Comparing the Gothic Revival in England Before and After 1820 Essay

Comparing the Gothic Revival in England Before and After 1820 The Gothic revival in England before and after 1820 was very different in many ways. Before the start of the Gothic revival the mediaeval style, since the last Gothic structure in 1509 of Henry VII ’s chapel, was seen as irrational and illogical and as one man described it as barbaric. This was one of the main causes that the mediaeval buildings of the 18th century fell into disrepair. During the Cromwellian period many Gothic buildings were classical in the interior and church interiors in the 17th century became increasingly boring and plain. Many statues, altars and windows were destroyed. Some attempts at gothic architecture were made in 17th century but many were a mix-match of ideas. Even though in the early1600’s there was an early flowering of mediaeval architecture with the Kings College in Cambridge. This carried on in to the 18th century where more and more people dabbled in the gothic style with out a full understanding of how gothic architecture worked as a structural system. They confused stages of the gothic period, which were later defined by Thomas Rickman in is writing, and also used Classical forms such as pilaster and venetian windows. Many interiors were of a classical form a layout and some times other style were thrown in. Some gothic forms were even used on the exterior of building where they didn’t perform the function they were meant to. This shows how little the architects of the 18th century studied the mediaeval and how little they understood it. The interest of Gothic grew more and more as gothic was seen to stimulate the imagination. It was seen as part of English romantic tradition, which sparked off an interest in artificial ruins in landscape design of the 18th century. Which was used as a means of heightening the atmosphere of the garden. An example of some artificial ruins is that of Wimpole hall designed by James Essex in 1768. Another inspirational architect in this time was William Kent. His designs using ogee pointed arches with a classical cornice inspired Batty Langley to produce a study in which he analyzed Gothic in terms of classical orders. A comparison with true mediaeval and Gothic architecture at this time shows that at this time all Gothic architecture was a decorative style to be applied as ornament to regular structures and s... .... After the houses of parliament burnt down the chosen style was Gothic not Classical. Pugin undertook all of the interior work. Another example was Scarisbirck Hall in Southport built in 1837 the great hall was with a timber framed roof with no classical plaster ceilings and it was all based on knowledge of the mediaeval architecture and all materials used were true. Pugin’s own house in St. Marie’s Grange built in1835 is based mediaeval vernacular forms it is stone built simplified Gothic and it used the theory of fitness for purpose. With regard to his house and his other works he said ‘a picturesque that arises out of strict utility’. John Ruskin(1819-1900) was very influential, his writings ‘Seven Lamps of Architecture’ influenced many people he had many similar view to Pugin apart from the fact he was Anglican and he led the way it their Gothic Revival. He also had a hope that there may be an acceptable style of iron architecture which may be developed so that Gothic could get a new lease of life. Works Cited: The Story of Architecture, Patrick Nuggins ,1996 History of Architecture Settings & Rituals, Spiro Kosof, 1985 Gothic Revival, Georg Germann, 1972

Kenya education Essay

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

Leadership and Steve Jobs

I would like to start out by saying what leadership means to me personally. According to what I learned while I was in the marines being a leader means that you have to be strong and not just on a physical level but on a mental one as well. I have seen leaders make some very tough decisions and sometimes they do have to make the tough decisions even if it is not the most popular one. In the marines leadership also meant having the task to discipline others as well as being disciplined yourself. One had to be tough so that they can show others how to be the same and survive in difficult situations that life may bring your way.I found an interesting approach to leadership in ebscohost under the article Leaders teaching Leaders written by authors Buck, Marty and Martin, Mary. This article talks about a leadership program at Medtronic Inc. that encourages leaders of the company to do a great amount of self-reflection. A direct quote from Lonny Stormo the Vice President of Medtronic Inc. states â€Å"I wanted an opportunity for my leadership team to spend time on their own development,† explains Lonny Stormo, vice president for Pre-Market Quality.â€Å"In our busy day-to-day work, we don't give our leaders enough time to reflect and identify the areas of development they think are vital for their leadership development. By carving out time †¦ you drive commitment to the process. † I believe this approach gives the leaders of that company the confidence to make intelligent decisions and the employees of the company confidence in the leaders of the company to make the right decisions. The self-identification competencies concept from the article was very intriguing to me as it mainly gives one a chance to look at the great skills they have and how the skills were learned.In my opinion this is a good concept to not only develop leadership abilities but to focus on how each individual can use their strengths to be the best leader that they can be. I h ave learned from another article in ebscohost titled Coaching written by Elowitt, Andrew that leadership can encompass many different areas. For instance, this article talks about lawyers and what is expected of them regarding management of many different cases. Lawyers are expected to have knowledge and display competent leadership abilities in multiple areas include the latest laws when it comes to technology.Although most of the skills that they are expected to know about leadership are not taught in law school it is beneficial for the lawyer to improve on many skills to develop more knowledge and become the best lawyer that they can be. This approach gave me a new view on leadership by teaching me that I could be a good leader in any field as long as I kept an open mind and have a willingness to learn new things. Another important part of this concept is going beyond just knowing the subject but this article also suggest that developing good relationship skills is very crucial t o be a good leader.In my personal years of experience I have found that the best teamwork comes when each team member has a good relationship with each other and the leader of that team. There is a quote in Business News Daily that can be found at the link http://www. businessnewsdaily. com/2632-leadership-quotes. html that Bill Gates stated that says â€Å"As we look ahead into the next century, leaders will be those who will empower others. † Another quote is â€Å"You cannot be a leader and ask others to follow you, unless you know how to follow too.† This was spoken by Sam Rayburn a former speaker of the house. These quotes mean a great deal to me when it comes to leadership. The first one by Bill Gates makes me think that in order to be a good leader that one must have a vision to see greatness and also be able to communicate that greatness to others so that they may become great as well. The second one by Sam Rayburn is one that I always lived by. It lets me know that I should lead by example and not to ask others to do what I am not willing to do myself.This method has made leaders credible and trustworthy or made them into false leaders that are basically company men. The leader I have chosen to talk about is Steve Jobs the late Apple CEO. The reason I have chosen him is because he was an important leader in my field of study which is network administration and he was an awesome leader for Apple and in the technology industry. I have discovered in Wikipedia that Steve Jobs was not only the cofounder of Apple but also Pixar Animation Studios and was viewed as a guru regarding the advancement of consumer electronics.In an article I read in ebscohost from Harvard Business Review there was a quote that was spoken about the leadership style of Steve Jobs by Gilberte Houbart director of Media Product Design that states â€Å"Steve Jobs was a role model of courage and discipline: courage to get through multiple failures and discipline to learn from them. He stayed focused and worked hard, even in the face of illness and death. † I would like to emulate his leadership abilities and this lets me know that I must have the courage to achieve even when obstacles stand in my way and that I can learn from failures.Also from what I read in ebscohost I learned that he was a very hard worker and focused individual and wanted the best from others. It has been said all over the media that Steve Jobs was very persuasive and charismatic when it came to dealing with employees. However, some of his employees described him as being erratic and temperamental and also somewhat of a bully. According to Wikipedia Jobs was a demanding perfectionist that wanted his business and products to be in the forefront of the technology industry.Steve Jobs may have been a little rough around the edges and difficult for some people to work with but I as well as many others have to admire his vision and determination to be the very best in the indust ry and sometimes hurting a few feelings along the way may be unavoidable. Steve Jobs will always be legendary for all that he has achieved for as long as there is information available for us to read. In conclusion I would like to restate what leadership means to me. According to all of my wonderful sources and personal experience I have learned that being a leader is a great deal more than just telling people what to do.Being a leader means to have a vision and being able to communicate it to other as well as developing a good relationship with them so that they will believe in your ability to lead. Steve Jobs may not have always been the most likeable person on the block but his persuasiveness and ability to project his vision was unparalleled. Being a good leader also means being a good follower. This is a concept that many leaders forget but is very fundamental in getting people to believe in one’s ability to be a good leader rather than the employee just viewing that per son as someone telling them what to do.There are also many times when the decision that the leader makes is not always the most popular one but if the person that is in leadership learns to evaluate their selves as I mentioned that I learned from a project that is going on in Medtronic Inc. they will learn to be confident in their decisions and evaluate that the right course of action is being made. I now know that to be an effective leader I will have a vision and pursue knowledge in spite of any obstacles that may come into my path to success. I will persevere and learn from my failures and learn to be persuasive hopefully in a manner similar to Steve Jobs.

How successful the D-Day landings were

There were different levels of successes and failures at different areas of D-day. The British airborne had many successes. Not only were they the first units to fly over the Channel Islands, dropping ruperts and windows on Roven, but they captured all their targets (including the town of Sainte Mere Englise). The Germans thought there was no chance of attack due to the abominable weather conditions that day which left them venerable. They did, of course, also experience failures. There was fierce German resistance. This obviously made it very difficult for them to reach their specific targets. Source G mentions that â€Å"much has been made of the poor quality of the German troops defending the Channel coast† I think this probably depends in which country you are in. If you are German then the story is probably told very differently. Even here in England we know that the resistance form the Germans was fierce and was indeed hard to overcome. However, with the allies good troops and their excellent new technology they managed to overcome this obstacle. Source G also mentions that the German troops brought the allies close to defeat on Omaha beach. I don't believe this too be true. Although Omaha was one of the most difficult areas of D-day, the allies won the battle and the defences were breached. Overall, the British airborne area of D-day was very successful. Helping to capture many of the D-day targets. The US airborne was not as successful as the British. They landed 25 miles off course and lost 60% of their equipment. The postponement of D-day had meant a 48 hour vigil on the sea floor, crews endured horrific cramped conditions. The US could have been more organised, this may have led to less mistakes. However, they did eventually recoup and secure their targets. At Utah, troops pushed inland and secured the beach. US reports said operations at Utah were â€Å"smooth, perfectly coordinated and magnificent†. Nevertheless, the beach was heavily lined with mines. Overall, all went well, only real problem was with the mines, but even that was overcome. At Omaha the battle was won and the defences breached. Anyhow, there were huge amounts of casualties. Some were caused by rough seas, some by underwater beach obstacles and some by enemy fire. Lots of tanks were lost and fog and heavy cloud made off course bombs. In conclusion, although there was a devastating amount of casualties, they did finally liberate Omaha beach. At Gold the troops used Hobart funnies, which helped to keep the losses relatively light. The troops pushed into Bayeux and by 8. 00am villages were celebrating liberation. The beach was extensively mined and covered by heavy guns and the villages provided cover for the German snipers. Moreover, although there was strong resistance, the losses were relatively light. At Juno beach the Canadians also used Hobart funnies to get round the huge obstacles. By the evening the troops were heading for Caen. Although the area was protected by heavy guns, perhaps the most difficult part was getting around the obstacles such as a tall concrete wall, which all made up parts of the Atlantic wall. Source H shows some of those parts. The pictures infer ally failure. They also seem to be posed, as if they are trying to impress people with their fierce looking defences. You can see this because in the first picture, for example, there is no one on the beach, and on the third the soldier looks like he has been told to stand there for the picture. Even with all these drastic defence mechanisms, the allies still managed to clear them using the Hobart Funnies. At Sword, the biggest worry was the very strong Le Havre battery, with guns across the landing area, there was also very poor visibility. Even so, the seafront defences were breached and the population of Ouistreham was delighted to find that their liberators included a â€Å"free French† battalion. The mulberry harbours were constructed, and the teams of surgeons came over with them. Both the Americans and the British used Mulberry Harbour's. Despite the American harbour being wrecked by heavy weather after 4 days use, the Harbours played a vital part in the success of ‘Operation Overlord'. In the first 6 days of use of the British Mulberry, 326,000 troops, 54,000 vehicles and 100,000 tons of supplies were handled. Source D is the British harbour at Arromanches. The mulberry in the picture looks very successful, with everything appearing to be in working order. Some people even go as far as saying that mulberry harbours were the greatest invention that came out of D-day. In conclusion, I think the D-day landings were very successful for the allies. After all, not only did they breach all of the German defences, they fought a victorious and courageous battle.

Business Intelligence Essay Example | Topics and Well Written Essays - 750 words

Business Intelligence - Essay Example Additionally, the applications of business intelligence contain the tasks of query and reporting, decision support systems, statistical analysis, online analytical processing (OLAP), forecasting, and data mining (Webopedia, 2011) and (Rossetti, 2006). This paper provides the answers of questions like that why or why not business intelligence is critical for organizations? This paper will outline the issues and challenges that organizations can face in implementing BI. This paper will also discuss the difference between knowledge management and BI. Business Intelligence: A tool for organization’s survival Business intelligence tools have become one of the most important organizations’ resources. Additionally, these tools are utilized in data mining and operations. In this scenario, operational business intelligence is utilized to run the business activities more competently and achieve maximum return on investment. Thus, business intelligence methods and tools facilitate the organizations in making efficient use of assets, cutting costs, and making use of all the business prospects. On the other hand, in data mining, business intelligence is used to leverage enormous quantities of data for determining the best performance areas or out-of-the-box investigations. This kind of solutions could be easy or complex, however depending on the BI tool utilized. In addition, business intelligence tools help the organizations to gain a competitive edge because of their dashboard capabilities. Moreover, an organization must recognize that BI is not simply a charting or visual display of data. However, they can be helpful when an organization wants to incorporates data from numerous sources (D'Souza, 2011). Challenges in implementing business intelligence While adopting BI technology for their business an organization can face following challenges: (Computerworld Custom Publishing, 2003) and (MAIA Intelligence Blog, 2011) Failure to distinguish BI systems and pr ojects as cross-organizational company initiatives, as well as considering them different from distinctive standalone solutions. Unengaged company sponsors (or sponsors who take pleasure in small or no authority in the corporation). Engaged or reluctant business representatives. Lack of capable as well as existing staff, or sub-optimal staff use No software release idea (having no enhanced and improved iterative development technique). No use of WBS (work breakdown structure) and no methodology for application of the new BI technology. No company analysis or unavailability of standardization actions for the BI technology application. No approval of the influence of dirty data on business productivity. Not recognizing the need and utilization of meta-data. Extra dependence on disparate techniques and tools BI is difference from Knowledge Management Normally, knowledge management is referred as a methodical procedure of discovering, selecting, classifying distilling and presenting dat a and information in a form that is easy to understand for an employee and lies in a precise area of interest. Additionally, the specific knowledge management tasks facilitate organizations to pay their attention on storing, acquiring and utilizing knowledge for similar things such as problem solving, strategic planning, dynamic learning and decision making (Herschel, 2008). In addition, bus

The number one phobia on earth is fear of public speaking Research Paper

The number one phobia on earth is fear of public speaking - Research Paper Example The reason public speaking is the world’s number one phobia is that it gravely affects the social and private life of an individual and can even destroy his personality (Varrel Smith. Phobia). The phobia of public speaking is categorized in social phobia therefore the preliminary impact of this phobia is on the individual’s social life. Being a social phobia, it is a fear that arises with people and social gatherings. The phobia of pubic speaking refers the fear of speaking or expressing when in a gathering of people. The phobic person may be able to talk and express when there are a few well acquainted people around him and a normal communications is in progress. The fear automatically arises when he has to address a few people, maybe even more than just two. The person suffering from phobia of public speaking feels that someone is pulling him down, or others will not accept what he says. He knows what to say and how to express but his voice is lost somewhere in the dark. Sometimes this may also happen that he curses himself later that he should of have spoken or expressed. This fear gradually develops deep inside him and becomes a phobia called the phobia of publ ic speaking (John R. Marshall. Social Phobia: From Shyness to Stage Fright). The phobia of public speaking is not something that sprouts overnight. There have been discovered many causes that lead the victim towards the higher phases of this problem. One of the major causes of phobia is fear of embarrassment in the public. This major cause contributes primarily towards making the phobia of public speaking the number one phobia in the world because the roots lie in the childhood and parenting. It is usual for many parents that a child is snubbed in front of some other people, teachers, siblings or relatives for any mischief or folly. This develops a fear of public activity in the

CU Boxes, Inc. Capital Budget Recommendation on a New Boot Sole Essay

CU Boxes, Inc. Capital Budget Recommendation on a New Boot Sole Machine - Essay Example The CFO has been tasked with offering a recommendation as to whether to stay the course with the current machine, delay the purchase, or buy the machine. For the purposes of this budgetary review and analysis the following assumptions are made: CU Boxes, Inc.'s discount rate shall be 10%. Let's see how the CFO tackles this request. There are two types of investments. "The investment decisions of any business are of two types: long term (where funds are usually invested for more than three years) and short term (where investments are for a year or less)." (Kapil p1). In this case, the boot sole machine, where the payback is longer than a year, is a long-term investment and fits the capital budgeting criteria. "The growth of any company is measured by the expected return multiplied by the amount of funds invested by the firm, that is, g = b x r - where 'g' is growth of the firm; 'b', the funds retained by the firm only for investment purpose; 'r' the required/expected rate of return; and r {gt} k (the cost of capital)." (Kapil p1) What the Kapil's model tells us is that as long as the expected rate of return is greater than the cost of capital (the discount rate at which cost of capital is calculated), there will be positive growth and that this is a good thing to have. "These decisions have to fulfill the criteria of creating net positive present value for the organization. Thus an organization should grab and hold on to every opportunity (both external and internal) that creates positive net present value (NPV) for its shareholders." (Kapil p1). Net Present Value (NPV) defined as "the present value of an investment's future net cash flows minus the initial investment. If positive, the investment should be made [unless an even better investment exists], otherwise it should not," (InvestorWords.com 3257), is one method of analysis used by CFO's. Another is the Internal Rate of Return (IRR) defined as the "discount rate at which the present value of the future cash flows of an investment equals the cost of the investment. When IRR is greater than the required return - called hurdle rate in capital budgeting - the investment is acceptable." (Zephyrmanagement.com/glossary). Using NPV first, we have an immediate outlay of capital and a constant return of cash flow calculated at year-end. NPV can be stated as follows: NPV = (10%, CF1, CF2, CF3, CF4, CF5)+CO where CF is cash flow and CO is cash outlay. In this case, with a discount rate of 10%, the result is a positive $14,998.98 at the end of year four and a positive $14,991.91 at the end of year five. (These calculations were made using an ExcelTM spreadsheet). Based on this NPV analysis the investment should be made and the CFO should make such a recommendation to his company's owners as per Kapil's statement above. Using IRR to determine whether the yield rate in a similar period is larger than the discount or hurdle rate, the result at the end of four years is a yield of 8%, which puts it below the discount rate. However, if the period of calculation is five years the IRR is now 15% and well above the 10% discount rate required. So, if the CFO had only used the IRR analysis for only a period of four years his recommendation might have been to limp along with the current machine, but if he ran the calculation out to five years the recommendation would be the same as