The importance of Entrepreneurship and Enterprise in the UK Essay

The importance of Entrepreneurship and Enterprise in the UK - Essay Example That is, this paper will analyze how these traits are visible, and how it had aided them to achieve success and reach top positions in their country. Entrepreneur is the owner who can create honor for the enterprise. That is, entrepreneur, as a ‘founder’ cum ‘builder’ can launch a new Enterprise from scratch by building a team. He/she can build his/her team by associating individuals who came from the same ‘stable’ like friends, work mates, family members etc and by recruiting new individuals with the right talent, knowledge and attitude. With this ‘living’ group, and the material things like capital, machines, infrastructure etc the entrepreneur cum leader embark on an organization. So, an entrepreneur is someone, who with inbuilt and also acquired leadership traits set ups a new startup to offer a new or existing product or service. The above graph shows that in United Kingdom young people are more likely to believe that entrepreneurship represents a good career choice and that it brings status. Also, it shows that younger people are less likely to believe that there is enough media coverage of new businesses. The successful entrepreneur has a range of personal skills, attributes and behaviours that go beyond the purely commercial. It is these attributes, this way of thinking and behaving that needs to be developed in our students if their entrepreneurial capabilities are to be enhanced. (Pg.360). The thing, that will be common to all these entrepreneurs, even though they live and function in different corners, is the good amount of leadership traits. Speaking about good leadership traits, the trait of having a good vision is one of the foremost ones. Actually, the vision that arises in the mind of the entrepreneur only initiates the process of entrepreneurship. And that mental picture or vision will

Free

Free Primary Education in Kenya Essay Acknowledgement I acknowledge my God for provision of good health, sound mind and in tender caring. I also express the same to my lecturer Mr. Malel for his diligent and industrious work he did to me in the process of writing up the project. I also acknowledge the contributions of my colleagues and my family for the patience and encouragement that they have given me since I begun the project. I also acknowledge the free access to the Kenya National Library Service in Kericho. Dedication I dedicate this report to my Almighty Father for His countless Mercies and Eternal Providence. I also dedicate it to my family, my parents and my children. Abstract The study investigated the statistical relationship between the introduction of FPE and the enrolment of kids in ECD centers. The paper begins by assessing the changes in enrolment prior and after the introduction of FPE in 2002. It then delves into the question of why this happens. The covered Mogogosiek Zone although the findings is relevant for the whole country. The researcher sampled six schools as the sample to represent twenty schools in the zone. The random sample technique was used since all schools are homogeneous. The researcher used questionnaires and observation to collect data in the field. The project is useful for the stakeholders in the ECD sector ranging from school heads to government administrators involved with ECD work. Table of Contents DECLARATION BY CANDIDATEii DECLARATION BY THE SUPERVISORii Acknowledgementiii Dedicationiv Abstractv Abbreviations and Acronymsviii CHAPTER ONE1 Introduction1 1. 1Background of the Problem1 1. 2 Statement of the Problem3 1. 3Objectives of the Study4 1. 4 Purpose of the Study5 1. 5 Justification of the Project6 1. 6 Significance of the Study7 1. 7 Limitations8 1. 8 Delimitations9 CHAPTER TWO10 Literature Review10 2. 1 The effects of the introduction of FPE on enrollment10 2. 2 Factors that have led to low enrolment as a result of introduction of FPE in Kenya13 2. 3 Impact of FPE on enrolment in ECDs16 CHAPTER THREE18 Methodology18 3. 1 Research Design18 3. 2 Location of the Study19 3. 3 Target Population20 3. 4 Sample Population21 3. 5 Sampling Method22 3. 6 Research Instruments23 CHAPTER FOUR24 Data Representation24 4. 1 The Extent to Which ECD Enrolment Declined as a Result Of Introduction of Fpe in the ten Sampled Institutions24. 4. 2 Reasons for the Decline Of ECD Enrolment as a Result Of Introduction Of FPE26 4. 3 Impact of FPE on ECD Enrolment per Economic Class27 CHAPTER FIVE28 Conclusions28 5. 1 The Relationship between the Introduction of FPE and Enrolment in ECDS Attached to Public Primary schools28 5. 2 The Effects of Introduction of FPE on Enrolment in ECDS in Private Primary Schools28 5. 3 Causes for the Low Enrolment of Pupils in Public Primary School ECDS as A Result of Introduction Of FPE. 28 5. 4 Effects of Introduction of FPES on ECD per Economic Class29 APPENDIX A30 QUESTIONNAIRE FOR ECD TEACHERS30. APPENDIX B35 BIBLIOGRAPHY35 APPENDIX C36 Work Schedule36 APPENDIX D37 Budget37 APPENDIX D38 Introduction letter38 Abbreviations and Acronyms ECD = Early Childhood Development ECDE = Early Childhood Development and Education. MDG = Millennium Development Goals. UN = United Nations FPE = Free Primary Education. GER=Gross Enrolment Rate is calculated by dividing the number of children of whatever age enrolled in preschool by the estimated number of 3-5 year olds. UNESCO= United Nations Educational Scientific and Cultural organization. OECD=Organization for Economic Cooperation and Development. MOEST=Ministry of Education, Science and Technology CHAPTER ONE Introduction This chapter introduces the research topic. It begins with an introduction followed by a statement of the problem and finally the purpose of the study. 1. 1Background of the Problem As part of his campaign manifesto, President Kibaki introduced the Free Primary Education program in Primary schools. The program was meant to lead to high enrollment of pupils in both primary school and ECD centers in Kenya. The natural corollary was that the ECD enrollment would rise as a result of the introduction of FPE. However, statistics show the contrary. The rate of enrolment in ECD centers has reduced following the introduction of FPE. This shows a negative correlation between enrolment and FPE. This project sought to establish the fact that indeed enrollment in FPE has declined since the introduction of FPE in schools. Paper also sought to give reasons why the rate of enrolment in ECD bears a negative correlation with the FPE funding. This has been a surprise finding given that the aim of the government is to develop education in Kenya holistically. The project also assessed the likely statistical relationship between enrolment in primary and ECD It showed that . the higher the enrolment rate in primary school the lower the enrolment in ECD. This project sought to give reasons for that relationship and provide for suggestions on how the problem can be solved. 1. 2 Statement of the Problem The problem was to study the effects that FPE has had on enrollment in ECDCs. The project also studied the causes of the negative relationship between FPE funding and low enrollment in ECDCs. The problem is that due to the introduction of FPE, pupils have been joining class one without going through the ECD classes. This is a worrying trend as it suggests a low level of preparedness of the pupils in lower primary school. It also points to the need to consider ECD in public funding 1. 3Objectives of the Study The project studied the following objectives: [a] To establish the effect of the introduction of FPE on enrolment in ECDS attached to public primary schools. [b]To establish the effects of the introduction of FPE on enrolment of pupils in ECDS attached to private primary schools. [c] To determine the extent to which enrollment in ECDCs have declined in Mogogosiek zone as a result of the introduction of FPE. [d] To determine the effects of introduction of FPEs on enrolment in ECDS per economic class. 1. 4 Purpose of the Study The purpose of the study was to determine the effects of the introduction of Free Primary Education on enrolment in ECDs in primary schools in Kenya. 1. 5 Justification of the Project This project is justified on the following grounds. First, little attempt has been made to determine the relationship between the introduction of FPE nationally and enrollment of pupils in ECDs locally. There is also need to determine the causes of the decline in enrolment in ECDs as a result of introduction of FPE. The decline has mostly affected the poor who consist of the most vulnerable group. That the introduction of FPE has negatively affected the poor in terms of taking their children to the ECD has great implications to fighting poverty in the country. It shows that the children of the poor have poor foundation and will most likely perform poorly later in life thereby widening the poverty gap wider still 1. 6 Significance of the Study This study is important because of a number of reasons. First, the government must know the impacts of its funding primary schools or other institutions. The FPE is an integrated development program and it should lead to a holistic development of the education sector in general and not a lopsided development of the country. Secondly, the government will get information on the level of foundational education in rural areas and design effective policies that will aid the state in ensuring high standards of education in ECD and ensure effective transition from ECD to primary school. Thirdly, there is an ongoing pressure on the government to fund the ECD sector in Kenya. This paper is meant to ensure that this goal is attained. Lastly, educational practitioners particularly ECD teachers and administrators will be reminded of the need to ensure a high level of enrolment in ECDs and effective transition to primary schools 1. 7 Limitations During the study, the researchers were limited by the following factors. First and foremost, rural ECD managers were not willing to talk about the low enrolment in ECD centers. They feared that releasing the information would lead to negative publicity. Secondly, most residents were not very open to give information on where their children were learning to outsiders. Thirdly, the county is very large and expansive. It was not very easy for the researchers to travel from one location to another due to poor and rugged terrain. Fourth, most residents have just recovered from the post electoral violence that affected most of the Republic. They are very suspicious of new comers and more so even residents asking questions. They easily take such gestures as police investigations. Fifth, though not least, the researcher was affected by lack of enough funds to carry out an in depth analysis covering the entire zone. Even if funds were availed, there was still the need for more time to carry out the work. The researchers were affected by lack of sufficient time since they are full time teachers who need time to run their institutions apart from conducting research work. The project was also be affected by low literacy rate since most parents are not literate enough to interpret and respond to questionnaires. 1. 8 Delimitations The delimiting factor is that the researchers come from the study location and are highly familiar with the area. Secondly, the researchers being ECD and Primary teachers, have long and extensive experience and contact with ECD and primary school children. They are also conversant the running of ECD centers in the country. Thirdly, the researchers used written questionnaires distributed to schools. This minimized the time needed to move from one institution to another and effectively reduce the time needed to talk with an interviewee. CHAPTER TWO Literature Review 2. 1 The effects of the introduction of FPE on enrollment Many studies have been conducted to ascertain the actual effect of FPE on ECD enrolment. Most of the studies have been conducted by International development Agencies such as USAID and DANIDA. The most comprehensive overview, however, are the studies conducted by UNESCO and approved by the Ministry of Education, Science and Technology. A UNESCO Policy Review Report, UNESCO/OECD Early Childhood Policy Review Project, 2005, hereafter to be referred simply to as the UNESCO report 2005, reports that, ‘A 1969 survey counted about 200,000 children enrolled in 4800 ECD centers with about 5,000 teachers. The number of ECD Centers and teachers have been growing steadily and, after a stalled increase of only 15% between 1993 and 2000, the enrolment ratio leaped by 50% over the next three years. The current (2001/02) GER in preschool is officially 35%, although the Government’s own statistics appear to show a GER of 48% in 1998, falling to 41% in 2002. † Such a report shows a decline in GER in ECD. The year in which the FPE was introduced is 2002. Therefore, changes occurring between 2001 and 2002 truly indicate effects of FPE on enrolment. A UNESCO Policy brief on Early Childhood entitled the Impacts of Free Primary Education on Early Childhood Development in Kenya, Jan. to Feb. 2006, by Yoshie Kaga, claims that the overall effect of FPE has been the reduction of enrollment in ECD. Here is an excerpt from the report, â€Å"Studies have been conducted to assess the effects of FPE on ECD centers. Some report on negative effects, while others note no major draw backs. While the overall impact of the policy is yet to be determined, the UNESCO/OECD Early Childhood Policy Review Mission, which took place in September 2004, observed that the policy did have a negative impact of FPE on ECD in Kenya and outline two major options that may mitigate possible negative impact. † EFA Global Monitoring report, 2005, UNESCO Publishing reports that the gross enrollment rate for the age group 3 to 5 was 44. 4% in 2001. However, the theory that enrollment rates declined as a result of the introduction of FPEs is not automatically to be accepted. Some reports indicate that the GER increased as a result of the introduction of FPE. The UNESCO/OECD Report, 2005, reports in item number 3. 4. 1, â€Å"The Background Report of Kenya shows that, while enrollment increased substantially from 1,076,606 to 1,281,846 between 1998 and 2002. A closer look at the figures, however, suggests two rather disturbing trends. First, GER’s in preschool have clearly declined since 1998 from 48% to 41%, and the major overall decline took place between 1998 and 1999 before the FPE option arose. In fact, a small increase occurred from 2002 to 2003, after FPE was introduced in January 2003. Second, while he 1998 GER was about the same for boys and girls, a gap of about 4% in favor of boys opened up in 2001 and grew to 6% in 2002. â€Å" The figures in the above report are not the same as other documents. According to the Quantitative Study of the Early Childhood Development Project : Final report to MOEST statistics, the 2002 figure is 1,416,048 and not 1,281,846. These dissenting views and conflicting figures show that the inverse relationship between FPE and ECD needs to be verified by qualified actuarial review. The extent of the relationship may need other factors to explain other than the factors stated above. 2. 2 Factors that have led to low enrolment as a result of introduction of FPE in Kenya Many workers have tried to give reasons for the decline in ECD enrolment as a result of the introduction of FPE. However, these are not in the form of complex scientific theories. The UNESCO Policy Brief on Early Childhood is one such document. It explains the phenomenon in the following terms, â€Å"The main reason for this phenomenon is that since the implementation of FPE, poor parents are choosing to withdraw their children from ECD centers and/or keep them at home until they reach the age of primary school entry. They refuse to pay the fees for ECD on the grounds that ECD, lie primary education, should be free. † However, this assertion needs to be corroborated by more extensive scientific studies on the causes of the inverse relationship. Economic theories may help to describe the situation better. According to Ricardian analysis, low cost items such as table salt are already sold cheaply and are therefore associated with poor sections of the population. If the price of salt, for example is reduced further, it becomes too cheap and the buyers may shift for more costly brand of salt. This theory seems to hold true for the ECDs in rural areas of Kenya. They are considered very cheap. Due to government subsidy, the parents may actually feel that the quality of primary education in public primary schools will decline. They see children who have been idle at home, such as street children being brought to school. This makes them to hate public school education and instead opt for the costly private schools. As a basic strategy, they decide to enrol their children in private ECDs with the reasoning that by the time the child enters primary school, he or she will have laid a strong foundation in ECDE. The UNESCO/OECD Report in section 3. 3. 5. Reports that, â€Å"Meanwhile, an assessment study of FPE on ECD carried out jointly by the MOEST and UNESCO in February 2004 found that ECD programmes had almost collapsed because children’s enrolment had decreased after the introduction of FPE. The study found that parents opted to send their children straight to standard one, which became free, without having them go through ECD, which was still fees paying. Moreover, Standard one teacher reported that children who skipped ECD had difficulty coping with lessons in primary school and poorly performed. † Section 3. 3. 4 reports that, â€Å"The Review Team found widespread anecdotal evidence of drops in enrolment at ECD centres, especially in poor provinces such as North Eastern†¦Ã¢â‚¬ ¦ many parents have by passed ECD altogether ; many others send their children only to pre-unit class of ECD to prepare them for primary school. In some areas, parents are keeping their children at home until they reach the age of 6 entitling them to free education. † Yet other factors have been suggested by the UNESCO Policy Briefs on ECD. Calling it the unintended consequence on ECD, the report went on to report that, â€Å"ECD classrooms set up on the premises of public primary schools have been shut down in order to accommodate the surge of enrolment in primary schools sparked by FPE. In some cases, ECD children and teachers must put up with reduced space; in others, they have been moved to the worst classrooms in the premises. At the district level, inspection and supervision of ECD centres some of which is carried out by the district based Zonal Inspector of schools, have reportedly become less frequent. † The UNESCO/OECD report presents a critique of the situation thus: ‘Despite these observations, the impact of FPE on ECD is still subject to dispute. For example, it is unclear whether FPE has been the main cause of falling ECD enrolments, given the evidence that the decline may well have begun well before the introduction of the policy. Also, it is yet to be determined how many of the unprepared pupils newly flowing into standard one would have gone to ECD centres if FPE had not been in place. The influx could simply be explained by a rising enrolment of at risk children who would not have been able to afford primary education when it was fee paying, let alone ECD centres. 2. 3 Impact of FPE on enrolment in ECDs There is an indication that poverty may be a great factor determining patterns of enrolment in ECDs. The UNESCO/OECD Report 2005, reports in section 3. 3. 8. Suggest that there is no direct relationship between FPE and ECD. Otherwise, such relationship could exist between FPE and other factors that mitigate leading to low enrolment. The paper points at poverty as one of the factors that lead to low enrolment as a result of the introduction of FPE. Section 3. 4. 3 on inequalities in the same report shows that, â€Å"There are obvious geographical inequalities. In Nairobi, for instance, far more children are likely to be enrolled in ECD than in other provinces with similar poverty levels. Meanwhile, North Eastern Province has the highest poverty level and the lowest enrolment rates. There are also gender disparities. In Nairobi, girls are more likely to be enrolled whereas in North Eastern province, the reverse is observed. ‘The report claims that the poor are generally not able to access ECD services. â€Å"Even within Nairobi, middle and upper class children benefit most from preschool experiences. Overall, those lacking access to preschool services tend to be children from disadvantages communities such as semi arid and arid areas and urban slums. This observation is reinforced by the findings of the Multiple Indicator Cluster Survey. (UNICEF/Government Survey, 2000) showing that 29. 5% of children whose mothers had secondary education were enrolled in some form of ECD compared to 10. 7% of those whose mothers had only completed primary school and 12. 4% of 2002 of those whose mothers had no schooling. There is also a clear association between GERs in 1998 and 2002 and the absolute poverty index (1997) at the district level, with eight of the ten correlations being negative and statistically significant though not very large. ’ The table below was meant to encapsulate the correlation between poverty index and Ger at district level. If these reports are anything to go by, the researcher expects to find the decline in ECD enrolment to affect mainly the public ECD centres as opposed to the private ECD units. | 1998| 1999| 2000| 2001| 2002| Boys| -0. 355| -0. 252| +0. 145| -0. 096| -0. 271| Girls| +0. 007| -0. 287| -0. 272| -0. 048| -0. 290| Correlations between poverty index (1997) and GERs at District Level Ref: Kenya Human development report (2001). UNDP/Background Report of Kenya for the UNESCO/OECD Early Childhood Policy Review Project (2005). MOEST , Govt of Kenya. Statistically significant p is less than 0. 05. The researcher will therefore study the impacts of socio economic status on enrolment in ECD centres. CHAPTER THREE Methodology 3. 1 Research Design The researcher adopted the diagnostic research design. According to Kothari, diagnostic research studies are necessary to establish causality and causal nexus of two or three phenomena. The diagnostic research design was be inevitable as the researcher was needed to establish causality among variables: school enrolment and enrolment. 3. 2 Location of the Study. The study was carried out in Konoin District, Mogogosiek Zone. It targeted three schoo 3. 3 Target Population The study targeted ECD children, ECD teachers and primary school Head Teachers in Early Childhood Development centres. 3. 4 Sample Population The study sampled ten schools from a total of twenty two in Mogogosiek Zone, Konoin District, Bomet County. 3. 5 Sampling Method The researcher used simple stratified sampling. The listed schools were classified as boarding and day schools. Two schools were picked from private and three schools will be picked from day public schools category. The proportion was used since there are only 1 out of 5 boarding schools in the zone 3. 6 Research Instruments The researcher used questionnaires and study schedules as the basic research instruments. The questionnaires will be designed and tested on a school that is not part of the samples. The test will enable the researchers to determine the efficacy of the questionnaire. The researcher then wrote to the heads of the sampled schools seeking permission to conduct research in their institutions. The researcher sampled three schools representing all types of primary schools in the study locale. CHAPTER FOUR Data Representation 4. 1 The Extent to Which ECD Enrolment Declined as a Result Of Introduction of Fpe in the ten Sampled Institutions The researcher studied the data from ten schools relating to the rate of enrolment just before and after the introduction of FPE. The results were as under: SCHOOL| ECD ENROLMENT IN 2000| ECD ENRLMENT IN 2001| ECD ENROLMENT IN 2002| ECD ENROLMENT IN 2003| 1| 51| 50| 53| 43| 2| 48| 47| 53| 44| 3| 67| 69| 71| 58| A| 41| 43| 44| 61| B| 47| 52| 51| 58| The graph below depicts these data. The results show that there was a general trend for the enrolment in ECD in public primary schools to decline in the year following the introduction of FPE in 2002. There was increase of the number of pupils enrolling in ECDs manned by private schools following the introduction of FPE. 4. 2 Reasons for the Decline Of ECD Enrolment as a Result Of Introduction Of FPE The researcher sought to establish the causes of declined enrolment in public ECDs following the introduction of FPE in 2002. The following responses were established. REASON GIVEN| % OF RESPONDENTS| | Fear of low quality due to high enrolment in class| 44%| | Fear of poor foundation in public ECDs| 23%| | Need to give children good ECD foundation before joining private ECDs| 76%| | Decline in the status of public ECDs| 39%| | Demand for free education in class one | 17%| | These data show that most parents preferred private school ECDs to public school ECDs due to the reasons above: fear that the free primary education would lead to high enrolment hence low quality of education; the fear that the public school ECDs were not preparing pupils adequately for primary  school education; need to children good ECD foundation and the decline of the status of public school ECD. This was aggravated by the introduction of street boys enrolling in public primary schools. 17% wished to get free education in class one hence skips the ECD class in order to achieve this. 4. 3 Impact of FPE on ECD Enrolment per Economic Class The researcher sought to establish the effects that the introduction of FPE has led to decreased enrolment in ECD by economic class. She studied the composition of ten pupils in each sampled school to determine their economic class. It is found that most of the high class parents of course send their children to schools A to D. However, the following statistics relate to the composition of the pupils in the ECDs attached to public primary schools. The parents were classified as either poor [earning less than 3000 per month] or average [earning between 3001 and 6000] per month. The statistics below show the effect that the introduction of FPE affected the composition of pupils enrolling in public school ECDs. SCHOOL| POOR| AVERAGE| LOWER MIDDLE| 1| 88%| 8%| 4%| 2| 78%| 9%| 13%| 3| 91%| 5%| 4%| CHAPTER FIVE. Conclusions 5. 1 The Relationship between the Introduction of FPE and Enrolment in ECDS Attached to Public Primary schools The study established that there is a negative relationship between the introduction of FPE and the enrolment in ECD centres in ECDs attached to public primary schools. The introduction of FPE led to reduced enrolment in primary schools in these schools. 5. 2 The Effects of Introduction of FPE on Enrolment in ECDS in Private Primary Schools The study established that the introduction of FPE in 2002 led to increased enrolment in ECDS in private primary school 5. 3 Causes for the Low Enrolment of Pupils in Public Primary School ECDS as A Result of Introduction Of FPE. The study established that the introduction of FPEs led to low enrolment in ECDS in public primary schools due to the following reasons: First, most parents feared that the admission of many pupils in primary schools will lead to low quality of education. They therefore sought to enrol their children in private institutions to escape from the low quality education to be experienced in public primary schools. Secondly, the parents associated the introduction of FPE in public primary schools to low prestige. The poor class could now take their children to school. This was not possible before. Those in the average class sought to take their children to better schools in order to maintain their status ahead of the poor class. Thirdly, the introduction of free education in primary school led to the poor class parents taking their children direct to class one in order to escape the fees paid in ECD and directly benefit from the FPE program 5. 4 Effects of Introduction of FPES on ECD per Economic Class. The introduction of FPE led to decline in the number of the children of the economically poor members of the community as compared to the middle class and the rich who continued to take their children to private school ECDs. APPENDIX A Questionnaire for ECD Teachers This questionnaire is part of a research project carried out by the researcher in partial fulfilment for award of the Diploma in ECD. The information obtained will be used for academic purposes only and will not be divulged to third parties. PART ONE General Information 1. Number of Years You have worked in the station:____________________ Current position held:_______________ 2. Kindly give the pupils enrolment in your class by filling the form below: YEAR| BOYS| GIRLS| TOTAL| STREAMS| 2002| | | | | 2003| | | | | 2004| | | | | 2005| | | | | 2006| | | | | 2007| | | | | 2008| | | | | 2009| | | | | 2010| | | | | 2011| | | | | 3. Who pays for your wages? Parents NGO County Council 4. Who collects the fees? Heat Teacher Pre-School Teacher 5. How is the fee collected if parents fail to pay? Sending pupils Teachers visiting parents 6. How are you paid your wages? Monthly Quarterly 7. Are parents willing to pay school fees? Yes No 8. Is the fees paid enough for your wages? Yes No 9. Are defaulters of fees common? Yes No 10. If yes, what reason do they give for defaulting? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 11. Are head teachers supportive in dealing with defaulters? Yes No 12. - What is your suggestion to the government in relation to free primary education and the way it affects preschool parents? - ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 13. Briefly give the age range of the pupils in your current class. SEX| 3| 4| 5| 6| 7| 8| 9| BOYS| | | | | | | | GIRLS| | | | | | | | TOTAL| | | | | | | | 14. Briefly give the range of pupils in 2003 class. SEX| 3| 4| 5| 6| 7| 8| 9| BOYS| | | | | | | | GIRLS| | | | | | | | TOTAL| | | | | | | | 15. In your opinion, has the entry age changed since introduction of FPE? Yes No 16. Do your pre school classes have a committee? Yes No 17. How often are parents meetings held? Once a term. Once a year. 18. Do you keep financial records of fees collected? Yes No 19. If yes, how many pupils failed to complete fees in the previous year ? _____________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Thank you very much for responding to questionnaire truthfully and for being mindful of our research. God bless you. APPENDIX B. Bibliography 1. Economics Simplified, 2009, Saleemi Publications, Kenya. 2. EFA Global Monitoring Report(2004). New York: UNDP. S 3. MOEST, Government of Kenya,2005, Background report of Kenya for the UNESCO/OECD Early Chidhood Policy Review Project, Government of Kenya. 4. Ngwere M. W. et al (2004). Quantitative Study of the Kenya Early Childhood Development Project, final report to the MOEST, June 2004. Nakuru: Sermon educational Consultants. 5. UNESCO/OECD Early Childhood Policy Review Project, Policy Review Report: Early Childhood Care and Education in Kenya, by UNESCO, Paris, February, 2005. 6. Yoshie Kaga, 2006,UNESCO Policy Brief on Early Childhood, Impacts of Free Primary Education o Early Childhood development in Kenya, Paris. APPENDIX C Work Schedule MONTH | YEAR| ACTIVITY TO BE DONE| December | 2010| Preparation for the research proposal and budgeting| January-March| 2011| Writing of the proposal| April| 2011| Approval for the proposal| May| 2011| Compiling and revising of the research proposal| June-July| 2011| Collection of the data| August| 2011| Analyzing of the data| September-December| 2011| Compiling and presenting the final project. | APPENDIX D Budget. ACTIVITY| PLACE/ITEM/USE| AMOUNT KSH| Travelling | For Literature review during data collection while typing and compiling the project. | 5001,5002,000| Stationery| Papers, pens, ruler, books, foolscaps, stapler, paper bunches | 2,000| Typing/photocopying | Research proposal and final project. | 3,500| Food| Lunch, tea break, snacks| 1,500| Miscellaneous Expenses| Emergencies| 2,500| TOTAL| | 13,500| APPENDIX D Introduction letter CHEBET JOYCE, KIRIMOSE PRIMARY SCHOOL, P. O BOX 174 , LITEIN. 25TH JUNE 2011. TO WHOM IT MAY CONCERN Dear Sir/Madam, REF: PERMISSION TO CONDUCT RESEARCH IN MOGOGOSIEK ZONE. I wish to seek for permission to conduct a research in your pre-school centre on THE EFFECTS OF INTRODUCTION OF FREE PRIMARY EDUCATION PROGRAM ON ENROLMENT IN ECD CENTERS in MOGOGOSIEK zone. I am a Diploma Student at Valley Teachers Training College The Kenya National Examination Council is requiring a research as part of examination from me. I am therefore required to collect data from your E. C. D. E teachers, parents, and head teachers of the selected school. I look forward for your positive respond. Thanks in advance Yours Faithfully Chebet Joyce.

Motivating Sales Engineers in the Industrial Business Essay -- Busines

Introduction Salespeople are often internally driven and self-motivated (Srivastava and Rangarajan, 2008), and are increasingly becoming consultants who sell value-added services (Smith and Rupp, 2003). Nowadays more industrial companies employ sales engineers (SE) and therefore they represent an emerging class of knowledge workers on sales (Darr, 2002). I will first describe my experience in Festo, before briefly addressing some theories about motivation, related to it. Was there a mismatch between theory and business as I knew it? If so, I will try to identify it, and to explain why Festo's incentives failed with me. Finally, I will suggest how Festo should have motivated its SE, based on the theory previously discussed. What is a SE? I have mainly worked as a salesperson, although having studied engineering. Then, let me ask: what is a SE? A salesperson with a strong technical knowledge on the field he/she is selling. Furthermore, a SE could be defined as a technical-consultant salesperson or a knowledge worker (Darr, 2002). These ideas somehow extend Lidstone's definition of a technical salesperson: someone who sells industrial products, equipment or highly engineered components; put a major emphasis in his/her know-how, are often worried with technical details, and tends to forget his/her job is to sell (1995). SE at Festo Festo Argentina had around 20 SE (2007) nationwide (from a workforce of 120), half of them farther away than 400 miles from main office. Every SE had a different emotional background (psychological characteristics), engineering field (industrial, electronic, mechanical), and socioeconomic situation (some married, others young and single; well-off, working class, etc.). We were distributed geograp... .../2010]. Pritchard, R. and Ashwood, E. (2008). Managing motivation: a manager’s guide to diagnosing and improving motivation. New York: Taylor & Francis Group, LLC. Smith, A. and Rupp, W. (2003). An examination of emerging strategy and sales performance: motivation, chaotic change and organizational structure. Marketing & Intelligence Planning, 21/3, pp.156-167. Smyth and Murphy (1969). Compensating and motivating salesmen. New York: American Management Association. Srivastava, R. and Rangarajan, D. (2008). Understanding the salespeople’s â€Å"feedback-satisfaction† linkage: what role does job perceptions play?. Journal of Business & Industrial Marketing, 23/3, pp. 151–160. Steers, R. and Porter, L. (1987). Motivation and work behaviour, 4th edition. New York: McGraw-Hill Inc. Stewart, G. (1994). Successful Sales Management, 3rd edition. London: Pitman Publishing. Motivating Sales Engineers in the Industrial Business Essay -- Busines Introduction Salespeople are often internally driven and self-motivated (Srivastava and Rangarajan, 2008), and are increasingly becoming consultants who sell value-added services (Smith and Rupp, 2003). Nowadays more industrial companies employ sales engineers (SE) and therefore they represent an emerging class of knowledge workers on sales (Darr, 2002). I will first describe my experience in Festo, before briefly addressing some theories about motivation, related to it. Was there a mismatch between theory and business as I knew it? If so, I will try to identify it, and to explain why Festo's incentives failed with me. Finally, I will suggest how Festo should have motivated its SE, based on the theory previously discussed. What is a SE? I have mainly worked as a salesperson, although having studied engineering. Then, let me ask: what is a SE? A salesperson with a strong technical knowledge on the field he/she is selling. Furthermore, a SE could be defined as a technical-consultant salesperson or a knowledge worker (Darr, 2002). These ideas somehow extend Lidstone's definition of a technical salesperson: someone who sells industrial products, equipment or highly engineered components; put a major emphasis in his/her know-how, are often worried with technical details, and tends to forget his/her job is to sell (1995). SE at Festo Festo Argentina had around 20 SE (2007) nationwide (from a workforce of 120), half of them farther away than 400 miles from main office. Every SE had a different emotional background (psychological characteristics), engineering field (industrial, electronic, mechanical), and socioeconomic situation (some married, others young and single; well-off, working class, etc.). We were distributed geograp... .../2010]. Pritchard, R. and Ashwood, E. (2008). Managing motivation: a manager’s guide to diagnosing and improving motivation. New York: Taylor & Francis Group, LLC. Smith, A. and Rupp, W. (2003). An examination of emerging strategy and sales performance: motivation, chaotic change and organizational structure. Marketing & Intelligence Planning, 21/3, pp.156-167. Smyth and Murphy (1969). Compensating and motivating salesmen. New York: American Management Association. Srivastava, R. and Rangarajan, D. (2008). Understanding the salespeople’s â€Å"feedback-satisfaction† linkage: what role does job perceptions play?. Journal of Business & Industrial Marketing, 23/3, pp. 151–160. Steers, R. and Porter, L. (1987). Motivation and work behaviour, 4th edition. New York: McGraw-Hill Inc. Stewart, G. (1994). Successful Sales Management, 3rd edition. London: Pitman Publishing.

In this portfolio I will take you on the journey which I myself have travelled on throughout my IB theatre programme Essay

In this portfolio I will take you on the journey which I myself have travelled on throughout my IB theatre programme. Within this portfolio I will portray the processes which we as a group went through in order to create our devised piece as well as how we applied our knowledge and understanding from our experiences into our performance design. The Stimuli Our production began with each member of the group producing a stimulus. Before presenting their ideas we decided that we should individually analyse the stimuli and see what we as individuals could come up with. We did this before the member of the group voiced their ideas on their chosen stimulus so that we had the opportunity to take the stimulus along different paths and elaborate different ideas and amalgamate them together. Belo is our stimulus’ and our ideas which we had on each. After having discussed the available options which included images, music and objects of sentimental value we decided to use my stimuli. My stimulus was of a newspaper article that had been widely distributed throughout the UK. We then discussed the direction we wished to take with our chosen stimuli. We again split into different areas of the room to individually assess our dilemma. Below is the mind map which I created at this time. After thorough discussion we agreed upon the concept of using a ‘current affairs dilemma’ in order to solve our own. Our group was fascinated by the political outrage that Iran had caused with America in regards to capital punishment on women. The Research and Development of the plot Thorough research shown how on the 20th September 2010 Iranian Government publicly accused the US of ‘Double Standards’ in a newspaper article published in ‘The Guardian’. Centred on a 43 year old Iranian, Sakineh Mohammadi Ashtiani and a 43 year old American Theresa Lewis. Ashtiani was issued with capital punishment in 2007 after it emerged that she had an illicit affair with a man after the death of her husband in 2006; this was later revoked and she was charged with adultery, manslaughter and the murder of her husband. After heavy media attention in 2010 and the international campaigns lead by her children, the US decided to interfere. It was at this point that the political and controversial debate first took form. Iran used the case of Theresa Lewis and the issues surrounding her low IQ of 72 in order label the US Government as a hypocrisy. As a group we decided to build upon the idea that this issue was now a well known moral dilemma in the eyes of the media and transfer this to our audience. Preparation of roles Due to a shortage in group members most people on role allocation ended up with multiple roles outside of casting. As a strong leader I was required to both direct and create our script. Other roles distributed included head of lighting, head of technology (computer, projections, music), Costume designer/set designer and also a physical movement leader. After having directed a scene in both our performances of ‘The Seagull’ Anton Chekhov and also our modernized performance of Shakespeare’s ‘Romeo and Juliet’ I had already gained experience on my course for this role. Previously I had directed a scene from ‘The Seagull’ based upon the German movement in the 20th Century, Expressionism. I had began reviewing work from Georg Kaiser, Oskar Kokoschka and Ernst Toller whom were all highly influential playwrights. As I had already worked hard to gain understanding of this tradition I really hoped I would be able to use this experience. Following on from this I began thinking that maybe I could find a tradition for each country involved in order to uniquely apply my imagination to our piece. After thorough research however it was evident that Iran had not really adapted a specific practice in order for us to carry out this desire. Whilst researching I stumbled across the book pictured below and I was struck with the words â€Å"most people do not speak of theater and Iran in the same breath† By Willem Floor Because of this we decided to change tact and opt to symbolise the juxtaposition instead through lighting and staging. The Script As well as directing, my role was also to produce the script. After having seen a production of Willy Russell’s ‘Blood Brothers’ I was fascinated by the narration used. ‘Blood Brothers’ based upon the separation of two twin brothers at birth uses, a narrator to guide the play. I took inspiration from this and used the rhyming couplet format in order to symbolise the two women. Before penning the script we produced a flow chart collectively annotating the main plot and adding aspects of theatre which we had learnt on our journey. Below is a copy of our chart. After having an outline of things to be included in the script I began by listing all of the main things we wished the narrator to introduce in the play. We had a vision that the narrator would guide the play throughout through facts and that he would create a connection between the audience and the cast. Because of this the narrator’s speech was conducted first in its entirety. From here it really felt as though my script had a strong ‘spine’ on which to build our piece. As our piece began with a police interview we wished to keep it at a very simplistic level of speech just like that of a real interview. We decided on stage direction so that the interviewer was not visible throughout; leaving the actress playing Ashtiani alone on stage to symbolise how she was alone and not supported when interrogated. It was at this point that we reflected upon our past workshops based upon speech and theatrical forms in which we can convey speech. A workshop came to mind from the previous term where we had built upon the idea of a ‘sound collage’. A sound collage is where there is a build up of speech from multiple participants aimed at a particular subject. We decided that this would be a way of communicating to the audience a sense of anger or revolt; because of this we attached it to the chart in relation to the campaign against Astiani’s sentence as we felt this would have a strong effect. Another was that symbolism was used through my script writing was through Ashtiani and Lewis’ monologues; again showing how they were both alone yet in the same situation. We began our course creating a ‘one-person’ show based upon a real life event or experience which we had within our lives. Within my ‘one-person’ show I had a vast majority of my speech presented as a monologue and I wished to transfer my craftsmanship of producing monologues into our script. In order to create the monologues I first had to visualise the characters whom would be performing them. Because they were both real women I was able to complete a lot more thorough research into them gaining a better portrayal as them as individuals. From this I concentrated on themes and emotions which I wished to get across to my audience through the monologues. I learnt that Ashtiani and Lewis alike were very religious thus concentrated their monologues from a very philosophical and religious point of view: however I still kept in mind that their two religions were very different and ensured that I kept the appropriate context throughout (e.g. Allah instead of God for Ashtiani). Whilst researching our topic we had found that there had been a lot of media attention on both cases and we wished to portray to the audience just how much the media had been involved: also we wanted to show them how much people are influenced by the media. For the section of our chart where we introduce Teresa Lewis an idea was formed so that she would be introduced through a television broadcast. I began this section of the script by visualising a news reporter sat at a desk within the audience speaking directly at them. This idea developed and led us to have another cast member as a journalist actually interviewing Lewis at her correction centre. The idea of another interview type dialogue was to portray the two women’s differences in the way they were being interviewed and questioned. Allocating Roles To begin with it was decided that it would be best to create a mindmap of suggested roles that would need to be filled in order to go ahead with the production. Below is a copy of our mind map However we issued a problem when it came to the casting of roles. As we only had two female members of our group we were automatically cast as the two women. This then left us with three males to cover a total of six casting roles; because of this we had to organise ourselves in a way that allowed each male to cater to two parts without them conflicting. We managed to do this by using a theatre practice wisely after an idea emerged that the narrator would be in the style of a ‘Bunraku puppet master’ the ‘omozukai’. We were first introduced to Bunraku puppetry by our elder Baccalaureate students who provided us with a workshop. We decided that everything in the production should be under the narrators control like puppets would be; in a way the narrator could be seen as the controlling governments holding the women for their crime. Introducing this style allowed for a lot of stylised movement pieces throughout our performance. Characterisation After having been allocated our roles we wanted each cast member to fully understand their character whether it be an officer of the law, a journalist or one of the women themselves. We provided each member of the group with an image relating to their character Below is the image I was provided with along with how I answered certain questions given to me by my peers in order to develop my characterisation. It was at this point we experimented using a technique called ‘hot seating’ in order to enhance characterisation. We each took it in turns to be questioned in character. Everybody found it highly difficult at first however after a few minutes everyone managed to get the hang of it. We also brought in aspects we had learnt from our workshop on Stanislavski in how to apply his theories. We continued building on our characterisation by looking for resources. I found a particularly good resource online [2] from amnesty international which was not only personal but also highly emotive. In particular this helped me with my monologue as I was able to feel connected to my character in order to portray the appropriate emotions. There was a great discussion between the group as to whether we should apply accents or not. It was decided that we should not apply accents but that we should be highly expressive and use the gift of sound/speech in other more appropriate ways such as our sound collages. Movement From a very early stage of production I had a very vivid image of where I would ideally see the piece going in terms of movement. I really enjoyed both Kabuki theatre as well as improvised dance. We tried to incorporate the two into the scene that the Iranian officials came to collect Ashtiani’s lover. We tried a lot of improvised movements however found that the final product was much disorganised and we really wanted this scene to be both memorable and pivotal so we decided to journey down another path. Further discussion led us onto tableaux however after a short workshop this idea was also disregarded on the ground that the scene should have a content of movement in order to emphasise the brutal separation of the lovers. From this we organised a lesson where we explored the idea of using creative movement on the basis of a fight. We choreographed a routine using levels to show who was in control and also pace to highlight certain features. In the end the product for this movement piece in my eyes was highly effective in the way it showed the lovers being torn apart by their government and law. Masks Whilst developing our first scene we had to identify the difference in authority to the audience. We also had to show the difference in characters through this method due to the males playing more than one character. After having workshops on masks previously we were aware that the purpose of masks in Greek theatre was to signify the unity of a chorus: because of this we used them for our two Iranian officials as they had no speech during their time on stage. The idea of the masks was to create exaggerated facial features portraying the anger and authority associated with that scene yet at the same time disguise the actors true selves. The mask allowed us to show the contrast between the different levels of hierarchy within the scene as well as symbolise the isolation that the couple were feeling being faced with ‘masked intruders’. Music When devising our piece it was decided that our piece required two pieces of music. There was one necessary at the time of the movement scene where the Iranian couple are separated. We found a piece of music by ‘Radio head’ entitled ‘Talk show host’. The tempo of the song was highly appropriate to the atmospheric desire as it showed confusion, regret and desire all at once. The lyrics in the song such as ‘You want me? Well come on and break the door down†¦You want me?'[3] we believed were perfectly fitting for the scene. We were able to synchronise our movement so that our choreography was carried out in time to both the music and in time with other cast members. There was also another piece of music entitled ‘We are the World’ by ‘Lionel Richie and Michael Jackson’ to be played at the very end of the performance. This particular piece of music I believe thoroughly puts the world into perspective emphasising the importance of life which at the end of the performance is taken from the women. Lighting Due to there being two separate stories going on at one time on the stage the lighting was crucial. We used 2 spotlights (1 for each female character) with colour faded reflective lighting upstage. The flood lights used were chosen appropriately especially in terms of colour. For example green was used to portray coldness whereas red was used to show anger. We tried a variety of colours for the movement scene however in the end after a lot of trial and error we finally agreed on red fading through to blue to show the anger from the officials resulting in the blue for the loneliness and sadness. I really enjoyed experimenting with the lighting as not only did I learn a lot but we were also able to show the juxtaposition. Staging For our staging we tried to show the contrast through black and white flooring, curtains and backdrop. Not only did the black and white create the impression of harsh and soft but it also symbolised the two races. Below is a sketch of how we designed the set. The idea was that neither side crossed the boundary set out in the middle. We placed 2 old fashioned chairs back to back for the two women in the centre of the stage for them to be seated on at the end. Other than the 2 chairs there were no other props on the stage. Because we tried to use a very simplistic set design we compensated for this with a projector carefully placed to project newspaper headlines onto the white cloth background. Also attached to the backdrop was metal shackles which Ashtiani’s wrists were placed into to set the scene of her cell as well as show the restraints that she had against her: Lewis however had nothing but the chair and was not restrained in any way to show the two sides of the world two political views on law enforcement. As a whole I really enjoyed making the set as well as designing it. Although we encountered a few problems setting up the projector and laying out the flooring I was very happy with the outcome. The finished product was highly symbolic which was totally what we were aiming for. Bibliography [1] http://orangehouse.tumblr.com/post/778392704/campaign-for-iranian-woman-facing-death-by-stoning [2] http://www.amnesty.org.uk/actions_details.asp?ActionID=706 [3] http://www.sing365.com/music/lyric.nsf/talk-show-host-lyrics-radiohead/193ae81bd7d8a3fb4825686600141d5f

Barnados

Analysis of a Barnardo’s Advert: Stolen Childhood Why do charity adverts get complaints? Shocking, inappropriate, offensive- these words are often thrown at charities about their advertising. The Barnardo’s ‘Stolen Childhood’ campaign is typical of charity adverts, which engages people to donate, take action and make changes. Surely this means for people to support this charity, and not something to be complained about? The Barnardo’s campaign has created great controversy. This has made the public disapprove and to some what find disturbing.Thomas Barnardo’s established his charity in 1870; even then did it cause accusations. Barnardo’s opened many projects such as ‘Believe in Children’ and ‘Child Poverty’ and many more series of campaigns. During 2002 Barnado’s launched the campaign ‘Stolen Childhood’ to help children up to the age of 18, who have been abused through prostitution. Complain ts said audiences were left feeling disconcerted and disturbed. But making calls to stop child prostitution was a target for Barnardo’s; they wanted to create a new law allowing child prostitution to end.Barnardo’s produced posters for advertisements about the prostitution of children and altered their faces to illustrate the pain that they are going through. Noticing the complaints, has risen, Barnardo’s defended the decision to use shocking images: saying that these changes allowed them to get the message across to many people and allow Minsters to act quickly, providing enough protection for children. In this particular advert, it contains a picture of a little girl sitting on a sofa.Her face is digitally grotesquely old, but has a young body. Standing behind the sofa is part if a man and his fingers are running through her hair. The background is a subtle yellow, with curtains that are drawn. The advert includes a catchy slogan and information on how to dona te or get supplementary information about the campaign. The man in this image is placed behind a sofa, with his back towards a window. This arrangement gives me an idea he is hiding or protecting the little girl away from the public.This unknown man cannot be identified because the image does not allow the viewers to see his face because his face is deliberately hidden- this sets the audience eager to see his face. We are also not able to see his bottom half, as he is straightened up behind the sofa- Which suggests that the man may not be wearing any trousers. You can see the hairs upon the man’s chest, (as his shirt is seen to be undone) this straight away gives me a sense that this man is way beyond the age to be sexually connected with young girls.Plus I can identify that he is wearing a wedding ring which states the man might be either married or divorced. This proves that anyone can act in this behaviour, whether or not you’re married. Clenching his hand on the so fa expresses that the man is in anger and has force over the young girl. However, he is probably satisfied as well as incensed because, his other hand is touching the girl’s hair. Reminding ourselves that his shirt is undone, this can calculate that he may be ready to sexually abuse her, or that he has already done so.The terrified girl in the foreground is cramped up in the corner of the sofa: this shows that she is probably afraid and is trying to keep away. She looks as if she is trying to protect herself by holding both arms firmly around her. Through this I can sense that the girl may be in danger in some way perhaps, as she like to keep her self to herself. Her world might be very dark and cold so, therefore holding both arms is a way of keeping her pain within herself. Yet sitting in this position is also covering the lower part of her body, as she may not be wearing anything.This then shows me the young girls sensitive and emotional side as she may be a very shy perso n. The purple bruises on her legs must have a horrifying story behind them- A story that involves physical, brutal abusing conflict between the man and her, or maybe be she has self harmed herself which might be a way to relief her pain. The top that the girl is wearing stands out to me, it appears to be quite rigid as it looks almost washed out form a bright pink colour, this suggests a soft girly side that she once had, and has all been taken away from her.I can clearly say that this image of her clothing gives a sign of purity and innocence to contrast with her reality and the callousness of the room. Yet viewers who look at this poster are straight away drawn directly to her face. Her digital altered face appears to look old and wrinkly. Bug, heavy bags under her eyes are lined up with dark bruises, making her look stressed and tired, almost as if she has spent her hours crying with lack of sleep. From her droopy expression her mouth is weighed down with many defined lines which appear to be baggy wrinkles forming under her lips. Which is exaggerated on the amount of sexual abuse that she gets, hence it is equivalent to a life time and maybe it is difficult for her to relax and get some rest. This all results to how the child is being taken care of by the man –Not only does he abuse her but has no intention on her health and strength, she is some sort of shield for him, were she is being brutally knocked over, while he is safely fulfilled. The girl who once lived a happy life, with smiles and laughter, has almost faded away with a broken soul of worries, fear and pain.I think this altering of her face may reflect what she may look like in the coming years. The image of this lonely victim has been adjusted to make her look old with strands of grey hair. By doing this digital alteration the audience are led to believe that this young girl has been traumatised by suffering from too much sexual abuse from the man, resulting in ageing and loss of childho od. This image captures only a certain part of the room; this creates suspense and gives the audience thoughts about who else might be in the room†¦ nother abuser, or another child in a similar situation? The colour of the wall reflects the carpet, creating a sense of calm and a neutral atmosphere. This matches the colour of the curtains, and gives me an understanding that the main person living in the house has a sense of style, therefore can live in a decent looking way. Thus the soft colours clash with the situation of the trapped, dark story held between both characters in the image. Her disappointment and fear does not fit in well with the surroundings of the scene, which makes her prominent.Everything is in contrast to each other, the bright clean room to the dark filthy routine he portrays. Yet one may wonder what is really going on behind those doors and drawn curtains, where a little girl is forced to love with a man. There area different levels positioned in this phot ograph. The man in the background is standing behind her dominantly as if he is in control of his powerful actions committed against the frightened girl, (through his level of height) as she is sitting and being touched by him. Abuse through prostitution STEALS CHILDRENS LIVES’ is a slogan used in the poster. These effective, emotive words make the audience want to put a stop to prostitution, to give everything the child need which has been taken away from them. Their hope would want the audience to act quickly and efficiently, due to words ‘prostitution and children’ oddly put together (which is normally not relevant to children) it is a short powerful message that loiters onto to you after you have read it.The slogan also highlights the key points about the campaign, letting the audience know what prostitution can lead to. In this poster there is enough information needed, for instance the image is very vivid, followed by a catchy slogan, symbolising that the a udience’s awareness can make a difference. Overall, Barnardo’s feel they can be more daring with their use of images to a younger age group. Even though, the text on this advert is very limited, the images illustrate an understanding of the charity, as it is well explained, using lack of words.I agree with the fact that Barnardo’s has used visual distressing images- this will encourage and expose how neglect and abuse can bring horrifying consequences to children in the UK. The resulting of the poster will wake the public up, to the children’s distress. If not, the charity still received publicity through the complaints that were made, and will acknowledge them. However, this advert revolts me, and makes me aware of what is actually happening around me. I feel sympathy for the young girl; trying to understand what its like to be in her position and in this uncomfortable situation.No child should experience an outrageous, despicable act like this! The post er lets the viewers create the rest of the room in your mind. Which makes me think that the rest of the world might me suffering from the same situation? This sets me a sudden erg, an eager to help the juvenile girl, and try to stay connected to her, letting her know that there can be help being made. In addition to this, I reckon the more eye-opening and clear the advert is, the more successful that campaign will be!

Compare and contrast the poems Essay Example

Compare and contrast the poems Essay Example Compare and contrast the poems Paper Compare and contrast the poems Paper Essay Topic: Seamus Heaney Poems PCompare and contrast the poems Blackberrying by Sylvia Plath and Blackberry Picking by Seamus Heaney  I am comparing and contrasting the poems Blackberrying by Sylvia Plath and Blackberry Picking by Seamus Heaney. Both poems are about blackberries and the totally different situations in which people pick them. Both poets write in an autobiographical way and the poems are set at the same time of year, late summer. Plaths poem is written from the perspective of a grown woman and how she discovers the blackberries as she is walking down a country lane. Heaney on the other hand, portrays his childhood adventures of blackberry picking. He writes it in first person but from the eyes of a child. He recalls how children acted and his personal memories. He uses the vocabulary and imagery a child would use. Heaney tells a story on behalf of himself and his friends; he writes as though he is talking to an adult, he uses the vocabulary of a child dictating what they have recently been doing. Heany really tries to empathise with childish ideas by writing like one. He emphasises this through imagery. He uses short and simple statements such as I always felt like crying. This sort of sentence is a picture that we often relate to children. Throughout the poem we see that Heaney tends to write in a more simply manner, he captures the moment as it is and explains things simply, how a child would, Round hayfields, cornfields and potato drills. A child wouldnt go into much detail on what things could resemble or mean whereas Plath likes to do this. Heaney looks at what he sees, or what he remembers and writes in down, Plath looks at objects and tries to see what they resemble. Heany gives us more of a background of the childrens lives, every year they went and picked berries. During Blackberry Picking we see that Seamus Heanys thoughts and views seem to be very important to him in this poem, he likes to express his beliefs. Plath writes in an abstract and figurative view, instead of always stating what things are she tries explaining how they affect the atmosphere, what they resemble and the surroundings The poem is set in A blackberry alley, going down in hooks, Plath looks at the shape of things i.e. how the lane bends and twists round corners, to her it show hooks. Although she does not often explain how she is feeling, she uses a lot more meaningful words and phrases that can be ambiguous. Ebon is a prime example, it is another word for black. A child wouldnt know that it could mean black, where as an adult is likely to. Both the poems have a wide range of different techniques for imagery. They both use onomatopoeia. In Blackberry Picking words like tinkling, the sound of berries falling into the pot. Plath uses stronger words, heaving and cacophonous (meaning a jarring sound, she is referring to the sound of the birds nearby.)  Another technique that is solely used by Plath is metaphor. By the end of the poem when her mood has changed she starts to look more negatively on things, how nature turns on her and they way the wind is slapping its phantom laundry in [her] face. This is a metaphor, it is not literally applicable that wind can slap you, but she feels that it is natures way of being horrible. Even though I have referred to Blackberry Picking as having simple imagery compared to Blackberrying, it does not. Seamus has varied his use of imagery; Plath looks into more detail and explains what she sees. Heany uses similes (its flesh was sweet like thickened wine), repetition and strong simple words. The word glutting is plain, yet effective. It means to stuff or in this case stuffing, the sound of it when spoken is how he has created imagery. Heany really wants to increase this childish feel, he has looked into how children reacted to things and how they exaggerate to make it sound more grotesque. When the pickings are over he describes how they rot. He is very negative and states things the way he sees them. To enhance the grotesque childish atmosphere of the poem he uses repetition. The beginning of the second verse is an excellent example. We hoarded the fresh berries in the byre.  But when the bath was filled we found a fur,  A rat fungus, glutting on our cache.  The repetition of the letter F creates an unpleasant image of repulsion and disgust. Just after this extract there is a sibilant sound, not always at the front of the word, but often the S or C is emphasised.  The juice was stinking too.  Once. the sweet flesh would turn sour.  I always felt like crying. It wasnt fair.  The other form of repetition is a list, like the endless number of containers used by the children, to hold the berries and the description of all the colours that the berries posses. The number of containers enhances the amount of berries they have picked, something Plath does as well. Although instead of repetition she uses alliteration to show it. There was nobody in the lane, and nothing, nothing but blackberries. Plath uses repetition but in a different way from everything else. She only repeats a few different words continually throughout the poem with no pattern, words like nothing and emptiness. By using these word she is expressing her loneliness. Both poems are explaining journeys, metaphorically and literally. Plath describes a woman walking, in the countryside, down an alleyway. She uses the word alley to create the sense isolation and enclosure. When we walk down alleys they are normally dark, with buildings on either side. Down a blackberry alley you could imagine yourself being surrounded by blackberries creating an atmosphere. The woman is searching for the sea, she can hear it but is scared that nature will prevent her from ever reaching it. Heany is reliving the delight of when they were allowed out to pick the berries, after heavy rain and sun for a full week, the blackberries would ripen. His journey is how [they] trekked and picked until. the tinkling bottom had been covered. Heanys poem has rhythm to it; the lines flow and are continuous.

Essay about Bunnies Want and Babies

Essay about Bunnies Want and Babies Essay about Bunnies: Want and Babies You need to record when you bred the rabbits, keep track of time until 28 days have gone by, and then put in a nest box and bedding (inside the nest box that is). If the rabbit doesn't have babies in 36 days, call the vet, because the babies can't stay inside the doe. It will make her very, very sick and die. After about 28 days, you should start checking your doe's nest box about twice every day. Since you need the exact day they were born on your pedigree, you need to keep meticulous records on all goings-on with your doe, such as mating date(s), the date you successfully palpate your doe and feel that she has babies, birth date, and weaning date. When you do peek in and feel around and there are little tiny babies in the nest box, carefully count them, inspect their color, hunt the box for any dead ones, pick them out, and throw them away, and then leave the mother alone for the rest of the day. Make sure there are no very loud noises around the mother and babies, and make sure no one touches them too much. Both of these could cause both a scattered litter, which is when the mother kicks her litter out of the nest box and they are helplessly scattered around the cage and left to die, or cannibalism, which is when the other eats one, some or all her babies because she thinks danger could be near and she doesn't want to leave her litter there because it could lead her "predator" to her more easily. The litter grows very quickly, there's no doubt, and at about two weeks old, all of the babies will have their eyes and ears open. Do not try to force their eyes open. At about three weeks all the babies will be hopping around the cage with their mother. At this