Free Essays on Gift Of Game

The Gift of Game By: SupraWill â€Å"Playboy isn't like the downscale, male bonding, beer-swilling phenomena that is being promoted now by (some men's magazines). My whole notion was the romantic connection between male and female†. Hugh Hefner Appearance Appearance is very important; you wouldn’t go to a business meeting in your pajamas. We’ll start out at you’re the males feet, If you decide to wear sandals make sure your toe nails are trimmed and the grime from your toenails is scraped out properly. Many men underestimate the eyes of a female, They notice everything. Light colored khaki shorts are a good idea with sandals. If your selection is shoes or boots, go with blue jeans. Loose fitting jeans are important, that is unless you’re a cowboy going to the saloon. If this is the case put this paper down now and walk away. Onto the rest of us dark loose fitting jeans with a pair of boots is a good idea. Make sure your jeans are loose enough to cover the top of the boot. Make sure your boots are clean ( not shiny though). Your jeans should be clean and ironed, never starched. A matching belt is also a good thing to remember, you can never go wrong with leather. Moving on up the selection of your shirt is also important. Basically the thing to remember here is not to express anything political or athletic by it. American Eagle has a great line of shirts that express nothing but their logo, which is just short of an advertisement. Avoid dark or flashy colors, your goal is to be approachable. Now then lets have a look at those things at the end of your arms you call hands. Are they clean ? Are your nails trimmed ? If you forget these to important elements you are telling the girl that you cant take care of yourself then she’ll think â€Å"If he cant take care of his-self how can he take care of me†? Once again moving on up, lets have a look at your head, have you brushed yo... Free Essays on Gift Of Game Free Essays on Gift Of Game The Gift of Game By: SupraWill â€Å"Playboy isn't like the downscale, male bonding, beer-swilling phenomena that is being promoted now by (some men's magazines). My whole notion was the romantic connection between male and female†. Hugh Hefner Appearance Appearance is very important; you wouldn’t go to a business meeting in your pajamas. We’ll start out at you’re the males feet, If you decide to wear sandals make sure your toe nails are trimmed and the grime from your toenails is scraped out properly. Many men underestimate the eyes of a female, They notice everything. Light colored khaki shorts are a good idea with sandals. If your selection is shoes or boots, go with blue jeans. Loose fitting jeans are important, that is unless you’re a cowboy going to the saloon. If this is the case put this paper down now and walk away. Onto the rest of us dark loose fitting jeans with a pair of boots is a good idea. Make sure your jeans are loose enough to cover the top of the boot. Make sure your boots are clean ( not shiny though). Your jeans should be clean and ironed, never starched. A matching belt is also a good thing to remember, you can never go wrong with leather. Moving on up the selection of your shirt is also important. Basically the thing to remember here is not to express anything political or athletic by it. American Eagle has a great line of shirts that express nothing but their logo, which is just short of an advertisement. Avoid dark or flashy colors, your goal is to be approachable. Now then lets have a look at those things at the end of your arms you call hands. Are they clean ? Are your nails trimmed ? If you forget these to important elements you are telling the girl that you cant take care of yourself then she’ll think â€Å"If he cant take care of his-self how can he take care of me†? Once again moving on up, lets have a look at your head, have you brushed yo...

The Lighthouse of Alexandria

The Lighthouse of Alexandria The famed Lighthouse of Alexandria, called Pharos, was built around 250 B.C.  to help mariners navigate the harbor of Alexandria in Egypt. It was truly a marvel of engineering, standing at least 400 feet tall, making it one of the tallest structures in the ancient world. The Lighthouse of Alexandria was also solidly built, standing tall for over 1,500 years, until it was finally toppled by earthquakes around 1375 A.D.  The Lighthouse of Alexandria was exceptional and considered one of the Seven Wonders of the Ancient World. Purpose The city of Alexandria was founded in 332 B.C.  by Alexander the Great. Located in Egypt, just 20 miles west of the Nile River, Alexandria was perfectly situated to become a major Mediterranean port, helping the city to flourish. Soon, Alexandria became one of the most important cities of the ancient world, known far and wide for its famous library. The only stumbling block was that mariners found it difficult to avoid the rocks and shoals when approaching Alexandria’s harbor. To help with that, as well as to make a very grand statement, Ptolemy Soter (Alexander the Great’s successor) ordered a lighthouse to be built. This was to be the first building ever built solely to be a lighthouse. It was to take approximately 40 years for the Lighthouse at Alexandria to be built, finally being finished around 250 B.C. Architecture There’s a lot we don’t know about the Lighthouse of Alexandria, but we do know what it looked like. Since the Lighthouse was an icon of Alexandria, its image appeared in many places, including on ancient coins. Designed by Sostrates of Knidos, the Lighthouse of Alexandria was a strikingly tall structure. Located on the eastern end of the island of Pharos near the entrance of Alexandria’s harbor, the Lighthouse was soon itself called â€Å"Pharos.† The Lighthouse was at least 450 feet high and made of three sections. The bottommost section was square and held government offices and stables. The middle section was an octagon and held a balcony where tourists could sit, enjoy the view, and be served refreshments. The top section was cylindrical and held the fire that was continually lit to keep mariners safe. At the very top was a large statue of Poseidon, the Greek god of the sea. Amazingly, inside this giant lighthouse was a spiraling ramp that led up to the top of the bottommost section. This allowed horses and wagons to carry supplies to the top sections. It is unknown what exactly was used to make the fire at the top of the Lighthouse. Wood was unlikely because it was scarce in the region. Whatever was used, the light was effective – mariners could easily see the light from miles away and could thus find their way safely to port. Destruction The Lighthouse of Alexandria stood for 1,500 years - an astounding number considering it was a hollowed out structure the height of a 40-story building. Interestingly, most lighthouses today resemble the shape and structure of the Lighthouse of Alexandria. Ultimately, the Lighthouse outlived the Greek and Roman empires. It was then absorbed into the Arab empire, but its importance waned when Egypt’s capital was moved from Alexandria to Cairo. Having kept mariners safe for centuries, the Lighthouse of Alexandria was finally destroyed by an earthquake sometime around 1375 A.D. Some of its blocks were taken and used to build a castle for the sultan of Egypt; others fell into the ocean. In 1994, French archeologist Jean Yves Empereur, of the French National Research Center,  investigated the harbor of Alexandria and found at least a few of these blocks still in the water. Sources Curlee, Lynn. Seven Wonders of the Ancient World. New York: Atheneum Books, 2002.Silverberg, Robert. The Seven Wonders of the Ancient World. New York: Macmillan Company, 1970.

The control of the Exercise of Proprio Motu Powers by the Prosecutor Case Study

The control of the Exercise of Proprio Motu Powers by the Prosecutor of the ICC - Case Study Example At this point, all the investigations that had been opened were either received from the Security Council or referred by State in reaction to Darfur. Earlier before this case, the Prosecutor turned down the request to open investigations in Venezuela and Iraq. This step resulted to both fears and jokes of the Article 15 opponents as they felt that it might get to the point of politicizing OTP operations who might in turn utilize his powers to get back to the western powers1. Such fears still exist till now especially with more investigations being opened in Africa. Article 15 provides that in an event that the Prosecutor has the mandate to conclude that there exists reasonable basis for an investigation to proceed, then he or she shall have to table an authorization request before the Pre-Trail Chamber of an investigation. This submission has to be accompanied with concrete supporting material. At this point, the victims can now make representations according to the Rules of Procedur e and Evidence to the Pre-Trail Chamber (Amediola, 2006, 349). ... This is to determine if the crime committed falls under the courts jurisdiction, whether the court can be considered as being admissible according to Article 17 and whether that particular investigation will not be to the interest of justice. Based on the above, the PTC II believes that it has the right to authorize an investigation to commence on condition it is in control of all the mentioned elements; the most important of all being the jurisdiction of the court and the admissibility of the case. The Admissibility Issue The PTC II acknowledges the need for a Prosecutor supervision to ensure that his or her obligations under the Statute are mirrored. It requires that if the statue expects the Prosecutor to evaluate admissibility, then the PTC has to control this evaluation2. However, this contradicts with the Court law case with relation to Pre-Trail Chambers in assessing issuance admissibility of a warrant of arrest under Article 58 (Bruce 2004, 13). In a situation where there cri mes are widespread and the victims are many, like what happened in Kenya, then the Prosecutor has to insist on the crimes scale. Hence the gravity threshold has to be refined further for it to have an ICC procedural rule. Crimes against Humanity The crimes that were allegedly committed in Kenya are believed to be crimes against humanity because the situation did not leave the prosecutor with many options as its scope did not fall under war crimes or genocide as there were no armed conflicts involved. The question that remains is to determine whether the attacks that took place amounted to what was termed as crime against humanity as stated in Article 7 Statute of the ICC (Bolton 1999, 71). According to the Rome Statute, crime against humanity means the acts committed

Managing Assignment Example | Topics and Well Written Essays - 2500 words

Managing - Assignment Example Jacques Derrida similarly presents his lingual dilemma in an influential phrase. H says that although he uses a particular language, he does not own the very language. Jacques is interested in language as a mark of identity and view the two spheres as inseparable. These quotes provides a philosophical onset which an organization can use in fine-tuning their management. Wittgenstein’s view and Derrida’s views are irreconcilable because of notable reasons. Wittgenstein argues that individuals still confront the same philosophical problems because language does not change to reflect new realities. Although the philosopher’s arguments are abstract, he believes that language should adapt to transforming social contexts rather than inform the social contexts. Language arises to express the meaning already embedded in the social contexts. He explains that words have a role beyond representing objects (Wittgenstein 1973, p. 43). This higher role pertains to meaning, which is the most essential part of philosophical discussions. Wittgenstein aspires to give language a liberating from the traditional perceptions that binds its growth. In addition, he emphasizes on the role of contexts in bringing out different meanings of the same word. The philosopher, therefore, pays attention to the contexts from which language grow. In this sense, l anguage may not have any distinct formula as espoused by Western traditional standards. In the contemporary context, Wittgenstein explains the meaning of a word as referring to the sense in which individuals hold the meaning as true. This explains why the philosopher highlights logic as only concerned with the conforming meaning of a sign. The meaning that comes forth emanate from the given rules that guide the usage of the sign (Muhr, Sorensen & Vallentin 2010, p. 82). This refers to the common term of grammatical sense. By describing the use pf

The Trait Approach to Leadership Essay Example for Free

The Trait Approach to Leadership Essay Which of the following statements is correct regarding the trait approach to leadership? good leaders are born, not made good leaders have the same set of identifiable traits leadership and management are terms for the same activity leadership ability cannot be explained by an individuals traits some common traits found in studies make finding leaders easy The trait approach to leadership is a theory, according to which all effective leaders must possess a set of the same principal personality traits [Answer B]. This approach is one of the oldest concepts in management theory, which was based on an early assumption that good leaders are born, not made [Answer A]. During the 1920s-1930s management specialists tried to specify a list of traits universal for all leaders, which would help to distinguish potentially effective leaders from other people. Nevertheless, in general, the attempts to create such a list can be considered unsuccessful. Numerous studies and researches on this subject were carried out, but the majority of the findings proved to be quite contradictory and inconsistent. Many researches, including Lombardo and McCall, Stogdill and others, identified certain sets of necessary personality traits that every successful leader must possess, but many specialists noticed that the effective leaders showed different personal qualities in different situations. However, this approach is taken into account in modern management theory. In particular, according to Samuel C. Certo and S. Trevis Certo, all successful leaders must: (1) be intelligent and intellectual; (2) have perfect communication skills and persuading abilities; (3) have a drive for achieving high socioeconomic status and attain the goals and objectives; (4) be emotionally stable and mature; (5) have good adaptive and participative skills; (6) be persistent and dependable, and so on (Certo Certo, 2005). References Certo, S. C. Certo, S. T. (2005, April). Modern Management. Tenth Edition. New Jersey: Pearson Prentice Hall.

Self-Reflective :: essays research papers

As I was flipping through my weekly subscription of US Weekly, I noticed a crossword puzzle featuring my favorite superstar, Britney Spears. The crossword was offering a $1 million prize to the 25th correct entry received. Breezing through the questions, I quickly mailed in my entry. About three weeks later, I received a check in the mail for $1 million! I decided to spend my prize money wisely by sharing with my family, investing it in a small business, and spending the rest for myself.   Ã‚  Ã‚  Ã‚  Ã‚  First and most importantly, I gave my parents $300,000 so they can retire, put my brother through college, and maybe take a long vacation. I also gave both my brother and sister $50,000 each, so they can pay bills, or buy whatever they want. My extended family is also very important to me, so I gave each family a $10,000 Visa Gift Card, totaling $100,000 for 10 families.   Ã‚  Ã‚  Ã‚  Ã‚  After my family was taken care of, I thought very carefully about what I wanted to do for the rest of my life. I decided to open a beauty salon because cosmetology interests me and it can be good money. With the building costs, supplies, and licenses, I spent about $95,000.   Ã‚  Ã‚  Ã‚  Ã‚  Finally, after my financial situation and family has been taken care of, I could then concentrate on myself. The first thing I did was sold my car, which got me $6,000 cash. With this money and about $86,000 more, I was bought myself a silver BMW 745i, with black leather interior and a V8 engine. I moved out and purchased a condominium in Highlands Ranch that was well furnished for $250,000. Of course with my new car and a new home, I had to go shopping for a brand new wardrobe and accessories. After five rough days of shopping, my expenses totaled out to $40,000. At this point, I was left with $29,000, which I put in a savings account for emergency purposes.   Ã‚  Ã‚  Ã‚  Ã‚  Although it’s sad that most of the million dollars is now gone, and I was once considered a â€Å"millionaire,† the things I spent the money on turned out to make everyone who is important to me happy.

Choosing Hardware Essay

T he computer system that is already installed will not meet the Theme Park’s requirements because it is inadequate. The RAM (system memory) is about 4000 megabytes too small and would only last for a very short period of time, thus making it a rather expensive mistake. The hard drive is only 10 gigabytes, making it 990 gigabytes short of what you would need. The optical drive is out of date – it is the equivalent of video in today’s world. The USB is out of date and with the new USB 3, which has been dubbed the super speed USB3, can transport files in seconds not minutes or hours. The CPU goes at a snail’s pace. There is no graphics editing programme – it only has Windows media centre, which can only let you print photos out and pretty soon, they will stop making updates for Windows XP. The printer only prints out 18ppm when I would recommend having â€Å"Brother HL-5370DW Mono† because the first page can come out in 8. 5 seconds, with a maximum of 30 ppm with a resolution of 1200 x 1200 which means you can print out visitors’ photos quicker than the old system and prevents annoyed customers having to wait for their souvenir photos, thus increasing business. I would suggest upgrading to â€Å"HP Touchsmart 600†. With a touchscreen, there is no need to have a mouse. It is 10 times quicker, for the particular requirements the Theme Park will need – which is an improvement over the old VDU. It has an Intel Core 2 Duo Processor which is an improvement on the old system. As far as the RAM is concerned, I recommend having 4GB which is a substantial improvement on the 64MB. The hard drive has a huge improvement to 1TB over the old system of only 10 GB. The optical drive would be brought up to the 21st century by having the new computer’s optical drive DVD rewriter which is a great improvement over the previous system. The DVD rewriter means you can record to it and play which is not possible on the CD-Rom. The graphics card can be improved to the GeForce G2000 which is yet another improvement over the old system. The improved graphics card helps you to have quicker and better graphical enhancements on your VDU. The software I would recommend loading onto the new system, which the old system didn’t have, is a graphical editing programme. The programme I would recommend is called CorelDraw X3, which has a professional artist working on the making of the programme, so you can have professionally done films with intuitive drawing features and an easy to follow instruction manual. The new system comes with Windows 7, which has features such as touchscreen capabilities and I mentioned how useful these could be above. They have features like Snap and Aero which are not found in XP. It is also more secure than XP with data encryption built into Windows 7. I would also recommend a Super Speed USB 3, which can transfer files in the blink of an eye, making it quicker to transfer to digital photo frames for a technologically advanced souvenir. I believe that the new system meets and exceeds the specification, with plenty of time saving devices meaning that business would increase and higher quality photos would be produced, and you can improve photos using CorelDraw Users may need training in the new recommended system because Windows 7 is new and not many people will have used it, but once the expense of training and buying the equipment has passed, it will be quicker and easier to use. Simple Report to David and rest of staff. The reasons why the new system has computer parts that they are quicker and with more memory, is that the old system has the equivalent memory of a goldfish. My recommended system has the memory of an elephant. The programmes recommended may be complicated but after training, make life much easier and more amazing compared to the XP Media centre edition. The improvements will be speed, usability and memory requirements. The speed is quicker because it has a processor (CPU) which is a newer one and unlike the one in the old processor, has one processor within the unit. The new one has double the processors in the unit. The usability of the old system needed a mouse and partially sighted people would find it difficult to see the mouse cursor, so the Touchscreen I have recommended would get rid of the need for a mouse, so it is much easier for everyone to use. The memory in the old system was poor. The memory in the new system is vastly increased, more than 10 times. Once trained in the new editing package I have recommended, â€Å"CorelDraw†, the Staff can produce great looking professional photos like the ones in magazines. . The resolution is the same for both printers, but the speed is massively improved which will help you with editing as you can print it off much quicker. The printer in the old system is slow to print, resulting in annoyed employees and customers. The printer I recommended for the new system is just over double the speed and prints at 33 ppm, and with the first page printing in 8. 4 seconds for a speedy delivery, this will provide a superior service with an increased profit margin. The old system is slow and not very user-friendly and the new system allows an increased productivity and an increased target audience, e. g. , help for dyslexics, partially-sighted people, and even blind people. The CorelDraw programme will allow you to edit photos 10 times easier than with your old system, with increased tools to add to the overall effect of the photos.

Free Education Essay

Performance of students is a product of socio-economic, psychological and environmental factors. Education plays a significant role in political, economic and social realms of development. Secondary school placement, and to some extent admission, depend on the achievement in the Kenya Certificate of Primary Education examination in standard eight. This study aimed at finding out factors that contribute to poor performance in Kenya Certificate of Primary Education examination in public day primary schools in Mwimbi Division, Maara District, Kenya. Descriptive survey design was used and a sample of 6 head teachers, 51 teachers and 146 standard eight pupils participated in the study. Descriptive statistics were used to analyze the data obtained. The study realized the following as factors contributing to poor performance in primary national examination; inadequate learning resources, inadequate monitoring by head teachers, understaffing, high teacher turnover rate, inadequate prior preparation, lack of motivation for teachers, large workload, absenteeism by both teachers and pupils, pupils lateness, lack of support from parents. The following recommendations were made; more teachers to be employed to reduce workload, Ministry of Education to organize induction courses for head teachers to equip them with managerial skills, parents to be educated on the importance of basic education for their children, mode of rewarding teachers to be established. The study is expected to give insight reference to policy makers, scholars and researchers in order to improve the weak areas. Key terms: Examination, Factors, Performance, Primary Schools 1. Introduction The development of the education sector has been a long standing objective of the Government of Kenya since independence in 1963. Education is considered by various stakeholders and players as a basic need and a basic right. Performance ranks high on the national agenda, with educators and policymakers focusing on testing, accountability, curriculum reform, and teacher quality, school choice and related concerns. Conspicuously absent has been an examination of how school conditions affect teaching and  learning, even though extensive literature exists that links school facilities to the quality of education and to teacher morale and teacher productivity (Mark, 2003). This study documents factors in school and in the community that affects teaching and learning negatively to an extent of poor performance in KCPE in Mwimbi Division of Maara District.  © Centre for Promoting Ideas, USA www. ijhssnet. com. The introduction of Free Primary Education (FPE) in January 2003, following the passing of the Children’s Act in 2001, has led to vital educational achievements. Enrolments in public schools increased significantly from 5.9 million in 2002 to 6. 9 million in 2003- a 17% increase; representing a Gross Enrolment Rate (GER) of 99% (102% girls and 97% boys). The Government provides funds, through both the School Instructional Management Book Account (SIMBA) and the General Purpose Account (GPA) to procure need based materials and improve on some infrastructure, thereby raising the quality of education. The Kenya’s education system is dominated by examination-oriented teaching, where passing examinations is the only benchmark for performance because there is no internal system of monitoring learning achievements at other levels within an education cycle. It is generally agreed that the most important manifestations of quality education have to do with literacy, cognitive abilities, performance and progression to higher levels of learning. There is reliance on scores and transition rates as core measures of achievement. In Kenya, examinations are generally acceptable as valid measures of achievement (Maiyo, 2009). Secondary school placement, and to some extent admission, depend on performance of Kenya Certificate of Primary Education (KCPE) examination in standard eight (Michael, Miguel & Rebecca, 2004). Although the government has channeled funds into basic education, performance at KCPE shows that most of the students making transition to top schools are from private schools; this creates inequality to access of opportunities to national and top performing provincial schools (Ngugi, 2007). In 2009 KCPE results out of 1374 candidates who sat for the examination in public day primary schools, none gained admission to the well endowed national schools in the country. The KCPE examination is marked out of a maximum mark of 500. Information on Table 1 shows the mean score for some schools from 2005 to 2009 in Mwimbi Division. Table 1: KCPE Mean Grades from 2005 to 2009Public Primary School 2005 2006 2007 2008 2009 Mutindwa 213. 24 210. 44 214. 11 200. 67 178. 75Wiru 222. 08 203. 79 219. 47 212. 04 198. 08 Ndunguri 195. 54 223. 94 213. 69 208. 41 199. 57Kirumi 228. 04 217. 17 187. 30 193. 74 200. 91 Source: DEO Maara District (2011)Results on Table1 indicate that KCPE performance in the public day primary schools is poor. Pupils may not be admitted to national schools or provincial schools with this kind of performance as it is too low. Therefore, these trends needs reversing and improve performance in national examinations by day public primary schools. 2. Statement of the Problem Performance in national examinations by day primary schools has been poor. Therefore, this study sought to establish factors that contribute to thier poor performance in KCPE in Mwimbi Division, Maara District, Kenya. 3. Objectives of the Study The objectives of the study on factors that contribute to poor performance in KCPE in Mwimbi Division were to:- i. Investigate the school based factors ii. Find out teacher based factors iii. Determine the community based factors iv. Establish the pupil based factors 4. Methodology. Descriptive survey design was used in conducting the study. The participants were six head teachers, 51 teachers and 146 standard eight pupils. Questionnaires for the head teachers, teachers and pupils were used to provide the needed data. Data obtained was analyzed using descriptive statistics. 5. Results The following results were obtained from the study; 5. 1 School-Based Factors that Contribute to Poor Performance in KCPE Various school based factors were identified as contributing to poor performance in KCPE examinations. International Journal of Humanities and Social Science Vol. 2 No. 5; March 2012 129 a) Commencement of Learning The time allocated for teaching and learning is a factor influencing pupils’ academic performance. There are three school terms every year with holidays in between in the months of April, August and December. The study therefore sought to find out when learning begins after a holiday. Results obtained indicate that majority of pupils (55. 5%) start learning in the second week after school opens and 43. 8% indicated that they start learning after the first week of the school term. This indicates that there is a lot of time wastage before learning begins. Eshiwani (1983) noted that most schools loose many teaching/ learning hours at the beginning of the term, this wastage leads to less work being covered and syllabi not being completed on time hence, contributing to poor performance in KCPE examinations. b) Adequacy of Learning Resources The adequacy and use of teaching and learning materials affects the effectiveness of a teacher’s lesson. Teaching and learning resources enhances understanding of abstract ideas and improves performance. The study sought adequacy of learning resources like text books, library books, wall maps and the exercise books. Data on Table 2 shows that text books provided in class and exercise books are adequate to but library books and wall maps are not adequate. Table 2: Adequacy of Learning Resources Learning Resource Adequate F % Inadequate F % Text Books Provided in the Class 80 54. 8 66 45. 2 Library Books 14 9. 6 132 90. 4 Wall Maps 11 7. 5 135 92. 5 Exercise Books 121 82. 9 25 17. 1 This makes learning of subjects like Social Studies very abstract to the pupils and could be a factor contributing to poor performance in national examinations. Schneider (2003) found out that school facilities have a direct effect on teaching and learning. Text books enable the pupils to follow the teacher’s sequence of presentation and aids in understanding of lessons (Ubogu, 2004). c) School Administration The quality of school administration plays a vital role in academic performance as it is concerned with pupils, teachers, rules, regulations and policies that govern the school system. In analyzing the efficiency of school administration, the following aspects were looked into: Frequency of staff meetings, frequency of checking teachers’ schemes of work and lesson plans, adequacy of teachers’ prior preparation, frequency of class observation by the head teacher.i. Frequency of Staff Meetings in a Term Data obtained shows that majority of the respondents (64. 7%) indicated that staff meetings are held twice a term, 19. 6% indicated once only in a term and 15. 7% indicated that they hold staff meetings more than twice in a term. Few staff meetings may lead to less co-ordination of curriculum implementation. Findings by Kathuri (1986) asserted that the first aspect of administration is staff meetings as they facilitate co-ordination of various activities in the school. This implies that there was less monitoring and reporting of the progress of the schools activities to the teachers and this could be a factor contributing to poor performance in national examinations. ii. Frequency of Checking Teachers’ Schemes of work The responsibility of checking the professional documents like teachers’ schemes of work and lesson plans lies in the hands of the head teacher. This may be done in person or he may delegate to the deputy head teacher or the senior teacher. Preparation and use of schemes of work by the teachers enhances sequential teaching and results to improved achievement. The frequency of checking teachers’ schemes of work was therefore looked into and allhead teachers (100%) indicated that they randomly check the teachers’ schemes of work only once a term. This reflects that head teachers do not do any follow up on curriculum implementation during the course of the term. Checking of teachers schemes of work should be done frequently to allow the head teacher monitor curriculum implementation. Lack of this close monitoring could be a factor contributing to poor performance in national examinations.  © Centre for Promoting Ideas, USA www. ijhssnet. com iii. Frequency of Checking the Teachers’ Lessons Plans Teachers’ lesson plan is a professional document prepared by teachers for the purpose of presentation of a lesson. The teacher indicates whether the lesson has been taught and objectives achieved; if the lesson is not taught, then the teacher indicates the reason why and when he intends to cover it; if the lesson objectives are not achieved, the teacher plans for remedial lesson in order to make the concept understood by the pupils. Table 3: Frequency of Checking Teachers’ Lesson Plans Number of Times Percent Once a month 83. 3 Once a term 16. 7 Total 100. 0. Information on Table 3 shows that majority of the head teachers (83. 3%) check teachers lesson plans once a month and 16. 7% indicated that they are checked once a term. Head teachers should monitor lesson plan preparation frequently; otherwise it may lead to poor performance by in national examinations. iv. Adequacy of Teachers’ Prior Preparation Adequate prior preparation before a teacher goes to class leads to good performance by the pupils. This promotes sequential presentation of concepts by the teacher to the learners. Information on Table 4, head teachers indicate that teachers’ prior preparation is fair (66.7%). Table 4: The Adequacy of Teachers’ Prior Preparation This is an indication that head teachers are not satisfied with the teachers’ prior preparation. Always, prior preparation by the teachers leads to systematic delivery of concepts to pupils and enhances performance. Therefore, teachers prior preparation was not sufficient and could be a factor leading to poor performance by the pupils. v. Observation of Classes by Head teachers One of the roles of the head teacher is to carry out internal supervision of curriculum implementation in his/her school. This involves physical observation of teachers’ lessons in progress. Results on Table 5 shows the frequency at which the head teachers observed classes conducted by the teachers. Table 5: Observation of Classes by the Head-teachers Number of Times Percent More than twice 33. 3 Not at all 66. 7 Total 100. 0 Majority of the head teachers (66. 7%) do not at all observe classes conducted by the teachers in a given term. One of the head teachers’ roles is regular class supervision in order to promote curriculum goals. Failure to do so may lead to poor performance in national examinations. d) Teacher-Based Factors. These are the factors within the teachers that could hinder or promote academic performance of pupils in their schools. The study sought to analyze the following aspects of teacher based factors: teacher commitment, teachers’ frequency of absenteeism, teachers’ motivation and teachers’ work load. i. Teacher Commitment Level Good performance is as a result of high commitment levels by the teachers. All head teachers (100%) indicated teachers’ commitment as moderate. Rating Percent Good 33. 3 Fair 66. 7 Total 100. 0International Journal of Humanities and Social Science Vol. 2 No. 5; March 2012 131. No teacher was rated as having high commitment to their work. Ubogu (2004) asserts that teachers who lack enthusiasm are unable to teach effectively, making pupils not to learn well. This could be a contributing factor to poor performance by the pupils in national examinations. ii. Frequency of Absenteeism among Teachers Teachers’ rate of absenteeism was looked into and majority of the head teachers (66. 7%) rated them as moderate, while 33. 3% indicated their rate of absenteeism as low. When teachers absent themselves from school frequently, pupils go unattended and do not do well in examinations. Absenteeism by teachers reduces the amount of instructional time and this result in the syllabi not being completed. This in return results to lower output of work by the pupils (Ubogu, 2004). iii. Teachers’ Motivation Majority of the head teachers (66. 7%) said that teachers were not motivated, while 33. 3% indicated they are. World Bank Report (1986) acknowledges that teacher satisfaction is generally related to achievement†¦ satisfied teachers would concentrate hence enhancing academic performance of their pupils. iv. Teacher Turn-over Rate The teacher turnover rate in the last one year was also looked into. Results obtained indicate that 50% of teachers were transferred once, 33. 3% twice and 16. 7% were transferred five times in a year. This is a factor that contributes to poor performance in examinations. According to Schneider (2003) high teacher turn over forces schools to devote attention, time and financial resources attracting replacement of teachers. v. Teachers’ Workload The number of lessons teachers take per week out of possible 40 lessons was looked into and majority of the teachers (80. 32%) had a work load of between 36 and 40 lessons, 19. 68% had lessons between 31 and 35 lessons out of a possible 40 lessons. This implies that teachers are not overloaded hence; their output in terms of national examinations performance should be good. 5. 2 Pupil-Based Factors These are the factors within the pupils that could enhance or hinder their academic performance. In the pupil based factors; the following aspects were looked into: pupils’ language use, pupils’ rate of absenteeism and pupils’ lateness to school. a) Pupils’ Language Use Data on language used by pupils in class among themselves is indicated on Table 6. Table 6: Pupils’ Language Use. Language Used F % Mother Tongue 18 35. 3 English 5 9. 8 Kiswahili 26 51. 0 English and Kiswahili 2 3. 9 Total 51 100. 0 Majority of the pupils (51%) used Kiswahili to communicate among themselves, 35. 3% use their mother tongue, 9. 8% use English, and 3. 9% use both Kiswahili and English. Pupils who interact using English language tend to understand it better and do well in examinations as all examinations are written in English language; pupils who use mother tongue for interaction are disadvantaged as they end performing poorly in examinations which are written in English. Ubogu (2004) asserts that the prevalence of the use of local language means that pupils would lack a lot of vocabularies in English, which would be needed to understand teachers’ lessons and the textbooks they read. b) Pupils’ Frequency of Absenteeism The aspect of how frequent pupils absented themselves from school was looked into and 41% indicated they moderately miss school, 29. 4% indicated their rate of absenteeism is high and 29. 4% indicated low. When pupils absent themselves from school, they tend to lose many concepts and definitely may not do well in exams.  © Centre for Promoting Ideas, USA www.ijhssnet. com 132 The effect of absenteeism and irregular school attendance is that materials taught is difficult to understand when studied on one’s own. Continued loss of classes results to loss of content and knowledge. Assignments and exercises would not be properly and correctly done leading to poor performance (Ubogu, 2004). From the analysis above, quite a number of pupils absent themselves from school and therefore this could be a factor contributing to poor performance. c) Pupils’ Lateness Information on Table 7 shows majority of teachers indicated pupils’ rate of lateness as frequent. This would definitely lead to poor performance in examinations. Table 7: Frequency of Lateness among Pupils Frequency Percent Very Frequent 31 60. 8 Not Frequent 20 39. 2 Total 51 100. 0 5. 3 Community-Based Factors Community based factors are factors within the community that impede or enhance pupils’ academic performance. In analyzing the community based factors, the following aspects were looked into; a) Parents’ Consultation with Teachers Good performance is realized when parents work in consultation with the teachers in order to understand their children better. The study therefore sought to find out how often parents consult the teachers on matters pertaining their children’s education. Data obtained indicate that majority of parents (62%) rarely consult teachers on education matters of their children, 20% indicated they sometimes consult and 8% do often consult but 10% never consulted teachers. This is an indication that most parents were not so much concerned about education of the children. Ubogu (2004) indicated that parents’ interaction with teachers enables them to know what their children are encountering in school and what could be done to deal with the problems. It would also put pupils on alert and study in school as they would know that their parents would inquire about their performance. Parents may not be able to provide much guidance and help their children’s performance improve when they are ignorant of what happens in school. b) Parental Response to Provision of Learning Materials Results on Table 8 shows, parents’ poor response to provision of learning materials. Table 8: Parental Response to Provision of Learning Materials Rating F % Good 5 10. 0 Satisfactory 17 34. 0 Poor 28 56. 0 Total 50 100. 0 Ubogu (2004) asserts that lack of basic school needs like learning materials  could not provide a stable mind and conducive environment for the pupils to study. Lack of learning materials contribute to poor performance in national examinations. c) Parents’ Willingness to Participate in School Development Results on Table 9 indicate Parents are not willingness to participate in the general school development. Schools where parents are actively involved in school development do well in exams as pupils are encouraged by both the teachers and the parents. Table 9: Parents Willingness to Participate in School Development F % Willing 2 33. 3 Not willing 4 66. 7 Total 6 100. 0International Journal of Humanities and Social Science Vol. 2 No. 5; March 2012 133 d) Assistance Pupils get at Home Majority of the pupils (69. 2%) did not get assistance to do homework at home, but 30. 8% does. Those students who do not receive assistance at home to do homework end up performing poorly in national examinations. References Eshiwani, G. S. (1983). Factors Influencing Performance among Primary and Secondary School Pupils in Western Kenya Province. A policy study. Bureau of Educational Research, Kenyatta University. Kathuri, M. J. (1986). Factors that Influence the Performance of Pupils in CPE. KERA Research Report. Nairobi: Kenyatta University, Bureau of Educational Research. Maiyo. J. A. & Ashioya, L. A. (2009). Poverty Alleviation: The Educational Planning Perspective. Department of Educational Planning and Management, Masinde Muliro University of Science and Technology. Michael, K. Miguel, E. & Rebecca, T. (2004). Incentives to Learn, BREAD working paper Number 086, Bureau for Research and Economic Analysis of Development, U. S. A. Ngugi, P. (4th January, 2007). â€Å"400,000 Assured of Places †¦Ã¢â‚¬ . In the Daily Nation. Nairobi: Nation Media Group Ltd. Schneider, M. (2003). Do School Facilities Affect Academic Outcomes? Washington, D. C. :National Clearing house for Educational Facilities Strategic Public Relations and Research LTD, (2005). Review of the Status of Provision of Education to all Children in Kenya. ANPPCAN. Ubogu, R. E, (2004). The Causes of Absenteeism and Dropout among Secondary School Students in Delta Central Senatorial Districtof Delta State. Unpublished Ph. D Thesis, Delta State University, Nigeria: Abraka. World Bank. (1986). A Report on School Quality and Achievement. Washington DC: World Bank.

Eco 100 †Principles of Economics Essay Example

Eco 100 – Principles of Economics Essay Example Eco 100 – Principles of Economics Essay Eco 100 – Principles of Economics Essay Essay Topic: Economics ECO 100 – Principles of Economics Week 9 Articles – The Federal Reserve Federal financial regulation in the United States has evolved through a series of piecemeal responses to developments and crises in the markets. This report provides an overview of current U. S. financial regulation: which agencies are responsible for which institutions and markets, and what kinds of authority they have. United States banking regulation is largely based on a quid pro quo that was adopted in the 1930s in response to widespread bank failures. The government provides deposit insurance, to reduce customers’ incentive to withdraw their funds at the first sign of trouble, and in return the banks accept direct regulation of their operations, including the amount of risk they may incur. Bank regulators can order a stop to â€Å"unsafe and unsound† banking practices and can take prompt corrective action with troubled banks, including closing the institution. There are five federal bank regulators, each supervising different (and often overlapping) sets of depository institutions. Reference: http://bespacific. com/mt/archives/020771. html Moral hazard occurs when one side of an economic relationship takes undesirable or costly actions that the other side of the relationship cannot observe. 1 Adverse-selection problem is a situation in which the uninformed side of the market must choose from an undesirable or adverse selection of goods. Congress created the Federal Reserve System to be a central bank, or a banker’s bank. When it was crated, on of the Fed’s primary jobs was to serve as a lender of last resort. When banks need to borrow money during a financial crisis, they can turn to the central bank as â€Å"a last resort† for these funds. Reference: Textbook Principles of Economics The real key to what was going on is revealed by the components of the monetary base. It consists of reserves held by the banks and other depositories, either in their accounts at the Fed or as vault cash, plus currency in circulation among the general public. The annual growth rate of the monetary base, the magnitude over which the Fed has the most control, fell from 10% in 2001 to below 5% in 2006. Nearly all of the growth in the monetary base went into currency, an increasing proportion of which is held aboard. The Fed controls overnight interest rates, but not â€Å"long-term interest rates and the home-mortgage rates drove by them†; and a global excess of savings was â€Å"the presumptive cause of the world-wide decline in long-term rates. The Fed only determines the overnight, federal-funds rate, but movements in that rate substantially influence the rates on such mortgages. 2 Maturity-mismatches abounded and were the source of much of the current financial stress. Short-dated commercial paper funded investment banks and other entitles dealing in mortgage-backed securities. Global savings and investment as a share of world GDP have been declining since the 1970s. Reference: http://vizedhtmlcontent. next. ecollege. com/(NEXT(1 e41df9156)/Main/CourseMode/Vized

The Guard Family

The Guard Family The Guard Family The Guard Family By Mark Nichol Guard is the basis of a family of words pertaining to protection; these terms are listed and defined in the post below. Guard, from the French verb garder (formerly also spelled guarder and warder), meaning â€Å"defend† and related to the Old High German term warten, meaning â€Å"take care,† has several senses: It refers to someone (or a group) assigned to protect someone or watch something or to the act of defending someone or keeping an eye on something, or the state of being protected. It also pertains to a protective component or device, to an athlete who has a defensive or protective role in competition, or to a defensive attitude, position, or state. One can be said to be on guard, or in a state of readiness, or to be off guard; the latter phrase is generally seen in the phrase â€Å"catch (or â€Å"caught†) off guard.† It is also a verb, and the adjective is guarded, guardedly is the adverbial form, and guardedness describes the state of being alert. Guard appears in the open compound â€Å"guard dog† and the closed compound guardrail. It is the root of guardian, a word describing a person in a protective role (such as an adult who serves as a surrogate parent for a minor); the state of being a guardian is guardianship. The phrase â€Å"guardian angel,† based on the notion of a protective supernatural being, now often refers to a flesh-and-blood person in such a role. â€Å"En garde,† taken directly from French, means â€Å"on (your) guard† and serves in fencing as a spoken warning for competitors to be prepared to defend themselves. Regard, as a noun meaning â€Å"consideration† or â€Å"judgment† (with the antonym disregard) or, as a verb, â€Å"consider† or â€Å"judge,† is from the French verb regarder, meaning â€Å"look at.† As a noun, it also has the sense of â€Å"respect,† and as such is used in correspondence in plural form as a sign-off. Self-regard refers to consideration of oneself or one’s interests. Regardless is an adjective with the sense of â€Å"in spite of† or â€Å"without consideration†; irregardless is an unfortunate and unnecessary variant careful writers will assiduously be on their guard to avoid. An advance guard or vanguard was originally a military unit that preceded the main body of troops into battle; the latter term now usually refers to a person or group at the forefront of a movement. Avant-garde is the French equivalent, borrowed into English with that sense but now figuratively describing an innovative artist, musician, or writer, or a work of art or literary or musical composition that is ground-breaking, or an entire creative movement considered as such. A rearguard, by contrast with a vanguard, protects a retreating force, and by analogy the word also pertains to resistance to an overwhelming phenomenon. â€Å"Honor guard† refers to a member of the military who has a ceremonial function or to a small unit of military personnel with such a role. Closed compounds with guard as the second element include bodyguard, referring to an individual assigned or hired to protect someone or to a group or unit in that role; lifeguard, originally a synonym for bodyguard but now the designation for a person trained to rescue people from a body of water when they are at risk of drowning; and safeguard, which means â€Å"something that provides protection.† 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 Vocabulary category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceStory Writing 101Drama vs. Melodrama

What is meant by the phrase classical contract law To what extent are Essay

What is meant by the phrase classical contract law To what extent are such ideas still relevant in contemporary contractual relations - Essay Example This ranges from the independence of contracts to the bargaining powers through to the formal elements of contracts. We do this examination by looking at various debates and dominant ideas and conceptions as they play out in academia and in practice. The inherent advantage of using the classical model to analyse contracts is one that cannot be overlooked. This is because it makes it easier and more convenient to define the parties of contracts and their expectations. This promotes justice. However, the whole idea has been challenged through the dynamism of the post-world war society. This has led to some important modifications and this is what the paper seeks to examine in-depth through the proposed objectives. The balance between the traditionalist and modern positions on the subject are brought to bear in this paper. Holmes states that law uses deductive systems through which logic can be induced and applied to examine things in a fair manner1. In other words the science of law in itself requires the establishment of frameworks and parameters within which issues and matters can be evaluated justly and deductions made. This is the essence of law. This idea is described as the axiomatic of law by Eisenberg. The classical school of thought used the principle logic and deduction to draw frameworks for different branches of law2. This way, they played a crucial role in setting up a system of justice which ensured that cases were separated into the most appropriate classes and dealt with according to the right principles and the application of correct jurisprudence. Classical contract law developed between the mid-19th Century through to the first part of the 20th Century3. It laid down a framework which defined an airtight genre known as contract law which was strictly adhered to in that era during cases involving contract. Classical Contract Law contained three main elements: