Maelezo Ya Kina Kuhusu Job Ndugai Kumshambulia Kada Wa CCM Kwa Fimbo

Video na picha za tukio linalomuoenesha aliyekuwa naibu spika wa Bunge la Jamhuri ya Muungano wa Tanzania, Job Ndugai akimshambulia kwa fimbo kada wa CCM hadi kupoteza fahamu limezua mjadala mrefu katika mitandao ya kijamii na kuzua mjadala na mshangao kwa wananchi wengi.
Taarifa kutoka vyanzo vya kuaminika zinaeleza kuwa tukio hilo lililotekea jana jioni wakati wagombea wakijinadi katika mkutano wa pamoja wa mchakato wa kura za maoni kumchagua mgombea mmoja atakaewakilisha chama hicho kuwania ubunge wa jimbo la Kongwa.
Inaelezwa kuwa mgombea mmoja alipanda jukwaani kwa lengo la kuwaomba kura wana CCM na kutoa tuhuma za ubadhilifu wa fedha katika jimbo hilo alizozielekeza kwa Ndugai, kitendo ambacho kilimchukiza mwanasiasa huyo.
Zamu ya Job Ndugai kuomba kura iliwadia ambapo mgombea huyo alipanda jukwaani akiwa na hasira zilizotokana na tuhuma za ubadhilifu wa fedha zilizotelewa dhidi yake. Alikanusha vikali tuhuma hizo na kuonekana mwenye hasira ya hali ya juu akinuia kumuadhibu mgombea huyo.
Ndugai alifanikiwa kumpata Ngatunga na kuanza kumshambulia kwa fimbo yake anayotembea nayo wakati wote wa mchakato huo. Naibu Spika huyo ambaye pia ni mbunge wa jimbo hilo, alimshambulia Ngatunga kwa kumpiga tumboni na kichwani kabla hajapoteza fahamu.

Mwandosya Athibitisha ‘Kuponda’ Uamuzi Wa Kamati Kuu Ya CCM

Waziri wa Nchi Ofisi ya Rais (Kazi Maalum), Profesa Mark Mwandosya amethibitisha kuwa sauti iliyosambaa mitandaoni akieleza mtazamo wake juu ya mwenendo mzima wa mchakato wa kumpata mgombea urais wa CCM, ni sauti yake halisi.
Kwa mujibu wa gazeti la Mtanzania lililoongea naye, Mwandosya amethibitisha hayo akiwa katika harakati za safari yake ya kuelekea nchini India.
Katika sauti inayosikika kwenye mitandao, Profesa Mwandosya anasikika akieleza kuwa Kamati ya Usalama na Maadili iliendesha mchakato huo kinyume cha katiba kwa kuwa walikuwa na majina matano hata kabla ya kufanya usaili wao.

Mwigulu Nchemba Apangua Gia Tuhuma Za Rushwa

Naibu waziri wa fedha na mbunge wa Iramba Magharibi, Mwigulu Nchemba amekanusha tuhuma za kutoa rushwa katika mchakato wa kura za maoni unaoendelea jimboni kwake.
Nchemba ambaye alikuwa akihojiwa na Taasisi ya Kuzuia na Kupambana na Rushwa (Takukuru) Mkoani Singida, kwa tuhuma za kukiuka Sheria ya Gharama za Uchaguzi na  Sheria ya Kuzuia na Kupambana na Rushwa Namba Moja ya Mwaka 2007,  jana alijitokeza mbele ya waandishi wa habari na kueleza kuwa tuhuma zilizoelekezwa kwake na wagombea wenzake hazina ukweli na kwamba wagombea hao wamejaa uwoga wa kushindwa katika uchaguzi huo.
Akijibu baadhi ya tuhuma zilizokuwa zikimkabili, Nchemba alisema kuwa kazi ya kandarasi ya kutengeneza mabarabara katika eneo hilo haikufanyika kwa kuwa yeye anagombea ubunge bali ni sehemu ya kazi za serikali.
Aliongeza kuwa shughuli hizo hazikuwa sehemu ya kuwashawishi wapiga kura wake kama ilivyoelezwa na walalamikaji na kwamba hiyo ilikuwa mipango ya kazi za halmashauri.
Mgombea huyo alijigamba kuwa hata kama asipofanya kampeni, wagombea wenzake hawana uwezo wa kumshinda katika kinyang’anyiro hicho na kwamba robo tatu ya wapiga kura tayari wanamuunga mkono.
Katika hatua nyingine, Nchimbi aliwapongeza Takukuru kwa hatua waliyochukua kumhoji akieleza kuwa walikuwa wanafanya kazi yao.
Awali, Mwigulu Nchemba alilalamikiwa na wagombea wenzake, David Jairo, Amon Gyuda na Juma Kilimbi walioileza Takukuru kuwa mgombea huyo alikuwa akitoa ahadi mbalimbali na kufanya baadhi ya shughuli kwa lengo la kuwashawishi wapiga kura. Pia walimtuhumu kuwa aligawa pikipiki na baiskeli kwa wanachama wa CCM huku akiwalaghai kwa hongo wasimamizi wa uchaguzi wa jimbo hilo.

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Ni mkanganyiko uamuzi wa Slaa baada ya Lowassa kutua Ukawa

Uamuzi wa Chama Cha Demokrasia na Maendeleo (Chadema) kumpokea waziri mkuu wa zamani, Edward Lowassa na kumpa nafasi ya kugombea urais kumeendelea kuzua hisia nyingi kati ya wanachama wa chama hicho huku uamuzi wa Katibu Mkuu wa Chama hicho Dkt. Wilbroad Slaa ukizua sintofahamu.
Sintofahamu hiyo imekuja baada ya ukimya wa Dkt. Slaa ambaye alikuwa anaaminika kuwa ndiye atakayegombea urais kwa tiketi ya Chadema kupitia ngome ya vyama vikuu vya upinzania Ukawa, ambapo licha ya kuonekana katika picha za kikao cha Chadema kilichohudhuriwa na Lowassa, hakuonekana wakati wa utambulisho rasmi wa mgombea huyo.
Sintofahamu hiyo imeongezeka baada ya kuwepo tetesi kuwa Dkt. Slaa aliyekuwa akimtuhumu Lowassa kuwa fisadi na kuliweka jina lake katika orodha ya majina ya mafisadi iliyopewa jina la ‘List of Shame’, amejiondoa katika chama hicho.

RATIBA YA CSEE 2015.........<<<<<<>>>>>>> BOFYA LINK HAPO CHINI

 


http://www.necta.go.tz/files/RATIBA%20KIDATO%20CHA%20NNE%202015.pdf
AU>>>>>>>>>>>
http://www.necta.go.tz/view_news?id=76

BOFYA HAPA CHINI>>>>>>>> kucheki matokeo ya kidato cha SITA 2015, July*******...........

 Posted by Aman Makoye Shabane


















  http://necta.go.tz/matokeo/2015/Alevel.htm

Naibu msaidizi wa katibu mkuu bara CCM makao makuu ameamua rasmi kujiunga na Chadema

Naibu msaidizi wa katibu mkuu bara CCM makao makuu ameamua rasmi kujiunga na chama cha Demokrasia na maendeleo Chadema kwa madai kuwa CCM haikutenda haki kwenye uteuzi wa mgombea urais.

Discuss the rationale of gender socialization stages on students academic performance

Gender socialization is the process of learning the social expectations and attitudes associated with one's sex. Sociologists explain through gender socialization why human males and females behave in different ways: they learn different social roles. For example, girls learn to do different household chores than boys; girls learn to bake and clean, and boys learn to mow lawns and take out garbage. Gender socialization occurs through such diverse means as parental attitudes, schools, how peers interact with each other, and mass media. Sometimes gender roles lead to inequality.

Moreland and Levine identify five stages of gender socialization which mark this transition; investigation, socialization, maintenance, re socialization, and remembrance. During each stage, the individual and the group evaluate each other which leads to an increase or decrease in commitment to socialization. This socialization pushes the individual from prospective, new, full, marginal, and ex member.

Viongozi wajadili mzozo wa Burundi

Ghasia zimesababisha maelfu ya watu kuitoroka nchi hiyo

Ni mkutano wa tatu wa dharura kujadili mzozo na mkwamo wa kisiasa nchini Burundi uliosababisha maelfu ya raia kuitoroka nchi hiyo.

Viongozi hao wakiwemo mwenyekiti na mwenyeji wa jumuiya, rais Jakaya Kikwete wa Tanzania, na Yoweri Museveni wa Uganda, ambao tayari wamewasili kwenye kikao hicho, wanajadili na kuwasilisha mapendekezo ya ripoti mbili kuhusu mgogoro wa Burundi.

:Kenya haitaruhusu ndoa za jinsia moja by RUTO

Naibu rais wa Kenya ameonya kuwa ndoa za jinsia moja ni haramu na kuwa hazitawahi kuruhusiwa nchini humo.

Ruto amechukua msimamo huo mkali siku chache tu kabla ya ziara ya rais wa Marekani Barrack Obama nchini Kenya.
Mahakama ya juu nchini Marekani majuzi ilihalalisha ndoa za jinsia moja kote nchini humo.
''kwa kweli uhusiano na ndoa ya jinsia moja kwa hakika inakiuka mpango wa mwenyezi mungu,

Rais wa Marekani Barrack Obama anatarajiwa kuzuru Kenya mwezi huu.

''Mungu hakuwaumba mwanaume na mwanamke ili mwanaume amuoe mwanaume mwenzake wala mwanamke amuoe mwanamke mwenzake'' alisema bwana Ruto alipowahutubia waumini wa kanisa moja jijini Nairobi.

Feminist interventions that assume a liberal approach work within the system to correct problems.

Feminist interventions that assume a liberal approach work within the

system to correct problems. Whereas leftist approaches to feminism consider

the social order to be systematically unequal, liberal approaches

assume that inequity is a consequence of ignorance or prejudice and thus

something that gradually can be modified through enlightened educational

programs and corrective policies such as affirmative action. While

liberal theorists raise important objections to and criticisms of the prevailing

order, they also take many of their values and standards from the

dominant social order, recalling society to a more fully realized and more

rigorously applied appreciation of some of the values it already holds.

Socialization Theory

Early second-wave feminist analyses sought to discredit the sexist view that

because girls tended to perform poorly in “masculine” subjects such as

math and science, they were incapable of meeting high intellectual standards.

As long as teachers and parents did not treat girls unfairly or missocialize

them into thinking they could not do well in difficult subjects,

socialization theorists argued, girls could meet the same academic standards

as boys.

In studying the cognitive development of children and adolescents, Piaget identified four major stages: sensorimotor, preoperational, concrete operational and formal operational

Introduction

From his observation of children, Piaget understood that children were creating ideas. They were not limited to receiving knowledge from parents or teachers; they actively constructed their own knowledge. Piaget's work provides the foundation on which constructionist theories are based.

Constructionists believe that knowledge is constructed and learning occurs when children create products or artifacts. They assert that learners are more likely to be engaged in learning when these artifacts are personally relevant and meaningful.

In studying the cognitive development of children and adolescents, Piaget identified four major stages: sensorimotor, preoperational, concrete operational and formal operational. Piaget believed all children pass through these phases to advance to the next level of cognitive development. In each stage, children demonstrate new intellectual abilities and increasingly complex understanding of the world. Stages cannot be "skipped"; intellectual development always follows this sequence. The ages at which children progress through the stages are averages--they vary with the environment and background of individual children. At any given time a child may exhibit behaviors characteristic of more than one stage.

Stages of Cognitive Development

The Inspiration web above illustrates Piaget's four cognitive development stages; sensorimotor (birth-2 years), preoperational (2 - 7 years), concrete operational (7 - 11 years), and formal operational (adolescence - adulthood). By Tiffany Davis, Meghann Hummel, and Kay Sauers (2006)

The first stage, sensorimotor, begins at birth and lasts until 18 months-2 years of age. This stage involves the use of motor activity without the use of symbols. Knowledge is limited in this stage, because it is based on physical interactions and experiences. Infants cannot predict reaction, and therefore must constantly experiment and learn through trial and error. Such exploration might include shaking a rattle or putting objects in the mouth. As they become more mobile, infants' ability to develop cognitively increases. Early language development begins during this stage. Object permanence occurs at 7-9 months, demonstrating that memory is developing. Infants realize that an object exists after it can no longer be seen.

The preoperational stage usually occurs during the period between toddlerhood (18-24months) and early childhood (7 years). During this stage children begin to use language; memory and imagination also develop. In the preoperational stage, children engage in make believe and can understand and express relationships between the past and the future. More complex concepts, such as cause and effect relationships, have not been learned. Intelligence is egocentric and intuitive, not logical.

Caption: This animation demonstrates one of the Piagetian classic experiments known as the "Three Mountain Problem." He designed this experiment to support his theory that children possess egocentrism characteristics of thought during the preoperational period of cognitive development. Piaget wanted to show that children have a self-centered perception of the world at this age. This flash animation demonstrates Piagetian theory. The girl is sitting in front of a mountain that has a cross visible only from her side. In addition, there is a doll on the other side of the mountain. According to Piaget, if preoperational children are asked to say what the doll can see, their response would reflect what can be seen from their perspective only. Clicking on the green button rotates the mountain to reveal true perspective of the doll. It does not show the cross. Critics of this experiment contend that the Three Mountain Problem is too complex. The same experiment was done using a simplified scene and the child was able to explain the view from the other side, thus displaying non-egocentric behavior Kuanchung Chen, Kris Irwin, Jamie Parker, Saied Roushanzamir (2004).

The concrete operational stage typically develops between the ages of 7-11 years. Intellectual development in this stage is demonstrated through the use of logical and systematic manipulation of symbols, which are related to concrete objects. Thinking becomes less egocentric with increased awareness of external events, and involves concrete references.

Formal operational is the period from adolescence through adulthood stage. Adolescents and adults use symbols related to abstract concepts. Adolescents can think about multiple variables in systematic ways, can formulate hypotheses, and think about abstract relationships and concepts.

Piaget believed that intellectual development was a lifelong process, but that when formal operational thought was attained, no new structures were needed. Intellectual development in adults involves developing more complex schema through the addition of knowledge.

Educational Implications

An important implication of Piaget's theory is adaptation of instruction to the learner's developmental level. The content of instruction needs to be consistent with the developmental level of the learner.

The teacher's role is to facilitate learning by providing a variety of experiences. "Discovery learning" provides opportunities for learners to explore and experiment, thereby encouraging new understandings. Opportunities that allow students of differing cognitive levels to work together often encourage less mature students to advance to a more mature understanding. One further implication for instruction is the use of concrete "hands on" experiences to help children learn. Additional suggestions include:

• Provide concrete props and visual aids, such as models and/or time line
• Use familiar examples to facilitate learning more complex ideas, such as story problems in math.
• Allow opportunities to classify and group information with increasing complexity; use outlines and hierarchies to facilitate assimilating new information with previous knowledge.
• Present problems that require logical analytic thinking; the use of tools such as "brain teasers" is encouraged.

Huitt and Hummel (1998) assert that "only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood". This is significant in terms of developing instruction and performance support tools for students who are chronologically adults, but may be limited in their understanding of abstract concepts. For both adolescent and adult learners, it is important to use these instructional strategies

• Use visual aids and models.
• Provide opportunities to discuss social, political, and cultural issues.
• Teach broad concepts rather than facts, and to situate these in a context meaningful and relevant to the learner.

Criticisms of Piaget's Theory

Researchers during the 1960's and 1970's identified shortcomings in Piaget's theory. First, critics argue that by describing tasks with confusing abstract terms and using overly difficult tasks, Piaget under estimated children's abilities. Researchers have found that young children can succeed on simpler forms of tasks requiring the same skills. Second, Piaget's theory predicts that thinking within a particular stage would be similar across tasks. In other words, preschool children should perform at the preoperational level in all cognitive tasks. Research has shown diversity in children's thinking across cognitive tasks. Third, according to Piaget, efforts to teach children developmentally advanced concepts would be unsuccessful. Researchers have found that in some instances, children often learn more advanced concepts with relatively brief instruction. Researchers now believe that children may be more competent that Piaget originally thought, especially in their practical knowledge.

Caption: This illustration demonstrates a child developing a schema for a dog by assimilating information about the dog. The child then sees a cat, using accommodation compares existing knowledge of a dog to form a schema of a cat. Animation created by Daurice Grossniklaus and Bob Rodes (2002).

When the parent reads to the child about dogs, the child constructs a schema about dogs. Later, the child sees a dog in the park; through the process of assimilation the child expands his/her understanding of what a dog is. When the dog barks, the child experiences disequilibria because the child's schema did not include barking. Then the child discovers the dog is furry, and it licks the child's hand. Again, the child experiences disequilibria. By adding the newly discovered information to the existing schema the child is actively constructing meaning. At this point the child seeks reinforcement from the parent. The parent affirms and reinforces the new information. Through assimilation of the new information the child returns to a state of equilibrium.

The process of accommodation occurs when the child sees a cat in the park. A new schema must be formed, because the cat has many traits of the dog, but because the cat meows and then climbs a tree the child begins to actively construct new meaning. Again the parent reinforces that this is a cat to resolve the child's disequilibria. A new schema about cats is then formed and the child returns to a state of equilibrium.

WHY DO YOU THINK CONNECTIVITY OF THE BEHAVIOURISTS MAY INDUCE LEARNING?

Behaviourism has three approaches

(1)   Classical conditioning

(2)   Operant condition

(3)   Connectivity/ connectionism learning theory, readiness, exercise and law of effect by Edward Thurndike (1874-1948) challenging question   

Learning Theory

Learning theory may be described as a body of principles advocated by psychologists and educators to explain how people acquire skills, knowledge, and attitudes. Various branches of learning theory are used in formal training programs to improve and accelerate the learning process. Key concepts such as desired learning outcomes, objectives of the training, and depth of training also apply. When properly integrated, learning principles, derived from theories, can be useful to aviation instructors and developers of instructional programs for both pilots and maintenance technicians.

Over the years, many theories have attempted to explain how people learn. Even though psychologists and educators are not in complete agreement, most do agree that learning may be explained by a combination of two basic approaches: behaviorism and the cognitive theories.

Behaviorism

WHAT DO YOU UNDERSTAND BY THE TERM BLOOMS’ EDUCATIONAL TAXONOMIES? EXPLAIN THREE AREAS BLOOM RECOMMENDED TO BE THOUGHT IN THE CLASSROOM LEARNING.

Bloom’s taxonomy was originally published in 1956 by a team of cognitive psychologists at the University of Chicago. It is named after the committee’s chairman, Benjamin Bloom (1913–1999). The original taxonomy was organized into three domains: Cognitive, Affective, and Psychomotor. Educators have primarily focused on the Cognitive model, which includes six different classification levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The group sought to design a logical framework for teaching and learning goals that would help researchers and educators understand the fundamental ways in which people acquire and develop new knowledge, skills, and understandings. Their initial intention was to help academics avoid duplicative or redundant efforts in developing different tests to measure the same educational objectives. The system was originally published under the title Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook 1: Cognitive Domain.

Bloom's taxonomy

THEORIES OF INTELLIGENCE.

At present, intelligence is a diffuse concept and there are multitudes of theories that attempt to explain it. Some involve a ‘general intelligence’, some involve situational factors, and some involve both. None of them satisfactorily deals with the scope of intelligence.

                  INTRODUCTION

‘‘Intelligent’ imparts positive feelings, encourages esteem and a sense of worth. Yet, what is intelligent and smart? This has been the focus of theories, definitions and philosophies dating as far back as Plato; yet most presumably, dating prior to this historical figure, might be due to the fact that humankind is himself intelligent. One way to seek understanding of intelligence is simply to define what it is. Sternberg (1986) purports two principal classifications of definition of intelligence—the operational definition and the ‘‘real’’ definition. Operational intelligence is measurable. Real intelligence is one that inquires the true nature of the thing being defined. As with the plethora of definitions of intelligence,

A TEACHER IN CLASSROOM INTERACTION IS NOT FREE IS GUIDED BY NUMBERS OF RULES. DISCUSS

The rules guide the teacher in classroom interaction, are what make teacher to be effective. Effective teachers are distinguished by their dedication to the students and to the job of teaching, and feel responsible for the achievement and success of the students and own professional development. Effective teachers really believe that all students can learn, although all learn differently. They strive to motivate and engage all their students in learning rather than simple accepting that some students cannot be engaged and are destined to do poorly.

There are many different types of teachers. For instance, among many others, there are those who walk into the classroom, and some students do not even notice them; also there are some who seem to be authentic dictators, and students are even afraid to ask anything in the classroom. There are those who read from a book, or talk constantly, during the whole session, while students keep just copying; or even those who just talk, and by the end of the lesson, students do not even know what the lesson was about, because the objectives, structure and/or theme were not clear, even for the teacher.

The following are the rules guide a teacher in classroom interaction

Content Knowledge

For many, including teachers, the most obvious requirement to be an effective teacher is the content knowledge of the subject. Reynolds and Muijs (1999) considered good content knowledge responses to spontaneous and demanding students questioning. According to the McBer Report (DFES, 2000) students expect a teacher to have good content knowledge to be considered effective, which inspire the students’ confidence in the teacher. In addition, Ferguson & Womackl (1993) stated that “effective communication of content knowledge is a hallmark of good teachers”. However, having good content knowledge is just one of many vital factors and qualities, which an effective teacher needs to have in order to enhance learning and achievement

.

Good Planning

Having good content knowledge is not so effective without a well planned lesson. A lesson plan makes the content and the session interesting and involving. Good planning facilitates clear explanations, and it provides a wide range of resources suitable to students needs. It assists with effective use of oral questioning, giving instructions, being flexible, and having an impact on the students´ stimulation to encourage their interest and participation. Effective teachers should give meaning to the subject by facilitating relevant material to the students wherever possible, and by finding means to stimulate interest on it. Besides, they must be prepared to reconsider whether the material and methodology is suitable to be re-presented in the classroom. Craig and Dickenson (2003) pointed out that good planning ensures that lessons include periods where students are allowed to have discussion in open or close groups or in pairs. Good planning organizes the material which allows doing more and better during a session. Gurney, (2007) also pointed out that should allow the students to give the teacher their feedback in order to improve own knowledge, methodology and learning environment if needed. Cruickshenk & Haefele (2001) stated that “effective teachers are able to qualitatively do more with the same amount of time” However, good planning also implies classroom management and organization to achieve learning. Chelo Moreno Rubio ISSN 2171-9098 ∙ ENSAYOS. Revista de la Facultad de Educación de Albacete, Nº 24, 2009, (35-46) 38

Classroom Management and Organization

Effective teachers manage and organize the classroom, in the beginning of the year, according to the students’ needs and preferences to create an optimistic and warm learning environment for all the students, and enhance learning. Emmer et al. (1980, 2003) stated that “effective teachers takes time in the beginning of the year and especially on the first day to school to establish classroom management, classroom organization and expectations for students behavior”

According to Sokal et al. (2003) classroom management seem to be a high priority for novice and experience teachers. However, management is not parallel to strict rules; in fact, management is to anticipate students´ needs, and then prepare a suitable year plan, procedures, activities, assessment, evaluation criteria, and above all, clear instructions to the students to promote students motivation, enthusiasm and learning. Effective teachers use low classroom rules, and more routines to maintain a relaxed and warm environment to enhance learning. Marzano et al. (2003) stated that “minimum number of classroom rules, which tend to focus on expectations of how to act toward one another, maintain a safe environment, and participate in learning”. McLeod et al. (2003) distinguished from rules, and stated that is more effective and efficient to use routines in the classroom. Strange et al. (2003) also suggested that effective teachers use more routines for daily tasks than rules. Wong and Wong (2005) distinguished between routine as what the students do automatically, and procedure as what the teachers want to be done.

HUSSEIN MACHOZI - ULIKUWA WAPI? = OFFICIAL VIDEO 2015 HD

Meet the 20 Most Curvy African celebs. See Here

Richestlifestyle.com last week released their list of the 20 Most Curvy African celebs & 7 Nigerians, including Omotola, Mercy Aigbe, Daniella Okeke, Toolz, Anita Joseph, Evia Simone, Didi Ekanem made the list. The website disabled screen grabbing..lol..why though? But I managed my way around it and got the pics out. (all other blogs can thank me later..lol). See the remaining 19 after the cut...

YALIYOJILI KATIKA BUNGE LA TANZANIA LEO........ KIKAO KILIAHIRISHWA MARA MOJA BAADA YA WABUNGE WA UPINZANI KUTOKA NJE......BUNGE - TBC | JULY.02.2015

Kwa kile wanachokiita wanaburuzwa, Wabunge wa UKAWA kwa pamoja wamegoma kuendelea na bunge na wote kuamua kusimama baada ya kupinga uwasilishaji wa dharula wa Miswada mitatu muhimu ya Gesi, Petroli na Uziduaji "Extractive Industries".

Ni baada ya John Mnyika kuomba Muongozo juu ya uvunjaji wa kanuni za bunge. shuguli za leo zimekiuka kanuni kwani miswada imewekwa ikiwa sambamba. anasema hoja ikishatolewa ni lazima ijadiliwe iamuliwe ndo itolewe hoja nyingine, lakini leo zipo hoja tatu kwa pamoja.

Mnyika kasema na huu Muongozo sitaki useme utautolea ufafanuzi siku nyingine kwa maana hatuwezi kuendelea kufanya kazi ambazo zimevunja kanuni.

Wanapinga kuwasilishwa kwa dharula na kwa pamoja Miswada yenye manufaa makubwa kwa nchi.

Miswada wanayo pinga na iliyo wasilishwa kwa pamoja ni;

1.Muswada juu ya Petroli, 2015 (The Petroleum Act, 2015):

2.Muswada juu ya Usimamizi wa Mafuta na Gesi, 2015 (The Oil and Gas Revenues Management Act, 2015):

3.Muswada juu ya tasnia ya Uziduaji Tanzania (The Tanzania Extractive Industries Act, 2015): The Tanzania Extractive Industries Act, 2015.

Hata baada ya Spika kuwataka watoke nje kama hawataki kuendelea, Wamegoma na kusimama na kuanza kupiga kelele hadi Spika akaahirisha bunge. UKAWA wamesema mwanaharamu hapiti leo.

Bonyeza HAPA kusikiliza kilichoendelea bungeni.

Msumbiji yakubali mapenzi ya jinsia moja

Msumbiji imehalalisha mapenzi ya jinsia moja,na kuwa moja wapo wa nchi chache Afrika zinazohalalisha mapenzi ya jinsia moja.

Sheria hiyo iliyowekwa na wakoloni wa nchi hiyo Ureno iliondolewa na bunge la nchi.Watetezi wa haki za wapenzi wa jinsia moja,wametaja hatua hiyo kama ushindi mkubwa.
Hata hivyo nchi nyingi za Afrika zimeweka sheria kali dhidi ya mapenzi ya jinsia moja.Nigeria ilipiga marufuku na kuweka adhabu ya kifungo cha miaka 14 jela kwa wanaojihusisha na mapenzi ya jinsia moja.Uganda nayo imeapa kurejesha sheria kali kuharamisha mapenzi ya jinsia moja.
Sheria ya awali ilitupiliwa nje na mahakama ya kikatiba.
Msumbiji sasa anajiunga na mataifa mengine ikiwa ni pamoja na Jamuhuri ya Kidemokrasia ya Congo, Ivory Coast na Afrika Kusini ambapo siyo hatia kuwa mpenzi wa jinsia moja.


SOURCE BBC SWAHILI

Caitlyn Jenner ni mwanamke mshawishi

Caytlin Jenner

Mtu aliyejibadilisha maumbile na kuwa mwanamke Caitlyn Jenner ameorodheshwa miongoni mwa wanawake 10 mashuhuri wenye ushawishi mkubwa pamoja na Angelina Jolie,Singer Sia na Anna Wintour.

Orodha hiyo iliyoongozwa na waziri wa kwanza wa Uskochi Nicola Sturgeon inawatambua wanawake ambao wamekuwa wakiathiri uma pakubwa.

Angelina Jolie

Nyota wa kipindi cha Keeping up with the Kardashians Jenner aliyejulikana kama Bruce ameorodheshwa katika nafasi ya saba.
Alibadilisha maumbile yake na kujiita Caitlyn katika jarida la Vanity Fair mwezi uliopita.

Nicola Sturgeon

Mwanariadha huyo wa zamani ambaye wanawe ni pamoja na mwana wa kambo Kim Kardashian na Kendall Jenner ametunukiwa heshima ya kuonyesha maumbile yake mapya kwa uma.

Uhuru Kenyatta ndio rais bora Afrika

Rais wa Kenya Uhuru Kenyatta amechaguliwa na muungano wa wanafunzi wa Vyuo vikuu barani Afrika AASU kama rais bora barani Afrika mwaka huu.

Muungano huo unasema kuwa maelfu ya wanafunzi kutoka kote barani walishiriki katika kura hiyo.
Bwana Kenyatta alichaguliwa kwa uwezo wake wa kujenga makubaliano kitaifa na kimataifa,juhudi zake za kubadilisha sera na kutoa ufumbuzi katika maswala yanayowaathiri wakenya.
Rais wa Rwanda Paul Kagame alishinda tuzo hiyo mwaka uliopita.

SOURCE BBC SWAHILI

Alikiba - Chekecha Cheketua (Official Music Video)

CHEKI VIDEO MPYA YA ALIKIBA................... ''''CHEKETUA NA UTUPE MAONI YAKO WAIONAJE?