FILM APPRECIATION Essay Example | Topics and Well Written Essays - 1750 words

FILM APPRECIATION - Essay Example The very facets that are used to rule society are a reflection of that dominant society’s social views and behaviors. What are ruling ideas and how do they coincide with ideology? Ruling ideas like individualism, honor, competitiveness, and duality mirror the idealized perceptions of the current dominant class in any given time period. This is important because it reveals the power that that class holds over society, thus enabling a governing body to manipulate them. Marx’s definition of ideology is the idea that can be used to manipulate society. Why does Marx and Engel focus on the bourgeois class? The bourgeois class holds power, which is a subsidiary of wealth, education and exposure to a variety of elements in the real world. Their ideas are key over the lower class because they are the ones who directly or indirectly shape society the most. What is â€Å"Ideology and Ideological State Apparatuses†? An essay written by Louis Althusser that depicts ideology a s a fortifying notion that encourages people to succumb to a state of oppression through their invented identify of themselves vs. who they are in reality based on â€Å"experience, consciousness, and subjectivity† (2). ... A school established in Frankfurt, Germany in 1923 whose theorists construed that cultural artifacts maintained the connection between mass culture and its realistic view on life in an industrial society. How does Walter Benjamin’s believes differ from Marx and Althusser? How has film supported his viewpoint? Benjamin says that mass culture has the ability to judge itself and they will if given the proper tools. Film creates flash images, or a rush of pictures that equate to self-analysis like reflections in sports by fans (Frankfurt 4). More members of society have access to film over high art and film makes it easier to analyze societal behavior. How is ideology applied to films like Rambo? Labels and stereotypes that ideology envelops in specific cultures can be mimicked or imitated in films. For example, Rambo (although fictional) portrays society’s real issues of sexism, racism and militarism. It acts like a mirror, like a checklist. The film represents the listed problems of society by portraying women as whores and a black man as â€Å"evil† because he combats Rambo (Reading 2-3). This is what ideology is, a reflection of the mass culture in reality. Psychoanalysis http://www.filmreference.com/encyclopedia/Independent-Film-Road- Movies/Psychoanalysis.html 10 Questions What is psychoanalysis and who founded it? Psychoanalysis is a term coined by Sigmund Freud and Josef Breuer that refers to the study of the unconscious part of the human mind. If the unconscious exists then that correlates with the fact that humans are restricted in their self-awareness. People are not in complete control of their thoughts and emotions. Dreaming is a product of the unconscious mind, but how does it relate to psychoanalysis? In what text did it first

Egypt & the Pyramids Essay Example for Free

Egypt the Pyramids Essay Has it ever occurred to anyone who was the mastermind behind the great pyramids? Who could have built such a magnificent structure back then with such poor construction, transportation and organization. Well, I strongly advocate the concept of Egyptians building the Great Pyramids because there is plenty of evidence conveying this. Many journalists or Egyptologists may agree that it is a true fact that people built it with the aid of technology. Margaret Sears a journalist bases one of her articles specifically on Who built the Great Pyramid? (1990). She provides ample evidence supporting Egyptians being the builders and labourers of the Great Pyramids in Egypt. There are three main points that substantiate the production of the Great Egyptian Pyramids which are transportation, construction and organization. Since, the great pyramids have been built they have always been a controversial topic. Many people agree that the Egyptians were the ones who formed innumerable piles of bricks into the Great Pyramids. But, before building such a complex structure the Egyptians were quite intellectual and focussed on organization. The Egyptians were originally inspired to build the pyramids by religious conviction and were fully committed to take on the critical task. The Egyptians were able to determine the site of pyramids by religious beliefs. They decided to place the Pyramids on the west bank of the Nile because they asserted that the west was the dwelling place of the dead. This is where all the majestic and honourable people would be kept mainly pharaohs that accomplished major achievements. But, the most essential factor for building a marvellous structure was the authoritarian god-king. The article Who built the Great Pyramids elucidates that during the influential pharaoh, Khufus reign Egypt was rich, united and at peace which allowed the authoritarian god-king to focus all attention on the salient task. Which moves onto how the Egyptians were able to transport the heavy loads of material efficiently. One of the biggest absurd concerns about the Great Pyramids is how they were able to transport the massive amounts of stone blocks to long distances. In Margaret Sears article in 1990 she clearly states how did the Egyptian cut and moved the stone blocks? The evidence that has been provided to substantiate it is in the Cairo museum where there are many wooden rollers, rafts and sleds that are displayed. We also assume that they may have used ramps to speed the process. Evidence also shows that coniferous wood was imported from Phoenicia at the same time of Sneferu. Which distinctly portrays that wood was available when required because Khufus wooden funerary boat was found buried beside the pyramid, along with abundant quantities of rope. The article provides affirm proof of a picture from the later tomb of Djehutihotep showing 152 men moving a huge statue of the pharaoh on a wooden sled. The picture asserts that to lessen the friction of the 53.5 ton load, a liquid is poured along the route. The famous architecture from France Henri Chevier inquires and discerns that a man who would be harnessed to a rope can lift 1 ton blocks on a slippery and hazardous path of Nile mud. He distinguishes with team of workers, they could easily transport 2.2 tons of blocks that made up most of the pyramid. Also, using pulleys and ropes the labourers could drag the stone up the embankments of earth and once the project was terminated they could have simply removed the earth. Lastly, you must ponder how the Egyptians were able to build the marvellous pyramids with such intricacy and embellishment. Since, they were formerly able to envision the elegant and regal edifice all that was left was building. Which leads to the last essential component to creating the structure which is construction. We know that the Egyptians had sophisticated tools to enhance the complexity of the structure. Evidence shows that tools for cutting the stone included copper chisels, dolerite hammers and wooden wedges. All of these constructive tools were enough to carve beautiful and impressive lines and drawings considering we are able to see the final edifice ourselves in Egypt. Margaret Sears says that the feat was accomplished by trimming the blocks before they were hauled into places. All of this could not have been done by the ordinary labourer but, this is where the stonemasons come in. Since the stonemasons were experts, they cleaned up and smoothed the outer limestone surfaces. The Egyptians were also able to get plenty of limestone from the Gizeh Plateau south of the pyramid. In 1988 Leher and Zahi Sawass enclosed a series of galleries and excavations of some galleries revealed bits of flint blade, copper, sandstone rubbers which were used to polish stone and grinding pigments. There were many other excavations found such as bread and bear and grain which was the food for the labourers. All this evidence and support solidifies that Egyptians were the ones whom constructed the Great Pyramids. Now, that most of us agree that Egyptians were the builders of one of the most famous wonders of the world there is a weakness in this alternative. Many of the evidences provided in this article gives us a lot of knowledge about The Great Pyramids, but the author does not provide enough details to absolutely convince the reader that the pyramids did not drop from the sky. The alternative however, does sustain the topic but doesnt provide complete details which the audience would be curious about such as when excavations of transportations were discovered or when the Khufus funerary boat was buried beside the pyramids before or after. The author leaves these vague phrases and statements leaving the reader skeptical. But, the main motive why I choose this alternative was because it provided a basic sense that people used special ramps and transportation to create the pyramid themselves. I also think that logically only humans could have built the pyramids with sophisticated equipment and I highly doubt that the gods created them because of all the excavations located. I found this alternative to ultimately be the most convincing because of the basic evidence provided that ramps aided them to build the great pyramids. Therefore, plenty of evidence shows historians that the Egyptians built the Great Pyramids themselves. The three key elements which support the concept of Egyptians building the pyramids are organization, transportation and construction. In my opinion another point of view that can be brought up is if the pyramids were made by moulds which could be possible but, I dont agree because there is not much evidence to support it. Overall, Margaret Sears and Clifford Wilson are promoting the accurate message that the Egyptians built the Great Pyramids with teams of workers and technology.

United States and South Korea Policies Essay -- Foreign Policy

The United States (US) and the Republic of South Korea (ROK) has had several significant policy agreements and disagreements between each other for several decades after the Korean War. During President George W. Bush’s tenure in office at the White House, a couple key policy agreements between the US and ROK came to light, such as President Kim Dae Jung’s â€Å"Sunshine Policy1† officially known as the Policy of Reconciliation and Cooperation toward North Korea. The Sunshine Policy did not fare to well with Bush’s administration and they considered Kim naà ¯ve and completely annulled the Policy all together. This was due to the ROK’s passive stance on North Korea’s ongoing nuclear program. The title of â€Å"The Sunshine Policy† originates from a fable told by Aesop called, â€Å"The North Wind and the Sun2.† This fable is how the sun and the wind competed with each other to take off a man’s coat. Eventually, the sun won this challenge by just using his sunlight on the man, caused the man to become hot, which resulted in him taking off his coat. On the other hand, the wind used his brute force in an attempt to blow off the man’s coat, which only had him hold on to it tighter. This analogy was to compare the hard and soft approaches of power to counter the North Korean threat to the ROK and the rest of the world. Kim led the way to culminate and drive the ROK towards a bilateral forum between North and South Korea, which eventually held place in Pyongyang in 2000 between the two leaders of the Korean peninsula. The policy bears six characteristics to be used accordingly with North Korea3: 1. â€Å"First it is a policy with historical precedence in its favor.† Policies that attempted to utilize a hard approach in seceding authoritarian... ...a/1999/reunification22.html Assessed May 11, 2012. Syner, Scott A. â€Å"South Korea’s Roh Moo hyun: An Impossible Idealist.† Council of Foreign Relations, May 23, 2009. Web: http://www.cfr.org/south-korea/south-koreas-roh-moo-hyun-impossible-idealist/p19487 Assessed May 6, 2012. United States Institute of Peace. â€Å"Six-Party Talks: Defining a Roadmap for Success.† Web: http://www.usip.org/publications/six-party-talks-defining-realistic-roadmap-success Assessed May 10, 2012. Wald, Mary. â€Å"Kim Dae Jung: A Hero for Peace.† Huff Post World, August 18, 2009. Web: http://www.huffingtonpost.com/mary-wald/kim-dae-jung-a-hero-for-p_b_262296.html Assessed May 10, 2012. Yang, Sung Chul. â€Å"South Korea’s Sunshine Policy.† Asiansociety.org, December 4, 2000. Web: http://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan005966.pdf Assessed May 7, 2012.

The Magna Carta

1. Magna Carta [1215] (52): The Magna Carta was an agreement that insured protection of noble (feudal) liberties from usurpation by the King. The Magna Carta influenced the development of common law (legal precedent), as well as constitutional principles (as seen in the United States Constitution). 2. Chief Powhatan (59): Chief Powhatan was the chief of Algonquian-speaking villages (Powhatan Confederacy) in eastern Virginia, chief of about 10,000 Indians. Powhatan took 80% of the corn his people grew and traded that and hides for weapons. As a result, the English people took over his lands. . Mercantilism (163): Mercantilism was a national program that said that the total amount of the world’s gold and silver stayed the same and only what percent of that each nation had changed then one nation could only become richer by taking another’s gold and silver and taking over its trade. As a result, nations had to develop and protect its own shipping and had to take advantage of the colonies. 4. London (Virginia) Company (57): The Virginia Company was a joint-stock between the First Colony of London and the Second Colony of Plymouth. King James had them go on a religious mission to bring the Christian religion to the natives of the colonies. The settlers trying to change the natives religion led the relations between the two to become tenser. 5. John Smith (59): John Smith was appointed by the Virginia Company to manage Jamestown. Smith was strict and made everyone work. If settlers bickered, he imprisoned them, whipped them and forced them to work. He bargained with Indians and explored and mapped the Chesapeake region. Because of him, Jamestown survived, but he was not well liked by the colonists. . Jamestown (58): Jamestown was the first permanent colony in Virginia by the Virginia Company. The 105 men built a fort, huts, a storehouse and a church. Trade with the Indians and the teachings of the Indians were the only reason Jamestown initially survived. 7. John Rolfe (62): John Rolfe was the reason tobacco became a popular crop. He got a hold of some seeds and tobacco became popular. It had a big profit and he lped the economy. It also led indentured servants to come over, boosting the population. John Rolfe also married Pocahontas, Chief Powhatan’s daughter. She married John Rolfe and they moved to London. John Rolfe was the reason for the tobacco industry in the colonies and more stability between the colonists and Indians. 8. House of Burgesses: 9. Pocahontas (63): Pocahontas was the daughter of Chief Powhatan. She saved John Smith when he trespassed. Powhatan let Smith go in exchange for weapons, beads and trinkets. She was captured in 1614 by Jamestown to try and blackmail Powhatan. She ended up converting to Christianity, changed her named to Rebecca, and married, had a kid and moved to London with John Rolfe. She was a reason Indians and colonists relations improved. 10. Sir William Berkeley (64): Sir William Berkeley was Virginia’s royal governor starting in 1642 and stayed it for the next 35 years. Berkeley favored the richest planters and the commoners rebelled against him in Bacon’s Rebellion. In the end, Berkeley regained control. 11. Headright System (63): The headright system said that anyone who bought a share in The Virginia Company could get 50 acres and 50 more if they brought servants along. Sir Edwin Sandys instituted this reform. It helped the population grow. 12. Indentured servants (62): Indentured servants were people who couldn’t afford to go to America so in exchange for labor, planters would pay for their ride over. This increased the flow of immigrants to the colonies. 13. Bacon’s Rebellion (65): Lowered tobacco prices, rising taxes and freed servants wanting Indian lands contributed to Bacon’s Rebellion. Bacon’s Rebellion grew out of the hatred for Berkeley for favoring the rich planters and hating commoners. Freed indentured servants wanted land and led them to take the Indian’s land. Berkeley didn’t support them so they rebelled. The planters and Indians started to become violent. In 1676, Bacon defied Berkeley by taking command of a group of frontier men. Bacon wanted all Indians dead and Berkeley didn’t. Bacon’s rebellion was the first struggle of common folk versus aristocrats. Berkeley regained control after hanging 23 rebels. A royal commission made a peace treaty with the Indians. The results of the rebellion were new lands opened to colonists and wealthy become more cooperative with commoners. 14. William Bradford (69): William Bradford led 100 men, women and children to the colonies aboard the Mayflower. He and the pilgrims landed at Plymouth and they built on an abandoned Indian village. Bradford led to the Indians and Pilgrims having better relations with each other and Thanksgiving. 15. City on a Hill (72): John Winthrop envisioned the Massachusetts Bay Colony as a city on a hill. Winthrop used hill metaphorically to show that he felt they would above rest of the colonies. 16. John Winthrop (72): John Winthrop was the first governor of Massachusetts Bay Colony and wanted to use the colony as a refuge for Puritans. He took advantage of the charter by the Massachusetts Bay Company by taking its charter with them, transferring government authority so they could have local control. 17. Pilgrims/separatists (69): The Pilgrims were part of the most radical section of Puritans, the Separatists (Nonconformists). They didn’t like the Church of England and decided it couldn’t be fixed so they would create their own godly congregations. Separatist leaders were imprisoned and sometimes hung. King James I wanted to eliminated them. As a result, they left and went to the colonies to escape. 18. Puritans (68): The Puritans were a group of English Protestants. The Puritans in England executed King Charles and made his son the king. The Puritans settled in New England. They were very religions and claimed to be on a divine mission to create a model Christian society. 19. Massachusetts Bay Colony (72): Massachusetts Bay Colony was intended to be a holy commonwealth. Most of the Puritans there were Congregationalists who formed self-governing churches. 20. Plymouth Colony (69): Plymouth Colony held a land grant but had no charter of government form any English authority. The Mayflower Compact governed it. Its population never rose above 7,000. 21. Mayflower Compact (69): The Mayflower Compact was made by 41 Pilgrim leaders who entered into a formal agreement to obey the laws made by the leaders of their choosing. The Mayflower Compact was the primary source of government for Plymouth Colony. 22. Anne Hutchinson (77): Anne Hutchinson argued with Puritan leaders. She lived in Boston and held sermons in her home. Soon they become popular sermons led by her. She claimed that she got revelations from the Holy Spirit that convinced her that only a few Puritan ministers preached the appropriate covenant of grace. She said the rest of them were â€Å"godless hypocrites† and incompetent. 23. Predestination: Predestination is the Calvinist theory that God has predetermined who will go to heaven and who will go to hell. This led people such as Roger Williams to question why church was necessary. 24. Roger Williams (75): Roger Williams was one of the â€Å"purest of Puritans† and was troubled by the failure of the Massachusetts Nonconformists to get rid of the Church of England. He championed liberty and said that the true covenant was between God and the individual. He posed a question that if one’s salvation depends solely upon god’s grace and you can’t affect it, why even bother having churches? Why not just let people exercise their free will in worship? 25. Pequot War (82): The spark of the Pequot War was when settlers in Massachusetts accused a Pequot of murdering a colonist. The settlers got revenge by setting fire to a Pequot village. As the Pequot’s fled, the Puritans shot and killed them. The Pequot’s refuted by attacking the English. The colonists and their allies-the Narragansett- killed hundreds of Pequots. 26. Iroquois League (96): The Iroquois League was made up for 12,000 people governed by 50 chiefs. The chiefs made decisions for all the villages and acted as peacemakers. They seized Canadian hunting grounds and defeated western tribes to hunt beaver in the region to extinction. French and Indian allies gained the advantage over them and reduced their population by a third. The Iroquois made peace with the French in 1701. 27. Quakers (98): The Quakers were the most influential of the radical religious groups. George Fox founded them in 1647. They were an extremely tolerant group of people. They believed everyone should have complete religious freedom. 28. William Penn (98): William Penn was the founder of the Quaker colony of Pennsylvania. When he took control of Pennsylvania, there was already a scattering of religions and races and he made efforts to bring in more settlers of any religion as long as they believed in God. He offered land and the colony grew rapidly. He purchased land titles from the Indians and even learned an Indian language. The Indians and colonists lived side by side in peace. 29. Atlantic Slave Trade: When plantations increased, the need for slaves increased. This led to the creation of the Atlantic Slave Trade The Atlantic Slave Trade was the selling and transporting of African slaves across the Middle Passage. However, 1 in 7 slaves died during the trip. 30. Stono Slave Rebellion (123): Mistreated slaves rebelled against their masters. The slaves who participated in this rebellion were killed and their heads were set up on mile marks to warn other slaves not to rebel. 31. Triangular Trade (135): New Englanders shipped rum to Africa which they traded for slaves, took the slaves to the West Indies and returned home with molasses which they used to make rum. In another version, they shipped provisions to the West Indies, carried sugar and molasses to England and got good manufactured in Europe. 32. Halfway Covenant (139): In 1662, an assembly of Boston ministers accepted this. It said that baptized kids of church members could get halfway membership and secure baptism for their children in turn. They couldn’t vote in church nor take Communion though. 33. Salem Witch Hysteria (139): In 1691, several teenagers met in the kitchen of the village minister. Soon, the girls began to shout, bark, grovel and twitch for no reason. They told people that three women were Satan’s servants and tormenting them. The three women were arrested. At the hearing, the â€Å"afflicted† girls had fits. One of the accused confessed and gave names of other people who she claimed were working for the devil. The governor disbanded the witch court in Salem and ordered the remaining suspects should be released. Nineteen â€Å"witches† were dead and more than 100 were in jail. Some historians say that it was all about land feuds between people. Most of the accused defied the traditional female roles, which could have been another reason. In 1692, some of the afflicted girls shouted â€Å"a witch† and began acting possessed. No one noticed so the girls stopped and left meaning it all could have been for attention. 34. Ben Franklin (150): Ben Franklin published Poor Richard’s Almanac in 1732, which was a collection of homely maxims on success and happiness. He founded a library, a fire company, helped start University of Pennsylvania and organized a debating club that became the American Philosophical Society. He created the Franklin stove, lightening rod, and glass harmonica. He was a freethinker with no true religion. He believed that people could unlock the mysteries of the universe and shape their own destinies. 35. Poor Richard’s Almanac (150): Poor Richard’s Almanac was written in 1732 by Ben Franklin. It contained a collection of homely maxims on success and happiness. 36. Jonathon Edwards (154): Jonathon Edwards was a Congregationalist minister in Massachusetts. He believed that Christians became too preoccupied with money and that religion had become too intellectual causing it to lose its emotional force. He didn’t like people who had cast off religion. He described hell and heaven, which in turn led people to become more spiritual again. 7. George Whitefield (155): George Whitefield was a minister and the catalyst of the Great Awakening. He wanted to restore religious fervor the American congregations. He preached in Philadelphia, Georgia and New England. Even Ben Franklin went to see Whitefield preach. He was responsible for a lot of religious rebirths. 38. John Lock e (150): John Locke was a philosopher who argued that humanity is a product of the environment. Therefore, the best way to improve society and human nature was to use and improve reason. 39. Enlightenment (149): The Enlightenment was all about reason, science and freedoms. Enlightened thinkers were willing to disregard religious beliefs in favor of more rational ideas. As a result, the colonies became less religious. 40. Great Awakening (154): The Great Awakening affected all 13 of the colonies. George Whitefield basically started it. It led people to embrace religion again as they did before the Enlightenment. 41. New Lights (158): New Lights was one of the divisions of the Congregationalists. Many went over to the Baptists or Presbyterians. This was a result of the Great Awakening undermining churches. 42. Old Lights (158): Old Lights was one of the divisions of the Congregationalists. This was a result of the Great Awakening undermining churches. 43. Navigation Acts (163): The Navigation Act of 1651 required that goods imported to England or the colonies must be on English ships whose crew was mostly English. The Navigation Act of 1660 said that the crew had to be at least ? English, not just mostly. It also said certain goods could only be shipped to England or other English colonies. The Navigation Act of 1663 said that all colonial imports from Europe to the colonies be offloaded, and have duty paid on them before their reshipment to the colonies. The Navigation Acts gave England a monopoly over tobacco and sugar. 44. Salutary neglect (168): Salutary neglect was Walpole’s relaxed policy toward the colonies that gave them greater freedoms. It ultimately led to the colonies having political independence and seeking to become independent from England. 45. George Washington (178): George Washington went to the French fort Fort Le Bouef because the French built forts in Pennsylvania to defend their interests after England got control over more land near Virginia. He went and asked the French to move and they refused. He led volunteers and their Iroquois allies to built a fort where the French had built theirs. He led an ambush on the French. The deaths during were the first tragedies of the French and Indian War. George Washington surrendered after the French attacked a month later. 46. Albany Plan of Union (179): The Albany Congress created The Albany Plan of Union in 1754. It called for a chief executive, supreme governor, and a supreme assembly. It was the basis of the current democracy system. 7. King George III (183): King George III wanted to seek peace and eventually end the French and Indian War and he forced Pitt out of office. He gave England control of most of the United States. 48. Join or Die (180): Join or Die was the first political cartoon created by Ben Franklin. It was created to unite the colonies against the French in 1754. 49. French and Indian War (177): The French and Indian War began after Virginias crossed into French territory to trade with Indians and survey land granted to them by the king. This made the French mad. In 1755, a British fleet captured Nova Scotia and killed most of its French population. The French had a victory, which demonstrated that backwoods warfare depended upon Indian allies and frontier tactics. In 1756 the colonial war became the Seven Years’ War in Europe. Pitt offered people of the colonies subsidies for their help in the war effort. The tides turned in 1758 when the English captured a French fort and the Iroquois (French allies) called off attacks on the English. 50. Treaty of Paris of 1763 (183): The Treaty of Paris of 1763 ended the French and Indian War and ended French power in America. England took all French possession east of the Mississippi River and Spanish Florida. England invited the Spanish to stay there, but most left and sold their land really cheap to the English. The lands given to the English from the French weren’t the French’s to give, it was Indian land. The Indians struck back and killed people and raided forts. These attacks convinced most colonists that Indians were bad.

Hamlet Nunnery Scene Analysis

In this essay, I am going to write about the themes and techniques in the â€Å"Nunnery† scene in William Shakespeare's play Hamlet. All of the points I am going to cover have been expressed through different mediums for example in film and televised dramatic plays where the concept of Hamlet’s anger or use of nunnery is perceived to be different through artistic licence and also I will talk about the themes raised during the scene like corruption, deception, passion and betrayalThroughout all the adaptations of the â€Å"Nunnery† scene, deception is a pivotal theme carried and sustained. The universal concept of deception in the scene is presented by three points. Hamlet is being spied on, by Claudius and Polonius. The reason for this is that they both become extremely suspicious of Hamlets current behaviour. They are convinced his new â€Å"madness† is not genuine. The way they go about spying by using Ophelia as a device to retract information for their own personal benefit is a way deception is conveyed.Ophelia is lying to him; this is also a way the theme of deception is successfully carried through the scene, the fact that Hamlet himself lied to Ophelia as defence mechanism to catch out Ophelia’s lies and to reinforce the point that he has a far superior intellect. Another devices or technique that you could say that Shakespeare uses to create and maintain the deception in this scene is that, whenever Ophelia answers Hamlet, she lacks detail and tries to avoid and abetting questions and pretend as if the questions were never asked.An example of this is when Hamlet asks â€Å"Ha, ha, Are you honest? Ophelia replies â€Å"My lord â€Å". Again Hamlet asks â€Å"Are you fair â€Å". And he receives this answer from Ophelia â€Å"What mean you lordship†. This is a clear example of her stalling or ‘beating around the bush’ as it were, to find time to come up with an answer that would bait her out as a spy and a liar. In every single Adaptation and dramatization of the play, the sense of fear and confusion in Ophelia’s voice is extremely apparent. In my opinion this fear she has originates from two possible scenarios.Firstly; she is exposed as a liar. Secondly; she fails to gain any conclusive information from Hamlet and this would lead to the probability her father and Claudius wouldn’t be too pleased with her seeing as they put far too much effort in to this operation and its likelihood of success. I can say this because Claudius and Polonius both went to the extent of eavesdropping on Ophelia so no detail was missed and also to eliminate the possibility that Ophelia would fabricate some elements of her conversation/confrontation with Hamlet to protect him.Corruption and betrayal are two themes that tie in with each other rather well. Corruption is far clearer and more apparent as it is carried throughout the whole play. It is present by the fact Claudius makes it his mission to destroy Hamlet, so he can keep the throne he longed for quite some time seeing as he killed his own brother to obtain it. The only way he can find out what Hamlet is thinking is by using Ophelia as a makeshift operative to extract the information they need. They do this as Ophelia is only person other than his mother he can fully trust.However betrayal is more complex. It is displayed in the so-called â€Å"Turning point† of the Nunnery scene, there are several possibilities for this depending on the type of adaptation the main ones are: when Hamlet asks â€Å"Where’s you Father† and also when a noise (A sound made by either Polonius or Claudius) is heard by Hamlet. In the Mel Gibson version of Hamlet there is no noise but a shadow seen by Hamlet, also in the contemporary Ethan Hawke Version when Hamlet approaches Ophelia for a hug he feels the wire planted on Ophelia to spy on him.However in the Kozintsev version this â€Å"Turning point† arrives much earlier it is not as climatic and chronic as the other adaptations. This discovery made by Hamlet in all its forms opens up the dormant suspicions and reservations of Ophelia thought up by Hamlet. The reason why his suspicions were dormant was that Hamlet generally is a very melancholy young man who has been prevented from attending university, his father dead and he knows who killed him and he’s now married to his mother as we all know. Hamlet always wears both black or unexciting dull colours like brown, grey and a very dark crimson in his clothing.The fact is, Ophelia is after all, his girlfriend and possibly a potential wife therefore she is a person of a great importance in his life. If Hamlet had let her in his life, he clearly would have never expect edto have been betrayed by her at all. Seeing as Hamlet is an extremely complex and possibly insane character so This causes his unstoppable rage which in itself is another theme in the Nunnery scene, which i s carried till the end where he storms out while he shouts that he know he is subject to espionage and he is being lied to. â€Å"God ath given you a face and you go and make yourself another†. He isn’t happy about it (evidently) and he threateningly tells Ophelia to go to a nunnery. â€Å"To a nunnery go! † Love and Passion in a sexual/relationship context, are two other themes that drive both Ophelia and Hamlet to do things, react or act a certain way in the Nunnery. The truth is that they are both in love but because of the complications in the environment in which they live and also the constant interference of their relationship by other people, such as Ophelia’s father Polonius. No my good lord, but I did as you command, I repel his letters and denied his access to meâ€Å". These are the instructions Polonius handed to Ophelia much before the Nunnery Scene in act 2 scene 1. Starting from â€Å"Turning point† Hamlet uses his love for Ophelia as a weapon against her several times. An example of this is when he says: â€Å"I loved you notâ€Å", â€Å"I did love you once† and â€Å"I say we have no mo marriages†.Hamlet does this because he has previously shown his inner character to Ophelia by trusting her and to show that he actually angry he must use a weapon that Ophelia can see through or expect and also a weapon that he has used against her before especially his love for her as she never doubted. The theme of passion however is portrayed in Hamlet’s anger, his reaction shows his disappointment in Ophelia, by shaking her and gripping her tightly and in some adaptations e. g. the Branagh and Lawrence Olivier version Hamlet physical strikes her.This is the one of the clearest indications of the intensity of the love they both shared and the loved they were denied. The set and the setting play a major part in intensifying the themes explained above throughout the Nunnery scene. The generic setting or basis of all the setting in the scene for all the adaptations is Elsinore Castle, the locations that are most commonly used are the court yard or a large hall. In the BBC version takes place in a very enclosed space, strangely this is one of the only version where visually it Hamlet shows absolutely no anger at all and show compassion rather to Ophelia and pities her.However in the other entire version I have seen the setting helps creates a hostile and fragile environment, where hamlet is able do use the acoustic to project his voice and also ironically to aid Claudius and Polonius to eavesdrop. In most versions the Openness as space in which the scene takes place creates a sense of exposure and insecurity for both characters especially for Ophelia as she is trapped both physically by Hamlet and mentally/emotionally by her Claudius and Polonius because she has to complete her ‘mission’ assigned to her. Another Technique used in the Nunnery scene is the dialogue and the conflict within it.These techniques are the main aspect of the theme of deception and betrayal; this is what carries these to themes through the scene and therefore the rest of the play. As mentioned the use of rhetorical questions and sarcasm especially in Hamlet’s tone. For example: â€Å"That is you be honest and fair your honesty should admit no discourse to your beauty† this is a clear example of Hamlet’s sarcasm and rhetorical question. The trigger for all this form of communication is the sudden addressing of Hamlet in a formal way when they never talk in that way.The conflict in the dialogue also helps to know Ophelia is lying. â€Å"My honoured lord, you know right well you did †¦Ã¢â‚¬ ¦.. Take these again for the noble mind , rich gifts wax poor when givers prove unkind†. The combination of assonance and alliteration in Ophelia’s line fails to make her spontaneous and genuine it rather makes it sound rehearsed and fake. Also aft er Ophelia’s failed attempt to deceive hamlet in think he gave the remembrances. His response â€Å"Ha, ha are you honest? † shows his far superior intellect.

Telling a Good Poem from a Bad One

Telling a Good Poem from a Bad One Telling a Good Poem from a Bad One Telling a Good Poem from a Bad One By Maeve Maddox What makes a poem good? The answer ultimately lies with the reader of the poem, but there is a certain consensus as to what makes a poem good or bad. According to the critic Coleridge, prose is words in their best order, while poetry is the best words in their best order. Poetry demands precision. The novelist can get away with less than precise expression from time to time because the story will pull the reader along. The job of the poet is to create a picture in the mind and an emotion in the heart. Every single word counts. The wrong choicea word with the wrong connotation or the wrong number of syllables or an unlovely combination of consonant soundsspoils all. The underlying thought of the poem is also important. Some poems are written to create a picture only, but the most memorable poems also convey a universal truth about the human condition. For me, a good poem leaves me with goosebumps along my arms. I think a poem is bad when it lacks a discernible point and sounds like prose. People are led to write a poem because they have been strongly moved by some event. Theyve experienced a strong emotion, received an insight, and wish to capture the experience in words. Only a few, however, succeed in turning the experience into a poem that will be meaningful to another person. On his site dedicated to examples of bad poetry, Prof. Seamus Cooney observes that most bad poetry is simply weak and ineffectual and lacking in interest. He says that memorably bad poetry is created by a poet unaware of his or her defects. He says that a really dreadful poem is the product of the right combination of lofty ambition, humorless self-confidence, and crass incompetence†¦. He collects examples of bad poems as a teaching device: For the student, having a genuine insight into the true badness of some poems is, I think, a necessary corollary of having a grasp of what makes good poems good. Heres an excerpt from one of Prof. Cooneys bad poems: Twas the year of 1869, and on the 19th of November, Which the people in Southern Germany will long remember, The great rain-storm which for twenty hours did pour down, That the rivers were overflowed and petty streams all around. from Saving a Train by William McGonagall (1825-1902) A successful poem doesnt have to rhyme or scan or have a certain pattern of lines. It does need to paint a picture with carefully chosen words. It should have a point that a reader unknown to the poet can respond to. Fortunately, poets can study a wide variety of poetrygood and badin order to learn what works and what doesnt. Some anthologies for the poet: The Oxford Book of English Verse 1250-1950 The Norton Anthology of Poetry (from Old English to Cynthia Zarin [b. 1959]) The Norton Anthology of Modern and Contemporary Poetry The Stuffed Owl: An Anthology of Bad Verse 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 Freelance Writing category, check our popular posts, or choose a related post below:100 Whimsical WordsStory Writing 10120 Tips to Improve your Writing Productivity

Korean war 2 essays

Korean war 2 essays Common conjecture has it that child labour was more or less wiped out in post-liberation China and that its reappearance is directly linked to the increased role of private enterprise in the Chinese economy. It was well known that the use of child labour was widespread before the Chinese Communist Party (CCP) took power in 1949. The use of children was a fundamental part of China's first attempts to industrialize. The following description of a Tianjin cotton mill is the early 1930's illustrates this: "Children labored in every department: boys in the departments where male adults predominated, girls in the women's department. In the spinning mills they were most often put to work at piecing.... In the weaving mill they were assigned to heddling, or threading the warp along a set of parallel cords in the loom. Both these jobs require excellent eyesight, dexterity and concentration." (1) Once the CCP took power in 1949, the new government set about reforming the education system and getting children out of the workplace and back into school. Its success in the reduction of child labour in China was significant. But it is hard to measure how significant and successful it was because of government propaganda at that time claimed near total success, but independent Nonetheless, the fact that child labour is now clearly back is largely accepted both inside and outside China, even if it's extent remains mostly unmeasured. It seems that officials with the Ministry of Labour and Social Security (MOLSS) are not acknowledging the existence of the problem. According to a article published in Hong Kong, officials at the MOLSS "claim that no government figures are available because child labour is not a problem in China." (2) China's minimum age for legal employment is 16 years old. Many of the child who get jobs in China's coastal regions do so on the basis ...

Impromptu Speech Activities for Elementary Students

Impromptu Speech Activities for Elementary Students Learning how to deliver an impromptu speech is part of meeting the oral communications standards. Use the following activities to help students practice their presentation skills. Activity 1: Speech Fluency The purpose of this exercise is for students to practice speaking clearly and fluently. To begin the activity, pair students together and have them choose a topic from the list below. Next, give students about thirty to sixty seconds to think about what they are going to say in their speech. Once they have gathered their thoughts, have students take turns presenting their speech to one another. Tip - To keep students on track, give each group a timer and have them set it for one minute for each presentation. Also, create a handout that students must fill out after their speech to give their partner feedback on the positives and negatives of their presentation. Possible Questions to Include in the Handout Was the message clear?Were the ideas organized?Did they speak fluently?Was their audience engaged?What can they do better next time? Topics to Choose From Favorite bookFavorite foodFavorite animalFavorite sportFavorite school subjectFavorite vacationFavorite holiday Activity 2: Impromptu Practice The purpose of this activity is for students to gain experience delivering one to two-minute impromptu speech presentations. For this activity, you can put students into groups of two or three. Once the group is chosen, have each group select a topic from the list below. Then allow each group five minutes to prepare for their task. After the five minutes is up, each individual from the group takes turns delivering their speech to the group. Tip- A fun way for students to get feedback is to have them record their presentation and watch (or hear) themselves on tape. The iPad is an excellent tool to use, or any video or audio recorder will work just fine. Topics to Choose From Any of the aboveGood newsExplain the rules of your favorite gameExplain how to make your favorite mealExplain your daily routine Activity 3: Persuasive Speech The purpose of this activity is for students to gain knowledge on how to give a persuasive speech. First, use the list of persuasive language techniques to give students examples of what should be included in their speech. Then, group students into pairs and have them each choose a topic from the list below. Give students five minutes to brainstorm a sixty-second speech that will persuade their partner to their point of view. Have students take turns delivering their speeches and then fill out the feedback form from Activity 1. Tip- Allow students to jot down notes or key words on an index card. Topics to Choose From Any current eventConvince listeners why you should be the presidentTry to sell the listeners the clothes you are wearingConvince the teacher to not give homework for a weekTry to convince the school board why they should have better food in the cafeteria Persuasive Language Techniques Emotional appeal: The speaker plays on peoples emotions, can manipulate the reader by triggering an emotional response.Descriptive language: The speaker uses words that are lively and vivid and engages the reader by inducing an emotion or producing a picture for them.Emotive language: The speaker uses language that plays on peoples feelings. There is a deliberate use of words to provoke an emotional response.Inclusive Language: The speaker uses language that engages the audience and sounds friendly.Alliteration: The speaker uses the same letter in two or more words to persuade by adding emphasis and reinforcing the meaning. (ex. cruel, calculating, and crooked)

Leadership in Ambulance Services Term Paper Example | Topics and Well Written Essays - 3000 words - 5

Leadership in Ambulance Services - Term Paper Example It needs to exercise discretion when transferring patients to primary trusts or hospitals across the City of London because it is one of the parties responsible for overcrowding in health institutions. It is a known fact that demand for LAS service fluctuates between seasons. Sometimes the institution may be overwhelmed with calls from various parts of the City. It is tempting for employees to simply follow the usual routine when dealing with rising demand. This creates a backlog in corresponding hospitals. Workers need to think of new ways to deal with overwhelming demand. Additionally, funding for acute services from the NHS has been reducing dramatically over the past few years. Therefore, the LAS cannot respond to this issue by using resource-intensive approaches. It is only possible to minimize patient waiting times at hospitals and other partner institutions through alternative methods of response. One such strategy is the Clinical Telephone Advice method, which will be the focus of this change management process (Snooks et. al., 2004). In order to ensure that members of the ambulance service understand the implications of this problem, they will be told about it by their respective supervisors. Each leader will be responsible for ensuring that employees understand why the status quo cannot prevail. They are likely to understand the implications of this when they realize that they are doing too much already. Workers will welcome the opportunity to reduce the backlog in corresponding health institutions through this approach. Furthermore, senior leaders will also be expected to demonstrate the same urgency by pointing out the need for alternate methods of response.   It is not possible to lead this change process alone. As a leader, one cannot develop the vision for change single-handedly.

Evaluating Anit Trust Legisiation Essay Example | Topics and Well Written Essays - 500 words

Evaluating Anit Trust Legisiation - Essay Example On the 18th of May, 1998, US Department of justice and other twenty US states filed a court case against Microsoft Corporation on the issue of abusing its monopolistic power in handling both operating system sales and web browser sales. The merging of Microsoft Corporation and Internet explorer web browser has alleged to be the responsible for Microsoft's victory in the browser wars causing competing web browser's malfunctioning incidents. Microsoft responded that the merging of these two companies is just a marketing strategy in the hope of further innovating their products and get ahead over their competitors. Microsoft also explained that the two (Windows and Explorer) were now the same product and were inextricably linked together thereby giving consumers all the benefits of IE for free (http://en.wikipedia.org/wiki/Microsoft_antitrust_case, 2006). However, it has been proven that Microsoft really did some illegal acts of misleading the consumers and manipulating the Windows programs so as the create problems when downloading the competitors' web browsers. The impact of these illegal acts can directly affect the consumers. The consumers are, of course, the end users of these Microsoft and Internet explorer programs.

Business tourism in Abu Dhabi Assignment Example | Topics and Well Written Essays - 1750 words

Business tourism in Abu Dhabi - Assignment Example The decision to focus on the promotion of business tourism in Abu Dhabi is strongly connected to the Emirate's geostrategic location which makes it accessible to business professionals and corporate entities from Europe, Africa, Middle East and Asia Pacific (Abu Dhabi Tourism Authority, 2010). This research is conducted with the view of identifying the most important elements of the development of Abu Dhabi as a business tourism center and how best they can be developed for the optimum results. Research Design Research design is generally related to the creation of a system of studying and making enquiries into a given subject (Marshall & Rossman, 2011 p3). This research is designed to answer the research question: optimization of the structures of business tourism in Abu Dhabi through the incorporation of external studies and views of business professionals. The design seeks to use the various elements of scientific research to identify important factors that can help make recommend ations about the best ways that business tourism can be boosted. It will focus on examining the needs and expectations of targeted consumers and how best to attain the elements of the strategies identified by the relevant authorities (MICE and ADNEC) to ensure that the best results are attained. The process therefore draws on various information that are relevant to the numerous stakeholders in this drive to ensure that the best recommendations are done. The research is going to be an exploratory research in nature. Although it will examine information and data from numerous sources, attempts will be made to acquire primary data and study new trends. The inferences that will be made from the findings and conclusions will... Research design is generally related to the creation of a system of studying and making enquiries into a given subject. This research is designed to answer the research question: optimization of the structures of business tourism in Abu Dhabi through the incorporation of external studies and views of business professionals. The design seeks to use the various elements of scientific research to identify important factors that can help make recommendations about the best ways that business tourism can be boosted. It will focus on examining the needs and expectations of targeted consumers and how best to attain the elements of the strategies identified by the relevant authorities to ensure that the best results are attained. The process therefore draws on various information that are relevant to the numerous stakeholders in this drive to ensure that the best recommendations are done. The research is going to be an exploratory research in nature. Although it will examine information and data from numerous sources, attempts will be made to acquire primary data and study new trends. The inferences that will be made from the findings and conclusions will become the basis for the recommendations that will be targeted for key players of the business tourism drive of the UAE. In this research, the main independent variable that is being tested is business tourism in Abu Dhabi. Business tourism in Abu Dhabi is the basis for the entire research and it is examined with the view of getting the best results in the future.

Waste Management Strategy Research Paper Example | Topics and Well Written Essays - 1000 words

Waste Management Strategy - Research Paper Example The basic aim was to derive the analytical framework guiding different phases of this Project. Goals of Project (Week 1): The project performed a business simulation on the T5 programme using important theoretical study features resulting in the following hypothesis to be tested as per current progress: the T5 programme is on schedule and within the project management scope of costs, time and budgetary constraints. The sub-goals of the project were identified in terms of research goals: Results presentation (Weeks 1-2): A detailed planning made for of different areas of interest for T5 programme: 1. Reviewing current status at T5; 2.Analysing the research questions; 3. Discussing basic methods of waste management being employed; 4. Points to be kept in mind for design e.g. software such as Autodesk; 5. Recycling methods (85% recycling results); 6. Environmental concerns/legislative actions.; 7. Operational risk management study; 8. Other aspects such as finances, etc. The author's main purpose in presenting all possible result areas, was to achieve a reasonable amount of self-sufficiency in tackling any future challenging projects (provided they meet funding criteria) and to develop a solid career in this emerging field. 2. Literature Review Raw Data sources (Weeks 2-5): During this phase, the author researched different learning materials (both research as well as case studies) to determine whether the T5 construction project was being handled efficiently (Refer Week 1 hypothesis). The literature sources varied from BAA brochures to various data collected from field sources. A significant deficiency in this proposal was the lack of primary data (interviews). Since the T5 project is currently under construction, it was proprietary and classified information not available in public domain. Upon a request to consultants dealing in recycle strategies as applied to design and development, most declined to comment on the exact nature of these strategies, especially the financial parts and the underlying methods in isolating key materials being used. The best guess was to look into a case study approach based on inferential and exploratory data from secondary sources. Development of data sources (Weeks 5-9): The most important phase of the project, the main aim was to build up the state of the art in relation to T5

Market equilibrium Research Paper Example | Topics and Well Written Essays - 750 words

Market equilibrium - Research Paper Example Production and consumption of goods and services are influenced by several factors. However, it is worth to note that there are critical aspects of the society that determines demand and supply. In the context of economics, the society is always entangled in a struggle to satisfy its diverse needs with limited resources. Exchange of goods and services constitutes market and is subject to natural or artificial forces (Dwivedi,2010). The goal of the society has remained achieving equilibrium in the market. In other words, market equilibrium is a state of balance between goods and services supplied and demanded. Under this condition prices and quantity are reconciled between the seller and the buyer. For instance, assuming the equilibrium price is Pe and equilibrium quantity is Qe;it mean that the seller and the buyer has consented the quantity and prices. A diagrammatical presentation of a market equilibrium can be shown below.Supply and demand curves.(Fig.1)The figure .1 above shows t he supply and demand curves with the convergent points indicating equilibrium. This Pe represents equilibrium price and Qe representing equilibrium quantity. It is worth to note that the highlighted prices and quantity stated are mutually accepted by the two parties to the agreement. In other words, there are times when the demand and supply of goods shows no tendency to change and this constitutes market equilibrium. The price changes are a function of equilibrium status of the market.

Muman resource management Assignment Example | Topics and Well Written Essays - 1000 words

Muman resource management - Assignment Example Human resource planning occurs in the broad context of strategic and organizational planning of business involving forecasting the future needs of an organization in terms of human resources and the way in which it will be met. The main perspective of this assignment is to critically analyze the human resources based function of a selected organization and the company which has been selected for the same is Toyota Inc. Toyota: A Detailed Overview Toyota is basically an auto manufacturing company, with its headquartering located in Tokyo, Japan. The name of the company has been abbreviated with the name of Toyota Motor Company (TMC). After the names of General Motors and Volkswagen, Toyota is known as the 3rd largest automobile company of the world. It was 1937, when this great company has been founded by Kiicchiro Toyoda. TMC is basically a subsidiary of Toyota Group, one of the largest conglomerate groups of the world, both in terms of size and revenue recognition as well. The share s of the company are registered on three different stock exchanges of the world, which predominantly are New York Stock Exchange (NYSE), London Stock Exchange (LSE) and Tokyo Stock Exchange (TSE). Toyota made 7,308,039 of units in the fiscal year 2011. Apart from that, the company also earned net revenue of Japanese Yen (JPY) 18.583 trillion in the fiscal year 2012 with net income of JPY 283.55 billion. The company currently has more than 300,000 employees working in around 60 countries of the world (Financial Highlights of Toyota, 2012). The shares of the company are very famous among the general public and most of the investors think that it would be wonderful choice to invest only in the stocks of Toyota merely because of its high growth rate and strategy to comply with the effective compliance with both internal and external stakeholders. HR planning in Toyota Toyota is one of those companies which bounds with ad hoc and perfect strategies both in marketing and Human Resources v iewpoint. The company complies with all the sufficient knowledge and information about the Human Resources functions and has a great knowledge about all the labor laws (Christopher & Jain, 2010, 475). Toyota Inc equips their human resources manager and heads regarding managing their workforce accordingly and effectively as according to them, it is the most important and essential function for them. The company has a perfect loyalty and promotion system for the employees from which the motivation level of the employees enhanced tremendously well. Toyota is one of those companies which have a very low turnover rate merely because of its human’s friendly strategies. By far and large, it could be said that Toyota Inc is moving with a perfect human resource policy from which they can attract the recognition of more and more employees. Human resource policies refers to the formal guidelines and rules that is put by businesses in place to train, hire, reward and assess the members o f their work force. Sound human resource policy is very essential in the growth of any business or company (Poole, 1999, 457). One of the greatest human resources policy initiated by the company is the utilization of management by objectives (MBO) in which the management gets the employees participated in

Market equilibrium Research Paper Example | Topics and Well Written Essays - 750 words

Market equilibrium - Research Paper Example Production and consumption of goods and services are influenced by several factors. However, it is worth to note that there are critical aspects of the society that determines demand and supply. In the context of economics, the society is always entangled in a struggle to satisfy its diverse needs with limited resources. Exchange of goods and services constitutes market and is subject to natural or artificial forces (Dwivedi,2010). The goal of the society has remained achieving equilibrium in the market. In other words, market equilibrium is a state of balance between goods and services supplied and demanded. Under this condition prices and quantity are reconciled between the seller and the buyer. For instance, assuming the equilibrium price is Pe and equilibrium quantity is Qe;it mean that the seller and the buyer has consented the quantity and prices. A diagrammatical presentation of a market equilibrium can be shown below.Supply and demand curves.(Fig.1)The figure .1 above shows t he supply and demand curves with the convergent points indicating equilibrium. This Pe represents equilibrium price and Qe representing equilibrium quantity. It is worth to note that the highlighted prices and quantity stated are mutually accepted by the two parties to the agreement. In other words, there are times when the demand and supply of goods shows no tendency to change and this constitutes market equilibrium. The price changes are a function of equilibrium status of the market.

Legal Issues with Physicians Term Paper Example | Topics and Well Written Essays - 1750 words

Legal Issues with Physicians - Term Paper Example As per the predictions of CMS, the expenses may further grow by 7.3% yearly. This year USA will spend 3.1 trillion USD on healthcare programs. Medical Malpractice The key area within the healthcare law is  medical malpractice. Professionally, the term is used for delinquency or associated with a person having less than the required skills in medical treatment or providing patients with medical services. The victims that fall prey to medical malpractice are eligible for compensation with regard to their physical injuries (Sage & Kersh, 2006). A physician at fault will be accountable for medical misconduct, provided that the patient, who faced the misconduct, has established that medical practitioner crossed the limits in which the practitioner is bound to work that may be set of rules/procedures of accepted standards. In this case, the person, who receives damage, should be compensated, since the physicians violated the set procedure of care that caused the injury (Sage & Kersh, 200 6). Hence, in order to protect oneself against the sizeable costs of such claims, the physician will definitely seek refuge in the physician’s malpractice insurance cover. It has been observed that physicians’ malpractice costs reach billions of dollars each year. This has further inflamed substantial costs of healthcare. As far as the specialties are concerned, 50 percent costs of medical services go to providers’ malpractice premiums. Many physicians found themselves on a tight rope as the trend of misconduct premiums raised, e.g., the â€Å"defensive medicine† by the way of methods and analysis administered by the physicians to the patients, although they were not necessary. The record of such attitude of a physician speaks for it and attracts malpractice compensation. Several studies in this respect show that big amounts are spent on defensive tests and procedures each year (Sage & Kersh, 2006). The misconduct accountability is able to be extendable t o hospitals and other such facilities. For serious damages, plaintiff patient may have the benefit to avail additional compensation. Hence, we have found that the complicated historical doctrine disallows the corporate practice of not permitting physicians to be employed. In the United States, the government does not allow the medical practitioner to practice medicine corporately, claimants might not be given the right to lodge medical malpractice claims under HMOs or hospitals where the doctors are not considered employees of the hospital (Sage & Kersh, 2006). In the remote past, it was a difficult task to track malpractices information with regard to the physicians. In the United States of America, the federal government is responsible for maintaining the desired data bank of practitioners at national level besides misconduct values about $20,000. For the purpose of secrecy, it is not in the reach of public. However, the details are being passed on to medical boards, hospitals, an d other organizations for their reference. Keeping in mind the great demand of patients for cited information, a number of states is in the process of legislation so as to make it easily available to all people involved. We may quote here the example of Washington State, which provides access to information about physicians through certain channels: a) insurance company claim records, b) Data Bank of the Nationwide Medicine Practitioners, and c) medical board. The Massachusetts State follows the suit of Washington Sta

Old People Essay Example for Free

Old People Essay Nepal, being a village-dominant country has almost quarter of its population comprising older people (60+ age group) according to the census report and it is found that the population of older people is gradually increasing. The 60+ aged group people are called dependant and inactive people . Elder people are a vital part of the society where we live in. But it is also a bitter truth that older people are not treated well so far in the family or in a society at present context. The world is dynamic or changeable. We all become old after definite period of time. This is continuous and natural process. In fact, when a man grows older, he/she becomes physically as well as mentally helpless and week. As a result, his/her working capacity gets decreased physically. It is beyond a mans control to grow older. As Nepal, a developing country is moving along with this ever changing and inevitable modernization at great speed, it is neglecting the fact that elder people are to be respected. Obviously, older people are much more experienced about the most things we talk about in our daily lives. They had lived their life through many ups and downs than we, so called modern human have done so far. We might call ourselves a literate and modern people but do keep in mind that only getting multiple degrees do not make a man wise, honest and intellectual. They (elders) might be illiterate but they have far more knowledge than us. There is the condition of being alone for the old people in todays society where people wish to have modern nuclear family. It is also due to their busy life, their dream to be rich quickly, generation gap and so on. Being a successful business man, a son doesnt like to live with his old parents. He suddenly forgets the hard labors of parents for getting their son to a boarding school, forgets the words he kept while his father walked him around carrying on shoulder about giving happiness like no one ever have imagined, forgets the warmth of his mother and that pat on shoulder of his father. He doesnt even bother to ask what his parents wish for to keep them happy. This behavior of every grown up children has compelled every old parents to enter elderly homes. So many old people having their sons and daughters in their family have to live separately. Despite having physical facilities at elderly homes, there is not emotional attachment between grandparents and grandchildren as it is experienced at homes. Old age in itself is not a problem. Peoples activities create problems for old people at this age. Due to this reason, old aged people have become a great problem in recent world. Older people are the creator of the society. Social and cultural traditions area transmitted to new generation by them. They do have their needs and wishes. They also have the right to live their life comfortably. Society as well as country should address this issue as the first priority. But foremost each individual must be aware about treating elder people. Academic courses should be provided with the roles importance of elder people in the society. Elder people when given suitable opportunities can be creative. We have read many great novels, literatures written by senior citizens. They should be motivated in doing productive works during their leisure time. Families play an important role. Most elders live their life alone doing nothing at all but instead they should be made socially active so that they can share their views among others. As older people becomes physically weak, they should be provided nutritious balanced diet, their health should be checked up time and again, they should not be involved in hard work, etc. Change is inevitable and it should start from us and since, Action speaks louder than words, our good act will lead to success.

Child Friendly School Policies In Kenya Education Essay

Child Friendly School Policies In Kenya Education Essay The purpose of this essay is to explore what Child Friendly School policies could learn from Comparative and International Research. Reference to CFSs in Kenya will be made with emphasis on the background of CFSs, current practices and emerging critics, success stories, problems and pitfalls and what CIR can do to subjugate some of these challenges. I will start by examining the rationale for exploring CFSs, based on literature and my professional experience. Following this background will be literature surrounding the concepts of CIR and CFSs in relation to global agendas, exploring how CFSs came into existence and the driving forces behind it. I then go on to focus on a case study of CFS in Kenya, discussing the role of CIR in the Kenyas CFS, arguing that CIR is used as a political tool in creating educational policy, rather than a research method or an intellectual inquiry. I will further critically analyze challenges facing CFSs and how knowledge on CIR can contribute more effect ively to successful implementation of CFS policies. A conclusion based on the literature and authors experience will then be drawn. Throughout the essay, I build a case in favour of CIR arguing that CIR stimulates critical reflections about our educational systems by investigating commonalities and differences across national borders. Background and Rationale Comparative and international education is one of the main fields of education with many benefits, judged by the volume of studies reported in the literature. Central to this is that many countries around the world have formulated some of their educational policies based on knowledge and research from CIR. With the current wave of globalization, researchers and experts, especially in the field of education, are always trying to find ways of streamlining their educational policies with the global trends. According to Giddens (1990:64), globalization is the intensification of worldwide social relations which link distance localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. Global forces therefore have an impact on shaping local practices at grass root levels. In order to do this tactically and critically, comparative and internal research remains cutting edge in informing people about the realities, the challenges and the possible effects of uncritical transfer of ideas. One of the key developments in education has been the prioritisation of basic education as opposed to adult education or higher education. In Africa, this would be probably because, as Oketch (2004) points out, basic education yields higher rates of returns compared to higher education. This has subsequently influenced government and non-governmental organizations to focus more on improving the quality of basic education. Child-friendly schools (CFSs) in Kenya is an example of a initiative sponsored by UNICEF with the aim of not just providing children right to education but the right to the right education. In other words, CFSs are more concerned with the quality of basic education in addition to its access. The emergence of CFSs in Kenya was catapulted by the forces of agendas 1 and 2 of Millenium Development Goals (MDGs) which emphasizes on the provision of basic education. The World Education Forum (2000) agreed on six Education For All (EFA) goals. The sixth goal concerned Educa tion quality, à ¢Ã¢â€š ¬Ã‚ ¦improving all aspects of the quality of education and ensuring excellence of all so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. The term quality in education is dynamic because of the social, political and economic context at which it is used. Milligan (2011:276) adds that quality has, thus, been placed as an integral cog in the educational development machine although how educational quality is defined is a matter of great contention. Because of differences in contexts, it is imperative that knowledge of comparative and international research be used in designing policies and pedagogy in CFSs that fit that particular context. Furthermore, with the fear that some countries may lag behind as others move forward, countries from sub-Sahara Africa are now engaging in various practices in order to achieve these educational goals, a race against the 2015 set deadline for attainment of EFA goals. As the clock ticks towards the year 2015, priority goals in education may change for post-2015 and the worry is further elevated. One of the efforts the government of Kenya is doing to improve the quality of education is by integrating CFS model into the basic education system. Two major questions arise here: First, how is CFS realistic considering myriad challenges facing the FPE policy in Kenya? Secondly, if integrating CFS model into basic education will help in improving the quality of education, what lessons can CFS policies learn from CIR? It is against this background that the purpose of this essay hinges. Literature Review In this section, I will look at the concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) based on the literature and merge them with the global forces that influenced the emergence of CFS with an attempt to unveil the voices behind the introduction of CFS in Kenya. In addition, I will use an example of PRISM experience in Kenya to reinforce the understanding of the role of international bodies in promoting quality through well strategized and executed projects, arguing that lessons from PRISM experience can be used as insights to successful implementation of CFS policies. Concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) CIR is a fusion of two broad areas of research: Comparative Research and International Research. To understand its full meaning, it is important we define the two areas of research separately. In his definition of comparative research, Mills et al (year) argue that: Comparative research is a broad term that includes both quantitative and qualitative comparison of social entities. Social entities may be based on many lines, such as geographical or political ones in the form of cross-national or regional comparisons. (p. 621) A similar perception was echoed by Noah and Eckstein (1969:127), who described comparative education as an intersection of the social sciences, education and cross-national study [which] attempts to use cross-national data to test propositions about the relationship between education and society and between teaching practices and learning outcomes. In light of this definition, comparative research in the context of education can be defined as a study of two or more entities or events (Crossley Watson, 2003) with the underlying goal of searching for similarity and variance. Cross-national or regional comparisons may include comparing educational policies, pedagogy, educational leadership and so on. According to Mills et al (2006: 621), the search for variance places more emphasis on context and difference in order to understand specificities. International education, on the other hand, can be defined as the application of descriptions, analyses and insights learned in one or more nations to the problems of developing educational systems and institutions in other countries (Wilson 2000a: 116). Thus, international research is concerned with research carried out across two or more countries, often with the purpose of comparing responses between them. This might be done in order to devise strategies that work well across both or all these cultures or to suggest local adjustments to a global strategy There is a close relationship between comparative and international education. Epstein (1994: 918) points out, that international educators use findings derived from comparative education to understand better the processes they examine, and thus, to enhance their ability to make policy. We can therefore draw from the above two definitions that CIR in education as a method of comparing both qualitative and quantitative entities in education across different countries, societies or cultures with the aim of identifying similarities and differences. It is however important to note that not all international research is comparative, and not all comparative research is international or cross-national. According to UNICEF (2007), a child-friendly school is both a child seeking school and a child-centred school: It is child seeking because it actively identifying excluded children to get them enrolled in school. It is a child-centred school because it acts in the best interests of the child leading to the realization of the childs full potential, is concerned about the whole child: her health, nutritional status, and well-being and concerned about what happens to children before they enter school and after they leave school. A CFS system recognizes and respects childrens right and responsibilities; it provides the enabling environment to realize childrens right not only in schools, but also in childrens home and their communities. These include children from conflict zones, street children and children with disabilities. The Child-Friendly Schools model (see fig 1) is based on simple, rights-based concepts that would have all schools be: Rights Based School: CFS proactively seeks out-of-school children and encourages them to enrol, irrespective of gender, race, ability, social status, etc. Gender Sensitive School: CFS promotes equality and equity in enrolment and achievement among girls and boys. Safe and Protective School: CFS ensures that all children can learn in a safe and inclusive environment. Community Engaged School: CFS encourages partnership among schools, communities, parents and children in all aspects of the education process. Academically Effective School: CFS provides children with relevant knowledge and skills for surviving and thriving in life. Health Promoting School: CFS promotes the physical and emotional health of children by meeting key nutritional and health care needs within schools. (UNICEF, 2007) Fig 1: Model of the Child-Friendly School Source: UNICEF, Global Education Strategy, 2007 The CFS model provides a framework for planning (and monitoring the effectiveness of) strategies for increasing access to quality basic education with the specific focus on the development of strategies to include those children hitherto excluded from education (UNICEF, Global Education Strategy, 2007). It is important to note that there is no one-way to make a school child-friendly. The model may differ from country to country depending on the context. International and Local Pressures and their influences to formation of CFS in Kenya Education in sub-Sahara Africa, and indeed in Kenya, is crafted from both influences by global trends in education and the legacies of colonialism. Chisholm and Leyenderker (2008) observe that: Since 1990, the goals and purpose of education in sub-Sahara Africa has been reshaped by four interconnected developments: globalisation, the changed focus of international aid agencies towards development assistance, the adaptation of sub-Sahara African countries to the new world order with its new political emphases, and the spilling over of new pedagogical ideas from the USA and Europe into sub-Sahara Africa. (p 198) Kenya is a signatory to a number of conventions in education, including the Convention to the Rights of the Child (1989), the World Declaration on Education for All (Jomtien, 1990), the Dakar accord and the Millenium Development Goals (2000). In achievement of education development goals, Kenya is bound to, among other things, quality education by MDGs. The Jomtien call for access for access, equity, quality and democracy in education appeared to promise both social and economic development (Chisholm and Leyenderker, 2008). Social and economic development, and continues to be believed, requires educational change and educational change is necessary for social and economic development (ibid:). Educational change, in turn, is perceived to depend on, amongst other things, the input from relevant development assistance projects. These projects, in the arena of education, are typically formulated with reference to internationally negotiated development agendas (like the MDGs) and priority (Crossley Watson, 2003). An example of these projects in Kenya is CFSs which are supported by United Nations Childrens Fund (UNICEF). The Education Section of UNICEFs Programme Division introduced the Child Friendly Schools (CFS) framework for schools that serve the whole child in 1999 (Chabbott, 2004). Rationale for introducing CFS framework in Kenya The increased reliance of foreign aid to support education reform in Kenya has been accompanied by a transition, from understanding education as a human right and the general good to viewing it primarily in terms of its contribution to national growth and well-being through the development of the knowledge and skills societies are deemed to need (Arnove Torres 2007:359). Occasional voices continue insisting that education is liberating, that learning is inherently developmental (ibid: 359). With the global concern that Sub-sahara Africa countries may not achieve Universal Primary Education (UPE) by 2015 unless the progress is accelerated (Carceles et al., 2001; Bennel, 2002), Kenya responded by introducing Free Primary Education (FPE) policy in 2003 with both local and global pressure. The rationale behind introducing FPE was (apart from the pressure from global and international agendas) to alleviate poverty attributed to lack of literacy skills. The success story behind implementation of FPE policy is the increased enrolment at primary schools by nearly 50%, from 5.9 million in 2003 to 9.38 million pupils according to the Kenya Economic Survey 2011. However, there are myriad challenges facing the implementation of FPE policy: there are not enough textbooks, classrooms are overcrowded and the infrastructure in many schools is inadequate for the numbers of pupils attending. Many of the schools do not have sanitation facilities. The teacher-pupil ratio is quite high: acc ording to UNESCO there are more than 40 pupils per teacher, on average. All of these factors militate against the provision of quality teaching. There is no magic wand for fixing this problem of quality in education. In response to this CFS were introduced in Kenya. According to UNICEF (2006:1): The challenge in education is not simply to get children into school, but also to improve the overall quality of schooling and address threats to participation. If both quality and access are tackled, children who are enrolled in primary school are likely to continue, complete the full cycle, and achieve expected learning outcomes and successfully transition to secondary school. The CFS framework (see appendix 3) aims at promoting child-seeking, child-centred, gender-sensitive, inclusive, community-involved, protective and healthy approaches to schooling and out-of-school education with a general goal of improving the quality of learning. Since CFSs are concerned with the quality of learning, it is important we look at the meaning of quality. The national examinations to obtain the Kenya Certificate of Primary Education (KCPE) at the end of primary cycle and the Kenya Certificate of Secondary Education (KCSE) at the end of secondary cycle are designed to evaluate the extent to which the primary and secondary graduates master the curriculum content. In other words, the national test scores are used as the indicators of quality. The limitation of this indicator is that it does not take into account the context at which learning takes place i.e. the learning environment, learners unique characteristics etc. There are many definitions of quality but one of the descriptions of quality which emphasizes on the context was by Tikly (2011:10) who argued that: A good quality education is one that enables all learners to realise the capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary according to context but at the end of the basic education cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In his description, Tikly believes that a good quality education arises from interactions between three overlapping environments, namely the policy, the school and the home/community environments. In his perception of quality education, Tikly puts context into consideration i.e. needs of the learner, cultural and political contexts. In addition, he emphasizes on the relevance of what is taught and learned and how it fits the nature of particular learners in question. This encourages policy makers to take cognisance of changing national development needs, the kinds of schools that different learners attend and the forms of educational disadvantage faced by different groups of learners when considering policy options'(ibid:11). The fact that CFS emphasizes on learner-centered pedagogy and puts the child at the centre or focal point in the learning process raises the idea of what is regarded as valuable knowledge and how this knowledge is acquired in this particular context. This leads us to the inquiry on the school of thought or paradigm behind introducing a contextualized CFS framework. CFS as an approach to education is premised on constructivism, a theory of knowledge arguing that humans generate knowledge and meaning from interaction between ideas and real experiences. According to constructivists, the notions of reality and truth are socially constructed and in different context with the understanding that knowledge is subjective and embedded in multiple realities. Thus, quality of learning should be viewed in the context in which it is occurs. Towards Quality Basic Education In Kenya: Developing Research Capacity and Evaluation Before we acknowledge the contribution of CFS in providing quality education to the children at Primary school level, it will be prudent to review some of other contributions that has been made by international organizations in collaborations with the local government in promoting quality of education at grassroot levels in building research capacity. Kenya has had a history of benefiting from international assistance in its education sector. One of the programmes is the Primary Schools Management (PRISM), an initiative of DfID through the Ministry of Education, which places a lot of emphasis on participatory approaches and emphasis on mobilising community support, resource management and utilisation, supporting learning of pupils and developing action plans. It targeted teacher training and management and the impact of this is overall effectiveness of an education system which has a direct bearing on quality of education. According to Otieno Colclough (2009:26), PRISM is regarded as one of donor-funded programmes which had most positive impact on quality of basic education and CFS can learn from it. As Crossley et al ()notes, the main objective of PRISM was to improve the quality of primary education through the training and support of head teachers in practical management skills. Borrowing from the PRISM experience it is worthy learning that well planned and organized CFSs policies involving community participation at grass root level could help amplify local voices and lead to successful implementation of educational policies not only in Kenya but also other parts of African contexts. Challenges in implementing CFS in Kenya In this section I will explore common challenges associated with the CFSs with an aim of illuminating and critiquing the gap between policy and practice in CFSs. Access and Quality Dilemma: Which one should be first priority? As I mentioned earlier, one of the role of CFS in Kenya is to improve the quality of learning. But the access to education is still a challenge in Kenya and there is fear that Kenya will not have achieved EFA goals 1 and 2 by the year 2015. As we near the 2015 set deadline for the achievement of the Millennium Development Goals, at a time when hopes should be high, universal access to primary education in Kenya seems to be slipping away. Many comparative researchers argue that different countries have different educational problems and it is the countrys obligation to identify what should be the priority and why. Aksoy (2008: 218) observes that: While developed countries are mainly engaged in activities to increase the quality of education, or they practice and seek new techniques and methods of learning and teaching, developing countries struggle to provide equal opportunities for education, trying to increase the rate of participation of all citizens in basic education, which is actually compulsory. To deal with its educational problems, each country works out countrywide or local solutions, depending on the nature of the problem. The tone of such statement is more closely allied to the question of priority. Priority in one country may not be a priority in another. In Kenya, the major problem basic education is facing is of access while higher education is facing the problem of quality. CFS focus more on quality, but in the Kenyan context, access to education is still a problem in basic education even after the introduction of FPE. The CFS concept of quality can however suit very well in some small state commonwealth countries which have almost universal access to basic education. It has been noted that small sates have now shifted education priorities towards focus in school effectiveness, quality and inclusion (Crossley, 2002) after ensuring that all children have accessed basic education and CFSs in Kenya should learn from small states that the priority should now be on access to basic education before shifting to quality. Atomizing the child: is child-centred the solution to quality CFS? A key feature of a right-based, CFS system is that it is linked tightly to the child-centred learning process. CFS advocates for child-centred learning where a child is treated as a single entity or an atom in learning processes. The idea of atomizing a child has its drawbacks derived from child-centred learning. First, there is an oversight on early year development behaviour of the child. Psychologists believe children undergo various levels of development and their learning behaviours are different at each level. For instant, Vygotskys (1978) concept of the zone of proximal development (ZPD) implies that a child cannot ordinary create ZPD by himself; he needs the more expert individual to bridge the gap between his current development level and his proximal level of development. Secondly, a child-friendly, democratic learning environment may not work successful in overcrowded classrooms and school with limited resources like it is the case in Kenya. Thirdly, child-centred learning weakens the role of the teacher. The idea that a child must be active in construction of knowledge is often understood to imply a diminishing role for the teacher in learning process who now becomes a coach or a facilitator. A call for paradigm renovation, from an exclusively child-centred learning to a combination of both child-centred learning and teacher-centred learning approach is important so that the weakness of one method is complemented by the other method. What Lessons can Kenya learn from other Countries in Implementing CFS? A Review on the Contribution of Comparative Research King (2007) emphasizes the need to explore the tension between the national and the international policy agendas in Kenya in order to make informed decisions when crafting educational policies. Clearly, this is a view that acknowledges the contribution of CIR researchers in bridging theories, policies and practices with both local and global minds (Crossley, 2000) in trying to identify betters grounds to critically reflect and determine appropriate course of action. Apparently, the term that is commonly used in Kenya and indeed many Africa countries in the initial processes of designing an educational policy is benchmarking. Essentially, this is usually a comparative study which is carried out locally and/or internationally in trying to compare different models of policy framework with the aim of critical adaption or adoption. Lessons are well learnt when a comparisons are made, and this underscores the strength and significance of comparative research. Moreover, since problems transcend national borders, it is prudent to seek possible solutions from a similar experience in another country, and this explains why international research is important. Kenya can learn from other countries that are either progressing or failing to implement CFS policies because lessons can either identify opportunities or gaps, based on comparative analysis. In these respect therefore, I have identified two key elements of CIR which could help implementation of CFS. The first element is on identification of the gap between policy and practice. Documenting the emerging good practices and lessons learned within the regions is useful in informing evidence based programming and advocacy to enable us to achieve better results. For example, a Global Evaluation Report published by UNICEF in 2009 on comparative studies of how to six countries (Guyana, Nicaragua, Nigeria, Philippines, South Africa, Thailand) with different experiences implementing CFS, demonstrated the following: CFSs in varying contexts successfully apply the three key principles of CFS models-inclusiveness, child-centredness and democratic participation. Schools operating in very different national contexts, with different levels of resources and serving populations with different needs have succeeded in being child-centred, promoting democratic participation, and being inclusive. Schools that had high levels of family and community participation and use of child-centred pedagogical approaches had stronger conditions for learning, that is, students felt safer, supported and engaged, and believed that the adults in the school supported the inclusion and success of each student. (UNESCO, 2009) Kenya can use this success report to assist in providing a broader perspective on the ways in which CFSs can contribute to quality in the countrys unique context. The caution should however be that any steps taken should have hindsight of the current context in the country to avoid uncritical transfer of practice which may end up opening a Pandoras box. Secondly, through CIR, studies of educational systems that share similar problems can provide information for learning possible consequences. A recent comparative evaluation research conducted by UNESCO in Nigeria, Gunaya, Thailand and the Philippines on CFS pedagogy gave different findings. While teachers in Nigeria and Guyana mainly focused on meeting basic instructional material needs (textbooks, paper), many teachers in Thailand and the Philippines focused on having greater access to information and communication technology (UNESCO 2009). Kenya experiences the same challenge as Nigeria and Gunaya, and data from these countries can be used to learn how they coping with inadequate basic instructional material. The caution here should be, that common problems may prevail in different countries, but common model cannot be applied because each country has different culture/context (Crossley Watson, 2003:39). This provides invaluable information of what to adopt, modify or avoid. Conclusion It is worthy reiterating Crossley'(2003) emphasis that context matters and different countries have different needs and priorities even if they are faced with the same challenges. The value of CIR is studying foreign systems of education in order to become better fitted to study and understand our own (Sadler 1900, reprinted 1964:310) and CIR can be used as a lense to focus on adaptable or adoptable practices. UNICEF repeatedly emphasises that CFS is a pathway to educational quality rather than a blueprint and that it is counterproductive to regard the CFS model as rigid, with a present number of defining characteristics or key components (2009c, Ch. 1, p. 9). Thus, the essay sought to present an overview in favour of the contribution of CIR by highlighting what CFS policies in the Kenyan context could learn from CIR. As such, the essay acknowledges the role of CIR in stimulating critical thinking and reflections about CFSs system by evaluating its success and failures, strengths and weaknesses. This critical reflection facilitates self evaluation in our own context and the basis for determining appropriate courses of action. The essay also hints that CIR helps us understand global agendas and how they shape educational development projects from organizations and development agencies.