Discover beautiful literary works by writers from Nigeria, South Africa, Kenya, and other African countries, as well as writers in the diaspora, on this site.

Monday, 12 November 2018

Nigeria police academy school fees

Nigeria Police Academy School Fees and Courses

About
Nigerian police academy is a federal university established in 2013 by the federal government of Nigeria, the university is located in Kano state northern Nigeria, and has been established t train students not only in academics but insecurity. The university trains students to be police men, making Nigeria, a safer place. The university admits students irrespective of their age, religious or cultural background. Nigerian police academy has a relatively low student body compared to other federal universities in the country. The university offers bachelor's degree programs in sciences, social sciences, and management courses. We have no information about how competitive admission into this university it, but we believe it might be relatively not so competitive. Nigerian police academy has good infrastructure in place to make learning easier for students.
Dreaming of becoming a police officer is a great dream. Apart from the fact that police officers are paid handsomely, their salaries are always regular. There are hardly cases of unpaid salaries, and this is a really great thing in a country like Nigeria. Furthermore, dreaming of becoming a police officer shows that an individual has a great interest in serving the country — this a great thing expected to be seen in all Nigerians, service to the country and humanity. { Nigeria Police Academy School Fees }

When dreaming of becoming a police officer, one of the ways to go about it is attending the Nigerian Police Academy. However, a good number are holding back from attending this school because they have little or no idea about the cost of education at Nigerian Police Academy, as well as courses offered at the institution. In response to this, we put up this article, ‘Nigerian Police Academy School Fees and Courses’, to provide answers to these questions.

nigeria police academy school fees
Nigeria police academy school fees

Nigeria Police Academy School Fees and Courses

  • Fees

At the moment, there is only one Nigerian Police Academy, and this school is located in Kano, Kano State. The school was established by the federal government of Nigeria in 2003, following a proposal. The school gives its students standard education as well as police training. The students who graduated from this institution receive Bachelor’s degree. In other words, they can work in commercial organizations as well as in the Nigerian Police.
The institution admits students without regards to cultural background and religion. Interestingly, education at the school is free. Education at the school is not only free, the government also pays the students some amount of money.
  • Courses

Nigerian Police Academy runs on a very good educational curriculum. Individuals who graduate from the school can compete with the students of other universities in the country. At this school, there four faculties namely: Law, Science, Social and Management Sciences, and Humanities. Under these four faculties, there are over 20 courses.
Some courses offered at Nigerian Police Academy include: Accounting, Banking and Finance, Biochemistry, Biology, Chemistry, Computer Science, Economics, English Language, Forensic Science, French, Hausa, History and International Studies, Igbo, Law, Mathematics, Physics, Political Science, Psychology, Social Works, Sociology, and Yoruba. An aspirant of this allowed choosing from the courses listed.

Popular Courses

  • Accounting

Accounting is one of the most popular courses at the Nigerian Police Academy. Students who study accounting are trained to be able to monitor the flow of money in an organization, commercial and non-profit. The students will take core accounting courses all through their programme. Accounting at Nigerian Police Academy takes about 4 years to be completed.
For a student to study this course at the institution, they must have at least credit pass in at least 5 of their WAEC/NECO subjects. These 5 subjects are Mathematics, English Language, Economics and any two other social science subjects. In their UTME examination, it is mandatory for them to take English Language, Economics and any two other social science subjects.
There are a lot of Nigerian universities that offer Accounting. Some of these universities include:

1. Ambrose Alli University
2. Afe Babalola University
3. Augustine University
4. Akwa Ibom State University of Technology
5. Al-Hikmah University
6. Babcock University
7. Bayero University
8. Baze University
9. Bells University of Technology
10. University of Benin
11. Bowen University
12. University of Calabar
13. Caleb University
14. Chrisland University
15. Christopher University
16. Edwin Clark University
17. Edwin Clark University
18. Federal University, Gashua
19. Federal University, Gusau
20. Federal University, Kashere
21. Federal University, Birnin Kebbi
22. Federal University of Agriculture, Abeokuta
23. Godfrey Okoye University
24. Gregory University
25. Gombe State University
26. Hallmark University
27. University of Ilorin
28. Al-Qalam University
29. Kwara State University
30. Landmark University
31. Mountain Top University
32. Nigerian Defence Academy
33. Northwest University
34. Obong University
35. Olabisi Onabanjo University
36. Renaissance University
37. Rhema University
38. Ritman University
39. Southwestern University
40. Summit University
41. Kings University
42. Veritas University
43. Western Delta University
44. Wesley University. of Science & Technology
45. Mcpherson University
46. Nigerian-Turkish Nile University
47. Achievers University
48. Adamawa State University
49. Ajayi Crowther University
50. Bingham University
51. Benson Idahosa University
52. Covenant University
53. Crawford University
54. Federal University, Ndifu-Alike.
55. Federal University, Otuoke
56. Fountain Unveristy
57. Joseph Ayo Babalola University
58. Kaduna State University
59. Kogi State University
60. Niger Delta University
61. Novena University
62. Paul University
63. Redeemer’s University
64. Samuel Adegboyega University
65. Salem University
NPA
  • Biology

Another course studied by a very large population of students at Nigerian Police Academy, is biology. Biology students at this school are exposed to a lot of things within their four-year programme. On graduation, biology graduates of the school will be qualified to work as biological scientists, medical assistants and clinical lab technologists. Works for biology students, are not limited to biological ccientists, medical assistants and clinical lab technologists, there are still a lot of other jobs open to them.
Just like accounting, biology has WAEC/NECO and UTME requirements. An aspirant who wishes to study the course is required to have at least credit pass in the following WAEC/NECO courses: Mathematics, English Language, Physics, Chemistry, and Biology. As regards to UTME, the aspirant is required to have the following as their subjects: English Language, Physics, Chemistry, and Biology.
There are a good number of universities in the country offering biology as a degree course, some of them include:
1. Afe Babalola University
2. University of Abuja
3. Adamawa State University
4. Babcock University
5. Bayero University
6. Bingham University
7. Covenant University
8. Cross River State
9. University of Science & Technology
10. Ebonyi State University
11. Elizade University
12. Enugu State University of Science and Technology
13. Evangel University
14. Federal University, Kashere
15. Federal University, Dutsin-Ma
16. Federal University, Ndifu-Alike
17. Federal University of Technology, Akure
18. Godfrey Okoye University
19. Gregory University
20. Gombe State University
21. University of Ilorin
22. Kaduna State University
23. Kano University of Science & Technology
24. University of Lagos
25. Landmark University
26. University of Mkar
27. Northwest University
28. Nigerian-Turkish Nile University
29. Salem University
30. Sokoto State University
This is it on Nigeria Police Academy School Fees and Courses. We cherish your opinion and we look forward to it. Hence, if you need us to feed you with more updated information at the right time about Nigeria Police Academy school fees 2018, kindly subscribe with your email address to our newsletter.

Read also:

Nigeria Police Academy Entrance Exam Date – 2018/19
Nigeria Police Academy Entrance Exam Centres & Subjects – 2018/19
Nigeria Police Academy (NPA) Admission Form – 2018/19
2017/18 Nigeria Police Academy (NPA) Admission – 2018/19

Source:
Naijaquest
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Monday, 29 October 2018

2019/2020 ACI Foundation International Fellowships in USA & Canada

The ACI Foundation promotes progress, innovation, and collaboration in the concrete industry through strategic investments in research, scholarship and ideas.
                                                           
Undergraduate or postgraduate Fellowship for international students by ACI Foundation in the field of structural design, materials, construction, into schools in USA and Canada.

Course Level: Undergraduate, Graduate (Masters, PhD)


Eligible Countries: All

To be Taken at (Country): ACI Foundation Fellowships can be awarded to anyone in the world; however, you must attend a U.S. or Canadian university during the award year.

Fields of Study: Structural Design, Materials, Construction

Eligibility Criteria: Before beginning the application have the answers ready for these four questions.

When submitting the application, what is your educational status (undergrad, grad, or PhD)?
When the award year begins next fall, what will your status be (undergrad, grad, or PhD)?
Following the application season, can you attend an interview at the Spring ACI Convention on March 25, 2018? Travel and hotel arrangements will be made through and paid for by the ACI Foundation.
Can you fulfill a 10 to 12-week internship the summer before the award year?
During the award year, you must be a full-time student for the regular school year.

Selection Criteria: Based on essays, submitted data and endorsements, the Scholarship Council of the ACI Foundation will select scholarship and fellowship recipients who appear to have the strongest combination of interest and potential for professional success in the concrete industry.

Method of Application: Now Open! Apply Now!

It is important to go through the Application instructions on the Scholarship Webpage (see Link below) before applying.

Visit Scholarship Webpage for more details

Scholarship Application Deadline: 1st November, 2018.

Award Provider: American Concrete Institute
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Wednesday, 5 September 2018

NCID PhD Fellowships At University Of Michigan in USA 2018

NCID's Statement on
Diversity Research & Scholarship

Scholars who have furthered our understanding of historical and contemporary social issues related to identity, difference, culture, representation, power, oppression, and inequality — as they occur and affect individuals, groups, communities, and institutions — have played a key role in supporting positive social change.
                                               

In keeping with NCID’s commitment to social change, we promote and support diversity research and scholarship. Our framework for diversity scholarship is not limited to particular disciplines, topics, populations, or methodologies. Instead, we articulate guiding principles, defining diversity research and scholarship as work that broadly seeks to:

inform understanding of historical and contemporary issues of social inequality across societal contexts and life domains (e.g., in education, arts and culture, health and mental health, economic and occupational attainment and mobility, infrastructure and community development)
illuminate the challenges and opportunities that arise when individuals from different backgrounds and frames of reference come together in significant societal contexts, such as schools and colleges, neighborhoods and communities, work teams in organizations
inform our understanding of systems of power and privilege and their interactions with groups historically underrepresented and marginalized based on identities including but not limited to race, ethnicity, gender, social/economic class, culture, sexual identity, ability status, and religion
highlight the experiences of disenfranchised populations, whose narratives have traditionally been relegated to the outer periphery of intellectual inquiry and academic scholarship, made invisible through epistemologies and research methods that privilege dominant social groups
foreground the knowledge systems, assets and resources, and cultural strengths of members of historically marginalized communities in order to promote empowerment of individuals and groups from these communities

The National Center for Institutional Diversity (NCID) invites applications from Interested applicants who are looking to pursue a fellowship program in USA.

This is a one-year (12 month) fellowship that is aimed at promoting and supporting the work of outstanding early career diversity scholars.

Course Level: Post-doctorate Fellowships

Eligibility Criteria: Applications are welcome from scholars engaging in diversity scholarship, in any field or department represented in the University of Michigan’s schools and colleges. Applicants’ doctoral degrees should be completed between January 1, 2016 and July 1, 2019.

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Method of Application: The application for the NCID Postdoctoral Fellowship will require the submission of:

CV;
Statement of proposed scholarship and writing to be conducted during the fellowship year (2-3 pages in pdf format; references, citations, formulas, and graphics do not count toward the page limit);
Statement of contribution explaining how the applicant’s scholarship and demonstrated diversity commitments will contribute to both NCID and a related U-M academic or research unit (1-3 pages in pdf format);
Dissertation abstract;
Writing sample (should be no more than 35 pages in pdf format e.g., sample publication or research paper in progress, journal article, dissertation chapter; references, citations, formulas, and graphics do not count toward the page limit); and
At least two letters of recommendation (maximum of three).
Click Here To Begin Application

Scholarship Application Deadline: December 3, 2018
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MSc Fellowship Program for Junior or Mid-Career Diplomats in USA, 2019

USINDO was founded in 1994 by Indonesians and Americans who had experience in both countries and who saw the need for an organization that would enhance the understanding of Indonesia and the United States in each other’s country, and deepen the relationship between the two countries and their peoples. The Society is incorporated in the District of Columbia and is a tax-exempt charitable and educational organization as described in Section 501(c)3 of the Internal Revenue Code of the United States.            

The USINDO is delighted to announce Edward E. Masters Fellowship for the year 2019. This fellowship is awarded to highly qualified KEMLU junior or mid-career diplomats for programs of study beginning in Fall 2019.
Course Level: Fellowships are available to pursue Master degree programme.
Eligible Countries: This fellowship is available for Indonesian students.
Eligibility Criteria: Applicants must meet the following criteria:
USINDO is now seeking applications from highly qualified KEMLU junior or mid-career diplomats for the programs of study beginning in Fall 2019. Coordinators at Pusdiklat and USINDO provide support for those candidates accepted into the fellowship to select and apply to schools, accept university offers, process visas, and address any issues that may arise through the duration of their studies.
Interested applicants should note that minimum requirements are somewhat flexible. If a candidate does not achieve the minimum requirement in one section of the application but is very strong in others, this will be considered during the selection process. Candidates should not be deterred from applying because they do not meet quantitative minimums outlined in the application.
Method of Application: Applications for the 2019 Intake are due via email to Mr Herry Hotma (at admin.dskld-at-kemlu.go.id) at Pusdiklat no later than 5 September 2018 at 17:00 WIB.
Late applications, including recommendation letters, will not be accepted. It is the responsibility of each applicant to ensure his/her recommendation letters are received before the deadline.
Applications must include the following to be considered complete unless otherwise noted:
Edward E. Masters Application: The application can be downloaded from the USINDO website.Two (2) recommendation letters: Recommendation letters should not be submitted directly by applicants. Letters must be submitted via email by the recommender directly to Pusdiklat at dskld-at-kemlu.go.id. Letters must be from one academic and one professional source using the USINDO Letter of Recommendation Form available at https://goo.gl/Tmycms.Results from the Test of English as a Foreign Language (TOEFL) or another English language test: A minimum score of 575 or equivalent is required to be considered for the program and entered into the TOEFL preparatory course. Applicants can submit a minimum two years old expired TOEFL or TOEFL Test. But, selected candidates will be required to achieve a minimum of 600 or equivalent following the preparatory course to become an Edward E. Masters Fellow.Results from GRE. Should you already have one, please submit your GRE results. Conditional candidates without a previous GRE result will be required to take the test following the GRE preparatory course. Selected candidates will be required to achieve minimum scores as indicated below following the preparatory course to become an Edward E. Masters Fellow.Transcripts for all university-level work: Unofficial transcripts will suffice for this application. Selected conditional candidates will be required to submit official transcripts.Academic writing sample: Writing samples must be submitted in English, be no more than 900 words in length, written independently (i.e. not a group paper, or with assistance), and analytical.Personal statement: Personal statements must be submitted in English and be no more than 600 words in length. Your personal statement should state clearly your reasons for pursuing higher education in the United States, and discuss the professional, academic and personal experiences that have most contributed to your desire to study international affairs, what you hope to study and why, your career ambitions, and how your program of study relates to them.Curriculum Vitae (CV) or Resume: CVs or resumes must include position and job description, such as responsibilities and accomplishments at each occupation, as well as the length of employment.

Scholarship Link

Scholarship Application Deadline: September 5, 2018
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Tuesday, 21 August 2018

Full-Time Scholarships At Sheffield Hallam University, UK 2018

Sheffield Hallam University (SHU) is a public university in Sheffield, South Yorkshire, England. It is based on two sites; the City Campus is located in the city centre near Sheffield railway station, while the Collegiate Crescent Campus is about two miles away in the Broomhall Estate off Ecclesall Road in south-west Sheffield.
                                               
The university is the 11th largest university in the UK (out of 167) with 30,815 students (of whom 4,400 are international students), 4,494 staff and 708 courses.

The scholarships will be awarded to well-qualified students who demonstrate academic, personal or professional achievement on their scholarship application form

Applications are invited from International students who are willing to pursue a degree program at the Sheffield Hallam University, UK.

Course Level: Undergraduate and Postgraduate

Eligible Countries: International

Eligibility Criteria: To be eligible to apply for one of these scholarships you must

Be an international or a European Union (non-UK) fee paying student
Postgraduate only – have achieved a minimum 2.1 or equivalent in your honours degree and must meet the English and academic entry requirements for your course.
Undergraduate only – have achieved the English and academic entry requirements for the course. If you are awarded an undergraduate scholarship, you must successfully complete each year of study to continue to receive the fee waiver.
Have accepted an offer for a full-time taught undergraduate or postgraduate course at Sheffield Hallam University.
Be fully self-funding your studies. Please see our frequently asked questions if you are unsure if this applies to you.
Also Apply For:  MSc Scholarships For International Students at Geneva Academy

Method of Application:  To apply for a Transform Together Scholarship for January 2019, please follow these steps

Apply for a course at Sheffield Hallam. If you have not applied for a course, please visit our online prospectus
Check you meet the scholarship eligibility criteria listed above
When you have accepted an offer to study on a course here, apply for a scholarship online using the link below by the closing date of 1 November 2018
Scholarship application form
Send your academic transcripts to [email protected] by 1 November 2018
You will be notified if you have been successful within one month of the deadline. All decisions are at the University’s discretion and are final.
Also Apply For:  School of Transnational Law Scholarship at Peking University, China 2018
Scholarship link

Scholarship Application Deadline: 1st November 2018 for January 2019 Intake

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Friday, 17 August 2018

MSc Scholarships For International Students at Geneva Academy

The Geneva Academy of International Humanitarian Law and Human Rights provides post-graduate education, conducts academic legal research and policy.
                                                       
The Geneva Academy offers partial and full scholarships for its LLM in International Humanitarian Law and Human Rights and Master of Advanced Studies in Transitional Justice, Human Rights and the Rule of Law. Partial scholarships cover tuition fees. Full scholarships cover tuition fees and living expenses in Geneva for 10 months.

Course Level:

•  LLM in International Humanitarian Law and Human Rights
•  Master of Advanced Studies in Transitional Justice, Human Rights and the Rule of Law

Eligibility Criteria:

Partial and full scholarships are allocated through a highly competitive process based on academic merit, extra-curricular achievements and the candidate’s financial needs. Applicants from Australia, Canada, New Zealand, the United States and Western Europe can only be considered for partial scholarships.

Also Apply For:  Medical Sciences Postgraduate Scholarships At Newcastle University, UK
Method of Application: Applications open 19 November 2019.

Scholarship requests must be submitted with the candidate’s application. When applying, candidates must choose between two tracks: application with scholarship (partial or full) or application without scholarship. If candidates apply to both tracks, their application will be considered under the non-scholarship track. Successful applicants who choose only the non-scholarship track cannot subsequently be considered for a scholarship. Deadline for applications is 1 February 2019.

It is important to visit the official website (link found below) to access the application form and for detailed information on how to apply for this scholarship.

Scholarship link

Scholarship Application Deadline: 1 Feb 2019 (annual)
Course starts September 2019
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Monday, 23 July 2018

Fully-Funded Scholarships At University Of Witwatersrand in South Africa, 2018

The University of the Witwatersrand, Johannesburg, is a multi-campus South African public researchuniversity situated in the northern areas of central Johannesburg. It is more commonly known as Wits University or Wits
The University Of Witwatersrand – South Africa is offering 14 Fully-funded Scholarships to Interested applicants who are looking to pursue a degree program at the Institution.
This scholarship prorgam will be given to students in the following fields:
  • MSc in Development Planning
  • Masters in Urban Studies in the fields of
    • Housing and Human Settlements
    • Sustainable Energy Efficient Cities
    • Urban Politics and Governance
    • Urban Management
Course Level: Masters
Eligible Countries: African Countries
Eligibility Criteria:
  • Applicants must be Africans
  • Applicants must have applied or applying to University Of Witwatersrand – South Africa
  • Applicants must have completed their bachelors degree program
  • Applicants must be fluent in English Language
Method of Application: Click Here To Apply
Scholarship Application Deadline: September 30th 2018
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MSc Scholarships at NTI Hsing Yun Education Foundation in Australia, 2018

The new Hsing Yun Education Foundation (HYEF) scholarship for international students is now available at Nan Tien Institute (NTI) to study in Australia. These scholarships assist high achieving international students to undertake Applied Buddhist Studies programs.
Course Level: Scholarships are available to chase Master degree programme.
Eligible Countries: These scholarships are available for international students.
Eligibility Criteria: Applicants must meet the following criteria:
The applicant must have been admitted or been offered admission to one of the following Applied Buddhist Studies courses at NTI:
  • Master of Arts (Applied Buddhist Studies)
  • Graduate Diploma of Applied Buddhist Studies
  • Graduate Certificate in Applied Buddhist Studies
Method of Application: A complete International Scholarship Application Form and all the supporting documentation should be emailed to scholarships-at-nantien.edu.au by the closing date. We cannot accept late submissions.
CHECKLIST
  • Letter of recommendation
  • Personal statement
  • Details of other awards or scholarships, if any
  • Any other documents to support your application
  • Sign the declaration on this application form

Application Form

Scholarship Link

Scholarship Applications Deadline: October 18, 2018
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Wednesday, 30 May 2018

Merit-Based Scholarship at Mississippi College in USA, 2018

Mississippi College is a Christian university located in Clinton, Mississippi, just west of the capital city of Jackson. Founded in 1826, MC is the second-oldest Baptist-affiliated college in the United States and the oldest college in Mississippi. With more than 5,000 students, Mississippi College is the largest private university in the state.
                                                             
Merit-Based Scholarship at Mississippi College in USA, 2018
The Mississippi College is inviting applications for OGE Merit-Based Scholarships. The scholarships are available for international students who are classified as sophomores, juniors, or seniors in their undergraduate academic program at Mississippi College after they have completed their first two semesters of academic study.
                           
Course Level: Scholarships are available for pursuing undergraduate programme.

Eligible Nationalities: Scholarships are open to international students.

Eligibility Criteria: Qualified applicants must have a GPA of 2.5 or higher in the previous semester, and students must have at least one volunteer event to report on the application.

Method of Application: The application is two pages, so be sure to complete the entire process. Once it is completed, please send the entire application complete with your personal essay. Once the application is submitted, you will receive a confirmation of receipt. If you do not receive a confirmation, please call Ms. Phala Echols at the Office of Global Education to be sure your application was received.
Also Apply For:  Government of Poland Undergraduate, MSc & PhD Scholarship for African Students, 2017

The Merit-Based Scholarship Application should be downloaded and completed electronically.
Scholarship Link

Scholarship Application Deadline: July 13, 2018
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Saturday, 24 March 2018

Analysis of Patience Swift's The Last Good Man


The Last Good Man by Patience Swift

Description

Sam is a loner, but he likes that. He enjoys his own company, and the company of nature. His life is shaken up when he finds a girl washed up on the beach. He takes her in and looks after her. Isobel is also alone, back in the village to deal with her mothers estate. She has been looking for love that she has read about, but without success. She crosses Sams path too, and things start to look up. Sam takes in the two ladies and his life changes for good.

This is a short book. It is descriptive and enjoyable. It is an easy read, with short, simple sentences. The book flowed and was a lovely read, even though it is a tragic read. It is beautiful read. Swift writes gorgeous characters, and wonderful scenery. Sam was sweet and caring. Isobel was vulnerable, with a troubled streak. The girl is silent, but was happy and a lovely read.

Analysis

THEMES OF THE BOOK
 DEATH: In the book The Last Good Man, the theme of death is one of the key prominent. The author Patient swift uses the theme of death to drive home her point and also to open another facet in her literary work. The book opens with the death of a man in the sea. Subsequently, the death of Isobels mother was mentioned and more so was the death of Isobels father that in turn reconnected us back to the Sams father that died in the sea and also his mother that eventually followed. The theme of death in the book was crowned at its tail end with the unfortunate death of Sam.

LONELINESS: The theme of loneliness finds its expression in each and every character featured in the book. Sams loneliness got to the top that he didnt have a choice that he started talking to the living furniture in the house. Sam was so lonely that when birds fly in is roof he finds himself communicating with them. Isobel was not left out as she lived an isolated live devoid of parental care, love and affection. These we clearly saw in the book when Isobel left her home in her teenage age. More so, it was recorded in the book that loneliness and the want for attention meticulously claimed the life of Isobels mother, Isobels father and Sams mother. The little girl was not spared from the state of loneliness as she got her own portion in the abandoned resources of loneliness this was seen in the book when the little girl was abandoned to die in the sea without anybody to talk, play with or befriend.

MAN AGAINST SOCIETY: The theme is basically outstanding in the book as we see individual (man) trying to fight against society norms and society in turns fight back. Isobel was treated with scorn because she dares to go against set standard in the society .this she did when she disobeyed her mother constituency by hanging out with friends in odd places and reading odd books. When fought back, Isobel had to leave the village in search of a common society that will accommodate her gestures. Sam on the other hand fought against the society and against the machinery of the state when the state fought back it led to Sams death.

Characters/ Characterization

Sam
Sam is very huge, He alone at the sea side. His life changes when Isobel and the silent girl came into his life. The book revolves around him, as he is a round character.
Isobel
Isobel, is a girl from a broken home that lacks marital bliss, open communication and companionship. A product of divorced couples, she embarks on a search for true love that she has so passionately read about from the bookshelf.
The lost Girl
 She is a nine-year old girl who is the unfathomable mysterious element in the novel. She was found by Sam on the beach, half dead. She is a silent intruder.
Marion
Marion is Isabel’s childhood friend who got married to a local fisherman. She is happily married with 3 Children.



SETTING: The setting of the book is basically traditional and remote in its analysis in other words the book uses the traditional literary setting in a spurious manner. The location of the book is founded on a village platform which is rural area.
 
POINT OF VIEW: The point of view used in the book is basically a third persons perspective/omnificent point of view this we clearly saw in the book as the author tried to distant her involvement in the characterisations by so doing the author made us to not only to see what she sees but also what she feels in cause of writing the book. Although at the ending, it tends to be a mixed up or a prose argon [point of view argon].  

SUSPENSE: This is a narrative technique that keeps a reader in a turbulence state or desirous state of wanting for more. This device was perfectly used by the author in other to drive home her point of keeping her readers on their toes for the love of the love of the book. Each character used in the book were placed in such a way that the readers squeak to know what will happen next to either character A OR B

Symbolism
The novel has a plethora of symbols that presents level of deeper understanding and interpretation of work by any critical analysis..They include
Death
The image of the sea and it's complete supremacy against the will of man.
True love is seen as unattainable ideal, no matter how we pust to shove and acquire it.
Nature is seen therapeutic remedy for troubled soul while the staggered life of disillusion and communality is seen as a draw back to the health and the soul. Sam was fine living by himself, for himself until he got involved with human society and civilization.

Language
The language is easy, vivid and strong narrative of presentations of events and picturesque of places like the side of the sea where Sam's home is situated.

Narrative Technique
The story is told in two narrative forms : third person narrative style and first person narrative techniques towards the end part of the .This is done for a more dramatic effect and attempt to create a distinctive style for the author.

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Wednesday, 28 February 2018

The School Boy by William Blake : Themes, Imagery And Symbolism


The School Boy by William Blake : Themes, Imagery And Symbolism

Themes.
The loss of Innocence.
Entrapment, Confinement.
Parental care and Authority.
The Stand point of Children.
Imagery and Symbolism.
Structure.
                                                     
         The School Boy by William Blake Themes, Imagery And Symbolism
                       
"The School Boy" is a 1789 poem by William Blake and published as a part of his poetry collection entitled "Songs of Innocence."
The poem is written in the pastoral tradition that focuses on the downsides of formal learning. It considers how going to school on a summer day "drives all joy away".The boy in this poem is more interested in escaping his classroom.

Themes

1. The Loss of innocence

Innocence is presented here as freedom from constraint and self-consciousness. The child starts out taking pleasure in an uninhibited life, full of trust in his world, both natural and human. The fragility of this state is clear from images like blossoms' and tender plants .. strip'd'. The child soon experiences the woe' in life and of learning the possibility of failure and betrayal.
The poem begins in Stanza I with the poet giving us a pastoral image of the innocence of nature reminiscent of that in The Introduction from Innocence, some critics have pointed out the similarity of The distant huntsman winds his horn in this poem with Piping down the valleys wild in The Introduction of Innocence. The poem gives us an image of rising with the company of many natural joys, not just the huntsman but birds sing on every tree and the sky-lark sings with me. It is in Stanza II that we see the oppression of the natural by authority typical of Experience and continued through the rest of the poem. This stanza compares the pastoral imagery of Stanza I with that of the cruel eye outworn, and the sighing and dismay of the children in the school room. The contrast is heightened by the similarity of the opening lines, both ending in a summer morn and the way this forces a similar rhyme across the two, and the similar metre and beginning of O! what sweet company. ending Stanza I and O! it drives all joy away; in the second line of Stanza II. The similarities enhance the differences in the two images and show childhood in the two states of pastoral innocence and the experience in restrictive school days leaving the reader with a feeling for the loss of youth.

2. Entrapment, Confinement

Images of confinement abound in the Songs. Blake the revolutionary opposed the coercive strictures of the Establishment' the state, organised religion etc. - which sought to quantify and rule all aspects of human behaviour. Here, education is formalised and restrictive, actually stunting the development of those it claimed to nurture. Prison imagery is seen in the cruel eye' of the overseer and the cage' of the bird.
Images of confinement is further, abound in the Songs. Blake the revolutionary opposed the coercive strictures of the Establishment' the state, organised religion etc. - which sought to quantify and rule all aspects of human behaviour. Here, education is formalised and restrictive, actually stunting the development of those it claimed to nurture. Prison imagery is seen in the cruel eye' of the overseer and the cage' of the bird.
Blake saw the natural child as an image of the creative imagination which is the human being's spiritual core. He was concerned about the way in which social institutions such as the school system and parental authority crushed the capacity for imaginative vision. The child's capacity for happiness and play are expressions of this imagination.

3. Parental care and authority

In Blake's work, parents are often perceived as inhibiting and repressing their children. Their own fears and shame are communicated to the next generation through the parental desire to protect' children from their desires. According to Blake, parents misuse care' to repress children, rather than setting the children free by rejoicing in, and safeguarding, their capacity for play and imagination. Here, parents are seen as colluding with a repressive system; it is as though they are entrapped by a way of seeing the world and transmit that entrapment to their offspring by perpetuating the system.
Stanzas V and VI are appeals to the alternate authority of the parents to realise the predicament of the child and the dangers in this suppression of natural learning. Stanza V gives us a strong image of nature destroyed with :-

if buds are nipd,
And blossoms blown away,
And if the tender plants are stripd

4. The Standpoint of children

Is the child born free and good, as Rousseau believed, or born sinful, as the Calvinist Christians believed?
Or is this opposition the result of fallen human beings' inability to recognise that the capacity for good and evil both belong to humanity?
Blake's idea that a young child can clearly see God echoes the Romantic sensibility articulated by Wordsworth, that children had an existence in heaven before the commencement of their earthly life. 

Imagery and symbolism

This poem depends upon three inter-related images, the schoolboy, the bird and the plant. All three are dependent upon, or vulnerable to, the way in which they are treated by human beings.

Schoolboy - The image of the child here focuses on his nature as free and unfettered. He is associated with the spring as a time for growth, freshness and playfulness. As such, the child represents the playful, free nature of the creative imagination. According to Blake, this was fettered by subjection to the demands of a system which denies the validity of imagination. In The School Boy, formal education involves subjection to a cruel' eye and cruelty in Blake is always linked with the denial of imaginative freedom and of the spiritual self.

Bird - The bird imagery allows for the comparison between the free child being imprisoned in school and the songbird being caged. The unity between bird and boy is emphasised in stanza one. The sky-lark sings with me'. This inverts our expectations. We tend to think of the sky-lark as the primary singer, with whom people might sing along. Here, however, it is the child who is the first singer. It is as natural to him as to the lark, as though he were another bird.

Birds are also images of freedom. Their capacity for flight and for song makes them appropriate images of creative imagination, since poets sing' and imagination is often linked with the notion of flight. The schoolboy in school and the bird in the cage are, therefore, seen as equivalents not only at the natural level, under physical subjection, but at the spiritual level, too. Both represent the caging and entrapping of imaginative vision.

Plant - The image of the plant applies to the school boy's present and future. The young plant, like the young child, is tender and vulnerable. The way it (and the child) is treated at this stage dictates its later capacity to bear fruit. Just as food gathered in autumn is necessary to ensure survival through the winter, so experiences of joy and the freedom of the imagination are necessary for a person's capacity to live well and survive the inevitable griefs' of life.

Structure

poem is a dramatic monologue, written in rhyme scheme (ababb).
It contains six stanzas of 30 lines. It examines the element of nature in proferring solution to learning and creative development.

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The Pulley by George Herbert

The Pulley by George Herbert 

The Pulley by George Herbert








When God at first made man,
Having a glass of blessings standing by,
Let us, said he, pour on him all we can:
Let the worlds riches, which dispersed lie,
Contract into a span.
So strength first made way;
Then beauty flowed; then wisdom, honour, pleasure.
When almost all was out, God made a stay,
Perceiving that, alone of all his treasure,
Rest in the bottom lay.
For, if I should, said he,
Bestow this jewel also on my creature,
He would adore my gifts instead of me,
And rest in Nature, not the God of Nature:
So should both losers be.
Yet let him keep the rest,
But keep them with repining restlessness:
Let him be rich and weary, that at least,
If goodness lead him not, yet weariness
May toss him to my breast.

Analysis : The Pulley by George Herbert

The poem The Pulley illustrates the relationship between God and man especially his benevolence to man. The first stanza describes how God made man and blessed him with worldly riches: When God at first made man, Having a glass of blessings standing by. The stanza also portrays the concept of Trinity as seen in the Biblical creation story in GenesisLet us, said he pour on him all we can (Note the use of the phrase Let us).
In the second stanza, God actually poured his blessings of strength, beauty, wisdom, honour and pleasure on man but withheld one important blessing- The Gift of Rest: Perceiving that, alone of all his treasure, Rest in the bottom lay.
In the third stanza, God gave his reason for withholding the gift of rest from man. He withdrew this blessing because he felt giving man the gift of rest would make him conceited or excessively proud and man may not worship him: He would adore my gifts instead of me, And rest in nature, not the God of Nature. With the withdrawal of rest from man, man is thrown into perpetual restlessness so that he can always remember his creator whether as a result of goodness or weariness: Let him be rich and weary, that at least, If goodness lead him not, yet weariness may toss him to my breast

Themes

i.          Gods supremacy and love for mankind. He blessed man with many gifts but shows his supremacy over man by withholding the gift of rest.
ii.         Mans dependency on God.
iii.        The insatiable nature of mans needs. This throws man in a perpetual state of restlessness, anxiety and worry.

Poetic Devices: The Pulley by George Herbert

Looking for synecdoche and paradox in George Herbert's "The Pulley."
As I understand it, paradox is a statement that at first seems contradictory but then it starts to make sense.  Given that definition, the only line that seems to be paradoxical is "Let him be rich and weary, that at least."
Synecdoche is a really tough concept for me.  It's defined as the use of part of a thing to stand for the whole (she lent a hand).
1. The pulley as we all know is a simple machine which is useful for lifting heavy loads. It is a device which enables a person to pull and control  the rope at the end of which is the load to be lifted. The pulley represents God's loving nature by which he draws mankind close to his bosom where man can find rest. It is the synecdoche-a trope which represents the entire divine life force by which God the Creator holds on to and controls his creation, Man.
2. Similarly, "breast" - the last word of the poem - is another synecdoche. "Breast" represents not just the physical bosom of God but represents the comfort and consolation which only God and not the secular blessings can give Man.  It is a 'part' which represents the 'whole' of the goodness of God.
The Paradox, of course, lies in the fact that God who is so benevolent and generous and fills Man to the overflowing with all the wonderful secular gifts,
Let us (said he) poure on him all we can :
Let the worlds riches, which dispersed lie,
Contract into a span.
So strength first made a way ;
Then beautie flowd, then wisdome, honour, pleasure :
withholds from him the most precious gift - the jewel - rest.
The fact that God did not give 'rest,' the most precious gift to man seemingly detracts from his benevolent and generous nature, but God has done this for Man's own good -  to compel him always to worship and adore only God and to seek comfort and solace only in God's bosom and not in "Nature":
For if I should (said he)
Bestow this jewell also on my creature,
He would adore my gifts in stead of me,
And rest in Nature, not the God of Nature :
By denying man the most precious jewel, "rest," God has not been unkind to Man but he has only been all the more good to him. It is this denial of "rest" which acts as the "pulley" which always draws restless Man to God and also helps God to keep ambitious and wayward  Man under His control.  If God had not been kind enough to deny Man "rest" then Man would not seek God and he would lose eternity and consequently God would also lose Man to the eternal fires of hell: "So both should losers be. Paradoxically, God the 'giver' by refusing to give the most precious gift proves himself to be all the more generous and kind.
Another paradox can be found in the line, "Rest in the bottom lay." The most precious gift is at the bottom of the "glass" and not at the top.

Structure of the Poem: The Pulley by George Herbert

The poem does not hold a specific rhythm. It has 4 stanzas of the poem, the first and the last lines of each stanza are of equal trimeter but the second, third, and fourth are not clearly equal in each stanza.

The poem The Pulley by George Herbert has a to total of 20 lines, each line with end rhyme pattern of ABABA, CDCDC. The first stanza is  about the reason God endowed man during creation, the second stanza showed all the endowments, the third stanza is about the reason God gave man a companion, the last stanza is about how all the blessings and possessions given will lead man back to Gods bosom.

So in The Pulley by George Herbert God retains his precious jewel lest man abandoon him and worship nature instead. In this way man will always need God and turn to him in his desire for eternal peace.

About the Poet

George Herbert was born in to a noble Welsh family on April 3, 1593. His poetry was influenced chiefly by the puritanical stance of the 17th century in which he was born. After graduation from the University, he was ordained as a priest and served in a little church in Bemerton. His major collection of poems titled The Temple was published after his death.
George Herbert was an Anglican priest, theologian, and poet. Born into a wealthy family, he was very well educated and attended Trinity College in Cambridge. He briefly served in Parliament in 1624-25. In his mid-thirties, he gave up his secular career and was ordained a priest in the Church of England. He served as rector of a small parish 75 miles southwest of London and was known for his dedication to his parishioners and those who were needy and ill.
Herbert was a remarkable preacher and a brilliant writer of religious poems, many of which were put into popular hymns. He wrote in Greek, Latin, and English. Known for his humility, quiet devotion and saintly character, Herbert died on the 1st of March 1633.

Feel free to share  The Pulley by George Herbert with friends and family...Enjoy! 

sources:
zodml.org
poetryfoundation.org

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