Education foundation Essay

Christian missionaries played a vital role in the introduction and development of Western education in Kenya. These missionaries began their activities here in the second half of the 19th Century. Although their main aim in coming to Africa was to Christianize a ‘dark and savage’ continent, the provision of rudimentary education was found inevitable. Missionaries had found out that, by having the ability to read the Bible and the hymn book, the early convert would be a valuable asset in getting more of one’s neighbours to Christianity. It would then appear, the role of Christian missionaries in providing western education to Africans was not by design but accidental. Should this assumption be correct, the entire phenomenon of western education as introduced and provided by Christian missionaries was flawed. In that case, they were to offer an improper education for as long as they were in control all by themselves. From 1895 Kenya became a colonial enclave of Britain up to 1920. Kenya was referred to as the East Africa Protectorate. The construction of a railway line from Mombasa in 1895 to Kisumu in 1901 was a boom for both missionary and colonial government activities. Missionaries were able to spread out faster by opening more centres in the interior. On the other hand, the colonial administration was able to pacify resistant African groups. Regrettably for indigenous people too, the railway line also saw the in-flaw of European settlers and Asian groups. These aliens were to change the development of events to the disadvantage of Kenyan locals. Missionary spread out Inspired by the desire to embrace as many adherents as they could, Protestant and Roman Catholic missionaries moved to almost all accessible and habitable regions in Kenya. The Church Missionary Society (CMS) led in this ambitious crusade. From 1844 John Ludwig Krapf of CMS began to explore the East African Coast and was joined in 1846 by Johan Rebman. They established their first mission station at RabaiMpya, among the Rabai people, near Mombasa. Later the CMS operated a station in Taita in 1895. Other CMS  centres were started in the following places: Kahuruko (1901); Weithaga (1903); Kahuhia (1906); Mahiga (1908); Embu (1910) etc. A branch of the CMS also entered Western Kenya from Uganda and in 1903 had set up a mission station at Maseno. Holy Ghost Fathers set in at Mombasa in 1890 and a year later was also stationed at Bura. They got themselves a station in Nairobi in 1899. Their counterparts, the Consolata Fathers opened stations at Kiambu (1902), Limuru (1903) and Mang’u (1906). Roman Catholics also entered Kenya from Uganda and soon established centres at Kisumu (1903) and later at Mumias and Kakamega. Other missionary groups that were pivotal in the spread to various parts of the country were: Evangelical Lutheran Mission of Leipzig (from Germany); African Inland Mission; church of Scotland; Friends African Mission (Quakers); Church of God Mission, the Nilotic Independent Mission, the Seventh Day Adventists and the Presbyterian Church of East Africa. Although with other unbecoming consequences for indigenous people the multiplicity of Christian church denominations stirred a rivalry that became a catalyst in the spread of churches and schools. Every other group scrambled for a sphere of influence. On the whole, by 1920 Christian missionary groups had ‘stuck out their necks’ as important players in the spread of western influences among indigenous people. By 1918, there were 16 missionary bodies active in the country. Roman Catholics and CMS had the largest proportion of schools for Africans. Between them, they controlled 46 station schools and 261 village schools. Mission Education Basically, the purpose behind the establishment of mission stations and schools was to spread Christianity. The provision of education for other ends was therefore secondary to missionaries. Education was only used as a facility for evangelisation. The curriculum of mission schools was largely religious. Out of this experience, these schools have been referred to as prayer houses. These institutions only taught Christianity. While strongly inclined to offering religious education, a number of factors forced mission schools to include other curricula. First, Africans strongly resented religious education. In a number of cases, students staged strikes and demonstrations to demand for a more secure curriculum. Boys in Mumias at the Mill Hill Fathers schools staged a strike in 1912. Second, the colonial government urged the missions to include industrial education in their curricula. Third, the circumstantial imperatives of the day necessitated the inclusion of other courses such as industrial education. Missionaries, as well as the colonial administration needed skilled labour to construct buildings, make furniture inter alia. Religious education alone could not produce such manpower. Out of this development therefore, although mission education was largely basic, it had to offer the 3Rs, religious education and industrial training. The method of instruction was by rote learning. Learners were supposed to memorize and recite whatever they were taught. Missionaries, above all, offered an education that was elementary and designed to keep Africans in their subordinate place i. e. being servants of Europeans. Their educational orientation, in general emphasized the spiritual value of hard work and the principles of evangelical Christianity with an aim of producing hard working Christians. There were two types of schools. There was the village/bush/out-schools. These were feeder schools to the second type – the central mission school. Village schools offered very rudimentary education. They were under the direction of African catechists. On the other hand, central schools were intended to offer additional curricula. In this case, vocational training in teaching and nursing etc abounded. Vocational training was largely a preserve of the bright students. All said of mission education, by 1920, though many learning institutions had been established; only a handful would pass the litmus test for quality. In the western part of Kenya, only three centres and developed substantial primary school programmes. These were mission schools at Kaimosi, Maseno and Yala. The same were true of central Kenya with centres at Kabete, Kahuhia, Kikuyu, Tumutumu, Kabaa and Nyeri as main contenders. At the coast full-fledged primary school courses which other elementary schools of the time were not offering. This education did not go beyond six years. The recipients of such a number of years were very few. Whatever missionary activity in education this time, it should be understood that a number of factors influence their orientation, working and results/outcomes. For instance, due to misconceptions by European anthropologists of the nature of Africans, missionaries were prejudiced in their interaction with Africans. Africans suffered in this interaction and so did their education. Africans were of three categories: stupid, average and intelligent. On the part of missionaries, a majority of them were not professional educators and therefore they tried out what they did not know. A look at the curricula during their training reveals no does of professional training in teaching whatsoever (Anderson, 1970: 25). Besides, in their bid to expand educational activities they were always curtailed by meagre financial resources. More-so, the colonial government’s policy dictated certain centres that they could hardly achieve and, in the course of ‘playing the tune of the caller’, stumbled. Regrettably for Africans, they were the ones who received all the results of these missionary education mishaps. The lessons learnt by Africans from this unfortunate state of their education were to be instrumental in advocating for schools of their own, if not government-managed, from the 1920s onwards. THE ROLE OF GOVERNMENT IN THE ESTABLISHMENT AND DEVELOPMENT OF WESTERN EDUCATION IN COLONIAL KENYA UPTO 1920 Between 1895 and 1911, the involvement of the colonial government in the establishment and development of educational opportunities for the indigenous Kenyans was minimal. At this time, the government was more concerned with the pacification of the ethnic groups and inculcating in them a proper respect for the European interpretation of law and order. However, when the colonial administration got involved in education, this sector was seen as a potential source of a better and more efficient labour force. In this official thinking, through education Kenya would move fast into becoming self-sufficient. The government also wanted indigenous people to be given an education that would help it put into operation its doctrine of indirect rule through chiefs and headmen. These needs of the colonial administration for African education did concur with those of the Europeans settler community. The settlers needed an enlightened labour force that was capable of taking instructions both as house servants and farm workers. But more significantly, settlers relied on both the missionaries and colonial government for African educational development to offer the ‘right’ kind of education, whereas the colonial government was to control its level. Educational progress during the early period of colonial rule was directed more by the force of circumstances rather than be deliberate and well developed policy. In many cases, the policy that was laid down failed to meet practical needs. More often, policy was frustrated by the conflicting interests of the administrators, the settlers, the missionaries and with time, African interests. One can then observe if the development of African education in colonial Kenya, it was an unending struggle between conflicting interest groups. The first worthy involvement by the colonial government in educational development was in 1911. A department of education was set up with a Director, James R. Orr, at its helm. The Director was charged with the responsibility of the formulation of educational policy, its implementation and administration in general. The creation of this department followed a report on education in the East African Protectorate produced in 1909 by Prof. Nelson Frazer, a seasoned Briton on educational matters in India. He had been appointed as Educational Advisor to the British colonial enclaves of East Africa by the colonial office in London. With such an official capacity, Frazer’s report was taken seriously and its proposals followed. One of the lasting legacies of the Frazer Report was the recommendation that education in Kenya be developed along racial lines. African education rested at the bottom of a hierarchy that saw Arab/Asian and European education take prominence in that ascending order. This bottom position  meant that little could be achieved for indigenous Kenyans in terms of educational development. Indeed, throughout the colonial period, African education was treated as an education for the third class citizens. Frazer’s report also encouraged the teaching of technical/industrial education in African school to the chagrin of Africans who saw this as a play to keep them out of mainstream social, economic and political development. But for Frazer, such as education would help the government get more Africans with appropriate technical skills and thereby replace the expensive Asian artisans. Above all, technical education for many Africans was hoped to foster economic development fir the colony. It would then become self-sufficient. The colonial governments thrust into educational development can also be seen in the system of grants to mission schools that offered industrial education. Through the Department of Education, the government gave out grants on the basis of results. In other words, the more the candidates and the better their results in industrial subjects, the more certain a school would be of a government grant. Although for some time this measure was resisted by the missionaries, claiming that the government was overstretching its jurisdiction and that this education was costly, by 1912 industrial training in basic skills in smithing, carpentry, agriculture and even typing had started in many schools. Although the third way in which the colonial government got involved in educational development failed disastrously in its experimental schools at Kitui in 1909 for sons of chiefs and headmen, in 1913 the first official government African school was set up in Machakos. This was a central technical/teacher training school around which a system of village schools developed. The latter served as feeder schools to the former. With the progress of time, into the last half of the 2nd decade of the 20th Century, the government found it imperative to constitute an educational commission. This commission was to collect and collate the various views of the stakeholders on African education. Under the chairmanship of J. W. Barth, the Education commission of East Africa Protectorate of 1918 was required to, among other terms, â€Å"inquire into and report o the extent to which education should immediately be introduced among the native population throughout the protectorate. The report of the 1919 on African education did not offer anything to be applauded by Africans. It was observed that African education continue to emphasize technical/industrial training. This education had also to be religious/Christian but significantly, missionaries were to continue as the main providers of African education. Settler opinion was strongly opposed to the use of English in African schools. On the whole, these recommendations by the Report having been accepted by the colonial government clearly demonstrated where its learning was on the direction that African educations to follow. In general, we can observe, by the close of 1920, the colonial government had become yet another match-maker in the game of African education. Through the Department of Education and subsequently the outcome of the Education commission of 1918, the administration had begun to lay down policy guidelines on which future developments were to be aligned. Note that, this commission was the very first official organ that sought comprehensive information from people on the development of western education in colonial Kenya since 1895. Together with the Frazer Report of 1909, they formed the basis of education until 1949 when the Beecher Report was issued. AFRICAN INITIATIVES IN EDUCATIONAL DEVELOPMENT IN COLONIAL KENYA Indigenous Kenyans were actively involved in the development of their education during the colonial period. This participation was inevitable given the racial differentiation in educational development recommended by the Fraser Report of 1909. Although Africans began their own initiatives in the development of education as early as 1910, large scale developments were noticeable from the 1930s onwards. African initiatives in the development of their education can be distinguished in two separate approaches. There was the African independent schools movement and the Local Native Councils school movement. Though, by Kenya’s independence, the independent schools had been closed down for political reasons. As part of the African initiatives in the development of education, they had proved a notable success. In many ways, African initiatives in educational development had compelled the colonial administrative to give African education substantial attention. Independent School Movement The origins of the AIS movement began in 1910. This followed the breakaway by African Christians from missionary control. John Owalo, an adherent of various missionary groups in Nyanza and an experienced CMS school teacher, formed the LUO NOMIYA MISSION in 1910. Later on, this mission built churches and schools free from European missionary control. African independent schools movement was more pronounced in Central Kenya. This movement took root in the 1930s. An association KISA was formed in 1934 to run schools. A splinter group, KKEA, emerged soon thereafter and was more conservative and did not favour links with the colonial government. In essence, the AIS movement in this region spread fast resulting in the establishment of many schools. By 1939 these schools had a pupil population of 29, 964. In fact, by 1952 when the AIS were all closed down, their number was about 200 with a learner population of over 40,000. The epitome of the African independent school movement can be discerned in the establishment of Githunguri Teachers College in 1939. This shows that the movement had itself well entrenched that it was able to train its own teachers among other concerns. It is important to note that, the AIS movement was motivated largely by African aspirations on what type of education they thought appropriate. Africans also clamoured for freedom of choice and preservation of their cultural value. European missionary education was largely religious and vocational. Yet Africans wanted academic education. European missionaries wanted Africans to discard their traditions and this was unacceptable rightfully, to traditional African elders despite the fact that some had been converted to Christianity. Note also that, the African Independent Schools did not necessarily abandon the curriculum existing in the other schools. From 1936 these schools accepted to follow government curriculum. They only tried to fill in gaps. In fact the Government allowed AIS teachers to train at missions and government training institutions. Local Native Councils Schools African initiatives in educational development also received a boost with the establishment of the Local Native Councils in 1924. These councils were empowered among other activities to vote funds for educational purposes at elementary and primary school levels. A door had therefore been opened, so it seemed, for Africans to direct the course of their development in education. The colonial administration guided the LNCs in their endeavour to promote African educational opportunities. The LNCs were required to collect up-to 200,000/= to put up a school and have a further 26,000/= for the institution’s annual maintenance. The LNCs were also advised to refer to the intended institutions as Government African Schools (GAS). The 1930s saw many of the LNCs establish their schools. Kakamega GAS enrolled its first pupils in 1932. Kagumo GAS followed in 1933 and Kisii GAS in 1935. Note that these schools were intended to offer primary ‘C’ level of education i. e. standard IV to VI when they started. However, they had to lower their requirements due to unavailability of candidates. Although the Government desired that the curriculum for these schools emphasize industrial/vocational education, Africans generally supported literary and higher education for their children. Indeed, given the power of the African voice, the 1935 African Primary School syllabus de-emphasized technical/vocational education. African’s seriousness in the development of these schools is clearly seen in the fact that the three K schools were full primary institutions by 1938 i. e.offered PS Exam at end of standard VI. In 1946 they had grown into junior secondary schools. Before 1963, Kakamega and Kisii were preparing students for the Higher School Certificate Examination i. e. the basic university entry requirement at the time. The role of the LNCs in the advancement of African education during the colonial epoch was very prominent. Statistics show that these schools quickly outpaced the mission schools in examination results. For example, in the 1939 PS Examination, Kakamega alone had 8 passes compared to 4 from all mission primary schools in North Nyanza. Kagumo had 15 passes compared to 10 from all mission schools in the region. Many LNCs got encouraged and established their own schools. By 1945 LNC schools were 66. These schools had better terms of service for teachers than most mission schools. Conclusion From these two examples of African initiatives in the development of education in colonial Kenya, we can appropriately claim that Africans played an important role in promoting education. Africans, in the context of political, social and economic imperatives of that period, knew what type of education was necessary. Essentially it is their effort that compelled the colonial administration to institute appropriate regulations for the education sector. By the time of independence, indigenous Kenyans had vividly known the role of western education in their progress. They had also seen what results emerged from collective effort. Indeed through the AIS and LNC schools, the roots of the ‘Harambee movement’ in the development of the nation had found their depth. TECHNICAL/VOCATIONAL EDUCATION IN COLONIAL KENYA Introduction Technical or vocational education can be defined in various ways. UNESCO (1984) defines this education as one that involves, â€Å"in addition to general education, the study of technologies and related sciences and the acquisition of practice, skills and the knowledge relating to occupations in various sectors of economic and social life†. Omulando and Shiundu (1992) define technical education as â€Å"instruction in any subject which leads to production in industry, agriculture, trade and commerce†. Whatever definition, any reference to this type of education essentially connotes instruction in subjects that are largely practice/manual, outdoor, equipment-intensive, etc. In Kenya’s main-stream, education today includes subjects such as – Art and Crafts, Home Science, Agriculture, Business Education and Industrial Education. In the classification of the present 8-4-4 education system for the secondary school cycle, these subjects are in groups IV and V. In group IV are Home Science, Art, Agriculture, Electricity, Woodwork, Metal work, Building and Construction, Power Mechanics and Drawing and Design. Group V subjects include: Music, French, German, Arabic, Accounting, Commerce, Typing and Economics. Origins From the onset of Western education in Kenya, technical education was conceived and designed as the most suitable education for the indigenous people. A manual-based education for Africans was deemed appropriate due to a number of reasons. Among these reasons were the following: 1. Africans were of a low human species with a level of learning remarkably different from and inferior to that of the average European. In this case, Africans were well suited to menial and tedious occupations such as farming and unskilled labour provided that they could be taught to overcome their natural laziness. 2. Technical education as seen by the European Settlers would go along way in getting a critical mass of indigenous people with appropriate artisan skills that would render the hiring of the expensive Asian artisans redundant. On the part of Christian Missionaries, such an education for the Africans would lead to their self-sufficiency at the mission centres. 3. Non-academic education for Africans was found most suitable for it would make them passive and thereby being non-rebellious. Literary education offered elsewhere in British colonies had resulted in ‘unfortunate’ experiences for the colonists and this did not need to be repeated. Development Concerted effort by the colonial government to entrench technical education in African schools was begun shortly after 1911. Experimental grants were offered to some mission schools for the teaching of technical/vocational subjects. These grants-in-aid were given on the basis of student results. Through this effort by 1912, industrial training in basic skills such as smithing, carpentry, agriculture and typing had begun to take shape. The colonial government in 1913 set up her first African school at Machakos to offer both industrial and teacher training. The emphasis on technical/industrial education for indigenous people in Kenya received a major boost from the Phelps-Stokes Commission of 1924. This was an education commission set forth by the Colonial Office in London. Although largely reiterating the recommendations of the 1919 Education Commission of the East African Protectorate, the Phelps-Stokes Commission urged that education be adapted to the needs of the individual and the community. It believed that industrial training must provide the basis of African education in Kenya. For a people who were primarily land cultivators and animal keepers, agricultural education was considered an integral component of industrial/ vocational/ technical education. The colonial government found it prudent to establish more schools for Africans with an industrial/technical/vocational bias in this period. Some of the schools established included the Native Industrial Depot – Kabete (1924), Jeanes School – Kabete (1925), Coast Technical School – Waa (1921), Government School – Kapsabet (1925) and Maasai School – Kajiado (1926). Apart from the Jeanes School and Native Industrial Depot both at Kabete, the rest of the schools offered industrial education suited to their location. For example, the Maasai school at Narok emphasized more of animal husbandry and animal skin curing. More-so, the Kabete educational institutions offered technical education to people/learners who already had had exposure to technical education elsewhere. These institutions offered training on a national level. The curriculum of technical education in colonial Kenya, for Africans, was very simplistic. This was largely for reasons alluded to earlier. At the Jeanes school for instance, male teachers were taught songs, Swahili, Physical training and games, Religious and moral education, simple hygiene and sanitation, first-aid on fractures, cuts, burns, dysentery, pneumonia, plague and malaria, simple agriculture including ploughing, curing of animal skins and hides, the silk industry, black-smithing and tin-smithing. In essence, these courses were deemed basic for Africans’ sustenance. No provision was made for thorough in-depth study of the subjects. Although steps were put in place to emphasize technical education in African schools, by 1940 no commendable large-scale progress was in sight. In the case of Agriculture education, for example, whereas a committee in 1928 is on record to have recommended that agriculture be made compulsory and examinable in all rural schools of all grades, nothing was put to practice in this regard by 1940. Instead of Agriculture, Nature study took over as a school subject. This take-over meant that agricultural skills were only to be demonstrated in the school garden. Agriculture thus became non-compulsory in African schools. The Beecher Report (1949), otherwise referred to as the African Education Commission, decried/lambasted the minimal developments realized in technical education. One of the weaknesses noted was teachers’ lack of conviction and knowledge or training to facilitate the inculcation of the right attitude in students towards technical education. Most significant about the Report was its recommendation that, at primary school level due to the tender ages of the learners, no formal agricultural education be taught. Instead, schools were to encourage in learners a correct attitude towards agricultural labour and an appreciation of the significance of land. In order for technical education to thrive, the Report recommended, inter alia, constant supervision of the teachers’ attitude and encouragement of resolute partnership between schools and the relevant administrative departments. Although graduates of this education made an impact in their communities, on the whole, African did not receive this type of education with open arms. Political, educational and socio-economic reasons contributed to this cold  reception. Africans felt that it was a European ploy to teach them practical subjects so that they could remain inferior and their subordinates. This education as seen as mediocre and it hampered African political advancement. It is important to note that, in Asian and European schools in the colony no kind of technical education offered in African schools was taught. This difference concretized the African suspicion of the type of education given to them. Educationally, technical education failed since the syllabus lacked flexibility. More often, the syllabi made little provision for regional variations and thereby some programmes virtually failed. The co-operation sought between departments of Agriculture, Veterinary and Education was inadequate and sometimes contradictory. For example, visits by Agricultural Officers to schools hardly materialized. School calendar was sometimes not in consonance with peak times of agricultural activity. Education officers on their part sometimes lacked the necessary knowledge and even for the specialists they had little or no interest. Teachers often used extra work on the farm or in the workshop as a form of punishment. Some subjects, particularly Agriculture and Carpentry were not examinable at primary school level. This did not motivate learners to show seriousness. Furthermore, in cases where technical subjects failed to feature at secondary school level, learners hardly wanted to study them at the lower level. Technical education also failed due to what African viewed as proper education. Basically, Africans only saw academic education as the epitome of their children going to school. This meant that, nobody was enthusiastic about the success of technical education. Schooling was only meaningful if learners gained literary academic education. Socio-economic problems also hampered the success of technical education. It was not easy to acquire funds for purchase of farm and workshop equipment, leave alone acquiring farming land for schools. Since many schools did not receive government grants, they had to rely on local communities for their day-to-day running. However, the envisaged assistance was hard to come by particularly when the projects were for technical education. Parents decried the inclusion of this education in the curriculum and therefore could hardly contribute money to schools for their development. The colonial government’s policy on the growing of cash crops also served as an impediment to the flourishing of vocational education. Africans were not allowed to grow cash crops. Being allowed to grow subsistence crops alone could not easily lead to the much-needed economic empowerment for Africans. In such a situation, Africans saw no need of giving agricultural educational any seriousness. The lack of demand for people with industrial education skills in the labour market also went along way in curtailing the success of technical education. At this moment, white-collar jobs were more appealing. To secure such opportunities one needed to have had academic education. This scenario quickly reflected itself in learners’ choices of schools subjects. Technical subjects were rarely their priority. From the foregoing, technical/vocational education had very minimal chances for success. As political independence drew nearer in the early 1960s, more emphasis in education shifted towards academic education. Technical and vocational education only got prominence sometime into the independence era. This was mainly after 1970. Post-primary and secondary school and technical institutions sprouted in various parts of the country. Among these institutions were Village Youth Polytechnics and Institutes of Science and Technology. Technical/vocational education today is offered in a myriad of institutions ranging from those in mainstream education system to those organized by government ministries, churches and other NGOs. Conclusion Technical/vocational/industrial education in Kenya was originally conceived as an education of the social inferiors. This conception for a long time guided the development of this education. Policy stipulations for this education were founded on misconceptions. Besides, there was an unrealistic design for this education’s development. Out of this disposition, learners as well as teachers hardly gave the subject serious attention. This scenario meant that even after fifty years or more in operation, little meaningful results had been realized by 1963. The climax of this failure neglect can be discerned in the fact that, technical education was almost entirely disregarded in the education system conceived of immediately after Kenya’s independence.

Littering in malaysia

Other than that, the SSE who living in urban area produce 1. Keg of solid waste a day. This led to an estimated 30, 000 to 33,000 tones of waste being produced a day last year, compared to 22,000 tones o f solid waste produced daily in 2012. From the data, we can see that littering in Malaysia is getting from bad to www rise now. It may cause a lot of problems to our country. Thus, what are the problems our count try can face as a result of littering? Litter can affect local economy, especially in tourist location s.When the aorist come to our country, it will give a bad impression for them. Indirectly, t hey and people in their country won't come to our country again. Elf they don't come to our coo entry, how can we can earn money from them a lot of shop will close because there are nobody come and buy things in our country, economic depression will happen soon! Now, why a person don't want to throw rubbish into a rubbish bin and choose e to litter? Most of the people are lazy to wa lk to the rubbish bin to throw rubbish into it!They are very selfish ND don't know the government have to use the taxes that you pay to clean the e rubbish. Government will collect more taxes from people and everybody will only loss I instead of get any benefits. Not only that, our country can't be develop because most of the money will be used to clean the rubbish. In Malaysia everywhere is full of rubbish bin but I r ally don't know why they are lazy to throw the rubbish into the rubbish bin. Because of lazy, s o many bad things will happen in our country. Lastly, what we can do to overcome this problem?We should keep a litter baa in our car and hang on to litter until we find a garbage receptacle. Besides, we must make s ere your trash cans have tightening lids. Len our workplace, provide plenty of containers for GA ravage and recyclables. What can government do to overcome this problem? The govern meet can create a Law to protect places from littering. For those who caught by th e authorities must be fined heavily so that they will scared and behave themselves. I hope that this problem will be overcome as soon as possible. Why Singapore e can do it but Malaysia can't do it?

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Bussiness - Essay Example According to the China National Tourism Office (2007b), statistics show that China has one of the biggest inbound markets in Asia constituting almost 34 % of theregion's total tourist arrivals. Over the next decade, China will become the second largest travel and tourism industry inthe world, after the United States. The China tourism sector is expected to further improve as it continues to receive renewed support with relaxation of government regulation (CNTOa, 2007). China's emerging market is now seeing rapid developments as major international hotel companies are pushing to establish strong footholds in the region. Many top of the line hotel chains are already being constructed in preparation for the Beijing Olympics in 2008. (Zhang et al, 2005). Major foreign investments are pouring in every sector aside from tourism contributing to higher government revenues that provides further initiative and funds to develop and promote the rich cultural heritage of the country. China can now afford to set and meet higher standards in accommodation and other support systems. Indeed, it has developed from offering substandard services to one that is truly remarkable. The aim of this paper is to analyze the developments in hospitality industry in China... I will also be providing details on the projects and initiatives, how they were implemented, who implemented them and provide a report on the current status of the project whenever possible. 2.0 On the Road to Success: China's Initiatives for the Hospitality Industry 2.1 10th Five-Year Plan Tourism Development Program The year 2000 saw a complete fulfillment of drawing up the Tourism Development Program for the 10th Five-Year Plan. Based on the work done in 1999, two forums on mapping out the Tourism Development Program for the 10th Five-Year Plan were respectively held in Nanjing and Harbin between January and February in 2000. The Nanjing Forum was attended by representatives from tourist departments in southeast China, while the Harbin Forum was attended by representatives from North China. By October 2000, the "China Tourism Development Program for the 10th Five-Year Plan and the Program Outline by the Years 2015 and 2020" had been already worked out. It reviews the achievements made in tourism industry and experiences gained in its development during the Ninth Five-Year Plan period, outlines the tourist development targets and major projects during the 10th Five-Year Plan, and systematically puts forward important strategic ideologies for realizing the grand blueprint. It is program of action which will guide China's tourism industry to make bigger development in the new century. (Wen and Tisdell, 2001) 2.2 Professional Management in Tourism Planning In line with the renewed efforts for the development of the hospitality sector, more efforts were made to strengthen professional management of tourism planning, accelerate the process of legislation construction in tourism planning, and give more technological and policy guidance on local tourism

Gender, Social Exclusion and Technology Essay Example | Topics and Well Written Essays - 2000 words

Gender, Social Exclusion and Technology - Essay Example Two different perspectives suggested by Bohan (1993, pp.6) can be used to explain the differences between boys and girls – the theories of Essentialism and Constructionism. Essentialism is intrinsic to the individual and places the formation or origin of gender-specific attributes within the individual. Constructionism, on the other hand, looks at gender characteristics as a component of the actions and acts of the individual, extrinsic to the individual. Gender, in Constructionism, is therefore considered external to the self.   From this perspective, the gender qualities cannot be said to be based on biological sex. According to Bohan, what the individual does when he interacts with others is gender, not what the individual possesses. Essentialism, however consider gender to be an intrinsic phenomenon -- a set of actions that individual possesses inherently. According to the constructionist perspective the social realm is where gender is located. Gender is defined in terms of ‘doing’. Gender itself is defined as a routine, methodical and recurring accomplishment. To fit into the roles of being competent members of the society, men and women convert the ‘doing’ of gender into action. When gender is viewed in this perspective, it is not some genetic traits or roles that we possess biologically, but is rather a output of social influence that is manifested by what we do or how we behave. Gender is therefore an active rather than a passive concept.   Examples of ‘doing’ gender abound in common day-to-day experiences.

Raelianism Research Paper Example | Topics and Well Written Essays - 1500 words

Raelianism - Research Paper Example Vorilhon, who now assumed the titular name of Rael (2006), described it as the religion of the infinite, â€Å"an atheist religion whose goals are the diffusion of the messages of demystification, given by the Elohim, to the Earth’s population, and to build an embassy where they will make official contact with the governments of the Earth† (p. 248). Based on its history, its development and its objectives, Raelianism can be considered a legitimate form of faith, regardless of the strangeness of its practices and rituals. It has persisted for decades and this alone makes the religion worth a closer look. History and Philosophy Unlike other groups, claiming to be a form of religion such as Scientology and even the Mormons, Raelianism is not overly secretive and is quite open with regards to its beliefs, rituals and history. Its beginnings, hence, is readily available to those who want to be initiated are interested to know. Its history began during that fateful day in 197 3 when Rael claimed to be driving in the middle of nowhere when the Elohim materialized. As per Rael’s account, these beings are extraterrestrials who came to the Earth and created life through scientific technologies. This was supposedly revealed to him and the responsibility to inform mankind and to prepare them to meet their makers rest on his hands. Thus, Raelianism was founded. The Raelian teachings, philosophies or what one would call catechism or dogma in the Christian religion are closely tied with existing religious texts such as the Bible. The idea is to view everything from their theoretical point of view. Here, the Christian God becomes the Elohim, a highly advanced extraterrestrial being. He was not an all too powerful omniscient or omnipresent mystical God but just an advanced race, with technological capability to design, manipulate and create life. For further insights, one could turn to the manner in which Raelian belief interpreted some parts of the biblical Genesis. Genesis 1:1 became: â€Å"In the beginning Elohim created the heaven and earth† (Rael, p. 11). The corresponding explanation revealed the framework further and to quote: Elohim, translated without justification in some Bibles by the word God means in Hebrew â€Å"those who came from the sky†, and furthermore the world is a plural. It means that the scientists from our world searched for a planet that was suitable to carry out their projects. They â€Å"created†, or in reality discovered the Earth, and realized it contained all the necessary elements for the creation of artificial life (p.11). The above example showed how Raelian belief tries to reconcile the religious texts that the world has with the concepts and artifacts of technology as we know or conceive of it today. It is not unlike rationalizing the mysteries of many religions, grounding it on scientific concepts. Eller (2007) summarized what the Raelianism stands for by saying that it is a â⠂¬Å"self-consciously atheistic religion† and that â€Å"the various world scriptures are attempts to communicate this reality but are garbled and confused† (p.268). The Elohim allegedly explained - and, therefore, such explanation became a core component of Raelian philosophy - that â€Å"the world’s existing religion were founded as a result of their direct communication with a series of human prophets for the purpose of implanting the idea of humanity’

The negative effects on the grammatical skills of teenagers due to Research Paper

The negative effects on the grammatical skills of teenagers due to text messaging - Research Paper Example The technology used in communication in the modern world has proved to be highly advanced bringing people closer to each other through different means that include the mobile phones, the internet and â€Å"text messaging† (Sampson). From Pew Research Center’s survey conducted in the year 2010, it has been obtained that â€Å"one in three teens† can be found to text message that may be reported as being more than 100 in a day (Sampson). This massive use of text messaging has a natural impact on the teenagers, particularly with respect to their effects on the grammatical skills of the user (Sampson). Text messaging is developing as a much loved practice of communication particularly for the younger generation who prefer to â€Å"stay in close contact† with friends and close ones. The young generation does not feel convenient in â€Å"typing out full words or sentences† (Baldauf & Stair, 280). Alternatively abbreviations enhance a â€Å"fast-paced† process of communication a reason why most of the people use limited or â€Å"just enough† characters to phrase a message (Baldauf & Stair, 280). However, although the use of abbreviations may prove to be convenient, this may also impact the ability of a person to properly construct a sentence and other similar negative effects (Baldauf & Stair, 280). This report would primarily focus on the negative impacts that text messaging are having on the grammatical skills of teenagers.... Text messages have character limitations and people are using this facility to convert their long conversations into short texts and send to friends and other acquaintances (Braun, 17-18). It can be realized that when long conversations can be expressed in short messages, that becomes more convenient for the users to make use of less effort as well as lesser time thus making the text messaging service preferable for the teenagers. Moreover, teenagers of the modern world are known to be impatient and in search of fast and easy way of achieving things. Communication is thus not an exception. Thus like all other technologies, the text messaging also has specific uses that make this facility â€Å"more valuable† than other ways of communicating (Ball & Foster, 92). Firstly, through text messaging, very small messages can be exchanged. Moreover, text messaging is less expensive than calling a person and communicating the same message. In comparison to making calls, text messaging i nvolves lesser time as well as lesser costs making it more favorable for the users. Also, text messaging provides an â€Å"excellent technology for chatting† and staying in close contact with others (Ball & Foster, 92). Teenagers would thus prefer to keep in touch with their friends, make plans for enjoyments or other necessities through communication facilities that can occur in very less time, and with less money. Through such text messaging, users can share ideas, views, knowledge, and information or simply stay in touch by conversing. Views on the effects of text messaging on the use of English Grammar amongst the teenagers: Different views arise on the effects that the use of text messaging may have on the teenagers in their use of English grammar. This is particularly because

Analysis and Application of Clinical Practice Guidelines & Scoring Essay

Analysis and Application of Clinical Practice Guidelines & Scoring Rubric - Essay Example lines are a sequence of recommendations on clinical care aided by the best present indication in a clinical literature (Castellani, Girlanda, & Barbu, 2014). For a long time, Clinical Practice Guidelines on several occasions have been used and abused. Although position statements on the best care were meant to be unbiased, the documents were problematic. The process of development did not meet transparency requirements, and the experts involved in the development made the material beneficial to themselves. Patients and practicing physicians usually felt cheated in cases where decisions on health care were focused on guidelines concerned with economic and not quality goals. Through application of evidence-based medicine techniques in development of guidelines, opinion and biases are remarkably minimized and the elevation of rich scientific literature is witnessed and assessed in a systematic fashion to offer transparency and reduce imbalance in evidence-based Clinical Practice Guidelines. Evidence-based Clinical Practice Guidelines are greater than non-evidence-based Clinical Practice Guidelines and are right tools of better quality patient care. The structured, transparent process used in developing Clinical Practice Procedures makes them difficult to abuse and easy to use. Evidence-based Clinical Practice Procedures are being used to create quality measures as well as used to aid referrals when insurance companies question them. In addition to that Clinical Practice Procedures act as patient’s education tools. Evidence-based Clinical Practice Procedures on a national level are a direct means of improvement of quality and play a big role in the making of measures of performance for pay-for-performance repayment programs. Practicing orthopedists are given a voice by the evidence-based clinical practice guidelines. Society based Clinical Practice Guidelines on a local level are used to influence and inform hospital guidelines in order to enhance best practices.

Paper on Educational Preparation Essay Example | Topics and Well Written Essays - 1000 words

Paper on Educational Preparation - Essay Example According to American Association of Colleges of Nursing (2014), their differences in ability may not be evident in the early stages of nursing practice but are often pronounced as individual graduates gain confidence and experience in individual areas. This paper focuses on Differences in competencies between nurses prepared at the Associate-degree level versus the Baccalaureate-degree level. The baccalaureate graduate nurse is equipped with knowledge, skills and competence to practice with different patients including, groups, individual families, populations and communities across the lifespan and within the environment of healthcare. In this regard, baccalaureate graduates do not only understand, but also appreciate possible variations of care, high level use of healthcare resources and high complexity which are vital in caring for patients. Associate graduate examines the underlying clinical nursing practice evidence with a view to change the status quo; provide new insights to improve care while questioning assumptions and improve quality of care for communities, patients and their families. On the other hand baccalaureate graduates are mainly evolving scholars who contribute a lot to the development of nursing practice as a science. They are more competent in questioning and critiquing published research and findings of various studies. In this regard, they bring n ew knowledge into nursing practice by using current evidence as the start point to propose, innovative, creative and evidence based solutions to problems related to clinical practice. Wider approach to nurse education through baccalaureate degree improves professional growth of graduate nurses thus prepared them for a wider scope of practice. This is because courses are taught in depth in social, humanities, sciences, physical and nursing management. The additional skills

Obsessive Compulsive Disorder Research Paper Example | Topics and Well Written Essays - 1750 words

Obsessive Compulsive Disorder - Research Paper Example Worried that she might have an allergic attack, she cleans the house every couple of hours, never seemed to be satisfied that she did it right two hours ago. This action continues throughout the day, leaving little or no room for her other activities that are equally essential (Mayo Clinic Staff). Typically, obsessive compulsive disorder makes a person go through repeated actions that mainly originates from having distressing thoughts. These thoughts make the individual do or perform a certain action that is done over and over again in order to pacify the stress and anxiety that he or she is feeling (NIH: National Institute of Mental Health). The obsessions which come about constantly are often unreasonable, quite disturbing and in fact have no actual basis. The individual who suffers from obsessive compulsive disorder eventually realizes that the obsessive feeling and thoughts he or she is currently having distorts reality; and they feel incapable to control them because they go thr ough the same motions again and again (Mental Health America). Trying to stop or ignore the obsessions only heightens the feelings of apprehension and distress; while doing rituals or compulsions give short-term relief from the stress and discomfort brought about by having obsessions. Unfortunately, having obsessive compulsive disorder upsets a person’s daily living schedules and activities because the obsessions and subsequent compulsions makes it hard to concentrate in doing the normal activities which the person was accustomed to. The rituals or repetitive actions takes hours to do, sometimes the whole day making it quite impossible for the individual with obsessive compulsive disorder little time to do something more productive. If obsessive compulsive disorder is not properly addressed overtime, it can have a negative impact on all the aspects of a person’s life (The Anxiety Disorders Association of America (ADAA)). The theoretical causes of obsessive compulsive d isorder are biology, environment and inadequate seratonin. These causes are considered to be hypothetical since the true or actual cause of obsessive compulsive disorder is not fully known (Mayo Clinic Staff). Biology pertains to the study of plants and animals, which includes the normal chemistry and role of the brain in relation to the other parts of the body. It is contemplated by researchers that obsessive compulsive disorder is an end result of an irregular change in the normal working condition of the brain circuits, which may be due to an inadequate level of serotonin, a chemical messenger within the brain (Mayo Clinic Staff). The insufficient amount of such brain chemical affects the normal communication of brain parts that ultimately gives rise to the occurrence of obsessive compulsive disorder (Mental Health America). The environment is also said to contribute in the occurrence of obsessive compulsive disorder because of some behavior-related habits, which were acquired du ring the growing and developmental phase of a particular individual (Mayo Clinic Staff). The habits are generally inculcated from childhood to early teens where various factors that stem out of one’s surroundings are easily assimilated and are considered normal even if they are not within the norm or are socially unacceptable. Obsessive compulsiv

The Effective Manager Cw3 Coursework Example | Topics and Well Written Essays - 1500 words

The Effective Manager Cw3 - Coursework Example The mangers are responsible for the optimum utilization of resources in order to achieve the goals of the organization. Management is a set of activities which is directed towards the resources of the organization with a aim of achieving the required goal in an effective and efficient manner. In general a successful organization comprises of both effective as well as efficient mangers. In the competitive world managers tends to face new as well as interesting and challenging situations. The average working time is about 60 hours per week and has a huge demand place upon the mangers time and at the same time faces complexities due to globalization, completion, government regulations and other uncertainties. The job role of a manger is unpredictable and filled with challenges but it is also filled with opportunity which has the potential to make difference. Good managers have the potential to bring in success in the organization (Griffin, 2011, p.4). ... The quality and effective management styles of the mangers can determine the organizational culture, productivity of the staff and success or failure of the organization (Francis, 2012). Characteristics of Effective Management An effective manger is one who makes the right decisions and successfully implements the decisions. However there are many different characteristic that a manger should posses for the effective working of the organization. But according to me the most important characteristic for a manger should be a good team player and time management should be the next important characteristic for an effective manger. A team builder can be defined as a person who is strong and provides the required substance which holds the team together towards achieving the set goals and objectives (Francis, 2012). At the same time effective time management skills are important for mangers to perform the task. I would like to emphasis more on the aspect of time management. Literature defin itions With respect to the definition of time management, there are many different definitions as per different authors. However most of the authors referred to Lakein (1973) who said that time management involve a process which determines the need sets the goals which are to be achieved, planning and prioritising the task which are required in the process of achieving the goals. Therefore according to Elacqua and Jex, 1999; Davis, 2000; Macan, 1994, 1996; Macan et al., 1990; Mudrack, 1997) time management has been referred to as a technique used to manage time; a technique which can be used for effective use the many different task which are required Orpen, (1994) Slaven and Totterdell, (1993); Woolfolk & Woolfolk, (1986); according to

Limiting the Extent of Party Discipline in Canada Essay Example for Free

Limiting the Extent of Party Discipline in Canada Essay Party solidarity and cohesion have always been an integral part of the Westminster Parliamentry system. The leaders of the political parties of the Canadian House of Commons , with the assistance of whips, very strongly discipline their party members to vote on issues as a single entity, especially in plenary sessions (Olson, 2003). Although, some degree of party discipline is essential for any political party to maintain their power as they require the confidence of the majority of the legislative branch of the government, this practice does not really reflect a democracy. This paper argues that implememnting a large extent of party discipline undermines the spirit of democracy as the politicians become more concerned with appeasing their party leaders for their personal benefits, instead of truly representing the desires and demands of the citizens of their respective constituencies. As mentioned previously, it is argued that strict party discipline is necessary to ensure that the current governnig party maintains its power since a vote of non confidence in the House of Commons can ultimately lead to federal re-election, or re-appointment of the prime minister. However, as Kilgour et al. rgue in Crosscurrents: Contemporaty Political Issues (2013: 205), enforcing strict cohesion strategies to ensure party unity leads to members of Parliament to become extreamly passive as they no longer think for themselves, but merely conform to the demands of their party leaders. Their opinions and thoughts are constrsained by a fear of a loss of majority in the House Of Commons. It is very crucial for any political party to value and respect the opinions of its members to assess a situation more closely and obtain diverse opinions. However, strong party discipline stifles the values and opinions of individual members of party. Consequently, this diversity of imagination is replaced by a single unit of party that reflects a single, rigid opinion on most issues. This devalues the sense of liberty and freedom that is cherished by democracy. Often times, it is observed that the members of a party vote in a similar fashion, not just to ensure a majority confidence motion, but also to derive personal gains. If a member of parliament wishes to advance their political career and gain quicker promotions, he or she muct act according to the command of their party leaders (Kam, 2006). Expression of dissent from the MPs can have dire consequences for their career. They can be warned about the lack of financial support, or even be ultimately expelled from the party caucus. Kam (2006) also suggested that the promotion of ministers is greatly manipulated by the prime minister to ensure maximum conformation to the partys position. Sometimes, certain ministers of parliament are deliberately brought into the cabinet as it is too dangerous to leave them as a backbencher (a member of House of Commons) where they can openly challenge and vote against the position of the leader of the political party. This suggests that the deliberate promotion, or demotion, ministers of parliament is not due to their, merits or demerits, but is rather strategically devised to overall benefit the party. In addition, the vote of the members of the House of Commons not only does not represent the opinions of individual ministers, but also it not a representation of a members unyielding and unconditional loyalty to his or her party. Rather, it is a conscious decision to vote according to the wishes of the party leader to maintain the imge of conformity and ensure personal gains and benefits for the members of parliament, which would reward in the form of more opportunities to ascend the political ladder and make personal and professional gains that do not particularly benefit the citizens of the consituency that elected the member of parliament. It is unquestionable that voting in the Canadian House of Common is extremely disciplined and very highly regulated by emloying various methods. The study of the patterns of recorded votes shows that majority of votes show almost no dissent from the party members. Also, rejection of major government motions due to dissent of the members of the House of Commons is extremely rare (Malloy, 2003). Canada operates on a system of majoritarian parliamentary government. Cohesion of political parties is very essential to maintain a majority rule by ensuring that vote of non confidence is not ever issued (Kam, 2001). Due to this constant threat of the possibility of loss of majority and formation of a coalition, political parties are very strongly disciplined by their leaders. A coalition governmet is not necessarily always detremental. It can help to foster more cooperation in different political parties and compel the members of a party to consider the opinions and views that are different from the ideology shared by their party. It also provides an opportunity for a greater debate and consideration before arriving at a common decision. Maintaining strong party discipline just to eliminate the possibility of the formation of a coalitions limits the possibilities for political experimentation and possible positive growth. The change is not just welcomed, but also deliberately resisted using the traditional practice of oppressive party discipline. The members of parliament are elected by, and are required to respresent the citizens of their respective constituencies. The common vision shared by their party and party leader may or may not reflect the wishes of the citizens. The first and foremost duty of an MP is to cater to the needs and the demands of the citizens who democratically elected him or her. The loyalty to ones party should be a secondary priority. However, as observed, most times, this is not the case. This severely debilitates the sole purpose of a democratic government which demands the citizens voice and opinions to be heard above all others. Although some degree of party discipline may be required to control and maintain cohesion within the House of Commons to propose policies and arrive at a firm decision, it does not really encompass democratic ideas. Party discipline compells the members of a party to not pay heed to the needs of the citizens, but to blindly follow the demands made by their party leaders. This practice is also morally questionable as the political success of ministers of parliament is largely based on their loyalty to the partys alues, even if they contradict his/ her personal opinions. Instead of being constantly threatened by the possiblity of losing the confidence of the majority of the House of Commons, fundamental changes need to be made to change the Westmister Parliamentry structure to alter, if not eliminate, this system that makes it almost mandatory for the parties to implement rigid party discipline. Limiting the extent of the party discipline would help to make the Canadian government more democratic by accomodating more diverse ideas and opinions.

The very important process of recycling

The very important process of recycling Introduction: Recycling is one of the most important methods used to reduce or preventing environmental crisis. It is the process of reprocessing used objects and turning them into new material. Waste is mostly used in recycling and it has a massive shocking effect on our nature like global warming and recycling the waste is an effective way to reduce the global warming problem. It also helps reduce the use of natural resources which is as well a very big problem because we abuse natural resources these days. The usual method of waste dumping or disposal is either by air or water which causes severe pollution to it and by using recycling as useful method its can help reduce the pollution a lot. We can also save space that is usually used for dumping waste and turning it into useful places. The lack of the basic materials and the need to create new ways to help fulfill the needs of humans made recycling one of the biggest important industries in the world. It became such an important industry becau se it helps get rid of the trash and waste and the toxic substances and its releases gases in a way that suits the environment and not affect it badly. Around the world, the recycling issue became an essential topic of all important gatherings and events because it is a very crucial matter. Global warming, the extreme weather changes, extinction of animal and the sea and ocean pollution and the death of plants all occur due to the carelessness of some factories and their wastes and the gases coming out of it. Recycling Paper The process of recycling 1. Sorting The first step in recycling paper is making sure the paper is free of any contaminants like food, metal and trash. 2. collection and transportation Secondly you take either to a nearby recycling center or a recycling bin after that it will be collected by a worker. 3. storage A very important part of the recycling process because the workers separate the different types of paper and then sort them together to make different kinds of recycled paper items. 4. Re-pulping and Screening The next step is called re-pulping, the enhanced paper is put into a machine called a pulper, and this machine contains a mix of water and chemicals. It cuts the paper into small pieces of fibers which turns into soft mix and that is called a pulp. The pulp is poured into a strainer which keeps the contaminants out of the mix and keeping just the pure pulp. In a large cone shaped machine pulp remains in a spinning process until all the heavy contaminants stay at the bottom of the machine and the lighter ones stay in the middle and then removed. 5. Refining, Bleaching and Color Stripping Refining is the next step in which the pulp mixture is crushed to make the fibers bigger to make it ready for the next process. If the paper is colored it will need some chemicals to remove the color and if its white it will need oxygen to make it lighter and if its brown then it does not have to be bleached. 6. Deinking The last step is papermaking; pulp has to be mixed with water and chemicals. This mix goes into a huge machine called a head box and its sprayed on a straining wire track that moves very quickly. The water from the paper mix starts to drop and the fibers start to attach to each other and form wet sheet. The wet sheet goes into rolling presses which compresses the sheet and sheds all the excessive water and dries the sheets out. After that the sheets goes through heated metal roller to dry them out and the paper is made. Positive Effects of Recycling Recycling paper is the economic process of the first degree as it, helps to reduce imports of raw materials for papermaking and reducing unemployment and this through the prevision of job opportunities for young people. Preserves the Environment Recycling paper is working to safeguard the environment. For example, the paper is manufactured. There is also became a growing demand for paper, many of the trees divided for the production of paper. For recycling paper is available to prevent the destruction of forests. These days, we see a large number of forests to produce shatter for the production of the growing demand for paper. Recycling a ton paper helps to preserve our natural resources and saves equivalent 12 trees. Also, recycling paper helps in getting rid of the paper is doomed sound environmental manner, rather than burned or buried, leading to increased pollution and reduces the demand for wood and fiber and to allow the forest to increase their capacity to absorb atmospheric carbon. In addition, working on protection of agricultural land and places of throwing waste paper. Recycling Saves Energy Processing raw materials requires a great deal of energy. But any processing used materials reduce the energy requirements for instance recycling paper. Also the process of recycling paper reduces a lot of pressure on energy resources. How Does Recycling Affect The Environment? Positives and Negatives http://www.allfreeessays.com/search_results.php?query=Positives+of+recycling+paper The Negative Effects of Recycling Paper Recycling paper conserves energy and landfill space, maintains the trees and reduces defilement. Although it is a procedure that produces some emissions and products harmful secondary. This process is working to develop a lot of ground techniques. Energy Use Recycling paper conserves 28% to 70%. This keeping is debatable for of the sort of energy utilization in two operations. Using recycled paper fossil fuels whereas the production maiden paper appoints the litter products from wood to provide high rate of its energy needs. In addition, recycling paper requires less energy from the plastic but for the recycled paper bag requires more energy from the plastic bags recycling process. Harmful Chemicals In this process is necessary that the indelible ink from used paper. The facilities of recycling use several of chemicals like chlorine and process. There is a particular problem is print from laser and copy machines. The Chemicals that is much more from chemicals caustic than level requires removal de-inking chemicals. De-inking chemicals includes some ponderously mental and other vehicles. Solid Waste Recycling waste paper teems sludge that includes solids (very small fibers). Often these waste sent to the landfill including mental. Incineration is an ersatz however the incineration serves to disseminate dangerous emissions like dioxins and hydrocarbons. For the residual ash also is sent to landfills. In summary, recycling is extremely essential and we should raise awareness because people mostly are very oblivious and clueless about it. We have to recycle in order to maintain a healthy environment we can live in happily. Try to minimize the use of paper and raw material so that we can save natural resources. We should be able to live in a healthy planet a thoughtful life. We have to consider the fact that there are other species living with us in the same planet that our silly acts and unhealthy behavior have negative effects on. http://www.livestrong.com/article/159591-the-negative-effects-of-recycling-paper

Investigating the rising population in UK prisons

Investigating the rising population in UK prisons The prison population in the UK has increased dramatically in recent decades. The number of incarcerated men and women in England and Wales rose over 65% between 1995 and 2009, going from 49,500 to 82,100 (Ministry of Justice, 2009). A comparable increase over a similar time period has also been seen in the USA, the prison population increasing 53% from 1,053,738 in 1994 to 1,613,656 in 2009 (Bureau of Justice Statistics 1995, 2010). In England and Wales this can be partly explained by tougher sentencing for drug-related crimes and violent offences against the person as well as a higher recall rate of offenders to prison due to the breach of their release agreement (Ministry of Justice, 2009); similar trends can be seen in the USA (Hanlon et al, 2007). Increasing prison population means that proportionally more parents go to prison and research has shown that there is a correlation between parental incarceration and negative outcomes for the offspring (Huebner and Gustafson, 2007; Foster and Hagan 2007). There are however no official records on prisoners families in the UK (Murray, 2005) or in the USA (Miller, 2006) and the available data is often unreliable due to the incompleteness and duplication of records (Miller, 2006). Lack of methodologically strong research means that the needs of prisoners families may be neglected, it is important to investigate how imprisonment affects this vulnerable group and which policies could ameliorate their situation (Dallaire, 2007). Incarceration may affect all family members, including parents, siblings and more distant relatives yet the developmental influences are greatest on the children of prisoners and therefore, for the purposes of this essay I define family as a group consisting of two parents and their children living together as a unit (OUD, 2011). I aim in this essay to discuss the effects of imprisonment on prisoners family members during incarceration, first by exploring the current theoretical framework that helps to explain the consequences of parental incarceration and then by investigating the effects of parents imprisonment on children and the wider family, mainly drawing on studies carried out in the USA and the UK. There is an important difference in the observed impact between maternal and paternal imprisonment on the family and I will discuss this before finally identifying the limitations of existing research and suggesting how research could inform policies to help prisoners families. There are three main theoretical frameworks that try to explain the devastating consequences of parental imprisonment on their offspring: strain theory; socialisation and control theory and stigmatisation. Strain theory discusses how the deteriorating situation of family left behind by an imprisonment negatively affects a child. According to strain theory, the imprisonment of a parent may lead to difficulties in the familys financial status, whereby the remaining caretaker has less time and money to spend on the child (Hagan and Dinovitzer, 1999). Children are forced to grow up faster as they need to take on new roles of responsibility; this may deter them from education and subsequently increase the influence of delinquent peers on their behaviour (Huebner and Gustafson, 2007). Also, as the burden of supporting the family has fallen into the hands of a single person, the imprisonment can cause an already financially and emotionally strained family to suffer further exertion, making the separation from the parent more traumatising than if the same event had occurred in a stable supportive family environment (Hagan and Dinovitzer, 1999). However, parental incarceration may have a good effect on offspring if the parent was abusive and neglectful (Hagan and Dinovitzer, 1999). Socialisation and control theory focuses not on the remaining support for the growing child but instead looks at the effects of the absence of the imprisoned parent on the development of the child. According to this second perspective, the incarcerated parent cannot contribute to the family life and may threaten the parent-child attachment, depriving the child from social support, a role model and parental supervision (Huebner and Gustafson, 20007). The remaining caretaker has an increased responsibility over the child (Hagan and Dinovitzer, 1999) and reduced parental control over the offspring may increase the influence of delinquent peers and increase the likelihood that the offspring will engage in similar behaviour (Sampson and Laub, 1993). On the other hand, it is uncertain how good of a role model the incarcerated parent was in the first place. Finally, the stigmatisation perspective proposes that criminal behaviour leaves a mark on all family members and that parental incarceration may cause feelings of rejection and shame and could result in the social exclusion of the children (Foster and Hagan, 2007). Stigmatisation may also help understand the intergenerational effects of parental imprisonment: once the family is tainted as criminal the children are more likely to receive a biased treatment from the police and increase the likelihood of getting involved in criminal justice system (Huebner and Gustafson, 2007). The aforementioned theories are not mutually exclusive and it should be noted that there is a significant element of self- selection within these frameworks: families with an incarcerated parent versus those without one differ prior to the imprisonment (Foster and Hagan, 2007). The mechanisms that have been put forward to explain why parental incarceration is so influential for childrens criminality include: men and women with criminal backgrounds tend to marry and have offspring; children may imitate parents behaviour; bias of the police and courts; intergenerational criminality; environmental and genetic risks (Farrington, 2002). Thus, the effects of imprisonment may interact with and be confounded by the pre-existing differences between families (Hagan and Dinovitzer, 1999). Dallaire (2007a) suggests that both contextual and incarceration related factors may affect children whose parent has been imprisoned, making the children whose parents have been imprisoned especially vulnerab le to negative consequences. Contextual influences include poverty and low parental education level, single parenthood, large family size, bad neighbourhood, fragile parental mental health and alcohol and drug abuse (Sameroff et al 1998). Parental incarceration elevates the risk factors related to: the likelihood of the separation of siblings and the placment of children into foster care; the imprisonment of the other parent; as well as the increased likelihood of the involvement of other family members in criminal behaviour (Dallaire, 2007). Contextual risk factors influence childrens educational outcomes and behaviour and when coupled with effects of parental incarceration the previously present problems become amplified, explaining the elevated risks of negative consequences for the children with incarcerated parents (Dallaire, 2007). Although generalisations can be made on how the imprisonment of a parent influences children, the actual consequences vary greatly between individual cases and can broadly be divided into three main categories: direct, mediated and moderating (Murray, 2005). Studies investigating the direct impacts on children emphasise the distress of separation, lack of knowledge about the parent and behavioural problems related to the child identifying with and mimicking the criminal behaviour of the parent (Murray, 2005). Bowlbys attachment theory (1973) explains these outcomes by postulating that parent-child separation negatively affects psychosocial development for children from all age groups, disrupts attachment security and may lead to internalising behaviours like depression and low self-esteem (Emery, 1999). In contrast, Murray and Farrington (2008) argue that it is not separation on its own that causes distress but the nature of separation. Research on children who are separated from a p arent due to illness, death or divorce suggests that while these causes help bring the family together, separation due to incarceration has a different effect because of the humiliation that is associated with it (Fritsch and Burkhead, 1981). Indeed, the longitudinal Cambridge Study of Delinquent Development revealed that young boys who had an incarcerated parent were nearly twice as likely to be incarcerated later in life than boys who were separated from parent for other reasons (Murray and Farrington, 2005). Furthermore, studies focusing on child-parent separation through divorce suggest that childrens problems did not result directly from the separation but rather from aspects related to it, such as conflict between parents, worsened economic situation and tensions in child-parent relationship (Emery, 1999). These could be seen as the mediated effects of parental imprisonment, which although indirectly, strongly affect the level of impact on children. Other indirect influences involve new caretaking arrangements, quality of caretaker-prisoner relationship, changing school and moving to a new home, which all are likely to result in unstable environment for the child (Murray, 2005). Another important aspect is the childrens concerns over the wellbeing of the parent because childrens knowledge about their parent is mediated via the caretaker and many younger children are being lied to or only told half truth about the parents whereabouts, which only adds to their confusion and insecurity ( Poehlmann, 2005). Not all children experience parental separation in the same way and their response to parental imprisonment depends on individual variables and moderating factors. Poehlmanns study (2005) on attachment security in children whose parent had been imprisoned concludes that older children and those who live in an environment with stable caretaking arrangement may be less affected than younger children. Similarly, Hanlon and colleagues (2005) concluded that supportive family environment protects children from destructive outcomes even if their parent was incarcerated substance user. Furthermore, Dallaire (2007b) argues that infants, school-aged children and adolescents face different risks owing to parental imprisonment. She suggests that infants and young children are particularly vulnerable to the direct effects of parental separation due to incarceration, whereas as schoolchildren and adolescents may suffer more from mediating imprisonment effects (Dallaire, 2007b). Moreover, the impac t of parental incarceration depends on the quality of relationship the parent had with the child before the separation. Murray (2005) suggests that the healthier the pre-existing parent-child relationship the harsher the impact of loss on children, whereas the imprisonment of an abusive parent may benefit the child. Factors like intelligence, character, ethnic background and sex may also play a role in how parental imprisonment affects children (Murray, 2005). Thus, individual characteristics and developmental stage of children have a big role in determining the effects of parental incarceration for an individual case. However, perhaps the most important factor could be whether it is the mother or a father who has been imprisoned, which will be explored in the next paragraph. It is difficult to estimate the number of children affected by parental imprisonment with any precision due to a lack of data, however it is natural to assume that a large proportion of the majority male population are fathers. Studies that look at the effects of their incarceration paint quite a pessimistic picture. Findings from a longitudinal study in USA school students reveal that fathers incarceration and poor education level sets in motion accumulation of disadvantages for the offspring, culminating in impoverished educational achievement, reduced political involvement and increased social exclusion (Foster and Hagan, 2007). Additional adversities include socialisation issues owing to fathers absence due to imprisonment and reduced financial support for the child (Foster and Hagan, 2007). Other studies suggest that the absence of biological father, not necessarily due to incarceration, is linked to childrens antisocial behaviour (Pfiffner et al, 2001). Interestingly, the incar ceration of biological fathers is also linked with higher rates of homelessness of daughters, as they may become victims of abuse of the new resident adult male (Foster and Hagan, 2007). Although there are several negative themes, which arise as a result of fathers being imprisoned, the consequences of mothers being incarcerated are far worse and have a greater impact on the lives of their children; there are several reasons for this. First, the increasingly punitive attitude towards crime has increased the length of sentences for women and having dependent children is not considered a special circumstance for a more lenient sentence (Wildeman and Western, 2010). Second, there are fewer prisons for women, which means that they are sent farther away from their family than men, posing further obstacles to children visiting their mother (Hagan and Dinovitzer, 1999). Third, prior to incarceration the majority of women who commit crimes raise their children without a reliable partner, increasing the likelihood of siblings being separated and children being placed under non-parental care, whereas in case of paternal incarceration, children remain under the care of the moth er who helps to alleviate the stress of separation from father (Miller, 2006). Finally, adult children of incarcerated mothers had 2.5 times higher chances of being incarcerated than those of incarcerated fathers (Dallaire, 2007a). Thus, maternal incarceration seems to have a more severe effect on child-parent attachment and on childrens development than paternal incarceration. Although the majority of the prison population is still men, the female proportion of the population is on the rise (Hanlon et al, 2007; HM Prison Service, 2011a) and so the effects of maternal imprisonment are becoming an urgent matter that affects not only individuals but society as whole, raising the issue of whether mothers should have their parental responsibilities taken into account during sentencing and if a greater emphasis should be made to provide more local imprisonment to reduce the inequality experienced by convicted mothers and their families. In contrast to the evidence already put forward, it is important to note that not all children with parents in prison become criminals and many become fully functioning, law abiding members of society, despite the risks associated with parental imprisonment. Nesmith and Ruhland (2008) interviewed 34 children (the majority of whom were African American boys) who had experienced parental incarceration to hear their side of the story. Opposing the widespread opinion that living in a bad neighbourhood and having criminal family members may somewhat normalise unlawful activity for a child and poor academic performance, most of the children in this study had no difficulties at school and were aware of the negative connotations attached to imprisonment and preferred to keep their parents incarceration private. Children who knew others in their situation found it helpful to discuss their parents imprisonment with these peers, yet the majority did not know anyone with an incarcerated parent. Although the sample of this study may not be representative of children from different ethnicities and gender, it does emphasise the importance of looking at the issue of parental incarceration from different angles. A lot of research on the effects of incarceration on families has relied on the reports of inmates. However, as they are separated from their family they may not give the most accurate account of the adversities suffered by their children and partners. Other flaws include small and unrepresentative sample sizes and the small number of longitudinal studies concerned with this phenomenon. Also, some of the older research may be limited in their value today as the prison population may not reflect the general population, whereas nowadays the two have become more alike (Wildeman and Western, 2010). Parental imprisonment poses difficulties not only for children but also for the new caretakers. They become the intermediaries of the communication, visitation and feelings between the child and the incarcerated parent (Nesmith and Ruhland, 2008). If the caretaker and imprisoned parent do not get along then the children are unable to visit their parent, as individuals under the age of 18 must to be accompanied by an adult during the prison visit (HM Prison Service, 2011b). In case of fathers imprisonment the child will stay with the mother, and suffers less disturbance. Arditti (2003) and co-workers interviewed 56 caretakers visiting the prisoner, most of whom were either a female partners or wife to the inmate. The caretakers felt that it was them who were punished via the imprisonment of the father and expressed concern about their emotional and economic condition. Caretakers became single parents and often had to quit their job to take care of the children, making them dependent o f the welfare system (Arditti et al, 2003). This illuminates the fact that incarceration has unwanted consequences not only for the prisoners family but also for society. When the mother is imprisoned then grandparents are the most likely candidates who will resume care of children (Mumola, 2000). Although this arrangement is more desirable than alternatives, the grandparents who become the caretakers do so unofficially, limiting their access to external assistance and may be under extended financial, psychological and physical strain (Hanlon et al, 2007). Grandparents face issues like depression, poor health and general limitations in daily routine caused by health problems (Fuller-Thomson and Minkler, 2000). In addition, the support systems that help caregivers cope with such demanding responsibility are often limited in eligibility and may be inaccessible to grandmothers because of their fragile health (Hanlon et al, 2007). Grandparents do not receive the same financial help and legal rights as foster parents do and they need to pass the CRB check by the social services to become official caretakers of the children (Collett, 2011). The research on parental incarceration has important implications for public policy. Although research has done well to identify the most common problems of parental incarceration we are yet to learn the effects on groups with particular characteristics and finding willing participants may prove challenging (Miller, 2006). As parental incarceration exerts mainly negative outcomes on families and children, regular contact may alleviate the stress of separation and uncertainty about the parent. Unfortunately, prison visits are not always seen as a justifiable right of the family but rather as something that the prisoner must earn with good behaviour (Brooks-Gordon, 2003). A reduced number of visits is often related to longer distances between home and prison, high costs of travelling, unfriendly visitation rules, and costly phone calls (Murray, 2005). In the UK, a prisoners family may apply for Assisted Prison Visits Scheme, which means that low-income families get some of their travel costs refunded (HM Prison Service, 2011b). In addition, there are lot of online resources for families about support groups, prison visits and procedures, yet not all families may have access to the Internet and some older family members may not know how to find these resources. To help families cope with parental incarceration research proposes different support mechanisms like mentoring, church based services (Hanlon et al, 2007), peer-group support and education on prisons to alleviate the stress of uncertainty (Nesmith and Ruhland, 2008). In conclusion, imprisonment has an impact beyond the sentenced individual, causing grief to all family members. The economic and emotional strain on family often takes a toll on the quality of the relationships within the family left behind and between the incarcerated individual and family. Close family-prisoner ties make an immense contribution to the post-release success of the offender (Visher and Travis, 2003) yet imprisonment breaks down a large number of families, decreasing the stability of home environment for children and increasing the likelihood of re-offence (Wildeman and Western, 2010). Incarceration has the strongest effect on children, diminishing their educational achievement, social capital and outlooks for future. Governments should look more into alternatives to incarceration as increased prison population strips the funding from community services and translates into reduced opportunities for children with imprisoned parents and the disadvantages in their lives m ay lead them to become involved with criminal justice system. Thus, it is important to pay attention to the needs of prisoners families because if they are ignored, their problems will be postponed and manifest in intergenerational patterns of prison population in the future.

Summary of I Know Why the Caged Bird Sings Essay -- Maya Angelou Liter

Summary of I Know Why the Caged Bird Sings Maya recalls an Easter Sunday at the Colored Methodist Episcopal Church in Arkansas. Her mother makes her a special Easter dress from lavender taffeta, and Maya thinks the dress will make her look like the blond-haired blue-eyed movie star that she wishes, deep down, to be. But, the dress turns out to be drab and ugly, as Maya laments that she is black, and unattractive as well. She leaves her church pew to go to the bathroom, and doesn't make it; she runs from the church, ashamed, but glad to be out of church and away from the children who torment her, and make her childhood even harder than it already is. Analysis: One of the main themes of this chapter is race and appearance; Maya already establishes that she wanted to be a movie-star looking white girl as a child, and tried to deny her real appearance. Connected with the idea of race is beauty, as Maya describes images of blond hair and blue eyes as the paragon of beauty, and says her appearance is merely a "black ugly dream" that she will wake out of. Maya seems to have been an imaginative child, as she envisions her "head [bursting] like a dropped watermelon" from trying to hold her bladder. Angelou shows a talent for using images to explain and clarify feelings, and employing her descriptive powers to make even mundane incidents very vivid. This autobiography, which covers Maya's life from age 3 to age 16, is often considered a bildungsroman since it is primarily a tale of youth and growing into young adulthood. However, unlike a typical, novel-form bildungsroman, the story does not end with the achievement of adulthood; Angelou continues to write about her life in four other volumes, all addressing her life chronologically from her childhood to the accomplishments of her adulthood. It is important to keep in mind that this is an autobiography, rather than a novel, and that the narrator and the author are indeed one and the same, and the events described in the book are intended to relate a very personal portrait of a person's life. Chapter 1: Summary: Maya says that when she was three years old and her brother was four, they were sent from their father in California to their paternal grandmother in Stamps, Arkansas. They were eventually embraced by the town, and lived at the back of the store that their grandmother and uncle owned and ran. ... ...al and flawed. The images and words chosen to represent St. Louis tell of the children's fear of this new place, and their apprehension at being taken to live with someone they don't know. The "crowded-together, soot-covered buildings" are completely alien, and a bit bleak to them. They may have been driving "to Hell" for all the children knew, with their uncertainty and fear coloring the strange landscape. She begins to believe in "Grownups' Betrayal," as again they are being let down by their father; her tone reveals her hurt and bitterness at being reclaimed by their father, only to be sent away once again. Angelou describes her mother as being like "a hurricane in its perfect power," or "the climbing, falling colors of a rainbow"; these metaphors convey that Maya's mother is a flawless work of nature, vibrant, powerful, and very beautiful. Maya seems to admire her from afar, too, like you would admire a rainbow from afar; but the instant power of the children's love for her is encapsulated in the two cliched phrases "struck dumb" and "love at first sight." Although Maya might feel a bit distant from her mother, nevertheless the love she feels brings them a little closer.

George Frideric Handel, the Famous Composer Essay -- Biography Biograp

George Frideric Handel, the Famous Composer George Frideric Handel was born in Halle, Germany, on February 23, 1685. He died in London on April 14,1759 and was buried in Westminister Abbey. Handel was one of the famous composers of the Baroque Period. This great composer was mostly known very well for his English Oratorio, particularly the Messiah. His trouble in his operas that he made lied within his uncertain temper and uncertain lack of tact. Handel first learned how to play from an instrument called a clavichord. This was like a forerunner of the piano. With the help of one of Handel's friend, they smuggled the instrument up to his attic in his house. Every night he would sneak up to the attic after everyone was asleep and he'd play it until he finally mastered it. The instrument could not be heard through the closed doors. When he was about twelve, he went to Berlin to study and while there he became well-known for playing the Harpsichord. Handel's parents wanted Handel to grow up in the profession of law, but music was in Handel's blood. When Han...

Search for Identity in the Poetry of Langston Hughes Essay -- American

Search for Identity in the Poetry of Langston Hughes In exploring the problem of identity in Black literature we find no simple or definite explanation. Nevertheless, it is generally accepted that it is rooted in the reality of the discriminatory social system in America with its historic origins in the institution of slavery. One can discern that this slavery system imposes a double burden on the Negro through severe social and economic inequalities and through the heavy psychological consequences suffered by the Negro who is forced to play an inferior role, 1 the latter relates to the low self-estimate, feeling of helplessness and basic identity conflict. Thus, in some form or the other, every Negro American is confronted with the question of `where he is' in the prevailing white society. The problem of Negro identity has various dimensions like the color, community and class. The inescapable reality of the Negro existence in America is color which is inherent in the concept of self, manifest in race-consciousness.2 This is significant because a Negro establishes his identity with other individuals, known or unknown, on the basis of a similarity of color and features, thus making his racial group membership the nexus of his self identity.3 In 1915, the Association for the study of Negro life and history made special endeavours to convince the Negroes that they could never acquire respectability in society if they despised their history and looked upon themselves as inferior. It was felt that "the American Negro must remake its past in order to make his future."4 After the Negro began to search his identity in the glorious past-his heritage and his folk tradition, he began to feel proud of his black wholesome colour. La... ...hes, "One." Selected Poems (New York: Alfred A. Knopf, 1979), p. 92. Langston Hughes, "Bound No'th Blues." Selected Poems (New York: Alfred A. Knopf, 1979), p. 174. Langston Hughes, "Vagabonds." Selected Poems (New York: Alfred A. Knopf, 1979), p. 91. Langston Hughes, "Merry-Go-Round." Selected Poems (New York: Alfred A. Knopf, 1979), p. 194. Langston Hughes, "I, too, Sing America." Selected Poems (New York: Alfred A. Knopf, 1979), p. 275. Langston Hughes, "New Song", A New Song (New York: International Workers Order, 1938), p. 25. Langston Hughes, "The Black Man Speaks", Jim Crow's Last Stand (Atlanta: Negro Publication Society, 1943), p. 5. Langston Hughes, "Freedom," Jim Crow's Last Stand (Atlanta: Negro Publication Society, 1943), p. 7.