Monday, July 29, 2013
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Tuesday, March 5, 2013
Arizona Retirement Community
For the past many years, you have worked so hard to earn and save to have a comfortable life when you retire. And now that you are retiring, don't you think it's about time that you let yourself taste the sweet reward of your hard work? I bet you do, all of us do! So, if you want to have a better way to spend your retirement golden years, spend in a retirement community in Arizona. Why Arizona? Well, it is just a perfect place to build retirement communities. Truth of the matter is, such communities are often built in warmer climates such as in Arizona. In other words, it is where you can find plenty of retirement communities from which you can choose.
If you want to know where exactly you can find a perfect retirement community in Arizona, start checking out Quail Creek? It is located in beautiful Sahuarita in the Green Valley area south of Tucson, Arizona. It possesses a truly picturesque setting with the stunning Santa Rita Mountains that can pass as a postcard view. Not only that! The surrounding area offers many different things to do and see such as shopping centers, medical services, and more. Madera Canyon is one of the places worth your time, because it is known for exotic bird watching and hiking trails in the cool pines. Bird watching and hiking are ideal for nature lovers and hikers alike.
The most favored Madera Clubhouse, a multi-million dollar amenity, can provide you with the perfect social atmosphere to meet people and make friends who share the same interests like yours. It offers a ballroom/auditorium, banquet room, lounge, conference room, and multi-purpose rooms that can be used to enjoy a wide variety of activities. When you live in this particular retirement community in Arizona, your social life will never be in vain. In fact, you can enjoy more of your social life while staying here.
Arizona Retirement Community
Quail Creek also features the Quail Creek Grill and Lounge, fitness center, oversized swimming pool, and championship golf course. Or, you can even choose to explore you creativity at the Arts & Technology Center, enhance your tennis game, or get up to a game of bocce ball. Now, isn't it a place where you can get everything - fun, excitement, fitness, and a better quality of life? These are exactly what we want our lives to be when we retire, aren't they? For those who love the extravagance of playing golf, Quail Creek Country Club features a championship golf course that might help you make up your mind.
We all have our share of hard work during our working years and now it is time to rest from the loads of work; it is just right that we take a break. So, check out this beautiful retirement community in Arizona at robson.com and decide to spend the rest of your happy years.
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Tuesday, February 19, 2013
Differences Between Nursing Homes, Assisted Living & Continuing Care Retirement Communities
Benjamin Franklin said it best - “nothing in life is certain except death and taxes” but with daily advancements in science, technology and health care, Americans are living longer than ever before*. This blessing however, has created a unique dilemma for modern American families: How to plan for and prepare for one's retirement years.
Have you taken a road-trip lately? Almost every highway is graced with large bill-boards providing the locations of new planned communities where couples can spend their retirement years dedicated to recreational pursuits. I doubt you will find a local newspaper that doesn’t have at least one ad promoting the amenities found at a local assisted living facility. Try to search for “nursing homes in Virginia” on the Internet and thousands of web pages will appear. Each and every day new facilities offering different programs are being built and marketed across the state.
Is such a facility right for you and your family? If so, which facility? We often hear the terms “retirement community,” “nursing home,” and “assisted living facility” but rarely consider what these terms actually mean. The differences however, are striking and it is imperative to understand these differences when making choices for yourself or your loved ones.
Differences Between Nursing Homes, Assisted Living & Continuing Care Retirement Communities
NURSING HOMES
In Virginia, a nursing home means any facility with the primary function of providing long-term nursing care, nursing services and health-related services on a continuing basis, for the treatment and inpatient care of two or more non-related individuals**. Put simply, a nursing home is a facility designed for someone who needs less care than a hospital, but requires daily health care assistance.
The Virginia Department of Health licenses such facilities and has established guidelines regulating various aspects of their operations, programs, and staffing needs, etc***. For example, a nursing home must: (a) have written policies and procedures regarding the treatment of residents and the management of resident care which are available to residents and their families (12VAC5-360-20); (b) provide emergency medical services within 15 minutes, under normal conditions (12VAC5-360-50); (c) be subject to unannounced on-site inspections of the nursing facility by State employees (12VAC5-371-60); (d) have a written agreement with one or more physicians licensed by the Virginia Board of Medicine to serve as medical director (12VAC5-371-230); and (e) each resident shall be under the care of a physician licensed by the Virginia Board of Medicine (12VAC5-371-240).
In addition, residents of nursing homes are also given certain rights as defined by Virginia Code §32.1-138. See http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+32.1-138. Nursing homes are the most regulated and structured residential options for our Seniors requiring some level of daily health care. If the facility provides care through Medicare and Medicaid programs, it is deemed a "Certified nursing facility" (Virginia Code §32.1-123; Virginia Code §32.1-127) and must be in compliance with both federal and state laws.
Of course, the more rules and regulations that define and control the daily operations of a nursing home, the greater the responsibility of the staff. These are the people who will be charged with the daily task of caring for your loved one, and making sure they are in compliance with state and federal laws. No matter how nice and or attractive the facility might be, the staff will make the difference between your loved one being cared for and encouraged, or not.
A nursing home is best suited for someone:
Who requires daily health care – such as assistance getting in and out of bed; taking medicine; or using the restroom. Who may have dementia or Alzheimer’s and as a result, is unable to eat and or bathe daily without reminder or assistance; Who is recovering from a fall or accident and is therefore unable to walk, dress and or eat without assistance
ASSISTED LIVING FACILITY
“Assisted living facility” means an adult care residence which has been licensed by the Virginia Department of Social Services to provide a level of service for adults who may have physical or mental impairments and require at least moderate assistance with the activities of daily living. Within assisted living, there are two types: regular assisted living for those seniors (typically) who need assistance with one or more daily activity; and intensive assisted living for someone who may be incapable of performing activities due to mental and/or severe physical impairment (12VAC30-120-450).
The Virginia Department of Social Services licenses assisted living facilities but does not regulate in the way the Department of Health regulates nursing homes. While there are Virginia guidelines regulating aspects of assisted living facilities, they are limited: An assisted living facility must: (a) provide or coordinate personal and health care services; and (b) provide 24-hour supervision.
As reflected in the table below, assisted living facilities have no obligation to provide health care and/or have health care staff available to assist your loved one. In addition, with no obligation to provide such services, there is the question as to whether or not they owe a duty to warn or treat residents with illnesses or diseases that could be transmitted from other residents.
While a nursing home will have many nurses on staff and doctors hired to monitor the residents, assisted living is more analogous to an apartment building or college dorm where laundry and food services are provided and residents are on their own for the rest of the day.
An assisted living Facility is best suited for someone:
Who is basically independent but may not be able or willing to prepare their own food or drive to doctors’ appointments; Someone who wants to scale back and anticipates needing assistance with laundry, cooking, etc. in the near future. A couple where one spouse is independent but may need assistance in feeding and or providing for needs of other spouse.
CONTINUING CARE RETIREMENT COMMUNITY
In Virginia you may also see advertisements for a retirement community. They are popping up all around our favorite College Towns and Tourist destinations.
A Continuing Care Retirement Community provides care depending on your current needs. Like an insurance policy, the resident pays an entrance fee and periodic adjustable payments, which in turn gives the resident a package of residential and healthcare services that the CCRC is obligated to provide at the time these residential and health care services are required. For example, if upon entering, all you want is help with your meals, that is the only service which will be provided. If you require intensive physical therapy or God forbid, daily assistance for a Dementia patient, the CCRC has assisted living services or nursing home services available under your contract. Continuing care contracts are regulated by the Virginia Bureau of Insurance of the Virginia State Corporation Commission.
Many CCRCs can have nursing home services available either on-site, or at licensed facilities off-site (12VAC5-360-10). While you may be entering the Retirement Community as a very healthy independent and capable resident, as your needs change, so will your contract with the Community and in turn, the facility’s obligations to you.
A Continuing Care Retirement Community Facility is best suited for someone:
Who is basically independent but anticipates the need for daily health care for themselves or a spouse in the near future; Someone who is physically disabled and would be unable to care for themselves or a spouse if the disability grew worse. With at least three very different choices, it is very important to do your research:
To research assisted living facilities in Virginia, go to Department of Social Services website: http://www.dss.state.va.us/facility/search/alf.cgi.
To research nursing homes, go to Medicare’s website: http://www.medicare.gov
AND LAST BUT NOT LEAST
It is always best to speak to a family member of a current resident and spend time getting to know the staff, no matter what type of facility you are looking into. If looking and researching is not enough, then consider the chart below – a comparison of the legal duties of a nursing home compared to the legal duties of an assisted living facility in Virginia.
DUTY or REQUIREMENT
NURSING HOME
ASSISTED LIVING
Duty to provide nursing care and or monitor resident’s health?
YES
NO
Doctor required to supervise residents?
YES
NO
Each resident shall be under the care of a physician licensed by the Virginia Board of Medicine?
YES
NO
Must have nurses on staff?
YES
NO
Must offer rehabilitative services?
YES
NO
Must have ongoing consultation from a registered dietitian or dietitian on staff?
YES
NO
24 Hour Supervision required?
YES
YES
Must develop a written plan upon admission of resident?
YES
YES
Staff must undergo criminal background check?
YES
YES
Monitored by Virginia Center for Quality Health Care Services and Consumer Protection
YES
NO
Monitored by Department of Social Services
NO
YES
*Life expectancy increased dramatically during the past century, from 47 years for Americans born in 1900 to 77 years for those born in 2001. These same factors—improved medical care and prevention efforts— that are partly responsible for the dramatic increases in life expectancy have also produced a major shift in the leading causes of death in the United States in the past century, from infectious diseases and acute illnesses to chronic diseases and degenerative illnesses.” The State of Aging and Health in America 2004, published by the Center for Disease Control, available at http://www.cdc.gov/aging/pdf/State_of_Aging_and_Health_in_America_2004.pdf.
**See generally, Virginia Code §32.1-123, as amended and Virginia Administrative Code § 12VAC5-360-10.
***It is a Felony under Virginia law to operate a nursing facility without a license. See generally, 12VAC5-371-30.
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Lauren Ellerman is an attorney with Frith Law Firm in Roanoke, Virginia. She concentrates her practice on medical malpractice, nursing home abuse, nursing home neglect, lead paint poisoning, and business torts. You may view her complete profile at [http://www.frithlawfirm.com/lauren.htm] and the firm’s home page at http://www.frithlawfirm.com
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Wednesday, February 6, 2013
Find Older Women Seeking Men - A Fast, Easy Method
You want to find older women seeking men. I can tell you an easy way to find out which mature women in your area are looking for men. Imagine walking out your front door and going to the mall. You see hundreds of attractive, older women. Above some of their heads you see a flashing sign that says "Seeking Men". Now, of course, this is not possible. But what is possible is finding out which of the women in your town or city are looking for a man like yourself.
One of the most explosive trends in online dating is the growth of men seeking out mature ladies for dates or sexual encounters. Perhaps the most common reason for this is the relatively low standards older women have compared to their younger counterparts. Indeed, many older ladies simply have one criteria: the man should be younger than them. Cougars are mature women who wish to seduce - or be seduced by - younger men. Hundreds of men each month are finding out that it is incredibly easy to find dates (or intimate encounters) with beautiful older ladies; a lot easier than arranging dates with younger women. As such, mature dating is booming!
So, here is the trick to finding older women seeking men in your neck of the woods. You will not find them on local dating sites or classified sites. These places are too closely tied to their location. In other words, their friends or family might see their personal ad or dating profile. What you need to do is join a big dating site; one with several million members. Many of these have free and paid communities. You only need a free account for now. Once you join, put in a search for your desired age-range in your area. This will show you hundreds, perhaps thousands, of profiles that feature older women in your town. Instant message those women who are online and you will begin to get responses almost immediately. This is a little known fact. Most mature women use these sites because they can remain discreet. Some of these ladies will be married, others will not wish to be seen dating or arranging sexual encounters!
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Monday, February 4, 2013
What Makes A Good Friend?
Good friendship counts!
Being a good friend is not just about having a good time with others, it's also about how willing you are to put your friends first or point out when they're doing something you don't agree with. Have a read through the following checklist and see how good a friend you really are.
Are you a good listener?
What Makes A Good Friend?
Part of being a good friend is about being willing to listen rather than just talk. This takes time and effort but if you can make time just to listen to others and respect what they have to say, then it's a sign of a good friend.
Are you approachable?
Do your friends often turn to you first to share a problem or seek help? Are you willing to make yourself available to friends at short notice and welcome them if they turn up at your door?
Are you trustworthy?
If a friend tells you something personal are you good at keeping it in confidence, or do you go and tell everyone at the first opportunity? People need to know that they can trust a friends with important information and you will only store up trouble for yourself if you are seen as unreliable. A good friend is both trustworthy and reliable.
Do you avoid gossiping about others?
This is one of the biggest signs of a good friend and really does stand out. Do you avoid speaking badly about others or spreading rumors in order to hurt them? Do you defend friends when you hear others gossiping about them? If you avoid gossiping others will notice how different you are and soon realize what a truly good friend you are.
Are you selfless rather than selfish?
Do you put your friends needs above your own? Do you try to find a compromise if you can't agree with a friend? Are you willing to do something your friend wants to do for a change rather than forcing them to do what you want? If you are willing to put your friends first in most things then this is a sign of a good friend.
Can you sensitively tell a friend what you really think?
Good friends don't just go with the flow, sometimes they have to be honest and tell someone what they really think. Sometimes your friends might want to do something that is morally wrong or illegal or just plain unfair on another person. Are you able to tell your friend honestly what you think about it, without just going along with it? The sign of a good friendship is when you can be totally honest with the other person, without them being offended because they know you have their best interests at heart.
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Wednesday, January 30, 2013
Cougar Definition - Are You a Cougar?
What is the cougar definition? Is there a 'real cougar' definition? What is the criteria for a cougar?
In Wikipedia the term "Cougar" is considered slang for age disparity in sexual relationships. According to Wikipedia a "Cougar" is "A women, 35 years of age or older, who pursues younger men typically more than eight years her junior." Wikipedia's reference comes from UrbanDictionary.com.
The origin of the word is debated it is rumored to have first started as a Canadian catch phrase given to certain older women. These women tended to gravitate and mingle with younger men. Apparently a group of guys labeled these particular women 'Cougars' and the rest is history.
Cougar Definition - Are You a Cougar?
Originally the term was signified and associated with older women who perused young men for casual relations. However, since its conception there has been much attention and debate on what the word and subject really mean.
Around 2003 when the word started getting out, most people frowned on it. The majority associated 'cougar' with provocative, promiscuous women who had no self respect or maturity. The women's intention was to seduce young men for sexual encounters. However, the meaning has evolved and today its starting to mean almost exactly the opposite.
"The Real Cougar Woman' term was coined by Linda Franklin of TheRealCougarWoman.com. Linda says, "Real cougars are not defined by a band on her finger, but that its all about her attitude. She is a woman who is constantly looking for new opportunities and knows how to get what she wants."
Linda also emphasizes that not all 'cougar relationships' entail that the woman has to be older than the male. According to Linda, to be a Cougar it's really all about a certain mindset and how you view things. Linda closes by saying that. " Real Cougars are changing the social and business norms everywhere and it's the new role model for women."
One thing for certain is that the cougar subject has, and is becoming very popular and renowned in the social and relationship realm. Hollywood celebrates like Demi Moore, Madonna, and Courtney Cox have rocketed the Cougar culture into a mainstream topic. Movies, TV shows, dating sites and social networking communities have been springing up all over.
Most of the celebrities in Hollywood have set the standard for what it means to be a Cougar. However, how you define cougar is really up to the person who has a 'cougar mindset.' Real cougar women will tell you its all about youth and attitude. As the Cougar community expands and gains in popularity it is most likely that its definitions and culture will evolve into a much more extensive subject than it even is today.
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Saturday, January 26, 2013
Social Networking, The Pros and Cons of Social Networks
Social Networking has become increasingly popular nowadays as there are a lot of sites that offer this service. MySpace and Friendster are two of the most popular sites that aim to build communities of people who share common interests and activities, or who are interested in exploring the interests and activities of others.
THE PROS
A social networking site is like a virtual meeting place where people can hang out and discuss different topics. Anything under the sun, in fact. Some use these networking sites to promote their blogs, to post bulletins and updates or to use them as a bridge to a future love interest.
Social Networking, The Pros and Cons of Social Networks
These are just a few of the reasons why social networking is getting a lot of attention lately -- it makes life more exciting for many people.
THE CONS
However, it would be best to make sure that safety and security are the topmost concerns of the social networking site that you currently use. This is because social networking sites require or give you the option to provide personal information such as your name, location, and email address. Unfortunately some people can take this as an opportunity for identity theft. They can copy your information and pretend to be "you" when engaging in illegal activities. Bad news! So be cautious with what you enter into an online networking site.
You could fall into the trap of someone who pretends to be somebody else. For example, they might offer you a job or want to meet up with you just to get your money. This can lead to cyberstalking, where the stalker uses electronic media such as the Internet to pursue or harass you.
THE CONCLUSION
So take your time and be careful in choosing who to trust so you can hopefully avoid this sort of unpleasant thing happening to you. Apart from that, social networking is great thing.
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Wednesday, January 23, 2013
Globalisation And Primary Education Development In Tanzania: Prospects And Challenges
1. Overview of the Country and Primary Education System:
Tanzania covers 945,000 square kilometres, including approximately 60,000 square kilometres of inland water. The population is about 32 million people with an average annual growth rate of 2.8 percent per year. Females comprise 51% of the total population. The majority of the population resides on the Mainland, while the rest of the population resides in Zanzibar. The life expectancy is 50 years and the mortality rate is 8.8%. The economy depends upon Agriculture, Tourism, Manufacturing, Mining and Fishing. Agriculture contributes about 50% of GDP and accounting for about two-thirds of Tanzania's exports. Tourism contributes 15.8%; and manufacturing, 8.1% and mining, 1.7%. The school system is a 2-7-4-2-3+ consisting of pre-primary, primary school, ordinary level secondary education, Advanced level secondary, Technical and Higher Education. Primary School Education is compulsory whereby parents are supposed to take their children to school for enrollment. The medium of instruction in primary is Kiswahili.
One of the key objectives of the first president J.K. Nyerere was development strategy for Tanzania as reflected in the 1967 Arusha Declaration, which to be ensuring that basic social services were available equitably to all members of society. In the education sector, this goal was translated into the 1974 Universal Primary Education Movement, whose goal was to make primary education universally available, compulsory, and provided free of cost to users to ensure it reached the poorest. As the strategy was implemented, large-scale increases in the numbers of primary schools and teachers were brought about through campaign-style programs with the help of donor financing. By the beginning of the 1980s, each village in Tanzania had a primary school and gross primary school enrollment reached nearly 100 percent, although the quality of education provided was not very high. From 1996 the education sector proceeded through the launch and operation of Primary Education Development Plan - PEDP in 2001 to date.
2. Globalization
To different scholars, the definition of globalization may be different. According to Cheng (2000), it may refer to the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms across countries and societies in different parts of the world. The typical phenomena and characteristics associated with globalization include growth of global networking (e.g. internet, world wide e-communication, and transportation), global transfer and interflow in technological, economic, social, political, cultural, and learning areas, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).
Globalisation And Primary Education Development In Tanzania: Prospects And Challenges
3. Globalization in Education
In education discipline globalization can mean the same as the above meanings as is concern, but most specifically all the key words directed in education matters. Dimmock & Walker (2005) argue that in a globalizing and internalizing world, it is not only business and industry that are changing, education, too, is caught up in that new order. This situation provides each nation a new empirical challenge of how to respond to this new order. Since this responsibility is within a national and that there is inequality in terms of economic level and perhaps in cultural variations in the world, globalization seems to affect others positively and the vice versa (Bush 2005). In most of developing countries, these forces come as imposing forces from the outside and are implemented unquestionably because they do not have enough resource to ensure its implementation (Arnove 2003; Crossley & Watson, 2004).
There is misinterpretation that globalization has no much impact on education because the traditional ways of delivering education is still persisting within a national state. But, it has been observed that while globalization continues to restructure the world economy, there are also powerful ideological packages that reshape education system in different ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others seem to increase access, equity and quality in education, others affect the nature of educational management. Bush (2005) and Lauglo (1997) observe that decentralization of education is one of the global trends in the world which enable to reform educational leadership and management at different levels. They also argue that Decentralization forces help different level of educational management to have power of decision making related to the allocation of resources. Carnoy (1999) further portrays that the global ideologies and economic changes are increasingly intertwined in the international institutions that broadcast particular strategies for educational change. These include western governments, multilateral and bilateral development agencies and NGOs (Crossley & Watson 2004). Also these agencies are the ones which develop global policies and transfer them through funds, conferences and other means. Certainly, with these powerful forces education reforms and to be more specifically, the current reforms on school leadership to a large extent are influenced by globalization.
4. The School Leadership
In Tanzania the leadership and management of education systems and processes is increasingly seen as one area where improvement can and need to be made in order to ensure that education is delivered not only efficiently but also efficaciously. Although literatures for education leadership in Tanzania are inadequate, Komba in EdQual (2006) pointed out that research in various aspects of leadership and management of education, such as the structures and delivery stems of education; financing and alternative sources of support to education; preparation, nurturing and professional development of education leaders; the role of female educational leaders in improvement of educational quality; as will as the link between education and poverty eradication, are deemed necessary in approaching issues of educational quality in any sense and at any level. The nature of out of school factors that may render support to the quality of education e.g. traditional leadership institutions may also need to be looked into.
5. Impact of Globalization
As mentioned above, globalization is creating numerous opportunities for sharing knowledge, technology, social values, and behavioral norms and promoting developments at different levels including individuals, organizations, communities, and societies across different countries and cultures. Cheng (2000); Brown, (1999); Waters, (1995) pointed out the advantages of globalization as follows: Firstly it enable global sharing of knowledge, skills, and intellectual assets that are necessary to multiple developments at different levels. The second is the mutual support, supplement and benefit to produce synergy for various developments of countries, communities, and individuals. The third positive impact is creation of values and enhancing efficiency through the above global sharing and mutual support to serving local needs and growth. The fourth is the promotion of international understanding, collaboration, harmony and acceptance to cultural diversity across countries and regions. The fifth is facilitating multi-way communications and interactions, and encouraging multi-cultural contributions at different levels among countries.
The potential negative impacts of globalization are educationally concerned in various types of political, economic, and cultural colonization and overwhelming influences of advanced countries to developing countries and rapidly increasing gaps between rich areas and poor areas in different parts of the world. The first impact is increasing the technological gaps and digital divides between advanced countries and less developed countries that are hindering equal opportunities for fair global sharing. The second is creation of more legitimate opportunities for a few advanced countries to economically and politically colonize other countries globally. Thirdly is exploitation of local resources which destroy indigenous cultures of less advanced countries to benefit a few advanced countries. Fourthly is the increase of inequalities and conflicts between areas and cultures. And fifthly is the promotion of the dominant cultures and values of some advanced areas and accelerating cultural transplant from advanced areas to less developed areas.
The management and control of the impacts of globalization are related to some complicated macro and international issues that may be far beyond the scope of which I did not include in this paper. Cheng (2002) pointed out that in general, many people believe, education is one of key local factors that can be used to moderate some impacts of globalization from negative to positive and convert threats into opportunities for the development of individuals and local community in the inevitable process of globalization. How to maximize the positive effects but minimize the negative impacts of globalization is a major concern in current educational reform for national and local developments.
6. Globalization of Education and Multiple Theories
The thought of writing this paper was influenced by the multiple theories propounded by Yin Cheng, (2002). He proposed a typology of multiple theories that can be used to conceptualize and practice fostering local knowledge in globalization particularly through globalized education. These theories of fostering local knowledge is proposed to address this key concern, namely as the theory of tree, theory of crystal, theory of birdcage, theory of DNA, theory of fungus, and theory of amoeba. Their implications for design of curriculum and instruction and their expected educational outcomes in globalized education are correspondingly different.
The theory of tree assumes that the process of fostering local knowledge should have its roots in local values and traditions but absorb external useful and relevant resources from the global knowledge system to grow the whole local knowledge system inwards and outwards. The expected outcome in globalized education will be to develop a local person with international outlook, who will act locally and develop globally. The strength of this theory is that the local community can maintain and even further develop its traditional values and cultural identity as it grows and interacts with the input of external resources and energy in accumulating local knowledge for local developments.
The theory of crystal is the key of the fostering process to have "local seeds" to crystallize and accumulate the global knowledge along a given local expectation and demand. Therefore, fostering local knowledge is to accumulate global knowledge around some "local seeds" that may be to exist local demands and values to be fulfilled in these years. According to this theory, the design of curriculum and instruction is to identify the core local needs and values as the fundamental seeds to accumulate those relevant global knowledge and resources for education. The expected educational outcome is to develop a local person who remains a local person with some global knowledge and can act locally and think locally with increasing global techniques. With local seeds to crystallize the global knowledge, there will be no conflict between local needs and the external knowledge to be absorbed and accumulated in the development of local community and individuals.
The theory of birdcage is about how to avoid the overwhelming and dominating global influences on the nation or local community. This theory contends that the process of fostering local knowledge can be open for incoming global knowledge and resources but at the same time efforts should be made to limit or converge the local developments and related interactions with the outside world to a fixed framework. In globalized education, it is necessary to set up a framework with clear ideological boundaries and social norms for curriculum design such that all educational activities can have a clear local focus when benefiting from the exposure of wide global knowledge and inputs. The expected educational outcome is to develop a local person with bounded global outlook, who can act locally with filtered global knowledge. The theory can help to ensure local relevance in globalized education and avoid any loss of local identity and concerns during globalization or international exposure.
The theory of DNA represents numerous initiatives and reforms have made to remove dysfunctional local traditions and structures in country of periphery and replace them with new ideas borrowed from core countries. This theory emphasizes on identifying and transplanting the better key elements from the global knowledge to replace the existing weaker local components in the local developments. In globalizing education, the curriculum design should be very selective to both local and global knowledge with aims to choose the best elements from them. The expected educational outcome is to develop a person with locally and globally mixed elements, who can act and think with mixed local and global knowledge. The strength of this theory is its openness for any rational investigation and transplant of valid knowledge and elements without any local barrier or cultural burden. It can provide an efficient way to learn and improve the existing local practices and developments.
The theory of fungus reflects the mode of fostering local knowledge in globalization. This theory assumes that it is a faster and easier way to digest and absorb certain relevant types of global knowledge for nutrition of individual and local developments, than to create their own local knowledge from the beginning. From this theory, the curriculum and instruction should aim at enabling students to identify and learn what global knowledge is valuable and necessary to their own developments as well as significant to the local community. In globalizing education, the design of education activities should aim at digesting the complex global knowledge into appropriate forms that can feed the needs of individuals and their growth. The expected educational outcome is to develop a person equipped certain types of global knowledge, who can act and think dependently of relevant global knowledge and wisdom. Strengths of the theory is for some small countries, easily digest and absorb the useful elements of global knowledge than to produce their own local knowledge from the beginning. The roots for growth and development are based on the global knowledge instead of local culture or value.
The theory of amoeba is about the adaptation to the fasting changing global environment and the economic survival in serious international competitions. This theory considers that fostering local knowledge is only a process to fully use and accumulate global knowledge in the local context. Whether the accumulated knowledge is really local or the local values can be preserved is not a major concern. According to this theory, the curriculum design should include the full range of global perspectives and knowledge to totally globalize education in order to maximize the benefit from global knowledge and become more adaptive to changing environment. Therefore, to achieve broad international outlook and apply global knowledge locally and globally is crucial in education. And, cultural burdens and local values can be minimized in the design of curriculum and instruction in order to let students be totally open for global learning. The expected educational outcome is to develop a flexible and open person without any local identity, who can act and think globally and fluidly. The strengths of this theory are also its limitations particularly in some culturally fruit countries. There will be potential loss of local values and cultural identity in the country and the local community will potentially lose its direction and social solidarity during overwhelming globalization.
Each country or local community may have its unique social, economic and cultural contexts and therefore, its tendency to using one theory or a combination of theories from the typology in globalized education may be different from the other. To a great extent, it is difficult to say one is better than other even though the theories of tree, birdcage and crystal may be more preferred in some culturally rich countries. For those countries with less cultural assets or local values, the theories of amoeba and fungus may be an appropriate choice for development. However, this typology can provide a wide spectrum of alternatives for policy-makers and educators to conceptualize and formulate their strategies and practices in fostering local knowledge for the local developments. See more about the theories in Cheng (2002; 11-18)
7. Education Progress since Independence in Tanzania
During the first phase of Tanzania political governance (1961-1985) the Arusha Declaration, focusing on "Ujamaa" (African socialism) and self-reliance was the major philosophy. The nationalization of the production and provision of goods and services by the state and the dominance of ruling party in community mobilization and participation highlighted the "Ujamaa" ideology, which dominated most of the 1967-1985 eras. In early 1970s, the first phase government embarked on an enormous national campaign for universal access to primary education, of all children of school going age. It was resolved that the nation should have attained universal primary education by 1977. The ruling party by that time Tanganyika African National Union (TANU), under the leadership of the former and first president of Tanzania Mwalimu Julius K. Nyerere, directed the government to put in place mechanisms for ensuring that the directive, commonly known as the Musoma Resolution, was implemented. The argument behind that move was essentially that, as much as education was a right to each and every citizen, a government that is committed to the development of an egalitarian socialist society cannot segregate and discriminate her people in the provision of education, especially at the basic level.
7.1. The Presidential Commission on Education
In 1981, a Presidential Commission on education was appointed to review the existing system of education and propose necessary changes to be realized by the country towards the year 2000. The Commission submitted its report in March 1982 and the government has implemented most of its recommendation. The most significant ones related to this paper were the establishment of the Teachers' Service Commission (TSC), the Tanzania Professional Teachers Association, the introduction of new curriculum packages at primary, secondary and teacher education levels, the establishment of the Faculty of Education (FoE) at the University of Dar-es-Salaam, the introduction of pre-primary teacher education programme; and the expansion of secondary education.
7.2. Education during the Second Phase Government of Tanzania
The second phase government of Tanzania spanning from 1985 to 1995, was characterized by new liberal ideas such as free choice, market-oriented schooling and cost efficiency, reduced the government control of the UPE and other social services. The education sector lacked quality teachers as well as teaching/learning materials and infrastructure to address the expansion of the UPE. A vacuum was created while fragmented donor driven projects dominated primary education support. The introduced cost sharing in the provision of social services like education and health hit most the poorest of the poor. This decrease in government support in the provision of social services including education as well as cost-sharing policies were not taken well, given that most of the incomes were below the poverty line. In 1990, the government constituted a National Task Force on education to review the existing education system and recommend a suitable education system for the 21st century.
The report of this task force, the Tanzania Education System for the 21st Century, was submitted to the government in November 1992. Recommendations of the report have been taken into consideration in the formulation of the Tanzania Education and Training Policy (TETP). In spite of the very impressive expansionary education policies and reforms in the 1970s, the goal to achieve UPE, which was once targeted for achievement in 1980, is way out of reach. Similarly, the Jomtien objective to achieve Basic Education for all in 2000 is on the part of Tanzania unrealistic. The participation and access level have declined to the point that attainment of UPE is once again an issue in itself. Other developments and trends indicate a decline in the quantitative goals set rather than being closer to them (Cooksey and Reidmiller, 1997; Mbilinyi, 2000). At the same time serious doubt is being raised about school quality and relevance of education provided (Galabawa, Senkoro and Lwaitama, (eds), 2000).
7.3. Outcomes of UPE
According to Galabawa (2001), the UPE describing, analysis and discussing explored three measures in Tanzania: (1) the measure of access to first year of primary education namely, the apparent intake rate. This is based on the total number of new entrants in the first grade regardless of age. This number is in turn expressed as a percentage of the population at the official primary school entrance age and the net intake rate based on the number of new entrants in the first grade who are of the official primary school entrance age expressed as percentage of the population of corresponding age. (2) The measure of participation, namely, gross enrolment ratio representing the number of children enrolled in primary education, regardless of age, expressed as a percentage of the official primary school age population; while the net enrolment ratio corresponds to the number of children of the official primary school age enrolled in primary school expressed as a percentage of corresponding population. (3) The measure of internal efficiency of education system, which reflect the dynamics of different operational decision making events over the school cycle like dropouts, promotions and repetitions.
7.3.1. Access to Primary Education
The absolute numbers of new entrants to grade one of primary school cycles have grown steadily since 1970s. The number of new entrants increased from around 400,000 in 1975 to 617,000 in 1990 and to 851,743 in 2000, a rise of 212.9 percent in relative terms. The apparent (gross) intake rate was high at around 80% in the 1970s dropping to 70% in 1975 and rise up to 77% in 2000. This level reflects the shortcomings in primary education provision. Tanzania is marked by wide variations in both apparent and net intake rates-between urban and rural districts with former performing higher. Low intake rates in rural areas reflect the fact that many children do not enter schools at the official age of seven years.
7.3.2. Participation in Primary Education
The regression in the gross and net primary school enrolment ratios; the exceptionally low intake at secondary and vocational levels; and, the general low internal efficiency of the education sector have combined to create a UPE crisis in Tanzania's education system (Education Status Report, 2001). There were 3,161,079 primary pupils in Tanzania in 1985 and, in the subsequent decade primary enrolment rose dramatically by 30% to 4,112,167 in 1999. These absolute increases were not translated into gross/net enrolment rates, which actually experienced a decline threatening the sustainability of quantitative gains. The gross enrolment rate, which was 35.1% in late 1960's and early 1970s', grew appreciably to 98.0% in 1980 when the net enrolment rate was 68%. (ibid)
7.3.3. Internal Efficiency in Primary Education
The input/output ratio shows that it takes an average of 9.4 years (instead of planned 7 years) for a pupil to complete primary education. The extra years are due to starting late, drop-outs, repetition and high failure rate which is pronounced at standard four where a competency/mastery examination is administered (ESDP, 1999, p.84). The drive towards UPE has been hampered by high wastage rates.
7.4. Education during the Third Phase Government of Tanzania
The third phase government spanning the period from 1995 to date, intends to address both income and non-income poverty so as to generate capacity for provision and consumption of better social services. In order to address these income and non-income poverty the government formed the Tanzania Vision 2025. Vision 2025 targets at high quality livelihood for all Tanzanians through the realization of UPE, the eradication of illiteracy and the attainment of a level of tertiary education and training commensurate with a critical mass of high quality human resources required to effectively respond to the developmental challenges at all level. In order to revitalize the whole education system the government established the Education Sector Development Programme (ESDP) in this period. Within the ESDP, there two education development plans already in implementation, namely: (a) The Primary Education Development Plan (PEDP); and (b) The Secondary Education Development Plan (SEDP).
8. Prospects and Challenges of Primary of Education Sector
Since independence, The government has recognised the central role of education in achieving the overall development goal of improving the quality of life of Tanzanians through economic growth and poverty reduction. Several policies and structural reforms have been initiated by the Government to improve the quality of education at all levels. These include: Education for Self-Reliance, 1967; Musoma Resolution, 1974; Universal Primary Education (UPE), 1977; Education and Training Policy (ETP), 1995; National Science and Technology Policy, 1995; Technical Education and Training Policy, 1996; Education Sector Development Programme, 1996 and National Higher Education Policy, 1999. The ESDP of 1996 represented for the first time a Sector-Wide Approach to education development to redress the problem of fragmented interventions. It called for pooling together of resources (human, financial and materials) through the involvement of all key stakeholders in education planning, implementation, monitoring and evaluation (URT, 1998 quoted in MoEC 2005b). The Local Government Reform Programme (LGRP) provided the institutional framework.
Challenges include the considerable shortage of classrooms, a shortage of well qualified and expert teachers competent to lead their learners through the new competency based curriculum and learning styles, and the absence of an assessment and examination regime able to reinforce the new approaches and reward students for their ability to demonstrate what they know understand and can do. At secondary level there is a need to expand facilities necessary as a result of increased transition rates. A major challenge is the funding gap, but the government is calling on its development partners to honour the commitments made at Dakar, Abuja, etc, to respond positively to its draft Ten Year Plan. A number of systemic changes are at a critical stage, including decentralisation, public service reform, strengthening of financial management and mainstreaming of ongoing project and programmes. The various measures and interventions introduced over the last few years have been uncoordinated and unsynchronised. Commitment to a sector wide approach needs to be accompanied by careful attention to secure coherence and synergy across sub-sectoral elements. (Woods, 2007).
9. Education and School Leadership in Tanzania and the Impacts
Education and leadership in primary education sector in Tanzania has passed through various periods as explained in the stages above. The school leadership major reformation was maintained and more decentralized in the implementation of the PEDP from the year 2000 to date. This paper is also more concerned with the implementation of globalization driven policies that influence the subjectivity of education changes. It is changing to receive what Tjeldvoll et al. (2004:1; quoted in Makule, 2008) considers as "the new managerial responsibilities". These responsibilities are focused to increase accountability, equity and quality in education which are global agenda, because it is through these, the global demands in education will be achieved. In that case school leadership in Tanzania has changed. The change observed is due to the implementation of decentralization of both power and fund to the low levels such as schools. School leadership now has more autonomy over the resources allocated to school than it was before decentralization. It also involves community in all the issues concerning the school improvement.
10. Prospects and Challenges of School Leadership
10.1. Prospects
The decentralization of both power and funds from the central level to the low level of education such as school and community brought about various opportunities. Openness, community participation and improved efficiency mentioned as among the opportunities obtained with the current changes on school leadership. There is improved accountability, capacity building and educational access to the current changes on school leadership. This is viewed in strong communication network established in most of the schools in the country. Makule (2008) in her study found out that the network was effective where every head teacher has to send to the district various school reports such as monthly report, three month report, half a year report, nine month report and one year report. In each report there is a special form in which a head teacher has to feel information about school. The form therefore, give account of activities that takes place at school such as information about the uses of the funds and the information about attendance both teacher and students, school buildings, school assets, meetings, academic report, and school achievement and problems encountered. The effect of globalization forces on school leadership in Tanzania has in turn forced the government to provide training and workshop for school leadership (MoEC, 2005b). The availability of school leadership training, whether through workshop or training course, considered to be among the opportunities available for school leadership in Tanzania
10.2. Challenges
Like all countries, Tanzania is bracing itself for a new century in every respect. The dawn of the new millennium brings in new changes and challenges of all sectors. The Education and Training sector has not been spared for these challenges. This is, particularly important in recognition of adverse/implications of globalisation for developing states including Tanzania. For example, in the case of Tanzania, globalisation entails the risks of increased dependence and marginalisation and thus human resource development needs to play a central role to redress the situation. Specifically, the challenges include the globalisation challenges, access and equity, inclusive or special needs education, institutional capacity building and the HIV/aids challenge.
11. Conclusion
There are five types of local knowledge and wisdom to be pursued in globalized education, including the economic and technical knowledge, human and social knowledge, political knowledge, cultural knowledge, and educational knowledge for the developments of individuals, school institutions, communities, and the society. Although globalisation is linked to a number of technological and other changes which have helped to link the world more closely, there are also ideological elements which have strongly influenced its development. A "free market" dogma has emerged which exaggerates both the wisdom and role of markets, and of the actors in those markets, in the organisation of human society. Fashioning a strategy for responsible globalisation requires an analysis which separates that which is dogma from that which is inevitable. Otherwise, globalisation is an all too convenient excuse and explanation for anti-social policies and actions including education which undermine progress and break down community. Globalisation as we know it has profound social and political implications. It can bring the threat of exclusion for a large portion of the world's population, severe problems of unemployment, and growing wage and income disparities. It makes it more and more difficult to deal with economic policy or corporate behaviour on a purely national basis. It also has brought a certain loss of control by democratic institutions of development and economic policy.
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Monday, January 21, 2013
Retirement Speech Examples
When a co-worker retires, it is indeed a special occasion. It is the grand finale of a career.
It is ironically a happy and a sad time. No doubt, the organization will miss the retiree, and the retiree will miss the organization. Customarily, a retirement party is given in honor of the individual who is retiring. Someone from the organization or the industry gets the lucky job of giving a speech for the retiree.
Let's say it is You! But what do you say? How do you say it? How long do you say it?
First find out how many people will attend. Next, find out who the people are. For example, are they co-workers, or are they clients? It is an unwritten rule (up until now) that retirement speeches are somewhat humorous and lighthearted, but respectful. It is after all, a fine day for the retiree. One they will never forget!
Below are two retirement speech examples. The first one is a sample speech, and the second one is a general outline. This outline could be adapted to fit almost any retirement occasion.
Retirement Speech Examples
Retirement speech example:
Good afternoon members of the GREAT Industry and welcomed guests. I have been honored to speak on behalf of my dear friend and colleague, Mrs. Boss.
My first memory of Ms. Boss, was some 40 years ago, when she resembled Mary Tyler Moore, and her vision to become a voice for USA residents. And I remember thinking, she's going to take this town!
When Ms. Boss and myself entered in this business, all those years ago, the GREAT Industry was a completely different world, with a certain stigma. Our products were, in the beginning, quite small and quite common.
In 19XX, Ms. Boss was instrumental in the approval of the mass production, which is commonplace today.
She has had an impact at the State and National level in order to provide a cost-effective production solution for our customers. In fact, she has lobbied for more rigid production standards and licensing requirements, which have allowed our products to become superior.
This is a significant achievement, which allows our products to provide our customers with quality. Which meet or exceed the expectations of State and National goals.
Which means that we have in the excess of 20,000 happy customers.
Use this guide to prepare your own custom speech:
Retirement speech example outline :
1. I remember...think of how the industry was at the beginning of the retiree's career.
2. Mention Colleagues, other industry members that have had an impact on the industry or organization.
3. Mention major Milestones in the industry or organization.
4. I remember...try to describe an amusing story about the retiree.
5. Look to the future direction of the industry or organization. What will the next generation move toward?
6. What core values have been important to the industry or organization. How have they changed and how have they remained the same?
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Lucy Bushman is an accomplished niche website developer and author.
To learn more about retirement speeches [http://myplanningforretirement.info/retirement-speech-examples], please visit My Planning for Retirement [http://myplanningforretirement.info] for current articles and discussions.
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Thursday, January 10, 2013
Southwest Florida Gated Community Lifestyle
Gated communities are on the rise and are especially popular in Southwest Florida. In the past, celebrities and the super-wealthy flocked to gated communities to escape photographers and the prying eyes of the general public. The concept has since evolved into a more mainstream option. Today, gated communities can still be expensive but may center around a specific demographic, such as golf enthusiasts, or retirees. They frequently offer targeted services in addition to security to local residents. Many communities offer the convenience of "city living" with a variety of services and facilities just steps away but all in a secure, private enclave. Larger scale properties, such as 55+ planned communities, frequently include stores, businesses and medical facilities so that residents have little reason to step outside the gates.
Security in a gated community can take several formats. It can be as simple as a physical gate to which residents possess a key or a formal building housing an armed guard on duty 24X7 who requests authorization before allowing anyone into the complex. Some communities may also use guards who patrol the community on regular intervals to further protect the privacy and safety of residents.
Country club and golf communities are popular updates to the gated communities of the past. Not surprisingly, they are a rapidly growing option in Southwest Florida, given the active, outdoor lifestyle many residents are seeking in choosing to live there. Golf communities are especially alluring. Many combine the opportunity to play on challenging courses on-demand with elegant homes that feature sweeping views of manicured greens. A number of the 100+ golf communities in Southwest Florida include club membership and full use of the facilities with the purchase of a residence. Increasingly, club memberships extend beyond golf, including well-appointed gyms, resort-style pools, and luxurious spas. Many communities use the Club as a central meeting point for sharing a meal, neighborhood planning, and a host of social activities that encourage friendships and community spirit.
Southwest Florida Gated Community Lifestyle
Southwest Florida is heralded for the number of waterfront gated communities catering to the boating and water sports enthusiast. These communities are specifically crafted to preserve and accentuate the raw beauty of the Gulf and its surrounding freshwater lakes and waterways. Select neighborhoods feature stunning lakefront and waterfront estates that include boat slips and Gulf access from a backyard dock. Designed with avid boaters and fishermen in mind, these communities combine golf and other amenities with a full service deep-water marina, boat slips and full-time dock master.
While gated communities are sometimes dismissed as exclusive, they can appeal to a broad demographic. In Southwest Florida, communities attract everyone from retirees to newly married couples to young families with children. A historically solid investment, gated communities have high property values and have maintained their resale value even in a flagging economy. Over time, the quality of gated communities is dependent on the active interest of its community members.
With more than 8 million Americans living in gated communities, these neighborhoods are thriving. In Southwest Florida, they are likely to continue to flourish as long as developers build neighborhoods for groups of people who share a love of boating, nature, golf and other coastal activities.
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