Schooling for Children with Special Needs: Education

For the well-being of their children with disabilities or special needs, parents are often faced with the difficult decision of whether to attempt to integrate the child into a public school system or send him or her to a special school. Before the Education for All Handicapped Children Act or Public Law (PL) 94/142 was enacted in 1975, public schools educated only 1 out of 5 children with disabilities.This act required all public schools accepting federal funds, to provide equal access to education for children with physical and mental disabilities. This education was to free, in the least restrictive environment and appropriate to their individual needs. The act also required that school districts provide administrative procedures so that parents of disabled children could dispute decisions made about their children’s education. The ultimate goal was to help students live more independent lives in their communities.Mainstreaming or inclusion in the context of education is a term that refers to the practice of educating students with special needs in regular classes during specific time periods, with supplementary aids and services if needed, based on their skills. This means regular education classes are combined with special education classes. Schools that practice mainstreaming believe that special needs students who cannot function in a regular classroom to a certain extent â€Å"belong† to the special education environment.Segregation or confinement in education refers to the catering to students with special educational needs, in a special school e. g. because of learning difficulties or physical disabilities. This means the individual placed in this environment is systematically monitored by teaching procedures, adapted equipment and materials, accessible settings and other interventions designed to help them achieve their goals. Many writers have voiced there opinion, through their pen, on whether a special ed. tudent should be educated i n a special setting or be mainstreamed/included in the general/public schools. One writer’s view is that â€Å"Separate is not equal, and it certainly is not better†. Simply stated, he is saying when students with special needs are separated they do not get the opportunity for socializing in or with the community, a skill that will assist them to become productive members of society (Spitzer-Resnick). Witt, another writer said the disabled student should learn alongside his non-disabled classmates as often as possible (Witt 2003).

Business School Essay

Since I first entered university, I have evolved from being convinced that an MBA was a necessary part of my future, to believing that MBAs made careers of victimizing other people, to realizing that an MBA truly will help me achieve my passion, which is helping people in my native China. I am now passionate [Comment 1] about attending Wharton to challenge myself with powerful business lessons that will help me grow as a leaders [Comment 2] . My alma mater offered an orientation program that offered [Comment 3] new admits consultation on academic study, and more importantly,[Comment 4] early career plan. I was excited to learn that the tests confirmed what I already expect [Comment 5] – that I showed a strong ability in business. Starting that day, I pinpointed [Comment 6] MBA as an ideal master degree to pursue following several years of solid work experience. With plans made, I embarked on the trek by opting to major in international finance, in addition to taking a broad spectrum of business-related electives including intermediate accounting, economics and banking. Although most of the teaching materials [Comment 7] derived from the communist time while [Comment 8] teachers still resorted to the stale methodology of indoctrination, I looked forward to every class that gave me new insights into how good business [Comment 9] function. I missed a chance to have [Comment 10] more interactive learning environment and to be able to challenge the lessons that we were taught, but the classes further solidified my plan to acquire a formal business degree. Originally my career plan was simple: to excel at [Comment 11] workplace, get an MBA, and then work as [Comment 12] top strategy consultant before settling down as an executive at a corporation. I was happy with my career progress as an Information Technology consultant, but it was not always smooth. While my project at International Media Corporation, my second employer, was in high gear, the 9. 11 tragedy reduced international travel to a standstill. (For details, please see essay No. 2. As if this were not enough, the ensuing fiber-optic scandal in which International Media Fiber Optics [Comment 13] was involved, worked perfectly as [Comment 14] the last straw—it forced our parent company to suspend its China-based operation [Comment 15] , including my project. That meant that I was unemployed. For the first time in my life I needed to assess my career plan. I had done nothing wrong, but the action of other [Comment 16] affected me and [Comment 17] put me out of job. Was th is what MBAs did? Did they ruin other people’s jobs? Comment 18] For a time,[Comment 19] I started to think that the business world was not where I would [Comment 20] be. Over the next six months I got a much clearer picture of what I wanted to do. [Comment 21] I gained experience in the UN initiative (for details, please see essay No. 3) and I reflected upon the world at large. What did I want to do, other than plan for my next promotion or consulting assignment? What did I want to be in twenty years? Consequently, this experience allowed me to contribute to society and to learn more about what I wanted. [Comment 22] My work in [Comment 23] the UN substantially changed my view of MBAs. This time, I started to perceive MBA [Comment 24] from a new angle—first and foremost, MBAs [Comment 25] must be socially responsible before they can aspire to reap professional achievements; otherwise they are still doomed to failure however smart they are. [Comment 26] This was again solidified by my acquaintance and mentorship, at the [Comment 27] UN conference, with an investment banker turned philanthropist,[Comment 28] also the founding chairman of the US-based Green Earth Institute. There were, and are, responsible people and organizations after all. I realized that I could be earn an MBA and make an impact just like those people! Six months on, I headed back to the corporate world, confidence recovered. National Data Systems (NDS) seemed an ideal place to start my career anew—I knew so the minute I saw the receptionist for interview [Comment 29] — in lieu of charming girls [Comment 30] , a disabled person handled the task. Later I learned this deep-rooted culture resulted from NDS’s strong advocacy of handicapped-hiring. As for me, I further extend it to hiring veterans in my department. Not only do I commit [Comment 31] social obligations, but the department actually benefit [Comment 32] from their ultra reliability and diligence. In addition, I volunteered as the department representative for the office health and safety initiative. Mid 2004 will witness my department’s consummation [Comment 33] of a worldwide business transformation project, to which I have been contributing as a IT consultant and project co-leader. This is [Comment 34] perfect opportunity to see my current work to completion and then embark on my new endeavor. Upon graduation, I would like to join a top-tier IT corporation and rotate in different functions in its leadership/executive development program at mid-management level. I see this ad [Comment 35] being important for gaining the management experience that I will need for my true long-term passion, which comes from my work in the UN. I want to help the underprivileged in China. Consequently, I plan on establishing an IT-based NGO in the long run. My business experience gained from my post-MBA job will render me better positioned [Comment 36] to contribute to this scenario—applying cost-effective technologies (only possible through my experience with an elite technology firm) to improve the quality of life in communities that have not changed in decades, if not centuries. After all, the betterment of the entire nation cannot hinge upon the prosperity of but a number of regions or cities. Based on my experience in consulting and the UN [Comment 37] I believe that managing an NGO shares much synergy with running a for-profit business. The leadership experience developed and social connections established in the business arena should be most conducive to my long-term career aspiration. The end of my achievements in business will ultimately find their way in the social cause. Yes, financial standing is an important yardstick,[Comment 38] against which personal success is judged; however, it will be even more fulfilling if I can share this success with the needy and bring benefits to them. As the [Comment 39] leading business school, Wharton offers many lectures in addition to [Comment 40] cases that prepare students for all kinds of real business challenges and opportunities, which caters [Comment 41] well to my career aspiration [Comment 42]. Admittedly, Wharton is most famed for its strength in finance; however, it has, over the years, [Comment 43] also produced a plethora of successful general managers. Having said that, I [Comment 44] trust Wharton is where I can attack my weak link by brushing [Comment 45] up my financial skills, which I believe are indispensable to my career advancement later on. â€Å"He is a sharp cookie, a natural leader just waiting to burst out of his shell†, goes the comment on my first performance review. My communication with Wharton students and alumni has fully attested to my belief that Wharton is the very school that will transform me from a candidate to a bona fide leader of the future.

Endgame

Endgame The Hegelian definition of tragedy is defined as good intentions will collide in a finite area where those good intentions will develop a tragedy. Beckett’s Endgame can be included within the definition of the Hegelian tragedy. Both main characters in the play had good intentions, but were formed through obligations. These good intentions through obligation made the novel suitable to be a Hegelian tragedy. The characters good intentions were shown throughout the play. Both Hamm and Clove depended on each other to survive. They were both afraid to leave each other and be left alone.Clove admits that Hamm became a father figure to him and he once loved him but not anymore, but he has nowhere else to go. Also Hamm points out that Clove stays with him out of compassion. Nagg depends mostly on his wife, Nell. He would only wake up from his garbage bins to tell the same story to his wife and attempt to give her a kiss. However Nell dependency is the past. Nell in the play re presents life where in this type of story it is unlikely to see. The script and the film made Hamm’s parents look more childlike and pet like.The play had several themes, which consist of emptiness, loneliness, and the overall nature of beginnings and endings in other words- life and death. The repeated lines such as â€Å"finished† and â€Å"zero† represents Hamm, the protagonist, wanting to welcome in death but he is too scare to finish the â€Å"endgame†. The script made me think the characters were trapped in this small dark hole full of nothingness, which emphasizes the emptiness of the play. However, in the film there was light coming from the two windows. Outside the windows, there is â€Å"zero† nature, which also helps to illustrate the emptiness of play.Another example of emptiness being represented in the play, is that there was absolutely no sound coming from the outside or inside in the film, except for the character’s voices. T he killing of the rat and flea demonstrates the beginnings and endings of the play. Hamm told Clove to kill the flea because he is afraid of the rebirth of humanity. The stage directions in the script represent Hamm and Clove’s fear of escaping. In the film, when Hamm directs Clove to move him back to the center of the room after being pushed around the room, is one example of Hamm’s fear of escaping the room.Another example is Clove’s failed attempts to leave the room to go to the kitchen. In the film, it showed Clove’s many hesitations before leaving the room. Even though the characters had good intentions to help each other survive the â€Å"endgame†, the tragic flaws were overpowering. Nagg mentions in the play that since birth Hamm has always being afraid of loneliness. Clove finally had courage to escape but eventually returns because he didn’t have enough courage to end one thing and start a new beginning somewhere else. Hegelian trag edy suited the Endgame because the characters good intentions collided in this finite dark hole.

Roc of Ages Essay Example | Topics and Well Written Essays - 500 words

Roc of Ages - Essay Example To my surprise, my first period teacher revealed the identity of the mystery man when she announced that she was sure we had all met the doorman, Roc. "Don't try to skirt the dress code" she explained. "And don't be late. Roc likes punctuality". According to the school board classification Roc was the custodian, but as time passed she said we would come to view him as much more than just a simple janitor. She had no reservations in informing us that Roc was not only here to restore order to the mess left behind by students with social skills still stuck in elementary school, but he was also here to teach a class that wasn't offered in any classroom. That subject was humility, humanity, and modesty. I panicked. I wasn't even prepared for biology, much less a class taught by a one armed custodian, not even on my schedule as to where or when it met. As the first year progressed, I did however, have many opportunities to attend Roc's classes. He was assistant coach for the football team, throwing and catching with one arm as great as Johnny Unitas. He held class in the hallway, on the football field, and at the front door. I was surprised to learn he had a degree in animal psychology and was always willing to be a tutor for any needy student.

Future of Nursing Essay Example | Topics and Well Written Essays - 500 words

Future of Nursing - Essay Example Increasing educational levels of nursing and continuous training will provide highly qualified nurses in the hospitals. This training will enable them acquire lifelong skills required when handling future developments within the health department. IOM proposes the amendment of requirements for hospital participation in medical provision programs. Collaboration between nurses and other physicians is required during research and improvement of the health care environment (Ridge, 2011). It will oversee the implementation of the recommendations by the government and other bodies involved. This includes the provision of advanced research models that will provide innovative solutions in the health care provision system. The institute has to strive to empower nurses to further their education and engage in continuous learning activities. Nurses require empowerment through the institute in order to lead the changes required for the provision of advanced health care. The standardization of data collection by licensing boards requires contribution from IOM. The most important point made during the briefing was the proposed increase of nurses with baccalaureate degrees to 80 percent by 2020 (IOM, 2010). This will add to the number of highly qualified nurses who can provide health care services in hospitals and homes. The number of patients who require health services is increasing rapidly and these patients require different health services. This in turn requires a diversified workforce of trained nurses who have the appropriate skills to cater for the patients. Collaboration between education institutions, funding agencies, and employers is required in order to provide necessary training to student nurses. Creating a learning culture within health facilities will encourage nurses to further their education in order to meet the required percentage. The congress has to amend the Medicare program to authorize nurses to

What is the connection between religious doctrine and social ethics in Essay

What is the connection between religious doctrine and social ethics in the Quran - Essay Example Islam requires its followers to behave in a certain way that is also supported by the Quran. The social ethics that guide a Muslim is deeply connected to the Quran. There are several ways that social ethics guides a Muslim in the way that is stipulated by the Quran. As a matter of fact Allah expects Muslims to behave in a certain way as he had already made a covenant with the father of all mankind Adam as seen in mithaq sura 7: 171. In (sura 13:11; 8:53) the sura says, â€Å"God does not change the condition of a people until they change that which is in themselves†. First, social ethics emphasizes that a believer should believe in shahada. This means that â€Å"There is only one God and Muhammad is His messenger† (Rippin, 3). This social ethics intends to make a person walk in faith and believe in only one God. This eliminates the worship of idols and other false Gods because God does not want this and the Quran also states it clearly. Worshipping of idols is frowned u pon in the society as people believe in the sovereignty of God and his immense powers thus are expected to believe in Him and Him alone. Secondly, the Quran states in sura 3:104, 110 about hisba or social responsibility (Pickthall, 500). This means that human beings are made to â€Å"command what is right and forbid what is wrong†. This is what is also expected socially in the community since it is said that god gave human beings the ability, power and control to choose to do what is right and control themselves from doing what is wrong. Bad behaviors are looked down upon in the society and good behavior is praised. This means that even the society knows that human beings posses hisba. Thirdly, the Quran states that people must believe and perform salat (Ayoub, 2). Salat is the expression of a believer’s obedience, devotion and submission to God. Salat in short is prayer and people are expected to believe in prayers. Prayers are said to be the cornerstone of

Economic Activity in Frace Essay Example | Topics and Well Written Essays - 250 words

Economic Activity in Frace - Essay Example This was more that the OECD countries which had an average house hold income of 23,938 dollars per year (Gofen and Blandine, 27). Despite these high numbers, there is a considerable difference between the poorest and the richest in France. The top 20% of the population in France are able to earn five times more, than the bottom 20% of the population. The most relevant industry for the supply of ice cream laced wine is the hospitality industry (Gofen and Blandine, 21). This industry comprises of hotels, bars, discos, Casinos, etc. The hospitality industry in France is very stable, and the most lucrative. For instance, during the financial crisis, the hospitality industry was not affected. For example, France has the highest hotel penetration rate in Europe. This rate stands at 41%. The wine product sold by my company is a luxurious product, and hence the people of France can afford it. This is because they have a strong income per capita, and the target industry is performing

Analyze the IT requirements for a fictitious online shoe business and Term Paper

Analyze the IT requirements for a fictitious online shoe business and write a proposal for how you plan to meet the IT needs of - Term Paper Example Several vital IT requirements that have the potential to support the online shoe business of the company have been recognized as well as analyzed. In this connection, certain effective planning such as constructing a new website with a valid URL and selecting an effective web host among others has also been proposed in order to meet the identified IT requirements of the company. It can be affirmed from a broader outlook that effective execution of the proposed planning might provide active support to the company towards effectively conducting its online shoe business. Introduction It has been apparently observed in the modern day context that the utilization of online business has emerged as a significant business differentiator to provide competitive advantages to the organizations. In this similar concern, it can be affirmed that there are certain imperative factors that have eventually raised the significance of conducting online business at large. These factors might embrace incr eased level of internationalization and globalization, prevalence of extreme business market competition and most vitally the introduction as well as the execution of pioneering technological advancements (Mc-Graw-Hill Education, n.d.; Sage Publications, n.d.). In other words, online business is often acknowledged as performing business activities electronically or through any electronic mode. It signifies purchasing as well as selling various sorts of products or services along with information through online media i.e. internet. With this concern, this paper intends to analyze the information technology (IT) requirements for a fictitious online shoe business and also to draw a proposal about how the IT needs of the company can be met effectively. Overview and Structure of the Business Overview The business organizations belonging to this present day context tend to conduct their respective businesses through online mode for the purpose of attaining predetermined business targets. The targets might comprise increased profitability along with gaining greater market share and attaining superior competitive position. These expected business targets of the modern organizations within the online mode can be fulfilled by meeting the requirements of the customers in terms of serving them their required products in a convenient manner without making them to visit any store physically. Structure It can be affirmed in this regard that certain technological advancements need to be introduced and executed by the organizations for performing effective online businesses and also for complying with the requirements of the customers by a greater level (Schneider, 2011). As previously mentioned that pioneering technological advancements are duly required for performing effectual online business, the incorporation of various technologies can prove to be quite beneficial for the company which is intending to sell its shoes through online mode. The benefits can be measured in te rms of gaining greater customer satisfaction, accomplishing higher profitability and most significantly attaining superior competitive position over its key business market contenders. In order to determine the business structure of the company intending to sell shoes through online, it can be affirmed that the company would have to keep a

Implementation and Evaluation Plan Assignment Example | Topics and Well Written Essays - 1500 words

Implementation and Evaluation Plan - Assignment Example During planning for the implementation process, precision of relevant details and focused execution is of essence. There are various approaches which have been fronted by many medical practitioners and scholars as being effective in this process (Canadian Council on Smoking and Health, 2003). As has been noted in earlier discussion, effective cessation interventions for tobacco related issues require a healthcare facility-based program, which was approximated to take a minimum of at least 6 weeks. This would combine various methods and tools to assist in the implementation process. While carrying out this plan, the participation of all stakeholders is of greater importance since owning of any program by those affected is one sure way of ensuring it is well implemented. The implementation plan would take the following steps: Determining the first program and type that needs to be addressed Here, the cessation intervention programs will take into account the three most important types of gaining change. These would be the awareness of the effects and necessity of changing the behavior, supportive environment that would ensure the nurses are not attracted to smoking and are encouraged by the efforts, and the change in lifestyle for these nurses to start seeing some of their normal practices as actually being abnormal. This implementation part requires that the health facility identifies prior to implementation the strengths and relevant weaknesses of the nurses to ensuring that the above aspects of change are realized. In this case, we take advantage of the strengths that these smoking nurses have to adapt to change by using them to conquer their weaknesses. This is because the implementation program is geared towards making sure that we have a long-term effect and change in behavior in that the cessation would last longer (Royal College of Nursing, 2002). While creating awareness; the level of awareness for participants is increased by creating an interest in the topic. In this case, newsletters, health fairs, posters and testing for toxic levels could be realized. This simply works by motivating the nurses to attend the intervention program. In lifestyle change, the behavior of the participant is changed. This will be done through modification processes, skill building to tackle the urge for smoking and using the experiential learning processes. This kind of implementation practice should be done throughout the period allocated for the intervention program. Supportive environment will be given so as to ensure that a long term, healthy and sustained lifestyle is achieved by these nurses. This will be implemented by putting much emphasis Determination of the level of intensity of the intervention program In the implementation process, the level of intensity in which the intervention program is being carried out will help in the determination of the degree of success, and this is affected by the amount of resources in place, time that has bee n allocated for such an exercise, and the human resources available in the carrying out of the process. It is expected that the level of awareness for nurses attending the intervention for cessation of smoking might not be high since most of the nurses might assume they already know enough. However, it is envisaged that since an enabling environment that supports change of behavior would have been put in place, including best exercise facilities, provision of healthy foods

Performance Expectation and Evaluation Essay Example | Topics and Well Written Essays - 1000 words

Performance Expectation and Evaluation - Essay Example 2. Be well versed with Prudential Regulating and credit environment of the market. Prudential Regulations are issued by the supervisors of the banks in order to make prudent lending decisions. The incumbent is expected to have a sound knowledge of the regulatory environment besides having a good knowledge of the credit environment of the market. This would also mean that the employee is expected to know about the market trends, economic conditions as well as general political environment of the terroritries within which we work and from where we receive lending requests. Thus the incumbent of the job is therefore expected to have a sound knowledge of the regulatory environment. 3. Can attend to Bank’s internal significant issues, queries from Regulatory bodies. This requires that the incumbent should have sound communication skills especially written skills should be exceptional. Since this job requires the employee to have interaction not only with our borrowers but with other regulatory bodies also therefore communication skills are necessary requirement of the job. Further, since employee is also expected to write credit memorandums therefore the written comprehension capabilities of the employee should be above average. 4. Be able to analyze MIS statements and their follow-up for limit allocations, disbursement & outstanding position etc. This job expectation requires that the incumbent must have the ability to interpret information. Since the employee would be reviewing MIS statements therefore the expectations are that the employee must have the good computer skills especially MS Excel based skills as the data will be analyzed, monitored through this software. 5. Should be a self starter and can work independently. This is probably the biggest expectation from the incumbent. He or she must be a self starter meaning less training and development opportunities would be provided initially. 6. Be well versed with

Administering Windows Essay Example for Free

Administering Windows Essay Why doesn’t the system drive (C:) appear on the Select where you want to save your backup page?You cannot backup on the same partition where the system is, Windows backup tool does not allow this. If a virus infection or software failure occurs you would have to reformat your drive, it would be illogical for this tool to allow you to back up on the system partition. As we already know partitions are separate drives you cannot back up on the same drive it defeats the purpose of backing up. If that drive is erased so is the back up. Why does a warning appear when you select the System Backup (K:) drive, informing you that the K: drive is on the same physical disk as your system drive? The K: Drive is on the same internal harddisk if the Harddisk fails the backup is lost also. That is why it is important that OM image is backed up externally in case of hard disk failure. If windows becomes corrupt on the system partition you can use the OM image that was partitioned to recover it. That is the one instance that image is viable. Question Why doesn’t the Windows folder appear under the Local Disk (C:) drive? Simply because the file and folder backup capability in the Windows backup cannot back up system and application files. To protect the entire system drive, you must perform a system image backup What is the size of the backup, as indicated on the Backup and Restore control panel?309.22 MB Question How does the time required for this backup compare with that for the same job the first time you ran it? I believe it was slightly faster however I was reading during the time of the first backup. Question How many Backup Files folders are there beneath the Backup Set folder? 3 backup files folder and 1 Catalogs folder What is the size of the folder?308MB size on disk 308BM Why is the second Backup Files folder so much smaller than  the first one? Because it only backed up the changes I made since the last backup. Incremental backups is a type of job that only backs up the files that have changed since the last backup was performed. Question How many options are there to choose from in the Restore Files dialog box? 3 Question How many results appear in the Search for files to restore dialog box and from which backup jobs are they? 1 Question From which of the three backups you performed is the Newfile.txt file going to be restored? The most recent Performing a single backup job provides only limited protection against hardware failure. To fully protect your data, you must back up regularly, and Windows 7 enables you to schedule backup jobs to run at specified intervals. To complete this challenge, you must create a job that backs up your workstation’s entire system (C:) drive to the X: drive every Friday at 11:00 PM. Write out the procedure for creating the job and take a screen shot of the Review your backup settings page by pressing Alt+Prt Scr, and then paste the resulting image into the Lab15_worksheet file in the page provided by pressing Ctrl+V. Using Disk management I used the unallocated space to create a 4th logical partition. In back up and restore window I changed the settings where I wanted to backup to the newly created X: partition. Then I clicked change schedule and changed the settings. To use BranchCache, you must configure the appropriate Group Policy settings  on both the host servers and the branch office computers. To complete this challenge, you must create three Group Policy objects called BranchCache Content Servers, BranchCache Hosted Cache Servers, and BranchCache Clients, and configure each GPO with the settings needed to create a BranchCache implementation that uses your classroom server (RWDC01) as a hosted cache server. Write out the procedure for creating the GPOs and take screen shots of the three GPOs in the Group Policy Management Editor console by pressing Alt+Prt Scr, and then paste the resulting image into the Lab15_worksheet file in the page provided by pressing Ctrl+V. Under Group Policy Management I opened domains contoso and expanded Group Policy Object then created the 3 Policies by right clicking and clicking NEW. I then Right clicked the new Policies and went in Computer configuration/policies/Admin Templates/Network. For the Content Server Policies I when in LANMAN SERVER and enabled the HASH policy. For the other two I went to BranchCache and enabled Hosted BranchCache and BranchCache mode and set the server location at \\RWDC01

Tale of Cinderella compared to the movie Essay Example for Free

Tale of Cinderella compared to the movie Essay Everybody has already heard about tales during their childhood and everyone has liked them. One of the most known tales is of course the PerraultsCinderella. The movie industry still continues today to make films inspired from this popular tale. In this essay, the tale of Cinderella will be compared to the movie, Ever After. This comparison essay will show two common aspects: the male superiority to women and the importance of feminine beauty. First of all, in both films the male is superior to women. In Cinderella, the Prince is the hero who is wealthy and future king. He is the alias who only wants to find a woman to become his wife. Cinderella is the poor weak and passive girl who has to obey to the orders given by her stepmother. Her alternatives are to stay miserable or marry into happiness; the Prince is her rescuer. In Ever After, it is the same thing because the young girl has to obey to the order of her cruel stepmother and sisters. She has no power like Cinderella and while her stepmother gives her to the cruel baron, the Prince rescues her. In the movie and the story, the deprived girl marries the Prince. Secondly, in the movie and the tale the feminine beauty is very important and high-classed clothing gives identity like the Prince, the King, the stepmother and the stepsisters. Cinderella has an identity only at the moment that her godmother changes her into a princess for the ball. In Ever After, the girl has identity in front of the Prince only when she wears beautiful clothes. The beauty is not only on the physical side but also the psychological side. In contrast to the move and the tale the girl forgives her stepmother and stepsisters because she is without resentment even though they have been cruel to her. Both girls are a sweet, innocent, nice people even when they dress poorly. Also, the women with power and beauty are cruel in these situations. To sum up, in the movie and the tale, males like the Prince and the King are superior to women because they are wealthy and powerful. Also, Cinderella has only the alternatives to stay miserable or marry the Prince to be happy. Beauty is something very important in Cinderella and Ever After:Â  high-classed clothing gives beauty and identity and without this, you are nothing.

Construction of School Building Project Proposal

Construction of School Building Project Proposal 1.0 EXECUTIVE SUMMARY Tanzania after realizing the fact that education is a sure means towards the improvement of the countrys economy; it formulated the Education and Training Policy year 1995 which integrated in the formal school system what was called. This is for children aged between 3 years and 6years. The major objective is to introduce pre-schools in every primary school. The government wants these pre-schools to be run by local governments, private institutions and individuals to build and operate pre-schools. The major objective of initiating per-schools is to bring up children by promoting and enriching the experiences so far acquired by the children from community and family in such areas as religion, languages, culture, health care etc. At primary and secondary school levels the government aims at improving access and enrolment levels due to the fact that in the past the education system was characterized by high drop-out rates mainly due to poor teaching methods by Universal Primary Education (UPE) teachers who were themselves failures at primary school levels. The policy was passed by the government after realizing the fact that early childhood education leaves an imprint in the childs mind and it is a significant factor in the mental and social development of children. The government puts stress on this type of education in its effort to develop the countrys human resources. It is from this need that Agape Love Education Centre builds its foundation to explore this opportunity by coming up with a vision of setting up the Centre for early childhood to access which will help to prevent stunted cognitive development of child and is reputed for facilitating better future performance in school. Agape Love Education Centre will offer pre-primary education, primary education and secondary education. Secondary education will consist of ordinary level and high school level. It is estimated that first phase of its construction will be done in the first five years. 2.0 INTRODUCTION The Ministry of Education Brief overview According to Tanzania Education and Training policy (1995), the United Republic of Tanzania has realized that quality education is the pillar of national development, for it is through education that the nation obtains skilled manpower to serve in various sector in the nations economy.   It is through quality education Tanzania will be able to create a strong and competitive economy which can effectively cope with the challenges of development and which can also easily and confidently adapt to the changing market and technological conditions in the region and global economy. The structure of the Formal Education and Training System in Tanzania constitutes two (2) years of pre-primary education, seven (7) years of primary education, four (4) years of Junior Secondary (Ordinary Level), two (2) years of Senior Secondary (Advanced Level) and up to three (3) or more years of Tertiary Education.   In short 2:7:4:2:3. Specifically, the education system has three (3) levels, namely: Basic, Secondary and Tertiary Levels. The Scope of the project proposal document This project proposal is about education centre construction of which will be known as Agape Love Education Centre. Upon completion, it will have pre-primary education, primary education and secondary education. Secondary education will consist of ordinary level and high school level. The official language will be English, which will be used at all levels. As mentioned earlier, the scope of this project proposal will be to construct the education centre within five years, whereby pre-primary school and primary school will start simultaneously in one year while building construction will be progressing. Ordinary secondary school is planned to commence in year three and advanced level in year four. The general goal of this school is to have a school centre which will offer education of high quality basing on Tanzania Ministry of Education curriculum. This centre will provide accommodation to those who are coming from a distant area and also provide tea as well as lunch to those who stay at home. The education centre has its plan in future to have branches in different regions depending on availability of fund as it is in the process of requesting grants from the government. This is because Tanzania has made progress in making education as practical and market oriented as possible guided by the government policy of education for self reliance. The subject combinations are tailored towards what is offered in tertiary and higher education THE PROJECT PROPOSAL OUTLINE Basic data summary of the intended project Rationale of the project Background analysis. The relevance of national policies Project appraisal and sensitivity analysis Implementation logical frame Project monitoring and evaluation Risk analysis Conclusion List of reference Annexes BASIC DATA SUMMARY 4.1 Institution Name The name of this project proposal is known as, AGAPE LOVE EDUCATION CENTRE (ALEC). 4.2 Contact name and post For the progress of this project contact Dr. Mwinamila Senior who is the Managing Director of this Centre. 4.3 Project name The project name is EDUCATION CENTRE CONSTRUCTION. 4.4 Project location The project will be located at BUSHUSHU VILLAGE IN .SHINYANGA MUNICIPALITY Project buildings will be constructed at Bushushu Village which is situated five (5) kilometres from Shinyanga Municipality and about one (1) kilometre from Old Shinyanga road along Kahama Shinyanga Water Supply and Sewerage Authority (KASHWASA) Offices. Electricity from the main grid at Shinyanga rural passes through the village and is about five hundred (500) meters from the site where the school buildings will be constructed. Piped water from the main pipe to Shinyanga municipal is available at the village extension pipe to the school. The water table in the area is very high and the school Administration may sink one or two wells to supplement the schools water supply. Bushushu village is within Kambarage ward, Shinyanga Rural District in Shinyanga Municipal. 4.5 Project Area The total area made available to Agape Love Education Centre is about eight (8) hectares and this will be used for the constructions of buildings, basketball, netball court, football pitch, short put, high jump, long green areas and gardens land is not a problem around the area and if the school will need more land it will have to apply for such land and it will not be difficult at all to be allocated such land. 4.6 Project summary ` 4.6.1 Problem statement The project is in line with government efforts to establish as many pre-schools, primary schools and secondary schools as possible so that many children get access to education. Quality basic education is very important to even the poor children. People of Tanzania constitutes empowerment; and it is one of the tools that will empower the country in different aspects of the war against poverty (Refer to Education and Training policy of 1995) 4.6.2 Priority need The priority need of this project proposal is to have an education institution which will join hand with the ministry of educations effort of having a nation with high level of education at all levels; a nation which produces the quality and quantity of educated people sufficiently equipped with the requisite knowledge to solve the societys problems in order to meet the challenges of development and attain competitiveness at regional and global at large at affordable costs. 4.6.3 Project objectives `This project proposal has two main objectives as mentioned here under: To respond to the needs of a rapidly growing business and education sector in Shinyanga municipality by producing the quality and quantity of educated people sufficiently equipped with the requisite knowledge to solve the societys problems in order to meet the challenges of development and attain competitiveness at regional and global at large at affordable costs. The following objectives will be implemented after getting approval from the Ministry of Education and Vocational Training. . The School will provide subsidized healthy meals daily to children attending this Centre School. This Centre will continue to raise funds for running the operation of the school by requesting sponsorship for educating the children attending this centre. 4.6.4 Target group The target groups of this project proposal are: The children who currently attend normal Kindergarten, Primary School and Secondary school, as well as the children living in Shinyanga community who need to improve their education level; The teachers who instruct the children according to the Syllabus provided by the Ministry of Education and Vocational Training; The supporting administrative and ancillary staff who will facilitate the operation of the school. Parents and guardians in the Shinyanga community who are interested in giving their children the opportunity of education at this education centre. 4.6.5 Project results This project is planned to be constructed at a minimum low cost so as to enable Tanzania community afford to pay the required fees. Construction will be conducted in three phases as follows: Phase one will start in year one, focusing on construction of pre- primary school and other necessary planned buildings. Phase two will follow year two for aiming for construction of primary school class rooms with other necessary planned buildings and phase three will start year four for construction of secondary school class rooms. 4.6.6 Key project activities Key project of Centre will include field activities, building design and construction supervision. All of which will be undertaken by M/s JKM MULTI-CONSULT TANZANIA LTD as a consultant to ensure that costs are not escalated. Some other activities will include: title Deed follow – up, topographical survey, master plan preparation. It will also involve location position of buildings. Streets, green areas, open spaces, play grounds etc. Location positioning of storm water, foul water, sewage system in relation to septic tank and sock pits. Setting out dimensions will involve building lines, setbacks and detailed dimensions between one building and the other. Architectural designs and preliminary stages stage 1 The drawing at this stage will have no detailed dimensions, they will just show schedules of accommodation for ease of getting rough estimated figures of the costs of the project. Working drawing –stage 2 These are details design for construction purposes and preparation of bills of quantities. Engineering design- these are of two types. Structural engineers designs- these are applicable for stored building and are used for soil investigation and foundation engineering. Electrical engineering drawings- these show the layout of electrical fitting and appliances especially for laboratories, computers etc Bills of quantities- these showing detailed breakdowns of materials required for every building and these may be used as tender documents in cases of building contracts. Landscaping Architecture and environmental control- this will ensure beautiful and attractive surroundings through the planting of flower gardens and shade trees. Items (3) through to (10) are some of the activities and services to be performed or carried out by the consultants and will be charged ten percent (10%) of estimated total construction costs as follows:- 4.6.7 Summary of areas built up 1. Secondary School 9,337.0 M2 2. Local Church 1,336.0 M2 3. Primary School 7,306.0 M2 4. Sports Arena 21,578.9 M2 Cost estimates per area. Based upon Unit Cost Method per m2, the following rates have been used:- (i) Secondary School @ Tshs 235,000/= per m2 (ii) Local Church @ Tshs 250,000/= per m2 (iii) Primary School @ Tshs 235,000/= per m2 (iv) Sports Arena @ Tshs 15,000/= per m2 Value per area. 1. Secondary School 2,194,195,000 Tshs 2. Local Church 334,000,000 Tshs 3. Primary School 1,716,910,000 Tshs 4. Sports Arena 323,683,500 Tshs Total 4,568,788,500 Tshs Add: 30% Infrastructures 1,507,700,205.00 10% Consultancy Fees 456,878,850.00 Total Construction Costs Shs 6,533,367,555.00 Other operational costs 1,031,632,445.00 Grand Total Costs 7,565,000,000.00 4.6.8 Project Feasibility study This covers all aspects of the project, describing in details all activities and finances involved. (Refer Annex No. I) 4.6.9 Project budgets In our project this will be our projection of source of income and our plan how are we going to spend this limited resources as expenses over a specified period of time. (Refer Annex No.1) 4.6.10 Project duration The project proposal duration will be for five years which will be preceded with final evaluations that will be conducted at the end of five years. This evaluation intends to make an extensive review of the whole project to see its sustainability for its the long run. 5.0 PROJECT RATIONALE 5.1 Background 5.1.1 Involvement and Experience The project will involve different stakeholders in the whole process of construction aiming to assist its implementations. These will include: Tanzania Building Agency for examining the Architectural designs part of the whole project. Tanzania Ministry of Education for monitoring the whole project and issue license. M/s JKM Multi-Consult Tanzania Ltd a consultant firm for supervision of the project. The society of Shinyanga municipality as stake holders for their children. The sponsors from Postal Bank Tanzania LTD Project team 5.1.2 Experience M/S JKM MULTI-CONSULT TANZANIA LDT. This is a consultant firm whose offices are situated at Kibaha Mailimoja. It is a new firm recently registered with the registrar of companies under the Companies Ordinance (cap 212), but its staffs are backed up with vast experience in the building design and construction industry as well as projects planning; project appraisal and financial management acquired while working with other firm. 5.1.3 Consultation and participation The project has also involved some experts especially for works like, conducting project feasibility study, design and drawings, buildings constructions, risk analysis, project evaluation etc. For instance, buildings constructions have been undertaken by M/S JKM MULTI-CONSULT TANZANIA LTD. This is a firm of consults whose offices are situated at Kibaha Mailimoja. It is a new firm recently registered with the registrar of companies under the Companies Ordinance (cap 212), but its staffs are backed up with vast experience in the building design and construction industry as well as projects planning; project appraisal and financial management acquired while working with other firm:- 5.1.4 Policies or development strategy This school centre is aiming to be the leading centre academically, socially, environmentally in the country. For this centre to meet these goals some policies and strategies have been put in place. Some of them include: to recruit skilled and experienced teaching staff and non teaching staff, to have in job training plan for all workers, to motivate all workers whose performance in every speciality will be excellent and to continue revising different policies wherever possible for the purpose of improvement etc. 5.1.5 Project approach 5.1.5.1 Goals The project goal is mainly for the construction of buildings for the pre-school, primary school and secondary school for the purpose of providing education. The buildings will cater for learning and boarding requirement of all pupils and students; plus the accommodation requirements of the teachers other school staff. The students and pupils physical fitness requirements will be met by having a sports arena in the school and grounds. ` 5.1.5.2 Objective and output The main objective is to respond to the needs of a rapidly growing business and education sector in Shinyanga municipality by producing the quality and quantity of educated people sufficiently equipped with the requisite knowledge to solve the societys problems in order to meet the challenges of development and attain competitiveness at regional and global at large at affordable costs. This will be met by having Agape Love Education Centre in place. 5.1.5.3 Main activities The main activities and cost estimate involved are summarized below as:- Project Capital Costs. Project costs are divided into various types namely: investment costs which fall into several categories: Buildings construction costs These are costs incurred in the construction of school buildings and infrastructure. Total construction costs T.shs 4,568,788,500/= Add: infrastructure 30% T. shs 1,507,700,205/= Add: 10% consultancy fees T. shs 456,878,850/= Total costs T. shs 6,533,367,555/= Office Furniture and equipment costs. These are furniture and equipment which will be purchased to furnish the schools. Offices furnish and equipment will be purchased in phases as more classes and offices are constructing red to completion. No definite phasing has been put in place because the phasing will depend on availability of funds. Total costs to purchase furniture and equipment stand at T. shs 168,930,000/=. Laboratory Equipment costs Every secondary school worth the name must have facilities for laboratories where laboratory equipments are a necessity. Agape Love Education Secondary school will have Biology laboratory, Physics laboratory and Chemistry laboratory which will be equipped appropriately. Biology laboratory equipment T.shs 12,000,000/= Chemistry laboratory equipment T.shs 18,000,000/= Physics laboratory equipment T.shs 20,000,000/= Total costs T.shs 50,000,000/= Purchase of school Van 31/4 tons A van will have to be bought for the school so as to cater for all transport requirements of the school. Purchase of Van 31/4 tons year five will cost T.shs 22,000,000/= Purchases of washing machine This will cater for washing all the school bed sheets etc T.shs 693,500/= Other costs are for the purchase of furniture and Equipment estimated at TSH 168,930,000/= Laboratory equipment for Physics, Chemistry and Biology laboratories will cost about TSH 50,000,000/= Total Capital costs Shs. 6,807,105,985/= 6.0 PROJECT APPARAISAL AND SENSITIVITY ANALYSIS 6.1 Project Appraisal   Business dictionary defined project appraisal as a systematic and comprehensive review of the economic, environmental, financial, social, and technical and other such aspects of a project to determine if it will meet its objectives. 6.2 Operational necessity Every project proposal should pass through this criterion for appraisal. In our education centre, this analysis will assist to determine the merit and acceptability of our school centre in accordance with under laid established criteria. This will be the final step before our project is accepted for financing. It helps us know that our project is feasible against the situation on the ground that the objectives set remain appropriate and that costs are reasonable. 6.3Project appraisal methods 6.3.1Social appraisal A social appraisal will help us review the project design and the process of project identification by implementing and monitoring its progress, from a social perspective. Particular attention will be paid to the likely impact of the project on different stakeholders, their opportunities for participation, and the projects contribution to poverty reduction. 6.3.2 Institutional appraisal This will help us ensures that the supporting institutions are in place and that they can operate effectively within the existing legislative and policy environment. This project has identified opportunities for institutional strengthening and capacity building at a relative cost. 6.3.3 Economic and financial appraisal This helped our project to make an analysis of economic soundness of the project and quantification and valuation of costs and benefits that ensured our financial viability. 6.3.4 Environmental appraisal The plan was made to invite the government specialists in environmental appraisal Environmental Assessment (EA) will assist us to meet one of our goals of having a school centre with a conducive academic environment. Most countries have environment impact assessment (EIA) policy and supporting legislation. Traditionally, EIA will be designed to operate at our project level to help us identify impacts and mitigation measures for this project. 6.3.5 Technical appraisal Technically, this project is going to be feasible as Shinyanga municipal is highly populated. During the time of conducting technical appraisal, a comprehensive review of all technical aspects of the project such as rendering judgment on merits of technical proposals and operating costs will be clearly seen. Some of a checklist that will be used is: To prove or test the technology that will be used to implement the entire tasks. To have a list of equipment and machinery to be installed with their cost and specifications. To know the equipment capacity and whether it is as per requirement etc. 6.3.5 Project Sensitivity analysis Sensitivity analysis will be done in our project to help us determine which variables have the most potential to affect this project. These variables include: task duration,  Ã‚   task start time, and success rate and costs risks. 7.0 PROJECT IMPLEMENTATION PLAN Activity plan 7.1.1Project activities Here under are estimated activities that will be carried out in a specified estimated period of time. S/NO Activities Year 1 Year2 Year 3 Year 4 Year 5 1 Fund solicitation 2 Buildings constructions 3 Purchase of office furniture 4 Laboratory equipment 5 Purchase of school van 6 Pupils registration 7 Risk analysis 8 Monitoring and evaluation 9 Budget preparation 10 School registration process 11 Recruitment of non and teaching staff 7.1.2 Management arrangement 7.1.2.1 Project personnel In every project human resource is very important to ensure that tasks are performed as planned. This includes project manager and project team. 7.1.2.1Individual roles In our project, every project team member will have a certain role assigned to perform at a specified period of time so as to accomplish our goal. 7.1.2.2 Communication mechanisms In our project this mechanism will help Create a document showing the needs to be kept informed about the project and how they will receive the information. The most common mechanism is a weekly or monthly progress report, describing how the project is performing, milestones achieved and work planned for the next period. 7.1.2.3 Project timing and scheduling In carrying out project tasks resources have been allocated to meet activities scheduled so as meet the allocated time. This ha been helped us to determine schedule dates on which activities should be performed this goes hand by hand with resource scheduling. This involves many considerations such as logistics and customer needs. 7.1.2.4 Project budget According to Dr. Magigi Mwaitete lecture notice, a budget is a financial plan that is prepared and approved prior to the budget period and may show income, expenditure and the capital to be employed. A budget may be for the business as a whole departments function such as sales and production. 7.1.2.5 Project financial report 7.1.2.5.1 Balance sheet Atrill McLaney (2008) defined a balance sheet as a statement of financial position that show the assets of a business and the claims on those assets (Refer Table 6) 7.1.2.5.2 Income statement According to Atrill McLaney (2008) Income statement is a statement that measures and reports the profit or loss the business has generated during a period. It is derived by deducting from total revenue for a period, the total expenses associated with that revenue. (Refer Table 7) 7.1.2.5.3 Cash flow statement According to Burke (2008) Cash flow statement is a document which models the flow of money in and out of the project reported in a monthly basis. (Refer Table 5) 7.1.2.6 Project monitoring and evaluation 7.1.2.6.1 Monitoring According to Choudhury S (2004) monitoring is referred to as checking how much has been done and what needs to be done for accomplishments of the project tasks. 7.1.2.6.2 Evaluation Ngailo (2007) defined project evaluation as systematic investigative information that help determine whether the project is proceeding as planned and is meeting the stated programme goals and project objectives according to the proposed timeline. 8.0 PROJECT RISK ANALYSIS 8.1 Rationale of project risks analysis According to Dr. Magigi Mwaitete Lacture notice. a risk is defined as an uncertain event which should it occur, will have an effect on the project meeting its objectives. The rationale of project risk analysis is to reduce the probability and impact of threats and to increase the probability of opportunities and/or their positive impact. 8.2 Typical source of project risks In most likely any project may be faced by some of these risks: Legal (patents and lawsuits), changes in technology (does your software project need to support Windows Vista?), natural hazards and conditions (have you seen the latest volcano news?), eenvironmental (does a protected or rare species lie in your freeway path?) 8.3 Countermeasures for project risks In our project we have looked at this part critically from the planning stage. Under this part we carried out the quantitative analysis by involving different experts brainstorming with them, and consulting other skilled people to ensure that we review a history of our project where necessary to make the proper judgments. As a result we listed some risks prioritized by probability and impact for us to avoid, ignore, or accommodate different impacts likely to happen. 9.0 CONCLUSION The Agape Love Education Center continues to demonstrate its commitment to the development of Shinyanga region by submitting this five year project proposal document for approval and in so doing it continues to fulfil one of the objectives of the Ministry of Education and Vocation Training of participating in the development of the population of Shinyanga region and the rest of the regions. The Agape School centre aims to make many children in the Shinyanga community for the coming five years feel happy by providing a high standard of education in particular for pre-school, primary school, secondary school, and high school. Construction of School Building Project Proposal Construction of School Building Project Proposal 1.0 EXECUTIVE SUMMARY Tanzania after realizing the fact that education is a sure means towards the improvement of the countrys economy; it formulated the Education and Training Policy year 1995 which integrated in the formal school system what was called. This is for children aged between 3 years and 6years. The major objective is to introduce pre-schools in every primary school. The government wants these pre-schools to be run by local governments, private institutions and individuals to build and operate pre-schools. The major objective of initiating per-schools is to bring up children by promoting and enriching the experiences so far acquired by the children from community and family in such areas as religion, languages, culture, health care etc. At primary and secondary school levels the government aims at improving access and enrolment levels due to the fact that in the past the education system was characterized by high drop-out rates mainly due to poor teaching methods by Universal Primary Education (UPE) teachers who were themselves failures at primary school levels. The policy was passed by the government after realizing the fact that early childhood education leaves an imprint in the childs mind and it is a significant factor in the mental and social development of children. The government puts stress on this type of education in its effort to develop the countrys human resources. It is from this need that Agape Love Education Centre builds its foundation to explore this opportunity by coming up with a vision of setting up the Centre for early childhood to access which will help to prevent stunted cognitive development of child and is reputed for facilitating better future performance in school. Agape Love Education Centre will offer pre-primary education, primary education and secondary education. Secondary education will consist of ordinary level and high school level. It is estimated that first phase of its construction will be done in the first five years. 2.0 INTRODUCTION The Ministry of Education Brief overview According to Tanzania Education and Training policy (1995), the United Republic of Tanzania has realized that quality education is the pillar of national development, for it is through education that the nation obtains skilled manpower to serve in various sector in the nations economy.   It is through quality education Tanzania will be able to create a strong and competitive economy which can effectively cope with the challenges of development and which can also easily and confidently adapt to the changing market and technological conditions in the region and global economy. The structure of the Formal Education and Training System in Tanzania constitutes two (2) years of pre-primary education, seven (7) years of primary education, four (4) years of Junior Secondary (Ordinary Level), two (2) years of Senior Secondary (Advanced Level) and up to three (3) or more years of Tertiary Education.   In short 2:7:4:2:3. Specifically, the education system has three (3) levels, namely: Basic, Secondary and Tertiary Levels. The Scope of the project proposal document This project proposal is about education centre construction of which will be known as Agape Love Education Centre. Upon completion, it will have pre-primary education, primary education and secondary education. Secondary education will consist of ordinary level and high school level. The official language will be English, which will be used at all levels. As mentioned earlier, the scope of this project proposal will be to construct the education centre within five years, whereby pre-primary school and primary school will start simultaneously in one year while building construction will be progressing. Ordinary secondary school is planned to commence in year three and advanced level in year four. The general goal of this school is to have a school centre which will offer education of high quality basing on Tanzania Ministry of Education curriculum. This centre will provide accommodation to those who are coming from a distant area and also provide tea as well as lunch to those who stay at home. The education centre has its plan in future to have branches in different regions depending on availability of fund as it is in the process of requesting grants from the government. This is because Tanzania has made progress in making education as practical and market oriented as possible guided by the government policy of education for self reliance. The subject combinations are tailored towards what is offered in tertiary and higher education THE PROJECT PROPOSAL OUTLINE Basic data summary of the intended project Rationale of the project Background analysis. The relevance of national policies Project appraisal and sensitivity analysis Implementation logical frame Project monitoring and evaluation Risk analysis Conclusion List of reference Annexes BASIC DATA SUMMARY 4.1 Institution Name The name of this project proposal is known as, AGAPE LOVE EDUCATION CENTRE (ALEC). 4.2 Contact name and post For the progress of this project contact Dr. Mwinamila Senior who is the Managing Director of this Centre. 4.3 Project name The project name is EDUCATION CENTRE CONSTRUCTION. 4.4 Project location The project will be located at BUSHUSHU VILLAGE IN .SHINYANGA MUNICIPALITY Project buildings will be constructed at Bushushu Village which is situated five (5) kilometres from Shinyanga Municipality and about one (1) kilometre from Old Shinyanga road along Kahama Shinyanga Water Supply and Sewerage Authority (KASHWASA) Offices. Electricity from the main grid at Shinyanga rural passes through the village and is about five hundred (500) meters from the site where the school buildings will be constructed. Piped water from the main pipe to Shinyanga municipal is available at the village extension pipe to the school. The water table in the area is very high and the school Administration may sink one or two wells to supplement the schools water supply. Bushushu village is within Kambarage ward, Shinyanga Rural District in Shinyanga Municipal. 4.5 Project Area The total area made available to Agape Love Education Centre is about eight (8) hectares and this will be used for the constructions of buildings, basketball, netball court, football pitch, short put, high jump, long green areas and gardens land is not a problem around the area and if the school will need more land it will have to apply for such land and it will not be difficult at all to be allocated such land. 4.6 Project summary ` 4.6.1 Problem statement The project is in line with government efforts to establish as many pre-schools, primary schools and secondary schools as possible so that many children get access to education. Quality basic education is very important to even the poor children. People of Tanzania constitutes empowerment; and it is one of the tools that will empower the country in different aspects of the war against poverty (Refer to Education and Training policy of 1995) 4.6.2 Priority need The priority need of this project proposal is to have an education institution which will join hand with the ministry of educations effort of having a nation with high level of education at all levels; a nation which produces the quality and quantity of educated people sufficiently equipped with the requisite knowledge to solve the societys problems in order to meet the challenges of development and attain competitiveness at regional and global at large at affordable costs. 4.6.3 Project objectives `This project proposal has two main objectives as mentioned here under: To respond to the needs of a rapidly growing business and education sector in Shinyanga municipality by producing the quality and quantity of educated people sufficiently equipped with the requisite knowledge to solve the societys problems in order to meet the challenges of development and attain competitiveness at regional and global at large at affordable costs. The following objectives will be implemented after getting approval from the Ministry of Education and Vocational Training. . The School will provide subsidized healthy meals daily to children attending this Centre School. This Centre will continue to raise funds for running the operation of the school by requesting sponsorship for educating the children attending this centre. 4.6.4 Target group The target groups of this project proposal are: The children who currently attend normal Kindergarten, Primary School and Secondary school, as well as the children living in Shinyanga community who need to improve their education level; The teachers who instruct the children according to the Syllabus provided by the Ministry of Education and Vocational Training; The supporting administrative and ancillary staff who will facilitate the operation of the school. Parents and guardians in the Shinyanga community who are interested in giving their children the opportunity of education at this education centre. 4.6.5 Project results This project is planned to be constructed at a minimum low cost so as to enable Tanzania community afford to pay the required fees. Construction will be conducted in three phases as follows: Phase one will start in year one, focusing on construction of pre- primary school and other necessary planned buildings. Phase two will follow year two for aiming for construction of primary school class rooms with other necessary planned buildings and phase three will start year four for construction of secondary school class rooms. 4.6.6 Key project activities Key project of Centre will include field activities, building design and construction supervision. All of which will be undertaken by M/s JKM MULTI-CONSULT TANZANIA LTD as a consultant to ensure that costs are not escalated. Some other activities will include: title Deed follow – up, topographical survey, master plan preparation. It will also involve location position of buildings. Streets, green areas, open spaces, play grounds etc. Location positioning of storm water, foul water, sewage system in relation to septic tank and sock pits. Setting out dimensions will involve building lines, setbacks and detailed dimensions between one building and the other. Architectural designs and preliminary stages stage 1 The drawing at this stage will have no detailed dimensions, they will just show schedules of accommodation for ease of getting rough estimated figures of the costs of the project. Working drawing –stage 2 These are details design for construction purposes and preparation of bills of quantities. Engineering design- these are of two types. Structural engineers designs- these are applicable for stored building and are used for soil investigation and foundation engineering. Electrical engineering drawings- these show the layout of electrical fitting and appliances especially for laboratories, computers etc Bills of quantities- these showing detailed breakdowns of materials required for every building and these may be used as tender documents in cases of building contracts. Landscaping Architecture and environmental control- this will ensure beautiful and attractive surroundings through the planting of flower gardens and shade trees. Items (3) through to (10) are some of the activities and services to be performed or carried out by the consultants and will be charged ten percent (10%) of estimated total construction costs as follows:- 4.6.7 Summary of areas built up 1. Secondary School 9,337.0 M2 2. Local Church 1,336.0 M2 3. Primary School 7,306.0 M2 4. Sports Arena 21,578.9 M2 Cost estimates per area. Based upon Unit Cost Method per m2, the following rates have been used:- (i) Secondary School @ Tshs 235,000/= per m2 (ii) Local Church @ Tshs 250,000/= per m2 (iii) Primary School @ Tshs 235,000/= per m2 (iv) Sports Arena @ Tshs 15,000/= per m2 Value per area. 1. Secondary School 2,194,195,000 Tshs 2. Local Church 334,000,000 Tshs 3. Primary School 1,716,910,000 Tshs 4. Sports Arena 323,683,500 Tshs Total 4,568,788,500 Tshs Add: 30% Infrastructures 1,507,700,205.00 10% Consultancy Fees 456,878,850.00 Total Construction Costs Shs 6,533,367,555.00 Other operational costs 1,031,632,445.00 Grand Total Costs 7,565,000,000.00 4.6.8 Project Feasibility study This covers all aspects of the project, describing in details all activities and finances involved. (Refer Annex No. I) 4.6.9 Project budgets In our project this will be our projection of source of income and our plan how are we going to spend this limited resources as expenses over a specified period of time. (Refer Annex No.1) 4.6.10 Project duration The project proposal duration will be for five years which will be preceded with final evaluations that will be conducted at the end of five years. This evaluation intends to make an extensive review of the whole project to see its sustainability for its the long run. 5.0 PROJECT RATIONALE 5.1 Background 5.1.1 Involvement and Experience The project will involve different stakeholders in the whole process of construction aiming to assist its implementations. These will include: Tanzania Building Agency for examining the Architectural designs part of the whole project. Tanzania Ministry of Education for monitoring the whole project and issue license. M/s JKM Multi-Consult Tanzania Ltd a consultant firm for supervision of the project. The society of Shinyanga municipality as stake holders for their children. The sponsors from Postal Bank Tanzania LTD Project team 5.1.2 Experience M/S JKM MULTI-CONSULT TANZANIA LDT. This is a consultant firm whose offices are situated at Kibaha Mailimoja. It is a new firm recently registered with the registrar of companies under the Companies Ordinance (cap 212), but its staffs are backed up with vast experience in the building design and construction industry as well as projects planning; project appraisal and financial management acquired while working with other firm. 5.1.3 Consultation and participation The project has also involved some experts especially for works like, conducting project feasibility study, design and drawings, buildings constructions, risk analysis, project evaluation etc. For instance, buildings constructions have been undertaken by M/S JKM MULTI-CONSULT TANZANIA LTD. This is a firm of consults whose offices are situated at Kibaha Mailimoja. It is a new firm recently registered with the registrar of companies under the Companies Ordinance (cap 212), but its staffs are backed up with vast experience in the building design and construction industry as well as projects planning; project appraisal and financial management acquired while working with other firm:- 5.1.4 Policies or development strategy This school centre is aiming to be the leading centre academically, socially, environmentally in the country. For this centre to meet these goals some policies and strategies have been put in place. Some of them include: to recruit skilled and experienced teaching staff and non teaching staff, to have in job training plan for all workers, to motivate all workers whose performance in every speciality will be excellent and to continue revising different policies wherever possible for the purpose of improvement etc. 5.1.5 Project approach 5.1.5.1 Goals The project goal is mainly for the construction of buildings for the pre-school, primary school and secondary school for the purpose of providing education. The buildings will cater for learning and boarding requirement of all pupils and students; plus the accommodation requirements of the teachers other school staff. The students and pupils physical fitness requirements will be met by having a sports arena in the school and grounds. ` 5.1.5.2 Objective and output The main objective is to respond to the needs of a rapidly growing business and education sector in Shinyanga municipality by producing the quality and quantity of educated people sufficiently equipped with the requisite knowledge to solve the societys problems in order to meet the challenges of development and attain competitiveness at regional and global at large at affordable costs. This will be met by having Agape Love Education Centre in place. 5.1.5.3 Main activities The main activities and cost estimate involved are summarized below as:- Project Capital Costs. Project costs are divided into various types namely: investment costs which fall into several categories: Buildings construction costs These are costs incurred in the construction of school buildings and infrastructure. Total construction costs T.shs 4,568,788,500/= Add: infrastructure 30% T. shs 1,507,700,205/= Add: 10% consultancy fees T. shs 456,878,850/= Total costs T. shs 6,533,367,555/= Office Furniture and equipment costs. These are furniture and equipment which will be purchased to furnish the schools. Offices furnish and equipment will be purchased in phases as more classes and offices are constructing red to completion. No definite phasing has been put in place because the phasing will depend on availability of funds. Total costs to purchase furniture and equipment stand at T. shs 168,930,000/=. Laboratory Equipment costs Every secondary school worth the name must have facilities for laboratories where laboratory equipments are a necessity. Agape Love Education Secondary school will have Biology laboratory, Physics laboratory and Chemistry laboratory which will be equipped appropriately. Biology laboratory equipment T.shs 12,000,000/= Chemistry laboratory equipment T.shs 18,000,000/= Physics laboratory equipment T.shs 20,000,000/= Total costs T.shs 50,000,000/= Purchase of school Van 31/4 tons A van will have to be bought for the school so as to cater for all transport requirements of the school. Purchase of Van 31/4 tons year five will cost T.shs 22,000,000/= Purchases of washing machine This will cater for washing all the school bed sheets etc T.shs 693,500/= Other costs are for the purchase of furniture and Equipment estimated at TSH 168,930,000/= Laboratory equipment for Physics, Chemistry and Biology laboratories will cost about TSH 50,000,000/= Total Capital costs Shs. 6,807,105,985/= 6.0 PROJECT APPARAISAL AND SENSITIVITY ANALYSIS 6.1 Project Appraisal   Business dictionary defined project appraisal as a systematic and comprehensive review of the economic, environmental, financial, social, and technical and other such aspects of a project to determine if it will meet its objectives. 6.2 Operational necessity Every project proposal should pass through this criterion for appraisal. In our education centre, this analysis will assist to determine the merit and acceptability of our school centre in accordance with under laid established criteria. This will be the final step before our project is accepted for financing. It helps us know that our project is feasible against the situation on the ground that the objectives set remain appropriate and that costs are reasonable. 6.3Project appraisal methods 6.3.1Social appraisal A social appraisal will help us review the project design and the process of project identification by implementing and monitoring its progress, from a social perspective. Particular attention will be paid to the likely impact of the project on different stakeholders, their opportunities for participation, and the projects contribution to poverty reduction. 6.3.2 Institutional appraisal This will help us ensures that the supporting institutions are in place and that they can operate effectively within the existing legislative and policy environment. This project has identified opportunities for institutional strengthening and capacity building at a relative cost. 6.3.3 Economic and financial appraisal This helped our project to make an analysis of economic soundness of the project and quantification and valuation of costs and benefits that ensured our financial viability. 6.3.4 Environmental appraisal The plan was made to invite the government specialists in environmental appraisal Environmental Assessment (EA) will assist us to meet one of our goals of having a school centre with a conducive academic environment. Most countries have environment impact assessment (EIA) policy and supporting legislation. Traditionally, EIA will be designed to operate at our project level to help us identify impacts and mitigation measures for this project. 6.3.5 Technical appraisal Technically, this project is going to be feasible as Shinyanga municipal is highly populated. During the time of conducting technical appraisal, a comprehensive review of all technical aspects of the project such as rendering judgment on merits of technical proposals and operating costs will be clearly seen. Some of a checklist that will be used is: To prove or test the technology that will be used to implement the entire tasks. To have a list of equipment and machinery to be installed with their cost and specifications. To know the equipment capacity and whether it is as per requirement etc. 6.3.5 Project Sensitivity analysis Sensitivity analysis will be done in our project to help us determine which variables have the most potential to affect this project. These variables include: task duration,  Ã‚   task start time, and success rate and costs risks. 7.0 PROJECT IMPLEMENTATION PLAN Activity plan 7.1.1Project activities Here under are estimated activities that will be carried out in a specified estimated period of time. S/NO Activities Year 1 Year2 Year 3 Year 4 Year 5 1 Fund solicitation 2 Buildings constructions 3 Purchase of office furniture 4 Laboratory equipment 5 Purchase of school van 6 Pupils registration 7 Risk analysis 8 Monitoring and evaluation 9 Budget preparation 10 School registration process 11 Recruitment of non and teaching staff 7.1.2 Management arrangement 7.1.2.1 Project personnel In every project human resource is very important to ensure that tasks are performed as planned. This includes project manager and project team. 7.1.2.1Individual roles In our project, every project team member will have a certain role assigned to perform at a specified period of time so as to accomplish our goal. 7.1.2.2 Communication mechanisms In our project this mechanism will help Create a document showing the needs to be kept informed about the project and how they will receive the information. The most common mechanism is a weekly or monthly progress report, describing how the project is performing, milestones achieved and work planned for the next period. 7.1.2.3 Project timing and scheduling In carrying out project tasks resources have been allocated to meet activities scheduled so as meet the allocated time. This ha been helped us to determine schedule dates on which activities should be performed this goes hand by hand with resource scheduling. This involves many considerations such as logistics and customer needs. 7.1.2.4 Project budget According to Dr. Magigi Mwaitete lecture notice, a budget is a financial plan that is prepared and approved prior to the budget period and may show income, expenditure and the capital to be employed. A budget may be for the business as a whole departments function such as sales and production. 7.1.2.5 Project financial report 7.1.2.5.1 Balance sheet Atrill McLaney (2008) defined a balance sheet as a statement of financial position that show the assets of a business and the claims on those assets (Refer Table 6) 7.1.2.5.2 Income statement According to Atrill McLaney (2008) Income statement is a statement that measures and reports the profit or loss the business has generated during a period. It is derived by deducting from total revenue for a period, the total expenses associated with that revenue. (Refer Table 7) 7.1.2.5.3 Cash flow statement According to Burke (2008) Cash flow statement is a document which models the flow of money in and out of the project reported in a monthly basis. (Refer Table 5) 7.1.2.6 Project monitoring and evaluation 7.1.2.6.1 Monitoring According to Choudhury S (2004) monitoring is referred to as checking how much has been done and what needs to be done for accomplishments of the project tasks. 7.1.2.6.2 Evaluation Ngailo (2007) defined project evaluation as systematic investigative information that help determine whether the project is proceeding as planned and is meeting the stated programme goals and project objectives according to the proposed timeline. 8.0 PROJECT RISK ANALYSIS 8.1 Rationale of project risks analysis According to Dr. Magigi Mwaitete Lacture notice. a risk is defined as an uncertain event which should it occur, will have an effect on the project meeting its objectives. The rationale of project risk analysis is to reduce the probability and impact of threats and to increase the probability of opportunities and/or their positive impact. 8.2 Typical source of project risks In most likely any project may be faced by some of these risks: Legal (patents and lawsuits), changes in technology (does your software project need to support Windows Vista?), natural hazards and conditions (have you seen the latest volcano news?), eenvironmental (does a protected or rare species lie in your freeway path?) 8.3 Countermeasures for project risks In our project we have looked at this part critically from the planning stage. Under this part we carried out the quantitative analysis by involving different experts brainstorming with them, and consulting other skilled people to ensure that we review a history of our project where necessary to make the proper judgments. As a result we listed some risks prioritized by probability and impact for us to avoid, ignore, or accommodate different impacts likely to happen. 9.0 CONCLUSION The Agape Love Education Center continues to demonstrate its commitment to the development of Shinyanga region by submitting this five year project proposal document for approval and in so doing it continues to fulfil one of the objectives of the Ministry of Education and Vocation Training of participating in the development of the population of Shinyanga region and the rest of the regions. The Agape School centre aims to make many children in the Shinyanga community for the coming five years feel happy by providing a high standard of education in particular for pre-school, primary school, secondary school, and high school.

Character Analysis of Sheila in An Inspector Calls Essay -- English Li

Character Analysis of Sheila in An Inspector Calls Sheila is unlike any other character in the play - she is far more conscientious and more sensitive than any of the others, and she does not express her opinion as frequently or forcefully as her parents. When Sheila hears of the death of Eva Smith she is genuinely shocked by the news, and despite the fact that she does not know her, she is still upset. We can see this from what she says when she hears the news: "Oh - how horrible!". When the Inspector shows her a photograph of the girl she reacts much more dramatically than any of the others, which tells us that perhaps she had already realised that her behaviour towards the girl had been inappropriate and unnecessary, and that she was feeling guilty about it. Sheila is more moral than the other characters and this can be seen throughout her questioning, and she is immediately sorry for having had a part to play in the demise of Eva Smith. When it is revealed that Sheila was the one who had Eva Smith made redundant she is immediately sorry and obviously upset t...

Effective Teaching of Abstract Algebra :: Mathematics Education Papers

Effective Teaching of Abstract Algebra Abstract Algebra is one of the important bodies of knowledge that the mathematically educated person should know at least at the introductory level. Indeed, a degree in mathematics always contains a course covering these concepts. Unfortunately, abstract algebra is also seen as an extremely difficult body of knowledge to learn since it is so abstract. Leron and Dubinsky, in their paper  ¡Ã‚ §An Abstract Algebra Story ¡Ã‚ ¨, penned the following two statements, summarizing comments that are often heard from both teacher and student alike. 1."The teaching of abstract algebra is a disaster, and this remains true almost independently of the quality of the lectures." (Leron and Dubinsky agree with this statement.) 2."There's little the conscientious math professor can do about it. The stuff is simply too hard for most students. Students are not well-prepared and they are unwilling to make the effort to learn this very difficult material." (Leron and Dubinsky disagree with this statement.)(Leron and Dubinsky, p. 227) Thus the question is raised: if there is something the "conscientious math professor can do about" the seemingly disastrous results in the learning of algebra, what is it that we can do? As a teacher of undergraduate mathematics, I want and need to know what these effective methods of teaching abstract algebra are. Leron and Dubinsky's paper referred to above and papers resulting from their research contain the bulk of literature that I reviewed. In this paper, they summarize their experimental, constructivist approach to teaching abstract algebra. Among the classroom activities are computer activities, work in teams, individual work, class discussion, and sometimes a mini-lecture summarizing the results of student work (which by this time is familiar to them), providing definitions, theorems, and proofs in their abstract forms. The computer activities use the ISETL programming language. As an example of its use, students write a program implementing the group axioms. They then can enter what they consider to be a group, and the computer will give as output a true or false response. They can use the same process to determine whether their proposed group is closed, has an identity, etc. They choose their answer and then let the computer respond. In this way, students  ¡Ã‚ §construct ¡Ã‚ ¨ the group process, with the view that they will also have a  ¡Ã‚ §parallel construction ¡Ã‚ ¨ occurring in their minds. Students have an experience on which to base their learning of group theory. The method proposed here by Leron and Dubinsky certainly seems patterned after Dubinsky's theoretical foundation for student learning laid out in his work  ¡Ã‚ §Reflective Abstraction In Advanced Mathematical Thinking.

Hackers- Who Are They? And What Do They Do? Essay -- essays research pa

Computer Hackers Outline Thesis : Contrary to popular belief, not only do you not have to be smart to be a hacker, you do not even need to know much about computers. I. Hacking today A. More like exploration in the 60's and 70's B. Cannot call themselves hackers II. Different Types of hackers A. A hacker defined B. A cracker defined C. A phreaker defined III. You do not have to be intelligent A. Not like you have seen on television B. Programs used are highly accessible on the Internet C. Some start out with trial and error VIII. Online Legalities A. Unauthorized access to, or use of a computer B. Alteration or destruction of data without authorization C. Theft of computer services D. Computer fraud (using a computer to commit other crimes) E. Denial of access to a computer F. Unauthorized possession of passwords __________________________________ Hackers Many of the people in our society today often think that computer hackers are very smart individuals, who have special talents and abilities enabling them to crack passwords, enter mainframes, send viruses, and crash computer systems. Contrary to popular belief, not only do you not have to be smart to be a hacker, you do not even need to know much about computers. Modern day hacking usually ends in destruction of other peoples property, or changing important private information. Also, as stated by a 42-year-old security agent in San Francisco, â€Å" ‘Hacking in the 1960s and 1970s was a little more like gentlemanly exploring than it was taking things from people† ’(Weise). These days hackers cannot call themselves hackers without the threat of being called a â€Å"hacker wanna-be† or a â€Å"script kiddie.† A â€Å"hacker wanna-be† is the same thing as script kiddie, but is another slang term for a person who uses guess-work and programs that he did not write (Weise). Although, most people think of a hacker as someone who breaks into computers and sends viruses, there are several different types of hackers, broken up into three different groups. The first type of hacker is the hacker himself. The defination of a hacker is : â€Å"[hack$dr (hà £k=dr)] One who enjoys the intellectual challenge of creatively overcoming or circumventing limitations† (Dict... ...ere are actually very strict guidelines on the Internet of what you can and cannot do.The Book of Online Law states that it is illegal for you to have "unauthorized access to, or use of a computer, alteration or destruction of data without authorization, theft of computer services, computer fraud (using a computer to commit other crimes), denial of an others access to a computer " (Smedinghoff). Hacking is starting a program that grants you access to things you normally would not be able to do, or access. You do not have to be smart to be a hacker. Anyone can get hacker tools and programs just by looking for them, downloading them, and then putting them to use. Modern day hacking is not how you see it on television. It is a simple process which any one can do using one of many programs that are available online. There are several different types of hackers. They each depend on what type of hacking is being done. There is one last thing for you to be aware of, now that you know how easy it is to be a hacker. You have to be careful of all the many Internet legalities. You can get in serious trouble and not know you were doing anything wrong until it is too late.

Nikki Giovani Comparing Poems Essay

Nikki Giovanni uses good choice of words and figurative language to put the reader in a vivid world. She uses vivid verbs, personification, and other elements to really give the right picture in your mind. Her method works because the readers get hooked onto the poem and want to read it. One of my favorite poems is â€Å"poetry.† Poetry is a poem about poets using poetry to express themselves and not to impress anybody. She uses metaphors to show what poetry is, she says â€Å"A poem is pure energy.† These types of metaphors help the reader picture what the poems trying to say. She also uses personification to also have a better understanding. Another one of Nikki Giovanni’s poems is â€Å"women.† I think that this poem talks about a woman who has been rejected. She uses metaphors to express how she feels. She says â€Å"I am glass† to say she is transparent. Nikki Giovanni uses metaphors and simile in both poems. She uses these so that readers will understand the poem better. This is a good way to get readers interested. She also uses other elements like repetition to emphasize it like when she repeats â€Å"I am glass I am glass.† In the poems â€Å"women† and â€Å"poetry† by Nikki Giovanni she uses different elements to express what she is trying to express. We talked about two metaphor and simile. The way she uses the different elements really goes along with the poems. It goes really well because it gives the readers pictures of what the poet is trying to express. This is why Nikki Giovanni’s method works good in poetry.

Maus and Life is Beautiful Essay

The Holocaust was a persecution and murder of approximately six ­million Jews by the German Nazi regime. The Nazis came to power in January of 1933. They believed that Germans were racially superior and that the Jews were inferior threats to their community. The Holocaust is a tragic event and has been portrayed in many books and movies as that but there are two particular tales of the Holocaust that illustrate it differently. Maus is graphic novel written by Art Spiegelman and Life Is Beautiful is a comedy drama directed and Roberto Benigni who is also the main character, Guido Orefice. Both of them depict the horrors of the Holocaust through the eyes of resilient characters. Maus is a story of the memories of Vladek Spiegelman. He is a Polish Jew who survived the Holocaust and is being interviewed by his son Art Spiegelman who want to write a book about his father’s experience. Life Is Beautiful is a 1997 academy award winning film that took place in 1930’s Italy. Guido Orefice is an Italian Jewish bookshop owner who uses his imagination to protect his son Joshua from the horrific reality of the Holocaust concentration camps. In the story Maus Vladek is a dashing young man, good ­looking, ambitious, intelligent and resourceful. When the Germans invade Poland conditions worsen for the Jews and Vladek is forced to move from his role as a successful businessman to a resourceful skilled laborer in the concentration camps. While others suffer, he is a voice of hope.

Chechen Refugee Camps and Education Essay

The creation of schools is one of the leading ways to produce hope and stability in refugee camps. Many would love to go to school because, currently they have no other option, but to teach themselves. Refugees can recall having great memories of their past school experiences, which they use as motivation to continue to learn. On account of my involvement with a refugee relief organization, I have been assigned the job of creating schools in the Chechen refugee camps of Chechnya. The primary means of survival and daily focus for these refugees have been through humanitarian aid. That assistance is made up of shelter, clothing, food, and basic necessities. Securing those fundamental desiderata for the camps has been a priority for continued existence. The steps for prosperous implementation of an education program are presented and discussed. When we look at successful communities, countries and cultivation, training is a key component to meet the immediate needs of its members and plan for long term sustainability and emergence for hereafter generations. According to Yusupov (2012), â€Å"when lack of educational opportunities comes into play, the very heart and foundation of communities begins to crumble and the ability to nurture and feed its residents is seriously at risk†(p.1). Everyone has the ambition and potential to become better, but without an education at what point can they start. Three Topics I Would Like to Better Understand Before Beginning the Project The final objective of the Chechens is to return to their country and homes day. It would be wise for the Russians and Chechens to make sure that everyone within the camp is very well educated so that they can be effective once they return home. It is important for the Chechens to be able to support their families, and that their children grow up educated, productive community citizens without the threat of future displacement to refugee  camps. The development of an education system in the refugee camps is an impressive yet intimidating task. For that reason, the three things that I would like to understand before obligating me to this project are: 1) How long are the refugee camps offered as a necessary placement for the Chechens to be located in, 2) How and when can I start compiling data on the education levels of all the refugees within the camp on the different subjects of reading, writing and math, 3) How would I start to find out the mental health problems of those due to the traumatic change in environment and lose of identity, 4) I would have to find suitable teachers, buildings, and who will be funding the program. Hopefully, there are suitable buildings because this will be another expense we would have to look at for funding purposes. Having a psychologist within the school would also help tremendously because many students need the counseling. All of these items are needed in order to get things in order for the start of the project. Of course, there will be other things that I would like to better understand, but those will come up in the progress of the work. Ethnocentric Challenges That May Arise When Planning the Project There have been ongoing and unresolved issues among the Russians and Chechens for many years. According to DeWaal (2002), â€Å"Russians believe that Islam has maintained a stronghold in Chechnya communities for many years†(p.1). The fighting has coerced Chechens into refugee camps, while trying to hold onto their cultures, traditions, and customs while surviving in very dif ficult conditions. With their surroundings already so violent and each group is trying to maintain their way of living, it creates frictions and ethnocentricity ways may arise. Culturally, it is known that Chechens is very ethnocentric. One of the ethnocentric challenges that I may encounter while planning the project is the attitudes of the Russians being so high because of the Chechens ethnocentrism. With all the work that I would have to do, am I able to give the dreams and desires to the consumers of the project. Is ethnocentrism such a challenge that it may inhibit the development of positive relationships between the Chechens and Russians to the point that the project would be in peril? With the school being such a positive influence in their community, I would have high hopes that they would agree to disagree and come to and understanding among each other. Many of the Chechens would be so happy that they have a place to call home they would  not worry about the animosity, but the Russians probably would not let down their guard to reconcile. Discussion of Types of Questions a Researcher Would Ask As the implementation plan for the development of an educational system in Chechen refugee camps begins to formulate, the types of questions I would ask are: 1) For both the parents and children, what are your dreams and desires for when you return home, 2) What subjects in school do you like the most and which do you like the least, 3) For project design, given the large numbers of refugees in camps, what is the most strategic way to design, implement and sustain an educational system, 4) Have attempts been made in the past to develop an educational system and, if so, what kept them from happening and becoming successful. Sukarieh and Tannock state that a large number of researchers and social service people visit the refugee camps, interviewed the residents, and rarely follow through on promises made (Sukarieh & Tannock, 2012). Finally, it is a key element to secure data and information related to the levels of trauma and psychological stress of the children in the refugee camps in order to assess readiness for education, exams, and ability to learn. There have been both short and long term impact of trauma on refugee children, and the mental health of children in refugee camps (Rosseau, Measham, Nadeau, 2012). These same authors found that schools can be an impetus for change and partner in the psychological healing of traumatized children in refugee camps; assisting in the detection of mental health issues because parents and other family members trust schools and teachers enough to disclose that type of personal information with them. Conclusion Sensitive introductory work must take place before the preliminary plan can be devised to develop, implement, and maintain an educational system in Chechen refugee camps. Many refugee residents have experienced a lack of educational opportunities for months or even years since their schools were destroyed by bombings and shelling’s over the course of the two wars. Preparing the camp citizens for the educational experience, and revitalizing or developing the skill sets necessary for school success, will be a major aspect of the preliminary work of project development. Promises have been  made and broken related to the possibility of bringing formal education to the refugee camps, bringing disappointment and sadness to the lives of young children and parents alike. Camp residents are wary of any similar plans, but are welcoming and anxious to have education available for anyone who desires to participate. It is necessary to know more about the promises made and broken by camp visitors, in order to begin to build trust and confidence that I can execute this plan for the refugees. Becoming immersed in the daily life, schedules and activities of the refugee camp residents will begin to build trust, and afford opportunities for discussion and gathering of data. At that time, it will be critical to engage key refugee camp leaders in the discussion, planning and development of the camps so they begin to take ownership in the project and create the impetus for hope and stability amongst the refugees. Accomplishing all these goals would allow my project to become a success and give Chechens refugee camps the ability to learn and become successful. References De Waal, T. (2002). Greetings from Gozny. Fighting for Chechnya: Is Islam a factor? Retrieved from http://www.pbs.org/wnet/wideangle/episodes/greetings-from-grozny/fighting-for-chechnya-is-islam-a-factor/3078/ Rousseau, C., Measham, T., & Nadeau, L. (2012). Addressing trauma in collaborative mental health care for refugee children. Retrieved from http://ccp.sagepub.com/content/18/1/121 Sukarieh, M. & Tannock, S. (2012). On the problem of over-researched communities: The case of the Shatila Palestinian Refugee Camp in Lebanon. Retrieved from http://soc.sagepub.com/content/47/3/494 Yusupov, M. (2012). The social situation in the Chechen Republic: Problems and trends. Retrieved from http://www.saferworld.org.uk/downloads/