Q. Different lessons are taught in Tanzanian schools culture being one of them , why is it essential for Tanzania to have lessons on culture in schools ?

ANSWER:

----Define   culture

----Components  of  culture

----Importance   of  culture

----Conclusion

Culture is the sum of total of the learned behavior of a group of people that are generally considered to be the tradition of that people and are transmitted from generation to generation.  or

A culture is a way of life of a group of people--the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next.

Components of Culture

Components of Culture - are simply parts (ingredients, items, pieces, features) that make up a culture. These components look different in each culture.
There are different way to break down the components of culture - below is one way.
1. Survival
a. food - edible source of energy
b. clothing - protective covering for the body
c. defense - tools and strategies used to protect people from threats
d. shelter - structure used to protect people and their belongings
2. Education - the way people in a culture learn what they need to know in order to be successful in their culture
3. Transportation - the way a culture gets people and goods from one place to another
4. Communication - the way a culture shares ideas and messages
5. Economy - the way people in a culture get what they need and want
6. Technology - manmade tools that make life easier
7. Social Structure - who is considered important in a culture and who isn't
8. Beliefs and Traditions - the ideas a culture believes in and the way they celebrate those beliefs
9. Rules and Regulations - the rules that maintain order in a culture and the structure that maintains those rules
10. Arts & Recreation - the way a culture spends its spare time and expresses itself creatively

Importance of Culture
Why is culture important? How do cultural values impact living? Read on to find the answers.
Culture refers to the pattern of human activity and the symbols, which give significance to this activity. Culture is represented through the art, literature, costumes, customs and traditions of a community. Different cultures exist in different parts of the world. The natural environment greatly affects the lifestyle of the people of that region, thus shaping their culture. The diversity in the cultures around the world is also a result of the mindsets of people inhabiting different regions of the world. Why is culture important? Let us try to find out.

The cultural values of a community give it an identity of its own. A community gains a character and a personality of its own, because of the culture of its people. Culture is shared by the members of a community. It is learned and passed from the older generations to the newer ones. For an effective transfer of culture from one generation to another, it has to be translated into symbols. Language, art and religion serve as the symbolic means of transfer of cultural values between generations.

Culture is a bond that ties the people of a region or community together. It is that one common bond, which brings the people of a community together. The customs and traditions that the people of a community follow, the festivals they celebrate, the kind of clothing they wear, the food they eat, and most importantly, the cultural values they adhere to, bind them together.

Culture is seen as a system of social control, wherein people shape their standards and behavior. The cultural values form the founding principles of one's life. They influence one's principles and philosophies of life. They influence one's way of living and thus impact social life.

The importance of culture lies in the fact that it is a link between people and their value systems.

Culture is the unique possession of man. Man is born and brought up in a cultural environment. Man is not only a social animal but also a cultural being. Man cannot survive as a man without culture. Culture fulfils our needs and represents the entire achievements of mankind.

E. B. Taylor defined culture as "that complex whole which includes knowledge, beliefs, art, morale, laws, customs and any other capabilities and habits acquired by man as a member of society."

Functions of Culture:

Culture has been fulfilling a number of functions which may be divided into two - (a) for the individual and (b) for the group.

a. Importance to the individual:

(1) Culture distinguishes man from animal. It is the culture that makes the human animal a man. It regulates his conduct and prepares him for a group life. Without culture he would have been forced to find his own way which would have meant a loss of energy.

(2) Culture provides solution for complicated situations. Culture provides man a set of behaviour for difficult situations. In the absence of culture man would have been baffled even at the simplest situations. Culture not only defines but also determines what we eat and drink, when to sleep, when to laugh etc.

(3) Culture provides traditional interpretation to certain situations. Through culture man gets traditional interpretations for many situations according to which he determines his behaviour. For example, if a cat crosses his way he postpones the journey.

(4) Culture shapes personality. No child can develop human qualities in the absence of cultural environment. Culture prepares man for group life. It is culture that provides opportunities for the development of personality and sets limits on its growth.

b. Importance for the group:

(1) Culture keeps social relationship intact. Culture has importance not only for men but also for the group. Culture prepares man for group life. Group life would have been poor, nasty, and short if there had been no cultural regulations. Group solidarity rests on the foundation of culture.

(2) Culture has given a new vision to the individual. Secondly, culture has given a new vision to the co-operation of the individuals. Culture teaches him to think of himself as a part of the larger whole. It provides him with the concepts of family, state, nation etc. and makes possible the coordination and division of labour.

(3)Culture creates new needs. Finally, culture also creates new needs and drives, for example, thirst for knowledge and arranges for their satisfaction. It satisfies the moral and religious interests of the members of the group.

Conclusion:

From the discussion we know that culture is the unique possession of man. No one can develop human qualities without culture. Culture distinguishes, leads, changes the personality of the individual and structure of the group.

Q. Outline the effects Of Poverty in third world countries like Tanzania

----What  is  Poverty ?
----Causes of  Poverty.
----Effects  of   Poverty.
----Conclusion.

 Poverty is about not having enough money to meet basic needs including food, clothing and shelter.  However, poverty is more, much more than just not having enough money.

When we think about poverty many of us recall TV images from the developing world: of famine, of shanty towns, or of children dying from preventable diseases. Yet this is clearly not what we observe in the UK.

Any discussion of social class and mobility would be incomplete without a discussion of poverty, which is defined as the lack of the minimum food and shelter necessary for maintaining life. More specifically, this condition is known as absolute poverty. Today it is estimated that more than 35 million Americans—approximately 14 percent of the population—live in poverty. Of course, like all other social science statistics, these are not without controversy. Other estimates of poverty in the United States range from 10 percent to 21 percent, depending on one's political leanings. This is why many sociologists prefer a relative, rather than an absolute, definition of poverty. According to the definition of relative poverty, the poor are those who lack what is needed by most Americans to live decently because they earn less than half of the nation's median income. By this standard, around 20 percent of Americans live in poverty, and this has been the case for at least the past 40 years. Of these 20 percent, 60 percent are from the working class  poor.

The level of poverty in Tanzania is high. The definition of poverty is a contentious point, which differs from one country to another. There are also varying degrees of poverty. From a broader perspective, poverty is defined as "the state of being extremely poor" and is understood by many to mean the lack of basic necessities such as food, water, shelter, healthcare, and primary education.
Unicef argues that, whilst Tanzania has made great efforts in meeting its domestic and international targets in the alleviation of child poverty especially in the areas of education and healthcare, child poverty is still an important issue for the country

CAUSES   OF  POVERTY

Poverty is an exceptionally complicated social phenomenon, and trying to discover its causes is equally complicated. The stereotypic (and simplistic) explanation persists—that the poor cause their own poverty—based on the notion that anything is possible in America. Some theorists have accused the poor of having little concern for the future and preferring to “live for the moment”; others have accused them of engaging in self‐defeating behavior. Still other theorists have characterized the poor as fatalists, resigning themselves to a culture of poverty in which nothing can be done to change their economic outcomes. In this culture of poverty—which passes from generation to generation—the poor feel negative, inferior, passive, hopeless, and powerless.

The “blame the poor” perspective is stereotypic and not applicable to all of the underclass. Not only are most poor people able and willing to work hard, they do so when given the chance. The real trouble has to do with such problems as minimum wages and lack of access to the education necessary for obtaining a better‐paying job.

More recently, sociologists have focused on other theories of poverty. One theory of poverty has to do with the flight of the middle class, including employers, from the cities and into the suburbs. This has limited the opportunities for the inner‐city poor to find adequate jobs. According to another theory, the poor would rather receive welfare payments than work in demeaning positions as maids or in fast‐food restaurants. As a result of this view, the welfare system has come under increasing attack in recent years.

Again, no simple explanations for or solutions to the problem of poverty exist. Although varying theories abound, sociologists will continue to pay attention to this issue in the years to come.

THE  EFFECTS  OF  POVERTY

The effects of poverty are serious. Children who grow up in poverty suffer more persistent, frequent, and severe health problems than do children who grow up under better financial circumstances.

• Many infants born into poverty have a low birth weight, which is associated with many preventable mental and physical disabilities. Not only are these poor infants more likely to be irritable or sickly, they are also more likely to die before their first birthday.
• Children raised in poverty tend to miss school more often because of illness. These children also have a much higher rate of accidents than do other children, and they are twice as likely to have impaired vision and hearing, iron deficiency anemia, and higher than normal levels of lead in the blood, which can impair brain function.

Levels of stress in the family have also been shown to correlate with economic circumstances. Studies during economic recessions indicate that job loss and subsequent poverty are associated with violence in families, including child and elder abuse. Poor families experience much more stress than middle‐class families. Besides financial uncertainty, these families are more likely to be exposed to series of negative events and “bad luck,” including illness, depression, eviction, job loss, criminal victimization, and family death. Parents who experience hard economic times may become excessively punitive and erratic, issuing demands backed by insults, threats, and corporal punishment.

Homelessness, or extreme poverty, carries with it a particularly strong set of risks for families, especially children. Compared to children living in poverty but having homes, homeless children are less likely to receive proper nutrition and immunization. Hence, they experience more health problems. Homeless women experience higher rates of low‐birth‐weight babies, miscarriages, and infant mortality, probably due to not having access to adequate prenatal care for their babies. Homeless families experience even greater life stress than other families, including increased disruption in work, school, family relationships, and friendships.

Sociologists have been particularly concerned about the effects of poverty on the “black underclass,” the increasing numbers of jobless, welfare‐dependent African Americans trapped in inner‐city ghettos. Many of the industries (textiles, auto, steel) that previously offered employment to the black working class have shut down, while newer industries have relocated to the suburbs. Because most urban jobs either require advanced education or pay minimum wage, unemployment rates for inner‐city blacks are high.

Even though Hispanic Americans are almost as likely as African Americans to live in poverty, fewer inner‐city Hispanic neighborhoods have undergone the same massive changes as many black neighborhoods have. Middle and working class Hispanic families have not left their barrio, or urban Spanish‐speaking neighborhood, in large numbers, so most Hispanic cultural and social institutions there remain intact. In addition, local Hispanic‐owned businesses and low‐skill industries support the barrio with wage‐based, not welfare‐based, businesses.

Climbing out of poverty is difficult for anyone, perhaps because, at its worst, poverty can become a self‐perpetuating cycle. Children of poverty are at an extreme disadvantage in the job market; in turn, the lack of good jobs ensures continued poverty. The cycle ends up repeating itself until the pattern is somehow broken.

CONCLUSION :
Poverty is one of the greatest concerns of many families in Tanzania. Rural communities are affected more compared to urban dwellers. Despite the efforts of the international community and the government, the situation of poverty is getting increasingly more difficult.

 Tthe number of people without clean and safe drinking water, illiteracy, young women involved in women to women marriage, commercial sex work, child prostitution and other forms of child labour is alarming also rural urban migration of young girls who later join street life, has increased in the recent years because of poverty.

The traditional support system, which were very strong in assisting members of the extended family before, in difficult circumstances, has been disrupted in recent years because of poverty

MY FAMILY TREE NO. 2

KAYUKI GIRLS" SECONDARY SCHOOL , RUNGWE , TUKUYU MBEYA.

KAYUKI GIRLS" SECONDARY SCHOOL , TUKUYU, RUNGWE MBEYA TANZANIA

Mwl. Japhet at KAYUKI GIRLS" SECONDARY SCHOOL , TUKUYU RUNGWE MBEYA

Mwl. Japhet Masatu akiwa KAYUKI GIRLS" SECONDARY SCHOOL, Rungwe , Tukuyu , Mbeya , Tanzania ---2008

A trip to BAGAMOYO KAOLE

Walimu wa Shule ya Msingi Kilimani wakiwa katika ZIARA YA KIELIMU BAGAMOYO --- KAOLE 2007

Mwl.  Japhet   Masatu  alishawahi  kufundisha  katika   SHULE  YA  MSINGI  KILIMANI, iliyopo  Manispaa  ya   Kinondoni. Dar  es  salaam , Tanzania   mwaka   2007----2008.

A trip to BAGAMOYO--KAOLE--Teachers and Pupils of Kilimani Primary School, Dar es salaam , Tanzania --2007

A Trip to KUNDUCHI BEACH with Pupils of KILIMANI PRIMARY SCHOOL , DAR --ES SALAAM --2007.

Mwl. Japhet Masatu at Mikumi National Parks , Morogoro Tanzania.

A Trip To Mikumi National Park , Morogoro , Tanzania prepared by Kilimani Primary School Pupils with teachers ---2007

Mwl. Japhet Masatu and Enock Mwasubila { Works at TBC } at Mikocheni Primary School { BTP }-2004

Mwl. Japhet Masatu attended at TUKUYU TEACHERS" COLLEGE , RUNGWE , TUKUYU , MBEYA, TANZANIA 2008---2010

Mwl. Japhet Masatu at Magereza Primary School , Rungwe , Tukuyu , Mbeya, Tanzania -----2005.

Mwl. Japhet Masatu studied HGL at MGULANI / JITEGEMEE HIGH SCHOOL 1998----2000 Dar es salaam , Tanzania.

Mwl.  japhet   Masatu kulia  alijiunga   na   masomo   ya  kidato   cha  tano   na  sita  katika   shule  ya   MGULANI  HIGH  SCHOOL ,shule  ya  jesi  iliyopo  Dar  -es--salaam,  Kinondoni,  Tanzania.

Mwl. Japhet Masatu at Mwananyamala Primary School --- 1985--1991, Dar es salaam, Tanzania.

Mwl. Japhet Masatu at AZANIA SECONDARY SCHOOL , 1992----1995

Mwl. Japhet Masatu at Babptism CATHOLIC CHURCH ---02/ 04/ 1988