Kenya education Essay Example for Free

Kenya education Essay An Overview of the Kenyan Education System: Issues and Obstacles to Learning Posted by Lee-Anne Benoit on April 27th 2013 I’m back again with an outline of what I’ve learned about the Kenyan Education system from the diverse experiences that I’ve had. You’ll notice this blog is slightly more academic in nature, but I felt that it was important to find research to back up my own observations. Education is perceived as one of the principal motivating factors behind national economic development and it is one of the most effective ways in which individuals can ever hope to achieve better opportunities and a higher standard of living in Kenya. For these reasons Kenya has invested heavily into its education system over the past twenty years. It is my primary objective in this blog to express all that I have learned about the primary and secondary education systems in Kenya in the short 12 weeks that I have been here. I discuss the structure of primary and secondary schools, the implementation of universal free primary education (FPE), limited and equitable access to education, obstacles to learning within the classroom, special needs education and inclusion. My understanding is derived from my experiences visiting and working at eleven different public and private schools in Kenya, two Masters courses in Special Needs Education that I audited, academic journal articles as well as several discussions and conversations that I have had with various individuals related to the field of education. Structure of Primary and Secondary Education To begin, I’d like to outline what I have learned about the structure of primary and secondary schooling in Kenya. I have gained most of my insight from visiting nine different public and private schools in Nairobi and Mombasa. During these visits I was able to tour each school, observe classes, and interact with administrators, teachers, and students. What follows is an account of some of the pertinent information that I have gathered. Children begin primary classes around the age of three years old. They enter a nursery program for roughly two years before commencing Standard 1. Depending on their final KCPE (Kenyan Certificate of Primary Education) examination marks at the end of Standard 8, students may or may not qualify to attend a secondary high school. Secondary school in Kenya has four levels, forms 1 – 4 and is completed only when students finish their KCSE (Kenyan Certificate of Secondary Education) examinations. Again, student grades play a key role in determining whether or not students are able to attend university. Due to the ethnic diversity in Kenya (42 different tribes), children begin school speaking a variety of languages. Because of this, all students study their subject material predominantly in Kiswahili up until Standard 3 in a homeroom classroom. It is not until Standard 4 students are immersed in English and must follow a strict timetable of up to 10 lessons a day. The subjects taught in the primary grades include Math, English, Kiswahili, Science, Social Studies and Christian Religious Studies. Depending on the location of the school, students may study Islam. Looking through the Kenyan Primary Education curriculum documents, I noticed that art and music were indeed included in the syllabus. However, after inquiring after this, I discovered that art and music have been cut from the timetable due of the cost and perceived unimportance of the subject material. From the little experience I have, it seems as though the degree to which children are allowed to express themselves creatively through art and music depends largely on the school and classroom teachers. From personal observation I can say with confidence that the approach to education in Kenya is largely teacher centered and by the book. Teachers strictly adhere to the Kenyan syllabus for both primary and secondary students and textbooks are a teacher’s primary resource during lessons. Standardized examinations are the sole assessment techniques that I have noted being used in regular classrooms thus far to report student progress. Students in every grade level must complete these standardized examinations at the end of each term, including students in preprimary programs. Grades are critical indicators of success and failure in the lives of students for they ultimately determine whether or not one is able to advance to secondary school. As I mentioned earlier, students must complete their KCP examinations at the end of standard 8. These are national, standardized exams in all subject areas and are worth a total of 400 marks. Students must achieve a minimum of 250 marks if they wish to enter secondary school. In order to graduate High School students must complete their KCSE examinations, and achieve high grades if they wish to enter university. I would like to point out that Kenyan teachers have excellent classroom management. Most of the students that I have observed are incredibly well behaved and show a level of focus and respect that I have not seen on such a large scale before. I am impressed by teacher’s classroom control especially considering the large class sizes that they handle on a daily basis. I attribute this classroom control to the use of corporal punishment, which is considered to be the norm in Kenya. It has also been argued that students’ passivity in the classroom dates back to British colonial days and has been an aid and a challenge in encouraging students to take responsibility for their learning (Ackers and Hardman, 2001). Universal Free Primary Education Another key point that warrants discussion is the implementation of FPE, Universal Free Primary Education, in Kenya. Many of the challenges that the Education system currently faces are directly linked to the implementation of FPE. G. J. Cheserek and V. K.  Mugalavai argue that the main problems facing the education system are, â€Å"issues of access, equity, quality, relevance and efficiency in the management of educational resources,† (2012, 473). The following discussion will elaborate on such issues. As of January 2003, the NARC government established the FPE program to satisfy the pledge it made during the 2002 general elections in order to provide opportunities to disadvantaged children (Makori). This project was a great success in terms of the increased enrollment of disadvantaged children. More than 1.5 million children enrolled in public schools across the country, (Makori). However, the country was not yet prepared to accommodate such a large increase as can be seen by such drastic consequences. Few primary schools were built to accommodate the influx of students, which led to over crowding and congested classrooms. There was a shortage of teachers at the time, which led to the employment of unqualified teachers (Makori). Schools lost revenue from the lack of tuition fees, which led to a strain on teaching materials and resources as well as limited physical facilities (Makori). Lastly, teachers’ challenges increased as their class sizes grew. Although Primary School tuition fees have been abolished, several factors continue to impede access to education in Kenya. Many parents still cannot afford to pay for school uniforms, textbooks, transport, meals and supplies, without which students cannot attend school (Glennerster and Kremer, 2011). These fees are especially difficult for marginalized children such as females, orphans, and the financially underprivileged. Poor health and the inability to seek medical attention also impede many children’s access to education and negatively affect their academic performance, (Glennerster and Kremer, 2011). Many children cannot attend school due to intestinal worms, malaria, and other health concerns such as malnutrition, which can seriously affect their cognitive development. A teacher at the Kiambui Primary School informed me that many of the students arrived at school without having eaten breakfast and who did not bring lunches. Many teachers, despite their low salaries, felt obligated to bring food for the most needy. Lastly, there is an issue of distance and transportation. For some, transportation is unaffordable and the distance to school is too great to walk, which renders the possibility of attending school impossible (Glennerster and Kremer, 2011). Despite advancements in accessing primary education, access to secondary education has remained quite low in comparison. There are a number of reasons that account for this. For instance, secondary schools still require tuition payments. Although these fees have been reduced, it is still quite expensive for many. Distance also plays a major role for some in accessing education. As of 2011 there were approximately 26, 000 primary schools and 6, 500 secondary schools spread across the country, which meant that many communities did not have a nearby high school (Glennerster and Kremer, 2011). Poor KCPE examinations scores at the end of Standard 8 also create a barrier in accessing Secondary School. 2004 KCPE results show that a much higher percentage of students from private schools qualify for secondary school than public school, which has led to an overrepresentation of private school graduates attending top Kenyan Secondary Schools (Glennerster and Kremer, 2011). The quality of primary education, so it seems, acts as a serious barrier to obtaining secondary education. Finally, there is limited space in secondary school so parents and students alike must compete for placement in one if not one of the elite National schools. Yet another interesting point to note is that FPE does not enable all children equitable access to quality education; the key word here being ‘quality. ’ There is an alarming difference between the quality of education that public schools offer vs. that of private schools as noted earlier. After visiting both private and public schools I can attest to the difference. The five private schools that I visited had a low teacher to student ratio, more resources and materials for students, an adequate amount of desks for their student body, as well as electricity and running water. On the contrary, some of the public schools that I visited had class sizes of 60 to 80 students, limited electricity, insufficient textbooks and desks for students. There is much speculation that the poor performance of public school graduates on the KCPE examinations is due to a number of specific factors. For example, because of the increased enrollment in primary schools in 2003, teachers had to contend with extraordinarily large class sizes made up of a diverse range of students whose preparedness varied. Circumstances such as these diminish a teacher’s ability to differentiate their instruction and give individualized attention. Resources and materials are spread thin and mobility within classrooms becomes limited. It is thought that this large influx of â€Å"first generation learners† has contributed to declining test scores in the public school system (Glennerster and Kremer, 2011). It is also thought that poor performance in primary schools is perpetuated by an increasing stratification between public and private schools. This disparity becomes all the more clear when considering the disparity between the KCPE scores of public and private school graduates (Glennerster and Kremer, 2011). Under qualified teachers has also been stated as a factor as well as corruption. Obstacles to Learning Within the Classroom â€Å"For Kenya to be internationally competitive and economically viable, the Republic of Kenya requires an education system that will produce citizens who are able to engage in lifelong learning, learn new skills quickly, perform more non – routine tasks, capable of more complex problem-solving, take more decisions, understand more about what they are working on, require less supervision, assume more responsibility, have more vital tools, have better reading culture, quantitative analysis, reasoning and expository  skills† (Cheserek and Mugalavai, 2012, 472). As this statement explains, Kenya needs a strong education system that will train individuals to meet the growing economic needs of society. However, as discussed previously, evidence shows that students in public primary schools are achieving significantly lower their private school counterparts. There are a number of factors that can account for this disparity, which directly relate to the quality of primary education and the interactions between teacher and pupil. In 2001, Jim Ackers and Frank Hardman conducted a study on classroom interactions in primary schools in Kenya and found that the predominant teaching style was characterized by the ‘transmission of knowledge’ and was teacher focused in nature. Students were motivated to participate but answered preplanned, ‘closed’ questions and lessons often involved a high degree of choral response and repetition of memorized information (Ackers and Hardman, 2001). They go on to write that, â€Å"there were few examples of interaction between teacher and pupils that extended or even encouraged higher order thinking because of the domination of the recitation mode, where typically the teacher asks a series of pre-planned questions, initiates all the topics, and rarely interacts with the substance of the pupils’ answers except to evaluate them†(Ackers and Hardman, 2001, 12). Interestingly enough, this literature mirrors my own observations. I also noted the predominance of a rote learning style of teaching while visiting a number of primary schools. The teachers that I observed lectured on a topic for a large portion of a lesson and then questioned students to see what they were able to absorb. I did not observe any inter pupil interactions or discussions during class time. Rather, students spent the remainder of the class silently copying notes and answering questions from the board. I observed this pattern across multiple subjects and classrooms. Acker and Hardman point out that impediments to learning also include a lack of teaching resources and poor physical conditions of classroom spaces (2001). From what I have noted, the blackboard and student textbooks are the primary teaching aids in a lot of schools. Another obstacle to learning within primary grades is the size of the class. In many cases, teachers can have upwards to 80 students at a time in a regular sized classroom, which creates a congested environment. In such cases it is virtually impossible for a single teacher to meet the needs of every individual learner. Differentiation becomes ineffectual, as does mobility within the classroom. Resources are spread thin and many struggling learners are overlooked. In addition to overcrowded classrooms, teachers face many challenges, which in turn affect student performance. Firstly, they are under a great deal of pressure to teach all of the curriculum outcomes in order to prepare students for their examinations. Combined with a lack of funding and classroom space, teachers are at a loss when it comes to planning creative lessons. Secondly, teachers face a strong tradition of teaching practice that is both historically and culturally embedded. Attitudes towards change can be stubborn, making transformation a slow process. Thirdly, teachers lack an appropriate amount of support and assistance within the classroom as well as opportunities for professional development. As it stands, resource and literacy programs are virtually non-existent in schools, and the government cannot afford to pay for assistants within the classroom. Few primary schools can even afford a library. Fourthly, and in part due to distance, there are barriers to communication between home and school, which negatively impacts student progress. Lastly, primary school teachers work for very low wages, which can be demotivating for some, ultimately affecting their professional pedagogical practice. For many teachers and students alike, school can be a truly sink or swim endeavor. Special Needs Education and Inclusion My insight into special needs education derives from two sources. Firstly, I have audited two Masters level courses on special needs education in Kenya entitled Guidance and Counseling of Special Needs students and Issues and Problems in Special Needs Education. Secondly, I have worked for a short time at a private special needs school entitled Bright Hills. In addition to Bright Hills, I have also visited three different ‘Special Units’ in public schools: Kaimbui Primary School, Kilimani Primary School, and Muchatha Primary School. I would like to share some of the pertinent information that I have learned. According to my own personal experience and research, special needs education is predominantly segregated from general education classes. Many primary and secondary schools have classes termed ‘Special Units. ’ These classes are home to students who have a wide range of learning needs, which â€Å"cannot† be met by regular classroom teachers. I have been told that Special Units are inclusive in the sense that all students who have a disability or a special need share a common learning space. It is the role of the special education teacher to tackle the challenging task of differentiating lessons for many students who have varying degrees of learning dependency. Many of the students of Bright Hills Special Needs School are taught the regular primary school curriculum. However, other special needs students are given vocational training, which I observed at the Kiambui Special Unit and the Deaf and Blind Unit at the Kilimani Primary School. Learning skills such as beading and weaving give students the potential to earn a livelihood outside of school and become productive members of society. Although the Kenyan Minister of Education approved a policy in 2009 that supports the equitable access to quality education and training of learners with special needs, special needs education still faces many challenges. The factors that hinder the provision of education for special needs learners include vague guidelines that describe the implementation of an inclusive policy, insufficient data on children with special needs, ineffective assessment tools, curriculum, and a lack of qualified professionals, (Lynch, McCall, Douglas, McLinden, Mogesa, Mwaura, Njoroge, 2011). Many of the discussions in which I participated in my class: Issues and Problems in Special Needs Education mirrored this argument. Major issues that were discussed include the stigmatization of persons with disabilities, a lack of funding to equip teachers with the resources, materials and support required to meet learners needs, a lack of curriculum adaptations, differentiation, appropriate methodology and qualified personnel, inappropriate and biased assessment measures and the misdiagnosis of learning disabilities, which leads to the misplacement of Students in Special Units. I have also had several discussions concerning the implementation of inclusive educational practices within Kenyan Schools. Many of my classmates believe that inclusion is indeed the way forward in reforming the issues inherent in special needs education. Others however, believe that inclusive education is too ambitious a reform to make. Dr. Mary Runo stated in a lecture that she is not certain that inclusive education is what Kenya presently needs. Rather, the focus of reform should be on government policy and persistent negative attitudes towards disabilities. Although inclusive practices are in a fledgling state in Kenya, there are a few successful cases. Take for example the Kilimani Primary School, which is the only school in Nairobi that incorporates the hearing and visually impaired into general classrooms. Numerous supports are provided to students such as braillers, translators, adaptations, and individual assistance. The Kilimani School also has a segregated Special Unit for those who are deaf or blind as well as a Special Unit specifically for those who are deaf and blind, both of which are well equipped with qualified and dedicated teachers as well as a diverse range of teaching aids and resources. It is common practice for a Primary school to pull struggling students out of the regular classroom and place them in a Special Unit for a short time until they can successfully transition back into a regular classroom. The Kyangoma Primary School has 68 special needs learners, the majority of which study in a Special Unit. However, students who have physical disabilities or are highly functioning cognitively are integrated into general classrooms in order to follow the regular school curriculum. Although integration does not equate inclusion, it is evidence that there is a growing acceptance of inclusive practices. Overall, I would argue that special needs learners are segregated from regular classrooms for the most part and that levels of inclusive practice vary from school to school, depending on financial resources, teachers’ attitudes, and community support. Conclusion It is difficult to articulate all that I have learned about the Kenyan education system in the past twelve weeks, as my experiences have been diverse and I have come to understand the cultural context within which this system works. The education system in Kenya has been undergoing considerable change since the induction of Universal Free Primary Education in 2003. Despite the many deep rooted and interconnected problems that impede equitable access to quality education, reformation is high on the government’s list of priorities. One thing that I can confidently attest to is the unquestionable confidence and positivity that I have encountered in many Kenyans who strongly believe in the advancement of the education system. Kenya’s future is bright as long as these discussions continue and individuals strive to make change. References Ackers, J. , Hardman, F. (2001). Classroom Interaction in Kenyan Primary Schools. Compare, 31(2), 245-61. Cheserek, G. , Mugalavai, V. (2012). Challenges and Reforms Facing Kenyan Education System in the 21st Century: Integrating the Principles of Vision 2030 and Constitution 2010. Journal Of Emerging Trends In Educational Research Policy Studies, 3(4), 471-478. Glennerster, R. , Kremer, M. , Mbiti, I. , Takavarasha, K. (2011). Access and Quality in the Kenyan Education System: A Review of the Progress, Challenges and Potential. Retrieved from: http://www. povertyactionlab. org/sites/default/files/publications/Access%20and%20Quality%20in%20the%20Kenyan%20Education%20System%202011. 06. 22. pdf KENPRO (2010). Challenges Facing Inclusive Education in Regular Primary Schools in Kenya. KENPRO Online Papers Portal. Retrieved from: www. kenpro. org/papers. Lynch, P. , McCall, S. , Douglas, G. , McLinden, M. , Mogesa, B. , Mwaura, M. , †¦ Njoroge, M. (2011). Inclusive Educational Practices in Kenya: Evidencing Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools. International Journal Of Educational Development, 31(5), 478-488. Makori, A. Implementation of universal primary education in Kenya: An analysis of its impact and progress towards achieving the EFA goal in Kisii District. Retrieved from: http://www. kaeam. or. ke/articles/vol1/makorifulltext. pdf Category: Uncategorized // 16 Comments  » 16 Responses to â€Å"An Overview of the Kenyan Education System: Issues and Obstacles to Learning† 1. women fashion show 2013 // June 25th 2013 Someone essentially help to make critically posts I would state. That is the very first time I frequented your website page and so far? I surprised with the analysis you made to create this particular publish incredible. Fantastic task! 2. Graham Mulligan // July 3rd 2013 Lee-Anne, thank you for this post. I concur with everything you describe regarding the current state of Primary Education in Kenya. Although there is much hope for change, there are enormous challenges ahead. I wonder what specific improvements can be made, especially in the many isolated and impoverished public primary schools. I am currently planning a short visit to do teacher training in some of these schools. Do you have any suggestions for me? cheers Graham 3. Rahab // July 4th 2013 Your observations are very insightful and on point. It is rather disturbing that all education activities in the Kenyan system end up creating bottle necks at some point or other. What are your suggestions on making the system create paths for learners graduating from the various levels of the system? How can the system encourage student creativity and participation both in school and out of school? Is there hope that the Kenya education system will ever become learner centered rather than content and teacher centered? 4. desigual sale // July 17th 2013 Someone essentially help to make critically articles I might state. That is the first time I frequented your web page and to this point? I amazed with the analysis you made to make this actual put up extraordinary. Wonderful job! 5. Evelyn Corrado // July 17th 2013 Very insightful paper for my study; I am researching on how we can move from teacher centered approach in Kenyan education into student focused, where students can creatively use their reasoning minds, work together to problems solve and bring in their daily experiences into learning.. i agree learning molds the Kenyan society and if problem solving conflict resolution is not enhanced in schools, no wonder the ethnic conflicts in Kenya society God-father system where minority rule and the rest can’t challenge it, for lack of confidence . 6. Alice Wawira // July 29th 2013 This is quite helpful and you have done great job. Just check: KCPE mark is 500 not 400. The public schools suffer a lot of deficiency ranging from teachers to resources. If only teachers were enough something like 1:25-35 which is the current proposal to the education ministry; enough classrooms and resources, I don’t think the syllabus would be a problem however wide. I’m inclined to believe so because the private schools and the well-established national schools manage to cover the syllabus long before the end of fourth year in secondary and end of eigth year in primary. The discipline exhibited by the students in the classroom as you explained is one major strength in these schools and as such, it would be quite helpful even in content coverage. Kenya is becoming gradually aware of SEN and some progress has been made. I would however wish that we borrowed a leaf from the international system where children with SEN are allowed to sit special exams and even have assistants in classroom and during exams. In Kenya, almost all the times they sit the same exam only that special consideration and provisions(like brille and additional time) are given during and after the national exams. The worst is when a child in hospital or one who has just given birth is allowed to sit the same exam as any other in good health. News has it that computers will come in handy for the hearing-impaired and this will be great. Fantastic job you have done. Having worked in the Kenyan system and in the international as well, I can’t fail to see the flaws in the former and I hope to do something about it only that for now, I have no idea where to start. 7. Leonard Kiarago // August 2nd 2013 Indeed, Kenya has a long way to go before the government is able to provide ‘quality education’; however, we must agree that there is some progress despite the obstacles. Kenya has the resources, the manpower and the capacity to provide the young generation with quality education. Kenya has highly qualified professionals produced by top universities all over the world, unfortunately when it comes to policy development and decision making, that is left to politicians leading to wrong policies being implemented without consideration for need assessment or putting priorities right. Take, for example, the issue of laptops for every kid joining primary school; is that really a priority for the Kenyan kids? Even in developed countries like the UK the government doesn’t provide laptops/computers to every single kid, instead schools have a computer lab used during IT lessons or for lessons requiring some research. Instead of considering building and equipping more classrooms as well as recruiting more teachers, the government is thinking about laptops for schools some of which kids learn under trees and with no electricity or teachers who have basic IT knowledge. The subject of how inclusive education should be implemented is a controversial one because even in developed countries like UK, they still  maintain special schools because inclusive practice is not just a matter of closing special schools and taking children with SEN to mainstream schools. How do you put a child with special needs in a class of 80 kids and call that inclusive education? For inclusive education to be successful there must be availability of resources and manpower as well as change of attitude by those who consider themselves ‘normal’. How that can be possible in a country divided through tribal and ethnic affiliations remains a big issue. If Kenyans cannot accommodate fellow Kenyans from a different tribe, how can they accommodate those perceived to be ‘abnormal’? What is most worrying is that any time you listen to news or read newspapers, the most likely headline to find is about a certain politician from a given community attacking another one from a different community instead of engaging in constructive politics. The article posted a few days ago in daily nation in which a governor was threatening to shut down schools just because they were built on the boundary by a neighbouring county leader is a good example of what I mean: http://www. nation. co. ke/News/Leader-orders-schools-shut-in-boundary-row/-/1056/1930912/-/view/printVersion/-/khd48cz/-/index. html ‘A society’s treatment of those who are weak and dependent is one critical indicator of its social progress’. This was an observation by Kirk, Gallagher and Anastasiow (1997) who in their study of children with special needs noted that social attitudes towards the education and care of children with special needs reflect the general cultural attitudes concerning the obligations of a society to its citizens. The problem with the provision of education in Kenya can only be solved if the government allowed professionals to contribute to policies related to their field of expertise and to set aside funds for research so that policies can be validated through research to avoid implementing policies, which are politically driven. (Kiarago is a doctoral researcher at the University of Birmingham) 8. Pierre Varly // August 19th 2013 thanks a lot for your excellent article full of infos and very well structured. i have a blog on education in the developping countries where i could publish the article also if you agree. 9. Isaac Maluki // August 22nd 2013 Thank you for your good report. Kindly tell me, how many students qualify for university education in Kenya but do not make it for lack of school fees? 10. Amen K. Rahh // October 3rd 2013 Thank you for this insightful blog. I would however like to point out the roll of ICT and the growing impact online learning is having on learning in schools. With the introduction of laptops for primary school students, the Government seems to understand the survival of the failing education system is depended on IT solutions. http://www. cc-gate. com as well as the CCK are working on online content and tutoring coming in the future. 11. Edy // November 5th 2013 Hi, I found this blog a few days ago as I was looking for some research into the Kenyan education system. You have done wonderful analysis. However, one correction to your information is that Swahili is not the predominant teaching tool for Nursery-Std 4 pupils. In fact, and to the contrary, English is widely used to instruct children because apart from Swahili, all other disciplines, Math and Science included cannot be feasibly administered in Swahili. 12. John muema // November 7th 2013 these is true and i urge the government to employ more teachers 13. Agesa Akufa // November 9th 2013 This is a good, well researched and articulated work. just a point of correction, the kcpe marks total to 500 not 400. otherwise it is an impresive that will many researchers especially university students. if the government can take into account this piece of work then we should expect to see enormous steps taking root in the educational system. of course, steps to spin the country foward. i salute you! 14. THOMAS ODENY //.

Comparing Maturity in Separate Peace and All Quiet on the Western Front :: comparison compare contrast essays

Maturity in A Separate Peace and All Quiet on the Western Front      Ã‚  Ã‚   The evolution of a child to adult is a long and complex process. There is another transitional step that goes in the middle of these two periods. In warlike terms, such as those used in the settings of Erich Maria Remarque's All Quiet on the Western Front and John Knowles's A Separate Peace, that step could be classified as being a soldier. W.N. Hodgson acknowledges this progression as well, in the poem "Before Action." The speaker begs first for God to "make [him] a soldier" (line 8) and then once he is a soldier he asks God to "make [him] a man" (16). Soldiers aren't quite children anymore; they've seen too much pain, death, and horror to maintain their innocence as children do. However, they aren't really men yet either. In A Separate Peace and All Quiet on the Western Front, the characters all go through this process of growing up, where they begin as children and proceed on to being soldiers, finally emerging as strong, insightful men by the end of the book.    The characters in A Separate Peace are first seen as children. Gene and Phineas (or Finny), the main characters in A Separate Peace, are first portrayed as regular teenage boys, full of life, energy, and humor. Ready to find fun in everything, the boys even make games out of the war, including the "Super Suicide Society of the Summer Session" (Knowles 24) and "blitzball" (Knowles 29). They jump out of trees as a substitute for jumping out of a plane and throw a round ball around, pretending that it's a bomb. People perceive them as "careless and wild" and perhaps even "a sign of the life the war was being fought to preserve" (Knowles 17). They go through things that everyone experiences as a teen: jealousy, peer pressure, and competition. They don't know very much about the war or about life itself. Finny even blatantly denies the existence of the war, saying that "the fat old men who don't want [them] crowding up their jobs" have "cooked up this war fake" (Knowles 107). One of the b oys in their class, Leper, dreams of enlisting in the ski troops, seeing it as a safe, clean way to get involved in the war rather than having to kill and destroy.

Republican Foundations

This national bank would take the nation out of debt from the war. The bank would additionally provide loans for businessmen and to provide a place to deposit federal funds. He believed that the government should foster business and contribute to the growth of capitalistic enterprise. Hamilton additionally believed that the United States should have a protective tariff to aid manufactures. Jefferson on the other hand, opposed Hamilton's idea of creating a national bank. He additionally didn't believe that the United States should have a protective tariff to aid anufactures.He preferred a society with some industrial alternative to agriculture. Jefferson believed that all of the national debt should be paid off quickly because it will be harmful to society. Socially, Hamilton believed that the wealthy people should run the society. A variety of taxes, like the taxes on whiskey harmed the lower and middle class the most. However, Hamilton supported the upper class. Hamilton believed th at only the wealthy should be qualified to vote because they were smarter than the lower and middle classes.Merchants, bankers, manufactures, and wealthy farmers were considered Hamiltonians. Jefferson once more, opposed Hamilton's suggestions. Jefferson supported the lower and middle classes. He believed that the â€Å"common† people (lower and middle classes) were capable of running the government. He believed that the lower and middle classes were qualified to vote too. Artisans, shopkeepers, frontier settlers, and owners of small towns were considered Jeffersonian. Politically, Hamilton believed that the British aristocracy should be a model for theAmerican Government. He clearly believed in a strong central government. He wanted a broad interpretation of the constitution to strengthen the central government at the expenses of the state rights. Hamiltonians favored restrictions of speech and the press. They believed that America should closely associate itself with Britai n and break the bonds with France. Jefferson believed in a more democratic government compared to Britain's. He wanted to reduce the number of federal office holders and he favored freedom of the press and speech.Jefferson also had a broad interpretation of the constitution but many times, it was only to favor himself or the situation. He was suspicious of the central government because of probable tyrannical overpowering like England and wanted to increase state rights. Revolutionary War period of the United States. The opposing views point of the Hamilton and Thomas Jefferson. Economically, Hamilton believed in creating a national bank to pay off the nations debt, while Jefferson believed that the debt would be harmful to the society and should be paid off quickly.Socially, Hamilton believed the upper class should run things and only be able to vote, but Jefferson believed that the common people should be able to have a say in the government and also be able to vote. Politically, Hamilton believed that the government should be similar to Britain's government while Jefferson didn't believe in a strong central government, but a more democratic one. The opposing ideas of Hamilton and Jefferson is what has created variety of ideas to contribute to the improvements of the United States.

Internet Marketing Essay

For my assignment I work for an internet consumer magazine, I have been asked to produce an article and will then analysis the benefits of internet marketing to customers. Customers have gained massively from the use of the internet. As the number of users of the internet increases more and more customers will shop online. Listed below are some of the benefits of the internet for the customer. Customers stay updated Customers are kept updated with product information either via the website or emails. With the internet now becoming mobile, through 3G technology and Wi-Fi, customers can be kept updated almost in real time. Customers can compare online One of the greatest advantages for the customer is that they can compare products or services they wish to purchase from the comfort of their own homes. Instead of visiting a number of different retail outlets, the user simply has to open different window tabs to compare prices or features of the product/service they wish to purchase. Many retailing websites offer the facility where different products they sell can now be easily compared. There is also price comparison websites that customers can use to get the best possible price for their products. Clear product information for the customer Websites offer clear product information on the product or service. There is little chance of misinterpretation or mishearing what the sales person said. Transparent pricing Pricing online is very clear and transparent for the customer. Customers can take advantages of pricing that may change regularly or take advantages of special offers that last for a limited period. Track your purchase Consumers have to pay for their product /service before they receive it. It is important that consumers feel reassured when this happens. Many websites allow consumers to track their purchase from order, dispatch to transportation before delivery to their home address. Again this reassures the consumer and makes them feel that they are obtaining a good service online. Reduction in personal carbon footprint. As consumer spend more time shopping online and use their cars less. Their personal carbon footprint is reduced. 24/7 Shopping There is no time restriction on when a consumer can shop online. Many online sales now start at midnight on a particular day encouraging customers to shop all hours of the day.

Cutomer Relationship Management Negative Experience Essay Example

Cutomer Relationship Management Negative Experience Essay Example Cutomer Relationship Management Negative Experience Essay Cutomer Relationship Management Negative Experience Essay Timid Shopping Centre branch. The whole series of unhappy episode started from 2011 June. My wife was expected to due for delivery in September. We had discussed and decided we should get a domestic helper since I am working and both our parents were unable to help due to their work commitments. We started looking for maid agencies through walk-Len and feedbacks from friends and colleagues. There are few basic considerations before we decide which agency to enquire from. We hope to get helper who came from Manner. Reason being, mostly Indonesian and Philippine helper tend to bargain for more freedom and welfare even it was already minimally met by employer. The feedbacks on them were negative. They are not working focus, like to talk on phone with friends even not during their resting hours. Tendency to cut short house chores by doing the minimum or sometime do on the call-upon basis. They must have past experiences working as maid. Able to communicate In English and lastly able to take care of children with caring and patience attitude. Finally we decided to enquire from Prefect Team as they are specialized in employing Manner domestic helpers and they had the most bio-data compare to other agencies. My first visit to their branch was an unpleasant one. Although my first impression on the office layout was good due to the cleanliness and organized. It was a Saturday morning when I and my wife visited them and there were many other customers. I realized there were two unoccupied chairs hence we sat down and hopefully the staff will attend to us soon. Soon enough one of the female staff attended to us. After knowing our intent, she left us with an application form and two bio-data albums to browse. After 1 miss I realized the office was left with me and my wife sitting at the counter and there were only two staffs at the front desk. Episode 1 One of the staff was talking on the phone but I was pretty sure she was not discussing anything about work. She was talking happily on her upcoming holiday trip to Taiwan. The other staff who Just step out went to get lunch since It was near to lunch time. I was not too happy with the staff who was talking on the phone, her name was April. It was quite obvious we are still in the shop and instead of attending to us, she continued talking on the phone on her personal stuff. It has passed minis and I couldnt wait anymore thus made the initiative to signal her for attention. She reluctantly put down the phone and walked over. I think she was not happy that I Interrupted her conversation. I told her I had been browsing through the album for the past minis and no staff attended to me. She replied saying because I was previously attended by her other colleague who went out to buy lunch so she thought I would want to wait for her service. I do not wish to persuade the matter so I ask her to assist us in our request. Episode 2 After April acknowledged our terms of request, we had selected one of the helper named Nana. I wanted to know If the bio-data provided by the agency correspond was at the maid training centre back at her homeland. April said the interview could only be done during weekdays as she said the training centre at Manner does not operate in weekend. She also mentioned we can come over again during office hour and she will assist us in making the interview. Hence we made an appointment with her at Monday pm. On the following Monday, me and my wife deliberately took time off to visit the agency. I reminded the agency and saying I will be coming over at pm so hoping April could prepare the interview with Nana. At pm, we were guided by April into a small room. She started dialing the maid training centre at Manner but the line was disengaged. She attempted many times but to no vain. She told us to wait and she will check with her Assistance Manager. She returned after a short while and the first thing she does was to apologies. She said the line at Manner was down due to the overwhelmed riot caused between local Buddhist and Muslim residents. I was furious. I told her she should have done her ground check prior before our appointment. Such thing could have avoided and we would not have wasted our time coming to her office. She said now the only way is to wait for the fixed line to resume operation. She added by saying she will fix another appointment again once the line is up. My wife quickly accepted her apology and pull me out from the room to avoid further argument. Episode 3 After interviewing Nana on my third visit to the agency, we decided to employ her. Our last request before making the deposit was that the helper have to arrive by end of July. The reason was, my wife wanted to impart some knowledge on how to take care of baby so she can assist her during maternity period. April confidently said no robber since the maid was housed at training centre and there was no problem with her passport documents. Just one week before end of July, I called the agency to confirm on the arrival date of the helper. April told me Nana did not pass the first medical check-up and now they are waiting for the second check-up result in 2 weeks time. I was too frustrated to accept any apology and explanation gave by her. I told her I demand a refund of deposit if the maid did not arrive on 31 July and I hung up the phone. Episode 4 After discussing with my wife, I decided not to persuade on the late arrival of my helper. Since we have already paid the deposit and she was only going to be late for 1 week, it is really not worth the trouble to look for another maid from other agency. On 5 August, April called me and said Nana will arrive tomorrow so we will need to make the full payment. Nana started working the next day and my wife started to teach her how to prepare confinement food. I was surprised 2 months later, Nana told my wife she wanted to go back Manner as she missed her 4 years old daughter. I immediately called the agency and April told me she was busy and she will return my call later. In the end, nobody call back from agency. I called again the ext day. I told April I would want a replacement since Nana had no more interest in working for us. She suggested that I should try to talk to her and convinced her to continue work. She even have the cheek to ask if I had given her too much work to do. I was furious and demand a replacement. She said the next replacement will only arrive 3 weeks later. I was even fuming by the reply and thinking why such thing could have happened to me. Instead of waiting for the replacement, I decided to ask she Just need a phone to call back home at night and chat with her daughter as she had never left her daughter for so long since she was born. She even said she has no problem with the chores and taking care of my daughter. Therefore I decided to continue employ her till now. 2. Application of FIVE Customer Relationship Management concepts I. Customer-First Culture Customer-first culture forms a good understanding and proactive strategy around customer experience. This allow the customers to connect and engage with each other at any stage of their Journey. Pertaining to my encounter, April should attend to me since I am the only customer left in the office at that moment. Though she knew her colleague who had went out to buy lunch was the one who did the first serving. She should attend to me first and not chatting on the phone discussing on her personal issue. She should at least attempt to come forward and ask if we require any assistance on the bio-data. Source: The Water Cooler Building a Customer-First Culture And Lobed, Managing Director of Client Development Root Inc. It. Going the Extra Mile Extra-mile service is service that goes beyond customers expectations. The extra-mile mind-set involves proactively looking for opportunities to surprise and delight customers. When we go the extra-miles the customers feel special. We do not get a hence to go the extra-mile with every customer, but when it does happen, it can be a lot of achievement to really make someone say wow. For my instance, April knew we had an appointment for interviewing Nana at pm. She should at least call up the training center at Manner to ensure that Nana is available for interview and the telephone line is clear for conversation. What she did was the minimum expectation, by bringing us to a small room and start dialing training center at Manner. Then to realize the line was down due to riot. This resulted in wasting our time as we took time-off for this interview. Source: Customer Service Fundamentals Going the Extra Mile Jeff Sister. Iii. Meeting Customers Expectation To provide good customer service, you need to understand who your customers are and what they want in order to fulfill their needs. Gather as much information from your customers as possible. Try to find out what your customers are buying and why they are buying. When trying to understand their needs, it may be useful to know their concerns or situations as to tailor to meet their needs. I had mentioned to April on why I need the helper by end of July. It was for my wife to impart her some knowledge of babysitting so she can help my wife during maternity period. She was expected to due in September. In the end, Nana could not arrive in time as what April promised. She has failed to meet my expectation on my request. To make matter worse, I was not being informed in advance till I called the agency one week prior before her expected arrival. She should had informed me earlier, in the interim I would try to work something out during her absence. Alternatively, she can discuss with me to work something out like getting another helper who meet my requirements. Source: Business and Industry Portal Customer Service Meeting Customers Expectation Queensland Government. v. After Sales Service After sales service refers to various processes which make sure customers are satisfied with the products or services of the organization. The needs and demands current scenario, positive word of mouth plays an important role in promoting the company. After 2 months, Nana wanted to return Manner because she missed her daughter. When I informed April on this matter, her instant reply was to suggest I do the talking and try to convince her to stay. She immediately push back the problem to me and expect me to self-handle. She even added on by asking if I had given her too such chores and less freedom. Being the agency who I engaged the service from, she should take up this matter and do the initial talk to Nana and try to find out the reason behind. If nothing can salvage the situation, April can alternatively look into other branch for temporary replacement since she knew my wife is currently in maternity period. Instead of doing so, she expect me to wait for three weeks for the next replacement. Source: Customer Relationship Management After Sales Service Management Study Guide (MS) v. The Importance of Empathy Empathy is an important component of customer service from the heart. Empathy is the ability to put yourself in anothers shoes and walk a mile. It is the ability to imagine what it might be like to experience what the other person is. This kind of service has positive effects on the bottom line of the companies that model, train and encourage their employees in service from the heart. Companies that truly care for their customers are generally more profitable than those that do not. It was pretty obvious that April had failed to serve me with empathy since our first encounter to the moment the deal was closed. She knew that I need a helper to assist my wife urine her maternity period and I need her to start work in August so my wife could impart some babysitting knowledge to her. Knowing the importance of my request and yet she did not try to put herself in my shoe to facilitate me. Along the way, April faced some problem with my helper but she did not informed or discussed with me. She should at least show some empathy to my case by valuing my suggestions or opinions. This could also reduce some tension and anger from my dissatisfaction. Source: K R Consulting Customer Service from the Heart The Importance of Empathy. Kristin Robertson, KERR Consulting, Inc. September, 2004

Battle of Ia Drang in the Vietnam War

Battle of Ia Drang in the Vietnam War The Battle of Ia Drang was fought November 14-18, 1965, during the Vietnam War (1955-1975) and was the first major engagement between the US Army and the Peoples Army of Vietnam (PAVN). After a North Vietnamese strike against the Special Forces camp at Plei Me, American forces deployed in an effort to destroy the attackers. This saw elements of the air mobile 1st Cavalry Division move into South Vietnams Central Highlands. Encountering the enemy, the battle was primarily fought at two separate landing zones. While the Americans won a tactical victory at one, they took heavy losses at the other. The fighting in the Ia Drang Valley sent the tone for much of the conflict to come with the Americans relying on air mobility, air power, and artillery while the North Vietnamese sought to fight at close quarters to negate these advantages. Fast Facts: Battle of Ia Drang Conflict: Vietnam War (1955-1975)Dates: November 14-18, 1965Armies Commanders:United StatesColonel Thomas BrownLieutenant Colonel Harold G. MooreLieutenant Colonel Robert McDadeapprox. 1,000 menNorth VietnamLieutenant Colonel Nguyen Huu Anapprox. 2,000 menCasualties:United States: 96 killed and 121 wounded at X-Ray and 155 killed and 124 wounded at AlbanyNorth Vietnam: Approximately 800 killed at X-Ray and minimum of 403 killed at Albany Background In 1965, General William Westmoreland, commander of the Military Assistance Command, Vietnam, began utilizing American troops for combat operations in Vietnam rather than solely relying on the forces of the Army of the Republic of Vietnam. With National Liberation Front (Viet Cong) and Peoples Army of Vietnam (PAVN) forces operating in the Central Highlands northeast of Saigon, Westmoreland elected to debut the new air mobile 1st Cavalry Division as he believed its helicopters would allow it to overcome the regions rugged terrain. Ia Drang - Vietnam. US Department of Defense Following a failed North Vietnamese attack on the Special Forces camp at Plei Me in October, the commander of the 3rd Brigade, 1st Cavalry Division, Colonel Thomas Brown, was instructed to move from Pleiku to seek and destroy the enemy. Arriving in the area, the 3rd Brigade was unable to find the attackers. Encouraged by Westmoreland to press towards the Cambodian border, Brown soon learned of an enemy concentration near Chu Pong Mountain. Acting on this intelligence, he directed the 1st Battalion/7th Cavalry, led by Lieutenant Colonel Hal Moore, to conduct a reconnaissance in force in the area of Chu Pong. Arriving at X-Ray Assessing several landing zones, Moore chose LZ X-Ray near the base of the Chu Pong Massif. Roughly the size of a football field, X-Ray was surrounded by low trees and bordered by a dry creek bed to the west. Due to the relatively small size of the LZ, the transport of the 1st/7ths four companies would have to be conducted in several lifts. The first of these touched down at 10:48 AM on November 14 and consisted of Captain John Herrens Bravo Company and Moores command group. Departing, the helicopters began shuttling the rest of the battalion to X-Ray with each trip taking around 30 minutes. Soldiers of the U.S. Amry 1/7th Cavalry disembark from a Bell UH-1D Huey at LZ X-Ray during the battle of Ia Drang. US Army Day 1 Initially holding his forces in the LZ, Moore soon began sending out patrols while waiting for more men to arrive. At 12:15 PM, the enemy was first encountered northwest of the creek bed. Shortly thereafter, Herren ordered his 1st and 2nd Platoons to advance in that direction. Encountering heavy enemy resistance, the 1st was halted though the 2nd pushed on and pursued an enemy squad. In the process, the platoon, led by Lieutenant Henry Herrick, became separated and was soon surrounded by North Vietnamese forces. In the firefight that ensued, Herrick was killed and effective command devolved to Sergeant Ernie Savage. As the day progressed, Moores men successfully defended the creek bed as well as repelled assaults from the south while awaiting the arrival of the remainder of the battalion. By 3:20 PM, the last of the battalion arrived and Moore established a 360-degree perimeter around X-Ray. Eager to rescue the lost platoon, Moore sent forward Alpha and Bravo Companies at 3:45 PM. This effort succeeded in advancing around 75 yards from the creek bed before enemy fire brought it to a halt. In the attack, Lieutenant Walter Marm earned the Medal of Honor when he single-handedly captured an enemy machine gun position (Map). Day 2 Around 5:00 PM, Moore was reinforced by the lead elements of Bravo Company/2nd/7th. While the Americans dug in for the night, the North Vietnamese probed their lines and conducted three assaults against the lost platoon. Though under heavy pressure, Savages men turned these back. At 6:20 AM on November 15, the North Vietnamese mounted a major attack against Charlie Companys section of the perimeter. Calling in fire support, the hard-pressed Americans turned back the attack but took significant losses in the process. At 7:45 AM, the enemy began a three-pronged assault on Moores position. With the fighting intensifying and Charlie Companys line wavering, heavy air support was called in to halt the North Vietnamese advance. As it arrived over the field, it inflicted major losses on the enemy, though a friendly fire incident led to some napalm striking the American lines. At 9:10 AM, additional reinforcements arrived from the 2nd/7th and began reinforcing Charlie Companys lines. By 10:00 AM the North Vietnamese began withdrawing. With fighting raging at X-Ray, Brown dispatched Lieutenant Colonel Bob Tullys 2nd/5th to LZ Victor approximately 2.2 miles east-southeast. Moving overland, they reached X-Ray at 12:05 PM, augmenting Moores force. Pushing out of the perimeter, Moore and Tully succeeded in rescuing the lost platoon that afternoon. That night North Vietnamese forces harassed the American lines and then launched a major assault around 4:00 AM. With the aid of well-directed artillery, four assaults were repelled as the morning progressed. By mid-morning, the remainder of the 2nd/7th and 2nd/5th arrived at X-Ray. With the Americans on the field in strength and having taken massive losses, the North Vietnamese began withdrawing. Ambush at Albany That afternoon Moores command departed the field. Hearing reports of enemy units moving into the area and seeing that little more could be done at X-Ray, Brown wished to withdraw the remainder of his men. This was vetoed by Westmoreland who wished to avoid the appearance of a retreat. As a result, Tully was instructed to march the 2nd/5th northeast to LZ Columbus while Lieutenant Colonel Robert McDade was to take the 2nd/7th north-northeast to LZ Albany. As they departed, a flight of B-52 Stratofortresses was assigned to strike the Chu Pong Massif. While Tullys men had an uneventful march to Columbus, McDades troops began encountering elements of the 33rd and 66th PAVN Regiments. These actions culminated with a devastating ambush in the vicinity of Albany which saw PAVN troops attack and split McDades men into smaller groups. Under heavy pressure and taking major losses, McDades command was soon aided by air support and elements of the 2nd/5th which marched in from Columbus. Beginning late that afternoon, additional reinforcements were flown in and the American position was appearance during the night. The next morning, the enemy had largely pulled back. After policing the area for casualties and dead, the Americans departed for LZ Crooks the next day. Aftermath The first major battle that involved US ground forces, Ia Drang saw them suffer 96 killed and 121 wounded at X-Ray and 155 killed and 124 wounded at Albany. Estimates for North Vietnamese losses are around 800 killed at X-Ray and minimum of 403 killed at Albany. For his actions in leading the defense of X-Ray, Moore was awarded the Distinguished Service Cross. Pilots Major Bruce Crandall and Captain Ed Freeman were later (2007) awarded the Medal of Honor for making volunteer flights under heavy fire to and from X-Ray. During these flights, they delivered much-needed supplies while evacuating wounded soldiers. The fighting at Ia Drang set the tone for the conflict as American forces continued to rely on air mobility and heavy fire support to achieve victory. Conversely, the North Vietnamese learned that the latter could be neutralized by quickly closing with the enemy and fighting at close range.

IT Infrastructure Research Paper Example | Topics and Well Written Essays - 250 words

IT Infrastructure - Research Paper Example reason behind this is because as a business, there are various problems that come with embracing the cloud, hence the needs to be aware of such problems. The requirements of an organization have to be identified when incorporating cloud technology. As Hosseini and Sriram indicate, cloud technologies have to be paired in line with certain needs of the business for there to be a successful path for cloud acceptance. To create an IT infrastructure which is successful in a start-up company, Banerjee indicates that it is crucial to understand the main aspects that make the firm’s IT successful and intelligent. An organization should have an IT infrastructure which is dependable, as this will assist it in yielding more applications that are dependable. The IT infrastructure should also be manageable, which means that it should respond automatically to failures of hardware without the presence of the CIO. It should also be adaptable, in that when there are new applications that are developed, it has to adapt to the environment which allows it to be deployed easily. Lastly, the infrastructure has to be affordable for an organization which is new in the market. Hence, the most crucial characteristic to consider in the case of a start up organization would be