The Diary Of A Desperate Naija Woman In The Year Two Thousand And 9

The Diary of A Desperate Naija Woman is really just a collection of the random musings of a working Nigerian woman, wife and mother who is desperate to be like Christ. True, like any other woman, she desires many other things but for her, being a true woman of God is the main purpose of her life.. Every other thing flows out from this high calling. As you travel through the pages of this book, you may not find Aristotle-like profoundness nor would you be startled by any similarities the writing style bears to that of Chimamanda Adichie or Maya Angelou. But hopefully you will laugh a little, cry a little or maybe just get mad a little. At the end of the day, all DNW wishes is that, as you share a year's worth of daily experiences with her, she manages in some tiny way to infect you with her special brand of 'desperado-ness'

The Diary of a Desperate Naija WomanTM in the Year 20-Ten is the second in the ‘The Diary’ series published by Bola Essien-Nelson. This book, just like the first – The Diary of a Desperate Naija Woman in the Year Two Thousand and 9—is a collection of daily blogs that capture, in a very random way, the thoughts, musings and sometimes the ‘mad rants’ of a Nigerian working woman, wife and mother who desperately wants to be like her Saviour-Brother-Friend, Jesus Christ. As you flip the pages, you will travel with Bola on a year long journey across 2010 during which she tries to keep all the balls of her life up in the air AND fulfill her most passionate goal – To be an authentic Christian. This book you hold in your hand is an open invitation to all who read it to join her on this truly life-changing quest.

The Diary of a Desperate Naija Woman in the Year 2011 is collection of random blogs written by Bola Essien-Nelson giving the reader an insight into her daily life. It captures, in her own unique conversational manner, the soars and dips, the losses and the victories, the whoops of joy and the frustrated cries of defeat, and pain of an ordinary woman desperately chasing after her extraordinary God. Bola hopes that, as you read this book, the words you encounter will make you smile a little, laugh out loud a lot, and maybe even tear up on occasion as you realise that you are not alone and that many of lifes experiences are universal. She hopes that you will read and come to a deeper understanding of the incredibly intense love God has for you and that this realisation will birth a new hunger in your belly to chase after God and to do so desperately.

When first published, Marshall McLuhan's Understanding Media made history with its radical view of the effects of electronic communications upon man and life in the twentieth century.

"Consequences" (1919) follows the life of Alexandra Clare, an upper class Catholic girl from London, after she turns down her only suitor. Alex is a misfit and having failed to meet her family’s expectations, she joins a convent. Partly autobiographical, Delafield writes this story in a deeply ironic tone, turning Alex’s plight into a condemnation of the suffocating expectations Victorian society had for women. E. M. Delafield was the pen name of Edmée Elizabeth Monica Dashwood, née de la Pasture (1890-1943). She was a British author from Sussex and the daughter of a count and a novelist. Delafield was raised following Late Victorian upper class morals, and when at age 21 she found herself still single, she joined a French covenant in Belgium. But she soon tired of being a nun and left monastery life behind. During WWI, she volunteered as a nurse in Exeter. In 1919, she married civil engineer turned land agent Paul Dashwood, with whom she spent three years in Malaysia. She remains most famous today for her semi-autobiographical "Diary of a Provincial Lady," which had started as a column in the weekly woman’s magazine "Time and Tide."

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.