How pornography and sexual abuse can affect intimate relationships - Free Essay Example

Sample details Pages: 6 Words: 1935 Downloads: 9 Date added: 2019/10/10 Did you like this example? To date even the courts with their immense potential are not in a position to define what pornography is. For this reason, different persons and groups have found their ways of describing acts that comprise porn. It is widely accepted, however, that pornography is portraying sexual subject matter with the purpose of arousing or satisfying one’s sexual desires. Don’t waste time! Our writers will create an original "How pornography and sexual abuse can affect intimate relationships" essay for you Create order It can be in the form of print media or online material, amongst many other forms. Almost similarly, sexual abuse, refers to the undesired sexual behavior or sexual molestation that one person performs to the other with an element of unwillingness. This kind of molestation can either be short term or frequent depending on the period taken by the abuser. It is true that exposure to a pornographic material may result in sexual abuse especially when the involved partner wants to try out the styles they have learned from their interaction with porn. It is psychologically proven that people would always want to try out new tricks they have learned. Activating the arousal sequence in humans will most likely influence their sexual behavior. When the exposure series continues, it becomes a preferred habit and may sometimes have far reaching impacts on the persons involved. Engagement with pornography has become one of the most rampant behaviors in the world today. That which was good and right about sex has been replaced with lust and covetousness. Even the Bible agrees that this lust can only be the first step to a very rough road in life. It only starts with porn but with time the people get involved with other kinds of sexual immorality.   The Holy Book compares it to drug abuse since pornography can also be very addictive as the concerned partner wants more of it to fulfill their sexual desires. The Bible recognizes that the three kinds of sin are the yearning for the flesh, the desire of the eyes and the arrogance of life.   Pornography is what characteristically fits into the three types sins talked about by the scripture. Apart from porn just being addictive, it is also very destructive especially when it comes to families. This paper looks to analyze how porn has resulted in destroying intimate relationships. When people get devoted to porn ographic material for some time without seeking or getting any help, they are likely to destroy their lives and families.   For this reason, people should learn to keep their bodies holy and understand the proper meaning of sex. By knowing this, they will understand that sex, of whatever kind, is only to be performed with one spouse who should be enough to meet their needs.[2:   Romans 6:19]   [3: Ibid]   [4:   (1 John 2:16]   [5: Slattery, Juli. No More Headaches: Enjoying Sex Intimacy in Marriage. Tyndale House Publishers, Inc., 2011.]   [6: Ibid ] Pornography and sexual abuse have impacted significantly on the intimacy of relationships for a long time now. Many people both men and women in the world today have turned to engaging pornography. It is estimated that about 40 million Americans, a third of whom are female visit internet sites regularly to view pornographic content.   Meaning that the previous notion that pornography is only prevalent only among the male gender is wrong. It is a habit that continues to erode not only the physical aspect of intimate relationships but also the emotional bit. When one partner discovers that their partner is involved in any way with sexually explicit material, it is so much saddening to them. [7:   Olmstead, Spencer B., Sesen Negash, Kay Pasley, and Frank D. Fincham. Emerging adults’ expectations for pornography use in the context of future committed romantic relationships: A qualitative study. Archives of Sexual Behavior 42, no. 4 (2013): 625-635. In the wake the technological advancement, most people especially the youth have resorted to finding their answers online. Social media has become the order of the day.   The young people both boys and girls are deriving examples from the media. Studies show that people in marriage have accused their partners of objectifying them during sex so as to behave like porn stars. This is one of the habits picked from engagements with porn. Still, some partners have been forced to perform acts they do not think are a fair way of doing sex. They are forced to comply only because they want to please their partners even though they might be experiencing pain and suffering. This example shows how the viewing of pornography translates into sexual abuse on sexual partners. [8: ]   [9: 7 Gwinn, Andrea Marlea, Nathaniel M. Lambert, Frank D. Fincham, and Jon K. Maner. Pornography, relationship alternatives, and intimate extradyadic behavior. Social Psychological and Personality Science 4, no. 6 ( 2013): 699-704] The thought of having another partner, albeit in fantasy translates into actual cheating with time. At first, a partner may just be exposed to sexually implicit material for pleasure, but with time, they are likely to find themselves engaging in serious dishonest behaviors like cheating to fulfill their desire. Dishonesty in relationships may lead to break up regardless of how close the two partners are to each other. The desire to look for another sexual partner may be amplified by the fact that in porn materials, the actors find more pleasure by engaging in sexual acts with either many partners or using some styles that are not so traditional. Some people are appealed more by multiple sexual partners. Research indicates that people who report watching porn regularly are highly likely to have alternative sexual partners than those who do not engage in porn. However, this is not to mean that everyone who cheats in a relationship is not satisfied sexually. Rather, such persons may jus t be tempted because they want to try out things they have watched online. Therefore, it is arguably true to say that exposure to pornography is a great indicator of infidelity. [10: Staley, Cameron, and Nicole Prause. Erotica viewing effects on intimate relationships and self/partner evaluations. Archives of sexual behavior 42, no. 4 (2013): 615-624.]   [11:   Staley, Cameron, and Nicole Prause. Erotica viewing effects on intimate relationships and self/partner evaluations. Archives of sexual behavior 42, no. 4 (2013): 615-624.]   [12: Slattery, Juli. No More Headaches: Enjoying Sex Intimacy in Marriage. Tyndale House Publishers, Inc., 2011.]   [13: Ibid ] According to marriage counselors, real relationships are built on trust. To be intimate with somebody means that one becomes very susceptible. Thus, it is only trust that can give a guarantee that one’s intimate partner can stay respectful and honest albeit the susceptibility. Inviting other people into one’s life despite the fact that they already have a partner breaks the trust. The invitation whether in real life or through imaginations can send one to view pornographic material. It means that a stranger has been invited into the realm that is otherwise supposed to be reserved exclusively for intimate partners. It is a violation of the relationship considering the fact that broken trust takes a lot of time to rebuild. Nonetheless, in other instances the trust may not even be rebuilt at all. [14:   Gwinn, Andrea Marlea, Nathaniel M. Lambert, Frank D. Fincham, and Jon K. Maner. Pornography, relationship alternatives, and intimate extradyadic behavior. Social Psycholo gical and Personality Science 4, no. 6 (2013): 699-704]   [15:   Staley, Cameron, and Nicole Prause. Erotica viewing effects on intimate relationships and self/partner evaluations. Archives of sexual behavior 42, no. 4 (2013): 615-624.] Pornography increases sexual excitement than normal sex and in the process giving room to a sexual partner to engage in sex according to their terms. People who have interacted with porn are well aware that it is always available and tempting for that matter. As long as they want to have intercourse, they do not need to be patient. Neither does such sex require foreplay. This type of intercourse is dependent on and revolves around the immediate sexual demands. A relationship that is built around pornography does not usually look into issues of intimacy as most marital problems are disregarded by the partners since they ae not as attractive. It becomes a bigger problem when one partner has a higher sex drive than the other which is very normal in relationships today. The partner who does not serve to fulfill the sexual desires of their partner feels like a failure thus may have a reduced self-esteem.   Because of the fear of being the loser in such a relationship, that partner may s tart pulling away from family affairs. Eventually, what began as just a small sexual problem, escalates into a severe marital affair and in some cases may even lead to separation. However such instances should be looked into keenly since problems like low sex drive are unavoidable. To evade setbacks in intimacy, the couple should understand one another without external interference from materials like pornography. [16: Gwinn, Andrea Marlea, Nathaniel M. Lambert, Frank D. Fincham, and Jon K. Maner. Pornography, relationship alternatives, and intimate extradyadic behavior. Social Psychological and Personality Science 4, no. 6 (2013).]   [17: Slattery, Juli. No More Headaches: Enjoying Sex Intimacy in Marriage. Tyndale House Publishers, Inc., 2011.]   [18:   Gwinn, Andrea Marlea, Nathaniel M. Lambert, Frank D. Fincham, and Jon K. Maner. Pornography, relationship alternatives, and intimate extradyadic behavior. Social Psychological and Personality Science 4, no. 6 (2013)] Contact with pornographic materials reduces the level of commitment in an intimate relationship. Any interaction with porn may serve to remind one of the‘amazing’ sexual partners out there. In return, it reduces the dedication they have to their current partners. For instance, every time the two are involved in intercourse, they are tempted to replace the real partner with the fantasy one they watched online. Statistics show that consumption of pornography reduces significantly the level of commitment of people in a relationship in both genders.   It is worrying that some people would be willing to give up food if given the opportunity to choose between food and porn. Also, pornography alters the commitment since it creates a false expectation from the partners. Further, it creates an impression that is not entirely accurate about how the body should behave during sex. Normal sex should be is self-satisfying, but on the contrary, porn is self-gratifying meaning sometim es it may involve abusing another partner sexually. Consuming explicit sexual material also increases massively the chances of one partner flirting outside their relationship. It is from such flirting that cheating is born. Thus, the only best option is to abstain from pornography as the couple stands a great chance of staying committed to one another. In my conclusion, therefore, it is general knowledge that the rate of pornographic involvement in the world today has risen worryingly. The problem is not just the rising levels but rather the far-reaching consequences that it has on intimate relationships. Engagement in porn is responsible for the breakup or separation of most marriages. Reflection From my understanding, one of the serious repercussions of getting exposed to porn is that it reduces drastically the commitment of a partner in their relationship. Further, I have learned from my studies that porn breeds the idea of dishonesty among sexual partners. The level of trust among them reduces considerably because one partner feels that the other one must have lost interest in them. Finally and most significant of my research, is that porn has led to sexual abuse of some partners. I realize that since one partner is exposed to porn material, they develop the desire to put into practice what they have learned. Without the knowledge that the porn sex usually gives a false impression of what normal sex is, they end up forcing their partners into uncomfortable sexual intercourse just to meet their demands. I therefore wish to advise that for people to be on the safe side whether in a relationship or not, they should avoid at all cost getting exposed to sexually implicit materi al.

The Philosophy Of Zhu Xi Essay - 1381 Words

The philosophy of Zhu Xi China is a country with long history, which at the same time comes with a complex philosophy system. Date back to the Warring States period, the rising of Confucianism, Daoism, Legalism, and some other schools captured the attention of the society. These schools created their different and special philosophies, which in some way guided the trend of the society development. With several hundreds years of inherited and people applied their own thoughts to the original philosophy and tried to explain that in their own way, some philosophy look different from what it used to be. However, some people’s opinions will give a philosophy a new life. Zhu Xi, an unforgettable person in China history, is â€Å"generally ranked as second only to Confucius in influence and as rivaling Zhuang Zi in philosophic acumen in the Chinese philosophical tradition (Thompson, 2).† Zhu Xi, also called Chu His, was a Confucian scholar in Song dynasty, who was the leading figure of the School of Pronciple (Slingerlandm 148) and the most influential rationalist Neo-Confucianism (Chan, 1). He was born in Fujian, and his father worked as the subprefectual sheriff. He received instruction from his father at home after his father was forced from office. At his age of 19, he passed the Imperial Examination and became a presented scholar. In 1157, he stopped serving in an official capacity and began to study under Li Tong, who followed the tradition of Cheng Hao and Cheng Yi (Chan, 588).Show MoreRelatedHuman Nature Vs. 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Development of Education in Kenya Free Essays

string(107) " Education and Manpower training \(1988\) focused on improving education financing, quality and relevance\." 1. 0 INTRODUCTION2 1. 1 Definition of terms3 1. We will write a custom essay sample on Development of Education in Kenya or any similar topic only for you Order Now 2 Background information4 1. 2. 1 Pre-colonial education4 1. 2. 2 Post colonial education in Kenya (Neocolonialism)4 1. 3 National Aims/Goals of Education in Kenya6 1. 4 Structure of education6 1. 4. 1 Early Childhood Development and Education7 1. 4. 2 Primary education8 1. 4. 3 Secondary education9 1. 4. 4 Teacher Education9 1. 4. 5 Tertiary Education10 1. 4. 6 University education11 1. 5 Administration system11 1. 5. 1 Permanent secretary11 1. 5. 2 Finance and administration Division12 1. 5. 3 Directorate of Education12 . 5. 4 Field Service Education Officers13 2. 0 CHALLENGES FACING THE FORMAL EDUCATION IN KENYA14 2. 1 Recommendations to the Challenge of Education in Kenya17 3. 0 Conclusion18 3. 1 References. 19 1. 0 INTRODUCTION The provision of education and training to all Kenyans is fundamental to the success of the Government’s overall development strategy. First, the long term objective of the Government is to provide every Kenyan with basic quality education and tra ining, including 2 years of pre-primary, 8 years of primary and 4 years of secondary/technical education. Education also aims at enhancing the ability of Kenyans to preserve and utilize the environment for productive gain and sustainable livelihoods. Second, development of quality human resource is central to the attainment of national goals for industrial development. Third, the realization of universal access to basic education and training ensures equitable access to education and training for all children, including disadvantaged and vulnerable groups. Fourth, education is necessary for the development and protection of democratic institutions and human rights. Hence, this paper aims at describing the development of formal education in Kenya. It will first of all explore formal education in pre-colonial era. It will then show how different commissions have contributed to the development of formal education in post-colonial era. The paper will also shed light on the national goals of education, the structure of education and finance system in each level of education through government initiatives. Moreover, it will look into the administration of the education system and finally discuss the various challenges facing the education sector and their recommendations. 1. 1 Definition of terms Education According to Sifuna and Otiende (1992) education is the process of acquiring worthwhile accumulated knowledge, skills attitudes and values from one generation to the next. From this point of view therefore, education is meant to teach a student how to live his life by developing his mind and equipping him to deal with reality. Formal as defined by Webster Dictionary is â€Å"relating to or involving the outward form, structure, relationships, or arrangement of elements rather than content†. It may also mean following or according with established form, custom or rule. Formal education A formal education program is the process of training and developing people in knowledge, skills, mind and character in a structured and certified program. The features of formal education include Classrooms, teachers, students, content and others (Sifuna and Otiende, 1992). 1. 2 Background information 1. . 1 Pre-colonial education Sifuna, Chege and Oanda (2006) observe that historical records reveal that Kenyans had access to education as far back as Johann Ludwing Krapf and Johannes Rebman. Formal education was introduced basically to promote evangelism but later on it become an instrument for production of skilled labour for the Europeans farms and clerical staff for colonial administration. The missionaries determi ned the type of education African had to have – they built schools, managed them determined the curriculum and influenced education policies. It all started in 1846 with the church missionary society (CMS) establishing a school at Rabai the Coast province and others across Kenya such as Friend school Kaimosi (1903), Maseno school (1906), Jamhuri high school (1906), Europeans girls, Kenya high school (1908), Mangu high school (1925) and others. During that time education in Africa, Kenyan included was stratified on racial lines in matters of system structure, curricula and resources. For example, the Europeans system had an pper hand resource, its curriculum was based on British traditions, Arabs and Asians system came second. Africans prepared youths to work on Europeans farms. 1. 2. 2 Post colonial education in Kenya (Neocolonialism) Sifuna and Otiende (1992) noted that racial segregation was abolished in 1960 as the country moved closer to independence. With the attainment of independence on 12th December, 1963;- a ministry of education was created. The school system in Kenya was brought under a localized standard curric ulum and public examinations. Since independence, the Government has addressed challenges facing the education sector through Commissions, Committees and Taskforces. The first Commission, after independence, came up with the Report of the Kenya Education Commission (The Ominde Report, 1964) that sought to reform the education system inherited from the colonial government to make it more responsive to the needs of independent Kenya. The Commission proposed an education system that would foster national unity and the creation of sufficient human capital for national development. Sessional Paper No: 10 of 1965 on African Socialism and its Application to Planning in Kenya formally adopted the Ominde Report as a basis for post-independence educational development. The Report of the National Committee on Educational Objectives and Policies (The Gachathi Report, 1976), focused on redefining Kenya’s educational policies and objectives, giving consideration to national unity, and economic, social and cultural aspirations of the people of Kenya. It resulted in Government support for ‘Harambee’ schools and also led to establishment of the National Centre for Early Childhood Education (NACECE) at the Kenya Institute of Education (KIE). The Report of the Presidential Working Party on the Second University in Kenya (The Mackay Report, 1981) led to the removal of the advanced (A) level of secondary education, and the expansion of other post-secondary training institutions. In addition to the establishment of Moi University, it also recommended the establishment of the 8:4:4 system of education and the Commission for Higher Education (CHE). It diversified the school curriculum with emphases on pre-vocational and technical skills (Republic of Kenya, 1981). The Report of the Presidential Working Party on Education and Manpower training (1988) focused on improving education financing, quality and relevance. You read "Development of Education in Kenya" in category "Papers" This Manpower Training for the Next Decade and Beyond (The Kamunge Report) was at a time when the Government scheme for the provision of instructional materials through the National Textbook Scheme was inefficient and therefore adversely affected the quality of teaching and learning. From the recommendations of the Working Party in 1988, the Government produced Sessional Paper No 6 on Education and Training for the Next Decade and Beyond. This led to the policy of cost sharing between government, parents and communities. The Commission of Inquiry into the Education System of Kenya (The Koech Report, 2000) was mandated to recommend ways and means of enabling the education system to facilitate national unity, mutual social responsibility, accelerated industrial and technological development, life-long learning, and adaptation in response to changing circumstances. The Koech Report recommended Totally Integrated Quality Education and Training (TIQET). While the Government did not adopt the Report due to the cost implications some recommendations, such as curriculum rationalization have been adopted and implemented. Recent policy initiatives have focused on the attainment of education for all (EFA) and, in particular, Universal Primary Education (UPE). The key concerns are access, retention, equity, quality and relevance, and internal and external efficiencies within the education system. The effectiveness of the current 8-4-4 structure and system of education has also come under increasing scrutiny in light of the decline in enrolment and retention particularly at the primary and secondary school levels in the last decade. The Government is committed to the provision of quality education and training as a human right for all Kenyans in accordance with the Kenyan law and the international conventions, such as the EFA goal, and is developing strategies for moving the country towards the attainment of this goal. The implementation of Free Primary Education (FPE) is critical to the attainment of UPE as a key milestone towards the realization of the EFA goal (htt://www. virtualcampuses. eu/index. php/Kenya). 1. National Aims/Goals of Education in Kenya Aseey and Ayot (2009:6) state that: â€Å"in Kenya the fundamental goal of education is to prepare and equip the youth to be happy and useful citizens of the society. From this fundamental needs arise more aims of education†. In Kenya, there are seven specific goals of education, namely national unity, national development, individual development and social fulfillment, social equality, respect and development of cultural heritage and international con sciousness. 1. Structure of education Kenya’s education system is a three to four tier system. In 1985 Kenya introduced the current 8-4-4 system: ? Primary education: 8 years: age 6-13 (free and compulsory) ? Secondary education: 4 years: age 14-18(subsidized for students in Day Schools and the Government provides fees guidelines to all public schools) ? Higher education: 4 years: age 19-21 (subsidized for those selected through the Universities Joint Admission Board) 1. 4. 1 Early Childhood Development and Education The provision of ECDE as observed by republic of Kenya (1999) involves households, community and Government efforts in the integrated development of children from the time of conception. The structure of ECDE provision is divided into that for 0-3 year-old children and for 4-5 year-old children. For this sub-sector, the MOES policy is to focus on 4-5 year-old children with a view to providing a holistic and integrated programme that meets the child’s cognitive, social, moral, spiritual, emotional and physical needs. The Government is already implementing measures that seek to improve the performance of this sub-sector. These include: establishing guidelines and standards for the management, supervision and curriculum development for ECDE; establishment of NACECE and District Centres for Early Childhood Education (DICECE) for purposes of in-servicing teachers and training of trainers; mobilizing communities and parents through awareness creation, and providing community support grants to support marginalized/vulnerable communities in collaboration with other partners. Other measures, which are being implemented to enhance quality education at this level, include: implementing a 2-year in-service training programme for ECDE teachers; mounting a 9-month training of trainers’ course; developing guidelines and syllabuses for ECDE programmes; enhancing the capacity of supervisors and inspectors to ensure quality of ECDE programmes; and equipping NACECE and DICECEs to meet the needs of the programmes. Despite the above measures, access, equity and quality in this sub-sector remain constrained by various factors that include: limited teaching and learning materials, inadequate ECDE centres; inadequate community participation; lack of a clear policy on transition from pre-primary to primary school; inadequate nutrition and health services; lack of enough trained teachers; low and irregular salaries for ECDE teachers and lack of clear entry age guidelines (htt://www. virtualcampuses. eu/index. php/Kenya). 0 1. 4. 1. 1 Financing of pre- primary education The pre-primary education is basically controlled by private institution, religion and organization. It`s finance purely depend on the parents previously but currently the government has allocated some money to finance this level of education. 1. 4. 2 Primary education According to Ministry of Education (1987), this is the first phase of the national 8. 4. 4 system of education. The course last for eight years. Its aim is to ensure that functional and practical education that will meet the needs of the majority of children who terminate their formal education at standard eight. Financing of primary education in Kenya is universal, free and compulsory to all Kenyan citizens. The government through constituency development fund has constructed physical facilities, purchased teaching and learning materials and employing teachers. The primary school curriculum is uniform throughout the country. It is nationally developed at the Kenya institute of education by the subject experts. The government of Kenya recognizes that provision of universal primary education as an important milestone to economic and social development. In particular it has been established that by providing primary education to women, a society is able to hasten its development. The government, since January 2003 has managed to implement free primary school education programme that has seen a tremendous increase in the number of children attending school. The Government has also increased its budgetary allocation to education as well as introducing a Constituency Bursary Fund for efficient facilitation of education at the grassroots level. The implementation of the Universal Free Primary Education, as part of the Millenium Development Goals (MDGs), has earned Kenya the prestigious Education Award 1. 4. 2. 1 Certification Two certificates are awarded to students in primary school level these are; The Kenya Certificate of Primary Education awarded by the Kenya National examination council and the Kenya Primary Living Certificate issued with the authority of the Director of Education. 1. 4. 3 Secondary education The secondary education in Kenya comprises of 4 years of education in which an exam referred to as Kenya Certificate of Secondary Education (KCES) is done to finish this level of education. It has three compulsory subjects English, Kiswahili and Mathematics, a science section where a student chooses all or two sciences among Chemistry, Physics and Biology. The last section of the structure comprises humanities in which a student must pick one subject and two at maximum, these subjects are Geography, History, C. R. E and Social Ethics. Lastly there is a category of subjects known as applied sciences and they are offered by limited school and a student is allowed to pick one subject in this category, they include Technical Drawing and Design, Woodwork, Metalwork, Art and Design, Electricity, Aviation and Power Mechanics. Students who obtain a grade of C+ and above are eligible for admission at Kenyan public Universities but due to limited positions the grade is shifted annually and can go as high as B+. There are two categories of secondary schools in Kenya, namely public and private schools (Bogonko,1992). 1. . 3. 1 Financing of secondary school education The public secondary schools are funded by the Government or communities and are managed through a Board of Governors and Parent Teacher Associations. Subsidized for students in Day Schools and the Government provide fees guidelines to all public schools. The private schools, on the other hand, are established and managed by private individuals or organizations an d the parents pay full fees for their children. 1. 4. 4 Teacher Education There are  five teacher education programmes in Kenya as observed by Republic of Kenya (1999). These are: The Early Childhood Development and Education (ECDE) teacher education programme in which teachers are trained through in-service courses in District Centres for Early Childhood Education (DICECEs). The National Centre for Early Childhood Education (NACECE) develops the curriculum, trains trainers and supervisors, and conducts monitoring and evaluation. The Secondary teacher education which is provided at the diploma and degree levels in diploma teacher training colleges and universities respectively. The Technical teacher education is offered at the Kenya Technical Teachers College in Nairobi which trains diploma level teachers for secondary schools, technical training institutes, primary teachers’ colleges, institutes of technology and vocational polytechnics. The Special needs education teacher education is provided to professionally qualified practicing teachers through a  two-year diploma programme at the Kenya Institute of Special Education (KISE) and finally the Primary teacher education (PTE) which is provided in 18 certificate level colleges through a two-year, residential programme. The entry criteria for primary teacher education require a candidate to have acquired a minimum grade of C (plain) in the Kenya Certificate of Secondary Education (KCSE). In addition, one must have obtained a minimum grade of D in Mathematics and C- in English. For the entry of a diploma programme for secondary teacher education requires a candidate to have acquired a minimum grade of C (plain) in KCSE and minimum grade of C in the two teaching subjects of his/her choice and a minimum grade of C+ for a degree course. To qualify for the award of the Primary Teacher Education Certificate, a student must pass all the practical teaching and obtain a pass in all eight subjects. The final grade – distinction, credit, pass, fail – is determined by passes in the six best performed subjects. 1. 4. 5 Tertiary Education These are middle colleges that offer certificates, diplomas and some undergraduate degrees. Their curriculum is supervised by the ministry of higher education. The source of finance is self sponsored and in some cases by the government through higher education loan board or subsidence free to the public institution (Ministry of Education, 1987). 1. 4. 6 University education In Kenya, they are both Public universities Private universities. The Public universities offer certificates, diplomas, degrees, masters and Ph. D. They are sponsored by the government by paying salaries to the staffs including lecturers, provision physical facilities. In addition, students who are selected by the government were given some financial support through Joint Admission board (J. A. B). The Private universities on the other hand, are self-sponsored and only support students to get some financial support from the government through Higher Education Loan Board (HELB). 1. 5 Administration system Getao (1996:57) explains that: â€Å"The Kenya education system is centralized in the sense that administration, curriculum development and the formulation of policies are centralized. In Kenya, parliament makes the laws pertaining to education. Occasionally, the President makes decrees related to education. He appoints the ministers who preside over the interpretation and implementation of the educational policies. † The system of education in Kenya is administered from two separate ministries namely the Ministry of Education and the Ministry of Higher Education each headed by the Minister and an assistant Minister . The Ministry of education is responsible for formal education from pre-primary education, special education, primary education, secondary education and Teachers education. The Ministry of higher education is responsible for higher education which include Technical and vocational training colleges, Tertiary colleges and universities. The administration departed of ministry of education is broadly based on functional units. These are: 1. 5. 1 Permanent secretary – Heshe is the head of departments in the ministry. – Heshe is the overall head of the ministry. – Heshe is the accounting officers. – He she is the formulator and implementer of government policies on education. 1. 5. 2 Finance and administration Division This is the wing of the administrative department of the ministry responsible for day to day administrative and financial management affairs of the ministry. It is headed by the Deputy Secretary (Finance and Administration) who is responsible to the permanent Secretary and takes action on all policy matters and cabinet decisions that involve the Ministry and prepares all Cabinet Memoranda for the Ministry. 1. 5. 3 Directorate of Education According to Ministry of Education (1987) the Directorate of Education is the chief professional officer of the ministry. Heshe is responsible for both the ministry and the permanent secretary on all professional matters to do with Education. The Functions of the Directorate of Education are to Formulate policies give directions and management of professional functions relating to education. He/she is to deal with welfare of the students, develop curricula for the ministry, initiate training programme, Inspect schools and teachers, promote teachers, give scholarship and award to students, give grants and grant-in-aids to school as well as to produce and supply educational materials and equipments. The Directorate has three divisions namely The Administration and Management of Programmes (AMP), The Education Policies and Programmes (EPP) and The Quality Assurance Officers (QAO). The Administration and Management of Programmes are in charge of registering the schools and institutions, following up audited reports, giving grants and grant-in- aid to schools, inspecting reports, Discipline of students, giving annual report and admission and transfer of students. The Education Policies and Programmes is in charge of the formulation of policies for the Pre-primary Education, Secondary Education, Technical Education, Special Education, Teacher Education, The Kenya Institute of Education (KIE), University Education and other forms of Tertiary Education, 8-4-4 System of Education and Scholarship Awards to Overseas Universities. The Quality Assurance Officers department is a section in the Ministry of Education that deals largely with the maintenance and improvement of standards of education in Kenyans school and colleges. It inspects the methods of teaching and the teaching and learning materials or resources. 1. 5. 4 Field Service Education Officers This is another part of administration in education in provincial level, District level, Division and village or vocational levels. They represent the government in their level of operations. They are; i) Provincial Director Education Officers (P. D. E O. ) ii) District Education Officers (D. E. O. ) iii) Education Officers (E. O) Other administration departments in the ministry of education include: i) Board of Governors (B. O. G) who represent the government in the school level. ii) Parent Teachers Association (P. T. A) that links the school and the community. iii) Kenya National Examination council. This is body of administration is used to supervise examinations and offer certificate in different levels of education in Kenya such as primary level, secondary level and teacher education. iv) Kenya Institute of Education (KIE). This body of administration is used in publishing the syllabus and drawing of curriculum in education system of Kenya. v) Teacher Service Commission (T. S. C. ) This is the body that recruits and employs teachers. It also sucks teachers who are not behaving well. Other education bodies that are used in administration include Jomo Kenyatta foundation, Kenya Education Staff Institute (K. E. S. I), Commission for Higher Education (CHE), Kenya Literature Bureau (KLB), Public Universities Inspection Board which lists all sessional papers, parliament acts such as the Education Act, draft legislation, information on Kenya universities and tertiary institutions, reports, news †¦ Kenya National Examination Council(KNEC) which is the national body responsible for overseeing national examination in Kenya for primary and secondary education amongst others. 2. 0 CHALLENGES FACING THE FORMAL EDUCATION IN KENYA Although the Kenyan Government is putting effort in improving education in Kenya, there still many challenges that are facing the sector which need to be addressed. These Most of these challenges have been observed by Sifuna, Chege and Oanda (2006) in most of the African countries. They are as follows: There is inadequate funding to the education sector. The education sector requires sufficient funding for it to undertake its duties such as curriculum development education research and the implementation of educational policies, teacher payment of salaries and so on. The Kenya education sector receives its funding mainly from the Kenyan government through the Ministry of Finance and also from international donors. However, there is still minimal funding which may be attributed to the misappropriation of funds as well as poor funding of the education sector by its primary source; the Kenyan government. Consequently, the poor funding will result in the unsatisfactory enforcement of the education sectors mandate. There may be poor curriculum development and education research as well as the improper implementation of educational policies. The Shortage of trained teachers is another challenge in education sector. The education sector struggles to meet the demand of teacher to the sector due to the shortage of teachers. This may be attributed to trained teachers attrition in preference to other fields which offer better salaries and remuneration packages as opposed to what is offered by the teaching profession. There is also the ‘Brain drain ‘ where trained teachers go to teach in other countries where they believe there are better working conditions in terms of benefits salaries and remuneration packages as opposed to those offered here in Kenya. An acute shortage of trained teachers to the education sector results in the employment of untrained teachers to meet the supply deficit. The introduction of the free primary education and free secondary education initiatives in 2003 by the Narc Government in pursuit of education for all saw a sharp increase of student enrollments. At the time the government had not put in place adequate facilities and educational resources subsequently, there arose a strain on the already limited available resources for instance the overcrowding in schools where classroom were packed beyond capacity. Several recommendation were made afterwards which saw the subsidization of education in the place of free education which requires the government to pay for part of resources required while the guardians and parents in the programme meet the remaining expenses. Some parents were still unable to meet subsidized cost of educating their children which in turn saw the dropping out of school for children who lack school fees (http://www. /par. or. ke/documents/policy). In marginalized areas such as the nomadic communities in Northern Kenya student enrollment and classroom attendance is poor as a result of the influence by the nomadic culture which requires nomadic families to move with their livestock from place to place in search of food water. Seeing that the children cannot be left behind, they are left with no choice but discontinue the learning. Gender disparity as observed by Kibera and Kimokoti (1997) poses a challenge to formal education in Kenya in terms of the ratio of boys to girls enrolled to educational institution. In some communities, especially in rural areas where traditions are still followed, boys are mostly enrolled for an education while girls are left at home to take of the home and family. There is the belief in such communities, that educated girl would be of more benefit to her matrimonial home hence her paternal home would not be able to reap the benefits of having her educated. There are also limited alternative education programmes such as teenage mother programmes to cater for the education of those girls who drop out of school due to early pregnancies. Most of these girls have to drop out of school for some time until the time they have their babies and even then they would have to stay at home take care of their babies, limiting their chances to go back to school and finish their education. Enrollment into adult education programmes is discouraging and a challenge to the education system. Many illiterate and semi-illiterate adult fears the stigma they may receive from their family, friends and society and this may beep from enrolling into such programs. Moreover, there are a few adult education programmes and institutions which is a great challenge to those adults seeking to receive such an education. Special education to cater for those students with intellectual and or physical disabilities is minimal with most guardiansparents choosing let their children with such disabilities to stay at home rather than enroll them in special schools thereby denying them an education all together. Moreover, such institutions receive minimal funding especially from the government which makes them unable to successfully deliver. Nevertheless, there are Social emergent issues which are effecting the education directly or indirectly. HIVAIDS Pandemic which both affects and affects both the teachers and students is one of the current issues in education sector. Teachers who are infected with the pandemic may be unable to or find it difficult to attend lessons due to acute symptoms of the disease as well as the side effects of its treatment. Moreover, they may be unable to face the classroom due to the stigma associated with being HIV positive. Death of teacher from HIVAIDS is also a challenge to formal education since it contributes to teacher shortage due to the loss of trained manpower to the education sector. As for the students who are infected they may have to drop out of school due to the stigma of being HIV positive as well as being of poor health to attend school. Moreover, students who are affected have to drop out of school to take care of their infected relatives. Drugs and alcohol abuse by teachers and students is another challenge. Teachers who abuse alcohol and or drugs perform poorly as teachers since they are unable to teach appropriately or disrupt the whole learning process. Moreover, students who abuse drugs and alcohol tend to be undisciplined there by contributing to arise of conflicts in the school. Such students eventually drop out of school or are kicked out all together. Students’ indiscipline such as strikes and riots which disrupt the learning process while causing damage to school educational resources like classrooms and dormitories are frequent cases in Kenya. Violence trauma that was caused by post election violence in 2007 is a reality to the Kenyan students today. In most schools, no counseling was provided for students when the institutions opened, after the violence that followed the disputed 2007 presidential election. Some students were victims of the violence, which was witnessed in many parts of the country between January and March 2008. Without adequate counseling at the right time, such students might have rioted and burnt down school property and projecting the effects of what is commonly referred to as delayed trauma (http://www. par. or. ke/documents/policy). 2. 1 Recommendations to the Challenge of Education in Kenya The Kenya government should increase funding to the education sector to facilitate the undertaking of its mandate such as curriculum development, education research and implementation of educational policies. The 20112012 Kenya budget saw the education sector receive a boost in funding; KSH 53. 2 billion was se t aside for tertiary education,KSH 8. 2 Billion for free primary education and KSH18. 5 billion for free day secondary education, and KSH 1. 67 billion for free school feeding programme. However, with the funding made available to education sector the government still needs to place some emphasis on the management of funds to avoid the mismanagementmisappropriation of the funds. The challenges of the shortage of should also be addressed. The government of Kenya should revise the salaries and remuneration packages in teaching profession. Better benefits, salaries and remuneration packages would also trained teachers staying with the teaching profession rather than applying their knowledge and skills in other profession. Also, there could a reduction of â€Å"brain drain† as teachers would stay in Kenya to teach. Subsequently, there would be a declined in the employment of untrained teachers thereby maintaining the quality standard of education. On the part of student enrollment, the government should strive to make education accessible as possible to all. For instance the government of Kenya should provide sponsorship programmes and bursaries for those students unable to pay school fees. Moreover, for students’ marginalized areas, the government could provide mobile schools or set up intensive programme for those students from nomadic communities. The government should also establish programme to for the needs of adult education as well as special education, while conducting sensitization efforts on the importance of adult literacy and special literacy respectively. 3. 0 Conclusion This paper has described the formal education in Kenya in pre-colonial and post- colonial era. It has also looked into the current education policies that have revealed the government efforts in improving education in order to achieve its objectives. Nevertheless, it has shed light on the challenges facing the education sector in its continued development and implementations of the government policies geared towards vision 2030. It is therefore necessary for the government to address these issues and to be practical in looking for their possible solutions, so that education can fully contribute to the development in all aspects. 3. 1 References Bogonko, S. N. (1992). A history of modern education in Kenya (1895-1991). Nairobi: Evans Brothers (Kenya) Ltd. Kibera, L. W. and Kimoti, A. (2007). Fundamentals of sociology of Education. Nairobi: University of Nairobi Press. Ministry of Education [1987], Education in Kenya Information Handbook. Nairobi: Jomo Kenyatta Foundation. Mwanje. J. I. , Akoten, J. Riechi, A. , Barasa, T. , Oyugi, L. , Omolo, J. , Junge, L. , Kimbwarata, J. and Mukasa, G. (2008). Radical Reform for Kenya’s Education Sector: Implementing Policies Responsive to Vision 2030. Retrieved July 6, 2011, from http://www. /par. or. ke/documents/policy Republic of Kenya (1964). Kenya Education Commission Report, part I. Nairobi : Government Press. Republic of Kenya (1981). Second university: Report of presidential working party (Mackey Report). Nairobi: Government Printer. Republic of Kenya (1976). The National Committee on Educational Objectives and Policies(Gathachi Report). Nairobi: Government Printer. Republic of Kenya (1999). Totally Integrated Quality Education and Training (TIQET): Koech Report. Nairobi: Government Printer. Sifuna, D. N. , Chege, F. N. and Oanda, I. O. (2006). Themes in the Study of the Foundations of Education. Nairobi: Jomo Kenyatta Foundation. [pic][pic] How to cite Development of Education in Kenya, Papers

Othello Tragism Essay Example For Students

Othello Tragism Essay William Shakespeares Othello presents all of the elements of agreat tragedy, according to Aristotles definition: A tragedy is theimitation in dramatic form of an action that is serious and complete, withincidents arousing pity and fear wherewith it effects a catharsis of suchemotions (Poetics 14) He also adds, The language used is pleasurableand throughout, appropriate to the situation in which it is used. Thecentral features of the Aristotelian archetype are manifested in GeneralOthellos character. Although Othello is great, he is not perfect. He has atragic flaw, hubris (excessive pride and passion), and hamartia (some error),which lead to his downfall. However, Othellos misfortune is not whollydeserved. His punishment exceeds the crime, keeping him admirable in thetheatergoers eyes. Before Othellos tragic flaw results in his unfortunatedeath, he has increased awareness and gained self-knowledge or, as Aristotledescribes it has experienced a discovery. (Poetics 15) All of thisprodu ces a catharsis or emotional release at the end of the play. A tragedy,when well performed, does not leave an audience in a state of depression butcreates a shared, common experience. What causes Othellos downfall? Somecritics claim that Othellos tragic flaw is his jealousy while others insistthat jealousy is not part of his character, that the emotion takes over onlywhen Iago pushes him to the brink of insanity. Evidence in the play supports thenotion of insanity. Othello doesnt show himself to be jealous early in theplay. It is not until Othello is manipulated by Iagos skillful lies that he isforced to confront his jealousy and mistrust. His love and trust of Iago serveto prove his gullibility, Jealousy and self-doubt poison his sensibilities andinnocence, and the realization of his blind trust leads to his sorrowful end. Aswith most of Shakespeares tragic heroes, Othello possesses all the virtuesprescribed for the character type. He is of noble birth; he is self-controlled;he is religious; he has the respect of his men; and he demonstrates excellentleadership. His magnetism is what draws Venetian senators and soldiers alike andwhat captivates Desdemona. All of this supports the idea that he is not (at theplays opening) a jealous, enraged, or mad man. He has convincing self-esteemwhich he later loses to the deception of Iagos evil ploy. It can be noted thatOthellos character flaw is his blind trust and naivet. These character traitscontribute to his misled downfall. It would be neglectful, if not irresponsible,to overlook Iagos role in the play. His hate for Othello and Cassio drives hisevil motive through a string of lies affecting the entire cast. From the firstact, the antagonist is troubled: I know my price, I am worth no worse a place. But he (as loving his own pride and purposes) Evades them with a bumbastcircumstance Horribly stuffd epithites of war, And in conclusion, Nonsuits mymediators; for, Certes, says he, I have already chose myofficer. And what was he? Forsooth, a great arithmetician, One MichaelCassio, a Florentine (A fellow almost damnd in a fair wife), That never set asquadron in the field, Nor the division of a battle knows (Othello. I.i.11-23)Iago never reveals his dissatisfaction with the military arrangement to Othello. Instead, he makes use of Othellos innocence and trust to satisfy his wickedend. He constantly boasts of his love for Othello and patronizes him regularlythroughout the play. At Iagos first attempt to instill jealousy in the trustingOthello, he is successful. Othellos concern at Iagos implications entices himto learn more. Iago plays a verbal game with Othello to arouse suspicion. Thispiques Othellos interest and starts his mind to wonder. Iago is successful atthe point he proclaims, O, beware, my lord, of jealousy! It is the green-eydmonster which doth mock The meat it feeds on. That cuckold lives in bliss Who,certain of his fate, loves not his wronger; But O, what damned minutes tells heoer Who dotes, yet doubts; suspects, yet strongly loves! (Othello. .ub0f9ddd118588318942007d64c86255e , .ub0f9ddd118588318942007d64c86255e .postImageUrl , .ub0f9ddd118588318942007d64c86255e .centered-text-area { min-height: 80px; position: relative; } .ub0f9ddd118588318942007d64c86255e , .ub0f9ddd118588318942007d64c86255e:hover , .ub0f9ddd118588318942007d64c86255e:visited , .ub0f9ddd118588318942007d64c86255e:active { border:0!important; } .ub0f9ddd118588318942007d64c86255e .clearfix:after { content: ""; display: table; clear: both; } .ub0f9ddd118588318942007d64c86255e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub0f9ddd118588318942007d64c86255e:active , .ub0f9ddd118588318942007d64c86255e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub0f9ddd118588318942007d64c86255e .centered-text-area { width: 100%; position: relative ; } .ub0f9ddd118588318942007d64c86255e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub0f9ddd118588318942007d64c86255e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub0f9ddd118588318942007d64c86255e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub0f9ddd118588318942007d64c86255e:hover .ctaButton { background-color: #34495E!important; } .ub0f9ddd118588318942007d64c86255e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub0f9ddd118588318942007d64c86255e .ub0f9ddd118588318942007d64c86255e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub0f9ddd118588318942007d64c86255e:after { content: ""; display: block; clear: both; } READ: Buffy Media Analysis EssayIII.iii.163-168) One of the major qualities that comes to mind when assessingOthello is his trustfulness. He claims that Iago is a man of honesty and trust;To his conveyance I assign my wife (I.iii.286). Othello has noreason to distrust Iago at this point. Time after time, Othello fails to seethrough Iagos deceptions. Iago is a military man; Othello is familiar dealingwith soldiers and men he trusts and, moreover, Iago has a widespread reputationfor honesty. Othello

Steps in the Medical Billing Process Essay Example

Steps in the Medical Billing Process Paper Steps in the Medical Billing Process Yolonda Hinojosa HCR/220 November 27, 2011 Deborah Ryan Steps in the Medical Billing Process The sequence of steps in the medical billing process, are as follows: The visit: There are four steps in this category. Step1. Preregister Patients; the patient is preregistered and basic information is taken from the patient. The appointment has to be scheduled or updated and the information that has to be taken is insurance and demographic. Returning and new patients are asked for the medical reason for their visit so the appropriate appointments can be scheduled. Step2. Establish financial responsibility for visits; this step is very important to determine financial responsibility for the visit. Insured patients will be asked questions about what services are covered under their plan, medical conditions that establish medical necessity for the services, what services are not covered, and how much of the bill is the patient responsible for. You must verify patients’ eligibility for their health plan in case it has expired or there has been changes made. Step3. Check in Patients; the new patient has to be checked in when they arrive at their appointment, this is when detailed information for demographic and insurance is collected at the front desk. When a returning patient checks in they are asked to review their information to make sure everything is still the same as the last time they visited. The clerk will also check to make sure that they do not have any past due bills that need to be taken care of. We will write a custom essay sample on Steps in the Medical Billing Process specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Steps in the Medical Billing Process specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Steps in the Medical Billing Process specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Step4. Check-out Patients; the patient will be checked out after their visit with the provider and the provider gives the findings to the check-out clerk so they can record the medical codes for the visit that will be billed to the health plan and the patient. The Claim: There are three steps in this category. Step5. Review coding compliance; the coding compliance must be reviewed in order to insure that they all satisfy official requirements. There are guidelines that must be followed when codes are assigned and checking for oding errors are vital to this review so that the payer will pay the proper charges. Step6. Check billing compliance; the billing compliance is checked for each charge, or fee for a visit, each procedure has a specific code. Separate fees are associated with each code, but not all codes are billable. Step7. Prepare and transmit claims; this step is a major one for the medical billing process in order to assure that the preparation of accurate and timely claims. If this step is skipped then the provider cannot be paid for services rendered. Post Claim: There are three steps in this category. Step8. Monitor payer adjudication; this should be done after claims have been sent to health plans because it is important to collect payment as soon as possible. These payments as well as those from patients are the practice’s accounts receivable and this money is used to run the practice. Step9. Generate Patient statements; the statements must be generated in order for the patient to know the amount they owe after their health plan and any other insurance has paid their portion of the bills. Step10. Follow up patient payments and handle collections; following up patient payments and handling collections is also an important part of the medical billing process, it assures that the patient accounts are paid in a timely manner in order to keep them from going to collections. Patient payments are analyzed regularly for over-due bills. Reference Valerius, J. , Bayes, N. L. , Newby, C. , Seggern, J. I. (2008). Medical Insurance an Integrated Claims Process Approach (3rd Ed. ). New York, NY: McGraw-Hill.

Falling In Love †Poem

Falling In Love – Poem Free Online Research Papers 2 Am. She walks while I lay. Breathing heavily. Palms sweating and thoughts running. Emotions have been spilt through the ink I embedded so clearly on the letter I gave you. I Lay contemplating, and these thoughts smothering my sleep. Thoughts of confusion, and an overwhelming desire. A Desire for future; a future. I tilt my head towards the curtain filtering the world, yet gliding with the night’s breath. Slowly I pull my body from comfort and thrust my legs from the covers. Naked and exposed to the unknown I pull my body through the small space between the top and the cill of natures own air-conditioning. Freedom of movement allows me to bask in the moons glow of light. I sink into my minds thoughts. I feel internally cold, freezing; frozen. Is the summer night’s warmth the only thing keeping my body from failing to shutdown? Maybe. I yearn for a moment; a break from the usual pessimistic views, traveling at a speeds science can’t explain down my highway of thoughts. I need the peace she sends. It’s so surreal. Our Love. Just â€Å"us† in general. The dark the light. The un-accepting family, the undeniable; unthinkable love. The girls’ school. Everything is so clichà ©, yet so surprising and so unexpected in all of our ways. It’s hard our love at school, but its how everything started; so why is it seeming more difficult lately? My eyes constantly search and scatter themselves across and down the corridors for the matching eyes staring back. You looking at me. Peace washing and cleaning all uneased feelings throughout my mind. All is healed when the sudden glimpse strikes, even for that mere second, all is then complete. My hand swings limp and bare without the grasp and protection your hand seems to give. Throat parched with the jaw dropping, hanging under its lock and shallow breathing, waiting for your presence. My shoulders cold and uncovered without your arms sheltering their motions. My laugh echo’s aimlessly with no path leading to its destination. This all when you’re not by my side. These, just a few of the things I feel without you next to me. These aren’t just words, but devastating actions that take place within me, with severe loss leaving me empty and searching for your security. I love you. Loving you, to love you means a whole lot more than words of a feeling. Actions take place, then feelings leak and embed themselves within the body. The heart skips at a pace un-timable. The stomach turns in directions, compasses are unable to predict. The mind spins in corners of a circle. The hands leak, though luckily the skin filters. The mind is numb to all but you. If my air could lift you, my throat is at drought. You hold the strings that direct my smile, the cords my laugh bellows and the force behind my tears. You’re the tune to my song and the light to my praises. I admire your strength and love, your passion and care. You are beautiful and you’re my world. Just keep spinning. My thoughts have been broken. Your touch jolts through body, and trapped within my mind I was unable to realize you joined me on the balcony. You eyes searching and flickering at mine. Searching for an answer or truth; perhaps both. I sink. The chair holds me, hugs me and keeps everything from spilling to the ground. You try to speak, but like sand to the tide your voice is smothered by millions of drowning waves and words. I turn away and you drop to your knees. My attention is brought to your body curled onto your knees, hands capturing your tears as they make paths down your innocent cheeks. I start to breathe faster and faster as I try and explain my words on that paper. My mind relapses into emptiness. As I’m about to clutch the perfect confession, you begin to scream. You stare up at me, with eyes of devastation, betrayal and all with sadness and a lost path. Standing and stabilizing your body, your words are flooding from your mouth not attentive to the new path the tears are escaping into. Aware and penitent, I stand and try to hold you. You scream louder and begin to push and slap me, punch and kick. Your words not making any sense and adjoining until you stop and sink into my shoulder. â€Å"Please. No† slip from your moistened lips. A tear escapes from my eye and I apologize. You straighten and collect your self. Searching for your bag and jacket, your head hangs and your eyes pursue to leak emotions replacing the words. I try and stop you, aware that it’s too late. Your eyes finally making connection to mine once again breaks my wall of stabilized explanations. I let you climb through my window. I watch you walk out my door. I hear your foot steps leave their mark for the very last time on my stairs and wait for the door to close. Waiting no more I see you rush to your car trying to collect yourself and failing. Watching my life slip away into the car I barely see your lights down my street and within moments you’re gone. Unable to explain or justify my secret I bawl and spread my body across the balcony. The last action taking place. Ever. Excuse me mam? The hospitals environment making everything so clichà ©, he found the attention he was looking for. â€Å"Mam I’m so sorry, we lost Rachael.† The cancer spread and defenseless I was defeated. Research Papers on Falling In Love - PoemThe Spring and AutumnThe Hockey GameHonest Iagos Truth through DeceptionMind TravelPersonal Experience with Teen PregnancyHip-Hop is ArtLifes What IfsCapital PunishmentComparison: Letter from Birmingham and CritoMarketing of Lifeboy Soap A Unilever Product

Taxation - Assignment 1 Example | Topics and Well Written Essays - 500 words

Taxation - 1 - Assignment Example   Consumptive taxes are levies on sales of commodities that are subject to use by a business or an individual. While some people understand that a small fee is added on to the buying of commodities in stores, many overlook additional taxes. An example of a consumptive tax is hunting or fishing. Travel fees and toll road levies are also part of consumptive taxes. The IRS carries out three different types of audits: fields audit, office audits, and correspondence audits. If one is audited, the IRS notifies them in writing indicating the type of audit they are conducting. In an office audit, a taxpayer physically takes their documentation to an IRS branch office where IRS examiners review the details of the taxpayer’s documentation. Instances of IRS office audits include circumstances where a taxpayer claims abnormally high deductions and the IRS wants to see the conforming support documents to verify that the information is accurate. A correspondence audit is the mildest audit and normally occurs due to minor mistakes on a taxpayer’s tax returns. Usually, a taxpayer mails the relevant forms and documentations to IRS to complete correspondence audit. The IRS then reviews the full information send by the Customer and closes the audit after addressing all issues. Under Field audit, IRS auditors visit the office or home of the taxpayer to verify that the tax returns were accurate. The main dissimilarity between a field audit and an office audit is that a field audit happens on the premise of the taxpayer while an office audit happens in the IRS branch office. Individuals may request the IRS to perform the field audit at the premise of the taxpayer’s accountant. The main aim of audits from a government’s point of view is to ensure that every taxpayer adheres to the same tax laws and that the taxpayers are reporting and paying taxes correctly. IRS Tax Audits

Film Review Movie Example | Topics and Well Written Essays - 500 words

Film - Movie Review Example However, the film was nominated for the Academy Awards for best ‘makeup’. Best Character and Scene form the Film The novel ‘Frankenstein’ as well as the film captivates a volley of characters within the plot. The character which is most fascinating and appealing is evidently ‘The Creature’ played by Robert De Niro as it is presented as the product of an experiment with corpse and electricity. The kind of makeup which was put on Niro was definitely quite bizarre and heavy in order to make him awful. The way Robert De Niro carried the makeup throughout the film, makes his acting commendable. The attire and the makeup became a coherent part of his personality throughout the film. The way Robert De Niro displayed the bestial qualities within the creature; it almost compelled the audience to think that he is a real corpse electrified to life incarnated. Also at times, the emotions displayed by the awful creature are not an easy job to exhibit but an expert actor like Robert De Niro could make it possible. For an average or general actor it is not an easy task to portray emotions with attire and make up of a beast.

Lab identification of Clostridum difficil Essay - 1

Lab identification of Clostridum difficil - Essay Example Antibiotics are common in altering the colonic flora, thus the correlation. Today, the infection has attained a global threat level, with deaths in large economies such as the United States estimated at above 14,000 per year. Diagnosis of Clostridium difficile is usually complicated since its outcomes are similar to those shown by other bacteria such as Campylobacter spp., Clostridium perfringens, or Salmonella spp. Several diagnostic methods exist, such as Colonoscopy, stool assays, and medical imaging, vary in their level of efficacy. This study will expound on the several diagnostic techniques of Clostridium difficile with regards to their effectiveness towards its assessment and treatment. Several indicators may lead indicate that one has the Clostridium difficile infection. Common symptoms include excessive recurrent dehydration, fever, tenderness in the lower abdomen, fever in some cases, general body discomfort (malaise), cramping abdominal pain, and diarrhoea that might be watery or in rare cases, bloody. Further suspicion might arise if these symptoms occur in patients who have received antibiotic treatment within three months’ time. Additionally, patients who are hospitalized also stand higher chances of contracting the Clostridium difficile infection. Finally, the diagnosis for the infection might be necessary if a hospitalized patient has recurring diarrhoea for about forty-eight hours. Although most of the mentioned cases are mostly within hospital settings, Clostridium difficile is also common away from medical centres. The risk of infection by Clostridium difficile depends on two factors; the exposure to the bacteria and exposure to antibiotics. The occurrence of Clostridium difficile is highest in infants, accounting for about 84.4%. Residents in long-term care facilities come second with about 57% occurrence, while occurrence in healthy adults accounts for about 5-15%.

The Fencing Problem | Mathematics Problem

The Fencing Problem | Mathematics Problem The Fencing Problem. A farmer has exactly 1000 metres of fencing and wants to fence off a plot of level land. She is not concerned about the shape of the plot, but it must have a perimeter of 1000m. Which shape, with a perimeter of 1000m has the maximum possible area? Let us start off with a isosceles triangles. The area of an isosceles triangle can be computed by using the Area=  ½ base x height formula.   Let us start of with the equilateral triangle. Then each side has length 1000/3=333.4. We need to calculate the height. For this we use trigonometry. The height(h) divides the triangle in two identical right angles. All the angles are equal and add up to 180 ° so angle C is 60 °. Then,   since, tan C= height/adjacent we have that height=tanC x adjacent So area of triangle is  ½ x 166.67 x 333.34 x tan 60 = 48114.4 Next suppose we shorten the base so that it’s 300 m in length. Then the other two sides are 350 m each.   Here we don’t know the angles but we can use Pythagoras’ theorem to obtain the height. We get 150^2+h^2=350^2 which means h^2= 350^2-150^2=100000 and h=316.2 So area of triangle is  ½ x 300 x 316.2=47434.2 Next we shorten the base consecutively another four times and perform the same calculation. The results are displayed in the table below. Base m Side m Area m^2 334.34 333.34 48114.4 300 350 47434.2 250 375 44194.2 200 400 38729.8 150 425 31374.8 100 450 22360.7 It is clear from the table that the area decreases and that the equilateral triangle has the largest area. Next we consider rectangles. A square with a perimeter of 1000 m has sides of length 250 m and thus the area   250250=62 500 squared meters. Let us stretch the square by 25 meters to 275. To keep the 1000 m perimeter the horizontal sides shorten to 225. The area is 275225=61875. We repeat this procedure and show the results in the table below. Hight m Width m Area m^2 250 250 62000 275 225 61875 300 200 60000 325 175 56875 350 150 52500 375 125 46875    We can see that the squre has the greatest area and that the area decrases as the square is stretched. We can see that the area would eventually be zero as the wiidth gets smaller and smaller and close to zero. Also we see that the the square has a greater area than the triangle. Let us examine shapes with more sides to see if the area increases. Thus we should calculate the agrea of a   regular pentagon.   It can be divided into 5 isosceles triangles with each of the sides as a base. Using the same procedure as when we calculated the area of the equilateral triangle we can calculte the area of the triangle in the pentagon. Multiplying by 5 we get the area of the pentagon. Each side has length 1000/5= 200. The angle at the centre is 360/5=72. As this is an isosceles triangle we get that the other two angles are (180-72)/2=54. So height=tan54 x 100 and the area of the triangle is  ½ 200 x tan 54 x 100=13763.8. Now we need to multiply by 5 to get the area of the triangle. We get Area= 68819.1 m This is bigger than the square. Let us construct a formula for the general n-sided polygon. The length od each side is 1000/n. The central angle is 360/n. So the other two angles are (180-360/n)/2 which simplifies to   90 –180/n. That gives the formula for the height h=tan(90 –180/n) x (1000/2n) and the area of triangle is    ½ 1000/n x tan(90 –180/n) x (1000/2n). We need to multiply the number of sides which gives Area=500 x tan(90 –180/n) x 500/n. Using this formula we calculate areas for a n sided polygon as n increases. The results are shown in the table below. Number of sides Side length Area 5 200 68819.1 6 166.7 72168.8 7 142.9 74161.5 8 125 75444.2 9 111.1 76318.8 10 100 76942.1 11 90.1 77401.9 15 66 78410.5 30 33.3 79286.4 1000 1 79577.2 It is clear that as the number of sides increases so does the area. But as the number of sides increases we get closer and closer to the shape of a circle which can be thought of as the an infinitely sided polygon. Thus the shape with the largest area is the ciscle. What is the area of a circle with perimeter of 1000m? 2x Pi x radius=1000 so radius=159.2. From the formula for the area of a circle, Pi x r^2, we get the area 79622.53 The Sarbanes–Oxley Act of 2002: Overview and Impact The Sarbanes–Oxley Act of 2002: Overview and Impact Sarbanes Oxley Companies Abstract The Sarbanes–Oxley Act of 2002 was passed on July 30, 2002 and only the public companies are now feeling its impact. This act frequently called the â€Å"most significant accounting or auditing legislation since the securities exchange Act of 1934†. After the implementation it has established its demands to the companies for proper management and disclosure of risk. Nortel networks is a giant corporate in telecom industry and as it is expected they also have faced the challenges come from the SOX act. Some of them are in favor and some are against the Nortel. ‘SOX’ has manipulated a larger impact on Nortel internal employee and external customers as well as their financial statement. The outcome of the Nortel is clearly different from before implementing the SOX. This paper is to develop a deeper understanding of the SOX, how it governs the public corporate, financial disclosure and practice of public accounting in general sense. Besides this it will focus on the outcomes of Nortel network after implementation of SOX and its financial statement. Introduction There have been found a number of corporate financial scandals (e.g. Tyco International) that provides various type of weakness in the governance and auditing practice in the organization. It represents the failures in controlling the reliability and integrity to the stock markets. The scandals cost billions of dollars for the investors when the affected companies were collapsed. As a result, these scandals make upset the public confidence in the nation’s security markets. The Sarbanes–Oxley Act was passed in positive response by the American congress on July 30, 2002 in response to a number of major corporate and accounting scandals and these scandals in result of decreasing the investors or shareholders confident on investing on the share market. To restore their confident, a new regulation from SEC (Security and Exchange Commission) is implemented. The act was granted by a vote of 423-3 by the House and by the Senate 99-0. So, it can be said that the act had not to face approving challenges. The Sarbanes–Oxley Act gives the government a strong control. This act is commonly known as Sox or Sarbox act and it consist of eleven titles. Each title contains different sections and setting from further corporate board tasks to criminal penalties. The Sarbanes–Oxley Act was named after senator Paul Sarbanes and Representative Michael G. Oxley. President George W. Bush signed it into law, stating it included, â€Å"the most far reaching reforms of American business practice since the time of Franklin D. Roosevelt†. The established legislation is applicable for all U.S. public company boards, management and public accounting firms. This new legislation is an enhancement to standardize the process for all US public companies; the companies will become more transparent on company board, Management and public accounting firms. For example, the Tyco International case reduced the confidence and shocked the investors in the listed companies in the share market and the liable reporting authorities. So, the purpose of the act was to recover the confidence and make tight the government rules and regulations on the companies to keep them under control. The consistent financial reporting process is ensured by this act. Consequently, the reliability to the public in accordance with disclosure is increased. The telecom professionals found themselves under the force to fulfill the regulation within a short time. By doing this they can keep away from any criminal accusations. The most important provisions of  the  Sarbanes–Oxley Act include: Accelerated reporting of trades by insiders Public reporting of CEO and CFO compensation and profits. Auditor independence and a prohibition on audit firms offering value-added services. Companies are now required to have an internal audit function, which must be certified by external auditors Certification of financial reports by CEOs and CFOs. This paper presents a real understanding on the Sarbanes–Oxley Act and its impact on the telecom industry. It also provides the controls adopted by the authority to maximize the financial reporting process. Besides these, it would give a clear idea that will act as a guideline on what possible interface control may need to implement to the telecom governance and accounting process. Literature review From a number of financial scandals the act Sarbanes Oxley has been evolved. This act provides some important and practical provisions for the public companies. There are eleven titles under the Sarbanes–Oxley Act of 2002 and these are: Public Company Accounting Oversight Board (PCAOB), Auditor independence, Corporate responsibility, Enhanced financial disclosures, Analyst conflicts of interest, Commissions resources and authority, Studies and reports, Corporate and criminal fraud accountability, White collar crime penalty enhancement, Corporate tax returns, Corporate fraud accountability. All these titles provide fifty seven sections overall. The public accounting, public corporate or financial disclosure, all these are the boundary of Sarbanes–Oxley Act. The impact of Sarbanes Oxley 2002 on the Nortel networks in the telecom industry in regarding to its internal employee and external customer. Moreover, the outcomes of the Nortel telecom after the implementation of Sarbanes–Oxley Act. Some implied recommendations from this act and also some limitations of different sections. An overview of SOX act Public company accounting oversight board (PCAOB) Title one has nine section and it establishes public company accounting oversight board. This public company accounting oversight board is to provide independent oversight of public accounting firms providing audit services. It also deals with the auditors registering, defining the specific process, subject to the securities laws, and related matters. It is to ensure the public confidence in the preparation of informative, accurate and independent audit reports. The board will be termed as a body corporate, operated as a nonprofit organization. Auditor independence Title two also consists of nine sections and it establishes the independence of the auditors. This act provides a standard for the external auditors which limit the conflicts of interest. Furthermore, it also refers the approval requirements for the new auditors. Partner rotation policy, conflict interest issues, auditor reporting programs are in this boundary. According to the section 201, it is not approved to do other kind of business for the auditing companies, which are apart from with the same clients. Corporate responsibility Title three consists of eight sections and it emphasizes on the responsibility of the senior executives. The senior executives will be responsible for the accuracy and validity of corporate financial reports. It also establishes the responsibility by the corporate officers about the accuracy and completeness of the corporate financial reports. Besides this, the interaction between external auditors and corporate audit committees has been specified through this act. There would be no improper manipulation on conduct of audits. Forfeiture of certain bonuses and profits, officer and director bars and penalties, insider trades during pension funds blackout periods, fair funds for investors, all these will be treated as the corporate responsibility. For example, according to the section 302, it is implied that the company should be responsible for approving the integrity of their company financial reports. Enhanced financial disclosures There are nine sections in the title four and it mandates the requirements for financial transactions, such as off balance transaction. In addition, pro-forma figures and stock transactions of corporate officers are described under this act. The accuracy and validity of financial reports and disclosures is dependent on the internal controls to be ensured. There is the possibility of material change in financial condition. It enhanced conflict of interest provisions of personal loans to executives. This act provides the disclosures of transactions involving management and principal stockholders. Management assessment of internal controls, exemption, code of ethics for senior financial officers, disclosure of audit committee financial expert, enhanced review of periodic disclosures by issuers, real time issuer disclosures are the section included in this title. Analyst conflicts of interest This title consist only one section and it emphasizes on to restore the confidence of the investors in the reporting of securities analyst. This title defines the code of conduct that is applicable for the securities analyst and it emphasis the disclosure of knowable conflict of interest. Commissions resources and authority This title six consists of four sections and provides practices to recover the confidence in securities analysts. It also defines the authority of Security Exchange Commission to censure or bar securities professionals from practice. It also provides the information about which person can and cannot be barred from practicing as a broker, advisor or dealer. Studies and reports Title seven consists of five sections and enhances the conducting research to prevent the violence that may occur by the SEC registrants and auditors. Effects of consolidation of public accounting firms or role of credit rating agencies in the operation of securities market or securities violations and enforcement actions, and whether investment banks assisted and others to influence earnings and obfuscate of true financial condition are the boundary of this title. Corporate and criminal fraud accountability Title eight ‘corporate and criminal fraud accountability’ consists of seven sections and it is referred to as the â€Å"corporate and criminal fraud act of 2002†. Specific criminal penalties for fraud manipulation and destruction or alteration of financial records or other interference with investigation all these are provided by this act. White collar crime penalty enhancement Title nine â€Å"white collar crime penalty enhancement† consist of two sections and this section is also known as â€Å"white collar crime penalty enhancement act of 2002†. This section of title nine defines the criminal penalties that associated with white collar crimes and conspiracies. It provides the more reliable guidelines and specially adds failure to certify corporate financial reports as a criminal offense. Corporate tax returns Title ten â€Å"corporate tax returns† consists of only one section which states that the chief executive officer should sign the company tax return. Corporate fraud accountability Title eleven â€Å"corporate fraud accountability† consists of sevens sections. According to the section 1101 it has been recommended that this title can be named as â€Å"corporate fraud accountability act of 2002†. This act is to find out the corporate fraud and records which could temper the criminal offenses. It identifies these offenses and joins those offenses to specific penalties. This not only provides this description but also revises sentencing guidelines and strengthens their penalties. Conceptual framework of this study This paper conducts a study about the impact of SOX act on the telecom company. The Sarbanes Oxley 2002 act is to present a detailed report on a company’s internal controls over the SEC. in addition, the overall review of SOX in a short way to understand deeply is the framework of this study. It would be difficult to get the right information from the respondents. The respondents may be unaware about the significance of the survey. Besides this, complexity in data collecting system may hamper the study paper. Multifaceted questions and difficult language is an obstacle to get the proper records. So, easy and understandable language will be used. Sarbanes–Oxley Act 2002 and the practice of public accounting According to the Sarbanes–Oxley Act 2002 all public accounting firms who wish to provide auditing function for the purpose of publicity traded companies need to register with the board. This act provides the scope of audit practice and reports, details investigation and defines conflict-of-interest prohibition. The SOX itself has changed or affect the practice of public accounting system of Nortel. Nortel believes that all adjustment is necessary for presenting a fair financial statement. It expected to everyone that the practice of public accounting will be fair in a manner. Before the Sarbanes–Oxley Act passage, the firms did not have to usually disclose stock-opinion grants to the Security and Exchange Commission unless the close of the business year. The firms had to disclose the stock-opinion within two business days after issuance. Sarbanes–Oxley Act has become now a law. Accounting, financial reporting and tracking of sales activities all these are affected by this act. Sarbanes Oxley is to be said as a mandatory which is applicable for all listed companies in the U.S. whether foreign or not and compliance is not an option. In case of Nortel the effects of SOX has begun. Like much of the business community, the public financial report is very crucial to present in a systematic way. The growing number of restatement and so many other certain public accounting practices which shake the public confidence in the financial reporting system has been seen for a long time. Although it is difficult to measure the effect of accounting issues on the investor confidence, various efforts to find out investor confidence have been made. For example, a survey based index provides the public opinion in regarding to the accounting practice. Public cite public accounting practice as a difficult and complex issue, which has negative impact on the stock market. Some surveys indicate that after implementation of Sarbanes–Oxley Act in July 2002. â€Å"Other sources such as empirical research studies and academic experts generally suggest accounting issues have negatively affected overall investor confidence and raised questions about the integrity of U.S. markets†. (GAO October, 2002). According to the Sarbanes–Oxley Act 2002 in the audit committee at least one member would be financially literate. The audit committee consists of minimum three members. However, SOX puts a strong emphasis on audit committee function with respect to the company’s relation with an external auditor. As a result the audit committee of each issuer becomes directly responsible appointment, compensation and oversight of the work of any registered public accounting company employed by that issuer. (Didenko Pavel) At first Sarbanes–Oxley Act creates a nonprofit corporation that is â€Å"public company accounting oversight board† or PCAOB. Its â€Å"five SEC-appointed members (of whom two will be CPAs), financed by new public company fees, will register, inspect and discipline public accounting firms, including foreign firms in certain cases, as well as establish and enforce auditing, quality control, and independence standards.†(McTamaney, Aug 9 2002). Because of the new Sarbanes–Oxley Act the audit firm itself now will turn around its guide audit partner every five years. Hence, the sec 103 of the Sarbanes Oxley enhances public accounting firms to prepare, maintain and continue a period of time which is not less than 7 years. Section 104 allows the advisory board to maintain and review all audit papers for a period of 5 years from the end of the fiscal period. The section 105 of SOX provides the authorization to the oversight board to perform a wide investigation of auditing firms. Besides the auditing firms associated persons are to be conducted through broad investigation and the act authorizes the board to â€Å"require the production of audit work papers and any other document or information in the possession of a registered public accounting firm or any associated person thereof.† (Patzakis John, 2003). Accounting did not cause the recent corporate scandals such as Enron and WorldCom. Unreliable financial statements were the results of management decisions, fraudulent or otherwise. To blame management’s misdeeds on fraudulent financial statements casts accountants as the scapegoats and misses the real issue. Reliable financial reports rely to a certain extent on effective internal controls, but effective internal controls rely to a large extent on a reliable management system coupled with strong corporate governance. (A management system is a process of planning, executing, and control for all business processes in an organization.)