The Museum of London Essay Example | Topics and Well Written Essays - 1250 words

The Museum of London - Essay Example Many items were drawn into the museum between the 18th and the 19th century. Due to all these, the museum holds the most important historic collections in Britain. The government of the United Kingdom commissioned draughts men who had accurate skills in recording to operate the museum. Currently the museum of London has more than five thousand historical objects from the society’s collection that are documented. The database includes over more than three thousand items, which are digitized, and made available on their website. Inside the museum, there are historic objects that tell of a turbulent past of the country. The museum has intensified remains of the city whose dates reflect the times of the Roman Empire. In the London museum, one can discover the pre history of Britain and acquire knowledge on evolution of Britain from the time of the Roman Empire. The museum has the grandeur of medieval London and explores on the effects of the civil war, the plague, and the fires on the capital of United Kingdom (Humphrey, 2003:198). Some of the objects in the London museum were first shown to the natives of the country but now form part of the national museum. Other outstanding objects are missing in the museums record but the unique silver hanging bowl represents them all. The objects in the London museum range from the pre historic weapons and tools, the medieval pottery, woodblocks, and the bookbinding tools used by William Morris. There is also in the museum the clock made by Jacob Zech in Prague in the sixteenth century. The museum opts to expand the catalogue further in the future to cater for the emerging demands. Apart from all these the museum has also a hackney carriage, complete with a speaking tube that connects the museum guide to the audience or visitors for descriptive explanation incase of a stranger or tourist. The system has the ability to tune to any language to favor the visitor (Humphrey, 2003:204). The museums managing director, David Sp ence said that the present generation would shape the future of the museum. The museum is currently investigating the possibility of presenting more historic objects, which are currently present in other national museums. The Guildhall, which is the Faversham’s third best, was built on 1547 as a market hall by the efforts of the people of the town. The Guildhall is an open floor arcade provided to cover the interest of market traders as well as the customers. A popular building formula was common on the south east of England. The Guildhall was set on fire on 1814 as wellington was celebrating victory over the Napoleonic wars local yobs. The upper part of the hall had to be rebuilt. The facilitators took this opportunity to extend the hall by two bays to the north (Humphrey, 2003:212). The general outline of the hall remained the same but the designer worked in the then prevailing idiom and made it an arcade. The present elegancy of the Guildhall owes to the simplicity and goo d proportioning of flanks. Some of its windows are blind and solely reveal what would be monotony. A cornice neatly binds the hall to the tower and a continuous parapet that hides the low-pitched slate roof. The hall also has a fine Venetian window at the northern side end. Faversham is the only town in the whole of Europe that enjoys this service. St Bartholomew the great is an Anglican church

Skills of Social Work-Fact Finding Essay Example for Free

Skills of Social Work-Fact Finding Essay There are also factual questions involving the law, such as: What exactly are the procedures for removing an elected official from office? Who owns a particular piece of land? What are the legal rights that citizens have when accused of a crime? Moreover, whenever we do fact finding as student social workers, we need to look into; 1. Demography How many people live in this area? † is clearly a major factor in determining the demand for the particular problem. Other questions concern the density (how many people per square kilometer? and the age and sex distribution. How many elderly or sick people who may be handicapped in getting this problem? What are the rates for births and deaths (if known) and how do these compare to national figures? What are the rates and patterns of migration (is it seasonal or permanent? are the people moving in from other areas? ). These comparisons are important, as we need to know how typical any particular area is. 2. Environment â€Å"What is the physical area that we are dealing with? Is this clearly marked or should-it be arbitrarily defined? What resources (especially land, soils, and vegetation) are available? What is known about climate, water, slopes, drainage? 3. Historical â€Å"There are two good reasons for knowing at least the general outline of local history recognizing the significance of important places and major persons. First, the present can only be understood in relation to the past and second, local people regard their history as important, so it is both expedient and courteous to know something about significant events. 4. Community† We are studying a community of people, the most important part of which is the relatively stable set of relationships between the people relationships between men and women, old and young, neighbours, kinsmen, in-laws, landlords and tenants, rich and poor, and so on. 5. Domestic â€Å"It should be possible to make a rough typology of households, a term which although sometimes vague, is better than family or farm. Household may usually be defined as a group of people that shares a common kitchen (or cooking place) and that recognizes one household head. The purpose of this is to establish the range and extent of inequality and variation on a particular problem. 6. Social  and  Economic â€Å"This category seeks further information on differentiation how is access to land defined and who controls/owns the land? How many are landless or near landless, how many rent land? 7. Political-Administrative â€Å"What are the formal and informal channels of authority? What are the links to the regional (and national) centers of power? What is the extent of-local participation in making decisions? What laws, regulations, and local informal, sanctions affect on the exits problems in the community. † On the other hand, it needs to look into some techniques adopted for fact finding. Which are as documentation, formal hearing, action research, demonstration projects, keeping abreast, need assessment, and programme identification on fact finding to find and know the root causes of the problems in the community. Fact finding techniques 1. Documentation Documentation is very important in order to keep the data of any particular problems of the community with exact facts of the problems, time, and year. Documentation can be done by note on paper, video record, and Microsoft words files so that even the next generation can see what were the main problems in the community and they will understand about the past events of the particular community. Doing documentation is for guide to implement action plan towards the particular problems for the development of the community. For example, documentation can be done by doing interview, home visit, looking into the historical background of the community, and by approaching to the head of the community to collect information about the community. And, the other example, if the community faces the problem of water crisis, here we need to look into â€Å"why, how, and when does it happen? † is important to know and how far it effect means its magnitude towards the community people, so, these are needed to list down to do documentation for programme implementation. 2. Formal hearing It is the important thing to know and ask how people in the community feel on particular problems, it means that it needs people concern on the particular problems which exists in the community for action plan and programme implementation. After doing documentation, it needs to ask people opinions, ideas, and solutions for problem solving process so that the people will feel that this or that is problems in the community, and they will accept particular problem as their problem in the community. Here, student social worker needs to apply the principles of people participation, start with what they know and have, and teach them by showing and learn by doing in order to get people concern and participation for problem solving process. For example, school dropout is happening in the community, but may be the community people may feel that this is not their problem, for that the student social worker needs to make them aware that this is problem in the community by showing them the disadvantages of school dropout and how do school dropout affect to the children future, and when the community people accept school dropout as their problem, the student social worker needs to make them to link with the available resources for reducing the rate of the school dropout and to stop school dropout in the community. For that, the student social worker can give awareness programme on the importance of education for children. 3. Action research The term action research means doing research with some types of action programmes for the betterment of the community. Action research is a research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a community of practice to improve the way they address issues and solve problems. Action research involves the process of actively participating in an organization change situation whilst conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices. For example, for school dropout problem in the community, here action research talks about to seek the way or strategies to approach to solve the immediate problem. Therefore, student social worker needs to seek that way that may be it is good to approach to the head of the community as first step or it will be better to do awareness programme first, and in secondly, may be the student social worker will seek for the available resources to make them link with the resources which can handle their current needs or problem. 4. Demonstration projects The demonstration projects mean that to find out whether the certain programme will work for the particular issue or problem and how and how much effective the particular programme is in solving the problems. It needs to identify and analysis on the programme to know whether it will work or it needs to change for solving the problem in the community. It needs to demonstrate on the projects or programme which will be implemented to solve the occurring problems in the community whether it will be effective towards the problem or not, if it is not effective than it needs to change the progamme and its objectives, action plan, and goal to seek for the better programme to solve the problem. For example, in the case of school dropout, the student social worker decides to conduct awareness programme on the importance of education, but actually when the student social worker demonstrate on the programme, he realizes that it needs to do home visit and survey as the first step to find out the facts and after that he may conduct awareness programme. 5. Keeping abreast The term keeping abreast means that to keep on giving information about new development, new information regard to certain subjects. This word means that to keep on providing and giving new and up-to-date information regard with certain problem in order to have good footstep in solving the problem effectively. For example, in some cases and problems, the process of the problems are changing may be because problems are dynamic from one place to other in nature because of culture transmission, because of news etc so, that it needs to update the information to take good action for solving the problems. 6. Need assessment It is very important to seek and know the real needs of the community to have ffective programme for problem solving in the community as professional social worker. It means to implement programme in time or the in the time of need, correct time, and place, with specific objectives and programme. For example, the student social worker needs to see into the needs of the community people rather than his needs. 7. Programme identification For the last point, it is programme identification process. It me ans that it needs to indentify and analysis on the programme whether it works and full fill the needs of the people. In the process of programme identification, it focuses on to identify how much the programme will effect towards the problem, and what will be needed to solve the problems. For example, in the case of the school dropout, the student social worker needs to identify on the awareness programme that â€Å"does the awareness programme on importance of education work to reduce the rate of school dropout in the community†, if it still needs more action than, the student social worker needs to seek the way by corporation with the community people to get the better solution for that. Conclusion As student social worker, the technique of fact finding is very important in order to find the root cause of the problems in the particular community to take action plan with specific objectives and programme implementation for the betterment or progress of the community. Fact finding is an extremely important component of the communication process which presents its own special set of problems and opportunities to people working to increase the constructiveness of intractable problems conflicts in the community. Therefore, it is very important to collect the real facts of the particular problem in the community to take effective action and programme implementation for solving the problems. For fact finding group interview is very important also because a short-cut method of rapidly gathering data is to interview groups rather than individuals. This method presents problems of representativeness, since any group chosen is unlikely to represent a true cross-section of the local population, though attempts should be made to include individuals of different socio-economic status. The knowledge and experience of several individuals may serve as checks on information given by each others. And, questionnaires are a popular method of data collection. The advantages of using a questionnaire are well-known: data can be collected quickly on specific items; these data can be easily transferred into forms allowing quantified and computerized analyses; and data collection tasks can be delegated to less expensive field staff. Questionnaires also compel the adoption of some organized structure upon data collection, but will be most effective when used by someone who can support and test the questionnaire findings with personal observations and insights and knowledge. Using questionnaires is one means of recording data, but it is not the only means and it is not adequate to not cover all the information required.

Unemployment in Rwanda

Unemployment in Rwanda Rwanda is one of the smallest low income African countries and a post- conflict country that shares boundaries with Uganda in north, Democratic Republic of Congo (DRC) in west, Burundi in south and Tanzania in east, Having emerged from the 1994 genocide and civil conflict and wars which claimed over one million people dead and left the socio-economic infrastructure completely smashed. The country suffered from harsh deficits which includes skilled human capital and this is largely for technical professions (RoR: 2008). According to the 2002 census of Population and Housing, Rwanda`s Population was estimated at 10,4 million and with the population density of 321 persons per square kilometre. The country`s Population grew rapidly from a small size Population of 2 million in 1962 to over 10 million in 2010. The country has a relatively high rate population growth of 2.9% which could carry on the population to sixteen million in the year 2020, if this pace or speed is maintained. The population is predominately young with an average age of about 20 years of old with about 60% of the total population less than 19 years old with significant implications for young people `s unemployment (RoR:2002). The young people in Rwanda represents hope for the future as a resource that holds a big reserve of human energy, and they can play a big role particularly in developing the economy. Rwanda being one of the poorest countries in the world and much of her population is largely dependent on subsistence farming or agriculture in general. The formal industrial and employment is slightly developed and nearly non-existent outside the few larger urban areas basically Kigali main capital city, followed by smaller cities such as Huye, Cyangugu, Ruhengeri, Gisenyi, Gitarama, Kibuye and Rwamagana. Over the past decades ,the youth in Rwanda have depended so much on employment generated by the Public Sector as the sole employer mainly due to ineffective policy framework that would facilitate the processes of generating employment ( RoR: 2005 ). Lack of active government input and facilitation has been one of the top most challenging factors among others. In the process of improving the lives and the standards of the population in Rwanda, the country has embarked on supporting and facilitating the informal sector as a means to generate more employment opportunities to vulnerable people especially the youth and has implemented policies to meet the Millennium Development Goals (MDGs) and other Rural Development Programmes like Vision Umurenge, Economic Development and Poverty Reduction Strategy (EDPRS) and the Vision 2020 as a framework to achieve the overall development in Rwanda ( RoR: 1999). Rwanda is trying to change from an aid dependent country into a middle income country by developing its human capital with skills in different capacities to enhance employment creation for the entire population which is dominated by the youth. The Government of Rwanda established five year action plan for youth employment promotion and the strategies which is meant to help in developing her human capital by empowering the young people in the labour market so as to get decent jobs (RoR:2008). It is in this regard that, the government has developed a number of vocational training institutions in all five Provinces (that makes up Rwanda) purposely to help the young people to gain certain level of skills to enable them become self-employed and make use of their effort in development. Nicola, (2005), argues that vocational education normally is projected to make young people become self reliant. This supports the argument that vocational education for young people is to become creative with necessary skills that enables them to start their own undertakings. However, many studies in developing countries show numerous constraints in vocational training institutions, a situation whereby vocational training graduates hardly succeed when trying to seek economic activities or create employment, (Haan,2006).Yet the main goal of vocational training institutions is to prepare young people to fit in the labour market. Based on the above views, this will necessitate the researcher to draw attention to the perceptions of the trainees from vocational institutions. The case of Rwanda`s vocational education system which lacks a sound and stable standard setting in place, this has created problems of low quality education that is somewhat not relevant to the current labour market which is competitive and tight as a result of large labour force supply in the country. 1.2 Statement of the problem It is claimed that, young people always consider gaining skills as sole source of solving the unemployment problem for them and it is regarded as a form of transition for them to join the independent life style. Sen.(1997), argues that skills and knowledge can enhance human capability, a situation whereby young people can be able to make their own choices to lead lives they have reason to value. A recent initiative of the government of Rwanda to address the rampant unemployment trend in the labour market among the young people is the setting up of Workforce Development Authority (WDA). This institution was set up to improve the standards of vocational institutions in a country and play a regulatory role and working under the Ministry of Education and Ministry of Public Service and Labour but still a lot is missing due to; limited qualified personnel in training programmes, lack of experience for young people seeking employment, Inadequate skills to prepare the young people with enoug h capability upon the labour market standards , poor education system (RoR: 2010). The high rate of unemployment in Rwanda is a result of poor education system which prepares young people basically for white collar jobs which have been declining across time.( RoR: 2002). The country`s formal unemployment rate is 15.5% and this impacts on nearly 696,260 persons (RoR:2005). The government of Rwanda has embarked on increasing expenditure on education sector and this has led to increased labour force supply from vocational training institutions. This has also led to increased demand for jobs within a tight labour market of Rwanda that is actually dependent on public jobs. This has led to a large crowd of unemployed young people based on the fact that the labour force supply exceeded the labour demands in the labour market and as a result of poor education system ,there is often smaller number of young graduates who are able to create their own employment. In Rwanda, the private sector is mainly underdeveloped and this is also one of the major cause of a large crowd of unemployed young people in a country. In this case, the public sector remains the principal employer compared to the formal private sector (segment) yet public sector employs a small fraction of the employable inhabitants (RoR: 2007). The agricultural sector is the largest employer among the sectors in the country, but this sector is largely less productive and this is due to smaller range (size) of land share as per-person in the country, the land is often very small with less than 1 (one) hectare per-person/ inhabitant. This contributes to low output and low incomes to the rural dwellers, who are the majority of whom the young people and women, such people would be employed in other sectors ( RoR: 2002). The economically active and dynamic population that is active is estimated at 4,493,000 and among those 45% are men and 55% are women counter- parts. out of the above population, 2,334,000 are in the age bracket of young people in the country ranging from 15-29 years of age, where as 1,153,000 are under 20 years of age (RoR:2004). Besides that, because of poor education and curriculum systems, the skills and competencies acquired by the young people from the vocational training institutions do not match with the requirements of labour market mainly because VET graduates often lack some confidence to stand on their own capabilities to start self-employment. The issue of self-employment has been worsened by the general lack of active labour market policies in place to facilitate the creation of employment for young people and active youth employment promotion policies in place which can also influence the decisions to avail credits and information pertaining job opportunities for unemployed young people from vocational training who may be troubled by the lack of initial capital to start the entrepreneurship businesses (RoR: 2008). As it was suggested and adopted by UNESCO (1974) in a vital recommendation that, technical and vocational education is an essential component of general education and as a system of preparing for occupational-workers and as a mechanism to shrink the mismatches involving trainings and employment. Many young people are said to be trapped-up and hardly make it to start self-employment in the labour market. Thus, this study seeks to assess the effectiveness of vocational training institutions in building human capital as well as their capabilities in terms of giving the necessary skills and competencies required by young people to be self-employed in the labour market and the necessary strategies to alleviate the above constraints faced by the young people in the labour market. 1.3 Research objective and research questions 1.3.1 Main objective of the research The objective of this research paper is to assess the labour market situation for the young people in Rwanda with reference of Gasabo District in Kigali-City. Emphasis is given to young people who graduate from vocational education and training going into self-employment. It tries to discover the mismatch between skills young people have and the desired competencies for self-employment in the current labour market. 1.3.2 Specific objectives of the research To identify the journeys into self-employment taken by young people from vocational education and training in Rwanda, To find out the perceptions of young people over the challenges they face during the course of training and how well education and training has prepared them for those challenges, To analyse the major challenges the young people encounter when taking their journeys to self- employment, To suggest policy recommendations to be adopted so as to improve the labour market situations for the young people in Rwanda. 1.3.3 Research Questions What are the economic journeys taken by young people from vocational training into self-employment in Rwanda? What are the perceptions of young people over the challenges they face during the course of training and how well education and training has prepared them for those challenges? What are the major constraints the young people encounter when taking their journeys to self-employment? What policy recommendations should be made to encourage an environment of adequate skills and capability desired in the labour market? 1.4 Relevance and justification of the research study The research study is relevant as it tries to make a good understanding of the concepts of self-employment developed by training and a labour market concept which is rather weak among several vocational training institutions in Rwanda. This paper provides response to the common mismatch of skills acquired from vocational institutions that impinges so much on the position of young people in Rwanda`s current labour market. It will also enable the concerned parties to recognize whether self-employment policies and programmes in place are relevant towards addressing the high rate of unemployment among the young people in Rwanda. It will create a platform to initiate debates on youth employment promotion policies which might be useful in addressing the unemployment problem which has affected the young people in Rwanda`s labour market and the world of work in a global perspective. Besides that, this research provides useful literature and knowledge for future reviews based on the theoretical views and opinions of several cited authors from the world of academia that are included in this research paper. This research study is also relevant especially when it seeks to make policy recommendations as an aspect that will help in building institutional capacities and as well as building human capabilities. 1.5 Research Methodology and sources of data. The research is based on both primary and secondary data. Primary data was collected from respondents from the chosen area of study comprising of the beneficiaries of training programmes. The researcher identified young individuals who are graduates from vocational training institutions. The total number of interviewee was thirty five (35) respondents from Gasabo District and Government officials. This helped the researcher to collect data on the quality of the education system provided by the vocational training education institutions in Rwanda and was able to capture information on the perceptions of young people on the standards of the education system provided to them, after they graduate and how it is helpful or inadequate in as far as labour market is concerned. 1.5.1 Sample size and sampling procedures The ideal exercise in a research study is to find data from the whole population. This would guarantee maximum coverage/ treatment of population concerned in the research study. However, due to lack of resources, it was not feasible to study the whole population; In this case, a sample size was then deemed necessary and essential to satisfy the researcher`s study. With the use of purposive sampling method, respondents presumed to have clear/understandable and enough information concerning the economic journeys of the young people into self-employment were consulted. To get rich and enough information about young peoples transition into self employment, I purposively selected thirty (30) self-employed young respondents. For better understanding what the government is doing / planning to encourage self employment to young people in Rwanda, I selected 5 Government officials, two from the Ministry of Public Service and Labour, one official from the Ministry of Youth and two officials from the Ministry of Education and were interviewed. Thus, the sample size of the study totalled to 35 respondents. The selection of 30 young respondents that were interviewed fell in age range of 15-35 years old as being stipulated by Rwandan constitution of 2003-2004 determining who the youth are. 1.5.2 Research techniques Interviews To get primary data, it was decided to interview 35 respondents. Before holding interviews with respondents, the researcher had first to make contacts with the help of telephones calls. Using interview guide, the researcher interviewed 30 young self-employed people in Gasabo District. To know what the government is doing or planning for self employment for young people in Rwanda, 2 officials from the Ministry of Public Services and Labour, 2 officials from the Ministry of Education and 1 official from the Ministry of Youth were also interviewed. Semi-structured interviews each lasting for up 30-35 minutes were conducted. The interview questions varied in form and emphasis based on the interviewee but were based on the research questions mentioned above. In some cases, some prompts were incorporated, for example, around the nature of self-employment and the transition of young people as a starting point for informants giving their views about self-employment as a form of employment in the labour market. With respect to the qualitative practice (Davies: 1997), a mostly unrestricted/open-ended interview timetable was used to guide the conversation and discussion. The interview calendar was purposefully considered to allow informants to articulate/express themselves unreservedly and to raise their personal issues and concerns relating to the transition of young people towards self- employment in the real world of work. The interview schedules helped very the researcher to understand as well as studying the attitudes, values, beliefs and motives the young people have in as far as self-employment is concerned. The study interviews were conducted in English, but in some cases Kinyarwanda (local language) was used, with the interview transcripts which was translated into English afterwards. Desk study For the concern of secondary data collection, a desk study was used. The study concentrated on secondary data from diverse sources, but mainly from the ISS/Erasmus University library, official government publications/documents from Rwanda related to the issue of investigation, Internet sources was very crucial among other sources, Many reports and other relevant sources were also consulted during the research paper writing period. 1.6 Scope and limitations of the research study This research study focuses on the young self-employed people, and who have above average levels of education in Rwanda taking Gasabo District in Kigali-City as a case study. Due to time restriction and inadequate resources/funds, the research study could not cover the entire country, the research was conducted in Gasabo District in Kigali- City. Gasabo District being surrounded by the three Districts that constitute Kigali-City Mayor ship was considered because of the following reasons: Gasabo District is situated in the centre of Kigali-city where most of the commercial activities and many businesses takes palace, and as well government administrative offices and none governmental organization offices are located. The district is presumed to be having somewhat/ fairly well developed infrastructures in place as well as road networks, water, electricity with the planned settlements and more easily reached communities and this can facilitate those who seek self-employment and as well as employment creation per se. In this case the young people after their training may decide to stay around with their relatives while trying to find what to do in their bid to seek self-employment in tight labour market. Gasabo District was chosen because the district is presumed with a big number of young people that are self-employed relatively bigger compared to Nyarugenge and Kicukiro Districts that also make up Kigali-City. Gasabo Districts takes a bigger part of Kigali-city. Pertaining to the limitations, the researcher came across quite a lot of challenges. Which created some unexpected inconvenience in the field during data collection and they may included; Bureaucratic tendencies from some of the selected interviewees especially government officials was the most problem that frustrated the researcher so much. The scheduling of appointments with the respondents was proved to be time consuming and took most of the researchers time. However, to overcome this, several appointments were made and this pro-longed the time of data collection than the earlier planned time. Further to that, with the introductory letter from ISS/Erasmus university stating the intention of the research, several respondents started welcoming the researcher and they could spare 20-35 minutes for discussion during interviews. Language problem also delayed the progress of data collection in the field at several instances. This is mainly for the reason that most of the Official documents are prepared in French and the responses of the young people were given in Kinyarwanda Language. Irrespective of such difficulties and challenges the researcher encountered in the process of data collection, on the other hand, the data collection went well because some friends of mine helped me in translating a number of helpful related materials such as policy documents from French to English and some from Kinyarwanda into English. Samer and Bennell (2001:7) pointed out that there are generally serious inconveniences with the way in which persons are selected and traced, This implies that, the samples size were biased and not really representative of the whole population size of the young self-employed people under investigation. In this case, there could be many other young people who might have come up with different views and responses during data collection. 1.7 The organization of the research paper This research paper is structured into five chapters. Chapter 1 presents a general idea of what this research paper expected to find out and how to tackle it. It includes the general introduction of the research, problem statement of the research, the relevance and justification of the research study, objectives and research questions of the research study. It also highlights the scope and limitations of the research, the research methods and the research techniques that were used in collecting the desired data. Chapter 2 is made up of the conceptual and theoretical framework of the research. This section presents in length and gives a discussion on the concepts used according to a number of scholars. Basically this chapter concentrates rigorously on the associated concepts like: youth, transition from school-to-work, self-employment, competencies, skills, determinants of self-employment, social networks, importance of self-employment and limitations/ barriers that self-employed young people are troubled with and employment search theory. Chapter 3 presents an overview of VET programmes in the Rwandan context by giving the general picture of TVET education system pertaining to vocational education and training provided to the young people in Rwanda (TVET as an umbrella for VET programmes). Chapter 4 presents research findings and interpretations. It starts by presenting the general profile and the structure of Gasabo District as the case study for this research. It evidently shows how the collected data was analysed in connection to research questions, the economic journeys young people take to become self-employed, perceptions and expectations of the young people, forms of economic activities being done by the young people in the context of Rwanda`s labour market, factors contributing to long duration of transition to self-employment among the young people in Gasabo District. Chapter 5 offers some of the critical reflections on the research findings and recommendations and general conclusion that covers a summary of responses to the research questions and objectives of this research study. Chapter 2: Conceptual and Theoretical Framework 2.1 Introduction This chapter presents the conceptual and theoretical frameworks and which also provides a basis for this research. It covers concepts such as; youth in other words who are the young people?, Skills, competencies, self-employment, wage employment, determinants of self-employment, social-networks, importance of self-employment, limitations/ barriers of self-employment and that is also followed be the employment search theory. 2.2 Working concepts and definitions 2.2.1 Youth The concept of youth/ young people varies from one community to another, depending on customs and traditions, social behaviour and location (Curtain: 2001). According to the United Nations (UN), the standard clarity of youth comprises of people aged between 15-24 years old. However, In Rwandan context, with reference to the current constitution version 2003-2004, it defines youth as a fraction of people aged between15-35 year old. 2.2.2 Skills As cited by Awortwe-Abban (2009) in the words of Nelson and Winter in their perspective of evolutionary theory, they defined the concept of skill as a capability for smooth progression of coordinated performance that is normally effective relatively to its objectives, given the context in which it often occurs (Awortwe-Abban: 2009). In this case, individuals or young people may be able to engage themselves in different undertakings whereby, they can be able to discover, consider and at the same time evaluate possible likely changes in their ways of doing things. This concept of skill is applicable to this research study mainly because without provision of proper and adequate skills such as technical skills, business skills and many other skills to young people, entering the labour market could be difficult. This could also be a hindrance to labour supply in any labour market and self-employment opportunities per se. thus, many opportunities could remain idle and untapped mainly not b ecause of restrictions but due of lack of skills desired in the labour market. 2.2.3 Competence This concept of competence refers to a certain level of standardized requirement for an individual to practically perform a specific occupation or a task in a world of work. However, competencies are often judged as a combination of knowledge and skills required for an individual to perform a specific role adequately and professionally (Raven and Stephenson: 2001). This concept is applicable in this research study because, it is part of the training output acquired during the period of career training from vocational training institutions. And once young people are not given chance to learn some of the desired competences which would make them ready to be self-employed, they can always remain unemployed and dependants on the existing employers of the formal sector and informal sector. According to Eraut (2003), competence is defined as; the ability of individuals to perform errands and roles necessary and obligatory to the expected standards while Mandon et al (1998) admittedly, pointed out that, competence refers to the capacity of a person to do something. It should however be noted that competence is viewed as being holistic because it is comprised of the subject matter of knowledge, abilities and qualities of doing work or any activity in a diverse manner. However, for purposes of this study, the concept of competence could imply as the capability to apply knowledge and skills in practice. In this case, lack of vocational based training competencies could hinder the economic journeys that young people make to start self-employment in a tight in labour market. In other words, why the very people who are prepared for self-employment find it so cumbersome join the labour market. In this case, the research findings will provide suitable answers to such alarming is sues. 2.2.4 Self-employment From economic perspective, self-employment is a form of economic activity that provides the opportunity for individuals to improve their quality of life and/or for exploring creative entrepreneurial opportunities (Bryson and White: 1996). They argue that self-employment especially among the young people is considered mostly to be economically vulnerable and this could be a result of lack of improved economic policies and programmes that promote and facilitate self- employment amongst the young people through the provision of access to credit and business development services, networking as well as other forms of support. The young people consider self-employment as their best preference. This is based on the competencies they are given from the training which also allows them to venture into new small economic activities or entrepreneurial activities . There is also a range of motivating factors such as; the desire for self-expression and independence (Bryson and White: 1996 ). The purpose of self-employment as a concept in this study is to address the journeys and transitions that young people take in order to start their own employment that is related to their professions, skills and competences they possess as VET graduates. Despite the fact that, all VET young graduates are trained to be in specific occupations many fail to become self-employed rapidly. This will be evidenced in the subsequent chapters. 2.2.5 Wage employment This is a form of employment where a person receives wages in return for selling his/her own labour. Wage employment also occurs in both the formal and informal economy. Blanchflower (2000) pointed out that, many young people start out in wage employment and switch to self-employment at some point in their career. this could be a reason of financial constraints and it happens when your entrepreneurs wants to build up savings in their first job/employment. The difference of wage employment and self-employment is that wage employment involves less risks than self-employment in the labour market. 2.3 Transition from school-to-work/ labour market Conceptually, the transition from school-to-work is considered as a new development which is associated with change of life in development. In addition to that, it is also seen as a period where by individuals leave formal education and join the labour market. This form of transition takes place at any level of education. The school-to-work agenda gives chance to a number of long standing issues concerning schooling, employment creation and training programmes. These issues are now seen as part of a distinct practice and process. According to (OECD, 1998) the transition from school to work is defined as that period between the end of compulsory education and accomplishment of steady employment opportunity. The success of transition from school-to-work for young people highly depend on how such young people are able to secure economic activities and any other form of employment occupation in world of work that is gainful, which is the principal aim for young people when they finish formal education. For the case of developing countries like Rwanda respectively, the possibilities of employment opportunities are largely embedded in the informal sector, which is predominant in the labour market of Rwanda and this is because there are few opportunities in the formal sector of the economy (Nwuke: 2002). The young people often desire to be helped in taking helpful actions when they are to discover how to make satisfying lives on their own sake. In this case, the school-to-work transition for young people requires steady forms of mentoring and apprenticeship programs to become the core practices in the whole process which pertains school-to-work- transition in the labour market. Active labour market policies can also play an essential role in facilitating the transition school to the world of work. These policies mainly include formal employment and self-employment policies (Higgins, 2001: 110). The relevance of such policies is that they play an imperative role by incorporating the needy young people who fails to be absorbed into the labour market with some skills which enables young people to be more active. Such policies would include individuals capabilities. Blackely, (1990) pointed out that, such policies can facilitate the process of economic journeys by leading to programmes which makes economic journeys for young people successful and productive. 2.4 Determinants of self-employment for the young people Different factors determine self-employment outcomes for young people in both formal and informal sectors in developing countries. For self-employment to prevail in any economic situation, the following factors seem to be crucial: Access to credit and business development services such as basic business skills, business experience and availability of market opportunities play a fundamental role in the establishment and exploitation of gainful employment to young people (Chigunta et al. 2002: 25). Access to finances is a decisive factor for the creation of self-employment to the young people. However, young men and women often faced with the general lack to access credit in order to start their own entrepreneurial businesses and often they do not have collateral securities to have access to credits from formal financial institutions. This has been the case in many countries including the common wealth

Childhood Obesity Essay -- Obesity in Adolescents

Childhood Obesity Introduction The past several decades have seen an escalating trend in the rate of childhood obesity not only in the United States where 25%-30% of children are affected, but also in many of the industrialized nations. Childhood obesity has continued to be a major issue in the public health care system. The economic cost of the medical expenses as well as the lost income resulting from the complications of obesity both in children and adults has been estimated at almost $100 billion (Barnes, 2011). Overweight children are more predisposed to the danger of becoming overweight in their adulthood unless they ensure healthier eating habits and exercise. It is worth noting that the current lifestyle in which many children spend a lot of time watching television as well as the consumption of sugary and fatty foods has significantly contributed to the high prevalence of childhood obesity. Regarding the causes of childhood obesity, several theories of etiology including genetic, developmental, and environmental, have been proposed. Despite the prevalence of childhood obesity rising dramatically over the past 3 or 4 decades, major challenges still face the fight against the condition due to its underdiagnosis and undertreatment. It is worth noting that with careful physical examination and evaluation of disease history, unnecessary diagnostic procedures and the need for expensive equipment can be avoided. Given the rising concern about childhood obesity, this paper will discuss several issues. These include the history, epidemiology, etiology, course and prognosis onset, and how the disorder is represented in the DSM IV TR with its associated features. History of childhood obesity The health risks associated with ob... ... and substance abuse in the DSM-IV. Therefore, some people have strongly suggested that childhood obesity be regarded as a food addiction which has a psychological origin and thus deserves to be fully represented in the DSM-IV TR (O’Brien & Volkow, 2007). It is also vital to note that despite the increasing association between obesity and mental health, this relationship has been inconsistently confirmed in literature. For instance, researchers have established that as a child grows to yound adulthood, the prevalence of obesity and depression increases. Certain prospective studies and a significant number of cross sectional studies have alluded to the link between obesity and depression. However, a precise summary of the links between the two conditions is unavailable in literature (Health Promotion & Behavioral Sciences Management & Yagnik, 2009, p. 4).

Evacuee By R.S Thomas & Disabled By Wilfred Owen Essay

In this report I will be comparing and contrasting two poets from two different styles of life and cultural traditions. I will compare differences and similarities of how they deal with casualties of war. The first poet is R.S.Thomas. The poem that i have chosen is called evacuee, it is about a young girl who was born and grew up in a large city maybe London. She is evacuated to the Welsh countryside during the Second World War. She has no parents or family when she leaves and she is accepted into a farming family. She grows up and it shows that she has no plans of returning to the city. This poem is about the healing power of nature and someone who is saved from the disastrous effects of war. The second poet is Wilfred Owen. The poem is called Disabled and it is about a young man who is a football player, an athletic man, he has a girlfriend and he enjoys going out and drinking. He comes out of the pub one evening and he sees a military sign up and he is attracted to the salutes, marches, uniforms, etc. So he signs himself up. He is sent home from the war having lost his arms and his legs. He lives the rest of his life in a â€Å"Wheeled Chair†. These two poets come from very different backgrounds and in this report i will compare and contrast those backgrounds. Wilfred Edward Salter Owen was born on the 18th March 1893. He was an English poet and soldier. His poems described the shocking and realistic horrors of the trench and gas warfare. He was killed in action at the Sambre-Oise Canal a week before the war ended. Owen had four brothers and sisters and was born in Oswestry in Shropshire. When his grandfather died in 1897 the family was forced to move to lodgings in Birkenhead. He was raised as an Anglican of the evangelical school. His early influences were John Keats and the Bible. In 1915 he enlisted in the Artists Rifles. In 1917 he was commissioned as a second lieutenant in the Manchester regiment. Owen was diagnosed as suffering from shell shock and sent to Craiglockhart for treatment. Whilst there he met Siegfried Sassoon another poet. Owen nearly worshiped Sassoon as a hero saying that he was not worthy to light his pipe. Ronald Stuart Thomas was born on the 29th March 1913. He was a Welsh poet and an Anglican Clergyman he was known for his nationalism and spirituality. He was born in Cardiff in Wales. The family moved to Holyhead in 1918 because of his fathers work. He was ordained a priest in the Anglican Church in Wales in 1936. He married Mildred Eldridge in 1940 and they stayed together until she died in 1991 apparently they never spoke to each other and never touched each other. They had one son named Gwydion. Thomas was a supporter of CND (Campaign for Nuclear Disarmament). He died on the 25th September 2000 at the age of 87. The poets have many differences and not so many similarities. The differences are that Wilfred Owen seems to stay away from religion in his poems and even shows detest in the poem disabled. While R.S. Thomas was a Clergyman and was widely known for his spirituality. Owen was born in a town near Birmingham called Shropshire. Thomas was born in Cardiff in Wales. Owen was a soldier and knew first hand about the horrors of war, what it was like living in the trench, and all the dangers of it, like trench-foot or gang green. While Thomas did not know anything about war apart from what he may have read from books. In my considered opinion i think that if the two poets had met each other they would not have been best friends for they were very different to each other. Owen did not like religion or priests when Thomas was a Clergyman. The two poems, The Evacuee & Disabled, also have many differences and similarities. Disabled is in the 1st person and is more immediate while The Evacuee is in the 3rd person and is a lot slower in pace. The Evacuee has a religious feel while Disabled has an anti-religious feel. The Evacuee has the feeling of nature being personified as a healer and the city is being personified as a destroyer and killer in the case of Disabled. â€Å"He sat in a Wheeled Chair† this tells us that he has no arms because it is not a wheel chair but a wheeled chair because he can not wheel it himself, someone else has to. His life is in the hands of the nurse, he has no control over what happens in his life and he will never for the rest of his life. While the evacuee has been given a new lease of life after being sent to the welsh countryside because if she had stayed in the city she could have lived for one week or two but eventually she would have been caught by the bombings that went on every night or she would eventually get locked out during an air raid and probably shot dead where she stood. Living in a big city during the Second World War, even any war, would have been terrible. Not being able to go out after dark, having to live in complete poverty, never knowing if the next death would be you or not. When an evacuee child is moved out of the city a large amount of them go to good homes where they can live there for free and not have to work and where they would get three meals a day but some evacuees would be moved to bad families that would become slave drivers and force the children that they took in to work on their farms until they dropped down dead. This was not legal at the time but because of the situation not many questions were posted at farming towns or families. There also was a large threat of gas attacks all the time which is why every single house in London had at least two gas masks. Thomas would most likely have grown up around farming families and his family may have even took in an evacuee at one time so it is more likely that he knew more about evacuees then Owen did and vice versa that Owen would have know more about casualties of war from experience then all the knowledge that Thomas would have read. In my opinion to actually experience something like fighting in war is more knowledgeable then reading every book in the world about war. If the evacuee girl had stayed in London she would most probably have died like her family may have. The poem Disabled is about a young man who goes to war and returns with no legs and no arms. He sits at the window every day watching children playing football in the park, young couples walking along the road, and at night he hears and sees the young men and women coming out of pubs and clubs enjoying themselves. He knows he will never be able to kick a ball again, he will never put his arm around a woman again, and he will most likely never be able to drink alcohol again because of medication he may be on. His life is over before it has even truly begun and he knows it. Day in and day out he is woken up by a nurse and put into his chair and left, he is ignored all day no woman will want to talk to him again and he will not have any young recruits coming to him asking for tips about keeping their rifles clean and polished nor will he ever receive even the smallest medal. He will probably only get his name written on a memorial of all the soldiers but nothing that he can say to someone â€Å"Yes I earned that and i am proud of my choices when i was younger†. He will regret the day he signed himself up for the army for the rest of his life and it could be long. Throughout the both the poems there is a lot of figurative language used. In Disabled there is an image created in the fourth stanza where the man describes what he is attracted to in joining the army. â€Å"He thought of jeweled hilts for daggers in Plaid socks; of smart salutes; and care of arms; and leave; and pay arrears; Esprit de corps; and hints for young recruits.† He saw the jeweled hilts of the ceremonial swords that the soldiers had and he thought of himself with one and he saw the salutes to commanding officers and he liked this also. He wanted to get his hands on a gun and he thought of Esprit de corps. Esprit de corps is fighting along side soldiers, making friend, he thought joining the army would be like joining a football team or going away to camp. He had no fears of Germans. He had no real fears at all, all he knew was that he was going to wear a smart suit and be able to have a gun and he did not think about killing enemies or even being killed. This creates an image for us as you can see him staggering out of a pub and seeing some soldiers at a stand holding a pen and paper. You can see the expression on his face as he thinks about all the things he would receive from joining the army. The Evacuee is all about personification of nature; Thomas personifies nature to be a healer and a protector. He is saying that this girl who came from nothing, she was nearly dead, has been given new life by nature she has been healed. If there was pictures to go with this poem, I think that at the beginning it would show the girl very thin and sick looking and pale and near the end there would be another picture of her but it would look like a completely different person. Thomas is a strong believer in God and nature as a healer. He probably believed that this girl came from the city near death and with the power of nature with the fresh air, the grass, and the peace it helped her to grow strong and she probably became a believer herself. The poem Disabled is more superior because it shows a realistic story of the devastating effects of war and its consequences on the human body. Wilfred Owens poems are very graphical and detailed he does not believe in an easy way to describe war. He just goes straight in and says exactly what it is like. Whereas R.S.Thomas is a religious person so he probably does not like anything to do with war and he probably believes that anyone can be saved no matter how bad their wounds are, mentally or physically, through prayer to God. In my opinion the disabled man could not be healed. He could move to the countryside and he might be happier but it is not going to make his legs grow back. The poem The Evacuee is more superior because it shows how anyone can be healed by nature and how anyone can be saved from war. Thomas believes in nature and its powers, he believes that the evacuee girl is just an example of a casualty of war that has been saved. He has shown in his poem that nature and God combined together are unbeatable in the way that they can heal mental problems and maybe not physical ones like the disabled man but they could be made happier because living in a hospital for the rest of his life it would not be healthy for him. However if he had been given the chance to live in the countryside he could see nature for what it is. In my opinion both poems are equally superior in the way that they both describe casualties of war and both in their own way put in all the needed detail.

Provide Reception Services Essay

1.1 There are many purposes to a receptionist role especially being the first point of call between the company and the client/supplier. Being the first point of call is an important role because it helps the whole company. When a customer/supplier comes in a receptionist can get the correct member of staff for the person. Also it ensures that somebody knows who is in the building and has got them to sign in so the company had a record and it’s easier for people to be accounted for in cases of emergency. In some businesses the receptionists make appointments for the other staff for customers/suppliers to come in. They also take the call and pass it to the right person. Being a smaller company we do not have somebody that has been employed as a receptionist but because of where my desk is placed I have adopted the role. In this role I have to welcome people into the building, make sure that they sign in and offer them a drink. I also find out who they are here to see or do. If they want to collect goods I can pass them on if the girls in sales are busy but if they are here for a meeting or chat I let the member of staff know. 1.2 When doing a receptionist role you have to present a positive image of yourself and of the company. When someone enters the building and a positive image is being portrayed it makes them feel more comfortable and that the company is a good business to work with or use. If the staff a positive it shows the customer/supplier that they are going to get things done and enjoy what you do so you are going to do the best you can for them. 1.3 It doesn’t take a lot to show a positive image of yourself and the company. For starters just having a smile on your face helps massively because people can tell. Offering a drink when people walk in also presents a good image because it shows that you will do anything to make them feel comfortable. Keeping yourself and you work space clean, organised and smart shows that you care about yourself and what you are doing and also shows that you are a person that is ready to do things. 2.1In any business there are many lines of communication fro m the reception. For example if somebody came into the office with a complaint the receptionist would have to take down details and pass them on. If the complaint is about a product that would be passed on to their account manager, if the complaint was about employee –depending on the size of the  company- you would go to the supervisor or managing director. If someone came into Othello Martin James and could be a potential new customer I would take down some details and pass it on to the best person depending on who was free or where the person was based for example if they are based in Swadlincote or the surrounding areas I would pass it on to Tanya. But is she wasn’t available I would pass it to whoever was free and able to talk. If someone came in with questions about new products or a new order I would find out who the account manager was. 2.2In larger companies both employee’s and the public have to make appointments to see supervisors or the managing director. This all g oes through the reception as they can arrange the appointments and mange diaries. But at Othello Martin James we are a smaller office and less formal than big businesses. We don’t need to make an appointment to see our supervisors or managing director we are all in the same office and can just ask for two minutes if we need to have a chat. 2.3In every business there are many procedures for people coming into the office. For example entry and departure, security and confidentiality and finally health and safety, all of these procedures are made to difference business standards depending on the company. For example with entry and departure some high security companies might have to so more checks on people than say an office like ours. For example in any business visitors will have to sign in so the company has a record of who has visited and also in cases of emergency there is a record of who is in the building. This is very important so there are records because if there isn’t and an emergency does happen somebody could be in the building but you wou ldn’t know because you have no records. Security and confidentiality are important to any business because there are some many documents that need to be covered under the data protection act. In a reception a lot of documents are held for example in a doctors surgery they have all the patient records for the people that are going in that day, in an office there are details of the employees and the business. If people could just walk in they can easily get these records. If somebody is on reception all the time while the office is open this stops the security and confidentiality risk. 2.4Like I have mentioned earlier in our office we do not have somebody that is employed as a receptionist but because of where my desk is placed I have adopted the role. The way our office is designed there are four desks in our reception  area which is also the accounts department. There is also somebody in this part of the office so people can’t just walk into our office without somebody knowing. We ask visitors to sign into our sign-in book so we have a record. Also when someone is always in that office people can’t just walk in and access information that isn’t to b e viewed by them. Also our office is in a business park which has security fencing around the units, when people arrive they have to press the buzzer to be let in. For example is somebody is coming round for a meeting the have to press our buzzer and I have to pick up the phone find out who they are and let them in through the gates. 2.5/6The purpose of having health and safety procedures is to make sure that everyone safe and protected. This includes procedures such as signing in. It is my responsibility to make sure that everyone that comes into the office sign in and also know where the assembly point is in case of emergency. When visitors come in to the building I just ask them to fill in the book before I ask who they are here to see or if they want a drink. 2.7There are many emergency procedures in businesses from fire exits to if somebody becomes ill. In our office if a fire happens first the fire alarm will go office then we all have to get up and leave in a calm manner via the fire exits that are lit up and meet at the assembly point that is across the car park. My role is just to make sure that I can get out without causing a fuss als o when we are at the assembly point I should know if someone is missing because I see everyone that walks through the door. But being a small business the majority of us are in the same office on the same floor the rest will be our delivery drivers which could be in the warehouse or on the road. The sales office knows when drivers come back so will know if somebody is in the warehouse. If somebody falls ill or has an accident first we find out how urgent it is for example can we phone their emergency contact or do they need to go to hospital. I don’t have much of a role in this as I am not the first aider. But if I needed to help I will also my desk is closest to the kitchen where the first aid kit and emergency numbers are kept so I may have to run in and get them. 2.8/9In our office we don’t tend to get visitors that come in showing aggression and causing conflict because everyone comes in for a reason. But we sometimes receive conflict/aggression on the telephone and have to act in the same way – also sometimes our delivery drivers receive face to face conflict and aggression  wh ile out on the road. When this does happen we have to remain calm and take details of what the person is being aggressive about. If the person starts being aggressive we can ask them to leave or put the phone as we don’t have to tolerate that behaviour. Depending on what the person was being aggressive about depends on who I would refer it to. But in all cases I would tell my managing director and supervisor. 3.1/4.8In any office there are many reasons/purposes for suggesting ideas for improving the reception area. A reception area should have a desk for the receptionist where they can see the door, a telephone, a computer for the work of the receptionist and basic office equipment. If the building has security gates the buzzer should be behind the receptionist desk. For the visitors it should have a seating area and a signing in book. Some businesses have a water dispenser and magazine racks. The receptionist is best for suggesting ideas for the reception area because they are in there all the time and can see how it works for the visitors. Also the reception area should be a clean and welcoming environment. When suggesting ideas it helps keep the reception area modern and in best working order for you – the receptionist and the visitor. 3.2In any office there is always going to be quite times when all your jobs have been completed. At this point you can ask other members of staff if they need a hand with anything just to help with their work load. As previously mentioned about me adopting the role I work in the accounts department so I have many roles to duties to do but we can still have quite times where I go and ask if anybody needs a hand. Just before we finished for Christmas 2014 we had a couple of issues with our account program Sage. While this was being sorted I went in to the sales office and asked if they wanted a hand to finish the jobs for the year so I helped file the scanned delivery notes on the computer.

Philosophy of Music Education in the Indian Context Essays

Philosophy of Music Education in the Indian Context Essays Philosophy of Music Education in the Indian Context Essay Philosophy of Music Education in the Indian Context Essay These ends must be the first and first ground why we teach music. To transfuse an even greater apprehension and love of the sphere therefore enabling our pupils develop a echt involvement and go on a life long journey that’s undertaken in changing grades and through diverse functions. Phenix ( 1986 ) emphasis on the fact that cognition of methods makes it possible for a individual to go on larning and undertake enquiries on his ain ( p. 11 ) . Estelle Jorgenson in her book Transforming Music Education articulately describes the demand for music instruction to be transformed for the really ground that kids be able to go on developing their cognition beyond the schoolroom. Effective music instruction is built of a foundation that encompasses treatments. ends. stuffs and schemes. based on a teacher’s cognition and experience of music and kid development. educational guidelines and overarching. and developing doctrine of music education ( Fiske. 2012 ) . Before I elucidate my doctrine about music. I recognize the demand to clear up my base as a music pedagogue who is passionate and determined to promote the position of music instruction within schoolrooms around India. My Musical Experiences Music has ever been a portion of me for every bit long as I can retrieve. My earliest memories of music. particularly the public presentation facet. goes back to when I was three old ages old and sang a solo for a Christmas Concert that was organized by the wireless station that my male parent worked at. I have memories of him kneeling on one articulatio genus and playing the guitar for me while I sang after which I was delighted to have a large nowadays from Santa. Ever since. I have enjoyed acting. and have so felt so comfy on phase. All along I grew up listening to Christian Gospel music and many modern-day agreements of anthem. Auxiliary to that my male parent offered me a rich experience of Indian Hindu devotional music. I learned vocals by ear and didn’t realize what I was losing at this point. conceive ofing what I learned in music to be the lone manner to absorb and internalise it. Performing was something that I enjoyed making and it came of course to me. partially because of my early induction into taking worship at church. My true trial of endurance came about when I was introduced to Western Classical Music at the age of 14. through the survey of two old ages of piano. My instructor. like many others around. displayed an highly formalized attack and didn’t do much to spread out my apprehension of music beyond what was on the page and how I was supposed to read it. In response to this method I didn’t enjoy larning from the pages of notated music books. every bit much as I did larning by ear. and I continued to develop as a instrumentalist who played by ear and improvised at will. Analyzing opera during undergrad was a seeking stage for me because of my inability to connect the dots every bit easy as I should hold been able to. My aural accomplishments remained first-class and I sometimes relied on that to transport me through certain stages. Hard work and finding became my slogan. and I spent hours to understand and hone music that was assigned to me. as I wanted to make my really best. Although I had composed vocals earlier. without notating them. the survey of music theory opened up a whole new universe for me. I could now add assortment and profusion to my music through the constructs I was larning. Music became a new linguistic communication for me ; I was captivated by the manner it lent itself to diverse experiences through different musical functions ( something that I wasn’t cognizant of or didn’t wage attending to earlier ) . As a Music Teacher Although I ab initio joined a conservatory to analyze vocal public presentation. I found myself profoundly drawn towards music instruction. and during my 2nd semester decided to larn more about inventing meaningful and persuasive trategies to better the criterion of music instruction in India. This thought emerged from an apprehension that I had felt about cheated for holding lost out on so many old ages of analyzing music officially. yet efficaciously. I didn’t have a pick because structured music direction merely wasn’t available at all the schools that I studied in. or the quality of direction didn’t serve the intent of educating or informing pupils like me. What gave the feeling of a music class/lesson at school was in world an enthusiastic manner of maintaining pupils occupied for 40 proceedingss in simple vocalizing. with a concert for parents every one time a twelvemonth. We learned vocals by rote to execute them. twelvemonth after twelvemonth. During those old ages though. I didn’t recognize the restrictions that this system came with and continued to bask the fact that I was in choir and able to sing. This vacuity remains mostly seeable and unattended to in schools today. although some music pedagogues in the recent yesteryear have taken immense stairss towards bettering the quality and effectivity of their direction in schoolrooms around India. Their attempts nevertheless remain preponderantly an enthusiastic enterprise. What is desperately required is surely something much more than sincere learning. It calls for a transmutation of the present system. giving room for every kid to have superior music instruction that fits into the whole. The demand of every pupil being met in a transformed educational model that invariably reshapes itself to suit new thoughts and schemes. After all. as Regelski ( 2003 ) justly points out that music ( music instruction ) is for everyone and non merely for an elect few. The turning point in my determination to eventually learn music myself came about when I enrolled my four-year-old girl. Tiara. for after-school piano lessons. I hoped to give her a head start. with the apprehension that she needn’t have to confront the same challenges in larning music. like I had to. However. after a few categories. I realized to my complete dissatisfaction that there was no construction. no idea and imaginativeness. and no lucidity in what was being thought to her. Her fingering on the piano was all over the topographic point for the two vocals that her instructor worked on Twinkle. Twinkle Little Star. And Baa Baa Black Sheep Her instructor ( I subsequently learned wasn’t introduced to classical notation ) . taught her these vocals by composing letters in a book and teaching her to perpetrate it to bosom. Lesson after lesson they would follow the same lineation with no accent on any other musical facets whatsoever. I decided I wasn’t traveling to take this lying down! I had to make all within my capacity to alter the face of music instruction. as the huge bulk of people understand it. I began analyzing about music instruction as good. to inform and fit myself for the undertaking at manus. Around this period. my voice teacher encouraged me to train pupils in voice. and I began shying off from it believing I was under qualified and needed many old ages of survey to get down learning. However. with a newfound passion and energy. I accepted to training some of his voice pupils and besides began to learn little groups of pupils on the history of music ( because I loved larning about it ) . Meanwhile. I started developing both my immature girls at place invariably developing new thoughts and schemes to present musical constructs to them. A friend noticed my instruction manner and asked if I would learn her girl excessively. and therefore began my professional journey as a music pedagogue. Four old ages since so. I find myself accountable for the music direction I offer to over 250 kids across assorted age groups. who are portion of my school. The demand is so great within schools. and merely a few pedagogues are willing to take the excess attempt of educating themselves and being channels of superior music instruction-catalysts of kinds. I am blessed to hold a squad of 10 instructors who portion in my vision and work aboard me in leaving music to the kids who are portion of our music school. Harmony . My long-run vision is to heighten the music plans in India for the improvement of as many kids as possible. Persons don’t realize what they’re losing until they’ve been given a gustatory sensation of it. a glance of the bigger image ( much like my instance ) . Through our school public presentations I aim on supplying a window for the alteration to take topographic point. A transmutation that non merely affects my pupils. but others around them every bit good through their personal interactions with each other and the community as a whole. My Personal Philosophy A field or subject without philosophical counsel. without critically examined ideals and committedness to their alteration in visible radiation of the diverse and altering demands of those it seeks to function. is more kindred to an business han a profession ( Bowman A ; Frega. 2012. p. 23 ) . For my vision to bear fruit and demo grounds of going something concrete. I realize the demand to develop my doctrine of music to an extent that equips me with the necessity tools to be able to originate the alteration that I seek after. In the words of Jorgenson ( 2008 ) . I want to unearth beneath the superficial and incontrovertible accomplishments to believe about the thoughts and rules of music instruction. the things that drive and shape . Harmonizing to Kivy ( 2002 ) . A pattern or subject or organic structure of cognition. so. seems to go eligible’ ( If that is the right word ) for doctrine. decently so–called. when it becomes for us a manner of life: when it cuts so profoundly into our natures as human existences that we are impelled to research and uncover its innermost workings ( p. 7 ) . It is necessary for me to clarify the major dimensions of musical experience so I can effectively offer them to. and nurture them within. my pupils ( Reimer. 2003. p. 9 ) . this despite the passion and strong belief with which I teach and advocate the demand for humanistic disciplines in schools. I have begun to develop a interactive mentality in my doctrine of music instruction after my reading and researching the literature. coupled with practical experiences over the last few old ages. Reimer ( 2003 ) points out A interactive mentality is one unfastened to cooperation as an option to contention. to seeking for points of understanding or meeting as an option to fixating on strife. to acknowledging niceties in which apparently opposed positions are capable of some degree of contention ( p. 30 ) . I agree with Reimer’s democratic position that musical significance is intending that individuals choose to give to and take from music. based on their life experiences and their musical orientations. He farther adds that there is to be no one right way . and calls for an version of a interactive blend in music instruction. Music must affect determination doing through understanding and connexions within a peculiar function ( Reimer. 2003. p. 213 ) . Eisner ( 1987 ) illuminates the demand for a course of study that exploits the assorted signifiers of representation and that utilizes all of the senses to assist pupils larn what a period of history feels like ( p. 7 ) . Similarly. offering pupils a footing for understanding music in all contexts involves a thorough geographic expedition of musical significance within its unequivocal parametric quantities. along with contemplation or contemplation. Introducing pupils to the music and other art signifiers of assorted civilizations is a fantastic manner to broaden their apprehension of the significance of music. A pupil does non necessitate to lose his ain musical individuality in order to analyze other music. On the contrary. in larning about other music. a student’s life is enriched. Reimer provinces. In the spirit of adding to the ego instead than replacing other egos for one’s ego. the survey of the music of foreign civilizations enriches the psyches of all who are engaged in it ( p. 191 ) . Music and Meaning As advocators of music. music pedagogues are frequently expected to show the significance of music through words. yet words are incapable of genuinely depicting the beauty and emotion felt through experience. The concern is non to get at a definition and to shut the book. but to get at an experience ( Ciardi. 1975. p. ) . Ciardi states that there still lingers belief that a dictionary definition is a satisfactory description of an thought or of an experience ( p. 1 ) . Wordss may try to depict music. yet true significance must be derived from the existent music experience Reimer ( 2003 ) discusses the difference between significances drawn from words or linguistic communication and the significances found through music. He writes. Language is create d and shared through the procedures of conceptualisation and communicating. Music is created and shared through the procedure of artistic/aesthetic perceptual structuring. giving significances linguistic communication can non represent ( p. 133 ) . The existent power of music lies in the fact that it can be true to the life of feeling in a manner that linguistic communication can non ( Langer. 1942. p. 197 ) . Phenix ( 1986 ) highlights the demand to look for aesthetic significance in music concluding that at that place has to be a delicate balance between descriptive proposition that serves the intent of puting out a historical background and leting for freedom to derive perceptual characteristics. Though music may arouse emotions in my pupils as they compose or serve as an mercantile establishment for their feelings when they perform. the ultimate significance of music lies in its ability to symbolize/portray profoundly felt emotions. In the pages of his article. How Does a Poem Mean. John Ciardi ( 1975 ) portions with the reader his position that linguistic communication is non capable of wholly conveying the significance that is discovered through experience. Populating through the poesy is more powerful than trying to construe it. I believe that linguistic communication does. nevertheless. function a intent of heightening and is required when learning for musical significance. Wordss such as enunciation. metaphor. beat. and antagonistic beat describe elements that lead to the apprehension of signifier. Once a pupil can place alterations in the signifier through public presentation. he will hold identified the verse form in action ( p. 95 ) . He will no longer inquire what the verse form means but will see how it means ( p. 95 ) . Ciardi suggests inquiries such as. Why does it construct itself into a signifier out of images. thoughts. rhythms? How make these elements become the significance? and How are they inseparable from the significance? ( p. 100 ) . These inquiries are helpful in taking a pupil to the ultimate meaningful experience. Similarly. music pupils may utilize their cognition of musical elements. such as beat and kineticss. to see how a piece of music agencies. Reimer ( 2003 ) says linguistic communication has the indispensable map of unwraping and explicating the music. Music elements are inseparable from the public presentation of the music as they help to explicate the musical experience. On their ain. nevertheless. words and definitions remain dull and exanimate. I believe pupils should be immersed in the experience. while in a chorus. executing their instruments and listening to those around them. Meaning can be discovered through active engagement in music and through the emotion and beauty the music portrays. for Music agencies whatever a individual experiences when involved with music ( Reimer. 2003. p. 133 ) . Ciardi’s ( 1975 ) statement: It is the experience. non the concluding scrutiny. that counts ( p. 3 ) is peculiarly dramatic. The Indian society topographic points high accent on scrutinies in music as with other topics. really frequently overlooking the demand for pupils to value their experience through the procedure of acquisition. I sometimes experience pressured by the community to run into high concert public presentation outlooks and good scrutiny consequences. Although I recognize that public presentation and the International music test is a fantastic chance in which pupils can portion their music with the community. or understand their degree of competence. the true contemplation of significance in the music should be experienced in daily music devising within my schoolroom. I do my best non to concentrate on the scrutiny repertory entirely but to include other music as good giving them a opportunity to pull out significances and see the music. Ciardi ( 1975 ) describes a verse form as a dynamic and living thing ( p. 10 ) . He continues saying. One experiences it as one experiences life. One is neer done with it: every clip he looks he sees something new. and it changes even as he watches ( p. 10 ) . Similarly. music is capable of uncovering something new each clip it is experienced. The significances my pupils derive from an initial hearing of a piece of music may be immensely different than the significances understood months or old ages subsequently. The significance of music constantly alterations with personal life experiences and new positions. Reimer claims. Music instruction exists to foster people’s potency to derive deeper. broader. more important musical meanings ( p. 133 ) . I believe my pupils should deduce their ain significances from the musical experience and without my influence. By explicating significances to them. I face the fright of projecting into limbo the jubilation of their ain alone experience with the music. much the same manner a linguistic communication instructor might. in more ways than one. take away from the experience of a pupils feelingful experience of poesy as she explains the significance in the poetries of the verse form. Alternatively of learning what music means. I will teach pupils on how music means. enabling them to deduce significance from experiences that occur beyond the schoolroom. and within their ain functions. Feeling through Music Music does for experiencing what linguistic communication does for thought ( Bowman. 1998. p. 200 ) . As a instrumentalist. I understand the power of music to arouse feelings. Listening to or executing a great work of music in a concert hall may convey cryings or icinesss to the instrumentalist in a manner that lone music is capable. Similarly. students’ emotional lives may be heightened by experiences in the schoolroom. Harmonizing to Reimer ( 2003 ) . the emotional dimension of music-its power to do us experience. and to know through feeling-is likely its most of import shaping characteristic ( p. 72 ) . In Western history. emotion has frequently been regarded less valuable than mind ( Reimer. 2003 ) . Some people do non see the humanistic disciplines to be every bit of import as other nucleus topics such as math and reading in instruction due to the belief that humanistic disciplines are based on emotions and non concluding or mind. Recently. nevertheless. scientific bookmans have begun to acknowledge that human intelligence. or knowledge. is exhibited in a assortment of signifiers. straight related to maps of the organic structure. and tied to experiencing. Dimensions of the head. one time thought to be separate and unrelated. are now known to work together. lending to the things we know and experience. Anthony Damasio. a research brain doctor. believes feeling is likely to be the cardinal factor in human consciousness itself and an indispensable ingredient in human cognition ( Reimer. 2003. p. 76 ) . The capacity to experience pervades and directs all we undergo as life. cognizant creatures ( p. 8 ) . Direct experiences of feeling are embodied in music and made available to the bodied experience of those engaged with it ( p. 80 ) . The usage of descriptive and symbolic linguistic communication in the schoolroom. in the instruction of a varied repertory of expressive music. AIDSs in pulling out these responses of experiencing from pupils. Including music that is heavy and loud or delicate and light will convey out an array of feelings. I believe pupils should be given an chance to joint these feelings through journaling and in-class treatment.

Free Essays on Zap

Zap and the Electric Vehicle Industry I. In 1994 James McGreen and Gary Starr founded ZAP Power Systems in Sebastopol California. ZAP, short for Zero Air Pollution designs manufactures and markets electric bicycles, scooters, and other short distance electric vehicles. The company became an instant hit when Kevin Spacey an Oscar award winning actor came on the Letterman Show in 2000 riding on an electric scooter. Shortly after, ZAP electric scooters and powered bicycles were in great demand. In 1996 ZAP began selling its electrically powered bikes by means of auto dealerships and catalogs. Soon after, ZAP became the first company in hitory to sell its stock directly to the public via the internet. Between 1997 and 2000 ZAP was involved in an assortment of contract negotiations and deals that would ultimately help aid their products’ exposure throughout the United States, China, and Europe. The road ahead seemed promising for ZAP, sales of EVs were expected to grow throughout a wide range of demographics. Aging baby boomers were able to go outside once again and function as they once did. Senior Citizens were aided by the electric powered vehicles with all sorts of daily activities. Police officers on patrol found they could respond more quickly with the EVs than the bicycle pedaling method. With global environmental issues, higher oil prices, transportation pressures and urban traffic congestion, the EVs demand will be expected to increase. II. By 2000 competition in the EV market had increased dramatically. Companies like Trek, Schwinn, and Murray that had a thriving non powered bicycle market began to offer electric powered bikes to consumers. Motor companies like Ford and Mercedes were beginning to take a chunk out of the market as well. The California electric power crisis in 2000 and 2001 unfortunately added a sense of uncertainty in the minds of consumers. A source of power that had been taken for granted ... Free Essays on Zap Free Essays on Zap Zap and the Electric Vehicle Industry I. In 1994 James McGreen and Gary Starr founded ZAP Power Systems in Sebastopol California. ZAP, short for Zero Air Pollution designs manufactures and markets electric bicycles, scooters, and other short distance electric vehicles. The company became an instant hit when Kevin Spacey an Oscar award winning actor came on the Letterman Show in 2000 riding on an electric scooter. Shortly after, ZAP electric scooters and powered bicycles were in great demand. In 1996 ZAP began selling its electrically powered bikes by means of auto dealerships and catalogs. Soon after, ZAP became the first company in hitory to sell its stock directly to the public via the internet. Between 1997 and 2000 ZAP was involved in an assortment of contract negotiations and deals that would ultimately help aid their products’ exposure throughout the United States, China, and Europe. The road ahead seemed promising for ZAP, sales of EVs were expected to grow throughout a wide range of demographics. Aging baby boomers were able to go outside once again and function as they once did. Senior Citizens were aided by the electric powered vehicles with all sorts of daily activities. Police officers on patrol found they could respond more quickly with the EVs than the bicycle pedaling method. With global environmental issues, higher oil prices, transportation pressures and urban traffic congestion, the EVs demand will be expected to increase. II. By 2000 competition in the EV market had increased dramatically. Companies like Trek, Schwinn, and Murray that had a thriving non powered bicycle market began to offer electric powered bikes to consumers. Motor companies like Ford and Mercedes were beginning to take a chunk out of the market as well. The California electric power crisis in 2000 and 2001 unfortunately added a sense of uncertainty in the minds of consumers. A source of power that had been taken for granted ...

How Extracurriculars Can Boost Your College Application

At we meet many students with stellar college admissions profiles. But those who set themselves apart do so through their extracurricular efforts. College admissions officers use GPA and standardized test scores as metrics to determine how well a candidate stacks up to their school’s admissions criteria, but neither area offers much in terms of ways to truly differentiate your college application. An outstanding extracurricular profile can truly set your application apart from the pack. It is important to use extracurriculars as a means to genuinely convey to admissions officers who you are, and where your interests, strengths, and passions lie. You may already be involved in a wide range of extracurriculars early on in high school, and if so, that is excellent. Depending on your continued enthusiasm in each one of them, it may be a good idea to take time to consider if it would be in your best interest to explore some new areas in addition to or instead of the areas in which you are currently involved. One practical way to approach this is to take a broad look at the extracurricular opportunities your school community and communities outside of school offer. Self reflection and an open mind can help you discover areas that you have a real interest in exploring. If you happen to be involved in certain activities that you either no longer enjoy or feel as though are not helping your personal growth and future goals, it is completely acceptable to let these go. Simply choosing for the sake of adding another activity to your resume is not the approach to take. It is far more advantageous to pursue a few highly focused areas that you are passionate about and make a strong impact than it is to involve yourself in more areas merely at a surface level. Admissions officers see right through resumes that are padded with activities just for the sake of pretending that a great deal was accomplished over the last four years. What they are looking for is demonstrated interest in areas that are central to who you are and what you can bring to their campus. When you sign up for our program, we carefully pair you with the perfect admissions specialist based on your current academic and extracurricular profile and the schools in which you’re interested. Your personal specialist will help you with branding, essays, and interviews, and provide you with support and guidance in all other aspects of the application process.

Law of Equity and Trusts Essay Example | Topics and Well Written Essays - 1000 words

Law of Equity and Trusts - Essay Example In 2009, he declared, â€Å"all of my property including our lovely barge home is as much your Lorraine as it is mine†. This takes the form of an oral promise and judging from the fact that it was made on several occasions, Lorraine can establish that it amounts to an interest of some kind in the property (Ungarian v Lesnoff (1990) and Eves v Eves (1975)). Thus, the second step for Lorraine in order to establish her equitable interest in the property would be to prove that she relied upon the promise to her detriment. Lorraine spent a considerable amount of structural repairs and decoration, to the tune of 65000 pounds and contributed half of her salary to maintenance while she was working. This satisfies the additional requirement that the detriment faced must be in relation to the property in question (Gissing and Christian v Christian (1981)). However, the detriment must be in reliance on the promise, and it seems that she spent the money BEFORE the actual promise was made, as the promises came after the birth of the triplets in 2009 and the money was spent much earlier. However, Lorraine also quit her job and was unable to return to it after the birth of the children. This could easily be a detriment that flowed from the promise. Lord Bridge in Lloyds Bank carefully acknowledged the operation of a constructive trust to be used to ‘do justice’ and its presence cannot be willfully denied in this case just because the job was not directly related to the property (a requirement set by Gissing).  

Does Turkey need regulation Essay Example | Topics and Well Written Essays - 750 words

Does Turkey need regulation - Essay Example It is a delicate balancing act to be sure, and one that Turkey should consider tackling. The article discussed here presents multiple ways that society can work to counter the so-called ‘advertising effect’. Discussed in this paper will be three of those options that were recently mentioned. One possibility that can be explored is the banning of advertising in public spaces. Many cities in Turkey, in particular Istanbul, are heavily populated with millions of people. This makes the area a prime target for companies to lure consumers into purchasing their product. As a result, massive advertising takes place in nearly all public spaces, creating not only an eye-sore, but creating a form of ‘visual pollution’ (Gannon and Lawson 16). One proposal is to ban all forms of outdoor advertising. This would include ads on taxis and buses, and particularly billboards – effectively eliminating them. Other major cities, such as Sao Paulo, Brazil, have implemented such measures, and it has been met with cleaner streets and most positive comments made by members of society. There are some critics, however, that argue this goes too far in limiting companies effectively reaching the consumer. They argue for legislation targeted on advertising that is not aesthetically pleasing to the eye. In other words, punish the advertising polluting companies in the city, but allow those that produce visually appealing promotional pieces to continue. This is an interesting concept, but would be a nightmare to police. Another recommendation is to begin taxing the very nature of advertising. This proposal stems from the idea that countless millions of pieces of advertising material are printed everyday, just to go unread and serve to pollute the environment. Because such forms of advertising are largely unregulated, and the printing of basic flyers is relatively cheap in comparison to other forms of advertising, companies continue to produce such material in t he hope that even a few consumers will be lured in. As a result, needless pollution is occurring, particularly in Turkey where these massive advertising efforts appear to be in full effect. The proposal is to begin to tax such advertisements in an effort to get companies to pay up and clean up their act, or to stop the needless advertising all together. This is a unique proposal and one that is similar to other taxing efforts designed to clean up areas of the environment. This could gain traction in the coming years if massive advertising efforts continue. One other proposal worth mentioning is to establish statutory regulation of the advertising industry as a whole. As it is currently, the industry in largely unregulated. In America and the United Kingdom, there are regulations in place, and even the outright ban of certain types of advertising in some localities. Turkey lags far behind in this area, so the introduction of such standards could help matters immensely. This can begin by asking Parliament to strengthen existing local powers and allow them to restrict certain forms of outdoor advertising. In addition, there should be a legal process whereby consumers can ask for proof of certain claims made by advertisers or charities in their comments on television commercial or infomercials. This will force advertisers and such