Gender and sexuality are usually portrayed in plays. The reward of a hero is usually a woman. Women are being looked at as an object to possess. Therefore, gender and sexuality as terms is important in analyzing works of art (play or prose).
Project writing is a basic requirement for the graduation of both undergraduate and postgraduate students of any institution of higher learning. However, having coordinated and observed numerous defense panels as a long-established academic, I have noticed the sharp decline in the performance of students in their project/research work particularly in the last decade. Essential areas of project writing such as Abstract, Introduction, Methodology, Scope of Work, Statement of Problem, Literature Review and References are almost always incorrectly or poorly written. In addition, new areas/subheadings that are irrelevant on their own—as they are already subsumed in the existing areas mentioned—are added to the project work. For instance, a sub-heading such as Limitations of the Study is subsumed in the Methodology while the Justification of the Study, another unnecessary sub-heading, is incorporated throughout the work in areas such as Introduction, Objectives, Statement of Problem and Literature Review under the disguise of the word, “Rationale”. In the light of the above, this book hopes to enlighten students on how to enhance their project work by examining the proper methods and stages of project writing and highlighting some common mistakes that students and researchers make in relation to the areas earlier mentioned. It is also important to note that while this book may prove useful to all researchers and students of the humanities, its emphasis is on historical research/project writing and as such x the examples and exercises provided are taken from the postgraduate theses of historians from the University of Calabar and some other Nigerian universities. It is, therefore, my hope that this book will, as a whole, benefit all students and researchers of humanities in Nigerian tertiary institutions.
Adult and non-formal education can be seen as related to the concept of recurrent and lifelong learning.
CONCLUSION The similarities and differences between “The Duchess of Malfi” and “The Rovers” can never be overemphasize. Restoration comedy and Jacobean Revenge tragedy deeply applies Thomas Hobbes and Niccolo Machiavellian’s principle. Restoration comedy celebrates this principle while Jacobean revenge tragedy discourages the principle by pointing out its negative effect.
INTRODUCTION The deluge of environmental problems facing the world today has made it imperative that we re-examine our relationship with the environment, especially as most of these environmental problems are caused by human beings. The environmental system has continued to deteriorate owing to what many believe to be the result of over-exploitation of nature. Many would readily argue that much as man’s activities towards the environment have the survival and well-being of humans as the driving force, the environment and its non-human contents have a value of their own that needs to be upheld. It is the realization of the truism in this assertion that led to the emergence of different pro-nature or environment groups with the primary aim of conscientizing the public on the possibilities and the urgent need for establishing an ethical/morally-based relationship with the natural environment. This paper, therefore, is an exposition and appraisal of some key issues and systems/schools of thought in environmental ethics with the aim of laying bare the latent implications of these varying schools of thought vis-à-vis man and the environment. It also demonstrates that irrespective of the use the environment and its non-human contents can be to man; there is the need and the possibility of developing an ethical-based relationship with the environment.
Abstract. Over the years, there has been a running battle between the universalists and the relativists as to which stand is correct vis-à-vis the philosophical notions of knowledge and morality. Whereas for the universalists morality is universal, eternal, and unchanging, the relativists hold that man is the measure of all things and accordingly, that morality is relative to each individual and/or culture. The universalists contend that our idea of judgment and belief must have standards that they must meet independently of anyone’s propensity to accept it. The relativists built their philosophy on the foundation that there exists extreme variation in customs, manners, religions vis-à-vis different human societies, just as moral beliefs and attitudes of individuals are basically learnt from their own cultural environments. It is on the basis of the alleged absence of all-time and all-place valid standards of truth or morality that the universalists launched a devastating attack on the relativists, arguing that there would be neither moral progress nor any basis for scientifico-technological knowledge if everybody or culture is right about his or its belief or claim to knowledge. The purpose of this paper, therefore, is to critically examine the philosophical concept of relativism within the context of knowledge, truth and morality. Through a thorough and critical analysis, the paper demonstrates the latent implications relativism portends for knowledge, the quest for authentic existence as well as social order. On the whole, the paper took a position that notwithstanding the obvious shortcomings of relativism, it has some rich and positive ingredients that could be exploited in our attempt to explore the nature of knowledge and truth, the search for authentic personal existence as well as social order.
Everyone knows William Shakespeare, but Shakespeare was just one of many great writers working during the English Renaissance, a period of great art and literature lasting from the late 15th to the early 17th century. Many of the best writers of the periods were, like Shakespeare, playwrights who wrote their work to be performed. And one of the best, and most notorious, of Shakespeare's contemporaries was John Webster, famous playwright of the English Renaissance.
conclusively, we realize a kind of similarity in the two plays, there is deceit, pretence, greed and order restored at the end. There is fight and quarrel without bloodshed in “The Rovers”, while there is bloodshed in the “Duchess of Malfi”
Gender and Sexuality is mainly on the work of the Victorian era; which women are less assertive in their work.