Emotional Intelligence Impact on Organizations Performance

Formal Report on impact of Emotional Intelligence on Organization’s performance This report details reasons for existence of detailed connection between E.I. and I.Q. which influences ability on work performance and at the same time influences capability building as well as attentiveness towards every task performed. This research scrutinized some social competencies within work place which were used in determining the extent to which individuals utilize aspects of love amongst themselves. Emotional intelligence forms part of ethics within organizations hence reinforcing social cohesion.Advertising We will write a custom report sample on Emotional Intelligence Impact on Organization’s Performance specifically for you for only $16.05 $11/page Learn More However, there are cases where managers fail in the process of integrating work spirit and personal lifestyles, this leads towards bad relations amongst junior employees. Integrating spiritua l focus within organizational management contributes some level of orderliness. Information used in this report was obtained through interviewing a number of organizations within the marketplace. Attention should be paid on level of productivity realized from organizations applying EI/IQ programs in recruitment process and those using other methods. This is since spiritual concepts associated with EI guarantee both skills and purpose on performance. Introduction There is necessity of investigation and explanation on employee experiences within work place context and the connection between their work accomplishment and spirituality. In such cases the concept of spirituality is drawn from the perspective of overall individual lifestyles. Over the years there has been an indication on neglect and assumptions made concerning spiritual lives of employees, and this has led into imbalance between individual’s emotional, intellectual and spiritual aspects of daily lives. Equal import ance should be attached on one’s emotional intelligence since it provides the basic point from which one can easily identify overall life purpose. Research reveals that excellence experienced in work performance and businesses are linked to individual spirituality. However, in some cases there is always distinction between emotional intelligence, spirituality and performance where spirituality is only considered within theological contexts. There is the reality on the fact emotional intelligence plays an important role in articulation of workplace duties. This is since it contributes towards living a meaningful life. Emotional intelligence encompasses individual’s overall significance[1]. Purpose of the study This study seeks to establish connections between emotions, intellect as well as personal spirituality which contribute towards peaceful and productive environment within work place. Emotional Intelligence and I.Q. are therefore important aspects considered for pu rposes of efficient management within work place.Advertising Looking for report on business communication? Let's see if we can help you! Get your first paper with 15% OFF Learn More Such experiences as high level of connectedness and meaningful relations leads towards development of hospitable environments capable of motivating individuals towards performance[2]. Additionally, ability of workers to identify themselves with organization’s principles and objectives depends on their level of emotional intelligence as well as I.Q. levels. Scope of the study Indeed, there is adequate literature presented in this study on the relationship amongst employees within organizations in a defined industry. This is mostly based on nature of prevailing circumstances or EI applied during recruitment process especially in the field of strategic management. There is limited effort capable of providing what has been learned and efficiently explored on the process of generating rel ationships amongst organizations within defined industry. For instance, whenever scholars explore on how firms form alliances to maximize payments, they only emphasize on just one specific merit connected to the alliance like bringing resources together, or maximizing on learning. The main objective of applying EI at work place is for the purposes of exploring how firms are able to earn and preserve employee rates. It is important to consider relational view with regard to how organizations benefit from competitive advantage. The theoretical framework of such review adds to the knowledge within the field of relational view and firm’s competitive advantage[3]. Source and methods The study utilized use of qualitative method where data was collected through i-depth interviews. Focus groups were used in the process of obtaining information from students. In some instances secondary data was obtained from sources such as company websites, journals, newspapers and magazines. Report organization The report discusses about the impact of emotional intelligence at work place. It will focus on main reasons as to why firms agree to utilize EI within their various programs. Then there’s conclusion based on overall findings of the study. Emotional Intelligence and Intelligence quotient in the workplace Level of emotional intelligence is basically connected to level of integrity with which work is performed[4]. There exists detailed connection between E.I. and I.Q. which influences ability to perform work and at the same time influence capability building as well as attentiveness towards every task performed. Social competencies within work place determine the extent to which individuals utilize aspects of love amongst themselves.Advertising We will write a custom report sample on Emotional Intelligence Impact on Organization’s Performance specifically for you for only $16.05 $11/page Learn More Emotional intelligence forms part of ethics within organizations hence reinforcing social cohesion. However, there are times cases where managers fail in the process of integrating work spirit and personal lifestyles, this leads towards bad relations amongst junior employees. Integrating spiritual focus within organizational management contributes some level of orderliness[5]. Leadership and organizational success This serves the purposes of having capability on access and exploitation of new markets, this assists in boosting resource capabilities. Organizations in a joint venture can be owned by more than one parent company, making them so hard to manage. The parent companies owning such firms in joint venture may have conflicting goals or objectives, conflicting styles of management, and also competition for the scarce resources. However, in such cases application of EI help firms with new business ideas hence assisting innovation of new products and services. Moreover, firms utilizing use of EI/IQ finds it e asy to penetrate foreign markets based on rich professionalism amongst employees. Many organizations appreciate nature of contributions from joint ventures and have gone ahead to uplift barriers and restrictions which may limit smooth operations within organizations. Therefore, international joint ventures contribute heavily to foreign investments. When a joint venture is owned by more than one parent firm, it is known as an equity venture. High level of employee Emotional intelligence boosts a firm’s ability to gain from complementary resources, thereby improving its economies of scale. In addition, the firm’s ability to come up with new products is boosted as it will be cheaper as compared when the firm is operating individually. International joint ventures guide foreign firms in penetrating local markets which may look unfamiliar to foreign firms. In addition, the firm’s image is also boosted as many consumers want to be associated with creativity. There are other ways through which organizations access resources. These include; licensing, signing of contracts, or forming alliances. Joint ventures are mainly preferred because they perform more than wholly owned subordinate firms. In addition, the success of a joint venture can be easily determined from the level of employee contributions. The amount of capital each partner contributes reveals level of professionalism amongst its employees. Joint ventures have distinct resources and capabilities that cannot be copied by competitors. This helps the joint venture to gain from economies of large scale[6]. Emotional intelligence and economic management Scholars in the recent past have conducted studies focusing on the relevance of applying E.I. to an economy. This creates signals that individual EI really contributes towards entire performance of global economy. Generally, joint ventures have attracted hundreds of researchers who have made many publications.Advertising Looking for report on business communication? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, these studies sometimes provide contradictory commendations, mainly due to the fact that some joint ventures are composed of parent firms having diversified work force. It is very important for these studies to focus more on the management aspect of the joint venture. Before forming a joint venture, it is appropriate for a firm to evaluate the strategic rationality for coming up with the joint venture. The firm then should carefully select an appropriate partner. After selecting the partner, the firm will then negotiate and bargain the terms and conditions. Finally, the firm will sign the necessary documents and then proceed with the management of the venture. In fact, the decisions that firm managers make during the formation process of the venture will determine the future of the venture in terms of the level of performance[7]. These capital investments are transaction-specific and they foster product differentiation, thus, enhancing the quality of the products. Lastly, s pecificity according to human asset relates to the skills, expertise and talents which have been acquired as a result of long term relationships. For instance, the relationship created between a committed supplier and a dedicated buyer. Through constant interaction, alliances can be created; hence, the quality of the products will be enhanced in addition to the speed of completion of the processes. The development of relation-specific skills between parties is very influential in enhancing competitive advantage and generating supernormal profits. In fact, the relation-specific investments and the performance of the firm are positively correlated. Creation of a healthy relationship between firms and their suppliers also has an effect on the overall performance of the firm; the performance is bound to increase. The location of the firm also determines the overall performance of the firm; for instance, firms located next to one another will develop inter-firm cooperation, which will in turn improve the quality of their products. Great speed of product development, product differentiation, and reduced costs in the value chain enable relation-specific investments to give rise to relational rents. It can therefore be stated that higher relational rents are achieved when there is a good partnership between firms with regard to their investments. Strategic management One of the factors that limit the ability of associated firms to generate sufficient rents is the period of time in which the governance is in place to regulate against improper business behavior. The relation-specific rents have the ability to create congruous virtual rents, therefore, these kind of investments need to be safeguarded. When these safeguards are in place and are effective, the associated firms feel comfortable in proceeding with the investments. In addition, when a firm is engaged in relation-specific investment, for instance, when it is acquiring customized machinery, it is required to me et a certain cost in advance. Durable relation-specific investments such as customized plants, are often more expensive than non-durable ones like simple tools. Due to the fact that a number of investments have a fixed cost, the group of firms working together need to assess and evaluate the expected returns on the investment after the number of years it is expected to pay back, or after the period of the contract elapses. For example Japanese automakers prefer investing in durable relation-specific assets because of duration and nature of contract. On the other hand, there are also concerns in the United States whereby the suppliers are very reluctant investing in relation-specific assets having a longer length of contract. Therefore it can be deduced that when length of contract is long enough to care for opportunism, more relational rents are generated from the invested relation-specific assets, and vice versa [8]. The second factor that limits the ability of associated firms to generate sufficient rents is the scale and the scope of transactions that take place between such associated firms. This comes with the capacity of giving preference to specialized assets as compared to general assets. Large firms with greater economies of scale have the potential to raise the level of their production by preferring to work with specialized assets to general assets. Partner firms also have a tendency of increasing the size of transactions between them, thereby improving the level of efficiency that is connected to the inter-firm interactions. When this interaction between the partner firms is continuous, a stable relationship between the firms will be created, thereby making the firms to invest in specialized relation-specific assets. Therefore, it can be pointed out that the frequency and the size of interaction among the partner firms will determine their ability to make efficient relational rents, given their investing in relation-specific assets. In a nutshell, the length of the payback period and the size of interactions among the partner firms really influence the firms’ abilities to make relational rents. Spirituality in the workplace Emotional intelligence is applicable within organizations through various ideas. Most researches done within this field focuses on leadership and quality of work within workplace. Workers capability to establish mutual trust and respect amongst other members are usually considered effective leaders[9]. This is since such people are capable of providing solutions towards complex problems arising within organizations. Adequate utilization of emotional intelligence also leads towards cost-effectiveness. Hiring staff based on emotional intelligence changes economic value of any organization according to research done by concerned bodies. For instance, the government Accounting office report to congress in the year 1998, revealed the nature of savings they accomplished when United States Force applied th e use of Bar On’s Emotional Quotient Inventory (EQ-I) in recruiting process. Their success was eminent and at the same time saved over three million dollars on annual basis. Training employees in the areas touching emotional and social competencies results into more positive impact within implemented programs compared to other similar programs where such guideline is not followed[10]. Further research shows that emotional intelligence is powerful than I.Q is some instances. This led to the conclusion that predictive nature of I.Q. applied when performing task within workplace does not guarantee higher results. However, research done by longitudinal studies attached more importance on emotional intelligence. Success of individuals, whether in school or at work place rather depends upon their ability to handle frustrations, emotions as well as close relations. This shows that emotional intelligence provides foundation for emotional competencies considered crucial in job perform ances. Conclusion Innovations that happen in firms can be attributed to ideas from both the customers and the suppliers. A firm that constantly shares knowledge with partner firms, suppliers or customers is likely to innovate as compared to a firm that operates on its own. The process of knowledge transfer is therefore very instrumental in fostering innovation. Building a network is the first step to realize this process. Firms dealing with biotechnology who do not have efficient networks find it very difficult to gain competitive advantage. Therefore, innovation requires a network for firms to be successful; otherwise it cannot be possible in just a single firm. The absorptive capacity of organizations can be greatly boosted when firms plan efficient inter-firm knowledge sharing routines. This in turn increases the level of social communication and collaboration. The information sharing routines are very essential due to the fact that the transfer of information through technical k now-how encompass a repeated process of information exchange. The exchange of information in such kind of set up is more successful when partners are directly connected and continuously engage in face to face communications. Bibliography Beukes, Chantal David, Smith. Leadership the EPL Way. Johannesburg, SA: Minuteman Press, 2008. De Klerk-Luttig, Jeanette. â€Å"Spirituality in the workplace: a reality for South African Teachers?†South African Journal of Education. 28(2008): 505-517 Diaz, Johann 2005,Why Self Awareness is so Important. Web. Goleman, David, Working with emotional intelligence. New York: Bantam Books, 1998 Ministry of Culture and Tourism 2012,Turkey: Tourism Statistics. Web. Mohammadi, Mostafa, Zainab, Khalifa and Hasan, Hosseini. â€Å"Local People Perceptions Toward Social, Economic and Environmental Impacts of Tourism in Kermanshah, Iran.†Journal of Asian Social Science, no. 6 (2010):220-223. Print. Shepherd, Peter 2012, Heart Transformation; Tools for Transformation. Web. Usman, Ali Rizwan, Danish.â€Å"Leadership Spirituality in Banking Professionals and its Impact on organizational commitment.†International Journal of Business and Management. No. 5 (2010): 185-189. Footnotes Johann, Diaz, 2005,Why Self Awareness is so Important Jeanette, De Klerk-Luttig.â€Å"Spirituality in the workplace: a reality for South African Teachers?†South African Journal of Education. 28(2008): 505-517 Usman, Ali Rizwan, Danish.â€Å"Leadership Spirituality in Banking Professionals and its Impact on organizational commitment.†International Journal of Business and Management. 5 (2010): 185-189 Ibid Goleman, David. Working with emotional intelligence. (New York: Bantam Books, 1998). Ministry of Culture and Tourism 2012,Turkey: Tourism Statistics Peter, Shepherd, 2012,Heart Transformation;Tools for Transformation Mohammadi, Mostafa, Zainab, Khalifa and Hasan, Hosseini. â€Å"Local People Perceptions,Toward Social, Economic a nd Environmental Impacts of Tourism in Kermanshah, Iran.†Journal of Asian Social Science, 6 (2010):220-223. Print Beukes, Chantal D. Smith.Leadership the EPL Way. (Johannesburg, SA: Minuteman Press, 2008) De Klerk-Luttig, Jeanette. â€Å"Spirituality in the workplace: a reality for South African Teachers?†South African Journal of Education. no. 28(2008): 505-517 This report on Emotional Intelligence Impact on Organization’s Performance was written and submitted by user Jake Sargent to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Intercepting Keyboard Input With Delphi

Intercepting Keyboard Input With Delphi Consider for a moment creation of some fast arcade game. All the graphics are displayed, lets say, in a TPainBox. TPaintBox is unable to receive the input focus - no events are fired when the user presses a key; we cannot intercept cursor keys to move our battleship. Delphi help! Intercept Keyboard Input Most Delphi applications typically handle user input through specific event handlers, those that enable us to capture user keystrokes and process mouse movement. We know that focus is the ability to receive user input through the mouse or keyboard. Only the object that has the focus can receive a keyboard event. Some controls, such as TImage, TPaintBox, TPanel, and TLabel cannot receive focus. The primary purpose of most graphic controls is to display text or graphics. If we want to intercept keyboard input for controls that cannot receive the input focus well have to deal with Windows API, hooks, callbacks and messages. Windows Hooks Technically, a hook function is a callback function that can be inserted in the Windows message system so an application can access the message stream before other processing of the message takes place. Among many types of windows hooks, a keyboard hook is called whenever the application calls the GetMessage() or PeekMessage() function and there is a WM_KEYUP or WM_KEYDOWN keyboard message to process. To create a keyboard hook that intercepts all keyboard input directed to a given thread, we need to call SetWindowsHookEx API function. The routines that receive the keyboard events are application-defined callback functions called hook functions (KeyboardHookProc). Windows calls your hook function for each keystroke message (key up and key down) before the message is placed in the applications message queue. The hook function can process, change or discard keystrokes. Hooks can be local or global. The return value of SetWindowsHookEx is a handle to the hook just installed. Before terminating, an application must call the UnhookWindowsHookEx function to free system resources associated with the hook. Keyboard Hook Example As a demonstration of keyboard hooks, well create a project with graphical control that can receive key presses. TImage is derived from TGraphicControl, it can be used as a drawing surface for our hypothetical battle game. Since TImage is unable to receive keyboard presses through standard keyboard events well create a hook function that intercepts all keyboard input directed to our drawing surface. TImage Processing Keyboard Events Start new Delphi Project and place one Image component on a form. Set Image1.Align property to alClient. Thats it for the visual part, now we have to do some coding. First, well need some global variables: var   Ã‚  Form1: TForm1;   Ã‚  KBHook: HHook; {this intercepts keyboard input}   Ã‚  cx, cy : integer; {track battle ships position}   Ã‚  {callbacks declaration}   Ã‚  function KeyboardHookProc(Code: Integer; WordParam: Word; LongParam: LongInt): LongInt; stdcall; implementation ... To install a hook, we call SetWindowsHookEx in the OnCreate event of a form. procedure TForm1.FormCreate(Sender: TObject) ; begin   {Set the keyboard hook so we   can intercept keyboard input}   KBHook:SetWindowsHookEx(WH_KEYBOARD,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  {callback } KeyboardHookProc,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  HInstance,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GetCurrentThreadId()) ;   {place the battle ship in   the middle of the screen}   cx : Image1.ClientWidth div 2;   cy : Image1.ClientHeight div 2;   Image1.Canvas.PenPos : Point(cx,cy) ; end; To free system resources associated with the hook, we must call the UnhookWindowsHookEx function in the OnDestroy event: procedure TForm1.FormDestroy(Sender: TObject) ; begin   Ã‚  {unhook the keyboard interception}   Ã‚  UnHookWindowsHookEx(KBHook) ; end; The most important part of this project is the KeyboardHookProc callback procedure used to process keystrokes. function KeyboardHookProc(Code: Integer; WordParam: Word; LongParam: LongInt) : LongInt; begin   case WordParam of   Ã‚  vk_Space: {erase battle ships path}   Ã‚  Ã‚  begin   Ã‚  Ã‚  Ã‚  with Form1.Image1.Canvas do   Ã‚  Ã‚  Ã‚  begin   Ã‚  Ã‚  Ã‚  Ã‚  Brush.Color : clWhite;   Ã‚  Ã‚  Ã‚  Ã‚  Brush.Style : bsSolid;   Ã‚  Ã‚  Ã‚  Ã‚  Fillrect(Form1.Image1.ClientRect) ;   Ã‚  Ã‚  Ã‚  end;   Ã‚  Ã‚  end;   Ã‚  vk_Right: cx : cx1;   Ã‚  vk_Left: cx : cx-1;   Ã‚  vk_Up: cy : cy-1;   Ã‚  vk_Down: cy : cy1;   end; {case}   If cx 2 then cx : Form1.Image1.ClientWidth-2;   If cx Form1.Image1.ClientWidth -2 then cx : 2;   If cy 2 then cy : Form1.Image1.ClientHeight -2 ;   If cy Form1.Image1.ClientHeight-2 then cy : 2;   with Form1.Image1.Canvas do   begin   Ã‚  Pen.Color : clRed;   Ã‚  Brush.Color : clYellow;   Ã‚  TextOut(0,0,Format(%d, %d,[cx,cy])) ;   Ã‚  Rectangle(cx-2, cy-2, cx2,cy2) ;   end;   Result:0; {To prevent Windows from passing the keystrokes   to the target window, the Result value must   be a nonzero value.} end; Thats it. We now have the ultimate keyboard processing code. Note just one thing: this code is in no way restricted to be used only with TImage. The KeyboardHookProc function serves as a general KeyPreview KeyProcess mechanism.

Brazilian Drought and Coffee Harvest Essay Example | Topics and Well Written Essays - 2250 words

Brazilian Drought and Coffee Harvest - Essay Example This occurrence immediately became major news to the market economy and the consumers, because of the change that would occur in the marketing system. What actually occurred during this circumstance was a surge of heavy rains which lashed Brazil for several days, causing a major drought, and isolating hundreds of people and destroying crops. "Farmers reported that 40 percent of their tobacco, bean and corn crops had been destroyed by the floodwaters that inundated fields in the western half of the state." (Associated Press, 2000). The October 2000 drought was an incredibly serious and devastating event in many different ways for Brazil. In order to understand these reasons and to come to a clearer and more knowledgeable viewpoint on the subject matter, certain matters in regards to the drought itself, how it affected Brazil, and what plans are for the future must all be thoroughly discussed. The aim of this paper is to focus on all of these elements, while answering questions such as why, how, when, and will come in the future due to this situation. This is what will be dissertated in the following. Coffee is the second most commonly traded commodity in the world, trailing second only to petroleum. The first coffee plantation in the world was in fact established in Brazil in 1727, and Brazil cultivates coffee as a commercial commodity. They relied heavily on slave labor from Africa for its viability until abolition in 1888. For many decades in the 19th and 20th centuries, Brazil was the biggest producer and virtual monopolist in the coffee trade, and remained that way, until a policy of maintaining high prices soon opened opportunities to other growers, like Colombia, Guatemala and Indonesia. Brazil is located in East Central North America and occupies approximately 50% of the South American continent. Brazil is bound by Venezuela, Guyana, Suriname and French Guiana to the north, Colombia to the northwest, Peru, Bolivia, and Paraguay to the west, Argentina to the southwest, Uruguay to the south and the Atlantic Ocean to the east. Brazil has a tropical and subtropical climate characterized by high temperatures and anywhere from moderate to heavy rainfall. Rainfall is usually evenly distributed throughout the year, and the nationwide average annual precipitation varies between 1,010 mm (40 inches) and 2,030 mm (80 inches). There is an interior of Brazil's northeastern region which is known as the 'Drought Polygon'. It is "an irregular shaped region where people live under recurring threat of severe drought." ("Brazil", n.d.). This drought polygon is the driest part of the country, and it encompasses roughly 10 percent of the entire country's territory. "In this region, rainfall is undependable and the evaporation rate is very high, making it difficult to raise crops." ("Land", n.d.). Brazil is the world's biggest producer of green coffee beans with an approximate market share of 30 percent. Depending highly on weather conditions, Brazil produces and exports about 30 million bags of coffee beans annually. Approximately 85% of Brazilian coffee exports are Arabica coffee, which is also considered to be one of the highest quality; even more so than Robusta coffee - which demands higher prices. Brazilian coffee is characterized by the diversity in tastes depending upon geographic regions of the coffee's origin. The United States and Germany are the world's largest

Comprehensive Technical Analysis Project Research Paper

Comprehensive Technical Analysis Project - Research Paper Example Its revenues were growing by the day, this is because its presence in Europe and Africa. The company in the 1990’s started diversifying its range of cars and opened up manufacturing industries in many parts of the world. This boosted their sales in the countries where they were manufacturing the cars. Toyota by 2010 was still the motor company to beat in terms of sales; it had sold over 8,557,351 units which represents an 11.0% market share. In order to measure if a company is profitable it must be compared with its competitor, Toyota sales from only automotive operations as for the fiscal year of April through September the first six months amounted to approximately 8,863.6 billion yen, this translates to $104 billion dollars at an exchange rate of 85 yen to the dollar. Looking at General motors, the revenues during the two quarters is approximately $67.2 billion. Thus, Toyota auto operations averaged about 12% of all sales done in the motor industry in the fiscal year of 2009 to 2010. Toyota auto operations are over 50% larger than all GM sales. When Toyota and General Motors are compared to the motor industry, they rank way higher than other companies in the industry, this is in terms of the market share and the profitability, the companies have a history of their profits running to billions of dollars and their assets size running into hundreds of billions. They are two of the largest motor companies in the world and they are in frequent competition. The closest company that comes close to the two is the German company Volkswagen, however, it grosses lesser than the two mega companies. The following is a comparison of the industry. Toyota 8,557,351 GM 8,476,192 Volkswagen 7,341,065 Hyundai Motor 5,764,918. Toyota ascent has been attributed to the ever improving profits and this growth compared with the sales is inevitable. To assess the relativity of the

Kenya education Essay Example for Free

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 //.

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Ruining The Grand Places â€Å"†¦ It is apparent, then, that we cannot decide the question of development versus preservation by a simple referral to holy writ or an attempt to guess the intention of the founding fathers; we must make up our own minds and decide for ourselves what the national parks should be and what purpose they should serve.†-Edward Abbey, Desert Solitaire â€Å"†¦ The difference between the present reservoir, with its silent sterile shores and debris-choked side canyons, and the original Glen Canyon, is the difference between death and life. Glen Canyon was alive. Lake Powell is a graveyard.† – Edward Abbey, â€Å"The Damnation of a Canyon†, Beyond the Wall When you love the Desert Southwest, sometime, somewhere, you will stumble into the writings of Ed Abbey. Like me, Ed was not born there; he discovered his love of the place while riding a boxcar through it on a trip across the US; I discovered mine on a trip through myself. His writings helped lead me home, for that is what the desert southwest is to me: home. I don’t live there for one simple reason, i.e., I have not yet been able to put myself in the financial situation I need to be in. For now, I visit when I can, mostly during my long vacations at Christmas. A couple of years ago during one of those, on a whim after spending a few days in Arches National Park, my wife and I detoured to the snowy, icy south rim of the Grand Canyon. We journeyed toward it from the east side but got turned back at the National Parks’ gate; the road was snowed under from there on up. After retracing our steps, we traveled down to Flagstaff and spent the night, driving in my four by four truck up to the South Rim the next day. It was an eerie experience to stand on the edge of the South Rim and see only cloud; fog shrouded the canyon’s great gap, leaving us with visual doubts that anything was really there. Defeated, we hit the Visitor’s Center and gathered information so we could go back sometime in the spring or fall with weather more to our liking. We haven’t done that, yet. This year we had planned to take a guided river run down the great Grand Canyon. Right now, that probably is not going to happen, either, due to other family obligations that eat vacation and other financial priorities.

What were the most important 5 environmental facts that you learned for this semester?

1. Business issues and environmental issues can not be separated. The environmental problems that the world faces today can not be completely resolved unless business world becomes a helping force in resolving them. Business world has the social responsibility to help resolve the environmental issues. It is inevitable to indulge corporate world in solving the issues of environment since they are one of the major contributors of the environmental problems in the first place, because industrialization and other forms of product production are caused by human activity. . There is a strong relationship between environmental protection and corporate competitiveness. Hoffman presented two schools of thought: a. the win- win perspective b. the win- lose perspective. Surely, there are disadvantages of environmental protection to the companies’ sense of competitiveness however those environmental programs can also open up to many opportunities and new ideas to these companies. Business should always be more than profit. 3. Environmental issues and problems are sometimes lamented and perceive as a market failure. The issue is sometimes selfishly approach by the corporate world for the purpose of only regulatory compliance. For them, environmental issues are unwanted constraining factors that restrict them to gain more profit. 4. The concept of environmental responsibility challenges the corporations to handle and consume the material resources wisely. The limited choices challenge the business world to be more creative in designing products that will conform to the standards of environmentalism. According to Hoffman, different challenges in developing new products, processes and raw materials in the face of environmental demands are within industries today. 5. Recycling sometimes uses more energy than it saves which make it a questionable environmental strategy. It is more cost effective to look for new products in nature than in the artificial and costly laboratory environment (Hoffman p. 21). That’s why resources must be creatively seek in nature itself without compromising its destruction. In the next 3 years how will you use what you learned in those chapters 1,2,3,4,5 ? As a social responsible individual, it is significant to always reconsider the issues of environment before establishing a business. As for me, business must take into account environmental concerns in addition to business’ and economic progress. One of the values a company should live by is to fulfill their human responsibility to protect the environment for future consumption. The further destruction of the environment if not stop must be prevented. As an educated person who has given the opportunity to learn on how to cope with environmental issues in the corporate world, I have a greater responsibility to adhere to the governmental or internal regulations for the protection of the environment. As for my company, I will create new innovated products derived from environmental activities. I believed that handling environmental issues or concerns are a matter of perspective. It can be viewed as something beneficial that may create many opportunities for business people such as the managers to work on various kinds of environmental strategy. I will indulge myself to environmental activities that will help me acquire knowledge that I could impose to my future employees. Environmental issues must not be taken as a threat to the company’s sense of competitiveness but rather it must be approach in a manner that it will open many opportunities. Environmental as Hoffman stresses should not be regarded as restrictions for market development. Definitely, my business framework and one of my business ethical standards will be a proponent of environmental conservation. Employees and people who will consume my products should be aware as well. If we were to do the class over what information would you like to see included? Almost all the information that a business student needs in regards to the relationship of environmental issues and corporate world has been discussed. However, I would like the class to discuss more on the issues of world ecosystem as capital assets for economic progress. It is significant in my own opinion to further discuss the vital services of ecosystem including the production and innovation of goods to motivate business minded people to indulge themselves in environmental concerns. Also the class should help the future business minded people in terms of fundamental steps in decision making in choosing the best products to establish that will conform to the state’s environmental programs.