Death Ceremonies in Luhya Tribe

Death Ceremonies in Luhya Tribe Introduction Scientifically, death refers to a point in which biological functions of a once living organism become terminated. It could simply be referred to as a cessation of living of a certain biological being, in this case, a human being. The word itself has its origin from the Old English language.Advertising We will write a custom research paper sample on Death Ceremonies in Luhya Tribe specifically for you for only $16.05 $11/page Learn More Further, it comes from a reconstruction of analysis by etymology of the dauthaz of a Proto-Germanic origin. All living things, inclusive of human beings, have to succumb to death. In humans, however, there seems to be various causes other than the normal biological aging or the so-called senescence in the technical term. The latter is mostly common in wild animals. Nowadays, human beings do succumb to their inevitable end from such causes as suicide, homicide, war, accidents and malnutrition. There is also the un common predation by other living organisms or other human beings who are crazy enough to prey on fellow human beings (GrowthHouse, 2005). Therefore, no matter how lucky a person can get to survive the many years on this earth; eventually the person succumbs to old age and goes to an unknown afterlife, if at all it exists. However, it is intriguing to note that the proper declaration of whether a person is still alive or dead gets a bit complicated because of some medical reason. A person, declared to be clinically dead, might legally be alive. On the other hand, a person might be pronounced legally dead from the fact that the person is brain dead even if the victims’ lungs are still working. Such a person on the contrary is still clinically alive. Unfortunately, however, the law is just the way it is and so we have no choice but to take the legal option in such matters. This, therefore, just shows the paradox surrounding this issue (Ashkenazi, 1988). The Luhya Away from all t he medical and legal terminology to a certain tribe in the Western part of the Republic of Kenya. This tribe is called the Luhya tribe and is one of the 42 tribes of the Republic of Kenya. This Bantu tribe is believed to have migrated from the now Egypt and most of its cultural practices are shared amongst its 18 sub tribes including some of the Bantus’. Death According to the Luhya Despite the early introduction of the Christian religion in the early 1902, most Luhya families especially in the rural parts of Kenya still practice their traditional death ceremonies. This has lead to most of the tribes mixing the Christian religion with their traditional practices thus leading to syncretism (Ayot, 1996). This phenomenon has lead to a continually weakening of the Christian faith.Advertising Looking for research paper on anthropology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Superstitions Surrounding Death The Luhya have v arious superstitions with regard to death. This is from their profound believe that an outcome of something or just an undertaking that is very important and which might happen in a future that is not so far could be easily told through various portents or omens. One of the most common presages in this tribe includes the sighting of an antelope. This to the Luhya people implies that the person will be very lucky on his or her journey. Unfortunately however should one sight a night owl while on a journey, then that is a signal of a looming death in the family. This harmful omen has to driven away therefore by use of a firebrand. On the same note, should an owl be heard near ones homestead, it would as well be a signal of a looming death in that homestead and therefore a firebrand has to be again used to drive the owl away. This seems to be the only sure way of averting the death in that family. Other superstitions regarding death in this tribe include a belief that if an excessively crying child without any probable cause is an expression of a looming death to the parents. On the other hand, a woman climbing the roof of a hut is taken to imply that she has a desire to kill her husband. Other superstitions that are more common even in many cultures across the world are trying as much as possible to avoid mentioning death to a severely sick person. Even if the person seems to eventually die given a short time, the Luhya customs strictly prohibit any person from making utterances that might seem to be implying that the said person will die. Death Ceremony In the Luhya tribe, there was always enough time that was devoted towards taking care of the sick and in the unfortunate event of occurrence of a death, they always had enough time to bury their dead. Occurrence of death in a family was always followed by a ceremony to remember the departed person. The great ceremony that was usually performed in the home of a deceased person used to take up to 40 days. This is b ecause this tribe always did hold funerals with lots of high regards. To the tribe, their belief in spirits and animisms led to them trying to their level best to please the spirits of their ancestors. This is clearly from the fact that a departed person has automatically joined the ancestral world and the Luhya tribe really fears displeasing their ancestors. During the death ceremony or the mourning period of 40 days, sacrifices would often be made to please the spirits. Although due to influence from other cultures and general change in cultural practices these sacrifices are still made even though the ceremony takes only one week nowadays. Some other practices like uprooting of a big tree so as to bury an influential man in the society are rarely practiced now days.Advertising We will write a custom research paper sample on Death Ceremonies in Luhya Tribe specifically for you for only $16.05 $11/page Learn More However, the one thing that is still largel y practiced despite the high presence of Christianity is the burring of the dead either on their sides while facing east where the sun rises or seated upright. Additionally, the grave has to be always 3 -4 feet deep. All these practices are done with one aim of making sure that the ancestors and the departed spirit is well pleased. Another tradition that is still in practice is the thrusting of a spear on the grave of a person who was a warrior in the society. Nowadays however, this honor is given to any person in the society that was fighting in any way for example through political means for the rights of the Luhya people. Rituals Surrounding the Death It is mandatory that a bull is slaughtered during the Luhya funeral ceremony. Along with it, several chickens are usually slaughtered to feed the mourners. Some pieces of the meat from the bull would then get roasted in a ceremony to please the ancestors and the departed spirit. In this ceremony, only the elderly in the family and t he clan that forms that sub tribe of the Luhya would partake of the meal. Children and women would not be allowed to eat the roasted meat or in more know terms the barbecue. It is also customary that if death has occurred in a certain Luhya family, then all the immediate members in that family have a clean shave. The shaving of the hair can be extended to the extended family if at all they live next to each other. This is because in most cases, the cousins would rarely consider themselves as cousins but would most likely consider themselves as brothers and sister. In that sense, extend families that tend to live next to each other would eventually start functioning as one family with any elder ,member in that family being the head of that family. If the dead individual happens to be a man past 18 years of age and had not yet been married, the Luhya believe that the dead person has to be punished for not making enough efforts towards ensuring the continuity of his tribe. It is almost a crime for any man as long as he has successfully passed through the circumcision ceremony to die before having furthered an offspring somewhere. This is because a clan might actually size to exist due to the death of a man in the society. The main reason is that the Luhya tribe believes that male children are the true members of the tribe and not women. As a matter of fact after a lady has been married of to another tribe she automatically seizes to be a member of the Luhya tribe.Advertising Looking for research paper on anthropology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore dire consequences which involve the piecing of the scrotal suck of a man are performed prior to his burial if he died before producing any known offspring. This procedure is performed one night prior to his burial. Again this is performed so as to ensure a reduction of anger carried by the ancestors on the failure of one of their descent (Were, 1967). The Bonfire During the whole mourning period especially before the burial of a deceased person, a bonfire is usually light. 2 days prior to the burial of a deceased person especially if the person was fully grown and was capable of making his or her own decisions, some matters relating to debts that a deceased person had are discussed. At the bonfire, it is agreed on who is to pay for any debts that the deceased was holding prior to their dead. Additionally, if someone owed the dead person that is usually the best time to let the people know especially the next of kin. This is because the Luhya tradition forbids that one shou ld complain of debt that a deceased person had after the person has been buried. Of course with most people opting to write their wills, this practice is has greatly diminished. Instead, the bonfire is only used to keep the mourners warm at night during the mourning period. Effect of the Changing Times With most of the Luhya population having moved to larger cities of Nairobi, Mombasa and other great cities across East Africa and the world over, the 1 week ceremony has become unpractical let alone the 40 days ceremony. Therefore especially due to the related pressures of working and other commitments in life, these burial ceremonies would always take 1 week unless if the deceased was very influential in the society for example the death of the form Vice President of the Republic of Kenya, the Late Kijana Wamalwa. Most of the Luhya’s living far away would only attend the official burial day and again return to commemorate the 40th day after the burial ceremony. Another effect of the changing times is the fact that the Luhya tribe initially rarely talked of harmful acts that had been done by the dead. However nowadays, they are more open to clearly lay out the life of a departed person with few exaggerations. Conclusion Clearly, from the various superstitions and myths present in this tribe, the Luhya people, just like any other person out there, dread death. This tribe believes that death is as a result of displeasing the ancestors or having come in contact with harmful omens. On the contrary, death is inevitable to each and every human being. It ought to be embraced if it comes along. Human beings are probably the only animals who are nowadays in a position to have some form of understanding towards the mortal nature of life. Therefore, we humans ought to have an understanding that as much as we all have wishes as to where we are going after death, no one knows for sure. However, one way or another we will all be dead one day (Nuland, 1994). Therefore, death, as much as it impacts on the loved ones left behind, ought not to be such a vital issue. Rather, it should be embraced as an essential passage of each and every one of us (Lienhard, 1997). Some unnecessary superstitious measures ought to be scraped off. This is because if each one knows the principal causes of death, and if one successfully manages to beat all those famous causes, then old age is always there to provide the last straw. Ashkenazi, Allan. Death Receptors: Signaling And Modulation. Science, 281(1988), 12-23. Ayot, Henry. The Luhya of Kenya. August 1996. Web. GrowthHouse. Handbook for Mortals : How We Die -Then And Now. 2003. Web. Lienhard, John. How we Die. 1997. Web. Nuland, Sherwin. How we die: Reflections on Life’s Final Chapter. London: Alfred Knopf Inc., 1994. Were, Gideon. A History of the Abaluyia of Western Kenya. Nairobi: East African Publishing House, 1967.

Make Carbonated Fizzy Fruit With Dry Ice

Make Carbonated Fizzy Fruit With Dry Ice Use dry ice to carbonate fruit. The fruit will be filled with tingly carbon dioxide bubbles, like a soda. The fizzy fruit is great to eat on its own or it can be used in recipes. Fizzy Fruit Materials Dry iceFruitPlastic bowl You only need two ingredients for this project: dry ice and fruit. Make sure to use  food grade dry ice. There is another kind of commercial dry ice, not intended for use around food or consumption, which may contain icky-tasting and potentially unhealthy impurities. Food grade dry ice is solid carbon dioxide, minus the nastiness. Technically, you can use any fruit for this recipe, but there are some that work better than others. Apples, grapes, oranges and other citrus fruit, and bananas work great. Some people dislike the effect carbonation has on the flavor of strawberries. You may wish to experiment to suit your taste. A plastic bowl is recommended because it isnt likely to get cold enough to handle. There is a small risk of getting frostbite handling the base of a glass or metal bowl filled with dry ice with bare hands. Of course, if you wear gloves or use care, its not a big concern. Carbonate the Fruit You want the dry ice to be in relatively small chunks. If your dry ice came as pellets or chips, youre in good shape. Otherwise, you will need to smash your dry ice. Do this by placing the dry ice in a paper bag or by covering it with a dishcloth and whacking it (gently) with a hammer. You want to break it into pieces, not pulverize it.Dry ice vigorously sublimes into carbon dioxide gas. As this happens, the gas is pushed into the fruit. Thinner slices or pieces of fruit will become more saturated with carbon dioxide bubbles than larger pieces of fruit. You can use whole grapes or strawberries, but be sure to slice or chunk larger fruits, such as apples or bananas. Slicing grapes or strawberries in half opens them up and helps them get fizzier.Place some dry ice pellets in a bowl. Set the fruit on the dry ice. You can add more dry ice if you wish. If you like to play with my food, you can stir the mixture, but its not really necessary. If you want the fruit to get fizzy, but not free ze, place a small cutting board over the dry ice and set the fruit on top of the cutting board. The board should offer enough thermal insulation to protect the fruit. Allow time for the dry ice to sublime (at least 10 minutes). The fruit will freeze and become carbonated.Eat the fizzy fruit, using it in recipes or add it to drinks (makes interesting ice cubes). The fruit will remain fizzy as it thaws, but it should be used (frozen or thawed) within an hour or so because it will lose its bubbles. Fizzy Fruit Safety Tips There are videos that show people carbonating fruit by sealing dry ice and fruit in a plastic bottle. This is not a particularly safe plan since overpressuring the bottle will cause it to explode. If you decide to try this method, make sure your bottle is plastic (less shrapnel in the event of an explosion) and use a minimal amount of dry ice. I do not recommend this procedure. You can get fizzy fruit without risking a trip to the emergency room.This goes along with the first point: dont seal dry ice into a closed container.Dry ice is very cold, so dont handle it or eat it.Freshly frozen fizzy fruit is the same temperature as dry ice (around -109 °F) so allow it to warm a bit before consuming it. Fizzy Fruit Fun Facts Carbon dioxide bubbles, whether they be in soda, beer, or fizzy fruit, trigger a minor pain response in the nerves of the mouth and tongue. This actually enhances flavor and is one reason why carbonated food and drink is (ironically) pleasurable.Carbonation also affects the flavor of food directly by changing its pH. It makes food more acidic. Whether or not this improves flavor depends on the composition of the product.The pH change can also change the color of the fruit. Deeply-colored fruits are often natural pH indicators. Carbonated Fruit Recipe Ideas Slice strawberries, sugar them, and add a bit of water to make a syrup. Stir dry ice into the mixture to carbonate the berries and syrup. Use the carbonated strawberries as a topping for strawberry shortcake or ice cream.Slice apples and strawberries. Carbonate them with dry ice. Add them to champagne.Slice a banana. Make it fizzy then coat it with chocolate. Allow the banana to warm slightly before eating it.If you have leftover dry ice, another fun fizzy recipe to try is dry ice ice cream.

Change and Development in the English Language Essay

Change and Development in the English Language - Essay Example In an analysis of the linguistic features of the Early Modern English in connection with the language of Shakespearean plays, it becomes obvious that the language used by Shakespeare belongs to the early years of Modern English and there is nothing standard about the orthography in Shakespearean English, a feature he shared with the Early Modern English.   An analysis of the two extracts from Shakespeare’s plays – King Lear, Act IV, Scene 6 and Henry V, Act III, Scene 2 – confirms that Shakespearean English illustrates the features of Early Modern English.One of the most essential examples of the change and development of the English language through the modern period is provided by the Shakespearean plays are and his plays are frequently termed as ‘modern’. Significantly, the English language has developed through various ages and the growth of the language during the early modern period can be best comprehended in a profound analysis of Shakespearean plays. Although there is an essential issue concerning Shakespeare’s connections with modernity as it is difficult to determine precisely when modernity began, the plays by Shakespeare provide the best example of modern English in its earliest times. In an analysis of the linguistic features of the Early Modern English in connection with the langu age of Shakespearean plays, it becomes obvious that the language used by Shakespeare belongs to the early years of Modern English and there is nothing standard about the orthography in Shakespearean English, a feature he shared with the Early Modern English.

Eucharist Sacrament Research Paper Example | Topics and Well Written Essays - 1500 words

Eucharist Sacrament - Research Paper Example The researcher paper "Eucharist sacrament" puts more emphasis on the Eucharist which is also regarded as Holy Communion. The holy Sacrament began the day Jesus gathered his disciples in a quite and orderly room for the last supper. This marked his major mingle with his disciples and was acting as a reminder in their lives and even the generations that were to come. He ordered for certain bread made in specific ways, for instance, it was to be unleavened, meaning it was to have no additives but be made from pure wheat. He then taught them on the importance and implication of the occasion before the actual partaking. He then blessed the bread and wine and ordered his disciples to partake in his remembrance. Jesus the broke the bread and gave to the disciples to symbolize his fleas while the wine symbolized his blood. The disciples kept on with the ritual even after their master ascended to heaven, and this has extended even to the current Christians. The sacrament was a symbol o unity, love, loyalty and commitment to the Christian faith (CCC, 1323). Catholics and other Christians from different beliefs do take the holy communion to mark the sacrificial ritual and as a meal, or rather the spiritual nourishment. The ritual involves the taking of wine and bread which symbolize the blood and body of Christ. The sacrament also draws humankind closer to God, as it purifies the soul and sparks God’s Grace in the Christian lives. The sacrament also acts as a bridge between humankind and God’s promises, according to the new covenant. ... Catholics do appreciate the fact that light and darkness can never tolerate each other, and that is the reason they purify their hearts for God’s mercy and work be manifested in their lives. Some Catholics even fast a day or two before the sacrament. This is to kill the flesh and nourish the spirit so that God may be pleased and His deeds be manifested in the Church. Christians, faith is set to grow as they take various sacraments from one stage to the next. A Christian life is meant to follow a certain order as indicated in the Catechism of the Catholic Church. One is confirmed then baptized just as it happened in Jesus’ life. The sacrament of the Eucharist is meant for a mature Christian, not in age but in faith. One is to be taught the meaning of the sacrament before the actual partaking. Eucharist sacrament is a way of fulfilling Jesus’ command to the disciples to partake the wine and bread to symbolize his body and blood as a remembrance. A Christian is mean t to attend some specific teachings to understand the influence of the ritual in Christians’ lives. Jesus had to teach his disciples the importance of the last supper before the actual breaking of bread. To follow Jesus’ example, a holy priest or teacher is meant to teach the church or remind the church on some basic principles with regard to the ritual before the actual partaking of the bread. These include but not limited to forgiving one another as Christians, repenting to God, telling God any yolk in your life and making peace with fellow human among others. The priest or teacher taking the process should provide humble time for Christians to make peace among themselves and the almighty. The priest or teacher then prays for the bread and then each Christian

School Improvement Plan: The UAE

School Improvement Plan: The UAE School planning, organization and management is directly related to human and physical resources. The foundation behind it is that schools should be capable of utilizing the entire resources in a way that help them in performing their obligations successfully. All schools need their students to succeed and prosper. But schools can simply create a lifelong change when they have emphasis on specific goals and strategies for change. School improvement planning (SIP) is a process through which schools set goals for improvement, and make decisions about how and when these goals will be attained. The definitive purpose of the process is to promote student achievement by improving the way curriculum is provided, by building an advantageous environment for learning, and by increasing the parental involvement in their childrens learning at school and in the home. In this assignment, the investigator will develop SIP focusing on the common problem affecting the private and public schools in the United Arab Emirates. An action plan will be developed to help in improving schools and consequently increasing student achievement. What is a school improvement plan? A SIP is a road map that undertakes the changes required by a school to increase student achievement, and indicates how and when these changes will be constructed. SIPsare selective: they help principals, teachers, and school councils answer the questions What will we focus on now? and What will we leave until later? They boost staff and parents to follow on student achievement and other issues, such as the school environment,that are known to impact student success. schools will able to respond to the needs of students, teachers, and parents when updated and trustworthy information are provided on student performance. Moreover, a SIP is a mechanism by which the community can hold schools responsible for student success and through which it can evaluateprogress. One of the first steps-a critical one-in establishing an improvement plan includes teachers, school councils, parents, and other community members working together to collect and examine data concerning the school and its students, therefore they can decide what needs to be enhanced in their school. As the strategy is implemented, schools keep ongathering this type of information. By comparing the novelinformation to the primarydata on which the plan was grounded, they- and the public-can assess the accomplishment of their improvement plans. Authentic change takes time. It is essentialto keep all partners involved in theSIPinformed. Gradual improvements are significant, and they should be distinguished, but they do not comprisepermanent change. Therefore,SIPs are best designed over three years: à ¢Ã¢â€š ¬Ã‚ ¢ Year 1 the planning process à ¢Ã¢â€š ¬Ã‚ ¢ Year 2 the implementation à ¢Ã¢â€š ¬Ã‚ ¢ Year 3 -continue the implementation. During initial discussions, or as time goes on, schools may need to expand their plan for additional years to make sure that they maintain their focus and attain their targets. Anyway,SIPs should beconsidered working documents that can beutilized tocheck their development over time andto make revisions when necessary to ensure that the plans stay on course. In developing SIP, the principal, staff, school council, parents, and other community members actthrough a diversity of activitiesconcentrated uponthreedomains of priority: curriculum delivery, school environment, and parental involvement. For all these areas, schools set up the following: à ¢Ã¢â€š ¬Ã‚ ¢ A goal statement à ¢Ã¢â€š ¬Ã‚ ¢ Performance targets à ¢Ã¢â€š ¬Ã‚ ¢ Areas of focus à ¢Ã¢â€š ¬Ã‚ ¢ Implementation strategies à ¢Ã¢â€š ¬Ã‚ ¢ Indicators of success à ¢Ã¢â€š ¬Ã‚ ¢ Time lines à ¢Ã¢â€š ¬Ã‚ ¢ Responsibility for implementing strategies à ¢Ã¢â€š ¬Ã‚ ¢ Checkpoints for status updates à ¢Ã¢â€š ¬Ã‚ ¢ Opportunities for revisions. Appendix B contains a sample school improvement plan. All school partners must be involved in the SIP to guarantee its success. Schools represent the whole school community. The principal, who has the responsibility of school administration and delivering instructional leadership, is ultimately accountable for SIP. However,all school community should be actively engaged in all stages of the process: planning, implementing, monitoring, and evaluating progress. Purpose To identify effective strategies for developing school improvement plans that lead to enhanced student achievement and increased parental involvement in education Background According to KHDA (2009), there are 220 schools in Dubai; 189 schools were inspected between 2008 and 2009. The remaining 31 schools which use the Indian, Pakistani and Iranian curricula will be evaluated later. These 189 schools are composed of 109 private schools and 80 public schools. Among the private schools ; 49 schools follow the UK National Curriculum, 30 offering a US curriculum, 16 schools using the Ministry of Education (MoE) curriculum, 6 schools follow the International Baccalaureate (IB), 4 schools follow the French curriculum and a further 4schools provide unique curricula (German, Russian, Japanese and Philippine). All public schools in Dubai were checked, including Madares Al Ghad (MAG) schools and Model schools. The purpose of schools evacuation was to improve the delivery of education to students in Dubai and to help parents know that their children are being learned and are in safe, skillful, and caring hands. The overall findings of schools performance in Dubai were shocking as there are around 20,000 students in Dubai receives unsatisfactory quality of education, more than half the schools are presently delivering an education that is not yet of the good quality anticipated of all schools in Dubai.Additionally,9 out of 10 schools provide acceptable quality of education. None of the public schools got outstanding but 50% of them achieved good.As for the private section, 4 schools offering the UK curriculum attained outstanding, 50% of private schools achieved 50% while 75% were unsatisfactory. As for the students performance, the results were generally disappointed. Students progress in the key subjects, are not yet making sufficient progress in speaking and writing Arabic and English. In public schools, where English is taught as a second language, students English language skills are insufficient and expectations, chiefly in connection with writing and speaking, are not satisfactorily high. The students capability of using mathematics to solve problems is poor. In private schools, students skills in Arabic need improvement. Nearly 20% of students make unacceptable progress. In Islamic Studies, students progress in the public schools is better than the private schools. The majority of the students have good attitudes to learning. They are motivated, attentive and hard worker. Economic and environmental understanding is developing in most schools. Students are often unattended except in class. Different forms of bullying are noticed. The teaching and learning methods were not useful for the students as the majority of the teachers dominate the lesson discussion in the public schools and poorly performing private schools. Assessment in more 25% of all schools is unsatisfactory. Consequently, many students are not aware of their strengths and weaknesses. In schools delivering the MOE curriculum, and US curriculum, students are not prepared well for higher education or employment. Leadership and management are unsatisfactory in nearby 20% of private schools and in a similar proportion of boys public schools. Almost all schools do not have self-appraisal system to assess their own work. Finally, many schools have comprehensive connections with parents but they are unsatisfactory to some parents. What Areas Should Be Considered for Improvement? The main goal of SIP is to increase the level of student achievement. To achievegenuine change, nevertheless, the process needs to focus on specific priorities. Student performance becomes better when teachers use curriculum-delivery strategies that purposely address the studentsneeds, when the school environment is supportive, and when parents are effectively involved in the education of their children. To improve the process of planning, therefore, schools should institute one priority in each of these three components-curriculum delivery, school environment, and parental involvement. Basically, the planning process involves answering the crucial questions: What will we focus on now? and What will we leave until later? Curriculum delivery in the United Arab Emirates Curriculum is considered the foundation of the educational system. It incorporates the principles, underlying educational philosophy, goals, content and actual operation of the instructional program in the class, besides the written and other materials required to reinforce the educational system (Farah.S. Ridge.N. 2009).There are two new approaches presently being executed on a trial foundation in the United Arab Emirates (UAE)-a new standards-based curriculum in Abu Dhabi schools and a new English-medium curriculum in particular governmental schools, the Madares Al Ghad, over the UAE. Curriculum as a concept can be divided into three main components: intended curriculum, implemented curriculum and attained curriculum. The intended curriculum typically embraces the directorial documents shaped by the UAE-Ministry of Education (MOE) or other education authorities which command how much, how frequent and what should be taught in schools. The implemented curriculum is what really occur s in the class, how successfully teachers offer the material, how long they pass on a topic and what resources they need to deliver the content. Lastly, the attained curriculum is what students practically learn in the class, what skillsand values they grasp, and what content they assimilate and retain (Table 1). The focus of the MOE curriculum upon the buildup of factual knowledge rather than critical thinking limits students learning. Facts are learned in isolation and students are incapable of applying their knowledge in real life situations. This is proved evidently in the findings of the 2007 TIMSS survey, which examined students performance in the application of mathematics and science in many countries. The MOE curricula in mathematics and science give slight attention to practical investigation and the use of mathematical and scientific knowledge to solving problems (KHDA 2009). Consequently, students are not well equipped for the courses and careers they will study. Public school students have to choose either a scientific or literary arts for their last two years of school-based study. Both of these options have narrow scope, heavy content and do not prepare students for university. Curriculum Policy brief: The MOE (2008) has issued curriculum policy documents that set out standards, activities, strategies, expected outcomes and tools for teaching and assessment for student learning in all grades and subject areas. The policy documents also encompass achievement charts that assist teachers in assessingstudents achievement in respect to the expectations. Assessment strategies must focus on how the students integrate theory into practice to encourage independent thinking and enhance problem solving abilities. To set a goal for improving the delivery of the curriculum, principals, teachers, school councils, parents, and other community members participating in the SIP must understand the expectations emerged by the MOE and how well the those expectations are going to be achieved by the students. Main Findings Dubai Schools Inspection Bureau Annual Report(DSIB) will be used as groundwork for this investigation. According to DSIB(2009), the majority of the schools achieved an acceptable level in meeting the students educational needs in relation to their curriculum. Yet, in schools delivering curriculum of the MOE, and in many schools providing a USA curriculum, students are not equipped well to vie globally. Moreover,in these schools, wherethe mainstream of students are native Arabicspeakers, have limited selection of subjects and their physical, creative and analytical skills are developing. These curricula are not operated effectively to satisfy the prerequisites of students, including those with learning difficulties as well as the potentially highest achiever. Furthermore, curricular weaknesses in public schools hinder the progress of many students and limit their achievement. The ill prepared English curriculum and the reduced demands of the text books fail to sufficiently meet the requirements of students for English proficiency.The students are learning English as a second language where opportunities for using it in conversation are limited. Additionally, the curriculumprepares the students to use only a few vocabularies. The range of students reading and writing is alsoimperfect. Extended writing is rarely a feature in most public and poorly performing private schools. Students are customarilyneeded to give only short written answers to questions present in textbooks and English teaching is miserable. As a result, non-native speakers are often unable to communicate their thoughts and ideas confidently even in Grade 12. These limitationsalter thestudentspreparation for university. The curricula in mathematics and science dedicateminimal attention to implementing mathematical and scientific knowledge in investigating and solving problems of daily life. In private schools, a high number of the older students fail or do not complete courses, particularly in mathematics and science subjects a situation not helped by the lack of independent information, advice and guidance for students prior to their admission to courses. The ICT curriculum focuses barely on performing skills. In addition,it is taught in English and many students do not get it adequately. All schools physical education, art and music have low status in MOE curriculum anda plenty of the ill performing private schools. The time allocated to these subjects to beneficially effect students physical and cultural growth is not sufficient. Music and art is taught to only a few students after Grade6 and 9 respectively. These restrictions hamper thestudents opportunities to develop their capabilities for independent learning through such activities as team working. All schools provision for students with exceptional educational needs is poor overall.The governmental schools offer some support, mainly in separate classes, in Grades 1 to 3 School environment Environmental factors are the most influential on studentsachievement and success.Creating a well-fit school environment calls the involvement of, principals, teachers, school councils, parents, and other community members to make effective and relaxing placesfor learning. WHO defines a health-promoting school as one that constantly strengthens its capacity as a healthy setting for living, learning and working.The American Academy of Pediatrics (1993) defines a healthful school environment as one that protects students and staff against immediate injury or disease and promotes prevention activities and attitudes against known risk factors that might lead to future disease or disability. A schools environment is the thread that linkstremendous activities on a campus. In many situations this thread is nearly invisible; however each person experiences its effect. Positive social relations and attitudes about school are as significant to the environment as are safe and well-maintained buildings and grounds. The quality of the school-good or bad is reflected by the environment of the school. A safe, clean, and well-Kept school with a positive psychosocial setting and culture can nurture school connectedness, which in turn improves student and staff well-being as well as students educational achievement. A schools physical environment includes the school building and the surrounding grounds, such as noise, temperature, and lighting as well as physical, biological, or chemical agents. The disturbing increase in the number of asthmatic students is a unique problem that can, in part, be influenced by negative physical conditions in schools. The psychosocial school environment incorporates the attitudes, feelings, and values of students and staff. Physical and psychological safety, positive interpersonal relationships, recognition of the needs and success of the individual, and provision for learning are all part of the psychosocial environment. Other factors encompass: the economy; social, cultural, and religious influences; geography; socioeconomic status of students families; tax bases; and legal, political, and social institutions. Main Findings The quality of health care is good or outstanding in a majority both public and private schools. School nurses, doctors and social workers presentobviously in the schools to support the students and their families. Medical records are arranged properly and routine follow-up are difficult. The role of the social worker is to have positive relations with families and monitor students attendance carefully. In the majority of the public schools, however, social workers work in isolation and do not communicate properly with other staff in the school to provide a rounded view of students performance. Comparatively little healthy food is sold in school canteens in most public schools; students in these schools often eat crisps and sweets throughout the day. Safety issues including transport measures, fire safety procedures, supervision and security, affect some public and private schools. Students are frequently unsupervised except when in class. School transport is occasionally organized with few considerations for the safety of students in pedestrian areas and on board buses, where working seat belts are not always provided. In a minority of schools there are events of unsuitableusage of physical punishment in response to negative behavior. Different forms of bullying range from kicking, spitting, malicious teasing, taunting, making threats to spreading rumors, engaging in social exclusion, extortion and intimidation. Generalizations cannot be made to understand why bullying occurs; but it should be recognized in all its forms and not tolerated. A survey conducted by ADEC in 2009 involving 1728 students (grades 3 to 6). The findings revealed that young children have various concerns about bullying in the schools; more than 47% considered that students at the school are often endangered or bullied; and more than 63% favor remaining at home because it is more safer than the school. The procedures for student safety are feeble in most private schools excluding those categorized as the best performing. According to KHDA (2009) most private schools have effectual policies to handle bullying and other kinds of upsetting behavior, and students report such events as uncommon. Moreover, whilst the best performing private schools have well-defined procedures for bullying, in many others do not. Students in the schools that were identified to be lacking bullying policy have no person to tell to if there is mistreatment inside or outside the school putting them at risk. Sana, A. A., MOE psychology advisor in Dubai, states that the ministry admits bullying in schools and is trying to overcome it. Some students dont have sufficient information and competency to recognize and contend with the behavior of aggressors (Khaleej, T 2010). According to the head of KHDA, an attention should be given to new forms of bullying, such as cyber-bullying. Cyber-bullying has clearly increased in recent years and it can be more harmful and risky than other forms of bullying, (Samineh I. Undated). She cautioned of increasing incidence bullycide where children accustomed to escape to their homes to protect themselves from being intimidated at school, yet, through cyber-bullying there is no escape which give rise to many cases of bullycide ( bully associated suicides), Shaheem said (Gulf,N 2010). When the bully feels they cant express out their hostility on the school grounds, they will yell at either on the way home, on the bus or through text messages, chat rooms or Facebook. Speaking of one of the cases that came to Dubai Psychologist Dr. Singh, D., said that the plight of a small girl came to light only after her friend found her petrified at the sight of an older student and reported the incident. Her friend said that she was literally shaking at the sight of the older student, which led to an investigation that brought to light how the child was being bullied using social networking sites. Parental involvement Research found that parental involvement is one of the essential factorsleading to students success in school. Keeping the parents informed and involved in their childrens education will increase student achievement. Students attend school more frequently, finished more homework in a reliable manner, and exhibit more positive attitudes towards school. They also are more likely to complete high school. Parental involvement helps a child succeed in school and later in life. To ensure parents are informed about and involved in their childrens education, schools must foster partnerships with parents. Because parental involvement is one of the most significant factors in a childs success, it is crucial that all schools set a goal in their SIP for increasing it. Links with parents Many schools have comprehensive connections with parents but they are not continuously as effective as they want to be and some parents are unsatisfied withthe information givenabout their childs progress by the school. However,links with parents are usually good or outstanding in the best performing private schools. A small number of public schools have very good links with the local community and local businesses, which lead to enhanced outcomes for students. This is particularly true of schools in low economic status areas. The ADEC (2009) survey 1429 teachers in public schools and asked them about the number of times they met the parent personally and the degree of parents support to teachers .The result showed 6.9% have never met parents, 28.9% have met them once or twice a semester, 36.7% have met them once or twice a month, while 27.4% meet parents once a week. Regarding parents supporting the teachers teaching efforts, 55.5%feels some; while 13.5% feel never. More than 56.1% of teachers believe that only some parents make considerable effort to help their children learn; while only 5.6% do not at all. As for trust and confidence in parents as being partners in the teachers mission of educating the children, 19.3 % said no. Who Are the Partners in School Improvement Planning? Everybody involved in or interested in the operation of schools has a role to play in the SIP. District school boards and superintendents of education play vital roles in setting guidelines and in supporting and monitoring SIP. The most significantoperation, nevertheless, occurs within the school community itself. An effective SIParises when principals, teachers, school councils, parents, and other community participants work as a team to identify priorities, set goals for enhancement, apply strategies to reach those aims, and evaluate progress.Generally, principals responsibilities in SIP fall into three main categories:Communication, Leadership, Professional development. How Do We Begin? The first step of the SIP process is: Creating a SIP team; collecting and assessing data about student achievement, the school environment, and parental participation; and setting priorities for improvement through a sequence of activities. Principals play a fundamental role in these early platforms. They ease the creation of a planning team, which will be accountable for establishing priorities, and they ensure that the information needed for effective planning-such as report card marks, the results of assessments. Forming a school improvement planning team Principals should enlighten teachers, school council members, parents, and other community partners about the progressof SIP in a manner that appreciates their participation. In elementary schools, all the participants in the SIPconstitute a part ofthe planning process. Secondary schools, which usually comprise large teaching personnel, should guarantee that at least one representative from each section is part of the planning team, with the school council, parents, and other community affiliates who wish to share. In addition to expressing their preciousviewpoints and skills, teachers will alsofacilitate understanding ofinformation on students achievement as well as the expected value of and challenges implicated in a range of improvement suggestionsto other teammembers. It is imperative that the team be representative of the schools community. Principals should make hard effort to convince parents who correspond to a range of the school communitys demographic profile to play a part in the planning work out. Other communitymembers may offer worthinsights and perspectives, and their input should also be encouraged and vigorously sought out. Principals in the French-language systems will want to include leaders from the local francophone community. Finally, secondary school students should also contribute in the planning team. Principals should give confidenceto their involvement in the process, and possiblylook for those who are student leaders, motivating them to play a role. Principals in elementary schools may desire to engage interested Grade 7 and 8 with the teams work. All participants should have a positive attitude towards the process and realize that they have toact as a team. Scheduling meeting times for the planning team that are suitable to both staff and parents may be challenging. This issue can be solved by arranging parallel processes, whereby staff meets during school time whereas parents meet in the evening. The benefit of this organization is that it allows maximumparents participation. To insure consistency regarding decision makingbetween both groups, selected teachers could volunteer or be delegated to join both meetings. The SIPteam holds the role of analyzing data on student achievement in the school, the efficiency of the school environment, and parental involvement in their childrens education. Established on the results, team limbs make decisions about subjects that must be improved in priority. As figure 1 indicates, the planning work should take place between September and January of year 1. Understanding the context Before beginning a SIP, the planning team, together with parents, must be aware of and be familiar with particular types of information that school boards pass to staff and the public such as boards vision statement, national tests, and boards strategic plan, which includes short- and long-term goals for the district. In addition, members of the planning team should understand the nature and characteristics of the school and its community. Many schools create a school profile that sets out these characteristics in a simple way. Reviewing the school profile and debating each topic facilitate understanding of the school, and it places a context for the improvement strategy. A school profile could include information about the following: Student demographics Enrolment trends Languages spoken in the home The schools mission statement The schools program priorities Programs and services offered by the school (for example, guidance and library services) School facilities Class sizes Rate of student turnover or transfer Other relevant information. Schools in all systems should have other relevant information that will guide the readers of the profile obtain a realistic and full picture of their school. After acquiring an understanding of the boards targets and the schools characteristics, the planning team is prepared to start setting priorities for a SIP. Setting priorities SIPs are structured around three components: curriculum delivery, school environment, and parental involvement. The planning team must set up one priority in each of these three domains. The following activities will facilitate planning teams create these priorities: Priority for Enhancing Curriculum Delivery Collecting information The principal need to make sure that the planning team has the required data to identify which curriculum component (for instance, mathematics, science, reading, or writing) has the highest priority for improvement. Principal must also verify that the gathered information is reliable-that is, that it was collected according to the expectations and achievement outlined by the MOE. All teachers have to understand the MOEs policy obligations. The principal should therefore collect the following information for the planning team: Results of the annual assessments of students. Report card marks. Class profiles. Results of board-administered, national, and international tests. Discussing the information An open discussion, utilizing all the data collected about student achievement, allows all associates on the planning team to evaluate the strengths and weaknesses in providing the curriculum, and identifies a priority for improvement in this regard. Deciding on a priority The facilitator distributes red dot stickers to the team members. Each associate obtains a number of dots equal to one third the number of weaknesses. All team members vote, using the stickers, for the subject of curriculum weakness that they think should be called first. Members must use all their dots, but they may not use more than one dot per weakness. The weakness with the most dots becomes the priority for enhancing curriculum delivery. Priority for Improving the School Environment Collecting information The principal need to collect information that will help the planning team define a priority subject for improving the school environment, such as school layout, students behavior and health condition. Discussing the information Before the meeting starts, the facilitator should collect the responses to the parent survey, transcribe the strengths and weaknesses of the school as sensed by parents Deciding on a priority The facilitator allots red dot stickers to team members. Each person receives a number of dots equal to one third the number of weaknesses. All members vote, using the stickers, for the ranges of weakness that they suppose should be handled first. Participants must get through all their dots, but they may not use more than one dot per weakness. The weakness rank high dots becomes the priority for enhancing the school environment. Priority for Increasing Parental Involvement Collecting information To help the planning team arrive at an endorsed priority for improving parental involvement, the principal should supply them with duplicates of: the school profile, a summary of the information collected in the parent survey. Discussi

Leased Line

Leased Line:- A leased line is a private high-performance circuit leased by a common carrier between a customer and a service provider’s network. It is rented on an annual basis and usually carries voice and data or both. Leased lines are mostly used for either internet access (Internet Leased Line) or used privately between two customer sites (Point to Point Leased Line). Unlike a dial-up connection, a leased line is always active. Similarly unlike broadband, a leased line is not contended or shared and delivers dedicated guaranteed bandwidth straight to the internet backbone.Customers pay a premium for a leased line and it is supported by a comprehensive Service-Level Agreement (SLA) with a guaranteed fix time and a compensation clause. Otherwise referred to as a point to point, private circuit, private line or dedicated access. Leased Line History: Leased lines services (or private line services) became digital in the 1970s with the conversion of the Bell backbone network f rom analog to digital circuits.This conversion allowed AT&T to offer Dataphone Digital Services (later re-branded digital data services) that started the deployment of ISDN and T1 lines to customer premises to connect. With the extension of digital services in the 1980s leased lines were used to connect customer premises to Frame Relay or ATM networks. Access data rates increased from the original T1 option up to T3 circuits. Access data rates also evolved dramatically to speeds of up to 10Gbit/s in the early 21st century with the Internet boom and increased offering in long-haul optical networks or Metropolitan Area Networks.

The Rise Of The Great Depression - 1161 Words

The stock market crash was the starting point of the great depression. Right after the stock market crash people were grasped by all kinds of problems. Although most of the people got effected by it, but mostly working class or middle class men got effected by it. People were enjoying a very prosperous time before the Great Depression. However, this disaster led people to poverty, hunger, homelessness. The Great Depression had a huge impact on American man in terms of unemployment, homelessness, loss of male dignity and high suicide rate. Americans experienced an adverse unemployment rate during the time of Great Depression. Many factors were responsible for this huge unemployment rate such as the value of money went down, demand for industrial products was low that made the production of the industrial products went down. This factors eventually led to huge unemployment problem around the country. As industrial production got mostly affected at the beginning and those industrial job s were classified as man’s job so man got mostly effected by it. â€Å"For the month of March 1933, when the Depression was near its worst, Robert Nathan, an economist in the Commerce Department, estimated that 15,071,000 people were unemployed.† (Hanes and Hanes) Approximately, one third of the labor force was out of work at that time. As industrial production was low, companies were getting rid of employees rather than hiring anyone. So, it got really hard to find a job because thousands of peopleShow MoreRelatedThe Rise Of The Great Depression1217 Words   |  5 Pagesnosedive that the post industrialized world has ever seen, The Great Depression. This depression affected nearly every country of the world, touching American society for roughly a decade from late 1929 thru approximately 1939. 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Long-term causes sent the nationRead MoreThe Rise Of The Great Depression1260 Words   |  6 PagesThere were many depressions throughout the world that happened at different times. The greatest and longest occurred in the United States when the stock market crashed in October 1929. This marked the beginning of a major event that helped shape the economy in the 20th century but that does not mean the economy was perfect. There is no such thing as a perfect economy but from what economists know from the past depressions, they are trying to formulate an economy that is most efficient. Yes, thereRead MoreThe Rise Of The Great Depression1407 Words   |  6 PagesThis event and other factors contributed to the prevalence of the Great Depression. 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After all the hard work put in by the Nazis over several years in order to access rise to power, President Hindenburg finally appointed Hitler as Chancellor of Germany on 30th January 1933. Many historians have argued about how this all came about, however one in particular, Holtfriech, believes their rise to power was all due to the Great Depression, which wasRead MoreThe Great Depression and Unemployment: Discussion Questions1271 Words   |  5 Pagesï » ¿Principles of Macroeconomics 1 ________________________________________________________________________ Q. 2: The Great Depression The Great Depression started in 1930 and lasted until 1939. It can be regarded as the worst depression the world has ever seen in the history. Spread across various nations, the Great Depression badly hampered each and every aspect of the economic, business, political, and social life. 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Any of the factors, on its own, however, would not have resulted in his appointment. They are all linked in a web of causation and if any of the factors were missing, Hitler would not have been appointed chancellor. Of the factors I would say that the Great Depression was