Linguistics Essay

The first is that there may be an over-preoccupation with one particular feature that may well minimise the significance of others that are equally important. (Wetherill. 1974, 133) The second is that any attempt to see a text as simply a collection of stylistic elements will tend to ignore other ways whereby meaning is produced. (Wetherill. 1974, 133) Implicature In ‘Poetic Effects’ from Literary Pragmatics, the linguist Adrian Pilkington analyses the idea of ‘implicature’, as instigated in the previous work of Dan Sperber and Deirdre Wilson. Implicature may be divided into two categories: ‘strong’ and ‘weak’ implicature, yet between the two extremes there are a variety of other alternatives. The strongest implicature is what is emphatically implied by the speaker or writer, while weaker implicatures are the wider possibilities of meaning that the hearer or reader may conclude. Pilkington’s ‘poetic effects’, as he terms the concept, are those that achieve most relevance through a wide array of weak implicatures and not those meanings that are simply ‘read in’ by the hearer or reader. Yet the distinguishing instant at which weak implicatures and the hearer or reader’s conjecture of meaning diverge remains highly subjective. As Pilkington says: ‘there is no clear cut-off point between assumptions which the speaker certainly endorses and assumptions derived purely on the hearer’s responsibility. ’ (Pilkington. 1991, 53) In addition, the stylistic qualities of poetry can be seen as an accompaniment to Pilkington’s poetic effects in understanding a poem’s meaning. Stylistics is a valuable if long-winded approach to criticism, and compels attention to the poem’s details. Two of the three simple exercises performed here show that the poem is deficient in structure, and needs to be radically recast. The third sheds light on its content. Introduction Stylistics applies linguistics to literature in the hope of arriving at analyses which are more broadly based, rigorous and objective. {1} The pioneers were the Prague and Russian schools, but their approaches have been appropriated and extended in recent years by radical theory. Stylistics can be evaluative (i. e. udge the literary worth on stylistic criteria), but more commonly attempts to simply analyze and describe the workings of texts which have already been selected as noteworthy on other grounds. Analyses can appear objective, detailed and technical, even requiring computer assistance, but some caution is needed. Linguistics is currently a battlefield of contending theories, with no settlement in sight. Many critics have no formal training in linguistics, or even proper reading, and are apt to build on theories (commonly those of Saussure or Jacobson) that are inappropriate and/or no longer accepted. Some of the commonest terms, e. g. deep structure, foregrounding, have little or no experimental support. {2} Linguistics has rather different objectives, moreover: to study languages in their entirety and generality, not their use in art forms. Stylistic excellence — intelligence, originality, density and variety of verbal devices — play their part in literature, but aesthetics has long recognized that other aspects are equally important: fidelity to experience, emotional shaping, significant content.

Developmental Reading

â€Å"The Different Learning Styles of the Selected Freshmen Education Students at Villaflores College, Tanjay City Negros Oriental SY: 20011-2012† ____________________________________________________________ __________________ A Baby Thesis Presented to Mr. Percival T. Tolomia, M. A. ED In Partial Fulfillment of the requirement in ED. STRAT 8 (Developmental Reading October 2011 CHAPTER 1 THE PROBLEM AND ITS SCOPE Introduction We choose this topic because we want to know how the freshmen students cope up with their everyday lessons with their learning styles. Recognizing which style is your preferred one is not to suggest that one is better than other, rather it serves to help you work out strategies when a certain teaching methods don’t suit your style and to challenge you to develop in all areas. Basically, once you identify your preferred style(s), take advantage of your strengths and work to develop your weaker areas. Each person has their own type of learning style. A learning style is a method in which each of us utilizes to better understand material. A preferred learning style is a style in which the person can learn best, reflecting their strengths and weaknesses of the individual. In order to understand material we take it all in with our senses, through sight, sound, touch, smell or taste. Multiple Intelligence theory maintains that there are at least seven learning styles (â€Å"intelligences†): interpersonal, intra-personal, body/kinesthetic, visual/spatial, mathematical/logical, verbal/linguistic and musical/rhythmic (Lazear, D. 1991). For the purposes of this paper I will simplify the seven categories into three main categories in which people best learn information: auditory, visual and tactile/kinesthetic. Most people possess the ability to use all three learning styles but learn best using one specific learning style. Statement of the Problem The study aimed to identify the different learning styles preferred by the selected Freshmen Education students of Villaflores College, Tanjay City for School Year 2011-2012. Specifically the study seeks the answer to the following questions: . What is the profile of our student/respondents in relation to: *age; *gender; *address; *size of the family; *educational attainment of parents; 2. What are the different learning styles used by the freshmen education students? 3. To what extent do the learning styles help the students cope up with their everyday lessons? 4. Is there a significant relationship between the learning styles of the students/respondents and their academi c performance? Significance of the Study This work has significance to the following: Students. If they know their learning styles and can articulate their needs, they can go on to address these needs with appropriate assistance. Teachers. When they identify key elements of individual learning styles, they can match instruction and materials with those individual differences providing students with a method for learning that can lead to their improved achievement and increased ability to exercise control over their own program. Moreover knowledge of learning styles would also enable them to assist students with a program that will fit the pupils learning styles strengths. Parents. Parental influences are normally more accepted by students in their formative years, parent’s knowledge of their children’s learning styles would help them in the follow-up of their children’s learning styles. Department of Education (DepEd). The result of the study will provide DepEd the insights on how to improve teaching based on students individual learning styles. Researchers. They should further their queries on the effectiveness of learning style-based instruction so that students can be provided with opportunities to improve their academic performance. Scope and Limitation of the Study The study was conducted in Villaflores College, Tanjay City with the freshmen Education students from the regular classes as respondent. Definition of Terms – Important terms in this study are defined either conceptually on operationally for a clearer understanding of its contents. Department of Education – The government agency tasked to give the basic education in the elementary, secondary and tertiary level. Freshmen Education Students – These refer to the students of Villaflores College enrolled in the Freshmen level in the Regular classes for the School Year 2011-2012. Learning Styles – Refer to the different approaches or ways of learning. It is a student’s consistent way of responding to and using stimuli in the context of learning, Villaflores College – A private school in Tanjay City. It is where the respondents of this study are enrolled in. Cognitive Theory – suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental THEORETICAL FRAMEWORK OF THE STUDY The concepts and theories gathered based on readings from books and the internet are used as basis for determining the theoretical framework of the study. Learning styles are biologically and developmentally set of personal characteristics that make the identical types of instruction affective for some students and ineffective to other. Though initially conceived as an outgrowth of practitioner’s observations this learning styles model traces its roots to two distinct learning theories. Cognitive Style Theory Cognitive Theory suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental emotional sociological and psychological stimuli, they found out that selected variables often clustered together. Indeed relationships appeared to exist between learning persistently, in quiet and bright light, in formal setting arrangements and with little or no intake, and being and analytic left processor (Dunn, Bruno, Sklar and Beaudry, 1990); (Dunn, Cavanaugh, Elerle and Zenhausern, 1982). Similarly, young people who often requested breaks while learning and who learned more, easily in soft lighting, with sound in the environment, seated formally, and with snacks, often revealed high scores as right processors. Field dependence versus field independence correlated in many ways with global versus an analytic cognitive and, again, seemed to elicit the same clustering as right- and left- preferences students did. In some cases, more attributes allied themselves with global/right tendencies than with their counterparts. Thus, although global/rights often enjoyed working with peers and using their tactual strengths, analytic/left did not reveal the reverse nor did the sociological or perceptual characteristics evidences consistent similarities. The Theory of Multiple Intelligences Howard Garner conceived the theory of multiple intelligences. He identified eight (8) different ways to demonstrate intellectual ability. The types of multiple intelligences are: Visual or Spatial Intelligence (Picture Smart) – learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to â€Å"see† things in one’s mind in planning to create a product or solve a problem. This type of intelligence is sensitive of representing ideas visually, creating mental images, noticing visual details drawing and sketching . And has the ability to create visually and visualize accurately. Verbal or Linguistic (Word Smart) – learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in the traditional assessments of intelligence and achievement. This type of intelligence is sensitive of speaking, writing, listening and reading. And has the ability to speak effectively. Mathematical or Logical (Number Smart or Logic Smart) – learning through reasoning and problem solving. Also highly valued in the traditional classroom, where students were asked to adopt to logically sequenced delivery of instruction. This type of intelligence is sensitive of finding patterns, making calculations forming and testing hypothesis, using scientific method and deductive and inductive reasoning. And has the ability to work effectively with numbers and reason effectively. Bodily or Kinesthetic (Body Smart) – learning through interaction with one’s environment. This intelligence is not the domain of â€Å"overly active† learners. It promotes understanding through concrete experience. This type of intelligence is sensitive to activities requiring strength, speed, flexibility, hand-eye coordination and balance. And has the ability to use the hands to fix or create and use the body expressively. Musical (Music Smart) – learning through patterns, rhythms and music. This includes not only auditory learning, but the identification of patterns through all the senses. This type of intelligence is sensitive to listening, singing, playing an instrument. And has the ability to create and analyze music. Intrapersonal (Self Smart) – learning through feelings, values and attitudes. This is deductively affective component of learning through which students place value on what they learn and take ownership for their learning. This type of intelligence is sensitive to setting goals, assessing personal abilities and liabilities and monitoring one’s own thinking. And has the ability to meditate, reflect, exhibits self-discipline, maintain composure, and get the most out of oneself. Interpersonal (People Smart) – learning through interaction with others. Not the domain of children who are simply â€Å"talkative† or â€Å"overly social†. This intelligence promotes collaboration and working cooperatively with others. This type of intelligence is sensitive to noticing and responding to other people’s feelings and personalities. And has the ability to work with people and help people identify and overcome problems. Naturalist (Nature Smart) – learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study. This type of intelligence is sensitive to identify and classify living things and natural objects. And has the ability to analyze ecological and natural situations and data and to work in natural settings. Existential (Spirit Smart) – learning is seeing the â€Å"big picture† â€Å"Why are we here? † â€Å"What is my role in the world? † â€Å"What is my place in my family, school and community? † This intelligence seeks connections to real world understanding and application of new learning. CONCEPTUAL FRAMEWORK OF THE STUDY The study assessed the preferred learning styles among the freshmen college students in Villaflores College. The study examined the profile of the students respondents and the significant relationship of the preferred learning styles and their profile. The variables and their relationship are shown in the conceptual framework. The diagram further shows two interactive arrows toward the socio-economic variable and learning styles strengths and weaknesses to show dynamism and interrelationship of the different components. The identified learning styles strength or weaknesses will be the basis for an enrichment plan for teaching strategies compatible to the learning styles of the freshmen college students of Villaflores College. The enrichment plan will address the teaching strategies compatible to the learning styles of the students. Review of Related Literature and Studies Related Literature Everybody has strengths, although a parents strengths tend to differ from those of the other parents, from those of their offspring and from those of their own parents. Thus, mother and father often learn differently from each other and also from their children. Nevertheless, parents commonly insist that children study and do their homework as they themselves did when they were young. That approach is not likely to be effective for at least some of the siblings because within the same family, different individuals usually learn in diametrically opposite ways. Learning style then is the way by which each learner begins to concentrate on, process and retain new and difficult information. That interaction occurs differently for every individual. To identify a person’s learning style pattern, it is necessary to examine each individual’s multidimensional characteristics to determine what is most likely to trigger each student’s concentration, maintain it, respond to his or her natural processing style, and lead to a long-term memory (Dunn, Dunn and Perrin, 1994). There are many models to identifying learning styles. One of these is the widely known learning style model of Dunn and Dunn. This learning style uses the three main sensory receivers- Vision, Auditory, and Kinesthetic to determine the dominant learning style of the learners. Its main strength is that it is quite simple, which appeals to a lot of people. The learner may prefer one style of learning for one task, and a combination of others for one task. However, one or more of these styles are dominant. This dominant style defines the best way for a person to learn and perceive information. Some hints for indentifying the different learning styles are: . Visual Learners. These types of learners can learn fast when they see, watch and observed what has to be learned. They easily visualize faces and places by using their imagination. They seldom get lost in new surroundings. They learn better with charts, demonstrations and other visual materials. They pay better attention to lectures if they watch them. b. Auditory Learners. These types of learners do better and can retain information by listening to lectures, tapes and discussions. They remember information by forming the sound of words rather than by reading silently. . Kinesthetic Learners. These learners do best while touching and moving. They tend to lose concentration if there is little or no external stimulation of movement. When listening to lectures they may want to take notes. When reading, they like to scan the material first and focus on the details. They like to draw pictures, diagrams or doodle things. Related Studies One goal of educational research is to discover a method of instruction which enables teachers to teach students effectively and efficiently in the classroom. Researchers have faintly provided knowledge on how children perceive, interact with and respond to the learning environment. But, within the educational reform arena of the 1980’s, a renewed interest styles emerged. Ebert in 1994 conducted a study learning style profile of vocational students. A multi-stage, cluster sampling of students enrolled in vocational education program in Pennsylvania was identified. The Learning Style Profile developed and distributed by the NASSP (1986) was administered to 580 students enrolled in randomly selected vocational education programs. Learning Styles Profiles of students for each program and a composite profile were established. Learning styles of vocational education students enrolled in these selected programs were found to be similar to that of the national population. The popular notion that the vocational education students differ from non-vocational education students based on their inaccurate learning style. If differences exist between vocational and non-vocational education students then the difference is the result of something other than learning style. Students enrolled vocational education programs could be taught using the same methods and with the same expectations as students enrolled in non-vocational education programs. Teachers should employ methods of instructions which address a variety of learning styles and be prepared to assist students to use knowledge of learning styles to facilitate learning. RESEARCH METHODOLOGY Research Design The study utilized the descriptive method of research. It described the different learning styles of students. It further examined present conditions as far as learning styles and profiles of the student/respondents are concerned. Research Respondents There were a total of 164 freshmen education students who serve as respondents of these study, 116 students from Bachelor of Elementary Education and 48 from Bachelor of Secondary Education. Fortunately, the researchers were able to retrieve all the questionnaire forms within the allotted span of time. Research Environment Villaflores College is located in Legaspi St. Tanjay City with the land area of 3 hectares. There are more than 8 buildings with beautiful flowers around which provide a strong facade of greenery and foliage. Research Instruments The VAK Learning Style Self-Assessment Questionnaire was used as the research instrument in gathering of data with some modifications. It contains two major parts: (1) Profile of freshmen college students. It asked for the respondent’s age, gender, family monthly income, size of the family, available learning media at home , and parents’ educational attainment; (2) Preferred learning styles of the freshmen education students. Research Procedure The researcher asked permission from Mr. Percival Tolomia Ed. Strat 8 instructor to conduct this study. After the permission was granted the researchers started the admission of the questionnaires to the freshmen education students in Villaflores College. After retrieving the questionnaire forms, the researchers examined the raw data and made necessary preparations and tabular presentations. Statistical Treatment of Data The preparation of the data matrices was done using the following statistical tools, viz: 1. Sloven’s Formula In sampling, the formula for getting the number of respondents is: n= _______ N_______ 1+ Ne2 Where: n= is the sample size N= is the population size e= is the margin of error 2. Percentage To convert the raw data into percentile score, frequencypercentage was used. The formula is: P= __f__ x 100% N Where: P= Percentage F= frequency N= number of items 3. Weighted Mean To determine the extent of preference of the pupils’ learning styles, the weighted mean was used. The formula reads as follows: Xw = _? (xw)_ ?w Where: XW (read:x bar sub w) is the symbol for the weighted mean. X is the value term W is the weight ? (xw) is the sum of the products of X and W ?w is the sum of weights

The Grocery-Store Purchase Situation Essay Example | Topics and Well Written Essays - 2500 words

The Grocery-Store Purchase Situation - Essay Example First, she recognizes either a problem or an opportunity. Perhaps she is checking the stocks of grocery items that she plans to buy and finds out that she is running out of food for her pet. There she recognizes the problem, where the decision-making for the purchase of pet food starts. Â  Depending on her level of involvement in choosing the brand of pet food, as well as the perceived risk of the decision outcome will determine how she would deal with the problem. If she is not actively involved in searching for information to solve her problem, this is what is more likely to happen: perhaps she would first look into the evoked set, those brands which she knows well and is choices for her to meet this problem. In any way, her decision would only be based on a small set of brands that she knows, aside from her loyalty brand for she is not actively involved in searching for information to solve her problem. Â  Perhaps, it has been the custom for her to buy a certain brand of pet food, and she sees that her pet is very satisfied with it—so she just buys another pack of that brand. Since the brand meets her expectation, she continues to buy it and writes it down on her shopping list. She has just taken the ‘habitual path’ of brand decision-making in this case, as the purchase decision is out of habit. Â  There are other instances where this kind of decision-making varies.

Opiate Withdrawal Programs Dissertation Example | Topics and Well Written Essays - 5000 words

Opiate Withdrawal Programs - Dissertation Example It is produced as a hydrochloride salt, naltrexone hydrochloride, and sold as Revia and Depade. It is also available, using the trade name Vivitrol in monthly injectable form. Naltrexone can be made into microcapsules that can be injected or implanted, and the clinical effect of these can be designed to last from 30 days up to several months (Volpicelli. and Fenton 2006). Vivitrol, manufactured by Alkermes, is given as an intramuscular injection, whereas Depotrex, manufactured by Biotek is in the form of a subcutaneous injection. These naltrexone implants, which are embedded subcutaneously, were developed and used in both the United Kingdom and Australia (Volpicelli and Fenton, 2006, p.391). Low Dose Naltrexone (LDN) may well be the most important therapeutic breakthrough in over fifty years. It provides a new, safe and inexpensive method of medical treatment by mobilizing the natural defenses of one’s own immune system. Gorman is speaking not just about addiction, but a much wider range of conditions, including Crohn’s disease, multiple sclerosis, and scleroderma, in all of which the use of this drug can enable the body’s immune system to normalize. Originally synthesized in 1963, it was put under patent in 1967 as â€Å"Endo 1639A† (US patent no. 3332950) by Endo Laboratories of Long Island (The Corporate, Political and Scientific History of Naltrexone, 2005). President Nixon created the Special Action Office for Drug Abuse Prevention (SAODAP) in 1971. The first director of SAODAP, Dr. Jerome Taffe, was eager to improve access to drug abuse treatment programs by moving services from prisons and hospitals into services based in communities. He is quoted by The Corporate, Political and Scientific History of Naltrexone (2005) as having said at the time: I regarded the development of naltrexone as one of my high priorities. In 1973 the first clinical trials took place for naltrexone being used as a treatment for heroin addiction.

Advantages of E-commerce Essay Example | Topics and Well Written Essays - 500 words

Advantages of E-commerce - Essay Example Another advantage involves closeness to remotely located stores. Unlike offline platforms that are usually situated in different geographical areas, e-commerce is only a click away. It suggests customers from all parts of the country or a certain geographical region can access the goods and services without problems. On that account, it creates new markets that generate employment for individuals who are tech-savvy. Similarly, because e-commerce requires no physical store, it reduces the cost on overheads that often burdens most retailers. Overall, it ensures all persons involved profit directly from the online sales.   Lowering of prices online is equally an interesting advantage when dealing with e-commerce. It means there is availability for both deals and coupons that help the buyer. On the other hand, vendors usually find an opportunity for bidding businesses when using the electronic method. The website achieves that through listing of its crucial requirements online for most ly suppliers. Consequently, customers can buy and sell from one another by listing favorable sites as done by eBay.com. Likewise, of consumer to consumer mode of e-commerce has encouraged sales of digital products. Meanwhile, instantaneous purchasing is increased by electronic media especially with music and movie products through downloading.   E-commerce gives the products the liberation of limitless shelf life. Therefore, different products are sold on websites that still appeal to customers found in numerous geographical areas.  Ã‚  

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

Big Issues - Research Paper Example conditions surrounding their medical situation will involve the kind of medical attention required, and the capability of the caregiver to administer the requirements. Does the primary medical professional have the right to decide? William Coch believes so. Firstly, if an elderly has no relative, he should be in a nursing home. However, when there are relatives involved, a lengthier and more complex decision-making process takes place. Based on Coch’s experience, most of his patients look to him for the final decision. He positions it as â€Å"doctor’s orders.† If such is the paradigm, it takes away the emotions involved from the point-of-view of abandonment vs. capability to care. It objectifies the decision, and makes it a part of the elderly patient management (Frontline, 2006). Does the immediate relative have the right to decide? If the presence of a relative is available, then by all means should be consulted. However, the primary medical professional still gets involved with the conversation, if at a minimum to provide a professional prognosis of the elderly’s medical condition, and if requested, can provide a professional medical opinion as an advocate (Frontline, 2006). In conclusion, the best decision will be made by the three players: the sensible elderly, the primary health provider and the primary caregiver relative. It should be a decision based on consensus, where all parties will agree to an objective – the level of quality for end-of-life. US Bureau of Census (2010). Persons 65 Years Old and Over--Living Arrangements and Disability Status: 2007. Retrieved on May 2, 2010 from

Biology 9 Introduction to Environmental Biology Assignment

Biology 9 Introduction to Environmental Biology - Assignment Example Majority of farmers shunned the planting of clover and alfalfa crops which are the nutritional sources for bees. In addition to this, the use of herbicides to kill the weeds has resulted in the elimination of some weeds which bear flowers fed on by the bees. The concentration of neonics on the soil is dangerous as it is absorbed in the plant leaves and nectars. If the bees consume such nectars, they may get twitched and die eventually. The adoption of monoculture form of farming results in the elimination of plants such as almond that are important for the nutritional purposes of the bees. In addition, the emergence of agricultural food deserts have deprived bees of the living farms which were once inhabited by the bees. In order to save the bees from this situation of decreasing numbers, measures must be taken. We need to plant flowers in our lawns, gardens, pots because these flowering plants are the nutritional sites for bees. We should also diversify the farming activities by growing flowering hedge borders to prevent the growing number of agricultural food

Against Solar Energy Essay Example | Topics and Well Written Essays - 1250 words

Against Solar Energy - Essay Example Solar energy is harnessed light and, heat from the sun converted in electricity. It has a wide range of uses e.g. heating of water, producing electricity, heating and lighting in buildings, industrial and commercial uses etc. But it also has an opposite side. Some people may say that it is the most effective compared to other types of energy because the light and heat are natural. However, they forget that solar energy is derived from sun. This means that without the sun, no energy can be available. Making of photovoltaic panels there are chemicals used. These chemicals are elements that are harmful to the environment. â€Å"Cadmium† and â€Å"Arsenic† harmful to the environment and can bring bad side effects to people. They require good disposal to avoid pollution of the environment. Solar energy system plants need a lot of space that could otherwise be used for other things. The area needed needs to be free from all sorts of objects that can obstruct light rays. This shows that it can be problematic to people who have small compounds especially the ones who live in cities. It leads to depletion of animal habitats. It is also true to say that production of solar energy is dependent. The operation and effectiveness of solar cells depends on a balanced mixture of some compounds. This mixture harness light energy and then takes it to another contact that works electrically. More so, the life span of organic solar cells in very short. It can only stay for only 5 years in commercial applications.

A+ Assignment Example | Topics and Well Written Essays - 500 words

A+ - Assignment Example Question 2: In economics, the concept of allocation of resources is sometimes linked to efficiency and equity. Efficiency and equity often come in contrast to each other and in most instances both cannot be maintained. There is a difference of treatment of employees of high tech firms compared to those of the franchising firms. This is because the high tech firm employees are more economically efficient as their work has greater returns. This results in better compensations. On the other hand the returns of other workers like salesman or layman is lower compared to those at high level white collar jobs. As in economics people prefer efficiency rather than equity those who are more efficient get more benefits. Question 3: This is again related to efficiency and equity. â€Å"Related to the notions of efficiency and equity is that of social welfare and a concept called Pareto efficiency, named for the Italian economist Vilfredo Pareto. If no reallocation of resources or trade of goods and service can be made that increases value to some individual without anyone else being made worse off, the situation is Pareto efficient.† (National Oceanic and Atmospheric Administration) Therefore, as mentioned above by allowing for equitable distribution in some situations there is a chance of not only achieving Pareto efficiency but also increasing the standard of living of the people. This may in turn increase spending and will inject money back into the economy. Therefore, in an entirety this is beneficial. Question 4: The higher gasoline price is a matter of concern for the government. This is because it will increase prices and cause further inflation and unrest. Therefore, the government will encourage them to buy hybrid care. This can be done by reducing the taxation on these hybrid cars. Adding a support price will also be an excellent benefit. This can be further reinforced by increasing taxation on the gasoline fueled care. As the costs of those cars

Weekly Discussionborad6 Assignment Example | Topics and Well Written Essays - 250 words

Weekly Discussionborad6 - Assignment Example It is however evident that the elders avoided talking on matters of sexuality. This was mostly because they did not want the teenagers to ask questions that dwelled further into the matter (Kara 7). This however has consequences because the children seek to explore on their own hence face consequences at the end. The director brings this out by showing how Moritz is disturbed by the dream he has been having at night (Kara 8). For the teenagers to understand what they are facing, Melchior is in the play to make things easier for them. He is very knowledgeable from the books he has read and therefore tells them about the puberty changes they are experiencing. Martha who faces sexual abuses from her father decides to tell her friends about her ordeal. She however tells them not to tell anyone because even her mother cares less about her. This shows the position of the female gender in the society, they girl child is neglected and the father does as he pleases. Wendla then seeks to find out what her friend goes through when her father abuses her. In one instance where she meets Melchior, her costumes look very appealing and after talking about the time when they kissed, they end up having sex. This makes her get pregnant and all relates to her ignorance. This is because her mother lied to her about where children came from. Her mother then tells her to have an abortion and she dies in the process (Kara 8).This shows that it was against the customs for young girls to get pregnant and her mother was afraid of what people will say. The general setting made me have a personal touch with the play because it looked so real. The background of the theater had black backdrops that seem to illustrate the sad happenings in the society. Such ordeals are like the death of Wendla as well as Moritz. Wendla dies due to abortion whereas Moritz shoots himself (Veit). The songs that they sung as the play unfolded related closely to what was

Human Genetic Engineering Essay Example for Free

Human Genetic Engineering Essay â€Å"Human genetic engineering is the alteration of an individuals genotype with the aim of choosing the phenotype of a newborn or changing the existing phenotype of a child or adult. It holds the promise of curing genetic diseases like cystic fibrosis, and increasing the immunity of people to viruses. It is speculated that genetic engineering could be used to change physical appearance, metabolism, and even improve mental faculties like memory and intelligence†. (Wikipedia) There are many risks associated with putting genes into a human body while getting the desired results. There are genes that are carried in on viral vectors and we have altered these budgets so that they do not infect a person with a disease. There have been several deaths in gene therapy trials, such as â€Å"Jesse Gelsinger†, in 1999. Genetic engineering has attracted much controversy, pros and cons. There have been cries that scientists are â€Å"playing God† and this will lead to a two-tier society or as some would say; the haves and have- nots. This isn’t any different that the cries that were heard across the world when Louise Brown, the first child to be conceived by IVF treatment, was born. This was in the late 1970’s. Today IVF is a common but expensive fertility treatment. Genetic engineering holds the potential that parents would assemble their children genetically, to be smarter or more athletic or have a certain eye or hair color. It is this genetic engineering of humans that frighten people. They are afraid that we would somehow design the human race. But then again, people say that this could be a benefit to be able to sort out the genes that criminals have and weed it out. It is also said that a genetically engineered human could suffer from a reduced sense of individuality. A cloned child might feel that their future is worth less than a non cloned child. Critics also argue that cloning would encourage parents to value how well child can genetically meet their expectations rather than loving them for who they are. It is also said that with cloning humans, that parents and society would view their children as objects rather than a person with actually feelings. If human cloning becomes a reality and a regular social practice, parents might want to â€Å"play the lottery† and chose their child genetically. One of the saddest parts about genetic engineering is that it could end human individuality. Everyone would want to be skinny, muscular, beautiful, and intelligent and who knows what else. If your DNA could be shaped would you choose inferior traits? This could possibly end artistic expression and individuality, and make everyone predictable, identical, and boring just like a robot.

Racism and ethnicity Essay Example for Free

Racism and ethnicity Essay Joseph Addison once said that, â€Å"If men would consider not so much where they differ, as wherein they agree, there would be far less of uncharitableness and angry feeling in the world. † This holds true to the sentiments I have when it comes to the numerous injustices people incur due to their skin color, ethnicity, and the like. I have seen and witnessed first hand the harm people can cause to one another due to petty differences between them; and I have also often pondered why such acts occur in our world. I used to think that this may be an isolated case; a freak phenomenon that has occurred solely in the confines of my home land. A social phenomenon that has existed in my home land due to the history our people have gone through. Yet, I have seen that such injustices and anger occur in other lands such as the United States of America and knowing of this makes me wonder if racism can be found in all societies regardless of geographic location and history. To get a better understanding of this social phenomenon I have decided to look into the cases of racism I have seen in my home country of Serbia and compare that to those acts I have seen here in America. Before I do proceed, I think it is necessary to take into consideration what racism really is. Many scholars have given various definitions to this phenomenon and the differences in the definitions can be attributed to the fact that the term covers a broad spectrum of implications of race-based bigotry, prejudice, violence, oppression, stereotyping or discrimination. Since it covers such a wide array of topics and takes into account various social issues we can take into account 2 general definitions of racism; the sociological and the legal. Racism is broadly defined as a form of discrimination based on characteristics of race and existing either as individual racism, which originates in the racist beliefs of a single person, or institutional racism, which occurs when racist ideas and practices are embodied in the folkways, mores and norms (Leeder. 2003). On the other hand, sociologists Noel Cazenave and Darlene Alvarez Maddern define racism as â€Å" a highly organized system of race-based group privilege that operates at every level of society and is held together by a sophisticated ideology of color/race supremacy. Racist systems include, but cannot be reduced to, racial bigotry,† (Cazenave and Maddern 1999: 42). Based on these definitions we can see two dominant themes when we speak about racism. The first among the two is the fact that racism takes into account the psyche of an individual. To be more precise, we deal with the construct of beliefs a person or group may hold against others as embodied by the mores and norms they have. The second aspect that we find is the fact that racism is a highly organized group structure as pointed out by Noel Cazenave and Darlene Alvarez Maddern. With regard to the second aspect, we find that racism is a social construct, a privilege of certain groups within a society. Hence, we are led to conclude that the social phenomenon can very well exist in any society. After all, there is no true homogenous society and the fact remain that differences abound between groups. Take the United States of America, though it is a single country the social structure can still clearly delineated between the different races that occupy its geography. As for my home country of Serbia, we also see that racism cuts across groups as I have seen people display acts of racial discrimination on gypsies; a group who since their unexplained appearance in Europe over nine centuries ago, the gypsies have refused to fall in with conventional settled life. They remain a people whose culture and customs are beset with misunderstanding, and who cling to their distinct identity in the teeth of persistent rejection and pressure to conform. This social group has been long been ridiculed and persecuted in Serbia. I have also personally seen people who look like neo-Nazis with their shaved heads launching verbal assaults and beating up gypsies. It is a saddening truth that things like this happen. What’s worse is the fact that gypsies are actually persecuted all around Europe. Other shocking instances of racial acts can also be seen in soccer games in Serbia. An example of this is even cited on a blog/news commentary on the Fox Sports website.

The Issue Of Bilingualism With Psycholinguists

The Issue Of Bilingualism With Psycholinguists Bilingualism is a controversial issue that psycholinguists vary in the way they define it due to its multidimensional aspects. It should be carefully viewed with great consideration to certain variables appearing in the coming definitions. Auer (1995), states that bilingualism can be referred to the linguistic competences in more than one language. This bilingual competence can be accessible via the analysis of well-formed sentences involving two languages which may be treated as a window on the bilingual mind (Auer, 1995, p.115). Clearly, psycholinguists deem bilingualism as hidden competence in bilinguals minds, and it can be revealed as bilinguals produce utterances. Conversely, Saunders (1988) declares that bilingualism has different associations in peoples minds. Some people assume that bilingualism is native-like control of two languages which is later on called true bilingualism (p,7). However, bilinguals who have no native speakers competence in both languages reject this def inition utterly. Some linguists stress that this definition is restrictively limited to bilingual individuals who master their two languages completely. Dual monolingual is also a term used to refer to bilinguals mastering two languages as if they were native speaker monolinguals in both languages. However, Saunder (1988) argues that many bilinguals comprehend a foreign language without being able to speak it fluently. Therefore, linguists define bilingualism as the ability to speak two languages at any level of competency. After all these various arguments regarding bilingualisms nature, it is clear that bilingual individuals have different degrees of competence in the second language. Saunder (1988). Colin Baker Sylvia Prys Jones (1998). Encyclopedia of Bilingualism and Bilingual Education. UK: Multilingual Matters Ltd. (in the library). *Definition of bilingualism: According to Baker Jones (1998), when asked about bilingualism, most people believe that they know the answers of the following questions, what is bilingualism? How can a bilingual be defined? They would say that a bilingual person is the one who speaks two languages. However, defining bilingualism and bilinguals is more difficult than what the people think. Bilingualism involves a number of dimensions. There are five main issues that show the difficulty to define bilingualism very concisely. Also, they show that there might be degrees of bilingualism which vary in the same person over time. There is distinction between ability in language and use of language. They are two separate things. For example, a bilingual person has the ability to speak two languages very fluently, but he or she uses and practices only one of the two languages regardless whether it is the native language or the second language. Another bilingual person has the ability to speak two languages but he or she has some problems in speaking one of the two languages regardless whether it is the native language or the second language, but this person uses and practices both languages regularly. This distinction can be referred to the degree of difference between proficiency or competence of language (ability) and function of that language (use). Proficiency may vary in a language. For example, the abilities of a bilingual person will vary in using a language among the four skills of that language (speaking, listening, reading, and writing), where that person might be very good in speaking A language but when it comes to writing, the person will use B language to write or read, because his or her ability of writing in A language is weak or low. Another bilingual person might have good abilities (proficiency) in speaking and writing of a language, but he or she cannot use and practice (speak or write) that language, so he or she tends to use another language. This is called receptive competence. Few bilingual people are equally proficient in both languages, but one language tends to be stronger and better developed than the other language. It is called the dominant language and it is not necessarily to be the first or native language. Few bilinguals possess the same competence as monolinguals in either of their languages. This is because bilinguals use their languages for different functions and purposes. A bilinguals competence in a language may vary over time and according to changing circumstances. For example, a child starts to learn a minor language at home or in the childhood. As time goes, he or she learns another language in the school or community and he or she will gradually will lose the minor language, because it is out of use and that person became away from the childhood; the situation where the minor language is used. Leonard Bloomfield (1933). Language. UK: GEORGE ALLEN UNWIN LTD. In the extreme case of foreign language learning, the speaker becomes so proficient as to be indistinguishable from the native speakers round him. à ¢Ã¢â€š ¬Ã‚ ¦In this case where this perfect foreign language learning is not accompanied by loss of the native language, it results in bilingualism, (the) native-like control of two languages. (P. 55-56). Romaine, S (1995). Bilingualism (2nd ed.). UK: Blackwell Publishers. Proficiency and function are the factors which are related to the terms of categories, scales and dichotomies in defining and describing bilingualism. In one side of the issue of the definition of bilingualism, there would be a definition like Bloomfields definition (1933 p, 55-56) In the extreme case of foreign language learning, the speaker becomes so proficient as to be indistinguishable from the native speakers round him. à ¢Ã¢â€š ¬Ã‚ ¦In this case where this perfect foreign language learning is not accompanied by loss of the native language, it results in bilingualism, (the) native-like control of two languages. This definition identifies native like control of two languages as being the norm for bilingualism. In the other side, Haugen (1953 p, 7) shows that when a person of any language can produce complete meaningful sentences in another language, he or she would be a bilingual. According to Mackey (1967 p, 555), there are four aspects should be taken into account when defining and describing bilingualism. They are overlapped to each other and cannot be treated separately. These aspects are degree, function, alteration, and interference. The degree of bilingualism indicates the proficiency and competence of language, which is the extent to which the bilingual knows each of the languages. The part of function focuses on the use and practice a bilingual has for the languages. How much each language is used and practiced by the bilingual? Alteration concentrates on the extent to which the bilingual switches between the languages (code switching). And interference is the degree to which a bilingual manages to keep the two languages separate or fused. The four questions are overlapped to each other and they cannot be treated separately. For example, a bilinguals knowledge of a language will to some extent specify the functions to which it is put; and the vice ver sa. The contexts in which bilinguals have the opportunity to use language will affect their competence in it. Josiane, F. Hamers Michel H. Blanc. (2000). Bilinguality and Bilingualism (2nd edition). UK: Cambridge University Press. Hamers Blanc (2000) mention a number of definitions of bilingualism, but they are not satisfied with any one of them because they are one sided as they assume. Moreover, they highlight unidimensionality as being one weakness of bilingualism because when defining it, only one dimension would be taken account, ignoring other sides of bilingualism. For example, a definition of bilingualism may concerns competence, without the other significant dimensions. ( p, 3 23). Hoffmann (1991) mentions the same previous point in the way that the most remarkable and significant feature of bilingualism is the multi-faceted phenomenon of it which is expected to be the point of difficulty when defining bilingualism from one dimension. At first sight, the concept of bilingualism seems to be non-problematical and easy to be defined. However, when moving deep down on the many variant definitions of bilingualism, one can recognise how difficult it is to define a bilingual. According to Websters dictionary (1961), bilingual is defined as having or using two languages especially as spoken with the fluency characteristic of a native speaker; a person using two languages especially habitually and with control like that of a native speaker and bilingualism as the constant oral use of two languages. Many people view bilingualism as the ability of speaking two languages perfectly; like native speakers. This approach comes in one side of bilingualism and it is related to Leonard Bloomfield (1953: 56) who defines bilingualism as the native like control of two languages which concentrates on the dimension of proficiency in language. In contrast, on the other most different side there is a definition of Macnamara (1967a) who defines a bilingual as an individual who acquire a minimal competence in only one of the four skills in a language other than the mother tongue. Between these most two distinctive definitions, there is a collection of other definitions of bilingualism, for example, Titone (1972) defines bilingualism as the individuals capacity to speak a second language while following the concepts and structures of that language rather than paraphrasing his or her mother tongue. The previous three distinctive definitions show the degree of difficulty in providing a concise definition of a bilingual and bilingualism, because those three definitions themselves lack specifity and clarity in the main points on them like native-like competence, minimal proficiency in a second language, and following the concept of structures of the second language. (p, 6-7). Hoffmann, C. (1991). An Introduction to Bilingualism. UK: Longman. An oft-quoted definition is found in one of the early books on modern linguistics, Leonard Bloomfields Language, first published in the USA in 1933. Bloomfield pays special attention to users who become so proficient in the new language that they cannot be distinguished from the native speakers and he considers these users are bilinguals. He relates bilingualism to those individuals who speak a second language with high native level of proficiency. According to Hoffmann (1991), Bloomfield has a clear notion of bilingualism, but there is some contradiction on his definition of bilingualism. For example, if a degree of perfection cannot be defined in bilingualism, so how could Bloomfield talk of perfect foreign language learning? Bloomfield To be removed Opposite of Bloomfield General To begin with

transistorized paper :: essays research papers

Transistorized   Ã‚  Ã‚  Ã‚  Ã‚  The Transistor became a big hit in the 1940s, which was the main component in the Transistor radio. Everybody wished they owned one, and all the scientists wished they knew how to make one to use for there own profit. John Bardeen, Bill Shockley, and Walter Brittian were three main scientists in the creation of the Transistor. Bill Shockley was born in California, he was an excellent man for thesis’s but could not figure out how to form or create one on his own. Walter Brittian on the other hand was a great scientist that could make basically anything he set his mind too. In 1907 AT&T was losing money because they had nothing big new and exciting to put out on the market to get more customers. They got an idea for an object that could connect people from long distances. The Vacuum Tube was then created for that sole purpose. AT&T knew that the Vacuum Tube wouldn’t make them much money because they could be taken apart and rebuilt by anybody. They the n got the idea to try and invent something else that would be new and exciting to bring in the money. This is when they called upon Bill Shockley, John Bardeen, and Walter Brittian. These three scientists were put to the test to build something innovative. In 1905 Bill Shockley came up with an idea. The scientists worked on this for a while until they figured out that it wouldn’t work so they went back to the brainstorming phase. But Bill Shockley would not let it go so he went back through his notes, and found out that they did not have the right materials to make his idea work. Everyday they worked on his idea and the different materials needed to make it work. In December of 1947 the team came very close to perfecting their invention but there was a problem with the fluids. Shockley went on a break one day but Walter and John stayed back to work. Walter then discovered what the problem was so he worked on fixing it. When he finished with his improvements he tested the inve ntion and it worked. Walter Brittian had then created the first transistor ever. They told Shockley about what they did and how it worked now. Bill was mad because he wanted to either be there when it happened or wanted to figure out what the problem was on his own.

Love Gone Wrong in Brontes Wuthering Heights Essay -- Literary Critici

In the novel Wuthering Heights Emily Bronte talks about two cities combining by a forced marriage. She talks about how these characters are in one big love triangle. These characters are Catherine, Edger, Cathy, Heathcliff, Isabella, Linton, Hareton, and many more. The novel starts off with these characters that are in love with each other. They end up getting separated by an event that will change relations not only between them but the entire city. So the novel starts off with Catherine who is madly in love with Heathcliff who owns Thrushcross Grange. Heathcliff and Catherine where the best of friends when they where children. When they got older that friendship turned into love. Heathcliff and Catherine where caught spying on Edger’s party. When they ran off Heathcliff got away but Catherine didn’t. She twisted her ankle trying to escape. â€Å"He sends his love, ma’ma [Catherine], and his wishes for your happiness† (107). Heathcliff hopes that Catherine forgives him for all the grief she went through. He feels bad and hopes that everything goes back to the way it was when she gets back. Edger got his people on her to help her and he had her stay with him as he nursed her back to help. This is when Catherine starts to think she is falling in love with Edger. She sees how life is being in the upper class and having money. She realizes that is what she wants. â€Å"I could fancy a love for life here almost possible; and I was a fixed unbeliever in any love of a year standing† (62). She is willing to fake love for her want to be in the upper class and to have money. She is even willing to sacrifice her love for Heathcliff for it. When Catherine comes back from the grange, Edger and Isabella are coming over to visit. Cat... ...s and popularity. So Catherine and Heathcliff had a long and very bumpy relationship. They are soul mates but don’t realize it till they are dead and end up happily in love in Heaven because it was to late to realize there love for each other. Catherine was too stubborn and to in love of her life of money and social standing to realize who her true love was. She realizes that she is not in love with Edger but with the money and social standing they have together. So the cities are finally combined when Cathy marries Linton (forcefully) and Linton dies leaving Wuthering Heights to his father in his will. So then Cathy is finally able to marry somebody that she wants to marry instead of being forced to. She marries Hareton at the end of the novel so we don’t really know how the marriage went but to assume that they have a family and live happily ever after.

Hamlet: Essay On Act I :: Shakespeare Hamlet Essays

Hamlet: Essay On Act I         Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Act one of HAMLET   is an excellent introductory act.   Shakespeare establishes atmosphere, by introducing the major characters, the role of the supernatural, the revenge plot, the love plot, and the contrast of the Fortinbras plot, as well as Hamlet's fiegned madness.   Through his unique writing style, Shakespeare sets us up for the rest of the story, and captures the reader's attention, making him want read more.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shakespeare establishes the atmosphere of the play, in scene I.   The scene takes place in Elsinore, on a platform before the castle.   The atmosphere is one of dark battlements, and nervous sentries, which catches the audiences attention right away.   As the bell tolls twelve on a frosty night, a silent ghost of the late King Hamlet apperars twice.   This provides one of the high points of the scene, along with this, Shakespeare presents the reader with information, regarding the military preparations in Denmark.   All of this provides for a dark, mysterious atmosphere, where the reader is wanting to know more.   Shakesperare continues to establish atmosphere in scene III.   In this scene, atmosphere of a diferent kind is created. This scene is a family scene, in which brotherly, and fatherly advice creates an atmosphere quite different from that of the appearance of the ghost and the problems of Hamlet and his relatives.   This creates an atmosphere of love, and betrayall, whereby Ophelia is forced to obey her father Polonious, and is told to be careful with Hamlet, as he is a prince, and will not look to marry just anyone, such as herself. Shakespeare continues to develop atmosphere throughout the act, and uses the atmosphere to introduce some of the characters in the play.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shakespeare introduces some of the major characters in the play, and leaves lasting impressions of each on the reader.   Bernardo, and Francisco are introduced in the first scene, as officers watching their posts, but it is Horetio that leaves the greatest impression, as he is described as a well educated scholar, and seems to have great importance to the development of the play. In scene II, Claudious, the present King of Denmark is introduced.   He is the uncle of Hamlet, and just so happens to be masrried to Hamlet's mother, creating a definate first impression.   Hamlet is aslo introduced, and the impression perceived is one of a troubled individual, who is grieving his father's death, and is angry at his mother for marrying his uncle Claudious. Ophelia, Hamlet's girlfriend, and the daughter of Polonious is introduced in scene III.   She is described as a rather affectionate, but rather docile

Leadership and Performance

CHAPTER ONE (1) INTRODUCTION 1. 1Background of the Study Globally, educating a nation remains the most vital strategy for the development of the society throughout the developing world (Aikaman & Unterhalter, 2005). Many studies on human capital development concur that it is the human resources of a nation and not its capital or natural resources that ultimately determine the pace of its economic and social development. Since education is an investment, there is a significant positive correlation between education and economic-social productivity.When people are educated, their standards of living are likely to improve, since they are empowered to access productive ventures, which will ultimately lead to an improvement in their livelihoods. The role of education therefore, is not just to impart knowledge and skills that enable the beneficiaries to function as economies and social change agents in society, but also to impart values, ideas, attitudes and aspirations important for natur al development.In spite of the government initiatives in improving access, equity and quality of education, the secondary sub-sector continues to face challenges, particularly the low participation rates, low transition rates from primary to secondary and from secondary to tertiary (particularly to universities), as well as gender and regional disparities. From the researches that have been conducted on the impact of the government efforts to improve access equity and quality on performance indicate that most public schools have a lot of wastage, very poor performance in national examinations and poor learner preparation to face the world after school.It has become alarming since the number of secondary school graduates from public day and boarding schools exit without entry grade to university is increasing day by day. This has increased crime rate, drug and substance abuse, immorality and cases of HIV and AIDS on the increase. It is, on this backdrop that the research endeavors to establish reasons why even when the Government has done so much to increase access, equity and quality to education still good performance remains for a few secondary chools (without the district) and many Kenyan children are still coming out of school with poor grades that can not help them move to the next level or get meaningful training. How can the problem be remedied and which adjustments need to be made. To this end, this proposed research will analyze the effect of management or leadership styles of the principal on the teachers and students performance. The theoretical framework adopted for this study is derived from the systems theory of organizations, which emerged as part of an intellectual ferment following the World War II, although its roots are much are much older.Its founder, Ludwig von Bertalanffy, was concerned about growing compartmentalization of knowledge and argued that certain general ideas could have relevance across broad spectrum of disciplines: that desp ite obvious differences among the many kinds of organizations, they share very general characteristics and that is important to discover what they are(Hong et al. , 2004). The systems theory cuts across all the four paradigms of management thoughts, for every organization that produces output in a system of some of sort (Katz & Kahn, 1966).And an organization, including a school, regardless of its size and purpose, and the management perspective adopted not withstanding, basically concerned with relationships, structures and interdependence rather than just constant attributes (Katz & Kahn, 1966). This study will be modeled on the postulates of systems theory because schools, like other organizations, are always in constant exchange with the larger society. Rosemary as cited in BPP (1999) defines management as ‘‘the art of getting things done through others’’ (p. 6). Fabunmi (2001), however, defines management ‘‘as the coordination of all the re sources of an organization through the process of planning, organizing, directing, and controlling in order to attain organizational objectives’’ (p. 12). Resser (1973), on the other hand asserts that management is the utilization of physical and human resources through cooperative efforts, which is accomplished by performing the functions of planning, organizing, coordinating, directing and controlling.By management styles, I refer to, new leadership and management approaches in order to enhance efficiency and effectiveness. Improved efficiency is achieved through management reforms; raising the learner teacher ratio, increasing teachers’ time on task, reducing repetition and improving accountability (Nsubuga, 2003). Leadership at work in education institutions thus needs to be a dynamic process where an individual is not only responsible for the group’s tasks, but also actively seeks the collaboration and commitment of all the group members in achieving group goals in a particular context (Cole, 2002).Leadership in that context pursues effective performance in schools, because it does not only examine tasks to be accomplished and who executes them, but also seeks to include greater reinforcement characteristics like recognition, conditions of service and morale building, coercion and remuneration (Balunywa, 2000). It is this scenario that the researcher needs to establish whether it is practiced in Nyamira North District and if it is, what is its impact on the teacher and student performance This is also described by Sashkin and Sashkin (2003) as visionary leadership.However, according to them, the concept of leadership that matters is not being limited to those at the top of the organization such as the chief executive officer or principal/head teacher, but depends on certain characteristics of the leader. It involves much more than the leader’s personality in which leadership is seen as more of mutating followers to achie ve goals (Shashkin, 2003:2). This is supported by Lav Tzu (as reported in Shashkin, 2003:7) that good leadership commits to doing less and being more.However, Cole (2002) defines leadership as inspiring people to perform. Even if an institution has all the financial resources to excel, it may fail dismally if the leadership does not motivate others to accomplish their tasks effectively. It is therefore this consideration that has made it necessary to determine the impact of the management or leadership styles on the teacher and learner performance in secondary schools in Nyamira North District of Nyamira County. . 2STATEMENT OF THE PROBLEM Although it is the Kenyan government’s policy to ensure the delivery of quality education in secondary schools in Kenya, performance, particularly in Nyamira North District has remained poor, despite the various interventions by policy makers and implementers. Such a situation is alarming, bearing in mind that secondary education play a piv otal role in the development of any country.Equally important, are the overarching policies of Kenya’s education, which strongly emphasize the importance of science education in attainment of vision 2030. Scholars, policy makers and school managers have resolved to address the poor academic performance in secondary schools in Nyamira North District by conducting research on its would be antecedents such as a lack of instructional materials, ensuring quality teachers, admitting good students, remuneration and the motivation of teachers, improving discipline and community participation in schools.Nevertheless, all the above studied and recommendations implemented there is still poor academic performance in our public secondary schools which makes it necessary to make a study on the management or leadership styles adopted and the impact of them on teachers and students performance. Hence this study is intended to investigate the relationship of head teachers’ leadership o r management style and the performance of secondary schools in Nyamira North District.It is deemed that an investigation in this area would shed light on the factors affecting performance and in particular the effect of leadership /management styles on school performance. 1. 3The purpose of the Study The purpose of this study is to establish to what extent the leadership/management styles adopted by principals have influence on the teacher and school’s performance Nyamira North District, using cross – sectional survey design with the aim of examining how leadership styles adopted by school principals influence the schools overall performance in secondary schools in Nyamira North District.Leadership styles will be characterized by behavioural tendencies, and characteristic methods of a person in a leadership position. An important dimension of leadership style is the extent to which the leader is willing to delegate responsibility and encourage input from followers. Ano ther basic dimension is the extent to which a leader is task-motivated (concerned with defining goals and the means to achieve them) or relationship-motivated (concerned with supporting and encouraging subordinates).A distinction can also be drawn between the charismatic leader, who relies on his or her personal qualities to inspire followers, and the bureaucratic leader, who depends on his or her position in the hierarchy and an established set of rules and procedures. In particular the study will determine and describe the effects of the various leadership styles (the authoritarian or autocratic leader, democratic leader, transformational leader, situational or contingency and laissez-faire leader) adopted by principals on teachers and student performance. 1. 4Specific objectivesThe study will be guided by the following specific objectives: a)To establish the relationship between the demographic characteristics of principals and teachers and school performance. b)To establish whet her performance in Nyamira North District secondary schools is dependent on the management or leadership styles c)To establish whether performance in secondary schools in Nyamira North District is dependent on the autocratic leadership style, democratic leadership style, transformational leadership style, situational or contingency leadership style of school head teachers. )To elicit the viewpoints of head teachers, teachers and students on the preferred leadership styles. e)To make recommendations for the improvement of schools on the basis of an analysis of leadership styles. 1. 5Research Questions/Hypotheses The guiding questions will be: 1. What is the relationship between the demographic characteristics of principals and teachers and school performance? 2. What is the relationship between management styles of principals and staff performance?A case study of secondary schools in Nyamira North District (Nyamira County). 3. Is the performance in secondary schools in Nyamira North District dependent on the autocratic leadership style, democratic leadership style, transformational leadership style, situational or contingency leadership style of school principals? 4. What are the viewpoints of principals, teachers and students on the preferred leadership styles? 5. What recommendations can be made for the improvement of schools on the basis of an analysis of leadership styles?Hypotheses 1. The demographic characteristics of principals influence teachers’ and student academic performance 2. There is positive relationship between management styles of principals and staff, and student academic performance. 1. 6Significance of the study While some may still ascribe to the old adage that ‘leaders are born, not made’, there remains a societal responsibility to provide school leaders with the skills and practices needed to orchestrate schools in a way that can maximize sustained achievement for all students.The continued research on behaviors and p ractices of leaders (Fullan, 1985; Murphy & Hallinger, 1992) remains important in the light of the changing role of the principal. The findings from the study would help to augment and enrich theories and principles on school leadership. It would also have a direct impact on the future training of school leaders and teacher leaders. Data generated from this study could serve as a practical framework for the Ministry of Education, or other training agents and higher institutions, to plan, organize and provide leadership-training program for school leaders and prospective leaders.The study could also be important for school leaders as the findings can help them take heed of their leadership behavior and become more sensitive to the process and importance of human interaction. The findings from this study may offer more insights and serve as a critical friend in academia, encouraging principals to reflect, break out of their traditional practices, raising consciousness, and questioning deeply entrenched assumptions. Hopefully, all principals would ultimately fulfill their leadership dream, and lead the schools in the direction as Bath (in Fullan, 1997) puts it, ‘you can lead where you will go. 1. 7Limitations and Delimitations of the Study This study will be concerned with effects of leadership or management styles on teacher and learners performance. It will be conducted in Nyamira North District (Nyamira County) between September 2011 and December 2011 using cross – sectional sample survey design and a sample of 25 secondary schools will be selected from 43 secondary schools in the district. Data will be collected by the researcher using questionnaires, interviews and document analysis techniques. The following are limitations of the proposed study. The study will include public secondary schools in Nyamira North District. Therefore, the results of this study may not be generalized to private schools. †¢It will not be possible to cover the opi nions of parents and other stake holders in this district because tracing them will require considerable time, resources and other logistics Though only public secondary schools in Nyamira North District will be included in the study, nevertheless, Nyamira North is typical of many districts with regard to recent emphasis on school reform and school improvement projects.Therefore, the results of this study may apply to other, similar district of the county and Kenya at large. 1. 8Theoretical and conceptual frameworks The theoretical framework adopted for this study is derived from the systems theory of organizations developed by Ludwig Von Bertalanffy in the early 1950s. It emerged as part of an intellectual ferment following the World War II, although its roots are much are much older. The systems theory has had a significant effect on management science and understanding organizations.A system is a collection of part unified to accomplish an overall goal. If one part of the system is removed, the nature of the system is changed as well. A system can be looked at as having inputs (e. g. , resources such as raw materials, money, technologies, and people), processes (e. g. , planning, organizing, motivating, and controlling), outputs (products or services) and outcomes (e. g. , enhanced quality of life or productivity for customers/clients, productivity). Systems share feedback among each of these four aspects of the system.The systems theory is an alternative to the classical and neo – classical organizations theories which the researcher felt cannot suffice because of their emphasis on schools as fragmented and closed social units independent of external forces (Baker 1973). The only meaningful way to study an organization (school) is to regard it as a system. Thus schools should be managed more like organizations where educational programmes are innovated and re – innovated to realize the importance each part makes to the whole, and the necessit y of eliminating the parts that make negative contributions.With the development of the various educational disciplines and departments, considerable overlap is inevitable among the different fields. The proliferation of specialization, as in many branches of education, also leads to further overlapping. Because of these interactions, schools are better studied as wholes rather than parts (Baker, 1973). Systems theory postulates that schools are like other on systems which of necessity engage in various modes of exchamge with the environment (Katz & Kahn, 1966).The theory emphasizes the consideration of the relationships between the school and its environment as well as what goes on within the school (Hall, 1977). The systems theory is basically concerned with the problems of relationships, of structures and of interdependence, rather with the constant attributes of objects (Katz & Kahn, 1966). The fundamental concept in the general systems theory is the notion of emergence and inte raction. As adapted in this study the systems theory holds that management actions influence the internal efficiency of a school.That staffing and control of students’ admissions coordination of teaching and learning resources, school fees budgeting and leadership styles adopted in school influence the drop outs and repetition rates, and promotion rates and general climate in a school. In the application of the systems theory to this study on the effect of management/ leadership styles on teacher and student performance the variables will be identified as follows: 1. Management is the process of designing and maintaining an environment in which individuals, working together in groups, efficiently accomplish selected aims (Koontz and Weihrich 1990, p. ). This basic definition means several things. First, as principals, carry out the managerial functions of planning, organizing, staffing, leading, and controlling. Secondly, managing is concerned with productivity – this implies effectiveness and efficiency. Effectiveness and efficiency is the ability of the school to keep or reduce, to as low as possible, the dropout and repetition rates, increase completion and promotion rates and to produce high outcomes that is good academic performance and no wastage.It also ensures that students complete an educational cycle in the possible minimum time. 2. Thus, management refers to the development of bureaucracy that derives its importance from the need for strategic planning, co-ordination, directing and controlling of large and complex decision-making process. Essentially, therefore, management entails the acquisition of managerial competence, and effectiveness in the following key areas: problem solving, administration, human resource management, and school leadership.First and foremost, management is about solving problems that keep emerging all the time in the course of an organization (school) struggling to achieve its goals and objectives. Problem sol ving will be accompanied by problem identification, analysis and the implementation of remedies to managerial problems. Second, administration involves following laid down procedures (although procedures or rules should not be seen as ends in themselves) for the execution, control, communication, delegation and crisis management.Third, human resource management should be based on strategic integration of human resource, assessment of workers, and exchange of ideas between stakeholders, teachers and workers. Finally, school leadership should be developed along lines of interpersonal relationship, teamwork, self-motivation to perform, emotional strength and maturity to handle situations, personal integrity, and general management skills. However, in adopting the systems theory of organizations this study, the researcher is not ignorant of its shortcomings.The interrelationships among parts of a system have to be recognized and understood by ‘all’ people involved. This the ory also requires a shared vision so that ‘all’ people in the school have an idea of what they are trying to accomplish. It requires a cohesive effort from all participants, a task that is not easy to achieve especially where ‘all’ is involved. Conceptual frame work In the conceptual framework depicted in the figure above the management or leadership style is hypothesized to influence the teachers and student performance.Management or leadership style is defined as having managerial competence and effectiveness in the following key areas: problem solving, administration, human resource management, and school leadership that is being able to carry out the managerial functions of planning, organizing, staffing, leading, and controlling and teacher and student performance as early syllabus coverage motivated staff reporting to work early and leaving work place late, no school drop outs, no repletion cases, there is increased completion rates and good academic results in national examinations.The frame work postulates that managerial competence and effectiveness in leadership will affect the rate of drop outs, repetition, completion rates and academic performance of students in a school. However, this relationship may be modified by age, faith of the staff, background as well as families from which the staff comes from. Chapter Two (2) Literature review 2. 0Introduction This chapter discusses the literature related to the effect of management/leadership style on teachers and student performance.It particularly focuses on the relationship between the demographic characteristics of principals and teachers and school performance, establish whether performance in Nyamira North District secondary schools is dependent on the management or leadership styles, establish whether performance in secondary schools in Nyamira North District is dependent on the autocratic leadership style, democratic leadership style, transformational leadership style a nd situational or contingency leadership style, elicit the viewpoints of head teachers, teachers and students on the preferred leadership styles and make recommendations for the improvement of schools on the basis of an analysis of leadership styles. These are considered the pillars of the study. In this chapter, the researcher reviews literature related to management/leadership styles and its effects on school performance. The review is conceptualized under the objectives and focuses mainly on autocratic leadership style, democratic leadership style and situational or contingency leadership style and their relationship with teachers and students performance. 2. 0 Transformational leadership Bush (2003) links three leadership models to his ‘collegial’ management model. The first of these is ‘transformational leadership’.This form of leadership assumes that the central focus of leadership ought to be the commitments and capacities of organizational members. Higher levels of personal commitment to organizational goals and greater capacities for accomplishing those goals are assumed to result in extra effort and greater productivity. (Leithwood et al. 1999: 9). Leithwood (1994) conceptualizes transformational leadership along eight dimensions: †¢ Building school vision †¢ Establishing school goals †¢ providing intellectual stimulation †¢ Offering individualized support †¢ Modeling best practices and important organizational values †¢ Demonstrating high performance expectations †¢ Creating a productive school culture †¢ Developing structures to foster participation in school decisions.Caldwell and Spinks (1992: 49–50) argue that transformational leadership is essential for autonomous schools: ‘Transformational leaders succeed in gaining the commitment of followers to such a degree that higher levels of accomplishment become virtually a moral imperative. In our view a powerful capacity f or transformational leadership is required for the successful transition to a system of self-managing schools. ’ Leithwood’s (1994) research suggests that there is some empirical support for the essentially normative transformational leadership model. He reports on seven quantitative studies and concludes that ‘transformational leadership practices, considered as a composite construct, had significant direct and indirect effects on progress with school-restructuring initiatives and teacher- perceived student outcomes’ (p. 506).The transformational model is comprehensive in that it provides a normative approach to school leadership, which focuses primarily on the process by which leaders seek to influence school outcomes rather than on the nature or direction of those outcomes. However, it may also be criticised as being a vehicle for control over teachers and more likely to be accepted by the leader than the led (Chirichello 1999). Allix (2000) goes furthe r and alleges that transformational leadership has the potential to become ‘despotic’ because of its strong, heroic and charismatic features. He believes that the leader’s power ought to raise ‘moral qualms’ and serious doubts about its appropriateness for democratic organisations. Transformational leadership is consistent with the collegial model in that it assumes that leaders and staff have shared values and common interests.When it works well, it has the potential to engage all stakeholders in the achievement of educational objectives. The aims of leaders and followers coalesce to such an extent that it may be realistic to assume a harmonious relationship and a genuine convergence leading to agreed decisions. When ‘transformation’ is a cloak for imposing leaders’ or governments’ values, then the process is political rather than collegial. 2. 2 The situational or contingency leadership style The situational theory stipul ates that leaders are the product of given situations. Thus, leadership is strongly affected by the situation from which the leader emerges and in which he operates. The contingency theory is a combination of the Trait Theory and Situational Theory.The theory implies that leadership is a process in which the ability of a leader to exercise influence depends upon the group task situation and the degree to which the leader’s personality fit the group (Sybil, 2000). 2. 3Autocratic leadership style The autocratic leadership style is also known as the authoritarian style of leadership. Power and decision-making reside in the autocratic leader. The autocratic leader directs group members on the way things should be done. The leader does not maintain clear channel of communication between him/her and the subordinates. He or she does not delegate authority nor permit subordinates to participate in policy-making (Smylie and Jack, 1990; Hoy and Miskel, 1992; Olaniyan, 1997). 2. 4Democr atic style of leadershipThe democratic style of leadership emphasizes group and leader participation in the making of policies. Decisions about organizational matters are arrived at after consultation and communication with various people in the organization. The leader attempts as much as possible to make each individual feel that he is an important member of the organization. Communication is multidirectional while ideas are exchanged between employees and the leader (Heenan and Bennis, 1999). In this style of leadership, a high degree of staff morale is always enhanced (Mba, 2004). Performance Performance is described in various ways. It is an act of accomplishing or executing a given task (Okunola, 1990).It can also be described as the ability to combine skillfully the right behaviour towards the achievement of organizational goals and objectives (Olaniyan, 1999). Teachers’ job performance is described as the duties performed by a teacher at a particular period in the sch ool system in achieving organizational goals (Obilade, 1999). It can also be described as the ability of teachers to combine relevant inputs for the enhancement of teaching and learning processes (Akinyemi, 1993; Okeniyi, 1995). However, Peretemode (1996) argued that job performance is determined by the worker’s level of participation in the day to day running of the organization. It is noted that employees behave differently under different situations. 2. Summary It is underpinned by the view that leaders should have an entitlement to appropriate preparation and support for their important and onerous role in leading educational change. To appoint school principals without specific preparation is a gamble, and we should not gamble with children’s education. The literature review tends to give reasons for the enhanced global interest in the role of school leaders. It assesses the differences among the various leadership/management styles, and argues that all are essent ial if schools and colleges are to thrive. It also emphasizes the evidence that effective leadership is critical to school improvement.While the importance of leadership/management style is increasingly recognized, much less is known about which leadership behaviours are most likely to promote successful schooling. The study will examine the various models of leadership and assess the evidence of their effectiveness. There is great interest in ‘instructional leadership’ because of the widespread view that the main function of schools is to promote student learning. Transformational leadership is widely advocated because of its potential to harness stakeholder support for the school’s (or leader’s) vision but there is some concern that this may be a vehicle for imposing leaders’, or governments’, priorities on teachers, pupils and communities. These and other models that have been highlighted above are subject to scrutiny in this study. 2. 6 C onclusionsPrincipals’ can therefore encourage effective performance of their teachers by identifying their needs and trying to satisfying or meeting them. Supporting this argument, Owoeye (1999) asserted that variables of job performance such as effective teaching, lesson note preparation, effective use of scheme of work, effective supervision, monitoring of students’ work and disciplinary ability are virtues which teachers should uphold effectively in the school system. In this regard, the teachers’ performance can be measured through annual report of his/her activities in terms of performance in teaching, lesson preparation, lesson presentation, mastery of subject matter, competence, teachers’ commitment to job and extra-curricula activities.Other areas of assessment include effective leadership, effective supervision, effective monitoring of students’ work, motivation, class control and disciplinary ability of the teachers. From the above resear ches done the effect of the leadership or management style adopted by principals in secondary schools has not been well researched on and as such not much is known whether it is the style the principals adopt that affects the performance standards or whether there are other issues in management in the secondary schools of Nyamira North District. There is a widespread belief that raising standards of leadership and management is the key to improving schools. Increasingly, this is linked to the need to prepare and develop leaders for their demanding roles.While this is the main focus of this study, a prior question is the nature of leadership/ management in schools. Which leadership behaviours are most likely to produce favourable school and learner outcomes? The study intends to examine the main models of school leadership and from the research consider the evidences on their relative effectiveness in promoting school improvement. 3. 0 Methodology This chapter presents a detailed des cription of the research methodology. Methodology refers to the detailed procedure to be followed to realize the research objectives. Methodology include a description of the research design, sampling techniques, instructions as well as data techniques.It describes in details what will be done and how it will be done. it comprises several sub-sections which are usually presented in the order given below. 3. 1 Research design This study will be conducted through correction research design. Correlation is a research design where the researcher determines whether or not and not to what extent an association exists between two or more paired and qualified variables. In this study the researcher will use semi structured interview method that places open – ended question constituting of various management and leadership styles assessment and the effect /impact it has on teacher and student performance.The survey will be done in terms of their leadership and management styles that t hey use in school and the effect it has on teacher and student performance by means of percentile ratio of every management and leadership style and rank those from highest to lowest from within survey questionnaire. Correlation will enable the researchers to provide vigorous and replicable procedure for understanding relationship and determination whether and to what degree a relationship exists between quantifiable variables. The locale of the study will be Nyamira North District in Nyamira County 3. 2 Population and Sampling 3. 2. 1 Target /Accessible PopulationThe target population will consist of all 38 principals 360 teachers and 9000 student in Nyamira North District in Nyamira County has 38 secondary schools and they have constantly performed dismally in the national examination for the last 20 years. It is therefore considered appropriate for providing a focal point for the study of effect of leadership and management styles on the teacher and student performance. 3. 2. 2 S ample The sample will consist of heterogeneous respondents selected from the target population. 25 schools will be selected and from each selected school three categories of the target group will be targeted. These categories will be selected as one principal, 4 teachers and 12 students.The size of the sample will be 425 respondents distributed as 25 principals, 100 teachers, and 300 students. This number 425 has been chosen using non-mathematical or convenience method determined at the discretion of the researcher, due to pressure of time that cannot allow for all the target population to be surveyed. 3. 2. 3 Sampling techniques This study will employ stratified sampling, random sampling, purposive sampling, and convenience sampling techniques. Stratified sampling technique will be used to select schools and the category of respondents to be included in the sample. Stratified sampling technique is a technique that identifies subgroups in the population and their proportions and sel ect from each subgroup to form the sample.It groups a population into separate homogenous subsets that share similar characteristics so as to ensure equitable representation of the population in the sample the sample. It aims at proportionate representation with a view of accounting for the difference in subgroup characteristics. The researcher is convinced that the target population is not uniform since mixed and single sex school and day and boarding schools do not necessary have similar characteristics, since even personnel in different departments within the same school environment may not always think similarly. As such the target accessible populations cannot be regarded as homogenous.Stratified sampling technique will therefore be used to ensure that the target population is divide into different homogenous strata and that each strata is represented in the sample in a proportion equivalent to this size in the accessible population. Simple random sampling will be used to selec t a representative sample without bias from the target population this will ensure that each school and its population has equal and independent chance of being included in the sample. Purposive sampling will be used by the researcher consciously to decide who to include in the sample in terms of getting focused information. This will also help to save time and money in cases where the target population may be widely spread. 3. 3 Data Collection 3. 3. 1 InstructionsThe study will use questionnaires, interviews, and document analysis as the main tools for collecting data. The selection of these tools have been guided by the nature of data to be collected, the time available as well as by the objectives of the study. The overall aim of this study is to establish the relationship between leadership and management styles on the teacher and student performance. The researcher is mainly concerned with views, opinions, perceptions, feelings and attitudes. Such information can best collecte d through the use of questionnaire and interview techniques (Bell, 1993; Touliatos &Compton, 1988) The researcher intends to use semi-structured instrument.This will enable the researcher to balance between the quality and quantity of data collection and provide more information. This delicate balance between the quality and quantity of information is useful for a fuller explanation of the phenomena under investigation. Questionnaire will be used since the study is concerned with variables that cannot be directly observed such as views, opinions perceptions and feelings of the respondents. Such information are best collected through questionnaire (Touliatos &Compton 1988) the sample size is also quite large (510) and given the time constraints, questionnaire is the ideal tool for collecting data.The target population is also largely literate and is unlikely to have difficulties responding to questionnaire items. 3. 3. 2 Research procedure Qualitative data will be collected from 425, respondents/interviewees/observant, from 9398 target population during the month of October 2011 using questionnaires, interviews, and document analysis. The data will be collected by the researcher himself because this will save time and lower the cost of collecting data. 3. 4 Quality Control The instrument will be piloted in the schools that will not be included in the study sample and modified to improve their validity and reliability coefficients to at least 0. 70. Items validity and reliability coefficients of at least 0. 0 are accepted as valid and reliable in research (Kathuri &Pals, 1993) Validity is the extent to which research results can be accurately interpreted and generalized to other populations. It is the extent to which research instruments measure what they are intended to measure (Oso &Onen, 2005). To establish validity the instrument will be given to two experts to evaluate the relevance of each item in the instruments objectives. The experts will rate each item on the Likert scale: very relevant (4) quite relevant (3) somewhat relevant (2) and not relevant (1). Validity will be determined using content validity index (C. V. I). C. V. I items rated 3or4 by both judges divided by the total number of items in the questionnaire. 3. 5 Data Analysis Chi-square ( test of goodness – of – fit will be used to analyze the data. Chi – square test is a statistical technique used to compare the different between categorical frequencies drawn from population with a uniform distribution which all alternative responses are equally likely chi-square( ) test of goodness – of – fit will be used because the data that the researcher intends to collect is of the type â€Å"one-variable-many levels† and are basically categorical frequencies of the description of views, opinions ,perceptions, feelings and attitudes of the respondents on the effects of management and leadership styles of principals on teacher and student p erformance.Chi-square is the most sustainable here since it will enable the researcher to identify whether there is any significant difference in the frequencies of the alternative responses. Data from open-added questionnaire items, interviews and group discussions will be grouped under broad themes and converted into frequency counts. All data will be analyzed at a level of significance of 95% or ? = 0. 05) the degrees of freedom depending on the particular case as will be determined. This value (? = 0. 05) has been chosen because the sample size has been adopted from figures calculated on the basis of 0. 95 level of confidence. 3. 6 Assumption and Limitations The following factors; leaner characteristics, and teacher qualifications are expected to influence the DV.The extraneous variable however many not be adequately controlled because the respondents are found in different institutions that are out of control of the researcher. But they will not have a significance effects on t he results because the respondents opinions, views perceptions, feelings attitudes will not be influenced by EV. It is therefore assured that they influence will remain very insignificance. The major limitations of this study are: the reliability and validity of the data collected due to the various views, opinions, feelings and attitudes that can emotionally be influenced. If all factors were kept constant, the researcher should adequately explain to the respondents to be very objective in answering.But this was the most suitable technique in the circumstances the data to be collected involves what can not easily be measured. 3. 7 Ethical Considerations. The major ethical problem in this study is the privacy and confidentiality of the respondents. Obtaining lists and files and respondents giving their opinion, feeling and attitudes in writing the questionnaire which itself is an infringement. However the respondents will have the freedom to ignore items that they do not wish to res pondent to. Reference and Biography: 1. Bell, J (1993) how to complete your research project successfully New Delhi: UBSPD. 2. Creswell, J. W (1994) Research Design Qualitative and Quantitative approaches . California: SAGE Publications, Inc. 3. Kathuri, N. J & Pals A.D (1993) introduction to educational research Egerton: Egerton university education Burk services. 4. Onen, D (2007). The management and the internal efficiency of private secondary school in Uganda. 5. Touliatos, J. S &Compton, N. H (1988). Research methods in human ecology /home economics. Iowa State University Press/AMES. 6. Willis Yuko Oso and David Onen a General Guide to Writing Research Proposal and Report (2nd edition 2008) Makerere University Printery 7. John Aluko Orodho,Phd. Elements of Education and Social Science Research methods. Kanejza Publishers, Maseno Kenya. 8. John Aluko Orodho,Phd. Techniques of Writing Research Proposal and Reports in Education and Social Sciences. Kanejza Publishers, Maseno Kenya