Consumer behavior Essay Example | Topics and Well Written Essays - 250 words - 3

Consumer behavior - Essay Example It is not just limited to particular society or particular tribe, rather it is a generic characteristic of mankind based on which it aims for achieving excellence in different fields and further aims to outshine his fellow beings. Other factors that can be attributed to it include social mobility, social imbalances and social stratification in broader terms which brings about such desire in individual to belong to a class that is gifted and is termed a possessed one in terms of its belongings. It’s a continuous process, and those who have achieved some aim to go further up the hierarchy of social standing, and those who are at the bottom and belong to the lower middle classes and less affluent classes in terms of financial standing strive in their own way towards achieving a status higher than that of present. Income levels, occupation are few of the variables towards the determination of social standing and the subsequent aims against

Climate Change Assignment Example | Topics and Well Written Essays - 1500 words

Climate Change - Assignment Example This pertains to the case of United Arab Shipping Company. In attainment of comprehensive discussion, it is vital to consider several aspects of climate change. This pertains to how climate change would affect the United Arab Shipping Company. Additionally, the discussion would examine how the business contributes to the detriment of climate change. In close relation to the same, the paper will discuss possible solutions that the company can afford towards the climate change situation. In a light sense, the company choice, of fuels, for automotives affect climate change. This pertains to combustion that releases carbon to the atmosphere. Oil fuels contain substantial carbon that is released on combustion of the same. In this sense, the carbon achieves its way into the atmosphere (Williamson 2008, p. 162). Such carbon contributes to the menace of climate change in the sense of destroy the ozone layer. In this perspective, it causes global warming. It is vital to provide a brief backgr ound to the company. The company is a large entity that was formed in 1976. Six states, of the Persian Gulf, formed this entity in the view of linking the same to the rest of the world. This pertains to Kuwait, Iraq, Bahrain, Qatar, Saudi Arabia and the UAE (UASC 2012, p. 67). The company possesses a corporate office in Dubai. In addition, it operates from various continents such as North America. The company operates by shipping traditional and containerized cargo. UASC is a critical company, as regards climate change, because it is one of the largest shipping companies in the world. Shipping companies are responsible for climate change in notable ways. To begin with, it is vital to note that ships and heavy vehicles utilize high proportions of oil fuel. In case of heavy oil fuel’s combustion, a high proportion of carbon dioxide finds its way into the atmosphere. Carbon dioxide is an environmentally destructive gas because it interferes with the operations of the ozone layer . The ozone layer thus allows for destructive levels of radiation. It is vital to note that such intensity, of radiation, amounts to global warming. This causes concern because further emissions would contribute towards worsening the situation of climate change. There are notable ways in which the shipping company can contribute towards efforts against climate change. Efforts are divisible into those that are immediate to the company’s reach. Other efforts demand a different level of commitment and use of resources. It is vital to note that there are organizations, such as UAESA (the United Arab Emirates Shipping Association), that commits towards mitigating climate change. They utilize their own operations in conducting such solutions. This regards the idea that the shipping industry contributes towards emission of green house gases. The fundamental view of climate change, according to this organization, regards the view that shipping contributes to 90 percent of world trade . The danger of shipping, towards climate, pertains to the view that ships carry significant weight of cargo. One of the UAESA’s notable initiatives pertains to design of ships. The organization has proposed a design index that entails innovation for new ships. An appropriate example regards having slippery bottom coatings on ships. In addition, these innovations entail air cushion streaming (UNEP 2007, p. 12). This is coupled with voluntary utilization of atmosphere friendly fuels and oils such as the lube types. In close relation to

Occupational Theory And Well Being

Occupational Theory And Well Being This discussion will be looking at the health needs of an individual and impact these have on health, illness and well-being, in relation to occupational therapy. Firstly it will look at the individual, identifying key aspects of their health and wellbeing. Then it will focus on Occupational therapy, looking at the impact occupational therapy can have on health and well-being. There are 2 appendices attached to enhance the readers knowledge but are not essential to the discussion. It will be set out as an assignment with clear headings. Nathan Como This discussion will be focusing on a 45 year old man called Nathan. He is a first generation British National; his parents were born in Trinidad. In 1984 Nathan married and had a baby. Nathans wife left him, and the baby, when they baby was one. Nathan was unable to cope, went to his doctor and was given antipsychotic medication. He was later diagnosed with schizophrenia (see appendix 1). A few years later, Nathan noticed he was struggling to breathe so went to his general practitioner (GP) who diagnosed him with chronic obstructive pulmonary disease (COPD) (see appendix 2). Nathan is an active smoker and has been since he was young. Nathan has not had a steady job since young but does work to support his family. Nathan was never a particularly social man but did begin to take part in the community when his son was young and his neighbors were regular babysitters. This discussion will focus on the impacts of changes to ones health needs and the effect this has on their occupational balance. Occupational Therapy There are various versions on the definition of occupational therapy. The world federation of occupational therapists (WFOT, 2004) defines occupational therapy as a profession concerned with promoting health and wellbeing through occupation. An occupational therapist views the participation in occupations as stimulating for an individuals health and wellbeing (Wilcock, 1993). It is important to remember that although occupations are often assumed to be healthy or productive this is not always the case as: binge drinking, smoking and risky sports, can all be described as occupations; these could all have a detrimental effect on ones health and wellbeing. It can be concluded that without the ability to complete occupations it can then be assumed that a person will not lead a healthy or productive life. Occupational therapists aim to identify an individuals occupational identity. This can be described as who the individual sees themselves as and who they would like to aim to be (Duncan, 2006). People all have a different view of who they are and how they see themselves within a community. This is important for occupational therapists to establish as each client they meet with will have a different occupational identity (another reference). Additionally it is core to an occupational therapist to establish the individuals occupational performance. This has been defined as some kind of purposeful and goal directed activity (Crabtree, 2003) or Duncan (2006) defines occupational performance as what his or her (the individual) physical, cognitive and social abilities are. Crabtrees (2003) definition of occupational performance includes the words purposeful activity. There is a great debate among occupational therapists as to the meaning behind purposeful activity (and if this indeed the r ight word to be used in a definition). A purposeful activity to one person may not be the same to someone else. For Nathan, carrying out simple everyday tasks may be difficult due to his breathing, so a purposeful task may be to have a shower independently. For others a shower may just be seen as a basic human need and not purposeful at all. It is all based upon the individual and what it means to them. When a person develops an illness there occupational balance can be disturbed and they need to re-adjust their lives to ensure they continue to have an occupational balance. Occupational balance can be defined as a combination of self-care, play, work and rest (Wilcock et al, 1997) or self-care, productivity and leisure (Le Boutillier and Croucher, 2010). Additionally that it is through occupations that a healthy physical and mental wellbeing is obtained (Wilcock et al, 1997). The college of occupational therapy (COT), 2006 suggests that individuals have a built in drive and need to be active and to partake in occupations. Occupation is central to the existence of individuals, groups and communities COT, 2006. Without occupations people would never reach the potentials within themselves or the world, (Wilcock, 1993). The COT report that if people are deprived of activity or have limited access to a wide variety of occupations both their physical and psychological health will suffer. Children take part in occupations largely to learn and develop whereas adults complete occupations to contribute to the community and to be rewarded for their contribution. It can be very important to some that they establish a role for themselves. For Nathan his roles within his life have developed and changed. He was a husband for a short time, a father to Saul, but this was partially shared with his neighbours. It is reported by the COT, 2006 that the older generation use occupations to support their independence and to give them a role within a community or society. Maintaining a routine of occupations, that, have meaning to an individual, can provide a structure and sense of purpose and direction to life to an individual. Irrelevant of disability/disease an individual can carry out a routine which can provide fee lings of identity, normality and wellbeing. Therefore any disruption to the routine thanks to illness, injury or environmental challenges can lead to dissatisfaction, disorientation and distress for the individual. Occupation is, therefore, essential for good mental health and wellbeing COT, 2006. When a person is unable to engage in occupation, whether due to personal, social or environmental factors, the occupational therapist works with her or him to develop skills, challenge inequalities and promote social inclusion COT, 2006. Occupational therapists believe that occupational competency (another reference) in everyday activities depends on the interaction between the individual; their occupations (the things they do) and the individuals environment. It has been reported that an individuals wellbeing is directly related to the quality of this interaction. Duncan (2006) reports that when an individual is temporarily or permanently unable to relate or engage in the roles, relationships and certain occupations expected of someone of a similar age and sex; within a particular culture, it can be assumed the individual has an occupational dysfunction. Kielhofner, 2009, states that occupational dysfunction occurs when an individual does not have the capacity to choose, perform or organise occupations or the ability to choose a pattern of occupational behavior that facilitates a quality of life. How would an Occupational Therapist Assess and choose interventions for Nathan? Reed and Sanderson (1999) report that there are 7 key reasons why occupational therapists should use models and the advantages of a model based practice. Models provide a link between theory and practice, define and focus the area of interest for the OT, provide a framework for assessment, intervention and evaluation, contribute to a sound philosophical basis, use of common vocabulary to communicate ideas, provides a professional unity and the use of common themes throughout all models; such as concern for the individual, the value of human occupation and looking at an individual holistically. Although models give a good grounding and starting point for occupational therapists, it is important to remember they are just that; a starting point. They do not include details on every aspect or outcome that may occur and they assume a basic knowledge of the key attributes expected of an occupational therapist. Models are used to guide practice but not to dictate. Models are sometimes used as the boundaries of the occupational therapy intervention, as practitioners come across new patients with varying conditions and they may not fit neatly into an existing model. It is important for an occupational therapist to note that models are inclusive not exclusive and in these cases the practitioner should be experienced enough to notice the need to perhaps adapt a model or develop a new one. An occupational therapist should also be mindful of models become out of date as practice is evolving all the time so using an old model may result in out of date practice (Feaver and Creek, 1993). Kielhofner (2009) discusses the Model of Human Occupation, within which he reports that volition (what values an individual has, the interests an individual finds satisfying and how an individual is able to interact within the world) leads to the choice of occupational activities (functional and dysfunctional occupations). If an individual has a mental health problem it may contribute to the i ndividual being unable to assess their personal interaction within the world and may result in a change in how a person interacts within the world (Crist et al, 2000); resulting in a change in their occupations. Nathan has been diagnosed with schizophrenia, as a result his views and how he is viewed within society has changed. There is a lot of stigma and stereotypes related to schizophrenia, a study by Angermeyer and Matschinger (2004) looked at the stereotypes a person with schizophrenia experiences. They concluded that the most common are people believing they are incompetent, unpredictable and also dangerous. As a result individuals with mental health illnesses find themselves socially excluded, with no one to turn to. For an individual such as Nathan who has been diagnosed with schizophrenia but has been receiving successful treatment for a number of years, this could be extremely frustrating. Morgan (2007) reports that people with mental health illnesses are the most excluded population. This statement is also supported by Le Boutillier and Croucher (2010). The definition of social inclusion is a debated one, it is highly inconsistent and comes with ambiguity. A report by Le Boutillier and Croucher (2010) argues that social inclusion is more than just engaging in community activity within the physical presence, as this doesnt necessarily imply that the individual feels included. Nathan began to attend community activities when his son was younger thanks to a family who would regularly babysit for him. They encouraged him to attend the local church and also become more involved within the community. It can be argued that although Nathan was actively involved in the community for a short while did he really feel included? The media portray schizophrenia in a bad light only highlighting the bad symptoms (mentioned earlier being incompetent, unpredictable and also dangerous) and not addressing the positive ones or identifying that it is a manageable illness. As a result it is often recorded that not only is it a stereotype of the individual s who do not suffer from a mental health illness but also it is often the individuals with the illness who feel they are incapable to socialising with others and being involved for fear of how they may react. Individuals feel fear and rejection, as a result of their mental illness, and lack a sense of connection and belonging. Le Boutillier and Croucher (2010) also identify that individuals who are not socially active within their community still may feel socially included, again emphasising the fact that it is not just physically attending community activities which can cause an individual to feel included. Other authors report social inclusion as being the ability of an individual to fit into a community by conforming to its traditional values of housing, education and employment (Lloyd et al 2006). Others refer to social inclusion including the social, psychological and physical components but emphasising the individuals sense of belonging and the importance of a support network (Labonte, 2004). However Le Boutillier and Croucher (2010) report that feeling socially included must also include personal meaning, an individual should feel involved and feel connected to the community, not just simply an individual physically engaging within the community. Therefore all these views indicate that how the individual perceives themselves within a community will determine whether they view themselves as socially included; it is highly individual. From this information it would be hard to conclude as to whether Nathan was feeling socially excluded as it is an individual view. An occupational therapist would need to conclude with their service user what their view of social inclusion means to their specific environment. A study by Le Boutillier and Croucher (2010) report that the occupational aspects associated with social inclusion are; self care, leisure, productivity, occupational deprivation, occupational alienation, occupational balance, habits, roles routines an d occupational performance. It states that all these aspects help an individual to feel more socially included or may cause them to feel isolated depending. For occupational therapists, the three main occupational performance areas are self-care, leisure and productivity (work). A study completed by Moyer (2000) looked at the impact of work for individuals with mental health illnesses. He looked at work as a means of integrating into a community, not just as an income as work can be voluntary or within home management. He identified that work helps to develop a persons confidence, identity and self-esteem. It also establishes a role for the person within a community. Nathan has not had a stable job since he left school but has been working constantly. The reasons behind his nomadic style are not clear but could be due to his schizophrenia and the social exclusion he receives when colleagues, employers or customers discover his illness. It has also been recently discussed by Sweetsur, 2009 that many individuals with a mental health illness are seen to be critically ill and are not seen as people who are able to carry out work when well. S weetsur, 2009 also suggests that mental health institutions are not promoting people back to work or encouraging them to better themselves. If the people working with and for individuals with mental health illnesses are not promoting work then it is not surprising that society has the view that people with mental health problems are incapable of working. If an individual is not working they will not be fulfilling the productivity aspect to ensure they have occupational balance. Conclusion From the above information it is clear to conclude that one key trend throughout this discussion is the prominence of client centred practice. The fact that every individual is different and there is no clear definition, model or practice that will fit two clients. Using this information it is very hard to establish Nathans particular health needs as the information provided is limited. Assumptions would need to be made in all aspects of his life. It is clear from the above that occupational therapists believe to ensure an individual is healthy they should partake in occupations which are purposeful and meaningful to the individual. When an individual becomes injured, has a disability or something affects their environment resulting in them no longer being able to partake in occupations it causes an occupational dysfunction. Occupational therapists use models to help asses and implement plans for the individual although it is essential that the practitioner understands the limitations of models. References Angermeyer M and Matschinger H (2004) The Stereotype of Schizophrenia and Its impact on Discrimination Against People With Schizophrenia: Results From a Representative Survey in Germany. Schizophrenia Bulletin 30(4) 1049-1061. Accessed 03.11.10 via http://schizophreniabulletin.oxfordjournals.org/content/30/4/1049.full.pdf Boyer G, Hachey R and Mercier, C (2000) Perceptions of Occupational Performance and Subjective Quality of Life in Persons with Severe Mental Illness. Occupational Therapy in Mental Health,15(2)1-15. Accessed 02.11.10 via http://0eb.ebscohost.com.serlib0.essex.ac.uk/ehost/pdfviewer/pdfviewer?vid=5hid=105sid=89328e11-b7d8-4de4-97ad-93b4e1890459%40sessionmgr104 Cao V, Chung C, Ferreira A, Nelken J, Brooks D and Cott C (2010) Changes in Activities of Wives Caring for Their Husbands Following Stroke. Physiotherapy Canada, 62 (1) 35-43. Accessed 02.11.10 via http://0-web.ebscohost.com.serlib0.essex.ac.uk/ehost/pdfviewer/pdfviewer?vid=10hid=109sid=416f83bf-4f0b-4fbf-8f04-2db73ffdc44c%40sessionmgr111 College of Occupational Therapists (2006) Recovering ordinary lives: the strategy for occupational therapy in mental health services 2007-2017. London: COT. Accessed 01.11.10 via http://www.cot.co.uk/MainWebSite/Resources/Document/ROL_Vision_2010.pdf Crabtree J (2003) Occupational Performance. Occupational Therapy in Health Care, 17(2), 1-18 Creek J (2010) The core concepts of occupational therapy: A dynamic Framework for practice. London: Jessica Kingsley Publishers Crist P, Davis, C and Coffin, P (2000) The Effects of Employment and Mental Health Status on the Balance of Work, Play/Leisure, Self-Care, and Rest. Occupational Therapy in Mental Health, 15(1), 27-42 Duncan E (2002) Foundations for Practice in Occupational Therapy. Elsevier Ltd, London. Feaver S and Creek J (1993) Models for practice in occupational therapy. British Journal of Occupational Therapy 56(2) 59-62. Gronkiewicz C and Borkgren-Okonek M (2004) Acute exacerbation of COPD: nursing application of evidence-based guidelines. Critical Care Nursing Quarterly, 27(4), 336-352. Honey A (1999) Empowerment versus power: Consumer participation in mental health services. Occupational Therapy International, 6(4), 257-276 Kielhofner, G (2009) Conceptual Foundations of Occupational Therapy Practice. F.A. Davis Company. Philadelphia, USA Labonte R (2004) Social inclusion/exclusion: dancing the dialectic. Health Promotion International, 19(9), 115-21. Accessed 02.11.10 via http://heapro.oxfordjournals.org/content/19/1/115.full Le Boutillier, C. Croucher, A. (2010) Social Inclusion and Mental Health, British Journal of Occupational Therapy, 73(3) pp.136 139 Lloyd C, Tse S, Deane FP (2006) Community participation and social inclusion: how practitioners can make a difference. Australian e-journal for the Advancement of Mental Health, 5(3) Accessed 02.11.10 via http://www.qldalliance.org.au/resources/items/2009/09/294410-upload-00001.pdf Lloyd C, Waghorn G, Williams PL (2008) Conceptualising recovery in mental health rehabilitation. British Journal of Occupational Therapy,71(8), 321-28 Molineux M (2004) Occupation for Occupational Therapists. Blackwell Publishing Ltd, Oxford. http://books.google.co.uk/books?hl=enlr=id=-UeXMIL3B0Coi=fndpg=PR9dq=Molineux+social+exclusionots=-HzrxHwTFmsig=C1vzJYcR7HY6IcdicghK5D5aQAI#v=onepageq=Molineux%20social%20exclusionf=false Morgan C, Burns T, Fitzpatrick M, Pinfold V and Priebe S (2007) Social exclusion and mental health Conceptual and methodological review. British Journal of Psychiatry, 191, 477-483. Retrieved 01.11.10 from http://bjp.rcpsych.org/cgi/reprint/191/6/477 Petty T (2000) COPD: interventions for smoking cessation and improved ventilatory function. Geriatrics, 55(12), 30. Reed K and Sanderson S (1999) Concepts of Occupational therapy (4th Ed). Lippincott Williams Wilkins. Maryland, Usa. Accessed 02.11.10 via http://books.google.co.uk/books?hl=enlr=id=1ZE47g_IRTwCoi=fndpg=PR7dq=occupational+therapy+modelsots=sJkzgUie_Psig=6z3WRZ5AlTAfifSKZqPkkkO_n68#v=onepageq=occupational%20therapy%20modelsf=false Reilly M (1962) Occupational Therapy Can Be One Of the Great Ideas of 20th Century Medicine. The American Journal of Occupational Therapy, 16 (1) 87-105. Accessed 16.10.11 via http://moodle.essex.ac.uk/file.php/1640/future_OT.pdf Schermer T, Weel C, Barten F et al. (2008). Prevention and management of chronic obstructive pulmonary disease (COPD) in primary care: position paper of the European Forum for Primary Care. Quality in Primary Care. 16 (5), p363-377. Sweetsur D (2009) Schizophrenia and the work ethic: is it time to stop thinking and start doing? Mental Health Occupational Therapy, 14 (3) 106-107 WFOT (2004) What is OT? Retrieved 13-10-2010 from: http://www.wfot.org/information.asp Wilcock A (1993) A theory of the human need for occupation. Occupational Science: Austrialia, 1 (1) 17-24 Wilcock A, Chelin M, Hall M, Hamley N, Morrison B, Scrivener L, Townsend M and Treen K (1997) The relationship between occupational balance and health: A pilot study Occupational Therapy International, 4(1), 17-30. Accessed 02.11.10 via http://0-web.ebscohost.com.serlib0.essex.ac.uk/ehost/detail?vid=11hid=109sid=416f83bf-4f0b-4fbf-8f04-2db73ffdc44c%40sessionmgr111 Yuil C, Crinson I and Duncan E (2010) Key Concepts in Health Studies. SAGE Publications Ltd. London. Accessed 04.10.10 via http://www.nice.org.uk/nicemedia/live/13029/49397/49397.pdf Appendix 1 Schizophrenia When someone believes untrue things about their cultural society and has considered to have lost touch with reality they are generally diagnosed with a form of psychosis such as schizophrenia (Morrison et al 2008). Psychosis itself is a persons belief in events in reality that are imaginary or unreal (NHS, 2010). Individuals who develop schizophrenia are will never be the same as another schizophrenic as they all bring their own individual experiences and symptoms (NICE,2010).Other mental illness involve psychosis, but what separates schizophrenia from bipolar disorder (a.k.a manic depression) for instance, is that the patients problems are not centred exclusively around their mood (Morrison et al 2008). Schizophrenics may also, believe that they have great powers and abilities (Morrison et al 2008), have strange changes in behaviour or find it difficult to concentrate even on everyday tasks (NHS, 2010). It is quite possible that Nathan could be further diagnosed as having paranoid s chizophrenia as his symptoms largely relate to this form of psychosis. Negative symptoms for the illness also exist such as low mood and being social withdrawn (NHS, 2010). There is some confliction within literature as it seems that personal and professional ideas differ with regards to recovery from schizophrenia (Rethink 2010). Professionals may view recovery as completely overcoming the symptoms of the illness, most patients, carers and some organisations try to view recovery in terms of achieving personal goals and targets such as returning to work or having an active social life (Rethink 2010 Morrison et al 2008). While some research suggests that some patients do make a full recovery (but often over very long periods of time), there is still variation between individuals and it is not the case for everyone (Morriosn et al 2008). For these individuals, finding ways of managing their illness through medication and therapy in order to rebuild their lives to a level that they can cope with, gives them and their carers their own personal sense of recovery (Morrison et al 2008). NICE, 2010 report that inequalities in mental health services are common and especially for clients from Afro-Caribbean origins to access UK services.

The Use Of Pencils As Weapons :: essays research papers fc

Violence in our schools has always been a problem, now more than ever before. Each year many students are injured and some are even killed during so-called 'school-yard brawls.'; In fact, more than 1,000 students are seriously injured per year during school violence in California alone. (http://www.geocities.com/area51/stats/7403.html) In most cases of serious injury, weapons were involved, including common school supplies such as pencils and pens. Historically, the school systems response to possession of weapons on campus has been at the very least confiscation of said weapons and suspension of the possessor, more commonly expulsion of the possessor and occasionally the bringing of criminal charges to bear. The use of weapons to do violence has had much the same results. In some schools, the students pass through a metal detector and/or are searched for weapons upon a regular basis. (Ch. 4 news at 6:00), However, when the weapons being used are common school supplies, what can one do? The number of students injured by their classmates with common school supplies such as pencils and pens are on the rise. A student carrying a gun or a knife is often busted before having an opportunity to use said weapon, one with a pencil on the other hand, they run free until they seriously injure or even possibly kill someone with the pencil. Our current policy is to deal with the student after they commit the crime, as far as stabbing with pencils go anyway, treating them as though they had used any other weapon. It is my belief that something can be done to prevent, or at least minimize the number of incidents involving the use of pencils as 'stealth'; weapons in our classrooms. Although we do not need to worry about lead poisoning from pencils, (pencil lead is really graphite), (From graphite to pencil, Ali Mitgutsch, 1985) when misused a pencil is a deadly weapon, one far worse than a pocketknife.   Ã‚  Ã‚  Ã‚  Ã‚  One obvious alternative, which would thrill many teachers, would be to replace pens, pencils, paper, and the like with computer systems of one sort or another. Estimations have been made that computer systems at the school could be provided for as little as $800 per student including Internet access and basic maintenance. ('Computing Edge';, John Beecham, 1997) This approach would have many advantages, including the fact that our schools would be releasing children with at least a basic knowledge of how to operate a computer system, this in turn would make it much easier to learn to operate other, more complicated and more advanced systems, which would give our students needed job skills in today's information age.

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.

Bloodsucking Fiends: A Love Story Chapter 22

Chapter 22 A Nod to the Queen of the Damned It only took five minutes to convince the police that Tommy had been at work all night and had seen nothing. Simon had done most of the talking. Tommy was so shocked to see his book in the cop's hand that he couldn't find the answers to even the simplest questions. He was, however, able to convince the cop that his shocked state came from a body having been found outside his apartment. Sometimes it paid to play on the â€Å"I just fell off the turnip truck from Indiana† image. They hauled the turtles up the steps and set the crates on the floor in the kitchen area. â€Å"Where's the little woman?† Simon asked, eyeing the huge chest freezer. â€Å"Probably still sleeping,† Tommy said. â€Å"Grab yourself a beer out of the fridge. I'll check on her.† Tommy palmed open the bedroom door, then slipped through and closed it behind him. He thought, I've got to keep Simon out of here. He's going to want Jody to get up and†¦ The bed was empty. Tommy ran to the bathroom and looked in the tub, thinking that Jody might have been caught there at sunrise, but except for a rust ring, the tub was empty. He looked under the bed, found nothing but an old sock, then tore open the closet door and pushed the hanging clothes aside. Panic rose in his throat and came out in a scream of â€Å"No!† â€Å"You okay in there?† Simon said from the kitchen. â€Å"She's not here!† Simon opened the door. â€Å"You got a nice crib here, Flood. You inherit some money or something?† Simon said. Then he spotted the panic on Tommy's face. â€Å"What's the matter?† â€Å"She's not here.† â€Å"So, she probably went out early to get a doughnut or something.† â€Å"She can't go out during the day,† Tommy said before he realized what he was saying. â€Å"I mean, she never goes out early.† â€Å"Don't sweat it. I thought you were going to teach me to read. Let's drink some beers and read some fucking books, okay?† â€Å"No, I have to go look for her. She could be out in the sun†¦Ã¢â‚¬  â€Å"Chill, Flood. She's fine. The worst that could happen is she's out with another guy. You might be a free man.† Simon picked up a book from the stack by the bed. â€Å"Let's read this one. What's this one?† Tommy wasn't listening. He was seeing Jody's burned body lying in a gutter somewhere. How could she let it happen? Didn't she check the almanac? He had to look for her. But where? You can't search a city the size of San Francisco. Simon threw the book back on the stack and headed out of the bedroom, â€Å"Okay then, Slick, I'm out of here. Thanks for the beer.† â€Å"Okay,† Tommy said. Then the idea of spending the day alone, waiting, threw him into another wave of panic. â€Å"No, Simon! Wait. We'll read.† â€Å"That one on the top of the stack,† Simon said. â€Å"What's that one?† Tommy picked it up. â€Å"The Vampire Lestat, by Anne Rice. I hear it's good.† â€Å"Then grab a beer and let's get literate.† Rivera, bleary-eyed and looking as if he had slept in his suit, sat at his desk looking over his notes. No matter how he shuffled them, they didn't make sense, didn't show a pattern. The only link between the victims was the way they had died: no motive. They wouldn't get the autopsy report for another twelve hours, but there was no doubt that the same person had done the killings. Nick Cavuto came through the squad room door carrying a box of doughnuts and a copy of the San Francisco Examiner. â€Å"They fucking named him. The Examiner is calling him the Whiplash Killer. Once they name the killer, our problems double. You got anything?† Rivera waved to the notes spread over his desk and shrugged. â€Å"I'm out of it, Nick. I can't even read my own writing. You take a look.† Cavuto took a maple stick from the box and sat down across from Rivera. He grabbed a handful of papers and began leafing through them, then stopped and flipped back. He looked up. â€Å"You talked to this Flood kid this morning, right?† Rivera was looking at the doughnuts. His stomach lurched at the thought of eating one. â€Å"Yeah, he lives across the street from where we found the body. He works at the Marina Safeway – was working at the time of the murder.† Cavuto raised an eyebrow. â€Å"The kid was staying at the motel where we found the old lady.† â€Å"You're kidding.† Cavuto held out the notes for Rivera to read. â€Å"List of guests. A uniform talked to the kid, said he was at work, but no one confirmed it.† Rivera looked up apologetically. â€Å"I can't believe I missed that. The kid was a little squirrelly when I talked to him. His friend did most of the talking.† Cavuto gathered up the papers. â€Å"Go home. Shower and sleep. I'll call the manager of the Safeway and make sure the kid was working at the time of the murders. We'll go there tonight and talk to the kid.† â€Å"Okay, then let's ask him how he's getting the blood out of the bodies.† Tommy had spent two hours trying to explain the difference between vowels and consonants to Simon before he gave up and sent the cowboy home to wax his truck and watch â€Å"Sesame Street.† Maybe Simon wasn't meant to read. Maybe he was meant to be all instinct and no intelligence. In a way, Tommy admired him. Simon didn't worry, he took things at face value as they happened. Simon was like the strong, free and easy Cassady to Tommy's introspective, overanalytical Kerouac. Maybe he would put Simon in his story of the little girl growing up in the South. The story he would be working on if he weren't worrying about Jody. He sat all day on the couch, reading The Vampire Lestat until he couldn't concentrate anymore, then he paced the apartment, checking his watch and railing to Peary, who listened patiently from the freezer. â€Å"You know, Peary, it's inconsiderate of her not to leave me a note. I don't have any idea what she does while I'm at work. She could be having a dozen affairs and I wouldn't even know.† He checked the almanac eight times for the time the sun would set. â€Å"I know, I know, until I met Jody, nothing really ever happened to me. That's why I came here, right? Okay, I'm being unfair, but maybe I'd be better off with a normal woman. Jody just doesn't understand that I'm not like other guys. That I'm special. I'm a writer. I can't handle stress as well as other guys – I take it personal.† Tommy heated up a frozen dinner and left the freezer lid open so Peary could hear him better. â€Å"I have to look to the future, you know. When I'm a famous writer I'm going to have to go on book tours. She can't go with me. What can I say, ‘No, I'm sorry, but I can't go. If I go away my wife will starve to death'?† He paced around the turtles, who were struggling in their crates. One of them raised his spiny head and considered Tommy. â€Å"I know how you guys feel. Just waiting for someone to eat you. You think I don't know how that feels?† When he could no longer look them in the eye, he carried the turtles into the bathroom, then returned to the living room and tried to get through a few more chapters of The Vampire Lestat. â€Å"This is wrong,† he said to Peary. â€Å"It says that vampires don't have sex after they are turned. Of course it only talks about male vampires. What if she's been faking? You know, she could be frigid except for when she drinks my blood.† He was working himself into a frenzy of sexual insecurity – something that felt familiar and almost comfortable – when the phone rang. He yanked it off the cradle. â€Å"Hello.† A woman's voice, surprised but trying to not to show it, said, â€Å"Hello. I'd like to speak to Jody, please.† â€Å"She's not here,† Tommy said. â€Å"She's at work,† he added quickly. â€Å"I called her at work and they said she left her job over a month ago.† â€Å"Uh, she has a new job. I don't know the number.† â€Å"Well, whoever you are,† the woman said, losing the pretense of politeness, â€Å"would you tell her that she still has a mother. And tell her that it is common courtesy to tell your mother when you change your phone number. And tell her that I need to know what she is going to do for the holidays.† â€Å"I'll tell her,† Tommy said. â€Å"Are you the stockbroker? What was it†¦ Kurt?† â€Å"No, I'm Tommy.† â€Å"Well, it's only two weeks until Christmas, Tommy, so if you're still around, we'll be meeting.† â€Å"I'll look forward to it,† Tommy said. Like I look forward to a root canal, he thought. Jody's mom hung up. Tommy put down the phone and checked his watch. Only an hour to sunset. â€Å"She's alive,† he said to Peary, â€Å"I'm sure of it. If she survived her mother, she can survive anything.† She heard steam rushing through pipes, rats scurrying in shredded paper, the spinnerets of spiders weaving webs, the footsteps of a heavy man, and the padding and panting of dogs. She opened her eyes and looked around. She was on her back on the basement floor, alone. Cardboard boxes were scattered about the room. Moonlight and sounds of movement spilled through the broken window. She got up and stepped up on a crate to look out the window. She was met by a yap and a snort and the growling countenance of a bug-eyed dog with a pan strapped to his head. â€Å"Ack!† She wiped the slime from her cheek. The Emperor fell to his knees and reached through the window. â€Å"Oh goodness, are you all right, dear?† â€Å"Yes, I'm fine. I'm fine.† â€Å"Are you injured? Shall I call the police?† â€Å"No, thank you. Could you give me a hand?† She would have leaped through the window, but it wasn't a good idea in front of the Emperor. She took his hand and let him pull her through the window. Once on her feet in the alley, she dusted off her jeans. Bummer had fallen into a yapping fit. The Emperor picked up the little dog and stuffed him into his oversized coat pocket. â€Å"I must apologize for Bummer's behavior. There's no excuse for it, really, but he is a victim of inbreeding. Being royalty myself, I make allowances. If it's any consolation, it was only on Bummer's insistence that we ventured down this alley and found you.† â€Å"Well, thanks,† Jody said. â€Å"I don't know exactly what happened.† â€Å"Check your valuables, dear. You've obviously been accosted by some ne'er-do-well. Perhaps we should find you some medical attention.† â€Å"No, I'm just a little shaken up. I just need to get home.† â€Å"Then please allow me and my men to escort you to your door.† â€Å"No, that's okay. My loft is just at the end of the alley.† The Emperor held up his finger to caution her. â€Å"Please, my dear. Safety first.† Jody shrugged. â€Å"Well, all right. Thanks.† Bummer was squirming and snorting inside the Emperor's buttoned pocket like – well, like a pocketful of dog. â€Å"Can he breathe in there?† â€Å"Bummer will be fine. He's just a bit overexcited since we've gone to war. His first time in the field, you know.† Jody eyed the Emperor's cruelly pointed wooden sword. â€Å"How goes the battle?† â€Å"I believe we are closing in on the forces of evil. The fiend will be vanquished and victory will soon be ours.† â€Å"That's nice,† Jody said. When Tommy heard her coming up the stairs he threw his book across the room, ran to the loft door, and yanked it open. Jody was standing on the landing. â€Å"Hi,† she said. Tommy was torn between taking her in his arms and pushing her down the steps. He just stood there. â€Å"Hi,† he said. Jody kissed him on the cheek and walked passed him into the loft. Tommy stood there, trying to figure out how to react. â€Å"Are you okay?† Once he was sure she wasn't hurt, he'd tear into her for staying out all day. She fell onto the futon like a bag of rags. â€Å"I had a really bad night.† â€Å"Where were you?† â€Å"I was in a basement, about half a block from here. I would have called, but I was dead.† â€Å"That's not funny. I was worried. They found a body out front last night.† â€Å"I know, I saw the cops all over the place outside, just before dawn. That's why I couldn't get back.† â€Å"The cops had my copy of On the Road in an evidence bag. I think I'm in trouble.† â€Å"Was your name in it?† â€Å"No, but obviously my fingerprints were all over it. How did it get there?† â€Å"The vampire put it there, Tommy.† â€Å"How did he get it? It was here in the loft.† â€Å"I don't know. He's trying to freak us out. He's leaving the bodies near us so the police will connect us to the killings. He doesn't have to leave bodies at all, Tommy. He's killing these people in a way that leaves evidence.† â€Å"What do you mean, he doesn't have to leave bodies at all?† â€Å"Tommy, come here. Sit down. I have to tell you something.† â€Å"I don't like the tone of your voice. This is bad news, isn't it? This is the big letdown, isn't it? You were with another guy last night.† â€Å"Sit down and shut up, please.† Tommy sat and she told him. Told him about the killing, about the body turning to dust, and about being dragged into the basement. When she had finished, Tommy sat for a moment looking at her, then moved away from her on the futon. â€Å"You took the guy's money?† â€Å"It seemed wrong to throw it away.† â€Å"And killing him didn't seem wrong?† â€Å"No, it didn't. I can't explain it. It felt like I was supposed to.† â€Å"If you were hungry you should have told me. I don't mind, really.† â€Å"It wasn't like that, Tommy. Look, I don't know how to file this – emotionally, I mean. I don't feel like I killed someone. The point I'm trying to make is that the body crumbled to dust. There was no body. The people the vampire is killing aren't dying from his bite. He's breaking their necks before they die. He's doing all this on purpose to scare me. I'm afraid he might hurt you to get at me. I've suspected it for a long time, but I didn't want to say anything to you. If you want to leave, I'll understand.† â€Å"I didn't say anything about leaving. I don't know what to do. How would you feel if I told you I had killed someone?† â€Å"It would depend. This guy wanted to die. He was in pain. He was going to die anyway.† â€Å"Do you want me to leave?† â€Å"Of course not. But I need you to try and understand.† â€Å"I am trying. That's all I've been doing. Why do you think I've been doing all these experiments? You act like this is easy for me. I've been a mess all day worrying about you and you're in a basement a few steps away. What about that? Who dragged you into the basement?† â€Å"I don't know.† â€Å"Whoever it was saved your life. Was it the vampire?† â€Å"I said, I don't know.† Tommy went across the room and pick up the paperback of The Vampire Lestat. â€Å"This guy, Lestat, he can tell when there's another vampire around. He can sense it. Can't you sense it?† â€Å"Right, and that's why we have a dead guy in the freezer. No, I can't sense it.† Tommy held up the book. â€Å"There's a whole history of the vampire race in here. I think this Anne Rice knows a real vampire or something.† â€Å"That's what you thought about Bram Stoker, too. And I spent an hour standing on a chair trying to turn into a bat.† â€Å"No, this is different. Lestat isn't evil, he likes humans. He only kills murderers that are without remorse. He knows when there are other vampires around. Lestat can fly.† Jody jumped up and ripped the book out of his hand. â€Å"And Anne Rice can write, Tommy, but I'm not throwing that in your face.† â€Å"You don't have to get personal.† â€Å"Look, Tommy, maybe there's some truth in one of these books that you're reading, but how do we know which one? Huh? Nobody gave me a fucking owner's manual when I got these fangs. I'm doing the best that I can.† Tommy looked away from her, then at his shoes. â€Å"You're right, I'm sorry. I'm confused and I'm a little scared. I don't know what I'm doing either. Hell, Jody, you might have AIDS now, we don't know.† â€Å"I don't have AIDS. I know I don't.† â€Å"How do you know? It's not like we can send you down to the clinic to test you or anything.† â€Å"I know it, Tommy. I could feel it if I did. Except for sunlight and food, I'm not even allergic to anything anymore. Hand lotions and soaps I couldn't get near before without breaking into a rash don't affect me. I've done a few experiments of my own. My body won't let anything hurt me. I'm safe. Besides†¦Ã¢â‚¬  Jody paused and grinned, waiting for him to ask. â€Å"Besides what?† â€Å"He was wearing a condom.† Tommy resumed staring at his shoes, said nothing, then looked up at her and laughed. â€Å"That's incredibly sick, Jody.† She nodded and laughed. â€Å"I love you,† he said, moving to her and taking her in his arms. â€Å"Me too,† she said, hugging him back. â€Å"That's really sick, you know that?† â€Å"Yep,† she said. â€Å"Tommy, I don't want to break this beautiful moment, but I have to take a shower.† She kissed him and pushed him away gently, then headed into the bathroom. â€Å"Uh, Jody,† he called after her, â€Å"I got a present for you in Chinatown today.† There's an explanation for this, she thought, standing in the bathroom, looking at the turtles. There is a perfectly good reason why there are two huge snapping turtles in my tub. â€Å"Do you like them?† Tommy was standing in the doorway behind her. â€Å"These are for me, then?† She tried to smile. She really did. â€Å"Yeah, Simon helped me get them home. I didn't think I could carry them on the bus. Aren't they great?† Jody looked in the tub again. The turtles were trying to crawl on top of each other. Their claws screeched on the porcelain when they moved. â€Å"I don't know what to say,† Jody said. â€Å"I thought that we could feed them fish and stuff, and you'd have a blood supply right here at home. Besides me, I mean.† She turned and regarded Tommy. Yes, he was serious. He was really serious. â€Å"You haven't†¦Ã¢â‚¬  â€Å"Their names are Scott and Zelda. Zelda is missing a toe on her back foot. That's how you tell them apart. Do you like them? You seem a little reticent.† A little, she thought. You couldn't have brought me flowers or jewelry, like most guys. You had to say it with reptiles. â€Å"I don't suppose there's any chance that you saved the receipt?† Tommy's face avalanched into disappointment. â€Å"You don't like them.† â€Å"No, they're fine. But, I really wanted to take a shower. I'm not sure I want to be naked in front of them.† â€Å"Oh,† Tommy said, brightening. â€Å"I'll take them into the living room.† He pulled a towel off the rod and began maneuvering over the tub, trying to get a drop on Zelda. â€Å"You have to be careful; they can take off a finger in those jaws.† â€Å"I see,† Jody said. But she didn't see at all. The idea of biting one of the spiny creatures in the tub gave her an industrial-size case of the creeps. Tommy lunged and came up with Zelda, wrapped in swaddling clothes and snapping at his face. â€Å"She hates being picked up.† Zelda's claws tore at the towel and Tommy's shirt as she attempted to swim through midair. He set the turtle on her back on the bathroom floor and readied the towel to lunge into the tub for Scott. â€Å"Lestat can call animals to him when he's hungry. Maybe you can train them.† â€Å"Stop it with the Lestat stuff, Tommy. I'm not sucking turtles.† He turned to her and slipped, falling into the tub. Scott snapped, barely missing Tommy's arm, and latched on to the sleeve of his denim shirt. â€Å"I'm okay. I'm okay. He didn't get me.† Jody pulled him from the tub. Scott was still attached to his sleeve and was determined not to let go. Turtles hate heights. They don't even like being a few feet off the ground. It's the main reason they have resisted evolution for so long – fear of heights. Turtle thinking goes thus: Sure, first our scales turn into feathers and the next thing you know we're flying and chirping and perching on trees. We've seen it happen. Thanks, but we're staying right here in the mud where we belong. You're not going to see us flying full-tilt boogie into a sliding glass door. Scott was not letting go of the sleeve, not as long as Tommy was standing. â€Å"Help me,† Tommy said. â€Å"Pry him off.† Jody looked for a place on the turtle to grab – reached out and pulled back several times. â€Å"I don't want to touch him.† The phone rang. â€Å"I'll get it,† Jody said, running out of the bathroom. Tommy dragged Scott to the doorway, keeping his feet safely away from Zelda's jaws. â€Å"I forgot to tell you†¦Ã¢â‚¬  â€Å"Hello,† Jody said into the phone. â€Å"Oh, hi, Mom.†

The Fallacy of Division

The Fallacy of Division In critical thinking, we often come across statements that fall victim to the fallacy of division. This common logical fallacy refers to an attribution placed onto an entire class, assuming that each part has the same property as the whole. These can be physical objects, concepts, or groups of people.   By grouping elements of a whole together and assuming that every piece automatically has a certain attribute, we are often stating a false argument. This falls into the category of a fallacy of grammatical analogy. It can apply to many arguments and statements we make, including the debate over religious beliefs. Explanation The fallacy of division is similar to the fallacy of composition  but in reverse. This fallacy involves someone taking an attribute of a whole or a class and assuming that it must also necessarily be true of each part or member. The fallacy of division takes the form of: X has property P. Therefore, all parts (or members) of X have this property P. Examples and Observations Here are some obvious examples of the Fallacy of Division: The United States is the richest country in the world. Therefore, everyone in the United States must be rich and live well.Because professional sports players are paid outrageous salaries, every professional sports player must be rich.The American judicial system is a fair system. Therefore, the defendant got a fair trial and was not executed unfairly. Just as with the fallacy of composition, it is possible to create similar arguments which are valid. Here are some examples: All dogs are from the canidae family. Therefore, my Doberman is from the canidae family.All men are mortal. Therefore, Socrates is mortal. Why are these last examples valid arguments? The difference is between distributive and collective attributes. Attributes which are shared by all members of a class are called distributive because the attribute is distributed among all members by virtue of being a member. Attributes which are created only by bringing together the right parts in the right way are called collective.  This is because it is an attribute of a collection, rather than of the individuals. These examples will illustrate the difference: Stars are large.Stars are numerous. Each statement modifies the word stars with an attribute. In the first, the attribute large is distributive. It is a quality held by each star individually, regardless of whether it is in a group or not. In the second sentence, the attribute numerous is collective. It is an attribute of the entire group of stars and only exists because of the collection. No individual star can have the attribute numerous. This demonstrates a primary reason why so many arguments like this are fallacious. When we bring things together, they can often result in a whole which has new properties unavailable to the parts individually. This is what is often meant by the phrase the whole is more than the sum of the parts. Just because atoms put together in a certain way constitutes a living dog does not mean that all atoms are living - or that the atoms are themselves dogs, either. In Religion Atheists often encounter the fallacy of division when debating religion and science. Sometimes, they may be guilty of using it themselves: Christianity has done many evil things in its history. Therefore, all Christians are evil and nasty. One common way of using the fallacy of division is known as guilt by association. This is clearly illustrated in the example above. Some nasty characteristic is attributed to an entire group of people - political, ethnic, religious, etc. It is then concluded that some particular member of that group (or every member) should be held responsible for whatever nasty things we have come up with. They are, therefore, labeled guilty due to their association with that group. While its uncommon for atheists to state this particular argument in such a direct manner, many atheists have made similar arguments. If not spoken, its not unusual for atheists to behave as if they believed this argument was true. Here is a slightly more complicated example of the fallacy of division which is often used by creationists: Unless each cell in your brain is capable of consciousness and thinking, then the consciousness and thinking in your brain cannot be explained by matter alone. It doesnt look like the other examples, but it is still the fallacy of division - its just been hidden. We can see it better if we more clearly state the hidden premise: If your (material) brain is capable of consciousness, then each cell of your brain must be capable of consciousness. But we know that each cell of your brain does not possess consciousness. Therefore, your (material) brain itself cannot be the source of your consciousness. This argument presumes that if something is true of the whole, then it must be true of the parts. Because it is not true that each cell in your brain is individually capable of consciousness, the argument concludes that there must be something more involved - something other than material cells.   Consciousness, therefore, must come from something other than the material brain. Otherwise, the argument would lead to a true conclusion. Yet, once we realize that the argument contains a fallacy, we no longer have a reason to assume that consciousness is caused by something else. It would be like using this argument: Unless each part of a car is capable of self-propulsion, then self-propulsion in a car cannot be explained by the material car-parts alone. No intelligent person would ever think to use or accept this argument, but its structurally similar to the consciousness example.

The current policies of land use in Australia

The current policies of land use in Australia Land is a very important asset that must be planned for effectively in order to ensure that it gives maximum output while remaining sustainable. According to Koomen and Beurden (2011, p. 73), land is an asset which is scarce and very fragile, making it necessary to develop mechanisms of using it in a wise manner.Advertising We will write a custom essay sample on The current policies of land use in Australia specifically for you for only $16.05 $11/page Learn More However, it is of great concern that the society has not come to appreciate the importance of land as a scarce and a fragile asset that needs protection in order to ensure that there is sustainability. National planners in various countries have perfected the art of developing policies on how various resources can be used sustainably in order to ensure that they can still be used in future. However, they have failed to come up with measures that would ensure that land is protected from any possible destruction that may make it unproductive in future (Gaffikin Morrissey 2011, p. 70). Strategic changes being experienced in the modern society are presenting new practical dilemmas that hinder successful achievement of spatial land use planning outcomes. This research will focus on the current policies of land use in Australia and the prevailing conflict between public input, community interests, and effective outcomes. Australia is one of the leading economies in the world. It has one of the largest per capita income in this region, with its Human Development Index considered the second best in the world. The government of Australia has been keen to develop land policies that would protect the interest all the stakeholders. There has been need to reconcile the conflict between public input and community interests through proper strategic spatial land use planning. It is important that the interest of the investors, public, and the national government in land use be protected in o rder to ensure that the three sectors work in harmony to promote development of the country’s economy (Chapin 2007, p. 40). The government has made an effort to ensure that there is a clear plan on how land in this country should be used, and how different stakeholders should relate on issues concerning land.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The economy of Australia has been expanding very rapidly over the past years. Urban centers are developing at a very high rate. This is caused by the preference of people to stay in urban centers than in the rural settings. The City of Melbourne has experienced a massive increase in population over the past two decades. The Victorian State Government has been concerned of the best way land can be used to benefit all the stakeholders within the city (Jha Singh 2008, p. 67). The Australian Collaborative Land Use Mapping Pr ogram was developed by the national government to help in land planning, especially in cities that are experiencing huge growth over the past few years. The East-West Link Project is part of the vision by Melbourne City planners to help manage the limited land within the city. According to Scholl (2012, p. 67), spatial planning goes beyond land planning. It entails protection of the welfare of the members of the society by ensuring that they have access to land and all its resources that can make them lead decent lives. According to Kawakami (2013, p. 45) the government of Australia has made efforts to ensure that land, especially in the major cities such as Melbourne, is not only used to give maximum output, but also remain sustainable for the future generation. The planned construction of the East West Link road is intended to link Western Ring Road and Eastern Freeway. This government project is intending to decongest the city by creating an alternative route that can be used by motorists connecting between the two highways. However, such massive government contracts always come with conflicts on how stakeholders should be involved, and how such projects may affect other players (Albrechts 2006, p. 1150). The outcome of this project is intended to help all the stakeholders within this city by reducing its population. However, this raised some conflict between public input and community interests. According to Barker (2006, p. 67), land as an asset is scarce and very fragile. Land cannot be replaced once destroyed. For this reason, the current generation has a responsibility to the future generation by ensuring that land is used sustainably. However, the current strategic spatial land use planning approach taken by the government over this project has been criticized as not being sustainable. For instance, the local community has complained of the consequences associated with building this road. One of the main complains that have been raised by the local co uncil politicians is the possible loss of large parts of the Royal Park.Advertising We will write a custom essay sample on The current policies of land use in Australia specifically for you for only $16.05 $11/page Learn More This park has been considered as one of the most important recreational facility within this community. This road will have to go through this park, and this will affect its sustainability. Some of these politicians have argued that the Victorian State Government should have considered construction of metro railway lines instead, because the possibility of this project destroying the park is very high. The local community feels that the benefit of the new road is far much less as compared to the negative consequences it shall have on their livelihood (Potschin Haines-Young 2011, p. 91). This means that all the stakeholders must be involved to ensure that this public input does not have adverse effect on the interest of the community. This project has to continue because the need to implement it has been identified, and funds needed have already been set aside. However, the stakeholders must find a way of addressing the issues raised in order to ensure that the interest of the local community is protected. According to Scholl (2012, p. 80), it is important to involve the local community in any project that involves land use in order to eliminate any form of resistance. Some of the members of this community will have to shelve part of their land to be used in this project. The Royal Park is also under threat when this road is constructed through it. This public input must take into consideration the interest of the local community. The issues raised about the park must be considered because strategic spatial land use planning involves ensuring that there is sustainability in land use. This means that the outcome of this project must be based on sustainability of land for the current and future generation. The Vict orian State Government must ensure that when this project commences, all the issues raised by the local community about sustainability is adequately addressed. List of References Albrechts, L 2006, ‘Shifts in strategic spatial planning? Some evidence from Europe and Australia’ Environment and Planning A’, vol. 38. no. 1, pp. 1149 -1170.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Barker, K 2006, Barker review of land use planning: Final report – recommendations, TSO, London. Chapin, T 2007, Growth management in Florida: Planning for paradise, Ashgate, Aldershot. Gaffikin, F Morrissey, M 2011, Planning in divided cities: Collaborative shaping of contested space, Wiley-Blackwell, West Sussex. Jha, M Singh, R 2008, Land use: Reflection on spatial informatics, agriculture and development, Concept Publishers, New Delhi. Kawakami, M 2013, Spatial planning and sustainable development: Approaches for achieving sustainable urban form in Asian cities, Springer, Dordrecht. Koomen, E Beurden, J 2011, Land-use modelling in planning practice, Springer, Dordrecht. Potschin, M Haines-Young, R 2011, ‘Landscapes, sustainability and the place-based analysis of ecosystem services’, Landscape Ecol, vol. 1. no. 9, pp. 1-13. Scholl, B 2012, HESP: Higher education in spatial planning : positions and reflections, VDF, Zürich.

Catch Verb Example Sentences in All Tenses

Catch Verb Example Sentences in All Tenses This page provides example sentences of the verb catch  in all tenses including active and passive forms, as well as conditional and modal forms. Uses of Catch The verb  catch  is often used with ball sports. See if you can catch this ball.Ill throw you  the ball and you catch it.   It is also used to express a transfer from one person to another: I caught the bug at schoolShe caught a cold from Tim.   As well as transportation: I caught the subway on 34th Street.Ill catch a plane for Denver tonight. Catch  can also be used for discovering people doing something wrong: Ive caught my boy stealing cookies a number of times.Lets catch the thief.   Common phrasal verbs with catch include: catch up, catch on Forms of Catch Base Form catch  - used in simple forms /  Past Simple caught - used in the past  / Past Participle caught / Gerund catching Examples Sentences With Catch Present Simple He catches the train at nine oclock.I often catch students colds.   Present Simple Passive The ball is caught by the player at first base.The flu is caught by many during the winter.   Present Continuous They are catching on fast!Hes catching up with me. Run faster! Present Continuous Passive The train is being caught by a number of fans.The fish are being caught in the thousands this month. Present Perfect He has caught a cold.Ive caught up with my work.   Present Perfect Passive That train has been caught by more than one million travelers.That fish as already been caught! Present Perfect Continuous He has been catching on slowly.We have been catching up this week. Past Simple Peter caught the ball.Did you catch the train to New York last week? Past Simple Passive The ball was caught by Peter.His meaning was caught be all.   Past Continuous He was catching the train when he bumped into her.We were catching up when she walked in the door.   Past Continuous Passive The train was being caught by hundreds of travelers when the announcement rang out.The ball was being caught as the runner started for home.   Past Perfect I had caught twenty butterflies by the time she arrived.They had caught the bus before I called them to cancel the meeting.   Past Perfect Passive Twenty butterflies had been caught by the time she arrived.Thirty fly balls had been caught by the outfielder before he won the award.   Past Perfect Continuous She had been catching butterflies when they arrived.Wed been catching up on our lives for three hours when we left. Future (will) Anna will catch the next train to Boston.Throw the ball. Ill catch it! Future (will) passive That fish will be caught soon.This ball will be caught by the outfielder.   Future (going to) Michael is going to catch the ball!Hes going to catch a flight this afternoon.   Future (going to) passive The ball is going to be caught by Michael!The flu is going to be caught be everybody if we dont do something.   Future Continuous This time next week I will be catching the train to Boston.He will be catching up with Peter this time tomorrow.   Future Perfect By the end, he will have caught more than 50 butterflies.He will have caught more than 300 pitches by the end of the game.   Future Possibility She may catch a cold.He might catch the ball.   Real Conditional If she catches a cold, she should see a doctor.Unless he catches the ball, well lose the game. Unreal Conditional If she caught on faster, she would do better in school.If he caught more balls, theyd win more games.   Past Unreal Conditional If they had caught the early train, they would have arrived on time.If he had caught the ball, they would have won the game.   Present Modal I can catch the next train.You should catch a show on Broadway. Past Modal He cant have caught the wrong train!He shouldnt have caught a cold.