I Think Peace and Justice

Ahmed Shuaib Shaktima

Description

The primary purpose of this book is to increase participation of men, women, and youth in complementing each other in community development and also to re-educate each readers to direct their own attention to the main ideas of the book within each scene.

The main background information has been given in the introduction to prevent reader from adding ideas of their own which are not contained in the book. Other means of presentation, such as the showing of pictures to build up the background has be sought for humorous narrative to the reader. While other pictures are in clarion synthesis for 'conscientisation'.

Sujets

• Think
• JUSTICE
• Thought
• Peace
• Education
• Community

Informations

• Publié par: Publiseer
• Date de parution: 21 septembre 2018
• Nombre de lectures: 0
• EAN13: 9788829513826
• Langue: English

Extrait

I Think Peace and Justice
By
Ahmed Shuaib Shaktima
Copyright 2017 by Ahmed Shuaib Shaktima.
For more information about the author, write to the author from [e-mail].
All rights reserved. Except for use in any review, the reproduction or utilization of this work in whole or in part, in any form by any electronic, mechanical or other means, now known or hereafter invented, including xerography, photocopying and recording, or in any information storage or retrieval system, is forbidden without the written permission of the author or the publisher.
Table of Contents
Title Page
Copyright Page
DEDICATION
ACKNOWLEDGMENT
PREFACE
INTRODUCTION OF THE STORY: I THINK PEACE AND JUSTICE
MAJOR CHARACTER
MINOR CHARACTERS
VOICES
SCENE ONE
SCENE 2
SCENE THREE
SCENE FOUR
SCENE FIVE:
SCENE SIX
SCENE SEVEN
SCENE EIGHT
SCENE NINE
THE END (EPILOGUE)
STUDY QUESTIONS
REFERENCES
WRITER NOTES
DEDICATION

I dedicate this work to every right thinking young person who does not know how to impact his or her community for the service of humanity at early stage. And also to the victim of social inequality and debilitation who were trying to have a voice, but where asks to summit to God as it s his wish to happen.
Finally to the social scientist who were trying hard to mentor young people for leadership capacity in the area of national unity, community development, democracy struggles and good citizenship education.
ACKNOWLEDGMENT

M y gratitude first and foremost goes to God for His inspiration to put this piece together. My friend and mentors who have contributed in different capacity.
My mother, Fatima Ahmed Isah (Malama), Bolaji Hamza (the Artist Mentor)your debt and creativity is always an inspiration to me, Bayaan Sylvester(For Quantum Computer Work-Piece) an amazing person with a wonderful mind and incredible future lying before him, Daniel Kangdol who shown mediocrity and daily aspire me a better day ahead, Abega Sunday (for pre-typing the Script), BolajiJimoh (for the Graphics) for floating the final script and pre testing the piece, Amarachukwu Obi (for editing some part of the piece before broke into print), Cletus Barde, Omale Allen Abdul-Jabbar, Dr. EmemObong for reading some part of the draft script and make a useful suggestion..
In a few cases, the writer has been unable to come into communication with other authors or their representatives, but he will be happy to make any necessary arrangements with them at the first opportunity.
PREFACE

R ethinking voice of every citizen must engage what we dislike, opportunistic to engage are more than we think and have more instrument to create than ever before. our voice is about transforming collective action into specific project, it is the citizen that start a petition to keep water a public good or universities open, it is the community that participate in setting the budget of their municipality, bring evidence and lived experience into policy making.
To keep our hand up we must engage and act in the face of today's social and environment crisis. Such as climate change, environment degradation, increase social inequalities, communal rivalry, persecution and criminalization of human rights, land grabs, corruption, weak morality, weak traditional institution and psychological oppression of young people. These are widespread issues that affects the whole planet, particularly those of the vulnerable Communities. In face of these challenges, there is urgent need to transit towards a more sustainable way of living and interacting with the planet and with other fellow human beings.
Our participation in every events and dedicating spaces for action can bring about fruitful connections based on solidarity. Our capacity to give ideas indifferent struggles are core pillar to every solutions.
As a young person we have the right to demand our leaders to take action and be mindful of the present and also the future. But every right comes with responsibility to find ways to act within our Local Communities, where we can engage with our peers and build intergenerational solidarity- where we be in dialogue with our elders to learn about the mistakes already made to avoid them again. But this start with our capacity to influence others based of our knowledge, critical thinking, and strong moral values. These skills are capable of making things change.
We don't have to graduate from Titanic college to make a change. If there is it s the 'Pedigree' or that certificate are nothing compare to the will human have. Our will is infinite, just as our comprehension of things, unfortunately is finite. In conclusion, I do strongly encourage young people to study- Not only now, study not because you have to but because you love too, you are doing it for yourself. You know what you worth, you know that this will only make you a better person.
Search dig and discover new world inside incredible narrative to share and educates others find that voice that change the world, it can be small actions, it can be big actions. Transition or change began with ourselves.
INTRODUCTION OF THE STORY: I THINK PEACE AND JUSTICE

T he story is inspired by the writer, expressing the contrastive flow of good governance and self- governance in all over the world.
The main character of the story is designed as ''Jani, who is symbolically showing leadership quality in her community. In the story ''Jani'' is in the form of a School student in the frontier of ''self governance'' and ''good governance ' who initiated part of her though to other global rights.
The story has been presented in 10 scene, each scene includes different stages in different lines.
At the beginning of the story Jani is in School and after the school hour club with her friends, a conversation was initiated which led Jani to show the symbol of leadership.
In the second stage- Jani draw her family into action through presenting a well selected news, so that she revolutionize them to observe the bitter truth about the world today.
In the third stage- Jani engage the Community Chief on the exploitation of different crisis on the Community in recent years.
In the fourth stage- Jani dedicated herself trying to establish and connect Social, Economic and Political Justice through relevant Policy.
In the fifth stage- Jani finish her school and her community members aspired her to join the politics to give out a fresh ideas, before Jani could do that she decided to consult the community woman elite.
In the sixth stage- Jani went further to study Archeology of her community from community leaders so as to codify and give self awareness in a strong traditional institution to influence governance structure in her locality.
In the seventh stage - Jani mobilize the community members to build up their confidence around consensus/voting and proportional outcome in a democratic setting.
In the eight stage - Jani strategies for necessary contingency in order to improve their own situations for driven model of resource allocations for effectiveness.
In the ninth stage - Jani decide to empower her community group on self advocacy on legal frame work against access to justice and its limitation for public confidence.
In the final stage - Jani dedicated herself trying to show some form of judicial reasoning and judicial practice that have a differential impact on the plaintiff and defendant.
MAJOR CHARACTER

J ani- Student
MINOR CHARACTERS

M r. Laurence- Teacher
Mr. Ahmed - Teacher
Fati- Student
Sera-Student
Ruth- student
Mummy- Mother to Jani
Daddy- Father to Jani
Kuka- brother to Jani
King- Community King
Mr. Obi- Vendor.
Woman elite
Security Agent
Vampire Robber
Community Member
Participants
MD
Police IPO
VOICES

M r. Boya
Maja
Bayan
A voice
SCENE ONE

S kills (ability usually , developed through training or experience, to perform actions to achieve outcome)
JANI, RUTH, SERA, FATI.
JANI: Today club is a good experience very educative and informative, who do we have tomorrow?
FATI: Mr. Laurence that tall man!
RUTH: Oh no do we? I don't like the way he explain things. He's very dry- no anecdotes, nothing personal, it's all fact. There are no jokes. I don't seem to grasp what his saying. He doesn't build a picture. It doesn't appeal to me at all.
FATI: Oh, doesn't? I think the opposite, I really like the way he analyze things and his structure approach. I like to learn in the same way as he teaches. He go steep by steep, rationally and logically.
SERA: I Prefer Mr. Ahmed. He's more informed and he starts by painting the whole picture. And he's funny. He talks about his own personal experience too, it's so descriptive and rich. Do you remember the anecdote he told about the household, which he was explaining about women and development, really interesting. He's stories really help me see the point of what sustainable development is all about.
RUTH: Oh no, I don't like all that flippancy. You have to shift through loads of stuff to get to the point. I think it irrelevant. I can't fellow his lessons so well.
SERA: I don't mind so much about their approach. I just listen to find out what they want me to do. I wait for the cues. I only study what I think will see me through this course, I'm more interested in the qualification to navigat