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Author: John Igbino Publisher: Authorhouse UK ISBN: 9781546296171 Category : History Languages : en Pages : 558
Book Description
In 1944 twenty thousand Allied Airborne Special Force troops in five Brigades commanded by Major General Orde Wingate landed behind the Japanese lines in Northern Burma. The Operation was Codenamed Operation Thursday. The Special Force troops were nicknamed 'Chindits'. Four thousand Nigerian troops fought in the Special Force Brigades as Chindits during Operation Thursday. This book is an account of their operations behind Japanese lines between February and August 1944. The Brigade's Insignia was the Black African Spider advancing on its prey. Thus, the Brigade called itself the 'Spider Brigade'; its Battalions, namely the 6th, 7th and 12th Nigeria Regiments, 'Spider Regiments', and its troops 'Spidermen'. The book is a well-written account of the Spider Brigade's battles against the 18th Division of the Imperial Japanese Army. It should force Chindit Historians to confront the anomalies in Contemporary History's treatment of Nigerian Chindits. The book is a scholarly and dispassionate excursion into the 14th Army's Campaigns, putting under the microscope the preconceived assumptions of British and Indian Armies' Officer Corps about the fighting quality of Nigerian Chindits. Thus, the book is an important and long overdue account of Operation Thursday that will become the standard work on Nigeria's contributions to Allied Airborne Invasion of Burma.
Author: John Igbino Publisher: Authorhouse UK ISBN: 9781546296171 Category : History Languages : en Pages : 558
Book Description
In 1944 twenty thousand Allied Airborne Special Force troops in five Brigades commanded by Major General Orde Wingate landed behind the Japanese lines in Northern Burma. The Operation was Codenamed Operation Thursday. The Special Force troops were nicknamed 'Chindits'. Four thousand Nigerian troops fought in the Special Force Brigades as Chindits during Operation Thursday. This book is an account of their operations behind Japanese lines between February and August 1944. The Brigade's Insignia was the Black African Spider advancing on its prey. Thus, the Brigade called itself the 'Spider Brigade'; its Battalions, namely the 6th, 7th and 12th Nigeria Regiments, 'Spider Regiments', and its troops 'Spidermen'. The book is a well-written account of the Spider Brigade's battles against the 18th Division of the Imperial Japanese Army. It should force Chindit Historians to confront the anomalies in Contemporary History's treatment of Nigerian Chindits. The book is a scholarly and dispassionate excursion into the 14th Army's Campaigns, putting under the microscope the preconceived assumptions of British and Indian Armies' Officer Corps about the fighting quality of Nigerian Chindits. Thus, the book is an important and long overdue account of Operation Thursday that will become the standard work on Nigeria's contributions to Allied Airborne Invasion of Burma.
Author: John Igbino Publisher: AuthorHouse ISBN: 1546296166 Category : History Languages : en Pages : 587
Book Description
In 1944 twenty thousand Allied Airborne Special Force troops in five Brigades commanded by Major General Orde Wingate landed behind the Japanese lines in Northern Burma. The Operation was Codenamed Operation Thursday. The Special Force troops were nicknamed ‘Chindits’. Four thousand Nigerian troops fought in the Special Force Brigades as Chindits during Operation Thursday. This book is an account of their operations behind Japanese lines between February and August 1944. The Brigade’s Insignia was the Black African Spider advancing on its prey. Thus, the Brigade called itself the ‘Spider Brigade’; its Battalions, namely the 6th, 7th and 12th Nigeria Regiments, ‘Spider Regiments’, and its troops ‘Spidermen’. The book is a well-written account of the Spider Brigade’s battles against the 18th Division of the Imperial Japanese Army. It should force Chindit Historians to confront the anomalies in Contemporary History’s treatment of Nigerian Chindits. The book is a scholarly and dispassionate excursion into the 14th Army’s Campaigns, putting under the microscope the preconceived assumptions of British and Indian Armies’ Officer Corps about the fighting quality of Nigerian Chindits. Thus, the book is an important and long overdue account of Operation Thursday that will become the standard work on Nigeria’s contributions to Allied Airborne Invasion of Burma.
Author: Andrew Selth Publisher: ISEAS-Yusof Ishak Institute ISBN: 9814951781 Category : Reference Languages : en Pages : 370
Book Description
Updated by popular demand, this is the fourth edition of this important bibliography. It lists a wide selection of works on or about Myanmar published in English and in hard copy since the 1988 pro-democracy uprising, which marked the beginning of a new era in Myanmar’s modern history. There are now 2,727 titles listed. They have been written, edited, translated or compiled by over 2,000 people, from many different backgrounds. These works have been organized into thirty-five subject chapters containing ninety-five discrete sections. There are also four appendices, including a comprehensive reading guide for those unfamiliar with Myanmar or who may be seeking guidance on particular topics. This book is an invaluable aid to officials, scholars, journalists, armchair travellers and others with an interest in this fascinating but deeply troubled country.
Author: John Igbino Publisher: Xlibris Corporation ISBN: 1664118632 Category : History Languages : en Pages : 588
Book Description
Britain kept meticulous records of its casualties in Southern Nigeria, but it did not collect and keep any coherent records of the casualties it inflicted on the so-called natives. Britain's failure to collect and keep "natives"' casualty statistics was not an unconscious omission. Instead it was a deliberate policy because it placed considerably less value on the lives of "natives" compared to European lives. It held that a drop of European blood was worth four times more than “natives’” blood. The death of a District Officer on active duty was worth the lives of up to two hundred “natives” and it took twenty “natives” to service a Political Officer on the field. Additionally, it accepted the arguments of its top commander, Colonel Arthur Montanaro, that "natives" were engaged in illegal resistance to His Majesty’s Government, therefore while he had a duty to crush their resistance to the British Government he was not duty bound to account for their deaths. Accordingly, the book explores these untold aspects of British History, particularly the computation of the number of Indigenous people of the landmass which became Southern Nigeria who were killed between 1900 and 1930 during one of the bloodiest periods in the history of Southern Nigeria as British troops of the West African Frontier Force (WAFF) and the West African Service Brigade (WASB) rampaged through Southern Nigeria. In its explorations the book posed and addressed the following questions: how many Indigenous people of Southern Nigeria were killed by the British Army between 1900 and 1930? What were the names of the people who were killed? Were there women and children among the dead? How old were they when they died? Where were they buried? Who buried them there? What were the prevailing political circumstances when they were killed? Under what military circumstances were they killed? Was there a state of war between the Indigenous people of Southern Nigeria and Britain when they were killed? The book’s sources were unpublished original archival documents at the National Archives. These document sources included Ordinances, Proclamations, Admiralty’s and Crown Agents’ papers, High Commissioners’, Governor-General’s and Lieutenant-Governor’s Correspondences and Despatches. The Correspondences and Despatches included field reports compiled by British Army Officers, Field Commanders, British Police Commissioners, Political Officers, District Officers (DO), District Commissioners, Divisional Officers, Divisional Commissioners and Provincial Commissioners. These sources are kept in the following Colonial Office Documents series: Southern Nigeria (CO520/series) and Nigeria (CO583/series).
Author: John Igbino Publisher: GRIN Verlag ISBN: 334688290X Category : History Languages : en Pages : 859
Book Description
Document from the year 2023 in the subject History - Africa, grade: 5, , language: English, abstract: During the late 19th and early 20th centuries, the British Empire expanded its colonial ambitions to the southern territories of present-day Nigeria. The use of force by the British military in campaigns, expeditions, and in quelling resistance often resulted in significant loss of life – the true extent of which has too often been swept under the rug. For although the casualties on the British side were thoroughly documented, the number of the Nigerian victims remains largely unknown. Who were these people who died under the occupation? Were there women and children among the dead? And under which prevailing political circumstances were they killed? John Igbino intends to fill this knowledge gap with this publication. He has sourced and analyzed a vast number of mainly unpublished archival documents, examining the complicated relationship between Indigenous opposition and occupiers and the ensuing misconduct. Igbino’s research facilitates a more thorough and nuanced understanding of Britain’s malpractice in British West Africa and the political situation at the time, and tells the stories of those, who have been disregarded in British historiography.
Author: John Igbino Publisher: GRIN Verlag ISBN: 3346046435 Category : Political Science Languages : en Pages : 27
Book Description
Academic Paper from the year 2019 in the subject Politics - Region: Africa, , language: English, abstract: This paper offers a critique of Bruce Gilley's "The Case for Colonialism". The aim of the case for colonialism was to rehabilitate Colonialism, give it compassionate and humanitarian meanings and hence make it respectable again. This paper, however, argues that Bruce Gilley has not made any viable case for Colonialism. The research’s aim and method are flawed because the research method did not enable the Paper to achieve its aim because, firstly, the Policy measures suggested in the Paper were ill-thought and they posed more problems for Colonialism than they have solved. And, secondly, the examples cited were themselves flawed and misinterpreted. More importantly, the Paper did not adduce any new evidence to enable it to produce new knowledge, move the boundaries of current Colonial Scholarship and hence rehabilitate Colonialism.
Author: John Igbino Publisher: GRIN Verlag ISBN: 3656165874 Category : Education Languages : en Pages : 385
Book Description
Doctoral Thesis / Dissertation from the year 2010 in the subject Pedagogy - Adult Education, University of London (Goldsmiths College), course: Education, language: English, abstract: The focus of the research in this thesis concerns the meanings of inclusion. The thesis explores the meanings of inclusion within the post-compulsory education policy subsystem of the national education policy system. The thesis uses ethnographic analysis of policy documents, ethnographic interviews and surveys to explore the meanings of inclusion and the experiences of learners, teachers, College policy-makers, curriculum managers and course co-ordinators together with the factors that influence those meanings and experiences in the cross-cultural contexts of further education colleges. The thesis begins with a critical review of theoretical models of inclusion before embarking on historical explorations of the evolution of inclusive policy 1945 - 2010 and thence the meanings of inclusion from the perspectives of adult learners, teachers, College policy-makers, curriculum managers and course co-ordinators. From the results of the analysis of ethnographic interviews, surveys and documents it was found that the meanings of inclusion, the experiences of inclusion and the factors that influenced these meanings and experiences were varied and contested. The thesis argues that irrespective of the variability and contests there is a common thread running through the various meanings. The common thread which the thesis argues runs through the meanings centre on the answers to the question: inclusion into what? It was found that colleges manipulate and adjust learners to curricular programmes in order to meet the recruitment, retention, achievement, and progression targets set by the Learning and Skills Council (LSC). The thesis argues that the physical environment and the layout and the level of technology and teaching aids in the classroom are not material to the meanings of inclusion to a
Author: John Igbino Publisher: GRIN Verlag ISBN: 3656165491 Category : Education Languages : en Pages : 378
Book Description
Doctoral Thesis / Dissertation from the year 2010 in the subject Pedagogy - Adult Education, University of London (Goldsmiths College), course: Education, language: English, abstract: The focus of the research in this thesis concerns the meanings of inclusion. The thesis explores the meanings of inclusion within the post-compulsory education policy subsystem of the national education policy system. The thesis uses ethnographic analysis of policy documents, ethnographic interviews and surveys to explore the meanings of inclusion and the experiences of learners, teachers, College policy-makers, curriculum managers and course co-ordinators together with the factors that influence those meanings and experiences in the cross-cultural contexts of further education colleges. The thesis begins with a critical review of theoretical models of inclusion before embarking on historical explorations of the evolution of inclusive policy 1945 – 2010 and thence the meanings of inclusion from the perspectives of adult learners, teachers, College policy-makers, curriculum managers and course co-ordinators. From the results of the analysis of ethnographic interviews, surveys and documents it was found that the meanings of inclusion, the experiences of inclusion and the factors that influenced these meanings and experiences were varied and contested. The thesis argues that irrespective of the variability and contests there is a common thread running through the various meanings. The common thread which the thesis argues runs through the meanings centre on the answers to the question: inclusion into what? It was found that colleges manipulate and adjust learners to curricular programmes in order to meet the recruitment, retention, achievement, and progression targets set by the Learning and Skills Council (LSC). The thesis argues that the physical environment and the layout and the level of technology and teaching aids in the classroom are not material to the meanings of inclusion to adult learners and teachers. Instead the thesis creates new arguments based on four behavioural, principles namely, Honesty, Order, Obedience and Diligence (HOOD), concerning the centrality of primary educational goals, primary, secondary and circumstantial educational factors to the meanings of inclusion. The thesis defines how ethical dilemmas have led to perceptive distortions of the professional identity of teachers.
Author: John Igbino Publisher: GRIN Verlag ISBN: 3656643334 Category : Education Languages : en Pages : 461
Book Description
Project Report from the year 2014 in the subject Pedagogy - School System, Educational and School Politics, , language: English, abstract: This book reports on a research project which was carried out between 2002 and 2013. The focus of the research was the Office for Standards in Education, Children’s Services and Skills (Ofsted) and its education and training and development programmes for inspectors. Claims and disputes: The Office for Standards in Education, Children’s Services and Skills (Ofsted) defines itself as the statutory watchdog for the preservation and management of the standard of education in England. And by its own accounts, Ofsted has claimed, firstly, that it is the promoter and upholder high standard of educational achievements, secondly, that it is the bulwark against ‘weak teaching’ and weak leadership, management and governance, and, thirdly, that it is the champion and protector of the interests of the constituents of education in England (Ofsted 2012: 4). This research does not dispute the fact that the above claims came with the provisions of the Education (schools) Act (1992) and the Education and Inspection Act (2006) and that the Act delegated the statutory duties to inspect, evaluate and judge and report on the standard of education in England to Ofsted. Instead the research is disputing Ofsted’s claims as follows: firstly, the research disputes the extent to which Ofsted has achieved the statutory duties delegated to it under the provisions of the 1992 and 2006 Acts. And, secondly, the research is questioning whether in its current structure Ofsted is fit for purpose and whether Ofsted and a significant proportion of its inspectors have the operational and intellectual capabilities to continue to inspect specific educational remits, and to evaluate and judge and report on the standard of education in England. Thus the research has advanced the following arguments against Ofsted’s and its inspectors’ capabilities and fitness for purpose: the first argument is that there are incompetent inspectors within the ranks of Ofsted inspectors. The research has found that 30% of practicing Ofsted inspectors do not have the skills and competencies required to successfully achieve Ofsted’s performance criteria for inspectors, particularly in the collection, analysis, evaluation, assessment and interpretation of evidence in the three principal aspects of Ofsted’s judgements. The three aspects in question are ‘Outcomes for Learners, Teaching, Learning and Assessment’ and ‘Leadership and Management’. The second argument is that there......
Author: John Igbino
Author: John Igbino
Author: John Igbino
Author: Chima J. Korieh
Author: Andrew Selth
Author: John Igbino
Author: John Igbino
Author: John Igbino
Author: John Igbino
Author: John Igbino
Author: John Igbino