Deregulation of Airline Industry Essay Example | Topics and Well Written Essays - 1250 words

Deregulation of Airline Industry - Essay Example This turned away many potential investors’ as well international airlines to the restrictive measures that this body had put in place. This led to policy makers to rethink the operation in this industry and the contribution that the regulation imposed by the CBA affected the growth of this industry (Sinha, 2004). Therefore, in 1978 the Airline Deregulation Act was enacted in an effort to reverse the slow growth that this industry experienced. The main aims of this paper is critical analyze and evaluate the effects of deregulation to the major stake holders in this industry as well consider how it affected various micro economic variables (Smith & Cox, 2011). Before deregulation airline on competed on the basis of the quality of the cabin crew, the frequency in which the airline offered its services and other auxiliary services such food they offered to their client, price were fixed since they were regulated by the CBA (Smith & Cox, 2011). ... This increased completion among the existing airlines and the new airlines that were joining the market. Therefore, competition basis shifted from food and the frequency to the fares that airlines charged (Sinha, 2004). The increased competition which was being experienced in the market, led to establishment of low cost airlines such as the Ryanair in Europe after the European Union deregulated the airline industry. Low cost airlines charges lower prices so to facilitate their establishment in the market. The low cost airlines assumed that consumers of airlines service were rational that is there price responsive, therefore if the charged lower price they would be to capture a considerable proportion of the market (Krugman & Wells, 2009). Deregulation was advantages to the consumers of services from this industry since increases in supply caused the prices charged in this to decline as illustrated below by graph entitled average domestic airfares. Decline in the fares charged by the airlines was beneficial to consumers, since this increased consumer surplus (Krugman & Wells, 2009). In addition to this consumers had a wide variety to choose from; that is due to the increase in the number of airlines the consumers now had wide service provider to choose from. The quality of services offered in this industry also improved as compared to the time before deregulation. When the number of airline service provider increased in the market every airline had to brand its services as best in the market. This was beneficial to the customer as he obtained more quality services at cheaper prices (Sinha, 2004). The decrease in prices and improvement in quality fostered increased

Self-Appraisal Report Assignment Example | Topics and Well Written Essays - 1500 words

Self-Appraisal Report - Assignment Example ve I previously submitted this or a version of it for assessment in any other Unit of Study at the University or any other institution without having obtained the approval of the teacher. So that the assessor can properly assess my work, I give this person permission to act according to University policy and practice to reproduce this work and provide a copy to another member of staff for the purpose of cross checking and moderation and to take steps to authenticate the assessment, including submitting a copy to a checking/detection system that in turn may retain a copy of this work on a database for future checking. I certify that the statements I have attested to above have been made in good faith and are true and correct. I also certify that this is my work and that I have not plagiarized the work of others and not participated in collusion. This report provides a comprehensive evaluation of my growth with regard to technical, personal and professional skills in the course of my internship or co-operative education experience. The report is divided into three principal categories including an introduction segment, self-appraisal section, and finally, the conclusion and recommendations part. The introduction highlights the overall importance of co-operative education experience and the principal components of the report. The appraisal segment analyses the skills and experience I developed through my work-integrated experience, while integrating viable academic resources regarding the subject. The conclusion part summarises findings, indicating that the cooperative education experience can be improved through specificity and proper delineation of internship learning objectives. Learning in the realm of academia does not only entail comprehension of theoretical concepts, but also practical lessons. The latter are best attained through experiential learning, in school in the course of practical sessions, and during industrial attachment or internships. In

Key Components in the Leisure and Recreation Industry Essay Example for Free

Key Components in the Leisure and Recreation Industry Essay Recreational activities fall into six key components, which in turn are divided into sectors. Some activities will fit into more than one category, and other activities are hard to put into any category, such as bridge clubs- are they a sport or a home based leisure activity ? The main components are: * Arts and Entertainment * Home-based Leisure * Countryside recreation * Catering * Heritage and visitor attractions * Sports and physical recreation Arts and Entertainment This is a huge industry that includes many sectors, they are: Arts The arts, apart from commercial cinema and theatre is a precarious industry where losses are easily incurred due to high costs and a very fragmented market. Sponsorship and grants play an important part in these. The public sector plays the most crucial part in funding arts. At the top is the Arts Council, which in 1999 gave out à ¯Ã‚ ¿Ã‚ ½188 million in grants. Much of this came from the National Lottery. Some of it was given out to Regional Arts Boards who then fund local projects. Much of the grant aid is given directly to organisations or individuals. The Arts Council is not the only national public sector organisation to be involved in the arts. One important group is The British Film Institute (BFI) which is responsible for supporting film makers, and the promotion of the British film industry. Local authorities play an important role as well. They employ arts development officers who promote the arts locally and will support local artists. Some larger authorities employ established artists in residence, who work in the area promoting their art and creating commissioned pieces. Local Authorities are major providers of galleries and performance space such as town hall stages or community theatres or even parish halls. In some cases, such as the Lyric Theatre at Hammersmith, London is a part owner of a commercial theatre. Voluntary sector groups also contribute to this sector. Many trusts exist to develop minority arts or provide for specialist audiences. For example, Wolf and Water in Devon is a drama trust dedicated to working with people with special needs. Entertainment Classified as entertainment are popular performing arts and spectacles. The voluntary sector is important here as nationwide participation in amateur dramatics and music is a popular pursuit. Public provision is also evident but has changed in recent years. Thirty years ago most town halls and civic entertainments programme of films, theatre and musicals. This has largely disappeared now and has been replaced by events programmes that are organised by various departments. For example, many sports centres will host travelling theatre and ballet companies such as the Royal Exchange Theatre Group, while arts officers will book in tourism exhibitions. In the streets and parks outside, groups are invited to put on events such as the hot-air balloon events in Bristols Parks. It is the private sector that monopolises entertainment. There is a flourishing small-business sector that includes pub entertainments and single artists such as party and street entertainers, but the bulk of the market is contained within three areas: 1.cinemas 2. Theatre 3. Stadia/arenas Cinema-was very popular in the first half of the 20th century. Then when colour televisions and video players appeared cinemas started to lose there appeal to the public. Cinema companies were not refurbishing their buildings, most of which were built in the 1930s, and were finding profit by selling them off as bingo halls. Some survived by aiming at niche markets(e.g. Corner House in Manchester). These art house cinemas show foreign films. The main market is for commercial English-language films. In the 1980s there was a major review of how films were presented. This resulted in multiplexes being invented. They are equipped with the following features: * Modern luxurious buildings with high-quality projection and sound * Multi screens to show move films than one * Easy access often at out-of-town centres * Good customer care The closest multiplex cinema around is the Warner Brothers Village in Longwell Green. This complex has all the features shown above Theatre-the London theatres are highly profitable with a city audience and a huge tourist market. Even then, they increasingly stick to a formula of musicals or familiar plays with big name actors. For example Chitty Chitty Bang Bang was shown at Londons Palindrome with Michael Ball starring in it. The package largely consists of touring West End shows, nostalgia and tribute bands, comedians and spectacles like circus and ice shows. The main London Theatre companies are: * Delfont Mackintosh Theatres * Ambassador Theatre Group * Really Useful Theatres * SFX (Apollo) Apollo leisure is the leading national chain Arenas and Stadia- these are large multi-purpose buildings for very large audiences. Arenas(indoor) for example are likely to put on conferences and trade exhibitions as well as concerts, while stadia(outdoor) are designed especially for sport. An example of a stadia is Ashton Gate home to Bristol City Football Club. Many arenas are owned by Local Authorities or development corporations. Good examples of this are the various halls and centres in Birmingham ,including the National Arena. Sports and physical recreation These activities can be grouped as follows: * Informal recreation(play, walking, gardening) * Competitive sport (football, tennis, golf) * Outdoor activities (sailing, climbing) * Health and fitness (jogging, yoga) Many activities can often be put into more than one category. For example, swimming in the sea is informal, swimming for a club is competitive, swimming in a conventional pool can be seen as health and fitness. Each component has a different profile in the type of facilities and services it produces. Informal physical recreation or exercise- this is the most popular activity nationally. Nobody knows the hours children spend playing or adults spend gardening. We pursue these activities because they are cheap, available and dont require a lot of skill. The enjoyment we get from them often depends on the environment we do them in. Competitive Sport-most people associate sport with the professional game. This means they are spectators, and it is the spectators money that underpins professional sport. Facilities were often run down to the extent that some were dangerous for crowds, e.g. Hillsborough 1989. Providers have found that profits increase when standards of customer care and corporate hospitality are improved. This has led to the building of a new generation of high-class stadia and race tracks and other facilities where the key services are: * Presentation of the core event * Merchandising * Catering * Safety and security Amateur sport is geared around participation and voluntary clubs. As land and buildings are expensive, many clubs use facilities provided by Local Authorities. Many outdoor sports clubs have their own facilities although there is an even greater number of players who use recreation grounds. There are about 78,000 pitches in the country. Thirty years ago amateur sport was largely centred on outdoor team games. Competitive sport means participation and developing skills and there is a sizeable industry for coaches and instructors. Despite its profile, competitive sport is on the decline and organisations like Sport England are concerned that as a nation we are losing our sporting skills and becoming less fit and healthy. For example, many governing bodies have big school-based programmes, and Local Authorities will run schemes in deprived areas where people cannot afford to play sport or go to health suites. Outdoor Activities-there are over a thousand centres in the UK which specialise in providing outdoor adventure holidays. Facility provision is also essential for outdoor sports, meaning the upkeep of the environment, and this is regulated by the organisations under the Countryside Agency umbrella, such as the Forestry Commission, Local Authorities or National Trust. For most participants activity in the natural world is occasional, and more time will be spent in training in built facilities such as pools or climbing walls. Profitable areas such as skiing, sailing, private sector companies are the main providers. Health and Fitness- there are now at least 2,500 private health and fitness clubs in the UK- it is a boom industry that many young people see as the exciting place to work in leisure. Private sector will increasingly dominate the market and eventually also manage and invest in public sector facilities on behalf of Local Authorities. The central product of these clubs is the fitness room consisting of cardiovascular equipment and perhaps free weights, and frequently areas with small pools, jacuzzis and saunas.. Heritage and visitor attractions The heritage industry concerns buildings and materials that have historical value. Thirty years ago these were largely stately homes, castles, ruins such as Stonehenge and battlefields. Heritage was often about how the rich and famous had lived or what they had collected, or about culture(e.g. Shakespeare). Now it has expanded to include a much wider interpretation of historical value. Whether the attraction is a theme park or museum, the organisers will do their best to employ all the techniques of facility management to look after the customer and make the product interesting. In a theme park the excitement of the rides is a key feature and bringing new and more exciting rides brings in more customers. The difference between a visitor attraction and a heritage site is that the latter involves considerable work behind the scenes which the public never sees. The most popular tourist attractions are: * Museums and galleries- British Museum * Theme parks- Blackpool Pleasure Beach * Historic houses and monuments- Tower of London * Wildlife parks and zoos- London Zoo Many heritage sites are owned by Trusts and limited companies that have been set up to manage individual sites, while many stately homes are owned and run by two big organisations: * English Heritage- is the national body responsible for the management, promotion and conservation of 400 archaeological sites and the historic environment * The National Trust- is a trust set up in 1895 to preserve places of historic interest or natural beauty. Its sites include a range from Paul McCartneys teenage home to stately homes like Waddesdon Manor Museums-are not usually run by the private sector, largely because of high costs. Many museums started life as private collections which were later donated to the nation or the local community. Libraries-apart from their lending their services which we will look at later, they are largely involved in the heritage sector. They have a back-room role of collecting important documents including maps, and making these available to the public. This is known as the records and archives service. Catering Leisure catering includes pubs and clubs, restaurants, cafes and takeaways. Its firmly placed in the private sector with some exceptions. A catering company provides a service according to the specification of the client and often under the clients name. Many leisure centres and theatres buy in service in this way. The catering sector has various components that make eating out an enjoyable experience: the provision of food and drink; entertainment, such as jazz at Pizza Express, games; and security in the form of door staff. Eating out is an increasingly important and available leisure experience. The fast-food business is booming with a growth rate of 30 per cent. This growth is at the expense of takeaways and cafes, and especially of pubs and clubs. Fast food tends to be run by chains that can make economies of scale by producing the same product in each outlet. Many breweries have followed this trend and operate chains like Harvester restaurants within their pubs. In contrast cafes, restaurants and takeaways tend to be run and owned by family businesses. Countryside recreation The countryside is the natural, national playground and one which is used by walkers, ramblers and those involved in more active outdoor activities. A survey in 1998 by the National Centre for Social Research showed that 1,427 million day visits to the countryside were made and a further 241 million to the coast. Like any leisure facility such usage will have an impact which in turn will lessen, and even threaten, the leisure experience itself. Organisations working in countryside recreation are therefore primarily stewards who maintain, manage and regulate the environment and also produce information and education. An important organisation funded by the Countryside Commission is the National Parks Authority. This is responsible for the regulation and interpretative service inside twelve National Parks, which are designated areas of significant natural beauty and wilderness. The Local Authority has a part to play in managing and regulating country parks. In many cases it also owns the land and will act as landlord to any tenants in the park, such as farmers. Home-based leisure This is cheap, easy and relaxing. The equipment most popularly used are: radios, videos, TV sets, gardening materials and home fitness machines is normally provided by the private sector. The main exceptions are the library lending services in the public sector. Except for broadcasting this component is retail based. As the internet is more widely used, shopping for leisure on the net is likely to increase. Free services like Tesco mean more people are using the net.

Orphaned And Vulnerable Children In Africa Education Essay

Orphaned And Vulnerable Children In Africa Education Essay Introduction During the course Education Development in Diverse Societies we learned about the main educational theories and other (inter)disciplinary approaches to study educational issues in developing countries. We analysed educational reforms and innovations from an interdisciplinary and multilevel perspective, and examined their theoretical basis, the practical implications, the strengths and weaknesses, and how they respond to the learning needs of children with a diverse background.  [1]  In this paper I will apply the knowledge and understanding that I gained by writing about the impact of the HIV/AIDS epidemic on basic education for children at risk.  [2]   The AIDS epidemic has become a global crisis currently threatening the lives of millions of people and devastating entire societies. Education systems have an essential role to play in fighting this epidemic, because of their capacity to reach very large numbers of young people with life-saving information and skills. A completed primary education can reduce the risk of HIV infection for young people; and in fact, basic education has such a powerful preventative effect, that it has been described as the social vaccine (Boler Carroll 2003). As the epidemic gathers pace, however, it poses increasing risks to education itself, threatening to stop children from enrolling, teachers from teaching and schools from functioning. This threatens the Right to Education, and the objective of Education for All (EFA) and the Millennium Development Goal (MDG) to achieve primary universal education. Particularly, orphans and vulnerable children (OVCs), face a lot of challenges in the provision of q uality education.  [3]   In this paper, I therefore focus on the impact of the HIV/AIDS epidemic on basic education for orphans and vulnerable children in Sub Saharan Africa in order to improve and increase their access to quality education, skills development and other social services. Since I am going to conduct research in Zambia on a related topic, I focus particularly on the impact of HIV/AIDS epidemic on basic education in Zambia. The research questions of this paper therefore state: What is the impact of the HIV/AIDS epidemic on basic education for orphaned and vulnerable children (OVCs) in Zambia? What can be done to increase their access, progression and educational outcomes? Part one of this paper deals with the more general literature about HIV/AIDS in Sub Saharan Africa. This includes the impact of HIV/AIDS, leading to many different educational consequences. In part two I focus on Zambia as a case study, whereby I explain the HIV/AIDS epidemic in Zambia, the impact it has on OVCs and the educational system. Part three discusses the possibilities of redressing the harmful consequences within the educational system, whereby I focus on community schools. In conclusion, I answer the research question and I will give recommendations for further research. The HIV/AIDS epidemic in Sub Saharan Africa Two-thirds of all people infected with HIV/AIDS live in Sub Saharan Africa, although this region includes little more than 10% of the worlds population (UNAIDS 2008; Foster Williamson 2000: 275; Barnett Whiteside 2006: 210-19). HIV/AIDS has caused immense human suffering in the continent. The most obvious effect of this crisis has been illness and death, but the impact of the epidemic has certainly not been confined to the health sector. Households, schools, workplaces and economies have also been badly affected. Since the beginning of the epidemic more than 15 million Africans have died from AIDS (UNAIDS 2008). In the previous year 2008, an estimated 1.4 million adults and children died as a result of AIDS in Sub Saharan Africa (UNAIDS 2008). Besides, a growing number of children in Sub Saharan Africa have been orphaned by AIDS (Robson Sylvester 2007: 260). However, detailed information on the numbers of children directly affected by the HIV/AIDS epidemic is very limited in most countries in Sub Saharan Africa (Bennell 2005: 468). A major part of the problem is that it is often difficult to establish whether a child, parent or carer is ill or has died as a result of an AIDS-related disease. Another complicating factor is that there is no standard definition of an orphan. Definitions of orphans vary across different cultures and studies. In general, an orphan due to AIDS is defined as a child who has lost at least one parent dead from AIDS or AIDS related diseases. However, UNICEF and UNAIDS have a more specific definition. They define an orphan as a child under 15 years of age: a single orphan has lost one parent, while a double orphan has lost both parents (Foster Williamson 2000; Brennell 2005; Barnett Whiteside 2006: 213). For the purpose of this paper, and in line with working definitions in Zambia, an orphan is defined as a child below the age of 18 who has lost one or both parents (Robson Sylvester 2007: 262). The toll of HIV/AIDS on households can be very severe. Although the whole population is affected by HIV/AIDS, it are often the poorest areas of society that are most exposed to the epidemic and for whom the consequences are most severe. In many cases, the presence of AIDS causes the household to break up, as parents die and children are sent to relatives for care and upbringing. Although the HIV/AIDS epidemic has affected many aspects of social and economic development, this paper focuses on the affect on educational development. The relationship between AIDS and the education sector is circular as the epidemic worsens, the education sector is damaged, which in turn is likely to increase the incidence of HIV transmission. There are numerous ways in which AIDS can affect education, but equally there are many ways in which education can help the fight against AIDS and generates hope (Kelly 1999: 6-7).  [4]  The extent to which schools and other educational institutions are able to continue functioning will influence how well societies eventually recover from the epidemic. Or as the director of UNAIDS, Peter Piot, explained it: Without education, AIDS will continue its rampant spread. With AIDS out of control, education will be out of reach (World Bank et al. 2002). OVCs are less likely to have proper schooling. The death of a prime-age adult in a household will reduce a childs attendance at school (World Bank 1997: 225 in Barnett Whiteside 2006: 220).  [5]  The household may be less able to pay for schooling. An orphaned child may have to take on household or income-earning work. Sick adults may have reduced expectations of the returns of investing in childrens education as they do not expect to live long enough to recoup the investment. When a child goes to another household after his or his parents death, the obstacles become greater as the child is not their own (Barnett Whiteside 2006: 220). Finally, a reason why it is important to focus on children is that the impact of HIV/AIDS will linger for decades after the epidemic begins to wane (Foster Williamson 2000: 275). However, for a diversity of reasons, little attention has been paid to the situation and experience of individual children affected by HIV/AIDS. Nevertheless, greater understanding of the impact of HIV/AIDS on childrens education is essential in the design and evaluation of programmes to support children living under difficult conditions. HIV/AIDS epidemic in Zambia Zambia, in southern Africa, has been severely affected by the HIV/AIDS pandemic and can be seen as the mirror of Sub Saharan Africa. Statistics emphasize that one in five adults is infected with HIV (Kayanta 2004 in Robson Sylvester 2007: 259-60). Additionally, more than 70% of the population lives in poverty (CSO 2003 in Robson Sylvester 2007: 260). However, the country is active to implement the Convention of the Rights of the Child (CRC), to achieve the EFA and the MDGs, by eradicating extreme hunger and poverty, to combat HIV/AIDS, malaria and other diseases, to promote gender equality and empower women and to achieve universal primary education.  [6]  Besides, the country adopted a number of poverty reduction objectives (Ministry of Foreign Affairs 2008: 19). Almost 50% of Zambias population is under 15 years old, 71% of children live in poverty, and one in four children are orphaned. In other words, the HIV epidemic has devastated the country and it is estimated that by 2010 there will be 1,328,000 AIDS orphans (UNAIDS 2008). These children are vulnerable to neglect, sexual abuse and early marriages, forced child labour and can have serious health and nutrition problems. As a result OVCs are less likely to have access to school and to complete quality basic education. Social protection measures put in place by the government are hampered by inadequate resources, and OVCs lack of awareness of their rights. The impact of the HIV/AIDS epidemic on the Zambian education system The AIDS epidemic affects the supply of and demands for education in a variety of ways, especially in a high HIV prevalence country like Zambia (Bennell 2005: 467). HIV/AIDS has multiple effects on education through ten different mechanisms: reduction in demand, reduction in supply, reduction in availability of resources, adjustments in response to the special needs of an increasing number of orphans and vulnerable children, adaptation to new interactions both within schools and between schools and communities, curriculum modification, altered roles that have to be adopted by teachers and the education system, the ways in which schools and the education system are organised, the planning and management of the system, and donor support for education (Kelly 1999: 1). More and more research is carried out on the impact of the HIV/AIDS epidemic in Zambia. However, little research has been undertaken in basic schools themselves, to examine the experiences of poverty and AIDS-affected children. Therefore, Robson and Sylvester emphasize that  ´it is timely to explore the perceptions of education personnel and students regarding the adequacy of responses within the educational sector and to identify the unmet needs ´ (Robson Sylvester 2007: 262). Impact of the HIV/AIDS epidemic on education for pupils There are three groups of schoolchildren whose lives are most directly affected by the HIV/AIDS epidemic and whose education is, therefore, potentially at maximum risk: children who are HIV positive, children living in households with sick family members, and children whose parents or caretakers have died of HIV/AIDS. The scope to which the education of these children is negatively affected depends deeply on the level of physical and emotional support they get from the extended family, the school, the community and the local government (Bennell 2005: 468). However, like I explained in the introduction, it is difficult to indicate the number of directly affected children by the epidemic. Besides, schools rarely keep accurate and up-to-date records on the number of affected children and their parents. Nonetheless, we do know that the number of children that is HIV positive because the mother passed the virus on to her child is relatively small, since over 90 per cent of these children die before they are old enough to attend school. It is therefore estimated that a small number of schoolchildren is infected or has AIDS related sicknesses (Brennell 2005: 469). This is also the reason why mortality rates at primary schools are low. It is commonly believed that the education of children who are most directly affected by the epidemic is adversely affected in a number of ways. The main argument is that given very difficult home situations, both orphans and children in AIDS-affected households are often forced to drop out of school altogether with little likelihood of ever returning to school (Brennell 2005: 473). The growth in the number of orphans [and other directly affected children] is taxing the coping strategies of families and society at large. In many cases, the extended family find it extremely difficult to cope economically and psychologically with the numbers it is required to absorb. Few orphans [and other children in AIDS-affected households] are able to pay their school or training fees. Many others have to care for others in the homes where they live. Many have to work to support themselves or younger siblings dependent on them (Kelly 2000: 57 in Brennell 2005: 473). Pupils whose parents die or are ill often drop out of school due to different factors such as, economic stresses on households, changes in the family structure, responsibilities to look after the sick, the elderly or siblings and loss of parental supervision (Foster Williamson 2000: 278,81). The way school attendance, performance and school completion are effected generally depends on levels of risks and vulnerability due to social, economic and cultural circumstances (Robson Sylvester 2007: 265). It is important to mention that the financial burden on families, for example when parents die, prevents many children from attending school despite the provision of free basic education because of the extra school costs, like textbooks, contribution to school funds and examination costs (Brennell 2005: 475; Barnett Whiteside 2006: 220). Other reasons for children to drop out of school or to perform badly are that poor children are frequently ill because of poor living conditions, which seriously affects their education. Besides, AIDS-related stigmas and discrimination increase the chance that children are not going to school (Foster Williamson 2000: 281-82; Bennell 2005: 473). Children, especially whose parents are known or suspected to have died of HIV/AIDS face the risk of being stigmatised or discriminated. This can also result in bullying of these children. Stigma and discrimination in schools violates the principles of inclusive education and education for all (Robson Sylvester 2007: 266). Research in Zambia showed that the number of children attending primary school is decreasing. The decline in school participation rates was thought to result from poverty, inability to pay the rising costs of schooling, and increasing parental disillusion with the low quality of education. This is linked to HIV/AIDS and its affects on poverty, levels of employment, and the quality of school provision (Kelly 2000: 12 in Barnett Whiteside 2006: 220). Noteworthy is that proportionately more orphans than non-orphans were not attending school according to this research. Although it is important to focus on enrolment rates and participation, it is also important to pay attention to the quality of learning as well. Children, for example, might be hungry, or are unable to concentrate due to tensions or anxiety at home. Vulnerable children tend to be more malnourished or to have received insufficient health care. This negatively affects school enrolment, attendance and performance (Robson Sylvester 2007: 266; Barnett Whiteside 2006: 221). Orphans and other vulnerable children often have to do a lot of household tasks before and after school. This indicates that obstacles to school achievement are strongly connected with poverty and its related tensions. Besides, the curriculum of the school often not adapts to the vocational, emotional and life skills needs of HIV/AIDS affected-pupils. Whats more, HIV/AIDS has resulted in increasing teacher absenteeism and a significant decline in the number of teachers. This affects the quality of teaching, learning and assessment and diverted resources away from schools. The remaining teachers face problems because the burden on their shoulders increases since they have to manage progressively larger class sizes with poor resources (Kelly 1999: 3; Carr-Hill 2002 in Robson Sylvester 2007: 261, 265; Barnett Whiteside 2006: 220). Sometimes pupils are also sent home because of a lack of teachers. All together, this affects the quality of teaching and learning for the pupils. Overall, we can say that poor pupils attending and performance is the result of a myriad of factors including irregular attendance and generally poor quality of schooling (Brennell 2005: 475). Studies also show that HIV/AIDS should not be excessively blamed for problems achieving Universal Primary Education. Problems with school enrolment, attendance and completion are also related to poverty or problems inherent to the school system, such as the quality of education (Barnett Whiteside 2006: 222). Redressing the harmful consequences within the educational system In Zambia most of the initiatives within the education sector in relation to tackling HIV/AIDS and poverty are situated within educational reform programmes, such as the Basic Education Sub-Sector Investment Programme (BESSIP). The aim of this programme is to increase and improve the access, quality of basic education by the year 2015 (Ministry of Foreign Affairs 2008: 19). Besides, the Ministry of Education made the goal of equitable access to relevant education a right for all Zambians and it removed the school fees in 2003 (Robson Sylvester 2007: 260). HIV/AIDS prevention strategies tend to focus mainly on preventive community-based initiatives to improve access to health education. However, there are various barriers to learning and participation. This is linked to the fact that many teachers lack the knowledge or the skills to implement effective HIV/AIDS and life skills programmes (Obura Sinclear 2005 in Robson Sylvester 2007: 260). Therefore, the challenge for the Zambian Ministry of Education (MoE) and the international community is not only to provide the right to basic education, but also strengthen schools as inclusive and supportive communities. For the pupils, this might focus on provision of alternative and more opportunities for participation and learning, access to health, life skills, suitable counselling and support in order to cope with the harmful consequences of the HIV/AIDS epidemic. For teachers, it is important to concentrate on professional development opportunities in order to support the management of large scale and curriculum development e.g. in the areas of life skills and vocational skills (Robson Sylvester 2007: 259-60). In Zambia, community schools have a significant position in redressing the harmful consequences of HIV/AIDS within the education system. Community schools try to differentiate the learning needs of OVCs by designing and delivering a relevant and meaningful curriculum that assist these children to develop income-generating skills, personal, health, emotional and social skills, and critical learning skills (Kelly 1999: 4). Most community school use the four-year curriculum: Skills, Participation, Access and Relevant Knowledge (SPRAK). This curriculum offers pupils a fast track to official grade 7 examinations (Chondoka 2004; Robson Sylvester 2007: 267). In the following part of this paper I will first explain the main features of community schools in Zambia. Secondly, I will discuss why community schools and especially the SPARK curriculum could be a solution for the educational development of OVCs affected by the HIV/AIDS epidemic. Community Schools One of the main characteristics of the Zambian education system is the central role played by community schools. Community schools emerged as a response to the unmet demand for school places among the poor and other marginalised groups in Zambia who are not in formal schools (USAID 2006 in Robson Sylvester 2007: 262; Ministry of Foreign Affairs 2008: 52). In many instances, these schools are run by parents and volunteer teachers, though increasingly they receive support from the government, non-governmental organisations, faith based organizations or private initiatives. In other words, there is an enormous variation between community schools, more than between government schools or private schools, in how they are supported and managed (Destefano 2006). Besides, the school buildings and provisions vary greatly. A large number of these schools have wattle-and-daub constructions and temporary provisions (Ministry of Foreign Affairs 2008: 52, 56).  [7]  Classrooms and water and sa nitation facilities are often of poor quality. Teaching and learning materials are generally inadequate. Pupils often sit on the floor. Uniforms are often not a school requirement. Finally, the vast majority of teachers are unqualified (Chondoka 2006: 7). Adversely, reasons why these community schools increase in popularity are that community schools are less expensive, close to home, less demanding in entry requirements and are managed by local communities. Most community schools serve children aged between 9-16 years who are either drop-outs or who have never been to school. The concept of a community school was not entirely new to Zambia. The European missionaries had already established similar schools and called them village schools or bush schools (Chondoka 2006). Around 1995, more community schools began to appear in areas without government schools, where parents could not meet the expense of the high school fees that were charged, where the distance to the nearest government school was to far or where the government schools were considered overcrowded. Since 1998, the Zambian government officially recognises community schools. The Zambian government acknowledges the positive effect of community schools in redressing the harmful consequences of the HIV/AIDS epidemic. Since 1998, the number of community schools has enlarged exponentially, although the school fees for government schools were banned in 2002 with the introduction of free basic education. However, it is important to mention that in general, community schools are relatively small. In 200 0, they accounted for 17% of the basic schools and 8% of the pupils in basic schools; in 2006 these figures had increased to 34% and 16%, respectively (Ministry of Foreign Affairs 2008: 54-55). In 2005 the MoE distributed 30% of their budget to community schools (Robson Sylvester 2007: 262). This made it possible for community schools to receive school grants, textbooks, professional guidance and sometimes a government funded teacher. However, most community schools started without prior information of the MoE and are severely underfunded. While the majority of the community schools receive an inadequate amount of MoE support, many other schools not even receive a school grant. Despite the fact that the MoE supports community schools, its practical interest seems to be somewhat limited. Actual support depends on the specific policy of the particular district boards (Ministry of Foreign Affairs 2008: 54, 56). Community schools can be found in both rural an urban areas. A recent study shows that the main reason determining the location of rural community schools is distance to the nearest government school (Chondoka 2006: 7). In urban areas, these schools are set up in locations with large concentrations of children who are unable to get access to a public school due to costs or other factors (Destefano 2006). Pupils in community schools usually belong to the poorest and most vulnerable social strata (Ministry of Foreign Affairs 2008: 54). Less than one third of community school families live in stable structures, compared to 46% of public schools families (Destefano 2006). Most community schools are attended by a relatively large number of orphans. In 2005, about one in three pupils in community schools had lost his or her mother. In government schools this ratio is one in five. Most of the orphans lack sufficient parental support. According to a study in Central Province, many orphans not succeed to come to school regularly, while many of them are to hungry to concentrate in class when they do come (Chondoka 2006: 9). Due to their restricted size, many of the community schools make use of multi-grade teaching, especially in rural areas. Instead of using the normal curriculum, they most of the times use the SPARK curriculum, which provides primary education in four years. The SPARK curriculum has been designed to meet the particular needs of community school children, who are usually older (between 9 and 16 years) and who are often directly hit by the HIV/AIDS epidmic. It follows the government curriculum and focuses on the relevant topics within English, Mathematics, Environmental Science, Social Studies, Physical Education and Zambian languages, with a life skills component integrated through all the subject areas. The SPARK curriculum places health education, with a strong focus on AIDS/HIV prevention, at the heart of the primary circle. It prioritizes literacy, numeracy and life skills which are recognized as having to serve a nation in crisis due to the young people who will have to survive an d assume early responsibility of heading a family due to HIV/AIDS (Ministry of Foreign Affairs 2008: 56). As this part of the paper tried to make clear, community schools are able to reach the most vulnerable and marginalized groups within Zambia, such as orphans. By using the SPRARK curriculum, that assist these children to develop knowledge and skills, it is possible to adapt to the needs of OVCs who face a lot of challenges because of the HIV/AIDS epidemic. However, it also clear that there is an enormous variation between community schools. It is therefore important that the MoE not only recognises the community school, but also that the MoE support is more fairly distributed between the different (types) of community schools. After all, it is important to work together with the different types of school to achieve EFA goals and the MDGs and to guarantee that all children have the right to education. Conclusion One of the most dramatic impacts of HIV/AIDS epidemic is the threat they constitute to the well-being of children and young people. The already high prevalence of poverty, coupled with the possible impacts of the AIDS epidemic can have long-term educational, emotional and social consequences (Khin-Sand Lwin et al 2001; Kanyata 2004; UNICEF-Zambia 2004 in Robson Sylvester 2007: 268). It is estimated that the majority of children having lost one or both parents due to AIDS is living in Sub Saharan Africa. Children affected by HIV, as well as children living with HIV, often suffer from stigma and discrimination. The opportunity of these children to continue their education successfully may be reduced if their impoverished family or caretakers cannot pay the fees or the extra school costs. By giving a case study of the impact of the HIV/AIDS epidemic on basic education for orphans and vulnerable children (OVC) in Zambia, this paper showed that relationship between the epidemic and the education sector is circular. There are various ways in which the epidemic effects the education for OVCs, but there are also several ways in which education can generate hope for these children. Schools, teachers and the Zambian government therefore need to be made more responsive to the needs of OVCs. Providing education to these children is not only a human rights imperative, it is also vital to break the vicious cycle of poverty and to promote security and public health. Basic education should, therefore, be free and target support to meet essential schooling costs (provision of lunches, books and pencils, examination fees). Besides, basic education should be provided for needy children as part of a wide-ranging package of support and it could help prevent absence or dropout (Brennell 2005: 487). To my opinion the Skills, Participation, Access and Relevant Knowledge (SPARK) curriculum, which is used at most community schools, is a step forward to overcome most obstacles to achievement of education. SPARK is a special curriculum that was written for community schools. This four-year curriculum follows the government curriculum with a life skills component integrated through all subject areas and offers pupils a fast track to official grade 7 examinations. However, more drastic curriculum and pedagogical review and teacher professional development are necessary to improve the quality and relevance of the educational experience. This also requires further research of what pupils are learning, and differentiated responses to their particular needs (Robson Sylvester 2007: 269). Literature Barnett, T. and Whiteside, A. 2006 AIDS in the Twenty-First Century. Disease and Globalisation. New York: Palgrave MacMillan. Bennell, P. 2005 The impact of the AIDS epidemic on the schooling of orphans and other directly affected children in Sub-Saharan Africa. Journal of Development Studies 41 (3): 467-488. Boler, T. and Carroll, K. 2003 Addressing the educational needs of orphans and vulnerable children. UK Working group on HIV/AIDS and Education. Policy Research: issue 2. Chondoka, Y. A. and Subulwa, C. 2004 Evaluation of the SPARK curriculum in community schools in Zambia 2002-2004, Lusaka: University of Zambia Chondoka, Y. A. 2006 Situation analysis of Community Schools in Central Province of Zambia. Lusaka, University of Zambia. Destefano, J. 2006 Meeting EFA: Zambia Community Schools. Lusaka: USAID. Foster, G. and Williamson, J. 2000 A review of current literature of the impact of HIV/AIDS on children in sub-Saharan Africa AIDS 14 (3):275-284. Kelly, M. J. 1999 What HIV/AIDS Can Do to Education, and What Education Can Do to HIV/AIDS? School of Education, University of Zambia Lusaka. Ministry of Foreign Affairs (the Netherlands), 2008 Primary Education Zambia. IOB Impact Evaluation. No. 312 April 2008. Robson, S. and Sylvester, K. B. Orphaned and vulnerable children in Zambia: the impact of the HIV/AIDS epidemic on basic education for children at risk. Educational Research 49 (3): 259-272. Skinner, D. et al. Defining orphaned and vulnerable children. Cape Town: HRSC Publishers. UNAIDS Report on the global AIDS epidemic http://www.unaids.org/en/KnowledgeCentre/HIVData/GlobalReport/2008/ (last viewed on 2 January 2010) World Bank/ UNESCO/ UNAIDS 2002 In turning the tide against HIV/AIDS, education is key. Press release (October 18). http://portal.unesco.org/es/ev.php-URL_ID=7195URL_DO=DO_TOPICURL_SECTION=201.html (last viewed on 2 January 2010)

Poetry Comparison on The Flea and To His Coy Mistress Essay -- Papers

Poetry Comparison on The Flea and To His Coy Mistress I would firstly like to begin on 'The Flea'. This poem is about a man that is trying to persuade a woman to have sex with him, by symbolically using a flea. The content of the poem is very much the same throughout the whole of the poem. In the first stanza, the poet is basically talking about how the flea represents their coming together and in the last two stanza's the poet tries to then persuade the woman to have sex by using different tactic's like guilt etc. To the end of the second stanza the woman whom is being seduced, kills the flea and is clearly stating that she will not go to bed with the poet. Following this he tries to tell her that it is cruel and unjust and a sin against God, and what she has done is wrong and there is also nothing wrong with sex before marriage. The poem is set in the 17th century and I think the poet feels very strongly about what he is saying, and takes it very seriously. I also think that the poem works very well with its comparison to the flea, and I think that the author has been very clever in what he has said. Secondly, I would like to talk about 'To his Coy Mistress'. This poem is very much the same as 'The Flea' and has many similarities. Again the poem is based upon a man trying to get a woman to go to bed with him, and is too set in the 17th century. The poem is split into three stanzas and each of them differs from the next, although still trying to get across the same message. In the first verse the poet is trying to flatter the woman by using complimentary language and words such as, "a hundred years should go to pra... ...s he proves to be less than adequate ' shimmying in & out every other day as though he owned the place'. He shows interest in only one thing and expects her to do all the work and 'weave the means of her own escape'. She is patient and encouraging at first, holding out hope that she might be able to guide him towards something at least a little closer to her idea of what a man should be like. However, he fails completely in this respect and she ends up speechless with frustration and tears herself in two. I think all in all when love is concerned in poetry nowadays it is a bit of a mockery and no one ever takes it that seriously. People think that love is something to be laughed at and never something to be admired. So I think love poems have changed a lot, although there are still some poets who have the right idea.

The World Needs International Accounting Standards Essay -- Accounting

Financial reporting has a responsibility to communicate the economic condition and functioning of an enterprise. This has to be accurate, reliable and comply by the accounting standards. Effective financial reporting is essential in maintaining confidence in an economy and encouraging investors to invest. Towards the end of 2008, the financial sector across the world was becoming increasingly unstable. Lehman Brothers had been declared bankrupt, Various allegations towards accounting standards have been made in relation to the financial crisis. A lot of banks worldwide valued most of their financial assets at historic cost, the cost at which the assets were initially bought at. These figures were not adjusted to the current market values, and therefore were over estimated on the financial accounts. The ‘incurred loss model,’ was also heavily criticised. This model required only those losses to be recorded which would have a damaging result on future cash flows. The damaging result would have to be reliably estimated. This model did not permit the effects of future losses to be acknowledged, which was one of the reasons why losses were being severely understated. Had these banks valued their financial assets at fair-value cost, then the accounts of the companies would have been giving a more realistic Picture of profits & losses, and maybe the crisis would have been Recognised earlier in time. Off-balance sheet standards have also been blamed for covering company losses. Off-balance sheet asset/liabilities are those which are exempt from appearing on the balance sheet. It has been put forward by the Financial Crisis Advisory Group that the off-balance sheet standards may have hidden losses, therefore... ... risk factors. In response to the financial crisis, the Boards have been advised to emphasise to business entities how crucial it is that the quality of the data recorded for financial reporting should be to a high standard. A global convergence of accounting standards is more imperative than ever, as financial markets are now global markets. A uniform set of accounting standards around the world would enhance transparency, encourage efficient allocation of resources and would allow risks to be recognised. At the moment, over 100 countries have adopted to the IFRS (International Financial Reporting Standards). The Boards have advised that economies that have not adopted the IFRS, should set a practical timetable for adopting these standards. It is not only vital to converge, but also to maintain common solutions and interpretations between economies.

I am not esther Essay

Describe a conflict/challenge faced by a character in the novel. Explain why the conflict/challenge is important. Fleur Beale effectively creates conflict between her two main characters 14 year old Kirby Pilgrim and her Uncle Caleb in the novel I Am Not Esther by throwing together two contrasting characters. This conflict is important because it introduces new characters to the plot, develops relationships, creates suspense, and reveals the themes identity crisis and rebellion. When Kirby’s mother, without much notice leaves Kirby in the care of her Uncle Caleb, leader of a cult and takes off to Africa Kirby’s world is turned upside down. At the first meeting Uncle Caleb introduces Kirby as Esther. â€Å" I am not Esther† Kirby repeated in protest, â€Å"I’m Kirby† But he insisted that she would have to use her new name as all the women of their faith had Biblical names. Kirby was used to dyeing her hair red and green for Christmas but now Uncle Caleb made her tie her hair in a braid and wear a headscarf in public. In protest Kirby hacked her hair with a kitchen knife. He also made her abandon her jeans and T-shirt and for a Long blue skirt, white loose blouse done up to the neck and up to the wrists, big white apron, laced up shoes and underwear ‘big enough to hide a cow’. Kirby who was loathe to give up her jeans objected by saying, â€Å"I’m allergic to skirts. † Besides these impositions there was no TV or radio at the cult and no books to read but for the Bible as they ‘kept their thoughts turned to the lord. Also she had to use formal language and obey the rules of the cult without question as the women of the cult always put themselves in the background. When Kirby tried to assert herself Uncle Caleb locked her in the prayer room where she remained isolated until such time Uncle Caleb released her. This conflict is important because it introduces new characters like Daniel and Maggie into the plot and develops fascinating relationships between them. Esther’s cousin Daniel helped Kirby find her mother’s things after Uncle Caleb refused to let her have them and Esther found comfort in the innocent 5 year old Maggie. The conflict also creates suspense as the reader is kept guessing, will Kirby get out of the cult and be reunited with her mother with Daniel’s help or will she succumb to the pressure from Uncle Caleb and accept the lifestyle of the cult. When Esther protests to her change in name and hairstyle and dress the themes identity crisis and rebellion are revealed by her actions. â€Å"I don’t know who I am any longer† Esther said to her mother when they were reunited, confused about her identity as any fourteen year old who had so much change inflicted on her in such a short span of time would feel. So we see that Fleur Beale has deliberately used conflict in the novel so that the reader is engaged with the characters and the plot of the novel and the resolution in the end becomes all the more meaningful because of the conflict that Esther faced when she moved to live in the cult and met the domineering Uncle Caleb.