Social Security's role in our society and public administration Essay

Social Security's role in our society and public administration - Essay Example This Civil War Pension program provided benefits to war veterans with disabilities, in addition, widows and orphans could receive pensions equal to the amount paid to veterans. Starting with the year 1906 old age has become the main qualification for the benefits payment. Thus, by the year 1960 the following groups of people were receiving benefits: Civil War veterans, survivors with disabilities, and the old-aged. Later, these programs would become known as Social Security. In particular, four major demographic changes led to the emergence of Social Security in the early 1930s: the Industrial Revolution, the urbanization of America, the disappearance of the extended family and the market increase in life expectancy. Also, as a result of an Agricultural Revolution the majority of self-employed workers were transformed into industrial working class. When primary income comes from wages, economic security is threatened by recessions, layoffs and business failures, factors that employees have no control over. Industrialization has led to city growth and by 1930 half of the population was living in cities. The trend towards urbanization resulted in the disappearance of the extended family. This was due to large families living in the same residence. The major advantage of an extended family was that when one member became too old too work, the other members assumed responsibility for his well-being. Urbanization limited this kind of support and many old peo ple appeared behind the line of poverty. Finally, due to improved healthcare and sanitation Americans began to live significantly longer. The net result from these demographic changes was that Americans were older, more industrial and fewer people lived in extended families. The existing provisions of economic security were becoming increasingly fragile. The Social Security programs adopted in late 1935 relied on the concept of social insurance common in Europe at that time. The initial aim of the Social Security system was to shift the responsibility for economic security to the governmental institutions. In the late 19th century several European and Latin American states already had some form of the social insurance campaigns. The major points of the American Social Security included old age assistance, unemployment insurance, aid to dependent children and grants to the states to provide medical care (Tanner, 2004). The section on old-age benefits is what people think about Social Security today. Although the American social insurance program has been initiated much later, it was relatively successful compared to the other systems. For example, in the book "Relief and Social Security" Meriam notes the following: " . . . social insurance and the allied services, as they exist today, are conducted by a complex of disconnected adminis trative organs, proceeding on different principles, doing invaluable service but at a cost in money and trouble and anomalous treatment of identical problems for which there is no justification. In a system of social security better on the whole than can be found in almost any other country there are serious deficiencies which call for remedy" (Meriam, 1946, p. 2). Meriam talks about the American Social Security Act of 1935 as one of the most successful. Particularly, she outlines four major benefits this act has offered (Meriam, 1946, p. 16-19): The creation of the Civilian Conservation Corps by the national government

Imagining the west Thesis Example | Topics and Well Written Essays - 1000 words

Imagining the west - Thesis Example The proclaimed ideological objective of Early American expansionists was to secure living space in the entire American West for the whites agricultural settlement by cleansing the new space for â€Å"whites† through the displacement of the Native Americans (Carroll 8). The ‘American West† involved racial-imperialist continental territorial expansion incorporating ‘taking’ indigenous’ land by force (Carroll 43). In 1893, Jackson Frederick Turner, a historian of the American West, expressed that frontier and westbound expansion served numerous purposes. The frontier acted like the â€Å"safety valve† reducing overpopulation by allowing Americans to free land. Moreover, the frontier exhibited new financial or economic opportunities as people searched for resources and land to exploit with the goal to guarantee prosperity (Koetzing 4). Turner’s Frontier Thesis accounts factors in the course of American imperialism since it crystallizes many of the desires and hopes that Americans had in the last decades of the nineteenth century (Koetzing 5). According to Turner, the frontier was "the gathering, meeting, point in the middle of civilization2 and savagery". Turners idea of the frontier enveloped ideas of progress, conquest, and individual accomplishment or achievement. Turners concept resonates with the definition of what it is to be an American today: he believed that the advancements of American settlements westwards with the conquest or triumph of landscape clarified American development (Koetzing 6) Turners frontier myth, the "gathering, meeting, point between of civilization and savagery", characterized the American’s relationship with the natural world found and misused for the name of advancement. The West availed the free land on which democracy and equality based system could thrive. The present of a continuously growing frontier was to account for remarkable American qualities: "the presence of a zone of free land, its consistent

Reasons for Delay in Insulin Therapy

Reasons for Delay in Insulin Therapy Although the reasons for poor glucose control amongst diabetics is complex, one concerning issue remains the reluctance of physicians and patients to begin insulin therapy. This has been widely documented, despite awareness amongst both caregivers and Type 2 diabetics of the increased health risks caused by inadequate glucose control. Diabetes, and the complications caused by poor management of the disease, are rapidly becoming a health concern of epidemic proportion in Europe and the United States. According to Celafu (2004), normal glucose levels are seldom maintained over time in Type 2 diabetics. â€Å"Even with early intervention and education, many patients with type 2 diabetes are unable to achieve treatment goals through lifestyle changes alone† (Anon 2005, 4). Oral antidiabetic drugs, the initial treatment for Type 2, â€Å"eventually fail to provide adequate glycemic control† (Anon 2005, 4). Targets are missed both due to the progressive nature of the disease and to a reluctance to initiate insulin therapy (Davies 2004). Davies (2004, S15), citing an unpublished study by the British Diabetic Association, reports that â€Å"in the UK a large dataset of over 600, 000 from across the country in the year 2000 reported a mean HbA1c of 8.6 in type I patients and 7.8 in type II patients.† This is significantly above the 6.5 recommended (Davies 2004). Funnell and Kruger (2004) similarly report that over half the Type 2 diabetics in the United States regularly exceed recommended glycemic goals, such as an A1C of less than 7%. However, they cite three large independent trials which all show significant A1C improvement with the introduction of insulin therapy (Funnell and Kruger 2004). Results from the 1998 UK Prospective Diabetes Study suggests that even a 1% Hb reduction can lead to a 21% reduction in diabetes-related death (Stratton et al 2000). Similar reductions also result in a 14% reduction in myocardial infarction, and up to a 37% reduction in microvascular complications (Stratton et al 2000). Reductions in peripheral vascular disease by over 40% are also cited (Stratton et al 2000). According to Davies (2004, S14), a number of studies show â€Å"unequivocally that reducing hyperglycemia reduces both the incident risk and progression of diabetic complications, with no threshold level of HbA1c beneath which further prognostic advantage cannot be achieved.† â€Å"Given the scope of the problem, clinicians need to identify type 2 diabetes early and initiate aggressive intervention to positively influence patients at risk for the disease and help prevent disease progression and associated complications† (Anon 2005, 3). â€Å"In order to achieve the suggested targets for glycemic control necessary to reduce the incidence of diabetic complications, it has been established that a more intensive insulin regimen† and earlier use of insulin is often called for (Cefalu 2004, 1149). Unfortunately, such early insulin use is uncommon (Cefalu 2004). Literature reviewed cites a number of barriers responsible for the slow introduction of insulin regimens to Type 2 diabetic treatment. Barriers on the part of patients typically include fear of injections, feelings of failure, misconceptions regarding the effects of insulin, and concern that the disease is worsening. Cefalu (2004) found that fear of pain and inconvenience of having to inject insulin greatly increases patient anxiety regarding initiating insulin. He concludes â€Å"a major limitation for advancing to intensive insulin therapy is that the only viable way to administer insulin is through injection† (Cefalu 2004, 1149). Davies (2004, S18) similarly found that in Type 2 diabetics, â€Å"needle phobia presents as a common additional barrier to good control.† Patients may also view moving to an insulin regimen as a indicator they have failed at other therapies, such as lifestyle management (Cefalu 2004). This can produce guilt over even minor incompliance in previous treatment, and cause the patient to want to â€Å"try harder† on their existing treatment plan rather than move to insulin (Cefalu 2004). In a recent survey, nearly forty percent of patients agreed that ‘Starting insulin would mean that I have not followed my treatment recommendations properly’ (Davies 2004, S16). Kuritzky and Nelson (2004, S11) additionally found that â€Å"well-intended practitioners may have inadvertently set the stage for patient nonreceptivity by portraying insulin as appropriate therapy for patients who have failed with oral agents.† Davies (2004) goes further, offering anecdotal evidence of practitioners who attempt to coerce non-compliant Type 2 diabetics into lifestyle and oral medication compliance by the threat of beginning insulin therapy. This can result in strong patient resistance to insulin when it is eventually called for (Davies 2004). This can even lead to belief that insulin indicates inevitable complications or death to the patient. â€Å"The perception is that use of insulin signifies progression to a more serious phase of their disease; some patients view insulin use as a ‘prelude to death’ (Cefalu 2004, 1152). Some patients also â€Å"mistakenly believe that insulin intensifies insulin resistance† (Kuritzky and Nelson 2004, S11). Others claim considerations of weight gain outweigh their desire for tight glucose control (Anon 2005). Physicians and caregivers more often cite hypoglycemia, obesity, and patients lack of coping skills as reasons to delay insulin initiation. Davies (2004, S16) found â€Å"concerns about causing hypoglycemic episodes or increasing patients’ obesity means that physicians may permit poor control to continue unduly by delaying the initiation or intensification of insulin therapy† and â€Å"regard insulin as treatment of last resort.† Instead, Kuritzky and Nelson (2004, S11) recommend â€Å"patients should be taught that insulin therapy is appropriate at any time during the course of diabetes to achieve glycemic goals.† Finally, those diabetics on insulin therapy are often on less than optimal dosages. Mayfield and White (2004, 489) conclude from their study of Type 2 diabetics that â€Å"statistics suggest that suboptimal insulin therapy is too common.† Nearly thirty percent of Type 2 diabetics use insulin therapy, â€Å"but less than one half achieve the recommended A1C level of 7 percent or less† because even physicians who are willing to intiate insulin therapy are hesitant to aggressively use insulin (Mayfield and White 2004, 489). REFERENCES Anon 2005. The Role of Basal Insulin in Type 2 Diabetes Management. Supplement to The Journal of Family Practice, October 2005, 2-8. Cefalu, W. 2004. Evolving Strategies for Insulin Delivery and Therapy. Drugs 2004, 64(11): 1149-1161. Davies, M. 2004. The reality of glycaemic control in insulin treated diabetes: defining the clinical challenges. International Journal of Obesity, 28(Suppl 2): S14–S22. Funnell, M. and Kruger, D. 2004. Type 2 Diabetes: Treat to Target. The Nurse Practitioner , January 2004, 29(1):11-23. Kuritzky, L. and Nelson, S. 2004. Insulin therapy in primary care: Practical issues for clinicians. Supplement to The Journal of Family Practice, June 2005, S10-S11. Mayfield, J. and White, R. 2004. Insulin Therapy for Type 2 Diabetes: Rescue, Augmentation, and Replacement of Beta-Cell Function. American Family Physician, August 1, 2004, 70(3): 489-500. Rizvi, A. 2004. Type 2 Diabetes: Epidemiologic Trends,Evolving Pathogenic Concepts, and Recent Changes in Therapeutic Approach. Southern Medical Journal, November 2004, 97(11): 1079-1087. Stratton et al 2000. Association of glycaemia with macrovascular and microvascular complications of type 2 diabetes. British Medical Journal, 321: 405–412. UKPDS 1998. UK Prospective Diabetes Study (UKPDS) Group: Intensive blood-glucose control with sulphonylureas or insulin compared with conventional treatment and risk of complications in patients with type 2 diabetes. Lancet 1998, 352: 837-853.

Edgar Degas and his influence on the art of Mary Cassatt Essay

Mary Stevenson Cassatt's Miss Mary Ellison (1880) and Edgar-Hilaire-Germain Degas's Mademoiselle Malo (1877) are two paintings that, when compared and contrasted, shows numbers of influences that Degas had on Mary Cassatt's art. Both of these paintings are portraits done in tbe standard  ¾ point of view. Even at a mere glance, it is easy to see the striking similarities between the two portraits. It is not too farfetched to assume that Degas had a lot of influence on Mary Cassatt's work because it is known that he was one of her biggest inspirations (Wallis, 14). Furthermore, even within the Impressionist group the bond that Degas and Cassatt shared was an important one to her, since she looked up to him as a model artist (Englemann, 80). Mary Cassatt was born in Philadelphia to Robert Simpson Cassatt and Katherine Johnston Cassatt in1844 (Mathews, 9). Her father was a wealthy banker and her mother was well-educated and spoke french fluently (Wallis,14). They were both part of the upper circles of the Pittsburg Society (Mathews ,9). As such, they had a vested interest in providing their children with the best of educational and cultural experiences (Mathews, 9) Cassatt's interest in art, seems to originate from a 5 year sojourn that the family took in 1851 (Wallis, 14). Although only a mere child at the time, it seems the expatriate life appealed the young Cassatt; furthermore, the sights she saw must have deeply affected her because she would soon return to the life abroad (Mathews,9) As a teenager she studied art privately and later as an adult she attended the Pennsylvania Academy of the Fine arts (Wallis, 14). She was able to practice art and complete her studies with the support of her father's finances. Alt hough he d... ...ferent continent, the paths of Edgar Degas and Mary Cassatt intertwined much. In her second stay in Europe as an expatriate, Degas took his role as her guide and mentor. She, having been inspired and motivated by Degas's work â€Å"accepted with delight† (Wallis, 14). Degas took an active role in encouraging her and inspiring her, he often worked with her and alongside with her, and sometimes he even helped her with the artwork; such was the case with Little Girl in a blue armchair, Degas worked on the background. (Mathews, 45). The two had a long professional relationship that survived all the way until Degas's death and even in his death â€Å"she revered him as an artist† (Mathews, 45). Since Degas was her mentor and guide, it is expected that he had influenced her art, and he did. However, it is surprising that he begun influencing her art, even before the two ever met.

Reasearch Proposal

TABLE OF CONTENT I: CHAPTER ONE 1. 0 Introduction 2. 1 Background of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1. 2. 2 Problem statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 2. 3 Statement of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 2. 4 Objective of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 2. 5 Significance of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 2. 6 Research Question†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 2. 7 Hypothesis of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦2 2. 8 Limitation of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 2. 9 Delimitation of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 II: CHAPTER TWO . 0 Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 III: CHAPTER THREE 3. 0 Research Methodology 4. 10 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 4. 11 Sample Size†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 4. 12 Data Collection, Methods And Instrument†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 IV: CHAPTER FOUR 4. 0 Data analysis or Presentation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 4. 1 Time and Findings Interpretation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 V: CHAPTER FIVE 5. 0 Summary 6. 13 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 6. 14 Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6. 15 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 6. 16 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 CHAPTER ONE 1. 0. INTRODUCTION. This research work intends to make an investigation on poor performance in Math ematics Subject and the factors leading to poor performance of form four students in Kimala secondary school which is the community school. This study will also evaluate the performance of Kimala secondary school form four National exam results of two years as of 2011 and 2012. 2. 1.HISTORICAL BACKGROUND OF MATHEMATICS PERFOMANCE IN SECONDARY SCHOOLS IN TANZANIA PARTICULARLY KIMALA SECONDARY SCHOOL. Mathematics is compulsory subject in Tanzania but it is the using in scientist matter in Tanzania and it is used as a major of instruction from secondary schools to tertiary level. All official and legal documents are written appreciate the Mathematics subject as the best in refresh brain and to make somebody to calculate each and every thing in mathematics methods. Mathematics was introduced in Tanzania by the British during the colonial era. . 2. PROBLEM STATEMENT The topic to be investigated in this study is the performance of Mathematics subject in form four National examinations in Kimala secondary school. 1. 2. STATEMENT OF THE PROBLEM The researcher wants to make an evaluation on the performance of Mathematics subject in form four National examinations in Kimala secondary school. 1. 3. OBJECTIVES OF THE STUDY 1. 4. GENERAL OBJECTIVE To evaluate the form four students’ Mathematics performance in National examinations. 1. 5.SPECIFIC OJECTIVE .To investigate how Mathematics subject is performed in National examinations by Kimala secondary school, form four students. .To examine and evaluate the Mathematics performance in form four National examinations of two years in Kimala secondary school. 1. 5. SIGNIFICANCE OF THE STUDY The research will help to improve Mathematics Subject and academic performance in Kimala secondary school. 1. 6. ORGANIZATION OF THE STUDY This research proposal consists of three (3) chapters.The first chapter will help the researcher to discover the causes of poor Mathematics performance of form four students in Kimala secondary sch ool. Chapter two will be about other researchers’ findings. Chapter three will talk about research methods which will be used in this research work. HYPOTHESIS OF THE STUDY 1. May be the lack of text book 2. May be the shortage of the can be the factor that affects the performance of form four students in Kimala secondary school 3. May be undisciplined of the students. DEFINITION OF TERMS. 1. 7. LIMITATION OF THE STUDYThe researcher faced some problems during research proposal writing as follows; Lack of enough funds for typing, printing and binding this research proposal. a. DELIMITATION OF THE STUDY. Researcher has tried to type, print and bind this proposal by using his pocket money. CHAPTER TWO 1. LITERATURE REVIEW. This chapter will provide a range of reviewed literature which will be relevant to the study which will speculate school environment in relation to performance of mathematics subject in Kimala secondary school. THE LACK OF TEACHING AND LEARNING MATERIALS AFFEC T MATHEMATICS PERFORMANCE.Anderson, B (1990:2) stated that, â€Å"Kilimanjaro region success in education sector is made possible by the donor who funded school teaching materials like mathematics books. Though Kilimanjaro region became the second after Dar-es-Salaam. † some schools in Kilimanjaro including Kimala secondary school receive support from world food program, international fund for agriculture development and other organizations which all together helps to feed schools and most students even those who are found among secondary schools in Kilimanjaro do not turn back home until they use evening time for studies.Mwendapole (2009:4) Reported that, â€Å"half of the students who attempted leaving certificate examination failed the Mathematics subject, as the minister for educational and vocation training announced publicly through radio and television. † The minister’s report showed that most students performed poorly in Mathematics subject. This was the indication that there is lack of teaching and learning facilities like Mathematics books, Mathematics teaching aids like manila and others.According to Ahiakwo, M. J (1989:295-6), A Crisis in the school of some countries is being caused by irrelevant curricula, in adequately trained teachers, lack of teaching materials such as Mathematics text books which are designed for use in teaching as whole or part of particular study course, reference books which are designed for use in teaching as whole or part of particular study course, reference books which contain collected information. Wickliffe N.J (1997:181) Said, drawings combine the features of both picture and charts in that they represent something that is real and at the same time, do so in form of summary, drawings are symbolized summaries of the real earth and it is important to remember this, for symbolism is code and children need to be taught to reach such codes. This significance of objects is depicting the whole situation of lacking in English teaching in secondary schools in Tanzania. CHAPTER THREE 2. RESEARCH METHODOLOGYThe research design was used especially cross section research design where the information for study was collected on time in which both question for students ad interview for the head of the school and academic matter were used. The researcher was able to access many people so that he made genuine interpretation and generalization to other subject by using this research design. Also the researcher was able to spend few hours to complete the whole process of collecting data by using survey research. 3. 1. INTRODUCTIONThe researcher will use the questionnaires method which includes both open and closed questions and the observation method whereby he will visit Kilimanjaro secondary school. The targeted population will be considered 3. 2. SAMPLE SIZE: TARGETED POPULATION For successful research in Kimala secondary school likewise the researcher decides to use the sample size of 50% from Kimala secondary school. Researcher intends to provide the questionnaires to 50% of the respondents The researcher will use both probability sampling and non probability sampling to collect information whereby each and every element will have equal chance of be selected.Probability sampling gives every member of the population equal opportunity of being included in the study. The researcher will use simple random sampling because it has no complexities involved. 3. 3. DATA COLLECTION METHODS AND INSTRUMENTS The researcher decides to use questionnaire methods, and actual observation in collecting information. A. QUESTIONNAIRE METHOD A Questionnaire consists of planned questions related to the topic in order to gather information required to accomplish the research work. 3. 4. DATA COLLECTIONThe researcher will use questionnaire to get information from the respondents. 3. 5. DATA ANALYSIS AND PRESENTATION This study is aimed at analyzing the factors and reasons causing poor acade mic performance of form four students mathematics examinations. Researcher will use tables, pie charts, columns, bars and line charts to analyze and interpret the data he will obtain. BIBLIOGRAPHY: Ahiakwo, M. J (1989). Faculty of Technical and Science Education. Mozambique: River State Ahiakwo, M. J (1992), An investigation into Public Perception and Knowledge of Science.Mozambique: River State Ahiakwo, M. J (1995), Cognitive Study and Students. Mozambique: River State. Ahiakwo, M. J (2000), An investigation into Public Perception and Knowledge of Science. Mozambique: River State Anderson, B (1990), Pupils Conceptions of Matter and its Transformations Studies in education Science. Bajah, B (1988), African Science in School Curriculum. New Jersey: African World Press. Basalla, G (1976), The Persistence Stereotype: Childs Image. London: Virago Ltd APENEX EVALUATION QUESTIONNAIRESThis questionnaire consists of five sections as shown below: SECTION AYES/NO SECTION BMULTPLE CHOICE SECTI ON CSHORT ANSWER SECTION D TRUE AND FALSE Please answer all questions as instructed and return the dull filled questionnaire to the researcher. Your contribution will be highly appreciated in the completion of this work. Any information given in this paper will be treated as confidential and will not be revealed anywhere. Do not write your name please. SECTION A Part 1 Write YES/NO to the following questions. . Basic Mathematic performance is affected by traditional values 2. Low motivation of teachers lead to poor performance is science discipline 3. Lack facilitates lead to poor performance on basic mathematics PART II Multiple choices 1. Performance in Basic mathematics subject is affected by a. Parent teachers and students b. Facilities 2. Poor performance in Basic mathematics affects a. Historical background b. Scientific and technological matter 3. Poor performance have been a problem mostly in . Science disciplines b. Basic mathematics PART III 1. List at least any four facto rs leading to poor performance is basic mathematics subjects a) _______________________ b) _______________________ c) _______________________ d) _______________________ PART IV Write a word TRUE or FALSE to the following statements given 3. 8. Mathematic is an art subject. 3. 9. Majority of the student are not serious in mathematic subject. 3. 10. In Kimala secondary school there are many mathematic books in the library 3. 1. The change of the curriculum caused poor performance in mathematic subject at Kimala secondary school. 3. 12. Many students failed in mathematic subject because of the lack of mathematics teacher. TIME TABLE MONTH| ACTIVITIES| TIME SCHEDULE| REMARKS COMPLETED| Feb 28| Surveying of school | 10:00 am – 01:00 pm| | March 2| To bring letter to authority | 08:00 am – 10:00 pm| | March 11| Researching day (Data collection) | 08:00 am – 12:00 Noon| | March 12| Compelling data | 07:00 pm – 1o:00 pm| |March 18 | Data analysis | 03:00pm â€⠀œ 07: 00 pm | | March 27| Data presentation | 03:00 pm – 07: 00 pm| | April | To write report | 08:00 am – 10:00 am | | April 15| Submission of report to authority| 10:00 am – 11:00 am| | BUDGET S/NO| ACTIVITY| REQUIREMENT| AMOUNT| 1| My income| . | Nil| 2| Transport| petrol| 97000| 3| Stationary charge| Tipying,pen,ruler| 50000| 4| Meals/accommodation| Food charge, lodge| 30000| 5| miscellanies| Caution money| 15000| 6| Assistance| Salary| 20000| TOTAL 212000

Bus210 Motivational Case Study Essay

I believe in the â€Å"Two Men and a Truck† case study, the motivational theory that Mrs. Sheets’ uses is the goal setting theory. Her initial goal was to help support her sons’ part-time jobs. She created a marketing campaign, although she may not have seen it as such, by designing the stick figure drawing that is still being used today in the company. As a single mother, she did not want to turn away the phone calls that continued to be received, even after her sons went away to college and therefore, she purchased an inexpensive truck and hired two workers to maintain the business operations. Mrs. Sheets expanded the company and set out a goal of being the most customer-friendly moving company. To assist with this goal, she arranged trainings for her employees, and franchisee employees, where they learn basic customer service tools and how to be a high-functioning team member. These tools include how to properly answer the phone and to always shake the customer’s hand when the work is completed. She also asks employees to complete a survey card so the organization can use the feedback as coaching opportunities. All of these tools helped Mrs. Sheets’ company become one of the most successful moving companies in the area. In the Siemens case study, the motivational theory that is described is Management by objectives. Mr. Kleinfield took over a Siemens unit in 1998 and immediately requested a change in work shifts, including working weekends. The employees were shocked by what was being requested but also recognized that due to a competitor, their jobs were in jeopardy from a lack of production. Mr. Kleinfield expressed an interest in the work being performed by being in the factory and asking questions related to the operations. This interest helped win over the employees and with the new schedules, production times were cut from six weeks to one. Although the employees did not know what was going on, Mr. Kleinfield recognized what the ultimate goal of the production facility was and put a plan into action as soon as he took it over to make it a success. By demonstrating this leadership, he ultimately was offered the CEO position, even though he never worked in any facility for very long, especially as a Consultant, but did have experience in every department that was associated with Siemens.

Population Growth 1750-1830 essays

Population Growth 1750-1830 essays In this essay we are going to consider the population growth from 1750-1830. The basis for the material is taken from the "Macmillan Series, Mastering Economic and Social History" written by David Taylor. In his book, Taylor gives several reasons as to why the population increased between 1750-1830. He argues that the practice of living-in disappeared, there was a decline in apprenticeships, and the speenhamland allowance encouraged large families. He also concluded that the general well-being of the people improved though diet. There's no one explanation as to why this happened, or one history. It may have been the fall in the death rate and the increase in the birth rate. Up to the nineteenth century no official census had taken place. In 1086 the Doomsday book placed the population at about 3.5 million. Attempts were made at counting the population in the seventeenth century by Gregory King a civil servant. Nevertheless, it proved unreliable and was more or less a guesstimate basing his figures on hearth-tax returns and parish records. Taylor states concerning Gregory Kip^i M(ie estimated the number of people living in a house and gradually built up a cumulative total of people of the whole country - the figure he arrived at was 5.2 million". The first official census was taken in 1801 and has been conducted every ten years apart from 1941. The population was low before 1750 owing to a number of factors. "Between 1520 and the end of the seventeenth century the population of England and Wales seemed to have risen from about 2.5 million to about 5.2 million. This contrasts with the fact that the population had risen hardly at all since the Black Deat h, and from 1650 to 1750 it rose only by a further million. Interrupted by bad harvests, with or with out outbreaks of plague, influenza, smallpox and dysentery in 1550s, 1580s, 1590, and 1630s". (A new History of England 410-1975) The bubonic plague of 1665 also took its toll on the po...