Category: Uncategorized

Taiwan Becomes First Asian Country to Unveil Draft Law on Same-sex Marriages

Posted on February 21, 2019 by

The law would give same-sex couples similar legal protections for marriage as heterosexuals, but marriage in civil law would remain defined as between a man and woman.
Taipei: Taiwan on Thursday proposed a draft law to allow same-sex marriage in Asia’s first such bill, but the legislation was criticised by rights activists and conservative groups amid a heated debate over marriage equality.
Voters opposed marriage equality in a series of referendums late last year, defining marriage as between a man and a woman and asking for a special law to be enacted for same-sex union
The draft law unveiled by cabinet on Thursday would give same-sex couples similar legal protections for marriage as heterosexuals, but marriage in civil law would remain defined as between a man and woman.
Premier Su Tseng-chang said the bill respected the referendum results, although activists had said a separate law for gay marriage was discriminatories

“Controversies are expected about the proposal, but I really hope our homosexual friends can wait a bit longer,” Su said in a statement. “This might fall short of expectations, but after all it’s a start,” he said.

Jennifer Lu, coordinator of Marriage Equality Coalition Taiwan, said the draft did not give complete legal protections to same-sex couples. She acknowledged the pressure on the government from all sides, but said activists will continue to fight for equal rights.

Taiwan’s parliament is expected to vote on the draft bill by late May, a deadline for legislation set by the constitutional court in May 2017 when it ruled that same-sex couples had the right to legally marry.

The divisive issue has been a challenge for President Tsai Ing-wen, whose party suffered a major defeat in local elections in November amid criticism over her reform agenda, including marriage equality.

Conservative groups that opposed same-sex marriage during the referendum said they will fight the draft bill too. The Coalition for the Happiness of Our Next Generation on Thursday called the draft “unacceptable”.

Please guys we are getting old we need husband if you are interested here is our numbers..08156….

Posted on February 21, 2019 by

Women in military are like ordinary women too, they have blood flowing through their veins and have needs which they long to see satiated. They go through many ordeals like ordinary people and are susceptible to pains too; they however, handle their pain better than most people out there would. Most men believe it is going out of bounds when you approach a military woman for advanced friendship.

They blow things out of proportion by thinking these women could beat them up any time or set them up peradventure they misbehave, it should however be noted, that dating a woman in the military is the same as dating any other woman. What depicts how far that friendship would go is the manner of approach and the ability to present oneself with an aura of dignity and gentility.

Below are some of the things you don’t know about women in the military.

Emotional

They Embrace Motherhood

While so many people share an unreal belief about military women being wrecks when it comes to marital bliss, some of them are married and they embrace motherhood with a shocking interest. They are after all normal and have all it takes to raise a family. They put everything they have into use to ensure their children live normal lives. They could be stern and instill discipline in their wards at tender ages. They are regular moms who strive hard to perform their motherly obligations.

Supportive

Most people believe military women are mean and therefore avoid them. They could be excellent friends when people get to know them more. Same way they could be tough and intimidating, they could also be fierce when it comes to fighting for their friends and loved ones.

Responsibilities

It is misconstrued when people think military women’s problems have been completely solved due to the financial security that comes with their appointment. Nevertheless, they have stacks of responsibilities that go beyond sorting with money. They get weighed down by the thoughts of the risks of their jobs, instability often brought by deployment, affairs that concern their children and spouses. With all these, they tend to vent and exhale; like everyone else. But people get sentimental and believe they are naturally aggressive.

Sexual Favors

Not every woman in the military sleeps around. Many people believe most women in the military are loose and have traded sexual favors for work favors. It is the general perception that there is a major somewhere rocking their boats. Some women in military have dignity and have been able to maintain healthy non-sexual relationships with their superiors thereby maintaining stability in their career.

Enduring Scrutiny

Unknown to the general public, women in military also fight different battles in their chosen profession. The military is still dominated by testosterone while the women struggle to fit in. Failure is always expected when they are given tasks as a result of gender discrimination. It is disheartening for them to know the public also scrutinize them by seeing them as a different entity.

Attacking The Mole

Women in military have had their fair share of failures in marriages just like the successes have been discussed. The fundamental problem has still not been addressed. Seeing the women in uniform is a turn on for some men. They appreciate their bravery and get infatuated. At the long run, broken homes and relationships aren’t inevitable. The whole blame is mostly put on the women oblivious to the fact that the military indoctrination didn’t break the relationship. Are men ready to give up their job security and pack up when the women get deployed?

BREAKING] Elections: FG declares Friday public holiday, excludes bankers

Posted on February 21, 2019 by

In preparation for the February 23 presidential and national assembly elections, the Federal Government has declared Friday, February 22, 2019, as a public holiday,

The Ministry of Interior in a statement, on Wednesday, said bankers and those offering essential services across the nation are excluded in observing the public holiday.

“The Federal Government declares Friday, February 22, 2019 as work-free day. Those providing essential duties and bankers are excluded.

In preparation for the February 23 presidential and national assembly elections, the Federal Government has declared Friday, February 22, 2019, as a public holiday,

The Ministry of Interior in a statement, on Wednesday, said bankers and those offering essential services across the nation are excluded in observing the public holiday.

  • “The Federal Government declares Friday, February 22, 2019 as work-free day. Those providing essential duties and bankers are excluded.

Jamiublog.com.ng

Curriculum and Its different definations

Posted on February 21, 2019 by

Types of curriculum with their definitions
©Leslie Owen Wilson. Ed. D. Contact Leslie
What are the different definitions and types of curriculum?
When I asked my students what curriculum means to them, they always indicated that it means the overt or written curriculum – thinking of a curriculum manual with goals and objectives, or their textbooks. However, the word “curriculum” as it is defined from its early Latin origins means literally “to run a course.” If one thinks of a marathon with mile and direction markers, signposts, water stations, and officials and coaches along the route, this beginning definition is a metaphor for what the curriculum has become in the education of our children.
Here are multiple definitions of curriculum, from Oliva (1997) (4)
Curriculum is:
That which is taught in schools
A set of subjects.
Content
A program of studies.
A set of materials
A sequence of courses.
A set of performance objectives
A course of study
Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.
Everything that is planned by school personnel.
A series of experiences undergone by learners in a school.
That which an individual learner experiences as a result of schooling. p 4
What are the different kinds of curriculum?
Obviously the answer to this question is subject to interpretation. Since curriculum reflects the models of instructional delivery chosen and used, some might indicate that curriculum could be categorized according to the common psychological classifications of the four families of learning theories “ Social, Information Processing, Personalist, and Behavioral.”
Longstreet and Shane have dubbed divisions in curricular orientations as: child-centered, society-centered, knowledge-centered, or eclectic . Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like.
Whatever classification one gravitates to, the fact remains that at one time or another curriculum in the United States has, at some level, been impacted by all of the above. In essence, American curriculum is hard to pin down because it is multi-layered and highly eclectic.
My personal definition (Wilson, 1990) of curriculum is:
Anything and everything that teaches a lesson, planned or otherwise. Humans are born learning, thus the learned curriculum actually encompasses a combination of all of the following — the hidden, null, written, political and societal etc.. Since students learn all the time through exposure and modeled behaviors, this means that they learn important social and emotional lessons from everyone who inhabits a school — from the janitorial staff, the secretary, the cafeteria workers, their peers, as well as from the deportment, conduct and attitudes expressed and modeled by their teachers. Many educators are unaware of the strong lessons imparted to youth by these everyday contacts.”
The following represent the many different types of curricula used in schools today
Type of Curriculum Definition
1. Overt, explicit, or written curriculum Is simply that which is written as part of formal instruction of schooling experiences. It may refer to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, the overt curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.
2. Societal curriculum (or social curricula) As defined by Cortes (1981). Cortes defines this curriculum as:…[the] massive, ongoing, informal curriculum of family, peer groups, neighborhoods, churches, organizations, occupations, mass media, and other socializing forces that “educate” all of us throughout our lives. 24
This type of curricula can now be expanded to include the powerful effects of social media (YouTube; Facebook; Twitter; Pinterest, etc) and how it actively helps create new perspectives, and can help shape both individual and public opinion.
3. The hidden or covert curriculum That which is implied by the very structure and nature of schools, much of what revolves around daily or established routines.
Longstreet and Shane (1993) offer a commonly accepted definition for this term – the “hidden curriculum,” which refers to the kinds of learnings children derive from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators…. ” 46
Examples of the hidden curriculum might include the messages and lessons derived from the mere organization of schools — the emphasis on: sequential room arrangements; the cellular, timed segments of formal instruction; an annual schedule that is still arranged to accommodate an agrarian age; disciplined messages where concentration equates to student behaviors were they are sitting up straight and are continually quiet; students getting in and standing in line silently; students quietly raising their hands to be called on; the endless competition for grades, and so on. The hidden curriculum may include both positive or negative messages, depending on the models provided and the perspectives of the learner or the observer.
In what I term floating quotes, popularized quotes that have no direct, cited sources, David P. Gardner is reported to have said: We learn simply by the exposure of living. Much that passes for education is not education at all but ritual. The fact is that we are being educated when we know it least.
4. The null curriculum That which we do not teach, thus giving students the message that these elements are not important in their educational experiences or in our society. Eisner offers some major points as he concludes his discussion of the null curriculum. The major point I have been trying to make thus far is that schools have consequences not only by virtue of what they do teach, but also by virtue of what they neglect to teach. What students cannot consider, what they don’t processes they are unable to use, have consequences for the kinds of lives they lead. 103
Eisner (1985, 1994) first described and defined aspects of this curriculum. He states: There is something of a paradox involved in writing about a curriculum that does not exist. Yet, if we are concerned with the consequences of school programs and the role of curriculum in shaping those consequences, then it seems to me that we are well advised to consider not only the explicit and implicit curricula of schools but also what schools do not teach. It is my thesis that what schools do not teach may be as important as what they do teach. I argue this position because ignorance is not simply a neutral void; it has important effects on the kinds of options one is able to consider, the alternatives that one can examine, and the perspectives from which one can view a situation or problems. …97
From Eisner’s perspective the null curriculum is simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) curriculum. Since it is physically impossible to teach everything in schools, many topics and subject areas must be intentionally excluded from the written curriculum. But Eisner’s position on the “null curriculum” is that when certain subjects or topics are left out of the overt curriculum, school personnel are sending messages to students that certain content and processes are not important enough to study. Unfortunately, without some level of awareness that there is also a well-defined implicit agenda in schools, school personnel send this same type of message via the hidden curriculum. These are important to consider when making choices. We teach about wars but not peace, we teach about certain select cultures and histories but not about others. Both our choices and our omissions send messages to students.
5. Phantom curriculum The messages prevalent in and through exposure to any type of media. These components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures.
6. Concomitant curriculum What is taught, or emphasized at home, or those experiences that are part of a family’s experiences, or related experiences sanctioned by the family. (This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on the family’s preferences.)
7. Rhetorical curriculum Elements from the rhetorical curriculum are comprised from ideas offered by policymakers, school officials, administrators, or politicians. This curriculum may also come from those professionals involved in concept formation and content changes; or from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from texts critiquing outdated educational practices. The rhetorical curriculum may also come from the publicized works offering updates in pedagogical knowledge.
8. Curriculum-in-use The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. However, those “formal” elements are frequently not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.
9. Received curriculum Those things that students actually take out of classrooms; those concepts and content that are truly learned and remembered.
10. The internal curriculum Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student. Educators can explore this curricula by using instructional assessments like “exit slips,” reflective exercises, or debriefing discussions to see what students really remember from a lesson. It is often very enlightening and surprising to find out what has meaning for learners and what does not.
11. The electronic curriculum Those lessons learned through searching the Internet for information, or through using e-forms of communication. (Wilson, 2004) This type of curriculum may be either formal or informal, and inherent lessons may be overt or covert, good or bad, correct or incorrect depending on ones’ views. Students who use the Internet on a regular basis, both for recreational purposes (as in blogs, wikis, chatrooms, listserves, through instant messenger, on-line conversations, or through personal e-mails and sites like Twitter, Facebook, or Youtube) and for personal online research and information gathering are bombarded with all types of media and messages. Much of this information may be factually correct, informative, or even entertaining or inspirational. But there is also a great deal of other e-information that may be very incorrect, dated, passé, biased, perverse, or even manipulative.
The implications of the electronic curriculum for educational practices are that part of the overt curriculum needs to include lessons on how to be wise consumers of information, how to critically appraise the accuracy and correctness of e-information, as well as how to determine the reliability of electronic sources. A lso, students need to learn how to be artfully discerning about the usefulness and appropriateness of certain types of information. Like other forms of social interaction, students need to know that there are inherent lessons to be learned about appropriate and acceptable “ netiquette” and online behaviors, to include the differences between “fair and legal usage,” vs. plagiarism and information piracy.
If you would like to use either my PDF of
different curricular types or my 10Netiquette in PDF format, please read the usage post before downloading.
References:
Cortes, C.E. (1981) The societal curriculum: Implications for multiethnic educations. In Banks, J.A (ed.) Educations in the 80’s: Multiethnic education. National Education Association.
Eisner, E.W. (1994) T he educational imagination: On design and evaluation of school programs. (3rd. ed) New York: Macmillan.
Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a new millennium. Boston: Allyn and Bacon.
Oliva, P. (1997) The curriculum: Theoretical dimensions . New York: Longman.
Wilson, L. O. (1990, 2004, 2006) Curriculum course packets ED 721 & 726, unpublished
Contact Leslie
Giving = Continued Sharing
I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising. If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray hosting and operating costs. Thanks for your consideration, and blessings on your own journey.
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Newest Postings –
Remembering Mr. Rogers – A return to caring and civility – lessons learned
Writing Good Curriculum
Creative Children – Homes and Families
The Importance of Exceptional Teachers – They are Keepers of the Future
The Flipped Classroom Model
Making Instructional Decisions – A guide for both novice and veteran teachers
A dozen important brain-based learning concepts
Models of Teaching
Madeline Hunter’s Lesson Plan Model
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Posted on February 21, 2019 by

10 reasons why most youth are still stuck in poverty..1 is..

Posted on February 20, 2019 by

1 ..most youth consider every morning as the best for calling girlfriend, chatting on social medias wasting their best time that’s useful for the best for nothing

While not realizing that every morning should serve as a curriculum of your live achievement ..time to think of what’s best for you and that which is not best ..

2. Most youth blame their past for their misfortune ..not realizing that most people seen as successful ones today if u trace back from their predecessors it not about their inheritance but for their hardworking ..you have to let your past serve as your motivation not a blame ..if your father is poor that doesn’t make you poor too ..you can also make a difference so consider this.

3. Most youth today depend on government policy ..there is saying when a policy favor some individual it becomes law but when it didn’t it becomes an issue ..no, bad government does not make you financially handicap when you realize your potential and do something positive with this potentiality…to be continued…

REPRODUCTION IN ALGAE

Posted on February 19, 2019 by

Reproduction in Algae: 3 Modes
Article Shared by
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The following points highlight the three modes of reproduction in algae. The modes are: 1. Vegetative 2. Asexual 3. Sexual.
Mode # 1. Vegetative Reproduction:
In this type, any vegetative part of the thallus develops into new individual. It does not involve any spore formation and there is no alternation of generations. It is the most common method of reproduction in algae.
The vegetative reproduction in algae is of the following types:

a. Cell division or fission:
It is the simplest method of reproduction. The unicellular forms of algae commonly reproduce by this simple process, often called binary fission as found in Chlamydomonas, Synechococcus (Fig. 3.16A), diatoms etc. In this method the vegetative cell divides mitotically into two daughter cells, those finally behave as new indi­vidual.
b. Fragmentation:
In this method, the multicellular filamentous thallus breaks into many-celled fragments, each of which gives rise to a new individual. The fragmentation may be accidental or by the formation of separation discs or by some other mechanical force or injury. It is found in Spirogyra, Ulothrix, Oedo- gonium, Zygnema, Cylindospermum (Fig. 3.16B) etc.
ADVERTISEMENTS:
c. Hormogonia:
This method of vegetative reproduction is found in blue-green algae. The trichomes of blue-green algae break up within the sheath into many-celled segments called hormogo­nia or hormogones. They remain delimited by the formation of heterocysts, separation discs or necridia or by the death and decay of intercalary cells of the trichome. Hormogonia are commonly found in Nostoc, Oscillatoria, Cylindosporium etc.
d. Formation of Adventitious Branches:
Adventitious branches are formed in different large thalloid algae, which, when detached from the plant body, develop into new individuals (e.g., Fucus, Dictyota). Protonema-like adventitious branches are formed from the internodes of Chara, stolons of Cladophora glomareta etc.
e. Bulbils:
Tuber-like outgrowths are developed due to storage of food at the tip of rhizoids and on the lower nodes of Chara, called bulbils (Fig. 3.16C). After detachment from the plant body, bulbils grow into new plants.

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Posted on February 19, 2019 by

Snatch ballot box at the expense of your own life… buhari warn

Posted on February 19, 2019 by

president of the federation has critically warn that for what so ever will anyone cause trouble or sabotage the election that is on forth coming did that at the expense of his own life .

Speaking at the conference yesterday with the stakeholders that he had declare the state of emergency to deal decisefully with anyone who will sabotage the election..he further said that every Nigeria who is willing to vote should be respected to do so and to choose any leader they want… according to him “I am not afraid because I have many supporters across the 36 state ..so I have no reason to fear because I have been through this before..this statement was made by the president at end of his speech.

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Posted on February 19, 2019 by

The following points highlight the three modes of reproduction in algae. The modes are: 1. Vegetative 2. Asexual 3. Sexual.
Mode # 1. Vegetative Reproduction:
In this type, any vegetative part of the thallus develops into new individual. It does not involve any spore formation and there is no alternation of generations. It is the most common method of reproduction in algae.
The vegetative reproduction in algae is of the following types:
ADVERTISEMENTS:
a. Cell division or fission:
It is the simplest method of reproduction. The unicellular forms of algae commonly reproduce by this simple process, often called binary fission as found in Chlamydomonas, Synechococcus (Fig. 3.16A), diatoms etc. In this method the vegetative cell divides mitotically into two daughter cells, those finally behave as new indi­vidual.
b. Fragmentation:
In this method, the multicellular filamentous thallus breaks into many-celled fragments, each of which gives rise to a new individual. The fragmentation may be accidental or by the formation of separation discs or by some other mechanical force or injury. It is found in Spirogyra, Ulothrix, Oedo- gonium, Zygnema, Cylindospermum (Fig. 3.16B) etc.
ADVERTISEMENTS:
c. Hormogonia:
This method of vegetative reproduction is found in blue-green algae. The trichomes of blue-green algae break up within the sheath into many-celled segments called hormogo­nia or hormogones. They remain delimited by the formation of heterocysts, separation discs or necridia or by the death and decay of intercalary cells of the trichome. Hormogonia are commonly found in Nostoc, Oscillatoria, Cylindosporium etc.
d. Formation of Adventitious Branches:
Adventitious branches are formed in different large thalloid algae, which, when detached from the plant body, develop into new individuals (e.g., Fucus, Dictyota). Protonema-like adventitious branches are formed from the internodes of Chara, stolons of Cladophora glomareta etc.
e. Bulbils:
Tuber-like outgrowths are developed due to storage of food at the tip of rhizoids and on the lower nodes of Chara, called bulbils (Fig. 3.16C). After detachment from the plant body, bulbils grow into new plant

Posted on February 19, 2019 by

The following points highlight the three modes of reproduction in algae. The modes are: 1. Vegetative 2. Asexual 3. Sexual.
Mode # 1. Vegetative Reproduction:
In this type, any vegetative part of the thallus develops into new individual. It does not involve any spore formation and there is no alternation of generations. It is the most common method of reproduction in algae.
The vegetative reproduction in algae is of the following types:
ADVERTISEMENTS:
a. Cell division or fission:
It is the simplest method of reproduction. The unicellular forms of algae commonly reproduce by this simple process, often called binary fission as found in Chlamydomonas, Synechococcus (Fig. 3.16A), diatoms etc. In this method the vegetative cell divides mitotically into two daughter cells, those finally behave as new indi­vidual.
b. Fragmentation:
In this method, the multicellular filamentous thallus breaks into many-celled fragments, each of which gives rise to a new individual. The fragmentation may be accidental or by the formation of separation discs or by some other mechanical force or injury. It is found in Spirogyra, Ulothrix, Oedo- gonium, Zygnema, Cylindospermum (Fig. 3.16B) etc.
ADVERTISEMENTS:
c. Hormogonia:
This method of vegetative reproduction is found in blue-green algae. The trichomes of blue-green algae break up within the sheath into many-celled segments called hormogo­nia or hormogones. They remain delimited by the formation of heterocysts, separation discs or necridia or by the death and decay of intercalary cells of the trichome. Hormogonia are commonly found in Nostoc, Oscillatoria, Cylindosporium etc.
d. Formation of Adventitious Branches:
Adventitious branches are formed in different large thalloid algae, which, when detached from the plant body, develop into new individuals (e.g., Fucus, Dictyota). Protonema-like adventitious branches are formed from the internodes of Chara, stolons of Cladophora glomareta etc.
e. Bulbils:
Tuber-like outgrowths are developed due to storage of food at the tip of rhizoids and on the lower nodes of Chara, called bulbils (Fig. 3.16C). After detachment from the plant body, bulbils grow into new plant

Buhari vow to ballot anyone who snatch the ballot box

Posted on February 18, 2019 by

Watch live video of Mal El rufai speaking about killings in kaduna The end will make you want to stone him to death..

Posted on February 18, 2019 by

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My mood when I heard the inec prospone the election

Posted on February 18, 2019 by

Inec announced new date of Nigeria general election.

Posted on February 16, 2019 by

The chairman of inec Prof Mahmood yakubu said the prosponement of this election is to ensure credible election..free and fairIn such away to maintain adequate security..New date of presidential election to be hold 23th of February 2019Including house of assemblyWhile governorshipIs 9th of March 2019

Inec announced new date of Nigeria general election.

Posted on February 16, 2019 by

The chairman of inec Prof Mahmood yakubu said the prosponement of this election is to ensure credible election..free and fairIn such away to maintain adequate security..New date of presidential election to be hold 23th of February 2019Including house of assemblyWhile governorshipIs 9th of March 2019