Two indians fighting

Very funny " don du dah" and then the uncle was mad saying "i focked yo moda" teheteheee

Eleni Gabre-Madhin: Building a commodities market in Ethiopia

A great speech about market and the power it has if efficient to transform peoples lives.

Andrew Mwenda: Let's take a new look at African aid

Nakumbuka nilisoma nilichukua somo la uchumi kama digrii ndogo kwenye chuo changu.Kuna kipande kilikuwa kinaitwa maendeleo na uhusiano wa kimataifa,na mwalimu alizungumzia sana misaada na jinsi inavyozidi kuharibu bara letu la africa.Huyu jamaa ameweza kufupisha na kuongelea mambo yote ya maana ndani ya dakika kumi na tisa.Maelezo yake mazuri sana.

Brilliant commencement speech from an Electrical engineer

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A Tanzanian billionaire businessman advising American students.

 

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A Tanzanian billionaire businessman advising american students.

I Knew Idi Amin- 04 Feb 08 - Part 2

Hii ni sehemu ya pili na ya mwisho ya melezo ya watu ,waliofanya kazi na idi amini kwa karibu.

I Knew Idi Amin - 04 Feb 08 - Part 1

Hii ni taarifa kutoka kwa watu waliomjua idi amini.Wanasema eti alikuwa mtu mzuri.Na wanashindwa kuelewa amewazaje kuwa na tabia mbili tofauti ya mtu mzuri na mtu katili anayechinja watu.Labda wana saikolojia ya akili watusaidie.Naomba michango yenu ya mawazo.

Rosemary nyerere azungumza pt3

Sehemu ya mwisho,inaonyesha jinsi mtoto wake alivyo aprishieti watu walipokuja kumuaga baba yake.Alifarijika sana.

Rosemary nyerere azungumza pt 2

Kwakweli hii imenihuzunisha sana mtoto wake anavyosimulia kwa uchungu,ingawa anajaribu kuficha huzuni kwa kusmaili lakini it is very clear that she was in pain remembering everything,nakumbuka kila mtu Tanzania hakuamini kama kweli mzee ameondoka,watu kutoka sehemu mbali mbali walisikitika sana thats all i can say.Rose inaonekana alikuwa strong sana.Thats all i can say.

Rosemary nyerere azungumza pt-1

Nilikuwa simjui huyu na niwatu wachche tanzania wanawafahamu watoto na ndugu wote wa nyerere.Nimefurahi kusikia anaongea kidogo.

Nyerere akijisifia na profesheni yake

Naona aliamka na kiherehere cha ualimu ndio the besti profesheni in the world,akasahau madakitari,mainjinia,manesi,mafundi wa ujenzi,wanasayansi.Na halafu sijui alikuwa anazungumzia ualimu gani sijui wa shule ya chekechea,msingi sekondari,chuo cha ufundi au chuo kikuu? huyu mzee wetu bwana alikuwa na mambo,anyway alikuwa na busara pia.

Nyerere Waalimu

Nimeipenda sana hii spichi ndogo ya huyu jamaa kuhusu waalimu na umuhimu wao na jinsi walivyokuwa wanashikilia sehemu nyeti serikalini.Hakuna mtu yeyote anaye weza kuwaangalia kwa chini walimu na kuwasemasema hovyo.

The danger of One story

Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html



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How to get free Microsoft office 2007 software

For all tech savvy people or anyone in need of microsoft office software u can get it for free.Enterprise has the same capabilities like professional 2007.I came accross this website that has many things to dowload for free.You can give it a short maybe u will be succesful.I will help you with simple steps.
1.Go to http://www.kickasstorrents.com

the final URL will look like
http://www.kickasstorrents.com/microsoft-office-2007-enterprise-edition-including-product-keys-t2644919.html

2.search for office 2007 and download the torrent.

3.U will need a bit torrent software to download it.

4.Extract all the files to ur PC, and install.

Goodluck and enjoy.

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How to unlock ur iphone 3G and 3GS in 30 seconds

blacksn0w is a free unlock for the latest iPhone 3G and 3GS
blackra1n is a super simple jailbreak used to install unlock
new visitors, go to blackra1n.com download and have fun

blackra1n RC3 is also live for both Windows and Mac!!! Clean firmware 3.1.2 and baseband 05.11.07 are recommended.

Updates:
Unlock!!!
Hacktivation
Keep legit activation if activated before running app
15 seconds faster, you'll feel it
Tiger + PPC support

Go to blackra1n.com to download
For support, blackra1n.support at gmail...but read this first

blacksn0w is also available on Cydia, add blackra1n.com as repo
requires firmware >= 3.1 and baseband 05.11.07

It appears some users are having wifi issues. Try a "Reset Network Settings". If you are still having wifi issues, see here. They don't appear to be caused by my software. Also, this just enables custom MobileConfig files. To fully enable tethering, go here on your iPhone and download a MobileConfig file for your carrier. Watch out for carrier fees for tethering.

If your ipt2/3GS/ipt3 is rebooting into recovery after running blackra1n, this isn't a bug. It's a feature. You need to run blackra1n every time to boot it. This 'feature', called tethered jailbreak, is enabled by upgrades Apple made to the bootrom and the fact ipt3 uses nand flash.

If you run blackra1n on an already jailbroken phone, it will do nothing but boot it.

Push and YouTube issues are caused by hacktivation. To fix, add http://cydia.iphoneil.net/ as a source and install "Push Fix"

iClarified has made some nice tutorials:
Windows
Mac

This video might also be helpful http://www.youtube.com/watch?v=BZF9NGI2qWc

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African strong man

When the official newspaper wrote about him they had to begin with the following: "His Excellency, Field Marshall, Al-Haji, Dr. Idi Amin Dada, Life President of Uganda, conqueror of the British Empire, distinguished service order of the Military Cross, Victoria Cross and Professor of Geography."


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Education for Self-reliance

Man can only liberate himself or develop himself. He cannot be liberated or developed by another. For Man makes himself. It is his ability to act deliberately, for a self-determined purpose, which distinguishes him from the other animals. The expansion of his own consciousness, and therefore of his power over himself, his environment, and his society, must therefore ultimately be what we mean by development.

So development is for Man, by Man, and of Man. The same is true of education. Its purpose is the liberation of Man from the restraints and limitations of ignorance and dependency. Education has to increase men’s physical and mental freedom to increase their control over themselves, their own lives, the environment in which they live. The ideas imparted by education, or released in the mind through education, should therefore be liberating ideas; the skills acquired by education should be liberating skills. Nothing else can properly be called education. Teaching which induces a slave mentality or a sense of impotence is not education at all — it is attack on the minds of men.

This means that adult education has to be directed at helping men to develop themselves. It has to contribute to an enlargement of Man’s ability in every way. In particular it has to help men to decide for themselves —in co-operation—what development is. It must help men to think clearly; it must enable them to examine the possible alternative courses of action; to make a choice between those alternatives in keeping with their own purposes; and it must equip them with the ability to translate their decisions into reality.

The personal and physical aspects of development cannot be separated. It is in the process of deciding for himself what is development, and deciding in what direction it should take his society, and in implementing those decisions, that Man develops himself. For man does not develop himself in a vacuum, in isolation from his society and his environment; and he certainly cannot be developed by others. Man’s consciousness is developed in the process of thinking, and deciding and of acting. His capacity is developed in the process of doing things.

But doing things means co-operating with others, for in isolation Man is virtually helpless physically, and stultified mentally. Education for liberation is therefore also education for co-operation among men, because it is in co-operation with others that Man liberates himself from the constraints of nature, and also those imposed upon him by his fellow-men. Education is thus intensely personal. In the sense that it has to be a personal experience— no one cam have his consciousness developed by proxy. But it is also am activity of great social significance, because the man whom education liberates is a man in society, and his society will be affected by the change which education creates in him.

There is another aspect to this. A Man learns because he wants to do something. And once he has started along this road of developing his capacity he also learns because he wants to be; to be a more conscious and understanding person. Learning has not liberated a man if all he learns to want is a certificate [page 29] on his wall, and the reputation of being a ‘learned person’— a possessor of knowledge. For such a desire is merely another aspect of the disease of the acquisitive society - the accumulation of goods for the sake of accumulating then. The accumulation of knowledge or, worse still, the accumulation of pieces of paper which represent a kind of legal tender for such knowledge, has nothing to do with development.

So if adult education is to contribute to development, it must be a part of life — integrated with life and inseparable from it. It is not something which can be put into a box and taken out for certain periods of the day or week—or certain periods of a life. And it cannot be imposed: every learner is ultimately a volunteer, because, however much teaching he is given, only he can learn.

Further, adult education is not something which can deal with just "agriculture", or "health", or "literacy", or "mechanical skill", etc. All these separate branches of education are related to the total life a man is living, and to the man he is and will become. Learning how best to grow soy-beans is of little use to a man if it is not combined with learning about nutrition and/or the existence of a market for the beans. This means that adult education will promote changes in men, and in society. And it means that adult education should promote change, at the same time as it assists men to control both the change which they induce, and that which is forced upon them by the decisions of other men or the cataclysms of nature. Further, it means that adult education encompasses the whole of life, and must build upon what already exists.

Extract from Julius K. Nyerere '"Development is for Man, by Man, and of Man": The Declaration of Dar es Salaam' in Budd L. Hall and J. Roby Kidd (eds.) (1978) Adult Education: A design for action, Oxford: Pergamon.

Nyerere's view of adult education stretched far beyond the classroom. It is 'anything which enlarges men's understanding, activates them, helps them to make their own decisions, and to implement those decisions for themselves' (Nyerere 1978: 30). It includes 'agitation' and 'organization and mobilization'. There are two types of educator involved:

• generalists like community development workers, political activists and religious teachers. Such people are not politically neutral, they will affect how people look at the society in which they live, and how they seek to use it or change it. (ibid.: 31)
• specialists like those concerned with health, agriculture, child care, management and literacy.

Adult education, for Nyerere, doesn't have a beginning or an end. It should not be pressed into self-contained compartments. Rather we need to think of lifelong learning. Living is learning and learning is about trying to live better. 'We must accept that education and working are both parts of living and should continue from birth until we die (1973: 300-301).

In terms of method, two aspects stand out:

• Educators do not give to another something they possess. Rather, they help learners to develop their own potential and capacity.
• Those that educators work with have experience and knowledge about the subjects they are interested in - although they may not realize it.

[B]y drawing out the things the learner already knows, and showing their relevance to the new thing which has to be learnt, the teacher has done three things. He has built up the self-confidence of the man who wants to learn, by showing him that he is capable of contributing. He has demonstrated the relevance of experience and observation as a method of learning when combined with thought and analysis. And he ha shown what I might call the "mutuality" of learning—that is, that by sharing our knowledge we extend the totality of our understanding and our control over our lives.

The teacher of adults is , for Nyerere, a leader - 'a guide along a path which all will travel together'

In practical terms this approach proved successful. Mass literacy campaigns were initiated and carried through (for example, between 1975 and 1977 illiteracy fell from 39 to 27 per cent - by 1986 it was at 9.6 per cent); and various health and agricultural programmes were mounted e.g the 'Man is Health' campaign in 1973, and 'Food is Life' (1975) (Mushi and Bwatwa 1998). Adult education initiatives have made a significant contribution to mobilising people for development .

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CAPITALISM or in swahili Ukabaila

An economics professor at a local college made a statement that he had never failed a single student before but had once failed an entire class.That class had insisted that socialism worked and that no one would be poor and no one would be rich, a great equalizer.

The professor then said, "OK, we will have an experiment in this class on socialism. All grades would be averaged and everyone would receive the same grade so no one would fail and no one would receive an A.

After the first test, the grades were averaged and everyone got a B.
The students who studied hard were upset and the students who studied little were happy.

As the second test rolled around, the students who studied little had studied even less and the ones who studied hard decided they wanted a free ride too so they studied little.

The second test average was a D! No one was happy.
When the 3rd test rolled around, the average was an F.

The scores never increased as bickering, blame and name-calling all resulted in hard feelings and no one would study for the benefit of anyone else.

All failed, to their great surprise, and the professor told them that socialism would also ultimately fail because when the reward is great, the effort to succeed is great but when government takes the reward away, no one will try or want to succeed.

Could not be any simpler than that.

What a profound short little paragraph that says it all

"You cannot legislate the poor into freedom by legislating the wealthy out of freedom. What one person receives without working for, another person must work for without receiving.

The government cannot give to anybody anything that the government does not first take from somebody else. When half of the people get the idea that they do not have to work because the other half is going to take care of them, and when the other half gets the idea that it does no good to work because somebody else is going to get what they work for, that my dear friend, is about the end of any nation. You cannot multiply wealth by dividing it."

Dr. Adrian Rogers, 1931

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Habari wandugu

Habari yenyu wandugu.Leo ndio nimefungua bulogu hii na ninamambo kibao ya kujifunza kutoka kwenu wanainji wenzangu na labda nyinyi mtajifunza mambo kutoka kwangu.Hii bulogu itakuwa ni tofauti na zingine zote kwamba mtu akiwa kwenye bulogu hii ambayo itakuwa ya jumuiya muda si mrefu,kwa kweli hatahitaji kwenda yunivasite kusoma tena,manake mambo yote atayapata hapa.Tutakuwa tunabonga kiswahili muda mrefu na kiingeleza kidogo.Kwahiyo funga mkanda na karibu ufurahie busara,hekima,habari na vichekesho.