Proficiencies of Human Resources Manager Essay

HR Proficiency: Employee selection, training and compensation falls under this proficiency. It represent traditional knowledge and skills in those areas. †¢Business Proficiency: A Human Resource Manager has lots of duties and responsibilities. To assist top level manager for formulating strategies a HR manager should be familiar with strategic planning, marketing, finance, production, etc. Those knowledge will help top level manager to formulate new strategies for the company. †¢Leadership Proficiency: A HR Manager should posses Leadership Quality. This is must for a HR Manager. They need to have the ability to control and manager a team and lead the workforce toward a specific goal. HR managers also need to aware about modern changes and will lead the team as it permits. †¢ Learning Proficiency: Without learning nothing can be achievable. A HR manager must learn new things and need to be updated as time passes. Technologies are changing rapidly, learning proficiency will help to cope up with this changing environment and control the workforce in an effective way. He or she must have the ability to stay abreast and apply all the new technologies and practices affecting the profession. For Example is Perusahaan Listrik Negara (PLN), their recruitment involving a series of test and selection. After they are recruited to PLN, they received training in order to make them professional that have integrity, proactive, skills and have experience along with strong mentality. To ensure that the new recruitments are capable, effective & up to the standard that PLN set. And that this will be affected for the future of PLN itself.

Chanel’s Exhibition Compared to Vermibus Essay

Two exhibitions, both held during October 2012, will form the bases of this comparative essay. Chanel’s fashion photography exhibition entitled ‘The Little Black Jacket: Chanel’s Classic Revisited’ held at the Saatchi Gallery 12th October – 4th November 2012, and Vermibus’ display of appropriated adverts called ‘Unmasking Kate’ shown at the Moniker Arts Fair 11th -14th October 2012 will be used to explore the links each exhibition has to the themes of advertising and celebrity. ‘The Little Black Jacket: Chanel’s Classic Revisited’ is a celebration of the ‘timelessness’ (Saatchi, 2012) that is the Chanel jacket first introduced in 1953 (Armstrong, 2012), which Karl Lagerfeld, the creative director for Chanel, has revamped for the twenty-first century. ‘The Chanel jacket is a man’s jacket which has become a typical feminine piece†¦Ã¢â‚¬â„¢ (Lagerfeld cited Making of- The Video, 2012), co-writer and photographer for the exhibition Lagerfeld, articulates the versatility of the garment, which is a key theme expressed throughout the show. The exhibition consists of 113 photographs of celebrities modelling (Saatchi, 2012) the jacket to which the entire exhibition is a tribute to (Saatchi, 2012). In contention with the notion of product and brand celebration the Spanish-born artist Vermibus presented his ‘Unmasking Kate’ series at the Moniker Arts Fair, ‘†¦now in its third year, the fair†¦[of] contemporary artists with urban roots†¦[is] an assembly united by a desire to rebel’ (Spence, 2012). Amongst the rebels is street artist and ex-branding photographer turned contemporary artist (lamono, 2012), Vermibus. The principle of his work is the appropriation of designer advertising posters found publically, as a statement against the image of our materialistic consumer driven society (Finucane, 2012). The title of Vermibus’ current series ‘Unmasking Kate’ refers to both his method of appropriating the posters and to his subject, namely the model Kate Moss. Vermibus argues that he uses Moss’s image ‘†¦because she has been the flagship of fashion for the last 20 years’ (Lamono, 2012) and is therefore an easily recognizable icon of modern fashion and consumer society ‘Kate Moss †¦had to construct thousands of masks to hide her fears†¦ [she] internalized those masks from the beginning and we bought them all†¦Ã¢â‚¬â„¢(Lamono, 2012) Vermibus reveals his ideas about masks fueled by the advertising industry. He further uses Moss’ image to show, simultaneously, the vulnerability of the human subject and the medias exploitation of the notion of celebrity. This theme parallels the way Andy Warhol used Marilyn Monroe’s image after her death (Modern Masters: Andy Warhol, 2010). Likewise, the Chanel exhibition echoes some Warhol themes, yet using the celebrity image to celebration its brand and product originally from the 1950’s (Modern Masters: Andy Warhol, 2010). The exhibitions work on Warhol themes differently either to criticize or celebrate advertising and product branding (Modern Masters: Andy Warhol, 2010). The title of the exhibition ‘The Little Black Jacket: Chanel’s classic revisited’ uses a play on the now clichà ©d notion of ‘the little black dress’ this seemingly playful reference to an item that Coco Chanel arguably made ubiquitous in 1926 (Fritz, 2012) as ‘a uniform for all women of taste’ (Crystal, 2007) carries the suggestion that the redesigning of the Chanel jacket has caused the garment to become as revolutionary and versatile as the little black dress and thus deserves the same universal appeal and fashionable credibility. This is further reflected in the exhibition’s promotional use of words such as ‘classic’ (Armstrong, 2012), ‘iconic’ (Saatchi, 2012) and ‘timeless’ (The Exhibition Opening – The Film, 2012), phrases often made in reference to the little black dress, conveying the item as an essential part of both a man and woman’s collection, in this way almost surp assing the success of the little black dress. Despite their difference, the most prominent connection between both exhibitions is the use of fashion photography. While Vermibus appropriates already publish photographic based adverts, Lagerfeld endeavours to create a series of fashion photographs, seemingly ready for an advertising campaigns (fig:1) sans the alluring taglines and buyer information. However, perhaps text is not necessary in conveying advertising messages: ‘As advertising has become so subject to the influence of photography that in some cases it is nothing other than fashion photography in its pure form.’ (Zahm, 2003 p.267) Lagerfeld’s photography could, therefore, be read as adverts for the Chanel jacket. This is illustrated in the use of a shallow depth of field added to the blank studio backdrop, uniform in all of Lagerfeld’s shots and reminiscent of many advertising campaigns. The technique seems to encourage the viewer to read the model as the main focus of the shot. The positioning of the models, strictly following the rule of thirds in all displayed images, seems actively styled to further accentuate the Chanel jacket as it is after all the subject of the photographic exhibition and perhaps the product to be endorsed. Looking at the images from this angle makes the work seems more sinister; putting the gallery viewer in the position of a consumer. Vermibus’ acquired advertising posters are often comparable in style and content to those featured in the Chanel exhibition. The Vermibus technique involves the systematic removal of layers of gloss and colour from the face of the models (fig:2) using solvents such as white spirit ‘in a unique painting counter-action’ (Open Walls Gallery, 2012) creating gestural, painterly brush marks reminiscent of Lucian Freud ‘s ‘naked’ series (fig:3). This method of working directly on to the photographic image creates an interesting juxtaposition between the flat, glossy, original photographic elements left untouched in the clothe and hair of the advert compared to the textured, painterly brush marks and colours crated by the solvents application on the glossy flesh of the models image (Finucane, 2012). This all helps to convert the adverts ‘†¦flawless and sanitized icons†¦into harrowing and contorted figures evocative of ‘Francis Bacon’s seminal works’ (Finucane, 2012) (fig:4). Through this treatment Vermibus is trying to uncover the essence of the figures by ‘dehumanizes those figures †¦ trying to find the aura of the individual, the personality that was lost†¦Ã¢â‚¬â„¢(Moniker Art Fair, 2012) in the world of advertisement, which seems in direct contention with the image and brand driven concept of the Chanel exhibition. Nonetheless, a form of distortion is also evident in the instillation part of the Chanel exhibition (fig:5), large glass etched version of selected prints create intertextual connections to the work of pop artist Roy Lichtenstein (fig:6) namely in the use of the pixelated bendy dots and primary colours. Through pixelating the benday dots Lagerfeld seems to marry a nostalgic past of image reproduction with modern-day digital innovations. This mirrors the merging of past and present in fashion exhibition. The link to Pop Art is further contextualised as the original Chanel jacket would have debuted around the time that the pop art movement was emerging (Gersh-Nesic, 2012). Unlike many Pop artists and Lagerfeld’s work, Vermibus eradicates branding from his work. Then returns the adverts to their original places in the advertising shelters as ‘gifts for the passers-by’ (Moniker Art Fair, 2012 p.19). As he stats that ‘private companies have taken over these spaces and what I want to do is return them to the public’ (Lamono, 2012). Chanel’s exhibition in this way also stands in contrast to the notion that a luxury brand ‘buys its way into our public spaces [and it] must be passively accepted as a one-way information flow.’ – (Klein, 2002). This is an argument held and expressed within the work of Vermibus. Instead of following this traditional model of advertising which relies heavily and spend vast amounts of money on limited single-way communication advertising (Jackson, 2009), Chanel arguably used a credible gallery to advertise under the guise of culture enrichment; a ‘more interactive, experiential and customised communication’ (Jackson, 2009, p. 273). However, Anderson (2000) argues that shows like this ‘illustrates [the] approaches taken by those in the commercial sphere, who are completely unfettered by museological traditions’ (Anderson, 2000, p.386). However, the Saatchi gallery; was set up by Charles Saatchi like many ‘high net worth individuals who operate their collections like museums for the public’ (picassomio.com) thus needs not to uphold traditions of the museum and is not duty bound to provide advertisement-free exhibitions. This may seem like devious undercover advertising ‘†¦however visitors will construct their own coherence†¦.which may or may not comply with that of the curator†¦'(Hooper-Greenhill, 2000, p.7) thus the advertising undertones of the exhibition may be passively accepted or rejected by viewers. In this way Chanel opens the flow of communication, although, arguably ‘even the best fashion photography is still an industry in service of industry’ (Zahm, 2003, p.265). Therefore, in blurring the lines between free cultural experiences and marketing gimmicks Chanel is clearly attempting to increase their revenue, as Lagerfeld affirms ‘I am not a commercial person †¦ but the final complement is†¦when you buy [the product]’ (The World of Karl Lagerfeld, c.2010). The fact that Lagerfeld’s creative and corporate elements merge in the exhibition is sinisterly convenient ‘†¦it is undeniable that the motivations of designers to co-operate with curators in having their work displayed in museums are largely about prestige, self-promotion and profit’ (Anderson, 2000, p. 375) marring the impression of such exhibitions as nothing more than an oblique advertising campaign. The ‘anti-publicist’ (Lamono, 2012) Vermibus’ illustrates his distain for the advertising industry which Lagerfelds work seems to represent, ‘the brands goal is to remove the model’s identity†¦the model is not a person any more but an image whose only value is for selling’ (Finucane, J. 2012). Vermibus’ ideas are reminiscent of the Situationist International’s concepts of the spectacle (Debord, 1957-61) equally, Vermibus’ appropriated posters carry strong connections to their notion of detournement ‘reusing preexisting†¦elements in a new ensemble’ (Debord, 1957-61). Thus Vermibus’ symbolic use of white sprit on adverts, can act as an allegory for reestablishing identity from the spectacle. This notion of brands taking over ones identity is also suggested in the Chanel exhibition video ‘†¦and with each person’s personality the jacket lives through them †¦Ã¢â‚¬â„¢ (Chloe Moretz cited in ‘The Exhibition Opening -The Film’ 2012) presenting the consumer product as a sort of symbiotic parasite using and replacing the identity of the wearer. This relates further to Williamson’s (1995) argument that ‘people are made to identify themselves with what they consume’ (Williamsons 1995 p.13). People become use brands and styles to project their identity through non-verbal communication thus: ‘Advertisements are selling us something else besides consumer goods†¦in providing us with a structure in which we and those goods are interchangeable, they are selling us ourselves.’ (Williamson, 1995 p13) This would explain why so many of the videos produced by Chanel surrounding the Black Jacket exhibition continuously stress the versatility of the jacket ‘†¦ You can do a lot with it†¦it suits everyone’ (Carine Roitfeld cited in Making of – The Video, 2012) conveying almost subliminally that people need to have this item that can fit their already established style; ‘the bohemian look, the Victorian look, the more kinda [sic] fun Kate Moss look†¦Ã¢â‚¬â„¢ (Chloe Moretz cited in The Exhibition opening -the film’ 2012) further promoting its value and illustrating the ‘cannibalistic’ nature of fashion (Zahm, 2003 p. 266), which feed into the spectacle (Debord,1957-61) by assimilating and reproducing the same items and feeling of desire within society. The Chanel exhibitions use of celebrity images differs to that a Vermibus, as it seems to reflect the wider marketing idea that using celebrity endorsements is a ‘strong marketing plus†¦Ã¢â‚¬â„¢ (Jackson, 2009 p191). Along side the photographers the behind the scenes film presents testimonials from celebrities ‘I consider it [the Chanel jacket] a prized possession. I feel very lucky’ (Sarah Jessica Parker cited in Making of- The Video, 2012) enticing the viewer to desire the item. Atkin (2010) contend that this is because humans are prehistorically ‘hardwired’ to want to glean information about how to become successful survivors by watching and copying the most successful in our society, i.e. the celebrities (Star Suckers, 2010). advertisers like Chanel are manipulating this evolutionary flaw to give ‘[a] product which initially has no meaning †¦.value by a person†¦who has a value to us†¦Ã¢â‚¬â„¢ (Williamson, 1995, p.31). In contrast, celebrities are utilized by Vermibus to liberate the human being from the celebrity ‘mask’ evoking sympathy from the audience however, it is not clear how much the celebrity image entices the viewer’s prehistoric urge and interest in Vermibus’ work. In conclusion the two exhibitions on the surface have very different and opposing motivations. However, on inspection both deal with similar themes of fashion photography, advertising and celebrity in different ways. Although it falls beyond the scope of this essay compare every element of the exhibitions it has attempted to demonstrate that Lagerfeld’s approach has strong advertising undertone, while Vermibus’ work is anti-publicist in nature. Therefore, despite displaying work at arts fair, with the purpose of promoting and selling his work, the artist maintains his anti-establishment ethos ‘Being at [an art fair] is another way to attack from within’ (Lamono, 2012) which conveys the fundamental difference between the two exhibitions; they both exploit the image of celebrities to draw attention to their work but while Vermibus’ ideology remains paramount it would seem that for Lagerfeld the financial gain is the principal purpose of the exhibition. References: Anderson, F (2000) ‘Museum as Fashion Media’, in Bruzzi, S. and Gibson, C. (eds.) Fashion Cultures: Theories, Exploration and Analysis. London : Routledge pp. 371-389. Armstrong, L. (2012) ‘Chanel’s Little Black Jacket: How Chanel split the fashion atom’, Telegraph [Online] Available at: http://fashion.telegraph.co.uk/news-features/TMG9602510/Chanels-Little-Black-Jacket-How-Chanel-split-the-fashion-atom.html (Accessed 3/12/2012 Crystal, (2007) Little Black Dress Quotes. Available at: http://no-white-marks.blogspot.com/2007/10/little-black-dress-quotes.html (Accessed: 3/12/2012) Debord, G. (1957-61) ‘Writings from the Situationist International’ in Harrison,C and Wood, P.J. (eds.) (2002) Art Theory 1900-2000. Oxford:Blackwell. pp.701-707 Finucane, J. (2012) New art New Ideas London: Moniker Arts Fair Fritz, M. (2012) A Short History of the Little Black Dress. [Online]. Available at: http://www.realsimple.com/beauty-fashion/clothing/dresses-skirts/little-black-dress-00000000046948/index.html (Accessed: 29/11/12) Gersh-Nesic, B. (2012) About.com. Available at: http://arthistory.about.com/od/modernarthistory/a/Pop-Art-Art-History-101-Basics.htm (Accessed: 08/11/12) Hooper-Greenhill, E (2000) Museums and Interpretation of Visual Culture London: Routledge Jackson, T. and Shaw, D. (2009), Fashion Marketing Hampshire: Palgrave Klein, N. (2002) No Logos. New York:Picador Lamono (2012) Vermibus, Attack From Within [Online]. Available at: http://lamonomagazine.com/hunter/vermibus-ataque-desde-dentro/ (Accessed 28/11/2012) Making of – the video,’ 2012, by Chanel [online] available at: http://thelittleblackjacket.chanel.com/en_GB/makingof (Accessed 16/11/12) Modern Masters: Andy Warhol – Documentary – Artist, (2010) by Alastair Sooke, UK [Online] available at: http://www.youtube.com/watch?v=sWU7I6fGpMI&feature=share&list=LLU15G_d3N4Dd14H85X-eCCg (Accessed: 08/11/12) Moniker Art Fair, (2012) Moniker Art Fair About. [Online] Available at: http://www.monikerartfair.com/2012/ (Accessed: 18/10/12) Open Walls Gallery (2012) Vermibus [Online] Available at: http://www.openwallsgallery.com/artist/vermibus (Accessed 15/11/12) Picassomio, General Art Articles[online]. Available at: http://www.picassomio.com/art-articles/what-is-the-difference-between-a-museum-and-a-gallery.html (Accessed: 28/11/12) Saatchi gallery (2012) The Little Black Jacket. [Online] Available at: http://www.saatchi-gallery.co.uk/current/the_little_black_jacket.php (Accessed: 15/11/12) Spence, R. (2012) ‘Go forth and multiply’, The Financial Times [Online] Avalible at: http://www.ft.com/cms/s/2/0a062f4c-1486-11e2-8cf2-00144feabdc0.html#axzz2EEPdaatD (Accessed: 14/11/12) Star Suckers, (2010) by Chris Atkins UK [DVD] The Exhibition Opening – The Film, (2012) by Chanel [Online] Available at: http://thelittleblackjacket.chanel.com/en_GB/exhibition/london (Accessed: 16/11/12) The World of Karl Lagerfeld, (c. 2010) by Anjali Rao China [Online] Avalible at: http://youtu.be/m0ljhBgy0Hc (Accessed 20/11/12) Williamsons, J (1995) Decoding Advertisements: Ideology and Meaning in Advertising. London: Marion Boyars Zahm, O. (2003) ‘On the Marked Change in Fashion Photography’, in Welters, L. and Lillethon, A. (eds.) (2007) The Fashion Reader. Oxford: Berg, pp. 263-269.

Experience of Hope Among Caregivers: Concept Analysis Essay

The term hope refers to undetectable strength that permits us to overcome our weaknesses, boosts us up when we fall, and continue to motivate us to move forward in any given situation. The theoretical description of hope is not universal but many shared elements are present in the definition of hope (Herth, 2000). According to Cutcliffe and Herth (2002), review of the literature has shown eight distinct key elements that outline and describe hope, such as, multidimensional, dynamic in nature, essential to life, focused on the future, personalized, part of a process, goal oriented, and connected to nursing (Table 8, p.839). The theoretical background for this analysis is grounded on concept of hope as established by Herth, who based her theory on Stress Appraisal & Coping outline by Lazarus and Folkman (Borneman, Stahl, Ferrell & Smith, 2002). Analysis of concept of hope among caregivers using Walker and Avant approach will expend the understanding of the concept. Clarification of defining attributes of hope, identification of antecedents that affect the insight of hope, discussion of probable consequences of hope, and explanation of the significance of terms will help the author and the reader with sharing of mutual language. Connection of hope to the vital attributes will be shown by the use of model case. Contrary and borderline case will distinguish this concept from other nursing concepts. Review of empirical literature will provide proof of this concept existence. Aims or Purpose In general, analysis of specific concept â€Å"aims to pull apart an interesting phenomenon with a view to understanding more about what it is and how it works in practice† (Tutton, Seer, & Langstaff, 2009, p. 120). The objective of concept analysis is to comprehend what is the concept about and differentiate it from other concepts. Furthermore, in order to modify and explain concept that originates from nursing research, theory or practice a concept analysis is conducted. Concepts are the building blocks for nursing theories and their examination is vital to active and correct implementation (Maputle & Donavon, 2013). In nursing, the concept of hope plays significant part in the plan of care. It is assumed that this concept analysis of hope  among caregivers will help nurse’s acquire better knowledge of the concept and help them implement gained understanding in patient-centered care settings. Accurate assessment of fading hope among caregivers will allow for implementation of supporting interventions. Application of patient-centered interventions, based on acquired findings, will help with delivery of evidence-based holistic care (Duggleby et al., 2009). Literature Review Caregivers of dementia patients face many challenges on a daily basis and their hope is â€Å"very much tied to how the person they were carrying for was doing that day† (Duggleby, Williams, Wright, & Bollinger, 2009, p. 517). The experience of carrying for a patient with dementia is perceived to be distinctive and as vital to the experience as the illness itself. The research has shown that physical, psychological, and spiritual stress is part of everyday struggles among caregivers. Furthermore, their physical and mental health is affected by the experience of caregiving. Hope among caregivers of dementia patients’ balances stress and sense of well-being (Duggleby et al., 2009). According to Herth (2000), hope is â€Å"one of the most essential elements in the lives of people with cancer† and has influence on â€Å"effective coping, especially during times of loss, suffering, and uncertainty† (p. 1431). Contribution from hope to enhancement of quality of life and impact on the progression of disease, among cancer patients, has been noted. Nursing practice has been known for contributing to support people in enhancing and preserving their hope (Herth, 2000). Terminally ill patients perceive hope as a treatment or cure that can extend their life regardless of their terminal diagnosis. They depend on hope for energy to keep moving forward when promising treatments fail to deliver positive outcomes. Hope can offer the capability to tolerate distress and cope with unbearable situation. Overall, â€Å"hope is exactly what is needed to stay engaged in the living while shouldering the burden of an uncertain future† and it â€Å"gives life meani ng, direction, and an optimistic focus† (Johnson, 2007, p. 451). Uses of Concept The concept of hope is vital in terms of disease and health problems. Milne, Moyle, and Cooke (2009) examined the significance of hope for patients  diagnosed with chronic disease, such as COPD. The live of individuals and their family members is burden by chronic illness. Dealing with condition that is chronic, on a daily basis, requires constant life modifications and hope is known for contribution to better understanding of illness and enhances future outcomes. Additionally, â€Å"hope is an intrinsic part of being human; a basic human response essential for life and to have no hope is to plunge into despair† (Milne, Moyle, &Cooke, 2009). Hope has been known as a significant part of patients’ existential needs, especially among patients that are terminally ill. Maintaining hope among home-bounded palliative patients was analyzed by the use of social and psychological approach by Olsson, Ãâ€"stlund, Strang, Grassman, and Friedrichsen (2010). Considering that hope â€Å"is a dynamic experience that is central to attaining both a meaningful life and dignified death†, terminally ill patients, uphold it by conversing about their future and by getting emotional and practical support (Olsson et al., 2010, p. 607). Elements that nurture hope among terminally ill patients include: family support, faith, short-term goal attainment, and presence of symbols that are associated with hope (Olsson, 2010). Defining Attributes The defining attributes of hope are relief of burden and inner strength. Carrying for a loved one, who has chronic or terminal illness, can influence negatively quality-of-life and overall health. The negative consequences, such as physical, social, and economic stress can be defined as burden of caregiving. Caregivers have many roles and responsibilities that can affect that burden. Some of the negative outcomes experienced by caregivers are: â€Å"stress, anxiety, depression, sleep deprivation, physical pain, and other chronic health conditions† (Williams et al., 2013). Additionally, fear of unknown and loneliness are included in the caregivers’ experience. In order to manage every day challenges, caregivers rely on hope as a psychosocial and spiritual source (Williams et al., 2013). Hope as a psychosocial and spiritual source provides support to caregivers during challenging transitions and provides support to improve their quality of life. It is part of the experience of caregiving, especially the uncertainty of the future. In many situations, hope serves as an inner strength to keep going and having an optimistic view of the future. Many caregivers refer to hope  as an inner source for coping with given situation (Williams et al., 2013). Model Cases Caregivers of chronically or terminally sick patients rely on hope during everyday struggles. The following model cases are presented to portray how caregivers experience hope when their loved ones suffer from chronic or terminal illness. A caregiver of a person suffering from Alzheimer’s disease states: â€Å"I think hope is the future, hope is what we do every day of our lives†¦I think hope is to overcome any obstacles that come in our way† (Duggleby et al., 2009, p. 517). â€Å"Hope is what happens to me every day†¦.It is what drives us and gets us up in the morning† (Duggleby et al., 2009, p.517). It is the inner strength that helps us to overcome obstacles on a daily basis. Everyday challenges faced by caregivers can be managed by incorporation of hope into finding some relief of the burden of caregiving. â€Å"The initial cancer diagnosis was just over a year ago†¦A few weeks ago we received bad news that was hard to take in†¦My partner is not showing any emotion and says he accepts it, but I am feeling anger, sadness, and fear. I am still shocked with the soberness†¦I try to be the best person I can be, but sometimes it is hard to find the strength to do that†¦I guess I need to look for hope every day because it is the one part of disease that I can control, unlike how the cancer progresses†¦But I can chose to hope. There may be light at the back of the tunnel yet – every once in a while it sneaks in when I’m not looking† (Williams et al., 2013). Additional Cases Additional cases provide an example of what the concept is not and deliver supplementary clarification (Walker & Avant, 2011). Two additional cases, contrary and borderline, are discussed to provide clarification of the concept of hope. Contrary Case â€Å"Mr. B is a 62-year-old Caucasian who is carrying for 72-year-old Filipino wife with stage IV non-small cell lung cancer (NSCLC). Mrs. B has completed several lines of chemotherapy with disease progression. Mr. B is in excellent health with no chronic health problems, and he works full time as a manager. They have two children and five grandchildren†¦Mr. B and his wife do not see eye to eye on important issues and they have different styles of  coping. Mr. B was raised as a Protestant but does not subscribe to any religion as an adult. Mrs. B is a Catholic and gains support from her faith and church community. Mr. B finds meaning and purpose in life from his family and providing for their needs. He also derives meaning from his work while experiencing the stress of multiple demands on his time. Mr. B has great difficulty coping with his wife’s disease and treatment†¦Mr. B describes waves of emotion and an inability to control his feeling of helplessness, ange r, and fear. He chooses not to share his feelings with his wife for fear that he may cause her more distress. While struggling with many unknowns, Mr. B anticipates being alone in the home the couple has shared for more than 40 years. He perceives that his responsibility as a caregiver is to protect Mrs. B from suffering and negativity (Fujinami, Otis-Green, Klein, Sidhu, & Ferrell (2012), p. E213). This case study presents a scenario of struggling with burden of caregiving. Mr. B has no inner strength to cope with his situation. He feels hopeless and decides not to inform his wife about struggles with his role as caregiver and fading hope. Open communication with his wife about struggles with many unknowns could bring Mr. B some hope and relief from burden of his wife’s disease. Borderline case Some of the critical attributes of the concept of hope are present in a borderline case (Walker & Avant, 2011). The next case offers similar attributes to the main concept . â€Å"A 46-year-old woman, incompletely injured at C5, moving around with the aid of crutches and a wheelchair, described her personal experiences of faith, hope and will power: ‘I really have hope, you always have hope, you just hope to manage a new, little thing, and then you hope to succeed†¦and if you have faith, then you hope and then†¦and all the time you have this (hope) within you, and to keep it (the hope) you need the will as well as the belief that you will make it†¦And she summarized her years’ experience as follows: ‘I really need to have hope. I need both faith and hope to cope with this. And willpower. Because if I give up, I will end up sitting here (in a wheelchair) and nothing can help me† ( Lohne, & Severinsson, (2005), p. 319). According to this case, f aith, hope and will power are relentlessly related. Patients who suffer from traumatic injuries depend on on hope to cope with a new situation. They also need  willpower, faith to hope and effectively cope with lifestyle changes. Antecedents and Consequences The circumstances or instances occurring prior to main concept are the antecedents (Walker & Avant, 2011). Antecedent to hope can be related to crisis. The examples of crisis include: terminal or chronic illness, hardship, harm, a life frightening condition, or a change. Tough decision that needs to be made or a challenge in one’s life could also be an antecedent to hope. Overall, antecedent to hope can be anything that is crucial in persons’ life since hope is exceptionally linked to persons’ life experiences (Stephenson, 1991). â€Å"The consequences or outcomes of hope can be a new perspective† (Stephenson, 1991, p. 1459). Hope provide inner strength, empower and energy in ones’ life experience. Fulfillment of hope delivers encouragement, purpose for ones’ actions, calmness, and relief (Stephenson, 1991). Empirical Referents The theoretical framework offers different structure for understanding the concept of hope. Herth (2000) pursued to establish if theory driven interventions enhance hope and quality-of-life among participants with an initial relapse of cancer. Groundwork for this study was constructed on The Hope Process Framework. Implementation of nursing interventions during group session intended to focus on diverse attributes of hope, such as experimental (searching for hope), spiritual or transcendent (expending the boundaries), relational (connecting with others), and rational thought (building the hopeful veneer) (Herth, 2000, p. 1434). This study has shown that by focusing on the four attributes of hope, patient-centered nursing interventions enhance the level of hope and increase patient’s quality of life. Suitable research instruments are mandatory to assess the concept of hope. In order to measure the level of hope Herth Hope Index (HHI) can be used. HHI is a valuable instrument that is used to measures hope using 12-item Likert-type scale. The level of hope among terminally ill patients was assessed by the use of HHI and Background Data Form (BDF). The BDF delivered information on age, sex, diagnosis, and level of education, activity and fatigue. The results have shown no influence on the level of hope by those variables, moreover, reveling that hope remained stable  (Herth, 1990). Conclusion This paper sought to deliver concept analysis of hope. The understanding of this concept analysis was based on literature, attributes, and empirical evidence. The critical attributes, antecedents, and consequences were identified and empirical reference was provided for better understanding. Hope as a concept is multidimensional and the understanding of hope among caregivers of chronically or terminally ill patients is significant. Hope gives inner strength and relief of burden of caregiving daily and should be nurtured and cherished before it fades. References: Borneman, T., Stahl, C., Ferrell, B., & Smith, D. (2002). The concept of hope in family caregivers of cancer patients at home. Journal of Hosipce and Pallitive Nursing, 4(1), 21-33. Retrieved from http://prc.coh.org/CHopeFCG.pdf Cutcliffe, J., & Herth, K. (2002). Concept of hope. The concept of hope in nursing 1: its origins, background and nature. British Journal Of Nursing, 11(12), 832. Duggleby, W., Williams, A., Wright, K., & Bollinger, S. (2009). Renewing everyday hope: the hope experience of family caregivers of persons with dementia. Issues In Mental Health Nursing, 30(8), 514-521. doi:10.1080/01612840802641727 Fujinami, R., Otis-Green, S., Klein, L., Sidhu, R., & Ferrell, B. (2012). Quality of Life of Family Caregivers and Challenges Faced in Caring for Patients With Lung Cancer. Clinical Journal Of Oncology Nursing, 16(6), E210-20. doi:10.1188/12.CJON.E210-E220 Herth, K. (1990). Fostering hope in terminally-ill people. Journal Of Advanced Nursing, 15(11), 1250-1259. doi:10.1 111/j.1365-2648.1990.tb01740.x Herth. K. (1999). Herth Hope Index. Retrieved from http://www.promotingexcellence.org/downloads/measures/herth_hope_index.pdf Herth, K. (2000). Enhancing hope in people with a first recurrence of cancer. Journal Of Advanced Nursing, 32(6), 1431-1441. doi:10.1046/j.1365-2648.2000.01619.x Johnson, S. (2007). Hope in the terminal illness: an evolutionary concept analysis. International Journal of Palliative Nursing, 13(9), 2007. Lohne, V., & Severinsson, E. (2005). Patients’ experiences of hope and suffering during the first year following acute spinal cord injury. Journal Of Clinical Nursing, 14(3), 285-293. Maputle, M. S., & Donavon, H. (2013). Woman-centred care in childbirth: A concept analysis (Part 1). Curationis, 36(1), 1-8. doi:10.4102/curaionis.v36i1.49 Milne, L., Moyle, W., & Cooke, M. (2009). Hope: a construct central to living with chronic obstructive pulmonary disease. International Journal Of Older People Nursing, 4(4), 299-306. doi:10.1111/j.1748-3743.2009.00185.x Olsson, L., Ãâ€"stlund, G., Grassman, E., Friedrichsen, M., & Strang, P. (2010). Maintaining hope when close to death: insight from cancer patients in palliative home care. International Journal Of Palliative Nursing, 16(12), 607-612. Stephenson, C. (1991). The concept of hope revisited for nursing. Journal Of Advanced Nursing, 16(12), 1456-1461. Tutton, E., Seer, K., & Langstaff, D. (2009). An exploration of hope as a concept for nursing. Journal of orthopedic nursing, 13(3), 119-127. Retrieved from http://www.hopeforthespirit.info/quality_we bquest/Tutton_et_al_2009.pdf Walker, L.O., & Avant, K.C. (2011). Strategies for theory construction in nursing (5th ed.). Norwalk, CT: Appleton, Lange. Williams, A., Duggleby, W., Eby, J., Cooper, R., Hallstrom, L., Holtslander, L., & Thomas, R. (2013). Hope against hope: exploring the hopes and challenges of rural female caregivers of persons with advanced cancer. BMC Palliative Care, 12(1), 44. doi:10.1186/1472-684X-12-44

Evidence-Based Practice Coursework Example | Topics and Well Written Essays - 500 words - 2

Evidence-Based Practice - Coursework Example Polit and Beck (2006) argue that, not all research is of the high standard or the same quality and thus, nurses should not just take evidence-based practice at its face value although published. In my review and critique, I will first appraise the limitations and strengths of a given piece of literature to determine its applicability and credibility to the nursing profession (Valente, 2003). A cross-examination of the limitations of the work of literature of the evidence-based practice should thus, not be viewed as a disparagement of the ability of a researcher, but as strength aimed at validating that work of research. Secondly, I will review the research questions of the evidence-based practice. Valente (2003) argues that, research questions can be sub-divided into credibility variables and integrity variables and thus, used as a critiquing tool for analyzing an evidence-based practice. Therefore, as a nurse, I will review the research questions of the research to determine the credibility and applicability of the practice in the nursing profession e.g. through either the integrity variables, which analyze and evaluate the process of the evidence-based practice or credibi lity variables, which focus on the background qualifications of the researcher. It is also important to examine at the literature review of a given evidence based practice to determine whether the practice draws evidence from the literature of recent origin. A viable and reliable evidence-based practice should draw literature evidence from current researches especially from primary sources that are of an empirical nature. A practice can be rendered obsolete, incredible, and inapplicable in the nursing profession if it lacks sufficient backing evidence. In addition, I will cross-examine the theoretical framework of the practice to determine whether an appropriate and adequate conceptual framework

SMEs Marketing Strategy Case Study Example | Topics and Well Written Essays - 3000 words

SMEs Marketing Strategy - Case Study Example First, the availability of improved marketing intelligence has facilitated planning. Second, utilization of the computer and various mathematical models has made an impact. Third, managements are becoming more scientific and organizations are now more complex with a broader diversity of products. Fourth, business outlays are larger and risks are often greater, all of which factors necessitate planning. The company was opened in Washington in 1971. Its founders were jerry Baldwin, Gordon Bowker, Alfred Peer. Howard Schiltz joined Starbucks in 1982 and proposed a new marketing mix: the idea was that the company should sell coffee beans and espresso drinks on the national scale. In two years, Starbucks expanded its business and bought Peet's. In 1987, Starbucks opened its first outside store. Since 2000, Starbucks expanded its global presence and opened new stores around the world. Today, Starbucks has 8,505 stores worldwide. The company states that its mission statement is more than a strategy approach but a philosophy of the company. The mission is to "establish Starbucks as the premier purveyor of the finest coffee in the world while maintaining our uncompromising principles while we grow" (Starbucks Home Page 2008). . While this freedom from any constraints may be attractive, it also creates challenges in tackling segmentation and targeting issues. One approach in this situation is to start with an examination of consumer motivations and goals in using a product category as a basis for identifying gaps in marketplace offerings. This consumer insight is the basis for developing a product or service that addresses unmet goals. Starbucks illustrates this approach. When Starbucks was conceived, coffee manufacturers were focusing on the rational benefits of their brands such as the superior taste attributable to a particular growing process as a way of competing in a declining market. In contrast, Starbucks created a coffee-based experience in which the range of preparations and atmosphere of the stores encouraged customers to view having a cup of Starbucks as a way of indulging themselves. In essence, Starbucks targeted people seeking an indulgence experience rather than simply coffee consumption (Starbucks Home Page 2008). Strategy and Success Factors Success of Starbucks is based on its unique approach to product mix and brand. On a more everyday level, Starbucks has built a powerful experiential brand. Starbucks stores are much more than a place to purchase a jolt of java (Starbucks Strategy n.d.). They offer a brief reprieve in a hectic day; a chance to inhale the rich aroma of fresh coffee and listen to relaxing music, while tasting a rich, specially prepared brew in the company of like-minded coffee addicts. One hallmark of the Starbucks' experience, and any great experience really, is consistency. Delivering a consistently good experience is a challenge in the retail coffee business. Making a consistently high-quality caf latt, for instance, requires, first, brewing two ounces of coffee. Starbucks' guidelines require this to be drawn in 18 to 23 seconds at 90 degrees Celsius and 9 bars of pressure to produce excellent espresso (Starbucks Home Page 2008). Second, the milk must be steamed to 160 degrees Fahrenheit. Most

Essay and a Dissertation Assignment Example | Topics and Well Written Essays - 1500 words

Essay and a Dissertation - Assignment Example Smith (2004) describes "the primary function of an essay is to improve skills in argumentation, or the process of reasoning methodically" in schools and universities. Dissertations are named differently cross borders and cross academic institutions for example; they are called extended essay, and thesis (White, 2007 p.1), and they are referred to as a long piece of independent work presented by most undergraduate business and management degree students ( White, 2007 p.1) as their final assessed work. Dissertations work requires in depth research in areas of independent work of students that unlike essay students create their own question for study and work with experienced advisor to find answers to overall research topics (Smith, 2004) and it has to be presented in acceptable academic standards (White, 2007). The most distinction of dissertation should be named as its requirement of originality (Smith, 2004). The conditions that topics could be accessed for suitability listed by Brian White can be summarized in more condensed list of three areas as; (a) interest (b) suitability and (c) resources. The simple measurement mechanism can be introduced by measuring scale of (a) robust, (b) fit and (c) unfit rating against the summarized three areas. Interest is unfit since my knowledge, experience and course of study has been around human resources, leadership and this topic requires macro and micro economic studies and geopolitical knowledge and interest. Furthermore, the suitability of topic can be examined by depth and breath of topic and accessibility and availability of resources and information. The next hundred years into future and the breadth of area of competition between Europe and China reveal the unfitted topic for a dissertation work of graduate school. Finally resources required to complete this topic is out of reach of any graduate student due to the breadths therefore it is called for unfit topic for dissertation work. 2. The introduction of Enterprise-Wide Resource Management in my company. This topic is overall fit since the topic meets the requirements of all three areas of suitability. It is interesting as it

Airplane manfacturare problem Essay Example | Topics and Well Written Essays - 750 words

Airplane manfacturare problem - Essay Example The president has the moral obligation to do what right for the business in order to comply with the going concern principles which means to keep the business operating. There are over a 1000 families of workers that depend on the existence of this corporation. As business strategist he finds a governmental entity in need of the goods the company provides. The company’s product is superior, but sometimes governmental bureaucracy does not award the contract to the best firm. Based on this reality the president has to do whatever it takes to land that contract. He receives information about an influential decision maker for the government that hit some hard times due to a gambling addiction. He offers this man a million dollar to influence the board in order to the land the contract. The president’s action present a violation of ethics because he is taking advantage of a human’s deviant behavior, gambling, in order to capitalize on his weakness to persuade the pers on to perform an illegitimate action that gives his company a competitive advantage. It is sort of like an inside trade on Wall Street, but in this case only there is marketplace and the objective for all players in the game to benefit. To analyze this circumstance the different views of ethics must be consider. Ethics relativism states ethical actions depend on individual, group, tradition, culture and background. Based on this view unless the governmental structure was known for being corrupt and constantly taking bribes the action is unethical. It seems like one governmental official is being singled out, thus the government is not corrupt in general. As far as the company there is no historical data to go on, but it seems like the president has a vigilante mentally in which he believes he is doing something good do to the great benefits that will come out of for all the parties involves. In his relative world his

Instructional Methods Research Paper Example | Topics and Well Written Essays - 2500 words

Instructional Methods - Research Paper Example Direct and indirect methods are two categories in which the learning methods can be divided. However, these instrumental learning methods are so complicated that they cannot be classified into merely two categories. Every instrumental teaching method used by the teachers has some pros and cons attached to it. The teaching method that the teacher uses in a particular class of students depends on the level and age of the students. Therefore the first step in teaching is to select the correct and accurate teaching method for the students belonging specific class. There is no such ideal method of teaching which can be implied to all teaching level and to all students belonging to different development level; it is the task of the student to select a teaching method which suits the situation. There are factors that the teacher must keep in mind before the selection of any specific instrumental teaching method, these are; material, physical setting, time, space, level of development of stu dents and many more (Kizlik). Approaches to Learning Teacher centered approach This approach is usually based on the fact that the role of the teacher is to provide instruction to the students that may foster learning, in order to achieve a specific goal. The teacher defines the objective of the course to the students and then explains the information to the students. ... Some effective teaching methods have been discussed below. Direct Teaching This teaching method is one of the widely accepted learning methods. This learning method focuses on very specific learning target. The students are given reasons regarding the importance of content which is being taught to them. The students gain can be easily measured by the help of this method. The content of this teaching method must be organized in advance and the teacher must have all the relevant knowledge about the student pre-requisite of the lesson. It is considered one of the effective teaching methods as it is based upon the learning of basic and specific skills. One of the disadvantages of this teaching method is that it stifles the creativity present in a teacher. This teaching method cannot proceed without the well organized preparation of the learning content. The teachers must possess good communication skills if they want to carry on with this teaching method. The steps involved in this metho d must be followed in the prescribed order. This method is usually effective in lower order thinking and it immensely depends on the skills and knowledge of the teacher. Cooperative learning This teaching method fosters mutual responsibility in the students. The teaching method related to this teaching style is supported by different research techniques. This method teaches the students to be more compassionate towards their work, to be patient and less critical. The instructor decides prior to the lecture that what knowledge and skills must be learned by the students. It requires sometimes making the student learn that how they may work in groups, for the specific task assigned to them. There are certain disadvantages related to this teaching style. Some students do

Mel Gibson's Brave heart Movie Review Example | Topics and Well Written Essays - 1750 words

Mel Gibson's Brave heart - Movie Review Example Though special effects somewhat gives the sensation but unless and until a good direction and camera are co-operating, everything turns to be a flaw. One simple instance can justify this statement and that is character movement. If a character walks away in a room, camera must be moved or positioned to frame his movements adequately. If it's a scene where one wants to show the whole image of a ship or a building then aerial shot is preferred where track won't serve the purpose. Aerial shots are done with crane or helicopter. A minute mistake during camera can lead into wrong understandings. If there is a shot where person is getting surprised and it is taken as either long or mid shot then the actual feeling of astonishment may not be clear in frames. Camera usages stand a very important tool in one movie making. Braveheart (1995) is a movie which shows an excellent art of direction and camera that gave it to the honor of five Academy Awards in the 68th Academy Awards ceremony, inclu ding the Academy Award for Best Picture and Best Director. It's the camera and only the camera which can take one movie either to Oscar platform or out of its market. Camera operators need good eyesight, artistic ability, and hand-eye coordination. They should be patient, accurate, and detail oriented. Camera operators also should have the ability to hold a camera by hand for extended periods. Braveheart is the partly historical, partly mythological, story of William Wallace, a Scottish common man who fights for his country's freedom from English rule around the end of the 13th century. Braveheart: An Example of Creativity For one film, the starting and ending shots are two important aspects. As "first impression is the last impression", first scene of movie is very important to generate interest into viewers' minds. It tells about the movie basic, means its category whereas ending scene should summarize the whole story into a single scene. If it starts with murder or attempting to murder scene that means movie is more likely of thriller type. Braveheart starts with the natural views: high hills and dense forests; camera was done from helicopter and using crane. If it was not done so then it would be impossible for someone to get the feeling in depth. This is giving a message that it's a movie related to the lifestyle of people during ancient times and warlike nature. Story begins with a little boy William, who grows up and later becomes the central character of the story. In his childhood he lost his father and only brother. The art behind the camera can be explained by few examples. In one situation William was alone and no one was there with him except one little girl. In the shot it was shown by placing the boy alone and crying, before him his father was being buried by someone else and other villagers were leaving the place except one little girl, with her face turning towards William. All these emotions were captured into a single time shot. A good director is one who can express most of the ideas in least amount of time without losing its interest upon the audiences. Instead of doing in a single one if multiple slots were taken, frame might have lost its natural rhythm. After that, boy got a company from his

Quality Management in Green Valley Bakers Research Paper

Quality Management in Green Valley Bakers - Research Paper Example This organization was formed in 1933 and dedicates itself to making the perfect loaf. It has more than 1300 members across the USA. Membership indicates that the bakers are themselves masters at their craft and meet the quality standards set by the Guild in terms of baking prowess. The Importance of Quality We may all have heard it a hundred times or more, but it is nevertheless worth repeating that Quality is never an Accident; rather it is the result of concentrated effort directed towards achieving a certain purpose, depending on what we are doing. Quality means better than average, certainly not run of the mill or mediocre. Thus we can be sure that we have been given among the best in the world when we get a Cross pen, or a Rolex watch, or a Ferrari car. These brands are renowned for their quality and finesse. They have climbed the long hard road to the top, and their quality consciousness shows in every product they produce. One can be sure that they have the best quality contro l and improvement procedures in place, and are also on the cutting edge of technology. Once one has achieved a name and fame, it is all the more important to maintain the standard and that is done by a meticulous dedication to quality control principles and procedures. In essence, a reputation for quality ensures a dedicated and loyal group of clientele who will always choose you as their first choice (and maybe an only choice) when it comes to a certain product, e.g. DeBeers for diamond jewelry. They are convinced that they are getting value for their money and will keep on coming back to you as long as your product offerings are consistent in value and price. Three Areas of Quality Focus for Green Valley Bakers Taking into account the practices and procedures followed in the baking industry and particularly those used by Green Valley Bakers, it is recommended that materials management is one area where quality control should be implemented. The Japanese concept of JIT or Just-In-T ime Inventory can be implemented to save the cost of carrying inventory as well as re-ordering costs. By establishing particular trigger points for re-order and preventing the costs of storage to get exorbitant, we will be following the concept of Economic Order Quantity (EOQ). The second thing to look at is the reputation of our suppliers and the ongoing costs of materials. We should always make sure that we have a backup plan just in case something happens that can interrupt supply from one main supplier. There may be transportation or delivery problems, cost and profitability can be affected and thereby threaten the profitability and survival of the bakery. All this must be planned for in case of unforeseen problems or eventualities. For instance, a natural disaster could disrupt supply lines for weeks. Another quality measurement tool that could be used is demand forecasting and anticipation of inventories of materials and labor etc. to meet peak and off-season demand hikes and slumps. This could be done by tracing the demand per week or per month and relating it to particular events that might have caused its occurrence. For example, Easter and Christmas are festive occasions in which demand is at a peak because of Easter eggs, bunnies, cakes and other confectionaries as well as Christmas cakes, chocolates and other goodies in December.  

Pearl Harbor Battle Analysis Essay Example for Free

Pearl Harbor Battle Analysis Essay On a pleasant and beautiful Sunday, December 7, 1984, Japan implemented a surprise attack on the US Naval Base in Pearl Harbor on the island of Oahu, Hawaii which gave United States a door to enter into World War II. Even though Japan did not follow through with the attack causing the third wave of bombers to break contact from dropping bombs to finish off the rest of the fleet docking in Pearl Harbor, it was a well prepared, and carefully orchestrated attack on the Americans because the Japanese followed almost all the nine Principles of War. However there was one principle that the Japanese did not executed causing them to surrender later on in World War II. There are nine Principles of War, that is; unity of command, mass, objective, offensive, surprise, economy of force, maneuver, and security. The attack include massconcentrating the combat power at the decisive place and time. The objective was clear and directed every military operation towards a clearly defined, decisive attainable objective. The attack was clearly offensive where it seize, retained, and exploited the initiatives. Surprise was the definitely the most important principle used striking Pearl Harbor on a given time when it was unprepared. Economy of force was allocated to the wave of attacks where essential combat power was given as a secondary effort. The maneuvers were clearly executed where Japan placed United States in a position of disadvantage through the flexibility application of combat power. There was unity of command in which the Japanese ensured each objective had a responsible commander. Unity of command was visible within the Japanese fleet. The commander for the December 7th 1941 attack on Pearl Harbor was Admiral Isoroku Yamamoto (PeopleJapan, ). Yamamoto was responsible for the combined Japanese fleet where he devised the strategy for the attack, and because of his careful, organized, and educated planing, Pearl Harbor was almost fully destroyed. Under Yamamoto is Vice Admiral Chuichi Nagumoto who was in command of the First Air Fleet. Nagamuto relied heavily on the experience of his subordinates Comander Minoru Genda, and Rear Admiral Ryunosuke Kusaka. â€Å"No one can truly understand what happened at Pearl Harbor without at least a nodding acquantance with these men, for the plan’s inception, preparation, execution, and stunning success were shaped by the personalities and experience of these men† (Goldstein, 1991). By element of mass with in the nine Principles of War, the Japanese attack forces was well equipped for the attack on Pearl Harbor on December 7th, 1941. Japan understands that their country cannot defeat United Staes in a â€Å"conventional war, lacking as it did sufficient man power and raw materials (notably oil) for such a sustained effort however Japan was able to put together combined fleet large enough to go toe to toe with the United States Navy in Hawaii† (Long, 2007). Japanese air attack forces consisted of six carriers named Akagi, Kaga, Soryu, Hiryu, Shokaku, and Zuikaku. Support forces consisted of two battleship and two heavy cruisers known as Tone and Chikuma. Screening forces consisted of one light cruiser and nine destroyers named Akuma. Patrol forces had three submarines. In addition, the supply forces ha eight oilers. Together these combined fleet was named the Kido Butai, or task force which was the largest number of aircraft carriers ever to operate togeth er (Carlisle, 114). Admiral Yamamoto and the Kido Fleet’s objective was to destroy the naval ships in Pearl Harbor and knock out the U.S. Pacific Fleet. In retrospect, this attack is also an offensive attack as a significant Japanese fighting force so that the Americans could not oppose on Japan’s conquest of South East Asia and the Pacific Islands. Another reason for the attack is because President Roosevelt had banned all exports of scrap iron, steel and oil to Japan. The reason for the embargo was the Japanese invasion of China. Japan had lost more than 90% of its oil supply (Carlisle, 2006). The economic isolation crippled their economy and military. In addition, Japan were keen on expanding their empire and had to make a decision between surrendering or going to war with the United States. Lastly, United States had not yet entered the Second World War, because they were still reeling from depression due to the First World War. United States did, however, still possess the strongest naval fleets. In that perspective, the Japanese were almost as strong as the American navy. As time passed, America favored more and more towards joining the war. The Japanese anticipated a full-blown naval war with America and therefore, decided to act first by bombing Pearl Harbor which was a key terrain feature in the Pacific due to it’s massive and deep harbor for naval ships. The element of economy of force was also present during the attack on Pearl Harbor. This allowed Japans zero bomber to allocate minimum essential combat power towards the attack. With the economy of force, the element of maneuver also played abig role towards the raid. There were two aerial attack waves, totaling 353 aircraft that was launched from the six Japanese aircraft carriers. In actuality, Admiral Yamamoto’s plans consisted of three waves of attack. The first wave of attacked was launched at 0740 with 163 aircrafts that was coming from the North Shore. Their objective was to destroy airfields at Wheeler, Ewa, Hickam, and Pearl Harbor. The second wave was launched an hour later to the Windward side of the island with 167 aircraft bombers. Their mission was also to destroy airfields in Kaneohe and Bellows, Hickam, and Pearl Harbor. Admiral Yamamoto called off the third wave because he believed the second strike had essentially satisfied the main objective of his mission which was to cripple United States Pacific Fleet. In addition Admiral Yamamoto did not wish to risk further losses. With Admiral Yamamoto’s careful planning of the Pearl Harbor attack, Japan was successful on completing their objective in the Pacific by destroying the Naval fleet. However, they failed to follow through with the element of security. Security states that Japan should have never permitted United States from acquiring an unexpected advantage. With Admiral Yamamoto calling off the third wave, this allowed United States to get back up on its feet. Japan may have won the battle on Pearl Harbor, however that decision â€Å"woke up the sleeping giant† causing Japan to surrender the war to the Americans. The biggest impact on the Japanese attack was the element of surprise which was Japans key tactic on Pearl Harbor and other military bases on Oahu that struck Americans as a â€Å"dastardly attack† â€Å"stab in the back.† On December 7th, 1941, everyone went about their daily routine. Naval and military commands in Hawaii did not suspect that this day would be the day they would get a huge surprise by getting attacked. Washington and Honolulu were aware of the Japanese threats to attack areas in Southeast Asia but they didn’t think a surprise attack at Pearl Harbor was in the plans. The commands in Washington and Honolulu had no idea because based on their intelligence they received mostly from U.S radio intelligence and diplomatic code breaking, the intelligence received told them that the Japanese were moving south and they weren’t going to be in â€Å"danger†. Washington received intelligence from the office of naval intelligence a few hours before the attack indicating that the all of Japan’s fleet carriers were in their home waters. This was one way how the Japanese completely fooled and the U.S. intelligence and surprised them with a damaging attack on Pearl Harbor and other military installations. Sunday mornings are normally a time of leisure for military personnel, and during this time, especially in the morning, some are still asleep, or at church with their families. With the Japanese knowing this, this was the best time to launch their surprise attack because they knew people would not be able to respond to the attacks quick enough to fight back and it would be the perfect opportunity to destroy all of their fleets and aircrafts Japan’s careful and well orchestrated attack on Pearl Harbor on December 7th, 1941, destroyed almost all the American Naval fleet in the Pacific. This allowed Japan to continue its imperialism towards Southeast Asian without United States interference. Even when Japan failed to follow through with the element of security towards United States, they still followed almost all the nine Principles of War in order for them to have a successful raid. The third wave of attack could have the destroyed the fuel storage, maintenance, and dry dock facilities that would have crippled the U.S. Pacific Fleet far more seriously than the loss of its battleships. If they had been wiped out, United States could not have been able to bounce back, join the war, and eventually forced Japan to surrender. Work Cited Carlisle, Rodney P. December 7, 1941: One Day in History : The Days That Changed the World. New York: Collins, 2006. Print. Long, Tony, July 27, 2007. Dec. 7, 1941: Attack at Pearl Harbor a Bold, Desperate Gamble. Wired.com. Conde Nast Digital, n.d. Web. 23 Jan. 2013. http://www.wired.com/science/discoveries/news/2007/12/dayintech_1207 Goldstein, Donald M. The Way It Was Pearl Harbor. The Original Photographs. Washington: Brasseys, 1991. Print. Global Research. Pearl Harbor: A Successful War Lie. N.p., n.d. Web. 23 Jan. 2013. http://www.globalresearch.ca/pearl-harbor-a-successful-war-lie/22305 How Did Japan View the Pearl Harbor Attacks? ThinkQuest. Oracle Foundation, n.d. Web. 23 Jan. 2013. http://library.thinkquest.org/CR0214300/nzjapaneseview1.html Hoyt, Edwin Palmer. Pearl Harbor Attack. New York: Sterling Pub., 2008. Print. Kam, Ephraim. Surprise Attack: The Victims Perspective. Cambridge, MA: Harvard UP, 1988. Print. People-JapanAdmiral Isoroku Yamamoto, IJN, (1884-1943). People-JapanAdmiral Isoroku Yamamoto, IJN, (1884-1943). N.p., n.d. Web. 23 Jan. 2013.http://www.history.navy.mil/photos/prs-for/japan/japrs-xz/i-yamto.htm The Attack by the First Japanese Wave. The Attack by the First Japanese Wave. N.p., n.d. Web. 23 Jan. 2013. http://www.pacificwar.org.au/pearlharbor/FirstWaveAttack.html Tures A. Tures, LaGrange. William Billy Mitchell, the Man Who Predicted the Pearl Harbor Day Disaster. Yahoo! News. Yahoo!, 06 Dec. 2011. Web. 23 Jan. 2013. Wisniewski, Richard A. Pearl Harbor and the USS Arizona Memorial: A Pictorial History. Honololu, Hawaii (P.O. Box 8924, Honolulu 96830): Pacific Basin Enterprises, 1986. Print.

Samuel Coleridge The Rime of the Ancient Mariner Essay Example for Free

Samuel Coleridge The Rime of the Ancient Mariner Essay In the history of ancient poets, there emerged great writers who correlated the underpinning lifestyles on social life they believed in. Merited information on their writing remains tangible and historical based to disseminate the realities of many beliefs and conducts made in different scenarios people found themselves in. ‘The Rime of the Ancient Mariner’ is one of the longest poems in writing history written by Samuel Coleridge in 1798 (Rubasky, 1). Ideas of sin, penance, and redemption are denotable from this poem in relation to the ancient approaches of acts of sin, the encountering of the sinners, and the relatable redemption after several befalling of scenarios as discussed in this study. Intensity and consequences of the victim are elaborative in this study to bring light on the reality of religion and traditional perspectives of this ancient community. People may enter into an erroneous situation just after a prolonged happiness whereby things seemed to run seamlessly. A situation where people are undergoing joy of perfection due to past or current situation does not sanctify the occasion as repel from bad moments occurring. As Mariner interrupts the wedding progression, the commencement of his story seams enticing as stated by Coleridge, â€Å"The Wedding-Guest sat on a stone: He cannot choose but hear; And thus spake on that ancient man, The bright-eyed Mariner† (20). Human beings have a tendency of being carried away by merry moments, which leads to misconception due to filled anxiety. It is therefore upon this anxiety where people involve themselves in overdoing things and make them go astray. As the Couch writes on Coleridge’s argument, everything for the sailing journey seemed good until the ship crossed the line (30). Storm-blast reigned in tyrannous nature and immense strength, hitting the ship, and changing its sail-way to South Pole. Forced to icy land with fearful sounds and no sign of living things, Albatross sea-bird, indentified as a bird of good omen; ‘Christian soul’ came along and was served hospitably (75). Due to repeated guidance and reliance of food and play to the sailors, the ancient mariner mistook and shot the bird to death. Fellow shipmates cried out, aroused by the act considered taboo, the mariner sinned, he did not solve the stormy issue but instead the wind blew continuously. Until the ceasing of mis t and the rise of glorious sun, the shipmates accomplice the crime of killing an innocent, bird of good luck. Regarding this reality, people used assumptions and diverse views on sin commitment and could not indentify the exact act that could predominately refer to sin. Some seemed to honor their Supreme God as they viewed the bird as an amicable messenger of Him yet failed on supporting the mariner’s killing of Albatross. Numerous religious artifacts have proved that when people involve themselves in wrongdoing, the vengeful moment has to follow. It is a factual ideology that started in ancient days whereby people are bound by ethical fundamentals, which govern the code of conduct in everyday life. Good things are relatable to not sinful while bad or harmful things, physically and emotionally, are relatable to sinning. Moreover, as LibriVox argues, the belief traces back to the mariners time whereby after committing sin, one was applicable to a kind of penance of religious punishment to settle the bad omen brought to the community. For instance, the killing of Albatross brought stiff detrimental views to the shipmates by associating the challenges they faced with the killing. Appalling things revolved around their journey at the point of ‘slimy sea’ as the sailor’s lack of a single drop to drink and the occurrence of dancing death-fires at nights which camouflaged in different colors. Scary nightmares and follow up of evil spirits from land to the snowy sea frightened the shipmates that led to disillusioned actions of the accompaniments of the ancient mariner. They hanged dead Albatross on his neck in the verge of easing and appealing the worsening spirits activities against their wellbeing. As Coleridge states, â€Å"Instead of the cross, the Albatross, About my neck was hung† (140). Punishment intensity climaxed when Spectre-Woman appeared with barking and dreadful sounds and caused an additional fear to the shipmates. There was Albatross killing, and so was the punishment inevitable. She was capable of thickening human blood with cold, an act she practiced to the other men who sailed with the ancient mariner. It is clear from the poet’s elaboration that killing the man who killed Albatross would not be as severe to his punishment as killing the men he sailed with and continue sailing alone in the midst of snowy sea. Mariner’s shipmates were killed in a fast and remorseful manner whereby they dropped one after the other, dead. In the assurance of maximum torment to the mariner, every man’s soul was identifiable as they crossed his face like the whizz of his crossbow shot. Penance defined the nature of correcting the supernatural intrusions since the devilish signs on scary scenarios and human killing implicated vengefulness . However, it is denotable from the poem that praying, communicating to God, would definitely give a saving solution from the erroneous moment the sinful people go through despite that fact that the mariner was unable to utter prayers substantively due to the scenario inflicted upon him. Human beliefs tend to involve powerful meanings and associate tremendous results, especially when one relies on their spell capabilities. Beliefs make people position their minds in a hopeful manner through imagination and faith in the verge of seeking substantive help in difficult situations. The deliverance point is referred to as redemption, which comes after great commitment on the visionary worship to one’s supreme being of believing. The Mariner’s consistence in praying to the Supreme God, he believes in, emerges vital towards his safety sailing back to his native country. The spell of the disillusioned sailing destiny began to loosen up when Albatross’ body fell from his neck to the water, sinking like a lead metal. His praising was through ‘Mary Queen’ as he claimed to have sent him gentle sleep from heaven (295). To his amazement, the ancient mariner woke up just to realize it was raining. Refreshment to his body and the termination of his thirst was grateful. Different voices argue that the man had his penance and salvation moment reached. Caring spirit, which had sent a loving bird to the man, the man who killed it, sailed the ship without winds to the man’s native country. Total redemption had been achieved through penance and seeking of forgiveness. Work Cited Coleridge, Samuel. The Rime of the Ancient Mariner. New York: D. Appleton. 1798. Print. Couch, Quiller. Samuel Taylor Coleridge. 1772–1834: 549. The Rime of the Ancient Mariner. 1919. Web. 6 February 2013. LibriVox. The Rime of the Ancient Mariner: By Samuel Taylor Coleridge (1772-1834). 2012. Web. 6 February 2013. Rubasky, Elizabeth. The Rime of the Ancient Mariner’: Coleridge’s Multiple Models of Interpretation. New York: The Coleridge Bulletin. 2004. Print.

Child Friendly School Policies

Child Friendly School Policies The purpose of this essay is to explore what Child Friendly School policies could learn from Comparative and International Research. Reference to CFSs in Kenya will be made with emphasis on the background of CFSs, current practices and emerging critics, success stories, problems and pitfalls and what CIR can do to subjugate some of these challenges. I will start by examining the rationale for exploring CFSs, based on literature and my professional experience. Following this background will be literature surrounding the concepts of CIR and CFSs in relation to global agendas, exploring how CFSs came into existence and the driving forces behind it. I then go on to focus on a case study of CFS in Kenya, discussing the role of CIR in the Kenyas CFS, arguing that CIR is used as a political tool in creating educational policy, rather than a research method or an intellectual inquiry. I will further critically analyze challenges facing CFSs and how knowledge on CIR can contribute more effect ively to successful implementation of CFS policies. A conclusion based on the literature and authors experience will then be drawn. Throughout the essay, I build a case in favour of CIR arguing that CIR stimulates critical reflections about our educational systems by investigating commonalities and differences across national borders. Background and Rationale Comparative and international education is one of the main fields of education with many benefits, judged by the volume of studies reported in the literature. Central to this is that many countries around the world have formulated some of their educational policies based on knowledge and research from CIR. With the current wave of globalization, researchers and experts, especially in the field of education, are always trying to find ways of streamlining their educational policies with the global trends. According to Giddens (1990:64), globalization is the intensification of worldwide social relations which link distance localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. Global forces therefore have an impact on shaping local practices at grass root levels. In order to do this tactically and critically, comparative and internal research remains cutting edge in informing people about the realities, the challenges and the possible effects of uncritical transfer of ideas. One of the key developments in education has been the prioritisation of basic education as opposed to adult education or higher education. In Africa, this would be probably because, as Oketch (2004) points out, basic education yields higher rates of returns compared to higher education. This has subsequently influenced government and non-governmental organizations to focus more on improving the quality of basic education. Child-friendly schools (CFSs) in Kenya is an example of a initiative sponsored by UNICEF with the aim of not just providing children right to education but the right to the right education. In other words, CFSs are more concerned with the quality of basic education in addition to its access. The emergence of CFSs in Kenya was catapulted by the forces of agendas 1 and 2 of Millenium Development Goals (MDGs) which emphasizes on the provision of basic education. One of the six Education For All (EFA) goals agreed by the World Education Forum (2002) concerns education q uality. The term quality in education is dynamic because of the social, political and economic context at which it is used. Milligan (2011:276) adds that quality has, thus, been placed as an integral cog in the educational development machine although how educational quality is defined is a matter of great contention. Because of differences in contexts, it is imperative that knowledge of comparative and international research be used in designing policies and pedagogy in CFSs that fit that particular context. Furthermore, with the fear that some countries may lag behind as others move forward, countries from sub-Sahara Africa are now engaging in various practices in order to achieve these educational goals, a race against the 2015 set deadline for attainment of EFA goals. As the clock ticks towards the year 2015, priority goals in education may change for post-2015 and the worry is further elevated. One of the efforts the government of Kenya is doing to improve the quality of education is by integrating CFS model into the basic education system. Two major questions arise here: First, how is CFS realistic considering myriad challenges facing the FPE policy in Kenya? Secondly, if integrating CFS model into basic education will help in improving the quality of education, what lessons can CFS policies learn from CIR? It is against this background that the purpose of this essay hinges. Literature Review In this section, I will look at the concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) based on the literature and merge them with the global forces that influenced the emergence of CFS with an attempt to unveil the voices behind the introduction of CFS in Kenya. In addition, I will use an example of PRISM experience in Kenya to reinforce the understanding of the role of international bodies in promoting quality through well strategized and executed projects, arguing that lessons from PRISM experience can be used as insights to successful implementation of CFS policies. Concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) CIR is a fusion of two broad areas of research: Comparative Research and International Research. To understand its full meaning, it is important we define the two areas of research separately. In his definition of comparative research, Mills et al (2006:621) argue that: Comparative research is a broad term that includes both quantitative and qualitative comparison of social entities. Social entities may be based on many lines, such as geographical or political ones in the form of cross-national or regional comparisons. A similar perception was echoed by Noah and Eckstein (1969:127), who viewed comparative education as an intersection of the social sciences, education and cross-national study [which] attempts to use cross-national data to test propositions about the relationships between education and society and between teaching practices and learning outcomes. In light of this definition, comparative research in the context of education can be defined as a study of two or more entities or events (Crossley Watson, 2003) with the underlying goal of searching for similarity and variance. Cross-national or regional comparisons may include comparing educational policies, pedagogy, educational leadership and so on. According to Mills et al (2006: 621), the search for variance places more emphasis on context and difference in order to understand specificities. International education, on the other hand, can be defined as the application of descriptions, analyses and insights learned in one or more nations to the problems of developing educational systems and institutions in other countries (Wilson 2000a: 116). Therefore, international research is concerned with research carried out across two or more countries, often with the purpose of comparing responses between them. This might be done in order to devise strategies that work well across both or all these cultures or to suggest local adjustments to a global strategy There is a close relationship between comparative and international education. Epstein (1994: 918) points out, that international educators use findings derived from comparative education to understand better the processes they examine, and thus, to enhance their ability to make policy. We can therefore draw from the above two definitions that CIR in education as a method of comparing both qualitative and quantitative entities in education across different countries, societies or cultures with the aim of identifying similarities and differences. It is however important to note that not all international research is comparative, and not all comparative research is international or cross-national. According to UNICEF (2007), a child-friendly school is both a child seeking school and a child-centred school: It is child seeking because it actively identifying excluded children to get them enrolled in school. It is a child-centred school because it acts in the best interests of the child leading to the realization of the childs full potential, is concerned about the whole child: her health, nutritional status, and well-being and concerned about what happens to children before they enter school and after they leave school. A CFS system recognizes and respects childrens right and responsibilities; it provides the enabling environment to realize childrens right not only in schools, but also in childrens home and their communities. These include children from conflict zones, street children and children with disabilities. According to UNICEF Global Education Strategy (2007) the Child-Friendly Schools model (see fig 1) is based on simple, rights-based concepts as described in Table 1. Concept of CFS Description Rights Based School CFS proactively seeks out-of-school children and encourages them to enrol, irrespective of gender, race, ability, social status, etc. Gender Sensitive School CFS promotes equality and equity in enrolment and achievement among girls and boys. Safe and Protective School CFS ensures that all children can learn in a safe and inclusive environment. Community Engaged School CFS encourages partnership among schools, communities, parents and children in all aspects of the education process. Academically Effective School CFS provides children with relevant knowledge and skills for surviving and thriving in life. Health Promoting School CFS promotes the physical and emotional health of children by meeting key nutritional and health care needs within schools. Table 1: Description of a CFS Fig 1: Model of the Child-Friendly School Source: UNICEF, Global Education Strategy (2007:1) The CFS model provides a framework for planning (and monitoring the effectiveness of) strategies for increasing access to quality basic education with the specific focus on the development of strategies to include those children hitherto excluded from education (UNICEF, Global Education Strategy, 2007). It is important to note that CFS model is not a one-size-fits-all model. The model may differ from country to country depending on the context. International and Local Pressures and their influences to formation of CFS in Kenya Education in sub-Sahara Africa, and indeed in Kenya, is crafted from both influences by global trends in education and the legacies of colonialism. Chisholm and Leyenderker (2008) observe that: Since 1990, the goals and purpose of education in sub-Sahara Africa has been reshaped by four interconnected developments: globalisation, the changed focus of international aid agencies towards development assistance, the adaptation of sub-Sahara African countries to the new world order with its new political emphases, and the spilling over of new pedagogical ideas from the USA and Europe into sub-Sahara Africa. (p 198) Kenya is a signatory to a number of conventions in education, including the Convention to the Rights of the Child (1989), the World Declaration on Education for All (Jomtien, 1990), the Dakar accord and the Millenium Development Goals (2000). In achievement of education development goals, Kenya is bound to, among other things, quality education by MDGs. The Jomtien call for access for access, equity, quality and democracy in education appeared to promise both social and economic development (Chisholm and Leyenderker, 2008). Social and economic development, and continues to be believed, requires educational change and educational change is necessary for social and economic development (ibid:). Educational change, in turn, is perceived to depend on, amongst other things, the input from relevant development assistance projects. These projects, in the arena of education, are typically formulated with reference to internationally negotiated development agendas (like the MDGs) and priority (Crossley Watson, 2003). An example of these projects in Kenya is CFSs which are supported by United Nations Childrens Fund (UNICEF). The Education Section of UNICEFs Programme Division introduced the Child Friendly Schools (CFS) framework for schools that serve the whole child in 1999 (Chabbott, 2004). Rationale for introducing CFS framework in Kenya The increased reliance of foreign aid to support education reform in Kenya has been accompanied by a transition, from understanding education as a human right and the general good to viewing it primarily in terms of its contribution to national growth and well-being through the development of the knowledge and skills societies are deemed to need (Arnove Torres 2007:359). Occasional voices continue insisting that education is liberating, that learning is inherently developmental (ibid: 359). With the global concern that Sub-sahara Africa countries may not achieve Universal Primary Education (UPE) by 2015 unless the progress is accelerated (Carceles et al., 2001; Bennel, 2002), Kenya responded by introducing Free Primary Education (FPE) policy in 2003 with both local and global pressure. The rationale behind introducing FPE was (apart from the pressure from global and international agendas) to alleviate poverty attributed to lack of literacy skills. The success story behind implementation of FPE policy is increased enrolment at primary school level by approximately 50% from 5.9 million in 2003 to 9.38 million pupils according to the Kenya Economic Survey 2011. However, there are myriad challenges facing the implementation of FPE policy which include high teacher-pupil ratio, inadequate infrastructure, overcrowded classroom, inadequate textbooks and many schools lacking sanitation facilities. All of these challenges militate against the provision of quality teaching. There is no magic wand for fixing this problem of quality in education. In response to this CFS were introduced in Kenya. According to UNICEF Child-friendly Schools Manual (2006:1): The challenge in education is not simply to get children into school, but also to improve the overall quality of schooling and address threats to participation. If both quality and access are tackled, children who are enrolled in primary school are likely to continue, complete the full cycle, and achieve expected learning outcomes and successfully transition to secondary school. The CFS framework (see appendix 3) aims at promoting child-seeking, child-centred, gender-sensitive, inclusive, community-involved, protective and healthy approaches to schooling and out-of-school education with a general goal of improving the quality of learning. Since CFSs are concerned with the quality of learning, it is important we look at the meaning of quality. The national examinations to obtain the Kenya Certificate of Primary Education (KCPE) at the end of primary cycle and the Kenya Certificate of Secondary Education (KCSE) at the end of secondary cycle are designed to evaluate the extent to which the primary and secondary graduates master the curriculum content. In other words, the national test scores are used as the indicators of quality. The limitation of this indicator is that it does not take into account the context at which learning takes place i.e. the learning environment, learners unique characteristics etc. There are many definitions of quality but one of the descriptions of quality which emphasizes on the context was by Tikly (2011:10) who argued that: A good quality education is one that enables all learners to realise the capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary according to context but at the end of the basic education cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In his description, Tikly believes that a good quality education arises from interactions between three overlapping environments, namely the policy, the school and the home/community environments. In his perception of quality education, Tikly puts context into consideration i.e. needs of the learner, cultural and political contexts. In addition, he emphasizes on the relevance of what is taught and learned and how it fits the nature of particular learners in question. This encourages policy makers to take cognisance of changing national development needs, the kinds of schools that different learners attend and the forms of educational disadvantage faced by different groups of learners when considering policy options'(ibid:11). The fact that CFS emphasizes on learner-centered pedagogy and puts the child at the centre or focal point in the learning process raises the idea of what is regarded as valuable knowledge and how this knowledge is acquired in this particular context. This leads us to the inquiry on the school of thought or paradigm behind introducing a contextualized CFS framework. CFS as an approach to education is premised on constructivism, a theory of knowledge arguing that humans generate knowledge and meaning from interaction between ideas and real experiences. According to constructivists, the notions of reality and truth are socially constructed and in different context with the understanding that knowledge is subjective and embedded in multiple realities. Thus, quality of learning should be viewed in the context in which it is occurs. Towards Quality Basic Education In Kenya: Developing Research Capacity and Evaluation Before we acknowledge the contribution of CFS in providing quality education to the children at Primary school level, it will be prudent to review some of other contributions that has been made by international organizations in collaborations with the local government in promoting quality of education at grassroot levels in building research capacity. Kenya has had a history of benefiting from international assistance in its education sector. One of the programmes is the Primary Schools Management (PRISM), an initiative of DfID through the Ministry of Education, which places a lot of emphasis on participatory approaches and emphasis on mobilising community support, resource management and utilisation, supporting learning of pupils and developing action plans. It targeted teacher training and management and the impact of this is overall effectiveness of an education system which has a direct bearing on quality of education. According to Otieno Colclough (2009:26), PRISM is regarded as one of donor-funded programmes which had most positive impact on quality of basic education and CFS can learn from it. As Crossley et al (2005) note, the main objective of PRISM was to improve the quality of primary education through the training and support of head teachers in practical management skills. Borrowing from the PRISM experience it is wo rthy learning that well planned and organized CFSs policies involving community participation at grass root level could help amplify local voices and lead to successful implementation of educational policies not only in Kenya but also other parts of African contexts. Challenges in implementing CFS in Kenya In this section I will explore common challenges associated with the CFSs with an aim of illuminating and critiquing the gap between policy and practice in CFSs. Access and Quality Dilemma: Which one should be first priority? As I mentioned earlier, one of the role of CFS in Kenya is to improve the quality of learning. But the access to education is still a challenge in Kenya and there is fear that Kenya will not have achieved EFA goals 1 and 2 by the year 2015. Many comparative researchers argue that different countries have different educational problems and it is the countrys obligation to identify what should be the priority and why. Aksoy (2008: 218) observes that: While developed countries are mainly engaged in activities to increase the quality of education, or they practice and seek new techniques and methods of learning and teaching, developing countries struggle to provide equal opportunities for education, trying to increase the rate of participation of all citizens in basic education, which is actually compulsory. To deal with its educational problems, each country works out countrywide or local solutions, depending on the nature of the problem. The tone of such statement is more closely allied to the question of priority. Priority in one country may not be a priority in another. In Kenya, the major problem basic education is facing is of access while higher education is facing the problem of quality. CFS focus more on quality, but in the Kenyan context, access to education is still a problem in basic education even after the introduction of FPE. The CFS concept of quality can however suit very well in some small state commonwealth countries which have almost universal access to basic education. It has been noted that small sates have now shifted education priorities towards focus in school effectiveness, quality and inclusion (Crossley, 2002) after ensuring that all children have accessed basic education and CFSs in Kenya should learn from small states that the priority should now be on access to basic education before shifting to quality. Atomizing the child: is child-centred the solution to quality CFS? A key feature of a right-based, CFS system is that it is linked tightly to the child-centred learning process. CFS advocates for child-centred learning where a child is treated as a single entity or an atom in learning processes. The idea of atomizing a child has its drawbacks derived from child-centred learning. First, there is an oversight on early year development behaviour of the child. Psychologists believe children undergo various levels of development and their learning behaviours are different at each level. For instant, Vygotskys (1978) concept of the zone of proximal development (ZPD) implies that a child cannot ordinary create ZPD by himself; he needs the more expert individual to bridge the gap between his current development level and his proximal level of development. Secondly, a child-friendly, democratic learning environment may not work successful in overcrowded classrooms and school with limited resources like it is the case in Kenya. Thirdly, child-centred learning weakens the role of the teacher. The idea that a child must be active in construction of knowledge is often understood to imply a diminishing role for the teacher in learning process who now becomes a coach or a facilitator. A call for paradigm renovation, from an exclusively child-centred learning to a combination of both child-centred learning and teacher-centred learning approach is important so that the weakness of one method is complemented by the other method. What Lessons can Kenya learn from other Countries in Implementing CFS? A Review on the Contribution of Comparative Research King (2007) emphasizes the need to explore the tension between the national and the international policy agendas in Kenya in order to make informed decisions when crafting educational policies. Clearly, this is a view that acknowledges the contribution of CIR researchers in bridging theories, policies and practices with both local and global minds (Crossley, 2000) in trying to identify betters grounds to critically reflect and determine appropriate course of action. Apparently, the term that is commonly used in Kenya and indeed many Africa countries in the initial processes of designing an educational policy is benchmarking. Essentially, this is usually a comparative study which is carried out locally and/or internationally in trying to compare different models of policy framework with the aim of critical adaption or adoption. Lessons are well learnt when a comparisons are made, and this underscores the strength and significance of comparative research. Moreover, since problems transcend national borders, it is prudent to seek possible solutions by learning from a similar experience in another country, and this explains why international research is important. Kenya can learn from other countries that are either progressing or failing to implement CFS policies because lessons can either identify opportunities or gaps, based on comparative analysis. In these respect therefore, I have identified two key elements of CIR which could help implementat ion of CFS. The first element is on identification of the gap between policy and practice. Documenting the emerging good practices and lessons learned within the regions is useful in informing evidence based programming and advocacy to enable us to achieve better results. For example, a Global Evaluation Report published by UNICEF in 2009 on comparative studies of how to six countries (Guyana, Nicaragua, Nigeria, Philippines, South Africa, Thailand) with different experiences implementing CFS, demonstrated the following: CFSs in varying contexts successfully apply the three key principles of CFS models-inclusiveness, child-centredness and democratic participation. Schools operating in very different national contexts, with different levels of resources and serving populations with different needs have succeeded in being child-centred, promoting democratic participation, and being inclusive. Schools that had high levels of family and community participation and use of child-centred pedagogical approaches had stronger conditions for learning, that is, students felt safer, supported and engaged, and believed that the adults in the school supported the inclusion and success of each student. (UNESCO, 2009) Kenya can use this success report to assist in providing a broader perspective on the ways in which CFSs can contribute to quality in the countrys unique context. The caution should however be that any steps taken should have hindsight of the current context in the country to avoid uncritical transfer of practice which may end up opening a Pandoras box. Secondly, through CIR, studies of educational systems from countries that share similar problems or pitfalls can provide information for learning possible consequences. A recent comparative evaluation research conducted by UNESCO in Nigeria, Gunaya, Thailand and the Philippines on CFS pedagogy gave different findings. While teachers in Nigeria and Guyana mainly focused on meeting basic instructional material needs (textbooks, paper), many teachers in Thailand and the Philippines focused on having greater access to information and communication technology (UNESCO 2009). Kenya experiences the same challenge as Nigeria and Gunaya, and data from these countries can be used to learn how they coping with inadequate basic instructional material. The caution here should be, that common problems may prevail in different countries, but common model cannot be applied because every country has different culture/context (Crossley Watson, 2003: 39). This provides invaluable information of what to adopt, modify or avoid. Conclusion It is worthy reiterating Crossley'(2003) emphasis that context matters and different countries have different needs and priorities even if they are faced with the same challenges. The value of CIR is studying foreign systems of education in order to become better fitted to study and understand our own (Sadler 1900, reprinted 1964:310) and CIR can be used as a lense to focus on adaptable or adoptable practices. UNICEF repeatedly emphasises that CFS is a pathway to educational quality rather than a blueprint and that it is counterproductive to regard the CFS model as rigid, with a present number of defining characteristics or key components (2009c, Ch. 1, p. 9). Thus, the essay sought to present an overview in favour of the contribution of CIR by highlighting what CFS policies in the Kenyan context could learn from CIR. As such, the essay acknowledges the role of CIR in stimulating critical thinking and reflections about CFSs system by evaluating its success and failures, strengths and weaknesses. This critical reflection facilitates self evaluation in our own context and the basis for determining appropriate courses of action. The essay also hints that CIR helps us understand global agendas and how they shape educational development projects from organizations and development agencies.