A Campaign Plan for Release of Rolling Stones` Hardcover Book 50 Essay

A Campaign Plan for Release of Rolling Stones` Hardcover Book 50 - Essay Example The band records sale of a minimum of 200 million globally (Heinlein, 2009). Creative Industries create a noteworthy attraction from the millions of anticipating fans who pause as customers. This prompts the need for a marketing strategy for the tour that will be conducted by, The Rolling Stone. There is a pending need for the record companies to study and understand the marketing situation and utilize the opportunities. Unlike products, marketing music industry requires the singer to produce music that he likes and ignore the music strategy. This is because such music ends up inspiring the audience. The campaign aims at understanding the marketplace where the art is sold, the objective of the band, the strategy to be used to achieve the objectives, and the target population. How the strategy will be achieved, the staff hired to carry out the task, the allocation of funds into stages also proves paramount. The need to evaluate the steps ensures that the staffs are working towards the achievement of the goals (Hadley, 2001). The rolling stones opportunities and risks originate from the external environment. The external environment affects any business setting and is unavoidable. The opportunities come from fame acquired in various parts of the worlds such as Europe, North American around the 1960s British attack. The band was inducted into the rock and roll hall of fame in the year 1989, ranked by the critical acclaim and popular consensus and critics as the world’s finest rock and roll band. The band records various releases in various countries such as; United Kingdom with twenty-two studio albums; the United States, where they recorded ten live albums; amongst others. The band’s album, sticky fingers released, in the year 1971 preceded eight string with sequencing studio albums culminating to position one in the united states (Scott and Scott, 2011).

7TM Helix Protein Rhodopsin and Bacteriorhodopsin Comparison

7TM Helix Protein Rhodopsin and Bacteriorhodopsin Comparison Compare and contrast the 7TM helix proteins rhodopsin and bacteriorhodopsin at the molecular and cellular levels. Rhodopsin and bacteriorhodopsin both belong to the G-protein coupled receptor (GPCR) family. They each have 7 alpha helical transmembrane domains which are embedded in their respective membranes. The two proteins are related but not identical and therefore contain many similarities as well as differences. Structurally the proteins are similar, while functionally, aside from being light-sensitive proteins and using light to initiate their processes, these two distinct proteins have a range of differences. Rhodopsin is a eukaryotic protein and it is the main photoreceptor pigment contained within the discs of the outer segment of vertebrate rod photoreceptors amongst other supporting proteins. Rhodopsin molecules have very high sensitivity to light and are the pigment responsible for enabling vision in dim light conditions and monochromatic vision in the dark. Exposure of rhodopsin to light causes the pigment to be photobleached, this initiates the transmission of the optical signal. The full regeneration of the human rhodopsin molecule occurs within approximately 45 minutes. Bacteriorhodopsin is a prokaryotic protein present in archaea. It is a light-dependent proton pump which is used to carry out phototrophy. Energy from light is utilised to move protons out of the cell, across the membrane, forming a large concentration gradient and making the inside of the cell up to 10000 times more alkali than outside. The subsequent proton gradient is converted into chemical energy. Both rhodop sin and bacteriorhodopsin maximally absorb light of the wavelength around 500nm which is the green colour range. Both rhodopsin and bacteriorhodopsin contain a retinal chromophore, although the two chromophores are not identical and rather, are isomers of each other. The retinal chromophore is comprised of a ÃŽ ²-ionone ring bound to a polyene chain. In both cases the retinal chromophore is positioned horizontally within the membrane. Rhodopsin is formed of the protein opsin and the reversibly and covalently bound co-factor 11-cis-retinal, which is the photo-reactive chromophore. Opsin consists of 7 transmembrane ÃŽ ± helices which are connected by polypeptide loops which occlude the agonist binding site. There is an 8th helix present in opsin however this is not transmembranous and plays a regulatory role in rhodopsin. The Æ -amino group of lysine 296 within the opsin molecule is covalently bound to the aldehyde group of retinal by a protonated Schiff base in a central cavity between the 6th and 7th helix. Bacteriorhodopsin is formed of the protein bacterio-opsin which is bound to all-trans-retinal in a covalent and reversible manner. Bacterio-opsin, as in rhodopsin, is formed of 7 transmembrane ÃŽ ± helices connected by polypeptide loops. The Æ -amino of lysine 216 within bacterio-opsin is covalently bound to the aldehyde group of retinal. Again this interaction occurs within a central pocket on the 7th helix. Rhodopsin exists as a monomer within the membrane of rod cells whereas bacteriorhodopsin in its wild type state is in a trimer of 3 identical protein chains each rotated 120 ° relative to the others. Bacteriorhodopsin and rhodopsin have no detectable sequence homology to one another, however due to the similarity of their tertiary structures it is believed they are evolutionarily related. In vertebrate rod cells light induces phototransduction by interaction with rhodopsin. Light is absorbed very efficiently by retinal due to its polyene tail. The retinal absorbs a photon which causes it to undergo an isomerisation reaction to the activated all-trans-retinal configuration from its initial 11-cis-retinal configuration. In order to accommodate the altered shape of the all-trans-retinal the rhodopsin molecule undergoes a series of relaxations which includes the movement of helices 5 and 6 outwards creating a cavity, this movement is around 5Ã…. Upon the absorption of a photon by the retinal chromophore the rhodopsin molecule is converted to photorhodopsin within 200 femtoseconds. The second intermediate forms within picoseconds following irradiation and is called bathorhodopsin, this has all-trans bonds which are distorted. The next intermediate is lumirhodopsin which forms within nanoseconds. Lumirhodopsin is converted to metarhodopsin I within milliseconds. During t hese steps the protonated Schiff’s base remains unchanged. Finally metarhodopsin I is converted to metarhodopsin II, within milliseconds, this causes the Schiff base to become deprotonated. Neuronal excitation is initiated by metarhodopsin II activating transducin, an associated G protein, triggering a second messenger cascade with cyclic guanosine monophosphate (cGMP), activating the visual phototransduction pathway. The activation of transducin is triggered by the exchange of GDP to GTP on the ÃŽ ± subunit of transducin. Activated transducin binds and removes the inhibitory subunits which inactivate cGMP phosphodiesterase. This process activatescGMP phosphodiesterase which subsequently hydrolyses cGMP. Hydrolysis of cGMP reduces the cellular levels of cGMP which leads to inactivation of the cGMP-gated cation channels in the cell membrane. This causes the photoreceptor cells to become hyperpolarised altering the rate of neurotransmitter release and resulting in neuronal sign alling. At each step of this process the signal is amplified. Deactivation of metarhodopsin II occurs by interaction with rhodopsin kinase and arrestin. Rhodopsin kinase phosphorylates the activated GPCR and arrestin desensitizes it. Regeneration of the rhodopsin pigment to its original state must occur in order to allow phototransduction to occur again.Multiple serine and threonine residues at the carboxyl terminal of metarhodopsin II are phosphorylated, this is catalysed by rhodopsin kinase, arrestin then binds to the altered metarhodopsin II preventing further interaction with transducin. The ÃŽ ± subunit of the transducin re-associates with the ÃŽ ²Ãƒâ€ Ã‚ ´ subunits and its in-built GTP-ase activity hydrolyses the GTP to GDP, this returns the cGMP phosphodiesterase to its inactive state. cGMP is synthesised from GTP by guanylate cyclase increasing the cGMP levels to reopen the cGMP gated channels and this allows restoration of the cell to its original state. In bacteriorhodopsin, like in rhodopsin, it is the retinal molecule which absorbs a photon and changes conformation. The initial all-trans-retinal configuration is converted to 13-cis-retinal. This isomerisation causes the bacteriorhodopsin molecule to undergo a conformational change, via a number of intermediates, to accommodate the change in retinal structure. This change of conformation subsequently alters the proton pumping action of bacteriorhodopsin. Upon absorption of a photon the all-trans-retinal photoisomerises to 13-cis-retinal, this is almost the exact opposite of the cis-retinal to trans-retinal configuration change that occurs in rhodopsin. In bacteriorhodopsin the initial photo-isomerisation results in the intermediate J600, as in rhodopsin this first isomerisation occurs in a femtosecond timescale. J600 subsequently becomes K590 within 5 picoseconds. The next conversion of the K590 intermediate to the L550 intermediate happens within 2 microseconds. This conversion re sults in stronger hydrogen bonding between aspartate 85 and the protonated Schiff base within the extracellular channel. Conversion of L550 to the extracellular M410 intermediate occurs within microseconds, this process involves the translocation of a proton from the protonated Schiff base to the proton acceptor aspartate 85, within the extracellular channel, this takes microseconds. In order for the proton transport to occur out of the cell the Schiff base cannot be reprotonated by aspartate 85, otherwise no proton transport could occur. Instead, the access of the Schiff base must be altered to prevent reprotonation by aspartate 85. Next the extracellular M410 is converted to cytoplasmic M410, this allows the Schiff base to be deprotonated from the outside of the cell membrane and reprotonated from the inside of the cell and hence this change of access for the M410 intermediate from extracellular to cytoplasmic allows unidirectional proton transport out of the cell. This alteration repositions the access for the Schiff base from extracellular to intracellular. The cytoplasmic M410 is then converted to the N560 intermediate Following the earlier change in access for the Schiff base, it can then be reprotonated from aspartate 96 which is located within a channel from the cytoplasm to the membrane. This process occurs within milliseconds. The aspartate 96 is then reprotonated from the cytoplasm to allow the Schiff base to be reprotonated multiple times and allow the cycle to continue. To ensure one-way proton transport the Schiff base must be accessible to either aspartate 96 or aspartate 85 during different stages of the cycle and therefore the positioning of the Schiff base must be switched dependent on which aspartate requires access and the stage of the cycle, aspartate 85 needs access to deprotonate the Schiff base on the extracellular side and aspartate 96 is used to reprotonate the Schiff base from the cytoplasm. Aspartate 85 and aspartate 96 are now both protonated in the N560 intermediate and this leads to a subsequent thermoisomerisation reaction. During this thermoisomerisation The N560 intermediate is converted to the O640 intermediate. In this step the activated 13-cis-retinal configuration is thermally isomerised back to the original all-trans-retinal configuration. To complete this cycle the aspartate 85 must be deprotonated. The final step involves the conversion of the O640 intermediate back to bacteriorhodopsin. The Schiff base is again repositioned switching the access to it back from the cytoplasmic side back to the extracellular side of the membrane, aspartate 85 is then deprotonated to restore the bacteriorhodopsin molecule back to its original state which facilitates the continual pumping of protons out of the cell across the membrane. The protons in the extracellular matrix are allowed to flow back into the cell via ATP synthase down the concentration gradient, this allows the synthesis of ATP which provides the ene rgy to power the archaea cell. There are a large number of differences ranging from the amino acid sequences to the functions of bacteriorhodopsin and rhodopsin, however in spite of these vast differences there are still many similarities including the 3 dimensional structure and the presence of a photon absorbing retinal chromophore. These similarities have led to the 2 proteins being grouped together in the Structural Classification Of Proteins and they provide relevant structural information about other 7 transmembrane proteins in order to make structural predictions and associations about other similar proteins.

Book Report :: essays research papers

Chapter 5   Ã‚  Ã‚  Ã‚  Ã‚  It is exactly one month until my eighth grade graduation, and at that point I thought eighth grade would never end! It soon became 2 weeks... 1 week... and before I knew only two days to go and I’m graduating from St.Matthew School.   Ã‚  Ã‚  Ã‚  Ã‚  Two days before graduation my dad and I went to the Tuscola Outlet Mall and shopped for my graduation clothes. Since I procrastinated a lot before I finally decided it was time to buy some clothes, it was really hard to find admirable clothes that fit me! So my dad and I both decided that we would try our luck over at Polo Ralph Lauren. Finally, we found some really nice clothes that fit me. I wore Khaki pants with a matching blue shirt. As we were walking out the door, I wondered if I would look good in a tie. My dad agreed that I would look good in a tie, so we drove back home, dropped off the clothes that I bought and went to another store that sells a whole bunch of ties. I found this awesome red and blue tie that looked really good with the blue shirt that I bought.   Ã‚  Ã‚  Ã‚  Ã‚  During school the day before graduation, I thought that school was very fun and zestful! In first half of school, all we did was return our books to the teacher and talked about what we were going to do over the summer. The second part of the day was even more fun because we just relaxed and did completely nothing! Once school ended some, a few my friends and I rode our bikes to Greg Broeren’s house. We just played catch and basketball. That night I couldn’t sleep. I was so anxious.   Ã‚  Ã‚  Ã‚  Ã‚  The next morning I woke up extremely early so that I could have enough time to get dressed with my new clothes. I didn’t really eat that much breakfast, because the seventh graders were preparing us a graduation breakfast. The food was sensational except for the green-watery scrambled eggs. The principal and the head priest both gave a speech on how much the school was going to miss us.( Yeah Right!) As soon as everyone finished their breakfast, we all walked to the gym for the graduation ceremony. I received two certificates, but that’s alright! After the ceremony, we had to sing a song in front of the whole school.

African Traditional Education Essay

TRENDS IN EARLY CHILDHOOD AND PRIMARY SCHOOL EDUCATION IN THE WORLD, AFRICA AND PARTICULARLY IN KENYA Course description History of Early childhood and primary school education from the ancient Greco-Roman times to the present times. The Renaissance period in Europe; The Industrial period in Europe; The Education in Traditional African set up; The History of Early childhood in colonial time. Childhood and Primary School Education in Independent Kenya Early Childhood Education in Old Greece. Generally, education and schooling can be traced to about 500 BC in old Greece. Old Greece as the pioneer of civilization had many city states. But prominent amongst these were Athens and Sparta. History reveals that early training of the Spartan Child was not only done at home with the mother of the child as teacher, but infant education was a state concern. This is in the sense that at infancy, the child was carefully examined by local elders to see if his physical and psychological posture would suit the aim of this predominantly militaristic state. Where the child was found physically weak he was immediately got rid of. The implication is that among the Spartans, only healthy children were raised to become citizens. The Athenians may not have paid particular attention to early childhood education in the beginning, but history tells us that with the coming of Athenian Philosophers like Plato and Aristotle, recognition was given to the need for early childhood education from birth till about age seven. This period, (birth to 7years) in their view should actually be devoted as the first stage of â€Å"proper† elementary schooling. Early Childhood Education in Old Roman Empire. The Old Roman Empire came into being shortly after the collapse of Old Greece. Having conquered Greece, the Romans adopted the Greek system of education. Before then, education for the Roman child was mostly a home affair. Right from birth, the father of the newborn child actually determined his survival. – The newborn child was laid at his father’s feet. If the father lifted him that meant that he acknowledged and accepted responsibility for him. But if the father turned away, the reverse was a death penalty for the child. This also meant that before the influence of the Greeks, the Romans never had a set standard on formal schooling for the young child. Their idea of preschool education was learning the father’s trade. The mother on the other hand took care of the child’s moral training. The influence of Greek education brought about a new experience in the Roman ideal for education. This new Graeco-Roman educational system introduced the Ludus or elementary education amongst other stages of learning. The Ludus was the first stage of learning which took care of preschool education all through to elementary school. Specifically the Ludus preschool curriculum content had Reading, Writing and Arithmetic, using the play method. Generally in the matter of early childhood education in the old Roman Empire, one cannot  underestimate the contributions of Quintilian. He was an education theorist of Roman parentage. He took cognisance of the child as a learner who needed the right type of education. Quintilian has so much concern for the child, and parental responsibility towards his normal and effective growth. He advocated early childhood education contrary to the Roman entry school age of seven years. His emphasis on early childhood education centres on the argument that the elements of learning solely depends on memory. This also exists in young children, especially in their formative years of between zero to seven years. Generally Quintilian’s contribution to early childhood educational theory and practice was quite significant to educational development in the old Roman Empire. Early Childhood Education in the Renaissance Period. AD 1300-1600 Unlike the Middle Ages, the Renaissance period witnessed the birth of new ideas and knowledge of ancient Greek learning. A historical analysis of this period reveals that there were some notable scholars who contributed immensely to educational world view. Such scholars include Vittorrino da Feltre (1378 – 1446), Desdirus Erasmus, (1446 – 1536), Juan Luis Vives (1495 – 1553). All of them worked on a theory of early childhood education. Vittorrino da Feltre developed his idea of early childhood education along the line of Quintilian. He named his school for preschoolers, â€Å"The House of Joy†. In Erasmus’ theory and Practice of education, he recommended that education should begin with the first stage or pre-school stage. His belief for such recommendation is that at this early stage of learning, the child’s mind can easily acquire the seeds of piety which will make him accustomed to the rudiments of good behaviour. He also suggested that at this young age, subjects would be better learnt through games and stories. Erasmus also stressed the need for mothers to participate fully in the early education of the child, while fathers taught moral and scriptural instructions. Generally Erasmus’ emphasis on infant education suggested the right training and method of Instruction. Also in the generation of Erasmus was Juan Luis Vives. His contribution to the development of early childhood education in this age centred on helping the child imbibe goodness and right knowledge beginning at infancy. He also recommended that teaching at the early childhood stage could firstly be done in the child’s mother-tongue. Above all, learning should come through play and practical activities. The industrial period in Europe The rapid expansion in the overall population of Europe during the Industrial Revolution was matched by increases in the proportion of people who lived in towns and cities, and in the proportion of the population who were children. This dramatic social, political and economic transformation served to reveal the utter inadequacy of England’s educational provision. A number of reports highlighted the deficiencies and called for more and better schools. To fill the gaps, and to provide for England’s newly-industrialised society various types of school began to be established to offer some basic education to the masses. One such school is the infant school Infant schools They admitted two to six year olds and cared for them while their parents were at work in the local cotton mills. The instruction of children under six was to consist of ‘whatever might be supposed useful that they could understand, and much attention was devoted to singing, dancing , and playing’. Infant schools were thus at first partly ‘minding schools’ for young children in industrial areas; but they also sought to promote the children’s physical well-being and to offer opportunities for their moral and social training and to provide some elementary instruction in the 3Rs,(reading, writing and ‘rithmetic) so that the children could make more rapid progress when they entered the monitorial school. This system of infant education left its mark for many years on the curriculum and buildings of elementary schools (for children above age six). The Education in Traditional African setup African indigenous education can generally be defined as the form of learning in Africa traditional societies in which knowledge, skills, and attitudes of the tribe, were passed from elders to children, by means of oral instructions and practical activities. In traditional African society, education was quite functional and aimed at training the child to acquire knowledge and skills and internalize the customs and norms of the people. The African child is born into a family or society where he looks up to his ancestors and elders for support. The younger children look up to the older siblings as characters to emulate. Thus the traditional family with their communal living provided an anchorage for the younger ones in all aspects of their training. In this society, the extended family system, no matter how distant, was seen as a member of the immediate home, and played a role in the upbringing of the child. But today, with modernisation and increasing economic problems, it is becoming difficult to look beyond the immediate family. Essentially at a very early age, once the child was weaned, he was taught to accept some moral responsibilities. The traditional agencies of socialisation include the family, kin-group, social group and age groups. Even though today these agencies are still crucial to the early education of the child, they are quite modified with lesser roles. In other words, the cohesiveness of traditional African society is today weakened with the emphasis on child individualism as advocated by Rousseau and other child-centred pragmatists. Basically though, the African child in the traditional setting just like the kindergarten school child in modern society was taught in the most practical way. He was made to learn from older people, especially from his mother. He learnt through initiation, recitation and demonstration. He participated in recreational exercises like dancing and singing, wrestling, drumming and other physical displays that suited his age. He was also taught elementary practical skills. Finally, he imbibed intellectual training from story – telling, stories from local history of his people, poetry, proverbs and riddles. The learning experiences were made orally and the knowledge was stored in the heads of elders. The instructors were carefully selected from the family or clan. Their task was to impart knowledge, skills and attitudes to the young, informally at the didactic and practical levels. at the didactic level the teaching process took the form of the stories, legends, riddles, and songs; while at the practical level individuals enacted what they had learnt didactically, by imitating and watching what their elders performed. The child was also taught through play, the names of plants, animals, birds and the local geography of his area. DEVELOPMENT OF EARLY CHILDHOOD EDUCATION IN KENYA During colonial time The first recorded school for young children in Kenya was founded at Rabai (a coastal province) in 1886 by the Church Missionary Societies. The first early care centers can be traced to the 1940s, when British colonists established centers to serve both European and Asian children. During the same period, the colonial government established early childhood care centers for Kenyan children living on the tea, coffee, and sugar plantations. These centers were set up in response to Mau Mau uprisings and struggles for independence. The centers were nonacademic child care settings and only provided custodial care, a situation that persisted until the early 1970s Kenya’s system of early childhood care and education reflected a separate and stratified society, with Europeans receiving educational resources superior to that received by people from Asian and Arab cultures; Africans came last. The colonial government argued that the different races needed the kind of education that was deemed â€Å"appropriate† for their respective positions in colonial life. According to Rodney (1981), this colonial schooling approach was akin to â€Å"education for underdevelopment. † In 1954, UNICEF started supporting early childhood development and education in Kenya. Its focus was support for the health of mother and child. In later years, UNICEF expanded beyond the goals of child survival to include development and education. Post independence Kenya President Jomo Kenyatta’s call for a national philosophy of Harambee, which means â€Å"Let’s pull together. † saw mobilization of communal labor groups in order to achieve certain education and socioeconomic goals. Early care and education of children was considered to be a community concern necessitating collaboration. Communities raised money to purchase land and other materials to build schools. The labor was provided free of charge by community members. The parents and especially the mothers organized themselves into groups to build and manage the centres. The centres were small, simple in structure and catered for children from the village. Some of them were maintained within regular school buildingswhile others were placed in individual homes, makeshift sheds, or even outdoors, under trees. One of the mothers was chosen as the â€Å"teacher† and children were brought to the centre while the other mothers went to work. The activities were mainly games, songs and dances and a few ABC related activities. By 1970, the increasing participation of Kenyan women in the labor force, the growing number of female-headed households and changing family structures and child-rearing practices created new demands for external support. The community alone could no longer be the primary provider of nutrition, health care, and education for preschool children. Consequently, the government encouraged the formation of partnerships as a way to coordinate resources and share costs of early childhood care and education. The Ministry of Education became involved in overall administration, policy-making, provision of grants for training, and professional guidance of preschool education. Collaborative Partnerships In the 1970s, the government entered into partnerships with communities and other institutions engaged in the provision of preschool education in Kenya. These partnerships involved nongovernmental organizations (NGOs), parastatal bodies, religious organizations, the Bernard van Leer Foundation, The Aga Khan Foundation, and UNICEF In 1972, a 10-year Preschool Education Project was undertaken at the Kenya Institute of Education by the Ministry of Education and the Bernard van Leer Foundation. The main objective of the research project was to improve the quality of preschool education through three key areas: 1) development of training models for ECCE personnel; 2) development of a quality curriculum; and 3) development of support materials for use by children, teachers, and trainers. –In 1976 pre-school education was established in the Kenya Institute of Education (KIE) to coordinate preschool programme. -October 1982 the Ministry of Basic Education and the Bernard Van Leer Foundation held a national seminar on preschool education in Malindi with the aim of reviewing the progress achieved during the preschool project’s first decade and making recommendations for the rapid development of preschool education in Kenya. Outcomes of the Malindi Seminar -(i) A preschool section was established in the Ministry of Education. (ii) Clear policies were formulated to guide preschool education in Kenya. (iii) In 1984, the Ministry of Education established the National Center for Early Childhood Education (NACECE), a national endeavor aimed at harmonizing the growth, evaluation, and oversight of early childhood education. (iv) In 1985 a network of sub-centers was established at the district level. These centers were called District Centers for Early Childhood Education (DICECE) Milestones of ECE in 1990s 1990 symposium in Mombasa -Kenyatta University and KIE funded by Bernard Van Leer foundation developed content components and regulations for the Bachelor of Education (ECE) . The prrogramme did not take off at this time . The centre for Early Childhood Education was established at Kenyatta University in 1995. –Increased funding by the government and the world bank of the early childhood development project. -In 1997 the Kenya government procured a credit from the world bank to support ECDE programmes in the centres. The project was implemented between 1997 and 2002. Its main objectives were to: (i) Increase access of ECDE services (ii) Improve child health and nutrition status (iii) Improve quality of personnel and reduce dropout and repetition rates at lower primary school –Alternative and complementary approaches launched by UNICEF. -The government through the sessional paper no. 1 of 2005 recommended the development of comprehensive ECDE policy framework and service standard guideline. The policy and the service standard guidelines were launched in 2007. ***************************************************************************** Access and participation in education at the ECDE level in Kenya are still low with a Net Enrolment rate (NER) of 42% in 2009 and 50% in 2010. This means that 58% and 50% 0f school age-going pupils were not in school in 2009 and2010 respectively. The lowest values in enrolment were observed in North Eastern province 5%. Low access levels in the country can be explained by the fact that ECDE was not compulsory in spite of being critical in laying the foundation for performance in the subsequent levels of education. Currently the following sponsors and agencies offer preschool education services in Kenya (i) Parents/committees/ local community : they are responsible for putting up buildings and furniture. (ii) church Organizations. Nursery schools are built on church compounds or use church buildings as classrooms during the week. Some churches employ teachers and some assist with a feeding programme. (iii) Firms, estates and corporations. Some have established preschools for their employees children. They also employ the teachers and provide the equipment. (iv) Voluntary organizations. (Lions Club, Red, Child Welfare Society). They have initiated the construction and running of preschools. (v) Women’s organizations such as Kanu Maendeleo ya Wanawake,YMCA,Women’s Guild which run some institutions for young children (vi) private communities/individuals (vii) Local government. Functions of NACECE * Training of personnel for ECE . * Development and dissemination of the curriculum for ECE programmes. * Identifying, designing, undertaking and coordinating research in ECE. * Offering services and facilitating interaction between agencies and sponsors. * Coordinating and liaising with external partners and also informing the public on the needs and developments of the ECE programme. The functions of the DICECE * Training of the pre-school teachers and other personnel at the district level. * Supervision and inspection of pre-school programme at district level. * Mobilization of local communities in the pre-school programme so as to improve the  care, health, nutrition and education of young children. * Development of pre-school curriculum. * Participation in the evaluation of pre-school programmes and carrying out basic research on the status of pre-school children in and out of school. Challenges facing Early Childhood Development Education Programmes in Kenya ?Mushrooming of ECDE centres. Many ECDE centres continue to be opened by communities And individuals sometimes without proper supervision and regulations. ?Low funding of ECDE programmes by the exchequer in comparison with other levels of education. ?Problems in Access: Household, communities, NGOs and other private providers primarily Provide ECDE, which makes the programme inaccessible to the majority of households due to the high cost of providing the services. ?Policy formulation: Inadequate clear policy to guide ECDE has led to un-coordinated service Provision between government organs, the NGOs, international agencies and the local communities. ?ECDE centers all over the country offer different services and this is made worse by competition for admission to good primary school and also the fact that many private centers are  commercially based and are competing for children. ?Education policy: Kenya has no clear national philosophy of education or a solid national Education policy. The two should be clearly defined and put in place to guide the development of education. ?Widespread poverty and poor economic growth hampering the quality of sustainable ECDE programmes. The government should increase learning facilities and also introduce feeding programmes. ?Lack of awareness: Many communities and parents lack awareness on the importance of ECDE for both girls and boys. The government should sensitize parents and communities on the  importance of ECDE. ? Lack of identification of children with special needs: . The government lacks an institutionalized system for early identification of children with special needs,specially gifted and talented children who cannot fit in the mainstream schools in ECDE centres. This is a critical issue that needs to be addressed as the gifted and talented might end up dropping out of school. ?Inadequate Physical Facilities: Most ECDE programmes have inadequate physical facilities, equipments and materials inadequate ECDE materials owing to the fact that many publishers  decline to undertake publishing of ECDE materials as they lack quick and ready markets ? Lack of schemes of service for ECDE teachers: Low and irregular remuneration of pre-school Teachers thus adversely affecting the morale of pre-schoolteachers. To address this issue the government should develop and implement a scheme of service for ECDE teachers. . At the moment ECDE teachers are employed by community committees and their salaries depend on the local income of parents. ?Poor transition to primary school: Absence of a smooth transition from pre-school to primary. Schools result in high wastage in the form of elevated repetition and dropout rates at the primary education level, especially standard 1,2 and 3. A World Bank sponsored study by Nyamwanya and mwaura (1995)in its focus on transition between pre-school and primary school examined the teaching methods and learning of the two systems of education. The study observed that both teachers and parents of lower primary perceived child readiness from an academic perspective and this influenced the teaching methods and content used in pre-schools to prepare children for primary school. ?Inadequate qualified ECDE teachers Due to high rates of attrition as a result of the poor pay packages many pre-school teachers are untrained and so lack skills to enhance the holistic development and learning of children. ?Lack of supervision: This has also affected the quality of services. Quality Assurance Standard Officers (QUASO) is not adequately equipped to handle inspection and assessment of ECDE services, including issues relating to transition. ?Relevance to curricula: Relevance of ECDE refers to how appropriate a particular ECDE Programme addresses the development needs of pre-school children. Consequently, the area of curriculum in terms of teaching methods and content has raised attention from researchers’ in ECDE. Many pre-schools overemphasize the teaching 3 Rs. This is attributed to parental pressure and interviews for entry to standard one. Many ECDE teachers spend a lot of time preparing children for entry into primary school and cover the academic content of standard one. ?Rising number of orphans: HIV/AIDS pandemic is one of the greatest challenges to mankind. The Education sector is experiences lower Productivity due to absenteeism of ailing teachers. And students, also number of orphans has been in the increase resulting in low enrolment and increase in the dropout rates in ECDE centres. ?Medium of instruction: ECDE centres should use Kiswahili, or local language as the media of instruction, the government should institutionalize and put in place, mechanisms and strategies of making Kiswahili a medium of instruction. Books written in English should be translated to Kiswahili and other local languages. Teachers handling lower ECDE should be in serviced on the use of mother tongue as a medium for instruction. However children in the urban and slum areas learn different languages and hence young children do not learn their first languages adequately. ?Free Primary Education Universal Free Primary Education (FPE) in 2003 did not include ECDE services. Early Childhood Development services continue to be provided on a partnership basis between the parents, the local communities and the government. Free Primary Education affected the co- operation of ECDE parent sin the following ways: (a)Some parents refused to pay fees to ECDE centres (b)Parents refused to contribute toward the building of ECDE. (c)Some parents refused to take their children to ECDE centres hence wait for FPE (d)In some cases, the ECDE classes in public schools were taken by the FPE pupils leaving ECDE children out of class. (e)Some of the ECDE teacher’s lost their jobs while others were underpaid due to the non- payment of fees in the ECDE centres. (f)Many untrained teachers were employed to replace the trained teachers who were demanding more money/higher salaries. (f)The under age children were admitted in lower primary classes affecting enrolment in ECDE centres ? Culture: (a) female genital mutilation, early child marriage, gender bias. (b)Pastoralism ; affects ECDE in that Families might be far apart making the centre to be very far for some children to access. Children are also part of the society and are trained to look after animals at an early age so they also follow animals at the expense of schooling and as a result centres can only be established if there is a teacher who will be able to shift with the families. Early childhood Education There are different names for the various establishments that take care of preschool children * Daycare or play group: for children below the age of three. Working mothers use them as safe places to keep their children. * Creche : for children below three years. This establishment is usually located where the mother is working. * The kindergarten : normally refers to the school for children between three and six years. In Kenya they are found mainly in urban areas. They are privately run and costly. * Nursery schools : Usually for children between three and five years. A majority of these in Kenya are found in rural areas. They are managed by parents committees and some are assisted by local authorities. * Preschool units or reception classes: These are usually attached to and managed by primary schools. They serve children aged five and older who are preparing to enroll in the first primary grade at the same school. A majority of these are found in urban areas. The direct government in early childhood education started soon after independence in 1963. The Ministry of Home Affairs and Ministry of Health were charged with the responsibility of inspecting nursery schools and day care centres to ensure the health and the safety of children. –In 1966 in Kenya The German volunteers Services had assisted the department of community development and social services to train local  personnel to work inndaycare centres. –In 1968 there were 76 supervisors and 290 trained teachers. –Advisory committee on daycare centrwe programme was founded in 1968 under the ministry of housing and social services. This committee contributed to the formulation of the programme objectives and guidelines and made recommendations on instruction at the training and school levels. Tge committee became inactive in 1973. –In 1969 in a seminar to evaluate preschool education in Kenya , it was recommended that (i) There should be a national policy on pre-school education that would encourage self help efforts. (ii) Formulating a working committee to formulate the working principles of the programme and coordinate the efforts of all agencies concerned and to promote expansion of the proogramme by reviewing training programmes and conditions of services of personnel. (iii) The ministry of Cooperatives and Sociial Services was to function as the coordinator of nursery school activities. Central government was to provide nursery centre supervisors at provincial and district levels. –Establishment of major trainng centre to train personnel. There was one major training centre and several smaller units to train personnel at provincial levels. The government wass to contribute to and completely finance the highest category of district trainers and supervisors. The local committees and parent committee were to contribute by paying teaschers salaries and to subsidize their upkeep at the training centres. Theere was also a single certificate awarding body. –The government was to sponsor training. The candidates to be sponsored were to be 18 years old. They were to possess a minimum of certificate of primary education. The course was to be localized to allow the use of local languages. –Attainment of international standard, as pertains the nursery facilities; there were to be 25 children per teacher with the goal of achieving international standards of 15 children per teacher. –Establishment of parents committee. These were to give financial and moral support. They were also to seek advise of District planning committee before setting up nursery schools. 1970-1979 N. B 1969 recommendations served as a guiding principle for the future development of early childhood development in Kenya.

Effects of gambling Essay

During people’s life, they develop empirical knowledge about many things. Knowing is the power that everyone has to decide which information is right or wrong to face big challenges and succeed when taking the decisions. All possibilities in this life might be good within the constraints; however, when people take themselves to an abusive level of necessity, it becomes dangerous for them and all those surround them. Gambling has a number of negative effects that distinguish it from other challenging activities; some of these issues are: addictions, family problems and bankruptcy. Gambling is not only a problem in the United States. Gambling is a big problem many other countries such as England and Whales (Department for Culture, Media and Sport, 2002). Reports have proven that over 72% of adults have reportedly gambled within the last year. (Sproston et, al. 2000). Gambling is used like a drug, if people have an issue with family, work, or any worldly problems. The irony of that is, gambling causes family problems, Firstly, gambling is apparently an entertainment industry where many end up being innocent victims of addictions such as alcoholism and lies. Society should be able to resolve its problems without depending on external agents, but people have point breaks. Because casinos provide free alcohol to their customers, they could easily get alcohol problems; while gamblers spend money on their bets, they are drinking alcohol. Compulsive gamblers usually tell lies because they seek to hide their gamble habits; they begin to distort their actions to their partners, friends and even at work. For instance, sometimes bettors gamble in secret, or they do not tell how much time or money they spend; instead, they often create stories to try to justify their activities. Gamblers believe in fake hopes that they will surprise themselves with a big win some day. Compulsive Gambling can be addicted to the adventure of the risk. An addictive gambler is anxious of winning and will tend to play with games that involve other players, so they can feel the adrenaline rush. The most unfortunate consequence of gambling is suicide. Many times have gamblers become depressed because of their financial situation. A lot of gamblers tend to think of themselves as losers. They think that their lives are not worth living and that they are a waste of space in this world. Gambling also brings family problems because gaming causes emotional issues, and it has an impact on children. Whether bettors have just discovered a gambling problem, or they have been living with it for some time; they may feel destroyed by the magnitude of the problem. For example, if gamblers have feelings of desperation, they feel like their assumptions are consumed by the problem they are dealing. They might handle that they need to separate from their couple at least for a period of time. Emotions of this nature are common when they are approaching the complex issues that emerge as a result of a gambling problem. Also, being a person with gambling issues at home can affect children in many ways. For example, gamblers spend less time with their families is due to they invest a lot of time in casinos; therefore, children think that they parents do not love them anymore. These troubles can leave a family feeling frustrated and even worse if the gamblers are fighting over money. It can frighten the relationship. If the family is the core of the society, gambling for any reason could harm the family members because in the family people acquire respect for a moral values in the society. Another negative effect of gambling is a financial crisis; many gamblers accumulate thousands of dollars of debt without knowing. Borrowing money and selling personal items to gamble are signs of aggravated indebtedness. First, Acquiring money from banks and credit cards with the hopes that they can win back their losses is just a way to create long term financial issues for both players and family. For example, while Antony’s wife is fast asleep, Antony spends hours in front of the computer gambling online; authorizing automatic withdraws from his bank accounts and credit cards. They are behind on bills, and the couple gets threatening calls from collection agents on past loans. Thus, his annoyed wife finds that the online gambling losses are the cause that add up to hundreds of dollars a month. Gamblers often say that they do not know where the money is going if they really do not spend too much. Second, Family investments usually are diminished because the gambler seeks more and more resources with which to gamble. For example, a gambler who manages the family finances could liquidate the all family’s properties such as: houses, cars, etc theses possessions may be faded or lost. Consequently, individual beliefs might change when they face beyond their limit, trying to get back their losses. The effects of compulsive gambling are almost immediately overwhelming; gambling can result in uncontrolled cravings, family troubles and economic crisis. Because some people have a low self-esteem they believe that they are not in control of their actions and emotions. Leaders’ thoughts are developed on these false ideas; hence, gambling seeks to control gamblers’ life. Gambling can leave players with devastating effects; as a result, governments can find many solutions the problem associated with gambling. For example, taking an allowance of the gambling revenues and putting it towards rehabilitation programs would be a very positive charity from gambling. For these reasons, governments should find a way to make gambling safer.

Free Essays on Emilia Cost Lago

Emilia may be considered to be a minor character in Shakespeare’s Othello, she does seem to play a major role in the play. Emilia, the wife of the villainous Iago is a confusing character to follow throughout the play. Not only is she the wife of the villain, but her character is also the mistress of Desdemona. Shakespeare does a good job of incorporating her hot/cold character into the play before her death at the end of the play. Throughout much of the play Emilia’s character takes a backseat role before she makes her presence felt in act three. She is the attendant for Desdemona who had been secretly married to Othello before the start of the play, but is also the wife of Iago. (Her character is finally introduced to the audience in the middle of act two.) By the end of act two it is obvious that she is just a pawn in her husbands scheme. He convinces her to speak to Desdemona on the behalf of Cassio. Iago in his devious scheme never thinks twice about using his wife to set his plan in motion, which proves to be one of his downfalls. This may be because Iago suspects that his wife has slept with Othello, though he has no proof and is unwilling to confront either on the subject. Emilia who appears loyal to Desdemona, before her loyalty suddenly switches to her husband (when she gives him the handkerchief) has now established herself as an unknowing accomplice to her husband. She later betrays Desdem ona again, when she lies of the whereabouts of the handkerchief. As mentioned before Emilia serves more as a pawn in Iago’s scheme, but she begins to become an elusive character as the play continues. Her Jekyll and Hyde actions seem to only confuse the audience and help seal the long-term fate of Othello, Desdemona and herself. Her loyalty towards her husband is bizarre considering he has asked her to steal Othello’s handkerchief as many as a hundred times. Emilia later tries to convince Othello that Desdemona is leading a f... Free Essays on Emilia Cost Lago Free Essays on Emilia Cost Lago Emilia may be considered to be a minor character in Shakespeare’s Othello, she does seem to play a major role in the play. Emilia, the wife of the villainous Iago is a confusing character to follow throughout the play. Not only is she the wife of the villain, but her character is also the mistress of Desdemona. Shakespeare does a good job of incorporating her hot/cold character into the play before her death at the end of the play. Throughout much of the play Emilia’s character takes a backseat role before she makes her presence felt in act three. She is the attendant for Desdemona who had been secretly married to Othello before the start of the play, but is also the wife of Iago. (Her character is finally introduced to the audience in the middle of act two.) By the end of act two it is obvious that she is just a pawn in her husbands scheme. He convinces her to speak to Desdemona on the behalf of Cassio. Iago in his devious scheme never thinks twice about using his wife to set his plan in motion, which proves to be one of his downfalls. This may be because Iago suspects that his wife has slept with Othello, though he has no proof and is unwilling to confront either on the subject. Emilia who appears loyal to Desdemona, before her loyalty suddenly switches to her husband (when she gives him the handkerchief) has now established herself as an unknowing accomplice to her husband. She later betrays Desdem ona again, when she lies of the whereabouts of the handkerchief. As mentioned before Emilia serves more as a pawn in Iago’s scheme, but she begins to become an elusive character as the play continues. Her Jekyll and Hyde actions seem to only confuse the audience and help seal the long-term fate of Othello, Desdemona and herself. Her loyalty towards her husband is bizarre considering he has asked her to steal Othello’s handkerchief as many as a hundred times. Emilia later tries to convince Othello that Desdemona is leading a f...

Blinding Revenge-Hamlet Essays

Blinding Revenge-Hamlet Essays Blinding Revenge-Hamlet Essay Blinding Revenge-Hamlet Essay Michael Kuritnik 3/6/13 G-Block Blinding Revenge Fundamental themes are preserved throughout history because they relate to everyday aspects of life. Surprisingly, very little has changed since Shakespearean times. Although technology has changed the way in which humans communicate, people still react to emotional stimuli similarly to those of the middle ages. Anger has always triggered annoyance, uproar and violence. Like several characters in Hamlet, today’s society experiences a thirst for revenge because of something unsettling that ultimately stirred up anger. Individuals who strive for vengeance become overwhelmed with indignation. In some cases idiosyncratic deception and false imagery are used in order to attain what one seeks. Throughout Hamlet, Shakespeare emphasizes that revenge leads to chaos and ultimately inevitable debilitating consequences Revenge has the overwhelming ability to deteriorate a man into a monster. It influences Hamlet to make reckless decisions that ruin him and eventually lead to his downfall. Hamlet is driven to insanity by his own desire to kill Claudius. Hamlet becomes so obsessed with revenge that it quickly consumes him. He exclaims in one of his soliloquy, â€Å"Like John-a-dreams, unpregnant of my cause And can say nothing- no, not for a king Upon whose property and most dear life A damned defeat was made† (II. ii. 595-598), feeling guilty and remorseful for not yet acting on his impulse for revenge. At this point, calling himself a coward for not having taken revenge, Hamlet clearly demonstrates his madness for vengeance. Moments later, blinded by revenge, Hamlet stabs Polonius on the impulsive whim that it may be Claudius spying on him. He feels no guilt for his reckless action, suggesting that he acted out of madness and had little thought through the affair. Consumed by revenge, Hamlet has deteriorated into a murderer. Immediately after Hamlet murders Polonius, Claudius becomes blinded by his own desire for revenge. In his rage, Claudius sends Rosencrantz and Guildenstern with Hamlet to England, where Hamlet fools the English into killing them instead of him. After sending them off, Claudius states, â€Å"I like him not, nor stands it safe with us to let his madness range,† understanding that the best method of containing Hamlet’s revenge is to keep Hamlet close; however Claudius’ anger leads him to send Hamlet to his unhonorable death (III. ii,L1-2). By attempting to avenge Polonius, Claudius ultimately sets up his own demise, as well as Rosencrantz’s and Guildenstern’s. If not for Claudius’ rash decision to send Hamlet away, Hamlet would have never been able to contact Norway and send the spies to their deaths by sabotaging the letter. Laertes’ vengeful decisions lead to detrimental cons equences and the deaths of virtuous lives. Enraged by his father’s death, Laertes decides to make an attempt on Hamlet’s life. Playing cool and pretending to wish for a duel in fun, Laertes tries to gain his revenge. As a result of his recklessness, the entire court of Denmark is killed. Lying motionlessly on the cold marble floor, Laertes whispers to himself, â€Å"The foul practice Hath turned itself on me. Lo, here I lie, Never to rise again,†his lungs gasping for one last breath of air (V. ii. 348-350). Only on his deathbed does Laertes realize the irony and the mistake he made by seeking revenge. This is because Laertes’ obsession with vengeance for his father’s death tempted him to plot for murder with the devious Claudius. Treachery and vengeance, which blinded Laertes, actually lead to his downfall and make him feel at blame for the deaths of innocent people. Not surprisingly, the modern world is full of regretful acts of vengeance. Imperialist Japan shocked the world by bombing the United States at Pearl Harbor in December of 1941. As a result, the United States launched a huge pacific offensive while also sending troops and resources into a large Europe campaign to assist against the Nazis. Similarly, Claudius’ killing of Hamlet’s father triggered Hamlet to seek revenge at all costs. After essentially winning the war, the United States turned their eyes back to the Japanese who had so mercilessly brought them into the fight. Within a week of the dropping of the first atomic bomb, Japanese opposition crumbled. This historical win marked a huge accomplishment, but the US would soon come to regret their decision. By dropping the atomic bomb on Japan, the US gave away critical information as to the extent of their power. Major allies and enemies began constructing their own nuclear weapons, launching the world into the Cold War era. In addition, the atomic bomb obliterated Japanese morale and culture, reducing the island country back to the bottom of the food chain. It would take many years before Japan could return to its former prominence. Today in US history classes students discuss the ethics behind the dropping of the atomic bomb on Japan because of the death, despair, and world chaos that came as a result of payback for a small bombing at Pearl Harbor. In their pursuit for revenge, both America and Hamlet went too far, which resulted in mass killings and the destruction of powerful nations. Shakespeare’s message has proven to reiterate itself through the years. As shown when the otherwise noble Hamlet is driven to blindly kill Polonius, when Claudius dooms his servants unintentionally, and when Laertes’ actions result in the death of the Court of Denmark. Shakespeare makes it clear that revenge’s consequences are drastic. As in the bombing of Japan, this statement is tried and tested every day in the real world, albeit on a much smaller scale. Everywhere revenge is sought after, the aftermath is worse than the beginning.

Every Other

Every Other Every Other Every Other By Maeve Maddox Clarity of expression is the writer’s goal, but what is clear to the writer may not always be clear to the reader. Ambiguity is the enemy of clarity. ambiguity (noun): the capability of being understood in two or more ways. ambiguous (adjective): admitting more than one possible interpretation. nuance (noun): a subtle or slight variation or difference in meaning. Ambiguity is not always a bad thing in writing. In literature, for example, ambiguity and nuance contribute to the pleasure of the reader who enjoys an intellectual challenge. In a science text or instruction manual, on the other hand, ambiguity contributes to confusion and error. ESL learners, especially, have difficulty with expressions that can be interpreted in more than one way. Even native speakers are sometimes left wondering about the meaning of a common expression. â€Å"Every other† is one of these expressions. It can mean â€Å"each of several,† as in â€Å"The homeless have the same rights as every other citizen† (i.e., all other citizens). Or it can mean â€Å"every second one,† as in â€Å"Open Mike Every Other Saturday† (i.e., alternating Saturdays). Most native speakers would have no difficulty interpreting the following uses of â€Å"every other†: Your child will muddle through [a cold] like every other child.   The child’s father has visitation rights every other weekend. Why is every other politician trying to target Narenda Modi? Every particle of matter in the universe attracts every other particle. Even a native speaker, however, might have to think about the following: Every teacher in the group was asked to rate every other teacher for general teaching ability and skill in discipline. Employees will empty large trash bins on Fridays and small wastebaskets every other day. The writer’s intended audience dictates usage. If the writer’s audience can be expected to include readers of widely differing English comprehension, the use of even such a familiar idiom as â€Å"every other† must be scrutinized. Here are suggested revisions of the examples given above: Your child will muddle through [a cold] like all other children.   The child’s father has visitation rights on alternating weekends. Why are other politicians trying to target Narenda Modi? All particles of matter in the universe attract one another. Every teacher in the group was asked to rate each of the other teachers for general teaching ability and skill in discipline. Employees will empty large trash bins on Fridays and small wastebaskets on alternating days. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesIn Search of a 4-Dot EllipsisList of 50 Compliments and Nice Things to Say!

Audit Independence Case Study Example | Topics and Well Written Essays - 1500 words

Audit Independence - Case Study Example This paper provides an insightful study into the role played by lack of competition in the audit marketplace in affecting auditor independence and the ways through which it can affect the audit quality. It also sheds light on the solutions actually implemented to resolve this problem as well the ones that have been proposed and yet to be implemented. Lack of competition in the audit marketplace is one of the most significant concerns among the regulators these days. Lack of competition in the audit marketplace refers to the fact that there are big four auditing firms predominantly involved in the provision of accounting services around the world encompassing approximately 78% of the total US publicly trading companies. There is a serious lack of accounting services firms in several markets and usually companies are left with no or few choices as to the selection of company auditor because of domination of these big four firms in their respective markets. For example, KMPG has a dominating position in providing auditing services to financial institutions whereas PricewaterhouseCoopers is dominant in the coal and petroleum industry (Bloom and Schirm, 2005). The events such as Enron and WorldCom led to the widespread notion of audit failure or audit incapacity to act as shareholders representatives and report any problems prevailing in the company. This lack of competition became a concern of crucial importance soon after the incidence of Enron and the termination of Arthur Andersen (Bloom and Schirm, 2005). There have been several causes behind the occurrence of such events that seriously shattered the image of auditing and accountancy service profession and directed the attention of regulators towards the notion of lack of competition in the audit marketplaces. Simunic and Stein (1995) elaborate that the market for professional accountancy services highly lacks competitiveness because of several rigid restrictions imposed by the government such as code of ethics, limit on fees and prohibition of advertisement etc. Such restrictions as well as the dominance of big four firms in the industry has been hampering the advent and success of new firms in the market leading to lack of competition. Apart from that, these firms are also involved in the provision of non-audit professional services to their client companies. Because of that fact that there happen to be a very few number of firms in the market, companies turn towards these four firms for both audit and non-audit professional services. Such involvement also contributes to concentration of a major part of these audit firms' income in the client company. This has been the major factor affecting the independence of auditors in providing an opinion on a client company's financial statements. Hence, lack of competition in the audit marketplace is considered to be acting as a threat to audit independence. Audit independence refers to the notion of complete freedom on the part of an auditor while presenting an audit opinion. Hemraj elaborate that "the function of 'public watchdog' demands that the auditor subordinates

In-Flight Smoking Ban Essay Example | Topics and Well Written Essays - 750 words

In-Flight Smoking Ban - Essay Example Many companies have recently adapted to the in-flight smoking rule thus causing controversies between the newly introduced smoking law and the human rights laws. The In-flight smoke rule was introduced in the United States in 1989 which has ever since continued to grow worldwide with the adaption of big airline companies such as Virgin Atlantic, British Air and Air France. The adaption of the in-flight smoking law has led to numerous positive results in the flight services. Non-smokers benefit immensely from the in-flight smoking ban as they can travel without the fear of being exposed to tobacco and its effects. In this case, smoking is a condoned in public environments as it affects both the smokers and the non-smokers. Health researchers indicate that non-smokers who are regularly exposed to cigarette smoke in public places carry a much higher chance of developing lung cancer and other smoking diseases compared to the firsthand smokers. Non-smokers are prone to sore eyes, colds an d sore through due to inadequate of fresh air circulation through the aeroplane cabins. An in-flight smoke law has helped in the reduction of these cases thus providing comfort in the air travelling. Flight crews have also benefited from the implementation of the in-flight smoke ban law. a research study commissioned by Aviation Safety Institute in March 1988 proved that smoke from cigarette reduces the level of blood oxygen in flight attendants and pilots which in turn leads to the adverse effect on their judgment. The in-flight smoke law has therefore helped in the reduction of air travel accidents thus making flight travelling to be one of the safest means of transport. Passengers travelling in the aeroplane cabin have benefited from the in-flight smoke law as it helps in the reduction of carbon IV oxide and carbon monoxide accumulation in the chamber that result from poor ventilation, maintenance of the air condition systems as well as filters, poor cleaners and less utility of these devices during flight travels.     

INTERNATIONAL TRADE LAW Essay Example | Topics and Well Written Essays - 2000 words

INTERNATIONAL TRADE LAW - Essay Example p570) . A letter of credit instrument is generally issued by a bank against two types of bills, they are demand bills and usance bills (Massood, A. 2008).To decrease the credit risk to sellers in both domestic as well as foreign trade practice is the most important purpose of letter of credit.. When a bank issues a letter of credit in favor of a customer, it surrogates its creditworthiness for that customer (Borcky. R. 1999). There are two types of letter of credit; they are standby letter of credit and documentary letter of credit. Documentary letter of credits can again be categorized into revocable and irrevocable. The revocable letter of credit is particularly rare in usage. Irrevocable letter of credit can be confirmed or unconfirmed letter of credit. Every type of letter of credits has its advantages as well as its disadvantages for the buyers and sellers. The charges of each type of letter of credit may vary according to its characteristics. The more the bank assures payment, higher will be the charges of it (Borcky. R. 1999). Without an agreement between the concerned parties, an irrevocable letter of credit cannot be cancelled before a particular date. A revocable letter of credit can be changed anytime without previous discussions by the bank which issues it. A confirmed letter of credit includes backing by the issuing bank and its correspondents promising payments of all drafts. At the same time an unconfirmed letter of credit will not have any guarantee that the bank will make payments on drafts in case of non payment from the buyer. A stand by letter of credit is a conditional obligation by the issuing bank that it will make payment to the chosen beneficiary if the banks client fails to execute as per the terms of the contract (Letter of credit. 2009). Letters of credit are more or less separate transactions. They are totally different from bank guarantees. The

Total quality management Essay Example | Topics and Well Written Essays - 750 words

Total quality management - Essay Example Mechanistic models value stability. In an organismic model, their goals focus on organizational survival. Organizations that use organismic model encourage an objective work environment that focuses on an inside boundary. The organismic model describes quality through customer satisfaction. The managers create visions and system that serves to coordinate and provide control. Employees in this model practice self-control within the system. In an organismic model organisations believe that learning assists the organisation to adapt change. A cultural model of organization sets goals that meet individual needs and encourage human development. Quality in this model is described through constituent satisfaction. The cultural model of organization adapts a work environment that is defined through relationships. The role of management in a cultural model coordinates and mediates consultation regarding vision, systems and rewards. Employees play an active role by participating in the creatio n of vision, system. A cultural model of organization values change and learning. Evans and Lindsay describe performance excellence as an integrated approach to organizational performance management. Performance excellence ensures organizational sustainability through the delivery of continually improved value to customers and stakeholders. Performance excellence ensures the improvement of organizational effectiveness, organizational and personal learning (Evans and Lindsay 12). A system is an organized structure made up of interrelated and interdependent elements, which influence one another directly or indirectly. Deming systems theory explains that organizations have systems of interconnected processes and people that make up system components. Deming considers the success of any system is dependent on the management’s ability to coordinate the influence of each component in order to achieve optimization of the whole system. This is possible through appreciation of a syste m, by understanding how variations influence the system (Evans and Lindsay 91). Juran explains quality as the features of a product that meet consumer satisfaction. In this case, the effect is on sales Juran explains that providing quality products increases costs. On the other hand, Juran considers quality as being free of errors by reducing error rates, waste, customer dissatisfaction, field failures. In this case, the effect is on cost, which in the end means higher quality costs less (Evans and Lindsay 104). Evans and Lindsay explain four absolutes for quality as stated by Crosby. According to Crosby, quality is conformance to clients’ expectations. Crosby states that quality comes from prevention of defects. Quality requires standards that ensure zero defects. This requires that a company meet the customer requirements. Crosby explains that we measure quality by being aware of the price of non-conformance. Failing to meet the customers’ requirements does make a bu siness lose money (Evans and Lindsay 106). Total quality is a management approach that guarantees success through customer satisfaction. In total quality, the members of an organisation participate in improving the products, services and organizational culture. In total quality, organizations utilize strategic focus on quality, data, effective communication through employee engagement and teamwork to incorporate quality into the culture and activities of the organisation. Visionary

Fall colours Essay Example | Topics and Well Written Essays - 750 words

Fall colours - Essay Example Science Content The general perception is that cold weather or autumn is the predominant reason for the colour change. According to The United States National Arboretum, â€Å"while temperature may dictate the color and its intensity, it is only one of many environmental factors that play a part in painting deciduous woodlands in glorious fall colors† (par. 2). This was corroborated by Schwartz who averred that â€Å"although day length, light, temperature, ground moisture and insects all affect fall colours, scientists say that climate change might also be having an impact† (Schwartz par. 22). Source: The United States National Arboretum Source: Schwartz A simple explanation on why leaves change their colour in fall was provided in Science News. As indicated, the rationale stems from the three main pigments in leaves, identified as â€Å"carotene, anthocyanin, and the photosynthetic pigment, chlorophyll, which captures the sun’s energy to make food for plantsâ €  (University of Wisconsin-Madison par. 2). The most predominantly abundant pigment was identified to be chlorophyll which is responsible for giving the leaves the color green reportedly during summer and spring. The article likewise indicated that there is another crucial component in the leaves, auxin, which was a chemical noted to control cells, specifically at the base part of the leaf: the abscission layer. During spring or summer, the abscission layer was identified to be prevented from full development by the auxin and therefore restricts the connection of the leaves to the alleged circulatory system of the tree (University of Wisconsin-Madison). Then, as explicitly noted, during fall, â€Å"cooler and shorter days trigger an end to auxin production, allowing the abscission layer to grow and cut off the circulation of water, nutrients and sugar to the leaves. When this happens, chlorophyll disintegrates rapidly, letting carotene shine through as the yellow in maple, aspe n and birch leaves† (University of Wisconsin-Madison par. 4). The roles of other environmental factors were further explained in the article published by The United States National Arboretum. Accordingly, â€Å"temperature, sunlight, and soil moisture greatly influence the quality of the fall foliage display† (The United States National Arboretum par. 8). Likewise, at its simplest narrative structure, Schwartz added that â€Å"leaves at the top and outer edges of a canopy usually have far brighter colour than the leaves that get less intense sunlight† (par. 13). Thus, the position of the leaves, the exposure to sunlight, the location and kind of trees all contribute to disparities in pigmentation and colours. The reasons why changes in colours are likewise different ensue from masking of pigments in leaves. As indicated: â€Å"Chlorophyll normally masks the yellow pigments known as xanthophylls and the orange pigments called carotenoids — both then become visible when the green chlorophyll is gone. These colors are present in the leaf throughout the growing season. Red and purple pigments come from anthocyanins. In the fall anthocyanins are manufactured from the sugars that are trapped in the leaf. In most plants anthocyanins are typically not present during the growing season† (The United States National Arboretum par. 6) Applications The change in colours of leaves during autumn affect people in terms of influencing emotions through the different colours that

Critically assess the implications of Social Contrant Theory (SCT) for Essay

Critically assess the implications of Social Contrant Theory (SCT) for relations between the individual and state - Essay Example overnment and state in the current times, and provides a strong justification of the limitation of the power of the state against the citizens, and the corresponding authority of the people to establish a government that will serve the common good and embody the people’s ideals and aspirations. Thomas Hobbes’ political philosophy of social contract theory is outlined in the hypothetical State of Nature. In his Leviathan published in 1651, he articulated on a particular theory of human nature that gives a rise to a particular view of morality and politics (Gauthier 1988). He rejects the theory of Divine Rights of Kings, indirectly refuting Filmer’s claim that a king’s authority is invested in him by God, enjoys an absolute authority, in which the basis of political obligation lays in an individual’s obligation to obey God absolutely. Hence, this theory of Filmer, which Hobbes rejects in his social Contract theory, states that political obligation is subsumed under religious obligation (ibid). Rather, Hobbes argued that obligation and political authority are dependent upon the individual’s self-interests of members of society who are taken as equals of the others, with no single individual given an absolute authority to rule over the rest, while at the same time, poses that if society is to survive, the Monarch (Sovereign), must be given absolute authority (Baier 1994). Hobbes describes the human being as exclusively self-interested and reasonable, possessing the rational capacity to pursue his dreams as maximally as possible. He argues that man’s reason does not evaluate their given ends; rather it merely finds the way to the things Desired, describing rationality as purely instrumental (ibid). It is from these premises that Hobbes is able to construct a provocative and compelling argument for why individuals would tend to be willing to submit themselves to a political authority. He explains this through his discussion of the State of Nature, in which

Fall colours Essay Example | Topics and Well Written Essays - 750 words

Fall colours - Essay Example Science Content The general perception is that cold weather or autumn is the predominant reason for the colour change. According to The United States National Arboretum, â€Å"while temperature may dictate the color and its intensity, it is only one of many environmental factors that play a part in painting deciduous woodlands in glorious fall colors† (par. 2). This was corroborated by Schwartz who averred that â€Å"although day length, light, temperature, ground moisture and insects all affect fall colours, scientists say that climate change might also be having an impact† (Schwartz par. 22). Source: The United States National Arboretum Source: Schwartz A simple explanation on why leaves change their colour in fall was provided in Science News. As indicated, the rationale stems from the three main pigments in leaves, identified as â€Å"carotene, anthocyanin, and the photosynthetic pigment, chlorophyll, which captures the sun’s energy to make food for plantsâ €  (University of Wisconsin-Madison par. 2). The most predominantly abundant pigment was identified to be chlorophyll which is responsible for giving the leaves the color green reportedly during summer and spring. The article likewise indicated that there is another crucial component in the leaves, auxin, which was a chemical noted to control cells, specifically at the base part of the leaf: the abscission layer. During spring or summer, the abscission layer was identified to be prevented from full development by the auxin and therefore restricts the connection of the leaves to the alleged circulatory system of the tree (University of Wisconsin-Madison). Then, as explicitly noted, during fall, â€Å"cooler and shorter days trigger an end to auxin production, allowing the abscission layer to grow and cut off the circulation of water, nutrients and sugar to the leaves. When this happens, chlorophyll disintegrates rapidly, letting carotene shine through as the yellow in maple, aspe n and birch leaves† (University of Wisconsin-Madison par. 4). The roles of other environmental factors were further explained in the article published by The United States National Arboretum. Accordingly, â€Å"temperature, sunlight, and soil moisture greatly influence the quality of the fall foliage display† (The United States National Arboretum par. 8). Likewise, at its simplest narrative structure, Schwartz added that â€Å"leaves at the top and outer edges of a canopy usually have far brighter colour than the leaves that get less intense sunlight† (par. 13). Thus, the position of the leaves, the exposure to sunlight, the location and kind of trees all contribute to disparities in pigmentation and colours. The reasons why changes in colours are likewise different ensue from masking of pigments in leaves. As indicated: â€Å"Chlorophyll normally masks the yellow pigments known as xanthophylls and the orange pigments called carotenoids — both then become visible when the green chlorophyll is gone. These colors are present in the leaf throughout the growing season. Red and purple pigments come from anthocyanins. In the fall anthocyanins are manufactured from the sugars that are trapped in the leaf. In most plants anthocyanins are typically not present during the growing season† (The United States National Arboretum par. 6) Applications The change in colours of leaves during autumn affect people in terms of influencing emotions through the different colours that

Accounting Assignment Example | Topics and Well Written Essays - 750 words - 7

Accounting - Assignment Example teriality, risk oversight, & management, environmental risks & related matters, forward looking information requirements, impact of adopting IFRS, and governance. The Notice requires issuers to consider both qualitative & quantitative factors when assessing the materiality of information. It also reminds issuers that some immaterial facts in isolation often can become material in aggregate. It further proposes that those matters that are likely to become material in aggregate e.g. prospective clean technology expenditures be disclosed as early as possible. Materiality concept is very imperative when it comes to information disclosure because investors rely on the disclosed information to make decisions. Thus, it is important that any information that is likely to influence the decisions of an in investor be disclosed. The notice classifies environmental risks under such topics as litigation risks, reputational risks, business model risks, physical risks, & regulatory risks. The Notice further provides questions in a table format to help issuers in determining risks for each of the aforementioned categories. For instance if an issuer obtains raw material supplies from a region prone to hurricanes, he/she should disclose the mitigation steps taken to minimizes from chances of loss arising from such environmental physical risk. Either concerning the regulatory risks, future cost compliances should be disclosed. In situations where it is difficult to quantify risks, then it is imperative to make disclosure for such underlying risks. A consumer’s response to environmental unsustainable products comprises reputational risk. The Notice states because of this, the issuers’ costs of capital will be affected. Significantly, higher costs of energy because of upstream regulation represent busin ess model risk. Disclosure Form 51-102F1 Management’s Discussion & Analysis demands that among other things, material information, which may not be reflect by financial

A History Of Indian Tourism

A History Of Indian Tourism There are a number of industries that play a pivotal role in the development of nations. Tourism being one such industry that has emerged as the largest global industry in the 20th century and is projected to grow even faster during the current century. Tourism when taken in its true sense has following characteristics; Resource based industry and consumes resources Creates waste Specific infrastructure needs All the characters are linked to the social fabric of the host community. It has social, cultural and environmental impacts with a possibility of over consumption. The conceptual structure of the project aims to investigate the problems and advantages of home stay tourism in Kerala, from an owners perspective. In this section the researcher attempts to explore the areas such as; History of Indian tourism Background of Kerala Definition of tourism Sustainable tourism Community based tourism Homestay tourism Tourist motivation Tourist satisfaction Relevant research History of Indian Tourism India is a centre of two ancient civilizations of the world called the Indus valley civilization, and the Aryan civilization. Tourism development in India started in the early sixties. By that time most of the other countries have achieved a remarkable progress in this area and has exploited to maximum possible extent. The best way to introduce India as a tourist destination to foreigners is that India is a country of all seasons and all reasons. Indias tourism resources have always been considered immense. The geographical features are diverse, colorful and varied. As such the resource potential is so much that it can cater to all kinds and tastes of tourists. India has an ancient tradition of tourism. It existed as an industry in the informal sector in ancient times and was indulged in by all classes of people. Mark Twain aptly remarked about India on India [National Tourism Policy 2002] that India is one country that is endowed with an imperishable interest for alien prince and alien peasant, for the lettered and the ignorant, the wise and the fool, the rich and the poor, the bonded and the free one land that all men desire to see and once seen, by even a glimpse, would not give the glimpse for all the shows of all the rest of the globe combined. The unity of India lies in its diversity people bound together by centuries of common traditions, faith and philosophy [Pran Nath, Sushma 1993]. Indian tourism industry has recorded a phenomenal growth especially from 1990s in terms of both international and domestic tourists arrivals [Honnappa, Ramakrishna 2006]. The ministry of Indian tourism has launched a new programme called Athithi Devo Bhavah which means guest is god. The inspiration behind this expression is to respect because; respect has always been an essential part of Indian soul. Tourism, which is the third largest foreign exchange earner in India, has started gaining prominence to the public agenda only in recent years. Many countries in the world are relying on tourism as one of the fastest growing sectors. In the Chief Ministers conference held on October 2001 [National Tourism Policy 2002] the Prime Minister of India, Shri. Atal Bihari Vajpayee had stated that Tourism is a major phenomenon of economic growth in major parts of the world. Many countries have transformed their economies using the tourism potential the fullestà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦tourism has the potential to create different types of employment in various sectors from the most specialized to the unskilled and what India needs is the generation of massive productive employment opportunities . Tourism in India has a strong relevance to economic development and employment generation. It creates huge employment opportunities, provides equitable distribution of wealth, helps to acquire the much needed foreign exchange, brings out a speedy development and improvement of infrastructural facilities. Developing countries have given a special importance for the development of tourism, for it is the main source of earning foreign exchange, thereby the economic status of the country goes up [Honnappa, Ramakrishna 2006]. Tourism is one of the few industries which generates high levels of economic output, with minimum investments and has immense socioeconomic development potential. Indian tourism industry has recorded a phenomenal growth particularly from 1990s [Sathyanarayana, Ramu 2006] in terms of both international and domestic visitor arrivals. A noticeable change in the holidaying trend was reported both the international and domestic tourists showed an inclination towards adventure sports. India is slowly but surely awakening to its tourism potential. The outcome of many studies hat has been done about tourism states that India is best suited for all kinds of tourism rural, cultural, eco-tourism, spiritual, sports and adventure tourism. With small countries like Malaysia, Singapore and Thailand are all ready major tourist destinations; India has to struggle to promote itself to the world tourists [Revathy 2008]. Background of Kerala Kerala, one of the smallest states lies in the southern coast of India, is one of the leading proponents of tourism in various sectors. Kerala has a vast and vibrant arena, where drama unfolds in the form of spell bounding heritage cites station, un -spoilt beaches, picturesque hill, roaring water falls, old temple towns, exotic wild life, bustling cities, surrounded with back waters, varied adventure sports and a vibrant way of life. Kerala is one of Indias most advanced societies with nearly full literate people and excellent quality of life. The people of Kerala are more sensitive than people elsewhere because of high literacy rate [Kumar, Sudheer 2007]. On its way to becoming south, Kerala is one of the states that attract a large number of tourists in South India. In order to tap the tourist potential of so much history and such a variety of natural endowments, the Kerala government is taking a number of steps to improve the states infrastructures like air, road and rail links. The state is evolving new strategies, creating dynamic blue prints and ensuring meticulous execution will make sure that the state will emerge on top. Developing world class tourism products needs enhancing infrastructure, stream lining administration, strategic alliance and marketing will ensure that tourism bring sustainable growth and prosperity to Kerala also known as Gods on Country [Honnappa, Ramakrishna 2006]. Kerala provides an ample opportunity for home stay and rural tourism. In this research work, this aspect of Kerala is trying to be explored. In addition to this, the fact that Kerala has remained and still continues to be one of the most favorite sites for tourists will also be highlighted (Thomas, K.W. (1992), pp.651-717). The landscape and the scenic beauty of Kerala are such that the tourists enjoy coming in India and exploring the various parts of Kerala (Sunderland, S., Nelson, R. (1995), pp. 53-74). In addition, it was also seen that in the recent times, the sector of rural tourism is also increasing manifold (Thomas, K.W. (1992), pp.651-717). Thus, though this research work, the concept of rural tourism will also be highlighted. This introduction highlights the fact that rural tourism is relevant in developing nations where there is enough of land cape and scenic beauty to give the feel of the rural life (Thomas, K.W. (1992), pp.651-717). Today, for rural tourism, a village ca n prove to be an important site for tourist attraction. Any unbridled and indiscriminate growth of tourism leading to the problems of pollution, environmental and economic hazards and culture degradation will definitely be opposed by the highly sensitive host population of Kerala. The various negative factors of tourism will have far reaching consequences upon the people of Kerala besides making impact upon the tourists visiting the state. Definition of Tourism Tourism has been defined as the activities of persons travelling to and staying in places outside of their usual environment for not more than one consecutive year for leisure, business and other purposes [WTO 1998]. There are different words and meanings for tourism such as Domestic Tourism: that involves residents of the given country travelling only within the country. Inbound Tourism:- involves residents travelling in the given country. Outbound Tourism: means residents travelling in another country. International Tourism:- consists of inbound and outbound tourism [WTO 1998]. Sustainable Tourism There is no widely accepted definition of sustainable tourism. It could, of course, be suggested that sustainable tourism should simply be about applying the Brundtland Report definition of sustainability to tourism. This could lead to a definition such as: Forms of tourism which meet the needs of tourists, the tourism industry, and host communities today without compromising the ability of future generations to meet their own needs. There is another definition of sustainable tourism emphasizes the environmental, social and economic elements of the tourism system. This definition means tourism which is economically viable, but does not destroy the resources on which the future of tourism will depend, notably the physical environment and the social fabric of the host community [Swarbrooke 1999]. Sustainable tourism is the tourism development that protects important ecological and biological qualities and the process results in increased economic opportunity for local residents and involves them in decision- making, and respects the integrity of cultural norms and traditions. Sustainable tourism development is based on the objective that it meets the needs of present tourists and host regions while protecting and enhancing opportunities for the future. It is envisaged as leading to management of all resources in such a way that economic, social and aesthetic needs can be fulfilled while maintaining cultural integrity, essential ecological processes, biological diversity and life support system [Ashraf, Fazili 2004]. For the development of tourism, the department has decided to develop policies, strategies and plans for sustainable tourism. The tourism plan or policy is a gambling that will definitely have winners or losers that make the public sector tourism policy a political issue. Tourism has powerful vested interests that will seek to influence the political process such as transport operators and hoteliers. Such kind of groups may also oppose measures to make tourism more sustainable. Rather than giving importance to the merits of tourism view point, the government and local communities are taking the tourism decisions for political reasons [Swarbrooke 1999]. The concept of sustainability clearly embraces the environment, people and economic systems. Therefore sustainable tourism is based on; social progress reflecting the needs for everyone, effective protection of environment, prudent use of natural resources, maintenance of high and stable levels of economic growth and employment. According to Swarbrooke 1999, there are number of obstacles that will limit the role of the public sector in tourism, planning and development. They are; Tourism is only a low priority for the public sector and there seems to be a lack of political will to develop sustainable tourism. The concept of public sector planning and regulation are out of fashion Many public sector bodies lack the financial resources required to play a major role in tourism planning and development. There is lack of staff expertise in tourism in most public sector organizations around the world. The series of election affects the willingness of politicians to make the kind of long term decisions on which sustainable tourism depends. Public sector is only a minor player in the tourism industry with least control over tourism products. Sustainable tourism is lead by motives like spirit of enquiry, love of beauty, search for knowledge and respect for nature. It aims at quality tourism which creates least damage to the natural, social and cultural environment. The sustainable tourism hinges upon the overall management as a viable method in sustainable tourist activities. The overall quality approach renders the management of products especially of tourist areas, extremely sensitive to the preferences and expectations of consumers. The private and public profitability of a tourist destination will depend on the client sanitation, since they will return more often and stay longer and will transmit a positive image of their holiday experience to others. However, as these preferences and expectations include the demand for unspoilt settings and consumer satisfaction, the profitability of a tourist spot, will call for the development of strategies for sustainable development [Honnappa, Ramakrishna 2006] Community Based Tourism Tourism can bring both benefits and problems to an area. If well planned, developed and managed, tourism generates local jobs and income and provides opportunities for local entrepreneurs to establish tourism enterprises that lead to improve the living standards of residents [WTO 1998]. Community based tourism includes a range of activities, services and amenities provided by the rural people to attract tourist to their area in order to generate extra income. It is often considered ideal and inherently sustainable as it attracts manageable number of visitors, does not need much infrastructural development , does not consume too much of already scarce resources, does not require high amount of skill base, and provides a source of income to locals besides preserving the local culture and its traditions. One of the main attractions of CBT is the highly personal interactions between the host and the guest where both parties can share knowledge, ideas and experience and as a consequence increase the earnings of local community with minimal investments. Events like, a night out with the locals at their homes, participation in the lesser known village religious or cultural events, an opportunity to participate in local activities like agriculture, fishing or even living with locals and sharing their food, their lives and their occupation could provided the much needed fillip for community based tourism [Mello 2008]. Tourism can bring both benefits and problems to the local society and its cultural patterns. Although more difficult to measure than economic or environmental impacts, socio -cultural impacts are major considerations in developing tourism in any place. These impacts can be especially critical in countries that still have strongly traditional economies and societies. Despite the fact that tourism can generate socio -cultural impacts, it is obvious that any kind of new development brings changes. Tourism is one of the important sources that can bring changes in a society. A well planned, developed and managed tourism in a socially responsible manner can bring some kinds of socio -cultural benefits such as Improves the living standards of people and helps pay for improvements to community facilities and services, if the economic benefits of tourism are well distributed. Conserves the cultural heritage of an area which otherwise might be lost as a result of general development taking place. Conservation of archeological and historic sites was referred to under environmental impacts. In some places tourism can be the impetus for revitalizing cultural patterns which might be disappearing. Reinforces or even renews a sense of pride of residents I their culture, when they observe tourists appreciating it. Helps develop and maintain museums, theatres and other cultural facilities supported by tourism but the residents can also enjoy it. Tourism provides an opportunity for cross culture exchange between tourists and residents who learn about, and come to respect one anothers culture. This exchange can be best be achieved through certain forms of tourism educational and other types of special interest tours, village tourism and home visit programmes whereby tourist can arrange to visit local families. Homestay Tourism It was noted that these days, the craze for home stay tourism is increasing. This is because now people have less time an in that less time they want to experience all that they can of the culture of the people. Home stay is one of the most recent opportunities for tourism business owners to lure the customers and at the same time maximize profit (Sunderland, S., Nelson, R. (1995), pp. 53-74). In this tourism, the host or the business owner allows the tourist to stay at their own houses or at specially designed huts such that they get first -hand information about the culture, and place they are visiting (Sunderland, S., Nelson, R. (1995), pp. 53-74).3-74). These Homestay businesses are running on a small scale by families allowing tourists to stay with them and to enjoy the food, lodging and other requirements. In lieu to these services, the person will give the household a fixed amount of money that fixed earlier. In this way both the person and the visitor also benefitted (Sunderl and, S., Nelson, R. (1995), pp. 53-74). There are cases in Kerala where traditional huts are also constructed so that the tourists and come and stay with the people to have the feel of life in the rural society (Thomas, K.W. (1992), pp.651-717). This led to the evolution of the home stay system as they get a chance to interact with the local people and host and gain first -hand experience about the place (Sunderland, S., Nelson, R. (1995), pp. 53-74). Home stay tourism is also a variant of ecotourism and primarily ensures in focusing that the tourists to give an experience of the rural lifestyle (Sunderland, S., Nelson, R. (1995), pp. 53-74). However, Kerala faces many social and economic problems in this. The culture of the host and the guest meet and so there are changes of hurting the sentiments of one another (Sunderland, S., Nelson, R. (1995), pp. 53-74). In addition, there are sometimes cases when the guest is not satisfied at the service given in that host (Hofstede, G. (2001), pp. 34-45). As the sceneries and sceni c beauty and hospitality of Kerala are great, this has been using as a marketing strategy to explore the prospects of tourism in Kerala (Sunderland, S., Nelson, R. (1995), pp. 53-74). This interest of the people to get mixed with the local culture of the people help in making rural tourism so popular in Kerala (Hofstede, G. (2001), pp. 34-45). These will be described in detail in the research work. Definitions of Homestay Tourism It is comparable to bed and breakfasts, but even less formal. A home stay property is a non commercialized, private residence that accommodates paying guest(s) who enjoy staying in the comfort and security of a family home. These guests often reside in the family home for an extended period of time, usually months rather than days. It is a safe, affordable means of housing popular amongst international students, interns, travelling professionals and adult visitors from other countries, who are looking to experience and learn about local lifestyle and culture [cited on: onecaribbean.org] Homestay is one type of tourism that promotes interaction between host families and tourists [cited on: mekongtourism.org] Homestay tourism refers to one pattern of tourism with emphasis on ecotourism and community based tourism, in which tourists will stay over night with the host in the villages. The hosts have to support visitors like a member of the family and involve them in all kinds of activities and shared experiences. These activities have the objective of learning about locals life style and livelihood of residents in the community [Phonwiset, Yomsatharn, Chusakul 2008 cited on: nubkk.nu.ac].