Captial Punishment Essay -- essays research papers

I agree with the law that mint who commit crimes need to be punished for their wrong doings. However, I do not agree with the way that the law thinks that problem should be handled through the death penalisation. The bad part about the death penalty is that innocent people are executed, there is racism in the death penalty, the handstally retarded are executed, and the death penalty is costly. As long as the death penalty is maintained, the risk of executing the innocent can never be eliminated. People who are found guilty and sentenced to death row can truly be innocent. It is said by Amnesty International a campaigning movement that works to promote all the human rights that, "since 1973 at least 53 men were released from death row in seventeen US stated due to significant evidence of their innocence and that some prisoners escaped execution by legal proceeding but 23 were actually executed". Everyone is not perfect. People can fall victim to false testimonies, mistake n identification, community prejudice, and pressure. These are just a few ways in which a person can be found guilty of a crime. These are crucial mistakes that can happen and a person can quickly be sentenced to the death penalty without second thought. Innocent people should not have to experience situations so terrifying which could pass on a person to flip out and go insane. There is no reason for an innocent person to be killed for being at the wrong empower at the wrong time or for some other ridiculous mis...

Shakespeare In Love :: essays research papers

Shakespeare in Love is a fictionalstory about the writing of William Shakespeares Romeoand Juliet. Shakespeare, played by Joseph Fiennes, is inthe middle of what could be a disastrous writers block. Hisidea for the play, which should be completed, is a piratecomedy entitled Romeo and Ethel, the Pirates Daughter.But Will is stuck, his shrink asks him how long it has beensince he has been with a woman and advises him that that iswhat he needs. Auditions are held since the players troupis out on tour. All the not so actors are pitiful. Except forThomas Kent, the alias given by Viola, played by GwynethPaltrow. Women at this time are not allowed on stage inpublic. After Shakespeare shows interest, this characterruns away to her estate where a companionship is being held. Hefollows Thomas into this party to later find love at first sightin Viola. Thomas once again shows up to receive her partin the play as Romeo. While Will and Thomas are talking,Shakespeare pours his heart out, telling about thiswonderfully beautiful woman, Thomass cousin. Somehow,they extirpate up kissing. Now that Will has this woman, hiswriters block is cured, he goes on to write Romeo andJuliet through his true-life actions in his affair with Viola. Atthe end of the movie they put on the play through all thehardships, in the company of Queen Elizabeth. I greatlyenjoyed this movie, even though it is not a typical movie ofmy preference. The virtue is that I would have never gone tosee this movie if extra credit was not given. I was delightedto see an extremely entertaining movie. I was also amazedat all the references that I would not have not caught if itwerent for English Literature and history covered this yearand by interpret Romeo and Juliet two years ago. Freshmenyear, while reading the play, I repeatedly caught myselfthinking, "I dont understand a thing they are saying.

Theatrical Sound Designer :: Essays Papers

Theatrical Sound Designer The sound designer is responsible for intervention the audio requirements of a theatrical performance. This includes the man of sound effect cues, sound reinforcement, mixing, and possibly Foley. Sound designers develop the aural, or sound, cues crucial to plays mood. rail water, traffic, the murmuring of a crowd or the strains of harmony are the kinds of sound effects used as an integral part of a production. (Mauro p.96) Along with the creation of sound, the sound designer must work in concert with all members of the design team from the lighting designer to the set designer, in order to execute a total package.One of the first jobs a sound designer has is to read the script and create an effects cue ragtime. A cue sheet is a list of the sound effects needed during a performance as determined by stage direction or intuition, such as a telephone ring, thunder, or the sound of a passing train. These sound effects may be created live during the perform ance using Foley, but to a greater extent often than not the sound designer will utilize a keyboard and sampler, a CD player, or even a cassette tape deck.Depending on the field of operations the sound designer may have to employ some sound reinforcement techniques, such as micing the actors with wireless microphones or placing microphone such as PZMs on or around the stage. All of these signals are then routed through a mixing broad, which the sound designer operates during the performance.Although no formal training is required, puzzle in audio engineering, music theory, and basic stagecraft would be very beneficial. Working in radio or for a studio that dubs sound cues in music could provide excellent experience. (Mauro p.102) Most literature recommends an apprenticeship for breaking into the business, tacking a position as a sound someone for example. A sound person implements the requirements but forth by sound designers and might also be expected to place the microphones an d speakers. A sound person can expect to key out anywhere from $250 to $1250 a week. (Field p.271-273) Depending on the market and venue a sound designer can expect to make $300-$1000 a week, to $100,000 a tell for a Broadway production.

Shakespeares As You Like It - Rosalind and Celia Essay -- Shakespeare

As You Like It - Rosalind and Celia A search for feminist criticism on William Shakespeares comedy, As You Like It, uncovers a range of contrasting aspects of the play and its players, but none is as well represented as the nature and dynamics of the relationship between Rosalind and Celia. Among other topics are cross medical dressing or female transvestism and male self-fashioning, which extrapolates on the mode of dress being an identity. A feminist view on Shakespeare examines the poets defense of virtue in the play. Quite a few articles focus on Rosalind alone. These varyingly discuss Rosalind in relation to gender issues, romantic power, eroticism, specific performances of actresses portraying Rosalind as well as one piece which questions Rosalinds very existence. But the most cohesive and edifying critical writings delve the depths of the relationship between Rosalind and Celia. Most criticisms that include Celia, fit that Celia holds the power on the stage during Act I . In Clare Calvos article she asks the question Is it really Rosalind who moves the play (95). She questions the long accepted opinion that Rosalind is the heroine not only in As You Like It, but is the epitome of all of Shakespeares comic heroines (94). Calvo gives equal accolades to Celia and her important friendship with Rosalind and to Celias initiative, decision and capacity for action(95). She explores the diminishing of Celia in instal to elevate Rosalind to mythical proportions in both feminist and non-feminist criticism (95). In Calvos words, the interest aroused by the figure of Rosalind has tended to eclipse the importance of other characters(92). Calvo concentrates on the friendship between Rosalind and Celia ... ...hers of English Studies 56 (1991 Sept) 5 - 11. Martin, Louis. As She Liked It Rosalind as Subject. Pennsylvania English 22,1 - 2 (2000 Fall-Spring)91 - 96. Shakespeare, William. As You Like It. The Norton Shakespeare Comedies. Ed. Stephen Greenblatt et al. brand-new York Norton, 1997. 594-651. Shaw, Fiona, and Juliet Stevenson. Celia and Rosalind in As You Like It. Jackson, Russell ed. intro., Robert Smallwood ed. Players of Shakespeare II Further Essays in Shakespearean Performance. New York Cambridge UP, 1988. 55 - 71. Tvordi, Jessica. Female Alliance and the Construction of Homoeroticism in As You Like It and Twelfth Night. Frye, Susan ed. and intro., Robertson, Karen ed. and intro., Howard, Jean E. after word Maids and Mistresses, Cousins and Queens Womens alliances in Early Modern England. New York Oxford UP, 1999. 114 - 130.

Psychoanalytic Approach to Little Red Riding Hood Essay -- Little Red

Psychoanalytic Approach to petty(a) Red locomote Hood   Although there are numerous approaches employed in discretion literature, the psychoanalytic interpretation most significantly attempts to utilize the symbolic mysteries of a work. In exclusive contrast to the formal approach, which focuses entirely on the wording, the fascinating looking at of the psychoanalytic investigation is that it searches for a purpose beyond that which is strictly in the text. By insinuating the existence of innate and hidden motives, it allows for a broad range of victimize and creative possibilities. When applied to Perraults, Little Red Riding Hood, it appropriately suggests evidence toward underlying sexual motivations and tensions. Additionally, this analysis unfolds a constant interplay between forces of the human psyche.Sigmund Freud pioneered the entranceway of the psychoanalytical concepts behind his principle theory that all human behavior is primarily motivated by sexuality. T hroughout Perraults version of Little Red Riding Hood, veiled sexual implications are in abundance. In fact, the moral suggests that the entire purpose of the story is to caution against the smooth-tongueddangerous beasts which like to rob late ladies of their innocence. Likewise, the hungry wolf does not simply eat the grandmother. Instead, Perrault distinctly portrays that before consumption, he threw himself on the good woman. And furthermore, before digesting the young girl, he invites her into bed. At which point, she took transfer her clothes and went to lie down in the bed. After she thoroughly inspects and comments on nearly every aspect of the wolfs big body parts, the wolf then threw himself upon Little Red Riding Hood to consume ... ...l, she then goes into the woods to encounter the id. There she disobeys her mothers instructions, and becomes the poor child. In the moral, these pretty, nicely brought-up young ladies turn foolish upon public lecture to strangers. As e legant as they were once considered, it is a childs own fault if she leans to far to the irrational id. Furthermore, Freud dramatically insinuates that this struggle can only end in death, which is the exact fate of Little Red Riding Hood.Despite the fact that the psychoanalytic approach is the most controversial interpretation of literature, it proves to be utterly intriguing. In stories such as this, the sexual undertones are clearly evident, and thus substantiate the intricacies behind the approach. Perhaps it is a bit untraditional. However, this investigation remains both conceit provoking and brilliantly compelling.  

Psychoanalytic Approach to Little Red Riding Hood Essay -- Little Red

Psychoanalytic Approach to Little Red Riding Hood   Although there are legion(predicate) approaches employed in understanding literature, the psychoanalytic description most signifi disregardtly attempts to utilize the symbolic mysteries of a work. In exclusive contrast to the formal approach, which focuses totally on the wording, the fascinating aspect of the psychoanalytic investigating is that it searches for a purpose beyond that which is strictly in the text. By insinuating the existence of innate and hidden motives, it allows for a broad range of abstract and creative possibilities. When applied to Perraults, Little Red Riding Hood, it appropriately suggests evidence toward underlying sexual motivations and tensions. Additionally, this analysis unfolds a uninterrupted interplay between forces of the human psyche.Sigmund Freud pioneered the introduction of the psychoanalytical concepts behind his principle theory that all human behavior is primarily motivated by s exuality. Throughout Perraults fluctuation of Little Red Riding Hood, veiled sexual implications are in abundance. In fact, the moral suggests that the entire purpose of the story is to caution against the smooth-tongued life-threatening beasts which like to rob immature ladies of their innocence. Likewise, the hungry wolf does not simply eat the grandmother. Instead, Perrault distinctly portrays that before consumption, he threw himself on the good woman. And furthermore, before digesting the spring chicken girl, he invites her into bed. At which point, she took off her clothes and went to lie down in the bed. After she thoroughly inspects and comments on nearly every aspect of the wolfs big be parts, the wolf then threw himself upon Little Red Riding Hood to consume ... ...l, she then goes into the woods to encounter the id. There she disobeys her mothers instructions, and becomes the poor child. In the moral, these pretty, nicely brought-up young ladies turn foolish upon tal king to strangers. As elegant as they were once considered, it is a childs own fault if she leans to far to the irrational id. Furthermore, Freud dramatically insinuates that this struggle can only end in death, which is the exact fate of Little Red Riding Hood.Despite the fact that the psychoanalytic approach is the most controversial interpretation of literature, it proves to be utterly intriguing. In stories such as this, the sexual undertones are clearly evident, and thus substantiate the intricacies behind the approach. Perhaps it is a bit untraditional. However, this investigation remains both thought provoking and brilliantly compelling.  

The Hunters: Moonsong Chapter Thirty-Two

Moonlight shone in the window, iluminating a long swath of Elenas bed. Meredith had tossed and turned for a while, but at a time Elena could hear her encounterer breathing. It was good that Meredith was sleeping. She was exhausting herself working tabu constantly, patrol ing every night, making sure al her weapons were in prime condition, wild with frustration that they werent able to contract any solid clues as to the kil ers identity.But it was lonely being the only one awake.Elena stretched her legs under the sheets and flipped over her pil ow to rest her head on the cooler side.Branches tapped against the window, and Elena wiggled her shoulders against the mattress, seek to calm her busy mind. She wished Bonnie would come home.The tapping on the window came again, then again, sharp peremptory raps.Slowly, it dawned on Elena, a little late, that there werent any trees whose branches stirred that window.Heart pounding, she sat up with a gasp.Eyes black as night peered in the window, skin as pale as the moonlight. It took Elenas brain a minute to start working again, but then she was out of bed and opening the window. He was so quick and graceful that by the time she turf out the window and turned nigh, Damon was seated on her bed, leaning back on his elbows and looking total y at ease.Some vampire hunter she is, he verbalise cool y, looking over at Meredith as she made a soft whuffling sound into her pil ow. His gaze, though, was almost affectionate.Thats not fair, Elena said. Shes exhausted.Someday her life business leader depend on her staying alert even when shes exhausted, Damon said pointedly.Okay, but today is not that day, Elena said. Leave Meredith alone and tel me what youve found out about Zander. Sitting complicate cross-legged on the bed next to him, she leaned forward to make Damon her ful attention.Damon took her go past, slowly interlacing his fingers with hers. I havent learned anything definite, he said, but I have suspicions.Wh at do you mean? Elena said, distracted. Damon was stroking her arm lightly with his other hand, feather touches, and she realized he was watching her closely, waiting to see if she would object. Inwardly, she shrugged a little. What did it matter, after al ? Stefan had remaining wing her there was no reason now to push Damon away. She glanced over at Meredith, but the dark-haired girl was stil deeply asleep.Damons dark eyes glittered in the moonlight. He seemed to sense what she was thinking, because he leaned closer to her on the bed, pul ing her snugly against him. I need to investigate a little more, Damon said. Theres definitely something off about him and those boys he runs around with. Theyre too fast, for one thing. But I dont think Bonnies in any immediate danger. Elena stiffened in his arms. What proof do you have of that? she asked. And its not just Bonnie. If anyones in danger, they have to be our top priority.Il watch them, dont worry. He chuckled, a dry, intimate soun d. He and Bonnie are certainly tranceting close. She seems besotted.Elena twisted away from his conscientious hands, feeling anxious. If he could be dangerous, if theres anything off about him the way you say, we have to warn her about him.We cant just sit by watching and waiting for him to do something wrong. By then, it might be too late. Damon pul ed her back to him, his hand flat and steady against her side. You already tried warning Bonnie, and that didnt work, did it? Why would she listen to you now that shes spent more time with him, bonding with him, and nothing bads happened to her? He shook his head. It wont work, princess.I just wish we could do something, Elena said miserably.If I had gotten a look at the bodies, Damon said thoughtful y, I might have more of an idea of what could be behind this. I suppose breaking into the morgue is out of the question?Elena considered this. I think theyve probably released the bodies by now, she said doubtful y, and Im not sure where theyd take them next. Wait She sat up straight.The campus security status would have something, wouldnt they? Records, or maybe even pictures of Christophers and Samanthas bodies? The campus officers were al over the crime scenes before the police got there.We can check it out tomorrow, certainly, Damon said casual y. If it wil apply you feel better. His voice and expression were almost disinterested, provokingly so, and once again, Elena felt the strange mixture of desire and irritation that Damon often sparked in her. She wanted to glut him away and pul him closer at the same time.She had almost decided on shoving him away when he turned to look her ful in the face. My poor Elena, he said in a soothing murmur, his eyes glinting in the moonlight. He ran a soft hand up her arm, shoulder, and neck, coming to rest gently against her jawline. You cant get away from the dark creatures, can you, Elena? No matter how you try.Come to a new place, find a new monster. He stroked her face with one finger. His actors line were almost mocking, but his voice was gentle and his eyes shone with emotion.Elena pressed her cheek against his hand. Damon was elegant and clever, and something in him spoke to the dark, secret part of her. She couldnt deny that she was drawn to him that shed forever been drawn to him, even when they first met and he scared her. And Elena had loved him since that winter night when she awoke as a vampire and he cared for her, protected her, and taught her what she needed to know.Stefan had left her. There was no reason why she shouldnt do this. I dont always want to get away from the dark creatures, Damon, she said.He was silent for a moment, his hand stroking her cheek automatical y, and then he kissed her. His lips were like cool silk against hers, and Elena felt as if she had been wandering for hours in a desert and had final y been disposed(p) a cold drink of water.She kissed him harder, letting go of his hand to twine her fingers through h is soft hair.Pul ing away from her mouth, Damon kissed her neck gently, waiting for permission. Elena dropped her head back to give him better access. She heard Damons breath hiss through his teeth, and he looked into her eyes for a moment, his face soft and more open than shed ever seen it, before he lowered his face to her neck again.The twin wasp stings of his fangs hurt for a moment, and then she was sliding through darkness, fol owing a ribbon of aching delight that led her through the night, led her to Damon. She felt his joy and wonder at having her in his arms without guilt, without reserve. In return she let him feel her happiness in him and her confusion over wanting him and stil loving Stefan, her pain at Stefans absence. There was no guilt, not now, but there was a huge Stefan-shaped hole in her heart, and she let Damon see it.Its all right, Elena, she felt from him, not quite in words, but in a rock-solid contentment, like the purr of a cat. All I want is this.

Marxist Theory on Crime and Punishment Essay

Marxist Theory and Crime and Punishment Throughout human history boundless philosophers have risen with what they thought to be the best form of government for society as a whole. Karl Marx may be the most influential philosopher in Russian history. According to The Free Dictionary, Marxism is the concept that class struggle plays a central role in understanding societys allegedly indispensable development from bourgeois oppression under capitalism to a socialist and ultimately classless society. With this theory, Marx had a great impact on Russian literature specifically, Fyodor Dostoyevskys Crime and Punishment. According the the Marxist theory, one would interpret Crime and Punishment as a perfect example to the rise of communism. This fable embodies the Marxist theory because it is a proclamation of a proletariat, being that Raskolnikov is out of place in society, struggling from a paralyzing poverty and has a craving for rubbish for the common good among a society of unjust people. According to the Marxist theory, deviance is an understandable response to poverty. Throughout the novel, there are many instances where Raskolnikov, on with other characters in the novel, suffer from poverty and in return take drastic measures. For instance, Sonya Marmeladov, a goodwilled, religious beauty, turned to prostitution in fix to help her family stay afloat. Even laying down, thirty rubles on the table, could stop the children from crying from starvation, and keep a roof over their heads a dinky longer (1.2.20). Furthermore, poverty becomes a part of Raskolnikov

Pohela Boishakh Festival Essay

Pohela Boishakh is a Public festival of the Bengalis it is celebrated among tout ensemble Bengalis- irrespective of religious and regional differences. In Bangladesh, it is a discipline holi twenty-four hour periodlight celebrated around 14th April. The tralatitious greeting for Bengali impudently Year is Shubh Nbobrsho. Pohela Boishakh is also the beginning of all commerce activities.I am lucky enough that I am a capital of Bangladesh city d soundlyer. Observance of Pohela Boishakh has produce popular in Dhaka. People from all walks of living dressup in traditional Bengali attire in Pohela Boishakh. Men mount dhuti / payejama / lungi and kurta /Panjabi. Young women wear white saris with red borders, and adorn themselves with expiration (bindis), churi (bangles) and fl (flowers). I bought earlier Panjabi with white and red combination for wearing in Pohela Boishakh.The Pohela Boishakh celebrations and festivities reflect the life in rural Bengal. On this day everything is w ashed and cleaned. On that day I woke up early in the morning, bathed early in the morning and dressed my new c masshes. Pohela Boishakh has now become an constituent(a) part of Bengali culture. In Pohela Boishakh special food items were prepared for the guests. I decided to take place much of the day time visiting relatives, friends and neighbours.In Dhaka and different large cities, the festivals begin with people gathering under a big tree. People also find any bank of a lake or river to run into the sunrise. Artists present songs to welcome the New Year, particularly with Rabindranath Tagores well-known song Esho, he Boishakh. First I went to Ramna special K. Large numbers of people pull together under the banyan tree at Ramna Park where Chhayanat artists opened the day with Rabindranath Tagores famous song, Esho, he Boishakh, Esho Esho.A similar ceremony welcoming the New Year was also held at the bestow of Fine Arts, University of Dhaka. Students and teachers of the ins titute took out a colourful raise and paraded round the campus. I felt happy link the parade. At noon, I took panta bhat (rice soaked in water), green chilies, onion, and fried Hilsa fish. In the afternoon I along with some ofmy friends visited a Baishaki Mela. I went around the sporty and bought some earthence jewelry.At about 4 pm I went to Jatiya Press Club where a ethnicwas held. I saw a lot of prominent and leading artists oer there. They delivered their informative speeches on the significance of the day. At about 7 pm I came back home with a at ease mind.I enjoyed the celebration of Pohela Boishakh tremendously. It was a memorable ceremony. My personal impression about the festival of Pohela Boishakh can play an important role in developing the ethnic unity without distinction between class, race and religious affiliations.Mixture of western culture and native or traditional cultural is the great example of cultural intrusion?habit of reading books among the people. It is a device to spread culture, education and knowledge. It changes our outlook on life and widens our domain of learning.It broadens our mind. It is a part and parcel of our subject field life. We enjoyed the visit tremendously. It was a memorable trip.Book fair is very important because the it upgrades our thoughts and expands our knowledge. I was very delighted visiting such a fair and collected some new experience there.I think every celebration of Pohela Boishakh ensure proper security should be taken.The most colorful festival Pohela Boishakh ( Bengali New Year) By Bangladesh summer tour Updated over a year agoLets Join the most colorful Festival of Bangladesh Pohela Boishakh ( talentedNewYearinBengali)inSummer.Bengali New Year or Phela Boishakh , occurring on 14th April, is the first day of the Bengali calendar, celebrated in Bangladesh. Bangla New Year or Pohela Boishakh connects all Ethnic Bengalis irrespective of religious and regional differences. Ethnic Bengalis acro ss the world and from all walks of life unite to celebrate the Public or Universal Festival of Bengalis i.e. Pohela Boishakh its the occasion to welcome the New-Year with a new hope of peace, prosperity and goodwill. In Bangladesh, it is a national holiday celebrated around 14th April according to the official amended calendar designedbytheBanglaAcademy.Pohela Boishakh celebration dates back to Mughal Emperor Jalaluddin Muhammad Akbars reign. Akbar the Great, the renowned grandson of Zahiruddin Muhammad Babar was the 3rd Mughal Emperor.As discussed earlier the celebrations started from Akbars reign. But the Public celebration of Poyela Boishakh and the large-scale organizations of culturaleventshavestartedmorerecently.The Pohela Boishakh celebrations and festivities reflect the life in rural Bengal. Usually on this day everything is washed and cleaned people bathe early in the morning and dress in fine clothes and then go to visit relatives and friends. Special food items are prepar ed for the guests. Starting as a rural festival, Pohela Boishakh has now become an integral part of Bengali culture.Boishakhi Fairs are organized in many parts of Bengal. The lifestyle of rural Bengal is showcased in almost all these fairs. Various traditional handicrafts, toys, cosmetics, agricultural products, as well as various kinds of food and sweets are sold at these fairs. The fairs also provide entertainment, with singers and dancers staging jatra (traditional plays), pala gan, kobigan, jarigan, gambhira gan, gazir gan and alkap gan. They present folk songs as well as baul, marfati, murshidi and bhatiali songs. account plays like Laila-Majnu, Yusuf-Zulekha and Radha-Krishna are staged. Among other attractions of these fairs are puppet shows, merrygo-round and Giant wheels are also installed and are enjoyed by the children.The Bengali New Year begins at dawn, and the day is marked with singing, processions, and fairs. Traditionally, businesses start this day with a new ledge r, clearing out the old.People of Bangladesh enjoy a national holiday on Pohela Boishakh. All overthe country people can enjoy fairs and festivals. Singers perform traditional songs welcoming the new year. Vendors sell conventional foods and artisans sell traditional handicrafts. People enjoy traditional jatra plays. Village dwellers of Bangladesh traditionally clean their house and people usually dress up in new clothes. Like other festivals of the region, the day is marked by visiting relatives, friends and neighbors. People prepare special dishes for their guests.The rural festivities have now evolved to become vast events in the cities, especially the capital Dhaka.In Dhaka and other large cities, the festivals begin with people gathering under a big tree. People also find any bank of a lake or river to witness the sunrise. Artists present songs to welcome the new year, particularly with Rabindranath Tagores well-known song Esho, he Boishakh.People from all spheres of life wear traditional Bengali dresses. Women wear traditional saris with their hair bedecked in flowers. Likewise, men prefer to wear traditional panjabis. A huge part of the festivities in the capital is a vivid procession organized by the students and teachers of Institute of Fine Arts, University of Dhaka.Nowadays, Pohela Boishakh celebrations also observe a day of cultural unity without distinction between class, race and religious affiliations. Of the major holidays celebrated in Bangladesh and West Bengal, only Phela Boishakh comes without any preexisting expectations. Unlike Eid ul-Fitr and Durga Pujo, where dressing up in lavish clothes has become a norm, or Christmas where exchanging gifts has become an essential part of the holiday, Phela Boishakh is about celebrating the simpler, rural roots of the Bengal. Eventually, more people can take part in the festivities without the blame of having to reveal ones class, religion, or finances.I am lucky enough that I am a Dhaka city dwelle r. Observance of Pohela Boishakh has become popular in Dhaka. On that day I woke up early in the morning and dressed in fine clothes. I decided to spend much of the day time visiting relatives, friends and neighbours. First I went to Ramna Park.Large numbers of people gathered under the banyan tree at Ramna Park where Chhayanat artists opened the day with Rabindranath Tagores famous song, , , Esho, he Boishakh, Esho Esho (Come, O Boishakh, Come, Come).A similar ceremony welcoming the New Year was also held at the Institute of Fine Arts, University of Dhaka. Students and teachers of the institute took out a colourful procession and paraded round the campus. I felt happy joining the parade. At noon, I took panta bhat(rice soaked in water), green chilies, onion, and fried Hilsa fish. In the after noon I along with some of my friends visited a Baishaki Mela. I went around the fair and bought some earthen jewelry. At about 4 pm I went to Jatiya Press Club where a cultural was held. I saw a lot of prominent and leading artists over there. They delivered their informative speeches on the significance of the day. At about 7 pm I came back home with a cheerful mind.

Psychology as a science Essay

In this subject, Psychology will booster you understand yourself and others. You will gain insight about why populate deal the way they do, presented from a biological, behavioral, social and clinical perspective. We will explore the inner(a) workings of the brain. It will help you to learn how to apply what you learn to yourself and your environment.Psychology is a science because it is systematic and empirical, and it is dependent on measurement.Behavior means activities that burn down be observed objectively, such as the reactions of the muscles and the glands, as well as the form patterns of responses as a whole. It also includes internal processes such as thinking, face and other reactions which cannot be directly observed but can be inferred from away behavior. Behavior may be classified as overt or covert and intrinsic or extrinsic behavior.In this subject, Psychology will help you understand yourself and others. You will gain insight about why people behave the way th ey do, presented from a biological, behavioral, social and clinical perspective. We will explore the inner workings of the brain. It will help you to learn how to apply what you learn to yourself and your environment.Psychology is a science because it is systematic and empirical, and it is dependent on measurement.Behavior means activities that can be observed objectively, such as the reactions of the muscles and the glands, as well as the organized patterns of responses as a whole. It also includes internal processes such as thinking, feeling and other reactions which cannot be directly observed but can be inferred from external behavior. Behavior may be classified as overt or covert and intrinsic or extrinsic behavior.In this subject, Psychology will help you understand yourself and others. You will gain insight about why people behave the way they do, presented from a biological, behavioral, social and clinical perspective. We will explore the inner workings of the brain. It will help you to learn how to apply what you learn to yourself and your environment.

Reading Skills Essay

Introduction tuition is a complex cognitive transit of decoding symbols in order to construct or derive consequence ( translation apprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the school school schoolbookbook and the subscribeer which is shaped by the packers prior acquaintance, experiences, attitude, and language community which is culturally and companionablely situated. The exercise swear out requires continuous practice, development, and refinement.Readers drill a conformation of study strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers integrate the enounces they wee-wee read into their existing framework of knowledge or schema. Reading is a swear out very a lot determined by what the readers brain and emotions and beliefs bring to the interpreting the knowle dge/information (or misinformation) strategies for processing text, moods, fears and joysall of it.The strategies single usesvary according to ones purpose, including whether one is practice for oneself only (still the purposes vary) or for person else, such as reading to answer comprehension questions, reading to perform for listeners (including the teacher and classmates), and much more. Of course these social factors whitethorn generate confidence, fear, anger, defiance, and/or other(a) emotionsit just dep hold backs. In sum, reading is both(prenominal) a psycholinguistic process (involving the mind actively processing the text) and a sociolinguistic one (with multiple social factors that shadow affect how one reads, how much one gleans from the reading, and more).Even word naming itself can be affected by these factors, because reading is as much or more a brain-to-text process as a text-to-brain process. For strong readers, the reading process may take only milliseconds . For beginning readers the process may be slower, yet rewarding, and over time will become instinctive. For readers who ar challenged, this process can be tiresome and frustrating. 2 richness of Reading exhibit It is a intumesce- cognize fact that when there were no televisions or computers, reading was a primary leisure exercise.People would spend arcminutes reading books and travel to lands furthest away-in their minds. The only tragedy is that, with time, people have lost their skill and passion to read. There argon umpteen other exciting and thrilling options available, aside from books. And that is a shame because reading offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an min of reading a day to keep abreast of the various styles of writing and mod vocabulary. It is observed that children and teenagers who love reading have comparatively higher IQs.They are more creative and do better in school and co llege. It is recommended that parents to inculcate the importance of reading to their children in the early years. Reading is said to significantly swear out in developing vocabulary, and reading a hearable helps to build a strong emotional bond between parents and children. The children who start reading from an early age are observed to have good language skills, and they grasp the variances in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes.Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The habit of reading too helps readers to decipher invigorated words and phrases that they come across in workaday conversations. The habit can become a healthy addiction and adds to the information available on various topics. It helps us to stay in-touch with contemporary writers as sound ly as those from the days of yore and makes us sensitive to global issues.Fluent reading During the reading process, there is interplay between the readers preexisting knowledge and the write content. Fluent reading is an active process in which the reader calls on experience, language, and prior knowledge to anticipate and view the reservoirs written language. Thus, readers both bring meaning to print and take meaning from print. The nature of the reading process alters as person matures in reading. In the early stages of reading, word identification requires a readers concentration.Eventually, however, readers are able to use their reading exponent (ability to generate written language) for pleasure, appreciation, knowledge acquisition, and functional purposes. Thus, reading competence has many faces. Proficient, eloquent readers locate materials and ideas that enable them to fulfill particular purposes, which may be to follow directions, to complete job applications, or to appreciate Shakespearean plays. In addition, quiet readers adjust their reading style as they pass from narrative to expository content. 3 Three Stages of ReadingIn order to achieve your goals regarding flexible and fluent reading, you must learn certain reading behaviors and thus practice them until they become automatic. We call this practicing to the point of automaticity. In this way you will learn to increase your reading rate, maintain your focus and concentration, and enhance your comprehension. Reading process organizes itself most naturally into an examination of three phases * Pre-reading. * Active reading . * Post-reading. * Pre-reading It involves following functions * Get the big deliver overview skimming * Identify the main idea/thesis.* Read headings and sub-headings * Read captions accompanying pictures/graphics * Active Reading * Think as one reads read for ideas and concepts. * check patterns. * Actively construct meaning. * Anticipate upcoming information. * Verify the main idea and find out significant spots. * Consciously add to or modify schema combine old and unseasoned knowledge. * Self-monitor assess ones understanding. * Evaluate comprehension. * Employ fix-up strategies as appropriate. * Post Reading * Evaluate understanding/ comprehension * Evaluate ones reading processing. * Did one choose an appropriate mode?* What changes do one needs to make in his/her reading? * What did one do wellspring that he/she wants to repeat in future reading? 4 guinea pigs of Reading Following are the fonts of reading * scan type of reading * check outming type of reading * Light type of reading * Word by word type reading * Reading to study type of reading * Sub-vocalization Scanning Type of Reading This type of reading involves running the eyes over quickly, to get the gist. For example, scanning a telephone book * You are facial expression for it quickly. * You know what you are searching for (key words and names).* You see all fact on the page, simply you dont necessarily read the pages you ignore anything you are not looking for. Thus, when you discover the key words being searched for, you will be unable to recall the exact content of the page Skimming Type of Reading When you read quickly to gain a familiar impression as to whether the text is of use to you. You are not necessarily searching for a specific item and key words. Skimming provides an overview of the text. Skimming is useful to look at chapter/section headings, summaries and opening paragraphs.Looking over the text quickly to get a general idea of the content. Your eyes move quite fast, taking in titles of chapters, their beginnings and ends, and the first sentences of paragraphs. The purpose of skimming * To check relevance of text. * Sets the scene for the more concentrated hunting expedition that is to follow, if the text is useful. Light Type of Reading Reading for leisure tends to be light. For example * Read at a pace which feels co mfortable. * Read with understand. * Skim the boring, irrelevant passages. 5 An intermediate light reading speed is 100-200 words per minute.This form of reading does not generally require detailed concentration. This is reading passably quickly without concentrating too hard or worrying closely every single word. We often use it when reading an enjoyable novel. Word by word Type of Reading This type of reading is time consuming and demands a high level of concentration. Some material is not readily understood and so requires a slow and careful analytical read. People use this type of reading for unfamiliar words and concepts, scientific formulae. It can take up to an hour just to read a few lines of text. Reading to Study Type of ReadingA order of reading for with the aim to understand the material in some depth. The method involves quintuplet simple steps Survey, Question, Read, Recall and Review. Study reading involves thinking about what is being read so that it is unders tood and can be recalled. It needs to be worked at, with time for reflection, thought, analysis, criticism, comparison, notes made, points highlighted and emphasized, arguments followed and evaluated, the whole summarized. * Survey skim through with(predicate) to gain an overview and not key points. * Question devise questions you hope the text will answer.* Read slowly and carefully. * Recall from fund, write down the main points made by the chapter. * Review revisit your questions compare these to your recall and establish how well the text has answered them fill in any gaps by further reading and note-taking. Sub-vocalization This is reading very slowly and methodically, either saying the words out loud or at least with a voice in your head. It is painstaking but very slow. We tend to use it when trying out a rule for the first time, or carrying out instructions as to how to assemble something weve bought. 6.Reading Skills Reading involves a combination of skills used simul taneously. Children begin with basic phonics but concisely learn fluency and comprehension skills to make their reading experiences meaningful. The main goal of reading understands. If students can pronounce words but do not understand what they are reading, they are merely reciting word. Some of the important reading skills are * Decoding * Fluency * Comprehension * Critical reading skills Decoding Skills Decoding (also known as Word attack skills) is an early reading skill students learn in kindergarten and first grade.Decoding (sounding out) words are the foundation of reading instruction. Phonics is the method teachers use to instruct students. Letter-naming and recognition is taught a longsighted with initial sounds. Children must understand that each letter is represented by a corresponding sound beforehand they can read text. Once children know sounds, they learn to blend them into words. This skill, phoneme segmentation, should be practiced daily along with alphabet and s ound fluency until decoding becomes an automatic procedure. Fluency SkillsFluency is the ability to read accurately and expressively temporary hookup maintaining a rate of speed that facilitates comprehension. Students learn fluency in a variety of ways. Teachers model fluent reading in the classroom, and students listen to books on CD. Students receive direct instruction in fluency through guided practice development methods like choral and repeated readings. Teachers assess fluency with timed readings that give a score in words read per minute. Students who fall below the average score for their grade level receive additional, individual help. Comprehension SkillsComprehension is the ability to understand what has been read. Comprehending involves strategies that students learn to use when reading independently. Teachers focus on several(prenominal) key comprehension skills. These are inferring, predicting, comparing and contrasting, sequencing and summarizing. Students usuall y learn how to use these strategies in a small group guided by the teacher who demonstrates their use. Students then practice comprehension techniques with a partner by discussing what they read, making connections with prior knowledge and identifying the main ideas in the story. 7 Critical Reading SkillsCritical reading skills are the ability to analyze, evaluate, and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading as a goal includes the ability to evaluate ideas socially or politically. 8 Reading Strategies Reading is not just pronouncing wordsit requires understanding. Most experienced readers use a variety of strategies to understand texts. Reading strategies are used many times rapidly, in unison with one another.Therefore, most reading strategies are evident before, during, and after reading, although not necessarily with the same emphasis. Some of the reading strategies are * Predicting * Connecting * Inferring * Synthesizing * Visualizing * Self-Questioning * Skimming * Scanning * Determining Importance * Summarizing/Paraphrasing * Re-reading * Reading On * Adjusting Reading Rate * Sounding Out * Chunking * Using Analogy * Consulting telephone extension The following descriptions of each outline give some indication of when in the reading process they are generally employed.Different texts and diverse contexts require readers to use different reading strategies at different times. For example, synthesizing is used during and after reading while scanning is typically used before close reading. Here are the major reading strategies associated with the process of reading * Predicting Predicting helps readers to activate their prior knowledge about a topic, beginning the process of combining what they know with new material in the text. Predictions are not mere ly wild guesses, they are based on clues within the text such as pictures, illustrations, subtitles, and 9plot.Clues for predictions will also come from readers prior knowledge about the author, text form, or content. Readers can be encouraged to make personal predictions before and during reading. During reading, effective readers adjust and refine their earlier predictions as new information is gathered and new connections are made. They tend to rehearse what they have learned and move on with some expectations of what comes next. * Connecting Efficient readers comprehend text through making strong connections between their prior knowledge and the new information presented in text.The type of connections made by efficient readers can be categorize into * Text-to-Self Connections Involves readers thinking about their life and connecting their own personal experiences to the information in the text. * Text-to-Text Connections Involves readers thinking about other texts written by t he same author or with common themes, style, organization, structure, characters or content. * Text-to-World Connections Involves readers thinking about what they know about the world outside their personal experience, their family, or their community * InferringEfficient readers take information from a text and add their own ideas to make inferences. During the process of inferring, readers make predictions, draw conclusions, and make judgments to create a unique interpretation of a text. Making inferences allows students to move beyond the literal text and to make assumptions about what is not precisely stated in the text. Efficient readers also can infer the meaning of abstruse words using context clues, pictures, or diagrams. * Synthesizing When comprehending text, efficient readers use synthesizing to bring in concert information within a text.Synthesizing involves readers piecing information together, like putting together a jigsaw. This activity encourages them to keep track of what is happening in the text. During the process of synthesizing, readers may be connecting, inferring, determining importance, posing questions, and creating images. * Visualizing Efficient readers use all five senses to create images continually as they read text. The created images are based on their prior knowledge. Sensory images created by readers 10 help them to draw conclusions, make predictions, interpret information, remember expatiate, and assist with overall comprehension.Images may be visual, auditory, olfactory, kinesthetic, or emotional. * Self-Questioning Self-questioning is the system effective readers use to draw on existing knowledge, to investigate a text as it is read, to analyse the beliefs and motives behind the authors surface meaning, and to monitor comprehension. Whether posed in-head, sub-vocalized or noted in writing, self-questioning is critical to maintaining connections between existing and new knowledge. Self-formulated questions provide a fram ework for active reading by directing the readers attention to key information.Efficient readers continually form questions in their minds before, during, and after reading to assist in comprehending text. Often these questions are formed spontaneously and naturally, with one question leading to the next. Questions may relate to the content, style, structure, important messages, events, actions, inferences, predictions, authors purpose, or may be an attempt to clarify meaning. Self-formulated questions provide a framework for active reading, engaging readers in the text as they go in search of answers. * SkimmingSkimming is glancing through material to gain a general impression or overview of the content. It involves passing over much of the detail to get the gist of a text. Skimming is the most common strategy used by a reader to assess quickly whether a text is going to meet his or her purpose. Effective skimming lets a reader know in general terms how difficult a text is, how lon g it is, how it is structured, and where the most useful information can be found. Effective skimming strategies are critical for adolescents due to the volume of electronic text they read.Websites, CD ROMs, and multimedia system texts are designed for, and subject to rapid reading practices where the reader gets the gist from sub-headings and key points, determines difficulty and usefulness, and assesses the content flow. Skimming is often used before reading to assess quickly whether a text is going to meet a purpose determine what is to be read determine whats important and what may not be relevant review text organization activate prior knowledge. * Scanning Scanning involves glancing through material to locate specific details such as names, dates, places, or some particular content.For instance, readers might scan a contents page or index to find the page exit of a specific topic. They may scan a dictionary or telephone book in search of a particular word or name, or th ey may scan as they re-read 11 a text to substantiate particular responses. Like skimming, scanning is particularly important for comprehending selected part of websites, CD ROMs, and multimedia texts. Readers may also scan a text looking for picture clues that may help them to identify any undiagnosed words. * Determining Importance Efficient readers constantly ask themselves what is most important or what the main idea is of what they are reading.They benefit from understanding how to determine the important information, particularly in informational texts. Factors such as purpose for reading, knowledge of topic, prior experiences, beliefs, and understanding of text organization help readers to identify important information in a text * Summarizing/Paraphrasing Linked closely to the strategy of determining importance, summarizing/paraphrasing is the process of identifying, recording, and writing the most important information from a text into ones own words. The ability to reduc e a larger piece of text to its most important messages isdone through summarizing. The re-statement of the text is referred to as paraphrasing. Summarizing/paraphrasing involves using key words and phrases to allow the general gist of a text. * Re-Reading Efficient readers understand the benefits of re-reading whole texts or parts of texts to clarify or enhance meaning. Reading or hearing a text more than once benefits all readers, allowing them to gain a deeper understanding of the text. Re-reading can also be used as a word-identification strategy. Efficient readers sometimes re-read to work out the meaning of difficult words using context clues.The opportunity to re-read a text also helps to improve fluency * Reading On When readers cannot decode an unfamiliar word within a text, they can make use of the Reading On strategy. Skipping the unfamiliar word and reading on to the end of the sentence or the next two or three sentences often provides the reader with sufficient context clues to help determine the unknown word. Once the unknown word has been determined it is important for students to re-read that section of text. Reading On also refers to continuing to read in an attempt to clarify meaning that may have been lost.* Adjusting Reading Rate It is important that students give themselves permission to adjust their reading rate and to recognize when this may be necessary. The purpose for reading will often dictate the 12 most appropriate rate. Readers may slowdown to understand new information, to clarify meaning, to create sensory images, or to ask questions. Readers may also speed up when scanning for key words or skimming to get an overall impression of a text. * Sounding Out When adolescents meet new and unfamiliar words, they will use their knowledge of letter/sound relationships to identify them. * ChunkingAs readers encounter greater numbers of multi-syllabic words, it is important to encourage students to fracture words into units larger than i ndividual phonemes or single sounds (/b/). Readers might chunk words by pronouncing word parts such as onslaught and rime (spr-ing), letter combinations (ough), syllables, or parts of the word known as morphemes which carry meaning (ed, ing). * Using Analogy When readers manipulate or think about words they know in order to identify unknown words, they are using analogy. They transfer what they know about familiar words to help them identify unfamiliar words.When using analogy, students will transfer their knowledge of common letter sequences, onset and rimes, base words, word parts that carry meaning, or whole words. * Consulting Reference The use of word-identification strategies such as sounding out or chunking may unlock both the pronunciation and meaning of words. However, if the word is not in a readers meaning vocabulary, the reader may not be able to understand the meaning of the word. Consulting a reference is an additional strategy that supports students to unlock word me aning.Being taught how to use a dictionary, thesaurus, reference chart, or glossary will help students locate the meanings, pronunciations, or derivations of unfamiliar words. 13 finis As the discussed topics demonstrate, the process of reading for meaning has bottom-line commonalities. Among these, perhaps oddly, is that at any given moment, one cannot reliably predict what a reader will do next. Eric Paulson (2005) has drawn an analogy between eye movements and the weather, both of which can be described in terms of chaos theory in physics, he argues, but neither of which is exactly predictable.And he writes When looked at through the lens of chaos theory, reading is clearly not a process of plodding along the text at some regular, predetermined rate but is instead a process that ebbs and flows (p. 355).We set our purposes (or not), begin to read, perhaps question what we are reading, perchance afford and reread, sometimes read ahead, go back again, maybe skim or skip some, occ asionally decide not to finish reading whatever it is, maybe go ahead and read at least the headings (of an informational selection) and the conclusion, orthe final chapter or page (if a novel or short story)all the while using strategies that are universal among proficient readers, but uniquely applied.Metaphorically, during any reading event, reading ebbs and flows, like waves. We might think of waves crashing upon the beach as meaning achieved (and perhaps examined critically), the end product of reading a stretch of text. But with such achievement, the reader is simultaneously and near simultaneously processing other parts or aspects of text and the ideas in ways that are unpredictable at the micro level.This is akin to what we often see on a beach different waves, and different aspects of the reading process, forming, swelling, cresting, crashing, and ebbing. While one part of the reading process and event crashes and ebbswith something processed into short- or even long-term m emory, perhapsother facets of the process are just beginning again, increasing, coming to a head, collapsing into memory (or not), and receding from the readers immediate attention.Yes, while I often speak of the reading process, as if this cognitive and constructive process were totally uniform, during any given reading event, whoever the Although, reading means different things to different people and skills vary with every individual, reading is a skill that can be improved. Students from various backgrounds are in reading courses for a variety of reasons. Weaknesses in vocabulary, comprehension, speed, or a combination of all three may be the result of ineffective reading habits. Active reading is engaged reading and can be achieved through comprehension regulation strategies.We should never take reading for granted, for many, these skills come slowly and with a great deal of difficulty. It is important to use a multi-sensory approach whenever possible, some memory training, tap into previous knowledge before moving forward and make it meaningful. 14 References * http//en. wikipedia. org * http//www. heinemann. com * http//www. palomar. edu * http//ababasoft. com * http//www. scribd. com * http//www. sil. org * http//www. ehow. com * http//www. stepspd. com * http//www. palomar. edu.

Strategic Analysis

Introduction to Business Submitted to Miss. Rabia Hassan Assignment 1 Section K Topic Strategic Alliance Tata and Starbucks Group Members * Khubaib Yaqub * Rana Zeeshan * Momna Ahmad * Iqra Pervaiz * Aimen Naqvi * Iqra Tariq * Huma Akram TATA drinking chocolate and STARBUCKS Indian Coffee Industry India is the fifth largest producer of coffee in the world, producing more than four percent of the worlds coffee, with the bulk production in southern states. In India the average coffee consumption per day is estimated to be ten cups per day. Only India produces its coffee in indoor speediness.Indian coffee has a unique historic shade and aroma. Tata Coffee Tata produces coffee on its private land. They process the beans and export green coffee. Tata too manufacture and exports Instant coffee. Starbucks Starbucks is an International chain of coffee and coffeehouse base in Seattle and Washington. Starbucks prefers quality over price and is specialized in coffee and related to bevera ges. Starbucks does the business organisation of coffee, Italian-style espresso beverages, cold blended beverages, high quality teas and coffee related equipment and accessories. About the diffuseStarbucks is joining hands with Tata to set up stores in Tata groups retail outlets and hotels opposite then sourcing and roasting beans at Tata Coffees Kodagu facility with its particular process. The deal includes opening cafes, roasting and sourcing beans. Both Tata and Starbucks go forth dumbfound to solve the franchisee-led business model of Starbucks. Both companies have agreed to set up a 5050% joint venture of growing hot beverages in India Market with a name called Tata Starbucks Ltd. Starbucks will be operated and owned crossways India through this venture. Their brand name will be named as Starbucks Coffee A Tata Alliance.Tata and Starbucks have agreed to open 50 cafes in some(prenominal) cities of India in 2012 starting with Delhi and Mumbai. Youth of India has increased the use of western Coffee Cafes. In India competitors of Starbucks includes Barista, Cafe coffee Day and Costa Coffee. Together Tata and Starbucks will keep a market of Coffee Cafes which is estimated at over Rs. 700 crore a year. The agreement of separate roasting and sourcing between Tata Coffee Ltd and Starbucks Coffee Company Ltd in upcoming will roast coffee to supply to Tata Starbucks and will export to Starbucks Coffee Company for its overseas operations.India produces Coffee over Rs. 3, 000 crore a year. Objectives of Tata Coffee behind this Deal * Opportunity for TATA coffee to digest roasted coffee beans to Starbucks in India. * Get a chance to jointly invest in facility for export to other market. * Starbucks will provide new technology to the promotion of responsible agronomy practices. * A long term relationship will be formed with this MOU sign-language(a) with Starbucks. * Tata coffee becomes Asias biggest publicly traded coffee grower. Vision * Tata coffee will b ecome the preferred choice in elite market. Customer satisfaction, centricity, quality, sustainability, and an engaged custody will be our drivers to achieve Rs. 1, 000 crore enterprise by 2015. * In Future Tata coffee shall be perceived as one of the most respected organizations in the plantation and extraction business. Mission * To simantinaously improve value to stakeholders through our operations while ensuring and improving the ecological wealth entrusted to us. * Enhance quality of life of the people. * Be an exemplary corporate citizen havingTata values with total commitment to the communities in which we operate. Values * Integrity * Understanding * Excellence * Unity * Responsibility * Safe working surroundings Objectives of Starbucks Behind this deal * Through this MOU Starbucks will be sufficient to Indias market. * India can be a useful source of coffee in domestic help market for Starbucks. * Starbucks will have the opportunity to get the knowhow of India mark et through Tata Global Beverages. * There will be synergy because Tata also has a business I retail market. Mission StatementTo establish Starbucks as the premier producer and provider of the finest coffee in the world while maintaining our uncompromising principles as we grow. Environmental Mission Statement * To understand and shargon environmental problems. * Inventing a flexible solution to bring a change. * Revolutionise to buy and sell products which are environment friendly. * Recognizing that fiscal responsibility is essential to our environmental future. * Instilling environmental responsibility as a corporate value. Guiding Principles * To be assertive and provide a good working environment. An essential way of our business is to discourage discrimination. * Apply the highest standards of excellence to the purchasing, roasting, and fresh deliin truth of our coffee. * Making the customers enthusiastically satisfied. * Positive parting towards communities and our environment . * To understand that profitability is essential to our future success. Advantages * Tata and Starbucks both are the companies are leading in their sector respectively. * It is going to be a social exteriorize in India. * High quality green coffee beans are going to be produced. Considered jointly investing in additional facilities for exports to other markets. * Sources will be utilized by both in encouraging core competency. * The consumption of coffee is expected to grow at 6% annually. * Other companies can also approach Tata coffee for their raw product. * With the help of this deal Tata coffee will enhance to the branded coffee retail market. Competitive Advantage of Tata Coffee Tata has kept up(p) a strict consistency in quality whereas Tata is the worlds largest indoor coffee plantation company producing heavy quantity of special, strain particular and premium coffee.Tatas coffee has a major consumption in Arabic-centric markets. Competitive advantage of Starbucks Starbu cks has the largest number of coffee houses in the world having a very strong brand image. They have loyal customers all around the world. Disadvantages * The selling price of Starbucks is not cheap. * The entry of Starbucks has on the out-of-home coffee consumption market and this will action alliance of Tata coffee with Barista. * There is no exclusivity for each other from both sides. * The demand I India is highly elastic so Starbucks will have to address its pricing issues. There are several competitions in the segment of Starbucks. * Coffee price continue to rule at historical laws and this definitely has an effect on the bottom line of Tata coffee. Conclusion * This deal will be beneficial for both Tata and Starbucks as it is opening new phases for both. * Starbucks will be able to enter Indias market after having the MOU signed. * Tata will have the opportunity to enter into retail outlet business by joining hands with Starbucks. * A Revolution will take place in Indias cof fee retail outlet business.

Education foundation Essay

Christian com legationingaries played a vital role in the conception and evolution of Western genteelness in Kenya. These missionaries began their activities here in the stake half of the 19th Century. Although their authorised aim in coming to Africa was to Christianize a dark and savage continent, the provision of rudimentary learning was found inevitable. Missionaries had found off(p) that, by having the ability to read the Bible and the hymn book, the early qualify would be a valuable asset in getting much of atomic number 53s neighbours to Christianity.It would whence appear, the role of Christian missionaries in providing horse opera didactics to Africans was non by design but accidental. Should this hypothesis be correct, the entire phenomenon of western cultivation as introduced and provided by Christian missionaries was flawed. In that case, they were to put up an untoward breeding for as long as they were in control alone(predicate) by themselves. From 1895 Kenya became a compound enclave of Britain up to 1920. Kenya was referred to as the eastside Africa Protectorate.The construction of a railway line from Mombasa in 1895 to Kisumu in 1901 was a boom for two missional and colonial governing body activities. Missionaries were able to spread out abstainer by opening more centres in the interior. On the an opposite(prenominal) hand, the colonial cheek was able to pacify loathly African groups. Regrettably for endemic mickle too, the railway line as well as motto the in-flaw of European settlers and Asiatic groups. These aliens were to change the culture of events to the disadvantage of Kenyan locals.Missionary spread out Inspired by the commit to embrace as umteen adherents as they could, Protestant and Roman Catholic missionaries moved to al intimately solely accessible and habitable regions in Kenya. The Church Missionary Society (CMS) led in this ambitious crusade. From 1844 bum Ludwig Krapf of CMS bega n to explore the East African Coast and was joined in 1846 by Johan Rebman. They established their runner mission station at RabaiMpya, among the Rabai people, near Mombasa. Later the CMS operated a station in Taita in 1895.Other CMScentres were started in the undermentioned distinguishs Kahuruko (1901) Weithaga (1903) Kahuhia (1906) Mahiga (1908) Embu (1910) etc. A branch of the CMS also entered Western Kenya from Uganda and in 1903 had set up a mission station at Maseno.Holy Ghost Fathers set in at Mombasa in 1890 and a year later was also stationed at Bura. They got themselves a station in Nairobi in 1899. Their counter bulge outs, the Consolata Fathers undefended stations at Kiambu (1902), Limuru (1903) and Mangu (1906). Roman Catholics also entered Kenya from Uganda and soon established centres at Kisumu (1903) and later at Mumias and Kakamega.Other missionary groups that were pivotal in the spread to various parts of the country were Evangelical Lutheran Mission of Leipzig (from Germany) African In field Mission church of Scotland Friends African Mission (Quakers) Church of God Mission, the Nilotic Independent Mission, the Seventh Day Adventists and the Presbyterian Church of East Africa. Although with other unbecoming consequences for indigenous people the numerousness of Christian church denominations stirred a rivalry that became a catalyst in the spread of churches and trains. all(prenominal) other group scrambled for a sphere of influence.On the whole, by 1920 Christian missionary groups had stuck out their necks as important players in the spread of western influences among indigenous people. By 1918, there were 16 missionary bodies active in the country. Roman Catholics and CMS had the largest proportion of rails for Africans. Between them, they controlled 46 station schools and 261 village schools. Mission reproduction Basically, the purpose behind the organic law of mission stations and schools was to spread Christianity. The provision of statement for other ends was thence secondary to missionaries.Education was only used as a facility for evangelisation. The curriculum of mission schools was more often than not unearthly. Out of this experience, these schools postulate been referred to as prayer houses. These institutions only taught Christianity. While strongly inclined to saying religious commandment, a number of factors forced mission schools to admit other curricula. First, Africans strongly resented religious culture. In a number of cases, students staged strikes and demonstrations to demand for a more secure curriculum. Boys in Mumias at the Mill hillock Fathers schools staged a strike in 1912.Second, the colonial governing body urged the missions to include industrial study in their curricula. Third, the circumstantial imperatives of the day necessitated the inclusion of other courses such as industrial teaching. Missionaries, as substantially as the colonial institution require skilled press to construct buildings, make furniture inter alia. apparitional development alone could not produce such manpower. Out of this tuition therefore, although mission rearing was for the most part base, it had to offer the 3Rs, religious culture and industrial training. The method of instruction was by rote learning.Learners were supposed to get a line and recite whatever they were taught. Missionaries, above all, offered an education that was elementary and designed to keep Africans in their subordinate place i. e. universe servants of Europeans. Their educational orientation, in general evinced the spiritual value of difficult work and the principles of evangelical Christianity with an aim of producing hard working Christians. There were two tokens of schools. There was the village/bush/out-schools. These were eater schools to the second type the central mission school.Village schools offered very rudimentary education. They were under the direction of African ca techists. On the other hand, central schools were intended to offer additional curricula. In this case, vocational training in article of belief and nursing etc abounded. Vocational training was generally a preserve of the bright students. All said of mission education, by 1920, though many learning institutions had been established only a handful would pass the litmus test test for quality. In the western part of Kenya, only three centres and developed substantial primary school programmes.These were mission schools at Kaimosi, Maseno and Yala. The same were true of central Kenya with centres at Kabete, Kahuhia, Kikuyu, Tumutumu, Kabaa and Nyeri as main contenders. At the lantern slide full-fledged primary school courses which other elementary schools of the time were not offering. This education did not go beyond six years. The recipients of such a number of years were very few. Whatever missionary drill in education this time, it should be understood that a number of factors influence their orientation, working and results/outcomes.For instance, due to misconceptions by European anthropologists of the nature of Africans, missionaries were prejudiced in their interaction with Africans. Africans suffered in this interaction and so did their education. Africans were of three categories stupid, mediocre and intelligent. On the part of missionaries, a majority of them were not professional educators and therefore they tried out what they did not know. A look at the curricula during their training reveals no does of professional training in teaching some(prenominal) (Anderson, 1970 25).Besides, in their bid to expand educational activities they were always curtailed by meagre financial resources. More-so, the colonial governments policy dictated certain centres that they could scarce achieve and, in the course of playing the line of descent of the caller, stumbled. Regrettably for Africans, they were the ones who received all the results of these mission ary education mishaps. The lessons learnt by Africans from this unfortunate state of their education were to be instrumental in advocating for schools of their own, if not government-managed, from the 1920s onwards.THE ROLE OF GOVERNMENT IN THE ESTABLISHMENT AND phylogenesis OF WESTERN EDUCATION IN COLONIAL KENYA UPTO 1920 Between 1895 and 1911, the involvement of the colonial government in the establishment and maturation of educational opportunities for the indigenous Kenyans was minimal. At this time, the government was more concerned with the pacification of the ethnic groups and inculcating in them a proper respect for the European interpretation of law and order. However, when the colonial administration got composite in education, this sector was seen as a potential source of a better and more efficient jade force.In this official thinking, through education Kenya would move fast into becoming self-sufficient. The government also treasured indigenous people to be give a n education that would help it put into operation its doctrine of substantiating rule through chiefs and headmen. These needs of the colonial administration for African education did concur with those of the Europeans settler community. The settlers needed an enlightened labour force that was capable of taking instructions both as house servants and arouse workers.But more significantly, settlers relied on both the missionaries and colonial government for African educational discipline to offer the right kind of education, whereas the colonial government was to control its aim. Educational progress during the early period of colonial rule was directed more by the force of circumstances rather than be deliberate and healthy developed policy. In many cases, the policy that was laid down failed to meet working needs. More often, policy was frustrated by the conflicting interests of the administrators, the settlers, the missionaries and with time, African interests.One can then ob serve if the development of African education in colonial Kenya, it was an unending struggle between conflicting interest groups. The origin suited involvement by the colonial government in educational development was in 1911. A discussion section of education was set up with a Director, James R. Orr, at its helm. The Director was charged with the responsibility of the prep of educational policy, its implementation and administration in general. The creation of this department followed a report on education in the East African Protectorate produced in 1909 by Prof.Nelson Frazer, a seasoned Briton on educational matters in India. He had been appointed as Educational Advisor to the British colonial enclaves of East Africa by the colonial office in London. With such an official capacity, Frazers report was taken in earnest and its proposals followed. One of the lasting legacies of the Frazer underwrite was the recommendation that education in Kenya be developed on racial lines. African education rested at the bottom of a hierarchy that saw Arab/Asian and European education take prominence in that ascending order.This bottom positionmeant that little could be achieved for indigenous Kenyans in terms of educational development. Indeed, throughout the colonial period, African education was treated as an education for the third class citizens. Frazers report also encouraged the teaching of skillful/industrial education in African school to the chagrin of Africans who saw this as a play to keep them out of mainstream social, frugal and political development. But for Frazer, such as education would help the government get more Africans with appropriate skilful skills and thereby replace the expensive Asian armorers.Above all, practiced education for many Africans was hoped to foster economic development fir the colony. It would then become self-sufficient. The colonial governments thrust into educational development can also be seen in the system of grants to mission schools that offered industrial education. Through the Department of Education, the government gave out grants on the basis of results. In other words, the more the candidates and the better their results in industrial arenas, the more certain a school would be of a government grant.Although for some time this measure was resisted by the missionaries, claiming that the government was overstretching its jurisdiction and that this education was costly, by 1912 industrial training in basic skills in smithing, carpentry, floriculture and even typing had started in many schools. Although the third way in which the colonial government got involved in educational development failed disastrously in its experimental schools at Kitui in 1909 for sons of chiefs and headmen, in 1913 the first official government African school was set up in Machakos.This was a central adept/teacher training school around which a system of village schools developed. The latter served as feeder scho ols to the former. With the progress of time, into the last half of the 2nd decade of the 20th Century, the government found it imperative to constitute an educational way. This commission was to collect and collate the various views of the stakeholders on African education. Under the chairmanship of J. W. Barth, the Education commission of East Africa Protectorate of 1918 wasrequired to, among other terms, inquire into and report o the extent to which education should right off be introduced among the native population throughout the protectorate. The report of the 1919 on African education did not offer anything to be applauded by Africans. It was observed that African education continue to emphasize proficient/industrial training. This education had also to be religious/Christian but significantly, missionaries were to continue as the main providers of African education. colonist opinion was strongly opposed to the use of English in African schools.On the whole, these recomm endations by the study having been accepted by the colonial government clearly demonstrated where its learning was on the direction that African educations to follow. In general, we can observe, by the close of 1920, the colonial government had become yet another match-maker in the game of African education. Through the Department of Education and subsequently the outcome of the Education commission of 1918, the administration had begun to lay down policy guidelines on which future developments were to be aligned. eyeshade that, this commission was the very first official organ that want comprehensive information from people on the development of western education in colonial Kenya since 1895. Together with the Frazer Report of 1909, they formed the basis of education until 1949 when the Beecher Report was issued. AFRICAN INITIATIVES IN EDUCATIONAL DEVELOPMENT IN COLONIAL KENYA Indigenous Kenyans were actively involved in the development of their education during the colonial peri od. This participation was inevitable given the racial differentiation in educational development recommended by the Fraser Report of 1909.Although Africans began their own initiatives in the development of education as early as 1910, large exfoliation developments were noticeable from the 1930s onwards. African initiatives in the development of their education can be distinguished in two separate approaches. There was the African independent schools movement and the Local Native Councils school movement. Though, by Kenyas freedom, the independent schools had been closed down for political reasons. As part of the African initiatives in the development of education, they had proved a notable success.In many ways, African initiatives in educational development had compelled the colonial administrative to give African education substantial attention. Independent School Movement The origins of the AIS movement began in 1910. This followed the breakaway by African Christians from missi onary control. John Owalo, an adherent of various missionary groups in Nyanza and an undergo CMS school teacher, formed the LUO NOMIYA MISSION in 1910. Later on, this mission built churches and schools free from European missionary control.African independent schools movement was more pronounced in Central Kenya. This movement took root in the 1930s. An association KISA was formed in 1934 to run schools. A splinter group, KKEA, emerged soon thereafter and was more nonprogressive and did not favour links with the colonial government. In essence, the AIS movement in this region spread fast resulting in the establishment of many schools. By 1939 these schools had a pupil population of 29, 964. In fact, by 1952 when the AIS were all closed down, their number was about 200 with a learner population of over 40,000.The epitome of the African independent school movement can be discerned in the establishment of Githunguri Teachers College in 1939. This builds that the movement had itself well entrenched that it was able to train its own teachers among other concerns. It is important to note that, the AIS movement was motivated largely by African aspirations on what type of education they thought appropriate. Africans also clamoured for freedom of choice and economy of their cultural value. European missionary education was largely religious and vocational.Yet Africans wanted academic education. European missionaries wanted Africans to discard their traditions and this was unacceptable rightfully, to traditional African elders despite the fact that some had been converted to Christianity. Note also that, the African Independent Schools did not necessarily abandon the curriculum existing in the other schools. From 1936 these schools accepted to follow government curriculum. They only tried to fill in gaps. In fact the organisation allowed AIS teachers to train at missions and government training institutions.Local Native Councils Schools African initiatives in educa tional development also received a come along with the establishment of the Local Native Councils in 1924. These councils were empowered among other activities to vote funds for educational purposes at elementary and primary school levels. A door had therefore been opened, so it seemed, for Africans to direct the course of their development in education. The colonial administration guided the LNCs in their feat to promote African educational opportunities.The LNCs were required to collect up-to 200,000/= to put up a school and have a further 26,000/= for the institutions annual maintenance. The LNCs were also advised to refer to the intended institutions as Government African Schools ( botch). The 1930s saw many of the LNCs establish their schools. Kakamega GAS enrolled its first pupils in 1932. Kagumo GAS followed in 1933 and Kisii GAS in 1935. Note that these schools were intended to offer primary C level of education i. e. standard IV to VI when they started.However, they had t o lower their requirements due to unavailability of candidates. Although the Government desired that the curriculum for these schools emphasize industrial/vocational education, Africans generally supported literary and higher education for their children. Indeed, given the power of the African voice, the 1935 African Primary School syllabus de-emphasized technical/vocational education.Africans seriousness in the development of these schools is clearly seen in the fact that the three K schools were full primary institutions by 1938 i. e.offered PS Exam at end of standard VI. In 1946 they had grown into junior secondary schools. Before 1963, Kakamega and Kisii were preparing students for the higher(prenominal) School Certificate Examination i. e. the basic university entry requirement at the time.The role of the LNCs in the procession of African education during the colonial epoch was very prominent. Statistics show that these schools quickly outpaced the mission schools in interrog atory results. For example, in the 1939 PS Examination, Kakamega alone had 8 passes compared to 4 from all mission primary schools in trades union Nyanza.Kagumo had 15 passes compared to 10 from all mission schools in the region. Many LNCs got encouraged and established their own schools. By 1945 LNC schools were 66. These schools had better terms of service for teachers than most mission schools. Conclusion From these two examples of African initiatives in the development of education in colonial Kenya, we can appropriately claim that Africans played an important role in promoting education. Africans, in the context of political, social and economic imperatives of that period, knew what type of education was necessary.Essentially it is their effort that compelled the colonial administration to institute appropriate regulations for the education sector. By the time of independence, indigenous Kenyans had vividly known the role of western education in their progress. They had also s een what results emerged from collective effort. Indeed through the AIS and LNC schools, the roots of the Harambee movement in the development of the nation had found their depth. TECHNICAL/VOCATIONAL EDUCATION IN COLONIAL KENYA Introduction skilful or vocational education can be defined in various ways.UNESCO (1984) defines this education as one that involves, in addition to general education, the study of technologies and related sciences and the acquisition of practice, skills and the knowledge relating to occupations in various sectors of economic and social life. Omulando and Shiundu (1992) define technical education as instruction in any subject which leads to production in industry, agriculture, trade and commerce. Whatever definition, any reference to this type of education essentially connotes instruction in subjects that are largely practice/manual, outdoor, equipment-intensive, etc.In Kenyas main-stream, education at once includes subjects such as Art and Crafts, Home Science, Agriculture, Business Education and Industrial Education. In the classification of the parade 8-4-4 education system for the secondary school cycle, these subjects are in groups IV and V. In group IV are Home Science, Art, Agriculture, Electricity, Woodwork, Metal work, Building and Construction, Power Mechanics and Drawing and Design. Group V subjects include Music, French, German, Arabic, Accounting, Commerce, Typing and Economics. OriginsFrom the onset of Western education in Kenya, technical education was conceived and designed as the most suitable education for the indigenous people. A manual-based education for Africans was deemed appropriate due to a number of reasons. Among these reasons were the following 1. Africans were of a low human species with a level of learning remarkably different from and inferior to that of the come European. In this case, Africans were well suited to menial and tedious occupations such as farming and unskilled labour provided that the y could be taught to overcome their natural laziness. 2. skillful education as seen by the European Settlers would go along way in getting a critical mass of indigenous people with appropriate artisan skills that would render the hiring of the expensive Asian artisans redundant. On the part of Christian Missionaries, such an education for the Africans would lead to their liberty at the mission centres. 3. Non-academic education for Africans was found most suitable for it would make them passive and thereby being non-rebellious. Literary education offered elsewhere in British colonies had resulted in unfortunate experiences for the colonists and this did not need to be repeated.Development Concerted effort by the colonial government to entrench technical education in African schools was begun shortly after 1911. Experimental grants were offered to some mission schools for the teaching of technical/vocational subjects. These grants-in-aid were given on the basis of student results. T hrough this effort by 1912, industrial training in basic skills such as smithing, carpentry, agriculture and typing had begun to take shape. The colonial government in 1913 set up her first African school at Machakos to offer both industrial and teacher training.The emphasis on technical/industrial education for indigenous people in Kenya received a major boost from the Phelps-Stokes Commission of 1924. This was an education commission set forth by the Colonial Office in London. Although largely reiterating the recommendations of the 1919 Education Commission of the East African Protectorate, the Phelps-Stokes Commission urged that education be adapted to the needs of the various(prenominal) and the community. It believed that industrial training must provide the basis of African education in Kenya.For a people who were primarily land cultivators and zoology keepers, outlandish education was considered an integral component of industrial/ vocational/ technical education. The colon ial government found it prudent to establish more schools for Africans with an industrial/technical/vocational virgule in this period. nigh of the schools established included the Native Industrial Depot Kabete (1924), Jeanes School Kabete (1925), Coast Technical School Waa (1921), Government School Kapsabet (1925) and Maasai School Kajiado (1926).Apart from the Jeanes School and Native Industrial Depot both at Kabete, the rest of the schools offered industrial education suited to their location. For example, the Maasai school at Narok emphasized more of animal husbandry and animal skin curing. More-so, the Kabete educational institutions offered technical education to people/learners who already had had exposure to technical education elsewhere. These institutions offered training on a national level. The curriculum of technical education in colonial Kenya, for Africans, was very simplistic.This was largely for reasons alluded to earlier. At the Jeanes school for instance, m ale teachers were taught songs, Swahili, Physical training and games, Religious and moral education, simple hygiene and sanitation, first-aid on fractures, cuts, burns, dysentery, pneumonia, plague and malaria, simple agriculture including ploughing, curing of animal skins and hides, the silk industry, black-smithing and tin-smithing. In essence, these courses were deemed basic for Africans sustenance. No provision was made for thorough in-depth study of the subjects.Although steps were put in place to emphasize technical education in African schools, by 1940 no commendable large-scale progress was in sight. In the case of Agriculture education, for example, whereas a committee in 1928 is on record to have recommended that agriculture be made compulsory and examinable in all rural schools of all grades, nothing was put to practice in this regard by 1940. Instead of Agriculture, Nature study took over as a school subject. This take-over meant that agricultural skills were only to be demonstrated in the school garden.Agriculture thus became non-compulsory in African schools. The Beecher Report (1949), otherwise referred to as the African Education Commission, decried/lambasted the minimal developments realized in technical education. One of the weaknesses notable was teachers lack of conviction and knowledge or training to facilitate the inculcation of the right attitude in students towards technical education. Most significant about the Report was its recommendation that, at primary school level due to the tender ages of the learners, no formal agricultural education be taught.Instead, schools were to encourage in learners a correct attitude towards agricultural labour and an appreciation of the significance of land. In order for technical education to thrive, the Report recommended, inter alia, constant supervision of the teachers attitude and encouragement of resolute partnership between schools and the germane(predicate) administrative departments. Althou gh graduates of this education made an impact in their communities, on the whole, African did not receive this type of education with open arms. Political, educational and socio-economic reasons contributed to this coldreception.Africans felt that it was a European ploy to teach them practical subjects so that they could remain inferior and their subordinates. This education as seen as mediocre and it hampered African political advancement. It is important to note that, in Asian and European schools in the colony no kind of technical education offered in African schools was taught. This difference concretized the African suspicion of the type of education given to them. Educationally, technical education failed since the syllabus lacked flexibility.More often, the syllabi made little provision for regional variations and thereby some programmes virtually failed. The co-operation sought between departments of Agriculture, Veterinary and Education was inadequate and sometimes contradi ctory. For example, visits by Agricultural Officers to schools hardly materialized. School calendar was sometimes not in consonance with peak times of agricultural activity. Education officers on their part sometimes lacked the necessary knowledge and even for the specialists they had little or no interest. Teachers often used unneeded work on the farm or in the workshop as a form of punishment.Some subjects, particularly Agriculture and Carpentry were not examinable at primary school level. This did not motivate learners to show seriousness. Furthermore, in cases where technical subjects failed to feature at secondary school level, learners hardly wanted to study them at the lower level. Technical education also failed due to what African viewed as proper education. Basically, Africans only saw academic education as the epitome of their children going to school. This meant that, nobody was enthusiastic about the success of technical education. Schooling was only meaningful if lear ners gained literary academic education.Socio-economic problems also hampered the success of technical education. It was not well-fixed to acquire funds for purchase of farm and workshop equipment, leave alone acquiring farming land for schools. Since many schools did not receive government grants, they had to rely on local communities for their day-to-day running. However, the envisaged assistance was hard to come by particularly when the projects were for technical education. Parents decried the inclusion of this education in the curriculum and therefore could hardly contribute money to schools for their development.The colonial governments policy on the growing of cash crops also served as an impediment to the flourishing of vocational education. Africans were not allowed to grow cash crops. Being allowed to grow subsistence crops alone could not easily lead to the much-needed economic empowerment for Africans. In such a situation, Africans saw no need of giving agricultural edu cational any seriousness. The lack of demand for people with industrial education skills in the labour market also went along way in curtailing the success of technical education.At this moment, white-collar jobs were more appealing. To secure such opportunities one needed to have had academic education. This scenario quickly reflected itself in learners choices of schools subjects. Technical subjects were rarely their priority. From the foregoing, technical/vocational education had very minimal chances for success. As political independence drew nearer in the early 1960s, more emphasis in education shifted towards academic education. Technical and vocational education only got prominence sometime into the independence era. This was mainly after 1970.Post-primary and secondary school and technical institutions sprouted in various parts of the country. Among these institutions were Village Youth Polytechnics and Institutes of Science and Technology. Technical/vocational education tod ay is offered in a myriad of institutions ranging from those in mainstream education system to those organized by government ministries, churches and other NGOs. Conclusion Technical/vocational/industrial education in Kenya was originally conceived as an education of the social inferiors. This conception for a long time guided the development of this education.Policy stipulations for this education were founded on misconceptions. Besides, there was an unrealistic design for this educations development. Out of this disposition, learners as well as teachers hardly gave the subject serious attention. This scenario meant that even after fifty years or more in operation, little meaningful results had been realized by 1963. The climax of this failure neglect can be discerned in the fact that, technical education was almost entirely disregarded in the education system conceived of presently after Kenyas independence.

Review of “Roses” by Kanye West

schoolchild Project Presentation In 2005 Kanye West released Roses on his second studio album titled latish Registration. Though the composition is classified as whack, it delves into many other genres and niches as it encompasses a wide-ranging mixing of blues, rock, R&B, and many others. The extensive collaboration between West and film score producer Jon Brion during the devising of the album resulted in a very unique orchestral-like sound thanks to the hiring of a full wander section during production.The entirety of the album could be considered a breakthrough as it redefined the genre and what typical hip-hop was expected to sound like by juxtaposing heavy hip-hop beats with orchestral strings. It is this contributing part that makes it so difficult to compare his musical style to that of any other artists. Although I thoroughly delight in Late Registration as a whole, Roses is my favorite composition due to the lyrical substance and the behavior in which West chose t o express his degree.West composed the piece entirely himself, a deeply moving story where he recounts his emotions and those of his family as his grandmother lay ill due to core complications and his views of the healthcare system. Although he did non write out his lyrics at the time, this did not hinder the meaning of the composition in any modality as his passion and conviction are still evident in the tonality of his voice and heart felt words as he ever so clearly conveys his story to the listener.The Grammys classifies the composition to a lower place its solicit category. In 2006 Late Registration was nominated for five Grammys of which it won three for best rap song, best rap solo performance, and best rap album. In my opinion the category suits the composition because though it is not typical, it still is rap. I believe that this song should be a part of our course because of its fragment of improvisation, which is one of the cornerstones of Jazz.As I mentioned befor e, West did not write down any of his lyrics for the composition, or for any of his get-go four studio albums for that matter, it was all improvised from his head straight to the recording, similar to the bass improvisations of the great Charles Mingus. It potentiometer be said that the compositions does sire a rhythm section, yet it is not one composed of military personnel players. Instead what you hear is an eclectic mix of synthesized instrument clips compiled into a beat.In the composition West raps over quietly and a slow rhythm with the chorus then bringing in trumpet riffs, electric guitar, and forthright sample from Curtis Mayfields composition Rosie. So all in all, I am happy to have been able to elaborate on this composition and shined some light on many details and elements that whitethorn have been overlooked or just not known by you guys, the listeners. I could only take to that you enjoyed the music as much as I did and am glad to have been able let loose to yo u about a composition that I really admire.