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Preliminary SAT - National Merit Scholarship Qualifying Test (Reading-Writing)
SAT (Reading-Writing) syllabus
Killexams : SAT (Reading-Writing) syllabus - BingNews Search results Killexams : SAT (Reading-Writing) syllabus - BingNews Killexams : How Long the SAT Is and How to Manage That Time No result found, try new keyword!For some students, the SAT may seem like it lasts forever, but the exam actually lasts three hours. That time doesn't include one 10-minute break and one five-minute break. Experts say that how ... Sat, 15 Aug 2020 16:59:00 -0500 text/html Killexams : The Worlds' Leading International Schools

Japan is home of many International Schools offering first class education and many different curricula to choose from, with some incorporating a religious curriculum (typically Christian-based). International Schools are popular with expatriate parents, bicultural families where one of the parents is an expatriate, internationally-minded Japanese parents, and parents with children with special educational needs.

Most International Schools will teach general courses in English, but there are also schools that cater specifically to French, German, Portuguese, Chinese and Korean expats, as well as some other nationalities.

The majority of schools cover pupils of kindergarten, elementary and middle grades age, as high school is considered optional in Japan, but a few schools do go up to Grade 12.

Admission requirements for International Schools differ widely and, of course, depend on the school. Some require a certain level of English ability (if English is not the child's first language). Many require students to reside near the school, as very few schools have boarding facilities.

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Fri, 06 May 2022 14:08:00 -0500 en text/html
Killexams : Understanding Your Class Schedule

On the first day of class, professors of each of your classes will provide you with a syllabus that will explain course/attendance requirements and what will be expected of you during the semester.

If you want to beat the book-buying rush, you can find out more information on the Bookstore website. The booklist for fall will available there soon. Otherwise, it’s fine to wait until you arrive on campus to buy your books.


Your class schedule can be found in your account:

  1. Log in to
  2. Go to Registrar and Student Accounts
  3. Click Registration
  4. Click Student Detail Schedule or (Printable) Term Schedule

Each class has a subject, course number and section number (e.g., IDS 100-01). The "-01" indicates the section number.

Everyone is registered for First Year Seminar (IDS 100). You can find your FYS subject by looking at the section number (explained above). You can read descriptions for each section number.

Some classes don't have specific meeting times, like some online/hybrid courses, private music lessons and ensembles. These courses will say TBA for the meeting time. See below under "Course Delivery Methods" for more information about online and hybrid courses. If you're registered for a music pending placement course, see below under "Music Pending Placements" for more details.

The interactive campus map will help you view your classroom buildings.


Some courses may be conducted online. The majority of courses are being offered traditionally face-to-face, with no change in teaching type/delivery method. Your schedule and the Schedule of Courses show the delivery method of each course. Descriptions of each delivery method are listed here. Your syllabus will further explain how these methods will play out in each course.

Credits and time in class

You will notice that some courses are a different number of credits than other courses. Usually, 2-credit classes meet less often than 4-credit classes. Most half-semester classes are 2 credits.

Some classes meet three or four times a week for 50 minutes; others meet twice a week for 80 minutes or 100 minutes. Typically, professors decide which pattern works best for their teaching style and class content. Some classes, such as studio art, dance and labs, meet for longer since a substantial part of the class work is done during that time. Classes that meet less often typically expect more work outside of class time.

First-half and last-half semester classes

Some classes are offered only during half of the semester, and are distinguished with an "A" or a "B" at the end of the section number. "A" means the course is held during the first half of the semester, and "B" means it is held during the last half of the semester. For example, Rel 100-01A is a first-half course, and Rel 100-01B is a last-half course.

First-half classes end on Wednesday, October 19. Last-half classes start on Thursday, October 20.

Drills, labs, discussions and non-graded sections

Some classes have additional sections such as a discussion, drill or lab to go along with the lecture. Sometimes these are 0.0 credit, non-graded sections, and sometimes they are an additional 1 or 2 credits. Any of these sections that appear on your schedule are required. They often meet on different days and times from the lecture.

Some science labs have a different course number from the lecture, such as Chem 125 (lecture) and Chem 127 (lab).

Some sections of Health Dynamics (Kin 140) have two components: activity and lecture. You may be registered for two sections of Kin 140 and have different instructors for activity and lecture.

music pENDING placements

You may see a pending placement music course (MUS 0X0) on your schedule if you requested an ensemble or voice or piano lessons. This is put on your schedule until you audition with the Music Department during Orientation weekend or the first week of classes. Your schedule will be adjusted once the department has placed you.

The pending placement courses are:

  • MUS 010, piano lessons
  • MUS 020, voice lessons
  • MUS 030, choral ensemble
  • MUS 040, orchestra
  • MUS 050, string instrument in a chamber ensemble
  • MUS 060, woodwinds, brass or percussion ensemble
  • MUS 070, jazz ensemble


Please remember that you will have opportunities to take these classes in future semesters. There are a variety of reasons you may not have received one of the courses you requested, including:

  • Time conflicts. Some classes have limited time options for which they are offered, and you may have requested classes that happen to meet at the same time.
  • Closed sections. You may have asked for a course where we had limited available seats.


You may be registered for a class that was not on your registration survey. We only would have added a course that counts toward an academic major interest or general education requirement. More specifically, these reasons include:

  • Academic major interest. If you indicated a particular major that you were interested in but did not request a key course associated with that major, we may have added that course to your schedule. If you listed multiple majors, we did our best to make sure you are only taking classes that will count for all of them, so that you have some flexibility when you later decide what major(s) to declare.
  • General education requirements. We may have added a course that fulfills a general education requirement (e.g. Fine Arts, Cultural Heritage, Religion) that all students complete at Hope; this was typically done if you did not list very many course options on your registration survey or there were time conflicts or closed sections for some of your other requests.

More information about courses that may be listed on your schedule and what general education requirements they count for is listed at the bottom of this page.

Pre-health professions

You may have listed both general biology (Biol 105/107) and general chemistry (Chem 125/127) on your survey because you are interested in the health professions. Occasionally based on high school GPA and ACT/SAT scores, we registered some students for either general biology or general chemistry, but not both. We have found that many students do better on the pre-health track when they take just one of the general science courses at a time. We want to help you make sure your first semester is successful. You will be able to take the other science class in your second year at Hope, though you can also contact us if you strongly prefer to be placed in both but were placed in one.


Hope’s campus is very walkable, so you will have enough time to get from class to class. We have made sure to include at least 10 minutes between your classes, which is plenty of time to walk across campus.

We tried our best to make sure you have some open time during the lunch hour. However, some classes are only offered during this time.


If you are an athlete and your sport's primary season is in the fall, we did our best to make sure your classes end by 3:30 p.m., especially on the days your sport has games or matches. Sometimes, this was not possible due to the availability of your courses of interest. For example, there are more athletes who are pre-health or biology majors than there are available spaces in chemistry and biology labs that end before 3:30 p.m. Therefore, you may have a lab or discussion during this time — this is okay! Coaches and the Athletic Department are aware that this may happen and will work with you. Your course work is their top priority.



We registered you for the appropriate level based on the AP/IB scores we have received for you to date. If you know you scored high enough to be awarded Hope credit (see the credit we award for AP and IB), but don't see the credit on your unofficial transcript, that probably means we have not received your scores. You will need to contact the College Board (for AP) or International Baccalaureate to request they send us your scores.


The Department of World Languages and Cultures is usually accurate in their language placements. Most students in language classes this fall will be coming from high school programs that had different teachers, approaches and books. Language professors at Hope will review content at the beginning of the semester. Some supply a short placement test just to see where you’re at and verify the placement.

If you have concerns about your placement after the semester begins, let your professor know. The professor will work with you to decide whether you should stay in your current level or move to a different level.

Space in Spanish and some French classes is limited, so if you decide to change to another level, you may need to wait until the spring to take the class.

Math and science

We tried to place you in the most appropriate math or science level based on many factors: AP/IB/transfer credit earned or expected (see above), ACT/SAT scores, classes taken in high school and major interest. In the first week of the semester, if you feel you are not placed in the right level course, speak with the professor. They will work with you as much as possible to make sure you have the right placement.

Additionally, the Academic Success Center offers tutoring and group study sessions in the natural and applied sciences, as well as other subjects.


If you have decided you would like to pursue a different major, or you are registered for a class you absolutely do not want to take, we can try to make schedule changes. We advise making these changes now, before you get to campus, so you’re more settled prior to your arrival.

If you want to pursue a different major than what you listed on your survey, check the first-year major recommendations page to see what is recommended for your new major interest. A change of direction may not mean that you need to change your class schedule; many classes will meet requirements for general education and majors. However, if the major recommendations page indicates there are classes that are required in the first semester for your new major interest, we need to try to change your schedule so that you stay on track.

We can’t ensure that a schedule change you want to make will be available, but we are happy to discuss options with you. Any schedule change request must come directly from you, the student, through your Hope email account by emailing We will get back to you in 1–2 business days via email, or we’ll call you if we need to discuss options in detail.

We only registered you for classes that fulfill major or general education requirements for you. If a class you didn't request is listed on your schedule, see below for information about which general education requirement it fulfills or helps fulfill. A full list of your intended major's requirements can be found in the Hope College Catalog (choose the appropriate department/major to see requirements).

Fri, 23 Jun 2017 11:01:00 -0500 en text/html
Killexams : Honors Program

The Wilkes University Honors Program provides an opportunity for talented and highly motivated undergraduate students to participate in challenging learning experiences focused on the development of leadership, integrity, and self-awareness while pursuing academic excellence. First-year students already accepted to Wilkes with a minimum SAT score of 1190 or a minimum ACT score of 26 and who rank in the top 20 percent of their high school class are invited to apply. Transfer students already accepted to Wilkes with a minimum SAT score of 1190 or a minimum ACT score of 26, a minimum cumulative collegiate GPA of 3.5, and a minimum of six remaining undergraduate terms are also invited to apply. New Wilkes students accepted into the program are notified during the spring prior to their first semester in the fall. Current Wilkes students with a minimum cumulative collegiate GPA of 3.5 and a minimum of six remaining undergraduate terms can also apply.

Honors Program Requirements

Students admitted to the program are required in their first fall semester to take a cohort-based, three-credit  Honors class that counts towards University core requirements. They are required to take 18 additional Honors credits – six at or above the 300 level – in addition to their major and other University graduation credit requirements. All must also participate in a one-credit Honors capstone seminar.

Minimum Cumulative GPA Requirements

  • 3.0 after two terms at Wilkes
  • 3.2 after four terms at Wilkes
  • 3.3 after six terms at Wilkes
  • 3.4 after eight terms at Wilkes/to meet Honors Program completion requirements

A student is allowed only one grade of 2.5 in an Honors course to receive Honors credit. All other Honors course grades must be a minimum of 3.0. Students falling below the required cumulative GPA threshold will be given one full term to return their cumulative GPA to the minimum required. Students are always encouraged to draw on the expertise of all Wilkes University community resources, such as academic support and health and wellness services, when encountering academic, personal, or other challenges.

First-Year Honors Living-Learning Community

All first-year Honors students living on campus reside together in Honors housing. This enables students to begin connecting with each other in an environment conducive to their shared values and aspirations. While they may live in the hall of their choice during their remaining years at Wilkes, many choose to continue living in community with other Honors students.

Good Standing: Honors Program Community

Participating in Honors Program-sponsored activities, including meetings on campus with prominent guest speakers and engaging with prospective Honors students, helps to cultivate knowledge and skills that advance intellectual, personal, and professional development, contributions to the Wilkes campus community, and post-graduate success, whether through employment or continued education. Our weekly newsletter, The Honors Buzz, announces these opportunities throughout the academic year.

All Honors students must participate in at least one Honors-sponsored activity per term. This commitment is waived during a study abroad term.

Good Standing: Student Conduct

Honors students must remain in good standing with regard to student conduct. Any student found guilty of violating University policies is subject to review by the Honors Program Advisory Council.

Honors Program Course Offerings

Generally, Honors course components enable students to pursue breadth, depth, complexity and/or interdisciplinarity within their undergraduate education, helping to cultivate knowledge and skills that advance students' intellectual, personal and professional development; their contributions to the Wilkes campus community; and their preparation for post-graduate success, whether through employment or continued education.

Honors components should constitute approximately 15-20% of a student's work in a class. This could be quantified by proportion of final grade and/or by proportion of total assignments.

&H ("And H")

An &H section is added to an existing course in which both Honors and non-Honors students are enrolled to signal that the Honors students have the opportunity to earn Honors course credit. To earn this credit, Honors students must be enrolled specifically in the &H section and they must satisfactorily complete work complementary to the existing syllabus. An Honors student is allowed only one grade of 2.5 in an Honors course to receive Honors credit. All other Honors course grades must be a minimum of 3.0.

H ("standalone Honors course")

An H section signals that all students enrolled in the course complete work that would yield Honors credit for that course. Non-Honors students could enroll in such a course, but while they would need to complete all of the same work as the Honors students, they would receive only non-Honors credit. An Honors student is allowed only one grade of 2.5 in an Honors course to receive Honors credit. All other Honors course grades must be a minimum of 3.0.

Options: Potential Modes of Learning:

  • independent work, such as a research, case study or creative project within the student's discipline (in-depth learning)
  • exploration of broad themes and/or enduring questions across disciplines (breadth of learning)
  • experiential learning, such as internships, field work and study abroad
  • service-learning (conscious and purposeful integration of service and learning elements)
  • residential learning community (conscious and purposeful integration of living and learning elements)
  • intercollegiate undergraduate academic competitions, presentations/conferences, and/or publications
  • experimental or innovative pedagogy

Options: Potential Topics

  •  trends, issues and/or best practices within the student's discipline
  • communities, ideas, practices, methodologies and/or values unfamiliar to the student

Options: Potential Skill Outcomes

  • problem solving
  • project management
  • critical reading (ability to evaluate evidence-based arguments and judgments)
  • critical thinking (ability to make evidence-based arguments and judgments)
  • clear and persuasive writing
  • clear and persuasive oral presentation
  • artistic literacy
  • metacognition (analysis of not just what is known, but also of how it comes to be known)
  • comfort with ambiguity, uncertainty and the unfamiliar

    The Wilkes University Honors Program endorses the core values of academic rigor (beyond academic expectations of regular section offerings), leadership, integrity (demonstrated learning of ethics and values), self-awareness (emphasis on self-reflection), importance of building community and appreciating diversity. Honors course components should reflect one or more of these core values.

Study Abroad

  • A full semester abroad yields a waiver of six Honors credits at the 300 level
  • A summer term abroad yields a waiver of three Honors credits at the 300 level
  • Related independent study project (advised by instructor in relevant discipline) upon return earns three Honors credits at the 300 level (through either fall HNR-395 or spring HNR-396)


  • one internship, either during a full semester or over a summer term, yields a waiver of three Honors credits at the 300 level
  • independent study project (advised by instructor in relevant discipline) connected to internship earns three Honors credits at the 300 level (through either fall HNR-395 or spring HNR-396)

Study abroad, internships, or a combination of both can yield a maximum of six Honors credits at or above the 300 level.

First-Year Foundations (FYF) Requirement – 3.0 Credits

Honors students take an Honors FYF class that develops collaborative community while cultivating skills in writing, speaking, problem-solving, and critical thinking as well as a comfort with encountering the ambiguous, uncertain and/or unfamiliar.

Honors Capstone Seminar – 1.0 Credit

This one-credit interdisciplinary capstone research seminar serves as a culminating experience for all prospective Honors Program graduates. The course is intended to explicitly engage students in reflection on what they have learned at Wilkes and how they can advance those skills and insights along their future personal and professional trajectories. Consequently, the course depends on students' consistent investment in critically assessing what they have learned during their undergraduate education, how that can be communicated to others, and what that makes possible for future endeavors.
Students' learning outcomes include:

  • Communicating characteristic topics, methodologies, and professional concerns associated with their respective disciplines to non-expert audiences
  • Collaborating with others, both within and outside of their respective disciplines, to accomplish shared goals
  • Planning and managing long-term projects, balancing personal responsibility with coordination with team colleagues
  • Organizing and delivering coherent presentation of work – from proposing prospective tasks to articulating evidence-based outcomes
  • Specifying and critically assessing continuities as well as discontinuities across personal Wilkes educational trajectory and future endeavors
Thu, 14 Feb 2019 14:45:00 -0600 en text/html
Killexams : History - Senior Capstone Experience

Senior Capstone Experience

The Senior Capstone Experience

The History Department offers two routes to the senior capstone experience: a) Senior Seminar (History 490); b) Senior Thesis (History 495-496). Both experiences require students to employ and refine the research, writing and communication skills they have developed over the previous three years at DePauw by producing a piece of original historical research. These writing-intensive projects require sophisticated approaches to sources, analysis, and presentation, as well as imagination and discipline in the selection and refinement of research topics.

Senior Seminar (History 490) is a one-semester class devoted to the design and implementation of historical research in a subfield and historical methodology of each seminar member’s choosing. The seminar instructor assumes primary responsibility for guiding the seminar participants, though students are encouraged over the course of the semester to consult other department faculty whose regional, thematic, and chronological specializations correspond to the selected topic. The end result is an original piece of historical research typically totaling between 30 and 40 pages of writing. (For a list of some latest Senior Seminar papers, click here; for a sample History 490 syllabus, click here). In addition to producing a paper, students must contribute actively to the development of their peers’ projects through brain-storming, editing, and commentary; each student will make a research presentation to the seminar and invited guests toward the end of the semester.

Senior Thesis (History 495-496) requires two-semesters of intensive research and writing on a subject approved by a member of the department who serves as the student’s principal thesis supervisor. During the first semester, the student will undertake reading, research, and drafting. Thesis students may participate in either a section of HIST 490 or a seminar group limited to students enrolled in HIST 495; during the second semester the student will complete the written thesis; supply a public presentation based on the research; and defend the thesis before a committee of history department faculty. Students seeking a rigorous challenge of developing a historical project of greater scope and requiring greater independence than Senior Seminar may wish to consider this option. To be eligible for the Senior Thesis a history major must have a GPA in the major of at least 3.3 and permission of the department.  Theses typically total between 60 and 80 pages, organized in chapters. Students contemplating graduate study in history are encouraged to consider this option.

Mon, 30 Jul 2018 12:10:00 -0500 en text/html
Killexams : Jewishness and the Human Dimension

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Killexams : ‘God, he’s so dumb’: Even Bill Hader doesn’t fully understand Barry No result found, try new keyword!Bill Hader and dark comedy “Barry” have again raked in a slew of Emmy nominations. He dishes on starring in, writing, directing and executive producing his creation. Mon, 25 Jul 2022 21:00:06 -0500 en-us text/html Killexams : Professor Mark Nwagwu: For the Love of Science, Literary Works

Born in Obetiti, Nguru in the eastern province of Nigeria on May 17, 1937, Professor Mark Nwagwu attended St. Patrick’s College, Calabar from 1950 to 1956. In 1957, he went to study Zoology at the then University College, Ibadan. After that, he was awarded the Bachelor of Science degree from the University of London in 1961 and in 1965, received a Ph.D. from the University of Stockholm.

Nwagwu went to the University of Connecticut, USA, in 1966, where he accomplished spectacular research on myosin messenger RNA and muscle-protein synthesis on a post-doctoral fellowship. In 1969, he was appointed Assistant Professor of Cell and Molecular Biology at Brock University, Canada, and rose to Associate Professor in 1973. 

A scientist of note, Professor Nwagwu turned to literary works in retirement. An exciting writer of repute, he has published three novels, Forever Chimes in 2007, My Eyes Dance in 2010 and I Am Kagara in 2016. He has also published four works of poetry, all dedicated to his dear wife, Professor Helen Onyemazuwa Nwagwu: Helen Not-of-Troy in 2009, Cat Man Dew, in 2012, HelenaVenus in 2013, and Time Came Upon Me in 2019 written in her memory after her departure in 2018.

Prof. Nwagwu is a frequent contributor to several Nigerian newspapers on social and moral issues. In 2000, he established Youth and Enterprise Initiative, a non-governmental agency that promotes excellence in our youths. As he clocks 85 today, he reminisces about his life’s journey in this interview with MARY NNAH

You are a scientist. Where did your love for literature come from?

In my school days at St. Patrick’s College, Calabar (SPC), 1950-54, we were brought up on the required subjects for the Cambridge School Certificate: science, that is, physics, chemistry, biology, and health science; literature, comprising English language and English literature where we studied a book The Thirty-Nine Steps by John Buchan and poems by Matthew Arnold, John Keats, and Wordsworth; for plays we studied Shakespeare’s Macbeth. We also studied history, mathematics, and geography.

 In the School Certificate Examination, I offered general science and Biology in the sciences and all the other subjects including English Language and English literature. In our days you had to pass the English Language to obtain a certificate.

 If you failed in the English Language you failed in the entire Cambridge School Certificate examination. Add to this, you must pass with Credit in English Language and Mathematics and in four other subjects to qualify for matriculation in the GCE (General Certificate of Examination of the University of London). This qualification was generally referred to as London Matriculation with which you can sit for the GCE Advanced level and gain entry into a university.

I passed the School Certificate Examination in Grade I with Credit in the eight subjects I sat for, namely, English Language, English Literature, Mathematics, History, Geography, General Science Biology, and Health Science.

I had the desire to continue my education and now had to make a choice; to study science or the arts. It was an easy decision because, in 1951, SPC started a course of studies in the sciences for the Cambridge Higher School Certificate in physics, chemistry, botany, and zoology. I do not now remember whether we also had Mathematics and Additional Mathematics, but I did not take much interest in it as I was poor in Mathematics. 

I was as good in the arts as in the sciences: in fact, I would say I was better in the arts and took a great interest in literature. SPC had a well-stocked library that was open to all students, especially to those students who had commenced their studies on the curriculum for the Cambridge School Certificate Examination. 

For us, in 1952, in our third year in school, we started to study the subjects according to this official curriculum. I am restless by nature and would often be found doing what I was not supposed to be doing. I took great interest in reading novels. For reasons I do not now recall, I got interested in stories about heroism and chivalry. 

Perhaps I saw my father in them, my passionate and unmatched hero. I took to novels by Sir Walter Scott and read three of his novels, Ivanhoe, Red Gauntlet, and Kenilworth. Then I wandered into Willkie Collins and read two of his novels, The Woman in White and The Moonstone. There were other novels, but I’ll never forget a romantic novel by Richard Mason, The Wind Cannot Read.

I read several other novels of the romantic pedigree at SPC. I read Bertha Clay’s Beyond Pardon, which my father bought me, and others by Marie Goretti such as A Romance of Two Worlds.

My main reading in poetry apart from the prescribed works for the examination were the works of William Wordsworth whose poems were also on our syllabus. But I went beyond the syllabus, so enchanted was I with his works. In particular, I remember his poem Intimations of Immortality. I did not read any other play at SPC apart from Shakespeare’s Macbeth.

This was my first encounter with the world of literature in my formative years. Off and on in my later years, I read works that I can’t now remember, but David Copperfield’s Great Expectations stands out as a memorable novel that lives with me.

I buried myself in my science all my working life and gave all of me to science. I did, however, write articles for The Guardian beginning in 1997 when I turned 60 and my first article was, On Turning Sixty. Thereafter, for over ten years I wrote frequently in The Guardian, at least once a month. Someday I’ll gather my articles and publish them. This you could say was my first outing in public writing.

In 2003 my dear wife, Helen, and I visited our daughter, Ugochi, and her family in Rockaway. New Jersey, USA. To my amazement, I found that our granddaughter, Akunne, was always reading a book wherever she was at home or in the car. I asked her mother and she said that Akunne read a book a day or at most every two days and that the worst you can do to her was to take her reading away from her. 

I was beside myself with joy and wondered what I could do for this special child of mine. Without much thought about it,  I promised her I would write her a novel. And I started writing sometime in 2004 and went on to 2007 when the novel I had promised her titled, Forever Chimes, was publicly presented on my seventieth birthday at the University of Ibadan. Chimes treated the lineage in the Akadike family up to the fourth generation.

 I wanted my granddaughter to have a firm grasp of the lives of the African family from the pre-colonial days to latest times in the twentieth century including lives in the USA where Akunne was at the time. This is a long and consuming story about the astounding love of a great-grandfather, Akadike, for his great-granddaughter, Chioma, and the prevailing difficulties in living both as an African imbued in deep moral African traditions and the contending variables of a materialistic American culture. 

Chioma tries to successfully navigate her way through this confusing landscape. Forever Chimes made the First Eleven on the NLNG shortlist for literature in 2008. Two other novels followed, My Eyes Dance (2010) and I Am Kagara (2016) all owed to Chioma’s irresistible passion to live her life to the full among apparently confounding incongruities.

My poetic works all dedicated to my dear wife, Helen, Helen Not-of-Troy (2009), Cat Man Dew (2012), HelenaVenus (2013) were written while Helen lived and the fourth, Time Came Upon Me (2019), after her passage. As I was told, no other poet in Sub-Saharan Africa, and perhaps in our contemporary times, has accomplished this poetic feat.

What was growing up like in the South-east?

We lived at 158 Hundred-Foot Road, Aba, and my earliest recollections of my childhood come from my first day in primary school in 1942. The priest asked me my father’s name and I said, Sir Papa. I called my father papa so that must be his name. My uncle, Dede Raymond, who took me to school then, gave me my father’s name as Charles. So I was Mark Charles in primary school for a long time and I do not now remember when I became Mark Nwagwu. 

I attended Christ the King School, Aba, 1942-49. My life revolved around going to school and playing football after school. There was ample space between two adjoining houses and we played football in this space, the goalposts at the beginning and end of the passage. I often had homework to do but I paid more attention to football.  

I was not good at Arithmetic in school and was regularly punished by our teacher, Mr. Kuru, for failing my sums. The punishment got so bad I stopped attending school and would hide somewhere until school was over and then boldly walk home as if I had been in school all day. My uncle Dede Iwe found out and brought me back to my senses to return to school. He did not report me to my parents. In time I did worse: I left Christ the King School and enrolled myself in another school, Etikokwu Grammar School. My father found out and gave me the whipping of my life and I had to return to Christ the King.

I was a truant: I would often miss the evening catechism class and instead wander off to suya spots in the vicinity. With some coins taken from my other’s bag, I indulged my taste for suya. Sometimes, my good friend, Christopher Onochie, would oblige me and buy me a stick or two. One day I invited one of my classmates, Okeke Okonkwo, the best boy in our class, and asked him to join me in a suya fiesta. He begged off saying he had many irons on the fire! This was my first time meeting this expression and of course, did not know what it meant.

 Later I found out he meant he had much work to do. And here I was, work or no work, boldly striding to my favourite suya spot. Sometimes I did not have the time to consume the suya and would strip the pieces into my pocket to be eaten later, which meant during my catechism class when the teacher wasn’t watching.  Rats had their field day and would often eat up my pockets leaving gaping holes I would have to quickly patch up.   

On our street lived the inimitable Mrs. Margaret Ekpo and her dear husband, at 162-164 Hundred-Foot Road, a double plot with large grounds. Mrs. Ekpo ran a sewing institute and we were always eyeing the girls in her institute.

Christmas and New Year were celebrated jubilantly with masquerades marching up and down the roads, most notable of whom were Nwutam masquerade of Opobo, and Udunkulu of Abam. Udunkulu was not a masquerade but was led by a fierce war-like man garbed in war attire with swords and spears. He carried a basket containing human skulls, and now and then a cock would have its head pulled out and the blood spread on the ground ahead of Udunkulu. No one dared come near this war dancer and the hands worked strenuously to restrain his advances into the crowd. He was truly a spirit and was feared.

I always looked forward to the masquerades and spirits of Christmas quite apart from the feasting and rejoicing of the season. These were times when every child was certain to eat to their fill of rice and stew and meat, sometimes goat meat. My father always sacrificed a goat or two at Christmas, repeated on New Year.

NEPA had not come to Aba in my school days so we used lamps for light, often supported by wick lamps such as Aladdin (kerosene) and Tilley (petrol) which gave much more brilliant luminance.

We went to the toilet in buckets which were later emptied by workers named night-soil men, a most distasteful practice but which at the time was the only means of use for the general population.

You spent almost all of your adult life in Ibadan. What do you find so attractive that kept you in the city until retirement?

You must please first understand I was an undergraduate at UCI, 1957-1961. These years have not left me, instead, they come back over and over again leaving me in a state of dreaming heavens, the stuff of legends, the epic. When I wrote about Professor Ayo Banjo, former Vice-Chancellor of UI on his 80th birthday anniversary I went into my thoughts and extracted what seemed to be a gem of living heaven. 

I said, “The University of Ibadan campus provides the most elegant, beloved, and intriguing piece of prized property in Nigeria. Some of Nigeria’s finest minds have lived, and still, live here. I would dare say that in so many interesting ways, Nigeria begins and ends where the University of Ibadan begins and ends. Whoever thinks of this country must perforce think of the University of Ibadan. 

This is not just a university: it is a cultural and intellectual masterpiece in our variegated firmament of knowledge and enterprise. No wonder, it is a special pride of Nigeria. And Ayo Banjo looms large in this pantheon.” Here you have my feelings about the University of Ibadan and why I’m so engulfed in this masterpiece of thought and being.   

Let us talk about your late wife Helen, She seemed to be the orbit your life revolved around as an adult?

Helen is not someone I can describe in words: I don’t have the words that capture the essence, the magic, of this marvelous creature of God. I wrote an article published in The Guardian when my good friend, Fr. James Chapuli, died in 2007, titled, Fr. James Chapuli: ordained into chastity. Fr. James often pursued me to write articles on human sexuality and I gladly accommodated him when he died I thought I should let the world know what chastity was all about. 

Below, I reproduce part of this article in so far as it tells the precise story of the transcendental love I have for Helen, which makes her so special to me. As I said earlier, I have four works of poetry for Helen all of them deep expressions of my undying love for my dear wife.

Did you believe you will be so in love with any woman before you met Helen?

The answer is a simple no. Helen far surpassed my dreams, to the greater glory of God.

There is nothing in this life, absolutely nothing that I desire as I desire Helen. With Helen, God is close to me and as I live in Helen, I live in my God.

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