and fertilizer industries. Pharmaceutical industries also produce large quantities of free acids and neutralized chemicals during different unit processes. Chromates, phosphates, ammonia and urea are typical chemicals found in effluents from fertilizer industries. Pollution due to mercury in chloro-alkali industries has forced to switch from mercury to diaphragm cells although there are many operating difficulties in the latter. Eutrophication is a phenomenon that occurs due to the presence of inorganic matter in the water. Though it is a natural process in lakes and rivers, human activities can accelerate the rate at which nutrients enter these water bodies. Inorganic pollutants containing nitrates and phosphates are essential for plants. When these compounds are present in excess in water body there is an over growth of plant matter creating an imbalance in the aquatic environment. Apart from these factors, effluent waters can have pathogenic micro organisms and harmful substances like organochlorides, phenolic and benzenic compounds that cause various types of acute and chronic diseases among living beings. Therefore, it is most desirable that industrial liquid effluents are pretreated or reduced with undesirable chemicals before being thrown on the land and in rivers, seas or public sewers. If discharged into public sewers they can corrode the pipe lines and treatment equipment as well as reduce biological activity due to the presence of toxic materials. (b) Air Pollution Apart from natural causes, pollution of air occurs due to increased industrialization and urbanization. In nature, thousands of tonnes of dust, sand and obnoxious gases are carried from one place to another by wind, cyclones, volcanic eruptions and forest fires. A healthy man inhales about 16.5 kg air/day. If this air is polluted, intake of oxygen is reduced. Corrosion of materials by acid mist and acid gases like SO2, CO2 and oxides of nitrogen can be very significant. Pollution of air occurs from process industries such as sulfuric acid plants, power station boilers, nitric acid plants, cement plants, foundries, chloro-alkali industries and plastics industries among many others. It is broadly due to particulate matter dispersed in it or gaseous pollutants completely miscible with it in all proportions. Dusts refer to coarser sizes of solids (1-100 microns) that are carried away due to the turbulent forces of flow. Aerosols refer to particles smaller than 1 micron. Smoke is obtained during incomplete combustion of organic matter. The sizes of particles vary between 0.01-1 microns. Fumes, mists and fog are other forms of pollution which could occur due to various operations in chemical industry. Gaseous pollutants are gaseous solutes such as SO2, Cl2, NOx, CO2, CO, mercury or organic vapour dispersed in air. Another source of ambient air pollution is the emission from automobiles. The pollutants in this case are CO, NOx, hydrocarbons, particulate matter and trace quantities of SO2, formaldehyde and lead. Effects of air pollution Global warming (Green house effect) – This is the observed increase in the average temperature of the earth’s atmosphere and oceans in recent decades. The increased amounts of carbon dioxide (CO2) and other greenhouse gases (CH4, O3) are the primary causes. They are released by the burning of fossil fuels, land clearing and agriculture, etc. and lead to an increase in the greenhouse effect. ï‚ ·Ã¯â‚¬  Acid rain (SOx, NOx) – Acid rain occurs when sulfur dioxide and nitrogen oxides are emitted into the atmosphere. These substances undergo chemical transformations and are absorbed by water droplets in clouds. The droplets then fall to earth as rain or snow. This can increase the acidity of the soil, and affect the chemical balance of lakes and streams. ï‚ ·Ã¯â‚¬  Depletion of the ozone layer (CFCs, HCFCs etc.) – Ozone layer prevents most harmful UV wavelengths (270- 315 nm) of ultraviolet light from passing through the earth’s atmosphere. The decrease in ozone is due to the production of CFCs and ozone depleting chemicals such as carbon tetrachloride and trichloroethane. It is suspected that a variety of biological consequences, including, for example, increases in skin cancer, damage to plants, and reduction of plankton in the ocean result from the increased UV exposure due to ozone depletion. ï‚ ·Ã¯â‚¬  Photochemical smog & air borne toxic substances – Photochemical smog is due to the chemical reaction of sunlight, nitrogen oxides (NOx) and volatile organic compounds (VOC’s) in the atmosphere, which leaves a yellow brown haze that reduces visibility. Nitrogen oxides are released in the exhaust of fossil fuel-burning engines in cars, trucks, coal power plants, and industrial manufacturing factories. VOC’s are vapors released from gasoline, paints, solvents, pesticides, and other chemicals. (c) Land Pollution The greatest land pollution by far occurs due to urbanization and concentration of population, garbage, waste paper, packing materials and rejects from households and industries form solid wastes. Land pollution also occurs when deforestation is carried out on a large scale; agricultural operations are extended to forest and mountainous areas, large areas covered with green vegetation are submerged in water by the construction of dams. It can also get polluted when coal, oil, ores, stones, sand and other construction materials are mined and transported. All these operations adversely affect ecological aspects of the environment. Ever increasing demands for paper, fuel, furniture and packing materials due to exploding populations combined with increasing urbanization have aggravate the unhappy situation. The result is that we now live in a rapidly changing environment, the effects of which are not easily predictable. (d) Noise Pollution Of all the pollutions, it is the most insidious and a menace in thickly populated areas. There is ample medical evidence that it affects speech, hearing and the general health and behavior of people exposed to it over extended periods of time. The measurements designed to determine noise levels include the intensity and frequency of noise periods of exposure and duration of noise. The community noise levels are expressed as a weighted sound-pressure level in decibels dB. The sources of noise in environs of industries include metal fabrication processes, high pressure burners in furnaces, rotary equipment like turbines, compressors, pumps etc. pipelines carrying high velocity fluids and solids and vibrating and grinding equipment among many others.