The Adventures of Huckleberry Finn: Satire

Imprint twain is perhaps the best author to utilize parody in his books. In the novel The Adventures of Huckleberry Finn, the creator places in a ton of furious and bewildered parody. In this exposition I will reveal to you some muddled parodies and irate parody that the creator employments. I will likewise mention to you what I think it implies. â€Å"Oh yes this is a magnificent government, awesome why looky here, there was a free nigger there from Ohio†¦Ã¢â‚¬ ( The Adventures of Huckleberry Finn Pg. 32). Pap said this privilege after he saw a free African American strolling by. Pap likewise says â€Å"He had the whitest shirt on you ever observe, as well, and the shinest cap; and there ain’t a man in that town that’s got as fine garments as what he had†¦Ã¢â‚¬ (pg. 32). He says this after he visited Huck. So what is Mark Twain attempting to let us know here? I think he is attempting to reveal to us that the individuals hate to see a slave strolling unreservedly, with better garments then they have. The white individuals hate to see a dark man carrying on with a superior life then the white individuals. He is additionally deriding on how the northern states have prohibited bondage, and how the southern states couldn’t take care of business. This is furious parody since mark twain resents the individuals and the individuals and the legislature. Tom and Huck found the cash that the burglars covered up in the cavern, and the two of them got 6 thousand dollars each from it. Huck around then lived with the widow however he didn’t like it so he fled. The creator expressed â€Å"But tom sawyer, he chased me up and said he was going to begin a band of looters, and I may join in the event that I would return to the widow and be respectable†(pg. 3). I feel that Mark Twain is stating that when we were kids we were senseless. The creator says â€Å"Now says Ben Rogers, what’s the line of business of this posse? Nothing just burglary and murder, Tom said†(pg. 11). Imprint Twain is attempting to reveal to us that when we were kids we were idiotic and had a major creative mind. This is a confounded kind of parody since it is interesting how the children acted. So far I have revealed to you a portion of the author’s confounded and irate parodies. I have likewise mentioned to you what I think these Quotes mean. Since you have seen them, the creator utilized much progressively great ones in the novel. Presently it is your chance to attempt to discover parody cites in the novel.

Answer 10 questions after reading Assignment Example | Topics and Well Written Essays - 250 words

Answer 10 inquiries subsequent to perusing - Assignment Example The primary section gives an examination while the subsequent complexities. The creator thinks about the size of a Hazelnut tree to that of an unassuming lilac. He additionally thinks about the trunks. â€Å"Trunks are only from time to time thicker than a forearm.† The creator be that as it may, stands out the piedmont Hazelnut from viterbese type. He says that the piedmont type hazelnut is exceptional for its flavor and simplicity with which the skin strips off in the wake of warming. The words supporting the rationale of examination and difference include: - like, in any case, than. The author diagrams the purposes behind disintegration of the center of the work showcase. The essayist clarifies the discouraged wages, mechanical advancements that supplant human work and further destruction of wages because of the forthcoming patterns. Come about into... , also. The seating request in a study hall is being arranged and the grouping depends on understudy conviction and general thought of the sitting position. For example, understudies have a thought that so as to keep away from quite a bit of a contact with a teacher, they need to situate at the back, while those accepted to be not all that brilliant, are left for the back

Set Your Alarm for CPW 2019

Set Your Alarm for CPW 2019 CPW 2019 is happening this week, starting on Thursday! There are  hundreds of student-run events to welcome the class of 2023 and help them figure out if MIT is the right place for them.  This amazing blog post by Yuliya K. 18  has (almost) all the logistic info you need to have an excellent time! The one thing her post is missing is a section called how to get home when you oversleep and you have a morning train to catch so I have put some instructions below. Screw up.  I stayed up  super late â€" like, 5AM late â€" talking to students on Saturday night of CPW. When I finally went to bed, I was exhausted. I fell into a deep sleep. (Even if my alarm had gone off, Im not sure I would have responded to it.) I  did  set an alarm before going to bed. I even plugged my phone into its charger. My big mistake was not actually plugging the charger into the wall. So, my phone died and my alarm did not go off. Regain consciousness.  Dead phones cant make noises. But a concerned person can. I woke up to someone â€" to this day I dont remember who â€" pounding on the door of my hosts room. Waking up to a loud banging noise is a pretty good sign that you have screwed up. At first, my tired brain tried to ignore the noise and assumed it was just some crazy CPW event. When I finally  did wake up, I leapt out of bed and answered the door. Figure out the damage.  On the other side of the door was a person with a clipboard. Your friends called us and said you have a train to catch they said. I asked the person what time it was (it was about 9AM) and if my friends were outside (they were not). I realized I still had a small chance of making my train, which was scheduled to leave at 9:30AM. My head was full of questions.  Who was this person? Why did my friends call them? Why hadnt I woken up to my alarm? I closed the door. Panic! Panic! Panic! I located my phone and actually plugged my charger into the wall. Then  I started running around the room, trying to pack up all my stuff. It was so hard to shove my sleeping bag into the little bag I had carried it in. Each precious second it took for me to punch it into place felt like several minutes. Feel bad.  Fun fact: I had been the travel coordinator for my friend group (Kathryn Z. 22 and Emily H. 22), so I had printed out all of our train tickets and told my friends not to worry about printing their own copies. My friends probably had PDF versions of their tickets on their phones, but I felt pretty bad for having told them not to worry about printing stuff since I might miss our train. Once my phone turned on, I saw dozens of missed messages and calls from my friends. Kathryn had taken the T to the train station and was waiting there. Emily was waiting for me at Kendall (a T station close to MIT). My guilt over the tickets worsened as I realized Emily could end up missing the train because of me! Ask your host for  help. My host saw me panicking and asked me what was going on. Its 9:10, I said, and I have to go to Kendall, meet my friend Emily, and then take the T to Back Bay to catch our 9:30 train! My host looked uneasy. The T might not be the best way to go. she said. It could run late. You should take an Uber. I didnt have Uber. She called one for me, telling it to go Kendall where my friend was waiting. I texted Emily to tell her an Uber would be arriving there and that I was on my way. Ask your host for even more help.  Prefrosh are supposed to go check out at the CPW desk in the Student Center before they leave. If I had gone to check out, I would have definitely missed my train. I explained this to my host, and she offered to go check out for me. 3 Get lost. I had an Uber to catch!  I sprinted out of East Campus, arms full with my suitcase, backpack, and sleeping bag. As I ran, I realized I had no idea where Kendall was. In my panic, I had forgotten to ask. I slowed to a walk and pulled out my phone. But it only had been charging for, what, like 10 minutes? As I opened my Google Maps app, my phone froze in the way it normally did just before it died. Before I could finish typing Kendall the screen went black.  My dead phone had foiled me again! Sit down in the middle of the road to figure things out.  I stopped where I was, in the middle of Ames Street, and pulled out my laptop. I sat down, put it on my lap, opened it, typed in my password, and connected to the MIT GUEST wifi network. When maps.google.com finally loaded, I typed in East Campus and then Kendall and worked out where I needed to go. (I needed to keep running down Ames street and turn right.) Fail to know yet another critical detail.  Just as I went to close my laptop, an iMessage from Emily popped into the corner of my screen. What color is our Uber?  she asked. I realized I had no idea. I closed my laptop, shoved it back into my bag, and ran as hard as I could towards Kendall. Run!!!!! Run! Left leg, right leg, left leg, right leg! As fast as possible! Sweating is a sign that youre doing it right! Allow a miracle to  happen.  As I turned onto Main Street towards Kendall, I saw Emily getting into an Uber. She had somehow found the right car. I got in, shut the door, and somehow made it to Back Bay in time for us to get on the train home. Do not tell your parents how much you screwed  up.  I did not tell my parents about this when I finally got home. I wanted them to think I was mature and not a total mess so, ya know, it didnt really come up when they asked how CPW went. Have fun at CPW, yall. Just not too much fun that you cant get home! Youll be trapped at the Institute before you know it, so go home while you can. Post Tagged #CPW #East Campus #Kendall

Obesity As A Disease - 1512 Words

Obesity as a Disease Recently, a lot of debate has gone around about whether or not obesity is considered a disease or not. It is very difficult to pinpoint one sole reason obesity is occurring in people, there are many different justifications for what causes a person to become obese. Obesity is a disease that is currently sweeping the entire world. Percentages of not just adults, but children are skyrocketing like never before. People have never been so overweight until now. I am going to examine why obesity is considered a disease through a scientific, economic, historical, and futuristic lenses. Obesity is when you have an excessive amount of adipose tissue , or body fat. There are several different ways you can develop this â€Å"extra† fat. The more commonly known way is simply eating too much (consuming too many calories), but there are many other ways. These ways include health conditions, medicine side effects, emotional factors, smoking, age, genes family history, lack of sleep, environment, inactive lifestyle, and lack of energy balance. Often times, people who are obese also suffer with other diseases that may have contributed to their obesity in the first place. When a person is clinically depressed, a lot of times they overeat to deal with their emotions, which causes them to become obese. Another example of a disease that might have made a person obese is Hypothyroidism. Hypothyroidism is when the thyroid gland doesn’t produce enough thyroid hormones, whichShow MoreRelatedObesity : The Disease Of Obesity Essay1374 Words   |  6 PagesMore than 93 million Americans are affected by the disease of obesity (Obesity Action-Brochure). There are many ways to approach this disease, such as weight loss surgery, also known as bariatric surgery, or diet and exercise plans. Doctors and insurance companies have different requirements that the patient must meet in order for the surgery to take place. Obesity is a condition characterized by the excessive accumulation and storage of fat in the body. There is a differenc e between being overweightRead MoreObesity : A Disease?1223 Words   |  5 Pages126 12 February 2017 Obesity, A Disease Per the Eunice Kennedy Shriver National Institute of Child Health and Human Development, more than 35 percent of American adults are obese, more than 34 percent is overweight, and 17 percent of the children from the United States are affected by obesity. Most people disregard the fact that Obesity is a known disease that affects our future and youth, but unlike most people I would rather save this human from their disease, by telling them they are unhealthyRead MoreIs Obesity a Disease?994 Words   |  4 PagesIs Obesity a Disease? After a long day of work or school, we have the choice to prepare ourselves a healthy meal or to get something quick and easy from the drive-through or a quick microwaveable dinner. Many of us do not have the time, or just simply choose not prepare healthy meals or exercise and it shows in our waistline. From the abundance of fast food chains on every corner to television and video games it is no wonder why we are putting on extra pounds. Obesity is caused by an unhealthy andRead MoreObesity Is A Disease?1410 Words   |  6 PagesHolly Elliott ENC 1101-13186 16 December 2015 Obesity Is a Disease About one-hundred million people in America are diagnosed with obesity every year, that’s one third of our population (Carson-Dewitt, Davidson, Atkins)! Obesity should be taken seriously because, it may cause permanent damage for us in the future. Many researchers have preformed various tests to prove that obesity is a disease. According to the Merriam-Webster dictionary, a disease is an illness that affects a person, animal, orRead MoreObesity Is A Disease?1263 Words   |  6 PagesObesity is a disease. There is no way around that but how can America s Society help? How can someone prevent this? How can this disease be cured? Do you schools play an important role in a child’s health? Even though someone may not seem obese they are and doctors and scientist have came up with the BMI scale to prove it. Someone can be very fit by playing sports and working out everyday but if their height and weight don’t meet at the appropriate spot on the chart then they are co nsidered obeseRead MoreObesity Is Not A Disease1182 Words   |  5 PagesObesity has been measured or defined in various ways. Many researchers have differing opinions on the origins and effects of obesity. The rapidly increasing rates of obesity are often linked to a high calorie diet and little to no physical activity. Although obesity is seen as a disease that affects a person’s weight, it actually affects a lot more than that. Obesity can affect individuals in both adolescence and adulthood, their families, and the healthcare system. From an outside viewpoint, obesityRead MoreObesity And Obesity Related Diseases Essay1706 Words   |  7 PagesChildhood obesity has become staggering in the United States. Children are considered obese if they have thirty percent amount of body fat or more and is measured by body mass index (BMI). Body mass index conveys the correlation of body weight to height. If a child’s BMI is at or exceeding over the 95th percentile, meaning if their body mass index is greater than 95% of other children that are the same sex and age, they are obese. Doctor Jeffrey Levi, an executive director of the Trust for America’sRead MoreObesity And Obesity Related Diseases896 Words   |  4 PagesObesity is primarily measured in body mass index or BMI, a BMI over 30 is considered obese. Until recently, there has been a steady rise of the obesity prevalence over the last three decades. The American taxpayers and the medical community face a huge challenge with regards to the 34.9% of adults and 16.9% of children who struggle with obesity (Ogden, Carroll, Kit, Flegal, 2014). Even with the prevalence of obesity remaining flat, morbid obesity, a BMI of over 40 has increased by two to threeRead MoreObesity : Disease Associated With Obesity Essay887 Words   |  4 Pages1. List all of the diseases noted by the movie that is associated with obesity. To receive credit, this must be a complete list. The diseases associated with obesity are the following: Heart disease, Strokes, high blood pressure, Diabetes, asthma, some cancers, Gallbladder disease, Osteoarthritis, Gout, and Breathing problems such as sleep apnea. 2. Pick one in particular disease noted, and expand on it. Do the research and give etiology, signs, and symptoms. Also, list any treatments that are commonlyRead MoreObesity And Obesity Related Diseases1342 Words   |  6 Pagesgood-quality home cooking. Obesity and obesity related diseases have increased significantly in the U.S. since the mid 1970s. Over the same time, the number of fast food restaurants have more than doubled, placing fast food within close proximities to schools, work and home. A diet filled with fast food is strongly linked to weight gain, and insulin resistance, suggests obesity researcher and neurobiologist Stephan Guyenet Ph. D, an indicator sign that fast food increases the risk of obesity and type 2 diabetes

Unity in Paragraphs and Essays

In composition, unity is the quality of oneness in a paragraph or essay that results when all the words and sentences contribute to a single effect or main idea; also called wholeness. For the past two centuries, composition handbooks have insisted that unity is an essential characteristic of an effective text. Professor Andy Crockett points out that the five-paragraph theme and  current-traditional rhetorics emphasis on method reflect further the expediency and utility of unity. However, Crockett also notes that for rhetoricians, the achievement of unity has never been taken for granted (Encyclopedia of Rhetoric and Composition, 1996.) Pronunciation YOO-ni-tee Etymology From the Latin, one. Observations Most pieces of effective writing are unified around one main point. That is, all the subpoints and  supporting details are relevant to that point. Generally, after you have read an essay, you can sum up the writers main point in a sentence, even if the author has not stated it explicitly. We call this summary statement a thesis. (X. J. Kennedy, Dorothy M. Kennedy, and Marcia F. Muth, The Bedford Guide for College Writers, 8th ed. Bedford/St. Martins, 2008)Unity and CoherenceA good check on unity is to ask yourself if everything in your paragraph or essay is subordinate to and derived from the controlling idea. Make sure that your controlling idea—the topic sentence or thesis—indicates the subject and the focus on that subject...​ (Lee Brandon and Kelly Brandon, Paragraphs and Essays With Integrated Readings, 12th ed. Wadsworth, 2012) Rules of Thumb for Writing Unified Paragraphs Be sure your paragraphs focus on one idea and state that idea in a topic sentence.Place your topic sentence effectively within your paragraph. Let the purpose of your paragraph and the nature of your evidence guide you.Let your paragraphs evidence—the selected details, the examples—illustrate or clarify the idea expressed in your topic sentence.Make sure you explain the relationship between your evidence and your idea so that it is clear to readers.Think about unity among paragraphs when writing essays. Be sure your paragraphs are related, that they fit together and clarify your essays idea.​ (R. DiYanni, Scribner Handbook for Writers. Allyn Bacon, 2001) A Note on Topic Sentences Paragraphs may not have a topic sentence, but they must have unity and purpose. All the ideas in a paragraph should relate to a clear point readers will easily understand. (Mark Connelly, Get Writing: Paragraphs and Essays. Thomson Wadsworth, 2009) Counterviews on Unity Unity is the shallowest, the cheapest deception of all composition... Every piece of writing, it matters not what it is, has unity. Inexpert or bad writing most terribly so. But ability in an essay is a multiplicity, infinite fracture, the intercrossing of opposed forces establishing any number of opposed centres of stillness.(William Carlos Williams, An Essay on Virginia, 1925)

Technology Education and National Development Free Essays

string(204) " The Cambridge International Dictionary of English \(1996, pg 377\) defines development as growing or becoming more advanced or a recent important event which is the latest in a series of related events\." TECHNOLOGY EDUCATION AND NATIONAL DEVELOPMENT: THE PLACE OF INFRASTRUCTURE BY SUBAIR, S. TAYO AND ASHIRU, AL-MAHROOF. OLASEEWO DEPARTMENT OF EDUCATIONAL ADMINISTRATION FACULTY OF EDUCATION UNIVERSITY OF LAGOS AKOKA – LAGOS BEING A PAPER PRESENTED AT THE NIGERIAN ASSOCIATION FOR EDUCATIONAL ADMINISTRATION AND PLANNING (NAEAP) INTERNATIONAL CONFERENCE VENUE:JULIUS BERGER AUDITORIUM UNIVERSITY OF LAGOS DATE:24TH – 27TH SEPTEMBER 2007 Abstract Technology education has been defined as a continuous process of special education and training imparted in individuals for them to achieve socio-economic independence. We will write a custom essay sample on Technology Education and National Development or any similar topic only for you Order Now One major essence of technology education is self-sustenance and social development. This paper takes a cursory look at the factors germane to functional technology education and its implications for national development, by examining the concepts of technology education, national development, infrastructure and goals of technology education. The paper goes further to asses the development status of Nigeria, the relevant of infrastructure in the provision of viable technology education and some areas along policies, practices, attitudes, and sensitization of the public towards imbibing technology education that can foster national development. Introduction The basis of Nigeria’s philosophy of education is the integration of the individual into a sound and effective citizen, such a philosophy as articulated in the National Policy on Education (Federal Republic of Nigeria, 2004). The goal of national development is hardly realizable without technology, which serves as a vehicle for the acquisition of appropriate knowledge, skills, abilities and competencies of both mental and physical nature. This is equipment for the individual to live in his society, and to acquire a relevant and balanced knowledge of facts about local and world phenomena. The etymology of technology is from Greek word ‘tekhne’, which refers to an art or craft, and ‘logia’ which means area of study. Simply defined, technology is a science of crafting. Collins English Dictionary (2005, pg. 1675) defines technology as the application of practical or mechanical sciences to industry or commerce, the methods, theory and practices governing such application and the total knowledge and skills available to any human society. Education, as defined by Adesina, Fagbamiye and Talabi (1985) is a tool for the integration of the individuals effectively into a society to enable them achieve self social, economic, political, scientific, cultural and technological progress. Now, in the era of globalization, the growing importance of trans-border education provisions particularly, in the area of technology is quite understandable. Generally, stakeholders are anxious to see that educational institutions deliver what they should deliver and that what they deliver produces desirable outcomes. These desirable outcomes include, among others, changes in structures, attitudes and institutions as well as the acceleration of economic growth, the reduction of inequality and eradication of absolute poverty. Consequently, in addressing the issue of national development vis-a-vis technology education, it is of immense necessity to show the understanding of the phenomenon development and also to harness the indices of development before we can decide what we look out for in a developed, under-developed, developing nation and so on. The Concept of Technology Education According to Adeogun (2004), Ogunranti (1988) and Ukeje (1991), technology is the application of science and scientific knowledge to make the world more efficient using industrial methods. Technology can also be viewed as the sum of the ways in which a social group provides for themselves with the materials of civilization, thus science and technology go hand-in-hand. It could be considered permissible then to say that technology is a systematic approach in an integrated process to achieve practical purpose or achieve an end product. Hence, technology involves a practical engagement, that is, the act of doing, which is meant to solve human problems scientifically and systematically. Translated from its Latin root, ‘educo’ or ‘educare’, the word education means ‘to lead’. In other words, education implies showing the way. In principle, education is the process by which a person or group of persons lead in the act of acquiring new knowledge or experience. Ajelabi (2000) views education as implying the experience that a person gets in contact with or which one undergoes with or without the school. According to Collins Dictionary (2005, pg. 433), education is the act or process of imparting knowledge, especially at school, college or university, the art or process of acquiring knowledge, the knowledge or training acquired by this process, the theory of teaching and learning; or a particular kind of special directives (instructions) or training. From the foregoing, an operational definition of technology education required for this paper projects technology education as a continuous process of special education, training and directives imparted in individuals for the development of innovative ideas to ensure socio-economic independence. It could be argued that the type of education which Nigeria pupils and students are exposed to at different levels of education in the school system today cannot favour the accomplishment of the Millennium Development Goals. This can be substantiated with the concern about quality which is uppermost in any educational discourse all over the world, and Nigeria in particular. The United Nations Education Scientific and Cultural Organization (1999) observes that quality in education is a multi-dimensional concept which should embrace â€Å"all functions and activities: teaching, academic programmes, research and scholarship, staffing, students, buildings, facilities, equipment, services to the community and academic environment†. To show that one is educated means that all aspects of his/her life is transformed to influence and be influenced by self, physical, social, political, economical and spiritual environments. For this reason, technology education should focus on productive skills that are saleable to the world, thus making such a country a power to associate with. The Concept of National Development National development is rooted in a force of change than can raise expectations, through sustainable and broad-based economic growth. It could also be perceived as the totality of all activities within a nation whose main goal is to raise the living standards and general well being of the people. Collins English Dictionary (2005, pg. 443) defines development as the act or process of growing or developing or the product of developing. The Cambridge International Dictionary of English (1996, pg 377) defines development as growing or becoming more advanced or a recent important event which is the latest in a series of related events. You read "Technology Education and National Development" in category "Papers" For the purpose of this paper, national development means the satisfaction and sustenance of the social, political and economic needs of the people of a state (nation). It could also be thought of as planned activities which focus on increasing and enlarging the capacities so that they can successfully handle greater positions in a nation. National development usually focuses on improving the conceptual skills – the intellectual and abilities needed to handle complex situations and do a better job. With economic needs, a change in the economic and social super-structure of the society is guaranteed. It is an improvement in the techniques of production in the consumption choices open to the average citizen, in the health of the citizen, in the behaviour of citizen and so on. It involves both quantitative and non-quantitative aspects. Also, it involves reduction in income inequality, unemployment and poverty (Adeogun, 2003). Bannock (1977) opines that economic development is related to the process of growth in total and per capita income of developing nations accompanied by fundamental changes in the structures of their economies. Accordingly, these changes generally consist of the increasing importance of industrial, as opposed to agricultural, activity, reduction of dependence on imports from the more advanced producer and consumer goods, and dependence on agricultural or mineral products as main exports, and a diminishing reliance on aids from other countries. Accompanying this economic process are attendant political and socio-cultural reforms aimed at resolving such problems as cultural deprivation, ignorance, political instability and poverty. Thus, national development can be perceived as the totality of all the activities within a nation whose main goal is to raise the living standards and general well-being of the people. The Concept of Infrastructure According to Coombs (1991), the educational system is a function of the quality and quantity of inputs. Of significance are the buildings, equipment and space. This view gains the endorsement of Ejiogu (1984) and Nwagwu (1983) who note that of the four important factors in an attempt to balance the qualitative and quantitative growth of any educational system is the quality and number of infrastructure in the form of buildings, machinery and equipment; their maximal usage and proper maintenance culture of the students, staff and community members that use such facilities. Infrastructure, as stated by Ehiametalor (2001) are the operational inputs of every instructional programme and they constitute elements that are necessary for teaching and learning. Such include buildings, laboratories, machinery, furniture and electrical fixtures. In specific terms, Bosah (1997) opines that infrastructure represent the empirical relevance of the totality of the school environment for the realization of the school business. He identifies the following as components of infrastructure: landscape, playgrounds, buildings – classrooms, library, laboratory blocks, health blocks, toilets, hostels, administrative blocks and so on; utilities such as electricity, pipe-borne water and security facilities – walls (fences), gates, telephone and alarm system. From the above, infrastructure can be considered the basic systems and services that are necessary for an organization, for example, buildings, transport, water and power supplies and administrative systems. These are things that represent the aesthetic picture of the school conveyed by the position of structures in relation to one another. Goals of Technology Education The goals of technology education include: -understanding the principles and dynamics of technology; understanding the principles of tool construction, processes of technology and modes of dissemination; -developing intellectual processes of technology and their relation with other systems such as communication, economics, science, industry and society; -acquiring skills such as instrumentation production, maintenance, creativity, designing and communication; -mastering of technology-oriented forms of general and specific problem-solving; -producing technologically literate people; and -producing products that are emp loyable and equally those who would proceed to higher education (Busari, 2004). It is important to appreciate the interpretation of these goals in the policies and practices of technology education in Nigeria. The policy guidelines set by the government for achieving the objectives are provision of basic tools for educational advancement including preparation for crafts of the locality, provision of curricular activities like teaching of science, local crafts, domestic science and agriculture, and provision of qualified teachers to handle technology education subjects. An Assessment of the Development Status of Nigeria In assessing the indices, criteria or factors responsible for the lassification of any country as being either developing or developed, it becomes imperative to understand the underlying key concepts: development, developing, under-developed, least developed, third world or fourth world and developed countries. Development can be regarded as the process of improving human welfare. Hence, the goals of development include: -balanced healthful diet; -adequate medical care; -labour opportunities commensurate with individual talents; -environmental sanitation and disease control; -sufficient educational opportunities; -reduced infant mortality; -decent housing; social and political participation promoting equality (United Nations, 2003). Developing countries are characterized by high rate debts, low level of Gross Domestic Product (GDP), low standard of living, low level of productivity and low level of health, low level of investment; high dependency on the agriculture production and high vulnerability for external shocks. Least Developed Countries (LDC) generally suffer conditions of extreme poverty, ongoing and widespread conflict (including civil war or ethnic clashes), extensive political corruption and lack of political and social stability. The form of government in such countries is often authoritarian in nature, and may comprise dictatorship, warlordism or a kleptocrazy (United Nations, 2003). The Relevance of Infrastructure in the Provision of Viable Technology Education With the present scope of technology in Nigerian classrooms, there are few technical schools and few universities where technology education is made available. It is lamentably sad to observe that the available infrastructure in the available technical colleges and universities of technology is inadequate when compared with the expected functions of such institutions of learning. No doubt that infrastructure comprises things that are used directly or indirectly for the purposes of supporting, facilitating, influencing or encouraging transmission or acquisition of knowledge, competencies, skills and know-how. When we think of the poor state of this infrastructure, a question tends to come to mind – is the government actually interested in building this nation? This is just that there appears to be a gap between the policy statements and policy implementation. Lending credence to this is Busari (2004) who observes that institutions (technical colleges, universities, etc) where technology education is run are given little or lip support because they are viewed as any other education programme providers. The lackadaisical attitude of related agencies responsible for the functionalism of technology education is evidenced by the fact that the required infrastructure that would make technology education operational are either inadequate or non-existing. If technology education would facilitate national development, the quality of the manpower available for the performance of such tasks will dictate. As reported by Subair (2004), even the universities of technology experienced a face-lift just because of the accreditation exercise embarked upon by the National Universities Commission (NUC), a body established by the Federal Government in 1962 for the purpose of quality university education. He opines that experiences of the students are better expressed when adequate provision of required infrastructure is made with due consideration for some factors such as students’ population, student-teacher ratio, minimum studio stage per student, drawing boards per student, etc and student work experience practice in particular. The country is now faced with the stark realities of her poor technological base, which manifests in all fronts, ranging from poor economy, inability to properly maintain facilities inherited from colonial masters, to bad educational planning (Odeyemi, 1996). The incessant scarcity of petroleum products, epileptic supply of electricity, bad roads, flooding, and so on points to the fact that this country seriously needs to embrace and appreciate technology education. The resultant effects of Nigeria’s state of technological development are being felt in other sectors of our economy uch as the agricultural sector, industrial sector, building and construction, health and infrastructural sector – water, road, telecommunication and electricity. The bite is much felt due to lack of the necessary technical know-how to maintain the existing infrastructure and fabricate spare parts to maintain the heavy duty and medium size plants. Moreover, the frequent stealing and vandalizati on of Power Holding Company of Nigeria’s (PHCN) equipment for example is traceable to the inability to produce them locally. Obviously, there will be no market for the stolen ones if the country is able to produce in large quantities. As Oguntoye (2004) comments: There is no doubt that Nigeria has made tremendous leaps forward in educational development, especially with regard to quantitative expansion, are probably more than those we faced before the Ashby Commission of 1960. The physical structures may be available (they are in short supply). The problem is not that people are unwilling to send their kids to school, may not be the curriculum, may not even be quantity of trained personnel, but the critical problem is attitudinal, wrong value-orientation, wanting to cut corners, acquiring the certificates without acquiring knowledge, skills and competencies (pg. – 8). It becomes important to say here that if Nigeria as a nation is to be a developed and modern nation, it needs to be rational. A rational society is one which regards people as having the knowledge and ability to control their own destinies. Controlling one’s destiny without depending on other countries for one’s basic needs is se lf-reliance, a supposed target or goal of technology education. Consequently, the focus now should be acquisition of thorough knowledge, skills, competencies and know-how capable of transforming and encouraging people to develop openness to new experience, readiness to social change, placing higher value on technology education and aspiring to high levels of industrial attainment, understanding the logic underlying production and industry; placing high value on technical skill and accepting it as a basis for the distribution of rewards, and a basic trust in the calculating of the surrounding world, and that people and institutions can be relied upon to meet their obligations. Conclusion Attaining national development depends on three things that are considered most important. One is that education, particularly technology education which is the source of high levels of human capital accumulation, should be heavily invested in to generate the human resources Nigeria needs as the ‘engine’ for growth. There should be active government involvement or intervention that will encourage enormous investments in human capital, educating large skilled manpower able to absorb and adapt the most advanced technology. Secondly, Nigerians should know that modern societies are science and technology driven. There is no reason why we cannot set target year for achieving technology education for all. Such focus will make Nigerians think scientifically and technologically, the resultant effects of which will be change in our attitude and belief system, worthwhile social, economic, political and cultural lives, culminating into poverty alleviation, economic progress that will touch millions of Nigerians. Thirdly, irrespective of the level of education, the students are the core input into our educational institutions and the quality of the output (students) depends largely on the provision of infrastructures capable of directly or indirectly supporting, facilitating, influencing and encouraging the development of their potentials. Therefore, the knowledge, skills, competences and attitudes students acquire for life can make them fit into the cultural, social, economic and political contexts of the society in which they live, and to work and employment. It can all be summarily put that quality of education is reflected in the fit between, on the one hand, the expectations of society expressed in the general and specific objective of education, and on the other, the actual characteristics of the educational process (technology education) and the changes observed at the students’ level. References Adeogun, A. A. (2003). Economics of education. Lagos: Olatunji Publishing Press. 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A. Nwaguru, E. T. Ehiametalor, and M. A. Ogunu, M. Nwadiani (Eds. ) Current issues in educational management in Nigeria. Benin City, Nigeria: Nigerian Association for Educational Administration and Planning. Ejiogu, A. (ed. ) (2004). Nigerian education and challenges of the 21st century. Lagos: Faculty of Education, University of Lagos. Madumere, S. C. (1997). Educational planning and manpower development. Lagos: Samuel Printing Press. Nwagwu, N. A. (1978). Primary school administration. Beverly Hills: Sage Publications. Odeyemi, O. (1996). Technology as a vehicle for qualitiative education in Nigeria. Technology education Today 6(1 2), pp. 49 – 52. Ogunranti, A. (1988). Educational technology and curriculum development. Ogunranti, A. (ed. ) Problems and prospects of educational technology in Nigeria. Ibadan: Heinemann. Oguntoye, A. O. O. (2004). Education for national development self reliance in a deregulated economy. A paper presented at the 1st national conference of the School of Technical Education, Federal College of Education (Technical), Akoka. Subair, S. O. (2007). Infrastructure, students’ welfare and students’ motivation to learn in universities. An unpublished post-field report paper presented at the departmental seminar of the Educational Administration Department, University of Lagos, Akoka. Ukeje, B. O. (1991). Educational technology in the new national system of education. In Ajelabi, A. (2005). Essentials of educational technology. Lagos: Raytel Communications, p. 18. United Nations (2001). Road map towards the implementation of the United Nations millennium declaration. Retrieved Sept. 17, 2008 from http://www. un. org. /millenniumgoal. United Nations Development Programme (2003). Human development report. New York: University Press for UNDP. United Nations (2005). Jakarta Declaration on Millennium Development Goals in Asia and the pacific: The way forward 2015, Jakarta, 5 August 2005. How to cite Technology Education and National Development, Essays

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