Improve Efficiency Essay

A very high percentage of the items selected (picked) in the distribution centers and re-stocked in the stores were in quantities of 1 case. This company’s roots were as a high volume, limited assortment retailer and distributor. Over time the business had shifted allowing the stores to reorder a higher mix of items at lower volumes. Given the companies market position as a low-price leader, this reduced profit margins. The two root causes of this shift were identified as: 1. Stock-keeping-unit (SKU) count growth outpacing sales growth, and 2. Allowing minimum order quantities from the stores to the distribution centers to drop to a quantity of one This white paper will study how this company quantified the impact of allowing its stores to order in one case quantity and then recalculated minimum order quantities for higher volume items. (For details of how SKUs were reduced see White Paper â€Å"SKU Reduction – Biggest SKLUsers†) A Supply Velocity Consultant led a team of employees through this 5 week project. The Supply Velocity consultant facilitated, but the employees did most of the analysis and therefore owned the improvements. nfo@supplyvelocity. com Copyright: Supply Velocity, Inc. 2 Project Outline ? Evaluated all SKUs and the case quantity they are most frequently ordered at, to establish baseline data for how stores are ordering ? Time studied retail store shelf restocking and distribution center order selection labor to determine the negative labor productivity impact of the current ordering policy o Graphed the results in a trend chart o Determined that the greatest labor productivity improvement happens when the order quantity increases from just 1 to 2 cases ? Recalculated minimum order quantity for all items using Multi-Variable Pareto analysis based on: o Item unit movement o Pack-out (number of units that fit on the shelf space allocated in stores) o Shelf life ? About 20% of all SKUs had a re-calculated minimum order quantity greater than 1 case o The most conservative methods were used to ensure this project didn’t just push inventory out to stores, resulting in shrink (throwing away items that go beyond their shelf-life limit or are damaged) ? Communicated all items on the minimum order quantity to all stores through a comprehensive communication plan o Communication plan included data to show stores how increasing minimum order quantity on select items would improve their labor productivity ? Created a control plan to ensure new items, SKU reduction and sales history will be used to update the minimum order quantity on a twice yearly basis info@supplyvelocity. com Copyright: Supply Velocity, Inc. 3 Time Study Analysis To quantify the problem, we time studied order selection in the distribution centers and shelf restocking in retail stores. We conducted a few snapshot analyses of different distribution centers to understand the current state of â€Å"order quantities†. The graph below shows that out of the approximately 2800 items, a majority are ordered in quantities of 1 case. The time study data also showed that the second case selected or stocked is essentially â€Å"free† and the same movement is used for two cases as for one case. At the outset of this project the team was worried that any increase in minimum order quantity would be viewed by store managers as an attempt to push inventory out from the distribution centers to the stores. This data showed that increasing minimum order quantity from one case to just two, gave us the greatest percentage of labor productivity improvement. However, we didn’t just want to increase all items to a 2 case minimum order quantity. Instead, a statistical tool, Multi-Variable Pareto was used to calculate the proper minimum order quantity based on a mix of inputs. nfo@supplyvelocity. com Copyright: Supply Velocity, Inc. 4 Distribution Center Order Selection Quantity (# of items picked per quantity) 57% of the items in distribution centers were selected at a 1 case quantity info@supplyvelocity. com Copyright: Supply Velocity, Inc. 5 â€Å"Time to Select per Case Quantity† in the Distribution Centers – Based on case count per selection When selecting 2 cas es of an item, the time per case drops by 45% from 1 case. info@supplyvelocity. com Copyright: Supply Velocity, Inc. 6 Time to Re-Stock SKUs on Shelves in Stores – Based on case count When restocking 2 cases of an item, the time per case drops by 61% from 1 case. This shows that the greatest productivity improvement occurs when going from 1 to 2 cases, which is easier to â€Å"sell† to the stores than making large increases in minimum order quantity. They can reduce labor by 37 seconds per case by ordering and stocking 2 cases of an item versus 1. info@supplyvelocity. com Copyright: Supply Velocity, Inc. 7 Multi Variable Pareto Analysis ? Recalculated minimum order quantity for all items using Multi-Variable Pareto analysis based on: o Item unit movement o Pack-out (number of units that fit on the shelf space allocated in stores) o Shelf life ? About 20% of all SKUs had a re-calculated minimum order quantity greater than 1 case o The most conservative methods were used to ensure this project didn’t just push inventory out to stores, resulting in shrink Multi-Variable Pareto is a method that uses more than one â€Å"measure† to sort SKUs from highest to lowest performing. Normal Pareto Analysis has been used to develop guidelines such as the 80/20 rule (20% of customers generate 80% of sales). When using multiple variables, there has to be a way to normalize the data so all variables are part of the analysis. We used three variables to determine the correct minimum order quantity for an item. ? Cases sold per week on average for each item ? The number of cases that fit in the given shelf space ? Product shelf-life Each of these variables are positively correlated to Minimum Order Quantity. ? The higher the cases sold equals higher Order Quantity ? The greater the shelf space (pack-out) equals higher Order Quantity ? The longer the item’s shelf-life equals higher Order Quantity The team of subject matter experts used retail experience to determine each of these factors and their impact on minimum order quantity. Results of this analysis are shown below. The calculation was very conservative, as the results have shown. Only 466 of 2800 items have a minimum order quantity greater than 1 case. This was largely driven by two factors. Item shelf-life limited our ability to make any shelf-life sensitive item greater than 1 case. Our calculation took this limiting factor into account, to ensure we weren’t causing shrink (throwing away items that go beyond their shelf-life limit or are damaged) at the stores. In addition, lower case movement drove many items to a 1 case minimum, even if they didn’t have shelf life limitations. The lower case movement is due to SKU proliferation and was addressed by the SKU Reduction (Biggest SKLUsers) project. info@supplyvelocity. com Copyright: Supply Velocity, Inc. 8 Results of Minimum Order Quantity Calculation info@supplyvelocity. om Copyright: Supply Velocity, Inc. 9 Communication & Control Plan ? Communicated with all retail stores about how the minimum order quantity analysis was conducted and the resulting new plan o Communication plan included data to show stores that increasing minimum order quantity on select items would improve their labor productivity ? Created a control plan so new items, SKU reduction and sales history will update the minimum order quantity on a twice yearly basis It was critical that this project was presented as a positive for our retail store-customers. We created a communication plan that showed two key aspects of this change: ? The conservative nature of the change o only 466 of 2800 items are receiving a minimum order quantity increase ? This change is good for the stores and will improve their labor productivity To ensure that this process endures and does not get reversed over time we included a control plan. This is shown in the graphic below. As Category Marketing Managers evaluate items, adding and reducing SKUs, changes will be reflected in new pack-out quantities. This quantity will get fed to Distribution Technology who will recalculate this items’ minimum order quantity using the same Multi-Variable Pareto calculation. A control group, made up of Merchandising, Distribution and Retail Directors will review the list, make changes in the ordering system and communicate changes to store customers. info@supplyvelocity. com Copyright: Supply Velocity, Inc. 10 Results By taking the higher sales volume SKUs and increasing the store minimum order quantity, we decreased the time per case to stock shelves in the stores and select items in the distribution centers. Using only the 1 to 2 case increase in minimum order quantity for the 466 SKUs reduced the labor time per case resulting in a labor savings of $1. 2 million. The expectation for this process is to slowly grow the number items with a minimum order quantity greater than 1 case beyond 20%. By rationalizing and reducing SKUs we should increase the shelf pack-out of remaining items, thereby increasing the minimum order quantity.

Figures of Speech in the Waste Land

Some figures of speech in the wasteland Figures of speech comprise two main categories. One category twists the meaning of words to wrest a new non-literal meaning from words that, when phrased together, have a very different literal meaning, as in the idiomatic figure of speech, â€Å"He died from laughter. † Literally, this means a man met his demise due to laughter. Figuratively (i. e. , non-literally), this means he laughed with vigor for a long time. Figures of speech that twist meaning are classified as  tropes.The other category enhances meaning by arranging and rearranging words and word order to dramatize, emphasize or more elegantly express the point at hand. For example, an analogy may be more dramatically made by using a  chiasmus  that inverts parallelism in a typical abba component arrangement. For example, consider the inverted parallelism of this: The day [a] but shines [b], but glows [b] the night [a]. Figures of speech that enhance through words, sounds , letters, word order and syntax are classified as word schemes, or justschemes.It is clear from this brief explanation of figures of speech that  The Wasteland, with a figure of speech as its very title, will be replete with figures of speech of both kinds,  tropes and schemes. In this format, I can identify a few prominent ones, the first being the title. The Wasteland  is the overarching figure of speech (trope/metaphor) that shapes this entire poetic treatise on the state of the world in Eliot's day. The title of Part I, â€Å"The Burial of the Dead,† is itself a significant figure of speech, also a metaphor, that establishes the central idea of the work.For Eliot, following World War I (1914-1918), Earth itself was ravaged, torn and dead, â€Å"Lilacs out of the dead land †¦. † This figure of speech signifies that death resulting from WWI encompasses the dead who died in battle and the dead who still breath though dead inside from horror and from the lo ss of dead Earth: A crowd flowed over London Bridge, so many, 62 I had not thought death had undone so many. â€Å"Son of man† is another important figure of speech, an allusion and metaphor, as this is to whom portions of Part I are addressed: Son of man, 20You cannot say, or guess, for you know only A heap of broken images, Another important figure of speech (trope/analogy and symbol) found in Part III, â€Å"The Fire Sermon,† is Tiresias, the blind old man who sees â€Å"At the violet hour†: I Tiresias, though blind, throbbing between two lives, †¦ can see At the violet hour, the evening hour that strives 220 Homeward, †¦ This figure of speech is important because it represents Eliot's point and belief that the living dead cannot see, can no longer perceive, what is around them, what is true.This is also an allusion to the Biblical precept that those who see are blind, that is, cannot see spiritual truth. Figures of speech of the  scheme  kind a re also present, though seemingly less prominent and used for elegance and compression rather than for significance. An example is found in Part III: â€Å"the young man carbuncular. † Here the word order is changed so that the adjective modifier â€Å"carbuncular† follows the head noun (â€Å"man†) of the noun phrase. Standard word order would be â€Å"the carbuncular young man. † This sort of rearrangement of word order, with the adjective coming after the noun, is called an  anastrophe

International Human Resource Management Essay Example | Topics and Well Written Essays - 3500 words

International Human Resource Management - Essay Example The workforces of firms are seen as the main resources that enable competitive advantage. The practices of Human Resource Management (HRM) have led to dramatic developments in developed countries such as the United Kingdom and the United States of America, as well as many developing economies such as India (Budhwar and Khatri, 2001). The Indian economy is characterized by huge growth in Foreign Direct Investments (FDI) made by multinational corporations entering different sectors of the economy. This economic status requires companies that tend to invest in the Indian economy to have special and modernized people management practices. Human Resource Management (HRM) systems and practices may vary from one country to another, as cultural and national factors influence the ways that human resources are managed across the globe. In this paper I will illustrate the distinguishing features of various HRM systems that Indian people practice in their organizations in terms of recruitment an d retention, training and development, and performance and reward management. Challenges facing Indian HR practices will also be examined. 2. Culture in India Culture in India is predominantly affected by the following factors: 2.1 Power distance Many Indians believe that power and wealth are unequally distributed within the country and that this situation is badly in need of change. Strong organizational hierarchy leads to the occurrence of both respected and disregarded positions among employees. The caste system, which is largely accepted in India, cannot be changed, although barriers between castes are shrinking and ‘untouchability’ was declared illegal in 1949. Caste is thought to be determined by behavior in former lives and is therefore accepted as fate. This affects the entire life of Indians, including their social status and profession (Khan-Panni and Swallow, 2009 {in Hollinshead 2009}). 2.2 Uncertainty avoidance In India there is a relatively low level of un certainty compared to other countries. Structures and traditions play key roles in reducing uncertainty, as Indians respect traditions, caste and heritage; elements that determine their role in society (Khan- Panni and Swallow, ibid {in Hollinshead 2

Praise and Regular Monitoring of Knowledge to Test Individual Progress Essay

Praise and Regular Monitoring of Knowledge to Test Individual Progress in Learning English - Essay Example The key differences between the earliest and subsequent linguistic learning are apparent. First language learning is a natural process that allows children to acquire and extend the linguistic comprehension of their environment. However, second language learning is a deliberate pursuit, in which mature individuals partake for many reasons. Moreover, children who learn their first language have a natural advantage. For instance, these children acquire their first language using their intuition through a Language Acquisition Device (LAD). Variably, mature individuals have no second chance of learning a language in a natural manner.Consequently, learning the first language is part of a child’s cognitive maturity, which enables the youngster to acquire syntax in an unconscious manner. However, by the time an individual seeks to learn a succeeding language, the individual learns the syntax in a conscious manner. Instead, they have to embrace extra unnatural techniques in order to a cquire competence in their second language. In addition, the first language facilitates the ability of its learners to focus on advanced levels of grammaticality in second language learning. Therefore, subsequent language learners have the ability to manipulate their understanding of grammar using the competency of their first language.Consequently, the dissimilarity between the two languages emanates from the fact that there is more time spent on learning the foremost language because children learn through constant imitation. The learning of a second language takes a shorter time because, during that time, the mature individual has exemplary mastery skills. Moreover, in the first language learning, there is guaranteed access to native speakers. Consequently, these native speakers influence the quick mastery of the language. There is no guarantee of native speakers in the learning of the second language. According to Towel and Hawkins, first language learning has close links with a child’s genetic setup while the second language has no such ties (92).

Strategic Social Challenges of Wal-Mart Article

Strategic Social Challenges of Wal-Mart - Article Example Reducing greenhouse emissions can save money for their consumers. The company also planned to give preference to the suppliers that participate in this program. They have started recycling plastic to eliminate waste and they are also working with their suppliers and educating them. Packaging should be from renewable or recyclable material to save cost and they decided to work with their packaging supplier. Recycling can save on landfill costs. As far as products are concerned, Scott said they would introduce products that are safe and produced in a sustainable way. They are introducing organic products to eliminate toxins in different product categories  such as paper, food, fisheries, and electronics. Apart from the environment, they also decided to focus on product sourcing, health care, wages, community involvement, and diversity. They are trying to ensure that all the workers are treated properly. They also want to bring in insurance for all their Associates and establish basic health care clinics to bring greater access. They would also focus on the wages as this has been the area of criticism but they claim to be abiding by the minimum wages laid down by the Congress.   They believe in diversity and would continue to hire the minorities and the women and also increase business with minorities companies. Wal-Mart was aware of the challenges that the company was facing as they proposed to revise their Associate benefits and the public reputation during their Board Retreat in 2005.

Kone's Strategic Plan Research Paper Example | Topics and Well Written Essays - 1750 words

Kone's Strategic Plan - Research Paper Example It will also show how KONE might use digital marketing as a competitive advantage. KONE is a very well reputed organization in the elevator and escalator industry. It is being noticed that in modern day business, digital marketing is playing a significant role. It is the need of the hour. Each and every global organization is understanding importance of digital marketing in their organizations. Digital marketing is such a promotional technique that, it can attract lots of customers within very short period of time. It reduces lots time and money for organizations. As an organization KONE faces the issue related with digital marketing. It is very important for the company to introduce digital marketing to maintain its competitive advantages. Long term vision, mission and corporate objectives are very important for every organization to excel in the future. KONE has very clear vision to provide best people flow experience. Here in this section mission statement and corporate objectives of the organization will be discussed. The organization measures their progress toward their vision. In course of that, they set some strategic targets. The organization has clear mission to acquire as many as loyal customers as possible. The company is very much committed to provide good working environment to their work forces. Sustainability and market leadership is a big priority for the organization. KONE has very significant corporate objectives. It wants to be a global market leader on the basis of technological innovation and creativity. Profitability and customer centricity is a very important characteristic of their corporate objective. The organization aims at long term higher financial growth than the normal industry standard. It wants to increase its global presence and want to satisfy different segments of their customers. The organization has decisive corporate objectives to match with different mega trends of the industry. Situation analysis has great

Worldviews and Its Formation Research Paper Example | Topics and Well Written Essays - 2250 words

Worldviews and Its Formation - Research Paper Example One of the areas of contention is religion and the belief in God. In the world, there are thousands of distinct religions, each purporting to follow a certain faith. However, all these religions can be grouped into seven major categories, which include all the dominant worldviews. These worldviews include Monotheism, Deism, Naturalism, Nihilism, Existentialism, Pantheism and New Consciousness. This paper will thus discuss all the major worldviews, and compare and contrast them with a Christian Biblical worldview. Worldview and its formation Generally, a worldview is a group of presuppositions that people hold concerning the basic setup or makeup of the world. Specifically, it is an explanation of the divergent views of the people concerning the makeup of the world. People try to apply these views in their day-to-day existence. Some authors go further to suppose that a worldview is a model of the world that is used to guide the various assumptions of a set of people (Futrell, 2006). H owever, not all presuppositions of the people consist of a worldview, as the assumptions have to pass certain tests. The first test is rationality, in which case people should not be asked to believe contradictory events. The second test is that there should be enough evidence to support the theory, mostly from the things that are observable. Another test is that of reality, as it should be able to provide a comprehensive explanation of the way things are. This explanation should be satisfying to those who believe in it. Lastly, the worldview should be in a position to provide a purpose for life. People should not borrow elements from other worldviews to explain their purpose on earth (Solomon, 2001). A worldview is formed by joining certain components together, which serve as self-evident. Infants have no worldview, and the perception of life for everyone takes shape as the he grows and develop. The surrounding environment shapes most of the components of individual worldviews (Sir e, 2009). This environment starts to take charge at an early age, when the infant is under the care of the parent. Parents are the one who shape the first perception of the infants (Futrell, 2006). As the children grow, they develop their unique worldview based on the four fundamental components. The first component is the belief that something exist. This is because the experiences of the people have causes and effects that must be in existence. The second component is the belief that all people have absolutes, which serves as a reference point for their existence. Some people take God as their reference point, while others take love or power (Solomon, 2001). Another component for the formation of a worldview is the belief that two contradictory statements cannot both be right. In this regard, the basic law of logic applies as only one worldview can reflect the reality of life. For a worldview to be formed, it must thus have a unique belief from the others. The last fundamental com ponent in the formation of a worldview is the belief that all people exercise faith. Everyone in the world must assume at one point that certain things or events happen without absolute proof. One of the common beliefs in many worldviews is that a personal God exist (Solomon, 2001). Comparison and contrast of the seven worldviews with a Christian biblical worldview Monotheism The Monotheistic worldview is based on the people’s belief that there is only one God. This personal God has a distinctive personality and not just a divine power. In addition, there is a belief that humankind is a special creation of God in His own image. God manifests Himself though revelation and the truth about Him is beyond all rational

Modern Day Attacks Against Firewalls and VPNs Essay

Modern Day Attacks Against Firewalls and VPNs - Essay Example VPN is an important technological advancement for remote workers as well as organizations to share the data in privately. The security issues surrounding VPNs are cracking of offline password, deficiency of account lock out, poor default formation and VPN thumbprint among others (Hills, 2005). In the similar context, firewalls are the security system used as secure the flow of information between the two networks. Firewalls places a bottleneck between the networks which ensures the privacy and confidentiality of the data shared between the two networks. There are two types of firewalls such as ‘packet filtering firewall’ and ‘stateful inspection firewall’. The common threats pertaining to firewalls include attacks from malicious codes such as virus, worms and information theft among others (Rao et al., 2011). This paper intends to explain the modern day attacks against firewalls and VPNs by explaining concepts of these two information technology tools. In th e light of aforesaid description, the essay intends to explain and discuss modern day attacks against firewalls and VPNs. The technology of firewalls was first established in 1980 and since then it has undergone several modifications and alternations. Firewalls are integrated security system designed to secure network from unauthorized access. Firewalls are also useful for protecting the outside fire. Firewalls are also considered as a system of network security which controls flow of traffic over the network created by set of protocols (Brown University, n. d.). Firewalls as act as a ‘software solution’ and ‘hardware appliance’. Firewalls can also be defined as the security measures, which protect local system as well as network system from the potential threats. The two types of firewalls are packet filtering and stateful inspection firewall. A packet filtering firewalls allows the flow of packets that meets certain specific criteria. The rules of the filtering depend on

Color and the Visible Spectrum Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Color and the Visible Spectrum - Research Paper Example The visible spectrum range is located on the electromagnetic spectrum within ranging from 780 nanometer to 390 nanometers. The narrow band forms the ROYGBIV, as will be discussed in the body of the project. The following is a representation of a visible light spectrum within the electromagnetic wave spectrum: From the image above, it is clear that within each spectrum division of visible light range there is a particular color to that cause. Consequently, this brings the concept of retina perceiving specific color sensation when light consisting of certain wavelength drops on the retina. Isaac Newtont illustrates this aspect by using the light shining on prism. The prism divides the light shining through into various wavelengths thereby showing the various color components of the visible light. Each color produced therein is a representation of a particular wavelength; the wavelengths are what cause the varying amounts of bend exhibited by each color. upon this discussion comes the aspect of dispersion, which is simply refers to the process of separation of visible light into various distinct colors. In the presence of a prism, as shown in the image, dispersion of visible light results to the colors red (R), orange (O), yellow (Y), green (G), blue (B), and violet (V) (Gomes & Velho, 98). The abbreviations therein give visible light the name ROY G BIV (Even though Indigo (I) is usually not depicted within the spectrum range, it is arbitrarily added to produce a vowel for Roy’s name that comes last). From the spectrum, red has the longer wavelengths meaning it can be easily seen while violet has the shorted wavelength, which confirm the rarity of human eye seeing it. The following is an image showing the visible light spectrum with description: The distinct types of cones characterized by photo-pigments in humans, allows them to have sensitivity to three

Global Theroy and Plan Essay Example | Topics and Well Written Essays - 500 words

Global Theroy and Plan - Essay Example Furthermore the impact that this would have on other dimensions such as human resource management planning would be vast. The first and foremost element of my personal theory of global executive management development is centered around three principles which are aligning the needs of employees with the organizational objectives of the company, ensuring regular cross-cultural communication training takes place and finally putting in place policies that ensure positive relationship building. Aligning the needs of employees with the objectives of the organization is important to personal management development. It can be the case that in many organizations there is disequilibrium between these two parties. For example an organization may stress the importance of business ethics, but in some circumstances there may be pressure on employees to act in an ethically questionable way. These policies could theoretically result in employees feeling frustrated or isolated. According to Connors & Smith (1999) having a common goal and sharing accountability is an important element to an organization staying united and productive. When addressing the importance of regular cross-cultural communication training it is important to consider that an increasing number of employees are taking international assignments particularly people working for multinational corporations. A study conducted by Liu and Lee (2008) concluded that cross-cultural training had a significant impact on the overall expatriate adjustment in a host country. By preparing a manager to meet the needs of an expatriate position there would be a reduced risk of employee turnover as well as better overall employee job satisfaction. Even if an employee does not take an overseas position the benefit from a cross-cultural training could theoretically be very important to meet the needs of an increasingly diverse workforce and client base

Police Brutality Essay Example for Free

Police Brutality Essay Police work is dangerous. Sometimes police put in situations that excessive force is needed. But, because some officers use these extreme measures in situations when it is not, police brutality should be addressed. The use of excessive force may or may not be large problem, but it should be looked into by both the police and the public. For those people who feel racism is not a factor in causing the use of excessive force, here is a fact. In Tampa Bay, Florida five men died while in the custody of the Tampa Bay police department. The thing is the Tampa Bay Police Department is made up of mostly white officers, but of the five men who died none where white. Four of the five men that died were African Americans, and the other man was a Mexican. If the incident in Tampa Bay does not show person racism, this event might. In New York City, an average of seven Latin Americans were killed a year between 1986 to 1989, but in 1990, that number increased. In that year, twenty-three Latin Americans were killed by police gunfire. Police brutality is involving the unnecessary and unjustified use of force that is either physical or verbal. Other than the police stopping brutality, the use of review boards can be used. These boards must be able to receive all the evidence in a case, including the police audio tapes, in order to make fair judgment if excessive force was used or not. If excessive force is present in cases, these review boards must be able to punish the police or they are almost useless. Whether or not a person believes police brutality is a serious problem, it must be stopped. In some cases, where more force is needed than in others, it is still there. Even in areas where police and the use of excessive force is not a huge problem, it must be decreased by both the police and the public. Finally, there needs to be rules making sure that this never happens again.

English Macbeth coursework Essay Example for Free

English Macbeth coursework Essay Is the supernatural wholly responsible for the tragedy that occurs or is Macbeth fatally flawed and responsible for his own heinous crimes? It is my contention that all of the central characters have some integral part to play in the tragedy that occurs. Each have some function in the heinous crimes, and hence one individual cannot be held completely responsible for the bloodshed that occurs. William Shakespeare was born in April 1564 in Stratford-upon-Avon. His father was named John Shakespeare; he was originally a glove maker before eventually becoming a politician. His mother, Mary Arden, belonged to the ranks of high society, being from a wealthy family, she subsequently inherited a great deal of money and farmland. Shakespeare was the third child born to the couple, but was the first to survive. The Shakespeares went on to have four children, Gilbert, Richard, Joan and Mary. Shakespeares family was quite wealthy, and when Shakespeare was four, his father was established as High Bailiff of Stratford. Shakespeares first school was Petty school and when he was seven, it is believed that he went to the local grammar school until at the age of twelve, when he left to help his father who had run into financial trouble. At the age of eighteen, Shakespeare met Anne Hathaway who was the daughter of a local farmer. She was twenty-six. They married in November 1582 and in May 1583 gave birth to their first child Susanna, she was followed two years later by twins Hamnet and Judith. Shortly after this, Shakespeare left Stratford, leaving his family behind. Sometime between 1585 and 1592, Shakespeare arrived in London and found a job in the theatre. He began to act and write a variety of plays and they were hugely popular, though many considered him to be intellectually insecure given that he was not university educated. In 1956, sadly young Hamnet died. By the age of 33, Shakespeare was making vast amounts of money and had been propelled to success, thus gaining country wide fame. He bought the second biggest house in Stratford, lots of land and a share in Londons finest theatre, The Globe. When James 1 became king he displayed a huge interest in the theatre given that he was patron of the arts. He ordered Shakespeares company to change their name to the Kings Men. In June 1613, Shakespeares play Henry V111 was put on at The Globe. During the play, a live cannon shot out a burning ball of paper, which landed on the thatched roof of the theatre. The whole building caught fire and within an hour it had burnt to the ground. After this, Shakespeare decided to retire and move back to Stratford. He was forty-nine and had written thirty-seven plays. He died on the 23rd of April 1616 at the age of fifty-two. He was buried two days later in Holy Trinity Church in Stratford. Macbeth was an old Scottish legend and according to the Holinsheds chronicles of England, Scotland and Wales, Macbeth became king of Scotland in 1040 after having defeated an inadequate, weak and youthful leader. Shakespeares Duncan was much older and demanded respect from Thanes; his murders were more heinous in the dramatic interpretation. The historical Macbeth reigned as king for 17 years. James 1, formerly a ruler in Scotland, was the eighth descendant of the Banquo-Fleance line and because of this Shakespeare presented Banquo in a more honourable light than the historical Banquo actually was. James 1 was intrigued and terrified by witchcraft. In 1597, he produced a book called Daemonolougie, which acted as a guide to recognise and defeat witches. King James believed that he had encountered witches and claimed three witches had raised a storm in order to drown him on his wedding trip. He believed that his encounter was real and three women were consequently murdered after they admitted sailing in a sieve to sink the ship. However, Shakespeare presented this encounter in Act one scene three. During this century, it is estimated that between 4,500 and 8,000 women were destroyed for supposedly practising witchcraft. The king even passed a law proclaiming death to anyone who was thought to be meddling in the dark forces. Shakespeare used the idea of witchcraft, kingship and moral order to develop the play, as these themes were greatly admired by a Jacobean audience. The play is extremely dramatic in its depiction of the corruption of natural order and raw ambition. It starts with the three strange witches meeting on an empty heath. King Duncan wins a great battle and Macbeth becomes a hero. Furthermore, Macbeth and Banquo meet the witches. They predict that Macbeth will be the Thane of Cawdor and later King. The prophetic hags first prophecy comes true and Macbeth does become Thane of Cawdor. Macbeth writes to Lady Macbeth telling her what the witches said. In an ambitious move the husband and wife plot to kill King Duncan. When Duncan comes to stay at Macbeths castle, Lady Macbeth persuades Macbeth to go ahead with the murder and grudgingly he does. Malcolm and Donaldblain, sons of Duncan, escape to England and Macbeth is crowned King. However, Macbeth does not trust Banquo and has him murdered, but when Macbeth has a feast, Banquos ghost appears. Hence, Macbeth resolves to revisit the witches and he sees strange apparitions, meanwhile, Macduffs wife and children are murdered by order of Macbeth. Lady Macbeth then becomes insane and dies. The castle is attacked, Macbeth is killed and Malcolm is proclaimed King. One lone character cannot be solely to blame for this tragedy, all of the central characters should be apportioned some blame. Macbeth is a brave and noble soldier who fought heroically for King Duncan. One would not suspect him of pre-mediated murder. Therefore, the witches must have had the ability to corrupt, manipulate and shape his mind. Macbeth must certainly be apportioned some blame as every man is in control of his own destiny. The witches never specifically told him to kill, they merely implanted a suggestion. Macbeth obviously had ambition, which was sparked from the beginning. The witches simply helped to spark this ambition and then worked to keep it alight. He acts along with the help of Lady Macbeth. She manipulates and supports his evil deeds. Macbeth had the power to reject the witchs suggestions and allow nature to take its course, this is evident, as he was able to control hundreds of soldiers in battle and give orders. He was not a weak and challenged man man. Macbeth was on the contrary selfish and power hungry. He let his greed influence him. Loves for his own ends, not for you However, one can reason that Macbeth was not always in control. He is said to be in a rapt state and one whethers this has anything to do with the elemental forces or his over sexual, manipulative wife. Even so, he may be possessed but he is in control of himself as the dialogue suggests, Stay you imperfect speakers tell me more In addition, his tone changes as he gains confidence and he becomes aggressive. This suggests that he is in control and can make up his own decisions. However, there are reflective moments when he reflects on his actions and decides against murder. If chance will have me king, why chance may crown me/without my stir However, this way of thinking is soon non-existent in the second act. Macbeth would be viewed as a hero if he made his own judgement and resisted the temptation. Lady Macbeth is also marginally to blame. She is introduced when she reads Macbeths letter. She is pushed, pressurised, manipulated and calculated the pre-meditated murder. She is powerful and dear to Macbeth and takes full advantage of this. However, we would not expect a woman to rein such power, as this would have been unlikely given the period. Without her cajoling, Macbeth may never have gone through with the first murder. She took control and handled the murders as an unsexed entity. It seems that Lady Macbeth may have been connected with the supernatural before, as she calls out to evil spirits. unsex me here Lady Macbeth could be considered a witch according to the standards of Shakespeares day. She subverts the order of the sexes and the usual family hierarchy by trying to assume more power than the head of the family, her husband. She does appear to have more power over him, as she challenges his manhood so he will commit the murder of Duncan. And live a coward in thine own esteem She uses sexual means to control her puppet like husband and entrances him; thus she is like a witch. By challenging her husbands manhood, she is making him mentally impotent yet in the same way pleading for herself to become an unsexed entity, on an equal power with her husband given his impotent and fragile state, if anything Lady Macbeth is more aggressive in this strange role reversal. This is highlighted in the following quotation, When you durst do it, then you were a man She does not follow the typical role of the wife; she transforms the social order and thus becomes the pinnacle of the family and her alliance with the dark forces becomes dubious, the fact that she works with the weird sisters to influence Macbeth suggests that she is at least indirectly allied with them. Though it can be said that, Lady Macbeth retains her mortal form and temporal powers; she has simply touched on the deep-seated ambitions and greed that were already present in him. Although Lady Macbeth coserts her power and dominance over her weak, ineffectual husband, the elemental forces also corrupt the impotent Macbeth. She also encourages Macbeth to become more confident and assertive and tempt him into using his ambition for his own gains. Without this guidance and the corrupt suggestions, Macbeth would probably have never acted on his impulses and desire for power. The witches cast spells and provide apparitions and thus drive his hunger for power and dominance. The withches intentionally taunt him by making him believe that he is in control, they change their tone and act subservient towards him, speak, demand, well answer We are also more prone to condemning them more as we learn the grotesque content of their cauldron, pour in sows blood that hath eaten her nine farrow These ingredients sound equally gruesome to Macbeth, yet this is overshadowed by the vague, riddled promises that they make, for none of woman born shall harm Macbeth They continually meddle in his life and one could question whether they had anything to do with the hallucinations. Most of the play is written in blank verse, which resembles the natural rhythm of spoken English. The language flows in this form, certain syllables are stressed and there is a lack of end rhyme. However, this rhythm is disturbed when the weird witches are present in the scene. The language and verse is varied, with the witches and present. The verse is much choppier and sharper. Shakespeare also used rhyming couplets, which is particularly applicable for use in the witch scenes, as riddled; rhyming couplets enhance the devious and corrupt nature of the witches. The vocabulary is archaic and typical of Elizabeth style. The language devices Shakespeare used are abundant; he uses figurative language, aural imagery, patterned sound, equivocation, biblical illusions, symbolism and personification. Act 1 Scene 1 opens with thunder and lightening. We establish that this scene could be evil as the weather suggests this. Hence Shakespeare has used pathetic fallacy to enhance atmosphere. It was believed that in superstitious times those fierce storms were omens of unrest in individual people and whole countries. The fact that the witches open the plays shows the theme of supernatural is integral to the play. Shakespeare used the weird witches to open the play to show that evil will taunt Macbeth and will influence what happens in the play. The unearthly creatures talk of the battle being, lost and won. This equivocation shows the witches have the power of prediction and that they have also been anticipating the fight for Macbeths soul. The witches actively seek to meet up with Macbeth; this portrays their meddling side to the audience. there to meet Macbeth The prophetic hags establish a link with the supernatural by calling their familiars. Their familiars were supposedly given to them from Satan to help with sorcery. I come Greymalkin The witches riddled phrases denote the confusion that will occur. Their ambiguous language addresses that things arent always as they seem. fair is foul and foul is fair This line is an analogy for the deceptive facade of Lady Macbeth. The witches Exeunt by hovering through the air and by doing this; they are symbolically linked with the supernatural. From analysing the evidence in this scene, one can assume that the blame is directed to the witches, as they are meddling in Macbeths affairs and are being associated with evil. Act 1 scene 3 also opens with thunder. It shows the extreme nature of the prophetic hags. Their meeting place, the heath, is symbolic of the barren and empty nature of the witches. blasted heath The fact the witches meet again reinforces the idea of sisterhood and coven, where hast thou been, sister? One witch has been a gruesomely killing swine. This is a ritual killing for evil purposes. Another witch relates how a sailors wife denied her food, so decides to attack the sailor. It was superstition that if you denied a witch food then the witch would take steps to punish you. The dramatist uses a strong metaphor here, which creates imagery, Aroint thee witch the rump-fed renyon cries The witch turned herself into a rat and sailed in a sieve to corrupt the sailors ship. There is a symbolic suggestion in the word rat that they are cunning and manipulative. Furthermore, the fact she turns herself into a rat indicates her lower status compared to her familiar. Therefore, her familiar is a lot more powerful than she is, as it is a cat. The witches are very civil to each other, which makes us question whether they really are intrinsically evil, Th art kind Moreover, they speak in rhyming couplets; this increases the notion of incantation and makes their riddles more complex. The first witch produces a human thumb. This implies that she has used her magic for evil. Macbeth is announced with a symbolic drum. His future is told within a drumroll. Death. Macbeths opening words directly associate him with evil. So fair and foul a day I have not seen It is in reference to an earlier quote that the unearthly creatures spoke. This links his destiny with the witches and evil. Macbeth speaks with an important, unsure and hesitant tone and the Weird Sisters prophesise that Macbeth will be Thane of Cawdor and King hereafter. This is what sparks ambitions. Banquo seems jealous but says Macbeth, Seems rapt withal He is in a trance and he may be possessed at this point, perhaps under the control of the supernatural. Banquo already recognises the witches to be unnatural and strange and is very vivid in his description of them. So withered, and so wild in their attire, That look not like th inhabitants o th earth In addition, Banquo may also be suggesting that Macbeth is greedy and expectant. Speak then to me, who neither beg nor fear your favours or your hate Even in his rapt state, Macbeth is still coherent enough to demand to know more. Thus he is in control of himself enough to absorb the information and calculate his actions. His tone becomes more commanding and demanding, hence Macbeth is capable of making his own decisions. Stay you imperfect speakers tell me more Macbeth feels powerful after having been victorious in battle. Macbeth is sadly deluded that he can control the elemental forces, which have succeeded in uncovering his raw ambition. One Macbeth learns he has been made Thane of Cawdor, Banquo says, What can the devil speak true This suggests that evil is at work, One must recognise that the witches never suggested murdering Duncan and it is essential to balance the evidence and make appropriate decisions. We learn of the Weird Sisters connection with evil and of their provoking and meddling, yet they never tell Macbeth to do anything they merely suggest. It is clear that Macbeth is showing his true colours by the end of the scene and is in complete control of his actions. One can reason that he is in rapt state, but after we are given this impression, there is also contrary evidence provided to suggest that he is in fact in control of his actions. The tone actively changes, commanding and directing. In Act 1 Scene 5, Macbeth has sent Lady Macbeth a letter and the first thing Macbeth writes about is the witches. Shakespeare is insinuating that the supernatural has a central role within the play. Macbeth writes, while I stood rapt in wonder of it We once again question whether he was possessed and can be held responsible for his actions. Macbeth calls Lady Macbeth, my dearest partner of greatness This suggests they have a good relationship and usually work together in partnership. Macbeth is aware that he may not have enough ambition. That thou mightst not lose the dues of rejoicing by being ignorant of what greatness is promised thee Macbeth is leaving the decisive action up to Lady Macbeth and hence is giving her freedom of choice. Lay it to thy heart and farewell Lady Macbeth realises that Macbeth is, too full o th milk of human kindness Lady Macbeth feels responsible for what happens so is plotting and planning for him. Yet do I fear thy nature Lady Macbeth reveals her thoughts about witchcraft and the supernatural by calling on evil spirits. come you spirits that tend on mortal thoughts One can assume that she has been embroiled in the supernatural before. She calls on the spirits to change her into a ruthless human being. To take away her soft feminine qualities so that she can assist her ambitious husband who lacks the evil he will need. unsex me here After critically examining the evidence in this scene, one can point the finger of blame towards Lady Macbeth who calls on evil spirits so she can assist her husband. She is already planning and plotting murder. One can now connect her with the supernatural and evil. In Act 1 Scene 7, Macbeth starts to change his mind about the murder, hath borne his faculties so meek, hath been, so clear in his great office In contrast, Lady Macbeth shows optimum strength in this scene. She undermines Macbeth and challenges his manhood. And live a coward in thine own esteem Lady Macbeth plots and plans the murder of Duncan. All her actions are pre mediated, which implies that she is a cold heartless killer, When Duncan is asleep whereto the rather shall his days hard journey soundly invite him-his two chamberlains. Will I with wine and wassail so convince, that memory, the warder of the brain, shall be a fume, and the receipt of reason a limbeck only; when in swinish sleep their drenched natures lie as in death She is so cunning and conniving that she has thought everything through. his spongy officers, who shall bear guilt We are reminded of the earlier quotation, fair is foul and foul is fair It seems to be unfolding like a prophecy. There should be equilibrium in apportioning blame in this scene as Macbeth, though deciding against the murder, was convinced very quickly to go through with it. If he really hadnt wanted to go through with the murder he would have put up a bit more resistance. One can reason that Lady Macbeth has a very strong influence over him and she knows how to use it to her advantage, especially in this scene as she challenges his manhood and has a carefully thought out plan. One could question whether she is inherently evil or whether Macbeth really had any other choice. In Act 2 Scene 1, Banquo is unable to sleep, as he is uncomfortable in the presence of evil thoughts. Merciful powers, restrain in me the cursed thoughts that nature gives way to in repose Macbeth denies his involvement with the unearthly creatures. He is very careful to hide his guilt in murdering Duncan. This is the turning point for Macbeth; he is becoming more and more empowered, I think not of them Macbeth believes he sees a dagger in front of him. This could be a sign of his need to muster his courage, hence he intentionally visualises his evil swaying. This could also be the work of the supernatural. The word dagger reminds us of the unnatural predictions, That summens there to heaven or to hell This soliloquy reveals Macbeths abnormal state of mind. It also reminds one of the unnatural witches who are products of hell. He believes he is becoming stronger, but ironically he is becoming weaker, as he is more and more disturbed as a result of the supernatural. One can use the evidence shown in this scene to appoint the blame to Macbeth as now he is denying any involvement with the witches and lying to his own friends as the supernatural is taking a hold of him. One could question his sanity as he sees a dagger, or one could reason that this is the supernatural meddling and taunting Macbeth. In Act 2 Scene 2, Lady Macbeth and Macbeth are becoming more frail minded as they are beginning to realise what they have done in order to get what they want. Lady Macbeth jumps at the sound of an owl. This suggests that she is becoming frail minded and is extremely anxious. Hark! Peace! Other signs of the pair frail mindness are that Lady Macbeth pleads with her husband not to go insane, which is ironic as this happens to her, and that Macbeth cant wash the blood from his hands. No, this my hand will rather the multitudnous seas incarnadine, making the green one red He cant literally wash the blood from his hands and also metaphorically he cant wash away the guilt of what he has done from his blackened soul. For all Lady Macbeths evil words she still has some sort of conscience, as she cant commit the murder herself. She is not as evil as she would like and maybe the evil spirits didnt remove all of her soft gentle side. Macbeth is remorseful, but Lady Macbeth has achieved her desires. She is adamant that the dead cant exact revenge. If anything she has been influenced and manipulated by the supernatural. the sleeping and the dead are but as pictures. Tis the eye of childhood that fears a painted devil In this scene we see that Macbeth is regretting his devious actions, yet this passes very quickly. Lady Macbeth shows very little regret or remorse. One can reason that she couldnt commit the murder herself so she cant be all evil. Both are becoming weakened and anxious. Macbeth cant return the daggers and is initially ashamed of himself. In Act 3 Scene 1, Macbeth has become more powerful. He has not yet converged with the witches, so we can assume that they havent complete power over him in this scene. Lady Macbeth and his own greed now directly influence everything he does. Macbeth has Banquo murdered, but it is his own madness that drove him to do it. He is now more in control of his destiny. I will put that business in your bosoms whose execution takes your enemy off He is level headed and cunningly instructs the murderers to plant themselves away from the palace. I will advise you where to plant yourselves.something from the palace Macbeth gives the murderers reasons to kill Banquo, claiming that Banquo had held them under fortune This portrays his intelligence, but also emphasises his evil side. Macbeth is very clear in what he must do to secure the thrown without challenge. We have scorched the snake but have not scorned it This implies that there are more murders to come. Macbeth is not troubled by the murders he has committed. He is more worried that Fleance escaped. From this we can establish that he has little or no conscience. Fool of scorpions of my mind dear wife thou knowst that Banquo and his Fleance lives One must recognise that neither the supernatural nor Lady Macbeth had anything to do with the murders of Banquo or Fleance, yet Macbeth now uses a style not unlike the style Lady Macbeth had used on him. One could say that her influence has not left him unmarked and she still has some sort of control over him, though it is mostly his own greed that is spurring him on to commit these heinous acts. In Act 3 Scene 4, Macbeth is becoming increasingly cruel in his manner and shows no remorse in his friends death. Tis better thee without than he within He is referring to the blood on the murderers face. Macbeth is upset that Fleance has escaped because it jeopardises his plans and he realises that he can still feel fear. But now I am cabined, cribbed, confined. Shakespeare uses alliteration in this scene for dramatic effect, it emphasises that Macbeth is trapped, desperate and afraid. The use of the c consonant is particularly effective since c is a hard consonant. The sharp sound evoked by this letter emphasises Macbeths fear. He also uses rule of three for literary effect moreover, there is a great association with the number three and magic. The dramatist is once drawing us back into the supernatural and highlighting the fundamental importance of the role of the prophetic hags. There the grown serpent lies, the worm thats fled This is an evocative metaphor used to describe Fleance. By calling him a serpent, Shakespeare is inferring that Macbeth sees him as devious, sneaky and sly. Macbeth sees an apparition of the deceased Banquo. We must question whether this is guilt or the supernatural meddling again. Which of you have done this? This is what we call an asside or soliloquy. A private moment where the character shares his thoughts with the audience. Lady Macbeth refers to Macbeth as a woman. It is ironic that Lady Macbeth feels so superior at this time, because shortly she becomes insane yet here she is perfectly sane. Macbeth reveals his evil intentions by explaining, we are yet but young in deed At the end of this scene Macbeth concludes that he will visit the Weird sisters (witches). His reliance on the supernatural is necessary to stifle his fear. One must recognise that he goes to the supernatural and not the other way about. Therefore, we blame Macbeth for going to the prophetic hags. Act 3 Scene 5 includes Hectate who is the supreme witch. This scene involves her scolding the witches for not involving her. This scene incriminates the witches which makes them responsible. How did you dare to trade and traffic with Macbeth in riddles and affairs of death Hectate also apportions some of the responsibility to Macbeth and believes the witches are wasting their time. Loves for his own ends, not for you The witches know Macbeth is coming to them and they will, draw him on to his confusion thus adding to the supernaturals already existing evil. The inclusion of this scene means that the metaphorical finger is pointed at the Weird Sisters. However, most editors do not consider this scene to be written by Shakespeare. Therefore, this scene should not be included when considering the evidence. If it were, it would suggest that the elemental forces were to blame the whole way through the play. In Act 4 Scene 1, the witches are involved in a ritual, making a concoction for Macbeth to drink. They will be instruments of his doom. There is similar assonance present, to emphasise the riddled and confused nature of their speech and hence to magnify the idea that these are unnatural creatures. chaudron.cauldron The way they chant together reveals their sisterhood. The prophecies they reveal are that Macbeth must be cautious of Macduff (thane of fife Nemises/avenger to Macbeth not born of a women); he will only be defeated when Birnham Wood moves to Dunsinane and that no man born from a mothers womb can ever harm Macbeth. These predictions though extremely ambiguous, are riddled prophecies of Macbeths future. They only tell half-truths but they are also double meanings. Macbeth longs to feel secure. Double double, toil and trouble This enhances the fact that the meanings are going to be double edged. The incantation reveals the turmoil that lies ahead. Macbeths tone is demanding and he thinks he has the power to control the witches when he most certainly doesnt. I conjure you, by that which you profess The witches recognise this and use it to their advantage by making Macbeth feel that he is in control by saying, speak, demand, well answer They are now purposely taunting him and acting in a subservient way and their tone has changed. They lure him into a false sense of security. say if thoudst rather hear it from our moths or from our masters Macbeth has become a puppet for the instruments of darkness. He has become conceited and believes he is untouchable. The prophetic hags have influenced and shaped him by implanting thoughts of grandeur into his head and extracting his ambition. He misinterprets the prophecies and still he isnt satisfied. Yet my heart throbs to know one thing We condemn the witches more so because of the ingredients they put in their cauldron are foul, grotesque and inappropriate in the extreme, Finger of birth strangled babe Yet Macbeth decides to murder all related to Macduff. The killing of these innocents is perhaps his most evil act. It cant be condoned, as they have nothing to do with the situation. Macbeth says, From this moment, the very firstlings of my heart shall be, the firstlings of my hand For this malevolent deed we blame him in this scene, as the witches never said anything about killing Macduffs family. This is completely of his own accord. In Act 4 Scene 3, Malcolm (son of Duncan and prince of Cumberland) tests Macduff and when it is clear that they are both loyal and good, they plan whats to be done. Macbeth has been energized by the witches and goes on a killing spree, murdering Lady Macduff and her son. He has killed me mother Once Malcolm and Macduff learn of the slaughter of Macduffs family they are clear that Macbeth must be stopped immediately. They invite assistance from, the powers of above, Or the heavens to overthrow the tyrant. This suggests that the supernatural world can be fair as well as foul. This reminds us of the former equivocation, which is the central coda of the play. Macbeth is crazed by murder. His actions are now gratuitous, as he is hungry for murder. He was once subservient to the supernatural and now he is a transformed lunatic. He was once empowered by them and now is obsessed and insane. After analysing the evidence from this scene it is clear that Macbeth should be blamed and one must also recognise that there is evidence to show that the supernatural is not all bad. In Act 5 Scene 1, Lady Macbeth becomes completely crazed. Firstly she sleepwalks. Lady Macbeth hallucinates that she has blood on her hands, has sin on her soul. Out damned spot, out I say. Hell is murky will these hands neer be clean? This juxtaposes what she has said previously. A little water should cleanse me of these deeds It is clear that her conscience troubles her and one must recognise that she is not wholly evil. In Act 5 Scene 3, Macbeth is still on a mission for power and will not go down without a fight. Ill fight until from my bones my flesh be hacked. Give me my armour This image is gruesome and unwholesome and it reminds us of the witches and their evil deeds. His choice of language leads us to believe that his encounters with the weird witches had some sick satanic effect on him. His frustration is apparent and he is cruel towards the servant, but this is understandable as he is faced with the risk of battle. He also invites some sympathy when he admits, my way of life has fallen into the sear Yet he musters some confidence at the end and one could recognise that he brought this all on himself. In Act 5 Scene 5, we see the death of Lady Macbeth. She commits suicide, as her evil deeds were too hard to live with. One can recognise that she is not all evil, but merely weak and that she could not live with what she had done. Macbeth seems too far-gone in his evil ways to feel real fear. At the end of scene five Macbeth begins to question the moral fibre of the witches. I pull in resolution and begin to doubt th equivocation of the field Even on the stake he ponders over how he could be killed when the witches promise differently. Whats he that was not born of a woman He still stupidly believes in what he was told. He has been duped as Macduff was, from his mothers womb untimely ripped Macbeth still shouts orders and damns others, yet ironically, it is he that is damned. After critically studying the evidence of that scene we blame Macbeth, as he is evil right to the very end and still obsessed with the supernatural and what the witches have told him. After close critical analysis it is my view that responsibility is swayed in each scene, yet on the whole each party are equally to blame for the bloodshed. There is sufficient evidence to imply that each party had a vital function in the outcome. Macbeth was not wholly responsible for the outcomes of the play, yet he is partly to blame for murdering for his own gains. It is obvious that sometimes he is said to be in a rapt state and one could question whether he had been possessed by the Weird witches. However, even in his rapt state he still seems to be in control of himself. Macbeth never actually calls the three women witches, only weird sisters or prophetic hags; thus one must question whether they actually have any power or only the power of suggestion. They never actually instruct Macbeth to murder anyone, yet they alongside Lady Macbeth work to water the seed of ambition. Fate may have intended Macbeth to seize the throne; the witches may just have been instruments to support this notion and provide Macbeth with guidance. The prophetic hags tempt Macbeth into using his ambition for his own gains and they have knowledge that Lady Macbeth is a power hungry woman who will aid Macbeth. One must assume that they too are evil as they cast spells, provide apparitions and implant notions of power and grandeur. Furthermore, the spells they cast are extreme and the ingredients are highly inappropriate, this further denounces the witches. finger of birth strangle babe In Jacobean times spells were thought to be powerful concoctions brewed for evil purposes. The witches encourage Macbeth to become more confident and assertive and Macbeth is linked with them from the start. He is linked through his phrasing and they talk of him before they are even introduced hence one could say that it is their primary intent to corrupt Macbeth. There to meet with Macbeth Macbeth allows himself be corrupted and is easily lead. His ambition was already there; the witches simply helped it grow. They cannot be held completely accountable as they only fuel and drive his ambition. Lady Macbeth must also be partly blamed for the outcome. She pushed, pressurised and coldly planned the murder of Duncan. She took control and handled the murders as unsexed entity. If not for her, Macbeth may never have murdered Duncan and if he had never murdered Duncan then he would never have got a taste for power or greed. It was only when he first murdered that his hunger escalated and he became driven by greed and ambition. Though one may assume that she is not all evil, as she could not live with herself for the crimes she had committed and became insane. Some critics insist that Macbeth was tricked, cajoled, tempted and guided by the supernatural forces and hence he is not to blame. However, it is my interpretation that the Weird Sisters did tempt, taunt and tease him. They sparked his ambition, but that ambition already lay within Macbeth; the witches simply brought in to the surface. Had the unearthly creatures not have done this one could argue Macbeth would never have thought of killing Duncan. Yet this is only a presumption. One must clearly recognise that witches under any circumstances told Macbeth to murder. Had Lady Macbeth not tackled and challenged Macbeths manhood, one could argue Macbeth may never have murdered Duncan or become embroiled in future murders. Yet it is clear that though in the early stages Lady Macbeth and the supernatural influenced Macbeth, he became a murdering lunatic all of his own accord and was in control of what he was doing. He chose his destiny and killed innocents without any influence from anyone except the influence of his own greed and desire. Macbeth is insatiable, ruthless and domineering. Yet none of the guilty parties are blameless. All three caused the tragedy and only with all three present could the tragedy have been caused. All three parties are portrayed with blame, the tragedy is more satisfying. A seventeenth century audience would have believed, Macbeth was not fully responsible, because witches were prevalent within their society yet a modern day audience would blame Macbeth fully, as they would contemplate that he had no excuse. She believes that it is easier to surface some pity for Macbeth when he is not the only one to blame but part of a triangle of guilt. In my opinion, it is easier to muster sympathy for a person who is not entirely to blame for their actions; in the case of Macbeth, the tragedy is more successful if the popular seventeenth century mentality is adopted, and thereby the witches and Lady Macbeth are made partly to blame for his downfall.

Jekyll and Hyde: Drug Addiction

Jekyll and Hyde: Drug Addiction The first stage of Dr. Henry Jekylls addiction is In Robert Louis Stevensons nineteenth century novel Dr. Jekyll and Mr. Hyde, addiction is a very important undertone. Stevenson writes It was on this side that my new power tempted me until I fell in slavery. I had but to drink the cup, to doff at once the body of the noted professor, and to assume, like a thick cloak, that of Edward Hyde (Stevenson 109). In other words, Dr. Henry Jekyll concocts a very strong potion in his laboratory and drinks it. As a result of his drinking the potion, he transforms into the evil Mr. Hyde. In Dr. Jekyll and Mr. Hyde, Dr. Jekyll clearly shows all the classic signs of being a drug addict: experimentation, denial, attempt to quit and abuse. Ultimately, his self-destructive behavior becomes so severe that it leads him to commit murder; and eventually, to take his own life. Experimentation. In Dr. Jekyll and Mr. Hyde, Stevenson notes late one accursed night, I compounded the elements, watched them boil and smoke together in the glass, and when the ebullition had subsided, with a strange glow of courage, drank the potion (Stevenson 106). This description refers to the doctor willingly concocting his strong potion. His initial purpose for cooking up and testing the drug is very well- meaning. Jekyll simply wants to rid his evil self from his good self. Despite the fact that his intentions are good, his experimentation begins his path towards addiction and isolation. Dr. Jekylls experimentation with psychoactive chemicals is similar to how contemporary addicts drink or use drugs to deal with problems in their lives. Denial is the second stage of Dr. Jekylls addiction. This defense mechanism is commonly used by addicts to avoid facing the uncomfortable reality of their problem. Jekylls denial first comes up at his dinner party when Utterson comments that he is becoming increasingly informed about Hyde. Jekyll says, it is not as bad as that; and just to put your good heart at rest, I will tell you one thing: the moment I choose, I can be rid of Hyde (Stevenson 58). This quote from Jekyll is the speech of a person with a drug problem. His response is very similar to how todays addicts claim that they can stop using when they want to. This is not to say that it isnt possible, but it is very difficult for an addict to quit on their own. Furthermore, Jekyll also insists that Utterson be at ease about Hyde. Jekyll asserts this is a private matter and I beg of you to let it sleep (Stevenson 58). Jekyll convinces others that he and Hyde are two separate entities when in fact they are one. This denial of Jekyll is a sign that he is becoming an addict. Similar to other addicts, Jekyll has an unsuccessful attempt at stopping his drug use. For several months, Jekyll is back to his friendly ways. He begins to become sociable again and appears to be back to his old self: a new life began for Dr. Jekyll. He came out of his seclusion, renewed relations with his friends, became once more their familiar guest and entertainer (Stevenson 71). This quote refers to Jekylls noticeable change in attitude when his drug use is ceased. Things seem to be as if they were in the old days for the doctor. However, as is often the case with addiction, his antisocial behavior returns just as quickly as it had left. His drug use begins again as he refuses visitors and becomes extremely secluded: On the 12th, and again on the 14th, the door was shut against the lawyer. `The doctor was again confined to the house`, Poole said, `and saw no one` (Stevenson 72). This quote is from Jekylls butler and refers to his noticing the changes in behavior of his master. These changes by Jekyll drive the butler to join forces with Utterson to find out what is going on with Jekyll. Jekylls attempt at quitting is another sign that he is becoming an addict. Abuse is the next stage of Jekylls addiction. Drug abuse refers to a maladaptive pattern of use of a substance that is not considered dependent. Due to the fact that he enjoys the effects of the drug, Jekyll begins to abuse it: I felt younger, lighter, happier in body; wither I was conscious of a heady recklessness, a current of disordered sensual images running like a millrace in my fancy, a solution of the bonds of obligation, an unknown but not an innocent freedom of the soul. I knew myself, at the first breath of this new life, to be more wicked, tenfold more wicked, sold a slave to my original evil; and the thought, in that moment, braced and delighted me like wine. (Stevenson107) This description refers to the sensations that Jekyll is feeling when he drinks his potion. It vividly details how the chemical makes him feel. Consider heroin, for example. Heroin is an illegal, highly addictive and very dangerous drug. Those who have never used the substance cant begin to understand why a person would risk their own life for such a drug. However, people addicted to heroin use any means possible to get the drug and their primary purpose in life becomes seeking heroin. My point is this: the reason that people use heroin or any drug is because the drug makes a person feel extremely good. Similarly, Jekyll also enjoys the pleasure that his potion gives him. Jekyll notes that it begins taking longer for Hyde to wear off as he spends more time recovering from the drugs effects. Because he enjoys becoming a different person, Jekylls abuse worsens. Jekylls continued abuse of his chemical causes serious changes in his personality. He begins behaving in unusually cruel and inhumane ways. For example, Enfield witnesses Hyde in motion: and then came the horrible part of the thing; for the man trampled calmly over the childs body and left her screaming on the ground (40). This quote describes Mr. Hyde brutally trampling a young girl and then disappearing into a door on the street. What is more important, it demonstrates that Jekyll is not a man who is right in mind or spirit. Jekyll begins requiring more of his drug than he has previously: since then I had been obliged on more than one occasion to double, and once, with infinite risk of death, to treble the amount (Stevenson 113). To put it another way, this quote by Jekyll refers to his increasing the amount of his drug because he has built up a tolerance to the drug. Just as important, Jekyll the quote shows Jekyll admitting that his drug abuse could cost him his life. It becomes apparent that Jekyll is not only addicted to the drug, but is also addicted to transforming into the secretive Hyde. Eventually, his addiction leads him to murder a young man. Finally, when he realizes that he can no longer return back to Jekyll, and will forever be Mr. Hyde, he takes his own life. Henry Jekylls maladaptive behavior throughout the novel indicates that he is a man suffering from an addiction. His self- destruction points to the fact that he is powerless over his potion. As a result, Jekylls experimentation, denial and abuse eventually lead to addiction. As a result, Hyde gradually takes over the doctor to the point where he can no longer return back to Jekyll. Because of this, Jekyll commits suicide. Utterson and Poole find the body of Hyde wearing Jekylls clothes. They also find a letter that Jekyll has written to Utterson explaining the whole mystery. My conclusion, then, is that Dr. Jekyll is a drug addict.

The La Jolla Project :: Architecture Architectural History Essays

The La Jolla Project The presence of the past is everywhere. One does not have to look very far to realize that the past has quite an influence on the present. In fact, there are a few examples of modern works of art at the University of California, San Diego, that bring to mind architectural works of the past. One such example is the La jolla Project, which is a collection of stone blocks on top of a hill on the Revelle College lawn south of Galbraith Hall. The isolated groups of blocks refer to architectural elements such as columns, posts, lintels, windows, and doors; but the collection, as a whole, resembles a modern reconstruction of Stonehenge. The La Jolla Project and Stonehenge differ from each other in many ways, but they also share some striking silmilarities that are constant reminders that the past is very much a part of modern life. The La Jolla Project is the third work in the Stuart Collection, which is a group of site-specific sculptural works at the University of California, San Diego. The La Jolla Project was installed by Richard Fleischner and was completed in 1984. The Project consists of 71 blocks of pink and gray granite (Stuart Collection 5). All the blocks are rectangular in shape and range from about 3 to 15 feet in length. The stones were quarried in New England and cut near Providence, Rhode Island, where the artist lives (Stuart Collection 6). Unlike the La Jolla Project, Stonehenge was probably not an abstract sculptural installation made of polished granite blocks. Stonehenge was built starting in 3100 B.C.E.(Encyclopedia Brittanica 287). The builders used mostly sarsen, a gray sandstone. Bluestones, or blocks of bluish dolerite, were also used. The number of stones used is unknown because the present structure of Stonehenge is the product of at least four major building phases. The stones have endured many centuries of rough weather and erosion. Stonehenge is located on Salisbury Plain in Southern England. Although it is not the largest henge (circle of stones) of the Neolithic Period, it is a remarkable site because it is one of the most complicated megalithic sites. Stonehenge was repeatedly reworked from 3100 to 1500 B.C.E. (Encyclopedia Brittanica 287). Each new major building phase added new elements to the site. The present-day arrangement at Stonehenge is the result of the last building phase which ended nearly 3,500 years ago.

Medical Advances Essay -- Essays Papers

Medical Advances Besides the computer revolution, medical advances have caused tension between faith and reason. The medical advances of the Twentieth Century have many beneficial effects for humanity. Diseases that used to be dangerous or life threatening, like mumps, measles, and whooping cough, are no longer worries in todays medical world. Tetanus, typhoid, and the bubonic plaque can now be treated with antibiotics or other medicines. Vaccines, especially the polio vaccine, freed many people from the effects of a disease. Advances in heart surgery and organ transplants have saved many lives. Anesthetics and painkillers have been made to reduce or eliminate pain during surgery or a painful disease. Advances in cancer and AIDS have also been made, although many of the details of these diseases are yet to be learned. Another area of medical advancement is genetic engineering. Genetic engineering will detect and possibly stop diseases before birth. Many diseases are associated with specific genes that can be checked for disease and replaced if dysfunctional. Genetic testing has already revealed genetic mutations that cause hypertension, heart disease, diabetes, osteoporosis, colon cancer, polycystic kidney disease, Alzheimers disease, and others. (5) Replacing missing, altered, inactive, or dysfunctional genes will prevent diseases or even death. Also, progression of a disease can be monitored, and proactive measures against recurrence and relapse of the disease can be made. Molecular medicine in genetics will also improve the design and testing of new drugs. Cloning is another new medical advance that allows for many great possibilites. Exact organ matches for organ transplants could be made through cloning. Animal... ...e" specific traits in people could lead to the "creating" of a specific person, also known as cloning. Although the ability to create people could mean Mother Teresa could be re-created or cloned, this ability also means Hitler could be re-created or cloned. The effects of this power depend upon whose hands the power is in. So, who has the power to play God? This question needs to be answered to decide if many of the latest medical advances are justifiable. Obviously, only God can have the power to be God. Only He truly understands peopleà ­s purpose on earth since He put them there. Court cases and congressional actions are taking place to decide how the United States stands on the ethics of medical procedures. Humans have been working hard to find medical techniques to save life and now all this progress is being reverted, especially through abortions and euthanasia.

Stem Cells: The Future of Medicine Essay -- spinal injuries, repair da

What if there was a cure for cancer or a treatment for spinal injuries? Would you support the research? What if there was a way that you could repair damaged nerves. Some believe that stem cells may hold the answers to some of these questions. What are stem cells and why should you or I even care about them? Some believe that they are a miracle treatment waiting to happen while others believe that stem cells are highly immoral. Why does so much controversy surround the issue? Why is the conversation of stem cells feared by some and praised by others? To some stem cells are the medical hopes for the future, something for us to hang on to as we do battle with major diseases that include cancer, Parkston’s disease and spinal injuries. To others stem cell researchers are murderers who are trying to play God’s hand. A many have pledged their support to stem cell research including a few well known celebrities. Reeves’, who was best known for his role in the early Sup erman movies, and J. Fox two well-known celebrities, have pledged to stem cell research, both have created a private fund for the research of stem cells. This celebrity however has not swayed everyone to support stem cell researches cause. Just as there are supporters of stem cells there are those who believe that the use of stem cells is immoral. Since the first stem cells were separated there have been doctors, religious groups and even some political figure head have shown their opposition for stem cell research. Even with the knowledge and promise that stem cells show many of those who truly oppose stem cells have not changed their mind. The question is are their reasons good enough to halt the research of stem cell or are they just holding back what will soon be inevi... ...ntroversy. New York: Facts on File Inc., 2005. Print â€Å"Stem Cells: The Future of Medicine.† Medschool.umaryland.edu. University of Maryland School of Medicine Web 14 Nov 2013 Stem Cell Basics. In Stem Cell Information [World Wide Web site] Bethesda, MD: National Institutes of Health, U.S. Department of Health and Human Services, 2009 [cited Friday, November 08, 2013] Available at stemcells.nih.gov â€Å"Stem Cell Research.† Www.ncsl.org. Nation Conference of State Legislatures, 2008 Web 7 Nov 2013 â€Å"Top Ten Things to Know About Stem Cell Treatments.† Www.closerlookatstemcells.org ISSCR. Web 1 November 2013 â€Å"What are Stem Cells?† Www.medicalnewstoday.com MNT web 4 Nov 2013 Monroe, Kristen, et al., eds. Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical and Political Issues. Los Angeles/Berkley: University of California Press, 2008. Print

Kenya education Essay

An Overview of the Kenyan Education System: Issues and Obstacles to Learning Posted by Lee-Anne Benoit on April 27th 2013 I’m back again with an outline of what I’ve learned about the Kenyan Education system from the diverse experiences that I’ve had. You’ll notice this blog is slightly more academic in nature, but I felt that it was important to find research to back up my own observations. Education is perceived as one of the principal motivating factors behind national economic development and it is one of the most effective ways in which individuals can ever hope to achieve better opportunities and a higher standard of living in Kenya. For these reasons Kenya has invested heavily into its education system over the past twenty years. It is my primary objective in this blog to express all that I have learned about the primary and secondary education systems in Kenya in the short 12 weeks that I have been here. I discuss the structure of primary and secondary schools, the implementation of universal free primary education (FPE), limited and equitable access to education, obstacles to learning within the classroom, special needs education and inclusion. My understanding is derived from my experiences visiting and working at eleven different public and private schools in Kenya, two Masters courses in Special Needs Education that I audited, academic journal articles as well as several discussions and conversations that I have had with various individuals related to the field of education. Structure of Primary and Secondary Education To begin, I’d like to outline what I have learned about the structure of primary and secondary schooling in Kenya. I have gained most of my insight from visiting nine different public and private schools in Nairobi and Mombasa. During these visits I was able to tour each school, observe classes, and interact with administrators, teachers, and students. What follows is an account of some of the pertinent information that I have gathered. Children begin primary classes around the age of three years old. They enter a nursery program for roughly two years before commencing Standard 1. Depending on their final KCPE (Kenyan Certificate of Primary Education) examination marks at the end of Standard 8, students may or may not qualify to attend a secondary high school. Secondary school in Kenya has four levels, forms 1 – 4 and is completed only when students finish their KCSE (Kenyan Certificate of Secondary Education) examinations. Again, student grades play a key role in determining whether or not students are able to attend university. Due to the ethnic diversity in Kenya (42 different tribes), children begin school speaking a variety of languages. Because of this, all students study their subject material predominantly in Kiswahili up until Standard 3 in a homeroom classroom. It is not until Standard 4 students are immersed in English and must follow a strict timetable of up to 10 lessons a day. The subjects taught in the primary grades include Math, English, Kiswahili, Science, Social Studies and Christian Religious Studies. Depending on the location of the school, students may study Islam. Looking through the Kenyan Primary Education curriculum documents, I noticed that art and music were indeed included in the syllabus. However, after inquiring after this, I discovered that art and music have been cut from the timetable due of the cost and perceived unimportance of the subject material. From the little experience I have, it seems as though the degree to which children are allowed to express themselves creatively through art and music depends largely on the school and classroom teachers. From personal observation I can say with confidence that the approach to education in Kenya is largely teacher centered and by the book. Teachers strictly adhere to the Kenyan syllabus for both primary and secondary students and textbooks are a teacher’s primary resource during lessons. Standardized examinations are the sole assessment techniques that I have noted being used in regular classrooms thus far to report student progress. Students in every grade level must complete these standardized examinations at the end of each term, including students in preprimary programs. Grades are critical indicators of success and failure in the lives of students for they ultimately determine whether or not one is able to advance to secondary school. As I mentioned earlier, students must complete their KCP examinations at the end of standard 8. These are national, standardized exams in all subject areas and are worth a total of 400 marks. Students must achieve a minimum of 250 marks if they wish to enter secondary school. In order to graduate High School students must complete their KCSE examinations, and achieve high grades if they wish to enter university. I would like to point out that Kenyan teachers have excellent classroom management. Most of the students that I have observed are incredibly well behaved and show a level of focus and respect that I have not seen on such a large scale before. I am impressed by teacher’s classroom control especially considering the large class sizes that they handle on a daily basis. I attribute this classroom control to the use of corporal punishment, which is considered to be the norm in Kenya. It has also been argued that students’ passivity in the classroom dates back to British colonial days and has been an aid and a challenge in encouraging students to take responsibility for their learning (Ackers and Hardman, 2001). Universal Free Primary Education Another key point that warrants discussion is the implementation of FPE, Universal Free Primary Education, in Kenya. Many of the challenges that the Education system currently faces are directly linked to the implementation of FPE. G. J. Cheserek and V. K.  Mugalavai argue that the main problems facing the education system are, â€Å"issues of access, equity, quality, relevance and efficiency in the management of educational resources,† (2012, 473). The following discussion will elaborate on such issues. As of January 2003, the NARC government established the FPE program to satisfy the pledge it made during the 2002 general elections in order to provide opportunities to disadvantaged children (Makori). This project was a great success in terms of the increased enrollment of disadvantaged children. More than 1.5 million children enrolled in public schools across the country, (Makori). However, the country was not yet prepared to accommodate such a large increase as can be seen by such drastic consequences. Few primary schools were built to accommodate the influx of students, which led to over crowding and congested classrooms. There was a shortage of teachers at the time, which led to the employment of unqualified teachers (Makori). Schools lost revenue from the lack of tuition fees, which led to a strain on teaching materials and resources as well as limited physical facilities (Makori). Lastly, teachers’ challenges increased as their class sizes grew. Although Primary School tuition fees have been abolished, several factors continue to impede access to education in Kenya. Many parents still cannot afford to pay for school uniforms, textbooks, transport, meals and supplies, without which students cannot attend school (Glennerster and Kremer, 2011). These fees are especially difficult for marginalized children such as females, orphans, and the financially underprivileged. Poor health and the inability to seek medical attention also impede many children’s access to education and negatively affect their academic performance, (Glennerster and Kremer, 2011). Many children cannot attend school due to intestinal worms, malaria, and other health concerns such as malnutrition, which can seriously affect their cognitive development. A teacher at the Kiambui Primary School informed me that many of the students arrived at school without having eaten breakfast and who did not bring lunches. Many teachers, despite their low salaries, felt obligated to bring food for the most needy. Lastly, there is an issue of distance and transportation. For some, transportation is unaffordable and the distance to school is too great to walk, which renders the possibility of attending school impossible (Glennerster and Kremer, 2011). Despite advancements in accessing primary education, access to secondary education has remained quite low in comparison. There are a number of reasons that account for this. For instance, secondary schools still require tuition payments. Although these fees have been reduced, it is still quite expensive for many. Distance also plays a major role for some in accessing education. As of 2011 there were approximately 26, 000 primary schools and 6, 500 secondary schools spread across the country, which meant that many communities did not have a nearby high school (Glennerster and Kremer, 2011). Poor KCPE examinations scores at the end of Standard 8 also create a barrier in accessing Secondary School. 2004 KCPE results show that a much higher percentage of students from private schools qualify for secondary school than public school, which has led to an overrepresentation of private school graduates attending top Kenyan Secondary Schools (Glennerster and Kremer, 2011). The quality of primary education, so it seems, acts as a serious barrier to obtaining secondary education. Finally, there is limited space in secondary school so parents and students alike must compete for placement in one if not one of the elite National schools. Yet another interesting point to note is that FPE does not enable all children equitable access to quality education; the key word here being ‘quality. ’ There is an alarming difference between the quality of education that public schools offer vs. that of private schools as noted earlier. After visiting both private and public schools I can attest to the difference. The five private schools that I visited had a low teacher to student ratio, more resources and materials for students, an adequate amount of desks for their student body, as well as electricity and running water. On the contrary, some of the public schools that I visited had class sizes of 60 to 80 students, limited electricity, insufficient textbooks and desks for students. There is much speculation that the poor performance of public school graduates on the KCPE examinations is due to a number of specific factors. For example, because of the increased enrollment in primary schools in 2003, teachers had to contend with extraordinarily large class sizes made up of a diverse range of students whose preparedness varied. Circumstances such as these diminish a teacher’s ability to differentiate their instruction and give individualized attention. Resources and materials are spread thin and mobility within classrooms becomes limited. It is thought that this large influx of â€Å"first generation learners† has contributed to declining test scores in the public school system (Glennerster and Kremer, 2011). It is also thought that poor performance in primary schools is perpetuated by an increasing stratification between public and private schools. This disparity becomes all the more clear when considering the disparity between the KCPE scores of public and private school graduates (Glennerster and Kremer, 2011). Under qualified teachers has also been stated as a factor as well as corruption. Obstacles to Learning Within the Classroom â€Å"For Kenya to be internationally competitive and economically viable, the Republic of Kenya requires an education system that will produce citizens who are able to engage in lifelong learning, learn new skills quickly, perform more non – routine tasks, capable of more complex problem-solving, take more decisions, understand more about what they are working on, require less supervision, assume more responsibility, have more vital tools, have better reading culture, quantitative analysis, reasoning and expository  skills† (Cheserek and Mugalavai, 2012, 472). As this statement explains, Kenya needs a strong education system that will train individuals to meet the growing economic needs of society. However, as discussed previously, evidence shows that students in public primary schools are achieving significantly lower their private school counterparts. There are a number of factors that can account for this disparity, which directly relate to the quality of primary education and the interactions between teacher and pupil. In 2001, Jim Ackers and Frank Hardman conducted a study on classroom interactions in primary schools in Kenya and found that the predominant teaching style was characterized by the ‘transmission of knowledge’ and was teacher focused in nature. Students were motivated to participate but answered preplanned, ‘closed’ questions and lessons often involved a high degree of choral response and repetition of memorized information (Ackers and Hardman, 2001). They go on to write that, â€Å"there were few examples of interaction between teacher and pupils that extended or even encouraged higher order thinking because of the domination of the recitation mode, where typically the teacher asks a series of pre-planned questions, initiates all the topics, and rarely interacts with the substance of the pupils’ answers except to evaluate them†(Ackers and Hardman, 2001, 12). Interestingly enough, this literature mirrors my own observations. I also noted the predominance of a rote learning style of teaching while visiting a number of primary schools. The teachers that I observed lectured on a topic for a large portion of a lesson and then questioned students to see what they were able to absorb. I did not observe any inter pupil interactions or discussions during class time. Rather, students spent the remainder of the class silently copying notes and answering questions from the board. I observed this pattern across multiple subjects and classrooms. Acker and Hardman point out that impediments to learning also include a lack of teaching resources and poor physical conditions of classroom spaces (2001). From what I have noted, the blackboard and student textbooks are the primary teaching aids in a lot of schools. Another obstacle to learning within primary grades is the size of the class. In many cases, teachers can have upwards to 80 students at a time in a regular sized classroom, which creates a congested environment. In such cases it is virtually impossible for a single teacher to meet the needs of every individual learner. Differentiation becomes ineffectual, as does mobility within the classroom. Resources are spread thin and many struggling learners are overlooked. In addition to overcrowded classrooms, teachers face many challenges, which in turn affect student performance. Firstly, they are under a great deal of pressure to teach all of the curriculum outcomes in order to prepare students for their examinations. Combined with a lack of funding and classroom space, teachers are at a loss when it comes to planning creative lessons. Secondly, teachers face a strong tradition of teaching practice that is both historically and culturally embedded. Attitudes towards change can be stubborn, making transformation a slow process. Thirdly, teachers lack an appropriate amount of support and assistance within the classroom as well as opportunities for professional development. As it stands, resource and literacy programs are virtually non-existent in schools, and the government cannot afford to pay for assistants within the classroom. Few primary schools can even afford a library. Fourthly, and in part due to distance, there are barriers to communication between home and school, which negatively impacts student progress. Lastly, primary school teachers work for very low wages, which can be demotivating for some, ultimately affecting their professional pedagogical practice. For many teachers and students alike, school can be a truly sink or swim endeavor. Special Needs Education and Inclusion My insight into special needs education derives from two sources. Firstly, I have audited two Masters level courses on special needs education in Kenya entitled Guidance and Counseling of Special Needs students and Issues and Problems in Special Needs Education. Secondly, I have worked for a short time at a private special needs school entitled Bright Hills. In addition to Bright Hills, I have also visited three different ‘Special Units’ in public schools: Kaimbui Primary School, Kilimani Primary School, and Muchatha Primary School. I would like to share some of the pertinent information that I have learned. According to my own personal experience and research, special needs education is predominantly segregated from general education classes. Many primary and secondary schools have classes termed ‘Special Units. ’ These classes are home to students who have a wide range of learning needs, which â€Å"cannot† be met by regular classroom teachers. I have been told that Special Units are inclusive in the sense that all students who have a disability or a special need share a common learning space. It is the role of the special education teacher to tackle the challenging task of differentiating lessons for many students who have varying degrees of learning dependency. Many of the students of Bright Hills Special Needs School are taught the regular primary school curriculum. However, other special needs students are given vocational training, which I observed at the Kiambui Special Unit and the Deaf and Blind Unit at the Kilimani Primary School. Learning skills such as beading and weaving give students the potential to earn a livelihood outside of school and become productive members of society. Although the Kenyan Minister of Education approved a policy in 2009 that supports the equitable access to quality education and training of learners with special needs, special needs education still faces many challenges. The factors that hinder the provision of education for special needs learners include vague guidelines that describe the implementation of an inclusive policy, insufficient data on children with special needs, ineffective assessment tools, curriculum, and a lack of qualified professionals, (Lynch, McCall, Douglas, McLinden, Mogesa, Mwaura, Njoroge, 2011). Many of the discussions in which I participated in my class: Issues and Problems in Special Needs Education mirrored this argument. Major issues that were discussed include the stigmatization of persons with disabilities, a lack of funding to equip teachers with the resources, materials and support required to meet learners needs, a lack of curriculum adaptations, differentiation, appropriate methodology and qualified personnel, inappropriate and biased assessment measures and the misdiagnosis of learning disabilities, which leads to the misplacement of Students in Special Units. I have also had several discussions concerning the implementation of inclusive educational practices within Kenyan Schools. Many of my classmates believe that inclusion is indeed the way forward in reforming the issues inherent in special needs education. Others however, believe that inclusive education is too ambitious a reform to make. Dr. Mary Runo stated in a lecture that she is not certain that inclusive education is what Kenya presently needs. Rather, the focus of reform should be on government policy and persistent negative attitudes towards disabilities. Although inclusive practices are in a fledgling state in Kenya, there are a few successful cases. Take for example the Kilimani Primary School, which is the only school in Nairobi that incorporates the hearing and visually impaired into general classrooms. Numerous supports are provided to students such as braillers, translators, adaptations, and individual assistance. The Kilimani School also has a segregated Special Unit for those who are deaf or blind as well as a Special Unit specifically for those who are deaf and blind, both of which are well equipped with qualified and dedicated teachers as well as a diverse range of teaching aids and resources. It is common practice for a Primary school to pull struggling students out of the regular classroom and place them in a Special Unit for a short time until they can successfully transition back into a regular classroom. The Kyangoma Primary School has 68 special needs learners, the majority of which study in a Special Unit. However, students who have physical disabilities or are highly functioning cognitively are integrated into general classrooms in order to follow the regular school curriculum. Although integration does not equate inclusion, it is evidence that there is a growing acceptance of inclusive practices. Overall, I would argue that special needs learners are segregated from regular classrooms for the most part and that levels of inclusive practice vary from school to school, depending on financial resources, teachers’ attitudes, and community support. Conclusion It is difficult to articulate all that I have learned about the Kenyan education system in the past twelve weeks, as my experiences have been diverse and I have come to understand the cultural context within which this system works. The education system in Kenya has been undergoing considerable change since the induction of Universal Free Primary Education in 2003. Despite the many deep rooted and interconnected problems that impede equitable access to quality education, reformation is high on the government’s list of priorities. One thing that I can confidently attest to is the unquestionable confidence and positivity that I have encountered in many Kenyans who strongly believe in the advancement of the education system. Kenya’s future is bright as long as these discussions continue and individuals strive to make change. References Ackers, J. , & Hardman, F. (2001). Classroom Interaction in Kenyan Primary Schools. Compare, 31(2), 245-61. Cheserek, G. , & Mugalavai, V. (2012). Challenges and Reforms Facing Kenyan Education System in the 21st Century: Integrating the Principles of Vision 2030 and Constitution 2010. Journal Of Emerging Trends In Educational Research & Policy Studies, 3(4), 471-478. Glennerster, R. , Kremer, M. , Mbiti, I. , & Takavarasha, K. (2011). Access and Quality in the Kenyan Education System: A Review of the Progress, Challenges and Potential. Retrieved from: http://www. povertyactionlab. org/sites/default/files/publications/Access%20and%20Quality%20in%20the%20Kenyan%20Education%20System%202011. 06. 22. pdf KENPRO (2010). Challenges Facing Inclusive Education in Regular Primary Schools in Kenya. KENPRO Online Papers Portal. Retrieved from: www. kenpro. org/papers. Lynch, P. , McCall, S. , Douglas, G. , McLinden, M. , Mogesa, B. , Mwaura, M. , & †¦ Njoroge, M. (2011). Inclusive Educational Practices in Kenya: Evidencing Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools. International Journal Of Educational Development, 31(5), 478-488. Makori, A. Implementation of universal primary education in Kenya: An analysis of its impact and progress towards achieving the EFA goal in Kisii District. Retrieved from: http://www. kaeam. or. ke/articles/vol1/makorifulltext. pdf Category: Uncategorized // 16 Comments  » 16 Responses to â€Å"An Overview of the Kenyan Education System: Issues and Obstacles to Learning† 1. women fashion show 2013 // June 25th 2013 Someone essentially help to make critically posts I would state. That is the very first time I frequented your website page and so far? I surprised with the analysis you made to create this particular publish incredible. Fantastic task! 2. Graham Mulligan // July 3rd 2013 Lee-Anne, thank you for this post. I concur with everything you describe regarding the current state of Primary Education in Kenya. Although there is much hope for change, there are enormous challenges ahead. I wonder what specific improvements can be made, especially in the many isolated and impoverished public primary schools. I am currently planning a short visit to do teacher training in some of these schools. Do you have any suggestions for me? cheers Graham 3. Rahab // July 4th 2013 Your observations are very insightful and on point. It is rather disturbing that all education activities in the Kenyan system end up creating bottle necks at some point or other. What are your suggestions on making the system create paths for learners graduating from the various levels of the system? How can the system encourage student creativity and participation both in school and out of school? Is there hope that the Kenya education system will ever become learner centered rather than content and teacher centered? 4. desigual sale // July 17th 2013 Someone essentially help to make critically articles I might state. That is the first time I frequented your web page and to this point? I amazed with the analysis you made to make this actual put up extraordinary. Wonderful job! 5. Evelyn Corrado // July 17th 2013 Very insightful paper for my study; I am researching on how we can move from teacher centered approach in Kenyan education into student focused, where students can creatively use their reasoning minds, work together to problems solve and bring in their daily experiences into learning.. i agree learning molds the Kenyan society and if problem solving & conflict resolution is not enhanced in schools, no wonder the ethnic conflicts in Kenya society & God-father system where minority rule and the rest can’t challenge it, for lack of confidence . 6. Alice Wawira // July 29th 2013 This is quite helpful and you have done great job. Just check: KCPE mark is 500 not 400. The public schools suffer a lot of deficiency ranging from teachers to resources. If only teachers were enough something like 1:25-35 which is the current proposal to the education ministry; enough classrooms and resources, I don’t think the syllabus would be a problem however wide. I’m inclined to believe so because the private schools and the well-established national schools manage to cover the syllabus long before the end of fourth year in secondary and end of eigth year in primary. The discipline exhibited by the students in the classroom as you explained is one major strength in these schools and as such, it would be quite helpful even in content coverage. Kenya is becoming gradually aware of SEN and some progress has been made. I would however wish that we borrowed a leaf from the international system where children with SEN are allowed to sit special exams and even have assistants in classroom and during exams. In Kenya, almost all the times they sit the same exam only that special consideration and provisions(like brille and additional time) are given during and after the national exams. The worst is when a child in hospital or one who has just given birth is allowed to sit the same exam as any other in good health. News has it that computers will come in handy for the hearing-impaired and this will be great. Fantastic job you have done. Having worked in the Kenyan system and in the international as well, I can’t fail to see the flaws in the former and I hope to do something about it only that for now, I have no idea where to start. 7. Leonard Kiarago // August 2nd 2013 Indeed, Kenya has a long way to go before the government is able to provide ‘quality education’; however, we must agree that there is some progress despite the obstacles. Kenya has the resources, the manpower and the capacity to provide the young generation with quality education. Kenya has highly qualified professionals produced by top universities all over the world, unfortunately when it comes to policy development and decision making, that is left to politicians leading to wrong policies being implemented without consideration for need assessment or putting priorities right. Take, for example, the issue of laptops for every kid joining primary school; is that really a priority for the Kenyan kids? Even in developed countries like the UK the government doesn’t provide laptops/computers to every single kid, instead schools have a computer lab used during IT lessons or for lessons requiring some research. Instead of considering building and equipping more classrooms as well as recruiting more teachers, the government is thinking about laptops for schools some of which kids learn under trees and with no electricity or teachers who have basic IT knowledge. The subject of how inclusive education should be implemented is a controversial one because even in developed countries like UK, they still  maintain special schools because inclusive practice is not just a matter of closing special schools and taking children with SEN to mainstream schools. How do you put a child with special needs in a class of 80 kids and call that inclusive education? For inclusive education to be successful there must be availability of resources and manpower as well as change of attitude by those who consider themselves ‘normal’. How that can be possible in a country divided through tribal and ethnic affiliations remains a big issue. If Kenyans cannot accommodate fellow Kenyans from a different tribe, how can they accommodate those perceived to be ‘abnormal’? What is most worrying is that any time you listen to news or read newspapers, the most likely headline to find is about a certain politician from a given community attacking another one from a different community instead of engaging in constructive politics. The article posted a few days ago in daily nation in which a governor was threatening to shut down schools just because they were built on the boundary by a neighbouring county leader is a good example of what I mean: http://www. nation. co. ke/News/Leader-orders-schools-shut-in-boundary-row/-/1056/1930912/-/view/printVersion/-/khd48cz/-/index. html ‘A society’s treatment of those who are weak and dependent is one critical indicator of its social progress’. This was an observation by Kirk, Gallagher and Anastasiow (1997) who in their study of children with special needs noted that social attitudes towards the education and care of children with special needs reflect the general cultural attitudes concerning the obligations of a society to its citizens. The problem with the provision of education in Kenya can only be solved if the government allowed professionals to contribute to policies related to their field of expertise and to set aside funds for research so that policies can be validated through research to avoid implementing policies, which are politically driven. (Kiarago is a doctoral researcher at the University of Birmingham) 8. Pierre Varly // August 19th 2013 thanks a lot for your excellent article full of infos and very well structured. i have a blog on education in the developping countries where i could publish the article also if you agree. 9. Isaac Maluki // August 22nd 2013 Thank you for your good report. Kindly tell me, how many students qualify for university education in Kenya but do not make it for lack of school fees? 10. Amen K. Rahh // October 3rd 2013 Thank you for this insightful blog. I would however like to point out the roll of ICT and the growing impact online learning is having on learning in schools. With the introduction of laptops for primary school students, the Government seems to understand the survival of the failing education system is depended on IT solutions. http://www. cc-gate. com as well as the CCK are working on online content and tutoring coming in the future. 11. Edy // November 5th 2013 Hi, I found this blog a few days ago as I was looking for some research into the Kenyan education system. You have done wonderful analysis. However, one correction to your information is that Swahili is not the predominant teaching tool for Nursery-Std 4 pupils. In fact, and to the contrary, English is widely used to instruct children because apart from Swahili, all other disciplines, Math and Science included cannot be feasibly administered in Swahili. 12. John muema // November 7th 2013 these is true and i urge the government to employ more teachers 13. Agesa Akufa // November 9th 2013 This is a good, well researched and articulated work. just a point of correction, the kcpe marks total to 500 not 400. otherwise it is an impresive that will many researchers especially university students. if the government can take into account this piece of work then we should expect to see enormous steps taking root in the educational system. of course, steps to spin the country foward. i salute you! 14. THOMAS ODENY //.