My Professional Contribution in a Leadership Role A...

Describe your most substantial professional contribution in which you exercised a significant leadership role in furthering the public good One of the proudest moments of my life was being invited to become part of the board of directors of an organization in Bolivia designed to promote womens educational opportunities. The organization is called Lidia Gueiler, the name of the interim president of Bolivia from 1979-1980. Gueiler is thus far Bolivias only female leader. She was a tireless advocate for womens rights, despite the short duration of her leadership and the fact she was forced to leave the country soon afterward because of political instability. Even outside of her native Bolivia, she used her public persona to draw attention to the cause of womens rights in Latin America. As a result of my writings on womens and childrens rights and my prominence in the field of importing and exporting of Fair Trade goods from Latin America I was selected to this position. My service is fo unded upon my belief that the education of women is profoundly important in furthering the health not only of individuals but also of the planet. When women are educated, they tend to have fewer children and are able to make a greater investment in the health and future of the children they choose to have. Bolivia has the highest rate of maternal mortality in the region, except for Haiti and the lowest rate of prenatal care in all of Latin America: only 52 percent of Bolivian womenShow MoreRelatedThe Role Of Nurse Leader With Advocacy1170 Words   |  5 Pages Combining Nurse Leader With Advocacy Introduction The focus of this paper is to expatiate on the role of nurse leader in advocacy and their responsibilities in the transformation of the health care in today’s industry. 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Educatorsà ¢â‚¬â„¢ Guide to the Early Years Learning Framework for Australia states that â€Å"OmissionsRead MoreReflective Essay Management1486 Words   |  6 Pageswere to offer my thoughts and ideas on what company should be chosen and where would be best to research and investigate to create a positive outcome. â€Å"The ability of an individual to influence, motivate, and enable others to contribute towards the effectiveness and success of the organisations of which they are members† ( House et al 2004) Belbin (1993) identified that team members have preferred roles when working in a team setting At this stage according to Belbins team role theory I believeRead MoreServant Leadership Essay1209 Words   |  5 PagesServant Leadership What is it? The phrase â€Å"Servant Leadership† was coined by Robert K. Greenleaf in The Servant as a Leader, an essay he first published in 1970 (What is servant, ). The servant leader serves first, while aspiring to lead second. The servant leader serves the people that he or she leads, implying employees are an end in themselves rather than a means to organizational purpose or bottom-line. Servant leadership is meant to replace a command and control, top-down, model of managementRead MoreReflective Account on Role as a Student in Higher Education and as a Future Health Practitioner1716 Words   |  7 Pages Essential Skills Reflection Name Institution Essential Skills Reflection For a nurse, higher education at the University of West London (UWL) has offered me a broader knowledge base that I will be able to apply to improve nursing care outcomes concerning patient care, quality standards, and other nursing skills. In this respect, graduating from a nursing program will offer me the opportunity to be a better healthcare practitioner and work within teams for the best outcomes. 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I have a fondness to work in consulting or in financial services that would later position me for the dream job I desire. By obtaining quality academic education in business administration, I want to develop within a scope of a top financial firm. I want to become a merger and acquisitionRead MoreReflection And Reflection Of Budgeting1363 Words   |  6 PagesREFLECTIONS AND SYNTHESIS of COURSES and INTERNSHIP When reflecting on the individual courses, I had very little application and experience in the actual budgeting process. I learned the most NEW information in the finance class. I knew how to do a budget and understood basic functions of input and output and even some basic formulas. The qualitative functions of the budget were the most interesting and certainly explained many decisions made over the past many years in reference to buildingRead MoreTraining Authority Maritime Warfare ( Tamw ) Essay2263 Words   |  10 Pagessuccess of people undertaking a new role or new within the organisation altogether. As a means of introduction to my workplace the Boatswains Faculty, which is a sub organisation of Training Authority Maritime Warfare (TAMW) within the Royal Australian Navy (RAN) new staff go through an induction period to ensure they hold the necessary knowledge and skills to teach. Throughout this essay, I will refer to correspondence with a mentee, mentor and supervisor with in my workplace. I have changed the namesRead MoreThe Gibbs Reflective Cycle Essay1647 Words   |  7 Pagescritical reflection is required to identify developmental goals and effect change, indirectly improving healthcare. This essay will use the Gibbs’ Reflective Cycle (Gibbs, 1988) to analyse my role and contributions to the completion of an Action Learning Set (ALS) group task and will reflect on my communication and professional team working skills. We were divided into ALS groups and tasked with creating a group seminar presentation on leadership, management and team working in professional practice

Shakespeare †Romeo and Juliet Act 3 Scene 1 Analysis Free Essays

Romeo and Juliet Coursework In Act 3 Scene 1 of Romeo Juliet, Shakespeare raises the excitement and the tension throughout the scene by using dramatic tension between the characters, provocative and threatening dialogue, strong language effects, and sharp vital violence. The scene begins with Benvolio and Mercutio coming on to stage, with Benvolio suggesting they should go home in case they meet the Capulets and the violence ensues. â€Å"The day is hot, the Capels are abroad, And if we meet we shall not scape a brawl, for now, these hot days, is the mad blood stirring. We will write a custom essay sample on Shakespeare – Romeo and Juliet Act 3 Scene 1 Analysis or any similar topic only for you Order Now This pathetic fallacy and strong image of mad blood creates an expectation in the audience of violent events to come. This expectation seems to be met fulfilled quickly as Tybalt enters with other members of the Capulet family and some servants and immediately a dramatic tension is established between the two factions. We are shown that Mercutio is in a difficult frame of mind. â€Å" ‘By my head here comes the Capulets’ ‘By my heel, I care not. ’ † Clearly Mercutio is in an aggressive mood. Tybalt addresses Mercutio and Benvolio. ‘Gentlemen, good den, a word with one of you’ † Up to this point, Tybalt is courteous – his quarrel is with Romeo, not with Benvolio or Mercutio. However Mercutio is extremely provocatice and he responds to Tybalt, asking a word with one of them with, â€Å"Make it a word and a blow. † The audience feels there is a fight in prospect. When Tybalt says that Mercutio consorts with Romeo, Mercut io sees an insult where there is none. â€Å"Consort? what, dost thou make us minstrels? an thou make minstrels of us, look to hear nothing but discords: here’s my fiddlestick; here’s that shall make you dance. Zounds, consort! † A gentleman cannot accept being compared to a lowly musician, but this is not what Tybalt meant and the audience feel expectation of fear and violence. Now Romeo enters, and now the focus of the tension shifts as a dramatic tension is established between Romeo and Tybalt. Tybalt says to Mercutio: â€Å"Well, peace be with you sir, here comes my man. † It is strange that Tybalt is prepared to swallow such provocation from Mercutio, just as Romeo will soon swallow his. Tybalt puts Romeo in a situation in which almost no gentleman could refuse to fight. â€Å"Thou art a villain. † he says but Romeo does not respond with aggression. Now a new element of intrigue and excitement comes with a kind of dramatic irony. The audience knows why Romeo does not want to fight Tybalt –they have just become relatives- but the other characters do not know. Romeo seems quite unmanly when instead of fighting Tybalt for his honour he swallows the insult, saying â€Å"I do protest I never injuried thee, But loved thee better than thou canst devise. Again the audience knows, can â€Å"devise†, the reason, but Mercutio sees it as cowardice. Now the excitement moves up a notch as Mercutio starts the violence and we are to have the sword fight the audience has been expecting. Mercutio condemns Romeo’s peaceful ways. â€Å"O calm, dishonourable, vile submission! Alla stoccata carries it away. (Draws) Tybalt, you rat-catcher, will you walk? â₠¬  The ‘vile submission’ shows what a humiliation Mercutio believes Romeo is accepting; the insult ‘rat catcher’ makes it almost certain Tybalt will have to fight. Now the sword play begins, and the audience not only have the excitement and great dramatic action of two fighters trying to kill each other but also the sight of Romeo trying to stop the fight for the reasons only he and the audience know. With a tragic irony it is Romeo’s efforts to separate the two men that give Tybalt the chance to stab Mercutio, a friend of Romeo’s on the Montague’s side. Now the audience has put in suspense wondering whether Mercutio is going to die or not. Romeo raises their hopes that he may live. (â€Å"Courage man, the hurt cannot be much. ); but Mercutio seems to know that he is a dead man. â€Å"A plague o’ both your houses! They have made worms’ meat of me: I have it, And soundly too: your houses! † The dramatic and terrifying image of worm’s meat makes Mercutio’s last words very powerful; and his cursing of the Capulets and the Montagues shows that he blames their useless feud for his death. The s cene now takes another turn as Romeo puts aside all thought of peace, and becomes warlike. Benvolio tells him that Mercutio is dead, and Romeo decides on revenge in spite of his marriage to Juliet. This day’s black fate on more days doth depend; This but begins the woe, others must end† The audience is put on more suspense with this foreboding of more strife and death. Tybalt returns, perhaps to continue his quarrel with Romeo but strangely this time, alone and Romeo resolves on violence. â€Å"Away to heaven, respective lenity, And fire-eyed fury be my conduct now! † With the passion of this language and the dramatic tension once again onstage between Romeo and Tybalt, the scene approaches its climax. Tybalt declares that he will send Romeo’s soul after Mercutio’s. â€Å"Thou, wretched boy, that didst consort him here, Shalt with him hence. † The audience understand that either Tybalt or Romeo must die. Now we have the second sword fight in this scene and this is the climax. As Romeo kills Tybalt he takes his revenge for Mercutio’s death, he gets rid of his main enemy in the Capulet camp, and he puts his relationship with the love of his life in grave danger – this is the peak of the excitement and tension. Now Shakespeare lets the audience relax a little as Benvolio explains what has happened and the Prince orders Romeo exile but not death. From foreboding at the very beginning of the scene to mortal insults and provocation, to sword fighting and death, to the audience’s realization that something terribly wrong has happened to Romeo and Juliet’s romance Shakespeare uses a wide range of dramatic and language devices to make the scene one of the exciting and enormous tension. How to cite Shakespeare – Romeo and Juliet Act 3 Scene 1 Analysis, Papers

Strategic Business International Marketing

Question: Discuss about the Strategic Business International Marketing. Answer: Introduction The report focuses on the analysis of an Asian country suitable for market expansion for a telecommunication organization implementing wireless technology solution. Before expanding business through invading a new market, the organizational management should undertake a proper analysis of the business environment of the newly invading market, whether there is scope or opportunity for the organization or not. In this report, an Australia based SME has shown interest for expanding its market through Asia. Asia is the largest and most populous continent in the world (Jobber and Ellis-Chadwick 2012). Thus, to expand through this continent, an SME should begin its market expansion through such a country that has a wide range of opportunity for the organization. India is one of the second most populous and developing countries. Telecommunication is one of the largest parts of Indias business industry, contributing significantly to its economy. However, a thorough analysis of its business e nvironment along with the external environment is needed. This report will include an in-depth analysis of political, economic, demographic and business market along with the opportunity for a telecommunication SME to expand its market based on wireless technology. Finally, recommendations for required action should also be provided based on the current market in the country. Economic overview India has been ranked seventh-largest country in terms of economy throughout the world, which is considered by nominal GDP and it is the third-largest country by purchasing power parity (PPP). Terpstra et al. (2012) reported that, India is considered as a newly industrialized country. The country has its average growth rate approximately 7 % through last two decades. India has a positive long-term economic growth prospective due to health savings and investment rates, its young population and related low dependency ratio along with increasing integration of the country into the global economy. Main industries that contribute in Indian gross economy include software, telecommunication, chemicals, petroleum, chemicals, mining, textiles, steel, pharmaceuticals, agriculture, machinery, cement, lather, construction and transportation equipments. Indias economy development was based on socialist-inspired policies after achieving independence. It has been argued by Rosenbloom (2012) Indian political economy was changed rapidly with economy liberalization in 1990s. The political economy of this country has transformed into a market based system. India is the second fastest growing major economy after china. New restructured forms led to simplification of international trade and investment, inflation control and tax reforms. While analyzing current economic situation in India, a growth rate or GDP for 2016-17 has been estimated to be 7 to 7.5%, representing a good indication for Indian economy. Best (2012) revealed that India has a significantly high percentage gross saving per capita, approximately 31% of total GDP (Ferrell and Hartline 2012). India is considered as one of the largest domestic consumers for self consumption. However, one of its major concern areas is trade balance gap. However, Make in India initiative and low fuel price manage this gap in near future. On the other hand, interest rate in India is higher, when compared to other developed countries. Indian currency Rupees is important, as it is highly preferable currency in international trade. Moreover, it is a technically rich country with the second largest pool of scientist and engineers throughout the world. Thus, there is no doubt that the country has a high desire to develop further with a lot of opportunities. Telecommunication is such a sector in India that is considered as leading contributors to flourishing economy of the country. Indian Ministry of Communications and Information Technology reported that since last 3 years, the telecom opportunities in India have grown 20 to 40 % every year, having fourth rank in telecom industry (Meissner 2012). Thus, it can be a suitable opportunity for the SME to explore the growing telecom market. Political environment analysis The basic structure of Indian government involve three different level, central government, state government and local government, each of these three levels has three different roles, which are legislature, executive and judiciary. India is a multiparty democracy, with 29 states and 7 union territories. States have own laws governing the state based on the requirements. At centre, executive include president, vice-president and council of minister, which is directed by the prime minister (Griffin and Pustay 2012). The parliament, Union Legislature has two houses Rajya Sabha and Lok Sabha and the judiciary is powered by Supreme Court of India. Indian politics is rougher compared to Europe and North America. The political parties are either a National party or a state party. Separation of powers in different levels ensures that no one can abuse power. Indian government is generally stable instead of corruption and diversity in politics. The economic boom is raising regional stability by boosting living standard. Currently or in near future Indian government is not under any threat to be collapsed. However, foreign investors should look into some challenges or risks of doing business in India. Business foundations revealed local social and cultural barriers to direct selling. A number of foreign investors have reported that several external events negatively affect the commercial feasibility of asset and future business plan of India. Corruption and bureaucratic inefficiency are a key challenge, fluctuation in inflation, interest and currency rates, unexpected delays and cost overruns as a result of overlapping governmental jurisdiction. Lack of preparation and understanding of the Indian culture can be a significant hindrance. Patience is required for the employers to start business in India. Another common risk is changing or unpredictable regulations (Lee et al. 2012). The economic risk for the organization to do business in India involves inflation and lack of economic discipline at government level. Thus, foreign company should look into exchange rate risk and interest rat e risks in India. Corruption is a significant challenge for companies investing in India. However, India has significant regulatory structure for fighting corruption. Prevention of Corruption Act (PCA) is governing corruption in India; facilitation payment is illegal under PCA in India. Economic and business environment analysis India has a population of 1.3 billion, achieving the second rank as most populous country in the world, which is approximately one fifth of entire worlds population. Population growth rate of the country is 1.2%. 50 % of the population is below 25 years with a dependency ratio of 0.4. Within the entire population, 31.2 % 0-14 years old, 63.6 % 15-64 years old and 5.3 % constitute the population 65 years or more, showing a developing country (Singh 2012). Life expectancy is 68.89 years with 19.3 birth rate and 7.3 death rates. Instead of rapid urbanization in this country, approximately 70 % Indian lives in rural area. A survey revealed within 1.2 billion people, 68.84 % is rural and 31.16 % is urban population with 31.16 % urbanization level in 2011. 21.2% population below the poverty line earns $1.9 per day. The average GDP per capita income is $5138, with variation in different territories. In terms of rupee, per capita income increased by 10.4% in 2013-14 period (Goyal and Tripathy 2012). However, there is a significant gap in rural and urban wealth distribution and income rate. It has been seen cities and towns make two-third of GDP. However, government undertook steps for bridging urban-rural gap. The country exports $272.4 billion in software, pharmaceuticals, textile, chemicals, leather, jwellery, transportation, petrochemicals, agriculture and other commodities. Key export partners are EU, US, UAE, China and Hong Kong. India has an inflation rate of 5.05% and labor force of 502.1 million. Average gross salary is $1.46 per hour (Goyal and Tripathy 2012). The country has 74.03 % literacy rate, but males are dominant in this context. India has 130 ranks in ease-of-doing-business. Currency exchange rate of INR to AUD is 0.019 61.Total labor force is 502.1 million. There is significant level of skilled labors available in India. The Market environment Indian telecommunication industry has a growing prospect with growing sales figure and a flourishing telecommunication market with the use of wireless products. Indian government is continuously giving efforts for boosting up Indian electronic industry and attracting foreign investors in this sector. Wireless technology has a wide range of prospect in Indian market, as it is becoming more popular in every sector and it is making things easy to perform. The product has a significant role in rural development in India. India consist a world-class wireless network and it is continuously evolving. There is a wide scope if innovation in Indian telecommunication services, which is attractive to foreign investors. Wireless technology is one of the most popular technologies in India, with wider availability and usage, however, innovative technology such as Lifi can be a significant competitor, as it much faster than wireless technology, but implementation rate is lower as it is highly expens ive (Meissner, 2012). Mostly digital media, television, radio, asocial media and news are the chief advertising media used in India for promoting a product. The telecommunication network of India is worlds second largest network. The product has significant potential in the market, as it has significant usage in India, compared to its competitive products. The product will be targeted on especially the young generation, though it is used irrespective of age or functional area. The target market will be government sectors initially and private organizations later. Initially, the product will be adopted by government and then local retailers will be involved in distribution channel. Final recommendation and conclusion Finally, after researching the Indian market for telecommunication network, it is recommended to the Australian employer to get knowledge about Indian culture and not to mix it with China culture. In addition, it is recommended that as the market for telecommunication is evolving, as a beginner, it may take some time for the Australian SME to be familiar with Indian market, thus patience is needed. In addition, the company should follow international and national regulations for foreign business. For understanding the market, in-depth training should be provided to the host country based employees, which is very important for business success. Before starting the business, a risk analysis should be done and evaluation is necessary in each step for getting success. Reference List Jobber, D. and Ellis-Chadwick, F., 2012. Principles and practice of marketing(No. 7th). McGraw-Hill Higher Education. Terpstra, V., Foley, J. and Sarathy, R., 2012. International marketing. Naper Press. Rosenbloom, B., 2012. Marketing channels. Cengage Learning. Best, R., 2012. Market-based management. Pearson Higher Ed. Ferrell, O.C. and Hartline, M., 2012. Marketing strategy, text and cases. Nelson Education. Meissner, H.G., 2012. Strategic international marketing. Springer Science Business Media. Griffin, R.W. and Pustay, M.W., 2012. International business. Pearson Higher Ed. Lee, K., Mani, S. and Qing, M.U., 2012. Explaining divergent stories of catch-up in the telecommunication equipment industry in Brazil, China, India, and Korea. Economic Development as a Learning Process: Variation Across Sectoral Systems, p.21. Singh, S., 2012. Digital Divide in India: Measurement, Determinants and. Digital Economy Innovations and Impacts on Society, 11(20.1), p.106. Goyal, D. and Tripathy, M.R., 2012, January. Routing protocols in wireless sensor networks: a survey. In 2012 Second International Conference on Advanced Computing Communication Technologies (pp. 474-480). IEEE.

Ocean pollution research paper Essays - Ocean Pollution,

Ocean pollution research paper Natalie OBrien English 1A Dr. Walters The Dead Connection The land is an abundant source of flora and fauna which coexist in nature to obtain and depend on each resource that the land as to offer. All these organisms have learned to coexist with one another except for one, mankind. We have become a powerful force of destruction to nature because we were taught by one another that nature is to be a tamed commodity. We see nature as something we must overcome in order to sustain life on this planet. In fact, taming nature will become the destruction of all mankind. We must lead a life of recognition and appreciation of the land and all that it provides. To be able to maintain existence on our earth, humans must live on this earth recognizing that our destructive treatment of our land must come to end by reconnecting and restoring a better relationship with the land. Restoration with nature is a timely process that can take decades to recover from. Humans must take small steps that will make big changes towards the future of how we live on this earth. The process of reconnecting with nature not only begins on land, but also with the ocean. Humans maintain the idea that the ocean is too massive and resilient for anything to harm it. That idea that ocean is indestructible has met its end. The biggest enemy to our ocean is pollution. Ocean pollution is a big problem that has consequences of damaging marine life, and effecting humans as well. Ocean pollution occurs when waste products or other substances, such as microorganisms, chemicals, or sewage, change the physical, thermal, chemical or biological characteristics of the water. This affects living species and reducing the water's beneficial uses. Unfortunately, humans are the major contributors to the pollution of our ocean. Things such as plastic waste, sewage, and contamination of marine life is all apart of this major issue of ocean pollution. One major contributor is industrial sediments such as household products, automotive products contain harmful products that run back to the ocean. This is harmful to marine communities and to marine animals. Chemicals such as PCBs are harmful to both wildlife and humans. These chemicals have damaging effects on the neurological, and immune systems of both wild life and humans. A 2008 study in the journal Science reports,40 percent of the seas are heavily impacted, while only 4 percent remain pristine. Coastal sprawl and loss of habitat are also reducing our ability to restore our seas. Add to this the effects of fossil-fuel-fired climate change-including warming, rising seas, polar melting, and ocean acidification that make it harder for shell-forming critters from krill to corals to survive -- and its understandable why some leading marine scientists have begun to despair. Reports like this are devastating and alarming to read. H umans must realize that we are the number one contributor to the oceans pollution. There is only one ocean, and we must restore a better connection with the most vital and ONLY water source we have. Understanding our unfortunate part in ocean pollution will be the first solution to rewind from the damage humans have started in order to sustain life on this very planet. Humans have natural tendencies of wanting to be connected through technology. Social media, text messages, and the internet are just a few ways humans have to be connected to each other. But what about having a connected relationship to nature? Oddly enough, a society that has many ways of being connected has lost a connection to the foundation of life, the land. The land represents every aspect of nature including the ocean. Thousands of years ago, the ways humans maintained connection to each other was through the sea. The ocean was a vast interconnection between land and sea that humans used as a vessel of exploration. In todays world, the ocean has turned into a sea of plastic waste. Plastic is hazardous to both our wildlife but also to seafood that humans consume on a daily basis. Plastic is a major problem because plastic, unlike other materials, never degrades. We must help to reduce our usage of plastic for the sake and

Definition and Examples of a Persona in Literature

Definition and Examples of a Persona in Literature A persona is a voice or mask that an author, speaker, or performer puts on for a particular purpose. Plural: personae or personas. Persona comes from the Latin word meaning mask, and may also be referred to as an implied author or an artificial author. Author Katherine Anne Porter explained the relation between writing style and persona: A cultivated style would be like a mask. Everybody knows its a mask, and sooner or later you must show yourself - or at least, you show yourself as someone who could not afford to show himself, and so created something to hide behind (Writers at Work, 1963). Similarly, essayist E.B. White observed that writing is a form of imposture. Im not at all sure I am anything like the person I seem to a reader. Various Observations on Persona [L]ike the I of the lyric and of the real and invented autobiography, the I of the essayist is a mask.(Joseph P. Clancy, The Literary Genres in Theory and Practice. College English, April 1967)The artful I of an essay can be as chameleon as any narrator in fiction.(Edward Hoagland, What I Think, What I Am)He who speaks is not he who writes, and he who writes is not he who is.†(Roland Barthes, quoted by Arthur Krystal in Except When I Write. Oxford University Press, 2011)You may rely on it that you have the best of me in my books, and that I am not worth seeing personally - the stuttering, blundering, clod-hopper that I am.(Henry David Thoreau, letter to Calvin H. Greene, February 10, 1856)Writing is a form of imposture. Im not at all sure I am anything like the person I seem to a reader. . . .[T]he man on paper is always a more admirable character than his creator, who is a miserable creature of nose colds, minor compromises, and sudden flights into nobility. . . . I suppose r eaders who feel friendly toward someone whose work they like seldom realize that they are drawn more toward a set of aspirations than toward a human being.(E.B. White, Letters of E.B. White, ed. by Dorothy Lobrano Guth. Harper, 1976) [T]he person in a personal essay is a written construct, a fabricated thing, a character of sortsthe sound of its voice a byproduct of carefully chosen words, its recollection of experience, its run of thought and feeling, much tidier than the mess of memories, thoughts, and feelings arising in ones consciousness. . . . Indeed, when personal essayists write about self-embodiment in the essay, they often acknowledge an element of fabrication or of artful impersonation.(Carl H. Klaus, The Made-Up Self: Impersonation in the Personal Essay. University of Iowa Press, 2010) Perlman on Person and Persona Persona is the Latin word for the masks used in the Greek drama. It meant that the actor was heard and his identity recognized by others through the sounds that issued from the open mask mouth. From it the word person emerged to express the idea of a human being who meant something, who represented something, and who seemed to have some defined connectedness with others by action or affects. (We still use person to connote this: we say of an infant who begins to show awareness of self in relation to others, Hes becoming a person.) A person makes himself known, felt, taken in by others, through his particular roles and their functions. Some of his personae - his masks - are readily detachable and put aside, but others become fused with his skin and bone.(Helen Harris Perlman, Persona: Social Role and Personality. University of Chicago Press, 1986) Hemingway's Public Persona According to those who knew him well, Hemingway was a sensitive, often shy man whose enthusiasm for life was balanced by his ability to listen intently . . . That was not the Hemingway of the news stories. The media wanted and encouraged a brawnier Hemingway, a two-fisted man whose life was fraught with dangers. The author, a newspaper man by training, was complicit in this creation of a public persona, a Hemingway that was not without factual basis, but also not the whole man. Critics, especially, but the public as well, Hemingway hinted in his 1933 letter to [Maxwell] Perkins, were eager automatically to label Hemingways characters as himself, which helped establish the Hemingway persona, a media-created Hemingway that would shadow - and overshadow - the man and writer.(Michael Reynolds, Hemingway in Our Times. The New York Times, July 11, 1999) Borges and the Other Self It is to my other self, to Borges, that things happen. I walk about Buenos Aires and I pause, almost mechanically, to contemplate the arch of an entry or the portal of a church; news of Borges comes to me in the mail, and I see his name on a short list of professors or in a biographical dictionary. I am fond of hourglasses, maps, 18th-century typography, the etymology of words, the tang of coffee, and the prose of Stevenson; the other one shares these enthusiasms, but in a rather vain, theatrical way. . . .I cannot tell which one of us is writing this page.(Jorge Luis Borges, Borges and I)

Pre-Pottery Neolithic - Farms and Feasts Before Pottery

Pre-Pottery Neolithic - Farms and Feasts Before Pottery The Pre-Pottery Neolithic (abbreviated PPN and often spelled as PrePottery Neolithic) is the name given to the people who domesticated the earliest plants and lived in farming communities in the Levant and Near East. The PPN culture contained most of the attributes we think of Neolithicexcept pottery, which was not used in the Levant until ca. 5500 BC. The designations PPNA and PPNB (for Pre-Pottery Neolithic A and so forth) were first developed by Kathleen Kenyon to use at the complex excavations at Jericho, which is probably the best known PPN site. PPNC, referring to the terminal Early Neolithic was first identified at Ain Ghazal by Gary O. Rollefson. Pre-Pottery Neolithic Chronology PPNA (ca 10,500 to 9,500 BP) Jericho, Netiv Hagdud, Nahul Oren, Gesher, Dhar, Jerf al Ahmar, Abu Hureyra, Gà ¶bekli Tepe, Chogha Golan, BeidhaPPNB (ca 9,500 to 8200 BP) Abu Hureyra, Ain Ghazal, Çatalhà ¶yà ¼k, Cayà ¶nà ¼ Tepesi, Jericho, Shillourokambos, Chogha Golan, Gobekli Tepe PPNC (ca 8200 to 7500 BP) Hagoshrim, Ain Ghazal PPN Rituals Ritual behavior during the Pre-Pottery Neolithic is quite remarkable, indicated by the presence of large human figurines at sites such as Ain Ghazal, and plastered skulls at Ain Ghazal, Jericho, Beisomoun and Kfar HaHoresh. A plastered skull was made by modeling a plaster replica of skin and features onto a human skull. In some cases, cowry shells were used for eyes, and sometimes they were painted using cinnabar or other iron-rich elements. Monumental architecturelarge buildings constructed by the community for use as gathering spaces for those communities and allied peoplehad its very first beginnings in the PPN, at sites such as  Nevali Çori and Hallan Çemi; hunter-gatherers of the PPN also constructed the significant site of  Ã¢â‚¬â€¹Gà ¶bekli Tepe, an apparently nonresidential structure built for ritual gathering purposes. Crops of the Pre-Pottery Neolithic Crops domesticated during the PPN include the founder crops: the cereals (einkorn and emmer wheat and barley), the pulses (lentil, pea, bitter vetch, and chickpea), and a fiber crop (flax). Domesticated forms of these crops have been excavated at sites such as Abu Hureyra, Cafer Hà ¼yà ¼k, Cayà ¶nà ¼ and Nevali Çori. In addition, the sites of Gilgal and Netiv Hagdud have produced some evidence supporting the domestication of fig trees during the PPNA. Animals domesticated during the PPNB include sheep, goats, and possibly  cattle. Domestication as a Collaborative Process? A recent study at the site of Chogha Golan in Iran (Riehl, Zeidi and Conard 2013) has provided information concerning the apparently wide-spread and perhaps collaborative nature of the domestication process. Based on the exception preservation of the botanical remains, the researchers were able to compare the Chogha Golan assemblage to other PPN sites from all over the Fertile Crescent and extending into Turkey, Israel and Cyprus, and have concluded that there might very well have been inter-regional information and crop flow, which might account for the nearly simultaneous invention of agriculture in the region. In particular, they note that crop domestication of seed plants (such as emmer and einkorn wheat  and barley) seems to have arisen throughout the region at the same time, leading the Tà ¼bingen-Iranian Stone Age Research Project (TISARP) to conclude that inter-regional information flow must have occurred. Sources This Guide to Prehistory is part of the About.com Guide to the Neolithic and the Guide to European Prehistory. Garrard AN, and Byrd BF. 2013. Beyond the Fertile Crescent: Late Palaeolithic and Neolithic Communities of the Jordanian Steppe. The Azraq Basin Project. Oxford: Oxbow Press.Goren Y, Goring-Morris AN, and Segal I. 2001. The Technology of Skull Modelling in the Pre-Pottery Neolithic B (PPNB): Regional Variability, the Relation of Technology and Iconography and their Archaeological Implications. Journal of Archaeological Science 28(7):671-690.Haber A, and Dayan T. 2004. Analyzing the process of domestication: Hagoshrim as a case study. Journal of Archaeological Science 31(11):1587-1601.Hardy-Smith T, and Edwards PC. 2004. The Garbage Crisis in prehistory: artefact discard patterns at the Early Natufian site of Wadi Hammeh 27 and the origins of household refuse disposal strategies. Journal of Anthropological Archaeology 23(3):253-289.Kuijt I. 2000. People and Space in Early Agricultural Villages: Exploring Daily Lives, Community Size, and Architecture in the Late Pre-Pottery Neolithic. Journal of Anthropological Archaeology 19(1):75-102. Lev-Yadun S, Abbo S, and Doebley J. 2002. Wheat, rye, and barley on the cob? Nature Biotechnology 20(4):337-338.Pinhasi R, and Pluciennik M. 2004. A Regional Biological Approach to the Spread of Farming in Europe: Anatolia, the Levant, South-Eastern Europe, and the Mediterranean. Current Anthropology 45(S4):S59-S82.Riehl S, Pustovoytov K, Weippert H, Klett S, and Hole F. 2014. Drought stress variability in ancient Near Eastern agricultural systems evidenced by d13C in barley grain. Proceedings of the National Academy of Sciences 111(34):12348-12353.Riehl S, Zeidi M, and Conard NJ. 2013. Emergence of agriculture in the foothills of the Zagros mountains of Iran. Science 341:65-67.

Child Sexual Abuse Accommodation Syndrome Term Paper

Child Sexual Abuse Accommodation Syndrome - Term Paper Example In simple terms, this means that it cannot officially be diagnosed via scientific methods and thus as a result it has been the subject of much controversy between the supporters of its existence and the opposing side that demand proof of its presence (Hornor, 2010). The Child Sexual Abuse Accommodation Syndrome can be described as the way in which a child who is undergoing sexual abuse responds to the situation (Walsh & DiLillo, 2011). This includes their behavior and reaction to facing such a travesty and is considered to behind the manner in which an abused child will act in various scenarios (Kogan, 2005). The Child Sexual Abuse Accommodation Syndrome attempts to understand the thinking of a child who may be suffer through such abuse in a means to understand why they behave in the manner that they do, and it has been included in a number of court cases as a means of presenting proof that a child was abused (Kogan, 2005). Summit claimed that this syndrome consists of five stages th at a child who is being abused goes through and they include: Secrecy – This is the tendency for the child to keep what they are going through to themselves and avoid telling others especially authority figures. This can be said to as a result of a number of emotions that the child may be experiencing at that point in time that prevents them from working up the nerve to tell somebody about what is happening to them (Crosson-Tower, 2008). These emotions can include feelings like shame and embarrassment of what is going on and in many cases fear as well as the perpetrator is more likely to threaten them about disclosing what is happening to them. Helplessness – This is the second stage of CSAAS and it is where the abused child feels powerless to stop what is happening to them (Hornor, 2010). In many cases, the individual who is abusing the child is usually in a position of power, either authoritative or physical in nature which makes the child feel like they cannot do an ything to stop what is happening to them. As a result, the feeling of helplessness over the situation creeps up inside the victim (Crosson-Tower, 2008). Entrapment and accommodation – In this stage the abused child will more than likely try to deal with the situation in the best way possible and that is via accommodation of their suffering (Hornor, 2010). This may be in the form of the child making excuses for what is happening to them such as that it as a result of the fact that they have done something bad and are being punished for it (Crosson-Tower, 2008). This occurs as a result of the growth of a feeling of entrapment that rises as a bye product of the helplessness that they feel in the second stage (Walsh & DiLillo, 2011). It can be said that this is a consequence of the development of an emotional coping mechanism that helps them get through the ordeal. Delayed Disclosure – In this stage the child finally works up the courage to tell somebody what is happening to them, but this occurs after they have gone through the ordeal for a period of time (Crosson-Tower, 2008). The reason for delayed disclosure can be said to be as a result of the fact that it takes some time before a child is able to work up the nerve to tell someone about what is going as a result of the feeling of helplessness that occurs in the second stage (Hornor, 2010). It usually occurs after the child can no longer take what is going on

Ethical considerations in the current business environement and the Essay

Ethical considerations in the current business environement and the impact it can have on human resource management - Essay Example The Impact of Ethical Considerations on Human Resource Management This section includes a discussion on the impact of new ethical considerations on human resource practices which include hiring employees, retaining employees, and responsibilities of current employees in regards with the use of new technology. Conclusion This section sums up the overall discussion and presents a short review of the importance of ethics in the success of a business. Introduction The importance of business ethics can never be denied because they are imperative for the success of individuals and businesses. According to Patil (2012), business ethics is a behavior that shapes individual behaviors, as well as consumers’ perception about a company. As Frederick (2002) states, â€Å"business ethics, like most areas of ethics, often tends to focus on principles of actions, on the action itself and its consequences† (p. 30). If employees of a company do not behave ethically regarding any particul ar business matter, various destructive effects occur as a result. Companies set practical business ethics codes that help them in making their business activities legal, as well as in maintaining their public image (Frenz, n.d.). Some examples of ethical considerations or ethical codes that companies promote at the workplace include truthfulness, respect towards others, equality, demonstration of corporate social responsibility, adherence to laws and social values. In this paper, we will discuss the impact of some ethical considerations on the human resource management activities of a company. For this purpose, an organization will be selected and its ethical considerations in the current business environment will be reviewed to know the effects of implemented ethical considerations on HR practices. Selected Organization The organization selected for review is University Hospitals Case Medical Center (UHCMC) located in Ohio. UHCMC is a private hospital which specializes in cancer a nd orthopedic treatments. The aim of the hospital’s management is to bring continuous improvement in patient care and other activities related to patients’ treatment processes. Let us discuss two major ethical considerations that the management of the hospital has implemented recently related to the use of hospital management information system. Ethical Considerations in the Current Business Environment The ethical considerations that the management of the hospital has added recently to the code of ethics include ensuring confidentiality of medical records and improving patient care using new technology. The hospital has started using Management Information System (MIS) to computerize all information. The MIS will help healthcare professionals in recording patients’ updates in the hospital’s database and retrieving it when required. The system will also generate accurate and relevant reports based on the information stored in the database. The information to be stored includes all details about a patient’s medical history, present medical condition, and ongoing treatment. As every employee of the hospital will be using the system for different information related purposes, so there exists a need to ensure improved confidentiality of patients’ private information stored in the system. Moreover, the management of the hospital has also made it necessary for the employees to make a fair use

Day Dreaming Essay Example for Free

Day Dreaming Essay I have always dreamed of the perfect vacation, the perfect place to go. As I have just returned from that very location, I am excited to share the experience with everyone. I am sure that you, too, will want to visit this place where only your wildest dreams could compare. While shopping at a local grocery store I noticed an entry box for a free, all expenses paid getaway. I have always wanted a dream vacation, but without finding the time and the extra money, that was exactly what it would always be, a dream. The entry form said it was a getaway, not a vacation. So what was the difference? As I read the small print on the entry form I expected to find the catch that most of these offers have. I was surprised to find no catch. No salesman would call. No mass marketing e-mails would invade my e-mail box. The entry form simply stated that the winner would receive an all-expenses paid getaway. I entered the drawing with thoughts of getting away from the daily grind. As I left the store with my few bags of groceries, I found myself wondering where this getaway was. The entry never said anything about the location. If I were to win, I hoped that it would be someplace warm. I let my thoughts run wild as I made the drive home. I was amazed at how good I felt just thinking about the perfect vacation. All too soon my thoughts returned to real life and what was. During the next month, after what seemed like the longest day ever, I arrived home to find a letter in the mailbox stating that I had won the all-expenses-paid getaway. My family has always called me lucky, but I have never been this lucky. There had to be a catch. As I sat down to read the letter I felt just absolutely exhausted. I reclined on the sofa and continued reading the award letter. Before I knew it I had dozed off. A short time later I find myself driving to the airport. I was ushered to a very large private Leer Jet. I was stopped in my tracks the moment I stepped through the entrance to the aircraft. I was amazed at the comfort level of the interior. The seats were overstuffed, soft, tan leather. There were perfectly placed tables and couches. The excitement of a real getaway was truly setting in. Strange as it was, I was not worried about the destination. The letter said to pack a small bag of only the bare necessities, so I packed two large pieces of luggage with everything I could think of that I might need on this getaway. I was greeted by a very lovely lady, and as she showed me to my seat for the flight, I was told that once we were airborne that I could feel free to wander about the jet. As I sat in the overstuffed seat I felt my body relax. My mind slowly let go of all thoughts of my daily life and stresses. Take off was barely perceptible. I glanced out of what seemed to be a large window for an aircraft and watched the world I knew slowly disappear into the distance. I relaxed and closed my eyes. As the jet drifted off into the blue sky, I too drifted off. I cannot tell you how long we were in flight; as if in a dream I realized that we had landed. The landing strip was a beautiful field of grass. The outer edge of the landing strip was lined with the most beautiful green trees I had ever seen. As I reached the exit door of the jet, I saw only beauty. I didn’t know where I was, but I really didn’t care at that point. There was a golf cart waiting for me at the bottom of the stairs. The driver was a very handsome young man. After a brief introduction he drove me to a very inviting bungalow and told me that this was where I would be staying during my visit. The bungalow had a well-appointed, covered, raised front deck area before the entrance. The view was more than I had ever hoped for. The oversized bungalow was everything I had ever dreamed of; the furnishings were made to order from my very own wish list. The colors of the decor were inviting yet calming. Not a wish or expectation had been left out. The rooms were much larger than I thought they would be. My luggage had already been delivered and as I began to put things in the closet and drawers, I found that my every need had already been provided for. There were clothes in the closet that were just my size and I could clearly see that they were made for a location just as this. I could not remember a time that I had felt so comfortable and relaxed. On the desk I found a brochure explaining that anything I could ever want to do, experience, purchase or eat was only a thought away. I decided to sit on the front deck and just take it all in. On the table outside next to a lovely chaise lounge was a bottle of my favorite beverage. I smiled as I sat and sipped the cool drink. I hadn’t eaten all day and thoughts of what I would like to eat became clear. Just then a golf cart rolled up to the bungalow and a silver dinning tray was delivered to the outside table. The young waiter said nothing and left. The meal was exquisite. Never before had I tasted food so flavorful. Here I was on vacation and so satisfied to stay right here, relaxed. No sooner than I began to anticipate the sunset, it began. The sunset was anything but short lived. The colors were radiant. The entire scene, with all the colors, the mountains in the distance, the trees, all seemed to soak into my soul. It was just absolutely breathtaking. I really did not want to call it a day, but the thoughts of a limitless tomorrow made it easy to retire to the exquisite bedroom of the bungalow and stretch out on the luxurious bed. I dosed off to sleep with the sound of a gentle breeze through the trees and the distant sound of small waves lapping against a beach. The next morning as I stared into the mirror, after my glorious shower, I found that my own reflection seemed much younger. I felt so alive and reenergize! I decided to visit the small town, not too far from the Bungalow, that the brochure said would be a delight. As I entered the colorful little community, I noticed several small store fronts and shops that offered for sale anything a person could want. As I made my first purchase, I was very surprised when the sales person refused my cash I tried to hand him. The sales person, seeing my shock, informed me that cash was only a temporary illusion as were all tangible treasures that most people cling to. Furthermore, I was informed that I would find, in my wallet, just enough cash to purchase anything I may want, however, I would not need it. As I continued to visit the remaining shops, I was delighted each time I wanted to make a purchase, to find just enough cash in my wallet, but the cashiers would not accept any of it. The next several days brought a joyous time of swimming in the warm crystal blue waters of a secluded lake that was like a lagoon off the coast of Australia, sunning on a sensational beach, and hiking some of the most profound and beautiful mountains I have ever had the pleasure to see. The food had more than met my every expectation. Sleep had never been so satisfying. Every morning I was awakened by a delightful, brilliant sunrise and every evening was blissfully serene. I knew that all too soon my short getaway would have to come to an end. I chose to spend the last day of this wonderful vacation on the glorious beach I had visited several times. I swam freely in the warm water and snorkeled the coral reef where I was met with a burst of colorful coral and stunning little fish. Feeling somewhat exhausted for the first time during my stay, I decided to relax on the soft white sand and soon fell asleep. Somewhere in that sweet spot just before wakefulness, I felt something crawling on my foot and there was a phone ringing and the obnoxious noise of traffic. It surely must be a dream right? The thing rawling on my foot brought me to full consciousness. In a flash my dream vacation was over. I awoke to find myself still reclined on the sofa, letter in hand, telling me that my dream vacation was just that, only a dream, and out of the corner of my eye, crawling across the floor, I see the spider that brought my dream vacation to an end. You may be wondering how difficult it was to return to the reality of daily life. I must tell you that it was not all that hard because I know that I or anyone can return to this refreshing location in a matter of moments. You need only let your mind drift to where it really wants to be. Daydreaming is easy and has also been touted as good for you. A deep daydream can easily turn into a dream. An article from QualityHealth. com states that recent research conducted at the University of British Columbia in Canada reveals that not only is daydreaming extremely common (experts say we spend one-third of our lives doing it), but its actually healthy. It turns out that when we let our minds wander, numerous areas of the brain are activated, more than were previously thought. And were not even aware were doing it. In this study, scientists placed subjects inside a special scanner and had them perform a routine task. Their attentiveness was gauged using brain scans, their performance on the task, and reports by subjects themselves. Not only did the parts of the subjects brains responsible for easy mental tasks activate, but so did the so-called executive network responsible for processing more complicated thoughts and problems. What does this mean? When you put aside that tough essay after working on it for several hours in order to sit on your porch and stare at the flowers, it doesnt mean youre lazy. It means your brain is smart enough to recognize that switching to a more mundane activity allows complex thought to take place. By letting your mind wander, youre allowing it to hit on the solutions to problems that may have eluded you before. In fact, many creative people claim that they get their best ideas while doing something routine, such as taking a shower or going for a run. And some of the smartest kids in school may spend part of their classroom time doodling or staring out the window. Teachers or bosses may not approve of your daydreaming, but it is generally a healthy thing. Of course, if daydreaming takes up so much of your time that youre having trouble getting even basic chores completed, you probably should learn to focus a little more. Otherwise, dont worry about those mental time-outs that reenergize and refresh you for the tasks at hand. So, as you can see, you can go anywhere you want, do anything you want, see anything you want, touch, feel, or taste anything you can dream up. This can be done in a matter of minutes or if you have the time, you can spend hours at any location of your choice, in a daydream.

David Copperfield: The Many Differences Between James Steerforth And T :: essays research papers

David Copperfield: The many differences between James Steerforth and Tommy Traddles In the novel, David Copperfield, Charles Dickens contrasts many different characters. The main two characters that he contrasts are Tommy Traddles and James Steerforth. He displays the contrast between these two characters in many different ways. The only common thing that they share is their close friendship with David. Dickens shows these differences through their looks, personalities, and the final results of their lives. For one thing, Charles Dickens contrasts these two characters through their looks. He tells the readers that James Steerforth is an extremely handsome young person whom everyone seems to adore. In every instance in the book when someone sees him for the first time, they recognize him as being very attractive. He was described as being tall and thin character. On the other hand, Traddles was pictured as being somewhat on the heavy side. He reminds the reader of the fat clumsy kid in their own school. Dickens portrays this when he says, "Poor Traddles! In a tight sky-blue suit that made his arms and legs like German sausages, or roly-poly puddings," (143). Besides being different in appearance, Charles Dickens contrasts these two characters through their personalities. From the beginning, James Steerforth leads people to believe that he is a good person. There are many instances in which he shows off his true colors. The first sign of his deceitful manner occurs when David allows Steerforth to keep his money. Steerforth uses this money to buy food for many of the students. Steerforth displays his selfishness when he insults his schoolmaster, Mr. Mell, and gets him fired. Again, Steerforth shows his stern personality again when David arrives in London, and he is given a very small room over a stable. Steerforth confronts the hotel employee, and David is given a much better room. The greatest example of Steerforth's brute personality is when he runs off with little Em'ly. Dickens tells us that Steerforth and Em'ly fought a lot and finally Steerforth leaves her, and suggests she marries Littimer. On the other hand, Tommy Traddles is a very nice person. Traddles shows his kindness by introducing David to the boys at the Salem House. Charles Dickens shows Traddles' personality when he says of him, "He was very honourable, Traddles was, and held it as a solemn duty in the boys to stand by one another" (143). Traddles is a strong-willed person. Even though he receives more punishment than anyone else at the school, he maintains his honor. Traddles is a very reserved person. He keeps many of his feelings

Prospects and Problems of Snails Production in Nigeria

CHAPTER ONE 1. 1. Introduction Nigeria's economic recovery programmes have necessitated a radical shift from total dependence on government for job to self-employment. One such attractive area for self-employment is snail rearing. It is a great money-spinning business that can provide a substantial source of protein to complement Nigerian carbohydrate meals. Sadly Nigerians inclination to go into business in the fields where thousands have already made their fortune has led to the ulter neglect of such lucrative area of snail farming in Nigeria or export at international market. Many people see snails here and there.Some people take it as meat. But quite a number don't know how to go about rearing them. This is made worse because snails, which belong to the family of animal called MOLLUSCA, is a hermaphrodite. It has both the female and male sexual organs; so one cannot really distinguish between the male and female specie of it. 1. 2. Overview Snails that respire using a lung belong to the group Pulmonata, while those with gills form a polyphyletic group; in other words, snails with gills form a number of taxonomic groups that are not necessarily more closely related to each other than they are related to some other groups.Both snails that have lungs and snails that have gills have diversified so widely over geological time that a few species with gills can be found on land and numerous species with lungs can be found in freshwater. Even a few marine species have lungs. Snails can be found in a very wide range of environments, including ditches, deserts, and the abyssal depths of the sea. Although many people are familiar with terrestrial snails, they are in the minority. Marine snails constitute the majority of snail species, and have much greater diversity and a greater biomass.Numerous kinds of snail can also be found in fresh water. Most snails have thousands of microscopic tooth-like structures located on a ribbon-like tongue called a radula. The radula w orks like a file, ripping food into small pieces. Many snails are herbivorous, eating plants or rasping algae from surfaces with their radulae, though a few land species and many marine species are omnivores or predatory carnivores. CHAPTER TWO 2. 1. SNAIL FARMING IN NIGERIA Nigeria's economic recovery programmes have necessitated a radical shift from total dependence on government for job to self-employment.One such attractive area for self-employment is snail rearing. It is a great money-spinning business that can provide a substantial source of protein to complement Nigerian carbohydrate meals. Sadly Nigerians inclination to go into business in the fields where thousands have already made their fortune has led to the ulter neglect of such lucrative area of snail farming in Nigeria  or export at international market. CHAPTER THREE 3. 1. Problems of snail production 1. Population Control This is a sticky subject for a lot of people but it's important to think about this sensibly if you intend to keep snails.With certain species able to lay 1200+ eggs in one year it is completely impractical to hatch all your eggs. And with most species, eggs are almost guaranteed. So let's deal with the options you have or may have heard: 1. Keeping snails isolated This is a common suggestion but I don't think it is a practical solution for a number of reasons. I'd favour the opinion that snails do best with others and most people wouldn't wish to keep one snail, and you may not have the tanks to start splitting them all up. Also, some species of snail can self-fertilise if necessary. 2.Picking snails that are notoriously hard to breed or in high demand This isn't a bad suggestion; you'll not have any trouble finding homes for the babies. Remember though, that new breeds are in high demand but may not necessarily be difficult to breed. Your first few clutches may fly out the door, but it's likely those new owners will have similar success. Some species can be fertile within a few months, so the day when you'll struggle to re-home them is merely postponed. 3. Discouraging breeding through environmental conditions This is a bit like the rhythm method in humans, in that it is likely to be very risky.Most likely you'll end up with unhappy snails and eggs anyway. 4. Destroying unwanted eggs The vast majority of snail keepers choose to destroy any unwanted eggs as soon as they are found. The sooner the better because they develop quite quickly, particularly if the snail has retained them for longer than usual. Destroying the eggs is more humane than hatching 1000s of unwanted babies. Owners of tropical species do this and liken it much to the viability that is realistically found in the wild.A lot of eggs will be eaten, some won't develop and the chance of a baby snail surviving to adulthood is very poor. To destroy eggs you can simply crush, boil or freeze them, the latter the most popular method. Most people check the soil every few days, particularly in hot weather. More often than not snails will lay against the bottom or side of a tank so they are easy to spot. Some snails hold eggs inside for longer than usual so the eggs can be more developed but in the majority of cases, great conditions in captivity mean they can lay as soon as they are formed.Native snail eggs generally take longer to hatch than tropical ones, 20-40 days, perhaps shorter in hot weather, so destroying them within a day or two of being laid means they are just fluid with no embryo in. Tropical eggs can hatch within a day or two so you have to be ultra vigilant. 5. Breeding Information (Self-fertilisation) â€Å"The Pulmonates are hermaphroditic. Most are outcrossers, exchanging spermatophores, containing spermatozoa at mating. Others self-fertilise, at least some of the time; in some, parts of the male reproductive system may be lost. Firstly, I can't be sure that by mention of â€Å"self-fertilise† it means â€Å"fertilising oneself with ones own spe rm† or whether it simply means they control the process of choosing when and which sperm to fertilise themselves with. CHAPTER FOUR 4. 1. ENVIRONMENTAL FACTORS FAVOURING SURVIVAL AND RAISING OF SNAIL   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Environment is the combination of external physical conditions that affect and influence the growth, development and survival of organisms. Snail farms can be indoors or outdoors provided environmental conditions necessary for survival prevails for optimum production of snail the following environmental factors are ideal. 1)  Ã‚  Ã‚  Ã‚   Temperature: Temperature influences the activities of snails temperature above 200c will cause the snails to as stivate our hibernate in order to regulate the body fluid continual snails thrive well under ambient temperature of 200c with considerable growth rate all year round with zero chance of aestivation. Temperature and humidity 80 hand in hand and are very critical in the survival of snails. (2)  Ã‚  Ã‚  Ã‚   Humidity: This factor is very critical as the snail has to maintain a constant equilibrium between the fluids.A humid environment is required for snail to remain active and bred all years round. A is therefore necessary to moisten the environment during fry periods. (3)  Ã‚  Ã‚  Ã‚   Light: Snail though generally nocturnal requires light for optimum growth. Provided the amount of light in terms of quantity and quality is very arucil in the life of snail. 4. Soil: Soil is a medium for reproduction of snails good management practice involves selection and mixture of soil. It should be recalled that soil harbour a lot of pests predators and soil should diseases.It becomes necessary that soil farm be properly analyzed before use in snail activities and development. It mixture of sand and clay in good proportion retains water and therefore is not suitable on the other hand clay during the rains is water logged and cakes up during the dry period too hard for the snails to burr ow through. Loamy soil is recommended as it contains enough organic matter with good retentive capacity. Acidic soil should be avoided. If it can not be avoided liming is encouraged in such situation.Periodic application of calcium is also encouraged where and when it is absent. The soil should not contain harmful salts or be so alkaline so as net to burn the snails (Akinuvsi 2000). 4. 2. HOVESING Snails are known to escape from enclosures that are not properly protected or covered. It therefore becomes imperative that snail houses should be protected to prevent the snails from escaping and predator free. The housing for raising snails varies with the purpose, however it could be made of wooden materials wire mesh or even local materials whether outdoor or indoor.CHAPTER FIVE 5. 1. Conclusion This review attempted to examine the contribution of snail farming to poverty reduction in Nigeria. The paper emphasized that snail farming is a veritable means of complementing the carbohydrat e meals of the totality of Nigeria as well as a means of generating income and to achieving self sufficiency as it provides self employment to the people. To be able to achieve this, government should encourage investors in this area financially and extension services.It is, therefore, recommended that Government should take more than a cursory interest in snail farming by encouraging investors through progression of an enabling environmental, financial and technical support. REFERENCES Agboola, F. K. , Fagbohunka, B. S. and Adenuga, G. A. (2008). Activities of Archachatina marginata heamolymph enzymes: clues to terrestrial snails’ salt intolerance. International Journal of Biological and Chemical Sciences (2)1: 6 – 71. Abere, S. A. and Lameed, G. A. (2008). The medicinal utilization of snails in some selected states in Nigeria. In: Onyekwelu, J.C. Adekunle, V. A. J. and Oke, D. O. (eds. ). Proceeding of the first National conference of the Forests and Forest Products Society (FFPs) held in Akure, Ondo State between 11th and 18th of April, 2008. Pp 233 – 237. Ademosun, A. A. , Omidiji, M. O. (1999). The nutrient value of African giant land snail (Archachatina marginata). Journal of Animal Protection Research 8(2): 876 – 877. Adeyeye, E. I. (1996). Waste yield, Proximate and mineral Composition of three different types of land snail found in Nigeria. International Journal of Food Science and Nutrition 42(2): 111-116.

Pride and Prejudice Personal Response Essay

Jane Austen’s novel, Pride and Prejudice, is a great representation of how life in the 1800s would have been. Placement in society played a major role and most of her characters only did what society permitted them to do. The people who you were surrounded around either broke you or made you an influence on the town. The women seemed to look only for someone to marry them, not for someone to love them. The women in this novel, searched for men with wealth and power. They only looked on the surface and did not care enough to look beyond. They seemed like all other women of their time, only looking for a man to call husband, and to keep them as accessories, rather than lovers. This book, in my opinion, did not show many deep feelings, or any love involved, apart from Elizabeth. It showed that most women were materialistic and believed what you possessed made you as a person. Marriage was not a sign of love represented in the book, but as just a prize to show off to others. The book does not show the characters with much individuality, projecting all the women looking for the same thing: a handsome husband with money. Looking at this, I think that Austen did it intentionally. All the other characters were foils to make Elizabeth stand out. Austen may have very much exaggerated the desire of women desperately wanting marriage but, Elizabeth showed that not every decision was based on financial stability, seeing that she rejected two potential husbands. My favorite thing about this book is Elizabeth’s intelligent observations about the other characters. She is able to see through all the nonsense in her life. She had a mind of her own and she knew how to use it, she was not going to be swayed by women like Lady Catherine, who did nothing but judge those who she felt were not equivalent to her. Yet, in my opinion, one character is not enough to account for all the other character’s personalities as they are mostly superficial.

Egyptian Music essays

Egyptian Music essays There are no specific words to describe the beauty of Egyptian music. Although I have lived there all my life, I only took notice of the ingenuity around two years ago; when I started playing the guitar. Egypt is located in the heart of the Middle East. It has always been the doors from Africa to Asia and vice versa, therefore, a strategic point on the map. From this, Egypt has been under constant invasion throughout her millennia life, for both her strategic point and wealth. However, it also brought in different cultures into the existing one, and blended in perfectly. So, in time Egyptian culture became a mix of different backgrounds, and that affected its music greatly. Being the latest occupants of Egypt, music from the vast Arabian Desert is probably the main style and influence in music today. If you listen to Egyptian music today, you will hear a distinctive beat that is almost in every song, sort of like the 16 beat of western music. Conversely, it does not mean that Egyptian music is based upon rhythm; it is actually the melody that is most important and professionally done. One can only describe the melody as an arabesque painting. In arabesque, there are many fine delicate curves that branch out and are interwoven through each other, but if you look closely, you will find a centre to the picture where all the curves seem to originate from. To understand melody, one must know about scales and instruments used. Though traditional Western music uses only whole-step and half-step intervals, Arab melodies often incorporate quartertones to create such intervals as quartertones, three-quarter tones, five-quarter tones, and one-and-a-half tones. By combining a number of these intervals to form scale like segments, and further combining these formed segments, a type of melodic mode may be created on which Arab improvisations or compositions are based. To implement this on an instrument, especially a stringed one, it has to be ...

Elementary School Requirements and Qualifications

Elementary School Requirements and Qualifications Becoming a teacher requires compassion, dedication, hard work and a lot of patience. If you want to teach in an elementary school, there are a few basic teacher qualifications that you will have to achieve. Education In order to teach in an elementary school classroom, prospective teachers must first get accepted into an education program and complete a bachelors degree. During this program, students typically are required to take several different courses on a range of topics. These topics may include educational psychology, childrens literature, specific math and methods courses, and classroom field experience. Each education program requires specific classes on how to teach for all the subject areas a teacher would cover. Student Teaching Student teaching is a crucial part of the education program. This is where students are required to gain hands-on experience by logging a specific amount of hours in the classroom. This allows the aspiring teachers to learn how to prepare lesson plans, manage a classroom and get an overall general experience on how it is to teach in a classroom. Licensing and Certification Although the requirements vary from state to state, each state does require that individuals must take and pass a general teaching exam and a content-specific exam on the subject they want to teach. Candidates that want to acquire a teaching license must hold a bachelors degree, have had a background check, and completed the teaching exams. All public schools require teachers to be licensed, but some private schools only require a college degree in order to teach. Background Check To ensure the safety of the children most states require teachers to be fingerprinted and undergo a criminal background check before they will hire a teacher. Continuing Education Once individuals have received a Bachelor of Science or Arts in Education, most go on to receive their Masters degree. A few states require that teachers receive their Masters degree in order to receive their tenure or professional license. This degree also places you in a higher pay scale and can position you in an advanced education role such as a school counselor or administrator. If you choose not to get your Masters degree, then teachers must still complete their continuing education each year. This varies by state and school district and may include seminars, specific training or taking additional college courses. Private Schools All public schools require teachers to be licensed, but some private schools only require a college degree in order to teach. Generally, prospective teachers do not need to meet state standards and have a teaching license in order to teach in a private school. With this said, private school teachers usually do not make as much money as public school teachers. Essential Skills/Duties Elementary school teachers must possess the following skills: Have patienceBe able to collaborate with other teachersExplain new conceptsEngage students in learningManage classroomAdapt lessonsWork with diverse backgroundsBe a leaderCommunicate and interact with parents, teachers, and studentsSolve problems that may ariseFacilitate social relationshipsServe as a role modelSupervise activitiesAttend seminars and meetingsDeliver instruction based on individual needs Getting Ready to Apply for Jobs Once you have completed all of your teacher requirements, you are now ready to start looking for a job. Use the following articles below to help you before you begin your search. Landing Your First Teaching JobDeveloping a Professional Teaching PortfolioBasics of a Teacher Resume

Manage the Product Essay Example | Topics and Well Written Essays - 500 words

Manage the Product - Essay Example By focusing on software and service, the company shall have differentiated her products from the aggressive competitors especially from China. Generally, Samsung accelerates product innovation, maximize her profitability, and is determined to improve design, launch, and support her products. Samsung has position as the heart, mind, and voice of their worldwide consumers by closely monitoring their behaviors. Samsung works closely with her partners and consumers to understand how the customer behavior and marketplaces evolve. The company believes that the Software will enable their consumers to utilize both their services and devices and even understand consumers’ preference, satisfaction and improve on other areas of weakness (Cheng Web). Samsung believes that by investing in software that will enable the company receive feedback from their customers; they will definitely be smarter and quicken the evolution of the products. Investing in software will improve sales of Samsung’s hardware. The company plans to develop software that will support their main hardware business thus adding value to the hardware and boosting sales (Cheng Web). Samsung already sells a good number of screens compared to any other company globally and developing support for the hardware will make the company have a very huge platform of distributing their content and services. The company believes that careful and wonderful integration of both the software and hardware will be significant in enabling them sell the best products in the market. Samsung believes that working with startups will highly create the innovation that the company normally is normally committed to achieving. The company believes in initiating startups by having open discussions with top software and Services Company that will ensure a few people working a breakthrough

A1 Assignment Example | Topics and Well Written Essays - 1000 words

A1 - Assignment Example Industry events show that Pepsi has always shown a slight edge over Coca Cola on the basis of profitability growth. As stated by Thomas, this resulted from Pepsi’s activities in witnessing indomitable share repurchase as compared to Coca Cola. Both companies witness almost same annual growth rate because of their ability to maintain their shareholders value through strategy of strengthening their dividend. This is in form of the company’s earning, which helped in attracting investors consequently increasing the demand The TIE (times interest earned) and debt to assets ratio show Coca Cola has the best financial condition. Risk for Coca Cola’s failure to payout interest is much lower than Pepsi’s. Dividend payout ratios, dividend per share and dividend yield suggest that investors of Coca Cola have greater proposition of revenue from dividends. Larger dividends also reflect a healthy financial condition of company. This means that Coca Cola is likely to take up on projects, which needs funding as compared to its competitors. The global financial crisis witnessed might have brought the realized little earning per share registered by the companies in

Profit And Loss As Index Of Company Success Assignment - 12

Profit And Loss As Index Of Company Success - Assignment Example The business had total expenditure of $20,756 which includes non-cash expenses of $175 for depreciation on equipment. Although depreciation does not involve the movement of funds it represents a charge for the use of the asset. This charge should not be deducted for income tax purposes. However, the charge is reflective of the use of the asset in the company. The charge was calculated for two months based on a 5-year straight-line method of depreciation. It is expected that the useful life of equipment which includes a computer, fax machine and a copy straight-line longer than 5 years. The Internal Revenue Service (2012) indicates that businesses must prorate depreciation deduction based on the months in use. The items of equipment were in use for 2 months and so the charge in the accounts is based on this fact. Other expenses of note include bad debt expense which includes write-offs as well as provisions made for debts that may not be collected. The two bills representing a total o f approximately $11,000 and due from Delta Company is not collectible since the company is bankrupt. A total of 25% of the debt of $8000 (that is $2,000) due from Baker Company for consultancy fees and $763.86 for reimbursable are also not considered to be recoverable based on previous experience with the client. Additionally, $432.78 for costs may not be recovered from Charlie Company. These amounts have been included as a provision for doubtful debts and included in Bad debt expense. The total amount of bad and doubtful debts expensed represents 40 per cent of income. The company made a net profit of $15,686 which represents 41 per cent of total income. Depreciation of $175 will be added back to the net profit figure. Income tax has not been accounted for since the proprietor’s will include this profit when filing his personal income tax returns. This will be filed on the appropriate form for business proprietors.

The Challenges Of The Twenty First Century Education Essay

The Challenges Of The Twenty First Century Education Essay Introduction This chapter reviews the relevant literature used in this study in a thematic and systematic manner. It begins with reviewing texts related to the contemporary local and global challenges. It then discusses the national goals of education in Kenya relating them to the demands of the 21st century. Teacher education in Kenya is then reviewed and finally the system of education in Kenya is examined. 2.2.0 The challenges of the twenty first century The 21st Century has been conceived as: The age of Globalization, the age of Knowledge Economy, and the Information age. Globalization refers to the contemporary social reality, which is characterized by change, uncertainty, unpredictability, complexity, interdependence and diversity. According to Giddens (1990) and Albrow (1994), it refers to the process by which human relations are increasingly being intensified. As a result, economic, political, cultural and social distinctions are becoming less and less inhibitive. Advancement, especially in the information and telecommunication sectors has compressed time and space and the world is gradually becoming a borderless forum for human interaction popularly known as the global village. The educational challenges in a globalized world include: ensuring that learners acquire the technological skills that enable them to access the global information and telecommunication networks, transforming learner attitudes and dispositions to enable them adapt to change and uncertainty, fostering character traits in learners that make them functional in a cross-cultural and democratic setting. Such traits include open-mindedness, tolerance and intellectual autonomy, enhancing learners capacity and attitude to think critically and creatively. Knowledge has become the most important factor in economic development in a globalized world, hence the use of the term Knowledge economy to refer to the contemporary global economy. Consequently, the ability of a society to produce, select, adapt, commercialise, and use knowledge is critical for sustained economic growth and improved living standards (World Bank, 2002). Education needs to go beyond merely informing learners. Learners have to be enabled to learn on their own, make sense of and apply knowledge innovatively. Learners, therefore, need to take charge of their thinking and direct it towards solving problems as wells as formulating and pursuing desired goals. Information and telecommunication technologies that facilitate and support knowledge-based activities have become extremely useful. Information has become easily accessible with the use of the internet hence the use of the term information age to refer to the 21st century. Merely consuming information uncritically is dangerous in a globalized age. Education should therefore enable learners to select, interrogate, evaluate and utilize information efficiently. 2.2.1 The global challenges According to Haag (1982) education systems in the world have expanded quantitatively rather than qualitatively making them unable to address current social problems. Although a lot of resources have been devoted to education, it appears like the systems of education have been ineffective in addressing social ills like inequality, intolerance, resistance to change, crime and violation of human rights among others. These social ills manifest themselves in rising levels of poverty, ethnic and racial conflicts and violation of human rights in many parts of the world. Ward and McCotter (2004) argue that developing thinking skills in educational institutions, though necessary, is inhibited by inappropriate teaching methods used by teachers, ineffective evaluation procedures and rigorous overload of the curriculum. Other negative factors include ineffective educational policies that emphasize content and structure of education while neglecting quality and process of education. Jelinek (1978 ) refers to the dominant expository methods of instruction as didacticism in which it is assumed that education is an act of depositing knowledge into learners who are mere depositories. The process of instruction is lifeless, petrified, motionless, static and compartmentalised and thus strange to the experience of the learners. The approach is irrelevant to reconstruction of the experience of the learners since they are considered to know nothing. Ultimately the approach tends to turn humans into automatons and therefore negates their dignity and abilities as human beings. Without development of thinking skills, graduates from educational institutions are observed to be limited in analytical, creative and innovative abilities that are essential in the modern knowledge based world of work. Leat (1999) blames inability of education systems to address contemporary challenges on faulty academic cultures and traditions. For instance, attainment of good grades and certificates using whatever means is valued as opposed to transformation of learners into effective agents of change in society. Unhealthy competition among learners is tolerated instead of developing the culture of cooperation and mutual responsibility. Rigid adherence to existing academic cultures inhibits ability to respond to change. Unhealthy competition among learners promotes antagonism and undermines team spirit. According to Perkins (1990) the culture in most educational institutions is characterized by minimal informative feedback and emphasis on traditional ways of doing things. This diminishes the exercise of individual initiative and choice. Consequently learners are denied an opportunity to develop essential characteristic of democratic citizenship. Such characteristics include respect for dialogue, freedom of expression and self-determination through individual choice. Barrow et al. (2006) reports that a study done in India revealed that the main challenges facing teacher education include meeting childrens specific learning needs, respecting students cultural and socio-economic context and involving parents and communities in school activities. The teachers therefore require interpersonal and counseling skills that can enable them to empathetically discern the learning needs of pupils. The teachers also need to be able to deal with diversity of learners and forge school-community collaboration. Douglass (2006) perceives preparation of employable graduates as the main challenge of education in the 21st century. According to him, emphasis on employability has led to other challenges. For instance, there are sharp divisions between scientific-technological academic disciplines on the one hand and social science and humanities on the other. He argues that there is an overemphasis on the value of scientific-technological disciplines leading to bifurcat ion of knowledge. According to NCCPPE(2008), the main challenges that education must confront in the world today include: conservation of the environment and sustainability of natural resources; the provision of health care; renewal of economic vitality; coping with change through learning; promoting core human values like justice, peace and equity and protecting human rights. This study endeavoured to find out the extent to which global challenges mentioned above impact on Kenya. It further sought to establish whether and how the system of PTE in Kenya was responsive to them. The study also designed a framework by which the challenges can be classified for effective examination. For instance, the following categories of challenges among others were be included in the framework: cognitive, cultural, political, social, emotional, economic, ethical, technological, and religious. Cognitive challenges include obstacles that hinder effective thinking. Such obstacles render learners incapable of analytical, evaluative and creative thinking. Such learners merely copy and reproduce the ideas of other people without being sensitive to context. Cultural challenges include stereotypes and prejudices that are embodied in traditions and norms of particular social groups. These traditions are passed on from one generation to another without critical scrutiny. In additio n cultural beliefs and practices tend to be ethnocentric. As such they promote conflicts and misunderstanding among social groups. Political challenges include ideologies and policies that are designed to facilitate acquisition and maintenance of political power. Often such ideologies are propagated in a competitive way without regard to sufficient analysis, evaluation and fair-mindedness. Social challenges include the need to accommodate diversity in the contemporary setting that is increasingly becoming multicultural. There is need for tolerance, open-mindedness and humility in interpersonal interactions. Emotional challenges have to do with inability to understand and deal with ones own feeling as well as the feelings of others. This is especially so in a social context that is dynamic, uncertain and stressful. Economic challenges include scarcity of resources and controversial methods of distributing the resources. These challenges are compounded by the increasing needs and wants characterised by the consumerist lifestyles. Ethical challenges arise from disagreements on principles of right and wrong leading to ethical relativism. Such relativism makes moral values difficult to apply across board leading to ethical confusion. Technological challenges include inability to control and manage the use of technology in a way that benefits society without endangering wellbeing. Such challenges include checking abuse of the internet, regulating the mass media and ensuring that nuclear technology does not get into the hands of terrorists. Religious challenges include animosity among different faiths that sometimes expresses itself in overt violent practices. Religious fanatics often engage in breach of human rights and criminal activities in the name of God. All these challenges cannot be effectively addressed unless education empowers the learners and society at large to think for themselves, analyse and evaluate issues, question beliefs and claims as well as develop the ability to creatively solve problems. 2.2.2 The challenges in Africa Assie-Lumumba (2006) perceives the debt burden, ethnic violence, armed conflicts and the scourge of HIV and AIDS as the most visible challenges that impact education in Africa. What is needed is an education system that can empower Africans to participate in the production and application of knowledge relevant in addressing these challenges and promote broad societal advancement. In Ghana, the need to develop thinking skills among learners has been recognized as a viable way of addressing contemporary challenges facing Africa. However in practice, the development of such skills has not been given adequate attention (Acheampong, 2001; Hill, 2000). There exists a mismatch between the professed value of thinking skills in education and actual efforts to develop such skills in teacher training institutions. According to Owu-Ewie (2007), classroom environment in many educational institutions in Ghana inhibit thinking in students. The teachers have been observed to be autocratic and rigid in imposing their views on students. The opinions of students are disrespected and discarded thus discouraging learner participation, curiosity and creativity. Teachers make poor use of questioning and motivation and use the lecture method predominantly. The education system fosters rote learning, drilling and exam orientation. Such a system does not facilitate a healthy teacher-learner interaction. According to Barrow et al (2006), studies done in Namibia and Nigeria reveal additional challenges facing education in Africa. In Namibia, although educational policies are strongly based on active learning and learner-centered theoretical foundation, in practice, these lofty theories are not effectively implemented. The educational policies are poorly understood, interpreted and executed. The study findings support school-based teacher professional development programs, associated with whole-school improvement programs, as very promising ways of increasing understanding and effective implementation of active-learning policies. In Nigeria, religious tensions and economic empowerment are the challenges that education needs to address. Teachers have therefore to be empowered to facilitate inter-faith harmony, creativity and self-reliance among learners. In Ethiopia, poor quality of education, insufficient financing, lack of equity and poor management are the key challenges facing educa tion (Ethiopian National Agency for UNESCO, 2001). Consequently, the ongoing educational reform encompasses every aspect of the educational system- the curricula, teacher training, educational inputs, educational finance, organization and management, structure of education, career structure of teachers, and evaluation. The reform is aimed at total restructuring of the educational system. This study examined the challenges above and related them to those in Kenya and the rest of the world. It also compared the strategies employed to address the challenges with a view to reconstructing a more responsive approach to the challenges relevant to PTE in Kenya. 2.2.3 The challenges in Kenya In Kenya, some of the 21st century challenges are HIV AIDS, gender awareness, and sensitivity to human rights (K.I.E., 2004a and 2004b). Others include poverty, crime, drug abuse, and unemployment. These challenges require that education empowers the learner to reflect and respond to them pro-actively. While informing the learners about these problems is important, empowerment of the learner demands a transformation that transcends the cognitive dimension to include all other faculties of the human person. This study explored these non-cognitive dimensions such as the creative, cultural, ethical and social among others. According to RCE (2007), sustainable development in Kenya (as in any other country) is complex since it encompasses social issues such as peace and security, human rights, gender equality, cultural diversity and intercultural understanding. Other issues include poor governance, corruption, increased incidences of diseases, erosion of cultural values and morals, among others. The economic issues include corporate social responsibility and accountability, ethical marketing, increasing levels of poverty and the widening gap between rich and poor. The other issues include trends of unsustainable production and consumption leading to inefficiency and wastefulness, poor enforcement of policies and regulations governing production and marketing. Environmental challenges include the energy, nutritional and other domestic needs of an expanding population, unsustainable use of natural resources (water, land), rural/urban migration, climate change, rural development, urbanization, disaster prev ention and mitigation concerns. This study examines the extent to which these concerns are addressed in PTE with specific reference to pedagogical approaches employed. Abagi and Odipo (1997) argue that the operation of primary education system in Kenya faces the problem of inefficiency. Low completion rates and national pupil-teacher ratio make inefficiency evident. In addition, teaching-learning time was found not to be utilized efficiently in primary schools. The factors that may be responsible for inefficiencies include: ineffective education policies and management processes, misallocation of resources to various educational levels; school based factors such as teachers attitudes, time utilization, school environment; and household based factors such as poverty. The inefficiencies identified above lead one to question the quality and relevance of education in Kenya. While Abagi and Odipo (1997) discuss inefficiency from the point of view of mismatch between resource inputs and desired output in terms of qualified graduates able to contribute to national development, this study explored another dimension of inefficiency which involves discrepanc y between pedagogical approaches and the achievement of educational goals and objectives. The focus therefore was on the process of teaching and learning in addition to other material resources employed to pursue the achievement of educational goals and objectives. 2.3.0 Global responsiveness to contemporary issues Shah, (1997) discusses the implications of globalization in the 21st century which include information revolution, dynamic demand of relevant skills, uncertainty of a borderless world economy, and intense competition among others. He suggests that responsiveness to this reality demands a paradigm shift in the management of human relationships in all spheres of life. Although he takes a political perspective and dwells on how a shift in modes of governance needs to be effected, this study adapts Shahs ideas to a globalized educational context. For instance the shift from management to leadership in political governance can be equated to the shift from authoritarian teaching to facilitative teaching in education. In both cases, control (of citizens/learners by politicians/teachers) is discouraged while participation, consultation and involvement by all parties is encouraged. This change is so fundamental that Shah refers to it as a cultural transformation. He describes it as follows: The culture of governance is also slowing changing from a bureaucratic to a participatory mode of operation; from command and control to accountability for results; from being internally dependent to being competitive and innovative; from being closed and slow to being open and quick; and from that of intolerance from risk to allowing freedom to fail or succeed (Shah, 1997) While responsiveness as described above is desirable and even necessary in the world today, it is not easy to accomplish. In developing countries for instance, the reform of the public sector has been attempted in many countries without tangible results. Shah (1997) regards attempts to reform the public sector in many developing countries as an illusion or dream. The command and control orientation is so entrenched that developing a client orientation that emphasizes collaboration and service is difficult to achieve. Consequently human relationships are devoid of a sense of responsibility and mutual respect. Relating these ideas to primary teacher education, responsiveness would mean enabling learners to be self-reliant and self-disciplined as well as actively engaging both teachers and learners as partners in the learning process. Leithwood et al (1994) assert that modern education systems have to address broader and complex goals, use a diversity of forms of instruction and strategies for learning to cater for diverse clientele as opposed to the traditional youthful learners. In addition, educational institutions will need technical resources to facilitate independent decision making and collaboration with other agencies. Future institutions of education will need greater decentralization of authority, empowerment of staff, and increased accountability to the stake holders they serve. Much effort will be employed to review the content of the curriculum and the process of instruction in order to enhance learning as well as forge useful links between the educational institutions and their environment. Specifically the following responses will be needed: provision of higher order thinking skills like analysis, evaluation and creativity. use of flexible client-centred forms of instruction and willingness to collaborate with other educational agencies. Addressing of cultural, religious and ethnic diversity and tensions and Increasing respect for the rights of individual, ability, race, age, sex etc which enhances equity as an education goal as well as equal access to knowledge. Beyer (1997) asserts that the best way to respond to contemporary challenges is to empower learners to learn. This implies facilitation of efficient and effective thinking. Such learning involves careful development of learner inclinations as well as their abilities to think skilfully. Barrow et al. (2006) reports that a research carried out in India suggest that one way of facilitating responsiveness among learners is to create a learning environment in which children are motivated to participate actively and are encouraged to think beyond their own context. This concurs with Beamons (1997) and Beyers (1997) view that the classroom environment should be motivating and provide opportunities for learners to use their cognitive and creative abilities. In order to develop the thinking skills of learners, the teachers need to use cognitive instruction approaches and learner-centred strategies which stimulate thinking. This study explored such approaches and strategies and endeavoured to find out whether they were being used in PTE in Kenya. Kea et al. (2006) recommend multicultural teacher education preparation as a viable way of promoting responsiveness to the challenges of the 21st century. Teachers who have learned culturally responsive pedagogy are believed to be more confident and effective in instructing children from diverse social, cultural, religious and economic backgrounds. Culturally responsive pedagogy involves adapting the content of instruction and teaching styles, curriculum, methodology, and instructional materials responsive to students values and cultural norms. Thus, the ultimate challenge for teacher educators is to prepare reflective practitioners who can connect, commit, and practice an ethos of care with diverse students and their families. According to Douglass (2006), responsiveness to contemporary challenges requires cross-cultural and human rights education. Governments should ensure that their primary and secondary educational systems provide for a balance and integration of national history and identity formation with knowledge of other cultures, religions, and regions. Educational approaches should be suitable for transforming the values of young people, their perceptions and knowledge about other civilizations, cultures and peoples across all regions. Critical thinking should be promoted in order to enhance fair-mindedness and objectivity in a world where information is being generated and disseminated at an amazing rate. Critical thinking is essential for analysing, evaluating and applying information. It is useful in combating misperceptions, prejudices, inaccuracies and outright lies among others. Critical thinking enhances the learners ability to separate fact from opinion, to evaluate information for bias, to construct and deconstruct meaning logically and relevantly. Such skills are important for promoting tolerance, mutual respect and responsible citizenship. This study examines the responsive approaches discussed above in the light of the Kenyan context. It aims at developing and recommending a comprehensive proposal of responsive pedagogies for teacher education that are suitable for addressing contemporary issues in Kenya. According to NCPPHE (2008) the most important educational goal is to facilitate learning by students and the society in general and thus create a learning society. In such a society, learning is a way of life and is therefore life-long. Optimized learning is that which helps strengthen democratic and civic institutions in the nation. This concept of learning extends beyond the education of students in classrooms to include educations impact on societal organizations, businesses, corporations, and cultures. This view is also adopted by Partnership for the 21st century (2004), which is a conglomeration of public and private partnership focusing on improving education in the 21st century. The partnership reached out to hundreds of educators, business leaders and employers to determine a vision for learning in the 21st century, to reach a consensus on the definition of 21st century skills, knowledge and expertise which will enable learners to thrive in contemporary world. This work endea voured to bridge the gap between the knowledge and skills most students learn today in school and the knowledge and skills required in the 21st century communities and workplaces. The critical knowledge and skills identified by Partnership for the 21st century (2004) are learning and innovation skills (creativity and innovation, Critical thinking and problem solving, communication and collaboration), information, media and technology skills (information literacy, media literacy and ICT literacy) as well as life and career skills (flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility). The partnership also identified interdisciplinary themes which summarises the content that students should learn in the 21st century. These themes include global awareness, civic literacy, health literacy and financial, economic, business and entrepreneurial literacy. This study used these themes, knowledge and skills to evaluate the success of teacher education in Kenya in equipping primary school teachers to prepare pupils for the demands of the 21st century. 2.3.1 Responsiveness to contemporary issues in Africa According to Barrow et al. (2006) research carried out in Nigeria indicated that responsive approaches in education in Africa should aim at fostering moral values such as patience, tolerance, friendliness, compassion, empathy and fair-mindedness. In addition teaching methods and strategies should create and sustain a stimulating learning environment. Teachers need to use a variety of teaching methods to reach students at different levels of ability. In Namibia, the research recommended teachers reflection on their practice in order to seek way of improving teaching and learning. Learner-centred teaching, variation of teaching methods and strategies and positive teacher attributes like kindness and courtesy were also argued to contribute to responsiveness to contemporary issues in education. Ethiopian National Agency for UNESCO (2001) describes responsive education from the Ethiopian perspective as characterized by access to basic education for all, production of responsible citizens who can solve problems and cooperate with others in productive socio-economic activities. Other characteristics of responsive education include equity, community participation in education, and suitability of academic disciplines to the needs of the country. Quality and quantity need to accompany each other in educational matters; for instance, new educational institutions should be established and the existing ones strengthened in order to produce professionals at a quantity and quality levels that match the requirements of the country. 2.3.2 Responsiveness to contemporary issues in Kenya In Kenya, attempts at making education responsive to contemporary issues and challenges is reflected in the various educational reports that have been generated since independence (Republic of Kenya, 1964, 1976, 1981, 1988 and 1999). This is evident in the review of the said reports below. The Ominde Report (Republic of Kenya, 1964) was the first commission of independent Kenya to address matters of education. It made a lasting contribution by articulating, among other issues, the goals of education in Kenya which are reinforced in the commission reports that followed. Among the recommendations that the report gave included that: partnership should be forged between government and regional and local authorities in the planning and administration of education; educational policy should be consciously directed towards promoting national unity; religious instruction should be handled as an academic subject on educational lines dissociated from the sectarian objectives of any religious group; primary education should provide training in the rudiments of citizenship; education should be responsive to contemporary needs and modern educational practice; education should be child-cantered and child study experts should be included as lecturers in teacher training colleges. The Ominde Report (Republic of Kenya, 1964) identified a number of issues of which the following are relevant to this study and remain relevant to the current situation in Kenya: Education in Kenya should foster as sense of nationhood and promote nationhood. The post 2007 election violence revealed the fact that nationhood and national unity have not yet been successfully achieved in Kenya(Republic of Kenya, 2008a) and education, to be relevant must develop among learners and teachers alike patriotism, tolerance and mutual social responsibility. Education should serve the people and the needs of Kenya without discrimination. It should develop in learners the traits of fair-mindedness, empathy and justice. Education should enable learners at all levels to adapt to change. This requires analytical and evaluative skills that enable one to examine ones context, identify and define problems clearly and accurately. It also requires creative skills to enable one to formulate and implement relevant solutions to problems. The teaching methods prevalent in educational institutions after independence were faulted by the Ominde Report (Republic of Kenya, 1964) because they neglected learner participation, imagination and understanding and emphasised drilling and authoritarian teaching. Little attempt was made to adapt instruction to the needs of learners. In teacher training colleges, few lecturers were well grounded on the crucial question of how children learn or fail to learn. The report appealed for a paradigm shift in teaching and learning as indicated in the following: We do not believe that the students will effectively break loose from the old bookish, rote methods until they have themselves shared in the exhilaration of autonomous learning and have discovered how much more complete is their final mastery (Republic of Kenya, 1964, p.116) Gachathi Report (Republic of Kenya, 1976) expounded on the implications of the ideology of African Socialism on education in Kenya. The Report recommended the following issues which remain relevant to the contemporary Kenyan context: Education needs to continue promoting national unity in order to address social and economic challenges facing the country; education should be a tool for removing social and regional inequalities and creating international consciousness; education should enhance adaptability and management of change; education should foster mutual responsibility and cooperation and education should develop positive attitudes and values that motivate people to serve diligently, honestly and efficiently. The Report recommended that all educational institutions should give increasing emphasis on problem-solving teaching methods that have a bearing on the real life situation of the Kenya environment. This study examines the extent to which PTE has addressed the concerns and recommendation of the Gachathi report. The Mackay Report (Republic of Kenya, 1981) was mainly concerned with the establishment of the second university in Kenya. It recommended the establishment of the 8-4-4 system of education. It reiterated the importance of the following objectives of education in Kenya: fostering national unity based on the adaptations of the rich cultural heritage of the Kenyan people; facilitation of the needs of national development; development of skills, knowledge attitudes, talents and personalities of learners; fostering positive international consciousness and promotion of social justice and morality. The Report observed that formal education had tended to concentrate on imparting knowledge for the sake of passing examinations instead of facilitating problem solving. Kamunge Report (Republic of Kenya, 1988) addressed education and manpower training for the rapidly changing Kenyan society. It recommended