A Case Study on: Toyota Revs Up U.S. Sales Essay

Since 1903, Chevrolet or Ford has been the best-selling car brand in the United States until 2002. Between two competitors, Ford is the first position in the market that year Toyota motor corporation of Japan sold cars nearest to the two competitors and Toyota will pass Ford in the very near future as because for the effectiveness of its long-term planning, modest goal and Toyota developed Strategy that modest growth in Japan, Europe and North America that was biggest opportunities in Southeast Asia but unfortunately economics level of Southeast Asia has slowed. The Japanese market is becoming more competitive for Toyota and the firm is losing sales to Honda & Nissan. For recovering this situation, Toyota’s manger intend to exploit opportunity fully and Toyota sales more vehicles in the states than in Japan. Than the firm uses corporate level strategy to focus on U. S market this strategy leads the firm into top place in the America market. â€Å"WE Must Americanize. † – Fujio Cho Toyota Motor Corporation Q. 1. List the threats and opportunities that Toyota is facing in its environment. Then list the strength and weakness of Toyota? See more: Satirical elements in the adventure of Huckleberry Finn essay Answer: Basis on the Toyota’s business environment, Toyota facing some several threats and opportunities. These are point out in the below: Threats: 1. The economies level of Southeast Asian countries has slowed. 2. The Japanese market is getting more competitive for Toyota. 3. Toyota is losing sales to Honda and Nissan. 4. Initially Ford and Chevrolet has been best-selling car brand in the U. S market. Opportunities: 1. Exploiting of Toyota’s intend in the U. S. market 2. Approaching to local managers in order to Americanize. 3. Import taxes and current risk are reduced by manufacturing 2/3 of the cars U. S. and keeping revenues and expenses in U. S. dollars. 4. Utilizing American designers to compete effectively in the U. S. market Strengths: 1. The effectiveness of Toyota’s in long-term planning. 2. Toyota has innovative new product development. 3. The American competitors have been slow to respond to Toyota’s threat. 4. As a company, Toyota is beginning to set better long-term goals. 5. Toyota has accomplished ambitious goals. 6. Toyota do not like new direction and prefer that the firm stick â€Å"Toyota Way† Weaknesses: 1. Initially, Toyota had a very conservative approach to goals. 2. Failure to recognize market opportunity to develop a full-size pickup truck. 3. Slowing economies level in Southeast Asian countries.. 4. Traditionalists inside Toyota do not like where the company is headed and want to stick to old ways. 5. Lack of understanding of American preferences at the highest levels of the company. Q. 2. Consider Toyota’s U. S auto business. What business level strategy is the firm using? What factors did you rely on in reaching your decision? Answer: Toyota’s CEO realize that they must Americanize for this purpose the firm is using more American designers for care to be sold in the U. S market. This allows the firm to complete effectively with U. S auto market and to stay in touch with demands of American consumers. To achieve U. S market, the firm is using Geographical corporate level strategy. I relied on in reaching my decision, several distinct factors. These are given below: 1. Toyota’s business environment 2. Intend to exploit opportunity of Toyota’s manager 3. Toyota’s corporate level strategy Q. 3. In your opinion, is Toyota’s corporate level strategy (to focus on the U. S Market) likely to be effective over the next ten years? Why or why not? Answer: yes, I think Toyota’s corporate level strategy is definitely to be effective over the next ten years as because it is a company which is known for the effectiveness of its long term planning. Its corporate level strategy gets tremendous success in U. S Market. They are using American designers which will help to compete in the future due to get knowledge of updated consumer demand. It also using overall cost leadership strategy in American market. By considering the above case I think Toyota’s corporate level strategy would be effective over the next ten years.

Aphrodite/Role of Women in Illiad Essay

Throughout the many annals of Greek mythology, there have been many fascinating characters, ranging from the beginning of time with Gaia and Uranus, to their children, Cronus and his wife Rhea, through the Titanomachy, the war of the Titans versus the Gods, and finally to their children, the Olympians themselves, and the dawn of the Silver Age. Of the twelve Olympic Deities, you have five Goddesses: Hera, the queen of Olympus, Demeter, Goddess of the harvest, Aphrodite, Goddess of Love, Artemis, Goddess of the Hunt, and Athena, Goddess of Wisdom. While each of them have their own intriguing backstory, histories, and myths associated with them, there are none more fascinating than Aphrodite, the goddess of love, beauty, and sexual rapture herself. Her intrigue begins at her inception into the world of Greek Mythology. There are multiple accounts of how Aphrodite came into existence but the most widely recognized one came from Hesiod’s poem Theogony, on the origins and genealogies of the Greek Gods and Goddesses, in which much of Greek mythology is derived from. As the myth goes, when Cronus castrated his father Uranus, Uranus tossed his amputated member into the Ocean, and from the resulting foam, out came Aphrodite, fully grown in all her beauty and splendor. It is said that it is because of this lewd beginning that Aphrodite gained her erotic nature. Almost immediately after joining Olympus, Zeus’ fear quickly grew about a growing conflict between the Gods about who would be the one to take Aphrodite’s hand in marriage. Acting quickly Zeus married her off to his son Hephaestus, the God of smiths, crafters, and weavers, due to his anger towards Hera for throwing him off Olympus when he was born because of his innate unattractiveness. Aphrodite did not however take her wedding vows very seriously and took part in quite a number of affairs. Her partners ranged from Gods to mortals to include Dionysus, Hermes, Poseidon, Nerites, Anchises, Butes, Phaon and Phaethon, but her two main affairs were with, firstly Ares, the God of War, with whom she had numerous children with, mainly Eros (god of love), Phobos and Deimos (the embodiment of fear and error), Anteros (god of love returned), as well as Himerus (personification of lust), and Harmonia (goddess of Harmony). Her second main affair was with a mortal name Adonis. She had to compete with Persephone, Goddess of Spring for him, and the conflict got so heated, that Zeus believed he had to step in to resolve the issue. Jealous of Aphrodite’s love for him, it is said that Ares himself transformed into a bull and killed Adonis himself. What was blatantly obvious from the moment she walked out of the Ocean was that Aphrodite’s erotic nature and her command over love gave her immense power and control. Love, being one of the most basest of instincts, gave her a level of influence of the males of the world that set her apart from the rest of the Olympians. It was said that whenever Aphrodite spoke, even Zeus listened1. While Aphrodite definitely has a loving side to her, it is by no means her sole personality trait. Many a myth have portrayed Aphrodite, not only as jealous and vain, but also deceitful, and at times downright ruthless. When it suited her, she was known to be unapologetically treacherous and malicious, and her sway over men was often potentially deadly. The bewitching power she possessed over men very often led to their own destruction. To illustrate how deadly Aphrodite can be, we need not look no further than the Judgment of Paris. The Judgment of Paris was when Hera, Athena, and Aphrodite, came down to Earth, and with a certain influence from Eris, the God of discord, Paris was asked to choose the most beautiful between the three of them. Aphrodite, with her power over men, was of course chosen. Paris was promised the most beautiful woman in the world, and as a result, an uncountable number of men bled for his choice in the Trojan War. To exemplify her vain, jealous nature, we look to the myth of Eros and Psyche. Jealous of Psyche’s beauty, she sent a plague to her homeland and said the only way to rid the land of plague is to sacrifice Psyche. As soon as Eros laid eyes on her, he fell in love and saved her from the sacrifice and married her. Even though they were married, Eros would never let Psyche lay her eyes on him. One night to satisfy her (and her two sisters) curiosity, she snuck into his chambers and accidentally woke him. Irate and disobeyed, Eros fled. Driven by love, Psyche implored Aphrodite to give her another chance, but with ulterior motives in mind, Aphrodite agreed. Psyche was forced to complete a series of nearly impossible tasks, culminating in Psyche having to go to the Underworld and retrieve a box of Persephone’s beauty cream. Upon opening the box, Psyche fell into a coma, at which point at Zeus’ command, Eros brought Psyche up to Olympus and made her immortal. In regards to certain Olympians, the power and influence they possess and exert is apparent as the light of day. Two very evident examples are firstly Zeus, the king of the Gods, and Poseidon, the lord of the seas. With goddesses like Aphrodite, her power isn’t always as clear. Instead of obvious supremacy over the physical realm, Aphrodite has command over man’s more basic instincts. This in many ways, can be much more dangerous, and is abundantly clear when she seems to give immortal Gods a very bone-chilling mortal side. Topic #13) Discuss the role of women in the Iliad by Homer. Masculinity in ancient Greece was one of the most highly regarded character traits a human being could possess. Men in Greece were expected to be tough, cold, and exude power with not an over abundance of rules and a lot of wants and desires. Women on the other hand were, for the most part, to be treated and kept like slaves. Ladies were viewed as property by their male opposite numbers, and their function outside of the home were severely limited and confined to religious activities. Sardonically, this same people that revered Goddesses. Goddesses were to take part in the glory of war, and were able to abide by their own rules. That is the case for Goddesses in the Odyssey by Homer. While most to all women are treated as second hand citizens, there are many different types of women portrayed in the Iliad. There are resolutely willed women, clever women, damsels in distress, evil and vengeful women, and women that could potentially bring about the downfall of the protagonist male hero. Among those there are also women who are shown as the spoils of war. The true irony is that while the story is predominantly about conflicts in the male dominated world, the cause and inspiration of these conflicts is usually the opposite sex itself, women. The women in the Iliad can, for the most part be separated into several groups. In the first group, you have the women who are specifically portrayed as less than human and are more property than anything else. The most prominent example for this is the case of Briseis and Chryseis. While it may seem both characters are merely â€Å"war prizes† to be won by the opposing side, their impact is a little less obvious and a little more mercurial. Neither of these two women have any sort of power (physical, political, magical, etc. ), however their breathtaking beauty simply influences men to keep on going to war for them. When Apollo blighted the invading forces with a plague, cursed to ravage the Greeks until Chryseis was give back to her Trojan father, Agamemnon proclaimed to Achilles that if he gives Chryseis back to the Trojans, he shall take Bryseis, Achilles’ war prize as his own. So angry Achilles was with his king, that he withdrew from battle and allowed the Greek forces at the mercy of the Trojans. This shows how great the power a woman’s beauty can behold, and how simple it is for them to take advantage of man’s baser instincts. Helen of Troy is another example of the sway that beauty has over the male gender. Because of her abduction and her complicit role with Paris and Troy against Menelaus and the Spartans, the Trojan war was sparked and both nations paid dearly as a result. Eventually though, it was made clear that she deeply regretted her decision to leave for Troy and despised herself and Paris for allowing so many to die so that they could simply be together. Of all the female characters in the Iliad, none play more idealistic of a role than Andromache, Hector’s wife. While she doesn’t have multiple men killing each other over her, she no less plays an important role. Andromache can be described as the anti Helen. Hector is the one man in all of the Iliad who loves and adores his wife. She was his main motivation for defeating the Greeks, for he knew what would happen to her and his son should the Greeks claim victory over them. She is the perfect example of your ideal housewife. Her two goals are to raise their child and to keep her husband happy. The next group of women are those who would be described as having a much darker side. The ones who, for example, use their beauty and sexuality as a weapon. The most blatant character who’s guilty of such action is Aphrodite, the goddess of sexual manipulation herself. Starting with the judgment of Paris, where she seduced Paris into choosing her as the most beautiful Goddess over Athena and Hera with the promise of giving him the most beautiful woman in the world. As a result, the Trojan War was started. The next woman that falls under this category is Calypso, the daughter of Titan Atlas. When Odysseus was washed up on her shore, she immediately fell in love with him. Calypso enchants Odysseus to and forces him to stay with her for the next seven years, in which, by certain accounts, Calypso bore him three children, Latinus, Nausithous, and Nausinous. He was not able to leave until Hermes came to Calypso with a directive from Zeus to let him go free. These characters reinforce the stereotype that women have no physical power, but can very easily seduce men and manipulate them with their beauty and sexual nature. The final female character of significance in the Iliad is Athena. As the patron goddess to Odysseus, it is her duty to protect him and his family and steer him in the proper direction when he goes off course in life. Without her guidance, Odysseus’ son Telemachus would have most likely given up on his father and allowed Penelope, Odysseus’ wife to marry one of her suitors. Under the guise of Mentes, the advise that Telemachus receives from her plays an incredibly significant role in his development as a man. On top of that, on multiple occasions, Athena saves Odysseus’ life from Poseidon, whom he angered with his arrogance after the victory at Troy. This benevolent role that she plays is reserved for specifically female goddesses. While mortal women are seen as weak, even the more evil ones, the female Goddesses boast being able to wield as much power as the males Gods. While most mortal women in the Iliad are stereotyped to a fault, there are still a small number, such as Andromache and Penelope, that give ancient Greek women a sense of dignity. The goddesses’ story is something else entirely. While mortal women are stuck as mere housewives, the goddesses are viewed as equals from the male counterparts. It can be argued that the power that goddesses like Athena, Hera, and Aphrodite wield matches that of Poseidon and Hades. The respect that goddesses command can be seen when Athena had the city of Athens named after her over Poseidon. However. overcoming that lay before him and with much help needed from certain people around him, Odysseus finally made it home.

Hopi Indians Essay

The name â€Å"Moqui,† or â€Å"Moki,† by which they have been popularly known, means ‘dead’ in their own language, but as a tribal name it is seemingly of alien origin and of undetermined signification Bandelier and Cushing believed the Hopi country, the later province of Tusayan, to be identical with the Totonteac of Fray Marcos de Niza. The Hopi first became known to white men in the summer of 1540 Located in Arizona Buildings like steps Natacka Festival: This festival is somewhat like Halloween, only the trick and treaters are adult men. During the 9-day Hopi purification ceremony, giant Natackas (men in costume) go from house to house, begging. The Natackas hoot and whistle if they are turned down. Jewelry: The southwestern tribes used turquoise to make jewelry, and still do. They believed turquoise was the stone of happiness, health, and good fortune. Before kids could become adults and marry, they had to pass a test of courage. Girls would go off with the women, and boys with the men. The actual coming of age ceremony for each individual was secret. But all ceremonies were tests of courage. Infants: A blanket and a perfect ear of corn were given to an infant child. Parents couldn’t name the babies, the village leaders had to. Naming a baby was very important to the Hopi. Everyone in the village made suggestions. The parents would not be the ones to finally name the baby. That honor was reserved for the tribal or village leaders, not the parents. But everyone in the family could come with blessings and give suggestions of names for the baby. Have their own reservation called Hopi Reservation The Hopi Way is one of peace and is holistic; their name Hopituh Shi-nu-mu, can be interpreted as â€Å"The Peaceful Little People.† All of daily life is part of their religion, and their belief is to help others improve their life. Twelve clan groups, called phratries, have many clans within them, each with its own ceremonies and sacred fetishes. Though men are the religious leaders, the children inherit the clan of their mother. Though the men own the livestock and the fruit trees, the women own all the land, even that under the fruit trees. As many as 24 varieties of corn are grown and due to arid conditions the roots may grow 20 feet down. Each plant has many ears of corn. To supplement the staple of corn the Hopi gather more than 100 wild plants. Kivas are the center of religious life and are mostly used by the men. Stone walls line the underground chambers and a hole sipapu in the floor of the kiva symbolizes the exit from the ant people’s domain. Religion is life for the Hopi and binds the village into a solid community. Most ceremonies relate to rain. Katsinas or kachinas, of which there are about 350, are the guarding spirits that come down from their world at winter solstice, remaining in the people until summer solstice. Saquasohuh is believed by some to represent the Hale-Bopp comet. The Wuwuchim ceremony includes a song that tells of this, and this song was sang in 1914, preceeding WWI, in 1940, pre WWII, and again in 1961. The Hopi say that the emergence into the Fifth World of the future has begun. The sacred clowns of the Hopi have a unique function in their society and the religious right to enact by negative example what should not be done. Humiliation and ridicule are their methods, and no one is immune to their rudeness. Stripping another naked is not going too far. Misbehavior of people in the community is dramatized, and the culprit takes the hint. The clowns are the ultimate tradition keepers. If work needs to be done the clowns recruit the workers. They cannot be denied. White ways, such as money, missionaries, and teachers sent to the Hopi have been the subject of the clowns’ derision. The Hopi are skilled in weaving, dyeing, and embroidering blankets, belts, and kilts. Their textile work is durable, and shows a great variety of weaves. The dark-blue blanket of the Hopi woman is an important article of commerce among the Pueblos, and their embroidered ceremonial blankets, sashes, and kilts made of cotton have a ready sale among neighboring tribes. Although the Hopi ceramic art has somewhat deteriorated in modern times, fair pottery is still made among the people of Hano, where one family has revived the superior art of the earlier villagers. They weave basketry in a great variety of ways at the Middle Mesa pueblos and in Oraibi; but, with the exception of the familiar sacred-meal plaques, which are well made and brightly colored, the workmanship is crude. The Hopi are clever in making masks and other religious paraphernalia from hides, and excel in carving and painting dolls, representing kachinas, which are adorned with bright feathers and cloth. They likewise manufacture mechanical toys, which are exhibited in some of their dramatic entertainments. Nowhere among the aborigines of North America are the Hopi excelled in dramaturgic exhibitions, in some of which their imitations of birds and other animals are marvelously realistic. Most ceremonies relate to rain. Katsinas or kachinas, of which there are about 350, are the guarding spirits that come down from their world at winter solstice, remaining in the people until summer solstice. White ways, such as money, missionaries, and teachers sent to the Hopi have been the subject of the clowns’ derision. The clowns are the ultimate tradition keepers. If work needs to be done the clowns recruit the workers. They cannot be denied. The sacred clowns of the Hopi have a unique function in their society and the religious right to enact by negative example what should not be done. Humiliation and ridicule are their methods, and no one is immune to their rudeness. Stripping another naked is not going too far. Misbehavior of people in the community is dramatized, and the culprit takes the hint.

Fair Value Accounting Essay Example | Topics and Well Written Essays - 4250 words

Fair Value Accounting - Essay Example Since then, the pros and cons of fair value accounting have been debated. On one hand, fair values provide a better view of current market conditions and therefore provide him with more relevant information. However, on the other hand it increases volatility in earnings and may not necessarily ensure reliability and relevance. This is because if an active market does not exist, it would be determined by calculations which are subject to management bias. While some people argue that fair value accounting provides us with truer financial statements, others question its validity. Hence, those institutions that use more and more of fair value option should also disclose adequate information regarding the assumptions, changes in acquisitions or sales, predictions and all those factors that affected the values that show in the financial statements as fair values. This would enable the users of financial statements to make knowledgeable and wise decisions. Fair value accounting is a way of accounting in which an asset or liability is valued at its current exchange price at a measurement date, in absence of an actual transaction for that asset or liability. In financial statements, all financial instruments may be valued at fair value. Before 200... The statement defines fair value of an asset as the price at which it can be traded or sold in an orderly transaction between 'market participants', other than in insolvency. Similarly, fair value of a liability is the amount at which it can be acquired or settled in an existing transaction between 'market participants', other than in insolvency. (KPMG, 2007) Market participants refer to buyers and sellers in the most principal or beneficial markets for those assets or liabilities. They meet four criteria: they are unrelated with the reporting body; they possess the knowledge required to have a realistic insight into the transactions; they are financially and legally able to carryout transactions for the entity; they are prepared to transact without any pressure. (KPMG, 2007) Principal market is the market with maximum volume and level of activity where assets and liabilities are sold or traded by a reporting entity. An entity that does not have a principal market determines its most beneficial market by including the transaction costs. (KPMG, 2007) Explanation Fair value of an asset may be equal to its quoted market price. However, this may not always be true. Fair value takes into account advantages and disadvantages that each party may gain from the transaction whereas market value may not always consider that. Also there might not be a quoted price for all assets or liabilities. In such circumstances, fair value has to be generated using the best information available to the preparers. Consequently, difficulties arise in creating those estimates. (KPMG, 2007) In accounting, fair value is used for those assets or liabilities whose carrying value is rooted in mark-to-market value. Carrying value is the amount

Organizational Behavior Movie Review Example | Topics and Well Written Essays - 250 words

Organizational Behavior - Movie Review Example Similarly, Nanny employs the goal setting and reinforcement theories. She is committed to changing the children’s behavior by teaching them the five lessons. Fundamentally, goal-setting theory centers on devising targets, showing commitment, and creating support systems (Borkowski, 2011). The employment of the reinforcement theory is evident when the children pretend to have contracted measles. Nanny punishes the children by giving them concoctions while indoors (Doran & Jones, 2006). The application of attribution theory is evident in the Nanny McPhee movie. Borkowski (2011) contends that attribution theory centers on the way and the reason people explain events in a certain manner. Attributions inform the behavioral and emotional responses (Borkowski, 2011). Nanny identified that destructive and unbearable behavior of the children, and planned on a workable way to change them. The spirit of optimism pointed by Borkowski motivated Nanny to endeavor to change the children’s behavior. The children were unruly to everyone, including Mr. Brown (Doran & Jones, 2006). Similarly, Nanny McPhee promoted the psychological closeness that enabled the children to adjust their

Community Map Essay Example | Topics and Well Written Essays - 250 words

Community Map - Essay Example Each map misses something important as when I compare my map with that of my neighbors I realize that I forget to draw a lot of stuff, but it does not matter because it shows how each of us envision our community (Glenn, 2004). It also shows how each person expresses his or her own interpretation of a community on his or her map. In my community, my neighbors are very close to one another because the majority of us are Haitians, which makes us strong. We speak of the similarity of language, eat same food and dress the same way. In contrary, we do not support each other as they do in Haiti. I personally did my own research about community economics. In order for a community to be powerful, each of us must practice group economics that means patronize each other businesses so our money can be osculated within our community. An example is, we need to control more businesses and resources in our community instead of having someone else that comes from a different community that has a different culture ruling all of us (Glenn, 2004). We can buy out politicians or at least rent them out so they can implement a new law that would benefit us in the long run. Anybody thinks by voting you automatically control your politicians; you are delusional. By having a business in your community, you can afford to write a cheque to your local politicians and support them in their next campaign (Glenn, 2004). Next time you decide to ask for a favor, someone you would be ready to answer to your

The use of children in the Cambodian genocide Essay

The use of children in the Cambodian genocide - Essay Example The farms today are known as the 'killing fields' as so many died through over work, hunger or slaughter. Amongst the victims were the children who were taken away from their families and made to live in communal groups where the only family they were to consider was that of the Khmer Rouge. This essay sets out to show the lives these children led The Khmer Rouge wanted to eradicate anyone suspected of "involvement in free-market activities" including professionals, almost everyone with an education and who had connections to government and those who lived in the cities. The regime did not want the risk of anybody having the consciousness to rebel against their movement. The country was predominantly Buddhist and its monks were disrobed, half of them were killed and the rest forced to work in the harsh agricultural labor camps and Christianity was also abolished. They also believed that parents were corrupted by capitalism and felt that children should be separated from their families in order to ensure that they were swathed in socialist ideology. Children were taught methods of torture and were instrumental to the leadership of the communist dictatorship. The regime saw that children could be molded and indoctrinated to their political ideology; they were able to condition the children to believe that they were not the enemy and in doing so developed a community of children who were not able to identify with any other than the Khmer Rouge. The intention was to destroy the family values that were part of their culture and irradiate the trust that is held within family and community networks. Community and family members were expected and given incentives to spy on each other and this shattered networks and dissolved any trust through imbedding deeply rooted fear [1]. The young minds of children were easier to manipulate and the regime were able to brainwash children to such an extent that they would report back to the regime if their own parents were being antagonistic, the regime taught them to believe that they were their family and that their own kin were their enemies. Slogans such as 'I'm not killing my mother -I'm killing my enemy' were planted into their minds [2]. A propaganda song entitled, "We Children Love Angkar boundlessly," compared pre-revolutionary children to orphans abandoned by "the enemy", their parents, an excerpt from the song follows: [1] Colletta, N. J., & Cullen, M. L. (2000). The nexus between violent conflict, social capital and social cohesion: Case studies from Cambodia and Rwanda [electronic version]. [2] Martin, M. A. (1994). Cambodia: A shattered society. Berkeley, California: University of California Press Before the revolution, children were poor and lived lives of misery, Living like animals, suffering as orphans. The enemy abandoned all thought of us Now the glorious revolution supports us all [3]. The book the 'Children of Cambodia's Killing Fields' contains 29 essays from children who suffered at the hands of the regime. The children speak about their astonishing and painful experiences at the hands of the Khmer Rouge, how their families were torn apart to assist the social engineering plan of the regime, how

The importance of water filtration systems Research Paper

The importance of water filtration systems - Research Paper Example I once visited a friend in another neighborhood and thought that their water is usually purified just like ours. I therefore went ahead and drank water from the cistern without the knowledge that water from the cistern in their neighborhood is not meant for drinking but for farming purposes. After several minutes, I began feeling ill; I vomited and later on started to diarrhea. I was taken to the hospital and treated and eventually my health resumed to normal after three days. It is the worst experience I have ever had in my life. I would not wish any other person to have such an experience ever. This can only be possible if there are drinking water filtration systems in water sources in all neighborhoods. Water filtration systems are of significant importance. Water is very essential for human survival. On average, the human body is more than 70 percent water. Vital systems and organs including liver, brain and blood are over 80 percent water. This illustrates the fact that human be ings, to a large degree, are what they drink. The importance of water in human body is underlined by the role that water plays especially as regards every chemical reaction (Gertsen and Linus 16). Water aids in absorption of food, digestion, regulation of body temperature, carrying nutrients to cells, blood circulation, and excretion of wastes among others. In addition, water cushions body joints and protect organs and tissues from damage and shock. Conversely, when human body dehydrates or lack water, it can cause many ailments. Extreme dehydration can aggravate or cause many problems such as allergies, migraine headaches, asthma, and hypertension. It is not enough to have water; the water must be pure and uncontaminated for human consumption. Contaminated water is the cause of numerous degenerative diseases, as well as neurological illnesses such as Chronic Fatigue Syndrome, depression, Attention Deficit Disorder, and anxiety among others (Coca-Prados and Gemma 44). Considering th e important role of water in the functioning of all body systems and organs, its purity is the most essential and basic key to proper human health and longevity. There are various methods of ensuring that drinking water is pure and safe for human consumption including filtration, use of chemical disinfectant, and boiling of water (Omelchenko, Alexander and Swindall 9). Filtration using water filtration systems has proved to be one of the most common methods of purifying water. These systems facilitate filtration of water thereby removing particles from water as the water filters or passes through the systems. There are three methods used in water filtration systems. The first one is sediment filtration that removes clay, impurities, and sand from the water. The second one is carbon filtration that is used in reducing poor taste, chemical quantities, chlorine odor, as well as other pollutants. The third method is reverse osmosis, which entails removing several impurities from water s uch as turbidity, salts, chlorine, and dissolved solids, as well as bacteria and many dissolved organics. Reverse osmosis is considered the most effective of the three filtration methods (Gertsen and Linus 52). So, what is the importance of water filtration systems? These systems entail processes that kill germs, bacteria, or virus in the water and which has the potential of causing

Separation of powers political science class questions Assignment

Separation of powers political science class questions - Assignment Example and better born have authority and are few." For example, regarding offices one would have elections (an oligarchic element) but no property assessment (a democratic element). Montesquieu agrees in part with Aristotle’s ideas of combining a democracy with oligarchy. He terms them â€Å"executive† and â€Å"legislative† branches, but they are in effect the same as Aristotle’s â€Å"democracy† and â€Å"oligarchy†. Montesquieu echoes Aristotle’s arguments that having the mixture of the traditional governing bodies would balance the power and authority. Further more, he references Aristotle in his book by saying; â€Å"The inhabitants of a particular town are much better acquainted with its wants and interests than with those of other places; and are better judges of the capacity of their neighbors than of that of the rest of their countrymen. The members, therefore, of the legislature should not be chosen from the general body of the nation; but it is proper that in every considerable place a representative should be elected by the inhabitants† (Montesquieu). Aristotle, Montesquieu, and Locke all support the notion that civil society originates when, for the better administration of the law, men agree to delegate legal functions to certain officers. They are all against a â€Å"monarchy† government as it does not support a civil society. It by definition corrupts the individual who is given all of the power. Both Aristotle and Montesquieu allow for a balance between the oligarchy/monarchy and the democracy by allowing an â€Å"executive† element who’s function is to balance that of the legislative/democratic element. 2) Aristotle believed that there were three classes. At the bottom were the farmers, laborers, and poor. As this class of people did not have the leisure time to pursue education, they would make a meager ruling class. The ruling class Aristotle argued should be comprised of the leisured classes, and the â€Å"middling element†. He clarifies that the

Internal Communication between Managers and Employees Research Paper - 1

Internal Communication between Managers and Employees - Research Paper Example The study will be concluding with recommendations and conclusions for these employers that should be taken into consideration while dealing with the three factors. The procedure of collection of the data followed by its analysis and interpretation of the result while finding a solution to any research problem is known as the research philosophy. It mainly comprises of two approaches. One is the positivism and the other is interpretive. The positivist style gives establishing theory prior to the research conduct. This type of research can be carried out by means of experimental and descriptive research method. It is positively associated with the natural sciences. On the other hand, interpretive gives the establishing theory after conducting the research. The interpretive research model works on the basis of the human perceptions. It helps to understand mainly the nonstatistical variables like the human perceptions, their social behavior, social motives etc. In this research, the inte rpretive research model has been chosen for finding out the internal communication between the managers and the employees, the strategy of the company in developing the brand and the expansion strategy of the company in marketing its products. The two main types of research strategies are qualitative and quantitative research strategies. Both qualitative and quantitative research strategies hold equal importance while finding a solution to any research problem. Quantitative research strategy involves various statistical calculations, different computational techniques, and procedures. It mainly considers close ended surveys. A qualitative research strategy is just the opposite of quantitative research strategy. It gives the description of the individuals in the natural situation and tries to find solutions to the research.

Corporate Financial Management Essay Example | Topics and Well Written Essays - 1500 words

Corporate Financial Management - Essay Example Vodafone Group is a British international telecommunications corporation with the headquarters situated in London. The corporation also has its enlisted administrative centre in Newbury, Berkshire.In addition,Vodafone is the second largest mobile telecommunications corporation in the world,calculated by both 2011 earnings and subscribers,and as at December 2011,it had 439 million users.Also, Vodafone operates and owns networks in more than thirty nations and contains partner networks in more than forty extra nations. Its Vodafone Global Enterprise offers Information Technology and telecommunications services to corporate consumers in more than sixty five countries. Moreover, Vodafone has a 45% stake at Verizon Wireless. Verizon Wireless is the leading mobile telecommunications corporation in the United States of America calculated by users. Vodafone is also listed in the London Stock Exchange and is a part of the FTSE 100 index. As of July 2012, Vodacom had a market capitalization of almost 89.1 billion pounds. This was the third leading of any organization listed on the London Stock Exchange. Vodafone also contains a secondary listing on NASDAQ. Additionally, the name Vodafone is derived from voice data fone, selected by the corporation to illustrate the offering of voice and data services using mobile phones. Vodafone has a vision of being the leading mobile communication company in the world and a significant element of this is to make sure that consumers admire and trust the company. The company attains this by adapting a responsible model to the way it carries out its business activities. This augments its standing and develops customer loyalty. The company’s business strategy and corporate responsibility strategy are also interconnected. Vodafone holds the view that long-term commercial benefits emerge from doing business in a sustainable manner. Vodafone adopts a two-fold approach in doing business. One is to offer product extension. This entails introducing new services, dimensions, and features in saturated areas. These are regions like Europe and USA which contain complicated consumers who expect and want novel functions from their mobile phones. Establishing new ways of delivering services and products helps to preserve existing users and appeal to new ones. For instance, 3G technology has enhanced the quality and capacity of transferring voice and data. The second is looking for openings in emerging sectors (Vodafone Group 2012, p. 54). These include a number of the globe’s more remote regions, including some regions in Africa, where a large number of individuals cannot have access to a mobile phone. This paper will analyse the sources of finances, gearing of Vodafone during the last five years. The paper will realize this by providing a critical evaluation of the gearing and policies of the company with regard to its corporate objectives, relevant theories, and industrial sector practices. The foremost objective of Vodafone as a business unit is the maximization of profit. The organization also has a mission statement which makes sure that this foremost objective is attained in the most suitable manner possible. The mission statement is to be the leading communication company in a progressively more connected globe. Correspondingly, the mission statement is passed on to all shareholders of the organization, particularly to the company’s workers, largely because it is the workers who make the most significant contribution in accomplishing the objectives of the company. Vodafone is also dedicated to offering markets with less developed infrastructure the necessary technology to establish communication which will be of significance both socially and economically. Finally, it is committed to accomplishing its goals by providing superior and innovative services. Vodafone provides both basic telecommunication services, for example, text messaging and mobile phone calls, and

Huxley - lowry Essay Example for Free

Huxley lowry Essay The similarities between the societies in Aldous Huxleys Brave New World and Lois Lowrys The Giver are extraordinary, but at the same time, are significantly different. The underlying concept is the same: both stories take place in the future where happiness is the societys ultimate goal. Individuals in both societies are conditioned and genetically engineered to be happy and content, and emotions are repressed or eliminated entirely. The stories are set in technologically advanced futures where it is possible for things like cloning, genetic selection, and brainwashing to control the populace. Brave New Word is set about 600 years from the present where the whole of human society is dominated by World Controllers whose main goal is ensure the societys happiness and stability. The fundamental principle behind this society is utilitarianism, which seeks to attain the maximum level of overall happiness of every individual. This was achieved by limiting the persons intelligence and scope of emotion to match his or her job or social status. The people are also socially conditioned by drugs and constant brainwashing. Drug-induced happiness though the substance soma, is the social norm. It is a society that permits hedonism and sexual promiscuity, but does not allow the concept of love and family to exist. The utilitarian goal is to make the society â€Å"happy† and thus be more efficient. It aims to create social stability by ensuring that limitations are placed on the abilities of each individual. In The Gift, the people are genetically engineered not to see color and distinguish music. In addition to that, the â€Å"Sameness† of every individual is the goal that was to be attained. Both The Gift and Brave New World portray highly structured societies where there is no place for genuine love and family in its truest sense. However, family and childhood arrangements are portrayed differently: in Huxleys novel, there are no â€Å"families† or definite partners but there exists a caste system, as opposed to Lowrys novel wherein families are created by matching up men and women based on personality. In both cases, the members of the society have no control over their lives and their futures are decided by others. This is definitely not a beneficial arrangement in the context of living a full, purposeful life. For example, in Brave New World, the population was controlled through technological interventions that actually change what they want in life. Embryos were conceived, in assembly lines wherein each one is engineered with qualities that would give them a predetermined role in society. When people are living happy lives where pain and anguish are eliminated, both societies in Brave New World and The Giver seem ideal at first glance. War, poverty, and ugliness, and in the case of The Gift, even memories have been eliminated and everyone seems to be permanently happy. Who does this kind of society benefit? In Brave New World, the people are trained to become good consumers and workers to keep the economy strong. A caste system where every individual is contented with their designated caste is created to ensure the functioning of the society. In The Gift, people are assigned their own roles in the community, including their partners and children. This is beneficial to society as a whole in a sense that the arrangement easily maintains its existence without trouble. In a superficial level, it looks like the human race is better off being â€Å"happy,† but in a deeper context, the ways by which this â€Å"happiness† is achieved robs the very of meaning of life. Life in those societies is cheap and without worth, since every person is replaceable. Existing just for the sake of it is not living at all—as Huxley succinctly quotes: â€Å"the purpose of life was not the maintenance of well being, but some intensification and refining of consciousness, some enlargement of knowledge. † The state of bliss has been attained by eliminating the very things that defined humanity—art, music, literature, philosophy, and all things that generate passion and emotion. This is definitely not beneficial to any society, and would not bode well within our own society today. The individuals in both novels have no genuine feelings—they are living a mindless, passionless existence. Ultimately, a society where individualism and creativity are frowned upon, where people do not make choices on their own, and live in false happiness is not a beneficial one to the individuals that comprise it and to humanity as a whole. Bibliography Huxley, Aldous. Brave New World. New York: Harper Perennial Modern Classics, 1998. Lowry, Lois. The Giver. New York: Houghton Mifflin, 1993.

Perceptions of ESL Teachers in Taiwan

Perceptions of ESL Teachers in Taiwan SYNOPSIS This study investigates ESL program teachers experiences, perceptions, attitudes and use of classroom assessment in Taiwan. It is aimed to explore teachers understanding of classroom assessment and their assessment strategies; moreover, to examine whether there are any relationships between teachers experiences, perceptions and use of classroom assessment in private ESL schools in Taiwan. Thirty teachers across three private ESL schools were surveyed using a questionnaire. Among 30 teachers, 4 teachers volunteered to participate in the semi-structured interviews. Data collected from questionnaire and interview provides the researcher with an insight into teachers perceptions, attitudes and use of assessment methods in their classroom. The results show that ESL program teachers were positive about the effectiveness of classroom assessment and formative assessment strategies and had a tendency to use positive feedback to encourage learners to improve their language ability. Most teachers had more than 3 years of teaching experience in teaching English and placed focus on formative assessment in order to meet schools policy, learners needs, and parents demands. There is a need to do further research in such unique educational context, so-called ESL schools in Taiwan, to explore teachers difficulties and needs; moreover, to provide support, such as teachers in-service training, which may lead to benefiting learners. Aim This mixed methods research is designed to investigate ESL private school teachers perceptions, attitude and use of classroom assessment in Taiwan. Two instruments are used in this research, including a questionnaire and semi-structured interviews, to explore teachers experiences, attitudes, and perceptions of classroom assessment and their own assessment strategies. Rationale and context This study has been motivated by two factors: first, in 2010, Dr. Rea-Dickins introduced the central characteristics of classroom assessment in Language Testing and Assessment (LTA) course, such as providing learning opportunities for learning or language awareness and nurturing language, which helped me to gain new knowledge about the concept of assessment for learning, in terms of formative assessment. After reading several research studies in relation to classroom-based assessment, I recognize the benefits of assessment, particular with formative assessment, and how teachers can monitor learner progress, inform teaching and support learning through using multiple assessment methods in the classroom. I have the desire to understand whether English teachers use various formative assessment methods, such as teacher and peer feedback, scaffolding and assessment to help learners enhance learning or they mainly focus on grading and recording learning progress. The second factor is related to the fact that we have relatively little knowledge at ESL private school teachers classroom assessment practice and their understanding and attitude toward assessment in Taiwan; moreover, this is an area in which it appears that may have an impact on young learners in learning English. Assessment plays a central and important role both in teaching and learning. Teachers use their own assessment practices, which may have the potential influence on their learners learning, to assess and improve learners language ability. In addition, assessment is synonymous to exams and tests for most teachers, pupils, and parents In Taiwan where traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil assessment remained as the main source informing learners learning (Yip, 2005). Edelenbos and Kubanek-German (2004) also point out the assumption that formal testing is generally referred to the only assessment methods a teacher uses. McNamara (2000) noted that traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil language assessment and performance assessment are two major forms of assessment. In other words, English teachers tend to use the latter to know how their learners use their existing language knowledge related in a given context and to measure learners language ability at the end of a certain period of teaching and learning through the former. As can be seen, the notion of assessment is generally associated with testing and it seems to be under-developed in fields of applied linguistics and general education. Therefore, the aim of this study is to investigate how English teachers perceive the concept of classroom assessment and what assessment methods they use in their classroom in Taiwan. 1.2.1 English learning environment in Taiwan In 1997, the Ministry of Education (MOE) implemented educational reform and introduced the Nine-Year Integrated Curriculum (NYIC) which has greatly influenced the syllabus and materials design of elementary and high schools in Taiwan. One of the major changes is that pupils, who used to begin learning English in junior high schools (age 11), start to learn English as a Foreign Language in grade 3 (age 9) in elementary schools. English instructions were officially incorporated into elementary school education which brought more business opportunities on English learning and teaching due to the increasing demand for English learning. Such changing situation has also impact the age of learning English in Taiwan, where children now start to learn English at an early age. In addition, according to The Guidelines of English Learning Area in Grade 1-9 Curriculum, the new English syllabus reflects a more communicative orientation and places focus on teacher-learners interactions. It also aims to create an enjoyable learning environment to motivate learners to speak English in English classroom. This appears to suggest that teachers should use more formative assessment methods, in terms of encouraging learners to improve learning and providing more language learning opportunities to them. Furthermore, learners are expected to achieve three goals in Grade 1-9 Curriculum: To equip with basic communicative competence and apply it into real-life situations. To develop learning strategies and be able to learn language effectively and autonomously. To gain knowledge about foreign cultures and be able to respect different cultures. The adjustment in English curriculum is consistent with the current trend in research studies of English as an Additional Language (EAL). Teachers are acting as supporters to scaffold and motivate learners to enhance learning during the whole learning process. In addition, Taiwanese government empowers local schools and teachers to choose teaching materials, such as textbooks, to meet learners needs; moreover, it begins to value pupils individual differences. By doing so, teachers may be able to choose appropriate tasks and activities for their learners and focus on individual learning. As can be seen, teachers are now generally increasing the use of formative assessment strategies to assist learners learning in the classroom in Taiwan 1.2.2 Formative Assessment in language classrooms in Taiwan Generally, English teachers in Taiwan are required to correct all the errors in all students work, including worksheets, textbooks and practice books, due to the pressure from the schools and parents. Such demand from schools and parents is one of major sources of pressure for teachers in Taiwan. As can be seen, teacher feedback, particularly with written feedback, appears to be seen as one major part of teachers routine work. Huang (2006) reports that in Taiwan most English teachers use teacher feedback, as a formative assessment method, on learners grammatical errors in writing. In addition, portfolio assessment is a common assessment tool used by English teachers in Taiwan. Tsai (2004) and Wang (2002) both indicate that teachers use portfolio assessment as an instrument to assess learners achievement rather than improving learning; moreover, Wu (2007) points out that instead of using portfolios assessment in a formative way most teachers use it for summative purposes, in terms of recording each learners achievement. Furthermore, Yip (2005) reports that traditional standardized tests remain the main source of informing and measuring learners learning for most English teachers in Taiwan. As can be seen, the potential of classroom assessment may not have been identified in the language assessment literature and assessment has not reached its full potential in English classrooms in Taiwan. Organization of this research In the next chapter, literature on relevant issues involves definition and functions of classroom assessment and assessment of young learners are reviewed. Methodology of data collection and analysis and a discussion of ethical, validity and reliability issues are introduced in Chapter 3, followed by the presentation of the findings and discussion derived from the results of both questionnaire and interview data. Chapter 5 summaries the research findings and provides limitations and future research. CHAPTER 5: CONCLUSION 5.1 Introduction This research has explored teachers attitudes, perceptions, and use of assessment in classrooms. In this chapter, limitations of the study will first be discussed, followed by Implications for pedagogy and this study. 5.2 Limitations of the study There are several limitations and problematic aspects in the methodology. First, one limitation in this research is the small size sample (N=30) which may influence the reliability of the result in relation to the correlationship between teachers years of teaching experience and their assessment methods. Size of the sample is vital  for an accurate estimate of the relationship between variables. In addition, without classroom observation, it is difficult to examine teachers day-to-day assessment practice and the whole process of assessment. Observation plays a significant role in confirming teachers interview responses with their actual assessment practice in the classroom. Follow-up interviews are also important in gaining some insight into the behavioural patterns and assessment practice of teachers during the assessment process by providing explanations of their instructional and diagnostic behavior and assessment strategies. The involvement of a larger questionnaire sample size, classroom observation and follow-up interviews may lead to increase reliability of the data and a better and completed understanding of teachers assessment practice in classrooms. 5.3 Implications for pedagogy and teacher training All 5 interviewed teachers indicate that they gain new information about assessment through meeting with teachers from the same grade, for instance, all grade 1 teachers have a meeting to discuss teaching ideas and lesson plans once a week. However, there seems to be an insufficiency level of in-service training activities for meeting the needs of ESL program teachers. Teachers recognize the importance of developing knowledge, competence, capacities and classroom assessment strategies in order to improve teaching and learners learning. This may suggest that there is a need to provide continuing professional development (CPD) and training courses to update new knowledge and information, in relation to planning for teaching, practical approaches and assessment, and more importantly to reflect on their own teaching. 5.3 Implications for further research There is a critical need for more studies to investigate ESL program teachers difficulty in implementing classroom assessment strategies in schools and their diagnostic competence, in terms of their observational and interpretative ability, during classroom teaching. Due to teachers decision-making, assessment cognition network (Yin 2005) and teacher diagnostic competence (Edelenbos and Kubanek-German 2004) are key elements in supporting and assessing learners in classrooms. Moreover, their capacities, knowledge and beliefs may have an impact on how they assess learner performance during the teaching and their diagnostic competence, including the skills they use to guess what learners want to say and the abilities to provide language samples of learners language growth, may influence the amount of language learning opportunities they provide for individual learner during the teaching and learning. Furthermore, further research is needed in exploring teachers representation and implementation of classroom assessment to reveal factors which influence teachers perceptions and interpretation of assessment. In addition, ESL program teachers use of the materials, which involve standardized and teacher made tests and a set of assessment instruments, should also be examined, in terms of the reliability and validity of teacher assessment. Finally, the scope of so-called ESL school teachers classroom assessment perceptions and strategies research should be expanded to include other Asia countries, such as Korea and China. 5.4 Conclusion The focus of this research is to investigate so-called ESL school teachers perceptions, attitudes and use of classroom assessment in Taiwan, an EFL context. A mixed methods approach is used to collect and analyze both quantitative and qualitative data, including questionnaire and interview data. This study provides a window to reveal how teachers , who aim to enhance Taiwanese learners English ability through adopting ESL curriculum and teaching materials to teach learners in an EFL context, perceive the construct of classroom assessment, their attitudes toward assessment and use of assessment methods. The results show a strong emphasis on formative, as opposed to summative, assessment practice among 30 teachers across 3 private ESL schools; moreover, the data suggests a need for CPD courses to improve teaching and learning and to prevent teachers from suffering burnout and emotional exhaustion.

Electronic Music | An introdcution

Electronic Music | An introdcution Electronic Music: The standard way of thinking about music has it that it is an important aspect of any culture and socialization. Although there is major difference in music genres from culture to culture, we all can say that music is an important part of our lives. Not only it is soothing, but it also creates individuality in individuals depending on the genre of music they like and accept. According to the American Academy of Pediatrics,†Music provides entertainment and distraction from problems and serves as a way to relieve tension and boredom. Some studies have reported that adolescents use popular music to deal with loneliness and to take control of their emotional status or mood†. Music is a great way to escape the reality and create a sense of serenity in an individual. For many years we have shifted in music rhythms and productions. Classical music and other older genres are currently overlapped by the modern day rap, hip-hop, and dance and electronic music. In our modern day so ciety, electronic music a large role on providing the listeners with great beats and rhythm but also provides to the listeners to go to an electrifying extent. Electronic music is not only part of the rave scene but musicians of different genres of music around the word produce the same beats by using the turn tables and electronic instruments. With the new and improved technologies and instruments, music is produced electronically with some bass guitars and drums, but no matter what instruments the musicians use, the production of music greatly provides the listeners with imagination. From different instrument usage, music is a great way to relieve stress and express emotions. Electronic music not only provides the listeners with a sense of emotion, but also creates imagination in individuals and serves as an inspiration to many other artists in the use of electronics. Music cannot be considered a single sound, but it is a set of beats and rhythm that create pleasure to listeners ears. Electronic music is an art, an art that is created by using electronic instruments such as turn tables. The main aspect of electronic music is that it provokes happiness to the listeners. Electronic music has different sub groups such as: Techno, Dubstep, Indie, House Tech, Trance and Dance but it does not matter to the listeners which to choose, they all produce the safe effect: create a sense of emotion in listeners. According to Leonard Meyer, â€Å"And finally, listeners, past and present, have reported with remarkable consistency that music does arouse feelings and emotion in them† (12). In other words, we as humans are full of emotion and express them in our daily lives. As electronic music played in clubs and social events, individuals feel happiness therefore undergo the state of excitement and then begin rhythmic practices such as dancing. And of cou rse, any type of music that the listeners decide to listen will experience emotion. Usually at large social performances by highly respected artists, individuals decide to wear neon colors that bring happiness to the performance. Electronic music provides the listeners with emotions due to different beats and rhythm that the audience follows. Some may decide to focus their attention on certain beat that attract their attention, however as a whole, electronic music is upbeat and surprising. Imagination is a huge process in which an individual paints a mental picture in learning styles. In a math class for instance, one may paint a mental picture of formulas to help one study, however when it is needed one must reflect back at that memory to retrieve the information. Due to the high intensity and upbeat rhythm, imagination is decided upon the individual. Some electronic musicians such as Tiesto or Armin Van Buren often use beats and rhythm that use nature sounds so therefore the listener may imagine that he or she is in a nature setting. Throughout the electronic beats that the electronic music provides, a message is conveyed. According to Leonard Meyer, â€Å"On the contrary, the musical theory and practice of many different cultures in many different epochs indicate that music can and does convey referential meaning† (3). Some music has meanings that are people can relate to. For instance, Eminem has been rapping about the meaning in his life however some genre s are turning toward explicit lyrics. Electronic music however is a set of beats that convey different messages to different individuals. People have the freedom to decide on the meaning of electronic music and what impact it has on their thoughts and imaginations. Thoughts, imaginations and reflections flow through listeners minds and an escape from reality occurs. As a result, electronic music provides the listener with many options on the relation of the meaning he or she decides to create. Our society has numerous bands that have progressed from using electric and acoustic guitars, drums and other instrument to using electronic computers and turn tables to produce new beats. Modern day artists produce their music in studios with a set of turn tables and electronic sets. More and more hip hop artist are turning toward electronic elements into their music which becomes more upbeat. The song â€Å"Feel It† by Three 6 Mafia and Sean Kingston for instance, is a great example of artists using electronic beats. Tiesto, one of the well known DJs creates the songs beats to which Three 6 Mafia raps to. Similarly, in dance clubs, DJs take ordinary hip hop songs and add a beat of electronic music for more pleasurable sounds and allow the audience to dance to. In Freedmans view, â€Å"Which brings us full circle to the original point—namely, that electronicas rise isnt just a trend. Rather, the influence of electronic elements into all forms of music seems to indica te a real turning point, a change in ideals brought on by the increased availability and affordability of computer-based music-creating programs†. Our generation has greatly become more and more technologically advanced in many aspects of daily lives. Technological advancement not only has made our healthcare, entertainment and communication better, but it also has changed the music industry. Electronic music has a major impact on different genres. Although the new technologies have a big impact on the music industries, electronic music has influenced artists to use upbeat music. As a result, an individual has the freedom to decide to listen to electronic music or not, he or she may hear electronic aspects in different songs that are heard on the radio. As I have shown, electronic music provides more than just beats and rhythm to the listeners but also allows them to find inner imagination. Electronic music has progressed from being underground to the modern day popular culture which is attracting more listeners and allows them to experience a sense of enjoyment. Once a listener hears a single electronic music song, he or she will fall in love and would want to listen more. There are numerous DJs for a listener to choose from such as: ATB, Above and Beyond, Tiesto, Armin Van Buuren and Marcus Schulz and they will provide the first time listener with a sense of excitement and surely will not disappoint them. Works- Cited Meyer, Leonard B., Emotion and Meaning in Music.Chicago: University of Chicago Press, 1999. Fuld, Gilbert G., Mulligan, Deborah A., and Brown, Ari. â€Å"Impact of Music in Children and Young Adults†. American Academy of Pediatrics 124 (2009): 9. Freedman, Pete. â€Å"Electronic Music Moves Its Way Into Other Genres.† The Dallas Observer 19 November 2009. Web. 13 March 2010.

The Composition and Publication History of Samuel T. Coleridges Kubla

The Myth of Fragmentation - The Composition and Publication History of Samuel T. Coleridge's Kubla Khan Although the exact date remains unknown, it is believed that Samuel Taylor Coleridge wrote his poem Kubla Khan sometime in the fall of 1797 and began revisions of it in the early spring of 1798. Interestingly, although no original manuscript has been found, the Crewe Manuscript of Kubla Khan was discovered in 1934. Currently, the Crewe Manuscript is the earliest know version of Kubla Khan and is believed to have been written around 1810. After Lord Byron’s zealous response to Kubla Khan, Coleridge published the poem for the first time in May of 1816 under Byron’s publisher John Murray. While the poem was initially bound with two of his other poems: Christabel and Pains of Sleep, Kubla Khan was then published in 1828 within Coleridge’s collection Poetical Works. The final publication of Kubla Khan during Coleridge’s lifetime came in 1834, when a cumulative version of Poetical Works was introduced, which included some of Coleridge’s early, unpublished works. When Kubla Khan was first published in 1816, contemporary reviewers noted the poem’s fragmentary nature and spoke of its nonsensical style, imagery, and content. The poem was, in a sense, viewed as not a â€Å"wholly meaningful poem, but only meaningless music.† More recent studies by scholar E. S. Shaffer asserted that Coleridge intended for Kubla Khan to be a part of his project to create â€Å"a new kind of epic poem† that was to be called The Fall of Jerusalem. Shaffer believes that Coleridge was unable to complete this epic project, and consequently, left Kubla Khan as â€Å"an epic fragment† that has bred a myth of fragmentation that has followed the poem since its initial publi... ...w York: Charles Scribner’s Sons, 1972. Google Image Search. Online. Available at: http://images.google.com. Holmes, Richard. Coleridge: Early Visions (1772-1804). New York: Pantheon Books, 1989. Holmes, Richard. Coleridge: Darker Reflections (1804-1834). New York: Pantheon Books, 1998. Lindgren, Agneta. The Fallen World in Coleridge’s Poetry. Sweden: Lund University Press, 1999. Newlyn, Lucy (editor). The Cambridge Companion to Coleridge. Cambridge: Cambridge University Press, 2002. Samuel Taylor Coleridge Archive. Online. Available at: http://etext.lib.virginia.edu/stcColeridge/stc.html Stillinger, Jack. ~~Coleridge & Textual Instability: The Multiple Versions of the Major Poems~~. New York: Oxford University Press, 1994. Supplement to the S. T. Coleridge Archive. Online. Available at: http://www.mindspring.com/~mtiefert/poetry/coleridge.html

Relationships Between Men and Women in The Winters Tale by William Sha

Relationships Between Men and Women in The Winter's Tale by William Shakespeare The Winter's Tale was written in 1611, during the reign of Queen Elizabeth I. The play is one of Shakespeare's romance titles, though it could be more justly referred to as a 'tragi-comedy' due to the instances of accusation, death, repentance and reunion. To successfully study how Shakespeare presents relationships between men and women in The Winter's Tale there are four main relationships to examine - Hermione and Leontes, Paulina and Antigonus, Perdita and Florizel, and Leontes and Paulina. Shakespeare's view of women, and generally the Elizabethan view, suggested that women had less capability for evil - can only assist in a man's corruption or downfall, evidence for this can be found by examining particular types of literature from this period, such as T.E. (?)'s didactic 'The Law's Resolution of Women's Rights'. Likewise in The Winter's Tale, only to a lesser extent, women can be seen as temptresses. Hermione was the supposed adulteress in The Winter's Tale. Many would argue that Shakespeare depicted the condition of women within a patriarchal system and created female characters, which in their richness transcend the limitations of his time. Shapiro, for example, goes so far as to claim that Shakespeare was 'the noblest feminist of them all.' Though Shakespeare pays more attention to the roles that men play in society and many of the female characters are constricted in their experiences. They do not have the same ability to be as fully human as the men. They do not learn by their experiences, except Paulina who is eventually chastised and pa... ...sion. It could be argued that Shakespeare only goes so far with the gender roles - the women are eventually silenced or pacified - because the suspension of disbelief can only be maintained so far - the traditional view of women was confined within rigid boundaries. In The Winter's Tale all the women are badly treated - incidentally, at the hands of men. Our perspective of the actions of the men we believe to be harsh, though to Shakespeare's contemporaries they were likely to be justified - in fact chastisement would probably be justified to a more brutal extent. There is however little authentic evidence in the plays, that Shakespeare strove either to uphold or to subvert, however covertly, the established order. Works Cited: Shakespeare, William. The Winter's Tale. Ed. J. H. P. Pafford (London: Methuen, 1963).

Moliere

The principles of the Enlightenment can be found in several of the writings from this time period. There are a small amount of characteristics that are usually associated with the Enlightenment. People at this time started to apply realistic thoughts to make out and recognize nature and to direct their human existence. In Moliere’s Tartuffe, this is articulated all the way through the character of the king. Eventually, Tartuffe has brought an officer of the king back to take Orgon away. Though, in Tartuffe’s endeavour to get Orgon arrested, the king saw through him and explained that Tartuffe was the one to be charged and put to trial.One more important characteristic in the play is the desire for equality and dignity for all, the notion that all have a set of fundamental human rights. The Enlightenment also confronted several of the former ideologies, and one of such ideologies was unawareness. Tartuffe demonstrates these characteristics through the character Dorine, w ho is Mariane’s lady-maid; in other words, she is someone with a low social standing because she is a member of the working class. She is probably ignorant, as most are who have a low social status.Though, in the story, she is much smarter than Orgon and as well a lot more sensible. This illustrates that it does not matter what social class one comes from to find out their level of intelligence. Her proximity and acceptance by the family, with the exception of Orgon, illustrates that people can be looked at for their own worth and value. Dorine is an important person from a lower social standing than the family, however, she is capable of socializing and making friends with the family she works for.One more challenge is to false notion, dishonesty, as well as tyrannical traditions. Tartuffe is a character that is associated with the church and so far is a very misleading, deceitful character. He is capable of conning Orgon into letting him into his home. In addition, Orgon is misled into disinheriting his own son and leaving all the heritages to Tartuffe.Orgon is an example of the repressive person who makes an effort to maintain complete control. His control conventionally extends over his family, particularly his daughter. In the story, she is to supposed to get married to the man she loves, however when Tartuffe enters the picture, Orgon withdraws his promise to her fiancà ©, also tells her she is to marry Tartuffe instead. Despite the fact that, Orgon is challenged by his family, who work to show Tartuffe is a con-artist. This is in straight opposition to the conventional power structure of society and brings into question the right of this structure.These are just a few instances of how the Enlightenment ideals are depicted in the works of the time, particularly in Tartuffe. Tartuffe as a result enthused up the clergy, with its clever lampoon of religious extremists and hypocrites, that it was banned for 5 years. That was a mild punishment: a numb er of clerics wanted the playwright burned as a heretic. In its place, he was excommunicated. Regardless of this, the Catholic Encyclopedia asserts Molià ¨re as one of the faithful.What is little known at present is that Molià ¨re was a student of science, a devotee of the skeptical Lucretius; he quotes the Roman poet in The Misanthrope as well as an individualist in religion. The final scene in Molià ¨re's Don Juan was illustrated by a contemporary as a school of skepticism where, after making a clever Atheist say the most awful immoralities, he commended the cause of God to a valet who says ludicrous things. Don Juan was banned. (Michael Rothberg, 1993)Talking about of Molià ¨re's probity, the Catholic writer said religion has no value near the author of Tartuffe. Molià ¨re's Christianity was not as deep as that of Corneille, Racine, Boileau, and almost all the famous writers of his time. Moreover so far, when there was query of his being given Christian interment, and the cu re fluctuated, on the ground that the priest had arrived too late to give absolution to the comedian, who, it might almost be said, passed from the stage to the court of God, his widow provided evidence that he had received the sacraments in the last preceding paschal season.The description in the Catholic Encyclopedia confuses the facts. Molià ¨re was performing the leading role in The Imaginary Invalid when he collapsed onstage. He died that night, at his Paris home, on February 17, 1673. His wife called the priest, who rejected to come, he was an excommunicate, in any case, whom the learned Catholic work fails to mention, and merely under duress from the king was Molià ¨re buried with a priest in attendance. He was buried at night, in grounds held in reserve for suicides. He is at present considered the best comic playwright France has produced. It was Molià ¨re who said, â€Å"We die only once, and for such a long time†. (Mccarthy, 2002).Work CitedGerry Mccarthy, 2002. The Theatres of Moliaere; Routledge.Michael Rothberg, 1993. Marketing Power: The Seduction of Rhetoric in ‘Dom Juan.' Journal article; The Romanic Review, Vol. 84Research Paper OutlineI. Thesis: The principles of the Enlightenment can be found in several of the writings from this time period.II. Topic Sentence: This was the age of motive.III. Supporting Details:People at this time started to apply realistic thoughts to make out and recognize nature and to direct their human existence.Ideology of the EnlightenmentDishonesty and deceptionsd.  Ã‚   TartouffeIV. Moliere:  Life  Productions  ReligionV. Conclusion:The description in the Catholic Encyclopedia confuses the facts. Molià ¨re was performing the leading role in The Imaginary Invalid when he collapsed onstage. He died that night, at his Paris home, on February 17, 1673. His wife called the priest, who rejected to come, he was an excommunicate, in any case, whom the learned Catholic work fails to mention, and mere ly under duress from the king was Molià ¨re buried with a priest in attendance. He was buried at night, in grounds held in reserve for suicides.  He is at present considered the best comic playwright France has produced. It was Molià ¨re who said, â€Å"We die only once, and for such a long time†. (Gerry Mccarthy, 2002).I reviewed your comments on my proposal and realized that my topic and research paper required a lot of revision. I decided that it would probably be best for me narrow my topic and start over.  Here’s my first proposal with the comments attached.During the Enlightenment Period, religion greatly impacted the lives of most Europeans. The predominant religion was Christianity. Although most Europeans shared the same religion, there were still divisions among them. Everyone had their own viewpoints on what it meant to be a Christian or how a Christian should live his or her life. So was the case in France. Such diverse ways of practicing religion cau sed many conflicts here. Similarly, this play too, highlights such conflicts.I chose to write about religion during the Enlightenment Period because it’s exemplified in Moliere’s Tartouffe. So far Tartouffe is my favorite reading assignment this semester. I think that I will be able to find a lot of information on religion during the Enlightenment Period. I also think there may be several available sources to find information about how Christianity impacted the lives of individuals who lived in that time period. I am also more familiar with this subject. I still can't grasp your exact topic here.This sounds very general and broad. The reader needs a clear direction. ***Which aspects of Christianity during Moliere's time shed light on the actual text Tartuffe? What problems did these present? Which characters will you examine (select only one or two from the play to keep this focused and clear). This is a question you might ask yourself before crafting a focused thesis statement.In my research paper I will be highlighting the similarities of the â€Å"Devots† of the Enlightenment Period and characters in Tartouffe. I hope to show how certain ideas or perspectives have the ability to both dominate and blind individuals regarding religion.I will be using The American Century Dictionary, The American Journey by Goldfield that discusses French culture and several internet articles to support my points in the research paper.  During the Enlightenment Period, religion greatly impacted the lives of most Europeans. The predominant religion was Christianity. Although most Europeans shared the same religion, there were still divisions among them. Everyone had their own viewpoints on what it meant to be a Christian or how a Christian should live his or her life.Jean-Baptiste Poquelin Moliere, a European writer, noted the behavior of his fellow countrymen and decided to write a comical play about it.  The â€Å"Devots† made up a large portio n of the Christian religion during the Enlightenment Period. The â€Å"Devots† were self-proclaimed righteous people. They were hypocrites who condemned anyone who didn’t think like them.Inspired by the â€Å"Devots†, Jean-Baptiste Poquelin Moliere wrote a comical play making fun of their behavior. The name of Moliere’s play is Tartouffe.  Madame Pernelle, a character in Tartuffe, most identifies with the â€Å"Devots† from the Enlightenment. She sees herself as a devout Christian Women. However, every one in her family except her son Orgon sees her as she truly is; a hypocrite. She is one who is quick to judge and tries to justify her harsh words by insinuating that she only says what God tells her to say. When she was rude to her daughter-in-laws brother Cleante she tried to justify her behavior by saying â€Å"it behooves us not to mince words when righteous fervor moves us.†Like Madame Pernelle in Tartouffe, the â€Å"Devots† of the Enlightenment Period were self righteous hypocrites proclaiming to be ideal Christians. They had a negative impact on the lives of those who chose not to follow them.

Incremental and Radical Innovation

In new-made years, the importance of basis in trading cannot be emphasized too much. along with rapid economic development, the cooperation having innovative great power enables them to own a place in this competitive society. In order to r to each virtuoso the goal of survival, the firms need to understand the diverse types of founding from additive conversion and basis innovation for those firms who guarantee with the product quality, the glower greet and increasing profits.Following this essay, the difference amongst additive and paper innovation argon the distinctness of change level of engine room and the difference of effectiveness. Following this essay, the effectiveness of both different types of innovation and an example of each types would be explanatory. Innovation can be wontd in invention or melioration of products, production process, organization and rung creativity. According to the change level of engineering , there are different types of innovat ion, one is incremental innovation and the other is stem turn innovation.Utilizing which types of innovation depends on what kind of conditions does a cooperation faces. Different consequence would be reached patch adopting these ii types on innovative system. To acquire with, the definition of incremental innovation is doing what we do but better (Tidd, Bessant, 2009, p. 27). It usually bases on improvement or boost the existing engine room, products or process for maintaining the competitiveness of specific securities industry. Adopting incremental innovation could results in enormous cost salve through upgrading or alter old products or service. Stamm,2003,p260) . In name of reduction of inefficiencies and waste, which could benefit company from saving money, resources or time. Also this effectiveness from incremental innovation could benefit not and cooperation, but also customers. For example, a renowned US airplane company American Airlines Incorporated (AA). In 1 986, when AA had faced a downturn trend with profits, they bring out a significant cost on their on board meal. (Maynard 2005). Their crew found out(a) that 72% of passengers do not use olive in their salad catering from airplane.The equipment casualty of salad was included five items, if they change their ingredients of food for thought without olive, it can save $500,000 cost yearly year. Since this incremental innovation had reduced the in operation(p) cost significantly, increasingly amenities had been cut for less spending such as playing cards, postcards and some toys for children. Although this type of innovation cannot bring new income directly, it does not cogitate it cannot save a enormous money. Compared with incremental innovation which style doing what we do better, the radical innovation refers to do something different. (Tidd, Bessant, 2009, p. 7) Radical innovation is the revolutionary change in engineering science or market. To make a discovery on the limit ation of reliable technology and production cap business leader , which could strengthen and plump for a firms leadership in the market. Moreover, a radical innovation could change accredited competitive condition, creating a new market and making more(prenominal) opportunities for much benefits and positivity . For example a light emitting diode-LED which is a major device in current life. (It would be finished next time) These two different types of innovation are use in different conditions.Incremental innovation is principally a short-term innovation. On the other hand, radical innovation would continue more longer, usually over 10 years, referring to an spunky risk investment. Furthermore, radical innovation requires ability of high level of technology innovation, which means it need a relative great expense of investment rather than that of incremental innovation. (Ten3 Business e-Coach 2004) To sum up, in this ever-changing commercial environment, each company should go by learning and carrying out knowledge of innovation to achieve their commitments with profits growth.

Development of Education in Kenya

1. 0 INTRODUCTION2 1. 1 Definition of scathe3 1. 2 Background information4 1. 2. 1 Pre-colonial grooming4 1. 2. 2 purport colonial direction in Kenya (Neocolonialism)4 1. 3 content Aims/Goals of tenet in Kenya6 1. 4 social scheme of maturation6 1. 4. 1 Early childishness Development and stopping point7 1. 4. 2 uncreated instructing8 1. 4. 3 thirdhand see9 1. 4. 4 teacher breeding9 1. 4. 5 Tertiary association10 1. 4. 6 University genteelness11 1. 5 memorial tablet trunk11 1. 5. 1 Permanent secretary11 1. 5. 2 pay and face Division12 1. 5. 3 directorate of facts of life12 . 5. 4 Field Service upbringing Officers13 2. 0 CHALLENGES FACING THE FORMAL EDUCATION IN KENYA14 2. 1 Recommendations to the Ch al angiotensin-converting enzymeenge of didacticsal activity in Kenya17 3. 0 Conclusion18 3. 1 References. 19 1. 0 INTRODUCTION The readying of culture and pedagogy to in alto pay offher Kenyans is fundamental to the success of the political relati ons all(a) overall ontogeny strategy. First, the languish term objective of the organisation is to go bulge out every Kenyan with prefatorial fictional extension tuition and information, including 2 historic period of pre- ancient, 8 years of unproblematic and 4 years of junior-grade/technical preparation. pedagogics overly hires at enhancing the ability of Kenyans to preserve and lend oneself the environment for productive gain and sustainable livelihoods. Second, breeding of upstanding tone human imaginativeness is central to the increase of subject field goals for industrial ontogeny. Third, the realization of universal find to basic grooming and studyal activity delays equitable access to cultivation and construction for all children, including discriminate and vulnerable groups.Fourth, precept is necessary for the preparation and protection of democratic universes and human dependables. Hence, this topic aims at describing the ex drawmen t of formal tuition in Kenya. It will first of all of all explore formal nurture in pre-colonial era. It will then show how variant commissions view contri thated to the instruction of formal nurture in post-colonial era. The melodic theme will desirewise shed light on the national goals of instruction, the carcass structure of fosterage and finance agreement in each train of grooming through governing initiatives.Moreover, it will select into the memorial tablet of the command carcass and in the end discuss the various disputes facing the development arena and their recommendations. 1. 1 Definition of wrong nurture According to Sifuna and Otiende (1992) precept is the deal of acquiring worth succession accumulated know leadge, skills attitudes and value from one generation to the next. From this point of trance indeed, facts of life is meant to teach a savant how to live his life by evolution his mind and equipping him to deal with verity. imp osing as defined by Webster dictionary is relating to or involving the outward form, structure, relationships, or written text of elements quite an than meaning. It whitethorn also mean following or fit in with established form, custom or rule. ballock rearing A formal training program is the process of training and developing people in knowledge, skills, mind and character in a structured and conscious program. The features of formal teaching include Classrooms, teachers, pupils, content and conk outs (Sifuna and Otiende, 1992). 1. 2 Background information 1. . 1 Pre-colonial education Sifuna, Chege and Oanda (2006) observe that historical records chance upon that Kenyans had access to education as furthest back as Johann Ludwing Krapf and Johannes Rebman. Formal education was introduced basically to boost evangelism and posterior on it be sire an instrument for issue of skilled labour for the Europeans farms and clerical module for colonial administration. T he missionaries obdurate the type of education African had to have they built tames, man geezerhoodd them determined the broadcast and influenced education policies.It all started in 1846 with the church missionary society (CMS) establishing a tame at Rabai the Coast obligation and separates across Kenya much(prenominal) as wizard civilise daytimes Kaimosi (1903), Maseno condition (1906), Jamhuri high drill (1906), Europeans girls, Kenya high shoal (1908), Mangu high give instruction (1925) and others. During that time education in Africa, Kenyan included was stratified on racial lines in matters of arrangement structure, curricula and re bloods. For example, the Europeans placement had an pper deliberate resource, its platform was establish on British traditions, Arabs and Asians system came second. Africans prepargond youths to work on Europeans farms. 1. 2. 2 Post colonial education in Kenya (Neocolonialism) Sifuna and Otiende (1992) noned that racial separa tionism was abolished in 1960 as the country move closer to independence. With the progression of independence on 12th December, 1963- a ministry of education was created. The shallow system in Kenya was brought under a localized standard curriculum and worldly concern examinations.Since independence, the political science has addressed challenges facing the education sector through delegacys, Committees and Taskforces. The first bearing, after independence, came up with the storey of the Kenya development delegating (The Ominde Report, 1964) that sought to reform the education system inherited from the colonial political sympathies to operate it more responsive to the involve of autonomous Kenya. The Commission proposed an education system that would foster national unity and the creation of fit human capital for national development.Sessional opus No 10 of 1965 on African Socialism and its Application to Planning in Kenya formally stick toed the Ominde Report a s a basis for post-independence educational development. The Report of the guinea pig Committee on educational Objectives and Policies (The Gachathi Report, 1976), foc employ on redefining Kenyas educational policies and objectives, giving consideration to national unity, and economic, sfountainhead-disposed and cultural aspirations of the people of Kenya.It departed in Government harbor for Harambee schools and also led to innovation of the content Centre for Early childhood training (NACECE) at the Kenya Institute of tenet (KIE). The Report of the death chairial work troupe on the Second University in Kenya (The Mackay Report, 1981) led to the removal of the advanced (A) take aim of supplemental education, and the expansion of other post- subaltern training institutions.In addition to the shaping of Moi University, it also recommended the establishment of the 844 system of education and the Commission for higher(prenominal) nurture (CHE). It diversified the schoo l curriculum with emphases on pre-vocational and technical skills (Re common of Kenya, 1981). The Report of the Presidential Working Party on Education and work force training (1988) focused on up education financing, quality and relevance.This Manpower formulation for the Next disco biscuit and Beyond (The Kamunge Report) was at a time when the Government contrivance for the provision of instructional materials through the National Textbook Scheme was in efficacious and in that locationfore adversely touched the quality of statement and education. From the recommendations of the Working Party in 1988, the Government produced Sessional Paper No 6 on Education and readiness for the Next Decade and Beyond. This led to the form _or_ system of regimen of cost sharing between politics, pargonnts and communities.The Commission of Inquiry into the Education frame of Kenya (The Koech Report, 2000) was mandated to recommend ways and nitty-gritty of enabling the education system to assuage national unity, mutual social responsibility, speed industrial and technological development, life-long learning, and adaptation in response to changing circumstances. The Koech Report recommended altogether Integrated part Education and information (TIQET). While the Government did not adopt the Report callable to the cost implications close to recommendations, such as curriculum rationalization have been adopted and implemented.Recent policy initiatives have focused on the attainment of education for all (EFA) and, in grumpy, universal proposition main(a) Education (UPE). The key concerns ar access, retention, equity, quality and relevance, and internal and external efficiencies inside the education system. The effectiveness of the up-to-the-minute 8-4-4 structure and system of education has also come under increasing scrutiny in light of the decline in schedule and retention particularly at the autochthonic and subaltern school levels in the move dec ade.The Government is committed to the provision of quality education and training as a human right for all Kenyans in accordance with the Kenyan law and the world-wide conventions, such as the EFA goal, and is developing strategies for moving the country towards the attainment of this goal. The slaying of destitute Primary Education (FPE) is critical to the attainment of UPE as a key milestone towards the realization of the EFA goal (htt//www. virtualcampuses. eu/index. php/Kenya). 1. National Aims/Goals of Education in Kenya Aseey and Ayot (20096) state that in Kenya the fundamental goal of education is to mark and equip the youth to be riant and useful citizens of the society. From this fundamental needs turf out more aims of education. In Kenya, t here atomic number 18 seven specific goals of education, namely national unity, national development, individual development and social fulfillment, social equality, respect and development of cultural heritage and internation al consciousness. 1. Structure of education Kenyas education system is a three to four tier system. In 1985 Kenya introduced the current 8-4-4 system ? Primary education 8 years age 6-13 ( give up and compulsory) ? inessential education 4 years age 14-18(subsidized for educatees in daytime Schools and the Government forgets fees guidelines to all public schools) ? Higher education 4 years age 19-21 (subsidized for those selected through the Universities spliff gateway Board) 1. 4. 1 Early childishness Development and EducationThe provision of ECDE as observed by republic of Kenya (1999) involves households, residential district and Government exertions in the corporate development of children from the time of conception. The structure of ECDE provision is separate into that for 0-3 year-old children and for 4-5 year-old children. For this sub-sector, the MOES policy is to focus on 4-5 year-old children with a view to providing a holistic and integrated course of study th at decorouss the childs cognitive, social, moral, spiritual, stirred and corporeal needs.The Government is already implementing measures that test to improve the performance of this sub-sector. These include establishing guidelines and standards for the management, inadvertence and curriculum development for ECDE establishment of NACECE and govern Centres for Early puerility Education (DICECE) for purposes of in-servicing teachers and training of trainers mobilizing communities and p bents through aw beness creation, and providing participation support grants to support marginalized/vulnerable communities in collaboration with other partners.Other measures, which ar cosmos implemented to enhance quality education at this level, include implementing a 2-year in-service training programme for ECDE teachers mounting a 9-month training of trainers course developing guidelines and planes for ECDE programmes enhancing the capacity of supervisors and inspectors to ensure quality of ECDE programmes and equipping NACECE and DICECEs to pull together the needs of the programmes.Despite the above measures, access, equity and quality in this sub-sector remain cons instruct by various factors that include especial(a) teaching and learning materials, inadequate ECDE centres inadequate community participation lack of a unmortgaged policy on transition from pre- direct to capital school inadequate nutrition and wellness services lack of enough handy teachers low and irregular salaries for ECDE teachers and lack of sportsmanlike entry age guidelines (htt//www. virtualcampuses. eu/index. php/Kenya). 0 1. 4. 1. 1 Financing of pre- primary educationThe pre-primary education is basically controlled by secret institution, religion and organization. Its finance rigorously depend on the p atomic number 18nts previously but currently the giving medication has allocated close to bullion to finance this level of education. 1. 4. 2 Primary education According to Minis try of Education (1987), this is the first phase of the national 8. 4. 4 system of education. The course cultivation for eight years. Its aim is to ensure that functional and mulish education that will meet the needs of the majority of children who terminate their formal education at standard eight.Financing of primary education in Kenya is universal, free and compulsory to all Kenyan citizens. The organization through constituency development fund has constructed physical facilities, purchased teaching and learning materials and employing teachers. The primary school curriculum is like throughout the country. It is nationally developed at the Kenya institute of education by the subject experts. The government of Kenya recognizes that provision of universal primary education as an important milestone to economic and social development.In particular it has been established that by providing primary education to women, a society is able to act its development. The government, si nce January 2003 has managed to implement free primary school education programme that has seen a severe increase in the number of children attention school. The Government has also increased its budgetary allocation to education as well as introducing a Constituency Bursary Fund for efficient facilitation of education at the grassroots level.The implementation of the Universal Free Primary Education, as part of the Millenium Development Goals (MDGs), has earned Kenya the re contriveable Education Award 1. 4. 2. 1 affirmation Two certificates argon awarded to students in primary school level these argon The Kenya protection of Primary Education awarded by the Kenya National examination council and the Kenya Primary Living documentation issued with the authority of the Director of Education. 1. 4. 3 secondary coil educationThe secondary education in Kenya comprises of 4 years of education in which an exam referred to as Kenya security system of Secondary Education (KCES) is d one to finish this level of education. It has three compulsory subjects English, Kiswahili and math, a cognizance separate where a student chooses all or two sciences among Chemistry, Physics and Biology. The last section of the structure comprises humanities in which a student must cleanse one subject and two at maximum, these subjects argon Geography, History, C. R. E and Social Ethics. in conclusion there is a category of subjects cognize as applied sciences and they argon offered by limited school and a student is allowed to pick one subject in this category, they include skilful Drawing and Design, Woodwork, Metalwork, graphics and Design, Electricity, Aviation and Power Mechanics. Students who obtain a grade of C+ and above argon eligible for admission at Kenyan public Universities but ascribable to limited positions the grade is shifted annually and can go as high as B+. There atomic number 18 two categories of secondary schools in Kenya, namely public and undergrou nd schools (Bogonko,1992). 1. . 3. 1 Financing of secondary school education The public secondary schools are funded by the Government or communities and are managed through a Board of Governors and farm Teacher joinings. Subsidized for students in Day Schools and the Government provide fees guidelines to all public schools. The private schools, on the other hand, are established and managed by private individuals or organizations and the parents pay full fees for their children. 1. 4. 4 Teacher Education There are phoebe bird teacher education programmes in Kenya as observed by nation of Kenya (1999).These are The Early Childhood Development and Education (ECDE) teacher education programme in which teachers are learn through in-service courses in regularise Centres for Early Childhood Education (DICECEs). The National Centre for Early Childhood Education (NACECE) develops the curriculum, trains trainers and supervisors, and conducts monitoring and evaluation. The Secondary teac her education which is provided at the parchment and course levels in sheepskin teacher training colleges and universities respectively.The technical foul teacher education is offered at the Kenya Technical Teachers College in capital of Kenya which trains diploma level teachers for secondary schools, technical training institutes, primary teachers colleges, institutes of technology and vocational polytechnics. The finical needs education teacher education is provided to lordly qualified practicing teachers through atwo-year diploma programme at the Kenya Institute of Special Education (KISE) and nettly the Primary teacher education (PTE) which is provided in 18 certificate level colleges through a two-year, residential programme.The entry criteria for primary teacher education require a candidate to have acquired a tokenish grade of C (plain) in the Kenya Certificate of Secondary Education (KCSE). In addition, one must have obtained a marginal grade of D in Mathematics and C- in English. For the entry of a diploma programme for secondary teacher education requires a candidate to have acquired a minimum grade of C (plain) in KCSE and minimum grade of C in the two teaching subjects of his/her choice and a minimum grade of C+ for a degree course.To qualify for the award of the Primary Teacher Education Certificate, a student must excrete all the practical teaching and obtain a pass in all eight subjects. The final grade distinction, credit, pass, fail is determined by passes in the six best performed subjects. 1. 4. 5 Tertiary Education These are mettle colleges that offer certificates, diplomas and some undergraduate degrees. Their curriculum is administrated by the ministry of high education.The source of finance is self sponsored and in some cases by the government through higher education loan board or subsidence free to the public institution (Ministry of Education, 1987). 1. 4. 6 University education In Kenya, they are twain everyday unive rsities Private universities. The unexclusive universities offer certificates, diplomas, degrees, masters and Ph. D. They are sponsored by the government by paying salaries to the staffs including lecturers, provision physical facilities.In addition, students who are selected by the government were put acrossn some monetary support through Joint Admission board (J. A. B). The Private universities on the other hand, are self-sponsored and only support students to get some financial support from the government through Higher Education impart Board (HELB). 1. 5 regime system Getao (199657) explains that The Kenya education system is centralized in the sense that administration, curriculum development and the formulation of policies are centralized. In Kenya, sevens makes the laws pertaining to education.Occasionally, the President makes decrees related to education. He appoints the ministers who preside over the interpretation and implementation of the educational policies. The system of education in Kenya is administered from two separate ministries namely the Ministry of Education and the Ministry of Higher Education each headed by the Minister and an jock Minister . The Ministry of education is trustworthy for formal education from pre-primary education, special education, primary education, secondary education and Teachers education.The Ministry of higher education is trustworthy for higher education which include Technical and vocational training colleges, Tertiary colleges and universities. The administration departed of ministry of education is broadly based on functional units. These are 1. 5. 1 Permanent secretary Heshe is the head of departments in the ministry. Heshe is the overall head of the ministry. Heshe is the accounting officers. He she is the formulator and implementer of government policies on education. 1. 5. 2 finance and administration DivisionThis is the wing of the administrative department of the ministry responsible for da y to day administrative and financial management affairs of the ministry. It is headed by the Deputy Secretary (Finance and Administration) who is responsible to the long-lived Secretary and takes action on all policy matters and cabinet decisions that involve the Ministry and prepares all Cabinet Memoranda for the Ministry. 1. 5. 3 Directorate of Education According to Ministry of Education (1987) the Directorate of Education is the chief victor officer of the ministry.Heshe is responsible for both the ministry and the permanent secretary on all master matters to do with Education. The Functions of the Directorate of Education are to Formulate policies give directions and management of professional functions relating to education. He/she is to deal with welfare of the students, develop curricula for the ministry, initiate training programme, Inspect schools and teachers, promote teachers, give scholarship and award to students, give grants and grant-in- supports to school as wel l as to produce and supply educational materials and equipments.The Directorate has three divisions namely The Administration and focusing of Programmes (AMP), The Education Policies and Programmes (EPP) and The Quality Assurance Officers (QAO). The Administration and Management of Programmes are in ill of registering the schools and institutions, following up audited announces, giving grants and grant-in- aid to schools, inspecting reports, Discipline of students, giving annual report and admission and transfer of students.The Education Policies and Programmes is in charge of the formulation of policies for the Pre-primary Education, Secondary Education, Technical Education, Special Education, Teacher Education, The Kenya Institute of Education (KIE), University Education and other forms of Tertiary Education, 8-4-4 System of Education and Scholarship Awards to Overseas Universities. The Quality Assurance Officers department is a section in the Ministry of Education that deals l argely with the victuals and improvement of standards of education in Kenyans school and colleges.It inspects the methods of teaching and the teaching and learning materials or resources. 1. 5. 4 Field Service Education Officers This is another part of administration in education in provincial level, District level, Division and village or vocational levels. They represent the government in their level of operations. They are i) Provincial Director Education Officers (P. D. E O. ) ii) District Education Officers (D. E. O. ) iii) Education Officers (E. O) Other administration departments in the ministry of education include i) Board of Governors (B.O. G) who represent the government in the school level. ii) Parent Teachers Association (P. T. A) that links the school and the community. iii) Kenya National testing council. This is body of administration is used to supervise examinations and offer certificate in unlike levels of education in Kenya such as primary level, secondary leve l and teacher education. iv) Kenya Institute of Education (KIE). This body of administration is used in publishing the syllabus and drawing of curriculum in education system of Kenya. v) Teacher Service Commission (T.S. C. ) This is the body that recruits and employs teachers. It also sucks teachers who are not behaving well. Other education bodies that are used in administration include Jomo Kenyatta foundation, Kenya Education Staff Institute (K. E. S. I), Commission for Higher Education (CHE), Kenya Literature Bureau (KLB), Public Universities Inspection Board which lists all sessional papers, parliament acts such as the Education Act, conscription legislation, information on Kenya universities and tertiary institutions, reports, tidings Kenya National Examination Council(KNEC) which is the national body responsible for overseeing national examination in Kenya for primary and secondary education amongst others. 2. 0 CHALLENGES FACING THE FORMAL EDUCATION IN KENYA Although the K enyan Government is putting effort in improving education in Kenya, there exempt umpteen challenges that are facing the sector which need to be addressed. These just about of these challenges have been observed by Sifuna, Chege and Oanda (2006) in most of the African countries. They are as follows There is inadequate championship to the education sector.The education sector requires enough financial support for it to undertake its duties such as curriculum development education explore and the implementation of educational policies, teacher retribution of salaries and so on. The Kenya education sector produces its musical accompaniment mainly from the Kenyan government through the Ministry of Finance and also from international donors. However, there is still minimal championship which may be attributed to the misappropriation of funds as well as abject championship of the education sector by its primary source the Kenyan government.Consequently, the poor funding will r esult in the unsatisfactory enforcement of the education sectors mandate. There may be poor curriculum development and education research as well as the improper implementation of educational policies. The shortfall of educate teachers is another challenge in education sector. The education sector struggles to meet the demand of teacher to the sector due to the shortage of teachers. This may be attributed to proficient teachers attrition in preference to other fields which offer better salaries and wage packages as opposed to what is offered by the teaching profession.There is also the Brain course where trained teachers go to teach in other countries where they believe there are better functional conditions in terms of benefits salaries and remuneration packages as opposed to those offered here in Kenya. An acute shortage of trained teachers to the education sector results in the oeuvre of savage teachers to meet the supply deficit. The entering of the free primary educati on and free secondary education initiatives in 2003 by the Narc Government in quest of education for all saw a sharp increase of student enrollments.At the time the government had not put in place adequate facilities and educational resources subsequently, there arose a strain on the already limited lendable resources for exercise the overcrowding in schools where schoolroom were packed beyond capacity. Several recommendation were made afterwards which saw the subsidization of education in the place of free education which requires the government to pay for part of resources required firearm the guardians and parents in the programme meet the snag expenses.Some parents were still unable to meet subsidized cost of educating their children which in enchantment saw the canping out of school for children who lack school fees (http//www. /par. or. ke/documents/policy). In marginalized areas such as the erratic communities in northern Kenya student enrollment and classroom atte ndance is poor as a result of the influence by the nomadic culture which requires nomadic families to move with their livestock from place to place in search of solid food water. Seeing that the children cannot be leave behind, they are left with no choice but discontinue the learning.Gender disparity as observed by Kibera and Kimokoti (1997) poses a challenge to formal education in Kenya in terms of the ratio of boys to girls enrolled to educational institution. In some communities, especially in agrarian areas where traditions are still followed, boys are for the most part enrolled for an education while girls are left at lieu to take of the home and family. There is the belief in such communities, that educated girl would be of more benefit to her matrimonial home hence her paternal home would not be able to reap the benefits of having her educated.There are also limited alternative education programmes such as teenage flummox programmes to cater for the education of those girls who drop out of school due to early pregnancies. Most of these girls have to drop out of school for some time until the time they have their babies and even then they would have to stay at home take palm of their babies, limiting their chances to go back to school and finish their education. Enrollment into bad education programmes is discouraging and a challenge to the education system.Many illiterate and semi-illiterate adult fears the scratch they may receive from their family, friends and society and this may beep from enrolling into such programs. Moreover, there are a few adult education programmes and institutions which is a great challenge to those adults seeking to receive such an education. Special education to cater for those students with intellectual and or physical disabilities is minimal with most guardiansparents choosing let their children with such disabilities to stay at home rather than enroll them in special schools thereby denying them an education all together.Moreover, such institutions receive minimal funding especially from the government which makes them unable to successfully deliver. Nevertheless, there are Social emergent issues which are effecting the education directly or indirectly. human immunodeficiency virusAIDS Pandemic which both affects and affects both the teachers and students is one of the current issues in education sector. Teachers who are infected with the epidemic may be unable to or find it difficult to attend lessons due to acute symptoms of the disease as well as the side effects of its treatment.Moreover, they may be unable to face the classroom due to the sign associated with being HIV positive. Death of teacher from HIVAIDS is also a challenge to formal education since it contributes to teacher shortage due to the loss of trained manpower to the education sector. As for the students who are infected they may have to drop out of school due to the stigma of being HIV positive as well as being of poor health to attend school. Moreover, students who are affected have to drop out of school to take care of their infected relatives. Drugs and alcoholic drink squall by teachers and students is another challenge.Teachers who abuse alcohol and or drugs perform seedy as teachers since they are unable to teach appropriately or cut out the whole learning process. Moreover, students who abuse drugs and alcohol tend to be undisciplined there by contributing to arise of conflicts in the school. such students eventually drop out of school or are kicked out all together. Students indiscipline such as strikes and riots which disrupt the learning process while causation damage to school educational resources like classrooms and dormitories are frequent cases in Kenya. force play trauma that was caused by post choice violence in 2007 is a reality to the Kenyan students today. In most schools, no counseling was provided for students when the institutions opened, after the violence that foll owed the challenge 2007 presidential election. Some students were victims of the violence, which was witnessed in many parts of the country between January and evidence 2008. Without adequate counseling at the right time, such students might have rioted and burn down down school property and intercommunicate the effects of what is commonly referred to as delay trauma (http//www. par. or. ke/documents/policy). 2. 1 Recommendations to the Challenge of Education in Kenya The Kenya government should increase funding to the education sector to facilitate the projection of its mandate such as curriculum development, education research and implementation of educational policies. The 20112012 Kenya budget saw the education sector receive a boost in funding KSH 53. 2 billion was rig aside for tertiary education,KSH 8. 2 jillion for free primary education and KSH18. 5 billion for free day secondary education, and KSH 1. 67 billion for free school feeding programme.However, with the fund ing made available to education sector the government still needs to place some speech pattern on the management of funds to nullify the mismanagementmisappropriation of the funds. The challenges of the shortage of should also be addressed. The government of Kenya should revise the salaries and remuneration packages in teaching profession. Better benefits, salaries and remuneration packages would also trained teachers staying with the teaching profession rather than applying their knowledge and skills in other profession. Also, there could a reduction of brain drain as teachers would stay in Kenya to teach.Subsequently, there would be a declined in the employment of untrained teachers thereby maintaining the quality standard of education. On the part of student enrollment, the government should contact to make education accessible as possible to all. For instance the government of Kenya should provide sponsorship programmes and bursaries for those students unable to pay school fe es. Moreover, for students marginalized areas, the government could provide mobile schools or plume up intensive programme for those students from nomadic communities.The government should also establish programme to for the needs of adult education as well as special education, while conducting sensitization efforts on the importance of adult literacy and special literacy respectively. 3. 0 Conclusion This paper has described the formal education in Kenya in pre-colonial and post- colonial era. It has also looked into the current education policies that have revealed the government efforts in improving education in site to achieve its objectives.Nevertheless, it has shed light on the challenges facing the education sector in its continued development and implementations of the government policies adapt towards vision 2030. It is therefore necessary for the government to address these issues and to be practical in looking for their possible solutions, so that education can fully contribute to the development in all aspects. 3. 1 References Bogonko, S. N. (1992). A history of modern education in Kenya (1895-1991). Nairobi Evans Brothers (Kenya) Ltd. Kibera, L. W. and Kimoti, A. (2007). Fundamentals of sociology of Education.Nairobi University of Nairobi Press. Ministry of Education 1987, Education in Kenya training Handbook. Nairobi Jomo Kenyatta Foundation. Mwanje. J. I. , Akoten, J. Riechi, A. , Barasa, T. , Oyugi, L. , Omolo, J. , Junge, L. , Kimbwarata, J. and Mukasa, G. (2008). Radical Reform for Kenyas Education Sector Implementing Policies Responsive to slew 2030. Retrieved July 6, 2011, from http//www. /par. or. ke/documents/policy republic of Kenya (1964). Kenya Education Commission Report, part I. Nairobi Government Press.Republic of Kenya (1981). Second university Report of presidential working party (Mackey Report). Nairobi Government Printer. Republic of Kenya (1976). The National Committee on educational Objectives and Policies(Gathachi Rep ort). Nairobi Government Printer. Republic of Kenya (1999). only Integrated Quality Education and Training (TIQET) Koech Report. Nairobi Government Printer. Sifuna, D. N. , Chege, F. N. and Oanda, I. O. (2006). Themes in the debate of the Foundations of Education. Nairobi Jomo Kenyatta Foundation. picpic