Tuesday, October 23, 2018
Sunday, October 21, 2018
What is poetry/ poems/ growing up with poems
Poetry
It is a way of expressing the feelings, emotions or ideas, using language characterized by imaginary and rhythmical sound.
TYPES OF POETRY
v There are different types of poetry namely, narrative, descriptive, lyric, sonnet and ballade.
v These types can be categorized into two forms namely: Open and closed poetry.
NARRATIVE POETRY; is a poem which tell a story.
v They tend to be long than others. Example “Song of Lawino and Song of Ocol”
v Narrative poetry includes epic, which is usually a book- long narrative poem about serious subject.
ii. Reflective poetry
v Is a poetry in which thoughtful debates an issue or ideas and comes to a conclusion.
iii. Descriptive poetry:
v The poetry which concentrates on the description of the people, objects, experience, places etc.
iv. Lyric poetry:
v This is the most common poetry. It is usually short and express very strong/powerful feelings about universal issues such as love, hate, death, torture etc.eg, “Eat More”
v. sonnet
v Is a poem of fourteen verses and it is divided into two parts.
a) Octave – Made up of first eight verses.
b) Sextet – Consisting of the remaining six verses. Example “If we must die”
vi. Ballad:
v A poem about the story, example “Ballad of the Landlord”
Closed form / traditional poem poetry
v It is a type of poetry which strictly observes the rules of writing poems such as;
• Rhyme partten.
• Equal number of syllables in each verse.
• The length of verses.
• The number of verses in each stanza, etc.
Open form/ free verse/ modern poetry
• It is a kind of poetry which does not observe the old rules of writing poems.
v The following books are examples of poetry collection:
• Song of Lawino and Song of Ocol written by Okot P`Bitek.
• Songs of Malaya and prisoner written by Okot P`Bitek.
• Malenga Wapya written by Institute of Kiswahili, and Foreign languages Zanzibar.
COMMON items USED IN criticism a POEm
Ø Content: What the poem is about/what it describes.
Ø Themes/ message: What to be learned by the readers. Examples death, colonialism, alienation, betrayal, exploitation.
Ø form: How the poem is arranged.
Ø A VERSE: A single line in a poem.
v STANZA: Arrangement of verse in a poem. Several verses comprising complete ideas.
v Rhyme: Repetition of similar sounds at a regular interval verses, usually the last sound in a verse.
v Rhythm: Stressed and unstressed syllables in regular intervals.
Language
ü Poetic language is full of symbols and figures of speech so as to arose emotions and feelings of the readers.
ü In criticism a poem one examines whether the language is simple or complex, appropriate or inappropriate, direct or indirect etc.
Tone (voice)
v The attitude the poet or poetess talks to wards a subject or audience so as to communicate his feelings
MOOD
v State of mind/altitude of the poet or poetess about what is said.
Imegery
v A mental picture drawn through the use of words.
symbolism
v A way of presenting an important ideas/issue using an object or thing.
Figure of speech
Simile: Comparison of things using words like; “as…as” and like.
ii. Metaphor: Comparison of things by calling one thing the other, e.g.. He is an elephant.
iii. Personification: Attributing human qualities and characteristics to non human being.
iii. assonance
v Repetition of similar vowel sounds in stressed syllables that end with different consonant sound.
v Eg. Lake and fate, side write wide; Clean/cream
iv. Alliteration:
v Repetition of identical consonant sounds at the beginning of a word or stressed syllable within a word in verse.
v For example, After, life fitful fever.
v. onomatopoeia
v The formation of words by imitation of sounds resembling those associated with the object instead of object itself. Or
v The use of words that by their sounds suggest their meaning. E.g. “Hiss, buzz, whirl, sizzle”
vi. HYPERBOLE (EXAGGERATION): is a figure of speech in which conscious exaggeration is used without the intention of literal persuasion. Eg. I have invited billions of people to my party.
vii. Rhetorical question
v A question propounded for it`s rhetorical effects and not required to reply.
viii. Euphemisms: A figure of speech in which indirectness replace directness of statement; usually in an effort to avoid offensive.
Eg. “At liberty” instead of “out of work”, “Senior citizen” instead of old people and “Pass away” instead of “die”
ix. Iron: A statement whose meaning is contrary to what is expressed.
x. Satire: is the foolishness in an amusing way of laughter that aims at amendment.
E.g.
Study the following poem carefully and observe some of the way of analysing it.
Eat more, by Joe Corrie
“Eat more fruit!” the slogan say,
“More fish, more beef, more bread!”
But, I`m third year now, wed.
And so I wonder when I'll see
The slogan when I pass,
The only one that would suit me,
“Eat more bloody grass!
Guiding questions
a) What is the poem about?
v The poem is about the feelings of an individual about commercial slogan that advertises foods that he cannot buy because he does not earn a living wage as unemployed.
b) At the first stanza, what is the general altitude of the poet towards the slogan?
v He is angry, complaining about the slogan, he is bitter, full of sorrow and unhappy about the slogan
c) What is the intention of the poet in the last line of the second stanza that says “eat more blood grass”
v The poet intention in “eat more blood grass” is to express his desertification at the idea that encourages eating a balanced diet while he does not have any employment so as to buy such a food.
d) What are the two points that make the poet sad?
v The slogan that insists on the importance of eating a balanced diet that he cannot afford .
v He is un employment and state of poverty.
e) What is the tone of the poet?
The tone of the poet is angry, satirical, and sad.
f) Comment on the rhyming pattern of the poem?
v It is regular poem with regular rhythm.
v It is systematically broken down into two stanzas each with four verses.
g) How relevant is the poem to your society?
v The poem is relevant to our society because we have poverty and unemployed people.
v Even those who are employed can not afford to live on their wages.
v Many commercial slogan are advertised through mass media by insisting on importance of eating balanced diet that many people cannot afford
h) What kind of poem is this?
v The poem is lyrical because it is short and expresses the strong feelings of the people about the slogan.
i) What are possible themes of this poem?
the possible themes of the poem can be, un employment, poverty and classes.
i) Mention the figures of speech in the poem?
Figure of speech in this poem are:
v satire – eg. “eat more bloody grass”
v Personification – e.g. “The slogan say”
v Repetition – e.g. “the words “eat and more” are used for emphasis.
Procedures of analysing poem
1. Title of the poem
2. Form and type of a poem
v Judge whether a poem is lyric, narrative, ballade etc.
3. Tone of the poet
v Whether the poet is angry, happy, sad, serious etc.
4. Musical or sound features of a poem
Pay attention on rhyme, rhythm, alteration, or refrain.
5. Possible themes
6. Message of poem
7. Relevance of the poem
8. Language use
8. Success and failure
Growing up with poetry
Editor: david rubadiri
Publisher: heinemann
Year: 1981
Freedom song
(marjorie oludhe macgoye)
v Atieno washes dishes,
v Atieno plucks the chicken,
v Atieno gets up early,
v Beds her sacks down in the kitchen,
v Atieno eight years old,
v Atieno yo.
v Since she is my sister’s child,
v Atieno needs no pay,
v While she works my wife can sit.
v Sewing every sunny day
v With her earnings I support,
v Atieno yo.
v Atieno’s sly and jealous,
v Bad example to the kids,
v Since she minds them, like a school girl,
v Wants their dresses, shoes and beads.
v Atieno ten years old,
v Atieno yo.
v Now my wife has gone to study,
v Atieno is less free,
v Don’t I keep her, school my own ones,
v Pay the party, union fee
v All for progress! Arena’t you grateful
v Atieno yo?
v Visitors need much attention,
v All the more when I work night,
v That girl spends too long at market,
v Who will teach her what is right?
v Atieno rising fourteen.
v Atieno yo.
v Atieno’s had a baby,
v So we know that she is bad
v Fifty fifty it may live
v And repeat the life she had
v Ending in post-partum bleeding,
v Atieno yo.
v Atieno’s soon replaced,
v Meat and sugar more than all
v She ate in such a narrow life
v Were lavished on her funeral.
v Atieno’s gone to glory
v Atieno yo.
a) Who is speaking the poem?
v The person who speaks in this poem is Atieno`s uncle.
b) What is the poem about?
v The poem is about a girl called Atieno, who is humiliated by her own maternal uncle.
v She lives in a bad condition and she is not sent to school as other children although her age allows her be at school.
c) What sufferings does Atieno experience?
v Atieno suffers from tortures or humiliations in the house of her uncle. Her uncle tortures her physically by treating her badly:
v Now my wife has gone to study,
v Atieno is less free,
v Don’t I keep her, school my own ones,
v Pay the party, union fee
v All for progress! Aren't you grateful
v Atieno yo?
d) Summarize the main idea in each stanza
v 1st stanza: It is about the humiliation, people are humiliated by giving a lot of work to this young girl and still they do not provide services to her like room to sleep and clothes.
v 2nd stanza: it is about oppression; this title girl Atieno works while the house wife sits freely. Atieno does all these with no payment.
v 3rd stanza: Atieno is blamed. Her uncle does not send her to school, and says that Atieno is a bad example to other children in the street.
v 4th stanza: is about segregation, when the wife of her uncle had gone to school Atieno is left at home without schooling.
v It does not mean that Atieno`s uncle has no money. He has money that is why he dares to pay money for union fee.
v 5th stanza: Atieno is blamed again that she has now changed her behaviour, and she spends much time at market during night.
v 6th stanza: it expresses about the Atieno delivery. She is now having a child, but the baby is given fifty of its life, later on we see it passes away.
v 7th stanza: it is about Atieno`s death.
e)What is the tone of the poet?
v The tone of the poet is sympathetic to the girl
f) What messages do we from the poet.
a) We should discourage child labour
b) We should alleviate poverty from the family level
c) We should uplift human right especially to the children
d) We should sympathize with the children.
It is a way of expressing the feelings, emotions or ideas, using language characterized by imaginary and rhythmical sound.
TYPES OF POETRY
v There are different types of poetry namely, narrative, descriptive, lyric, sonnet and ballade.
v These types can be categorized into two forms namely: Open and closed poetry.
NARRATIVE POETRY; is a poem which tell a story.
v They tend to be long than others. Example “Song of Lawino and Song of Ocol”
v Narrative poetry includes epic, which is usually a book- long narrative poem about serious subject.
ii. Reflective poetry
v Is a poetry in which thoughtful debates an issue or ideas and comes to a conclusion.
iii. Descriptive poetry:
v The poetry which concentrates on the description of the people, objects, experience, places etc.
iv. Lyric poetry:
v This is the most common poetry. It is usually short and express very strong/powerful feelings about universal issues such as love, hate, death, torture etc.eg, “Eat More”
v. sonnet
v Is a poem of fourteen verses and it is divided into two parts.
a) Octave – Made up of first eight verses.
b) Sextet – Consisting of the remaining six verses. Example “If we must die”
vi. Ballad:
v A poem about the story, example “Ballad of the Landlord”
Closed form / traditional poem poetry
v It is a type of poetry which strictly observes the rules of writing poems such as;
• Rhyme partten.
• Equal number of syllables in each verse.
• The length of verses.
• The number of verses in each stanza, etc.
Open form/ free verse/ modern poetry
• It is a kind of poetry which does not observe the old rules of writing poems.
v The following books are examples of poetry collection:
• Song of Lawino and Song of Ocol written by Okot P`Bitek.
• Songs of Malaya and prisoner written by Okot P`Bitek.
• Malenga Wapya written by Institute of Kiswahili, and Foreign languages Zanzibar.
COMMON items USED IN criticism a POEm
Ø Content: What the poem is about/what it describes.
Ø Themes/ message: What to be learned by the readers. Examples death, colonialism, alienation, betrayal, exploitation.
Ø form: How the poem is arranged.
Ø A VERSE: A single line in a poem.
v STANZA: Arrangement of verse in a poem. Several verses comprising complete ideas.
v Rhyme: Repetition of similar sounds at a regular interval verses, usually the last sound in a verse.
v Rhythm: Stressed and unstressed syllables in regular intervals.
Language
ü Poetic language is full of symbols and figures of speech so as to arose emotions and feelings of the readers.
ü In criticism a poem one examines whether the language is simple or complex, appropriate or inappropriate, direct or indirect etc.
Tone (voice)
v The attitude the poet or poetess talks to wards a subject or audience so as to communicate his feelings
MOOD
v State of mind/altitude of the poet or poetess about what is said.
Imegery
v A mental picture drawn through the use of words.
symbolism
v A way of presenting an important ideas/issue using an object or thing.
Figure of speech
Simile: Comparison of things using words like; “as…as” and like.
ii. Metaphor: Comparison of things by calling one thing the other, e.g.. He is an elephant.
iii. Personification: Attributing human qualities and characteristics to non human being.
iii. assonance
v Repetition of similar vowel sounds in stressed syllables that end with different consonant sound.
v Eg. Lake and fate, side write wide; Clean/cream
iv. Alliteration:
v Repetition of identical consonant sounds at the beginning of a word or stressed syllable within a word in verse.
v For example, After, life fitful fever.
v. onomatopoeia
v The formation of words by imitation of sounds resembling those associated with the object instead of object itself. Or
v The use of words that by their sounds suggest their meaning. E.g. “Hiss, buzz, whirl, sizzle”
vi. HYPERBOLE (EXAGGERATION): is a figure of speech in which conscious exaggeration is used without the intention of literal persuasion. Eg. I have invited billions of people to my party.
vii. Rhetorical question
v A question propounded for it`s rhetorical effects and not required to reply.
viii. Euphemisms: A figure of speech in which indirectness replace directness of statement; usually in an effort to avoid offensive.
Eg. “At liberty” instead of “out of work”, “Senior citizen” instead of old people and “Pass away” instead of “die”
ix. Iron: A statement whose meaning is contrary to what is expressed.
x. Satire: is the foolishness in an amusing way of laughter that aims at amendment.
E.g.
Study the following poem carefully and observe some of the way of analysing it.
Eat more, by Joe Corrie
“Eat more fruit!” the slogan say,
“More fish, more beef, more bread!”
But, I`m third year now, wed.
And so I wonder when I'll see
The slogan when I pass,
The only one that would suit me,
“Eat more bloody grass!
Guiding questions
a) What is the poem about?
v The poem is about the feelings of an individual about commercial slogan that advertises foods that he cannot buy because he does not earn a living wage as unemployed.
b) At the first stanza, what is the general altitude of the poet towards the slogan?
v He is angry, complaining about the slogan, he is bitter, full of sorrow and unhappy about the slogan
c) What is the intention of the poet in the last line of the second stanza that says “eat more blood grass”
v The poet intention in “eat more blood grass” is to express his desertification at the idea that encourages eating a balanced diet while he does not have any employment so as to buy such a food.
d) What are the two points that make the poet sad?
v The slogan that insists on the importance of eating a balanced diet that he cannot afford .
v He is un employment and state of poverty.
e) What is the tone of the poet?
The tone of the poet is angry, satirical, and sad.
f) Comment on the rhyming pattern of the poem?
v It is regular poem with regular rhythm.
v It is systematically broken down into two stanzas each with four verses.
g) How relevant is the poem to your society?
v The poem is relevant to our society because we have poverty and unemployed people.
v Even those who are employed can not afford to live on their wages.
v Many commercial slogan are advertised through mass media by insisting on importance of eating balanced diet that many people cannot afford
h) What kind of poem is this?
v The poem is lyrical because it is short and expresses the strong feelings of the people about the slogan.
i) What are possible themes of this poem?
the possible themes of the poem can be, un employment, poverty and classes.
i) Mention the figures of speech in the poem?
Figure of speech in this poem are:
v satire – eg. “eat more bloody grass”
v Personification – e.g. “The slogan say”
v Repetition – e.g. “the words “eat and more” are used for emphasis.
Procedures of analysing poem
1. Title of the poem
2. Form and type of a poem
v Judge whether a poem is lyric, narrative, ballade etc.
3. Tone of the poet
v Whether the poet is angry, happy, sad, serious etc.
4. Musical or sound features of a poem
Pay attention on rhyme, rhythm, alteration, or refrain.
5. Possible themes
6. Message of poem
7. Relevance of the poem
8. Language use
8. Success and failure
Growing up with poetry
Editor: david rubadiri
Publisher: heinemann
Year: 1981
Freedom song
(marjorie oludhe macgoye)
v Atieno washes dishes,
v Atieno plucks the chicken,
v Atieno gets up early,
v Beds her sacks down in the kitchen,
v Atieno eight years old,
v Atieno yo.
v Since she is my sister’s child,
v Atieno needs no pay,
v While she works my wife can sit.
v Sewing every sunny day
v With her earnings I support,
v Atieno yo.
v Atieno’s sly and jealous,
v Bad example to the kids,
v Since she minds them, like a school girl,
v Wants their dresses, shoes and beads.
v Atieno ten years old,
v Atieno yo.
v Now my wife has gone to study,
v Atieno is less free,
v Don’t I keep her, school my own ones,
v Pay the party, union fee
v All for progress! Arena’t you grateful
v Atieno yo?
v Visitors need much attention,
v All the more when I work night,
v That girl spends too long at market,
v Who will teach her what is right?
v Atieno rising fourteen.
v Atieno yo.
v Atieno’s had a baby,
v So we know that she is bad
v Fifty fifty it may live
v And repeat the life she had
v Ending in post-partum bleeding,
v Atieno yo.
v Atieno’s soon replaced,
v Meat and sugar more than all
v She ate in such a narrow life
v Were lavished on her funeral.
v Atieno’s gone to glory
v Atieno yo.
a) Who is speaking the poem?
v The person who speaks in this poem is Atieno`s uncle.
b) What is the poem about?
v The poem is about a girl called Atieno, who is humiliated by her own maternal uncle.
v She lives in a bad condition and she is not sent to school as other children although her age allows her be at school.
c) What sufferings does Atieno experience?
v Atieno suffers from tortures or humiliations in the house of her uncle. Her uncle tortures her physically by treating her badly:
v Now my wife has gone to study,
v Atieno is less free,
v Don’t I keep her, school my own ones,
v Pay the party, union fee
v All for progress! Aren't you grateful
v Atieno yo?
d) Summarize the main idea in each stanza
v 1st stanza: It is about the humiliation, people are humiliated by giving a lot of work to this young girl and still they do not provide services to her like room to sleep and clothes.
v 2nd stanza: it is about oppression; this title girl Atieno works while the house wife sits freely. Atieno does all these with no payment.
v 3rd stanza: Atieno is blamed. Her uncle does not send her to school, and says that Atieno is a bad example to other children in the street.
v 4th stanza: is about segregation, when the wife of her uncle had gone to school Atieno is left at home without schooling.
v It does not mean that Atieno`s uncle has no money. He has money that is why he dares to pay money for union fee.
v 5th stanza: Atieno is blamed again that she has now changed her behaviour, and she spends much time at market during night.
v 6th stanza: it expresses about the Atieno delivery. She is now having a child, but the baby is given fifty of its life, later on we see it passes away.
v 7th stanza: it is about Atieno`s death.
e)What is the tone of the poet?
v The tone of the poet is sympathetic to the girl
f) What messages do we from the poet.
a) We should discourage child labour
b) We should alleviate poverty from the family level
c) We should uplift human right especially to the children
d) We should sympathize with the children.
Friday, October 19, 2018
Get analysis of Summons Poems such as Development, live and let die, etc
SUMMONS
***********
CO – ORDINATOR: RICHARD S. MABALA.
PUBLISHER: TANZANIA PUBLISHING HOUSE.
YEARS: 1980
It is the first collection of poetry in English in Tanzania. Although Tanzania was under British colonialism. The poets in this collection are young people brought up in the ferment of the policy of socialism and self reliance. Their poetry is therefore would be expected about problems of building socialism. They are about and against ideologies which mystify the vision people have of themselves and of their lives.
They are also about ordinary human questions and about the search of the poets for personal happiness and meaning in their life. There are about the suffering of our people under imperialist exploitation, in alliance with its local argents who include bureaucrats, and dishonest leaders.
SUN RISE (Jwani Mwaikusa)
v Behold!
v The sun has risen
v And with the sons of the land have risen too
v Forward they go
v Well armed
v Singing praises to the beauty of the sunrise
v With the determination of long – term warriors
v Challenging the enemy
v With the courage of free mind
v And the vigour of clean purpose
v Sit and wait brethren
v Wait and see what glory they bring at sunset
v How they pay homage to the land –
v And their people.
Analysis of the poem
a. What is the poem about?
The poem is about the sons of the land who have risen up singing the beauty of the sunrise. They are challenging the enemy waiting for a victory at sunset.
b. For whom does the poem tell us that the sun has risen?
From the poem, the sun has risen to the oppressed ones (the sons of the land i.e. peasants or workers who should rise up against oppression, exploitation, discrimination)
c. The poet talks about “challenging the enemy” who do you think the enemies might be?
The enemies might be oppressors, humiliators, exploiters, imperialists etc.
d. What events do you think the “sunrise and sunset” probably symbolizes?
The sunrise symbolizes the beginning of the struggle against evils in the society or period of rain, while sunset symbolizes the end of the struggle, and a period of harvest.
e. With the determination of “long – term warriors” what do you think the word ““long – term” tells us about the poet`s view of the struggle?
The word “long – term” means the distant future. The word implies that the struggle will take a long time.
f. There is one line that does not have normal word order. Which line is it and why is it so?
It is line 4, “Forward they go” it`s function is to stress the word “forward” to encourage people to continue with the struggle.
g. The poem contains two major images. What are they?
The images are sunrise and sunsets.
ü Sunrise - symbolizes the beginning of the struggle (rainfall)
ü Sunset – symbolizes the end of the struggle or freedom time or area of harvest.
h. What is the theme of the poem?
The poem talks about evils of colonialism/imperialism or oppressive ruling class.
Therefore the main themes are; Exploitation, Oppression and Humiliation of the lower classes by the powerful class.
i. What type of poem is this?
It is a sonnet poem, because it has fourteen verses with free verse.
DEVELOPMENT (Kundi Faraja)
A man of the people
Enters his office
To sit on the throne
Of party and state
His stick of power
Across the table.
He looks into the files
To see the demands
Of the millions of the people
Who for years since Uhuru
Have just managed to survive
They ring out one message
Man of the people
You have always been telling us
What we need…
Health centers,
More schools,
Clean water,
Better transport facilities,
Better living conditions.
Do you plead incapable
To bring about development?
I declare running
Better than walking
For a young and poor country;
I plead fighting underdevelopment
Tougher than fighting
A wounded buffalo
With a pocket knife;
I plead underdevelopment
Strong than the blows of the sea
When the hurricane is at the height,
I plead fighting underdevelopment
Tougher than combating colonialism;
I see that it`s more difficult
To maintain peace
Than to stop a coup d'état
I plead the cry
Of the nation
More painful than the yell
Of a woman
As her husband dies of sickness;
It`s more painful than the screams
Of a man
Dying in agony
In the coils of the greater python
Found in the African forest
How is development
To be brought brother
When the people to whom
We have entrusted power
Are corrupt?
I plead the stomachs
Of the privileged few
Greater than the rift valley;
They cannot be satisfied
With a normal share.
I plead the thirst
Of the minority
Greater than that of the Sahara;
No rains can quench it.
I reckon the minority
More sensitive to egoism
Then to National Development;
Nothing that is not theirs
Is of ant interest
Their response to egoism,
Is faster than camera film to light
But as slow as tropisms
To nation – building
The majority plead
Exploited
Cheated.
Disregarded
But brother
How is the development to come?
Analysis
i) What is poem about?
The poem is about development in developing countries. The poet argues that whenever there is selfishness, corruption, exploitation, and oppression there will be no development.
ii) Is the persona happy in this song? Why?
The persona is unhappy. He is complaining about the behaviour of some leaders who are corrupt, selfish, and irresponsible. Such leaders lead the countries into underdevelopment
iii) What does the term “Egoism” means in this poem?
The term “Egoism” refers to selfishness. It is thinking of one`s own interest or needs without thinking about others. It is also means not sharing what one has with others.
iv) Trace the verses which trace the possible themes and tell what themes they carry?
a) “…the people to whom we have entrusted power. Are corrupt” These verses carry theme of corruption.
b) “I reckon the minority, More sensitive to egoism” these verses are portraying the theme of selfishness.
c) “The majority pleads exploitation” it depicts the theme of exploitation.
v) Discuss the themes found in this poem?
a) Selfishness. It is the thinking of one`s own interest or needs without thinking for others, or it is the behaviour of not sharing what one has with others. In the poem, the poet has depicted selfishness of leaders as one of obstacle against development in the developing countries like Tanzania.
The leaders are sensitive to selfishness than building the nation. He says:
“I reckon the minority
More sensitive to egoism
Then to National Development”
It is true that the selfishness of most leaders is very dangerous in the process of development.
b) Corruption. It is immoral action where one gains his favour by giving bribes. It can be in terms of sex or materials. This is a problem which most of developing countries and even the developed ones are facing.
In this poem, the persona argues that it is very difficult for a nation to develop when corruption dominates the society. We cannot get development with the corruption. The persona says,
“How is development
To be brought brother
When the people to whom
We have entrusted power
Are corrupt?”
Therefore the poem maintains that corruption hinders the development.
c) Classes in the society. In this poem, the persona has pinned down the two major classes in the society. The first class is the upper class in which the persona seems to dislike it.
To him this class includes the minority who are selfish and corrupt. It is the class of the people whom we have entrusted power.
The poet say,
“I plead the stomachs
Of the privileged few
Greater than the rift valley;
They cannot be satisfied
With a normal share.
The second class is that of the majority who are exploited, cheated, and disregarded. In the last stanza, the persona says:
“To majority plead
Exploited
Cheated.
Disregarded
But brother
How is the development to come?
d) Exploitation. It refers to the use of manpower or materials selfishly or unfairly. In this poem, the minority are selfish and not satisfied with what they have. The poet says:
“To majority plead
Exploited
Cheated.
Disregarded
But brother
How is the development to come?
The lower class is complaining that the upper class is exploiting them. So with this evil, there will be no development.
d) Poor social services. The persona has discussed the issue of social services in the society. Since independence, people have been demanding better living standards and improvement of social services. But all these years of Uhuru have proved failure. Leaders have proved incapable of bringing development. People need health centers, more schools, clear water, better transport facilities and better living conditions. In the second stanza, the persona says:
v He looks into the files
v To see the demand
v Of the millions of the people
v Who for years since Uhuru
v Have just managed to survive
v They ring out one message
v Man of the people
v You have always been telling us
v What we need…
v Health centers
v More schools
v Clean water
v Better transport facilities
v Better living conditions.
v From the above stanza, development seems to be tough. Luck of social services are indicators of underdevelopment.
v According to the persona, all these problems have been contributed by leaders. They are not capable. Here says,
“Do you plead incapable
To bring about development?”
6. What do we learn from this poem?
v The lessons we get from the poem is that; wherever there is egoism, corruption, exploitation, poor leadership, then it is too difficult to develop. Therefore, we should fight against all these evils.
7. What is the form of the poem?
a) Type of the poem.
v This is an open form of poem. The poem length varies systematically in the length of the verse, and in number of verses in each stanza. There is no pattern to explain the poetic form.
b) Structure of the poem
The poem has twelve stanzas. The first has six verses, the second has fourteen, the third has two verses, and the fourth has ten verses, while the fifth has five verses, the sixth has ten verses, the seventh stanza has five verses and the eight has five verses.
The ninth stanza has four verses, the tenth has five verses but the eleventh stanza has four verses and the twelfth stanza has six verses.
e) Language/ diction
v The language used in this poem is simple, ordinary, clear and straight forward. Although the language characterized by the following:
i) Repetition of words for emphasis i.e. “plead” “underdevelopment” “development” and “A man of the People”
v For stance, “A man of the people” emphasizes an irony towards leaders.
ii) Barbarism: the poet has also used a swahili word, i.e. “Uhuru” in the 2nd stanza.
f) Hyperbole
g) Exaggeration is used to magnify the ideas, example, “the stomachs of the minority greater than that of the Sahara”
iii) Personification has been used in this poem. This can be seen in the fourteen stanza when a country is given qualities of running and walking. The persona says:
“I declare running
Better than walking
For a young and poor country…”
d) Tone/voice
v The altitude of the poet is ironic, sympathetic or satirical. The persona is in very deep feeling.
e) Mood. The state of mind of the poet is ironic, serious and angry: this is due to exploitation, selfishness and corruption. The pardoner hates the leaders who are selfish, corrupt and exploiters.
f) The relevance of the Poem. The poem is relevant to all developing countries, like Tanzania and other African countries where corruption is rampant. The persona says: “How is development
To be brought brother
When the people to whom
We have entrusted power
Are corrupt?”
HOLLOW HEADS (Jwani Mwaikusa)
v Hollow heads torture me with ignorance,
v Blind eyes harass me with darkness,
v Deaf ears tire me with silence,
v Dumb voices deafen me with gibberish,
v Blank minds confuse me with emptiness,
v And, above all,
v There is power and command.
Ø With wits and ears and eyes,
Ø I have speech and strong mind,
Ø But I remain weak and powerless,
Ø They oppress me, they torture me,
Ø They fight me, they kill me,
Ø It`s fight to bring me down to silence,
Ø To darkness and gibberish, to ignorance,
Ø And through brainwashing, to emptiness,
ü All right, my friend,
ü It`s a battle and I will fought it,
ü Eyes and wits and eyes and speech,
ü And strong conscience,
ü These are my weapons,
v And I fought to the last cell.
a) How many stanzas does this poem has?
This poem has four stanzas.
b) How many verses does each stanza has?
The first stanza has seven verses, the second has eight while the third stanza has five verses and the last stanza has a sing line.
c) What is the poem about?
The poem is about an individual who complains about oppression. He says, he is tortured and oppressed. He is tired of being oppressed and he or she has decided to wage war against all evils.
d) Does the persona fear his enemy?
No, he does not fear his enemy. He is ready to die. In the last stanza he comments that he will fight to the last cell (to death)
e) What are the themes of this poem?
i. Sacrifice – the persona in this poem is ready to die fighting against the enemy. He is tired to oppressed, exploited, and humiliated. He is determined to do away with all evils through battle. This can be seen in the 3rd stanza when the poet says:
“All right my friends,
It`s a battle and I will fight it
Ears and wits and eyes and speech,
And a strong conscience,
These are my weapons”
It is obvious that the persona is ready to lose his life to make sure that oppression and exploitation do not continue.
2. Protest. The persona is seen to protest against exploitation, and oppression. For example when he says, “Hollow Heads” is a protest against oppression. The persona argues that despite the fact that he is ignorant, blind, deaf and oppressed on top of these problems, there is power and command. Because of these evils, the persona is protesting actively. He is ready to die; he will not stop till the end of his life in the last stanza he says,
“I will fight to the last cell”
3. Consciousness. The persona in this poem is aware of problems. He knows that ignorance tortures. He is also aware that the enemies surrounding him are strong. So there is a need for sacrificing. He is aware that all these evils have a negative effect to him. They torture, kill and silence him. In the second stanza he says:
“With wits and ears and eyes,
I have speech and strong mind,
But I remain weak and powerless”
v So, he needs to be strong and powerful.
4. Oppression. Is a situation where freedom of the people is restricted by those in power. People can be oppressed economically, socially, culturally and psychological. In this poem the poet has depicted the persona being oppressed as a result of his ignorance and selfishness of the people in the authority.
In the first stanza we see the persona being oppressed due to ignorance, but in the last verse of this stanza, we see the persona putting emphasis on oppression done by those who are in power. That is why he says that “above all there is power and command”
FORMS OF THE POEM
a) Type of poem
It is a free verse/ open form type of poem
b) Structure. The poem has four stanzas. The first stanza has seven verses, the second stanza has eight verses, the third stanza has five lines and the last stanza has one verse.
c) Language / diction. The language used is clear and straight forward. However, the poet`s choice of words helps us to reflect the anger of the persona as well as the hope to be free physically from enemies.
E.g. “hollow heads”, “harass”, “tire”, “confuse”, indicate the anger of the persona.
The repetition of words is used to serve the emphatic role, e.g. Torture, emptiness.
d) Figure of Speech.
Personification. e.g. Hollow heads torture me”
Irony. The persona calls his enemies friends. In 3rd stanza he says;
“All right, my friends,
it`s a battle and I will fight it”
iii. Tone/voice.
The tone is that of seriousness because the persona is ready to fight till his/her last blood.
iv. Mood.
The mood of the persona is sad because he/she is oppressed, tortured and confused.
LIVE AND LET DIE (KUNDI FARAJA
v One says that
v My children are dwarfs
v That no one seems taller
v Than the other.
v That they never take a bath,
v That they are soiled.
v That they eat lice
v From their clothes
v Let them eat, brothers,
v Until the system changes,
v Until exploitation ends;
v Let them eat brothers,
v Because we are on the way
v To build Ujamaa
v But, at present,
v The system has not changed
Ø Let them eat, brother.
Ø Because the rich nations
Ø Are not yet ready
Ø To die a little
Ø So that the poor nations may live:
Ø Let them drink water.
Ø Let them eat air,
Ø Let them digest the sunshine
Ø Because that is what
Ø I can afford to buy.
Ø Meanwhile I wait
Ø For Uhuru to flower,
Ø For Uhuru to come
Ø When the time is ripe.
ü Let them eat brother,
ü Because the rich man
ü Is convinced that
ü It`s because I'm lazy
ü That they don’t have food,
ü That they don’t good health.
ü That they wear rags.
ü And that their house
ü Is like an abandoned hut
v Let them eat brother
v Because the rich man
v Thinks that it`s because
v I don’t plan my family
Ø Let them eat brother.
Ø Because the rich man
Ø Does not like to hear
Ø That he is reach
Ø Because of me
Ø That I work hard
v But for him and
v Not for myself
v That it is only because
v I'm a slave of a system
v That I lead a poor life
GUIDING QUESTIONS
i. How many stanzas does this poem has?
This poem has six stanzas.
ii. What is the poem is about?
The poem is about a poor person who is disappointed with the existing system. The relationship between the developed countries and developing countries is exploitative in nature.
iii. What do you think the poet means when he says, “to die a little”
He wants the rich nations to relieve the poor nations so that they can develop. Therefore, to die a little” is to be considerate for the benefits of the poor countries.
iv. What type of poem is this?
It is an open form poem. This is because the number of syllables varies in each verse, even the length of the verses varies. There is also a variation in number of verses in each stanza.
v. Themes
Exploitation. It can be looked in different forms; it can be through forced labour, un equal exchange etc. The foreign bourgeoisie uses African government leaders and businessmen as puppets to protect their interest and to help continue exploiting the African masses. The presence of poor living conditions in the society is result of exploitation. The poet says“
ü “one says that
ü My children are dwarfs
...they are soiled
ü That they eat lice…
…let them eat brothers
...until exploitation ends”
In other words, exploitation has made most of the families lead poor life.
a) Impact of neo – colonialism to developing countries. Neo colonialism refers to the use of economic or political pressure by powerful countries to obtain or to keep influence over other countries especially their former countries. The poet argues that since big countries are using their powers in economy and political matters, then the poor countries will not develop. In this poem, neo- colonialism can be evidenced when the poet says:
v …because the rich nations
v Are not yet ready
v To die a little
v So that the poor nations may live.”
The persona sees neo-colonialism as an obstacle to development. Had the rich countries been ready to reduce powers over these poor countries, it would have been easier for poor countries to develop. But the rich people and rich nations are not ready.
b) Poor living conditions. The standard of living among most Africans is below the average. Most people are living poor life. They do not get important and necessary services at better level, i.e. few schools, poor health centers, poor communication systems, etc. Due to this, children are getting Kwashiorkor as a result of underfeeding. The existing system has failed to solve problems in order to improve the living condition. The poet says,
“one says that
My children are dwarfs
That no one seems taller
Than the other
That they never take a bath
That they are soiled
v The health of these children seem to be poor due to poverty.
c) Classes in the society. Two classes of people emerge in this society, especially after independence. The class of poor people does not own anything. That is why the poet says:
…because the rich man
Is not yet ready
To die a little
So that the poor man may live…
This proves that the rich are exploiting the poor. The relationship between these two classes is exploitative in nature.
d) Poverty. It is a state of being poor, or lack of important human needs. Most of African are poor, they can not afford basic needs. On this poem the poet says:
Let them drink water
Let them eat air
Let them digest the sunshine
Because that is what
I can afford to buy
…that they don’t have good health
That they wear rags.
h) What lesson do we get from the poem
The system must be changed in order to improve the living conditions of developing countries. Exploitation done by both the rich people and rich nations is an obstacle to the development.
Form of the poem
a) Type of the poem?
It is a free verse poem.
b) Language/ diction
The language used is very clear and straight forward. The poet has employed images and figures of speech.
i) Satire. “let them digest the sunshine because that is what I can afford to buy”
ii. Symbolism. “to die a little “ to sacrifice a little bit”
iii. Imageries. The poet has used the terms “dwarfs, soiled, rags, abandoned hut” indicating poverty.
d) tone/voice
v The tone of the poet is satirical and sad.
e) Rhyme schemes
v It has irregular rhyme pattern.
f) The relevance of the poem
v The poem is relevant to all developing countries where most people are still poor and there is exploitation of lower class by rich people.
g) Mood of the poet
v The altitude of the poet is sad. He believes that if the system is changed, then development can be achieved
How to deal or teach Slow learners ? See step by step here !
Slow Learner
- Slow learner is a child who has a limited ability of learning or a child who its intelligence is below average due to different reasons.
Foreword
- Teaching slow learner is not a simple task 1,2,3. It needs some one who is patient, caring and who love teaching others to be be perfect in something. As the definition explains above that , slow learner is a child whose its intelligence is below average, there fore you must consider different teaching Technics so as to come up with the best results, and if you will find out that among of your Technic is more helpful, then apply it.
- Steps to Achievement for the Slow Learner
How to deal with group of slow learners
- first you have to identify them. that is if a school has large number of students, then they have to be sorted out first. Sorting them out will help the teachers to know exactly number of slow learner who they are going to work with.
- Second, they have to be distributed to the number of teachers available in a certain school, that is if the school has 10 teachers and the total number of slow learner is 10, every teacher will work with only one student. this will simplify working with one slow learner, as it will be easier to make assessment,working with him or her any time, the learner will feel special and it will help a learner to pay attention to what his or her teach instruct the learner is alone.
After being sorted and distributed
- Choose the best teaching methods to work with your learner. This will work by trying to apply different teaching methods, that is, at the beginning try to apply different methods as you can when teaching him or her, this will help you to understand which method is the most suitable for your student, as you make an assessment to your student in each every methods you use.
- Assessment, if you real want to have better to have better result to your student, please make sure you assess him or her as more as you can. This will help you as a teacher to understand the progress of your student, however it will have more advantage to your student, as the more test, quizzes, exams and or any other form of assessment will build your student with confidence to do activities you provide to him or her.
- Do not give up so easily, that is you have to be patient and kind as i have said before that teaching a slow learner is not a simple task. There fore you do not have to give up so easily because you may find that, you have taught him or her yet after giving him or her the work or an assignment ,either quiz, or test and or exam, and she score zero, do not be frustrated, what you are supposed to do is to try another teaching methods which will make him or her do the best next time.
One more thing to work with your Learner
- Try motivating him or her . In this case you are not supposed to apply negative motivation like punishment, rather you are supposed to apply positive motivation such as interesting gifts.This will make your learner to work hard as she or he knows that is going to have something she like when do good in her or his learning activities. for this to work out, try to read your student first, that is try understand him or her well the thing she or he likes the most, and promise him or her to give him or her when she will do best. You must also be honesty so as when she or he do good work you truly give him or her the gift.
- Also you have to provide productive punishment when she or he misbehave or did something wrong, that is instead of using sticks and or any other harsh punishment, try to give him or her the work that will become more advantageous to him or her and you. Example if you are teaching him or her English language, give him or her a task to write a single sentence and she he must fill 15 pages or above of same single sentence.
Things to avoid when teaching your student.
- Avoid being aggressive.
- Avoid being harsh.
- Avoid him or her to give up on his or her work.
Generally, transmitting knowledge skills from one person to another need some one is ready, loving, caring and patient. There fore teaching slow learner need kind of teacher who is qualified to teach slow learners because as i have said above that teaching slow learner is not simple task, there for teaching slow learner is not a job of everyone, that is not every one can be able to teach slow leaner.
Saturday, August 25, 2018
What are the factors which Determine Forms of Decolonization in Africa ?
The factors which determined the form or methods of decolonization
1. The nature of colonial economic structure
The type of colonial system established in the colony was the major reasons for difference in the struggle for independence e.g. peasant colonies like Ghana, Tanganyika and Nigeria, independence came through constitutional means. This is partly because the colonialist received little to exploit in these colonies.
In settler colonies such as Algeria, Zimbabwe, Namibia and Kenya, independence was achieved through armed struggle. These are because the settlers were not ready to leave the land or colony and grant independence.
2. Economic and political position of the colonizing power
Some of the colonial powers like the Portuguese were poor and their colonies were remedy for their poverty. Therefore granting independence to such colonies meant committing economic suicide. Therefore independence in the Portuguese colonies was to be achieved through the barrel of gun/armed struggle
3. Attitude of the colonial masters.
Example, Kenya was regarded as a crown colony or crown land (land of the Queen of England) hence not easy for the colonial powers to grant independence. This necessitated armed struggle.
Angola and Mozambique were regarded as extension of Portuguese abroad (Portuguese provinces abroad). Therefore the long drawn on guerilla war in these colonies were invisible.
4. The nature or structure of the African societies.
This depended on the level of development reached by societies like whether they were collaborative, weak, strong etc. therefore the only solution was to attain independence through armed struggle.
5. Relationship between different ethnic groups and racial community within the colony.
The form of struggle was also influenced by the relation between ethnic group or racial segregation. Discrimination revealed bitterness and hatred among the colonial subject this complicated the struggle for independence. Example. Members of different ethnic groups failed to unite and form mass political parties.
In some cases the colonialists tended to favour minority against the majority to form the government of independent African states. This led to the revolution for the majority felt that they are not independent/free example in Zanzibar.
1. The nature of colonial economic structure
The type of colonial system established in the colony was the major reasons for difference in the struggle for independence e.g. peasant colonies like Ghana, Tanganyika and Nigeria, independence came through constitutional means. This is partly because the colonialist received little to exploit in these colonies.
In settler colonies such as Algeria, Zimbabwe, Namibia and Kenya, independence was achieved through armed struggle. These are because the settlers were not ready to leave the land or colony and grant independence.
2. Economic and political position of the colonizing power
Some of the colonial powers like the Portuguese were poor and their colonies were remedy for their poverty. Therefore granting independence to such colonies meant committing economic suicide. Therefore independence in the Portuguese colonies was to be achieved through the barrel of gun/armed struggle
3. Attitude of the colonial masters.
Example, Kenya was regarded as a crown colony or crown land (land of the Queen of England) hence not easy for the colonial powers to grant independence. This necessitated armed struggle.
Angola and Mozambique were regarded as extension of Portuguese abroad (Portuguese provinces abroad). Therefore the long drawn on guerilla war in these colonies were invisible.
4. The nature or structure of the African societies.
This depended on the level of development reached by societies like whether they were collaborative, weak, strong etc. therefore the only solution was to attain independence through armed struggle.
5. Relationship between different ethnic groups and racial community within the colony.
The form of struggle was also influenced by the relation between ethnic group or racial segregation. Discrimination revealed bitterness and hatred among the colonial subject this complicated the struggle for independence. Example. Members of different ethnic groups failed to unite and form mass political parties.
In some cases the colonialists tended to favour minority against the majority to form the government of independent African states. This led to the revolution for the majority felt that they are not independent/free example in Zanzibar.
Monday, August 20, 2018
Ajira mpya za walimu leo 20 August 2018
Tamisemi yatangaza ajira mpya za walimu leo tarehe 20 August 2018
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Friday, August 10, 2018
Friday, August 3, 2018
Tuesday, July 17, 2018
Ajira mpya za walimu 4840 july 2018 haya hapa majina
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Wednesday, July 11, 2018
Taarifa kwa Umma Kutoka Tamisemi 09 july 2018 kuhusu Watumishi waliokosa Uhamisho july 2018
Tamisemi ya Sema majina yalitolewa kwa watumishi waliomba kuhama ni baadhi tu ya Oradha ya Watumishi wote . Hivyo Tamisemi inawataka watumishi wote walioomba uhamisho kuwa na subira na watatoa Majina / Vibali vingine muda si Mrefu
Kwa maelezo zaidi unaweza tembelea Tamisemi Tamisemi Taarifa kwa umma
Taarifa kamili hii hapa chini
Kwa maelezo zaidi unaweza tembelea Tamisemi Tamisemi Taarifa kwa umma
Taarifa kamili hii hapa chini
Tuesday, July 10, 2018
Orodha ya Majina ya Watumishi wa Afya waliopangiwa vituo vya kazi 09 july 2018
ORODHA YA MAJINA YA WATUMISHI WA AFYA WALIOPANGIWA VITUO VYA KAZI KATIKA MAMLAKA ZA SERIKALI ZA MITAA JULAI 2018
09 July 2018
Kupata majina yote bofya hapa >>> Majina yote download hapa
Wednesday, July 4, 2018
Breaking news Uhamisho wa watumisho mpya 04 july 2018
Watumishi wa Sekretarieti za Mikoa na Mamlaka za Serikali za Mitaa waliokubaliwa kuhama kuanzia tarehe 23/03/2018 hadi tarehe 30/06/2018
What are the advantages and disadvantages of Culture change
Advantage of cultural change
i) It enables people to master their environment due to acquisition of new skill from other societies.
ii) It helps people to cope with environment due to acquisition at new skills
iii) It helps people to improve their welfare in all aspect of life such as economic social, political aspect to due to new technology acquired from other society.
Disadvantages of cultural changes
i) Education and knowledge acquired from outside may cause antagonism with tribal cultures and traditional which opposite with the new ones.
ii) Change of culture may need a lot of realized and, may have limited resources to be realized and may limit resources example it requires large same as money to interpret and write in Kiswahili all English reduce used in Tanzania school.
iii) Strange custom like wearing short dress tight clothes have been temptation to men towards a cause of commuting of fence like rape. Wearing of short dress, miniskirt and using cosmetics were copied from abroad.
iv) Cultural changes is not a rapid event. It is gradual change and needs long period of time for a society to be totally changed. This is because some people are quick to imitate and adapt but others are slow.
i) It enables people to master their environment due to acquisition of new skill from other societies.
ii) It helps people to cope with environment due to acquisition at new skills
iii) It helps people to improve their welfare in all aspect of life such as economic social, political aspect to due to new technology acquired from other society.
Disadvantages of cultural changes
i) Education and knowledge acquired from outside may cause antagonism with tribal cultures and traditional which opposite with the new ones.
ii) Change of culture may need a lot of realized and, may have limited resources to be realized and may limit resources example it requires large same as money to interpret and write in Kiswahili all English reduce used in Tanzania school.
iii) Strange custom like wearing short dress tight clothes have been temptation to men towards a cause of commuting of fence like rape. Wearing of short dress, miniskirt and using cosmetics were copied from abroad.
iv) Cultural changes is not a rapid event. It is gradual change and needs long period of time for a society to be totally changed. This is because some people are quick to imitate and adapt but others are slow.
The meaning and factors for Culture change
Cultural change
Culture does not remain stagnant since it is influenced by the life of the societies. As the system of life change can therefore be define as a process in which societies charges their pattern of culture. The following are some of the factors which influenced cultural change;
1. Internal factors; These are forced which emerge within the societies and cause the system of life to change so as to cope with the new environment .one of best example of the internal forced that can lead to cultural change is invention of new technology.
2. External factors; cultural change can be traced as far back as to the time when African continent started to have a with different country from a board. Those countries came with their way of life like dressing styles, language, religion and education.
Other factors influencing cultural change
Culture does not remain stagnant since it is influenced by the life of the societies. As the system of life change can therefore be define as a process in which societies charges their pattern of culture. The following are some of the factors which influenced cultural change;
1. Internal factors; These are forced which emerge within the societies and cause the system of life to change so as to cope with the new environment .one of best example of the internal forced that can lead to cultural change is invention of new technology.
2. External factors; cultural change can be traced as far back as to the time when African continent started to have a with different country from a board. Those countries came with their way of life like dressing styles, language, religion and education.
Other factors influencing cultural change
- Migration/immigration; This is the movement of people from one place to another such as from rural to urban and from one country to another. A person may be affected by the ways of life of the destination area
- Communication; Always people communicate with other from different parts of the world. As explained before that people differ in culture and total system of life. Through communication, people imitate new culture from different groups.
- Liberalization polices; means removing something that bring restrictions. Liberalization policies can be in political, economic and social aspect.
- Influence of socialization agents; include peer group, schools, religion and mass media socialization agent are instrument through which a person can learn and get different information about the society.
What are the ways for ensuring preventive care and maintenance of personal and public Property
The ways for ensuring preventive care and maintenance of personal and public Property
i) Cleanliness of the surrounds.
ii) Making frequency check up and inspection of property.
iii) Regular maintenance that minimizes the costs of up keeping of building furniture and fixture.
iv) Regular maintenance that creates a conductive environment to user.
v) Regular care and maintenance of existing building and facilities so as to ensure and prolong the life span of building and equipment.
Consequence of neglecting timely repairing and maintenance of person and public property.
i. Increase the cost of repairing and maintaining the property.
ii. Decrease the durability or lifespan of the neglected property which may in turn necessitate the losing of the of the property or unplanned buying of the new one.
iii. It reduce the quality or worthy of the property i.e it can make property less attractive to the people.
iv. It may lead to conflict in the society.
v. Environment destruction.
vi. May lead to the loss of important information and various properties.
i) Cleanliness of the surrounds.
ii) Making frequency check up and inspection of property.
iii) Regular maintenance that minimizes the costs of up keeping of building furniture and fixture.
iv) Regular maintenance that creates a conductive environment to user.
v) Regular care and maintenance of existing building and facilities so as to ensure and prolong the life span of building and equipment.
Consequence of neglecting timely repairing and maintenance of person and public property.
i. Increase the cost of repairing and maintaining the property.
ii. Decrease the durability or lifespan of the neglected property which may in turn necessitate the losing of the of the property or unplanned buying of the new one.
iii. It reduce the quality or worthy of the property i.e it can make property less attractive to the people.
iv. It may lead to conflict in the society.
v. Environment destruction.
vi. May lead to the loss of important information and various properties.