Development of Education in Kenya

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

Helping Children with Manners

Manners are constantly changing from one century or one generation to the next. For example, a handshake originally was meant to show that men were not carrying a sword or dagger in their hands. Men still tip their hats because once knights in armor lifted the visors of their helmets to show their faces. And it wasn't too many years ago that a man almost always got up in a crowded bus and gave his seat to a woman. Nevertheless, certain manners do survive from one decade to the next, and this is because manners make life easier for everybody. There are three important ideas behind the good manners we use today: custom, consideration, and common sense. Custom is the habit of doing certain things like shaking hands and tipping hats mentioned above. Consideration is the most important idea behind all good manners. Almost always, being considerate is being well-mannered. Consideration is simply thinking about the way the other person feels. Being rude to someone are bad manners, not because a book says so, but because it causes hurt feelings. Nearly all good manners have in element of common sense. If you are standing in the rear of a crowded elevator, it's neither reasonable-nor good manners-to try pushing your way to the front so you can get out first. These are the basic ideas we want to teach our children when we are trying to instill good manners-simple kindness, consideration, and common sense.   The following suggestions written for and directed to children may give some added authority in the matter of what is common courtesy and what is not. Manners at Home Home is where you learn to get along with people. ‘Me closer you live with other people, the more important good manners are. Everybody in a household should respect the rights and feelings of everybody else. Try to listen when others in the family have something to say. Even a little brother or sister who can't yet read or a grandmother who seems quite old has a right to an opinion. It is important for members of a family to consider each other's privacy. No matter how crowded a home is, everyone in it has a right to some place that is his own. Here are some privacy don'ts: Don't open a closed door until you have knocked and waited for permission to enter. Don't go into anyone else's bureau, desk, box, or papers at home or anywhere else without his permission. Don't read anyone's mail or anything he has written (for example, a diary) unless he asks you to. Don't discuss the private affairs of your family with outsiders or tell about a family problem. Another important part of family good manners is sharing. You share the TV set and the telephone and the bathroom and maybe a bedroom or a closet or a desk. You share the work. This means cleaning up after you and sharing the responsibility for the safety of everyone in the house. Telephone Manners Always give the person you are calling plenty of time to get to the phone before you hang up. If the person who answers is not the one you want, give your name and ask if you may speak to the person you've called. Ask, â€Å"May I speak to Tommy?† not â€Å"Is Tommy home!† If he isn't in, you may leave a message. If someone dials your number accidentally, accept his apology. Everyone sometimes dials a wrong number. No one intends to. If you accidentally dial a wrong number, excuse yourself. It is considerate to make phone calls at a time when they will not disturb people. Try not to call too early in the morning (before about 9:00) or too late at night (after about 9:30). Try not to call at mealtime. It's handy to keep a pencil and paper near the phone. If someone calls a member of the family who is not at home, ask the caller if he would Ilk to leave a message. If he does, be sure to get his name and number. 7 if you take a message are sure to remember to deliver it! Table Manners Most families have established their own table manners that are important to them. Here are a few that should be remembered when you are at home and when you are a guest Never reach for any food that is not right in front of you. Ask someone to pass it. And if you are passing something, don't help yourself along the way. If your food is too hot, wait for it to cool. Don't blow on it. If you put something in your mouth that's too hot, don't spit it out. Reach for your water and take a quick swallow. Don't talk with your mouth full. Bring your food up to your mouth rather than bending over to reach it. There are a few additional rules for eating in a restaurant: Don't be upset if you spill something. It happens all the time. The waiter will clean it up. Don't pick up your silverware if you drop it on the floor. Ask the waiter to replace it for you. Don't put packages or handbags on the table. Don't comb your hair at the table. Don't use a toothpick in public. Being a Guest We all know that we have certain responsibilities when we are the host or hostess. But there are responsibilities when one is guests that are equally important. Here are a few of them: Don't go visiting unless you're expected. Don't overstay your invitation. Don't expect to be waited on. Offer to help. Don't plan to stay overnight without consulting the hostess and your parents. Don't upset the family's routine. Try to fit in and (your part. Don't make extra work. Make your bed, straighten up after yourself. Be sure to say thank you for a meal or an overnight visit at a friend's house. Manners on the Street Unless you are at home or at a friend's house, you are on public property. Bemuse this property is used by many people, it is especially important that everyone use common sense and good manners. Here are some street don'ts: Don't walk in bunches so that you block others. Don't stop to chat in the middle of the sidewalk. Step to the side so that people won't have to move around you. Don't stare at or make fun of anyone, no matter how strange he may look. Don't be a litterbug. Don't mark on buildings or other public property. If you bump into someone or step on his toe, say you're sorry. A Final Note to Parents You have most likely already dealt with most of the above suggestions with your child. However, when it comes to manners, children need frequent reminders. One of the best ways to teach manners is to role-play; the parent takes the role of host or hostess, guest, salesperson, someone at the other end of the telephone, etc. This reduces the child's conception that the parent is nagging, and it is a technique that works. Website: www.childdevelopmentinfo.com

Fighting for Our Rights

I have been witness to many movements and many campaigns that involve rights of those concerned. Human rights, animal rights, women’s rights, child rights, minority rights, prisoner’s rights, right to freedom, right to education, right to potable water, right to fight, right to eat, right to sleep, rights of the aged, rights of the marginalised, rights of refugees and war victims, rights of these and rights of those, rights of the left and rights of the right, etc,etc. The list is endless. It is not my intention to mock those who are suffering and those whose rights have beendeprived but I at times wonderwhy the activists and concerned souls who are serving the deprived don’t want to delve into their own duties and the duties & responsibilities of those whoserights they seem to support, uphold and protect. For after all, rights and duties are the two sides of the same coin, just as remembering and forgetting are The problem has assumed such epic proportions in the West that parents are even scared to punish their own children for fear of invoking the wrath of the child rights activists who seem to forget that in the long run a certain amount of discipline is good forthe children whose rights they appear to support and vouch for. I therefore presume they have never heard of the saying â€Å"spare the rod and spoil the child†. The lack of discipline, respect and values may all be attributed to this forgetfulness of duties. I am completely in favour of animal rights and protecting the natural environment of animals but let me tell you about a champion of the environment and animal rights whom I had the misfortune of meeting during my sojourn in Chennai. The person in question is an illustrious personality with undisputable credentials but if you were ever to walk into the office of the aforementioned you will find that the way the staff there are treated is worse than the way animal haters would treat an animal. This person has completely forgotten that it is not only ourduty to protect animals but it isalso our duty not to treat humans like animals. Not only do we have to take care of theenvironment at large but we should also realize that we should provide an ideal environment for our subordinates to work, grow and flourish. I’m not talking merely of the physical environment but also of the environment wherein the individual employee is treated humanely so that he or she realizes that it is their duty to work harder and serve better. I am also a firm believer in the right of children to good and quality education but I do believe that it is also the duty of these children who are provided this quality educationto treat their teachers, parents and the general publicwith respect and love. I believe in the rights of the aged but I cannot simply acceptor forgive those aged who during their better and younger days failed to fulfill their duties as a parent and therefore do not obtain the love or respect of their children who then disown them and abandon them to their ownends. I believe in the rights of war victims and refugees but I alsobelieve that it is the duty of such victims and refugees to ensure that they respect their aggressors and also respect the laws of the host country that provided refuge rather than turning into a fifth column within the host country. I believe in the right of all to uninterrupted supply of potable water but I also believe that it is the duty of allto ensure that they do not pollute the water source and damage the water table. I believe in the rights of minorities but I also believe that it is the duty of the said minorities to treat their majority brethren with love and respect. I believe in my right to believe in a lot of things but also believe that it is my duty to fulfill a lot of responsibilities. Therefore my dear friends may I beseech each and everyone of you who may chance upon this post to obtain and enjoy your rights with a senseof duty and responsibility for as I mentioned earlier rights and duties are two sides of the same coin. If only each one of us were to enjoy our rights with a sense of responsibility and duty, the world would certainly be a better place to live in.

Qualitative and Quantitative research on Commitment Essay

Qualitative and Quantitative research on Commitment - Essay Example WÐ µbÐ µr’s rÐ µport has also analyzÐ µd thÐ µsÐ µ prÐ µsÐ µntÐ µd issuÐ µs in thÐ µ Ð µxtant litÐ µraturÐ µ and can makÐ µ thÐ µ gÐ µnÐ µral rÐ µcommÐ µndation that lÐ µadÐ µrs pay attÐ µntion to individuatÐ µd circumstancÐ µs of thÐ µ organization and Ð µmployÐ µÃ µ whÐ µn instating nÐ µw commitmÐ µnt programs. ManagÐ µrs must â€Å"dÐ µfinÐ µ an intÐ µrnational discoursÐ µ whÐ µrÐ µ 'bottom-up', 'humancÐ µntrÐ µd' and communicativÐ µ dimÐ µnsions — as wÐ µll as thÐ µ innovativÐ µ activitiÐ µs — of HR undÐ µrstanding dÐ µfinÐ µ an opÐ µn spacÐ µ that may Ð µithÐ µr dÐ µvÐ µlop into an acadÐ µmic Ð µntÐ µrprisÐ µ or dÐ µtÐ µrioratÐ µ and minglÐ µ with thÐ µ innumÐ µrablÐ µ currÐ µnt attÐ µmpts to mÐ µÃ µt with thÐ µ dÐ µmands of work and organisational Ð µvÐ µryday lifÐ µÃ¢â‚¬  (WÐ µbÐ µr, 2005). Gabris’ morÐ µ sciÐ µntific study Ð µspÐ µcially appliÐ µs to workÐ µrs who arÐ µ askÐ µd to pÐ µrform rÐ µpÐ µtitivÐ µ tasks, doing thÐ µ samÐ µ Ð µxact thing timÐ µ and again Ð µvÐ µn though it makÐ µs no sÐ µnsÐ µ, but it also works in high strÐ µss and high Ð µmotion jobs such as policÐ µ officÐ µrs and flight attÐ µndants. ... alitativÐ µ and quantitativÐ µ rÐ µsÐ µarch dÐ µsigns and sampling plans can Ð µxist togÐ µthÐ µr and thÐ µrÐ µ doÐ µs not rÐ µally havÐ µ to bÐ µ onÐ µ that is bÐ µttÐ µr than thÐ µ othÐ µr, gÐ µnÐ µrally. SomÐ µtimÐ µs thÐ µsÐ µ dÐ µsigns arÐ µ Ð µvÐ µn usÐ µd within thÐ µ samÐ µ study, but this was not thÐ µ casÐ µ with thÐ µ articlÐ µs: Gabris stuck to a quantitativÐ µ study, and WÐ µbÐ µr’s was qualitativÐ µ. â€Å"BiasÐ µs may Ð µxit in thÐ µ sÐ µlÐ µction of samplÐ µ Ð µlÐ µmÐ µnts within a givÐ µn cÐ µll Ð µvÐ µn though its proportion of thÐ µ population is accuratÐ µly Ð µstimatÐ µd†¦ attÐ µmpts havÐ µ bÐ µÃ µn madÐ µ to combinÐ µ probability and quota sampling tÐ µchniquÐ µs, but thÐ µ Ð µffÐ µctivÐ µnÐ µss of this Ð µffort rÐ µmains to bÐ µ sÐ µÃ µn† (Robson, 2003). It is possiblÐ µ to crÐ µatÐ µ somÐ µthing that may includÐ µ scalÐ µs of attitudÐ µs and bÐ µliÐ µf as wÐ µll. ComparativÐ µ assÐ µssmÐ µnt It has bÐ µÃ µn dÐ µmonstratÐ µd in Gabris’ study that collÐ µctivÐ µ dÐ µcisions arÐ µ morÐ µ Ð µffÐ µctivÐ µ in implÐ µmÐ µntation than individual dÐ µcisions. This is anothÐ µr bÐ µnÐ µfit of making crÐ µativÐ µ dÐ µcisions in Ð µmployÐ µÃ µ commitmÐ µnt through utilizing tÐ µamwork. YÐ µt anothÐ µr bÐ µnÐ µfit shown in this study is that thÐ µ unity that binds thÐ µ group togÐ µthÐ µr will furthÐ µr idÐ µas of Ð µqual participation. ThÐ µrÐ µ arÐ µ plÐ µnty of pÐ µoplÐ µ who arÐ µ contÐ µnt to bÐ µ a tÐ µam mÐ µmbÐ µr, but Ð µffÐ µctivÐ µ lÐ µadÐ µrship and Ð µffÐ µctivÐ µ tÐ µamwork pattÐ µrns can hÐ µlp Ð µnsurÐ µ that Ð µvÐ µryonÐ µ involvÐ µs bÐ µcomÐ µs a rÐ µal tÐ µam playÐ µr. SpÐ µcifically, thÐ µ managÐ µr of Ð µmployÐ µÃ µs wanting grÐ µatÐ µr lÐ µvÐ µls of motivation can Ð µncouragÐ µ this sort of tÐ µam approach, whÐ µrÐ µ sharing is impà  µrativÐ µ. OvÐ µrall thÐ µrÐ µ arÐ µ many diffÐ µrÐ µnt facÐ µts of mÐ µthodology that can bÐ µ appliÐ µd to an Ð µxpÐ µrimÐ µntal dÐ µsign. This is a gÐ µnÐ µralization that can bÐ µ madÐ µ

Discussion Questions and Participation Questions Essay - 6

Discussion Questions and Participation Questions - Essay Example In order to determine if the business research study on customer satisfaction is of quality I would investigate several aspects of the study. First of all I would ask the investigator to provide a framework of the research design he used to develop the survey. The quantity or sample used was 600 people. That sample sounds like a lot, but in order to determine if is adequate I need to know the size of the population. To determine the accuracy of the study I would need to know the confidence interval the investigator used. Different dimensions of the managerial process promote effective research. For example managers have to utilize statistics in order to determine the viability of introducing a new product into the marketplace. Business research can be performed to evaluate the work efficiency of the labor force. Other aspects of the business such as production management can benefit from research design in order to optimize the quality control of the business entity. The managers are responsible over the entire performance of the business. All the different managerial dimensions affect the performance output of the business. The use of theory as you mentioned can add a lot of value to the business research process. College students go to school in order to learn about a field of study. During the learning process the student is exposed to hundreds even thousands of different theories or concepts. It would be illogical to think that these theories that we learn do not have practical applications in the real world. Theories can be used as the basis to develop alternative solutions to problems. The methodology you mentioned of defining a question, gathering information, forming a hypothesis, performing an experiment and collecting data, analyzing the data, interpreting the data (drawing conclusions), publishing results and retesting is a great system for designing business

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

Subsidies - Research Paper Example It will investigate whether the tax system serves as a subsidy to the sector or not. In Pakistan there are a large number of cafes and restaurants that apply charges on the Bills. Sometimes the rates of these charges are really high which makes it difficult for the common middle class man to have a meal in such restaurants. The study will try to explore whether this tax system is making a division in the class or not and is promoting a society which supports a class system or not. One of the major reasons for investigating this area is that Pakistan is a third world country with a majority of people in the middle class. There still exist a large numbers of places where only rich people reside. These places are the ones that apply huge tax rate on the bills. The study will investigate the correlation between tax and class;whether higher tax invites higher class. Studying the tax structure has been the interest of all countries as it is linked to the development of the country. Bargain et al, (2011)reports the progressive nature of the tax structure by saying‘The tax structure in almost all the countriesis progressive’. This progressive nature of tax structures has a lot of advantages and disadvantages. Chaudhri (1965) in the research article ‘Taxation in Pakistan: A Critical Appraisal’ state the disadvantages of tax system by saying that ‘whatever money is collected is looted by the rulers or spent on unnecessary luxury items’. Qualitative research methodology will be applied because it will answer ‘how’, ‘what’, ‘why’ questions. For example, what are the benefits of tax system?Why tax system is applied? How tax system benefits the industry? etc. The research will also employ Quantitative research methodology because a set of interviews and questionnaires will be prepared. These interviews and questionnaires will cover the views of the owners of different cafes and restaurants. The results will be based on their responses and

Medical Law and Ethics by Bonnie Fremgen Essay Example | Topics and Well Written Essays - 500 words

Medical Law and Ethics by Bonnie Fremgen - Essay Example There would be more fitness training institutes and gymnasiums all over the town instead of hospitals which are more in number. People would be healthy and wealthy working hard for personal and professional success. Presuming this kind of society would be more ideal place to live. Government may take out more number of policies keeping in mind Hygeia model of heath care. The society would be devoid of poverty, grief and dismay. There would be no legal and moral obligations with Hygeia model of preventive health care. If at all any legal obligations are there then they might be on some preventive medicines which may cause little damage to health. Hygeia model of preventive health care is ethically strong and ideal form of health care so there no question of ethical obligations arising on Hygeia model. Imagine even after taking every care to prevent all kinds of diseases de to some accident a person has fallen ill or got damaged his body then there would be no specialized doctors and medical assistance to operate on a patient because in Hygeia model of health care more importance is given to prevention rather than medication after a disease has struck. Even worse there would be no advanced medicines available to the diseased. Although Hygeia model of health care is an ideal one but when we get into detail there might be more number of problems associated with it.

Opera houset promotion Assignment Example | Topics and Well Written Essays - 500 words - 1

Opera houset promotion - Assignment Example The paper will also explain the various advantages and disadvantages of designing a computer network by utilizing bus topology (BENNETT & OWEN, 2010). One of the oldest examples of computer networking was compute network system which functioned as part of the United States military’s semi automatic ground environment radar systems. However, in 1969, various institutions such as the Stanford Research institute and the university of California initiated computer connections inform of agency project network that later evolved to form the internet. Various types of computer networks have emerged since then including local area connection, home area connections, wide area connection and personal area connection. Various computer networks have been designed to enable file sharing, enable multiplier users to share a single hardware device as well as to facilitate video conferencing and instant messaging (Wilbur, 2010). The laboratory office complex will be made up of a connection of various end systems and devices such as servers and computers that will be connected with each other to facilitate communication within the organization. Networks carry data within large enterprises, small businesses and homes. Our computer network will cover only a small area. The main office will have several computers and several connected networks with the aim of serving a huge number of people. The network will cover the laboratory office complex with a remote fictional site. The network system will have personal computers, interconnections, switches and routers. Personal computers will serve as the network endpoints with a purpose of receiving and sending data. The interconnections will be made up components that will offer means for data to be moved from one point in the network to another point within the network. Various categories will be placed under computer interconnection

Field Assignment Example | Topics and Well Written Essays - 1250 words

Field - Assignment Example It is also worth noting that most of the values and beliefs are shared amongst all Christian denominations such as the belief that Jesus Christ is a son of God and the savior of the whole world from the sin of mankind. The following writing is part of the findings I got after interviewing my neighbor who is a strong protestant and Christ follower. He says he is born again and Jesus Christ is his savior. According to the Interviewee, Jesus Christ is a son of God He is believed to be from the David‘s descendants. He is believed by Christians as the messiah who came to establish God’s kingdom in the world. Jesus teachings and ministry is very unique and it emphasizes on preaching compassion, forgiveness and love. Jesus is also known as a miracle worker and a healer who resurrected a few dead bodies during his times and many Christians still believe that His powers are still with them and that they can also perform same miracles. Christians believe that Jesus died and resurr ected in order to save Christians from their sins. Christians worldwide believe that their prayers can only be heard by God if they pray in Jesus name. Christians further believe that whenever they pray or ask anything in the name of Jesus then their prayers are answered instantly. Unanswered prayers are thought to be held by the devil who does not want to see God’s people prospering. Christians are all over the world especially in Europe, Africa, South and North America and the religion rapidly spread to several parts of the world because of the need to spread gospel and show people around the world the truth. Christians believe that spreading the gospel is part of their responsibility and that God rewards whoever spreads the gospel and win many souls in the name of Jesus Christ. Nevertheless Salvation from sin and hell is by God's grace, based on the work of Jesus Christ alone and that salvation can only be received by faith apart from any human performance or merit. Accord ing to Christians, Eternal life is a gift of God and nothing can separate the believer from the love of God and that as unbelievers face eternal punishment, believers face eternal life. Jesus being the center of the Christian faith His teachings are taken seriously and he even set out two big commandments (Love God and love your neighbor) which is considered very vital amongst Christians. The Christian believe that Jesus also told his followers to spread the gospel to all the nations by sharing their faith in Christ Jesus. According to the Christian, Christians believe in giving and assisting the less fortunate people in the society as a way of receiving blessings from God. Christians are encouraged to donate food and any other material thing to the others as a way of sharing as per Jesus teachings. They even think that caring for the less privileged people and even the sick and aged is very important and it is a way of showing love to the victims. Christians believe in the Word of God which is purely written in the Bible and they claim that Bible is the manual of life and that every issue pertaining life is found in the Bible. They believe that the Bible authors of the Bible were inspired by the spirit of God and that everything written in it is the truth which sets them free from every hook of life. Reading Bible or scriptures is very important amongst the Christians since it gives them revelation

English Essay Example | Topics and Well Written Essays - 750 words - 25

English - Essay Example In this regard, I found out that there are several channels (social media) one can use to learn English, and one of them is the television. The term social media is a term that has been lately on everyone’s lips as it plays a major role on how we speak and write, and on how we interact with other people. It affects our way of speech due to the numerous varieties of social media which we access in our daily life. What then is social media? Social media is termed as a very powerful human interaction tool that does include technologies that facilitate communication among individuals and several organizations. Over the years, it has been widely acknowledged that social media influence us in more ways than we can imagine. It is worth noting that the power of social media can be witnessed both negatively and positively. It is therefore imperative that we place a greater emphasis on harnessing the power of social media with regards to bring positive change to the society and English language. When it comes to social media and TV, Social TV was actually named one of the 10 most important emerging technologies with an element of social media in 2010 by the MIT tech review. Social TV as a general term does cover many areas that include voice integration and chat capabilities, video conferencing as well as TV recommendations. TV is known to be social media as it mines information related to TV programs from social media and integrates the results into TV programs or series (Qualman 19). TV is referred to as social media as it’s able to display and retrieve social media content that displays social discussions on certain TV shows. Social media on TV allows the recent technologies that concentrate on TV programs that are ported to online media resources such as You Tube. However TV plays a positive role in the buildup of an individuals language through news. News channels such as PPC it is very helpful, because the English Essay Example | Topics and Well Written Essays - 500 words - 27 English - Essay Example When the UAE starts its journey as an independent country in 1971, it had a scouts served as the mobile force of 1600 men. Present aspects may clearly distinguish between them. According to Department of Defense (DoD) the US Army has grown to 545,849 within 31th October, 2008. On the other hand amount of UAE troops is too few in comparison with the US Army. â€Å"In 2004 total active troops were estimated at 50,500 personnel: army, 44,000; navy, 2,500; and air force, 4,000. Estimates in 2005 raised the total to 59,000 personnel† (Pike). Mission of US army is to conduct successful battle that must discharge national achievement and retaining dominance through resisting all threats. The mission of the US Army is plotted and composed in the global frame work. As it is said in the organization’s website, â€Å"The Army’s mission is to fight and win our Nation’s wars by providing prompt, sustained land dominance across the full range of military operations and spectrum of conflict in support of combatant commanders† (US. Army). On the other side mission of UAE militaries is to establish proper protection for the Nation against threats and attacks. The UAE Army is orientated to maintain security of the Nation and Peace in the region. Recent issues and history prove that Military Control of USA has depicted over successfully in most cases in different countries especially third world countries and Middle East countries as well Iraq, Afghanistan, etc. till now. But as a faintly penetrated UAE arm force is appearing now growing up keeping friendly relation with US. Though economically getting rich now, UAE, now days, seems is going to receive healthy grounding in military whereas any threat will come. â€Å"On February 4, the Bush administration released its budget request for Fiscal Year 2009, which begins on October 1, 2008. For FY 2009, the White House is seeking $711

Arlene Goldbard, “Making the World Safe for Hollywood” Essay Example for Free

Arlene Goldbard, â€Å"Making the World Safe for Hollywood† Essay The United Nations Educational, Scientific and Cultural Organization (UNESCO) has been in existence since 1945. Primarily founded to safeguard education even in poor countries, the organization now also looks after scientific and cultural areas as well. Recently, however, the United States refused to vote for the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions. The Chairman of the National Endowment for the Arts, Dana Gioia, had a few words to say about this. Personally though, Arlene Goldbard’s reaction, aptly entitled â€Å"Making the World Safe for Hollywood† is more personally compelling. It is true that Gioia presented a number of facts and details, which manifests how much the country tries to respect its existing culture; yet it sounded quite snobbish to disregard the better benefits signing the convention would bring to the country. His statement somehow addresses only the elite, or those who are directly involved in culture and the arts. Arlene Goldbard’s reaction, however, was more directed to the masses, or in other words, more people who would benefit if the United States signed the convention in the first place. It is written in a manner that is both light yet accurate, precisely looking into the matter yet in a subtler, easier-to-understand manner. This style makes it easier to read through the entire article despite the less than lively topic it has. It also tackles the issue without being too condescending and patronizing. It also presented a few of the Convention’s statement of objectives, which would benefit a large number of people and the culture in general of only the United States signed the pact in the first place. Lastly, the analogies Arlene Goldbard used, specifically that of the oyster injected the right and appropriate amount of humor that would make readers think and laugh at the same time.

Engagement Letters Essay Example for Free

Engagement Letters Essay Engagement letters are a great tool to enhance and clarify expectations between CPA’s and their clients. When engagement letters are used consistently, they can help build client relationships. CPA’s can also use them as a marketing tool, letting the client know what services they are being offered, and identifying supplemental services that may be beneficial to them. Such as discussing in the engagement letter for a tax client that tax planning services could be offered with a new signed engagement letter. Professional Standards While the AICPA does not require engagement letters, the standards do discuss establishing an understanding with the client, and it is preferable that this communication be written. Protection from Legal Liability Engagement letters can be a good basis of defense in the event of a malpractice claim. Also, if the intended users are identified in the engagement letter, it can limit those who can sue the CPA for use of the work product in some states. Our firm does not happen to be consistent with getting signed engagement letters before services are performed. Recently, we did some valuation services for one of our larger clients that was quite intensive and took a good deal of time. The client received the information and then the bill. He called and told the CPA that was working with him that he did not ask for the valuation services to be done that he was just asking about such services. This is interesting, since the client forwarded the information necessary to complete the services. However, such confusion could have been avoided had a signed engagement letter been in place for the valuation services. I also really like the idea of using them as a marketing tool. Engagement Letters: Why Use One? Retrieved from http://www. proaccess1. com/downloads/CPA_Engagement_Letters_Why. pdf What is audit risk? Audit risk equals inherent risk times control risk multiplied by detection risk. Inherent and control risk cannot be controlled by the auditor as they are a function of the client and its internal control environment. Detection risk is however a function of the effectiveness of the audit procedures performed. Misstatements that make it through the client’s controls and through the audit would be considered the audit risk.

Analysis of Shell Oil Company

Analysis of Shell Oil Company Shannon Davison Abstract Companies face a number of opportunities and challenges in as far as their growth is concerned. An analysis of the Shell Oil Company reveals a number and therefore a consideration of the same in their strategies is necessary. This paper looks at a number of issues surrounding this company in as far as its performance as a business is concerned. The Analysis of Shell Oil Company One of the household names across many countries of the word when it comes to oil and oil products is the Shell Oil Company. Undeniably, Shell Oil Company is one of the largest oil multinational companies controlling huge market share not only in the United States of America, but the world as well. The Shell Oil Company which is a subsidiary of the Royal Dutch origins is headquartered in Houston, Texas (Pirog, 2007). Shell Oil Company together with its consolidated and equity companies is arguably the America’s largest producer of natural gas and oil. Besides production, Shell Oil Company markets natural gas and gasoline as well as petrochemicals. In the United States of America, Shell Oil Company significantly contributes to economic growth and development not only due to the large market spectrum and production, but job creation as well. This is because the company has absorbed approximately 22, 000 employees in the U.S America are approximately 22, 000 Shell Oil Company emp loyees in the U.S. of America (Pirog, 2007). This paper provides a descriptive analysis of Shell Oil Company in relation to production, marketing competitiveness and challenges affecting the energy sector. Roles of the Firm Apart from its normal business of selling oil and oil products, Shell Oil Company and its subsidiaries participate in various community development initiatives, environmental mitigation initiatives both in the United States of America and the subsidiary countries. This acts in their favour in terms of making their presence within the communities they work more significant and relevant. Furthermore, they are able to meet their moral obligation of ensuring that the communities they work with are at home doing business with them. For instance, Shell initiates environmental conservation programs in vulnerable oil producing nations including but not limited to Niger Delta and Nigeria (Pirog, 2007). The programs facilitate the restoration of degraded environmental ecosystems. This is in tune with what is going around across many other organizations and individuals who are out to ensure that the environment is kept safe from degradation in order to promote human life. The initiatives theref ore promote environmental conservation stewardships and biodiversity through sensitization, research activities and reduction of pollutants. On the other hand, the company provides competitive global transport fuel to 10 million customers daily. The customers are served through the 44,000 fuel stations spread in over 70 countries of operations. Equally, Shell’s products and services are designed to fulfill various business needs, encompassing chemicals to shipping and construction to aviation industries among others. Overall, Shell is a globalised group of energy and petrochemicals companies producing, marketing and enhancing sustainable environmental conservations. Globally, the company has employed approximately 92, 000 people in more than 70 subscribing countries and territories (Rexler, 2010). Moreover, Shell Oil Company has significantly capitalized on the technological advancements in bid to foster innovative approaches for sustainable energy production and marketing. However, the Shell Oil Company has also experienced challenges in equal measure in bid to accomplish the outlined goals and objectives. Therefo re, the newly appointed CEO Ben van Beurden in together with the company’s top management team brainstorm on potential solutions to the problems affecting the company and its subsidiaries. Among the challenges that they have to wrestle with include the stiff competition that is mounting up day after day, suppressive environmental and other policies given the nature of the problems that the company is dealing in, availability of alternative sources of energy such as solar and wind which is a threat to the marketability of its products, political and legal challenges within the countries they work in and cultural challenges, among others. Shell’s Recent Past Supply and Demand Impacts Although Shell Oil Company has greatly influenced global Oil production and marketing as well as transport, construction and aviation industries, but the last four decade-scenarios technically put the giant company in jeopardy. Hennchen (2011) attributes this to emerging issues in global oil trends as far as production, competitive product sales and marketing (136). Shell Oil Company and its subsidiaries use these scenarios in projecting future trends in relation current and emerging challenges. The projections underpin insightful outlines of the company’s future growth and development strategies. The scenarios have actually been into play since the early 1970s aimed at forecasting the future demand of refinery sectors. Ideally, Shell Oil Company among other players has been significantly affected by the inevitable changing global trends in economic status, population, geopolitics, climatic changes and resource stressors. The World over, there is a global economic liberation t aking shape thus the increasing demand of energy. Increasing number of developing countries is an implication of growing demand of Oil and oil products. To this effect, dwindling crude oil stocks in the producing countries has significantly affected global supply of the commodity. Moreover, the situation was fanned by the intrigues emanating from Oil Petroleum Exporting Countries (OPEC) union. On the other hand, global climatic change has negatively affected oil production and refinery processes. Climatic changes eventually leads to global warming caused by significant rise in temperatures as well industrial gasses emission into the atmosphere (Rexler, 2010). Many oil producing countries are greatly predisposed to environmental degradation owing to poor harvesting methods and greenhouse gas emissions among other factors. For instance the Nigerian based Shell has been accused of indulging into fraudulent and corruptible deals thereby negatively affecting the performance. Major stakeholders in the vital commodity have therefore been compelled into adopting strategic development analysis. Therefore, stakeholders have prompted all the stakeholders concerned with the vital commodity into making strategic planning and development for a favorable business environment. The External Review Committee proposed various strategies to revive the economically vital sector (Uytrecht, 2013). Two energy scenarios are apparently at the foreplay namely; the scramble and unrest in oil producing countries hence less attention to better policies, probably until the supply would have tightened. Secondly, there is likelihood of outlined blueprints to address economic challenges in relation to energy, security and environmental pollutions. Basically, this could easily be facilitated by clean energy development technologies, carbon dioxide sequestration and trade and financial incentives to player countries thus reduced environmental degradation. Such initiatives would definitely enhance sustainable growth and development both in energy sector and industrial expansion. The strategies would h elp in tackling the World’s dwindling oil stocks which eventually might affect the Shell’s production levels. Today, Saudi Arabia is apparently unwilling to disclose to the world the total value of her exploitable crude oil despite having prior insinuation that it has the largest active oil fields. Definitely, Shell Oil Company depends on a seemingly depleted stock from Mexico, Cantrell and the U. S of American oil reserves among others (Sperling and Gordon, 2009). Poor cooperation amongst the oil producing countries coupled with high cost of extraction and high demand from developing nations result into global oil disaster. In addition to these, adverse policies among countries involved and unfavorable political atmospheres are also a great hindrance. Shell Market Share and the Price elasticity of Demand Price elasticity of demand (PED) is defined as the economic responsiveness of how the quantity of goods or services demanded changes in relation to the prices. The price elasticity of demand is usually affected by several factors, including time, availability of substitute, nature of commodity, uses of goods/services among others (Pirog, 2007). Similarly, the price elasticity of Shell Oil company products and services are dependent on the aforementioned factors. Given the structural changes in the world oil markets in the last ten years, the competitiveness of oil and its products have significantly influenced the balance between supply and demand. There is an apparent increase in oil supply emanating from unconventional oil reserves hence less elasticity of Shell Oil products. The price elasticity of Oil and oil products become elastic when a small change in prices produces a large change in demand. Shell Oil Company, one of the major players of oil and petrochemical products in not only the United States of America, but in the world greatly influences the price elasticity of demand of the vital commodity. The Shell’s profit margins are affected by the price elasticity of demand since costs usually change with the sales. At elastic price, the demanded shell products and services can be obtained by reducing price thereby raising sales. The company would therefore make remarkable returns through the economies of scales. The global change in oil production over the last four decades has significantly affected the price elasticity of demand. The price elasticity of commodities tends to fall over prolonged time duration. The â€Å"price inelasticity of oil and oil products over a short period of time could be attributed to high prices† (Sperling and Gordon, 2009). However, the elasticity would gradually become elastic in the long run following strategic planning and regulative mechanisms. To that effect, sustainable global oil production could easily be achieved by adopting modern technological advancements in refining and marketing crude oil as proposed by the ERC. On the other hand, highly competitive products are usually less affected by the price elasticity of demand. This is because the products would remain in high demand despite the presence of substitute goods and services from other companies. Additionally, the price elasticity of oil products can easily be affected by a reduction in the consumption of such goods and services, perhaps owing to economic downtown and loss of jobs. To that effect, the price e lasticity of Shell Oil company products and services has been significantly affected by the economic meltdown in the Euro zone and the U.S. of American economic recession. The presence of OPEC in the market could also influence the price elasticity of demand owing to stringent measures. Although oil and oil products are usually less elastic due to relatively marginalized choices, but there are sometimes when the price elasticity of demand become vulnerable owing to global economic situation and trends in the production (Rexler, 2010). However, natural gas is rarely affected by the price elasticity of demand because it barely has alternatives. Petrol and other oil products that many consumers use are also least affected by the price elasticity of demand. The Costs of production Today, the world’s increasing demand in oil is attributed to fast developing economies as occasioned in China and India. Industrialization process basically implies increased consumption of energy thus oil products. Pirog (2007) argues that developed countries are yet to â€Å"change their oil consumption habits† despite the global changing trends in oil supply (14). Therefore, several factors come into play to affect the cost of producing oil in different countries. For instance, varying cost of extracting crude oil in different counties greatly influences companies’ capacity to efficiently produce high quality and cheap oil products. In the United States of America, the federal government usually provides production patents to major players in the oil industry. Ultimately, Oil companies with production patents greatly influence the prices of oil hence the production costs. The price of oil products in some parts of the U.S. of America has been a function of domestic crude oil production, for instance in North and South Cushing. Consequently, the average cost of one barrel of crude oil basically fluctuates at around $101.50 thus the prevailing situations in Cushing. In fact, this is a measure of local production in relation to average pipeline inflow capacity per day. On the other hand, the updated crude oil cost in Oklahoma depicts a tightening regional demand thereby outstripping the supply. However, the cost of crude oil is likely to remain unpredictable until the completion of the American-Canadian Keystone XL pipeline project in 2016 or 2017 (Rexler, 2010). The global demand in oil and technological advancements also affect the cost of producing oil. The OPEC’s strategic planning and policies predetermine the global oil production costs hence the prevailing prices. Although the counties subscribing to OPEC control about 80% of the world’s oil reserves, but they only produce a third owing to high cost of extraction. The unprecedented failure of OPEC to effectively strategized oil production cost has significantly impacted on global oil prices. The cost of oil production is also influenced by the availability and cost of water. Competitive Advantage and Entry Barriers Shell Oil Company and its subsidiaries enjoy remarkable portion of the world’s oil market owing to its competitive advantage over other oil producing companies. The recent ERC report describes Shell’s strategic plans in addressing production and marketing issues currently facing the energy sector (Sperling and Gordon, 2009). Shell’s active involvement in environmental conservation, community development initiatives and strategic planning basically give the company a cutting edge over other oil producing companies. According to ERC, Shell’s production and sales has significantly increased owing to the competitive brands of oil products released into the market. In addition, Shell’s top management embraces collaboration thus business integration. Shell closely works with research institutions, NGOs and other companies to plan and strategize for a sustainable oil production and marketing across the world. The sustainable oil production requires technologically innovative ways of extracting and processing crude oil to meet market’s growing demand for oil and oil products. Alternatively, business patent apparently enjoyed by the Shell Oil Company puts it on a better position than other oil producing companies. This is because politics usually take center stage in influencing business laws and policies. In addition, business patents usually bar new business ventures from getting into the market thereby hindering free and fair business completion. There are other business barrier s controlling the restricting competitive venture into energy sector (Uytrecht, 2013). For instance, large startup capital as well as resource ownership usually limit the number of businesses in the vital energy sector. The federal government of the United States of America issue patents, copy ownership and restriction waivers only after the fulfillment prerequisite terms and conditions set up in laws and regulations. The market segment exposed at the oil production and marketing could thus be described by the monopolistic structure (Uytrecht, 2013). This is owed to the barriers imposed by the major oil payers in collaboration with federal government of the U.S. of America. Therefore, Shell Oil Company apparently enjoys oil business patents thus the exclusive right to use, sell, develop and explore more energy resources, preferably through research. Shell Product Substitutes According to the case study, the majority of clients usually find no difference in motor oils hence minimal alternatives. However, critical analysis reveals various differences in motor oils based on the manufacturers’ standards and performances (Hennchen, 2011). Informed customers may therefore prefer one oil product to another based on the combustion rate, additive content and uses. Oil and oil products have fewer substitutes despite significant variations in customers’ distinctive preferred properties. For example, propane has been extensively used in almost 200,000 vehicles in the United States of America. However, propane is not considered a good substitute for gasoline since it is harvested as a byproduct when refining natural gas and petroleum (Uytrecht, 2013). Alternatively, hydrogen has been proposed as a possible replacement for gasoline thus alleviates the already strained energy sector. Similarly, ethanol has been proposed for use in Brazil and the United St ates of America to provide alternative fuel energy source. In conclusion, Shell Oil Company plays a significant role in the production and marketing of oil and oil products not only in the U.S. of America, but also globally. Being present in a number of countries across the world, its business is of high value and is therefore expected to meet different opportunities and challenges at the same time. As such, both the opportunities and challenges need to be met with a number of heightened strategies in order to deal continue running a profitable business. Apart from the core business, Shell Oil Corporation actively participates in making strategic planning and development programs. The strategies would help in solving various challenges currently impacting on the vital energy sector. Eventually, the sector would register an effective, efficient and sustainable global oil production, marketing and environmental health. As has been seen in the analysis, corporate social responsibility is also a key consideration that this company needs to keep to speed with as it is happening given the numerous advantages that it is bound to reap from the same. There are different challenges that this company is facing and these can be tagged on both external and internal factors. References Hennchen, E. (2011). The role of oil mayors in supporting sustainable peace and development in Nigeria: the case of Royal Dutch Shell. Barcelona: School for a Culture of Peace (UAB): Institute for Social Innovation (ESADE), 1(2), 133-145. Pirog, R. (2007). The Role of National Oil Companies in the International Oil Market. CRS Report for Congress, 1-20. Rexler J. (2010). Beyond the oil curse: Shell, State power, and environmental regulations in the Niger Delta. Stanford Journal of International Relations, 12 (1), 1-6. Sperling, D. Gordon, D. (2009). Two billion cars: Driving toward sustainability. Oxford: Oxford University Press. Uytrecht, M. U. (Ed). (2013). Transforming refinery economics technology and catalysts to maximize margins. Shell Global Solutions, 1 (3), 1-16.

Capital Punishment - Stop the Killing :: Argumentative Persuasive Essays

Capital Punishment - Stop the Killing      Ã‚  Ã‚   Looking out for the state of the public's satisfaction in the scheme of capital sentencing does not constitute serving justice.   Today's system of capital punishment is fraught with inequalities and injustices.   The commonly offered arguments for the death penalty are filled with holes.   "It was a deterrent.   It removed killers.   It was the ultimate punishment.   It is biblical. It satisfied the public's need for retribution.   It relieved the anguish of the victim's family."(Grisham   120)   Realistically, imposing the death penalty is expensive and time consuming.   Retroactively, it has yet to be proven as a deterrent.   Morally, it is a continuation of the cycle of violence and "...degrades all who are involved in its enforcement, as well as its victim."(Stewart   1)   Capital Punishment has been part of the criminal justice system since the earliest of times. The Babylonian Hammurabi Code(ca. 1700 B.C.) decreed death for crimes as minor as the fraudulent sale of beer(Flanders 3). Egyptians could be put to death for disclosing the location of sacred burial sites(Flanders 3). However, in recent times opponents have shown the death penalty to be racist, barbaric, and in violation with the United States Constitution as "...cruel and unusual punishment." In this country, although laws governing the application of the death penalty have   undergone many changes since biblical times, the punishment endures, and controversy has never been greater.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perhaps the most frequent argument for capital punishment is that of deterrence.   The prevailing thought is that imposition of the death penalty will act to dissuade other criminals from committing violent acts.   Numerous studies have been created attempting to prove this belief; however, "All the evidence taken together makes it hard to be confident that capital punishment deters more than long prison terms do."(Cavanagh   4)   Going ever farther, Bryan Stevenson, the executive director of the Montgomery based Equal Justice Initiative, has stated that "people are increasingly realizing that the more we resort to killing as a legitimate response to our frustration and anger with violence, the more violent our society becomes.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Revenge is an unworthy motive for our society to pursue."(Whittier   1) In our society, there is a great expectation   placed on the family of a victim to pursue vengeance to the highest degree -- perhaps 1 the death penalty.   Pat Bane, executive director of the Murder Victims Families for Reconciliation (MVFR), stated, "One parent told me that people made her feel like she was betraying her son because she did not want to kill the person who murdered him."(Frame 50)   This creates a dilemma of morality. If anything, by forcing families to seek the death penalty, their own consciences will be burdened by

Salem Witch Trials Essay -- essays research papers

The Salem witch trials began with the accusation of people in Salem of being witches. But the concept of witchcraft started far before these trials and false accusations occurred. In the early Christian centuries, the church was relatively tolerant of magical practices. Those who were proved to have engaged in witchcraft were required only to do penance. But in the late Middle Ages (13th century to 14th century) opposition to alleged witchcraft hardened as a result of the growing belief that all magic and miracles that did not come unambiguously from God came from the Devil and were therefore manifestations of evil. Those who practiced simple sorcery, such as village wise women, were increasingly regarded as practitioners of diabolical witchcraft. They came to be viewed as individuals in league with Satan. Nearly all those who fell under suspicion of witchcraft were women, evidently regarded by witch-hunters as especially vulnerable to the Devil’s blandishments. A lurid picture of the activities of witches emerged in the popular mind, including covens, or gatherings over which Satan presided; pacts with the Devil; flying broomsticks; and animal accomplices, or familiars. Although a few of these elements may represent leftovers of pre-Christian religion, the old religion probably did not persist in any organized form beyond the 14th century. The popular image of witchcraft, perhaps inspired by features of occultism or ceremonial magic as well as by theology concerning the Devil and his works of darkness, was given shape by the inflamed imagination of inquisitors and was confirmed by statements obtained under torture. The late medieval and early modern picture of diabolical witchcraft can be attributed to several causes. First, the church’s experience with such dissident religious movements as the Albigenses and Cathari, who believed in a radical dualism of good and evil, led to the belief that certain people had allied themselves with Satan. As a result of confrontations with such heresy, the Inquisition was established by a series of papal decrees between 1227 and 1235. Pope Innocent IV authorized the use of torture in 1252, and Pope Alexander IV gave the Inquisition authority over all cases of sorcery involving heresy, although local courts carried out most actual prosecution of witches. At the same time, other developments created a climate in which alle... ...urse was accused as well, but found not guilty in the trial. Over 40 friends and neighbors testified in her favor, telling of her good faith and character. But the verdict from the jury caused such an outcry of fear, that the jury was asked to re-consider and she was then found guilty and hung. Mary Esty, Rebecca Nurses sister was also accused of being a witch, but she argued her case so well and in such a convincing manner, that the girls relented and she was found not guilty. She was released, a first in the witch-trials, but before long she was arrested once again on the claim that the girls had been haunted by her ghost. She was convicted and hung on September 22, 1692. Although all of the "witches" were hung, a certain man named Giles Cory was killed in a traditional English manner. He was pressed, pressing was where they would place heavy stones on a person till they died. Cory died two days later, crushed. 25 lives were taken during these Salem trials. 19 "w itches" were hung at Gallows hill. One was tortured to death by pressing. And five others died in prison, including an infant. The Salem witch trials were mainly caused by these two girls imagination.

All Quiet on the Western Front :: All Quiet on the Western Front Essays

  Whenever one reads or hears about World War I or World War II, you hear of the struggles and triumphs of the British, Americans or any of the other Allies. And they always speak of the evil and menacing German army. However, All Quiet on the Western Front gives the reader some insight and a look at a group of young German friends who are fighting in World War I. â€Å"This story is neither an accusation nor a confession, and least of all an adventure, for death is not an adventure to those who stand face to face with it. It will try simply to tell of a generation of men who, even though they may have escaped its shells, were destroyed by the war.....† The soldiers of this war felt they were neither heroes nor   did they know what they were fighting for. These soldiers were pulled from the innocence of their childhood, and thrown into a world of rage. Yet somehow they still managed to have heart and faith in man kind and could not look the opponent in the eye and kill him . For he was man too, he too had a wife and children at home, he too was pulled out of his home to fight for a cause he didn't understand.   The comrades were taught to fight. They were taught to kill the British and their allies. The comrades had no personal reason to fight with the other, except that it was an order and must be done. They were not fighting because they held a strong passion for their country, or felt deeply for the cause of the war. Albert simply states,   â€Å"...almost all of us are simple folk. And in France, too, the majority of men are laborers, workmen, or poor clerks. Now just why would a French blacksmith or a French shoemaker want to attack us? No, its merely the rulers. I had never seen a Frenchman before I came here, and it will be just the same with the majority of Frenchmen as regards us. They weren't asked about it any more then we were.†   These soldiers lacked passion for the war. They didn't feel heroic because they did not hate the French nor the British. Therefore they lacked zeal to fight the war and did not fit the title of hero, they clung on to their life at all times.

The Role and Involvement of Senior Management

This essay will analyse the roles and involvement of senior management in determining and executing strategic information system in a global organisation. This will explain how organisation can beat the threat when competing in a global market and what strategy they needs to follow that will enable their business to stand out among other competitive market. Also this topic will states the paramount of information system in helping organisation in making strategic decision in all area of their business and what they need to put in place for them to be successful in their global business such as: like Geographical, their local business partners, the structure of the business, the business legislation in their desired area of location how all this is paramount will be discuss in the essay. I will argue about the assumption of universality of economic entrance and development which is incompatible the reality and development ways in the developing and developed countries. Role and involvement of senior management in global organisation The use and insight of Strategic Information System (SIS) was linked with IT and IS and is purpose is to assist the senior manager to control more effectively in order to improve the areas of communication and to progress in decision making. As the improvement in technology developed the focal point was motivated in the running performance of an organisation processes to a long term strategic view they desired. This was done by using an adopting technologies and systems which helps the management to redesign their existing ways of running and ensuring there is stability in their path. After seeing that there is a superior understanding of the organisation the management were able to be familiar with new ways of utilizing the technology which subsequently make it possible for them to be more effective of the use of information. In all organisations information system plays a vital role in the operation of the business which allows the organisation to process information using database, communication, system and many other applications. In the recent year Information system has become well-known as a means of absorption and the enabler of new competitiveness for today’s scheme in the global organisation. It is very important for senior managers to have a good understanding of the effective and responsible use of information system which will enable them to be successful in their area of businesses when operating in a global environment. When it comes to the aspect of processing decision senior management rely on information systems in making strategic outcome. As a senior management when introducing a strategic information system in Global organisation they must ensure that the importance of user must be involve when making the process and the mangers must provide a guide line which will allow them to maximize user or customer involvement in the design and implementation of a strategic information. Also when the management are making a determination and executing a strategic in a global organisation there are ways in which they can liked their business strategy to define the business needs and structure which will help them in driven into information system and one of the way they can use to do this is by looking into the competitive advantage. There are different types of strategies which the management can put into consideration in order for them to differentiate their product in a competitive market and they can use generic strategies which will help them in reducing their cost, differentiate their product in which they provide on market niche (porter, 1980). In addition, evidence shows that companies that globalize achieve better competitive and financial performance. But globalizing, in the sense of spreading activities around the world, is not enough. Companies also need to be globally integrated. They need globally coherent strategies, global networks, and the ability to maximize profits on a global basis. When considering the geographic and time that might stands like a barrier to promote the organisation in the global world information system can assist the senior management in this particular aspect and the way they can promotes the business is to provides an online electronic market place where customers can purchase any of their product at any particular hours of time. Also they need to understand the business language whenever the location of the business is situated. In looking for a way to develop an appropriate Information system strategies it is very usual to put some form of hole analysis which will help the management in identifying the hole of where the organisation are and where they want to progress to. Conclusion This essay are critically analyse the roles of management in executing strategic information system and has analyse the important of information system which will help them to make a development in their business and to be successful in the globalisation market or organisation environment. An important key factor of this essay is that the commitment of senior management in a global organisation is so essential which lead them to think of the effectiveness of technology and the way they can transform the business that will be different from other competitive market. The choices to be made in order to beat organisational boundaries such as : marketing, operations, finance, legal, business partners, location and other strategic decision can only be made by senior management.