A balanced approach Essay

It is our main concern to keep children safe from harm. Doing this can be very hard, as at the same time we need to encourage children and young people to experience risk and challenges. If we try to remove all risks from children’s lives we could be restricting their learning experiences. Some risks obviously need to be avoided, otherwise we wouldn’t be competent in our role of caring for children and young people. Obviously the risks we allow children and young people to take should be appropriate to age, needs and ability, and a balanced approach should apply. We should not be excessively risk adverse and encourage children to have more independence, therefore creating more confidence. By allowing children to use and access certain equipment such as a trim trail or climbing frame, and giving them rules and boundaries to follow whilst using the equipment allows them to take certain risks without taking excessive risks. See more: The Issues Concerning Identity Theft Essay The children that I work with understand that when they are allowed access to the trim trail, they must follow the rules. There have been instances when children have not followed the rules and then have ended up with minor injuries from falling. Children now know that if the rules are not followed they will be removed from the activity on that occasion. However, by allowing children and young people to take certain risks, we must also remember to avoid excessive risk taking, for example, we should encourage children not to swing on chairs, and always demonstrate to children and young people how to use equipment correctly, i.e. scissors. It is very important your children and young people to be given the opportunity to take risks and challenges in order for them to develop a sense of self awareness. They need to understand the importance of potential risks to themselves and others around them. Children need to be encouraged to think about what risks may arise and how they can be avoi ded, and how they may impact on others and themselves.

Wives as Deputy Husbands

â€Å"Wives as Deputy Husbands† by Laurel Thatcher Ulrich Article Review â€Å"Wives as Deputy Husbands† by Laurel Thatcher Ulrich was written to give the author’s opinion on the roles of women in the 17th and 18th century. Some historians thought women were merely there to do housework and take care of the children. They thought they were helpless. On the contrary other’s thought they were very involved in various affairs such as: blacksmiths, silversmiths, tinworkers, shoeworkers, tanners, etc. They thought they may have been very independent.However, this article is used to understand how households were run and how women fit into both female and male roles. The author’s thesis of this article is to inform the reader that women had more roles in colonial times than people rarely consider. Ulrich’s contention is that â€Å"the husband was in control of the external affairs and of the family, a husband’s decision would incorporate hi s wife’s opinion, and should fate or circumstance prevent the husband from fulfilling his role the wife could stand in his place† (Paragraph 4. ).Women didn’t only depend on their husband. She was not helpless. Her commitment to her husband did allow him to be able to trust her with difficult tasks that a servant couldn’t be trusted with. A wife specialized in housekeeping skills but it also included the responsibilities of being a deputy husband. Ulrich says â€Å"Economic opportunities were limited for women; however, female responsibility was a very broad topic† (Paragraph 8. ). A woman could do any task as long as it furthered the good of her family and her husband deemed it acceptable.Wives could double as their husbands and became respected companions and shared the spouse’s authority. There was no sharp division between home and work in the colonial time period. Many people worked on a farm which also doubled as their home. This was al so true for male and females, their spaces overlapped. While the husband was around her responsibility was limited. When he was absent her responsibility was more weighted. If a woman became a widow, and she had no sons, and chose not to remarry she could inherit the deceased spouse’s estate.Many of the male’s responsibilities were less desirable to a woman than doing housework was. This work may prepare her to function competently in a male’s world, though. This article is specific to female roles. The textbook and class discussions/lectures mainly taught about the people of colonial America as a whole. We learned a lot more about men’s roles and female responsibility wasn’t mentioned very often. The article taught me that women were very important to not only the household but the entire family.In her husband’s absence she would take on his responsibilities as well as the household one’s and not only be able to survive but thrive. I think it was important to read this article because both women and men were present in this time period. Without women there would be no men (literally), so why would we study the important of one? To understand he time period I think all genders and races need to be studied to a certain extent. The strengths of this article were that Ulrich added many examples to help understand how not all women were shrew and servile but rather very independent.A weakness was that she also presented arguments from the opposing sides which in some cases were slightly confusing. Yes, it does fit into the prevailing interpretation because men weren’t present in every situation and when they weren’t women were to maintain the household and affairs. This information is indeed different that what I previously learned about gender roles; women stayed at home to cook, clean, and take care of children while men worked. Overall, this article was very informative and helped me understand how families worked together to be successful in the colonial time period.

Effect of Collaborative Learning Styles on Student Achievement Essay

In terms of assessment and teaching strategies, collaborative learning styles can be considered as an indicator of the student’s prior knowledge about a certain topic or subject. Learning styles are functional especially within the classroom setup because it enables the teachers to determine the existing knowledge of students which they are able to acquire before-hand which in turn grant the teachers the capability to assess the degree or level of difficulty the lessons will be. While it enables teachers to plan ahead of time the scope and level of the lessons for the students, it also helps the students to refresh their knowledge and be fully aware of what they already know. The problem however in the context of today’s modernization is the ability of students to acquire such habit, which clearly, declines the quality of their academic gain. The rise of technological advancements and the internet diverted the attention of the students from reading books and journals towards updating their online profiles and music players. Given this, it would rather be best if the students work in groups since these individuals presumably have the same common ground when it comes to societal habits. In such case, the challenging tasks will benefit both the student and the teacher in terms of brainstorming strategies and it allows students to participate in a casual yet academic form just enough to prepare them for future public or corporate requisites. Conceivably, such is in a sense that traditional schooling is incapable of providing the authenticity learners require is often given voice in the literature of educational technology, and this field provides a good vantage point from which to study both constructivism and the concern for authenticity. In essence, there is a huge possibility that students will enhance their cultural knowledge, cognitive skills, personal skills, business knowledge, and management skills given the activities that involve collaborative learning. Quality of knowledge imparted to students should be innovative and fit for this era. Reference McKenna, B. J. , & McKenna, J. J. (2000). Selecting Topics for Research Writing Projects. The English Journal, 89(6), 53.

Investigation Into Piston Failures Dissertation

Investigation Into Piston Failures - Dissertation Example Various researched have been conducted so far proposing new geometries, materials and manufacturing techniques for engine pistons which further accounted for a constant improvement for the past decades and demanded comprehensive analysis of the smallest details. Despite of all these vast researches, there is a mass number of piston failures. There are various origins in damage mechanisms which area basically related to temperature, wear and fatigue. Further the fatigue damages prominently include thermal fatigue and mechanical fatigue, which are either at high temperature or at room temperature. This study is not just related to the causes, diagnosis and solutions of piston failures but also related to an overwhelming and a specialist exploration of the points of investigation. Various interlinked aspects and methods corresponding to the piston failures or fatigues have to be considered to construct a reliable, overwhelming and coherent investigation about engine piston failures. Thu s, the following three basic approaches are employed to analyze the fatigue mechanism. 1. Total Life Approach, 2. Crack Initiation Approach, and 3. Crack Propagation Approach. Various characteristics such like the piston-materials, the piston-operations, the total life approach or the other related operations classify lubrication operations as the nature of the engine piston failure. The fatigue total-life approach corresponds to the piston life method that analyzes the stresses damaging the piston. In the similar context, the materials of the piston focus on the fatigue matter in which a piston is most likely to damage or crack due to the use of the forged materials. Such cracks or damages relate to the aspects of material-life, usage-life, stress-life, and operation-life. Nevertheless, the cyclic fatigues are commonly elastic where the material-stress life curve is used and the piston fatigue mechanism is basically plastic deformation. The characteristic of the crack initiation re lated to the dilemma of piston fatigue is usually employed to determine the operation's processes influencing the efficiency of the engine piston. Table of Contents Table of Contents 3 1.Introduction to Pistons 5 1.1. Background on Pistons: 5 1.2. Aims and objectives: 7 1.3. Piston function 7 1.4. Piston Parts 9 2.Piston Design 12 2.1. Piston Shape investigation: 12 2.2. Piston Rings: 13 2.2.1. Compression Ring 13 2.2.2. Wiper Ring 14 2.2.3. Oil Ring 14 2.4. Materials used for manufacturing: 16 2.4.1. The significance of silicone: 17 2.4.2. The types of aluminum alloy: 17 2.4.3 Forged versus Cast: 19 3.Piston Failures 20 3.1 Experimentation 21 3.1.1 Mechanical and high temperature mechanical fatigue 22 3.1.1.1 Piston head and piston pin hole 22 3.1.1.2 Piston compression grooves 25 3.1.1.3. Piston skirt 27 3.1.2. Thermal and thermal–mechanical fatigue 29 4. Analyses and Discussions 32 4.1. Mechanical fatigue 32 4.1.1. Piston head and piston pin hole 32 4.1.2. Piston compressi on grooves 35 4.1.3. Piston skirt 35 4.2. Thermal and thermal–mechanical fatigue 36 5. Solutions and Proposals 37 5.1. Local reinforcements 37 5.2. Materials 38 5.3. Design 39 5.4. Surface coatings 40 5.5. Piston cooling 40 6. Prevention of Piston Failures and deformation 41 6.3.3. The Types of Lubricants 45 6. Conclusions 46 6.1. The possible causes of the Piston Failure: 47 6.2. The different types of the piston damage: 47 7. Recommendation 48

Summary on evidence by roger sapsford Essay Example | Topics and Well Written Essays - 500 words

Summary on evidence by roger sapsford - Essay Example In this light, the article by Sapsford is introductory in its essence, or, alternatively, recapitulative, if a reader is aiming to find a starting point in tackling tasks that seem to defy easy methodological approaches to them. In this role, the writing by Sapsford is very adequate as the author manages to consequently present the general overview of conventional divisions of methods applicable in social psychology, such as divisions exemplified by oppositions between naturalistic and controlled, structured and unstructured, and specific and generalizable types of experiments and approaches to the data analysis (Sapsford 1996, p. 146). With this general but very instructive distinction in mind, the author devotes an extended attention to the exploration of the division of methods of social research on the ones inspired by ‘scientific’ and ‘qualitative’ approaches. ‘Scientific’ research, according to Sapsford, is characterised by the observance of the rules of â€Å"clear measurement and logical design† (Sapsford 1996, p. 147), which in practice means adherence to the formalised ways of data gathering and analysis, such as questionnaires, creation of personality inventories, organisation of control groups, etc. Perhaps even more insightful is the association by the author of the ‘scientific’ research with the underlying assumption of researches that the objective knowledge is out there in the world, and that their task is to find ways to obtain that knowledge. In its turn, the philosophy behind the ‘qualitative’ research is based on the assumption that it is too often the case that straightforward approaches akin to those of the ‘scientific’ research may miss the true complexity of the real world, can fall a victim to the subjectivity of researchers, and, moreover, may influence, even though inadvertently, the object of

The Simple Pendulum Essay Example | Topics and Well Written Essays - 1000 words

The Simple Pendulum - Essay Example The oscillations were repeated nine times using the same thread, same ball, while varying the length of the thread. The data was collected and analyzed using a graph. The results showed that as the length of the thread was reduced so was the time taken for a complete oscillation. It is widely known that the acceleration gravity g = 9.8 m/s2. (PHY 123 Lab 1 - Error and Uncertainty and the Simple Pendulum, 2010). However, the acceleration gravity may vary and as such the experiment of a simple pendulum can be used to determine the acceleration gravity (L09. Measuring the Acceleration Due to Gravity with a Simple Pendulum). The movement of a fixed object from one point to the opposite side and back to the original point is called an oscillation (Gray, Costanzo, Conaway, Watterson, & Riley, 2005). The period of the oscillation is dependent on the length of the pendulum, the amplitude of the swing and the acceleration due to gravity (PHY 123 Lab 1 - Error and Uncertainty and the Simple Pendulum, 2010). There are a number of factors always ignored that could affect the period of the pendulum-the experimental errors (L09. Measuring the Acceleration Due to Gravity with a Simple Pendulum). The objective of this experiment was to estimate the value of gravitational fo rce (g), based on measurements obtained from a simple pendulum and comparing it to the value of widely accepted value of 9.81ms-2. Moreover, the project aimed at understanding the relationship between different parameters in an oscillating system. The relationship employed in this experiment was: The sphere (golf ball) was connected to a thread to create a pendulum. The length of the thread used for this experiment was 0.79m determined by the measurement tool. A stopwatch was used to set and record the time taken for the oscillations. The pendulum was fixed to a table in order to limit errors and to make the oscillations near perfect. The time was set before the oscillations then measured and recorded

Gun on campus position paper Essay Example | Topics and Well Written Essays - 1250 words

Gun on campus position paper - Essay Example Campus is among the safest havens in American society. This year pro-gun organizations will again work to overturn campus bans on guns, including in Florida and Texas, where the debate on the issue has been persistent. AASCU with a backing of 370 colleges and universities in 41 states is engaged in a campaign to keep guns off campus. As articulated in its Public Policy Agenda, AASCU opposes state legislation that seeks to strip institutional and system authority to regulate concealed weapons on campus. Three divides exists in the United States. First, five states, which include Colorado, Mississippi, Oregon, Utah, and Wisconsin have laws allowing â€Å"concealed carry† at public colleges and universities. The rest consists of 21 states that do not permit concealed weapons on campuses and 24 leaving the colleges to decide on their gun regulations. The aftermath of Virginia Tech massacre in 2007 left 33 people dead (Guys and guns amok: domestic terrorism and school shootings from the Oklahoma City Bombing to the Virginia Tech massacre, 2008). A similar incidence at Northern Illinois University resulted in the death of six people. Many views were generated concerning campus gun policies in the state legislatures. Progressive increase in the number of states permitting concealed carry at public institutions has been recorded in the last decade (Smith, 2012). For instance, in 2011 and 2012, state lawmakers presented about 34 bills lobbying for concealed handguns on campuses. Mos t of those bills failed to pass. As different concerns arise from the need to permit concealed carry, many of the bills are back on the docket this year. According to the American Council of Education article, two Supreme Court cases have broadened the application of the Second Amendment, which is the right to bear arms. While most states incorporate this right in their constitutions, the decision in McDonald v. Chicago held

Assignment Example | Topics and Well Written Essays - 250 words - 376

Assignment Example I entered a competition following my class teacher’s encouragement and true to his belief, my essay was judged the best. This has been a defining moment in my writing life and as such has made me have the impetus to write and write even more. Writing plays various roles in my day to day life. Writing has impacted in my life in the sense that it has improved my communication skills; my creativity has been enhanced and my overall understanding of people based on their behavior which I tend to write on has increased (Richardson, 13). Further writing has enhanced my understanding of the world and how I can tell other peoples story. The most successful thing I have ever written on is the Korean wave. This is a story about how the Korean culture has grown international gaining audiences beyond south East Asia to reach the entire world. The story gives the success of Korean audiovisual products and how their originality has contributed to its growth

Party debate Assignment Example | Topics and Well Written Essays - 250 words

Party debate - Assignment Example ed States multiparty system would have been practiced, the government would have failed to make decisions in a timely manner because it would have failed to attain the majority votes required to pass legislation. Another benefit is that such a political system provides clarity to the voters in deciding which party to vote. This is because in two party systems the two opposing parties are either in favor or against a particular agenda and voters finds it easy to vote for the candidates of that party which is supporting their side of the agenda. For example, the two political parties of United States are either in favor of gay marriage or they oppose it. This allows the American citizens with the ease of selecting the candidate of the party that supports their viewpoints (Bibby, 2008). In my opinion it is better to have a two party system and such a system should continue in the United States because it provides the government with the power to make decisions in a timely manner which m ay be delayed in a multiparty system. Due to late decision making, the effectiveness and the value of the decision is lost and citizens of a particular nation end up experiencing

Manage budgets and financial plans Essay Example | Topics and Well Written Essays - 1750 words

Manage budgets and financial plans - Essay Example At present it is not unusual to have the budget function report to levels of management on top of the controller. Even though it is still accommodating for the budget director to report to the corporate controller, the approach toward reporting to a higher level is acknowledgment of the necessity to have the budget function commonly based in all operating areas of the business. Budget committee of Swann Communication is composed of representatives from most operating areas. This composition promotes synchronization. If correctly administered, the budget committee can achieve the exceptionally useful role of encompassing and reconciling the numerous diverse interests that make up a modern business. An effective budgeting system assists control. The budgeting system must fit the Swann Communication's operational control needs. The budget is considered as management's quantitative expression of plans for a forthcoming period. Budgets are prepared at different levels of the business. The Master budget is defined as the general financial plan for the period, which suggests the company's goals and objectives (Kemp, and Dunbar, 2003). Master budget of Swann Communication composes operating and financial budgets. The Operating budgets demonstrate the business' planned sales and operating expenses. The Financial budgets mirror financing plans such as borrowing, leasing, and cash management. Budgeting, when done correctly, can serve as a planning and controlling system. Swann Communication's goals and performance objectives are documented in financial terms. Once formulated, these plans are used all through the year. The monthly performance reports compare budgeted results with actual results. Management can inspect the performance reports and take required corrective actions to control operations. The role that successful budgeting plays in the management of Swann Communication is best understood when it is associated to the essentials of management. Numerous existing d efinitions of Swann Communication management can be expressed in terms of five key functions: planning, organizing, staffing, directing, and controlling. Planning and budgeting present a basis for assigning financial resources established on operational plans and objectives. For the reason of the intensifying complexity of business for the reason that of the movement in the direction of decentralization in big endeavors, augmented attention is being given to superior planning and control procedures. The management of Swann Communication must first plan. Plan is carried out by organizing, staffing, and directing operations. To control operations, management must institute proper techniques of observation and reporting to establish how actual results compare to plans. The budgeting is concerned mainly with the planning and controlling functions of management. Looking at how a budget is fabricated in the company will provide several insights into the fundamental aspects of budgeting. Primarily, the controller receives the operating plans of the line managers and other department heads and explains these plans into a comprehensive projection of financial condition and operating results. Final judgment should not be made until the outcome of the plans can be estimated by the CEO in terms of the impact on company resources and profits. Planning is considered to be future-oriented. The plan identifies

Hrm Pqhrm Essay Example for Free

Hrm Pqhrm Essay Link is a leading pharmaceutical company which has the head office in Colombo and also there are 7 branches all over the island. Over 200 workers are employed and Mr. Ravi Fernando is the training manager who has over 10 years experience in this field. He handles all the product training and also for training ,the company is known to spend heavily. These training included overseas training amp; other out sourced training programs. However , when new CEO Mr. Dylan Perera Joined the company Ravi Fernando had to justify this big amount of training cost and he was asked to provide a detailed report. He tried his best but he was failed in the same. CEO Dylan Perera wasnt satisfies as Mr. Ravi was not able to prove worthiness of his training programs at all. He has no any written records or at least the members couldnt explain what therere gained from the training. It was totally failure. Anyway Dylan is prompted to the forthcoming training schedule for 2009. My role as a consultant would be to identify * The key issues in the case that could have caused this situation * What has Ravi missed in his role as training manager and how that has led to the current problem * Suggestions and strategies which could be implemented In my report from here on it can be found recommendations and suggestions which can be implemented. 1) The key issues in the case that could have caused this situation Care-Link is a leading pharmaceutical company and Mr. Ravi Fernando is the training Manager of Care-Link. Ravi has done a great job in training and development of the company but it failed. The training outcome was not up to expectations. That is the biggest question. Issues in the case that could have caused this situation is as follows, * Spend a lot of money In this case Mr. Ravi spend a lot of money on training programs without onsidering whether those trainings are useful for the employees and effective for the success of the organization or not. Even though some aspects might not be measurable, there are measurable ways to determine if the money was spent wisely. Organizations have traditionally treated training as a cost and expense. When training has a sufficient payback, it can be viewed as an investment, not an expense. We have to identify the training need well and then to design the training program because it’s a huge waste if we spend a lot on unnecessary training programs. Before spending time and money, its better to follow a systematic process to first determine if training is a potential solution – and if it is, then we should develop a training program. Company should spend money on training wisely and that means making sure that there is a real need, that there are training objectives in place and that the learners will actually use what they have learned, immediately, back on the job. Then, your investment in training can actually pay huge dividends. That’s why in this case CEO Dylan Perera prompted to request a total plan for training initiatives before he approves any money for training during the year. * Objectives (training goals) set by the trainer, rather than the trainees Training objectives should set by both trainers and trainees up to their expectations. Here in this case Mr. Ravi decides on his own who are to send outsourced training and who are handling by himself. Effective trainers should be good communicators. He should have discuss with the employees before he sets the training objectives. Care Link’s practice was just to be nominated by the training division for training program actual need of the training should come up in the employees end due to gain a new knowledge or to fill a gap of required competence. Here the employees don’t have any opportunity to rise up with their own requirement of trainings. If the employees too have that opportunity it would be much easy to training division to build up training calendar and the budget on that to fulfill the real requirement of the raining. * A failure to identify the specific needs of employees and for employees to own their own development needs. Training is not the panacea to what ails every worker or every company. It is incorrect to assume that the problems facing every organization can be cured by â€Å"providing training. † In fact, only continuous learning, not training alone, can have an impact upon workforce productivity, but for a company to be successful in its learning interventions, it must know what it wishes to accomplish, give the proposed intervention time, energy and resources it needs to succeed, and ensure that there is a strategy into which the intervention will fit. Finally, there must be reinforcement, performance monitoring and evaluation. An identified training need pinpoints an area where change is required. Learning objectives specify what a person will be able to do differently as a result of training. The clearer the picture of what you want to achieve in a training session, the easier it becomes to plan the means and the greater the prospect of achieving success. Ineffective training adopts a scattergun approach, rather than pinpointing the target. Effective training designs are characterized by objectives which state clearly what the trained person will be able to do when back in the workplace. No accurate method to evaluate the training program In this case there was no specific method to evaluate the training program. When CEO asked the training manager Ravi, to justify the high training expenditure during the year and show more accurate proof other than a verbal explanation, he was failed to prove it because he never know an accurate method to evaluate the training program. Because companies have made large d ollar investments in training and education and view training as a strategy to be successful, they expect the outcomes or benefits related to training to be measurable. Therefore * To identify the program’s strengths and weaknesses. * To assess whether content, organization, and administration of the program contribute to learning and the use of training content on the job. * To identify which trainees benefited most or least from the program To gather data to assist in marketing training programs. * To determine the financial benefits and costs of the programs. * To compare the costs and benefits of training versus non-training investments. * To compare the costs and benefits of different training programs to choose the best program. Training programs should be evaluated. (see Attachment 01 for Evaluation Process) * Little or no support is given from upper management. The essence of a training need, then, is a gap between what exists and what is needed in order to meet or exceed the customer’s demands. One of the best payoffs from needs analysis is management involvement in training. Managers must play an active role in the diagnostic process and have a sense of ownership of the training event which results. When training is conducted at arm’s length from management, little can change. * No record on expenditure. There should be a record on overall expenditure of the training programmes. It should refer to the overall administration of the program. Cost could be classified in two areas, fixed cost like Trainer’s salary and accommodation cost and the variable costs like Training Material, venue and the necessary arrangements at the venue, food or snacks, transport and installation of training r equipments even though the variable cost is hard to measure it’s a must to measure the cost for the training to maintain the balance of the expenditure. Here the training Manager has failed to justify the high expenditure during the year 2008. That is due to the poor cost managing and not budget the training needs for the year ahead. Training budged which is setting in the beginning of the year should be accurate and well defined. 2) What has Ravi missed in his role as training manager and how that has led to the current problem Training managers have the primary responsibility of working with line managers to identify and meet personnel training needs. The training manager should establish training and entry-level requirements for key training positions and implement programs to select and develop training personnel. The training organization should exhibit a strong desire to meet the training needs of the line organization in both its approach to day-to-day activities and its long-term strategic planning. The training organization should help line managers, supervisors, and personnel recognize that training strengthens personnel and facility performance. A training managers supporting responsibilities may include the following, * Maintain training programs current. * Monitor instructor performance to verify training is conducted as outlined in approved training materials and in a manner that motivates personnel to learn. Verify that the training staff has obtained and is maintaining their technical and instructional knowledge and skills. * Develop training programs according to approved methodology. * Track training commitments to outside organizations such as the state and federal regulators, and assist line management in meeting these commitments. * Develop training program and trainee status reports for line managers, and assist line managers in identifying and resolving human performance issues. * Track current industry training issues. * Solicit line managers involvement when training commitments or needs are not being fulfilled. Work to establish mutual trust and cooperation between the training organization and all facility personnel. * Develop improved methods to meet training and facility objectives and goals as required. * Develop training policies that establish guidelines for all training functions. * Assist line management in identifying potential training needs based on facility and industry operating experiences. * Initiate and help prepare long-range objectives for the training organization that are consistent with corporate, facility, and training policies, and develop a system for verifying implementation of the actions needed to meet the objectives. Training managers should verify that employees participate in training and that training meets the employees needs. Here in this case there was no proper policy of training and development it’s the training managers duty to suggest a training policy for the organization. Mr. Ravi should have discuss with the top management about to make a good policy of training on behalf of the employees who needed the training. Training policies and procedures should support the accomplishment of the training mission, goals, and objectives by providing general guidance and detailed directions. Policies typically describe the conditions that guide the decision making process (i. e. , thoroughness, prudence, openness, and responsiveness). Procedures describe how specific tasks will be accomplished. And also The training manager of Care-Link Had no confidence with his training programs. When the CEO Dylan Perera was not satisfied with just verbal remarks and pushed Ravi to show more accurate proof on what he says, this was pressurizing Ravi to an extent that he was even thinking of leaving the company. This is because of his lack of confidence. Effective Training Manager should have good Confidence on what they train. Managing a training department offers a variety of roles that uncovers natural abilities and potential, while offering specific areas for development. Mr. Ravi Fernando as a experienced person in the pharmaceutical field , might be assuming him as a excellent facilitator of Training programs ,that why he himself handled all the products trainings but he should have understand as per the changing marketing requirement everything has to be changed by and by to meet up the market requirement. Should have seek opportunities to advance somewhere, and develop the strategic plan in accordance to that and then it should be linked the Training plan. Training Manger should be open minded to improve his skills or knowledge in areas which is related to the business and to the training requirement. Training Manger should be Responsible, reliable and accountable, ethical and able to instil a clear sense of purpose in others, Here in the Care Link people doesn’t get a chance to request trainings to fill their competency gaps, and the accountability wasn’t there as the case study views that Mr. Ravi himself failed to explain on what he has done in last year. If Mr. Ravi’s Character has heighted as a Problem solver, dealing with practical, people and problems, they would meet up best results than this. And of cause excellent consultancy skills should be there in his character as a training manager but case study not view any of the situation he has conducted due to understanding the internal customer requirements.. 3) Suggestions and strategies which could be implemented Care-Link company faced a lot of problems due to Ravis misconduct in his training programs. To make training and development more effective within your organization. Following suggestions and approaches will make companys employee training more effective and transferable; their application will result in measurable differences to organizations bottom line performance. * Make sure the need is a training and development opportunity. Do thorough needs and skills analysis to determine the real need for employee training and development. Make sure the opportunity you are pursuing or the problem you are solving is a training issue. Create a context for the employee training and development. Provide information for the employee about why the new skills, skill enhancement, or information is necessary. Make certain the employee understands the link between the training and his job. You can enhance the impact of the training even further if the employee sees the link between the training and his ability to contribute to the accomplishment of the organizations business plan and goals. Its also important to provide rewards and recognition as a result of successful completion and application of the training. Provide training and development that is really relevant to the skill you want the employee to attain or the information he needs to expand his work horizons. You may need to design an employee training session internally if nothing from training providers exactly meets your needs. Or, seek out providers who are willing to customize their offerings to match your specific needs. It is ineffective to ask an employee to attend a training session on general communication when his immediate need is to learn how to provide feedback in a way that minimizes defensive behavior. The employee will regard the training session as mostly a waste of time or too basic; his complaints will invalidate potential learning. * Favor employee training and development that has measurable objectives and specified outcomes that will transfer back to the job. Design or obtain employee training that has clearly stated objectives with measurable outcomes. Ascertain that the content leads the employee to attaining the skill or information promised in the objectives. With this information in hand, the employee knows exactly what he can expect from the training session and is less likely to be disappointed. He will also have ways to apply the training to the accomplishment of real workplace objectives. * Provide information for the employee about exactly what the training session will involve, prior to the training. Explain what is expected of the employee at the training session. This will help reduce the persons normal anxiety about trying something new. If she knows what to expect, she can focus on the learning and training transfer rather than her potential discomfort with the unknown. * Make clear to the employee that the  training is his/her responsibility and he/she needs to take the employee training seriously. She/he is expected to apply herself/himself to the employee training and development process before, during, and after the session. This includes completing pre-training assignments, actively participating in the session, and applying new ideas and skills upon returning to work. * Make sure that internal or external training providers supply pre-training assignments. Reading or thought-provoking exercises in advance of the session promote thoughtful consideration of the training content. Exercises or self-assessments, provided and scored in advance of the session, save precious training time for interaction and new information. These ideas will engage the employee in thinking about the subject of the session prior to the training day. This supplies important paybacks in terms of his interest, commitment, and involvement. As the Care link in a serious situation in having a proper Training and development policy, better to have climate survey among the employees of the company, which will provide all the information on the expectations and thoughts of the employees, then as per the requirement of internal and external customers the training division can buildup training policy. Policy statements and procedures should be developed on topics such as the following, * Analyzing tasks, designing and developing training materials, implementing and evaluating the effectiveness of training activities. * Identifying personnel qualification and training needs according to position descriptions, job assignments, previous education, training, and experience * Assessing the level of expertise of subcontract personnel and temporary employees performing work at the facility. * Pursuing job-related education activities. * Handling of individuals whose performance is marginal or unsatisfactory during training (i. . , remedial training) * Describing training department and line organization responsibilities for the training and qualification of facility employees. * Incorporating into training lessons learned from facility and industry operating experiences. * Conducting consistent training and evaluation in the classroom, laboratory, simulator, and on-the-job training. * Co mmunicating between training and line managers (e. g. , curriculum committees, peer review groups) * Maintaining training records of personnel training and performance. * Controlling and administering tests to maintain evaluation integrity. Training and qualifying instructors. * Scheduling of training activities and determining makeup requirements. * Maintaining control of training equipment. * Exceptions. * Facility evaluation criteria. * Vendor short courses or use of vendors for training. Training procedures should describe the types of training and training programs to be conducted, training program prerequisites, and the training audience. The procedures should clearly indicate the training needed for each job position and the sequence in which it is to be completed. The procedures also may reflect the facilitys division of labor policies, position descriptions, and work assignment practices. CONCLUTION It is incorrect to assume that the problems facing every organization can be cured by â€Å"providing training. † In fact, only continuous learning, not training alone, can have an impact upon workforce productivity, but for a company to be successful in its learning interventions, it must know what it wishes to accomplish, give the proposed intervention time, energy and resources it needs to succeed, and ensure that there is a strategy into which the intervention will fit. Finally, there must be reinforcement, performance monitoring and evaluation. Company should spend money on training wisely and that means making sure that there is a real need, that there are training objectives in place and that the learners will actually use what they have learned, immediately, back on the job. Then, your investment in training can actually pay huge dividends. Effective training and development helps employees to reach their full potential whilst providing the organization with the skills and capabilities it needs for the long term.

Education + Parents involvement Essay Example for Free

Education + Parents involvement Essay Childhood carries a similar attitude for all the children [boys and girls] unto the age 3 years in respect of play, fun and learning. A careful study of Montessori education reveals that the child develops learning, reading and a domestic-kind of assignment as a workshop, tells a lot about the child within three years. This is irrespective of the gender. Reading skills are picked up by children only in this age. Influence on Early childhood education World Literacy of Canada (WLC) approach to early childhood education programming in recent years has been the Early Years of Study This study of Reversing the Real Brain Drain (published in 1999) by Hon. Margaret Norrie McCain and Dr.J.Fraser Mustard. The findings are: Need for early childhood development programs based on the new understanding of brain development in the early years of and its effect on subsequent learning, behavior and health for individuals. First three years of a child, sets the stage for competence and coping skills for the later stages of life. Need for more integrated framework for early child development and parenting support. Recommendations for parental guidance: Parents must be provided with awareness, support and skills for the early development of their children. Build relation with children. Undertake programs to parents and educators to learn new ways to nurture children and develop responsive relationships between adults and children. Participation of parents in children’s programs. ï‚ § Interactive and supportive learning system with children along with parents. ï‚ § Active role with children in play and reading at home. ï‚ § Create a safe and friendly environment for children. ï‚ § Create programs where children of all backgrounds and abilities will feel loved and valued – this will stimulate brain development, learning and self-confidence. ï‚ § Play-based learning, and problem solving for young children under the guidance of educators and parents. Resources of early childhood development ï  ¶ Toy and resource libraries ï  ¶ Nutrition programs ï  ¶ Cultural events for children .e.g mobile toy book lending libraries ï  ¶ Theme-based learning ï  ¶ Play-kits. Special efforts and care for parents who are isolated to participate and benefit from the program. Create an awareness that children are part of social structure and emphasis on early childhood development. Parents involvement and its influence on achievement of Reading by students. The approach of the parent towards children is of similar kind with regard to education. Parents who stay-at-home moms can dedicate more time for motivating children in their reading habits especially to boys, by studying their interests and by discussing the topics which will detail about their approach to reading habits. Compelling boys to read for a certain hours of a day, forcibly, would not derive maximum results, as some parents believe. Instead motivation and allowing the boys to think and re-think about themselves, is certainly an achievement for the parents in the long run for developing reading habits. Today’s tech-savvy days also stand as a hindrance to the attainment of reading habits to children. The reason being, an easy access to television, computer, internet, video games, cartoon movies has enabled the children to move away from books, which is not at all a good ground for school education. Parental guidance with teacher’s support is the only solution for imbibing reading habits to children. For instance, the recent ‘Harry Potter’ novels have created a large amount of selling of books around the world. Harry Potter, movies as well as books have been sold by publishers. This includes readers of all ages, including adolescents. †¢ Sorcerer’s Stone †¢ Chamber of Secrets †¢ Prisoner of Ascaban †¢ Goblet of fire This is a relevant example, that children do read books, based on fiction, magic and fun. When it comes to the reading of curriculum, children may not feel as interesting as the fiction is. There is still scope for creating energy and interest among the students, and it mostly rests on the shoulders of parents and teachers. The precious hours of study of students are in the environment of school. The core area for their their learning activity and personality development. Students depict 60 percent effect of their school, while the parental guidance is only 40 percent. Most of the part what they are is shaped only in school. It is a well-known fact that parents and teachers work together to bring the best out of the students. How can parents tell if teachers are doing a good job?   Ed World’s â€Å"Principal Files† team members offer their perspective. Included: Look at the work students bring home and â€Å"the hard sell†. Parents communication with teachers is the key ingredient to the parents to know how their children are studying in the school. Term Grade papers, newsletters give a correct picture of students performance. According to Principal Nina Newlin â€Å"A teacher who has a good relationship with students is likely to be a regular parent informant†. nformation can be through email, telephone but there is a genuine concern about events in classroom to inform to the parents.. Mostly students evaluate a good’ teacher. Parents are also are guided by students in getting answers for their questions.   Students are always honest in answering to the questions of parents about the events in the classroom. Conversation at dinner table, a look at home work or a independent activity given, suggest to the parents, the performance of their children. A prompt check over the assignments is very important duty on the part of parents for the overall efficiency of the student. It also discloses a fact to the student that he/she is being monitored closely and there’s no opportunity to haywire. Many schools follow the procedure of being fair in classroom rules and procedures, tough in standards of performance, and fun in learning and classroom lessonsâ€Å"follow them home† wherever it is required.   Visiting school premises and watching students in the classroom also gives a true picture and to the satisfaction of the parents.   Volunteering also helps parent-teacher community to train the students for maximum achievements in their academic pursuit. Ultimately, if the student is happy and active in and out of learning area, it is learnt by the parent that the student is learning and happy in school area. What are effective steps for boys literacy with the involvement of parents Many child psychologists agree that adaptation of psychological methods to motivate children in inculcating reading habits, would certainly bring about a change in the development of boys. A thorough, methodical and continuous assistance of the parents is required, without imposing any punishments but rewards for one-to-one achievements that a child is prompted to do. In other words, ‘if you read this particular book and tell me’ ‘a reward would be a candy or a snack of your choice’. To this many child psychologists agree. Children are more smarter than parents. Therefore, parents must never let the children know that they are indirectly pursuing the children towards the concept of ‘sit with books for hours and read’, instead an idea of ‘helping hand’ or an atmosphere of an activity should be created. Parents can also prepare a long-term plan for improving the reading habits, by maintaining a statistical record of hours of reading spent by the child. This will also give a clear picture to the parent, whether the goal is being attained. A good amount patience, having a great understanding about the child, likes and dislikes, dos and don’ts, individual perception of the child towards the environment, study of personality will truly help the parent to remove the lacunae in the child. Particularly in the case of boys, in their adolescence they are action oriented. In other words, play indoor games, outdoor games, video games, watch movies, ride bikes, are some of the areas of interest for a large number of boys. A good and plain discussion with boys, about their activities outdoor, at school or college, a bit of guidance, without involving any argumentative statements, will direct the boys to ‘the thinking area’ of their own attainments and to reach set goals. A good friend for a boy should be made available ‘at home itself’ and that is none other than the ‘parent’. Many experts on education made the research study on boys reading habits. They formed an opinion that, boys mostly feel reading is an activity done by girls. Thus, boys are trailing behind the girls. A recent study in Canada, published in ‘Reading Manitoba’ found that 76% of the boys interviewed did not see reading as a feminine activity, and 73% enjoyed reading. Experts opine that offering the choice of material according to the boys interest, would be a good solution in achieving reading habits to the boys. Conclusion Education for children all over the world carries a great importance. Nations which are developed have more advanced sources for imparting education viz., Australia, Newzealand, U.S., Britain.   An analysis of education states that, many parents opt education overseas instead of domestic education. The reason being, parents believe, that the overseas curriculum is extensive, focusing the student to many aspects of education. Although this is partly true, the domestic education shapes the students [K-12] and effective methods of imparting education and touching the interests areas of students must be developed. For instance., domestic projects, like ‘how to do laundry’ ‘how to be a good host’ ‘attend a super market’, these will outline the interests of a students and reveal so much of personality from the students. Based on the results, parents and teachers can study their interests, and accordingly encourage them reading habits in those areas, thereby students also begin to learn to be active.   Modern day system of education, is such as mushroom of notes and homework, internals, exams, to some extent children also feel agitated over the system of education and lose the interest in studies. Adding to this, if parents emphasise more on reading, they catch the boredom and flee to find fund moments elsewhere, which is a common factor among students.   Finally to conclude, a change in system of education, close monitoring by parents and teachers will only lead the children back to the good old days of reading comics, enid blytons, phantom or sherlock holmes. www.worldlit.ca http://www.liamodonnell.com/. Article by Gary Hopkins,Education World ® Copyright  © 2004 Education World

Diagnosis and Treatment Modalities of Triple Fusion

Diagnosis and Treatment Modalities of Triple Fusion Developmental odontogenic anomalies can occur in both primary and permanent dentition leading to morphological variations in shape, size and structure, and numerical variations like anadontia, hypodontia or oligodontia. According to Kramer PF et al the most commonly reported odontogenic anomaly in primary dentition is co-joined teeth. Co-joined teeth can be due to fusion or gemination. Proper clinical and radiographic evaluation is a must to differentiate between the two. Occurrence of double fusion as an anomaly may not be rare, but triple fusion is a rare odontogenic anamoly. This paper gives a brief insight about incidence, problems associated, diagnosis and treatment modalities of triple fusion. INTRODUCTION Completely edentulous maxilla and mandible with only anterior teeth remaining is a common clinical situations causing progressive loss of bone in the posterior aspect of mandible. If bilateral distal extension mandible and completely edentulous maxilla is rehabilitated with removable partial dentures there are chances that mandibular denture base sink gradually because of resorption of alveolar bone in posterior aspect of mandible leading to posterior open bite. Lack of posterior occlusal contacts causes an eventual and progressive shift of masticatory function to anterior segments.1 This syndrome associated with resorption of residual alveolar ridge is termed as combination syndrome. Glossary of Prosthdontic terms 2 defines combination syndrome as the characteristic features that occur when an edentulous maxilla is opposed by natural mandibular anterior teeth including loss of bone from the anterior portion of the maxillary ridge, overgrowth of the tuberosities, papillary hyperplasia of the hard palatal mucosa, extrusion of mandibular anterior teeth, and loss of alveolar bone and ridge height beneath the mandibular removable partial denture bases also called anterior hyperfunction syndrome. Kelly3 was the first person to use the term combination syndrome. Additional changes occurring in clinical situation with completely edentulous maxilla and partially edentulous mandible with only anterior teeth remaining include loss of occlusal vertical dimension, occlusal plane discrepancy, anterior spatial repositioning of the mandible, poor adaptation of the prosthesis, epulis fissuratum and periodontal changes.4 Combination syndrome occurs among 25percent of individuals who wear both complete denture opposing mandibular anterior teeth and a bilateral distal extension removable partial denture.1 Sequelae of combination syndrome: Early loss of bone from the posterior part of the mandible leads to increase in function in anterior region as a result of posterior hypofunction. Hypertrophy of anterior mandible with anterior hyperfunction develops. Forces originating from the lower anterior teeth are directed towards the anterior portion of the unsupported maxillary denture leading to loss of bone and ridge height anteriorly, the posterior residual ridge becomes larger with the development of enlarged tuberosity 3. However enlarged tuberosities is also seen in situations where mandibular molars have been lost, the opposing maxillary molars may supraerupt together with alveolar process.5 Enlarged tuberosities along with increase in bone height causes the occlusal plane to migrate up in the maxillary anterior region and down in the maxillary posterior region, eventually the natural anterior mandibular teeth migrate upward with simultaneous mandibular alveolar hypertrophy. Anterior teeth on the complete denture disappear under patients lip effecting the esthetics showing none of the maxillary anterior teeth and too much of the lower natural anterior teeth. 3 With lack of posterior palatal seal, a negative pressure develops leading to papillary hyperplasia .3 Along with negative pressure chronic occlusal trauma from incisal edges of mandibular anterior teeth causes flabby tissues in anterior palate termed as papillary hyperplasia. Kelly3 demonstrated resorption in the edentulous maxilla but not for the posterior edentulous parts of the mandible. However it has been studied patients with a complete maxillary denture opposed by a mandibular distal extension removable partial denture and retained by an anterior bar revealed more bone resorption in the posterior mandible than in the maxilla.6 Loss of established posterior occlusal contacts is an important factor in relation to the combination syndrome 1as a result of resorption of both anterior maxillary and posterior mandibular edentulous alveolar ridges leads to progressive collapse of vertical dimension of occlusion causing the mandible to move forward resulting in pseudomandibular prognathism. Loss of occlusal contacts can be attributed not only to bone resorption under mandibular distal extension bases but also to wearing of the artificial teeth, as well as changes in position of the anterior mandibular teeth which may facilitate parafunctional activities such as clenching and thereby increasing the pressure on the maxillary anterior alveolar bone.7,8 Histopathological changes: Histopathology of hyperplastic anterior ridge tissue and fibrous tissue over tuberosities are indistinguishable with mature dense fibrous connective tissue consisting of bundles of collagen fibers, few cellular elements and a very few inflammatory cells.3 This is also similar to histopathology of mature epulis fissuratum. Similarity of histopathology of all three conditions (hyper plastic tissue, fibrous tissue, epulis fissuratum) may be attributed to similar tissue response to prolonged trauma from denture base. Management of combination syndrome: Ill fitting dentures have been blamed for all of the lesions of edentulous tissues but the most perfect denture will be ill fitting after bone is lost from anterior part of the ridge. Removable dentures need periodic attention to check for any tissue changes. Frequent relining of ill-fitting dentures slows down but does not stop the development of combination syndrome. Preventing the degenerative changes that complete maxillary denture opposing Kennedy’s class I partial dentures can be best accomplished by avoiding extraction of lower anterior teeth and retaining weak posterior teeth as abutments by means of endodontic and periodontic technique.3Also over denture can be considered as treatment option by retaining roots of anterior mandibular teeth to support an overdenture. According to Langer 9 both well designed removable partial denture and over denture can be suggested for patients with an edentulous maxilla and some remaining anterior mandibular teeth. Well designed mandibular removable partial denture is suggested for low risk patients who have not developed combination syndrome and whose mandibular anterior teeth are well preserved and have not supraerupted. However the restoration of the posterior occlusion with removable partial denture will not entirely delay a progressing combination syndrome. Removable partial denture is advocated for situations that may eventually develop combination syndrome but nevertheless have shown stable occlusion. In the past because of limitations of removable partial denture a more predictable outcome can be expected by use of over denture especially for patients who already have combination syndrome or whose mandibular anterior teeth are structurally or periodontally compromised9 .Additional retention for mandible may be provided by stud attachment. The evaluation of risk of developing combination syndrome is based on past dental history and the condition of remaining mandibular anterior teeth. To prevent bony resorption mechanical forces must be distributed over as large an area of the basal seat as possible and the denture must make as little movement as possible against its basal seat. Wide coverage with the complete or partial removable denture base to minimize the force per unit area is the basic to reduce ridge resorption and would help to prevent combination syndrome.10Covering the retromolar pad and buccal shelf with denture base retards bone loss.10 The destructive changes on the soft tissues brought about by class I mandibular removable partial dentures constitutes a strong support for â€Å"shortened dental arch’’ concept.11Dentures with only anterior and premolar teeth can meet oral functional demands in most situations.12 Surgical options can be considered in treating undesirable conditions associated with combination syndrome .13,14The flabby hyperplastic tissue can be surgically removed, the papillary hyperplasia can be eliminated and enlarged tuberosities can be reduced3 which allows the distal end of occlusal plane to be raised to proper level and allows the lower partial denture bases to be fully extended over the retromolar pad. Correction of premaxillary bone atrophy with bone grafting can be successful in treating combination syndrome. Traditional occlusal schemes and posterior occlusal forms both incorporate a vertical overlap of anterior teeth. Overtime this overlap results in anterior contact or hyperfunction due to forward and upward movement of the mandible leading to bone loss caused by anterior hyperfunction syndrome. An alternative option to prevent contact of anterior teeth involves noninterceptive linear occlusion combined with bilateral fulcrum of protrusive stability.15Linear occlusion consists of masticatory surfaces in the form of a straight, long occlusal ridge in contact with flat monoplane opposing surfaces ,there are no cusp inclines with which to make contact during envelope of function. For this reason linear occlusion is defined as a non interceptive type of occlusion requiring minimal interocclusal rest space.16 Establishing the horizontal plane of occlusion from the incisal edge of the maxillary central incisors to the top of retromolar papilla on either side in the posterior region is an integral part of linear concept of occlusion.16Guidelines for linear occlusion includes use of an alternative tooth form with its inherent absence of anterior vertical overlap.17 There is no need for the traditional 2-3 mm interocclusal rest space which does not mean interocclusal clearance is not needed but less is required. For this reason the centric relation record was made at vertical dimension of rest allowing teeth to be arranged at a vertical height that reduced vertical overlap of anterior teeth, 0.020 of an inch of vertical clearance was provided during arrangement of the anterior teeth.15 Both implant retained and implant supported prostheses have become increasing popular and have been proven successful in prosthetic rehabilitation of partially and completely edentulous maxilla and mandible.18, 19The unstable occlusion in combination syndrome results in progressive posterior mandibular atrophy .use of a conventional denture in restoring the mandibular dentition provides the least patient satisfaction as compared with the fixed prostheses.20For this reason the patient usually elects to have mandibular rehabilitation with implant retained prosthesis. A fixed implant-supported prosthesis of the same design produced bone apposition in the posterior parts of mandible ,whereas an overdenture supported by two implants resulted in a continuous resorption of the same areas .8A well documented long term results were found in fixed mandibular prostheses supported by implants placed between the mental foramina and opposing maxillary complete dentures.21 A study has shown that in patients who received mandibular implant-supported fixed prostheses bone resorption in the posterior part of the mandible ceased.22 Conclusion: Clinicians have recognized a number of characteristic features of combination syndrome but documented observations are rare. Epidemiologic studies related to combination syndrome are yet to be conducted to reach more conclusive results in diagnosing combination syndrome. Destructive changes of hard and soft tissues can be avoided by preventing combination prosthesis by retaining mandibular posterior teeth by endodontic or periodontal treatment. Ill fitting dentures have been blamed for all the lesions of edentulous tissues yet no matter how well the dentures are made by the denture will be ill fitting with gradual resorption of alveolar bone. Removable partial dentures require periodic recall and check up as to maintain posterior occlusal contact by constant relining of distal extension denture base to compensate for resorption of bone. Every effort should be made to avoid the potentially destructive occlusal forces exerted on anterior maxillary residual ridge .Linear occlusal concep t can be used to fabricate functionally and esthetically pleasing prosthesis. Implant rehabilitation in these patients slows down the bone resorption. However management strategies should be tailored to suit the needs of an individual patient.

The Scarlet Letter :: essays research papers

In his criticism of The Scarlet Letter, Harry Levin discusses the severity of the sins that are committed by Hester Prynne, Reverend Dimmesdale, and Roger Chilingworth. Although all three main characters have sinned in the novel, the ruthlessness of their sins is easily identifiable.   Ã‚  Ã‚  Ã‚  Ã‚  Harry Levin takes it upon himself to 'rank'; the three sinners in The Scarlet Letter based upon their sins, and the circumstances that surround them. The least severe sinner is Hester Prynne, followed by Reverend Dimmesdale, and the most severe sinner in Levin's mind is Roger Chilingworth. For Hester, Levin states that her affair with Dimmesdale is 'pardonable'; (Levin, 10) because the lull in her relationship with Chilingworth was natural, and there was nothing that she could do about it. Her partner in sin, Reverend Dimmesdale, is stated to be 'an unwilling hypocrite, who purges himself by means of open confession.'; (Levin, 11) He also has seemingly been forced into his role, but cannot publicly repent like Hester does by wearing a scarlet letter, or wearing a black veil. Levin continues by saying that 'by Hawthorne's standard'; the Reverend has been more sinful than she has. (Levin, 11) Although it is not discussed in the criticism, the point that Levin makes can be proven in the story when Mr. Dimmesdale is returning from the meeting with Hester in the woods. Dimmesdale is described as being so full of energy, that he decides that he wants to commit 4 sins. Although they are not very severe, the basic premise is that maybe he really is more evil than he appears. Finally, the crudest sinner in The Scarlet Letter is Roger Chilingworth. Levin describes him in his criticism as follows: 'Chilingworth, who's assumed name betrays his frigid nature, plays the role of the secret sharer, prying into his wife's illicit affair, spying upon her lover unawares, and pulling the strings of the psychological romance.'; (Levin, 11) Basically, this means that no matter how the reader perceives it, Chilingworth is definitely the most evil character in the story. Levin is also quick to say that although Dimmesdale and Hester can atone for their sins, Chilingworth cannot. Harry Levin is correct in his criticisms of the sinners in the novel The Scarlet Letter. Hester Prynne is easily the least brutal sinner of all. In the novel, when Hester meets with Chilingworth in the jail, the reader sees that she did not commit her sin without reason.

Analysis of Brave New World by Aldous Huxley Essay -- Brave New World

Analysis of Brave New World by Aldous Huxley Brave New World by Aldous Huxley was published in 1932 after two major global events- World War Two from 1914-1918 and The Great Depression of 1929-1933. These two events changed the way people saw the world and made people see the events were beyond the control of individuals and even governments. Also at this time the world was seeing the rise in technology and the view that science could help solve some of the problems. Much of the technology has been developed because of the war and the mass of people had suffered because of it. All problems with society led to a rise in totalitarian regimes such as those in Russia, Italy and Germany. Huxley uses the novel to question the usefulness of the one party state and shows how it eliminates freedom for the individual. Also in his dystopia, he looks at many areas that we have in our own society such as family, relationships, education, social classes and the role of the individual in society. He shows how far the new world has moved away from nature- they even condition the children to avoid it. The reservation is the only place that has nature and spirituality but it also has its own set of problems that come with freedom. Themes In The Wild: In BNW nature has been eliminated in the ‘civilised’ world and individuals are conditioned to avoid it. For example, in chapter 2, we see babies who crawl towards flowers and books and are conditioned to avoid them by noise, bells and electric shocks. The children are being conditioned because ‘A love of nature keeps no factories busy’. We see the psychological training show its effect in Lenina’s reaction to any form of the natural world. For example, her reaction ... ... Sebastian is brilliant but alone; Deckard is alone as is Tyrell who is symbolically a ‘God’ and is the most powerful man in the film. Even people on the street seem hurried and alienated, struggling to survive. Their attitude to nature is non-existent because for most people the natural world doesn’t exist anymore. Some individuals, like replicants, carry memories but nothing real seems to exist. People relationship with and attitudes to nature is complex in both BNW and BR. In the BNW individuals who live in the city are conditioned to hate nature and this is life long. Those that live on the Reservation struggle to survive and nature is a complex and difficult part of their lives. The setting in BR has eliminated the natural world and consumed all of its resources. The people have little or no nature to relate to and these determine their attitude.

The Anti-Slavery Effort :: Slavery Essays

The Anti-Slavery Effort Slavery in America can be traced as far back as when Europeans began settling the North American continent. The first town established in the New Worlrd was Jamestown in 1607, and the first slave arrived on the continent in 1619. European pioneers that colonized North America brought slaves with them to help settle the new land, work their plantations growing valuable cash crops such as tobacco and sugar, and to cook and clean in their homes. Most people didn't see slavery as a problem at this time because it was quite rare in the New World with only a few wealthy landowners who owned slaves, however, public opinion would be swayed. Abolitionists first started appearing in America at about the time of the American revolution. Opponents of slavery included some of our distinguished Founding Fathers such as Benjamin Franklin, Alexander Hamilton, John Jay, Thomas Paine, and Benjamin Rush, who felt that slavery infringed on the concepts of the Declaration of Independence. Most northern abolitionists were religiiously inspired, such as the Quakers, and felt that slavery was a sin that must rectified immediately. The abolitionist cause was one a moral argument. They felt that the majority of slaves were being treated inhumanely and tortured. This disgust of southern slave-owners compelled a few abolitionists to act out in extreme measures, but the majority used peaceful protest methods. They used different methods to fight for their cause; fanatics went to the utmost of their power in killing the opposition, while others pacively handed out pamphlets and flyers in protest, or participated in the Underground Railroad. One fanatic abolitionist who, in this writer's opinion, just went too far is a man named John Brown. Brown's anti-slavery efforts are most well-known for his raid on the Us weapons arsenal in Harper's Ferry, Virginia, 1859. Brown was born on May 9th 1800 in Torrington, Connecticut, and grew up in Ohio. During his adult life Brown had trouble holding down a steady job due to business reverses and and charges of illegal practices which followed him from the 1820's and on, but by the 1850's he became deeply intertested in the slavery issue. Brown and five of his sons became embroiled in the struggle between proslavery and anti-slavery forces for control of the territorial government in Kansas. By the spring of 1855, Brown had assumed command of local Free-Soil militia. Within a year, proslavery forces had sacked the Free-Soil town of Lawrence, an event that triggered a bloody retaliation by Brown.

Kenya education Essay

An Overview of the Kenyan Education System: Issues and Obstacles to Learning Posted by Lee-Anne Benoit on April 27th 2013 I’m back again with an outline of what I’ve learned about the Kenyan Education system from the diverse experiences that I’ve had. You’ll notice this blog is slightly more academic in nature, but I felt that it was important to find research to back up my own observations. Education is perceived as one of the principal motivating factors behind national economic development and it is one of the most effective ways in which individuals can ever hope to achieve better opportunities and a higher standard of living in Kenya. For these reasons Kenya has invested heavily into its education system over the past twenty years. It is my primary objective in this blog to express all that I have learned about the primary and secondary education systems in Kenya in the short 12 weeks that I have been here. I discuss the structure of primary and secondary schools, the implementation of universal free primary education (FPE), limited and equitable access to education, obstacles to learning within the classroom, special needs education and inclusion. My understanding is derived from my experiences visiting and working at eleven different public and private schools in Kenya, two Masters courses in Special Needs Education that I audited, academic journal articles as well as several discussions and conversations that I have had with various individuals related to the field of education. Structure of Primary and Secondary Education To begin, I’d like to outline what I have learned about the structure of primary and secondary schooling in Kenya. I have gained most of my insight from visiting nine different public and private schools in Nairobi and Mombasa. During these visits I was able to tour each school, observe classes, and interact with administrators, teachers, and students. What follows is an account of some of the pertinent information that I have gathered. Children begin primary classes around the age of three years old. They enter a nursery program for roughly two years before commencing Standard 1. Depending on their final KCPE (Kenyan Certificate of Primary Education) examination marks at the end of Standard 8, students may or may not qualify to attend a secondary high school. Secondary school in Kenya has four levels, forms 1 – 4 and is completed only when students finish their KCSE (Kenyan Certificate of Secondary Education) examinations. Again, student grades play a key role in determining whether or not students are able to attend university. Due to the ethnic diversity in Kenya (42 different tribes), children begin school speaking a variety of languages. Because of this, all students study their subject material predominantly in Kiswahili up until Standard 3 in a homeroom classroom. It is not until Standard 4 students are immersed in English and must follow a strict timetable of up to 10 lessons a day. The subjects taught in the primary grades include Math, English, Kiswahili, Science, Social Studies and Christian Religious Studies. Depending on the location of the school, students may study Islam. Looking through the Kenyan Primary Education curriculum documents, I noticed that art and music were indeed included in the syllabus. However, after inquiring after this, I discovered that art and music have been cut from the timetable due of the cost and perceived unimportance of the subject material. From the little experience I have, it seems as though the degree to which children are allowed to express themselves creatively through art and music depends largely on the school and classroom teachers. From personal observation I can say with confidence that the approach to education in Kenya is largely teacher centered and by the book. Teachers strictly adhere to the Kenyan syllabus for both primary and secondary students and textbooks are a teacher’s primary resource during lessons. Standardized examinations are the sole assessment techniques that I have noted being used in regular classrooms thus far to report student progress. Students in every grade level must complete these standardized examinations at the end of each term, including students in preprimary programs. Grades are critical indicators of success and failure in the lives of students for they ultimately determine whether or not one is able to advance to secondary school. As I mentioned earlier, students must complete their KCP examinations at the end of standard 8. These are national, standardized exams in all subject areas and are worth a total of 400 marks. Students must achieve a minimum of 250 marks if they wish to enter secondary school. In order to graduate High School students must complete their KCSE examinations, and achieve high grades if they wish to enter university. I would like to point out that Kenyan teachers have excellent classroom management. Most of the students that I have observed are incredibly well behaved and show a level of focus and respect that I have not seen on such a large scale before. I am impressed by teacher’s classroom control especially considering the large class sizes that they handle on a daily basis. I attribute this classroom control to the use of corporal punishment, which is considered to be the norm in Kenya. It has also been argued that students’ passivity in the classroom dates back to British colonial days and has been an aid and a challenge in encouraging students to take responsibility for their learning (Ackers and Hardman, 2001). Universal Free Primary Education Another key point that warrants discussion is the implementation of FPE, Universal Free Primary Education, in Kenya. Many of the challenges that the Education system currently faces are directly linked to the implementation of FPE. G. J. Cheserek and V. K.  Mugalavai argue that the main problems facing the education system are, â€Å"issues of access, equity, quality, relevance and efficiency in the management of educational resources,† (2012, 473). The following discussion will elaborate on such issues. As of January 2003, the NARC government established the FPE program to satisfy the pledge it made during the 2002 general elections in order to provide opportunities to disadvantaged children (Makori). This project was a great success in terms of the increased enrollment of disadvantaged children. More than 1.5 million children enrolled in public schools across the country, (Makori). However, the country was not yet prepared to accommodate such a large increase as can be seen by such drastic consequences. Few primary schools were built to accommodate the influx of students, which led to over crowding and congested classrooms. There was a shortage of teachers at the time, which led to the employment of unqualified teachers (Makori). Schools lost revenue from the lack of tuition fees, which led to a strain on teaching materials and resources as well as limited physical facilities (Makori). Lastly, teachers’ challenges increased as their class sizes grew. Although Primary School tuition fees have been abolished, several factors continue to impede access to education in Kenya. Many parents still cannot afford to pay for school uniforms, textbooks, transport, meals and supplies, without which students cannot attend school (Glennerster and Kremer, 2011). These fees are especially difficult for marginalized children such as females, orphans, and the financially underprivileged. Poor health and the inability to seek medical attention also impede many children’s access to education and negatively affect their academic performance, (Glennerster and Kremer, 2011). Many children cannot attend school due to intestinal worms, malaria, and other health concerns such as malnutrition, which can seriously affect their cognitive development. A teacher at the Kiambui Primary School informed me that many of the students arrived at school without having eaten breakfast and who did not bring lunches. Many teachers, despite their low salaries, felt obligated to bring food for the most needy. Lastly, there is an issue of distance and transportation. For some, transportation is unaffordable and the distance to school is too great to walk, which renders the possibility of attending school impossible (Glennerster and Kremer, 2011). Despite advancements in accessing primary education, access to secondary education has remained quite low in comparison. There are a number of reasons that account for this. For instance, secondary schools still require tuition payments. Although these fees have been reduced, it is still quite expensive for many. Distance also plays a major role for some in accessing education. As of 2011 there were approximately 26, 000 primary schools and 6, 500 secondary schools spread across the country, which meant that many communities did not have a nearby high school (Glennerster and Kremer, 2011). Poor KCPE examinations scores at the end of Standard 8 also create a barrier in accessing Secondary School. 2004 KCPE results show that a much higher percentage of students from private schools qualify for secondary school than public school, which has led to an overrepresentation of private school graduates attending top Kenyan Secondary Schools (Glennerster and Kremer, 2011). The quality of primary education, so it seems, acts as a serious barrier to obtaining secondary education. Finally, there is limited space in secondary school so parents and students alike must compete for placement in one if not one of the elite National schools. Yet another interesting point to note is that FPE does not enable all children equitable access to quality education; the key word here being ‘quality. ’ There is an alarming difference between the quality of education that public schools offer vs. that of private schools as noted earlier. After visiting both private and public schools I can attest to the difference. The five private schools that I visited had a low teacher to student ratio, more resources and materials for students, an adequate amount of desks for their student body, as well as electricity and running water. On the contrary, some of the public schools that I visited had class sizes of 60 to 80 students, limited electricity, insufficient textbooks and desks for students. There is much speculation that the poor performance of public school graduates on the KCPE examinations is due to a number of specific factors. For example, because of the increased enrollment in primary schools in 2003, teachers had to contend with extraordinarily large class sizes made up of a diverse range of students whose preparedness varied. Circumstances such as these diminish a teacher’s ability to differentiate their instruction and give individualized attention. Resources and materials are spread thin and mobility within classrooms becomes limited. It is thought that this large influx of â€Å"first generation learners† has contributed to declining test scores in the public school system (Glennerster and Kremer, 2011). It is also thought that poor performance in primary schools is perpetuated by an increasing stratification between public and private schools. This disparity becomes all the more clear when considering the disparity between the KCPE scores of public and private school graduates (Glennerster and Kremer, 2011). Under qualified teachers has also been stated as a factor as well as corruption. Obstacles to Learning Within the Classroom â€Å"For Kenya to be internationally competitive and economically viable, the Republic of Kenya requires an education system that will produce citizens who are able to engage in lifelong learning, learn new skills quickly, perform more non – routine tasks, capable of more complex problem-solving, take more decisions, understand more about what they are working on, require less supervision, assume more responsibility, have more vital tools, have better reading culture, quantitative analysis, reasoning and expository  skills† (Cheserek and Mugalavai, 2012, 472). As this statement explains, Kenya needs a strong education system that will train individuals to meet the growing economic needs of society. However, as discussed previously, evidence shows that students in public primary schools are achieving significantly lower their private school counterparts. There are a number of factors that can account for this disparity, which directly relate to the quality of primary education and the interactions between teacher and pupil. In 2001, Jim Ackers and Frank Hardman conducted a study on classroom interactions in primary schools in Kenya and found that the predominant teaching style was characterized by the ‘transmission of knowledge’ and was teacher focused in nature. Students were motivated to participate but answered preplanned, ‘closed’ questions and lessons often involved a high degree of choral response and repetition of memorized information (Ackers and Hardman, 2001). They go on to write that, â€Å"there were few examples of interaction between teacher and pupils that extended or even encouraged higher order thinking because of the domination of the recitation mode, where typically the teacher asks a series of pre-planned questions, initiates all the topics, and rarely interacts with the substance of the pupils’ answers except to evaluate them†(Ackers and Hardman, 2001, 12). Interestingly enough, this literature mirrors my own observations. I also noted the predominance of a rote learning style of teaching while visiting a number of primary schools. The teachers that I observed lectured on a topic for a large portion of a lesson and then questioned students to see what they were able to absorb. I did not observe any inter pupil interactions or discussions during class time. Rather, students spent the remainder of the class silently copying notes and answering questions from the board. I observed this pattern across multiple subjects and classrooms. Acker and Hardman point out that impediments to learning also include a lack of teaching resources and poor physical conditions of classroom spaces (2001). From what I have noted, the blackboard and student textbooks are the primary teaching aids in a lot of schools. Another obstacle to learning within primary grades is the size of the class. In many cases, teachers can have upwards to 80 students at a time in a regular sized classroom, which creates a congested environment. In such cases it is virtually impossible for a single teacher to meet the needs of every individual learner. Differentiation becomes ineffectual, as does mobility within the classroom. Resources are spread thin and many struggling learners are overlooked. In addition to overcrowded classrooms, teachers face many challenges, which in turn affect student performance. Firstly, they are under a great deal of pressure to teach all of the curriculum outcomes in order to prepare students for their examinations. Combined with a lack of funding and classroom space, teachers are at a loss when it comes to planning creative lessons. Secondly, teachers face a strong tradition of teaching practice that is both historically and culturally embedded. Attitudes towards change can be stubborn, making transformation a slow process. Thirdly, teachers lack an appropriate amount of support and assistance within the classroom as well as opportunities for professional development. As it stands, resource and literacy programs are virtually non-existent in schools, and the government cannot afford to pay for assistants within the classroom. Few primary schools can even afford a library. Fourthly, and in part due to distance, there are barriers to communication between home and school, which negatively impacts student progress. Lastly, primary school teachers work for very low wages, which can be demotivating for some, ultimately affecting their professional pedagogical practice. For many teachers and students alike, school can be a truly sink or swim endeavor. Special Needs Education and Inclusion My insight into special needs education derives from two sources. Firstly, I have audited two Masters level courses on special needs education in Kenya entitled Guidance and Counseling of Special Needs students and Issues and Problems in Special Needs Education. Secondly, I have worked for a short time at a private special needs school entitled Bright Hills. In addition to Bright Hills, I have also visited three different ‘Special Units’ in public schools: Kaimbui Primary School, Kilimani Primary School, and Muchatha Primary School. I would like to share some of the pertinent information that I have learned. According to my own personal experience and research, special needs education is predominantly segregated from general education classes. Many primary and secondary schools have classes termed ‘Special Units. ’ These classes are home to students who have a wide range of learning needs, which â€Å"cannot† be met by regular classroom teachers. I have been told that Special Units are inclusive in the sense that all students who have a disability or a special need share a common learning space. It is the role of the special education teacher to tackle the challenging task of differentiating lessons for many students who have varying degrees of learning dependency. Many of the students of Bright Hills Special Needs School are taught the regular primary school curriculum. However, other special needs students are given vocational training, which I observed at the Kiambui Special Unit and the Deaf and Blind Unit at the Kilimani Primary School. Learning skills such as beading and weaving give students the potential to earn a livelihood outside of school and become productive members of society. Although the Kenyan Minister of Education approved a policy in 2009 that supports the equitable access to quality education and training of learners with special needs, special needs education still faces many challenges. The factors that hinder the provision of education for special needs learners include vague guidelines that describe the implementation of an inclusive policy, insufficient data on children with special needs, ineffective assessment tools, curriculum, and a lack of qualified professionals, (Lynch, McCall, Douglas, McLinden, Mogesa, Mwaura, Njoroge, 2011). Many of the discussions in which I participated in my class: Issues and Problems in Special Needs Education mirrored this argument. Major issues that were discussed include the stigmatization of persons with disabilities, a lack of funding to equip teachers with the resources, materials and support required to meet learners needs, a lack of curriculum adaptations, differentiation, appropriate methodology and qualified personnel, inappropriate and biased assessment measures and the misdiagnosis of learning disabilities, which leads to the misplacement of Students in Special Units. I have also had several discussions concerning the implementation of inclusive educational practices within Kenyan Schools. Many of my classmates believe that inclusion is indeed the way forward in reforming the issues inherent in special needs education. Others however, believe that inclusive education is too ambitious a reform to make. Dr. Mary Runo stated in a lecture that she is not certain that inclusive education is what Kenya presently needs. Rather, the focus of reform should be on government policy and persistent negative attitudes towards disabilities. Although inclusive practices are in a fledgling state in Kenya, there are a few successful cases. Take for example the Kilimani Primary School, which is the only school in Nairobi that incorporates the hearing and visually impaired into general classrooms. Numerous supports are provided to students such as braillers, translators, adaptations, and individual assistance. The Kilimani School also has a segregated Special Unit for those who are deaf or blind as well as a Special Unit specifically for those who are deaf and blind, both of which are well equipped with qualified and dedicated teachers as well as a diverse range of teaching aids and resources. It is common practice for a Primary school to pull struggling students out of the regular classroom and place them in a Special Unit for a short time until they can successfully transition back into a regular classroom. The Kyangoma Primary School has 68 special needs learners, the majority of which study in a Special Unit. However, students who have physical disabilities or are highly functioning cognitively are integrated into general classrooms in order to follow the regular school curriculum. Although integration does not equate inclusion, it is evidence that there is a growing acceptance of inclusive practices. Overall, I would argue that special needs learners are segregated from regular classrooms for the most part and that levels of inclusive practice vary from school to school, depending on financial resources, teachers’ attitudes, and community support. Conclusion It is difficult to articulate all that I have learned about the Kenyan education system in the past twelve weeks, as my experiences have been diverse and I have come to understand the cultural context within which this system works. The education system in Kenya has been undergoing considerable change since the induction of Universal Free Primary Education in 2003. Despite the many deep rooted and interconnected problems that impede equitable access to quality education, reformation is high on the government’s list of priorities. One thing that I can confidently attest to is the unquestionable confidence and positivity that I have encountered in many Kenyans who strongly believe in the advancement of the education system. Kenya’s future is bright as long as these discussions continue and individuals strive to make change. References Ackers, J. , & Hardman, F. (2001). Classroom Interaction in Kenyan Primary Schools. Compare, 31(2), 245-61. Cheserek, G. , & Mugalavai, V. (2012). Challenges and Reforms Facing Kenyan Education System in the 21st Century: Integrating the Principles of Vision 2030 and Constitution 2010. Journal Of Emerging Trends In Educational Research & Policy Studies, 3(4), 471-478. Glennerster, R. , Kremer, M. , Mbiti, I. , & Takavarasha, K. (2011). Access and Quality in the Kenyan Education System: A Review of the Progress, Challenges and Potential. Retrieved from: http://www. povertyactionlab. org/sites/default/files/publications/Access%20and%20Quality%20in%20the%20Kenyan%20Education%20System%202011. 06. 22. pdf KENPRO (2010). Challenges Facing Inclusive Education in Regular Primary Schools in Kenya. KENPRO Online Papers Portal. Retrieved from: www. kenpro. org/papers. Lynch, P. , McCall, S. , Douglas, G. , McLinden, M. , Mogesa, B. , Mwaura, M. , & †¦ Njoroge, M. (2011). Inclusive Educational Practices in Kenya: Evidencing Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools. International Journal Of Educational Development, 31(5), 478-488. Makori, A. Implementation of universal primary education in Kenya: An analysis of its impact and progress towards achieving the EFA goal in Kisii District. Retrieved from: http://www. kaeam. or. ke/articles/vol1/makorifulltext. pdf Category: Uncategorized // 16 Comments  » 16 Responses to â€Å"An Overview of the Kenyan Education System: Issues and Obstacles to Learning† 1. women fashion show 2013 // June 25th 2013 Someone essentially help to make critically posts I would state. That is the very first time I frequented your website page and so far? I surprised with the analysis you made to create this particular publish incredible. Fantastic task! 2. Graham Mulligan // July 3rd 2013 Lee-Anne, thank you for this post. I concur with everything you describe regarding the current state of Primary Education in Kenya. Although there is much hope for change, there are enormous challenges ahead. I wonder what specific improvements can be made, especially in the many isolated and impoverished public primary schools. I am currently planning a short visit to do teacher training in some of these schools. Do you have any suggestions for me? cheers Graham 3. Rahab // July 4th 2013 Your observations are very insightful and on point. It is rather disturbing that all education activities in the Kenyan system end up creating bottle necks at some point or other. What are your suggestions on making the system create paths for learners graduating from the various levels of the system? How can the system encourage student creativity and participation both in school and out of school? Is there hope that the Kenya education system will ever become learner centered rather than content and teacher centered? 4. desigual sale // July 17th 2013 Someone essentially help to make critically articles I might state. That is the first time I frequented your web page and to this point? I amazed with the analysis you made to make this actual put up extraordinary. Wonderful job! 5. Evelyn Corrado // July 17th 2013 Very insightful paper for my study; I am researching on how we can move from teacher centered approach in Kenyan education into student focused, where students can creatively use their reasoning minds, work together to problems solve and bring in their daily experiences into learning.. i agree learning molds the Kenyan society and if problem solving & conflict resolution is not enhanced in schools, no wonder the ethnic conflicts in Kenya society & God-father system where minority rule and the rest can’t challenge it, for lack of confidence . 6. Alice Wawira // July 29th 2013 This is quite helpful and you have done great job. Just check: KCPE mark is 500 not 400. The public schools suffer a lot of deficiency ranging from teachers to resources. If only teachers were enough something like 1:25-35 which is the current proposal to the education ministry; enough classrooms and resources, I don’t think the syllabus would be a problem however wide. I’m inclined to believe so because the private schools and the well-established national schools manage to cover the syllabus long before the end of fourth year in secondary and end of eigth year in primary. The discipline exhibited by the students in the classroom as you explained is one major strength in these schools and as such, it would be quite helpful even in content coverage. Kenya is becoming gradually aware of SEN and some progress has been made. I would however wish that we borrowed a leaf from the international system where children with SEN are allowed to sit special exams and even have assistants in classroom and during exams. In Kenya, almost all the times they sit the same exam only that special consideration and provisions(like brille and additional time) are given during and after the national exams. The worst is when a child in hospital or one who has just given birth is allowed to sit the same exam as any other in good health. News has it that computers will come in handy for the hearing-impaired and this will be great. Fantastic job you have done. Having worked in the Kenyan system and in the international as well, I can’t fail to see the flaws in the former and I hope to do something about it only that for now, I have no idea where to start. 7. Leonard Kiarago // August 2nd 2013 Indeed, Kenya has a long way to go before the government is able to provide ‘quality education’; however, we must agree that there is some progress despite the obstacles. Kenya has the resources, the manpower and the capacity to provide the young generation with quality education. Kenya has highly qualified professionals produced by top universities all over the world, unfortunately when it comes to policy development and decision making, that is left to politicians leading to wrong policies being implemented without consideration for need assessment or putting priorities right. Take, for example, the issue of laptops for every kid joining primary school; is that really a priority for the Kenyan kids? Even in developed countries like the UK the government doesn’t provide laptops/computers to every single kid, instead schools have a computer lab used during IT lessons or for lessons requiring some research. Instead of considering building and equipping more classrooms as well as recruiting more teachers, the government is thinking about laptops for schools some of which kids learn under trees and with no electricity or teachers who have basic IT knowledge. The subject of how inclusive education should be implemented is a controversial one because even in developed countries like UK, they still  maintain special schools because inclusive practice is not just a matter of closing special schools and taking children with SEN to mainstream schools. How do you put a child with special needs in a class of 80 kids and call that inclusive education? For inclusive education to be successful there must be availability of resources and manpower as well as change of attitude by those who consider themselves ‘normal’. How that can be possible in a country divided through tribal and ethnic affiliations remains a big issue. If Kenyans cannot accommodate fellow Kenyans from a different tribe, how can they accommodate those perceived to be ‘abnormal’? What is most worrying is that any time you listen to news or read newspapers, the most likely headline to find is about a certain politician from a given community attacking another one from a different community instead of engaging in constructive politics. The article posted a few days ago in daily nation in which a governor was threatening to shut down schools just because they were built on the boundary by a neighbouring county leader is a good example of what I mean: http://www. nation. co. ke/News/Leader-orders-schools-shut-in-boundary-row/-/1056/1930912/-/view/printVersion/-/khd48cz/-/index. html ‘A society’s treatment of those who are weak and dependent is one critical indicator of its social progress’. This was an observation by Kirk, Gallagher and Anastasiow (1997) who in their study of children with special needs noted that social attitudes towards the education and care of children with special needs reflect the general cultural attitudes concerning the obligations of a society to its citizens. The problem with the provision of education in Kenya can only be solved if the government allowed professionals to contribute to policies related to their field of expertise and to set aside funds for research so that policies can be validated through research to avoid implementing policies, which are politically driven. (Kiarago is a doctoral researcher at the University of Birmingham) 8. Pierre Varly // August 19th 2013 thanks a lot for your excellent article full of infos and very well structured. i have a blog on education in the developping countries where i could publish the article also if you agree. 9. Isaac Maluki // August 22nd 2013 Thank you for your good report. Kindly tell me, how many students qualify for university education in Kenya but do not make it for lack of school fees? 10. Amen K. Rahh // October 3rd 2013 Thank you for this insightful blog. I would however like to point out the roll of ICT and the growing impact online learning is having on learning in schools. With the introduction of laptops for primary school students, the Government seems to understand the survival of the failing education system is depended on IT solutions. http://www. cc-gate. com as well as the CCK are working on online content and tutoring coming in the future. 11. Edy // November 5th 2013 Hi, I found this blog a few days ago as I was looking for some research into the Kenyan education system. You have done wonderful analysis. However, one correction to your information is that Swahili is not the predominant teaching tool for Nursery-Std 4 pupils. In fact, and to the contrary, English is widely used to instruct children because apart from Swahili, all other disciplines, Math and Science included cannot be feasibly administered in Swahili. 12. John muema // November 7th 2013 these is true and i urge the government to employ more teachers 13. Agesa Akufa // November 9th 2013 This is a good, well researched and articulated work. just a point of correction, the kcpe marks total to 500 not 400. otherwise it is an impresive that will many researchers especially university students. if the government can take into account this piece of work then we should expect to see enormous steps taking root in the educational system. of course, steps to spin the country foward. i salute you! 14. THOMAS ODENY //.