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.