Effectiveness of the Environmental Levy Scheme

Effectiveness of the Environmental Levy Scheme Investigate the effectiveness of the Environmental Levy Scheme on Plastic Shopping Bags and Give suggestions on alternative solutions to saturating landfills within 5 years. I have chosen this topic on the basis that this scheme is the first measure in the Product Eco-Responsibility Scheme, thus by reviewing its effectiveness I can give suggestions regarding successful factors and areas for improvement on further schemes of similar nature. (Part 1) Also, as the controversy on construction bill for an incinerator in Hong Kong is hot these days, it has interested me to evaluate other alternatives to reduce waste production, using the analysis in Part 1. (Part 2) Date of submission: 1st July,2015. Table of contents Introduction Background Literature review Objectives and expected outcomes Focus questions Methodology Findings and analysis Effectiveness of the Levy Scheme on Plastic Shopping Bags Did the PSB scheme succeed in bringing down plastic bag waste production? To what extent? The pros of the PSB scheme and successful factors The cons of the PSB scheme and areas for improvement Implications of the effectiveness of the PSB scheme Recommendations on future waste reduction schemes from the experience of PSB What elements of the PSB scheme can be kept in further schemes of waste reduction? What are the problems in the PSB scheme that further schemes of waste reduction needs to tackle? The direction for future waste reduction schemes and feasible solutions Education and promotion Public attitude reflected from the PSB scheme Conclusion Reflection Bibliography Appendix Introduction 1.1 Background I am interested in the topic Investigate the effectiveness of the Environmental Levy Scheme on Plastic Shopping Bags and Give suggestions on alternative solutions to saturating landfills within 5 years as recently debates on the urgency and essentiality of building an incinerator in Hong Kong are boiling hot in Hong Kong. As an eco-friendly person, I am deeply concerned that all landfills in Hong Kong are estimated to meet saturation by 2019, calculating by the current waste production rate. [i] Coincidentally, the PSB scheme was entering the second phase on 1st April 2015 and is another hot eco topic this year. From analysis on Hong Kong Connection (TV programme produced by RTHK), it inspired me this PSB scheme may provide some insights into how waste reduction works and what the pros and cons are of utilizing financial disincentive. Based on evaluation of the PSB scheme, I can give suggestions on alternate solutions of waste reduction. Environmental Levy Scheme on Plastic Bags is the taxing of plastic bag of $0.5 per bag. It is the first scheme under the Producer Responsibility Scheme under the Environmental Protection Department. In the first phase 7 July 2009 – 31 March 2015, about 3000 retail outlets were covered. In the full implementation phase starting 1 April 2015, all retail outlets (more than 100,000 points of retail sales) in Hong Kong are covered.[ii] 1.3 Objectives and expected outcomes There are two main objectives in this study: 1. To evaluate the successful factors and areas for improvement of the PSB plan and 2. To give recommendations on future waste reduction schemes using the experience learnt from the PSB plan. By data collection and analysis, I expect to gain the following outcomes: the actual results of the PSB scheme, the reasons people support or boycott the scheme, governmental communication with the public regarding waste production, the criteria for a successful eco- scheme in the public’s eyes and the relation of education and promotion to effectiveness. 1.4 Focus Questions The focus questions regarding the topic include: -What is the current situation of Plastic Shopping Bag Levy? How effective is it in reducing plastic waste? -How do citizens evaluate the effectiveness of the PSB Levy? -What are the benefits of the PSB Levy to HK’s environment? -What damage or disharmony will PSB Levy bring to HK? -What can we conclude from the current situation on the effectiveness of the PSB Levy? What elements can thus be used to make future environmental policy more effective? 2. Methodology I have used the following data collection method for primary data: 3. Findings and Analysis 3.1 Effectiveness of the Levy Scheme on Plastic Shopping Bags 3.1.1 Did the PSB scheme succeed in bringing down plastic bag waste production? To what extent? The PSB scheme was to a large extent successful in bringing plastic bag waste production. The distribution of PSB in retail outlets has reduced by 90% since the launch of the PSB scheme in 2009.[iii] It was estimated that 84 million PSB was distributed in 2009, thus it has decreased to 8.4 million approximately uptil now. [iv] From the questionnaire survey, the majority of 80% respondents said they would not use PSB while only a minority of 20% said they would. It shows the effectiveness of the PSB scheme. From the field observation, the PSB distribution is a low 5% per hour.[v] The number of PSB distributed in supermarkets has decreased to 403, according to a survey conducted by Green Action. [vi]The government has attributed the change to the increasing public awareness of Bring Your Own Bag promoted by the PSB scheme. [vii] Therefore, the PSB scheme has succeeded to bring down PSB distribution and raise eco-awareness. 3.1.2 The pros of the PSB scheme and successful factors The PSB scheme is successful in bringing down PSB usage and raising eco-awareness, as mentioned in 3.1.1. According to the questionnaire survey, 57% and 39% of respondents said they choose not to claim PSB because they don’t want to pay the $0.5 charge and that they are eco-friendly. This shows that one of the successful factors of the scheme is the financial disincentive, as Hong Kong people are money-conscious. [viii] This also shows that the PSB scheme has raised public awareness towards their eco attitude. The elements that made the PSB scheme successful can give reference to future waste reduction schemes. Firstly, financial disincentive is effective in discouraging waste production, thus this element should be kept. Also, another successful factor is promoting positive value such as Bring Your Own Bag, as public awareness has been raised in the PSB scheme.[ix] The cons of the PSB scheme and areas for improvement Despite the obvious effectiveness, there is still room for improvements for the PSB scheme. The cons of the PSB scheme include the small amount of levy not being threatening enough and the difficulty in supervision. According to the questionnaire survey, 70% of respondents said they would use PSB as it is convenient and 65% said the levy is affordable. [x] Thus, we see that maybe the levy should be increased to be more effective. Also, according to the field observation, some customers tend to buy prepackaged goods or take many storage bags with no hand-hold to avoid the levy.[xi] Therefore, this shows that ineffective supervision would negatively affect the effectiveness of the measure. The major problem of the PSB scheme right now, concluded from the above, is the deep-rooted public attitude. Hong Kong people are often money-minded and cynical, which may cause them to disregard the PSB scheme for their personal interest, such as avoiding the levy but still using other plastic bags or misusing recycling bags. [xii] The main issue to tackle in order to better future waste production schemes is how to change the public attitude and promote correct values in the long run. Implications of the effectiveness of the PSB scheme The PSB scheme is the first scheme under the Producer Responsibility Scheme, thus is the water tester that indicates whether financial disincentive is effective to reduce waste production. Its success reflected that Hong Kong people are very conscious when something affects their personal interest directly, such as additional financial burden, therefore future waste reduction scheme should still be focused on this weakness of Hong Kong people (financial disincentive). [xiii] One supporting evidence is found in the questionnaire survey. When asked to rank what are the priorities that urge them to support a waste reduction scheme, most respondents ranked economical factor first, then personal factor. Remarkably, they least value environmental factor and sustainability, showing Hong Kong people are generally more money-minded than eco-conscious.[xiv] The implications of this phenomenon are that financial disincentive is most suitable for waste reduction in Hong Kong as financial concern is the greatest motivational power for Hongkongers to change living habits, also that future schemes should focus on delivering positive values such as the importance of eco-protection and sustainability in promotion and public education.[xv] Recommendations on future waste reduction schemes from the experience of PSB 3.2.1 What elements of the PSB scheme can be kept in further schemes of waste reduction? As discussed in 3.1.2, the main elements to be kept in further schemes of waste reduction are financial disincentive and effort to change public attitude in changing lifestyles, also their approaches to waste. [xvi] Based on the questionnaire findings, most respondents are supportive to the PSB scheme and regard it a political and social success. [xvii] This also showed that transparency of government measures and effective downward communication and public consultation is important, and should be continued in future waste reduction schemes.[xviii] 3.2.2 What are the problems in the PSB scheme that further schemes of waste reduction needs to tackle? As discussed in 3.1.3, the main problems of the PSB scheme are the hard-to-change public attitude and thus their living habits, also non-threatening amount of levy and insufficient supervision. Furthermore, most respondents think the crux of the waste production problem are inadequate environmental education, lack of promotion of government eco-schemes and the buy-and-throw habit of the prosperous metropolis.[xix] These are problems that future waste production scheme most urgently face. The direction for future waste reduction schemes and feasible solutions In response to 3.2.2, hereby I would recommend important points for improvement with regard to the above problems. Firstly, when implementing waste reduction schemes, powerful financial disincentive should be enforced to respond to Hong Kong people’s money-conscious mindset and relatively smaller concern for the environment. [xx] It is the only way to receive biggest response from the public and see changes in their daily living. Secondly, to tackle the supervision difficulty, a report system by hotline can be opened to the public to report violation of the policy by either shops or the general public.[xxi] This can make supervision more all-rounded. Thirdly, education and promotion to indoctrinate correct and positive values is also important. As shown in the questionnaire findings, the public value economical concern over environmental concern, which is unhealthy and detrimental to eco-protection. Thus, education and promotion is essential. In order to find out the most supported waste reduction schemes, I have asked respondents to rank policies that they regard as most effective in reducing waste. The survey results show that policies involving separation, recycling and levy are seen as most effective, with the top being Source Separation of Domestic Waste, scoring 1580 in sums.[xxii] This shows that the public would support waste reduction schemes that only require little alterations in daily living, such as household waste separation, or recycling and financial disincentive. This match with the fact that their top concern is economical factor and second is personal factor when responding to a waste reduction scheme.[xxiii] In contrary, public opinion do not support policies involving new landfills and incinerators, the bottom being opening up new landfill in current country parks, scoring only 882 in total.[xxiv] This shows that the public is least likely to support waste reduction scheme that might be detrimental to their living environment and health, or those that may use a large amount of government reserves as it violates economic efficiency. This match with their priority list as they most value economical factor (efficiency, personal burden) and personal factor (impact to living environment and health). This ranking gives us important and clear insights into which directions to go and also how best to suit public concerns and gain public support in waste reduction schemes. Education and promotion à ¥Ã¢â‚¬ ¦Ã‚ ·Ãƒ ©Ã‚ «Ã¢â‚¬  à ©Ã¢â‚¬ ¡Ã‚ Ãƒ ©Ã‚  Ã‚ ­Ãƒ ¦Ã‹â€ Ã‚ ²***** With reference to 3.2.3, we have gained some insights into what values are to be changed for future waste reduction schemes to go smoothly (money over environment) , and also what are most motivational to the general public. 3.2.5 Public attitude reflected from the PSB scheme à ¦Ã…  Ã¢â‚¬Å¾ 4. Conclusion 5.Reflections 6. Bibliography 7.Appendix [i] Environment minister Wong Kam-sing, 2003, Hong Kong issues dire warning on landfills amid protests by residents, South China Morning Post, http://www.scmp.com/news/hong-kong/article/1246229/city-could-drown-trash-environment-minister-warns [ii]Environmental Levy Scheme on Plastic Bags, Environmental Protection Department, http://www.epd.gov.hk/epd/english/environmentinhk/waste/pro_responsibility/env_levy.html [iii] Press Release, 28 Mar 2015, Environmental Protection Department, http://www.info.gov.hk/gia/general/201503/28/P201503270921.htm [iv] Will Hong Kongs city-wide levy on plastic bags really change behaviour?, Time Out Hong Kong, http://www.timeout.com.hk/big-smog/features/71898/will-hong-kongs-city-wide-levy-on-plastic-bags-really-change-behaviour.html [v] Field observation, appendix 3 [vi] Environmental Levy on Plastic Shopping Bags What are the problems?, CSR Asia, http://csr-asia.com/csr-asia-weekly-news-detail.php?id=11753 [vii] Press Release, 28 Mar 2015, Environmental Protection Department, http://www.info.gov.hk/gia/general/201503/28/P201503270921.htm [viii] Plastic society rethinks bags, Macau Business, 26th May 2015, http://www.macaubusiness.com/news/plastic-society-rethinks-bags.html [ix] Press Release, 28 Mar 2015, Environmental Protection Department, http://www.info.gov.hk/gia/general/201503/28/P201503270921.htm [x] Questionnaire survey, Q3, appendix2 [xi] Field observation, appendix 3 [xii] Values Education in Hong Kong – Problems and Possibilities, The Hong Kong Institute of Education, http://www.acsa.edu.au/pages/images/99_fok_values_ed.pdf [xiii] Values Education in Hong Kong – Problems and Possibilities, The Hong Kong Institute of Education, http://www.acsa.edu.au/pages/images/99_fok_values_ed.pdf [xiv] Questionnaire survey, Q8, appendix2 [xv] Values Education in Hong Kong – Problems and Possibilities, The Hong Kong Institute of Education, http://www.acsa.edu.au/pages/images/99_fok_values_ed.pdf [xvi] Waste Reduction Framework Plan, Environmental Protection Department, http://www.epd.gov.hk/epd/english/environmentinhk/waste/prob_solutions/wrfp_summary.html [xvii] Questionnaire survey, Q5 and Q6, appendix2 [xviii] Public Consultation Report on the Proposal on An Environmental Levy on Plastic Shopping Bags , http://www.epd.gov.hk/epd/english/environmentinhk/waste/prob_solutions/files/Consultation_Report_Levy_Eng.pdf. [xix] Questionnaire survey, Q9 , appendix2 [xx] Values Education in Hong Kong – Problems and Possibilities, The Hong Kong Institute of Education, http://www.acsa.edu.au/pages/images/99_fok_values_ed.pdf [xxi] Environmental Levy Scheme on Plastic Shopping Bags, Environmental Protection Scheme, http://www.epd.gov.hk/epd/english/environmentinhk/waste/pro_responsibility/env_levy.html [xxii] Questionnaire survey, Q7 , appendix2 [xxiii] Questionnaire survey, Q8 , appendix2 [xxiv] Questionnaire survey, Q7 , appendix2

Medias Influence on Adolescent Girls Body Image, Identity and Sexuality

Medias Influence on Adolescent Girls Body Image, Identity and Sexuality Missing Sources Cited   Ã‚  Ã‚  Ã‚  Ã‚  Gender Identity begins in early childhood when roles are given to children as to which toys they should play or not play with. A child’s body image is influenced by how people around her react to her body and how she looks. A pre-adolescent becomes more aware of what society’s standards are for the ideal body. The media has always had images of what the ideal woman should be. As in the way she should look and the way she acts. The media today does and doesn’t always depict what is good for an adolescent or pre-adolescent to believe about themselves. There are also many good influences from the media. Role models such as Oprah and Ricki Lake have given many adolescents more of an ideal individuality to strive for.   Ã‚  Ã‚  Ã‚  Ã‚  Young girls look at their images in the mirror and don’t like what they see. Does this sound right? Girls as young as nine years old report dissatisfaction with their bodies. Girls tend to struggle with body image in far greater numbers than boys. Boys don’t focus as much on their body shape and size as do girls. Some attention to body size and shape is part of the normal growing process. As children reach adolescence their bodies change and children especially young girls become more aware of how they look. Some of these feelings are normal. But when a girls life is affected by her thinking about her looks it turns into a problem. Avoidance and Isolation are signs of a problem beginning. Being positive and having healthy relationships help girls maintain positive body images. The ability to talk to someone, whether it be a parent or friend or coach, can help reinforce healthy body images. Self esteem is the key component to a healthy body image. For the most part if a girl displays confidence and personal control, the likelihood of a positive body image is greater.   Ã‚  Ã‚  Ã‚  Ã‚  The four top selling magazines with a target audience of teen females are Seventeen, Sassy, Teen and YM. â€Å"In similar fashion, magazine and book reading gradually increase during adolescence. Approximately one-third of high school juniors and senior say that they read magazines daily.†(Textbook) These magazines often show positive and negative images of young and older women. They are often times covere... ...ather to help television paint a more realistic picture of the responsibilities and risks that accompany sexual activity. The Media Project provides accurate information, script consultation, and story ideas to many teen- and adult-oriented shows – such as Dawson's Creek (WB), Any Day Now (Lifetime), Felicity (WB), Sex and the City (HBO), Moesha (UPN), Judging Amy (CBS), and Strong Medicine (Lifetime). In an additional effort to encourage the television industry to embrace the issue of positive sexuality and to highlight current programs that succeed in portraying sexual health issues without compromising entertainment value. (Transitions). Not one thing can influence a Adolescent girl about her body or image or sexuality. Many things can. But as I’ve talked about in this paper the media presents a huge influence on adolescents. Some media is good, some is bad. In order for adolescents to learn correctly they need to start at home. Parents must tell them which is good shows and bad, and sit down and ask them questions. Adolescents are at a critical time in their lives, any influence on their outlook on sexuality, body image or identity could damage or help them in the long run.

African-american Troops In The Civil War: The 54th Massachusetts :: essays research papers

African-American Troops in the Civil War: The 54th Massachusetts The Fifty-fourth Massachusetts was organized in early 1863 by Robert Gould Shaw, twenty-six year old member of a prominent Boston abolitionist family. Shaw had earlier served in the Seventh New York National Guard and the Second Massachusetts Infantry, and was appointed colonel of the Fifty-fourth in February 1863 by Massachusetts governor John A. Andrew. As one of the first black units organized in the northern states, the Fifty-fourth was the object of great interest and curiosity, and its performance would be considered an important indication of the possibilities surrounding the use of blacks in combat. The regiment was composed primarily of free blacks from throughout the north, particularly Massachusetts and Pennsylvania. Amongst its recruits was Lewis N. Douglass, son of the famous ex-slave and abolitionist, Frederick Douglass. After a period of recruiting and training, the unit proceeded to the Department of the South, arriving at Hilton Head, South Carolina, on June 3, 1863. The regiment earned its greatest fame on July 18, 1863, when it led the unsuccessful and controversial assault on the Confederate positions at Battery Wagner. In this desperate attack, the Fifty-fourth was placed in the vanguard and over 250 men of the regiment became casualties. Shaw, the regiment's young colonel, died on the crest of the enemy parapet, shouting, "Forward, Fifty- fourth!" That heroic charge, coupled with Shaw's death, made the regiment a household name throughout the north, and helped spur black recruiting. For the remainder of 1863 the unit participated in siege operations around Charleston, before boarding transports for Florida early in February 1864. The regiment numbered 510 officers and men at the opening of the Florida Campaign, and its new commander was Edward N. Hallowell, a twenty-seven year old merchant from Medford, Massachusetts. Anxious to avenge the Battery Wagner repulse, the Fifty- fourth was the best black regiment available to General Seymour, the Union commander. Along with the First North Carolina Colored Infantry, the Fifty-fourth entered the fighting late in the day at Olustee, and helped save the Union army from complete disaster. The Fifty-fourth marched into battle yelling, "Three cheers for Massachusetts and seven dollars a month." The latter referred to the difference in pay between white and colored Union infantry, long a sore point with colored troops. Congress had just passed a bill correcting this and giving colored troops equal pay. However, word of the bill would not reach these troops until after the battle of Olustee. The regiment lost eighty-six men in the battle, the lowest number of the three black regiments present. After Olustee, the Fifty-fourth was not sent to participate in the bloody Virginia campaigns

The Role of Input and Interaction in Sla

The role of input and interaction in SLA Terminology input –any language directed at the learner intake –the portion of input that learners notice and therefore take into temporary memory. Intake may subsequently be accommodated in the learner’s interlanguage system (become part of long-term memory). However, not all intake is so accommodated. output –what the learner produces (spoken & written language) and how much he understands from the input input > intake > output views on the role of input: ? behaviourist There is a direct relationship between input and output. Acquisition is believed to be controlled by external factors, and the learner is viewed as a passive medium. They ignore the internal processing that takes place in learner’s mind. Input consists of: ? stimuli – with stimuli, the person speaking to the learner  models specific linguistic forms  which the learner internalizes by  imitating  them   ? feedback – it takes the form of positive reinforcement or correction. The possibility of shaping L2 acquisition by manipulating input to provide appropriate stimuli and adequate feedback mentalist They emphasize the importance of the learner’s ‘black box’. Input is still seen as essential for L2 acquisition, but it is only a ‘trigger’ that starts internal language processing. Learners have innate knowledge of the possible forms that any single language can take and use the information supplied by the input to arrive at the forms that apply in the case of the L2 they are trying to learn. Input is insufficient to enable learners to arrive at the rules of the target language. ? interactionist ognitive interactionist Acquisition is a product of the interaction of the linguistic environment and the learners’ internal mechanisms, with neither viewed as primary. Input has a determining function in language acquisition, but only within constraints imposed by the learner’s internal mechanisms. social interactionist Verbal interaction is crucial for language learning as it helps to make the ‘facts’ of the L2 salient to the learner. comprehensible input (Krashen 1981) – Input is a major causative factor in L2 acquisition Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence (i+1) – Comprehensible input is necessary to acquisition to take place, but it is not sufficient – learners need encouragement to ‘let in’ the in put they comprehend – Input becomes comprehensible as a result of simplification and with the help of contextual and extralinguistic clues – Fine-tuning (= provision of the linguistic features which the learners is ready to acquire next and using them, opposite: rough-tuning) is not necessary – Speaking is the result of acquisition, not its cause, learner production does not contribute directly to acquisition input and intake. Input refers to what is available to the learner, whereas intake refers to what is actually internalized (or, in Corder’s terms, â€Å"taken in†) by the learner. Anyone who has been in a situation of learning a second/foreign language is familiar with the situation in which the language one hears is totally incomprehensible, to the extent that it may not even be possible to separate the stream of speech into words. Whereas this is input, because it is available to the learner, it is not intake, because it â€Å"goes in one ear and out the other†; it is not integrated into the current learner-language system. This sort of input appears to serve no greater purpose for the learner than does that language that is never heard. Conceptually, one can think of the input as that language (in both spoken and written forms) to which the learner is exposed If there is a natural order of acquisition, how is it that learners move from one point to another? The Input Hypothesis provides the answer. Second languages are acquired â€Å"by understanding messages, or by receiving ‘comprehensible input’ † (Krashen, 1985, p. 2). Krashen defined â€Å"comprehensible input† in a particular way. Essentially, comprehensible input is that bit of language that is heard/read and that is slightly ahead of a learner’s current state of grammatical knowledge. Language containing structures a learner already knows essentially serves no purpose in acquisition. Similarly, language containing structures way ahead of a learner’s current knowledge is not useful. A learner does not have the ability to â€Å"do† anything with those structures. Krashen defined a learner’s current state of knowledge as i and the next stage as i + 1. Thus the input a learner is exposed to must be at the i + 1 level in order for it to be of use in terms of acquisition. â€Å"We move from i, our current level to i + 1, the next level along the natural order, by understanding input containing i + 1† In Krashen’s view, the Input Hypothesis is central to all of acquisition and also has implications for the classroom. a Speaking is a result of acquisition and not its cause. Speech cannot be taught directly but â€Å"emerges† on its own as a result of building competence via comprehensible input. b If input is understood, and there is enough of it, the necessary grammar is automatically provided. The language teacher need not attempt deliberately to teach the next structure along the natural order—it will be provided in just the right quantities and automatically reviewed if the student receives a sufficient amount of comprehensible input. there are numerous difficulties with the concept. First, the hypothesis itself is not specific as to how to define levels of knowledge. Thus, if we are to validate this hypothesis, we must know how to define a particular level (say, level 1904) so that we can know whether the input contains linguistic level 1905 and, if so, whether the learner, as a result, moves to level 1905. Krashen only stated that â€Å"We acquire by understanding language that contains structure a bit beyond our current level of competence (i + 1). This is done with the help of context or extralinguistic information† (1982, p. 21). Second is the issue of quantity. Krashen states that there has to be sufficient quantity of the appropriate input. But what is sufficient quantity? How do we know whether the quantity is sufficient or not? One token, two tokens, 777 tokens? And, perhaps the quantity necessary for change depends on developmental level, or how ready the learner is to acquire a new form. Third, how does extralinguistic information aid in actual acquisition, or internalization of a linguistic rule, if by â€Å"understanding† Krashen meant understanding at the level of meaning (see below and chapter 14 for a different interpretation of understanding)? We may be able to understand something that is beyond our grammatical knowledge, but how does that translate into grammatical acquisition?

Primary education Essay

According to the Kenyan government, education is â€Å"A long term objective to provide basic quality education to enhance Kenyans ability to preserve and utilize the environment for productive and sustainable livelihoods, to develop quality of the human race; to realize the universal access to education and training for all including the disadvantaged and the vulnerable and as a necessary tool for development and protection of the democratic institutions of human rights† (Ministry Of Education Science and Technology, 2005 pp2). The current Kenyan education system consists of Early Childhood Education, primary and secondary education. Early Childhood Education takes one year. At the end of the primary education, pupils sit for the Kenya Certificate of Primary Education (KCPE) prepared by the Kenya National Examination Council. Performance in the KCPE determines who is admitted to secondary schools. At the end of secondary education, students sit for the Kenya Certificate of Secondary Education. Primary school education in Kenya is a basic and is considered the root of all formal and informal learning in Kenya. Free and compulsory primary education for Kenyan children was one of the key pre-election promises that led the NARC government led by President Mwai Kibaki, to ascend to power in December 2002. Since then, an estimated 1. 5 million children, who were previously out-of school, have turned up to attend classes (Paul Kenya, 2008). The free Primary Education policy was first implemented in January 2003. The FPE policy focuses on attaining Education For all and in particular, Universal Primary Education. Key concerns are access, retention, equity, quality and relevance and internal and external efficiencies within the education system (Ministry Of Education Science and Technology, 2005a, pp3). Through the FPE policy, the NARC government scrutinized the current 8-4-4 systems, which had previously been coupled with retention and reduced enrolment before it came to power. The policy’s focus is on â€Å"quality education and training as a human right in accordance to Kenya law and international conventions† (Ministry Of Education Science and Technology, 2005 pp3). VISION Quality education for development. (Elimu bora Kwa Maendeleo) MISSION To provide, promote and co-ordinate lifelong education, training and research for KLenya’s sustainable development. POLICY OBJECTIVES 1. To achieve education for all (EFA) by 2015 2. To achieve transition rate of 70% from primary to secondary from the current rate of 57% 3. To enhance access, equity and quality primary education 4. To achieve 50% improvement levels of literacy by 2015 5. To attain universal primary education (UPE). This is in line with the United Nation’s Millennium Development Goals 6. To reduce the number of primary school children drop outs. ACHIEVEMENTS OF THE POLICY 1. Increase in number of children enrolled in primary schools. Primary education has witnessed phenomenal growth since the policy was established. The number of primary school pupils rose dramatically from 5. 9 million in 2002 to 7. 6 million in 2005 to 82. 78 in 2009, according to a World Bank report, published in 2010 2. Significant reduction in the repetition rate. The number of students repeating and dropping out has reduced significantly() this may be attributed to the fact that parents no longer have to think about paying school fees. CHALLENGES FACED BY THE POLICY. 1. Delays in Funds Disbursement Delays in distributing funds to support free primary school education is one of the challenges facing the policy implementation. This has frustrated many teachers, put pressure and on parents financial burdens. Teachers thus lack motivation to teach the increasing number of pupils as a result of the introduction of the policy. 2. Teacher Shortages A UNESCO survey on the evaluation of the Free Primary policy (UNESCO, 2005) indicates that the teacher: pupil ratio, in a significant number of schools was 1:70 which was far beyond the recommended maximum rate of 1:40. Such a high ratio has got challenges. For example, teachers find it impossible to pay attention to all learners, especially the slow ones. Also teachers were not able to give adequate assignments to the pupils, as they could not cope with the marking and teaching workload (UNESCO, 2005). 3. Teacher-Learning Facilities There is a challenge in the limited teacher-learning facilities, which forces pupils to share. Sharing of facilities such as textbooks, exercise books, pens e. t. c has affected pupil’s accessibility to the books while at home and many have to do their homework early in the morning the next day when in school. There is also the issue of inadequate physical facilities where most schools did not have adequate classroom to accommodate the large number of pupils enrolled under the FPE programmes. 4. Managerial Skills Most school managers (the head teachers) are not well equipped in managerial skills. This is to say that their managerial skills are poor and these results to poor results by the schools they head as well as mismanagement of available funds. 5. Mobility from Public to Private and within Public Schools This may not be a major challenge but it still is a challenge. Teachers complain that pupils’ frequent transfers from one school to another at any point of the term and in any class affect content delivery. This may be as a result of a preference for free and cheaper education, school availability and its proximity as well as the highest grade offered in a school. A lower fee is also a factor, and cheaper or free schools seemed to be an important motivation for school transfer. 6. Embezzlement of Funds and Corruption Embezzlement of funds is a core challenge. Some government officials are corrupt and hence there is mismanagement or misallocation of funds that are allocated to them, (UNESCO, 2005). For instance, the sponsor’s funds; this makes some children who are poor miss the opportune moments of schooling. I addition to that, senior officials in the Ministry of Education, in Kenya have been accused of protecting corrupt headmasters suspected of embezzling funds because they are also indirectly benefiting from incentives that are being paid by parents, disgruntled senior education officials have revealed, (UNESCO, 2005). RECCOMENDATIONS 1. Timely release of funds. Funds should be released as soon as they are available. This will ensure the teachers and students remain motivated to learn. 2. Increase numbers of teachers employed and increase their wages. Increasing the number of teachers permanently employed in public primary schools will help to take care of the teacher-student ratio. Increasing their wages will also ensure that the teachers are motivated to do their work well. 3. Investing in Teacher-Learning Facilities. The government should invest in building more classrooms to reduce the current congestion in the classrooms. The government should also work hand in hand with sponsors and international investors to ensure the pupils have enough books, pens and other facilities needed by both teachers and pupils. 4. Training of managers. Heads of schools should be trained on how to manage the funds given to them as well as efficiently running the schools. 5. Monitor ministry officials and those handling the funds. An organization or body that can monitor the ministry officials and those handling the funds such as the anti-corruption commission of Kenya to ensure that those handing the funds are not corrupt and those caught in corrupt practices face the law. REFERENCES 1. UNESCO (2005). Challenges of implementing free primary education in Kenya: assessment report. Kenya. Nairobi: Ministry of Education, Science & Technology. 2. Okwach, A. and George, O. (1997). Efficiency of primary education in Kenya: situational analysis and implications for educational reform. Nairobi: Institute of Policy Analysis and Research. 3. UNESCO (2006). Fact book on education for all, UNESCO Nairobi 4. Voss, R. ; Bedi, A. ; Kimalu, P. K. ; Manda,D. K. ; Nafula,N. N; Kimenyi, M. S. Achieving universal primary education: Can Kenya Afford it? University of Connecticut: Department of Economics working paper series.

Anglo-Saxon/ Christian Heroes Essay

Heroes are examples of what is good and noble in a culture. British culture has changed their view of a hero between the 5th century and the 10th century. Anglo-Saxon literature is literature expressed orally during the Anglo-Saxon period of Britain, from the 5th century to the Norman conquest. During the Anglo-Saxon era, warriors were to follow a strict code of heroic behavior emphasizing bravery, loyalty, and vengeance. Because Anglo-Saxon was an oral culture, people could keep talking about your past deeds; being remembered makes you famous. Anglo-Saxon heroic values are revenge and boastfulness. One of the most famous Anglo-Saxon poems is Beowulf, which was written in the century. The character Beowulf is a great example of an Anglo-Saxon hero in British literature. Later in the 10th century, Christianity had spread and now Christian values were being considered heroic behavior in British culture. Christian heroic values are forgiveness, self-sacrifice, and humility; kindness mak es you famous. In the 10th century, Dream of the Rood was written. The character Christ is an example of a Christian hero in British literature. Even though Beowulf and Dream of the Rood were Anglo-Saxon heroic poems, they were preserved, because the Anglo-Saxon beliefs in the poems were compatible with Christian beliefs. In Beowulf poem, the hero is Anglo-Saxon epic hero. Beowulf is a mighty and noble warrior who helps Hrothgar and the Danes. He is also is a boastful hero. A boastful hero talks about oneself with excessive pride, so everyone will know about their heroic deeds. Beowulf’s boastfulness isn’t a Christian value. But later in the poem, Beowulf becomes a wise old man who is humbled. A humble person has no pride, egotism, conceit, or arrogance. Instead a humble person has altruism, humility, and modesty, which is a Christian value. In the poem, Hrothgar, the King of the Danes, whom Beowulf serves, warned Beowulf that â€Å" sickness or age will strip you of your strength, or the fangs of flame, or flood-surges, the sword’s bite, or the spear’s flight, or fearful frailty as bright eyes fade, dimming to darkness. Afterward death will sweep you away†¦Ã¢â‚¬  (Pg. 65) Hrothgar is not as strong as Beowulf, but he is wiser, cunning, and generous. Hrothgar foreshadows what will happen to Beowulf and that he will become like Hrothgar. In The Dream of the Rood poem, the hero is a Christian hero. Christ is a generous hero. A generous hero is a person who is willing to give and share unsparingly. This quote shows how in the poem, the generous Christ honors the cross and Mary. â€Å"Lo! The Lord of Heaven, the Prince of Glory, honored me over any other tree just as He, Almighty God, for sake of mankind honored Mary, His own mother, before all other women in the world.† (Pg. 129) Because Mary and the cross had honored Christ, he was willing to share his praise with them. Both Beowulf and The Dream of the Rood poems, Beowulf and Christ are warriors in battle â€Å"Then the young warrior, God Almighty, stripped Himself, firm and unflinching. He climbed upon the cross, brave before so many, to redeem mankind.† (Pg. 128) This quote shows that Christ is a warrior in battle, which is an Anglo-Saxon concept, but in this poem it is meant to show strength. In Beowulf, Beowulf is a warrior his job is to protect people from danger. He was able to protect the Danes and Hrothgar from danger by killing Grendal and Grendal’s mother, but when he was older he still able to protect his kingdom from the dragon, but it costs his life. Both Beowulf and The Dream of the Rood poems, promotes courage and describe the ideal of sacrificing oneself to save others, which is prevalent in Christianity. In Beowulf, the narrator describes how Beowulf courageously battled Grendal, Grendal’s mother, and the dragon. Beowulf fights Grendal while he is young. He courageously fights Grendal without a sword. He rips off Grendal’s arm in Hrothgar’s mead hall, Heorot. Later Beowulf fights Grendal’s mother in her cave beneath the swampy lake. Beowulf brings a sword, Hruting, which he borrowed from his f riend, Unfeth, but he is unsuccessful. Then Beowulf miraculously finds a magical giant sword in the underwater cave and uses it to kill Grendal’s mother. In Beowulf the older, wiser Beowulf fought the dragon in order to protect his people. Beowulf comes fully armed and has an army to help him. Beowulf fights the dragon with his sword Naeling, which is ineffective against the dragon. The dragon morally wounds Beowulf and with Wiglaf’s help the dragon is slain. In The Dream of the Rood, Christ shows courage by climbing upon the cross and knowing his fate. In Christianity, they believe in the willingness to say and do the right thing regardless of the cost, which is defined as courage. According to the Christian Bible, Christ sacrificed himself to save us from our sins. The Dream of the Rood tells the Christian Biblical story to show Christ’s courage. In the story it says, â€Å"many enemies fastened me there. I saw the Lord of Mankind hasten with such courage to climb upon me.† (Pg. 127) This quote shows that Christ is a courageous hero in the poem. A courageous hero has strength in the face of pain or grief. Both Beowulf and The Dream of the Rood poems, describe judgment and consequences for one’s actions. In Beowulf, Wigluf says â€Å" You shall have no joy in the homeland you love. Your farms shall be forfeit, and each man fare alone and landless when foreign lands learn of your flight, your failure of faith. Better to die than dwell in disgrace.† (Pg. 86) Wigluf speaks to the earls and other warriors for not being loyal to Beowulf. Only Wigluf supported Beowulf in his last battle. After Beowulf’s death, Wigluf speaks of feuds and strife after Beowulf’s death, because the Swedes are fighting with the Geats. In The Dream of the Rood, the cross describes the Apocalypse, which is the cataclysmic destruction of the world, followed by resurrection of the dead, and judgment day. Beowulf and Dream of the Rood w ere Anglo-Saxon heroic poems. Both Beowulf and The Dream of the Rood have the Christian ideals of generosity, humbleness, courage, sacrificing oneself to save others, judgment, and having consequences for one’s actions. Similarly, Both Beowulf and The Dream of the Rood have the Anglo-Saxon ideal of a warrior in battle. Beowulf and Dream of the Rood were preserved, because the Anglo-Saxon beliefs congruent with Christian beliefs.

Barriers For Speakers Of Other Languages English Language Essay

Barriers For Speakers Of Other Languages English Language Essay Multilingual and bilingual education programs have been increasing tremendously over the recent past. This follows the increasing diversity in modern-day classrooms in most parts of the world. Such diversity reflects the ever evolving migration patterns and the hence the increasing need to address the issue of multilingual education programs. These programs target communicative proficiency in at least more than two languages. In connection to this, research on issues of bilingual education has been growing. The popularity of these programs can be attributed to the important role played by bilingual education such as in the accomplishment of various sociopolitical goals (Holliday 21). In most US schools currently, a larger percentage of students use English as a second language. Due to such statistics, the English only philosophy of adopted by the federal government through the Structured English Immersion has been subject to great criticism. However, ESL students encounter great bar riers as they learn the English language. These barriers are either with respect to linguistic factors or cultural factors (Eugene 32). This draws from the fact that ESL learners have their culture which is so different from that of any native English speaking country as well as certain linguistic aspects based on their primary (mother tongue) language. These aspects are difficult to abandon and hence they tend to present a barrier to the effectiveness with which an ESL students learns English. This paper discuses these barriers in detail and also presents a range of strategies that can be employed to addresses such challenges. Cultural Factors One of the important cultural barriers affecting ESL education draws from the fact that most ESL programs instructors are in most cases native English speakers. This is because irrespective of the importance of having ESL education taught by teachers from the language minority groups, the government mostly has in place native speakers teachin g English to ESL learners (Eugene 47). Research has also shown that the native speakers teaching ESL education differ greatly in terms of their cultural and social economic endowments with their ESL students (Huang and Brown, 645). For instance, in US, most of the ESL program teachers are Americans who of course are culturally very different from the L2 learners. This is due to the poor performance as regards to the objective of ensuring that individuals from the minority language community(ies) are developed into being credentialed teachers through relevant training, to enhance the development of ESL education (Nasr 65). These native teachers employ socioeconomically and culturally different styles of teaching ESL education as compared to those ESL learners are used to, from their culture. This presents a lack of connection of the two cultures especially if the teacher fails to employ effective instructional approaches mean such as collaboration. This is made worse by the lack of z eal among the native teachers to learn these different cultures and become part of the ESL learning community (Zimmerman 17). In most instances, the trainers fail to reflect on how their sociocultural backgrounds impact on their perceptions of the community and therefore on how they teach.