Friday, 17 June 2016

MY LIFE IN PRAYER-A METHOD OF ASSISTING AT MASS



A METHOD OF ASSISTING AT MASS
Meaning of the Ceremonies at Mass
Suggestions: Picture in your mind Christ in His suffering as set forth below.
1. PRIEST: Goes to the Altar.
--CHRIST: Goes to the Garden of Olives
2. PRIEST: Begins Mass
--CHRIST: Begins to Pray
3. PRIEST: Says Confiteor, or I confess
--CHRIST: Prostrate in Agony and Sweating Blood
4. PRIEST: Kisses the Altar
--CHRIST: Betrayed by Judas with a kiss
5. PRIEST: Goes to Epistle side
--CHRIST: Bound and taken to Annas the high priest and struck and spit on
6. PRIEST: Goes to middle & says Kyrie Eleison, or Lord have Mercy
--CHRIST: Brought to Caiphas the high priest & denied 3 times by Peter
7. PRIEST: Says Dominus vobiscum, or the Lord be with you
--CHRIST: Bound & brought to Pilate
8. PRIEST: Reads Orations & epistle at side
--CHRIST: Accused by fabe witnesses
9. PRIEST: Prays at middle of altar
--CHRIST: Mocked, spit upon & some of His beard plucked out
10 .PRIEST: Reads Gospel
--CHRIST: Struck in Head & Face
11. PRIEST: Uncovers chalice
--CHRIST: Stripped of His Garments and pieces of flesh come with them
12 . PRIEST: Offers bread & wine
--CHRIST: Scourged at the Pillar
13.PRIEST: Covers chalice
--CHRIST: Crowned with Thorns & clothed in a purple cloak
14. PRIEST: Washes his hands
--CHRIST: Declared innocent by Pilate
15. PRIEST: Says Orate Fratres or pray brethren
--CHRIST: Shown by Pilate "ecce homo" or behold the man
16. PRIEST: Says Preface & Sanctus or Holy, Holy, Holy
--CHRIST: Judged & Condemned to death
17. PRIEST: Prays for clergy & all believers
--CHRIST: Carries the Cross which cuts into His Shoulder & meets His Sorrowful Mother
18.PRIEST: Commemoration of the living & saints
--CHRIST: Falls with heavy Cross, weighed by my Sins.
19. PRIEST: Blesses Bread & Wine
--CHRIST: Nailed to the Cross
20. PRIEST: Elevates the Sacred Host people look at Host & silently say: "My Lord & My God"
--CHRIST: Raised on the Cross
21. PRIEST: Elevates the Chalice, people look at Chalice & say "My Lord & My God"
--CHRIST: Sheds His Blood from His
22. PRIEST: Prays for Poor Souls
--CHRIST: Dying in Anguish on the Cross
23. PRIEST: Says aloud Nobis Quo- que peccatoribus or to us sinners
--CHRIST: Prays for all
24. PRIEST: Says Pater Noster or Our Father
--CHRIST: Gives His Mother to St. John, utters 7 last words
25. PRIEST: Breaks the Host
--CHRIST: Gives up His Spirit & Dies
26. PRIEST: Drops small particle of Host in Chalice
--CHRIST: Reunion of His Soul with His Body & descends into Limbo
27. PRIEST: Says Agnus Dei or Lamb of God
--CHRIST: Acknowledged to be Son of God by bystanders & pierced with a lance
28. PRIEST: Receives Holy Communion, People Receive Holy Communion—is Our Lord's Holy Face, hidden in the Holy Eucharist?
--CHRIST: Laid in Sepulchre
29. PRIEST: Cleans Chalice
--CHRIST: Stone rolled away & He is Risen
30. PRIEST: Says Communion prayer
--CHRIST: Appears to St. Mary Magdalene, His Mother Mary, & Disciples
31. PRIEST: Says Dominns vobiscum, or the Lord be with you
--CHRIST: Teaches for 40 days after Resurrection
32. PRIEST: Says final prayers
--CHRIST: Ascends into Heaven
33. PRIEST: Gives the Blessing
--CHRIST: Sends down Holy Ghost
Go to the Church as if you were going to Calvary and behave yourself before the Altar as before the throne of GOD, in company with holy Angels, who are present at every Mass. Our Lord stands beside the Priest at Mass. The Holy Sacrifice of the Mass is identical with that which was offered on the Cross of Calvary. Say an Act of Contrition before Mass and put yourself in the Presence of Christ. "Even if Catholics reduced to a handful, are faithful to Tradition, they are the True Church of Jesus Christ." (St. Anthanasius, 4th Century)
GOD LOVE YOU!

TEACHING PERSONEL



                                                      INTRODUCTION
                              Appropriately  qualified, well  supported  and  remunerated , highly  motivated  teaching  personnel  working  in  a  stimulated  teaching  and  learning  environment  are  the  most  important  element  of  any  education  system.

                           The  status  of  teachers  and  public  esteem  for  the  teaching  professionals  crucial  to  high  quality  education  delivery.

                        As   international  standards  adopted  already  in  the ( 1960s)   emphasize , teaching  is  a  profession  requiring  expert  knowledge  and  specialized  skills , acquired  and  maintain  through  rigorous  , ongoing  education  and  training  and  a  sense  of  personal  and  collective  responsibility  for  the  education  and  welfare  of  learner.

                  Teachers   who   benefit   from   equitable,  enlightened  human  resources  management   and  policy  deliver  better  education  and  stay  in  profession  longer , reducing  staff  turn   over  and  the  associated   costs  and  problems  for  education  managers .

                     Unfortunately  the  idea  that  any  one  can  be  a  good  teacher  is  a  myth  that  still haunts  national  education  system  across  the  globe , too  often  teachers  works  and  employment  conditions  ,  the  importance  of  a  coherent  frame  work  0f  career  and  professional  developments  and  the  idea  that  teachers  voices  individually  and  collectively , need  to  be  clearly  heard  in  education  decision  making  and  neglected  or  underestimated  by  education  planners  and  policy  maker.

             Some  of  the  necessary  areas , where  it  becomes  absolutely  requisite  that  human  resource  in  the  academic  citadel  gets  managed  are  as  follow…..
                         1.Health  and  safety
              Teachers  as  any  other  workers  have  the  right  to  work  in  a  healthy  and  safe  work  environments  and  students  to  learn  in  them .the  provision  of  the  same  condition  for  teacher  and  student  in  the  school  environment  ensure  the    0ptimal  teaching  and  learning  condition  exist  to  the  benefit  of  all . education  employer  both  public  and  private  have  the  responsibility  to  ensure  these  condition  (both  for  student  and  teachers  )in  cooperation  with  teachers  and  their  representative  organization .                                                                                                                                  This   responsibility  extend  to  improve  safety  and  health  in   school  and  other  learning  site , so  as  to  reduce  occupational  hazards  that  are  often  quite  distinct  from  other  sectors , service  or  industries , particularly  for  women.   











2.         Salaries 
         The  way  teachers  are  rewarded  for  their  works  sends  a  vital  message  to  teachers , students , parents  and  the  rest  of  the  society  about  the  value  of  that  work  and  the  status  and  esteem  in  which  they  are  held .
            Rewarding  teachers  adequately  is  a  key  to  recruiting  and  retaining  a  skilled , motivated  and  committed  teaching  force  able  to  concentrate  fully  on  their  role  as  educator  and  there  by  to  improving  education  quality .
         The  international  organization  state  that  teacher  salaries  and  benefits  should  meet  a  certain  number  of  systematic  objectives  and  individual  expectations
This   expectation   includes
       I.            These  reflect  the  importance  to  society  of  teaching  and  its responsibility 
     II.            Compare  favourably  with  salaries  paid  in  other  occupation  requiring  similar  or  equivalent  qualification , skills  and  responsibilities.
  III.            Provide   a  reasonable  living  standard   for  teachers  and  their  families.
  IV.            Provide  teachers  with  the  means  to  enhance  their  professional  qualification  by  investing  in  further  education  and  the  pursuit  of  cultural  activities  take  account  of  the  higher  level  qualification  and  experience  required  by  a  certain  post  within  teaching  or  education .
    V.            Avoid   injustices   or   abnomalities   that   creates   tensions   between   groups   of   teachers.
These  principles  integrates  both  the  general  interest  of  society  to  attract  and  retain  the  best  individual  in  teaching  and  key  motivational  factors  influencing  individuals  to  decide  on  teaching  as  a  career , to  remain  in  the  profession  and  to  come  to  work  on  a  daily  basis  dedicated  on  their  principal  task  to  advance  learning.
The  salary  structure  should  also  be  convinced  and  applied  without  discrimination  on  the  basis  of  sex , race , ethnic , origin  or  other  distinctions   not  strictly  related  to  professional  experience  and  competence  so  as  to  avoid  injustices  or  anomalies  between  different  groups  of  teachers.


3.     initials   and  further  teaching  education  and  training.
Well  qualified  and  support  staff are  essential  to  functioning  education  system .  effective  teacher  training  is  considered  increasingly  important  to  meeting  international  goals  relating  to  educational    enrolment , quality  and  expansion  of  all  areas  of  the  educational  sector  particularly  pre  and  post  primary  education . in  addition  to  initial  education  and  training , the  evidence  argues  strongly  to  teaching  professional  development  as  a  critical  factor  in  education  reform.
For  human  resource   to  be  of  high  status  and  quality , adaptable  to  the  needs  of  all  learner  ,teacher  education  and  training  respect  the  need  for 
                    i.            Extensive  and  expert  knowledge  of  one  or  more  subject  matters  or  field  of  learning  depending  on  responsibility.
                  ii.            Specialized  skills  and  competence  as  educators  to  maximize  learning  and  capacity
                iii.            Sense  of  personal     and  corporate  responsibility  for  the  learning  and  welfare  of  students
               iv.            Commitment  to  individuals  reflections  on  teaching  practice , professional  development  and  learning  through  out  a  career  supported  by  an  appropriate  educational  authorities 
        Further  more  teacher  has  three  interrelated  stages  the  first  is  initial  training  geared  towards  those  who  have  chosen  teaching  as  a  career.
    The  second  and  perharbs  most  neglected  aspect  of  professional  development  is  the  induction  period.   when   the   newly  qualified  teacher  begins  to  teach  and  in  many  countries , undergoes  a  period  of  supervised  mentoring  and  support ,  prior  to  been  licensed  as  a  teacher  .
           The   third  stage  is  continuing  professional  development , often  provided  via  in service  education  and  training  that  should  be  available  throughout  a    teaching  career.
4.    Employment   and   recruitment
              In  a  case  like  this  discrimination  can  be  direct  or  indirect  whilst  national  legislation  may  out   law  direct  discrimination    failure  to  recruit  a  candidate  because  the  belong  to  a  particular  group  those  responsible  for  recruitment  should  be  aware  of  the  need  to  avoid  direct  discrimination  where  the  same  criteria  are  applied  to  all  candidate  but   some  group  or  members  are  disadvantaged  by  their  use  for  example  where  recruitment  criteria   are  based  entirely  on  academic  qualification  in  a  context  where  the  educational  system  has  traditionally  favoured   male  pupils, female  teachers  are  less  likely  to  be  recruited
              In  some  cases  unequal  access  to  the  profession  for  certain  group  in  the  past  has  led  to  a  lack  of  diversity  in  term  of  gender  or  ethnic  origin  for  instance  in  order  to  ensure  quality  opportunity  promotes  diversity  and  recruit  the  people  best  suited  to  particular  roles , positives  or  affirmative  action  may  be  necessary.








   


        Decision  regarding  professional  qualification  recruitment  and  employment  of  teacher  should  be  made  on  the  basis  of  professional   competence . where  decision  exclusions  or  preference  in  respect  of  a  particular  job  are  based  on  genuine  occupational  requirement , this  is  not  deemed  to  be  discrimination .recruiting  teachers  on  the  basis  of  professional  competence  is  a  key  to  both  providing  good  quality  education  and  to  maintaining  a  teaching  profession  which  is  held  in  high  esteem . this  should  not  be  used  as  an  excuse  of  failing  to  recruit   from  certain  group.
          How  ever  it  does  means  that  policy  maker  and  recruiter  to  teacher  training  programme may  need  to  offer  particular  support  to  candidate  who  are  considered to  have  potential  to  develop  a  high  level  of  professional  competence  but  whose  background  has  been  a  barrier  to  developing  some  of  the  requisite 




5.          probation
            It  has  been  recommended  by  international  labour  organization   that  a  probationary  period  on  entry  to  teaching 













EVALUATION OF ANIMAL SLAUGHTER PRACTICES IN AWKA



EVALUATION OF ANIMAL SLAUGHTER PRACTICES IN AWKA



Table of contents

Objectives
Chapter one
1.0: Introduction
1.1 :Definition of animal
1.2: Definition of animal slaughter practices
1.3:  Methods of killing animals

Chapter two
2.0: Animal welfare practices
2.1: Definition of animal welfare practices
2.2:  Animal welfare principles
2.3 : Challenges encountered in animal welfare management

Chapter three
3.0: Economic importance of farm animals
3.1: Definition of farm
3.2: Definition of farm animals
3.3: Uses of farm animals
3.4: Animal husbandry
3.5: Economic importance of farm animals
References










OBJECTIVES OF THE EVALUATION OF ANIMAL SLAUGHTER PRACTICES IN AWKA
·       To to gather availabe data relating to animals slaughtered for religious purposes (either stunned or not stunned),the incidence and scale of practices.the inquiries and investigations will focus on awka.
·       Identify the procedures of the  current methods of religiou and non-religious slaughter. The focus will be on handling restraint methods,neck cutting/exexsanquination/slaughter techniques and post cut handling (e.g severance of spinal cord). The benchmarking will be carried out in the same town as the previous objectives.
·       To provide recommendation for optimum religious and non-religious slaughter practices inorder to improve animal welfare during slaughter.
        





 CHAPTER ONE
1.0 INTRODUCTION
1.1: DEFINITION OF ANIMAL
Animal is a living organism which feeds on organic matter, typically having specialised sense organs and nervous system and able to respond rapidly to stimuli.animals are multicellular,eukaryotic organisms of the kingdom animalia (also known as metazoa).
1.1.1: CLASSIFICATION OF ANIMALS
Animals can be classsified into vertebrata and invertebrata.the vertebrata are further classified into mammalia,reptilia,pisces,  aves and amphibians.my research will practically be on all animals that produce meat for man
·       Vertebrata
·       Invertebrata.  
vertebrata can be further classified into:
·       Mammalia
·       Reptilia
·       Pisces
·       Amphibians
·       Aves
1.2:   DEFINITION OF ANIMAL SLAUGHTER PRACTICES
Slaughter practices are those modes of killing an animal, it could be either by instantly killing an animal or rendering the animal insensible to pain until death supervenes. this means they must be stunned prior to bleeding out so they become unconscious.
·       All methods of humane killing including slaughter and on- farm euthanasia must meet the same criteria.
·       Death of an animal without panic or distress
·       Instant unconsciousness followed by rapid death without regaining consciousness
·       Reliability for both single or large numbers of animals
·       Simplicity and minimal maintenance
·       Minimal detrimental impact on operators or observers
A high level of operator skill is important for the humane killing of animals.
Operators must be trained in:
·       Animal handling.
·       Selection of the best killing method.
·       Proper maintenance of equipment.
·       Correct application of the killing method.


SOME PROCEDURES OF HUMANE SLAUGHTER REGULARLY USED INCLUDE:
The methods of killing will vary according to species and circumstances at the time.

Ø Operated instruments,such as captive-bolt pistols followed by bleeding out
Ø Instrument for stunning by electric current followed by bleeding out
Ø The use of gas followed by bleeding out
Humane killing on the farm is often carried out using a rifle and depending on the species will be done using one of the following postions:

1.3.1: FONTAL METHOD
The firearm is directed at a point midway across the fore head where two lines from the top side of the base of the ears and top of the eyes intersect.the line of fire should be aimed horizontally into the skull towards the center of the brain or spinal cord.

1.3.2: POLL METHOD (FOR HORNED ANIMALS)
The animal is shot through the skull just behind the base of the horns.the line of fire should be in line with the animals muzzle.

1.3.3: TEMPORAL METHOD
The firearm is directed at a point midway between the eye and the base of the ear on the same side of the head.the projectile should be directed horizontally into the skull
v NB:  Killing methods should only be used if they have been declared humane by recognised expert authorities and they meet the basic criteria (above).











CHAPTER TWO
2.0: ANIMAL WELFARE PRACTICES
2.1: DEFINITION OF ANIMAL WELFARE PRACTICES
Animal welfare practices are those actions that ensures the well being of the animals . the  5-step animal welfare rating standards includes
·       Step1: Animal live their lives with space to move around and stretch their legs( i.e no crates,no cages,no crowding)
·       Step2: Animals are provided with enrichments thats encourage behaviours that’s natural to them – like a bale of straw for chickens to peck at a bowling ball for pigs to shove around or a sturdy object for cattle to rub against (enriched environment)
·       Step3: Pigs,chickens and turkeys might live in buildings but they all have access to outdoor areas(enchanted oudoor access)
·       Step4: When living outdoor chickens and turkeys get to forage , pigs get to wallow and cattle get to roam(pasture centered)
·       Step5: Animals raised to step 5 standard must be born and live their entire lives on one farm.At step 5,the well-being of the animals is the primary focus; efficiency and economy are secondary.



2.2: ANIMAL WELFARE PRINCIPLES
There are eight principles for developing and evaluating animal welfare policies
                  I.            The responsible use of animals for human purposes,such as companionship,food,fiber,recreation,work,education,exhibition,and research conducted for the ben0efit of both humans and animals.
               II.            Decisions regarding animal care,use and welfare shall be made by balancing scientific knowledge and professional judgement with consideration of ethical and societal values.
           III.            Animals must be provided water,food,proper handling,health care,and an environment appropriate to their care and use,with thoughtful consideration for their species,typical biology and behaviour.
           IV.            Animals should be cared for in ways that minimize fear,pain,stress and suffering.
              V.            Procedures related to animal housing,management,care and use should be continously evaluated and when indicated,refined or replaced.
           VI.            Conservation and management of animal populations should be humane socially responsible and scientifically prudent.
       VII.            Animals should be treated with respect and dignity through out their lives and, when necessary provided a humane death.
    VIII.            The veterinary profession shall continually strive to improve animal health and welfare through scientific research,education,collaboration,advocacy,and the development of legislation and regulations.

2.3: CHALLENGES IN ANIMAL WELFARE MANAGEMENT
The welfare of animals is often very poor in developing countries.the equipment used for ploughing and for harnessing animals to transport vehicles is often badly designed and inflict heavy stress, physical strain and pain on the animals.








CHAPTER THREE
3.0: ECONOMIC IMPORTANCE OF FARM ANIMALS
3.1: DEFINITION OF FARM
                  I.            It is a tract of land cultivated for the purpose of agricultural production.
               II.            A tract of land devoted to the raising and breeding of domestic animals.
           III.            An area of water devoted to the raising,breeding,or production of a specific aquatic animal,a trout farm;an oyster farm.
3.2: DEFINITION OF FARM ANIMALS
They animals used for the production of humane and animal food and feed,fiber,skin and hide,and to the extent that they are used in hauling of freight and for transport. Farm animals means any specie of cattle,  sheep, swine, goats, ilamas or horses, which are normally, and have historically been kept and raised on farms and used or intended for use as food or fiber, or for improving animal nutrition, breeding, management or production efficiency, or for improving the quality of food and fiber.This term also includes animals such as rabbits, mink, and chinchilla, when they are used solely for the purpose of meat or fur,and animals such as horse and ilamas when used solely as work and pack animals.
3.3: USES OF FARM ANIMALS
Farms animals have various important uses which includes the following:
·       To provide a steady food supply.
·       To creat jobs,especially for women.
·       To provide transportation.
·       To do agricultural work.
·       To provide raw materials for clothing.
·       To provide manure for agriculture.
·       To provide fuel for energy.
·       To earn foreign currency by export.
3.4: DEFINITION OF ANIMAL HUSBANDRY
It is a branch of agriculture concerned with the care and breeding of domestic animals or farm animals such as cattle, hogs, sheep and horses.
3.5: ECONOMIC IMPORTANCE OF FARM ANIMALS
Livestock plays an important role in the agricultural production sphere. Statistics also show that 6.5% of national GDP is covered by the livestock sector, and its annual rate of productivity is 9%.About 20% of the population of Nigeria earn their livelihood through work associated with raising cattle and poutry. Draught power for tilling the land, the use of cow dung for manure and fuel, and animal power for transportation make up about 15% of the GDP.
In addition hides and skins, bones, offals, feathers etc help in earning foreign exchange. Livestock resources also play an important role in the sustenance of landless people.