tag:blogger.com,1999:blog-65382494272340362502024-03-18T20:45:52.113-07:00the GLOBAL INCARNATOR NEWS ONLINEzopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.comBlogger45125truetag:blogger.com,1999:blog-6538249427234036250.post-38073232548816428742024-03-18T15:11:00.000-07:002024-03-18T15:50:21.870-07:00PROMOTING POSITIVE BEHAVIOUR<p></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4SxLOwovpibrh06cgjNlzHTPPjlDX4m9ky-FOxLmJDYbiE1OeEztxxQUxivCuup_wmRkTxKYjYeYz5_rEepkdv6DJO-f0zLTv1ZmEZLemPqPuVQYk_R6VtvcoNNtdfq-CtgCTfZj5_Yw9hVa67P9YsySSxjBJnq-vK5fSxXx8NmOu2ys9qDBBYSwqRpx1/s196/FJUK-Grad-Seal%20(1).png" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="119" data-original-width="196" height="119" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4SxLOwovpibrh06cgjNlzHTPPjlDX4m9ky-FOxLmJDYbiE1OeEztxxQUxivCuup_wmRkTxKYjYeYz5_rEepkdv6DJO-f0zLTv1ZmEZLemPqPuVQYk_R6VtvcoNNtdfq-CtgCTfZj5_Yw9hVa67P9YsySSxjBJnq-vK5fSxXx8NmOu2ys9qDBBYSwqRpx1/s1600/FJUK-Grad-Seal%20(1).png" width="196" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="color: #2b00fe;">Author: Prince Foday</span></td></tr></tbody></table><br /> <span face="Arial, "sans-serif"" style="font-size: 12pt;"> </span><span face="Arial, "sans-serif"" style="font-size: 12pt;"> </span><p></p>
<p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"><br /></span></b></p><p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"><br /></span></b></p><p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"><br /></span></b></p><p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"><br /></span></b></p><p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">The Identification of Policies and Procedures in my School Setting and Benefits
of these in Promoting Positive Behaviour <o:p></o:p></span></b></p>
<p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></b></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">The policies in my school setting
are comprised of</span><span style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">
behaviour</span><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> policy, code of conduct,
reward and sanctions. My school setting has established procedures or
guidelines for promoting the identified policies.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">There are accepted values and
beliefs in the school and a contravention of that will go against the behaviour
policy. Codes of conduct are sets of rules designed to enable children and young
people to be aware of boundaries and a way of managing</span><span style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;"> behaviour</span><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">. Rewards can be used when a student displays positive behaviour. There
are scales of sanctions for students when behaviour becomes inappropriate. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">The behaviour policy in the
school is meant to promote appropriate behaviour and discourage inappropriate
behaviour. The policy prepares staff to understand that students in the school
need to build positive traits like social skills (being receptive to others),
empathy, self-respect and self-esteem. In promoting or achieving positive
behaviour from students, the following procedures are required by the school:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Staff do not undermine the self-esteem of children
or students through verbal disgrace <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Staff do not
use corporal punishment or hit the child, as that goes against the law <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Staff are meant to explain disciplinary boundaries
in the simplest terms to make it understandable to those who may find it
difficult<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Staff should help students to understand what
behaviour is acceptable and what is not acceptable<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Staff should calmly intervene to prevent students
from behaving in an unsafe way<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Staff should build the scenario for students to
exercise patience and take turns<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Staff should praise students for displaying positive behaviour <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Staff should be respectful to children, young people
and other adults<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Staff should be role models by showing positive behaviour <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">There are codes of conduct in
place as guidance when dealing with inappropriate behaviour and they are: <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">We avoid making negative comments in front of
students<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">We maintain consistency when addressing
inappropriate behaviour<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">We resolve conflict by listening to both parties<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l2 level1 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">We maintain calmness when dealing with
inappropriate behaviour<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Students are rewarded for
showing positive behaviour and we provide visible rewards (by using stickers),
allowing choosing time, revealing success to parents and other teachers, giving attention
or smiles of endorsement, providing oral praise, and giving certificates or points
or stars.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">We apply a scale of sanctions
when behaviour is inappropriate. Some of the scales of sanctions are:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Removal of privileges<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Restricted access to certain activities<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Suspension<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Detention<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Removal from social time (breaks/lunch times)<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Send the culprit to the deputy head or head teacher
<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Speak to the parent<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Explaining the Importance of Consistency and Failures when Applying Boundaries and Rules for Behaviour<o:p></o:p></span></b></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Consistency enables the child
and young people to fully comprehend limits and work within expected</span><span style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;"> behaviour</span><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">. Consistency in behaviour within a classroom is about establishing
stable policies, procedures and consequences. Consistency has the features of
being respectable, fair, safe and stable. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Building an achievable and
realistic limit will make it possible for the child to communicate
appropriately. In the absence of consistency, the child is left in limbo and
feeling confused. Practitioners are expected to maintain the same rules and
avoid leading the child in a confused state.
Practitioners must be consistent in the application of
boundaries and rules as failure to do so will result in the child being
baffled. The failure of practitioners to apply limits and rules will lead the
child not to be certain about what is right or wrong.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Consistency in applying
boundaries and rules can promote effective classroom management, lead to fewer
behaviour problems, support a positive classroom community and build an
engaging learning scenario. It is significant to be consistent with policies,
procedures and consequences and such stability will be effective classroom
management. Consistency in practitioner behaviour in enforcing boundaries and
rules can build student trust and that can make them behave within limits, and mitigate
behavioural problems. Promoting a fair classroom community will make students
have a positive view about their colleagues, and the practitioner and that can
further lead to effective class control. Being consistent with boundaries and
rules in the classroom setting can provide the outcome of students feeling safe
and increase their focus on learning. Skinner advanced education as the
establishment of behaviour that will be of benefit to the person and others in
the future. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Describing the Benefits of Promoting Positive Values, Attitudes and
Behaviour Guidance <o:p></o:p></span></b></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Positive values, attitudes and</span><span style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;"> behaviour</span><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> guidance are important in tackling challenging behaviour in the
classroom. Its application can assist in increasing student engagement in learning, reduce stress and entirely enhance student behaviour and performance.
<o:p></o:p></span></p>
<p class="MsoListParagraph" style="margin-left: 72pt; mso-add-space: auto;"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Positive behaviour can be
supported by ensuring the full attention of students before learning begins,
praising students for the showcase of positive behaviour, allowing them to
express their feelings and opinions, building their emotional intelligence or
coping skills, encouraging them to practice behaviour expectations until a full
understanding is achieved, establish clear boundaries and rules, encourage
learning to be fun and build steady routines. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Children and young people can
benefit from the promotion of positive values, attitudes and behaviour guidance
in the following ways: <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 72pt; mso-add-space: auto;"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l0 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">The acknowledgement of positive behaviour<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l0 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Establishing clear expectations<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l0 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Building
strong social skills based on respect <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l0 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Enhancing Social and Emotional Well-being<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l0 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Developing the environment for students to concentrate
on learning<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 108pt; mso-add-space: auto; mso-list: l0 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Professional
action on minimising negative behaviour<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">The acknowledgement of positive
behaviour can be done through praise and praise for good behaviour is an
approach meant to attract the attention of students in the class, and it is
likely that the student will repeat positive behaviour by making it a routine.
Establishing an expectation that is clear and achievable is a way to develop a caring and safe classroom, and it is significant to be consistent and eradicate
confusion with boundaries for everyone in the classroom, including
practitioners. Students who struggle to
control their emotions should be supported. It is difficult to focus on
learning when tired, distracted and upset, and teaching learners the desired
coping or calming skills will be beneficial in gaining the attention of the
child and young people. It is important to provide an engaging classroom
environment that requires seeking the attention of students before learning
starts and that can be helpful to behaviour management coupled with having the
attention of all students to grasp all areas of your teaching. Reducing
negative behaviour through professional action can be necessary in promoting
positive values, attitudes and behaviour. <o:p></o:p></span></p>
<p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></b></p>
<p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></b></p>
<p class="MsoNormal"><b><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Identifying, and Summarising, the Patterns and Triggers that can Lead to
Challenging Behaviours and Explaining What Actions can be taken to Pre-empt Divert or Diffuse Potential
Flash Points<o:p></o:p></span></b></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">Challenging</span><span style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;"> behaviour</span><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> is a form of behaviour that hinders the safety or learning of students and those around them. People with
challenging behaviour find it difficult to communicate their desires and emotional
and physical pain. Challenging behaviour is a situation that we have to deal
with in my school setting. It is frequent with people having neurological
problems or neurodevelopment differences like learning disability, dementia,
attention deficit and hyperactivity disorder and autism. <o:p></o:p></span></p>
<p class="MsoListParagraph"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">The types of challenging
behaviour in my school setting are verbal, non-verbal and physical. Verbal
challenging behaviour is oral communication meant to express desires or pain
and the action is not meant to hurt the people around them but to communicate
agony, examples are using inappropriate language, threatening, arguing,
screaming, shouting, and so forth.
No-verbal challenging behaviour can be noticeable in different ways and
it is meant to deal with physical and emotional suffering, examples are
swinging arms, pacing, eating inedible objects, social withdrawal and
destructiveness. Physical challenging
behaviour occurs when a person feels stimulant or devastated, and examples
are throwing things, biting, kicking, hair pulling, and hitting people and
themselves. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">The causes of challenging
behaviour observed in my school setting are cognitive challenges, emotional
distress, physical discomfort, sensory sensitivity, unmet needs and
communication difficulties. Children and young people with cognitive challenges
find it difficult to process or understand situations which can lead to
frustrations. Emotional distress like anxiety, anger, fear and frustration can
result in challenging behaviour as the person may not have the requisite skills
to communicate their emotions amicably. Physical discomfort like pain can lead
to challenging behaviour. Some children and young people may have a high degree
of sensitivity to smell, touch, sound and light, and that can trigger discomfort. Unmet needs like sleep, hunger, and thirst coupled with more intricate
emotional or social desires like autonomy, sensory input and attention can lead
to challenging behaviour. <o:p></o:p></span></p>
<p class="MsoListParagraph"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">There is an observed cycle of
challenging behaviour in my school setting and they are trigger, escalation,
crisis and recovery. A trigger is the antecedent or starting point of challenging
behaviour and that is the distressing situation for the child. Escalation is
the heightened or progressive situation for the child and young person, and
that is when the person displays problematic actions. A crisis situation is where
the person reaches a dangerous level and that will involve self-injury, severe
aggression and other behaviours that show an instant risk to the person and
those around them. A recovery state is a circumstance where the person becomes
calm or in equilibrium after the escalation and crisis points and that involves
supporting the person to control their emotion. <o:p></o:p></span></p>
<p class="MsoListParagraph"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">The standard ways of
preventing and managing challenging behaviour in my school setting involve the
use of de-escalation techniques (staying calm, taking away anything responsible
for the distress, providing the person what he or she wants, providing the person
space, entertain the person with what they enjoy), providing a more accustom way
of communicating needs and emotions, ensuring the safety of student and staff
and providing an alternative. We use positive behaviour support (PBS) to defuse
potential flash points and that involves amending their routines to avoid
common triggers, building coping strategies for stress like a deep breath and
looking for safer ways of expressing themselves or finding acceptable communication methods. We use a Multisensory
Environment (MSE) as a de-escalating approach that is provided to assist
the child and young person to utilise their remaining senses to be involved in and
understand the world. Providing an environment where the child engages with
people, objects and events in a multisensory environment can support them
understand ideas about the world, and that helps in understanding in building trust and mutual
respect. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"> </span></p>
<p class="MsoNormal"><b><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">References<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Parenta (2021) How to…Support
Children’s positive behaviour. Available at: <a href="https://www.parenta.com/wp-content/uploads/2021/01/How-to%E2%80%A6-Support-childrens-positive-behaviour.pdf">https://www.parenta.com/wp-content/uploads/2021/01/How-to%E2%80%A6-Support-childrens-positive-behaviour.pdf</a>
(Accessed 20 October 2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">National College for School
Leadership (2011) Promoting the conditions for positive behaviour to help every
child success. Available at: <a href="https://assets.publishing.service.gov.uk/media/5a7d534140f0b60a7f1a9d3a/promoting-the-conditions-for-positive-behaviour-to-help-every-child-succeed.pdf">https://assets.publishing.service.gov.uk/media/5a7d534140f0b60a7f1a9d3a/promoting-the-conditions-for-positive-behaviour-to-help-every-child-succeed.pdf</a>
(Accessed 02 November 2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Burnham, L. and Baker, B.
(2010) Supporting Teaching & Learning in Schools (Primary). Essex: Pearson
Education Limited <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Fulton, J. (2019) How
important is consistency in behaviour management. Available at: <a href="https://www.classcraft.com/blog/consistency-in-behavior-management/"><span color="windowtext">https://www.classcraft.com/blog/consistency-in-behavior-management/</span></a>
(Accessed 25 November 2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Curson, L.B. (1985) Teaching
in Further Education: An outline of Principles and Practices. 3<sup>rd</sup>
Edition. Great Britain: Biddles Ltd, Guildford <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Ref: Suban, P., Sharma, U.,
Leif, E. and Patnaik, S. ( 2023) Five ways to use positive behaviour support
strategies in your classroom. Available at: <a href="https://www.monash.edu/education/teachspace/articles/five-ways-to-use-positive-behaviour-support-strategies-in-your-classroom">https://www.monash.edu/education/teachspace/articles/five-ways-to-use-positive-behaviour-support-strategies-in-your-classroom</a>
(Accessed 03 January 2024)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Rogers, G. (2022) Promote
Positive Behaviour. Available at: <a href="https://www.twinkl.co.uk/blog/promote-positive-behaviour">https://www.twinkl.co.uk/blog/promote-positive-behaviour</a>
(Accessed 06 January 2024)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Nurseline Community Services
(2023) Defining Challenging Behaviours: Causes, Triggers and Examples:
Available at: <a href="https://nurselinecs.co.uk/challenging-behaviour/defining-challenging-behaviour-causes-triggers-and-examples/"><span color="windowtext">https://nurselinecs.co.uk/challenging-behaviour/defining-challenging-behaviour-causes-triggers-and-examples/</span></a>
(Accessed 14 January 2024)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;"><a href="https://www2.education.vic.gov.au/pal/behaviour-students/guidance/3-challenging-behaviour-influences-and-triggers"><span color="windowtext">https://www2.education.vic.gov.au/pal/behaviour-students/guidance/3-challenging-behaviour-influences-and-triggers</span></a>
(Accessed 25 January 2024)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Sense (2023) Challenging
behaviour. Available at: <a href="https://www.sense.org.uk/information-and-advice/conditions/challenging-behaviour/"><span color="windowtext">https://www.sense.org.uk/information-and-advice/conditions/challenging-behaviour/</span></a>
(Accessed 09 February 2024) <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Pagliano, P. (2001) Using a
Multisensory Environment: A Practical Guide for Teachers. Great Britain: David
Fulton Publishers<o:p></o:p></span></p>
<p class="MsoListParagraph"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="color: #2b00fe; font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">Author:</span></p><p class="MsoNormal"><span lang="EN-US" style="color: #2b00fe; font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;">PRINCE FODAY</span></p><p class="MsoNormal"><span style="color: #2b00fe; font-family: Consolas;"><span style="font-size: 13.3333px;">Professional Freelance Journalist, Educationist, Humanitarian Politician and Independent Global Peace Ambassador</span></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family: Consolas; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></p>
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<p class="MsoNormal"><br /></p>zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-84087118136398064072024-03-05T10:01:00.000-08:002024-03-05T10:01:57.046-08:00ELECTIONS IN SIERRA LEONE<p><br></p><p><span></span></p><table cellpadding="0" cellspacing="0"><tbody><tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOo9e1dz4znGKE2ft9KplMPP63-CiuXH_BLzlrcq8tE-cNUPCB3L-MUFoqy_tGO361_HCAj58wtmTbymFl7vkt7z7mUiTCv3ApjDbYARvQSq3aNEqjnqRcSgrsuCMrwpZ7j1X_aCT1vk_NjAY2K8_QLmKWwWHI4QAHXcYYQtCq18a9aNHGJvCzgMs475FC/s800/Sierra%20Leones%20Flag.png"><img border="0" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOo9e1dz4znGKE2ft9KplMPP63-CiuXH_BLzlrcq8tE-cNUPCB3L-MUFoqy_tGO361_HCAj58wtmTbymFl7vkt7z7mUiTCv3ApjDbYARvQSq3aNEqjnqRcSgrsuCMrwpZ7j1X_aCT1vk_NjAY2K8_QLmKWwWHI4QAHXcYYQtCq18a9aNHGJvCzgMs475FC/w200-h133/Sierra%20Leones%20Flag.png" width="200"></a></td></tr><tr><td><b>National Equal Rights, Justice, Freedom and Peace</b></td></tr></tbody></table><p><br></p><p><span>The elections in Sierra Leone are scheduled for Saturday 24th June 2023. It is a truism that both the </span><span>All People’s Congress and the Sierra
Leone People's Party have an equal chance of winning. The evidence of that is the
past election in 2018 that brought a sucker punch to the optimism of the APC. There
is the possibility that SLPP might have the same sucker punch.</span></p><p><span> </span></p><p><span>The lessons of the civil war and an increase in socio-political awareness remain to be helpful to a reasonable amount of our people. We know that some
continue to be consumed by blind loyalty and extreme creeds to the extent of not
being supportive of improving the traditional political myth of violence,
intolerance and poverty gap. </span></p><p><span> </span></p><p><span>The unfortunate situation is the main political parties concentrate
more on turning against each other than focusing on delivering the contents of
their manifesto. Both parties forget that they are one national family and the
predominant creed in their political and personal DNA continues to make our
people worse off and remain in abject poverty. Wealth gathering at the
expense of their people remains a norm- they want all for themselves and
continue to deprive our people of a national cake that belongs to all. </span></p><p><span> </span></p><p><span>Both SLPP and APC parties are known to instil fear in our
people when it comes to elections and forget the fact that our world is now
civilised beyond political pettiness and the traditional myth of political
intolerance. Sierra Leone is a fragile state and continues to be a focus of
international players. The optimism is that there be will no political
violence, although the country is envisaged to experience pockets of violence through
the after-effect of election results. Pockets of violence after elections
remain to be the trend and that is truly unhealthy for modern politics- the
trend of violence calls for immense sensitisation from the core of political
groups. </span></p><p><span> </span></p><p><span>The caution to those individuals, political members,
households, communities and the country at large that have the right to vote in tomorrow’s election is that please be wise and vote responsibly. The decision that
shall be made would either land the nation in perpetual poverty or rebuild
the country from decade poverty and socio-economic backwardness. </span></p><p><span> </span></p><p><span>Elections are held every five years and it is significant
to assess the performance of political parties every year. The information
about the performance of the political parties can be gathered from
observation, online and otherwise. The performance assessment tip below can be of
help in making an appropriate decision and in the determination of a vote.</span></p><p><span> </span></p><p><span> </span></p><p><b><span>Performance
Assessment Tips: Political Parties in Power</span></b></p><p><span> </span></p><p><span>The political party in power has a
great influence on the government machinery. The national resources of any
country are managed and led by the political factor. The failure of the
political factor to show true management and leadership qualities can result
in socioeconomic malaise and lead to a failed state. The performance assessment
tips to consider in determining the performance of a political party in power
are:</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>What is happening to poverty? This requires a
consideration of the poverty gap (whether wide or small). Is the national
income reasonably shared or clustered around the few elites or political
cronies? Are people across the country benefiting from the revenue from various
public sector departments? Are the incomes received abroad through aid and government
businesses properly accounted for in the country’s income pool?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>What is happening to employment? - Is the
national recruitment fair? What is happening to employment trends from one year
to another throughout their five years in power? </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>What is happening to inflation? - Are the
inflation figures from one year to another decreasing or increasing throughout their their years in power? This can be determined through prices of goods and
services from one year to another throughout their five-year term. It is a
good Inflationary indicator if prices of goods and services are decreasing
throughout their five years in power.</span></p><p><span> </span></p><p><b><span>Performance
Assessment Tip: Individuals and households</span></b></p><p><span> </span></p><p><span>o<span>
</span></span><span>Did the political party in power bring any
change in your well-being? The type of change that empowers you to earn an income to meet basic
needs, meet your health care need, make provision for life after retirement,
support your mental well-being, etc.</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Was the government accountable to you through
information about its activities?-Income received from public activities and
expenditure. </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Were you informed of the income-expenditure spreadsheet and is the information made known in the different languages in the
country through the different communication mediums in the country?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>How fair was the wealth distribution model of
the government? Did the wealth flow fairly across the country, east, west
and south of the country?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Do the children have enough playgrounds
throughout the country and were there enough day centres across the country for
children, young people and young people?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Are the children and young people in the
country well fed or did the government empower parents and carers to put enough
food on the table for children and young people? </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Are children and young from poor parental or carer
backgrounds having free meals at schools?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Is education accessible to all from
primary, secondary and tertiary? Is there a provision for supporting those who
cannot be educated or cannot afford to be educated?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Do you have a comfortable place to sleep?
What provision has the government made in your housing needs?</span></p><p><span> </span></p><p><span>Performance Assessment Tips: Political Party Members and
Party Loyalists</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Political supporters or members are meant to
be taken care of by their political parties. Did your political party empower
you to earn a living or meet your welfare needs?- Are you employed or is there
fair government support for self-employed members and loyalists </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Is the political party accountable? The party
management structure nationwide or subgroup wise is obliged to provide a
comprehensive report of its activities.</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Are you involved in decision-making in the
party? - Is the process of decision-making democratic?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Is the process of making political
appointments fair across the country or in all the regions? </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Did you sense any ethical divide unhealthy
for politics and the country?-Are the party members looking at themselves as
one national family focused on a common political goal or are there ethnical divisions of form that is against the general principles of a political party? </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Are you generally happy at the party or happy
with your general well-being?</span></p><p><span> </span></p><p><b><span>Performance
Assessment Tips: Communities</span></b></p><p><span> </span></p><p><span>o<span>
</span></span><span>What is the position of infrastructure development
in your community? - Are the road networks, education, health, water and
sanction, etc., satisfactory in the community? Are the same facilities in
cities present in the community?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Is the political party in power or government
of the day supportive or subsidising community development efforts? </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Is there any decentralised system in your
community? Do you have sub-government offices in your community? - Both rural
and urban sectors. Are facilities in the city or urban available in the
community? </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Is the government engaging the community as a
whole in investment opportunities locally and from overseas? </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Is the community benefiting from activities
by investors (both locally and overseas investors)? - Are the investors
responding to their corporate social responsibility (CSR) in the community? Are
the people in the community aware of any gifts and other benefits from those
investors? Are community leaders accountable and transparent to their people?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Are there social amenities for children,
young people and adults in the community?</span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Do the ageing and retired have a social safety
net or opportunities available to them in the community? </span></p><p><span> </span></p><p><span>o<span>
</span></span><span>Are the people generally happy in with their
government, community leaders and otherwise?</span></p><p><span> </span></p><p><span> <b>Author: </b></span></p><p><span><span>Prince Foday</span></span></p><p><span><span>London, United Kingdom</span></span></p><p><span><br></span></p><p><span> </span></p><p><span> </span></p><p>
<br></p>zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-54379123396012063182024-03-03T13:29:00.000-08:002024-03-05T10:04:04.606-08:00THE REFERENDUM ON BREXIT AND BREMAIN IN EUROPE UNION<table cellpadding="0" cellspacing="0"><tbody>
<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiOdVpakD4joAOSYxaBfqPcU7-nwFoUY8Y5o2pVA6z34xX10MtV4BwkSZtCcJf_xEGxg5a-qE3oB-lrm6w91UFigrX47CnfATu-ADt-qPo9xLgAME5tXSQUdv57xKDKK29Wy1NoRCv8UeK/s1600/IMG-20131202-WA0004+-+Copy.jpg"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiOdVpakD4joAOSYxaBfqPcU7-nwFoUY8Y5o2pVA6z34xX10MtV4BwkSZtCcJf_xEGxg5a-qE3oB-lrm6w91UFigrX47CnfATu-ADt-qPo9xLgAME5tXSQUdv57xKDKK29Wy1NoRCv8UeK/s200/IMG-20131202-WA0004+-+Copy.jpg" width="200"></a></td></tr>
<tr><td><span><span>Author: Prince Foday</span></span><br>
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<span>The referendum on Brexit and Bremain in the European Union is near the corner and scheduled for June 23, 2016. Politics in Britain had been meddling around the need for the referendum and it is great that the issue that was hanging around is now coming to fruition. This is what democracy is about and we need to applaud the politics in Great Britain for that. The voice and decisions of the people in modern politics are what matters and the incoming referendum is a clear showcase of Britain being an epitome of modern politics. Politics is all about putting the people first rather than a self-centered or autocratic style of politics that isolates the people in the national decision-making process. Whether Britain is going to stay or not in Europe that will be determined by the peoples’ vote in the incoming referendum. The people are prepared to vote and whatever the outcome shall be they will live with it. The same scenario applies to individuals and households when making decisions. Individuals and households make decisions that they get wrong or right. The truth is, there is no need to cry over a spilt meal when the decision is proved wrong, as there are provisions for reviewing decisions to meet dynamic changes. Decisions are associated with potential shocks and it is a great thing to do to cope with those shocks and have a positive outlook about it. The Brexit and Bremen arguments are pouring in ahead of the referendum to convince voters to vote for either side. However, one could observe the uncertainty about which side will win. We might wake up the next day after counting the ballot box to see a Brexit win or loss. Whatever the result may be is the decision of the people and it is incumbent on all to live with the decision and any accompany shocks from it. It is Britain that decided to join the European Union and it is the same Britain that will decide to leave or stay. The</span><span> questions that desire answers are, why was the European Union created? When was the European Union formed? Which countries are in the European Union? What is the purpose of the European Union? What are the Gross Domestic Product and a population of the European Union? The fact that Britain is part of the Commonwealth and European Union (EU) and the fact that there are EU funded projects in most of the Commonwealth nations makes the Commonwealth concern about his brother's referendum on existing or remaining in the EU.</span><b><span></span></b></div>
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<b><span>Understanding the Crux of the European Union</span></b></div>
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<span>The EU was created after the Second World War and it was meant to build unity between France and Germany. This unity in effect laid the foundation stone for the EU. The union itself originated from the European Coal and Steel Community (ECSC) and the European Economic Community (EEC), which was established in 1951 and 1958 respectively. The membership of the community includes Belgium, Denmark, Germany, Ireland, France, Italy, Britain, Netherlands, Greece, Luxembourg, Spain and Portugal. Eighteen African countries were associate members. It is from the ECSC and EEC that many other European Communities sprang and this further led to the now formed European Union. The EU was formed through the Maastricht Treaty in 1993 followed by the latest major constitutional amendment from the Treaty of Lisbon that came into force in 2009. The main aims of the European Economic Community are to reduce tariffs (tariff being the duty or tax imposed on the export or import of goods) so as to bring about free trade between member states, to unify the tariffs of member states so that there would be a common tariff between EEC members, to create the free mobility of goods, labour (services), capital and entrepreneur among member states. The European Union is an eco-political union that consists of twenty-eight countries and they are Austria, Belgium, Bulgaria, Croatia, the Republic of Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden and the United Kingdom. Each of the countries is independent but has an agreement to trade between them. The European Economic Area entails European Union countries but countries like Norway, Iceland and Liechtenstein are allowed only to be part of the EU single market. Switzerland is not part of the European Economic Area (ECA) but allowed to be part of the single market, meaning nationals of Switzerland have equal rights to live and work in the United Kingdom. The European Union has a Gross Domestic Product at a market price of $18.51 trillion (World Bank Statistics, 2014) and a population of 508.5 million (World Bank Statistics, 2014).</span><span></span></div>
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<b><span>The Paradox of Brexit and Bremain</span></b></div>
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<span><span>On Britain's contribution to the EU budget, Bremain argues that Britain pays the EU £ 340 a year per household relative to an estimated £ 3, 000 yearly benefits from EU membership and that, in or out, payment is needed to access the single market whereas the Brexit school of thought argues that Britain can stop sending £350 million, equivalent to half England's school budget, to Brussels every week and that the money can be spent on scientific research and new industries. The Bremain argument on immigration is that leaving Europe does not mean reduced immigration and that countries that trade with EU from outside have higher rates of immigration, including from EU Countries, than Britain whilst the Brexit school argues that Britain change the expensive and out-of-control system that offers an open door to the EU and blocks non-EU Immigrants who could contribute to the UK. In the case of Foreign influence, Bremain argues that at international summits Britain is represented twice by the foreign secretary and the EU high representative and co-operation has helped fight Ebola and piracy in Africa on the other hand Brexit view on foreign influence is that Britain has little influence within the EU and that from outside it can retake seats on international institutions and be of stronger influence for free trade and co-operation. In the case of regulation, the Bremain strongly argues that most EU regulation collapses and that 28 national standards into to one European standard, reducing red tape and </span><span>benefiting</span><span> business, and that remaining in can fight for better regulation whereas the Brexit lot argues that leaving will return control over areas like employment, law, health and safety measures that a recent business for Britain could find business favoured. On the issue of trade, Bremain argues that Britain avoids exporter tariffs and red tape, important as 45% of British exports go to the EU, and that with Britain's membership in EU, Britain can obtain better trade terms because of the size of EU whereas Brexit argument is that Britain will negotiate a new EU relationship without being bound by EU law and that it can secure trade deals with other important countries such as China, India and America.</span></span></div>
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<span>(Source: The Economist)</span></div>
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<b><span>Britain and the Commonwealth, Will the Centre Hold Again after the Referendum?</span></b></div>
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<span>Britain has a relationship with other Commonwealth nations, and so, the Brexit and Bremain referendum should be by implication a concern. There is a connected relationship between the Commonwealth and European Union, as Britain is part of the Commonwealth. This can be explained from the principle of transitivity, which says that if A equal to B and B equal to C, therefore, A equal to C. The principle of transitivity clearly shows that if Britain is part of the European Union and Britain is part of the Commonwealth, hence, Commonwealth is part of the European Union. The Commonwealth has a blood relationship with Europe through Britain's relationship with the Commonwealth. Commonwealth is an association of fifty-three independent nations, all but one being a former British colony, and its membership spans from Africa, Asia, Caribbean and Americas, and Europe. The association is formed with the aim of promoting peace, democracy and development. Britain had been in a strong relationship with the Commonwealth but the strength of the relationship shifted to the European Union, leaving the Commonwealth being a white elephant. Whether the results after the June 23 referendum will be in favour of either Brexit or Bremain, the question is, will Britain renew the strong relationship it had formerly established with the Commonwealth? The information gathered from the global baobab tree shows that there are two schools of thought to it. One of the schools of thought says that the Brexit win will renew the strong relationship Britain had with the Commonwealth. The other school of thought is with the conviction that the centre will never hold and that the white elephant relationship will still thrive on. The truth is, Britain's polygamous relationship with the Commonwealth and European Union is not responsive of what is enshrined in the scriptures, which says that “if you are married to two or more wives, you need to ensure that all the wives are given equal treatment”. Britain seems to be running away from the relationships it had entered into with the Commonwealth and now it wants to the runway from the European Union. There is a gainsaying that, “if you fight and run away you will be forced to fight another day”. Britain has an unfinished job with the Commonwealth and European and abandoning those jobs will lead to a chaotic situation that will have a ripple effect on their nation. The Commonwealth, for which, Britain is the lead member of the association is not working to expectations and the state of affairs in those Commonwealth nations will truly justify that. The very peace, democracy and development as the basis of the formation of the Commonwealth have yielded a minimal result and Britain needs to take the Commonwealth seriously to reasonably achieve those objectives. Commonwealth nations have a role to play in Britain's stability and tackling the chronic problems in those nations will avoid the existing and potential spill-over effects on Britain. Britain can stop increasing migration from those Commonwealth countries by holding their governance properly accountable to their people and enabling them to create the inertia for their people to stay. The governance in those impoverished Commonwealth nations are inappropriately honouring their pledge of maintaining peace, democracy and development to their countries, hence, Britain is bearing the brunt of their inefficiencies. If there is a leak on tap, you need to tackle the problem from the source. The issue of increasing migration from the impoverish Commonwealth nations are as a result of social, political and economic instability fuelled by the bad governance in those countries. Britain can effectively deal with the problems of immigration, terrorism or security problems by renewing its strong relationship with the Commonwealth and ensuring that those issues having a spread-effect on them are solved from the source. The terrorist attack on British citizens in Tunisia is a manifestation of the need for Britain to take the lead in solving the alarming insecurity problems in Commonwealth countries and around the world so as to ensure the safety of British nationals or tourists travelling around the Commonwealth and the globe. Holding the governance in the impoverish Commonwealth nations truly accountable is a way of mitigating the immigration pressure and other domestic pressure on Great Britain. A bird's eye view of those deprived Commonwealth nations will show that they are rich in resources in relation to their population but the immense greed, weak transparency and accountability and the empire of dictatorship had made the performance indicator for peace, democracy and development out of the feasible region. There are Commonwealth and European Union-funded projects in those ruined Commonwealth nations but it seems those projects are not providing positive outcomes, as a large proportion of those funds are not spent on the target projects but distribute between private pockets and administration. Britain has to be cognisance of this and turn the table to the direction of true transparency and accountability for the Commonwealth projects. Leaving the state of affairs to continue as it is will make Britain and the Commonwealth continue facing the burning problems inherent in their nations. We need serious of purpose in achieving peace, true democracy and development.</span></div>
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<b><span>The Brexit and Bremain Analytics</span></b></div>
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<span>The arguments on Brexit and Bremain had been around immigration, trade, foreign influence, budget and regulation. We all have the rights to our opinions and such discussions are good for promoting effective democracy. We are all winners in our own views and it is a way of pursuing mutual understanding for the common good. The various schools of thoughts on the Brexit and Bremain have been keenly looked at and feel that there is a need for an independent evaluation of the points raised by both sides. Britain is surely better to stay in the European Union than to leave. The simple point is, “no one nation is an island or can survive alone”. Nations need each other in the area of trade, benefits from immigration and the influence nations will have on each other and benefits from regulations. It is better for Britain to stay in the European Union and be part of the solutions to the problems than exiting. In a marriage, you sign before God and man that “for better and for worst”, so Britain needs to stay in Europe for better and for worst. Britain has to remain in the Europe Union but within the context of helping in the reformation process. The free movement of people as the basis of the European Union is what is making the people of other European Union member nations coming to Britain and making British people to move to other European member nations for the sake of tourism or selling their services. If Britain exits the European Union, a cloud of serious dust will be raised that will take a long time to settle. Britain leaving will lead to huge unemployment problems and domestic pressure. The question that desires answer is, what preparation has Britain made to absorb those British people who are going to lose their jobs out of Britain when they come back home? The returnee mess will be long to clear, so, Britain has to be ready to clear the mess when the referendum turns in favour of Brexit. Trade among European Union member nations allows free movement of goods and services. Trade paves the way for British goods and services to be sold in other European member nations and this is great for the national income through the net income from other European Union member countries. It is obvious that the net effect of the income raised by Britain from trade in other European member nations in relation to trade by other European Union member nations in Britain will inevitably be positive, making a trade by Britain in other European Union member nations fit for purpose. Britain's presence in foreign decision making is very necessary, as it is better to be part of the change than abandoning the influence on change. Britain being part of the Europe Union will help in solving security and other social problems, economic and political problems at home and abroad. Britain's foreign influence is good for its domestic stability and the stability of other European Union member states. For the case of its contributions to the EU budget, the benefits derived from the contributions outweigh the expenses on the EU budget. There are EU sponsored projects in Britain and the expenses on those projects are far more than what Britain is contributing to the European Union budget. The direct beneficiaries of the EU sponsor projects are individuals, private and public investments, so Britain's contribution to the EU budget is something that the British nations are directly benefiting from or is a form of investment by Britain, for which, they benefit the more. Regulations or controls are necessary ingredients for any union. Export of goods regulation by the European Union is meant to control goods exported within and outside European Union member states. Where there are no regulations, members countries will export goods at their own peril, hence, attracting a cheaper price for their goods. With regulation on the amount to be exported, a higher price will be attracted. This is the reason why there is a “buffer stock system” to control the export of goods. Buffer stock system is where goods are stored in the warehouse when prices are low in the world market to create an artificial shortage in order to sell at the time when the goods can attract higher prices in the world market. Britain being in the European Union can help to regulate the exportation of their goods, tariffs and other tools of regulations. The Laws in Brussels are within the global context and standardised for the general good of the European member nations. Britain leaving Europe will never make much difference to the laws Britain will end up adopting.</span></div>
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<b><span>Conclusion</span></b></div>
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<span>On account of the above, it is relevant for Britain to stay in the European Union. The European Union, like any marriage or relationship, is a necessary evil. The referendum is close and Britain has to be careful when voting on 23<sup>rd</sup> June 2016. The statistics for the polls are coming up but what really matters is the outcome of the referendum this coming Thursday. There is uncertainty about the two sides of the coin, which is Brexit and Bremain, so Britain has to be prepared for the sucker punch. We live in a global world where a single nation can never succeed alone in dealing with its social, economic and political problems. No one nation can handle its domestic problems alone, so there is the desire to be in a strong relationship with other neighbours and being in it together to solve the common problems. Being part of an international economic organisation can pull resources, talents, transferred skills and otherwise. The days of Narcissism are over and the modern world is about cohesiveness and eliminating the very issues that were setting us backwards. Britain needs to remain in the European Union and remain for good. The European Union needs Britain and Britain needs the European Union. It is better for Britain to stay and fight for the issues surrounding their grievances than abandon an unsolved problem which may hunt the nation back. What I will suggest Britain do is remain and reform the issues on immigration and other issues that form their grievances. Immigration is a global problem and none of the immigrants is happy to live their countries, due to the strong lineage the immigrants have with family and friends in their countries of birth. The immigrants are living because of the awful state of affairs in their countries ignited by weak governance. People are migrating because of social, economic and political inequalities and problems. The European Union is divided into rich and poor nations and Britain being in the European Union can assist in closing the poverty gap and stabilise the pressure on the rich side of the brotherhood. Apart from Europe, Britain is urged to strongly embrace the Commonwealth and help in cementing the cracks in it. The Commonwealth has rich and poor sides of the brotherhood, so Britain needs to take the lead in closing the poverty gap and shape the Commonwealth towards the path of sustainable peace, standardised and acceptable democracy and development that is spread in both the rural and urban sectors of each Commonwealth nations. I have to rest my case now and hope it will be properly digested and acted on for this is the only non-financial contribution the author can give Great Britain, the European Union and the global world. We need world peace and this will only come with collective actions at micro and macro levels.</span></div>
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<b><i><span>Author:</span></i></b></div>
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<b><i><span><br></span></i></b> <b><i><span>Prince Foday</span></i></b></div>
<div><b><i>Woolwich Common Ward Organiser, Media Coordinator and fundraising officer for Greenwich and Woolwich Labour Party </i></b></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-74452892724267183462023-10-24T08:58:00.179-07:002023-10-26T16:17:42.962-07:00UNDERSTANDING HOW TO SUPPORT SEN AND ESOL<p></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9XztZLICbYQHgBOwm20n5o2AUV9d8REoLjwLtrm_KWDAm_1F3Ylct6PtckHW_0v6_99fNpgYhrKRrYRHbljL1LEea4T-TY4_Rj_Xel5OmMO1sjz07ODtXKdc-BXNguUhBZDi_kbvI6skU0X1PV5rfg5cJZc_pCJHNmog0IZmpENdftr4gUzUI6-mMMyoN/s4000/Prince-pic-task5.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="4000" data-original-width="3000" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9XztZLICbYQHgBOwm20n5o2AUV9d8REoLjwLtrm_KWDAm_1F3Ylct6PtckHW_0v6_99fNpgYhrKRrYRHbljL1LEea4T-TY4_Rj_Xel5OmMO1sjz07ODtXKdc-BXNguUhBZDi_kbvI6skU0X1PV5rfg5cJZc_pCJHNmog0IZmpENdftr4gUzUI6-mMMyoN/w150-h200/Prince-pic-task5.jpg" width="150" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="color: #2b00fe;">Author: Prince Foday</span></td></tr></tbody></table><span style="color: #2b00fe;"><br /> </span><p></p><p align="center" class="MsoNormal" style="text-align: center;"><br /></p>
<p align="center" class="MsoNormal" style="text-align: center;"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p align="center" class="MsoNormal" style="text-align: center;"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p align="center" class="MsoNormal" style="text-align: center;"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><br /></span></b></p><p align="center" class="MsoNormal" style="text-align: center;"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><br /></span></b></p><p align="center" class="MsoNormal" style="text-align: center;"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><br /></span></b></p><p align="center" class="MsoNormal" style="text-align: center;"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">The Common Types of Special Educational Needs in Children
and Young People</span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p><p class="MsoNormal"><span style="font-size: 12pt;">Special, Language and Communication Needs
(SLCN) is about challenges around one or more areas of communication like
difficulties in understanding statements from people, stammering and
interacting with others.</span></p>
<p class="MsoListParagraph"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p><p class="MsoListParagraph"><span style="font-size: 12pt;">Social, Emotional and Mental Health (SEMH)
are difficulties linked with being withdrawn coupled with disturbing behaviour.
The disturbing behaviour may be due to mental health problems such as
depression, anxiety, etc. Attention Deficit Hyperactivity Disorder (ADHD),
Persuasive Development Disorder, Attention Deficit Disorder (ADD), Bipolar and
Anxiety Disorder are other behavioural disorder associated with some children
and young people. Children and young people with SEMH may find it difficult to
cope with sustainable healthy relationships.</span></p>
<p class="MsoListParagraph"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Sensory and/or physical and medical need
refers to disabilities based on sensory (visual and hearing impairments) and
physical (limitations on a person’s physical mobility or having problems with
stamina).</span></p><p class="MsoNormal"><span face="Arial, "sans-serif"" style="font-size: 12pt;"> </span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Cognitive and Learning Difficulties is form
of disability associated with a children and young people with a slower pace in
learning. Children and young people may face a broad range of learning needs
such as moderate learning difficulties (MLD), severe learning difficulties
(SLD), profound and multiple learning difficulties (PMLD) and specific learning
difficulties ( SPLD). MLD can be evidenced through understanding of abstract
ideas, fine and gross motor skills, problem solving and building ideas,
organising steps required to complete a duty, organising and coordinating
written and spoken language, and memory and reasoning skills. SLD is linked
with severe cognitive and intellectual impairments and children and young
people with such impairment need support when engaging with established
curriculum, and may have problems with self-help skills, perception,
communication, mobility and coordination. PMLD shows the situation where children and
young people have significant difficulties with self- care, receptive and
expressive language, attention and concentration, social competence and
self-organisation. SPLD is a learning difficulty that covers conditions such as
dyslexia (deficiency in reading, spelling words and accuracy), dyscalculia (
difficulty with solving mathematical problems or understanding numbers),
dysgraphia ( a neurological problem that makes it difficult for a person to
build letters in writing) and<span style="mso-spacerun: yes;"> </span>dyspraxia
( having motor learning difficulties and developmental coordination- problems
with memory, processing, judgment, movement, coordination, etc.)<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><br /></span></b></p><p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">An
Outline of the Different Ways in Which Children and Young People with Learning
Difficulties Can Be Supported<o:p></o:p></span></b></p>
<p class="MsoListParagraph"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">The learning environment is significant to
reduce auditory information overload through clear and simple communication.
Making speaking and writing short, facing and calling for quiet during
instructions are important for learners.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Using the right resources based on the need
of the learner should be taken into consideration. The child may be a
kinaesthetic learner (learns best through doing and moving), an auditory learner
(learns best by reading) and visual learner (learns best by reading or seeing).
Kinaesthetic learners need hands on through field trips and doing experiments.
Auditory learners can be supported through reading notes aloud or listening to
audio on the subject. Visual learners learn through illustrations, highlighted
notes, flash cards, videos, books and visual aids. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Praise is an important for learners. This can
be done through rewarding students and establishing a positive tone in the
classroom. The use of 5 positive statements and then a negative remark can be a
helpful tool in the classroom (5 plus 1 rule). Although it is good to offer
praise to students, it is appropriate to be consistent with disciplinary
procedures and avoid using reward to influence appropriate behaviour. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Having a network of relationship around the
child and young people can lead to a safe and ideal team capable of building trust. That requires building partnership with parents and guardians that
commit a consistent support to the child and young people.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">It takes time to build trusted relationship
with the people, particularly for those with attachment difficulties. The child
and young people should be accepted for who they are and allowing time to build
relationship with them matters.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">People with attachment difficulties find it
hard to encourage strangers in their lives- that hold for the child and young
people too. It is challenging for the child with attachment difficulties to
allow to be groomed by strangers, hence, there is the need for adults delivery
care to be firm with safeguarding practice.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Outside support is important to parents and
guardians with children and young people having special educational needs. The
local information, advice and support services (IASS) can be contacted for
information and guidance. The scope of information provided by IASS is huge and
that covers information on the local authorities complaints procedure and
process of resolving disputes, advice for the parents of children and young on
gathering, understanding, interpretation and application of information to
their situation, legal issues pertinent to children and young people with
special educational needs, personalised budget, the local offer and local
policy and practices. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Description
of the Effect of a Primary Disability on Children and Young People<o:p></o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Children and young people suffering from
physical disability are held back by opportunities around them and that will
have an effect on their social, emotional and physical development. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Social impacts are those outcomes of primary
disability experience at personal, family and community levels. At personal
level, Child and young people with disability struggle with maintaining
positive self-esteem. People with disabilities build an attitude that have the
consequence of a negative behaviour. Disability can lead to low self-esteem-
the situation where people feel undervalue and insured. A person with
disability may lack a sense of belong that will limit them from interacting
with colleagues and otherwise. The insecurities linked with disability lead
people with disability to isolate themselves from social activities, thereby
making it difficult for an accessible and inclusive society. At family level,
families caring for children with special needs are at the risk of poverty due
to loss of paid job. The poverty situation of families can build tension at the
domestic front, thereby leading to potential divorce or separation. At
community level, negative community attitudes falsely stigmatise disability as
been bad luck and shameful. Such a stigma limits those with disability from engaging in livelihoods, healthcare, education and other areas of life. Community
stigmatised attitudes around people with disability is as a result of prejudice,
discrimination, fear and limited awareness. Such a negative behaviour within
communities is unhealthy for our inclusive world and that has an impact on a
nation’s income drive.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Emotions have a strong impact on our
day-to-day lives. People’s daily decision is based on whether they are sad, happy,
frustrated, bored and angry. The child’s physical symptom can influence his or
her emotional development. The degree of physical disability of a child can
have an impact on their mood and behaviour. When a child is distress, their
behaviour becomes harder to control. Disability can result to emotional
disorders where a child or young person loses both school and outside
interests. Emotional and behavioural disorders (EBD) are particular mental
health disorders that cause acute challenges with both behaviours and emotions.
Children and young people with EBD find it difficult to show the right
behaviour and regulate emotions. Emotional and Behavioural Disorder makes it
difficult for the child to control actions and feelings, impact on their
success in school, and affects their general happiness. EBD can impact the child’s
behaviour, cognitive functioning, social development and feelings. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Physical disabilities like asthma or speech
and learning impairment can limit children from engaging in games, sports and
other social activities. The child’s limitation from sport and social
activities can build frustrations leading the child to misbehave because they
are unable to join the physical activity. Children and young people with
physical disability find it difficult to join their colleagues to play and that
is even serious where there is sensory impairment and challenges with
communication. People with physical disability, children and young people
inclusive, are meant to experience social discrimination and lack of integrated
care. The child and young people with physical disability may time and again
have difficulty in building positive social emotional mental health, processing
and regulating and dealing out sensory information, social interaction,
managing pain and fatigue, communicating with others, building self-care skills,
doing work independently, recording ideas and thoughts clearly and on time,
undertaking practical tasks, engaging in learning and assessment, utilising
equipment and facilities safely and accessing the physical environment. <o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Analysis
of the Nature and Level of Sensory and Physical Needs of Children within an
Educational Setting<o:p></o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Children within an educational setting may have different
forms of disabilities. Their disabilities are evidenced from the condition of
the body (impairment) making it difficult to partake in certain activities
(activity limitation) and have social interaction (participation restrictions).
The disability within an educational setting ranges from social relations, mental health,
hearing, communicating, learning, remembering, thinking, movement, and vision. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Physical and sensory impairment covers a wide
range of medical conditions and affects a person’s body and mind, making it
difficult for a person to undertake normal daily activities. The impairment may
be mild, moderate and severe. Some children and young people may have hearing
or visual difficulties, epilepsy, autistic spectrum disorder and learning
needs.</span></p><p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><br /></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Sensory impairment is the malfunctioning of one’s senses
such as hearing, sight, smell, touch and taste. Hearing impairment is
associated with hearing loss and it may range from mild to severe. Visual
impairment is the loss of a perfect sight and can range from zero sight to some
degree of valuable sight. Some children and young people have a delay in
sensory development and struggle to take part in everyday activities. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Some children and young people with physical
disabilities may be cognitively able. <a name="_GoBack"></a><o:p></o:p></span></p>
<p class="MsoListParagraph"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Examples of disabilities that can be observed
in educational settings are:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst"></p><ul style="text-align: left;"><li><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span><span style="font-size: 12pt; text-indent: -18pt;">Cognitive and learning- This is about memory and
understanding</span></li><li><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;">Conditions evident during childhood- These are Autism Spectrum Disorder (ASD) and Attention Deficit Disorder (ADD) or Attention Deficit and Hyperactivity<span style="mso-spacerun: yes;"> D</span>isorder
(ADHD)<o:p></o:p></span></li></ul><p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Below is a case study of physical and sensory
assessments within an educational setting<b><o:p></o:p></b></span></p>
<p class="MsoListParagraphCxSpFirst"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p><b> </b></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Physical and Sensory Assessment 1<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Name</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">:
JFC<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Date
of Assessment:</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"> 10<sup>th</sup> February 2022<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Observation:
</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Diagnosis
of ASD<b style="mso-bidi-font-weight: normal;">;</b> physically healthy and fit;
very lively and like talking to himself; can use toilet, change cloth, eat
independently; can independently follow clear and simple instructions;<span style="mso-spacerun: yes;"> </span>do not write with hand but increasingly good
at typing; have no awareness of traffic<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Support</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">:
Likes<span style="mso-spacerun: yes;"> </span>going to gym when hyper; needs
hand on shoulder to calm down when hyper; needs carton of milk or pre-cut apple
as a reward for working well; can regulate when put in quiet corner; likes
clear and calm voice; like a quiet and ordered working environment</span></p><p class="MsoListParagraphCxSpMiddle"><span style="font-size: 12pt;"> </span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Physical and Sensory Assessment 2<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Name<b>:</b></span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"> IB<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Date
of Assessment</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">: 6<sup>th</sup> July 2021<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Observation: Diagnosis of ASD and ADHD;
can independently go to toilet but need help to wash hands; can feed himself
independently but need reminder to use cutlery; can dress and undress himself
but need prompting; like being naked sometimes; can repeat himself a lot and
can slap his neck when frustrated; he can communicate well; can be frustrated
by change in routine<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Support: He needs visual timetable to
know what is now and next and need adults to regularly interact the schedule
with him; likes to address as IB to know you are talking to him; he has to
observed at all times in class, school trips and otherwise, as he can run or
get missing<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Physical and Sensory Assessment 3<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Name</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">: TW<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Date
of Assessment</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">: 22<sup>nd</sup> October 2022<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Observation</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">:
Diagnosis of ASD and down syndrome; lactose intolerant and not allowed dairy
products; underactive thyroid; can independently use toilet, eat, wear and take
cloth; need adult support to help manage behaviour; has severe communication
difficulty; enjoys being around adults and peers but have difficulty in initiating
social interaction-this means he can hit, kick, push or spit to gain attention<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Support:</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">
Need adult to remind him to aim at toilet; need verbal reminders and sometimes
need help to wipe himself; need support with transitions, pre-warning at the end
of an activity and reminding verbally what is next; sometimes need support when
travelling around the school and at lunch time as he finds those times
difficult and challenging. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Physical and Sensory Assessment 4<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Name:</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"> CFB<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Date
of Assessment:</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"> 15<sup>th</sup> June 2021<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Observation:
</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">She
has diagnosis of ASD and epilepsy; can follow verbal instructions; she needs
5-10 seconds to process information before acting upon it; can independently go
to toilet; can eat independently under supervision; she does not like loud
noise; can be frustrated when not being understood or denied something that she
likes; she is attention seeking; she can scratch, pinch, bite scream and throw
herself<span style="mso-spacerun: yes;"> </span>on the floor when frustrated or
denied what she wants; she likes seeking sensory experiences. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;">Support:</span></span><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><b> </b>she
needs prompting to get changed; sometimes need prompting to consistently use
cutlery when eating; need space and time for herself; need clear and consistent
instructions<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Describing
the Roles and Responsibilities of Others that Contribute to the Support of
Learners with Sensory and /or Physical needs</span></b><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;"><o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst"><span face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Community Paediatrician is a specialist doctor
employed by the health and social care Trust, and has the responsibility of
examining the need of children and young people. The doctor can discuss
concerns about potential learning difficulties, provide advisory services on
health matters and pass on important concerns to education authority in the
region upon consent. <o:p></o:p></span></p>
<p class="MsoListParagraph" style="margin-left: 56.15pt; mso-add-space: auto;"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Designated Medical Officer has the task of
gathering statutory medical and social services advice. It is a must for all
children and young people to undergo medical assessment to determine whether
they have an important medical need.<o:p></o:p></span></p>
<p class="MsoListParagraph" style="margin-left: 56.15pt; mso-add-space: auto;"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Educational psychologists are required to
provide advisory service to the education authority as component part of a
child’s statutory assessment. They are qualified and experienced teachers and
must hold a post graduate qualification in developmental and educational
psychology. Educational psychologists can provide advice on the educational
needs of the child and young people, and suggest ways to assist the child and
young people. <o:p></o:p></span></p>
<p class="MsoListParagraph" style="margin-left: 56.15pt; mso-add-space: auto;"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Health Visitor is a qualified nurse having
specialist training and may refer pre-school child and young people with
special educational needs to the community paediatrician. They may be asked for
advice from designated medical officer when on the process of making statutory
assessment. <o:p></o:p></span></p>
<p class="MsoListParagraph" style="margin-left: 56.15pt; mso-add-space: auto;"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Learning Support Teacher are employed by
education authority and there to support teachers in schools, and directly
assist the child and young people. <o:p></o:p></span></p>
<p class="MsoListParagraph" style="margin-left: 56.15pt; mso-add-space: auto;"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Named Officer provides support, help and
advice to parents during the process of child’s assessment. They are by and
large employed in the special education section of the education authority in
the region. <o:p></o:p></span></p>
<p class="MsoListParagraph" style="margin-left: 56.15pt; mso-add-space: auto;"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Occupational Therapist provides assessment,
rehabilitation and treatment to the child and young people that have processing,
co-ordination and physical problems. They are employed by health and social
care trust and may be asked by designated medical officer to give advice in the
process of statutory assessment. <o:p></o:p></span></p>
<p class="MsoListParagraph" style="margin-left: 56.15pt; mso-add-space: auto;"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Physiotherapist is trained to give assessment
and treatment in getting over physical and movement problems like challenges in
coordination, walking, standing, sitting and balance. They are employed by
health and social care trust and may be asked by designated medical officer for
advice in the process of statutory assessment.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></p>
<p class="MsoListParagraph"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Explaining
the Specialist Equipment and Technology that Would Be Used By Learners with Sensory
and/or Physical Needs<o:p></o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Assistive Technology<b>: </b>These are broad range
of tools that can support someone to communicate, learn and undertake daily functions.
Assistive technology can be low-tech (sensory balls, picture boards and
weighted vests that does not require electricity), mid-tech (visual timers and
sensory toys that are inexpensive to operate) and high-tech (augmentative
communication technology for non-verbal children and young people and robots
built to improve their social skills that operate digitally). <o:p></o:p></span></p>
<p class="MsoListParagraph"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Audio Players and Recorders:<b> </b>The use of audio
visual material can be significant to teaching process. Audio-visual-aids (AVA)
can widen the medium of communication between the teacher and students in a
classroom.<span style="mso-spacerun: yes;"> </span>The idea of teaching based on
sound produced by the teacher generates the feeling that communication can
best be achieved through the channel of sound. Engaging students’ senses of
hearing, touching and seeing, etc., can be facilitated through AVA as such form
of communication relates to all senses and the right inspiration provided by the
educator. <o:p></o:p></span></p>
<p class="MsoListParagraph"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">ICT Technology Platforms: These are mediating
instruments used to support students to gain understanding. The use of ICT
technology instruments such as closed circuit television, micro-projector and
overhead projector can enhance student perception, assimilation and retention
of learning materials. Email, messaging, phone calls, WhatsApp, Zoom, and
Google meet and other ICT technology platforms are important for learning and
socialising. <o:p></o:p></span></p>
<p class="MsoListParagraph"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Reading Guides/Coloured Overlays:<b> </b>Colour
overlays are usually utilised as solution for the visual stress indicators
co-occurring with dyslexia. A latest report show that visual stress indicators
pose a strong sensory stimulus coupled with a dense written text, and that
might result to a decrease in effectiveness of the hindering systems in the
visual perspective, hence, leading to an extreme excitation of the cortical
neurons and that would have the ultimate effect of distortions and illusions.
Wilkins and Evans (2010) advanced colour outlays to be efficient because they
allocate the extreme excitation and hence diminish the indicators of visual
stress, thereby enhancing written text processing and written. The following
points are significant for reading guides and colour outlays: autistic people
desire enough space around them and find it difficult to deal with crowds,
cluster and narrow spaces; pattern colours can be agonising and devastating for
some people; people with autism have a conceive meaning for different colours
and that has different effects on them-yellow and red are stimulating, light
blue helps in concentration and green is restful; sleeping difficulties can be
treated through darkness and soft bed-time music; autistic people find
fluorescent lighting distracting and unbearable. <o:p></o:p></span></p>
<p class="MsoListParagraph"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Timer: Timers are utilised as visual aids to
check how much time is left to complete a task. Sand timers and wristwatches
are some examples of timers. Timers can assist students having difficulties
with transitioning from task to task and it can mentally aid them to switch
from one task to the other. <o:p></o:p></span></p>
<p class="MsoListParagraph"><span face=""Arial","sans-serif"" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">FM Listening System:<span style="mso-spacerun: yes;"> </span>The symbol FM refers to frequency modulation.
FM system allows the speaker to use microphone whilst the listener wears
microphone. The receiver is a simple pair of headphones or hearing device that
channels a sound from a speaker. Children and young people that are deaf often
use FM systems to mitigate the challenges in listening. Listening devices can be in the form of hearing aids or cochlear implants.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Calculator:<b> </b>This is a useful resource meant
to assist in numerical awareness and mathematical thinking strategies of
children and young people. Calculators are significant tool for learning
arithmetic operations, promoting problem-solving and substitute to thinking.
The type of calculator to use depends on the ability of the child in solving
mathematical problems. There are calculators for different levels of students. Simple
calculator is use for students with low level in arithmetic calculations. There are large-display and talking calculators available for students. Talking
calculator has a built-in speech output to make operational keys, numbers and
symbols sound loud and ensure that students press the right key.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Augmentative and Alternative Communication
(AAC): This includes gesturing, giving thumps up, pointing, frowning and
waving. The categories of AAC consist of non-aided ( such as body language,
pointing, gestures and facial expression), aided ( like the use of assisting
technology equipment- both software and hardware) and paper-based ( such as auditory
scanning books, spelling boards, pragmatic organisation dynamic display book
and many more). <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Writing Support:<b> </b>Lots of students with
learning disabilities have challenges with the different dimensions of written
language. Many have problems with the issue of editing, revising, grammar and
spelling. The advancement in technology has made it possible for children with
learning difficulties to use word prediction, keyboards arranged in
alphabetical and sound-based keyboards meant to enhance text entry, and
spell-check devices useful for writing support.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Identifying
the Language and Vocabulary that is Appropriate to the Age of Learners, and
their Individual Level of Understanding and Proficiency, and How to Introduce
New Concepts<o:p></o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Language is the integration of gestures,
words and social skills that are capable of assisting us in communicating with
others. It is away in which we show our feelings, thoughts and link with
others. Teaching children and young people the right form of language and vocabulary
can be important in building their knowledge and ability to become good
citizens.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">It is important to build routines and create
the environment where children and young people can learn for a successful
pathway in life. To achieve such a successful pathway in life, teachers and parents/guardians should establish set of boundaries, have to be explicit with
rules and consequences, should be good role models, have to be cognisance of
media and other models, be familiar with ages and stages.<span style="mso-spacerun: yes;"> </span>Children and young people should be taught to
be polite when talking (refrain from swearing or cursing or avoid using
invective words) and have the patience to take turns or allow others to have
their say. Teachers and parents/guardians should assist the child to understand
what is allowed and know the result of breaking defined rules.<span style="mso-spacerun: yes;"> </span>It is significant to obey establish rules
(consistency in the use of appropriate language) as children and young people
would be constantly observing the behaviour of their role model.<span style="mso-spacerun: yes;"> </span>Children and young people should be
encouraged to avoid inappropriate media, music and television as it will not
teach them to learn appropriate language.<span style="mso-spacerun: yes;">
</span>It is challenging to use appropriate language based on the child’s age
and development coupled with the situation where there are children of varying
ages –it is important to be mindful<span style="mso-spacerun: yes;"> </span>about what to say even where a child is young and cannot speak as he or she is<span style="mso-spacerun: yes;"> </span>capable of absorbing<span style="mso-spacerun: yes;"> </span>information around them. <o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><br /></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Using appropriate language and vocabulary for
children and young people can encourage their self-awareness, self-management,
build their relationship skills, enable them self-regulate, and build their
social and emotional proficiency. Recognising age appropriate language is
significant in enlightening the child to be a respectful student, family member
and peer. It is important to stress that various environments demand different
diction or voice tone (for example, loud voice can be acceptable during play
time but not when in the Library where quietness is needed)-educating the child
about culture, equality and diversity are important for them to adjust to
social norms and be socially responsible. Children and young should be taught
to use appropriate language for their peer, the elderly and in formal
situations-slangs can be used among peers but that needs to be avoided when
talking to the elderly or within a formal settings. Assisting the child and young
people to build language and vocabulary skills is important for the early
childhood classroom. The task for teachers, parents and guardians is to ensure
that the child uses the right language and vocabulary at the appropriate time,
and that the most significant element to a child’s success as a learner is the
volume of vocabulary at their disposal from the early childhood. The three
types of language skills that teachers should keep in mind are expressive
language (words used by children when the talk), receptive language (words
children can comprehend) and pragmatic language (words children can utilise in
a social environment).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><span style="mso-spacerun: yes;"><br /></span></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: Arial;">A sound
knowledge about English language proficiency for supporting learners is
significant for teachers and schools. The Bell Foundation’s award-winning
English as Additional Language (EAL) Assessment Framework for schools established
a set of standards to support teachers and schools. </span><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">The
levels of English proficiency set by the Bell Foundation are new to English
(working at band A), early acquisition (working at band B), developing
competence (working at band C), competent (working at band D) and Fluent
(working at band E). New to English learners need substantial support to access
curriculum content (show competence in managing simple phrases); display
minimal or no knowledge in written English; demonstrate superficial competence in
simple oral expression; connect with learning simple or basic classroom
language, participate in<span style="mso-spacerun: yes;"> </span>immense
scaffold listening activities and can connect sounds to meanings and actions.
Early acquisition learners display competence in providing basic or simple
sentences and paragraphs on known topics; build sense out of written text on
words and phrase-can use visual information to understand meaning; demonstrate
signs of competence in communicating verbally; display a level of autonomy in
developing speech. Developing competence learners can show competence in
narrating and describing personal experiences with high level of accuracy and
will begin to explore complex writing; illustrate from ongoing knowledge of
vocabulary and grammar to participate in curriculum-related task; show signs of
competence in impulsive communication; demonstrate independence in the use of simple listening skills desired to participate in learning. Competent learners
show competence in managing the structure and content of writing with greater
accuracy and with complete range of grammar and vocabulary; participate in
autonomous curriculum-related reading activities in various subjects; display
competence in providing more complex speech in wider range of forms; capable of
producing improved listening skills over a wider range of functions and
contexts. Fluent learners demonstrate the capability to comprehend and respond
to verbal communication in classroom and within social context with little or
no difficulty; display competence in creative and fluent use of English;
participate independently in curriculum-related reading activities in different
subjects; show competence in independently and accurately writing a variety of language and vocabulary. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">Vocabulary is a significant aspect of learning
English and that is a little different from learning grammar or otherwise. In
teaching new vocabulary, it is important to initially recognise<span style="mso-spacerun: yes;"> </span>what we mean by saying that a student
`understand’ a word-is that meant to be that the student know the word<span style="mso-spacerun: yes;"> </span>and can approximately interpret its meaning
when they come across it in a text? Do we mean the learner can use the word
accurately in writing or speaking? The suggested five principles to considered when teaching new vocabulary in the case of English
as a Second Language (ESL) are Activating Schema to introduce new vocabulary, Teaching Vocabulary Context, Building Collocations, Reviewing and Recycling Vocabulary and Planning for Difficult Levels.
Activating Schema is a way of introducing a new theme and allowing them to express
what they already know about it-this requires organising the students into
short discussion groups, which is form of diagnostic assessment. Teaching Vocabulary Context enable students to accurately use a new word in a context
through a structural requirement-it is important for the learners to know
whether the word should follow by another with a change in meaning or verb to
be used actively or passively or should the word be followed by a specific
proposition or should the word have a positive or negative link. Building Collocations requires students to develop list of adjectives and figure-out
their antonyms-a group of students can be given an assignment to build a map
for the word ‘clear’ and link them with words that can go with it, 3 of which
are collocations and 2 of which is not. Reviewing and Recycling Vocabulary involve
the exposition of students to recurring words to assist them stick in their
mind-encouraging learners to listen to new and read newspapers can open their
mind to repeatedly used vocabulary and expose them to natural review and
recycling. Planning for Different Levels entail the use of pyramid (separated
into thirds) : the top third being the words or ideas that higher -level
students are capable of digesting, the middle third being words or ideas that
are expected to be understood by 60% of the class and the bottom third being
the words or vocabulary that students find it easy t digest at the end of the
lesson.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><br /></span></b></p><p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;">References<o:p></o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">AFasic (2022) What Do We Mean by Talking?
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</span>20/04/2023)</span><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;"><o:p></o:p></span></p>
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They? - Harley Therapy™ Blog</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 24/04/2023)</span><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Sunrise Medical Limited (2023) Self-Esteem
and Self-Image in people with disabilities. Available at: </span><span lang="EN-US"><a href="https://www.sunrisemedical.co.uk/blog/self-esteem-with-disabilities"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 115%;">https://www.sunrisemedical.co.uk/blog/self-esteem-with-disabilities</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 28/04/2023)</span><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;"><o:p></o:p></span></p>
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(02/052023)<o:p></o:p></span></p>
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<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Centers for Disease Control and Prevention
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(Accessed 11/05/2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Nasen (2020) Sensory and/or Physical Needs.
Available at: </span><span lang="EN-US"><a href="https://www.wholeschoolsend.org.uk/page/sensory-and-physical"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 115%;">Sensory and Physical | Whole School SEND</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 14/05/2023)</span><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Midlands Partnership NHS Foundation Trust
(2022) Community Paediatrics- South Staffordshire. Available at: </span><span lang="EN-US"><a href="https://www.staffordshireconnects.info/kb5/staffordshire/directory/service.page?id=2SEbprnYZsI&localofferchannel=0"><span color="windowtext" style="font-size: 10pt; line-height: 115%;">Community
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<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Royal Borough of Kensington and Chelsea
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Medical Officer (DMO)? | Royal Borough of Kensington and Chelsea
(rbkc.gov.uk)</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 17/05/2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-size: 10pt; line-height: 115%;">Surrey
County Council (2023) the role of educational psychologists and how they work
with schools in Surrey. Available at: </span><span lang="EN-US"><a href="https://www.surreycc.gov.uk/schools-and-learning/schools/at-school/extra-support-for-your-child/educational-psychology-information/the-role-of-educational-psychologists-and-how-they-work-with-schools-in-surrey"><span color="windowtext" style="font-size: 10pt; line-height: 115%;">The role of
educational psychologists and how they work with schools in Surrey - Surrey
County Council (surreycc.gov.uk)</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 18/05/2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-size: 10pt; line-height: 115%;">Local
Government Association (2017) what do health visitors do? Available at: </span><span lang="EN-US"><a href="https://www.local.gov.uk/sites/default/files/documents/improving-outcomes-childr-bf1.pdf#:~:text=Health%20visitors%20can%20intervene%20to%20address%20additional%20need%2C,to%20support%20children%20to%20be%20ready%20for%20school."><span color="windowtext" style="font-size: 10pt; line-height: 115%;">Improving outcomes
for children and families in the early years: a key role for health visiting
services (local.gov.uk)</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span>(Accessed
20/05/2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-size: 10pt; line-height: 115%;">NSW
Government (2023) Disability, learning and support. Available at: </span><span lang="EN-US"><a href="https://education.nsw.gov.au/teaching-and-learning/disability-learning-and-support/personalised-support-for-learning/roles-and-responsibilities"><span color="windowtext" style="font-size: 10pt; line-height: 115%;">Roles and
responsibilities (nsw.gov.au)</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 21/05/2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Grange School (2023) Family Liaison Officer.
Available at: </span><span lang="EN-US"><a href="https://www.grange.manchester.sch.uk/parents/family-liaison-officer"><span color="windowtext" style="font-size: 10pt; line-height: 115%;">Family Liaison
Officer | Grange School</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 22/05/2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-size: 10pt; line-height: 115%;">Millaci,
T.S. (2021) School-Based Occupational Therapy and Its Goal Explained. Available
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(16/08/2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Rymanowicz, K. and O’Connell, K. (2021)
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<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Rymanowicz, K. and O’Connell, K. (2021)
Teaching children appropriate language: Part 1. Available at: </span><span lang="EN-US"><a href="https://www.canr.msu.edu/news/teaching-children-appropriate-language-part-2"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 115%;">https://www.canr.msu.edu/news/teaching-children-appropriate-language-part-2</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 14/09/2023)</span><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Fiechtner, J. (2017) Supporting language
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<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">The Bells Foundation ( ) Levels of
Proficiency in English. Available at: </span><span lang="EN-US"><a href="https://www.bell-foundation.org.uk/eal-programme/eal-assessment-framework/levels-of-proficiency-in-english/"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 115%;">https://www.bell-foundation.org.uk/eal-programme/eal-assessment-framework/levels-of-proficiency-in-english/</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 21/09/2023)</span><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 10pt; line-height: 115%;">Ontesol (2022) How To Teach Vocabulary to ESL
Students. Available at: </span><span lang="EN-US"><a href="https://ontesol.com/how-to-teach-vocabulary-esl-students/"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 10pt; line-height: 115%;">https://ontesol.com/how-to-teach-vocabulary-esl-students/</span></a></span><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"> (Accessed 25/09/2023)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="font-size: 10pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%; mso-themecolor: accent1; mso-themetint: 153;">Author: Prince Foday<span style="color: #95b3d7;"><o:p></o:p></span></span></b></p><p class="MsoNormal"><b>Email: zopsianechoes@gmail.com</b></p>
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<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" lang="EN-US" style="font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></b></p>zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-84169867260836277992023-02-22T14:41:00.001-08:002023-02-25T14:27:07.754-08:00CHILD DEVELOPMENT<p></p><table cellpadding="0" cellspacing="0" class="tr-caption-container"><tbody><tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjEYwtpQPsnGcpHEuPITjSjSgruLrcl71cgB7ShGC_RH5l3tC7_B1gI3H01geU7bntLBfiT5-KcvO_2OlSQEhhh65B7BCJzAHI2qA5iflmJsG7HNCnHziA702dxkuH1u0VkefRp5jXrmWCg2LgZtWBHj6zpDCF2vhSWAG29yoyhe6lvxV9p52vP-xxBg/s1008/PF-PIC220223.jpg"><img border="0" data-original-height="1008" data-original-width="640" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjEYwtpQPsnGcpHEuPITjSjSgruLrcl71cgB7ShGC_RH5l3tC7_B1gI3H01geU7bntLBfiT5-KcvO_2OlSQEhhh65B7BCJzAHI2qA5iflmJsG7HNCnHziA702dxkuH1u0VkefRp5jXrmWCg2LgZtWBHj6zpDCF2vhSWAG29yoyhe6lvxV9p52vP-xxBg/w127-h200/PF-PIC220223.jpg" width="127"></a></td></tr><tr><td class="tr-caption">Author: Prince Foday</td></tr></tbody></table><p class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo1; text-indent: -18pt;"><b> </b></p><p align="center" class="MsoNormal"> </p><p class="MsoListParagraphCxSpFirst"><br></p><p class="MsoListParagraphCxSpFirst"><b>STAGES IN CHILD DEVELOPMENT FROM BIRTH TO NINETEEN YEARS</b></p><p class="MsoListParagraphCxSpFirst"><b><br></b></p><p class="MsoListParagraphCxSpMiddle"><b>Birth to 3 Month</b></p><p class="MsoListParagraphCxSpMiddle">Physical Development</p><p class="MsoListParagraphCxSpMiddle">The movements of the child are smooth with arms and legs. Child can push heads up when on their tummy and hold head up.</p><p class="MsoListParagraphCxSpMiddle">Language, Communication and Literacy Development</p><p class="MsoListParagraphCxSpMiddle">The head of the child is responsive to sound. The child can make babbling sound and coos.</p><p class="MsoListParagraphCxSpMiddle">Social, Emotional and Behaviour Development</p><p class="MsoListParagraphCxSpMiddle">The child makes efforts to look at parents. He or she can calm down by sucking fingers.</p><p class="MsoListParagraphCxSpMiddle">Intellectual Development<br></p><p class="MsoListParagraphCxSpMiddle"> The child begins to cry if activities are boring and monotonous. He or she recognises things from a distance and follow trends through eye movement. The child becomes cognisance of faces.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle"><b> 3-6 MONTHS</b></p><p class="MsoListParagraphCxSpMiddle"> Physical Development</p><p class="MsoListParagraphCxSpMiddle">The child can push up to elbows when on stomach, can lift hand to mouth, capable of holding and shaking toys and move to swinging toys. He or she can roll from tummy to back, push down on legs when feet are on hard surface and can hold head without support. The child can sit without support, support weight on legs when standing and capable of bouncing.</p><p class="MsoListParagraphCxSpMiddle">Language, Communication and Literacy Development</p><p class="MsoListParagraphCxSpMiddle">Child cries to express the feeling pain and hunger, chat by showing expression and imitate sounds he or she hears and can start to say some consonants like “b” and so on. The child produce sounds to convey pleasure and displeasure, become responsive to own name, follows parents in making sounds, and produce chains of vowels like “oh”, “eh” and so forth.</p><p class="MsoListParagraphCxSpMiddle">Social, Emotional and Behaviour Development</p><p class="MsoListParagraphCxSpMiddle">The child can replicate facial expression and some other movements, will like playing with people and might cry when the play ends, can impulsively smile at people, and can be responsive to familiar faces and might show if someone is a stranger. He or she would like to view him or herself in a mirror, can be responsive to other people’s emotions and will develop the passion to play with others.</p><p class="MsoListParagraphCxSpMiddle"> Intellectual Development</p><p class="MsoListParagraphCxSpMiddle">The child can recognise distance objects and builds familiarity with people, can watch faces closely, being observant of moving objects, can simultaneously use both eyes and reach out for objects, and be responsive to affection. He or she can show signs of pleasure and sadness and pass things from left to right hand, develops curiosity, and seek for things. The child can further view objects nearby, go for them and bring objects to the mouth.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle"><b> 6-12 MONTHS</b></p><p class="MsoListParagraphCxSpMiddle"><b> </b>Physical Development</p><p class="MsoListParagraphCxSpMiddle">The child is capable of creeping, stand or sits without support, can be in a sitting position. He or she can hold on to an object, capable of standing independently and take some steps without holding on an object.</p><p class="MsoListParagraphCxSpMiddle">Language, Communication and Literacy Development</p><p class="MsoListParagraphCxSpMiddle">The child can utilise fingers to point at objects, imitate the sounds and gesture of others, can make different sounds like “mama”, “baba” and so on. He or she can be assertive by saying “no” or wave hands and can be responsive to requests.</p><p class="MsoListParagraphCxSpMiddle">Social, Emotional and Behaviour Development</p><p class="MsoListParagraphCxSpMiddle">The child can make decide on their best toys, can be attached to familiar adults, shy of strangers, play games, use their arms or legs to a support their dressing, and repeat sounds to seek attention. He or she can make effort to hand over a book to hear a story, express fear in certain situations, build the situation of favourite objects and people, and would want assurance from their parents and scared of strangers.</p><p class="MsoListParagraphCxSpMiddle">Intellectual Development</p><p class="MsoListParagraphCxSpMiddle">The child takes things by using the index and thumb fingers, capable of moving objects from one hand to the other, place objects in his or her mouth, play around and search for hiding objects and can watch things as they fall. He or she can follow easy direction, poke with index finger, put objects in and out of container, pound objects together and rightly start to use objects.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle"><b> 1-2 YEARS</b></p><p class="MsoListParagraphCxSpMiddle">Physical Development</p><p class="MsoListParagraphCxSpMiddle">The child can use spoon to eat and drink from a cup, capable of undressing. He or she can drag object while walking and can run up and down steps without supervision.</p><p class="MsoListParagraphCxSpMiddle">Language, Communication and Literacy Development</p><p class="MsoListParagraphCxSpMiddle">The child can point what is needed by someone, capable of expressing “no” by shaking head, say various single words and follow easy instructions. He or she can say sentences with two or four words, express the name of familiar things and points to objects or pictures when they are named.</p><p class="MsoListParagraphCxSpMiddle">Social, Emotional and Behaviour Development</p><p class="MsoListParagraphCxSpMiddle">The child can explore with parental supervision, point at interesting things to others, and cling on caregivers in unfamiliar situations, imitate by feeding a doll, show affection to familiar people and frightened of strangers. He or she can show outburst of displeasure, hand over things to others in play time, can be stimulated when with other children and show disobedient behaviour.</p><p class="MsoListParagraphCxSpMiddle">Intellectual Development</p><p class="MsoListParagraphCxSpMiddle">The child can follow verbal instructions, sit down when told to sit down, write on his or her own, point to body parts, show concern for doll by pretending to feed and seek attention by pointing. He or she can have knowledge about ordinary things like spoon, brush, etc., can identify the name of pictures, build towers with toy blocks, and do simple puzzles, read, and complete sentences, identify shapes and colours, and find hidden objects,</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle"><b> 3-5 YEARS</b></p><p class="MsoListParagraphCxSpMiddle">Physical Development</p><p class="MsoListParagraphCxSpMiddle">The child can independently walk up and down stairs, ride a tricycle, and easily run and climb wells. He or she can catch a bouncing ball sometimes, stand on one foot and hop for few seconds.</p><p class="MsoListParagraphCxSpMiddle">Language, Communication and Literacy Development</p><p class="MsoListParagraphCxSpMiddle">The child can take part in conversion by using two to three sentences, communicate clearly for strangers to understand most of the time, and communicate words like “me” and plurals like “cat”. He or she can name a friend and say first name, have knowledge about words like “under”, “in”, etc., name things that familiar, and follow commands with 2 or 3 steps.</p><p class="MsoListParagraphCxSpMiddle">Social, Emotional and Behaviour Development</p><p class="MsoListParagraphCxSpMiddle">The child can dress and undress him or herself, be offended with changes in routine, and can easily disconnect from mum and dad. He or she can show affection for friends, take turns in games, and imitate adults and friends.</p><p class="MsoListParagraphCxSpMiddle">Intellectual Development</p><p class="MsoListParagraphCxSpMiddle">The child can turn door handle and build towers with more than six toy blocks, turn the pages of books one at a time. He or she can copy a drawing with a pencil and can count some figures and can do three- or four-pieces puzzle.</p><p class="MsoListParagraphCxSpMiddle"><br></p><p class="MsoNormal"><b> 5-7 YEARS</b></p><p class="MsoListParagraphCxSpMiddle">Physical Development</p><p class="MsoNormal">The child can climb and swings, capable of using toilet on his or her own, and use cutleries unsupervised. He or she can skip and somersault and stand on feet for 10 seconds or longer.<o:p></o:p></p><p class="MsoListParagraphCxSpFirst"> Language, Communication and Literacy Development</p><p class="MsoListParagraphCxSpMiddle">The child can express names and address, use tenses, have interesting thoughts and opinions to share, capable participating in conversations and can ask questions to gain information, and make friends and engage with people outside their immediate family. He or she can learn to separate themselves from others and have separation anxiety, being self-assertive, try to figure out their place in the world, and learning about empathy and making efforts to understand the feelings of others.</p><p class="MsoListParagraphCxSpMiddle">Social, Emotional and Behaviour Development</p><p class="MsoListParagraphCxSpMiddle">The child can be very demanding and sometimes cooperative, displays more level of independence, decipher between real and mmake-believe. He or she can be aware of gender, sing, dance, and act, more likely to accept rules and would want to please friends and want to imitate friends.</p><p class="MsoNormal">Intellectual Development</p><p class="MsoNormal">The child can be aware of everyday things, say food and money. He or she can solve mathematical problems, write numbers and letters, and draw images and count numbers.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle"><b>7-12 YEARS</b></p><p class="MsoListParagraphCxSpMiddle">Physical Development</p><p class="MsoListParagraphCxSpMiddle">The child is independent for physical activities. He or she will be able to jump, skip, walk on her toes, use scissors, gain general athletics skills, and improve coordination skills.</p><p class="MsoNormal">Language, Communication and Literacy Development</p><p class="MsoListParagraphCxSpMiddle">The child can show the differences between left and right. He or she improves vocabulary (say 50,000 words by the age of 12), tenses, contest incomplete sentences, and resorts to social speeches than being egocentric.</p><p class="MsoListParagraphCxSpMiddle">Social, Emotional and Behaviour Development</p><p class="MsoListParagraphCxSpMiddle">The child can build more in-depth understanding of how social interaction works, starts to enjoy teamwork, and understand what it means to contribute to task. He or she can show competence, sexual feeling is not obvious, and become self-assertive and self-regulatory.</p><p class="MsoListParagraphCxSpMiddle"> Intellectual Development</p><p class="MsoListParagraphCxSpMiddle">The child can solve problems without adult input, decipher between right and wrong and become more logical.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle"> <b>12-16 YEARS</b></p><p class="MsoListParagraphCxSpMiddle">Physical Development<br></p><p class="MsoListParagraphCxSpMiddle">The child develops primary and secondary social attributes. Ten years plus becomes the start of sexual maturity. There is evidence of Adolescent growth spurts (girls before boys).</p><p class="MsoListParagraphCxSpMiddle">Language, Communication and Literacy Development</p><p class="MsoListParagraphCxSpMiddle">Child communication becomes the focus of relationships. He or she takes up personal speech pattern.</p><p class="MsoListParagraphCxSpMiddle">Social, Emotional and Behaviour Development</p><p class="MsoListParagraphCxSpMiddle">The child builds cross-gender relationships, or otherwise. Compliance to rules and regulations become significant. The issue of identity becomes significant. Organised sporting activities lessens for many.</p><p class="MsoListParagraphCxSpMiddle"> Intellectual Development</p><p class="MsoListParagraphCxSpMiddle">The child will have the ability to understand past, present, and future. He or she can deal with opinion or fact, develop problem-solving skills, and understand abstracts.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle"> <b>16-19 YEARS</b></p><p class="MsoListParagraphCxSpMiddle"><b> </b>Physical Development</p><p class="MsoListParagraphCxSpMiddle">The child has necessarily completed physical maturity and the likelihood of acting on sexual desires enhances.</p><p class="MsoListParagraphCxSpMiddle">Language, Communication and Literacy Development</p><p class="MsoListParagraphCxSpMiddle">The child can communicate like an adult, manage their job or homework without supervision, and capable of driving a car safely. In education setting, they can interpret concrete and abstract thoughts, fully understand grammatical rules, punctuations, and can read and write sentences with complex structures. They can calm down by playing video games, read and browse through social media.</p><p class="MsoListParagraphCxSpMiddle">Social, Emotional and Behaviour Development</p><p class="MsoListParagraphCxSpMiddle">The child has confusing feelings about independence and dependence, might appear angry, moody, lonely, stubborn, confused, lonely, impulsive, and self-centred, and may be concern about failure. He or she might strongly involve in romantic relationship, usually have many friends and few confidants, can talk about marriage, and may fluctuate in maturity. The child may sometimes feel that parents are too nosy. Relationship with parents will span from friendly to hostile.</p><p class="MsoListParagraphCxSpMiddle">Intellectual Development</p><p class="MsoListParagraphCxSpMiddle">The child can seriously be interested about the future and begin to combine knowledge that may lead to decisions about the future. He or she might be short of information or self-assurance concerning personal skills and ability.</p><p class="MsoListParagraphCxSpMiddle"><b><br></b></p><p class="MsoListParagraphCxSpMiddle"><b><br></b></p><p class="MsoListParagraphCxSpMiddle"><b>THE IMPACT OF EXTERNAL FACTORS ON THE DEVELOPMENT OF CHILDREN AND YOUNG PEOPLE </b></p><p class="MsoNormal"><br></p><p class="MsoNormal">Poverty and deprivation</p><p class="MsoListParagraphCxSpMiddle">Poverty and deprivation have a direct relationship with the development of the children and young people. Children and young people from financially challenged or low-income family can have an effect on their educational performance and development. Child Poverty Action Group (2021) proposed that the entire areas of children’s life are unpleasantly influenced by poverty, school, and friendships, and so forth. The organisation further expressed that children living in poverty are usually known to face humiliation and have the feeling of exclusion. It is a truism that children and young people from low-income background are deprived largely of physiological needs ( basic needs) and other needs appropriate for their wellbeing and sound frame of mind. Children from poor family settings are deprived from enjoying their childhood and meant to experience suppressed aspirations. Children from overcrowded households due to poverty are prone to high health risk and many domestic challenges that can have an impact on their emotional, physical wellbeing and educational achievements, and development in general.</p><p class="MsoListParagraphCxSpMiddle"><br></p><p class="MsoListParagraphCxSpMiddle">Family environment and background</p><p class="MsoListParagraphCxSpMiddle">Children and young people are meant to be faced with a situation that is not only defined by relationship with family members but society, friends, and strangers. Although family background (financial status, educational level, social skills) plays a significant role, the presence of other stakeholders can influence the development of the child and young people. Children from family background with strong financial status, high educational level and appreciable social skills can develop faster. The parents’ strong social skills through the acceptance of the fact that society has a stake in the development of the child can build the right growth environment for the child. Children deserve social protection and parents of the child should understand that society has a role towards the development of the child and the young. Children and young people rely on their family and society. The right family and society support can have a positive impact on their general wellbeing and development (ahpoohnjuvian, 2014). Children and young people rely on their family and society. Children deserve social protection and parents of the child and young people should understand that society has a role towards their development.</p><p class="MsoListParagraphCxSpMiddle"><br></p><p class="MsoListParagraphCxSpMiddle">Personal choices</p><p class="MsoListParagraphCxSpMiddle">Freedom of choice is great within the context of human rights. However, children and young people need guidance in their personal choices. Making the wrong choice or decision can be costly and have a spread effect on development. Children and young people’s personal choices such as food, groups, friendship, academic environment, and extra-curricular activities will impact their development as they grow (Graduate Way, 2021). The wrong choice of food that is unhealthy can have a negative impact on the health of the child. Being in the wrong social group or peer group or around inappropriate friends and family members will affect performance and that can enable them to imbibe a culture that will affect their social image. An academic environment or extracurricular activity that does not decipher between weak and strong students can impact on the performance of outstanding students. Providing the enabling academic or extracurricular environment for students with outstanding performance can influence the performance of children and young people. Children and young people need to be guided or supported in their personal choices and environment that suits them the best.</p><p class="MsoNormal"> </p><p class="MsoNormal">Look after/Care Status</p><p class="MsoListParagraphCxSpMiddle">Children and young people that are looked after by people outside their family setting can affect their development and mindset. Children and young people that are impacted by physical and emotional abuse will lack trust in the care of others outside their past parenting experience. Protective lineage builds a strong pillar for understanding oneself and others, enhances healthy self-reliance and positive interactions with others, support one’s resilience, and serves as a psychological model that directs both present and future experiences, enlightening one’s expectations, beliefs, emotions and having the ability to build successive healthy relationships throughout one’s life span (Kvarnstrom, 2018). Growing up in an abusive family and the trauma that accompanies it can dent the trust of a child and young people, even where someone outside their family is given the care responsibility. The healing process takes time, and it takes time for the child and young person to adapt to a new care scenario. Children and young people from a caring family or that are well looked after will have a positive impact on their development. They will have a sound frame of mind to concentrate on their education, can unleash their potentials and perform better.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle">Education</p><p class="MsoListParagraphCxSpMiddle">Education has a significant impact on children and young people. It does not only assist them in shaping their personality but helpful when dealing with real life situation. There is a shift in mentality that education does not only provide knowledge and earning money but can assist in personal development. After our physiological needs, education is a necessity of life (EducationWorld, 2021). Education is an important necessity of life after food shelter and clothing. It helps children and young people to develop healthy thought and improve their cognitive ability. Education should focus on satisfying the mental aspect, social aspect and physical aspect of children and young people. Education can broaden the horizon of children and young people in different areas like people, literacy, politics, history and many more. It provides the outlet for them to socialise, meet different challenges and acquire new ideas. The school environment provides the avenue for them to use their energy to the best of their capability and enable them to unleash hidden physical talents through extracurricular activities. </p><p class="MsoListParagraphCxSpMiddle"> <o:p></o:p></p><p class="MsoListParagraphCxSpMiddle"><br></p><p class="MsoListParagraphCxSpMiddle"><b>THE INFLUENCE OF PERSONAL FACTORS ON THE DEVELOPMENT OF CHILDREN AND YOUNG PEOPLE </b></p><p class="MsoNormal">Health status</p><p class="MsoListParagraphCxSpMiddle">Biological factors such as gender, hormones, brain chemistry and genetic composition can influence the development of the child and young people. Experiencing serious adversity at the early part of life can build up physical, emotional, and intellectual challenges (Harvard University Centre on the Developing Child, 2021). A high level of stress can affect the educational performance of the child and young people. Adult’s positive and responsive relationship with children and young people can have a dual beneficial effect of developing a healthy brain and combating stress. Additionally, prevailing health conditions can affect the development of the children and young people. The development of a baby can be influenced by maternal consumption habit. A mother that takes drugs, smokes and drinks alcohol during pregnancy is likely to have an infection (say, rubella) that can affect the development of the child. The toxic consumption habit of the mother during pregnancy can stifle the physical and mental capacity of the child and young people.</p><p class="MsoListParagraphCxSpMiddle"><br></p><p class="MsoListParagraphCxSpMiddle">Disability</p><p class="MsoListParagraphCxSpMiddle">Neurodevelopment refers to a various group of situations that start in the early years of child’s lives and that will have an adverse effect on their lives and development. People develop in their own way and that should be considered when dealing with children and young people. Children with development impediment desire immediate help and early diagnose and intervention can have an important influence on a child’s ability to learn new skills and minimise the cost of intervention as time unfolds (Centre for Disease Control and Prevention, 2021). The early diagnose and intervention of a child’s neurological problem can have a positive impact on the development of the child. It would help in reducing cost as well as provide the desired support to their welfare and development. Cerebral palsy and spinal bifida are different forms of disability. Cerebral Palsy is a neurological problem that affects the brain and general nervous system. Spinal Bifida is a health condition that exists from birth and can affect the child’s cognitive, physical, social, emotional, and social development.</p><p class="MsoListParagraphCxSpLast"><br></p><p class="MsoListParagraphCxSpLast">Sensory impairment</p><p class="MsoListParagraphCxSpMiddle">This is evident when one of the senses (taste, touch, smell, hearing, spatial awareness, and sight) is not functioning. A momentous hearing loss can have a huge influence on the child’s development, specifically on their social interaction skills and communication. A hearing impairment is a situation where speech is unclear and words not rightly articulated, and such sensory impairment can affect the development of the child. Children with hearing loss are meant to use sign language or a combination of speech and sign language, and unless necessary action is taken to make them feel confident and inclusive in social situations, they are likely to be withdrawn and on the edge of other children (teach Early Years, 2021). Children with sensory impairment are part of our society and should be provided the platform to feel confident and not be on the edge with other children. Allowing them to feel withdrawn can have a negative impact on their development and deprive them from unleashing latent potential.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle">Learning difficulties</p><p class="MsoListParagraphCxSpMiddle">Children and young people with learning difficulty will find it challenging to achieve academic development. Children with disability such as attention deficit hyperactivity disorder (ADHD), dyspraxia and dyslexia will have problem with their cognitive development. It is appropriate to identify and recognise such learning difficulties and provide the needed support. Those with learning difficulties demonstrate an uneven pattern of development in terms of perception, academic progress, physical development, and language (Child Development Institute, 2019). Such a skew pattern of development requires educational support from a special educational needs (SEN) coordinator. Children and young people with special needs will feel different when they are stigmatised. Their emotional, social and wellbeing will be influenced by a show of stigmatisation by people around them. Learning difficulties are because of emotional problems and mental impediments. There are disparities in the development of the child, as children within the same age group develop at different rates-some develop at a slower pace than others. It is important to be cognisance of such variations in the development of the child and ensure that the desired support is provided to those with special needs. There should be an inclusive and fair child development approach.</p><p class="MsoListParagraphCxSpLast"> </p><p class="MsoNormal"><b>THE EFFECT AND INFLUENCE OF THEORIES ON CURRENT PRACTICES </b></p><p class="MsoNormal"><br></p><p class="MsoNormal">Cognitive</p><p class="MsoListParagraphCxSpMiddle">Cognitive development is about how the mind thinks and learns throughout the early years of a child’s life. It is a major area that can influence current practices. Cognitive development can assist</p><p class="MsoListParagraphCxSpMiddle">parents/carers/educationists to delineate between a child and young people’s behaviour that demand reward or punishment. Children and young people should be able to understand such distinction as that can be helpful in mitigating bad behaviour. Jean Piaget, a psychologist, expressed that children are meant to go through different stages of cognitive development, and all are dissimilar from each other and affected by nurture and nature (Universal Class, 2021). The point raised by Jean Piaget should be embraced by all concern with the duty of care for children and young people. Children and young people should be nurtured to embrace acceptable behaviour and rewarded for that but that should not be looked at as a form of bribery. Current practices should be able to influence children to understand acceptable behaviour and influence their sense of reasoning.</p><p class="MsoListParagraphCxSpMiddle"><br></p><p class="MsoListParagraphCxSpMiddle">Humanist</p><p class="MsoListParagraphCxSpMiddle">Humility helps in caring for children and young people and the current practices should be cognisance of that. Children and young people desire to be rewarded or inspired for doing their best. Maslow’s humanist approach stressed on the insatiability of human needs and drew the link between personality and motivation. Bartlett et.al (2006) advanced that the five hierarchy of needs suggested by Abraham Maslow are physiological needs (food, shelter and clothing), safety needs (the need to be freed from physical damage), social needs (the need to belong and approved by others), ego-status needs (the need for self-confidence, prestige and power) and self-actualisation needs (the need for self-fulfilment or unleash one’s skills and talents). In my opinion and from evidence, current practices are streamlined towards such hierarchy of needs. Children and young people can provide their best where such hierarchy of needs are satisfactorily met. Humility matters in the dispensation of services and Maslow’s humanist approach provides a significant template for service providers, and for parents/carers to deliver a humanist approach to the development of the child and young people.</p><p class="MsoListParagraphCxSpMiddle"><br></p><p class="MsoNormal">Operant Conditioning</p><p class="MsoListParagraphCxSpMiddle">School should be the platform for teaching good behaviour and imbibing the culture of politeness to children and young people. Discipline matters in school, and it is a way of teaching good behaviour. Operant conditioning is a theory developed by Skinner as method of learning using rewards and punishments, and that the conditioning is embraced by the principle that reward and punishment have a link that leads to learning (Sincero, 2021). The theory stressed that operant conditioning is a type of learning that clings on the likelihood that a response will be achieved as a result reinforcement. Operant condition is an approach to learning where the outcome of responses determines the likelihood of it being repeated. Reinforcement or stimuli can be positive (its application can increase the probability of a specific behaviour...reward through food, grades, praise, medals, etc.), and negative (its removal increasing the probability of a specific behaviour...exempting students from a homework when the undergo a particular punishment). The three types of responses that can influence behaviour are neutral operant (responses from a specific punishment that neither decreases nor increases the chances of behaviour being repeated), Reinforcers (reactions from a particular punishment that increases the probability of behaviour being repeated) and punishers (reactions from a specific scenario that minimises the probability of a behaviour being repeated). Punitive measures on children and young people that lead to behaviour not being repeated are ideal for the learning environment and their development.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle">Social Learning</p><p class="MsoListParagraphCxSpMiddle">Social learning is a form of learning that was developed through social network. The theory was developed in the 1950’s by a psychologist Albert Bandura and his doctorate student, Richard Walters, and the concept of social learning is that humans improve their learning process through mutual learning (Zoe, 2021). Zoe further stated that Bandura and Walters discovered that by sharing ideas and perspectives and monitoring the process, people can learn effectively and better retain information. As the adage goes, “two heads are better than one”. The theory has influenced current learning as institutions have developed teamwork or encourage groups to share ideas together. The theory of social learning had improved its significance through the emergence of social media (Facebook, twitter, WhatsApp, zoom, etc.) and online learning. Learning is a continuous process. The use of social media has influenced ongoing learning from a distance. Online learning has made people to acquire knowledge from a distance and enhanced employability. Zoom has made it possible for presentations or meetings to be done from a distance and reduced the cost on institutions. </p><p class="MsoNormal"><b><br></b></p><p class="MsoNormal"><b>THE TYPES OF CHANGES OR DIFFICULTIES THAT MAY AFFECT A CHILD'S DEVELOPMENT OR WELLBEING, AND WHEN IT IS APPROPRIATE TO REFER TO COLLEAGUES FOR SPECIALISTS SUPPORT </b></p><p class="MsoNormal"><br></p><p class="MsoNormal">Economic Instability</p><p class="MsoListParagraphCxSpMiddle">Economic instability due to parental or carer financial hardship can affect a child’s development. Children from financially challenged families can have cognitive and emotional problems. The financial hardship can affect their academic performance and they would not have the support needed for learning. Identifying children with financial hardship and referring them for specialist support can mitigate the spread effect of the hardship on their academic performance.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle">Employment Instability</p><p class="MsoListParagraphCxSpMiddle">Some children may be unfortunate to have parents or carers with unemployment problem. There may not be much household income to meet the physiological and academic needs of the child, and that can affect their development. The employment instability of the parent or carer can affect a child’s domestic and external behaviours and can lead to weak academic performance. Specialist support is needed for such children.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle">Family Instability</p><p class="MsoListParagraphCxSpMiddle">Family instability will have an impact on child behaviour and academic performance. Children and young people desire continuous care giving to establish safe lineage, need parent/caregiver support, expect parent/caregiver to be role models, need constant residential stability and support from educational institutions to achieve success (Sandstrom and Huerta, 2013). It is inevitable that the absence of a child’s secured attachment, support, stable residence, and the right platform for academic success demands specialist assistance. Children and young people are meant to reveal more negative behaviour with the absence of material, emotional and social support.</p><p class="MsoListParagraphCxSpMiddle"> </p><p class="MsoListParagraphCxSpMiddle">Instability in out of home contexts: School and Childcare</p><p class="MsoListParagraphCxSpMiddle">The constant movements of families from one region to the other or changing schools can affect the development of the child and young people. Changes in care arrangements can further affect the stability of child and young people. Continuous changes in educational setting can minimise their social proficiency and hinder academic performance. Specialist support is needed where there is evidence of such child and young people school and care instability.</p><p class="MsoNormal"> </p><p class="MsoNormal"><b>References</b></p><p class="MsoNormal">Nzeh, V.and Swain, E. (2021) School-Age Kids. Available at: <a href="https://www.verywellfamily.com/school-age-kids-4157368#:~:text=The%20developmental%20stages%20of%20childhood%20are%20usually%20divided,and%2018-year-olds%29.%20Child%20Development%3A%20Milestones%20and%20Parenting%20Tips">https://www.verywellfamily.com/school-age-kids-4157368#:~:text=The%20developmental%20stages%20of%20childhood%20are%20usually%20divided,and%2018-year-olds%29.%20Child%20Development%3A%20Milestones%20and%20Parenting%20Tips</a> (Accessed 25 August 2021)<o:p></o:p></p><p class="MsoNormal">Decker, C.A. (1988) Children: The Early Years. USA: The Goodheart-Willcox Company, INC.<o:p></o:p></p><p class="MsoNormal">Lindon, J. (2007) Understanding Child Development: Linking Theory and Practice. London: Hodder & Stroughton Educational<o:p></o:p></p><p class="MsoNormal">Child Poverty Action Group (2021) <i>The Effects of Poverty</i>. Available at: <a href="https://cpag.org.uk/child-poverty/effects-poverty">https://cpag.org.uk/child-poverty/effects-poverty</a> (Accessed 22 September 2021)<o:p></o:p></p><p class="MsoNormal">Ahpoohnjuvian (2014) <a href="https://www.studymode.com/essays/Family-Background-Influences-How-a-49043403.html#cite-this-document">https://www.studymode.com/essays/Family-Background-Influences-How-a-49043403.html#cite-this-document</a> (Accessed 23 September 2021)<o:p></o:p></p><p class="MsoNormal">GraduateWay (2021) <i>Understand the Kind of influences that affect children and young people’s development.</i> Available at: <a href="https://graduateway.com/understand-the-kinds-of-influences-that-affect-children-and-young-peoples">https://graduateway.com/understand-the-kinds-of-influences-that-affect-children-and-young-peoples</a> development/#:~:text=Children%E2%80%99s%20personal%20choices%20such%20as%20friendship%20groups%2C%20extra-curricular,them%20to%20make%20the%20right%20choices%20for%20themselves. (Accessed 24 September 2021)<o:p></o:p></p><p class="MsoNormal">Kvarnstrom, E. (2018) <i>How the Trauma of Childhood Abuse Affects Interpersonal Relationships, and How to Begin Healing</i>. <a href="https://www.bridgestorecovery.com/blog/trauma-childhood-abuse-affects-interpersonal-relationships-begin-healing/">https://www.bridgestorecovery.com/blog/trauma-childhood-abuse-affects-interpersonal-relationships-begin-healing/</a> (Accessed 25 September 2021)</p><p class="MsoNormal">Harvard University Centre on the Developing Child (2021) <i>Three Principles to Improve Outcomes for Children and Families</i>. Available at: <a href="https://developingchild.harvard.edu/resources/three-early-childhood-development-principles-improve-child-family-outcomes/">https://developingchild.harvard.edu/resources/three-early-childhood-development-principles-improve-child-family-outcomes/</a> (Accessed 26 September 2021)<o:p></o:p></p><p class="MsoNormal">Centre for Disease Control and Prevention (2021) <i>Facts About Development Disabilities</i>. Available at: <a href="https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html">https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html</a> (Accessed 27 September 2021)<o:p></o:p></p><p class="MsoNormal">Teach Early Years (2021) <i>SEN: Understanding sensory impairment</i>. Available at: <a href="https://www.teachearlyyears.com/a-unique-child/view/sen-understanding-sensory-impairment">https://www.teachearlyyears.com/a-unique-child/view/sen-understanding-sensory-impairment</a> (Accessed 28 September 2021)<o:p></o:p></p><p class="MsoNormal">Child Development Institute (2019) <i>About Learning Disability</i>. Available at: <a href="https://childdevelopmentinfo.com/learning/learning_disabilities/#gs.ddglxt">https://childdevelopmentinfo.com/learning/learning_disabilities/#gs.ddglxt</a> (Accessed 5 October 2021)<o:p></o:p></p><p class="MsoNormal">Universal Class (2021) <i>The Study of Cognitive Development in Understanding Child Development.</i> Available at <a href="https://www.universalclass.com/articles/psychology/child-development/the-study-of-cognitive-development-in-understanding-child-development.htm#:~:text=Cognitive%20development%20is%20a%20major%20domain%20of%20early,%28e.g.%2C%20to%20follow%20directions%29%20based%20on%20this%20">https://www.universalclass.com/articles/psychology/child-development/the-study-of-cognitive-development-in-understanding-child-development.htm#:~:text=Cognitive%20development%20is%20a%20major%20domain%20of%20early,%28e.g.%2C%20to%20follow%20directions%29%20based%20on%20this%20</a><a href="https://www.funderstanding.com/educators/jean-piaget-cognitive-development-in-the-classroom/">https://www.funderstanding.com/educators/jean-piaget-cognitive-development-in-the-classroom/</a> (Accessed 10 October 2021)<o:p></o:p></p><p class="MsoNormal">Bartlett et.al (2006) <i>Business: The Ultimate Resource</i>. New Edn. London: A & C Black Publishers Ltd<o:p></o:p></p><p class="MsoNormal">Sincero, S.M. (2021) <i>Operant Conditioning: To Reward or to Punish?</i> Available at: <a href="https://explorable.com/operant-conditioning">https://explorable.com/operant-conditioning</a> (Accessed 21 October 2021)<o:p></o:p></p><p class="MsoNormal">Zoe, E. (2021) <i>Social learning: What it is and how to apply it in the workplace</i>. Available at: <a href="https://www.talentlms.com/blog/social-learning-in-elearning/">https://www.talentlms.com/blog/social-learning-in-elearning/</a> (Accessed 30 October 2021)<o:p></o:p></p><p class="MsoNormal">Sandstrom, H. and Huerta, S. (2013) <i>The Negative Effects of Instability on Child Development: A Research Synthesis.</i> Available at <a href="https://www.urban.org/sites/default/files/publication/32706/412899-The-Negative-Effects-of-Instability-on-Child-Development-A-Research-Synthesis.PDF">https://www.urban.org/sites/default/files/publication/32706/412899-The-Negative-Effects-of-Instability-on-Child-Development-A-Research-Synthesis.PDF</a> (Accessed 31 October 2021)<o:p></o:p></p><p class="MsoNormal">Harvard University Centre on the Developing Child (2021) <i>8 things to Remember about Child Development</i>. Available at <a href="https://developingchild.harvard.edu/resources/8-things-remember-child-development/">https://developingchild.harvard.edu/resources/8-things-remember-child-development/</a> (Accessed 01 November 2021)<o:p></o:p></p><p class="MsoNormal"> </p><p class="MsoNormal"> Author: </p><p class="MsoNormal">Prince Foday </p><p class="MsoNormal">Professional Freelance Journalist </p><p class="MsoNormal"> </p><p class="MsoNormal"> </p><p class="MsoNormal"> </p><p class="MsoListParagraphCxSpFirst"></p><p class="MsoNormal"> </p><p class="MsoListParagraphCxSpFirst"><br></p>zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-73523421427106025142022-12-11T14:01:00.008-08:002022-12-12T13:40:23.913-08:00EDUCATION AND LAW<p align="center" class="MsoNormal" style="text-align: center;"><br /></p>
<p align="center" class="MsoNormal" style="text-align: center;"><b><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidw7fftNg5Ih1QWApH91usPmIxilvVg9F4HCkNAxYAMOy3FVBYtByqA0gYHH42hKuxrLOTjh_iE0bMMgn2g0TOTu7OmaJ59bZGaXo3yuIZ_utrufZRSOBj8_bfrCq1thg9ge0zSfa9G4IaNQbHJrM1r3S8xE3kRvJyoyjuYCJsu18cGN2HWpB2PXhyTw/s4032/Prince%20pic.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="4032" data-original-width="3024" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidw7fftNg5Ih1QWApH91usPmIxilvVg9F4HCkNAxYAMOy3FVBYtByqA0gYHH42hKuxrLOTjh_iE0bMMgn2g0TOTu7OmaJ59bZGaXo3yuIZ_utrufZRSOBj8_bfrCq1thg9ge0zSfa9G4IaNQbHJrM1r3S8xE3kRvJyoyjuYCJsu18cGN2HWpB2PXhyTw/w150-h200/Prince%20pic.jpg" width="150" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="color: #2b00fe;">Author: Prince Foday</span></td></tr></tbody></table><p align="center" class="MsoNormal" style="text-align: center;"><br /></p>
<p align="center" class="MsoNormal" style="text-align: center;"><b><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"> </span></b></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><br /></span></b></p><p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><br /></span></b></p><p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><br /></span></b></p><p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><br /></span></b></p><p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><br /></span></b></p><p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><br /></span></b></p><p class="MsoNormal"></p><p align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Legal Entitlements of Children and Young People<o:p></o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif; font-size: 12pt;">The legal entitlements of children and young people are
covered under the Children and Families Act 2014 (consisting of 0 to 25 SEND
Code of Practice, EHCP Plans and SEND plans and the Local Offer), the Equality
Act 2010 and Rights Convention [including the European Convention on Human
Rights, the United Nations Convention on the Rights of Persons with Disabilities,
and the United Nations Convention on the Rights of Children (UNCRC) (1991)].</span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b><span style="font-family: Arial, sans-serif; font-size: 12pt;">The Children and Families Act 2014 covers childcare sector
and childminder agencies, work and family life, adoption, and special
educational needs (Crown, 2014). The act makes provision for childcare
providers and schools to establish childminding agencies and can benefit from
agencies that are available to support the childminders with training, business
advice and request for Ofsted inspection for high-quality care delivery.
Employees now have a flexible working condition under the act through the
provision of shared parenting leave around the birth of their child (or
arrangement in a situation of adoption). The act allows children to stay with
foster families until they are 21. In the interest of the child, decision can
now be arrived at whether a child can be arranged for adoption with their
siblings or separately. After adoption, courts now have the right to decide
whether a child should be in contact with a person (s) or not. Child adopters
now have the same entitlement accorded to birth parents for leave and pay. The
issue of racial origin, culture, linguistic background and religious believes
are now given less significance. Children and young people with special
educational needs under the act presently have a single plan for addressing
their educational, health and social care needs that runs from birth to 25
years, and that the local authority has the responsibility of conducting an EHC
needs assessment before making a decision</span><span style="font-family: Arial, sans-serif; font-size: 12pt;">
</span><span style="font-family: Arial, sans-serif; font-size: 12pt;">whether to issue an Educational, Health and Care (EHC) plan or not while
the local health care provider have the legal obligation to organise a
pertinent health care support.</span><span style="font-family: Arial, sans-serif; font-size: 12pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 12pt;">The
principle underlying 0-25 SEND Code of practice are that the views of children,
young people and families should be taking into consideration; children, young
people and families should be allowed to partake in decision making; parents
should be collaborated with in the EHC plan; the needs of children and young
people should be identified and that there should be high quality provision to
satisfy the needs of children and young people; there should be elimination of
barriers to learning and clear attention on inclusive practice; children and
young people should be assisted in preparing for adulthood (Department of
Education, 2014) .</span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">The Equality Act 2010 clearly established that it is against
the law to unfairly treat any person less favourably than another person due to
personal traits like disability, sexual orientation, pregnancy and maternity,
religion, race, sex, and age (EOC, 2022). The Act covers the Disability
Discrimination Act 1995, the Disability Discrimination Act 2005, the Special
Educational Needs and Disability Act 2001, Race Relations (Amendment) Act 2000
and Equality Act 2006. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">The rights convention is meant as a human rights instrument
with a clear social development component. The convention endorses that all
categories of disabilities must benefit from all human rights and underlying
freedoms. The convention views persons with disabilities as people who can take
decisions pertaining to their lives based on a free and notified consent
coupled with being active members of society (United Nations, 2022). The United
Nations Convention on the Rights of the Child established the following
fundamental rights that should be accessible to children: the right to
development, survival, and life; the right to be protected against neglect,
abuse and violence, the right to education that makes children to achieve their
full potential; the right to be nurtured by or have relationship with parents; the
right to express their views and be listened to. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Current Legislation and Codes of Practice to
the Promotion of Equality and Valuing of Diversity<o:p></o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif; font-size: 12pt;">The current legislation and codes of practice relevant to
the promotion of equality and valuing of diversity are the Disability Discrimination
Act 1995, the Disability Discrimination Act 2005, the Special Needs and
Disability Act 2001, Race Relations (Amendment) Act 2000 and Equality Act 2006.</span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">The Disability Discrimination Act 1995 established new laws
that led to an end to the numerous discriminations meted on disabled persons.
The Act which and others integrated under the Equality Act of 2010 led to an
enactment of new rights for disabled persons covering the right of access to
transportation and accommodation, employment, education, and goods and services
(First Practice Management, 2022). <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">The Disability Discrimination Act 2005 gives the right to
disable people to be treated fairly in terms of job adverts; makes provision
for disabled people to question unfair treated in shops, restaurants,
membership of social clubs and otherwise; demands fair treatment of local
councillors that are disabled; people with mental illness to be accepted as
disabled and treated fairly; people with cancer, multiple sclerosis, and cancer
to be treated fairly (HM Government Office for Disability Issues, 2009). <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">The Special Education Needs and Disability Act 2001 gives
the right to disabled persons not to be discriminated against education,
training, and other services (example, a student that is dyslexic should not be
discriminated against where he or she is applying for a course in Economics).
The Act require providers of education to be fair in the delivery of learning
and that consist of provision of materials in other formats ideal for the
learner, the delivery of learning in alternative ways, the availability of
interpreters or support workers, changing the physical features of the building
appropriate for the disabled learner, changes to learning requirements or work
placements, and changes to policies and practices (UK Centre for Legal
Education, 2010). <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">The Race Relations (Amendment) Act 2000 came into effect in
response to Stephen Lawrence inquiry and requires all public bodies to
undertake services without racial discrimination. The Act extends the scope of
the Race Relations Act of 1976 and goes beyond obvious bodies like government
and police. The Race Relations (Amendment) Act 2000 provides extra power to the
Commission of Racial Equality (CRE) to enforce specific duties and statutory
guidelines. The Act is not only targeted at the public sector but influences
the private sector in numerous ways (Freehills, 2001). <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">The Equality Act 2006 comprised of three main principles:
to prohibit sex discrimination<span style="mso-spacerun: yes;"> </span>in the
delivery of public duties and<span style="mso-spacerun: yes;"> </span>making public
authorities to make it as a responsibility to promote equality of opportunity
between women and men; to make discrimination unlawful in the discharge of
public functions, belief, the management and disposal of premises, education,
and the provision of facilities, goods and services; to create the commission
for Equality and Human Rights (Personnel Today, 2006). <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><br /></span></b></p><p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">An Outline of the Ways in which Children and
Young People Experience Prejudice and Discrimination <o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Prejudice arises when someone is being pre-emptive
without a proof and discrimination is about being distinctive against a person
or thing based on group or category. The simplified difference is that
prejudice is about attitude and discrimination is centred around action.<span style="mso-spacerun: yes;"> </span>Children and young people can experience
prejudice and discrimination through physical, sexism, racism, belief, and
homophobic evidence. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Physically, children and young people will face
prejudice and discrimination in school because of their body size, colour of
their hair and disability. The mindset associated with people with disability
makes it challenging for them to go to school and search for work in local
activities (United Nations, 2022). It is a truism that children and young
people with disability find it difficult to participate in social life and this
is the case in both rural and urban sectors of societies. Children and young
people with large body size and blonde hair are stigmatised and meant to face
uncomfortable atmosphere with their peers. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Children and young people can sometimes experience
sexist outlook among peers. There is that prejudice and discriminatory feeling
that female sex are weak and helpless. Such is the attitude of many from
childhood to adulthood. Dr Andrei Cimpian of the New York University said that
“it might seem cute when a boy acts in chivalrous ways toward girls, or when
girls pretend to be a Princess who’s waiting for a Prince to rescue her”
(Chadwich, 2020). The statement from Dr Cimpian shows the kind of sexist
prejudice and discrimination experienced by children and young people in
society. More still a report from Girlguiding UK says that “nearly three-fourth
of the girls aged 13 and over admitted to suffering sexual harassment; 75% of
girls aged 11-21 say sexism affects their confidence and future aspirations”
(Martinson, 2013). <o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Three to four years old children are known to
demonstrate racial remarks. Some children and young people are meant to be
called racist names and face racial threats.<span style="mso-spacerun: yes;">
</span>NSPCC (2022) proposed that there are subtle comments meant to put a
child and young person down and devalue their identity and such comments can be
distressing to young people and influence their mental health. The statement
form NPSS shows how the prejudice and discrimination through racism affects
children and young people. Barnardo’s (2022) revealed from Government data that
groups of children with the optimal rates of constant marginalisation in the
school year 2018-2019 are White Gypsy and Roman pupils (0.39%),travellers of
Irish Heritage Pupils (0.27%), Black Caribbeans Pupils (0.25%) and Mixed White
and Black Caribbean children (0.24%). Barnardo’s further unveiled that students
experience racism with classmates and the rate of racism in school have
expanded over the last ten years. The information clearly shows how racism is
ingrained in our society and that children and young people are meant to
experience such ongoing prejudice and discrimination. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Religious intolerance is the by-product of the way
human minds categorise people into groups and children and young people are
meant to experience such prejudice and discrimination.<span style="mso-spacerun: yes;"> </span>A survey by Beat Bullying charity depicts
that one in five young people prefer to mix mainly with friends of the same
religion and one in 20 stated that their families do not allow them having
friends from other religious faith (Lipsett, 2008). The study justifies how
children and young people are meant to experience religious prejudice and
discrimination in their social life. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Children and young people experience homophobia and
transphobia. Homophobia being the dislike for gay or homosexual people and
transphobia is when someone dislike transgender people.<span style="mso-spacerun: yes;"> </span>A study by Professor E J Renold of Cardiff university
stated that primary school children are aiming each other with homophobic and
anti-trans abuse and there has been a rise in young children reporting
homophobic remarks (Fyfe, 2022). It is truly unfair on children to experience
such prejudice and discrimination and an infringement of their choice of
homosexuality or otherwise.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">An Analysis of the Impact of
Prejudice and Discrimination on Children and Young People <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></b></p>
<p class="MsoNormal"><b><span style="color: #515151; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif; font-size: 12pt;">Human beings are social animals and having the ability to
associate with their communities. Prejudice and discrimination are component
part of our society, and such experience would have a negative impact on any
person. It is inevitable that prejudice and discrimination can have an impact
on one’s self-esteem and self-worth, breed mental health problems, build toxic
social relationship, and develop difficulties in education.</span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Children and young people form their own personalities and
experience which make them vulnerable to the effect of prejudice and
discrimination. The self-esteem and self-worth of children and young people can
be destroyed through the experience of prejudice and discrimination. For
example, a girl who may be convinced about playing soccer in a predominantly
boys’ team, may withdraw at some point in time. However, after trying some
matches and realising that she plays better than some boys, she will begin to
recognise her strength and dispel any discrimination against her. Children and
young people can ignore the negative impact of prejudice and discrimination if
the recognise their strength and build the confidence to challenge the
experience. Daniel Goleman stated that the brain continues to hold a primitive
endurance mode that may initiate reaction and responses that are unfitting, and
to succeed, there is need to recognise those reactions and be able to cope with
them (Bartlett et al., 2006).<span style="mso-spacerun: yes;"> </span>Children
and young people should imbibe the culture of emotional intelligence and that
involves self-awareness, self-regulation, motivation, empathy, and strong
social skills. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">A great deal of prejudice and discrimination against a
child and young people cannot only affect their self-esteem and self-worth but
will have a ripple-effect on their mental health. Children and young people
with weak self-esteem and self-worth are likely to be affected by anxiety,
depression, and other mental health issues. Children experience of intense
physical or sexual abuse and bullying can affect their mental health.<span style="mso-spacerun: yes;"> </span>The emotional wellbeing of children and young
people is simultaneously important with their physical health and that a sound
mental health can assist them to cope with the challenges of prejudice and
discrimination, and that children that are optimistic and resilience are more
like to have good mental health (Mental Health Foundation, 2022). Mental Health
Foundation further stated that the common mental health problem experienced by
children are depression (feeling unhappy or hopeless or low self-esteem),
self-harm (self-hurting), generalised anxiety disorder (becoming extremely
worried), post-traumatic stress disorder (the product of physical or sexual
abuse), attention deficit hyperactivity disorder (being continuously overactive
and having difficulty giving attention) and eating disorder (more common with
girls than boys).<span style="mso-spacerun: yes;"> </span>The disruption of a
person’s self-esteem and self-worth can have a long-term impact on their mental
health. Children and young people are prone to the negative views of others and
can be affected by bullying to the extent of it affecting their self-worth. It
is significant for children to be optimistic and have a strong level of
resilience to what life throws at them.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">It is hard for children with low self-esteem to establish
social relationships. Children and young people with immature emotional
intelligence will be trapped into their closet unfitting for their personal,
social, and emotional wellbeing. They may shy to interact with new people and
extend relationship with others that had not experience prejudice and
discrimination in the past. Children and young people can have prejudice
against same-sex relationship, interracial relationships, and relationship with
a remarkable age difference. Marriage equality between same-sex couples,
interracial relationship, and unions with a notably age gap are accepted by the
law and favoured by the majority (Parker, 2022). Children and young are very
conscious of being discriminated against and that will make them be friendless,
have the feeling of being isolated and that may lead to increase in absenteeism
from school. It is important for children and young to be aware and accept
their own prejudice as that will pave the way to address the issue. The best
way of breaking the barrier of prejudice in social relationship is to build the
attitude of friendliness, trust, empathy, and tolerance. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">There will be difficulty in education where a child and
young person is unhappy. Children and young people that are unhappy will find
it difficult to absorb new information. A child with emotional problem, either
through bullying at school or difficulties from their household, will find it
difficult to concentrate in learning. It is significant for schools to investigate
the reasons for the emotional problem of a child and young person. The Delors
Commission proposed the four pillars of education to be learning to understand,
learning to do, learning to be, and learning to coexist, and that if that is
the basis of meaningful education, then the fundamental and sustained goal of
life should be about minimising prejudice (Sobe, 2021). Jacques Delors stressed
that lessening prejudice has the outcome of mitigating the obstacles that stand
in the way of social unity, open-mindedness, self-awareness, and improved
mentality desired to open new chances meant to work with varying people. The
child and young person should rise above their prejudice and emotional
challenges. They should embrace education within the four pillars proposed by
Delors. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Sharing the Classroom Experience of the Different
Ways to Integrate the Principles of Equality, Diversity and Inclusion in
Working with Children and Young People<o:p></o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif; font-size: 12pt;">Equality, diversity, and inclusion are inevitable
principles practice in my school. Treating students and teachers equally
regardless of race, sexual orientation, disability, religion, gender, and age
are the core principles of my school. We are a multicultural institution as we
accept and promote differences among students and teachers and try to treat
each other as human beings and one people striving towards a common goal. We
strive in the classroom for our students to recognise and respect diversity and
build an inclusive atmosphere. The eight meaningful equities in the classroom
strategies start with oneself, developing equity for your students, providing
hybrid learning, addressing inappropriate remarks, building an equitable
classroom environment, encouraging different learning styles, examining the
teaching materials, and giving students a voice (Kampen, 2022). The practical
experience will focus on five meaningful equitable strategies in the classroom</span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Promoting equality in the classroom start with oneself. My actions
are directed towards the elimination of assumptions and biases towards
colleagues and students. I treat colleagues and students as human beings and
continue to be tolerant to their differences. I work with colleagues as a team,
accept their varying views, see them as human beings, and equal. I provide a
fair treatment to my students and ensure that the issues of prejudice and
discrimination are never evident in the delivery of services. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Moving around the classroom and ensuring a fair attention
to all students are what we do in our classroom. Every student is given a fair
attention and our courses are delivered to meet the varying needs of our
students. We move around the classroom to provide the opportunity for students
that need support and encourage our students to participate in the learning
process. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">We provide hybrid learning to our students through a
flexible learning approach to our students. We use visual, oral, and written
methods in the delivery of our courses. We have a smart board, computers, and
iPads with internet facilities available to facilitating learning, and that is
accessible to all our students. We tune learning based on need assessment and being
performance oriented.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">We are aware that our students come to the classroom with
their prejudice and assumption. We sometimes encounter a situation where a students
use inappropriate remark that contravenes classroom guidelines. We deal with
the situation by stopping the learning session (Pause), raise the issue without
shaming the student and making the student aware that such inappropriate word goes
against the principle of equality (Address), talking personally to the<span style="mso-spacerun: yes;"> </span>student to assist him or her to understand
the inappropriateness of the comment and how that is damaging to the<span style="mso-spacerun: yes;"> </span>promotion of equality (Discuss) and creating
a follow-up to determine the next course of action where the behaviour is
repeating (Follow-up). <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">We have a learning approach that supports an equitable
classroom environment. The approach is based on enforcing an unbiased classroom
rule, striving for different opinions and responses to questions that are
raised, respect the varying views of students, employ the use of arbitrary
response methods, and celebrate the birthday of all the students. Furthermore,
we provide the platform for students to embrace the culture of their colleagues
through an informative chest activity that makes them to bring in three objects
that defines their cultural identity, encourage them through arts to decorate
the outside of a box with images that shows how they feel others see them and
open a classroom discussion on whether they learnt anything new about their
themselves and their colleagues, and raise the issue on how their cultural
identity impact their choices, believe and activities (Adams, Maurianne and
Bell, 2016). <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">It is significant to promote an inclusive classroom for
students, as that would encourage students to participate fully in school
curriculum, and the concern for inclusion should not only be focus on children
with Special Education Needs but children with specific challenges or
disengaged or from ethnic minority groups who are similarly vulnerable (Burnham
and Brenda, 2010).<span style="mso-spacerun: yes;"> </span>The approach to teaching
continues to focus on providing a learning environment that is equitable and
inclusive to the students. Equality in a classroom is a process and there is no
immediate outcome to it. Encouraging an equitable classroom can be advantageous
to all the students in the classroom and helpful in improving student
performance.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">References<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
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(Accessed 10 October 2022)</span></span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Martinson, J. (2013) <i>Children learn sexism at school-so
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<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">NSPCC (2022) <i>What is race and racism</i>. Available at: </span><a href="https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/children-race-racism-racial-bullying/"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Talking to children about racism | NSPCC</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"> (Accessed 13 October 2022)</span></span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Barnardo’s (2022) <i>How systematic racism affects young
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<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Rowatt, W. (2015) <i>The Social Psychology of Religion,
Prejudice and Intergroup Process</i>. Available at: </span><a href="https://www.apa.org/news/press/releases/2015/05/religion-prejudice"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">The social psychology of religion, prejudice and intergroup
processes (apa.org)</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">
(Accessed 16 October 2022)</span></span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Lipsett, A. (2008) <i>children bullied because of faith</i>.
Available at: </span><a href="https://www.theguardian.com/education/2008/nov/17/bullying-faith"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Children bullied because of faith | Pupil behaviour | The
Guardian</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"> (Accessed 18
October 2022)<o:p></o:p></span></span></p>
<p class="MsoNormal"><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; text-decoration: none; text-underline: none;">Fyfe, W. (2022) <i>LGBTQ +: Homophobic abuse
‘normalise’ in primary schools</i>. Available at: </span></span><a href="https://www.bbc.co.uk/news/uk-wales-60303321"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">LGBTQ+:
Homophobic abuse 'normalised' in primary schools - BBC News</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"> (Accessed 19 October 2022)</span></span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">NSPCC (2022) <i>Safeguarding LGBTQ + children and young
people</i>. Available at: </span><a href="https://learning.nspcc.org.uk/safeguarding-child-protection/lgbtq-children-young-people"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Safeguarding LGBTQ+ children and young people | NSPCC
Learning</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"> (Accessed 20
October 2022) <o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Bartlett et al. (2006) <i>Business: The Ultimate Resources</i>.
New Edition. London: A & C Black Publishers Ltd. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Mental Health Foundation (2022) <i>Children and young
people</i>. Available at: </span><a href="https://www.mentalhealth.org.uk/explore-mental-health/a-z-topics/children-and-young-people"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Children and young people | Mental Health Foundation</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"> (Accessed 25 October 2022)</span></span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><span style="mso-spacerun: yes;"> </span>Parke<span style="mso-tab-count: 1;"> </span>r, H. (2022) <i>Prejudice Toward Relationship</i>.
Available at: </span><a href="https://www.psychologytoday.com/us/blog/your-future-self/201703/prejudice-toward-relationships"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Prejudice Toward Relationships | Psychology Today</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"> (Accessed 2 November 2022)<o:p></o:p></span></span></p>
<p class="MsoNormal"><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; text-decoration: none; text-underline: none;">Sobe, N.W. (2021) <i>Reworking Four Pillars of
Education to Sustain the Commons</i>. Available at: </span></span><a href="https://en.unesco.org/futuresofeducation/ideas-lab/sobe-reworking-four-pillars-education-sustain-commons"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Reworking Four Pillars of Education to Sustain the Commons |
Unesco Futures of Education</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"> (Accessed 9 November 2022)</span></span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Akdogan, E. (2017<i>) Prejudice and ways to avoid it in
education</i>. Available at: </span><a href="https://fountainmagazine.com/2017/issue-120-november-december-2017/prejudice-and-ways-to-avoid-it-in-education"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Prejudice and Ways to Avoid It in Education - The Fountain
Magazine | The Fountain Magazine</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"> (Accessed 16 November 2022)<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Kampen, M. (2022) <i>8 Power Ways to Promote Equity in the
Classroom</i>. Available at: </span><a href="https://www.prodigygame.com/main-en/blog/equity-in-the-classroom/"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">8 Powerful Ways to Promote Equity in the Classroom | Prodigy
Education (prodigygame.com)</span></a><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"> (Accessed 25 November 2022)</span></span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Adams, M. and Bell, L.A. (2007) <i>Teaching for Diversity
and Social Justice</i>. 2<sup>nd</sup> Edn. New York: Routeledge<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Burnham, L.and Brenda, B. (2010<i>) Supporting Teaching and
Learning in Schools</i>. Essex: Pearson Education Limited<o:p></o:p></span></p>
<p class="MsoNormal"><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p><span style="text-decoration: none;"> </span></o:p></span></span></p>
<p class="MsoNormal"><span class="MsoHyperlink"><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p><span style="text-decoration: none;"> </span></o:p></span></span></p>
<p class="MsoNormal"><span class="MsoHyperlink"><b><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; text-decoration: none; text-underline: none;">Author:<o:p></o:p></span></b></span></p>
<p class="MsoNormal"><span class="MsoHyperlink"><b><span style="color: windowtext; font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; text-decoration: none; text-underline: none;">Prince Foday<o:p></o:p></span></b></span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></b></p><br /><p></p>zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com1tag:blogger.com,1999:blog-6538249427234036250.post-39435935892804648572020-10-04T12:57:00.004-07:002020-11-22T12:44:29.882-08:00HIGHER EDUCATION<p></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHcZcKkbcJx_MwiwyXf8Vz8o41PaR-U8JpxCOIDCgSKf1x3QTFLCV5tKhM4AuesY8cbEuDz2wEmhd0Faot1FFcu9Y2I_qzEoMtvah12AtzUdMtt-i-07cHiDybhOp7Ccj69T2_fLCNldrS/s2048/pf-041020.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="1536" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHcZcKkbcJx_MwiwyXf8Vz8o41PaR-U8JpxCOIDCgSKf1x3QTFLCV5tKhM4AuesY8cbEuDz2wEmhd0Faot1FFcu9Y2I_qzEoMtvah12AtzUdMtt-i-07cHiDybhOp7Ccj69T2_fLCNldrS/w150-h200/pf-041020.jpg" width="150" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="color: #2b00fe;">Author: Prince Foday</span></td></tr></tbody></table><span style="color: #2b00fe;"><br /> </span><p></p><p class="MsoNormal"></p><p align="center" class="MsoNormal" style="text-align: center;"><br /></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoListParagraph"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></b></p><p class="MsoListParagraph"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></b></p><p class="MsoListParagraph"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></b></p><p class="MsoListParagraph"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></b></p><p class="MsoListParagraph"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></b></p><p class="MsoListParagraph"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Introduction<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></p><p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Higher education can literally mean education beyond
secondary school. This could be education at vocational institutes, college and
universities. Established institutions have had their own view of the concept. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Cambridge University Press subscribed to the meaning of
higher education as education at college or university where subjects are
studied in a vast deal and higher level, and that the level of education has
clear and increased use of modern contraceptive methods (Cambridge University
Press, 2019). Nidirect government services advanced higher education as being third
level educations after you leave school and that it takes place at universities
and further education colleges and normally includes undergraduate and postgraduate
study and that education at higher education gives you the chance to study a subject you are interested in and can boost your career prospects and earning
potential. Nibusiness itemised higher education to be postgraduate
qualifications, bachelors’ degree, higher national certificates (HNC) and
Higher National Diplomas (HND), foundation degrees, certificates and other
academic awards conferred by a university or higher education college (Nidirect
government services, 2019). Wikimedia Foundation proposed higher education to
be a tertiary education leading to the conferment of an academic degree and
that higher education otherwise called post-secondary education or third-level
or tertiary education is an optional final stage of formal learning that occurs
upon completion of secondary education (Wikimedia, 2019). IGI Global suggested
higher education to be all education beyond the secondary level leading to a
formal degree and that it is at a stage of learning achieved in colleges,
universities, academies and so forth. In all the definitions advanced by the
institutions the central focus was on education above the secondary school. <o:p></o:p></span></p>
<p class="MsoNormal"><br /></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Higher education is important in every aspect and
achieving it can be beneficiary to the individual, household and the nation. Higher
education is appropriate for career development, personal development, passion
pursuance and realistic benefits. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Career
Development<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></p><p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Higher education is important because it is a circle
where a career is developed. Developing a career is not an easy path and a
confusing state to be as the path to be chosen can lead to a success story or a
nightmare. It is important to be conscious in a chosen career, particularly the
one that can attract one’s employability in the job market. Some career can be
marketable and others faced with a high level of competition. It is ideal for an
individual to choose a career that is demanding and one that attracts employers.
A career that is unique with minimal competition can be the right move. The
organisation and structure below can be helpful in choosing a career.<o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></p><p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"></span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLxpQ3QD120nhbygOoTpw1e3wdn5uKe5f9cH5FrvLnyHvxIX5h-GMEYFxYWFZVD_LhCiatkmYosm89LZ4e96FQdoCM61pN3fpmyJ9PPNSrpJMYxNO2sgZG_ld-cR9TqsdDLZPfZQc95Nj4/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="340" data-original-width="583" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLxpQ3QD120nhbygOoTpw1e3wdn5uKe5f9cH5FrvLnyHvxIX5h-GMEYFxYWFZVD_LhCiatkmYosm89LZ4e96FQdoCM61pN3fpmyJ9PPNSrpJMYxNO2sgZG_ld-cR9TqsdDLZPfZQc95Nj4/" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><b>Organisation and Structure</b></td></tr></tbody></table><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /><br /></span><p></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></p><p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Management in the organisation and structure is the
board of directors (private sector business) or board of governors (public sector business). The board of directors or the board of governors are
responsible for strategic decisions or policy decisions. The production,
personnel, marketing and finance are functional departments responsible for
implementing policies designed by the management. The production department is
responsible for providing goods or services. The personnel department is charged
with the responsibility of recruitment and selection of staff, staff appraisal,
termination and retention, and health and safety. The marketing department has
the task of creating awareness and arousing the interest of potential and
existing customers about the product, and further conducting research about the
product of the business. The finance department is responsible for taking stock
of the cash inflow and cash outflow of the business. The important thing is
that all the functional departments require someone with knowledge in higher
education. The production department needs someone skilled in business
management and engineering. The personnel department needs someone that skilled
in personnel management. Marketing department demands people with higher
education in marketing management, retailing and research and development. The
financial department needs people with skills in accounting and finance. Higher
education is relevant in filling all positions in the functional departments and
even the board members. The important thing to note is that all the functional
departments are supposed to be managed by people that are knowledgeable or having skills in business
management. Engineers fall under the production department and medical doctors
under the personnel department. Medical doctors fall under health and safety. The
pursuance of higher education in business management put someone in the advantage position, as medical doctors and engineers are all accountable to that person. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Personal
Development<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Higher education leads to personal development. It
decorates oneself with the credentials that can be beneficial to the
individual, household and the nation. It provides an added value and builds an
objective outlook about life and people. Higher education transforms the
individual to the position where you feel different from your former position.
It redeems the person with higher education from naivety and narrow-mindedness.
Higher education improves one’s communication skills and strategic thinking. The
achievement of higher education enables the individual to identify the inherent
skills and realisation of passion. The knowledge acquired from higher
education can build a sense of discipline and accomplishment. <o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Passion
Pursuance<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Although it is uncertain in what to pursue after
secondary education, people tend to follow their passion or area of interest. The
passion may be influenced by the individual, friends, and an institution or
otherwise. People can pursue higher education in engineering, health care,
teaching, and marketing, personnel management, plumbing and so forth, and will
pursue a higher education relating to that. The pursuance of one’s passion at
higher education level is the right thing to do as the contravention of that
will stifle the individual’s self-esteem and that can be frustrating.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Realistic
Benefit<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Higher education has a real benefit on the
individual, household and the nation. Pursuing education to a higher level will
improve the individual’s know-how and skills. It makes the individual become
employable and enables the person to cope with competition for jobs and puts
the person to a higher pay rate beneficial to his or her household. The higher
pay scale can make the individual have the desired income to buy goods and
services to maintain the circular flow of income between the households and
firms. The achievement of higher education can be important to the nation,
particular for private and public sector businesses. The person that acquires higher education can provide services to either private sector or public
sector firms. The person being employed is required to pay direct tax (income
from employment and road tax) and indirect tax (value-added tax).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">The additional importance of higher education can evidential
from the data and graphical representation below.<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; margin-left: 5.4pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184; width: 259px;">
<tbody><tr style="height: 15pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td colspan="3" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 145.25pt;" valign="bottom" width="194">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Average Hourly Pay-2010<o:p></o:p></span></b></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 49.25pt;" valign="bottom" width="66"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 1;">
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 91.6pt;" valign="bottom" width="122"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 0.8pt;" valign="bottom" width="1"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 52.85pt;" valign="bottom" width="70"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 49.25pt;" valign="bottom" width="66"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 2;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 92.4pt;" valign="bottom" width="123">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><u><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Qualification<o:p></o:p></span></u></b></p>
</td>
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 102.1pt;" valign="bottom" width="136">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><u><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Median Hourly Pay (£)<o:p></o:p></span></u></b></p>
</td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 3;">
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 91.6pt;" valign="bottom" width="122">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Degree<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 0.8pt;" valign="bottom" width="1"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 52.85pt;" valign="bottom" width="70">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">16.1<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 49.25pt;" valign="bottom" width="66"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 4;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 92.4pt;" valign="bottom" width="123">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Higher education<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 52.85pt;" valign="bottom" width="70">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">12.1<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 49.25pt;" valign="bottom" width="66"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 5;">
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 91.6pt;" valign="bottom" width="122">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">A levels<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 0.8pt;" valign="bottom" width="1"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 52.85pt;" valign="bottom" width="70">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">10<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 49.25pt;" valign="bottom" width="66"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 6;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 92.4pt;" valign="bottom" width="123">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">GCSE grades (Aͯ-C)<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 52.85pt;" valign="bottom" width="70">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">8.68<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 49.25pt;" valign="bottom" width="66"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 7;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 92.4pt;" valign="bottom" width="123">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Other qualifications<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 52.85pt;" valign="bottom" width="70">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">8.07<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 49.25pt;" valign="bottom" width="66"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 8; mso-yfti-lastrow: yes;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 92.4pt;" valign="bottom" width="123">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">No qualifications<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 52.85pt;" valign="bottom" width="70">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">6.93<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 49.25pt;" valign="bottom" width="66"></td>
</tr>
</tbody></table>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Source: Office of National Statistics<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; margin-left: 5.4pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184; width: 518px;">
<tbody><tr style="height: 15pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.4pt;" valign="bottom" width="65"></td>
<td colspan="3" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 144.8pt;" valign="bottom" width="193">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Average Hourly Pay-2010<o:p></o:p></span></b></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><br /></span></b></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><br /></span></b></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.8pt;" valign="bottom" width="65"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.8pt;" valign="bottom" width="65"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.8pt;" valign="bottom" width="65"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.8pt;" valign="bottom" width="65"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 1;">
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.4pt;" valign="bottom" width="65">
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<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.8pt;" valign="bottom" width="65"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.8pt;" valign="bottom" width="65"></td>
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<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.8pt;" valign="bottom" width="65"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.8pt;" valign="bottom" width="65"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48.8pt;" valign="bottom" width="65"></td>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span face="Arial, sans-serif" style="font-size: 14pt;">Average Hourly Pay-2010</span></b></p>
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<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 36.6pt;" valign="bottom" width="49"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 2;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 107.4pt;" valign="bottom" width="143">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><u><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Qualification<o:p></o:p></span></u></b></p>
</td>
<td colspan="3" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 132.6pt;" valign="bottom" width="177">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><u><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Median Hourly Pay (Degree)<o:p></o:p></span></u></b></p>
</td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 3;">
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 101.75pt;" valign="bottom" width="136">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Degree<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 5.65pt;" valign="bottom" width="8"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 36.6pt;" valign="bottom" width="49">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">94<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 4;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 107.4pt;" valign="bottom" width="143">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Higher education<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 36.6pt;" valign="bottom" width="49">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">70<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 5;">
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 101.75pt;" valign="bottom" width="136">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">A levels<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 5.65pt;" valign="bottom" width="8"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 36.6pt;" valign="bottom" width="49">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">58<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 6;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 107.4pt;" valign="bottom" width="143">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">GCSE grades (Aͯ-C)<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 36.6pt;" valign="bottom" width="49">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">51<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 7;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 107.4pt;" valign="bottom" width="143">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Other qualifications<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 36.6pt;" valign="bottom" width="49">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">47<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
</tr>
<tr style="height: 15pt; mso-yfti-irow: 8; mso-yfti-lastrow: yes;">
<td colspan="2" nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 107.4pt;" valign="bottom" width="143">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">No qualifications<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 36.6pt;" valign="bottom" width="49">
<p align="right" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: right;"><span face=""Arial","sans-serif"" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">40<o:p></o:p></span></p>
</td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
<td nowrap="" style="height: 15pt; padding: 0cm 5.4pt; width: 48pt;" valign="bottom" width="64"></td>
</tr>
</tbody></table>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">The data and graphical representation clearly show the
disparity in terms of income between secondary education and tertiary
education. It shows that higher education can attract higher income than
secondary education. University degrees and higher education provide a median
hourly pay of £16.1 and £12.1. This is expressed in degrees as 94 ͦ and 70 ͦ for
university degrees and higher education. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Conclusion<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></p><p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Higher education
is important as it puts the individual in a comfortable situation for higher
earnings and inevitably beneficial to oneself, the household and the nation. It
provides the confidence to interact with people everywhere in the world and
makes the person susceptible to changing lifestyle and situation. Respect can
be obtained from higher education and that changes people’s perception about
you. Gaining higher education means higher income compared to someone with
secondary education. The person with higher education is open to be placed in
the position of controlling those without higher education and can lead to
organisational success. Businesses are faced with the risk of success and
failure and the person with higher education is prone to organisational success
than someone with mere secondary education. A person may have wealth but
sustaining wealth becomes a problem if not having the know-how to maintain it. <span style="mso-spacerun: yes;"> </span>Sustaining a wealth demands the
appropriate skills and the lack of such skills will deplete the wealth and will
leave the individual confused and frustrated. Higher education provides the
capability to manage scarce resources and achieve organisational objectives. Higher education in business studies or masters in business administration can
equip the individual with the desired skills to design the ideal policies good for business success. Learning is a continuous process and a secondary
education is necessary but not sufficient. What is necessary and sufficient is
the acquisition of secondary education and going beyond that level to higher
education. Higher education provides a platform for trust and increases one’s
employability. Achieving higher education builds the way for self-reliance and
improves private sector participation in national development. Not everyone can
be employed in the public sector and it is glaring that higher education can
encourage self-reliance. Those with higher education will prefer to form their
own businesses and that can relieve the government from its unemployment burden and
curb social unrest. Unemployment is of immense concern to the government so having
people with higher education changes their dependence mentality. It makes
people feel that they have a role in nation-building or national development.
<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">References:<o:p></o:p></span></b></p><p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><br /></span></b></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Cambridge Dictionary (Updated 2020). Available at: </span><a href="https://dictionary.cambridge.org/dictionary/english/higher-education"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">https://dictionary.cambridge.org/dictionary/english/higher-education</span></a><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">
(Accessed 15 September 2020)<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Nidirect government services. Available at: </span><a href="https://www.nidirect.gov.uk/articles/what-higher-education"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">https://www.nidirect.gov.uk/articles/what-higher-education</span></a><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">
(Accessed 16 September 2020)<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Wikipedia. Available at: </span><a href="https://en.wikipedia.org/wiki/Higher_education"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">https://en.wikipedia.org/wiki/Higher_education</span></a><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">
(Accessed 17 September 2020)<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">IGI Global. Available at: </span><a href="https://www.igi-global.com/dictionary/curriculum-development-through-competency-based/13094"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">https://www.igi-global.com/dictionary/curriculum-development-through-competency-based/13094</span></a><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">
(Accessed 18 September 2020)<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">Theguardian. Available at: </span><a href="https://www.theguardian.com/news/datablog/2011/aug/24/earnings-by-qualification-degree-level"><span color="windowtext" face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">https://www.theguardian.com/news/datablog/2011/aug/24/earnings-by-qualification-degree-level</span></a><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;">
(Accessed 19 September 2020)<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial","sans-serif"" style="font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span face=""Arial","sans-serif"" style="color: #4f81bd; font-size: 14pt; line-height: 115%; mso-themecolor: accent1;">Author:<o:p></o:p></span></i></b></p>
<p class="MsoNormalCxSpMiddle"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span face=""Arial","sans-serif"" style="color: #4f81bd; font-size: 14pt; line-height: 115%; mso-themecolor: accent1;">Prince
Foday<o:p></o:p></span></i></b></p>
<p class="MsoNormalCxSpMiddle"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span face=""Arial","sans-serif"" style="color: #4f81bd; font-size: 14pt; line-height: 115%; mso-themecolor: accent1;">London,
United<o:p></o:p></span></i></b></p>
<p class="MsoNormalCxSpMiddle"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span face=""Arial","sans-serif"" style="color: #4f81bd; font-size: 14pt; line-height: 115%; mso-themecolor: accent1;">Email:
zopsianechoes@gmail.com<o:p></o:p></span></i></b></p><br /><p></p>zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-5114410678259994622020-06-13T17:55:00.000-07:002020-06-14T00:35:20.142-07:00TRIBUTE TO A LEGEND BROTHER, Abdul Kareem Sow <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifKynYTaarc4FSKJ_xCosAa-xWNGrzI85bYVsuYVFl3AeSmAKhdgIF9K6Padg0a8JQmkOu4waAYqd3hKGVuccCD4XWps2R-9QyUo3wCKJ_T98vDS77cRo4eYjeHRD1suN3GeYbvSUWLBhs/s1600/SOWMAN.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1080" data-original-width="809" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifKynYTaarc4FSKJ_xCosAa-xWNGrzI85bYVsuYVFl3AeSmAKhdgIF9K6Padg0a8JQmkOu4waAYqd3hKGVuccCD4XWps2R-9QyUo3wCKJ_T98vDS77cRo4eYjeHRD1suN3GeYbvSUWLBhs/s200/SOWMAN.jpg" width="149" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;">The Late Mr Abdul Kareem Sow</span></td></tr>
</tbody></table>
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<div class="MsoNormal">
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">The life will live is full of uncertainties. No
one can ascertain as to what happens tomorrow.<span style="mso-spacerun: yes;">
</span>We are like candles in the wind that can completely burn out at any
time. What time our candles will burn out, only God knows. The information
about the death of my brother, Abdul Kareem Sow, reached me as a shock. I
couldn't believe it after seeing it on our Kenema Old Students' Association
(the United Kingdom and Ireland) Forum. The preoccupation of the shocking news
made me contact the current Secretary-General of our Alumni, Mr Magba Taimeh,
who confirmed that he is truly dead. I observed some minutes of silence,
thinking of what may have gone wrong, knowing a brother who had sacrificed all
the opportunities in the United Kingdom to serve his country. <o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">I knew Sowman, as we called him, during our
school days at the Government Secondary School Kenema (College of the East). I
was his senior at the school but he was someone that we connected through the
Poor Boys Association (PBA) movement, a movement meant to support comrade
students from poor backgrounds and foster the spirit of humility. He was an
active member like many others. Our connection became, even more, resound out
of our outspoken nature, a bond that continued when we met again at the Christ
the King College Bo (a school meant to groom great and enviable scientists in
Sierra Leone- both pure and social scientists). I was one year ahead of him in
the sixth form. <o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">At the Christ the King College, we hooked up
again in our usual Poor Boys Association movement and we even tried to
introduce drilling which became unsuccessful because of the catholic nature of
the school and the fact that drilling was alien to the diction of the school. I
could remember the many challenges that we faced from some students in the
school in the many times we went around classes where there are fresh students,
taking advantage of absentee teachers in the classes.<span style="mso-spacerun: yes;"> </span>Our friendship was so strong that we were
meeting for studies after school hours and worked closely in rising above the
fluid nature of the town we were living miles away from parents. During
Ramadan, he will take me to his Fula relatives for us to breakfast and we
shared and cared for each other. Watching each other's back was our norm until
we completed the sixth form. <o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">Upon completion of the Sixth form, Sowman
categorically told me he wanted to go to university abroad and never wanted to
study in Sierra Leone. He had all the qualifications to enter university but
deliberately stood by his determination.<span style="mso-spacerun: yes;">
</span>He finally travelled in the late 80s to the United Kingdom. The lesson
that I learnt from his determination is to never give up and that the
impossible can always become plausible. We lost from each other after the post
sixth form era until we met again around the mid-year of 2000.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">Brainy and smart as he was, he never took money
before education, like the many fellow Sierra Leoneans that are laid back and
short-sighted about education being secondary in their lives. Sowman was able
to compromise family matters, education and miscellaneous issues-multitasking
by nature. He did his first degree in pharmacology and later pursued his
master's degree in pathology. He worked for the NHS for some years and later
decided to go into teaching. When I asked him why he went into teaching, he
told me because he wanted to have time for the kids and use teaching
skills to provide educational empowerment to the children. That tells us about
his strong family savvy. <o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">Sowman taught chemistry at both secondary and
college levels in the United Kingdom and even became head of the chemistry
department in the college he was teaching. As a global teacher and having the
passion to explore international teaching arena, he took up an international
job in teaching in the East Africa nation of Kenya. In Kenya, he flew our
Sierra Leone flag and the United Kingdom flag high and used the Queen's English
to teach chemistry. <o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">My brother was an entrepreneur and with the true
spirit of self-reliance. Upon coming back to the United Kingdom from the
teaching taster in Kenya to join his family in London, he opened his private
institution, Push for Excellence, where he recruited me and other teachers. He
is one of few Sierra Leoneans that never solely relied on the paid job he was
doing as a teacher but decided to diversify the earning pool out there to
increase his household income. <o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">Sowman was a politician too and a strong and
paid-up member of the Sierra Leone Peoples Party (SLPP).<span style="mso-spacerun: yes;"> </span>Not only was he a member of the party but a
core member of the new direction that stood by President Julius Maada Bio's
vision to bounce back in the politics of Sierra Leone. I could remember the
many times he tried to convince me to join the SLPP, which my lost hope in the
party after the nightmare experiences during the Tejan Kabba era couldn't allow
me to reckon with.<span style="mso-spacerun: yes;"> </span>When the SLPP new
direction won the recent election in Sierra Leone, he was not given any
position. He never got frustrated or discouraged but smartly thought to build
his project to provide the invisible hand to his party. I could remember
encouraging him to do so as that is the only way he can survive amid fouls,
knowing very well the ethnic-regional sentiments in the SLPP and APC parties in
Sierra Leone. The project he built was Public-Private Partnership and the focus
was in education.<span style="mso-spacerun: yes;"> </span>I worked closely with
him to fine-tune the project which he forwarded to the current SLPP government
and fortunately the authorities embraced it and allowed him to carry on the project
at the Ministry of Education. <o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">Until his death, he worked tirelessly to fulfil
the dream of the project in Sierra Leone. He used the many media platforms to
sensitise the country about his project and worked within the purview of the
objectives of the project. I trust that if his candle in wind had not
unexpectedly burnt out, our country would have benefited a lot from the
project. Although my brother is gone to the land of the dead, I hope the
present and future governments will continue his legacy and do not use the
ongoing political bashing strategy in the body politics to block a project that
will immensely benefit our beloved country.<span style="mso-spacerun: yes;">
</span>My brother is gone and optimistic his spirit we continue to shadow his the project, Public-Private Partnership at the Ministry of Education.<o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">Sowman left behind a humble and supporting wife
(Binta Sow), charming children and a great extended family. My sympathy to the
entire family and pray that God consoles them and guide them through their
trying times. Those that feel the heat know it best. You need to test the tide
to know what lies in it. <o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">Till we meet again on the next planet, my brother
Abdul Kareem Sow, rest in absolute peace. I know now that you are gone but be
assured you had left an enviable landmark on planet earth. <o:p></o:p></span></div>
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<span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;">Amen<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;"><span style="color: blue;">Prince
Foday<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri light" , "sans-serif"; font-size: 12.0pt; line-height: 115%;"><span style="color: blue;">London,
United Kingdom</span><o:p></o:p></span></b></div>
<br />zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com1tag:blogger.com,1999:blog-6538249427234036250.post-92133478360079664112020-05-05T07:06:00.002-07:002020-05-05T16:10:27.554-07:00TRIBUTE TO A FORMER PRINCIPAL, Rev Willie E.E. Carr<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWNFCL_vhecwAlw8C_SEBvjuGJ5aOiLXiESmZ2RX0VklMQjjReHKhMz0w6IGC4J6gGgdjcXrW36YpMTueOclik97Ndy5bZfSFK5xQjlm0JPhsuokD-YlV3oe15o0dX8uNwVFrvxHpJ2PLp/s1600/IMG-20200504-WA0180.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="810" data-original-width="1080" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWNFCL_vhecwAlw8C_SEBvjuGJ5aOiLXiESmZ2RX0VklMQjjReHKhMz0w6IGC4J6gGgdjcXrW36YpMTueOclik97Ndy5bZfSFK5xQjlm0JPhsuokD-YlV3oe15o0dX8uNwVFrvxHpJ2PLp/s200/IMG-20200504-WA0180.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><b><span style="color: blue;">The Late Reverend Willie E.E.Carr<br /></span></b></td></tr>
</tbody></table>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Rev Carr
was a great Principal of our time at the Gambia Senior Secondary School,
Banjul, the Gambia. A man all teachers amicably related with and a great
architect of the sustainable best results our school produced when we were
teaching there.<o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">He gave up
his school for us to run summer classes for refugee students in the sub-region
of West Africa at the time the region had civil unrest. We later transformed
the pilot project as a school. The project was manned by voluntary Teachers
Association (VOTA). <o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Through the
support of the late Rev Carr, we wrote to Principles and Headteachers to absorb
those meant for Primary Schools and Junior Schools but only maintained the
students meant to sit their GCSE and "A" Levels Examinations in the academic year 1998 to 1999.<o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Rev Carr
gave us a space for free in his school to run our School for the Academically
Displaced (SAD) and absorbed all the "A" Level Students in the
school. The GCSE students trained by our volunteers got nine division one out
of eleven in the country. <o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Thanks to
Rev Carr and the many volunteer teachers like Bernard Ngebuva, James Minah, Sam
Siaka, Mohamed Mansaray, Jeremiah Soko, Messr Dior (Ivory Coast), Leonard
Ngbloh, and the many Gambian, Sierra Leonean, Ghanaian and Nigerian teachers who made the project a success.<o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> Humility highly matters and paramount to our
lives. Reverend Carr was a
philanthropist. He nurtured and sponsored many vulnerable students in the
school to realise their dreams. <o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Rev Carr
served as a mentor and indirect father to me and the many young teachers in the
school and beyond. He supported the
publications of my books in Economics and Business Management for Senior
Schools and Tertiary institutes and even made it to be part of the booklist for
many schools in The Gambia.<o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The late Rev Carr was open to initiatives and any goodies from teachers and students as long
it was for the good and progress of the school. <o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">I could
remember approaching him with the idea of opening a Business Club in the school
together with my predecessor, Dawood Adjei, who was head of commercial studies.<o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Rev Carr
embraced the initiative and gave us the go-ahead. The Business Club was meant
to provide practical experience to students. We took the canteen as a hub for
students' research and using the data for our classroom teaching. Rev Carr was
always there to give us all the support and autonomy needed to make the project
a success. <o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">He was an
exemplary leader and having the leadership traits that are unique to find. He
never compromised the quality of grades needed to enter our school and ensured
that departments worked as a team to produce the best results for the country.<o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">He had an open-door policy and his office was opened to everyone. He would ensure that
teachers have the requisite resources to deliver their teaching effectively and
a great motivator to his staff and students. <o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Rev Carr
retired as a Principal to take up full-time preaching at the Trinity Methodist
Church, Serrekunda, The Gambia.<o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Information
reaching me from a distance indicated that the late Rev Carr conducted an
online sermon for his flocks or members of the church on Sunday, 26 April 2020.
He died the same Sunday in active service for God.<o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Great men
die but their philanthropist and Godly souls will remain to usher the strong
spirit of humility to mankind.<o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> Rev Carr, we will always remember you and
continue to pray for your lovely wife and siblings to absorb the shock of your
death and be provided with God's divine and eternal protection. <o:p></o:p></span></div>
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<span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">God giveth
and taketh, and only HE knows best. Till we meet in the next planet if ever, rest in absolute peace.<o:p></o:p></span></div>
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<b><i><span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></i></b></div>
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<b><i><span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">PRINCE
FODAY, UNITED KINGDOM<o:p></o:p></span></i></b></div>
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<b><i><span style="font-size: 14.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Former Head
of Commercial Studies Department under the late Rev Willie E.E. Carr: 1999-2005<o:p></o:p></span></i></b></div>
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<br />zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-45705363024952851402019-09-24T03:56:00.003-07:002019-10-01T08:03:53.034-07:00THE BLACK LIE<br style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;" />
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<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Black lie so
toxic</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Toxic to the
extent that it destroys society and your soul.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Bagging sins
without a clue</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">How thou become so antisocial?</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">The lies you
tell have no place in our society</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Great to get facts from the horse’s mouth than parading with
black lies</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;"> Trying to justify those lies to the prey</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;"> That
prey might be a flamboyant tree of lies </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Spreading
those black lies from a fictitious source</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;"> Being
part of the crop of sinners will do no good</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Their lives so
restless and shattered in the midst of the innocent</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;"> Hope they could screen themselves to realise how toxic
they can be</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;"> Many
skeletons in their cupboards they are hiding</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;"> Skeletons
if exposed will put them to shame</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Look how shameless
they are</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;"> Parading
with baseless lies</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">When would
they stop their black lies? No one knows </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Repenting is
what they need to clear their sins </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Those black lies can't help them in anyway </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">They might be
hiding behind their borderline personality disorder</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Internally
sick and looking for scapegoats </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Get a grip and
come out of such dark world</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">World peace is
what we yearn for. It is time to be redeemed</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Our peaceful society has a place reserved for you</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;"> Those
black lies can't help your soul</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Your soul
deserves to be cleansed to fit the circle of our peaceful society</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;"> Don't be
an outcast but be part our peace train </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Black lies
have toxins and unhealthy for you.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: start;">
<br /></div>
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<b><span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 10.0pt;">Author: Prince
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</span>zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-62792917599428319282018-02-16T03:34:00.002-08:002019-02-28T16:58:00.591-08:00CANCER, HUMILITY AND FINANCE<div class="MsoNormal">
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<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="background-color: white;">Author: Prince Foday</span></span></td></tr>
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<span style="font-size: 14pt;">Cancer is a relevant health problem in the world and is becoming of immense concern to our society. Before addressing the reasons for financing cancer, it is significant to have knowledge about cancer. The emergence of cancer had attracted contributions on its meaning from various clerics and cancer institutions. The National Cancer Institute defines cancer as “a name given to a collection of related diseases and that in all types of cancer some of the body cells </span>begin<span style="font-size: 14pt;"> to divide without stopping and spreading into surrounding tissues”. Cancer Research UK viewed cancer as “a situation where abnormal cells divide in an uncontrolled way and that some cancers may spread into other tissues”. Macmillan Cancer Support provided their own take on cancer as “something that starts in our cells (cells being tiny building blocks that make up the organs and tissues of our body) and that sometimes the cells </span>go<span style="font-size: 14pt;"> wrong and become abnormal and forms itself into </span>a lump<span style="font-size: 14pt;"> called tumour”. Battison, T. (2002) suggest cancer to be something that covers various types of </span>a malignant<span style="font-size: 14pt;"> tumour and not just a single-handed disease. He further emphasised that there are over more than two hundred types of cancer and each of them have their unique signs and features based on the types of cancer, which he mentioned that there are three types and they are: </span>Carcinoma<span style="font-size: 14pt;">, Sarcoma and Lymphoma. Carcinoma, as he insists, crops up in the tissues that are developed from the cells and generates into many compositions in the adult in places such as the lungs, stomach, intestines, mouth, glands that make secretions, the lining of the throat, </span>prostate<span style="font-size: 14pt;">, pancreas and salivary glands. Sarcoma, as he indicates, is like a form of </span>a tumour<span style="font-size: 14pt;"> that originates from the middle layer of the embryo and this forms into fat, fibrous tissue, muscles and bones. Lymphoma, as he suggests, is a form of </span>a tumour<span style="font-size: 14pt;"> that grows in the lymphoid tissue in the body and this is found in the bone marrow, the spleen and the lymph glands where the blood cells are established and leukaemia will form if the malignant process entails the blood-erupting tissues in the bone marrow. The questions that may be asked and desires answers are: why finance cancer? What are the advantages and disadvantages </span>of<span style="font-size: 14pt;"> this? Cancer </span>is<span style="font-size: 14pt;"> a serious health problem clearly justifies the need to spend money on it for preventive and curative reasons. Arlen Specter proposed by ranking heart disease as the prime killer followed by cancer and that the dreadful issue about the two diseases are that they can be healed and that this can only be possible if enough funds are available. Specter’s suggestion sends the signal about the importance of finance to the cure of cancer. The fact he expressed is that cancer can be cured if and only if the needed finance is available and this triggers the need for financing cancer. However, there are pros and </span>cons to<span style="font-size: 14pt;"> financing cancer, something that is an inevitable phenomenon for any health problem. </span><br />
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<b><span style="font-size: 14pt;">Why Finance Cancer?</span></b><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 14pt;">In addressing the issue of the need for financing cancer, we need to consider the money that needs to be spent on health promotion to prevent cancer from source, research that needs to be conducted to cure cancer and the issue of ensuring a healthy population for the purpose of their contributions to the economy.</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 14pt;">Health promotion on cancer requires money, as there is a need to use the different channels of communication to get the message to those that are in potential risk. The sensitisation on cancer using the print media, radio and television are not free but a fee is levied based on the space required. Cancer awareness is ongoing and this involves finance to get the message to the target group. Battison, T. (2002) hinted that there are many known facts and a great deal of fiction about what causes cancer and most people will know a little of both. Most families have experienced cancer so it is not a surprise that people have gathered information along the way, picked up from word of mouth, the television and magazines. Battison’s statement clearly tells us about the importance of cancer sensitization and such health promotion is ideal in eliminating any false story that may emerge about cancer. </span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 14pt;">Research is prime to our society, so researching on cancer can unveil much information on cancer and can further help in finding the cure to cancer. Research involves finance and it needs both capital (space and equipment needed) and recurrent expenditure (salary and other administrative expenses). The findings and recommendations from cancer research are very important to our society and this will create leeway for curative measures. Scotting, P. (2010) propounded that since the 1990s, however, the number of deaths from cancer has begun to drop significantly. Research has at last begun to have an impact on many cancers, and because of our interest in cancer, we have learnt a huge amount about how cells and the body normally work. This understanding promises to have an even greater impact on our ability to combat cancer over the next ten to twenty years. Scotting’s statement pinpoints on the relevance of cancer research and how this is helping to reduce the rate of the cancer disease. Cancer research requires a huge amount of money but the impact of the research on preventing and curing cancer is what really matters. The benefit that our human society derives from research findings far outweighs whatever money that is spent on cancer. Humanity and humility are important ingredients to a better society, so money spent on research is important to get those affected and those who may be potentially affected by cancer back on their feet to carry on their daily lives, and this in effect will have a ripple effect on the economy.</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 14pt;">Economic growth can be achieved through a healthy population or cancer-free population. Where the population is healthy they will be able and fit for work and the services provided will boost the economy. The contributions to the economy from cancer free working population will help the government raise finance to meet its expenditure, hence, another reason why cancer should be financed. Sachs, J. (2002) suggested that disease stricken countries are to a large extent vulnerable to the social problems of economic malaise, internal conflicts and displaced populace. Professor Sachs’s argument hits the nail in the right hole on the relationship between health and economic growth. Health and economic growth are directly related. Spending on health will have a positive effect on the economy. When the working population of a country is healthy, they can contribute a great deal to the economy. The ultimate result to this is a rise in the gross domestic product (income from consumers and both private and public investments) from one year to the other. Spending on health is the right thing for a nation to do so as to avoid the collapse of the economy. A healthy population can promote a sustainable circular flow of income between households and firms. Households will be fit or healthy to provide services to earn income and the income earned will be spent on goods and services produced by firms.</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 14pt;">Although financing cancer is the appropriate thing for any nation to do, there are pros and cons to it.</span><span style="font-size: 13.5pt;"></span></div>
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<b><span style="font-size: 12.5pt;">Pros and Cons </span></b><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 14pt;">Health promotion on cancer can make people be aware and alerted about cancer and this can generate the needed caution for people to avoid it. People will take up precautionary measures to avoid potential cancer. The cure from cancer derived from research can help save cancer patients and put their lives back to normal or give them the needed relief from the trauma and frustrations from cancer. Those that recover from cancer can be able and fit to work and this will make them provide services to raise revenue to meet their domestic expenses and save to meet unexpected situations or unforeseen contingencies.</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 14pt;">Health promotion may sometimes be misleading and this will make the target group take up the wrong information. Battison, T. (2002) presented that unfortunately not all information passed around is entirely accurate and the myths that circulate can result in people believing wrongly about the causes and control of the disease. This may cause people to suffer unnecessary guilt and anxiety as to whether or not they caused their own cancer and about how the cause of the sickness will run. For example, it is commonly supposed that having cancer implies lingering and painful death, which is not true. The statement from Battison implies how the wrong awareness about cancer can lead people to imbibe fictitious information on cancer. Having the wrong information that cancer will lead to death will put the target group into immense fear that will be difficult to heal. The experimental treatment may cause harm, say; the use of X-ray to diagnose cancer will generate radioactive radiation which can be dangerous to the patient. The trauma and frustrations from cancer can breed psychological torture which cannot be easy to heal. Batttison further expressed that diagnose of cancer can invariably trigger strong emotions, leaving everyone involved feeling scared and confused. Initial reactions may vary, but most people express shock and disbelief and often ask the same questions over and over again: What did I do wrong? What can I do about this dreadful thing that is happening to me? Battison’s statement touches on what exactly our society feels about cancer. Any victim of cancer is bound to have that fear and mental torture and some may not even cope with it. The stigma attached to the dreadful disease will live any to embrace the fear that accompanies it and lives the one having the disease to perpetual psychological torture. It can cost money and time for the patient, as the patient needs to make ongoing visits to the hospital and this involves money and time.</span><span style="font-size: 13.5pt;"></span></div>
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<b><span style="font-size: 14pt;">Conclusion</span></b><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 14pt;">Based on the discussions above, one would conclude that it is a great thing to do to finance cancer. If anyone could argue this, then it is like prioritising money than human health. We human beings are valued more than money. The brain behind the creation of money to solve the problems associated with barter system (exchange of good for good) emanated out of sound health, hence, the need to spend money on health and cancer being one of the health problems. The brain can only function well when one is healthy. We can only think and act effectively when we are healthy. There are three important phases to cancer and they are Awareness Phase, research phase and rehabilitation Phase. These phases require finance. The awareness phase is the sensitisation stage and this stage needs oral, written and visual medium to get the message to the target group. There is a demand for using newspapers, magazines, journals, radio, billboards and so forth and all these sensitisation outlets require money. Research on cancer desires huge amount of money and the gains from it outweighs the money spent on it. Those with cancer require rehabilitation due to the ongoing fear, trauma and psychological torture that are linked with the victim. Finance is needed to cure those with cancer and give hope to those affected and this demands professionalism or the ideal institution to deliver that. No matter what arguments that may emerge to counter the need for financing cancer, human lives are paramount and health is wealth. This is because a healthy population can build on the wealth of the nation. We are all human beings and that humility and finance provided for those affected by cancer are important ingredients in creating an impact on their lives. Every little financial contribution can be of great help in striving towards a cancer-free society.</span><span style="font-size: 13.5pt;"></span></div>
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<b><span style="font-family: "arial" , sans-serif; font-size: 10pt;">References:</span></b><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Amstrong, S. (2014), P53: The Gene that cracked the Cancer Code, ISBN (Paper Back): 978-1-4729-1052-3</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Scotting, P. (2010), Cancer, A Beginners Guide, ISBN: 978-1-85168-755-8</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Bor, R., Eriksen, C.and Stapelkamp, C. (2010) Coping with the Psychological Effects of Cancer, ISBN: 978-1-84709-097-3</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Priestman, T. (2008) Reducing Your Risk of Cancer, what you need to know, London, Sheldon Press, ISBN: 978-1-84709-021-8</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Shah, P. (2012) Testicular Cancer, The Essential Guide, London, Needs2Know, ISBN: 978-1-86144-265-9</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Priestman, T. (2006) Coping with Breast Cancer, London, Sheldon Press, ISBN: 0-85969-968-4</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Battison, T. (2002) Caring for Someone with Cancer, ISBN: 0-86242-382-1</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Tumours, B., Stork-Vance, V.and Dubay, M. (2004) 100 Questions & Answers About Brain Tumors, ISBN: 0-7637-2308-8</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Smith, T. (2010) Coping Successfully with Prostate Cancer, ISBN; 978-1-84709-104-8</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Brown, Z.K., Freeman, H.P.and Platt, E. (2007) 100 Questions & Answers About Breast Cancer (Second Edition), London, Jones & Barlett Publishers Internation</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Brainquote.com</span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 10pt;"><a href="https://www.cancer.gov/about-cancer/understanding/what-is-cancer"><span style="font-family: "arial" , "sans-serif";">https://www.cancer.gov/about-cancer/understanding/what-is-cancer</span></a></span><span style="font-size: 13.5pt;"></span></div>
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<span style="color: #333333; font-family: "arial" , "sans-serif"; font-size: 10.0pt;"> </span><span style="font-size: 10pt;"><a href="http://www.cancerresearchuk.org/about-cancer/what-is-cancer"><span style="font-family: "arial" , "sans-serif";">http://www.cancerresearchuk.org/about-cancer/what-is-cancer</span></a></span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-size: 10pt;"><a href="http://www.macmillan.org.uk/information-and-support/understanding-cancer/what-is-cancer.html"><span style="font-family: "arial" , "sans-serif";">http://www.macmillan.org.uk/information-and-support/understanding-cancer/what-is-cancer.html</span></a></span><span style="font-size: 13.5pt;"></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 10pt;">Sachs, J. (2002) Macroeconomics and Health: investing in health for economic development, the Courier, the magazine of ACP-EU development cooperation March-April 2002, page 6, No 191, ISSN 1606-2000</span><span style="font-size: 13.5pt;"></span></div>
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<b><i><span style="color: #4f81bd; font-family: "arial" , "sans-serif"; font-size: 14.0pt;">Prince Foday</span></i></b><span style="font-size: 13.5pt;"></span></div>
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<b><i><span style="color: #4f81bd; font-family: "arial" , "sans-serif"; font-size: 14.0pt;">London, United Kingdom</span></i></b><span style="font-size: 13.5pt;"></span></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-54842156642938997352017-05-18T07:39:00.003-07:002024-03-06T11:23:07.752-08:00PARENTS' EQUAL RESPONSIBILITIES TO THE CHILD: A Voluntary Clearing of the Social Rubble <div class="MsoNormal" style="text-align: justify;">
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<tr><td class="tr-caption" style="text-align: center;"><span face=""arial" , "helvetica" , sans-serif" style="color: blue; font-size: small;">Author: Prince Foday</span></td></tr>
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<span face=""arial" , sans-serif" style="font-size: 14pt;">A household is comprised of a mother, father and the child. The child is at the centre of the household, hence, the mother and father should have equal responsibilities to the child. Responsibilities in actual fact are financial and non-financial, but, in most cases, the non-financial aspect of the responsibilities is ignored. The child should be a great figure and their greatness, concern and responsibilities need to be upheld by households and other stakeholders. The parents’ equal responsibilities to the child are ideal for maintaining the lattice structure holding the household together. The parents brought the child to this world so the equal attachment of both parents to the child is a great thing to maintain. In most cases, one or both parents do allow their dominant self-interest attribute to lead to a fragile family bond and this is not helpful to the child. Both parents have to eliminate the overriding self-drive and take up shared responsibilities to the child. The concept of shared responsibility may be alien to some societies but experience has shown that such a hypothesis is sure to pass the litmus test of ensuring a peaceful society. The truth is both parents may not have the same income flow, so in eliminating the varying income situation, there is the need to consider the non-financial contributions that are neglected by most families and stakeholders. Most researchers are finding it challenging to attach value to the non-financial contributions of both parents. However, an estimated value can be the way forward in determining the non-financial contributions and bridging the gap of short-sightedness. </span><span style="font-size: 13.5pt;"></span></div>
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<span face=""arial" , sans-serif" style="font-size: 14pt;">The child lives in a society, of which, both parents are part and at the pivotal point of making the child maintain the link with their society. Parents have equal responsibilities to enable their children to maintain a healthy relationship with society. The child can maintain a healthy relationship with society if both parents imbibe good manners in their child. Parents have equal responsibilities to be a role model to the child. The parents should show good values and respond to the ethics of society and guiding the child towards that path should be equally shared by both. Such shared responsibility to the child is a way of averting potential anti-social behaviour or the odds that weigh against society.</span><span style="font-size: 13.5pt;"></span></div>
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<span face=""arial" , sans-serif" style="font-size: 14pt;">In the household, there is that domestic environment that involves making sure the child has a roof over her or his head, putting food on the table for the child, ensuring that the child is clean and wearing ironed and cleaned clothes, taking the child to school, guiding the child for school work and others not mentioned. Parents should have equal responsibility in maintaining a well-balanced domestic environment for the child.</span><span style="font-size: 13.5pt;"></span></div>
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<span face=""arial" , sans-serif" style="font-size: 14pt;">Maintaining the child’s spiritual well-being has an important role in the life of the child. Both parents have equal responsibility for the child’s spiritual well-being. The parents have shared responsibility in ensuring that their child knows that God exists, knows about the scriptures from God and encourages the child to practice what is enshrined in the scriptures. The child should be made aware of the different religious denominations, and the need to be tolerant and take up the mantle of peace. The parents have shared equal responsibility for developing the spiritual well-being of their child, as the response to that will heal any potential deviation from God’s spiritual expectations of mankind. The child is part of mankind and the parents have shared an equal responsibility to teach and enable the child to live up to the expectations of God’s scriptures.</span><span style="font-size: 13.5pt;"></span></div>
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<span face=""arial" , sans-serif" style="font-size: 14pt;">The child has an emotional attachment to the parents. Parents are required to be sensitive to such emotional attachment and ensure that the child is not deprived of it. The presence of the parents (both father and mother) is a source of peace for the child. Both parents are looked at as two poles maintaining the child's shield or protection. The absence of one of the parents in the life of the child creates an incomplete situation and a source of doubt in the mind of the child. Both parents are obliged to maintain the child’s protection and should not create the scenario of a broken family.</span><span style="font-size: 13.5pt;"></span></div>
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<span face=""arial" , sans-serif" style="font-size: 14pt;">The assumption of equal responsibility by parents to their children is the way forward in maintaining the stability of the child. The shared and equal satisfaction of the above issues raised is the ideal way of keeping a strong family bond and contributing to the expectations of society. Both mother and father are important elements in bringing up the child, so shared and equal responsibilities to the child’s sound frame of mind are what the parents are required to act on. The equality in dispensing those responsibilities to the child is what the parents should have to solidly maintain. Divorces and separations are never the right options for the parents as this will wholesomely affect the child. Both parents have to work as a strong and unwavering team to ensure a thriving relationship and a sound household environment. Other stakeholders (relatives, friends, government and so forth) linked to the family have to provide the needed support and environment for the sustainability of the bond, as a deviation from the expected will create an unstable scenario for the child and a recipe for social unrest. It is not the right thing for other stakeholders to play the evil’s game as this will surely bounce back. Supporting the family to be in the position to take up shared responsibilities to the child and building the enabling environment for an unshakeable parental team is the pathway to a peaceful society. </span><span style="font-size: 13.5pt;"></span></div>
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<span face=""arial" , sans-serif"><span style="font-size: 18.6667px;">Prince Foday</span></span></div>
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<span face=""arial" , sans-serif"><span style="font-size: 18.6667px;">Reporter, Human Rights</span></span></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-92185809634670646112017-01-26T15:10:00.003-08:002019-01-03T15:28:44.312-08:00STARS<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue; font-size: small;">Author: Princess Phebean Foday</span></td></tr>
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<span style="font-family: "arial narrow" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">Come down oh stars let me use you like a touch light to brighten my way when walking in the dark.<o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">Princess Phebean Foday</span></div>
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<span style="font-family: "arial narrow" , sans-serif;"><span style="font-size: 18.6667px;">London, United Kingdom</span></span><br />
<span style="font-family: "arial narrow" , sans-serif;"><span style="font-size: 18.6667px;"><br /></span></span> <span style="font-family: "arial narrow" , sans-serif;"><span style="font-size: 18.6667px;"><b><br /></b></span></span> <span style="font-family: "arial narrow" , sans-serif;"><span style="font-size: 18.6667px;"><b>Managing Editor's Comment:</b> The Author is my daughter. She got a star on this poem in her class.</span></span><br />
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-28564894788712473692016-07-18T07:02:00.000-07:002016-07-21T23:41:13.424-07:00TRIBUTES TO AN ALUMNI MEMBER AND BROTHER, MUSA SANDY<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP8kEYqp7G5GhZ0dmJfoFLsiWlZLBy7IptbtLOP-GkCWWa589y55QT22vB1HuctUtD0a980rgoJsy4WUnQndjuHdmPcBJGpm_AgfR9ndQZd_XVkLwZLAdxWy_FGg25l7bCEh2Kxv6o0I8U/s1600/Image-+Musa+Sandy.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP8kEYqp7G5GhZ0dmJfoFLsiWlZLBy7IptbtLOP-GkCWWa589y55QT22vB1HuctUtD0a980rgoJsy4WUnQndjuHdmPcBJGpm_AgfR9ndQZd_XVkLwZLAdxWy_FGg25l7bCEh2Kxv6o0I8U/s200/Image-+Musa+Sandy.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue; font-family: "georgia" , "times new roman" , serif; font-size: small;">Deceased: Musa Sandy</span></td></tr>
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<span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">The information about the death of Musa met me as a surprise. As he is my friend on Facebook, I saw snap information about the death of someone and it happened at a time I was having a brief rush through the newsfeed on my Facebook page. I thought at that time Musa himself was posting information about the death of someone. Since I was in a rush and could not concentrate much on the content of the message, I clicked like and wrote a message of condolence. Then came hours later when I received a message from my younger sister, Theresa, who is so close to Musa and the family, texting me on Whatsapp that Musa Sandy is dead. The message sent a shock wave through my spine and made me put aside what I was focusing on that day. I even told my sister about an unclear message I saw on my newsfeed on Facebook on Musa’s timeline and we further had sister-brother deliberations on the issue of death. At the end of our conversation, I then reflected on a young and healthy looking Musa I met one year ago with his mum in a burial ceremony in a hall around Brixton. Before the end of the burial ceremony, we came out together and later his mum joined us and we even had discussions on family issues. At the end of the discussions, he entered his car and drove home with his mum. As everyone is busy in Great Britain, we hardly meet and in total had actually seen him twice in London; the other was in our alumni association fundraising event around Waterloo Station, London.</span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">The news of Musa’s death made me learn that amid the fact we all busy out of Sierra Leone there is the need for relatives and friends to be in touch with each other, as life is short and one never knows when a relative or friend will leave planet earth. It is observed that there is a high degree of association among relatives and friends in the home country or even when outside the home country in other developing nations compared to developed nations like Great Britain. The case study of such strong association was evident during my days in the Gambia. I realised that relatives and friends had more time for each other. As a former Chairman of Sierra Leone Nationals’ Union for</span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">Bundung, Serrekunda, The Gambia, we had monthly meetings, ensured ongoing visits in the homes of Sierra Leoneans, created avenues for solving conflicts and even went beyond visiting Sierra Leoneans in remote parts of the Gambia. We definitely need mutual concern and care for each other and that is all we need to make our world a better place. We need not allow the fluid nature of our world to influence negative behaviour or make us absorb the culture of neglecting each other. Psalm 133 says, “Behold, how good and how pleasant it is for brethren to dwell together in unity!” Indeed, unity and mutual love and concern are all we need to break the York that is keeping us apart from each other. Yes, we may have domestic and external pressures around us but there is the need to squeeze in the time for each other.</span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">I knew Musa in Government Secondary School, Kenema. We were in the boarding home and he was my junior and a classmate to my first cousin. As seniority and discipline are upheld in the school and boarding home, we were in different circles but united as a family based on the school. I later realised we hail from the same Chiefdom in Sierra Leone and even have a family lineage. He was meant to know me due to my popularity in the school and this was based on the formation of Poor Boys Association (an association meant to raise money for vulnerable colleagues), the humour and the fact that I was embracing everyone regardless of your background and even the bad boys in the school including me were my closest friends. After leaving Government Secondary School Kenema (Kay School or College of the East) for Christ the King College Bo, we lost from each other. As the saying goes that the world is a global village, I accidently saw him in the Gambia. The meet happened just outside the senior school where I was teaching in Banjul, the Gambia. He was in a taxi chartered by him and spotted me and told the driver to stop. He advanced towards me and gave me the “British hug”, as he was from London. I was surprised to see him after a long time. He called me PBA (that is poor boys association, a nickname colleagues call me sometimes when they see me). We chatted for a while and even told me he is looking for his uncle,</span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">Sidie</span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">Tarawally. I directed him to his uncle and before leaving he gave me £10 (ten pounds). Such warm reception made me learn one thing that “it is nice to be nice”. If I was bad with him in school, I would not have received such warm welcome and financial gesture from him. Musa is an exemplary human being and the kind of being worthy for planet earth. His charm, warmth and philanthropist attributes are great to emulate. I never saw him in trouble in school and he was receptive and respectful to everyone. He is a man that can meet you in trouble and stand by you and realised that when I was indirectly held by the neck after our alumni event by a friend. Musa intervened to rescue me out of the awful scenario. I saw him as someone who kept strictly to family traditions and never allowed borrowed culture to sway him totally. </span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">The deceased, Musa Sandy, is mummy’s boy and observed strong and unwavering bond between them. Mums are great and never replaceable and it is all because they know the suffering they go through from conceiving us up to the point of delivery and to the point of maturity. Even with maturity, they will continue to monitor us and show unrelenting care and concern. This is what exactly Musa’s mum had been doing and this can be substantiated by her ongoing presence and support for Musa and his nucleus family in London. Very recently, as a showcase of appreciation, Musa organised a 70<sup>th</sup></span><sup><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span></sup><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">birthday celebration for his mum,</span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">Musu</span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">Sandy, and this came as a surprise to her. He did not tell the mum about the birthday bash and only took her to the hall on the day of the event. Please watch the video coverage of the celebration for your digest. </span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">A view of the video coverage will clearly tell you the excitement and appreciation of a great mother. The birthday celebration was done couple of months ago before his death and leaves us to ponder whether it was a goodbye. However, regardless of whatever we may perceive about the celebration, no amount of money, gifts and whatsoever will compensate our mums for their invaluable roles in our lives. Anyone in this world can throw trash on us and our mums will always be there to dust that trash from us and make us feel valued and give us hope that someone cares.</span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">Musa was a member of our alumni association, which is Kenema Old Students Association (KOSA). This association has a Whatsapp group where we deliberate on school matters and in general socio-political matters. The information about his death triggered tributes from members of the group that were his classmates and a former senior in the school who took Musa as his personally assistant in the boarding home.</span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">The late Musa was one of those guys we had at</span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">kay</span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">school that were warm in spirit, charming in his smiles ; never saw him frown at friends and in any gathering; never raised his voice to attract attention, intimidate or frighten; I can’t remember him engaging in any of the pranks some of us did in classroom, dormitories and outside school campus. Close associate always</span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">praise</span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">him for his generosity and kind heart. This was demonstrated by his sharing of meagre resources-garri,</span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">kpokie</span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span></i><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">and others. Surely, Musa is one man that left his footprints in the sands of time. He may not have been the smartest, brightest, richest, most powerful but Musa (named after one of the most powerful prophets in Islam-English and biblical translation of Mose) left a legacy we all need to learn from due to his humility, determination, compassion, friendliness, kindness and above all the fear of God. May his soul rest in perfect peace!</span></i><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">Losing a friend like Musa Sandy is hard to believe and is one of the most painful experiences one can endure in life......Everybody at some point has lost a friend, a brother, etc., and it is hard for us to accept that a person we shared moments with and trusted with so many things, is no longer in our life.....Shall I ask through our able Chairman of Kenema Old Students’ Association to observe in reminiscent in this forum till the end of this week....Therefore, no political postings nor any statement or text....but only text on our late brother’s death, Musa Sandy. Either the Best or Nothing!</span></i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">Musa left this world with a wife (Mrs Kadie Sandy) and two children (Martin Sandy and Nyakeh Sandy). My sympathy goes to the mum, wife, children and the entire family. The death of Musa came as a shock to all of us and something difficult for us all to cope with. God giveth and taketh and only He has an explanation to such disheartening situation. The truth is Musa belongs to a biological, institutional, national, continental and global family, so it is a big loss to all the stratum of families that he is attached to. However, the reality is that the mother, wife, children and other members of the biological family are the ones that bear and live with the greatest brunt. For every Sierra Leonean that dies overseas, there is a negative effect on the net income from abroad, hence, the national income, and not to mention the contributions that the deceased had been making to the host nation and the global society. We need to be realistic about this and embrace and value ourselves and ensure that we maintain healthy and mutual relationships among ourselves. We are in this world like a candle in the wind that is meant to end at any time, so we need to watch each other’s back and build the mutual peaceful environment for each other. Death is our inevitable end and death we all going to face and it is uncertain as to when we might fall within the red zone of death. I have to end this piece by dedicating this Sunnah from the Quran to the Mother, wife, children and other relative to the late Musa Sandy,</span><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;"> </span><i><span style="font-family: "arial narrow" , sans-serif; font-size: 14pt;">“Verily to Allah! Belongs what He took and to Him belongs what He gave, and everything with Him has an appointed time..” Then, Prophet Muhammad (peace be upon him) ordered the relatives to be patient and hope for Allah’s Reward”. “May Allah magnify the reward of relatives, make better their solace and forgive the deceased. “ (Source: Fortress of the Muslim, Invocations from the Quran Sunnah, Deposition Number: 19641/2004).</span></i><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="color: blue;"><i><span style="font-family: "bookman old style" , serif; font-size: 14pt;">Theresa Boima, United Kingdom</span></i><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="color: blue;"><i><span style="font-family: "bookman old style" , serif; font-size: 14pt;">Abubakarr Kamara, United Kingdom</span></i><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<i><span style="font-family: "bookman old style" , serif; font-size: 14pt;"><span style="color: blue;">Momoh Turay, United Kingdom</span></span></i><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<b><i><span style="font-family: "times new roman" , serif; font-size: 14pt;">Compiled By:</span></i></b><i><span style="font-family: "times new roman" , serif; font-size: 14pt;"> </span></i><i><span style="font-family: "bookman old style" , serif; font-size: 14pt;"><span style="color: blue;">Prince Foday, United Kingdom</span></span></i><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-65761973127531027912016-03-21T08:39:00.001-07:002018-05-30T03:57:26.466-07:00HOME AND AWAY: The Cabinet Reshuffle in Sierra Leone<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFolg5ljmesTLy_adcr7zwURHwEngUrbXvS-quxCN6a-OV8_iUyE1HuUVw6JNG86-iKslA62FlEfZ3FL5cFkRzJuepsfPBQH8pVXx2tbkowlYVPyLBDoeOM_iKJdDCqGW4M-U-7a1SU3VX/s1600/NEWSLO+002.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFolg5ljmesTLy_adcr7zwURHwEngUrbXvS-quxCN6a-OV8_iUyE1HuUVw6JNG86-iKslA62FlEfZ3FL5cFkRzJuepsfPBQH8pVXx2tbkowlYVPyLBDoeOM_iKJdDCqGW4M-U-7a1SU3VX/s200/NEWSLO+002.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;">Network for the Welfare of Sierra Leoneans Overseas</span></td></tr>
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<span style="font-family: "dotum" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">The news on the recent cabinet reshuffle by President Ernest Bai Koroma sparked the eagerness to know who are on the list. When I browsed through the list I saw names that were removed from cabinet due to gross misconduct brought back in the cabinet. The decision by the President made me wonder whether he is a man of principle or just someone who is bound for Hague for constitutional abuse letting go of people in the same basket of misconduct. In my opinion, the President’s reshuffle would have included him. True leadership goes with the bold step of resigning when you feel your promises are not delivered, but, is President Koroma in for such unique leadership? No, as he is busy building an empire of dictatorship and a world best leadership scenario, something not reflective of the claims his political stalwarts are making. </span></div>
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<span style="font-family: "dotum" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">On a positive note, I have to commend the President and the All Peoples’ Congress Party (APC) for giving political opportunities to the young. The recent appointment of comrades Momoh Vandi (MOV) and Nannette Thomas is worthy of praise. When I look at the Cabinet as a whole, I can see young breeds like Shekito Tarawally, Arrow Bockarie, Ismail Koroma (Molante) and others not mentioned. The APC party scores a high mark on political appointments of the young compared to Sierra Leone Peoples’ Party whose appointments are mainly full of the ageing and people with Doctorate degrees who cannot even deliver if you give them a chicken to breed. </span></div>
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<span style="font-family: "dotum" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">Cabinet reshuffles are an inevitable part of any political system but what actually matters is the effect of such reshuffle on the people. Looking at Sierra Leone, cabinet reshuffles has never yielded ongoing positive results, instead, the performance indicators of the line ministries continue to be in the red. Sometimes one would want to wonder whether the nation is really getting true value from the operations of the line ministries based on the huge amount spent on maintaining the ministries. A benefit-cost analysis of the entire operations of the line ministries will clearly show that the nation is running at a cost or loss. This can be justified by the negative impact of the operations of the line ministries on the people. Sierra Leoneans, in general, are suffering except for few. The ratio of poor and rich in Sierra Leone is 95%:5% and this clearly justifies that the nation is in a horrible state of affairs that requires a total overhaul.</span></div>
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<span style="font-family: "dotum" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">The hard truth here is that there are good Sierra Leoneans ready to fix the problem but cannot survive in the midst of those with a seasoned level of corruption. I know the young in the APC cabinet would want to turn things around but this will never be possible where the crux of the core in the party are buried in chronic greed. </span></div>
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<span style="font-family: "dotum" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">We are still watching the world best with the conviction that he would come to the realisation to fix the nation’s ailing problems, something he can do if he wants to do, particularly for a country where the wealth hugely outweighs the population. President koroma is digging the way to The Hague and we the concern Sierra Leoneans are preparing the legal papers to prosecute him when he leaves power. God forgives, and so, we will forgive him if he improves the situation at home. </span></div>
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<span style="font-family: "dotum" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">President Koroma, Sierra Leone is your country and your country of birth and all Sierra Leoneans are part of your national family, apart from your biological family. Treat them like your family and give them their due. The national cake belongs to all of us, so a fair share or reasonable distribution is all your national family needs. You have the right to reshuffle your cabinet but it is your obligation to empower them to dispense their duties in the line ministries to the desired expectations. Our people are starving, a large proportion of them are jobless and homeless and the provision of the entire social capital (like electricity, pipe borne water, and so forth) continues to be a huge variance between the expected and actual. We need true leadership from you and looking forward to seeing the difference you would make from now to the end of your term in 2018 and hoping that this term cannot be extended by you. </span></div>
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<span style="font-family: "dotum" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">Long live Sierra Leone and God bless those politicians and all those meaning good for our beloved country.</span></div>
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<b><span style="color: #4f81bd; font-family: "dotum" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">Prince Foday</span></b></div>
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<b><span style="color: #4f81bd; font-family: "dotum" , "sans-serif"; font-size: 14.0pt; line-height: 115%;">Founder, Network for the Welfare of Sierra Leoneans Overseas </span></b></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-42861756929323066542016-02-04T14:00:00.000-08:002019-02-28T17:06:55.547-08:00NEW YEAR MESSAGE: From the Desk of the Global Incarnator Online News<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW3KY6xuLBDes877f95ABdqy_iuCmpwZ3uPKiEGcsrPBqMMRDNn5G72cV3eArU97l7-lwVbfmEysATm2N_JSbfFzgiZeicyT78DFx584QCpm53U3YrvIIgo8rcLIUyjZywsdo2aeLis6UN/s1600/IMG-20160115-WA0005.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW3KY6xuLBDes877f95ABdqy_iuCmpwZ3uPKiEGcsrPBqMMRDNn5G72cV3eArU97l7-lwVbfmEysATm2N_JSbfFzgiZeicyT78DFx584QCpm53U3YrvIIgo8rcLIUyjZywsdo2aeLis6UN/s200/IMG-20160115-WA0005.jpg" width="112" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue; font-family: "georgia" , "times new roman" , serif; font-size: small;">Author: Prince Foday</span></td></tr>
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<b><span style="font-family: "bookman old style" , serif; font-size: 16pt;">Opening Message</span></b><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: "bookman old style" , serif; font-size: 16pt;">We live in a broken world and happen to face cracks beyond the imagination of the rational being. One could sometimes tend to ask, where the problem lies and how can we collectively fix it? There is the need to focus on long-standing cracks in the world, so as to find solutions on the way forward. We as individuals have our responsibilities to the societies we live in and it is time to reflect on the need to distribute our services between paid work and voluntary work. We are obliged to perform our individual social responsibilities (ISR) to communities we happen to find ourselves. Businesses, whether private or public, are bound to respond to their corporate social responsibilities (CSR). The ISR and CSR have become a global call for individuals and enterprises. Furthermore, we happen to find ourselves in societies where there are demarcations between evil, good and evil-good. It is time for individuals, households, businesses and nations to be sensitive about their actions toward the path of evil, good and evil-good. We need our nations to grow and many may not have the resources to achieve their goals, thereby, leading to the tapping of donor funds. Domestic and international well-wishers are meant to intervene to assist striving nations to grow. Donors would want to have value for their generous help and they expect their material and financial assistance to be used for the right purpose. It is indisputable that donor funds are required to be administered but the concern should be about the ratio of funds used between the administration and the actual purpose of the funds. This is where we need an independent satellite body to follow the use of donor funds. Nations need independent presidential advisory volunteers to provide advisory services to leaders apart from the conventional advisory body appointed by national leaders. </span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "bookman old style" , serif; font-size: 16pt;">The Broken World: Raising the Burning Issues</span></b><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: "bookman old style" , serif; font-size: 16pt;">The world we live in is perceived to be broken due to melting factors like terrorism, the environment, politics, the economy and social issues. Before unfolding the issue of terrorism, it would be a great thing to take the first step in trying to understand its meaning. According to The Chambers Dictionary (12<sup>th</sup> Edition), terrorism is an organised system of violence and intimidation. The key words enshrined in the meaning of terrorism are derived from the chambers dictionary and they are violence and intimidation. The second step is to identify the internal and external sources of terrorism. Internal sources of terrorism are from national politics, the domestically aggrieved, domestic organised crime, race and ethnicity, religion, academic and professional, household and corporate. External sources of terrorism are state-to-state, international organised crime, race, religious clash, the aggrieved deportee and other international grievances. The Third step is to know the effects of terrorism (both positive and negative) and they are death, insanity, increasing migration to safe havens, population pressure and increasing demand for domestic goods, economic inequality, brain drain, trauma and psychological torture. The environment is another contributing factor to our broken world. The actions of human beings and corporate houses have led to challenging moments for our environment. We can see the impact of this all over the world. The global experiences of flooding, alarming health risk fuelled by pollution of the air and the global deforestation that is minimising the oxygen that humans are supposed to extract from plants for their well-being are issues that are of utmost concern. Domestic and global politics are part of the factors contributing to our broken world. It is becoming clear that weak and unfair policies domestically and from international economic integrations continue to widen the cracks the more. Furthermore, the harsh countervailing power from political competitions at domestic and international levels is an added issue resulting in the broken world we face. The world is further faced with fluid economic factors like increasing unemployment, rising prices of goods and services, widening the gap between the rich and poor and widening economic inequalities between rich and poor nations. More even, are other social issues like an increasing rate of homelessness and vulnerability in our global society, an incremental rate of anti-social behaviour and other social issues have added effects on our broken world.</span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "bookman old style" , serif; font-size: 16pt;">Gossips from the Global Baobab Tree</span></b><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: "bookman old style" , serif; font-size: 16pt;">One of the gossips gathered from the global Baobab tree is on terrorism. The bubble from this reveals that in the past the world was experiencing reasonable peace until the initiation of the gulf war, the war in Iraq, Syria, Libya and other wars around the globe, and the uprising in other parts of the world. These wars and uprising had generated hate, sparked an increase in terrorism around the world, led to increasing migration around the world, tightened the knots on migration in developed nations, brewed grievances from deportees or failed asylum seekers, led to increasing insanity and vulnerability and their exposition to be used by terror cells. There is gossip on organised crime by some pharmaceutical companies inventing viruses and spreading it around the world so as to promote their business by manufacturing the cure. Further gossips include powerful states using their might to make creeping nations to permanently crawl economically, socially and politically. More still, is the gossip on politics of nations orchestrating killer groups or plans to get rid of anyone on their way or opposing their weak governance style.</span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "bookman old style" , serif; font-size: 16pt;">Individual and Corporate Social Responsibilities: Breaking the York</span></b><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: "bookman old style" , serif; font-size: 16pt;">As individuals, we have implied obligations to our communities. Although we all are looking for paid jobs, it is the ideal thing to do to commit some hours per week of voluntary or unpaid services to our communities. There are many organisations out there that you can channel your voluntary services to and the advent of internet services has made it simple for us to Google and find where the different outlets for voluntary services are. As John F. Kennedy rightly spelt-out, “ask not what your country can do for you, ask what you can do for your country”. It is time to screen ourselves on what we have done or done for our communities and the focus on paid services should not only be the case. I suggest that we think in line with the principle of self-reliance to complement the development efforts of our governments through the establishment of own organisations but ensuring that you work in partnership with others. Remember, the increasing number of members in the partnership will pool more resources and talents together. Our communities can develop the more if we all try to put hands on deck and having that services share ratio between paid work and unpaid work. I definitely know we have bills to pay and save to meet unforeseen contingencies. However, we have to consider the need to do voluntary or unpaid services to our communities. At a corporate level, there are responsibilities to be done to the communities where these corporate houses operate. An organisation (that is any institution or body established for either making profit or non-profit making) has obligations to the area where it is launched. Organisations operating in any of the communities can gain from that area in many ways such as the people in the community it uses as employees and other resources used as inputs for their outputs of goods and services, the consumers of their goods and services in that area, the pollution and noise they create through their machines, vehicles and employees.</span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "bookman old style" , serif; font-size: 16pt;">Evil, Good And Evil-Good: Where Do You Belong?</span></b><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: "bookman old style" , serif; font-size: 16pt;">The world is stratified in such a way that we have three sets of groups, which is the evil group, a good group and the evil-good group. The evil group threads on destroying individuals and the very fabric of society, desires nothing good for anyone, selfish and generally have a negative outlook on people and life. The good group are focused on building the social fabric of society, yearns for progress for everyone and have a positive outlook on people and life. The evil-good group comprise of those that are indecisive and their actions are a mixture of the ingredients of evil and good that were raised. An explanation of a Venn diagram on their behaviours clearly shows that the evil group is strictly evil; the good group is strictly good but the evil-good group is where the common elements or common ground lies between evil and good. It is a great thing for us all to do by screening ourselves as to where we all belong or want to belong, reflect on our actions and evaluate ourselves whether we are on the right path of what is enshrined in the Bible and Quran scriptures. For those that had chosen the evil group and evil-good group, I will suggest a rethink of the decision and reflect on the negative implications of being out of the feasible region of God’s behavioural expectations of mankind.</span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "bookman old style" , serif; font-size: 16pt;">INDEPENDENT PRESIDENTIAL ADVISORY VOLUNTEERS (IPAV): A Potential Force for National Leaders to Reckon With</span></b><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: "bookman old style" , serif; font-size: 16pt;">The readers of the Global Incarnator Online News might be wondering, why Independent Presidential Advisory Volunteers? Well, the thought to establish IPAV sprang from the need to have an independent body meant to provide advisory services to national leaders. We very well know the Presidents have their advisers appointed by them. However, it is our conviction that it is necessary but not sufficient to deliver all needed to dispense sound and appreciable national leadership. We are all not an island of knowledge and creating an independent presidential advisory body is an ideal way of covering the untouched and mending the existing and potential national leakages. The national and global development efforts require all hands on deck, and independent bodies should not be isolated in the development stride. IPAV shall exist to supplement the efforts of appointed presidential advisers. Overall, we shall serve as middlemen or agents between presidents and the people they are serving. Our actions shall include research, analysis and advisory services to national leaders. We further intend to have a unit called the Foundation for Africa Development Aid Watch (FADAW). FADAW shall serve as a satellite unit for following domestic and international aid with the intent of creating the atmosphere where development aid donors and target group can have value for money. The site </span><a href="http://fadawafrica.blogspot.co.uk/"><span style="font-family: "bookman old style" , "serif"; font-size: 16.0pt;">http://fadawafrica.blogspot.co.uk/</span></a><span style="font-family: "bookman old style" , serif; font-size: 16pt;"> can be great for your digest. We are very aware of the fact that the road ahead is going to be rocky but determined to use the appropriate model necessary to break through the potential hurdles. We want a fair society for all and aim at promoting sustainable domestic and international peace. We are all human beings, regardless of race, colour, ethnicity and whatever perceived differences. The truth is the genuine intentions of IPAV and FADAW needs to be given a chance in order to contribute to the global call for making this world a better place for mankind.</span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "bookman old style" , serif; font-size: 16pt;">Closing Message and Prayers</span></b><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: "bookman old style" , serif; font-size: 16pt;">We might be cynical that the fluid issues affecting human existence can never be fixed. I am with a firm view that there is light at the end of the tunnel. What is surfacing around us are lessons that are meant to learn. We all (individuals, households, businesses, domestic and international leaders) need to identify those issues leading to our broken world, evaluate them and decide on how we can avert them. Some countries in the world had experienced a civil war, famine, flooding and all other nightmare experiences, yet still, these countries do not want to face the reality of putting policies in place to stop the recurrence of the experiences of the past. Leaders and policymakers in the world have to put their people first and divert their minds away from accumulating wealth at the expense of the people they are serving. We all need to hold on the path of dominant national and international interest relative to our self-interest. The issue of focusing on promoting predominantly national and global interest is the right way to foster sustainable happiness and peace for mankind. Politics is about fairness and a contravention of that contaminates the real essence of politics. Good domestic and international politicking is not about bashing political opponents and creating an appalling environment for your people. There is a saying that, “what goes around comes around”. We are now living in a democratic world and it happens that politics rotates, though some countries are yet to come to terms with the global call for true democracy. It is unhealthy to create the atmosphere of political opponent abusing in a rotational political stage. A precedent of such harsh political countervailing power is bound to have a ripple effect on the politics of the nation. Good political precedent begets good political precedent, and it is this healthy political scenario that genuine domestic and world citizens are yearning for. Where politics is about creating a ditch for political opponents and whosoever opposes the political party in power, this trend will continue and the ongoing harsh payback is not good for a nation’s development. We want a political style that is tolerant and works toward the general good of the nation. A defective political dispensation will affect the real principle of politics and the resultant effect of this is a chaotic socio-economic trend. Looking at the issues raised on terrorism, it is now time for us all as individuals, households, and corporate entities, domestic and global governance to reflect on the identified issues and try to tackle them for sustainable peace. The war on terror should not be skewed and that war should be on all the perpetrators of terrorism. The war on terrorism will never end if those responsible for the terror around the world do not accept their actions and find a way of solving it for lasting peace. Terrorism is a sensitive and explosive issue and identifying the perpetrators, diagnosing why they are engaging in such inhuman act or anti-social behaviour and finding solutions are sure way to solve the problem of terrorism. We have a spilt meal of terrorism around the world and it is time for us to work collectively to clear the mess and the mess can only be cleared if those perpetrations are ready to accept their wrongdoing and a rehabilitation strategy employed to eliminate the problem. The environment around us is faced with challenging problems, like the environmental issues that were raised earlier. We all need to fix the problems so as to avoid the high health risk linked with the increasing pollution and deforestation as a result of the actions of corporate institutions (both private and public) and we as individuals. The deforestation is depriving mankind of the very oxygen necessary for our existence and the carbon dioxide we humans generate as a waste product that is beneficial to plants and the accompany circle that is maintained between humans and plants. Unemployment remains a daunting problem for nations and it is important that affected nations encourage their people to be self-reliant by engaging and providing them with the needed resources to open their own enterprises in order to minimise the unemployment pressure faced by nations. We are having increasing numbers of poor and vulnerable members around the world, particularly in the case of developing nations. The issue of increasing number of poor and vulnerable members requires high attention, as neglecting the issue is dangerous for our societies. We need to give them hope and address the very issues leading to an incremental trend.<a href="https://www.blogger.com/null" name="_GoBack"></a> Getting track of the poor and vulnerable members of our society through a data bank and making yearly progress of reducing the numbers are great strides in minimising the problems linked with that sector of our societies. Empowering the poor and vulnerable members of society can avoid the situation of them slipping away to terror cells and minimise the anti-social behaviour that comes out of their plight. It is great for us as individuals to apportion our services between paid work and voluntary services. Voluntary services, though financially unrewarding, is an appropriate thing to do. We need to be cognisance of the fact that whatever voluntary services we do there is that indirect reward from God, though the atheist school of thought may have a different view on this. However, whatever our opinions may be on this, the truth is, we all have the responsibilities to help in the development process of our nations. Corporate bodies are required to adopt the principle of win-win situations between them and the communities they are operating. Including corporate social responsibilities as part of the objectives of the institutions and ensuring that this specific objective is met is the right way to break the ice between communities and enterprises. Addressing the CSR and reporting on that can clear the doubts in communities and can be the ideal way of closing the gap between the enterprise and community. The gossips from the Global Baobab tree had shown that some individuals and businesses are involved in organised crime. Nations need to be alert about those organised crimes and bring the perpetrators to justice, and this can be tackled through a strong intelligence network by ensuring that their activities are monitored and report any suspected dodgy move. Developing nations fall victim of intelligence failure due to their actions of putting their private pockets above national interest. Everyone has the freedom to choose where you want to belong to for the evil, good and evil-good<span class="apple-converted-space"> </span>groups. The expectations of the Supreme Being and the scriptures recommend that the good group is the feasible sector to be. I know we all not perfect and being completely good is a hard thing to achieve. However, we all need to strive hard to achieve a large proportion of good, and taking a yearly stock of this can help in getting rid of the element of evil in all of us. The worst case scenario is where one's evil is highly detrimental to society. Being a destroyer of a life you did not make and depriving families of someone they so cherish through death action is an act worst for wear and extremely evil, particular where we are all in the queue to die. Depriving someone of opportunities and making life difficult for others through evil moves is surely not the right thing to do in this beautiful world that we all live in. We live in a world where we have weak and strong nations, rich and poor people. The material and financial resources that nations, particular weak nations may have might not be sufficient to meet their development needs. Such shortage of resources might warrant weak nations to explore domestic and international aid. However, what is observed from the information gathered from the Global Baobab tree is that a large proportion of the aid is spent on administration and a minimal proportion spent on the target group. We need to create a situation where the resources offered for development aid are largely used in the target group. FADAW shall be monitoring both domestic and international development aids so that both target group and donors can have value for money or resources. There is a gossip that developed nations are contributing to the creeping of weak nations and it is a good thing for developed nations to try to clear their name on the claim. Developing nations are having the style of governance where most of the resources committed to development aid and even the local resources are mostly drained off to developed nations by the politicians whilst their people are left to face perpetual suffering. Developed or strong nations have a role to play in tracking down the perpetrators rather than hosting them and it is the right move to help minimise the anti-social behaviour that accompanies the extreme and perpetual poverty hardly hitting a large proportion of people in developing nations. Furthermore, strong nations have a role to play in keenly monitoring the reporting culture of developing nations. The Global Baobab Tree had noticed that most of the information collected in developing nations undergo vetting by the politics of the day before it reaches international bodies. The hard truth about developing nations is that recruitments for jobs are mainly based on political links, hence, those employed are meant to dance to their political masters’ tune and the ultimate effect of this is that information collected are urged to be forwarded to those masters for vetting before it is presented to interested international organisations and even for national reporting. International experts that work in developing nations are meant to work with indigenes that are mainly connected to the political party in power, so information collected is prone to be doctored before it reaches the desk of interested international organisations. Sometimes one could really wonder whether these international organisations highly trust the information on their desk or whether they like it that way because they are part of the game. I would want to suggest that international organisations properly diagnose the information on their desk and try to figure out whether the information collected truly represent the purpose of their survey. In my opinion, international organisations have to reflect on the information they are relying on and try to devise a model that is fit-for-purpose, the type of model that is devoid of political interference and that can deliver value for the research they are conducting around developing nations. I do hope the article will be food for thought for individuals, households, domestic and international organisations, domestic and international politics. All journeys will have to come to an end and I need to close this piece with prayers for the year 2016. Oh God, I pray that you give us all sound health and long life. I pray that you strengthen the family ties in households and protect them against any evil that may want to break their family ties. I pray that domestic and international organisations deliver the expected goods and services to their clients and ensure a win-win scenario between them, their clients and the communities they are operating, and I pray that any organised crime face exposition and stopped permanently. I further pray that both domestic and international politics become fair, promote religious tolerance, lift our global people out of poverty, create the environment where we all see ourselves as human beings, provide the scenario where we all fairly benefit from our national cakes and promote global peace. God, I bend down on my knees for the prayers to be achieved. Amen! Ishalla!</span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: "bookman old style" , serif; font-size: 16pt;">Author:</span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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<span style="color: blue;"><span style="font-family: "bookman old style" , "serif"; font-size: 16.0pt;">PRINCE FODAY</span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></span></div>
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<span style="color: blue;"><span style="font-family: "bookman old style" , "serif"; font-size: 16.0pt;">Managing Editor, the Global Incarnator </span><span style="font-family: "bookman old style" , "serif"; font-size: 16.0pt;">Online News</span><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></span></div>
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<a href="http://www.theglobalincarnator.blogspot.com/"><span style="color: blue; font-family: "bookman old style" , "serif"; font-size: 16.0pt;">www.theglobalincarnator.blogspot.com</span></a><span style="font-family: "bookman old style" , serif; font-size: 16pt;"><o:p></o:p></span></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-78036917841936093242015-12-21T05:30:00.002-08:002015-12-22T07:35:29.056-08:00DOWNBELOW, Episode V part 1<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0UJpal3F6J_5WfcS2TO8ydgX-BpnQcBVeMqJGPxJnlfVPbx9AWLzNnOFshshbCpRm44t_fqaGUNpqyms_DT5qRgxkSabIJdOK7Eh2aFbvl2Wi0dtjhZdM_eRCg1mUmR-VZqAX0lYrb4EB/s1600/WISEMAN-PIC+3.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0UJpal3F6J_5WfcS2TO8ydgX-BpnQcBVeMqJGPxJnlfVPbx9AWLzNnOFshshbCpRm44t_fqaGUNpqyms_DT5qRgxkSabIJdOK7Eh2aFbvl2Wi0dtjhZdM_eRCg1mUmR-VZqAX0lYrb4EB/s200/WISEMAN-PIC+3.jpg" width="159" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;">Author: Amadu Daramy</span></td></tr>
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<span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">This episode is a satire depicting departed
colleague journalists and the role they played in Sierra Leone society. The
colleagues were discussing the past and present political plight of the country
and the way forward.</span><span lang="EN" style="font-family: Batang, serif; font-size: 14pt;"> </span><span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">Our departed colleagues are the brain drain ‘downbelow’</span></div>
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<span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">Chairing the press conference was Sam J. E.
Metzger, former Managing Editor, We Yone Newspaper. He was the first President
of the Sierra Leone Association of Journalists.</span><span lang="EN" style="font-family: Batang, serif; font-size: 14pt;"> </span><span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">In his opening remarks, Mr Metzger
extolled all journalists with special reference to Gbondima Gbondo
and Osman Ben Kargbo to announce the good news about the arrival of the BBC
stinger, Lansana Fofana, Ahmed Bob Kanneh and Mohamed Bobson Kamara.</span><span style="font-family: Batang, serif; font-size: 14pt;"><o:p></o:p></span></div>
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<span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">He went on, “colleagues of the fourth estate,
“Sierra Leoneans have gone through a lot of hardship during war and peace
times. Most of us can attest to the fact that when we were ‘upabove’ we
experienced unbearable gunfire, we became sick due to fear, screaming and
begging not to be killed by small boys brandishing AK47 guns.”</span><span style="font-family: Batang, serif; font-size: 14pt;"><o:p></o:p></span></div>
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<span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">He continued, “gone are the days of road blocks,
looking for rebels and collaborators to revenge or settle scores. What I admire
about Sierra Leoneans is their religious tolerance; they endure poverty,
struggle daily for water, electricity, good roads, education, health care and
corruption. Welcome to our colleagues who have joined us from ‘upabove.’”</span><span style="font-family: Batang, serif; font-size: 14pt;"><o:p></o:p></span></div>
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<span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">Mr Metzger went on to state, “our University,
Fourah Bay College, the first in Sub-Sahara Africa, once referred to as the Athens
of Africa is no more as it used to be. Two of our prolific writers, Olu Gordon
and Jon Z. Foray, will join us soon. Without much ado, our new arrivals from
‘upabove,’ are all welcome here and I wish you guys have come with good news
from President Ernest Bai Koroma and the two main political parties, All People’s
Congress (APC) and Sierra Leone People’s Party (SLPP). Thank God our former first
and second Prime Ministers, first and second Presidents and all their Vice
Presidents are among us, including the former coup makers during their time in
power and all those who contributed to the dismal state of our beloved
country.”</span><span style="font-family: Batang, serif; font-size: 14pt;"><o:p></o:p></span></div>
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<span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">The Chairman continued by saying that, “to start
the press conference, I now call on Joseph S. Momoh to introduce the architects
of independence like Sir Milton Margai and K. Roy Stevens. The Secretary, S. I.
Koroma, will introduce the older generation of politicians while Serry-Kamal
will introduce the younger generation, which is politicians of President Ahmed
Tejan Kabba. Maurice Dorman will speak on behalf of the British colonialists,
Henry Lightfoot-Boston and Banja Tejan-Sie on behalf of Governor Generals. This
is a meeting where everybody will accept his/her fault in the nation's woes.”</span><span style="font-family: Batang, serif; font-size: 14pt;"><o:p></o:p></span></div>
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<span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">All were now assembled as Salia Koroma played
his accordion while S. E. Rogers sang ‘My Lovely Elizabeth’ and Dr Olor his
‘goombay’ beats.</span><span lang="EN" style="font-family: Batang, serif; font-size: 14pt;"> </span><span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">According
to the Chairman, Sheik Mustabah and Reverend Dr William Fitzjohn will lead
Muslim and Christian prayers respectively.</span><span style="font-family: Batang, serif; font-size: 14pt;"><o:p></o:p></span></div>
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<span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">Kendeka and Highway were joking to show that
they were SLPP and APC thugs respectively but that was not the right occasion.</span><span style="font-family: Batang, serif; font-size: 14pt;"> J</span><span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">amil Sahid
Mohammad and Highway discussed how both of them used to support Sir Albert
Margai but later abandoned and supported Dr Siaka Stevens. So they decided to
stay cool.</span><span style="font-family: Batang, serif; font-size: 14pt;"><o:p></o:p></span></div>
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<span lang="EN" style="font-family: Batang, serif; font-size: 14pt;">Before the press conference started, the
National Anthem was sang after which all took their seats followed by the
introduction according to the agenda.<o:p></o:p></span></div>
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<span lang="EN" style="color: #00b0f0; font-family: "Batang","serif"; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 14.0pt; mso-fareast-language: EN-GB;">Author: Amadu Daramy,
Maryland, USA.</span><span lang="EN" style="font-family: Batang, serif; font-size: 16pt;"><o:p></o:p></span></div>
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<b><span style="font-family: Courier New, Courier, monospace;"><span lang="EN" style="font-size: 14pt;">The author is a seasoned Journalist and at the moment a student at Strayer
University, Takoma Campus, Washington DC, pursuing a Bachelor’s Degree in
Business Administration with concentration on Health Services.</span><span style="font-size: 14pt;"><o:p></o:p></span></span></b></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-45248949637897246302015-05-13T04:53:00.002-07:002017-12-13T00:43:59.202-08:00THE PROTEST OF CONCERN SIERRA LEONEANS AT DOWNING STREET<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "courier new" , "courier" , monospace; font-size: large;"><span style="background-color: white; color: #141823; line-height: 115%;">On the
27th April 2015, concern Sierra Leoneans in United Kingdom and Ireland gathered
at Parliament Square and later headed to Downing Street to protest against
constitutional abuse and bad governance in their country of birth. The protest coincided with Sierra Leone’s
Independence Day and among the attendees were Sierra Leoneans from different layers.
The theme for the protest was centered on President Ernest Bai Koroma’s
undemocratic removal of Sam Sumana (Vice President of Sierra Leone),
embezzlement of the Ebola Fund and on-going corrupt practices </span><span style="background-color: white; color: #141823; line-height: 115%;">respons</span><span class="textexposedshow">ible for the disheartening suffering of large proportion of
Sierra Leoneans. I participated in the protest as an independent person in
favour of the objectives behind the protest. During the protest, I was able to
take pictures, make video coverage and interview Mr Sahr Sinah. In the video
coverage, you will see an interruption from few people from the Pro-President
Koroma’s support group. In my observation, the dominance of the protesters relative to the Pro- President Koroma’s
support group clearly justifies that a large proportion of Sierra Leoneans are
fed-up with the President’s abuse of power and abuse of the nation’s rich
endowment. If the President is sensible enough, it is time for him to resign
and give the stage to Sierra Leoneans to elect a new President. It has taken so
long that the All Peoples’ Congress (APC) and Sierra Leone Peoples’ Party (SLPP)
have not provided credible leadership to the nation. The time is now ripe to
find the President that can save our people from homelessness, hunger and weak
health care. The country is in a situation where the current governance
is threading on the very defective issues that led to our past civil war. It is
ideal for the current President Koroma led governance to rethink their inappropriate actions and take the path that would promote a stable and better nation. </span><span style="font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></span></div>
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<b><i>Compiled By:</i></b></div>
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<b><i><br /></i></b></div>
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<b><i>Prince Foday</i></b></div>
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<b><i>Managing Editor, the Global Incarnator Online News</i></b></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-74925984791504336432015-05-06T06:40:00.002-07:002019-01-03T15:30:12.534-08:00LABOUR PARTY: The Way Forward To A Better Britain<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYVN_yJch_6jDgf7keKqnD21YTA5B_SkY-p6wSHMCRgmKR9tpPHAWD4u-aBcGAO8D7yG_MpcW8Np0LDDUJtXpL90OyYBehHk5k5tsV6-j-RQUV3fz_VXr01SQ7oJT56JrU3n_jTvzc5Ib1/s1600/Prince-060515.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYVN_yJch_6jDgf7keKqnD21YTA5B_SkY-p6wSHMCRgmKR9tpPHAWD4u-aBcGAO8D7yG_MpcW8Np0LDDUJtXpL90OyYBehHk5k5tsV6-j-RQUV3fz_VXr01SQ7oJT56JrU3n_jTvzc5Ib1/s1600/Prince-060515.jpg" width="111" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;">Author: Prince Foday</span></td></tr>
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<span style="font-size: 14.0pt; line-height: 115%;">The parliamentary election in the United Kingdom is scheduled for Thursday, 7<sup>th</sup> May 2015. This is the time for voters to be careful in selecting the parliamentarians and party of their choice. The election is about deciding between the party that cares highly for the poor and vulnerable members of society (The Labour Party) and the party that highly favours the rich (The Conservative Party). Under five years of Conservative government, the British society experienced large proportion of people living on food banks, many more people becoming homeless, many firms closing down due to weak circular flow of income between businesses and consumers, alarming “scape-goating” of immigrants, and the general designing and implementation of policies hitting-hard the very voters or populace meant to serve. Yes, in a democratic society we have to be open to alternative parties and give a chance to them to take the stage of governance to prove their political packages. We have given the chance to the Tories-LibDem political package, but, it proved that their actions are only meant to create a hellish type of society through the widening of the poverty gap. We need to be alert to the truth that given the Conservatives another term will make the British society worse-off. The Labour Party is a great mother of British society and it is the party that our society needs. The Tories and other parties are using two issues to tarnish the good track record of the Labour Party, which is the issue of a national deficit (that is public expenses outweighing what is coming into the national coffers) and immigration (that is the number of people entering the country). Frankly, the use of national deficit and immigration against the Labour Party sound narrow-minded on the part of the Tories. It is clear that the national deficit is as a result of global economic problems or global economic ripple-effect. The Labour Party had to face the economic challenge through the recommendations of Professor M. Keynes, who proposed that in the face of unexpected economic challenges, like the national deficit, the deficit needs to be tackled tactical in a way that will not affect households. The Labour Party strongly took the recommendations of Professor Keynes by ensuring that the designing and implementations of their policies are within that direction. The very national deficit issue, one of Torie's campaign tool against the Labour Party, could not take a reasonable turn by the Tories; instead, they even ended borrowing more and heaping more suffering on the people. The Labour Party, due to their humanitarian flair and genuine intention for the British economy, took the model of immigration good for the society. We live in a global world and our relationship with other nations or international organisations are good for business and the people. The Labour party took the move to attract skilled and productive manpower whilst preparing to develop their manpower at home in order to meet the growing desire for goods and services. It is good to control immigration but using it to as a "scapegoat" for political gains is a cheap move and uncalled for. The global world is currently faced with economic inequalities; many nations are faced with instability due to bad governance and the emergence of terrorism, and the borders of nations are becoming daunting to secure. Developed nations, like Great Britain, have to face an on-going immigration encounter as long as the issues raised remain prevalent. I will recommend that the Tories or whosoever using the national deficit and immigration as a countervailing tool in politics to concentrate on lifting our people out of poverty and ensure a fairer society for all. There is a need to focus our political campaign towards the real issues affecting our society and the global world, as no one country can live as an island. Political campaigns should be tailor-made in such a way that is fit-for-purpose and stand the test of modern times. <o:p></o:p></span></div>
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<span style="font-size: 18.6666660308838px; line-height: 21.4666652679443px;"><b><i>The Author was former media coordinator of Greenwich and Woolwich Labour Party and ward organiser for Woolwich Common. </i></b></span></div>
zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-35042320301520994432014-11-20T16:39:00.000-08:002015-08-19T08:26:23.796-07:00THE SAVIOUR FOR A BETTER SIERRA LEONE FOR THE BENEFIT OF ALL IS FINALLY FOUND<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7BsZ7Pxs66GSQ72VySQ1Pevgyqa5uHhu4KMewd5Y_d8wsjoN09e3Dm_wA-tG7b7LCcxhnsLxavEtX5FfeSentVXVZ6jf13y01BO9LQPd6r5_kQsrhhIl_ikufIVKAChIAa0yH-qB1lVnz/s1600/AKabba-pic.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7BsZ7Pxs66GSQ72VySQ1Pevgyqa5uHhu4KMewd5Y_d8wsjoN09e3Dm_wA-tG7b7LCcxhnsLxavEtX5FfeSentVXVZ6jf13y01BO9LQPd6r5_kQsrhhIl_ikufIVKAChIAa0yH-qB1lVnz/s1600/AKabba-pic.jpg" width="180" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;">Alie Sanjan Kabba</span></td></tr>
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<span style="font-family: "Tahoma","sans-serif"; font-size: 14.0pt; line-height: 115%;">I had clearly said earlier that I still remain to be on
the fence for politics in our beloved country, Sierra Leone. I am firm about
this position as a media expert (fair reporting being our norm) and the hard
fact that the two main parties are known for not delivering the goods meant to
put a permanent smile on the faces of all Sierra Leoneans, whether at home or
abroad, as those abroad will always have the spill-effect of
bad governance. </span><br />
<span style="font-family: "Tahoma","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span>
<span style="font-family: "Tahoma","sans-serif"; font-size: 14.0pt; line-height: 115%;">Sometime back I posted
on social forums about the saviour and comments were raised that this is
not the time for politics, as we having the Ebola plague eating the
socio-economic fabric of our nation. The truth is, we all have the right to our
opinions and it should be respected. The comments triggered my mind that there are people out there that love our nation of birth, Sierra Lyoa or Lion Mountain. I and all know that we have the Ebola plague in our country
of birth and the truth is we all affected, apart from those infected. </span><span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">Everyday, I and other well meaning Sierra Leoneans in the Diaspora are having preoccupied
minds about situation at home or sometimes sleepless nights about our people trapped in the Ebola
nightmare. </span><br />
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;"><br /></span>
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">I have to congratulate the international community, those in the
Diaspora, Nurses and Doctors at home and all well-wishers providing the
invisible hand in fighting the deadly virus. It is an indisputable fact that the Ebola
virus should preoccupy our minds and actions, and there is need to focus on putting an end to the virus. However, it is time for us all to think simultaneously of tackling the Ebola virus and finding a way of avoiding the occurrence of such anomaly and other ailing problems having a
burning effect on our people. </span><br />
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;"><br /></span>
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">The way forward in solving the
nation’s chronic problems that our people are suffering out of is having the right
political factor. Development economics had taught us that an upward push in a
nation’s performance depends mainly on the political factor. It is the
political factor that drives the other resources (land, labour and capital) for
the benefit of the nation. If Sierra Leone would have had the right political factor,
the Ebola virus should not have spread as it is today. This is the right time
for us all to start hanging heads on who shall lead us next, after President Koroma leaves power. </span><br />
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;"><br /></span>
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">For God sake we all the same blood Sierra Leoneans, regardless of
tribe and other naive perceived discriminations. How am I going to be different
from someone I am having the same inner mechanism and life cycle of death? We
all dead men or women in the making, so, why don’t we make a better Sierra
Leone or world for all?</span><br />
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;"><br /></span>
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;"> It is disheartening to know that political lineage to
the two main parties [All Peoples’ Congress (APC) and Sierra Leone Peoples’ Party (SLPP) ] are
based on tribe, regional sentiments and other irrelevant sentiments. We have to alert
ourselves to the reality that our nation needs a political lineage that is
based on principles, like the principle of social justice that dragged me into
the membership of the Labour Party in United Kingdom. I want to be convinced that the two main
parties in Sierra Leone have principles but the truth is a large proportion of
members sway away from those principles due to tribal and other discriminatory
inertia. Worst even, is the two main parties unfortunate situation of chosen
the wrong leaders, hence, the perpetual suffering of our people. </span><br />
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;"><br /></span>
<span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">Life is based
on try and error and I want to be frank that both parties are learning their
lessons. However, the principle of decision making should be taken into account
before voting a candidate. In voting for a candidate, the following steps in decision
making needs to be considered:</span></div>
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<ul>
<li><span style="font-family: Wingdings; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">Evaluate
the candidates vying for a specific position</span></span></li>
<li><span style="font-family: Wingdings; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">Make
a decision on the candidate of your choice</span></span></li>
<li><span style="font-family: Wingdings; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">Review
the performance of the candidate of your choice in terms of the impact of
his/her policies and actions on the people or nation</span></span></li>
</ul>
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<span style="font-family: "Tahoma","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span>
<span style="font-family: "Tahoma","sans-serif";"><span style="font-size: medium;"><span style="line-height: 115%;">I personally have evaluated the candidates and feel </span></span><b style="font-size: 14pt; line-height: 115%;"><i><span style="color: blue;">Alie
Sanjan Kabba</span></i></b><span style="font-size: medium;"><span style="line-height: 115%;"> is the best to lead our beloved country, Sierra
Leone. I see Alie S Kabba as a found
saviour and reasons were derived from his past and present records. I need not delve into those records as past articles
from our brethren, <b>Ibrahim Whtye</b> <b>Sesay (</b></span></span></span><a href="http://cappsierraleone.blogspot.co.uk/2014/11/alie-kabba-man-with-vision-and-purpose.html">http://cappsierraleone.blogspot.co.uk/2014/11/alie-kabba-man-with-vision-and-purpose.html</a><span style="font-family: Tahoma, sans-serif; font-size: medium;"><span style="line-height: 115%;"><b>) </b></span></span><span style="font-family: Tahoma, sans-serif; font-size: medium;"><span style="line-height: 115%;">and </span></span><b style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">Bobby Gboyor (</b><a href="http://cappsierraleone.blogspot.co.uk/2014/08/demystifying-mystery-of-alie-kabba-part.html">http://cappsierraleone.blogspot.co.uk/2014/08/demystifying-mystery-of-alie-kabba-part.html</a><b style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;">)</b><span style="font-family: Tahoma, sans-serif; font-size: medium;"><span style="line-height: 115%;">, are living
testimonies that he is the true saviour for our country. Alie has a </span><span style="line-height: 21.4666652679443px;">York</span><span style="line-height: 115%;"> to
break for the people of Sierra Leone and </span></span><b style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;"><i>the Global</i></b><span style="font-family: Tahoma, sans-serif;"> </span><b style="font-family: Tahoma, sans-serif; font-size: 14pt; line-height: 115%;"><i>Incarnator </i></b><span style="font-family: Tahoma, sans-serif; font-size: medium;"><span style="line-height: 115%;">shall be
having an exclusive interview with him soon and this will be published for your
digest, mind trigger and evaluation. For comrades, delegates and members in the SLPP where
Alie Sanjan Kabba is now running as for </span><span style="line-height: 20.7000007629395px;">flag-bearership</span><span style="line-height: 115%;">, I want you lot to think and assess carefully the candidates showing-up so as to present the nation with an appropriate
candidate, as we on the fence are watching your actions. The ball is in your
court to play and there is need to play it skilfully in order to score the
goals needed to save our people from sinking in the current deep and rough tide
sea they are swimming in. </span></span><br />
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<span style="font-family: "Tahoma","sans-serif";"><span style="font-size: medium;"><span style="line-height: 115%;">The people of Sierra Leone (a large proportion of them) have suffered for so long in the hands of mistaken and regrettable Presidential choices and it is time for us all to be sharp in selecting the flag-bearer and type of President that will lead our country of birth to the permanent smiles and peace that we surely destined for, looking at our God given wealth (Gold, Diamond, Iron Ore, Rich Agricultural land, Marine Resources and pool of other sources of national income). We have a choice to make between a true visionary leader that has a predominant national interest at the heart of its agenda and a self-centred and heartless type of national leader that has not got what it takes to govern the resources that belongs to all. We need to open our eyes and minds to the natural mystic flowing in the air. The natural mystic is about having the right political factor that can permanently cement the broken welfare structures in our country. The days of splashing the cash to gain voters or using our national oil to fry us is over. The type of political model that we need is one based on politics and enterprise, where politics simultaneously goes with providing jobs through National Enterprise Development Schemes (NEDS). The nation needs a political atmosphere that is tolerant, enables the people become self-reliant and have real value from their nation's wealth. Sierra Leone is rich and we definitely do not need to rely on donations, though we can open our arms to anyone wanting to give charity or gift aid. The resources we have are sufficient to drive our economy to an enviable standard or is enough to make all Sierra Leoneans live happily. However, we can only achieve this end with the right political factor or governance strategies. I rest my case and leave it to you lot to decide on who is ideal to steer our national ship to the end where all of us can breath the permanent air of satisfaction. </span></span></span><br />
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<span style="color: blue; font-family: "Tahoma","sans-serif"; font-size: 14.0pt; line-height: 115%;">Prince Foday</span><br />
<span style="color: blue; font-family: Tahoma, sans-serif; font-size: medium;"><span style="line-height: 21.4666652679443px;">Managing Editor, Global Incarnator Online News</span></span></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-70653878294890072932014-11-16T13:43:00.001-08:002014-11-16T13:43:35.377-08:00the GLOBAL INCARNATOR NEWS ONLINE: THE EBOLA EPIDEMIC IN SIERRA LEONE<a href="http://theglobalincarnator.blogspot.com/2014/09/ebola-epidemic-in-sierra-leone.html?spref=bl">the GLOBAL INCARNATOR NEWS ONLINE: THE EBOLA EPIDEMIC IN SIERRA LEONE</a>: Author: Prince Foday Country Overview The outbreak of Ebola virus in Sierra Leone has brought mix-feeling among the people....zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-9313377443616322962014-09-09T14:58:00.001-07:002019-01-03T15:33:15.397-08:00THE EBOLA EPIDEMIC IN SIERRA LEONE <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;">The outbreak of Ebola virus in Sierra Leone has brought mix-feeling among the people. The virus started its raid from the Eastern region of the nation. The Department of health was alerted about the virus but press release showed that there were no cases of anyone infected. There was a lukewarm attitude on part of the health department and Government to take preventive measures to contain the virus at the identified point of invasion. The approach to the problem is continuing to yield a negative outcome of the increasing spread of the virus. How would you take someone infected by Ebola virus in a town in Kailahun District to Kenema for treatment? More still, is the sensitisation approach and the peoples’ lost trust in the health care system. Most people are having the feeling that reporting an ill-health, even when unrelated, would be branded as an Ebola infection. The epidemic is brewing different interpretations from the people. Among the interpretations is the unenthusiastic response by President Ernest Bai Koroma on the outbreak of the virus in the Eastern region merely because it is not his political stronghold, apart from other issues raised on witchcraft, national curse, terrorism and institutional virus manufacturing and solution creation for a profit motive. The President is figured as someone that is not promoting national unity and having bias national leadership approach, the intervening approach to Ebola virus is a case by a school of thought. <o:p></o:p></span></div>
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<b><span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;">Blowing the Bubble from the Global Baobab Tree<o:p></o:p></span></b></div>
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<span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;">The Ebola epidemic is posing a great threat to human existence. When it started in the far-east of Sierra Leone, the government was alerted about it but the issue was swept under the carpet. The government only became sensitive about it upon the deaths of some people and a medical Doctor, Dr Shiek Khan. The emergence of epidemic led to different explanations among the people. It triggered the past feeling of late President Momoh’s handling of the civil war because it started from a region that is not his All Peoples’ Congress (APC) led political party stronghold. The approach to the war triggered the peoples’ mind from the southern and eastern regions that it is a continuing plot to reduce their population. Information reached the intelligence desk about a potential rebel attack on Sierra Leone and the ongoing latent business dealings between the border protecting soldiers of Sierra Leone and Liberia but no action was taken by the APC Momoh led government to take action to curb the deviation of border protecting personnel in protecting the nation from the eastern part of Sierra Leone that is sharing border with Liberia, instead they were left to operate on their peril that led to the vulnerability and rebel attack from Liberia. The situation triggered a suspicion that the said Momoh led government may have orchestrated the move to reduce the voting population of southern and eastern provinces. Whether this is true or not a reasonable proportion of them held such inner-view. The outbreak of the Ebola virus from the eastern part of Sierra Leone ignited the memories of the past about the same ploy to reduce the population of the southern and eastern regions. The George Soros sponsored</span><span style="color: #222222; font-family: "comic sans ms"; font-size: 16.0pt; letter-spacing: -0.35pt; line-height: 115%;"> <span style="font-size: large;">bioweapons laboratory</span></span><span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;"> added fuel to the suspicion (</span><span style="font-size: 16.0pt; line-height: 115%;"><a href="https://www.youtube.com/watch?v=MrkhA_kXo68&feature=share"><span style="font-family: "comic sans ms";">https://www.youtube.com/watch?v=MrkhA_kXo68&feature=share</span></a></span><span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;">). Further suspicion from some people was gathered from this thread (</span><span style="font-size: 16.0pt; line-height: 115%;"><a href="http://birdflu666.wordpress.com/2014/07/24/sierra-leone-orders-us-bioweapons-lab-at-centre-of-ebola-outbreak-to-be-relocated-tulane-university-to-stop-ebola-testing/"><span style="font-family: "comic sans ms";">http://birdflu666.wordpress.com/2014/07/24/sierra-leone-orders-us-bioweapons-lab-at-centre-of-ebola-outbreak-to-be-relocated-tulane-university-to-stop-ebola-testing/</span></a></span><span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;"> ). There are schools of thought holding the view that the claim that the virus is spread by Monkeys, Bats and bushmeat in general is a gimmick, particularly where no one had suffered from such virus in the past from the identified sources of the virus. For decade ago, some people have been eating Monkeys, sharing mangoes and other fruits with Bats and eating bush meat, yet still, we had no suspected cases of Ebola infections. It is even claimed that George Soros sponsored </span><span style="color: #222222; font-family: "comic sans ms"; font-size: large; letter-spacing: -0.35pt; line-height: 115%;">Bioweapons Laboratory </span><span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;">had been undertaking dodgy activities like testing products on Monkeys, bats and other bush meats, and even vulnerable Sierra Leoneans. This reminds me of my visit to Cottage Hospital in the Eastern part of Freetown where I saw many poor and vulnerable members of society queuing to sell their blood in order to have a plate of Cookery per day and solve their personal problems. It could be possible that the George Soros Lab had used the poor and vulnerable to test his product, particularly for a Country where investors (genuine and non-genuine) are at liberty to do anything as long as a percentage of the investment is going to the master’s private purse. Even more, is the fact that most Sierra Leoneans have been pushed to the end of not having a square meal per day or required calories per day, an issue that is a contributing factor to the killing of our peoples’ immune system. Other interpretations gathered regarding the lukewarm attitude on the part of the health department and government is that they wanted the Ebola virus to spread in order to exploit domestic and foreign assistance, and to find a way of endorsing President Koroma’s third term. Furthermore, is the feeling that the government is playing around national Ebola infection statistics in order to attract more funds, which is felt by those who are nationally alert that a larger proportion of the funds may likely be diverted to private pockets, particularly for a country known to estimated use 80% or more of funds on administration and 20% or less on the target group, the 80% or more for Administration being shared between private pockets and administration. <o:p></o:p></span></div>
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<span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;">I have to commend the relentless efforts from the international community for their intervention in helping us solve the Ebola plague in my country and other affected nations. It is good we have such needed support from them in this challenging time. The increasing action and concern from outside is clear evidence to ongoing efforts in the spirit of globalisation. We a<span class="textexposedshow">re all humans, regardless of where we accidentally find ourselves. The truth is that the Ebola virus is posing a challenge to mankind and we all have to fight it to the point of complete eradication. Thanks to the international community for being by our side any time we are in problem. As they are helping us fight the Ebola epidemic, we also have to be on their side in fighting terrorism plaguing the international community. Terrorism is posing a threat to human peaceful co-existence and it is clear now we have such evil threats around us. Sometime back, Kenya experienced a massive terror attack on a shopping mall that led to the deaths of locals and foreign nations. Britain, the United States of America and other developed nations have had the taste of terrorism and still continue to have such threat hanging around their nations. Terrorism is a global problem and such an evil act is now very severe and hanging around nations in a global society. If we could reflect the past, information reached the intelligent desk of Sierra Leone on a potential attack by the terror cell, “Al Shabab”, for the country sending troops to fight terror in Somalia. This terror cells from documentaries I had watched have clandestine tools to destabilise nations found to be fighting against them. They can manufacture explosives, virus and other lethal weapons to create mayhem on mankind. It is time for terror cells to evaluate their actions, like the negative impact of terrorism on mankind, to which, we all belong. The Supreme Being responsible for our presence on planet earth loves peace and any act by those that use religion and otherwise as a trump card to cause mayhem on mankind is against God’s call for human peaceful co-existence, peace being the point of convergence for all forms of religion in the world. <o:p></o:p></span></span></div>
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<span class="textexposedshow"><span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;">It is time for us all to rethink our actions and focus on peaceful means of presenting and acting on our grievances. Conflicts are natural and there are local and international institutions meant to arbitrate conflicts. The only caution is the need for our society to transform their system from white-wash justice and democratic system to the true meaning of justice and democracy. The Ebola virus is real and killing our people. It is time for us all be vigilant against terror and the battle against the Ebola virus.</span></span><span style="font-family: "comic sans ms"; font-size: 16.0pt; line-height: 115%;"> Before the Ebola virus, I recommended that our President and governance open “Day Care Centres” for feeding the people, but we have a President and governance system that only cares about amassing wealth rather than addressing the burning concern of the people. I am writing this piece and presenting the gathered information because I have a genuine love for my country and the people and this is not politically driven, as I still remain to be on the fence when it comes to the politics of Sierra Leone. I and many others are victims of bad governance, and this should not be the case, looking at the God-given wealth of our nation. When I look at the Country I am living in currently (United Kingdom), I see that true passion of the governance for their people. The United Kingdom is a nation where there is a stage set for all to grow if you want to grow; even the lazy and vulnerable are given the support they deserve. Looking at the God-given gift of my country, there is no excuse not to do the same thing for a small population (approximately six million). We are hale from a country where the country is so rich for the bulk of our people to continue to suffer. There is the norm of the rich not sharing the riches with the poor and even wanting more at the expense of the people. <o:p></o:p></span></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-14004094148862986562014-05-10T07:11:00.002-07:002019-01-03T15:35:40.415-08:00THE END TO SIERRA LEONE’S CIVIL WAR: Who And Who Merit Praises?<div style="text-align: right;">
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<span style="color: black;"><span style="font-family: "arial narrow" , sans-serif; font-size: 20pt; line-height: 115%; text-align: right;"><span style="color: black;">The date 23rd March 2014 marks the day former President Ahmed Tejan Kabba was buried and laid to rest. This particular day should be a moment of reflection for our current President, Ernest Bai Koroma, and all. The moment tells us that, regardless of whatever worldly acquisitions, the end journey in our life cycle is death. When we die, it is our legacy that lives and can be remembered. Some are saying that late former President Ahmed Tejan Kabba is the champion of peace and stability in Sierra Leone. In my view, the peace that we enjoy now is the collective efforts of all forward-looking Sierra Leoneans, like the victims of the war and the international community who are at the forefront of our current peace, though fragile due to the current political dispensation.</span></span><span style="font-family: "arial narrow" , sans-serif;"><span style="font-size: 20pt; line-height: 115%;"> Late former President Kabba is never the champion of peace. To substantiate this, I have to remind all about two points. Firstly, the random shooting in Freetown that the late former President Kabba orchestrated and endorsed in order to force his way back to power that cost the lives of innocent and incapacitated Sierra Leoneans. Secondly, the national brain drain due to heads that rolled like Colonel Hassan Conteh, Max Kanga (head of military before his death), Sam King (a former military flight expert), Kulla Samba (senior female military officer), Colonel Foday, those behind scene coordinated deaths and many more whose heads were rolled. I pray that the soul of Late former President Kabba rests in perfect peace, as a human being that is dead. I further pray that those innocent souls that died as a result of our past civil war rest in perfect peace. It is apparent that the road to our peace and stability is the collective efforts of all Sierra Leoneans, ranging from our gallant and patriotic soldiers, Civil Defence Force (CDF), the resilient amputees and others impaired as a result of the war, the Revolutionary United Front (RUF) for putting their guns down and having a sense of reasoning that enough is enough, the international community, Sierra Leoneans abroad that contributed financial and non-financially to ensure that their relatives, friends and others are manageably settled in other developing nations, like the Gambia, Liberia, Senegal, Nigeria, Ghana, Guinea, Ivory Coast, Guinea Bissau, Togo, Libya, Saudi Arabia, Ethiopia, and many more. We have to further praise those who are entrenched in the Diaspora (those in developing and developed nations) that facilitated a family reunion in their host countries, and not forgetting foreign nations that had to cope with the anomaly or population pressure that accompany such immigration due to our civil war. I have to agree that the late former President Ahmed Tejan Kabba was the figurehead of our governance structure, but frankly, the current fragile peace is the handy work of those I had mentioned, and without them, there would have definitely been no peace. Sierra Leone is a forested area and good for </span><span style="font-size: 27px; line-height: 31px;">guerilla</span><span style="font-size: 20pt; line-height: 115%;"> war, and it is only a true military expert that can ordain my claim. There would have been no way that our loyal armed forces would have succeeded in finishing the civil war, and hence, a strong point for the RUF contribution to the peace process. They amputees and other victims of the war would have undertaking undercover measures to retaliate their suffering; the international community would have stood on the fact that it is an internal problem and disregarding the global ripple-effect, and those entrenched in foreign lands at the time of the war would have ignored those suffering relatives, friends and others. On a strong honest note, late former President Kabba is never a champion of peace and stability in Sierra Leone, but those unique players mentioned in this piece. To examine the late former President Ahmed Tejan Kabba on the issue of peace and stability, there is a need for answers to the following questions:</span></span></span></div>
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<span style="font-family: "arial narrow" , "sans-serif"; font-size: 20pt; line-height: 115%;">What steps did he take to control population mortality during the civil unrest?<o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , "sans-serif"; font-size: 20pt; line-height: 115%;">How was the level of satisfaction of the national base-line like housing of the populace, health care, food, electricity and education?<o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , "sans-serif"; font-size: 20pt; line-height: 115%;">Did he create the environment for lasting peace by ensuring that the players and victims of our civil unrest could not reverse their thought towards another civil war or social disorder?<o:p></o:p></span></div>
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<span style="font-family: "arial narrow" , "sans-serif"; font-size: 20pt; line-height: 115%;">I want to be convinced that the accreditation that we giving late former President Kabba as a champion of peace needs to be reviewed. I take him as a human being that is dead and to sympathised with due to our love for humanity, but to say he is a champion of peace in Sierra Leone, I do not agree. My praise and accreditation goes to the RUF, the CDF, our gallant and patriotic soldiers, the victims of the war, those in the Diaspora that greatly helped in saving suffering relatives, friends and others, and the international community for their sense of reasoning and their generous step in hosting the destabilised people of our beloved nation. The civil unrest was as a result of reckless governance. As the late Joseph Hill said in his culture album, “Share the riches with the poor before they come to share their poverty with you”. The civil unrest in Sierra Leone was as a result of the poor sharing their poverty with us. Foday Sankoh succeeded in recruiting our people in his senseless war because of the high level of poverty and wasted manpower. I know of schoolmates who had to join because they had no one to fund them continue schooling or due to an ill-provision to engage them in business and other productive activities. We can blame the RUF for causing mayhem to our people, but to say the truth, our civil war was due to nothing else but the recklessness of our governance before the war, and it seems the recklessness is still ongoing, and unless and until, our current governance realise and act on this, the peace in Sierra Leone remains fragile. <o:p></o:p></span></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-92073933974746076722014-04-28T16:09:00.001-07:002019-04-27T04:39:38.730-07:00HOME AND AWAY: Do Sierra Leone Deserve An Independence Celebration?<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1e_ZxMFFz6JRGPykU4nFhxia8OJWph6wSLKc9ixXFh-6FfiaJfjgYBG7SpYDS-uYnUZHCMX6WxCo_d685qYx61YXDuUNrSxuFz_UvHmQ_AGmUMIpil28nJ3w0TbyDeaEoblkE5HfEPExT/s1600/daughter+and+father.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1e_ZxMFFz6JRGPykU4nFhxia8OJWph6wSLKc9ixXFh-6FfiaJfjgYBG7SpYDS-uYnUZHCMX6WxCo_d685qYx61YXDuUNrSxuFz_UvHmQ_AGmUMIpil28nJ3w0TbyDeaEoblkE5HfEPExT/s1600/daughter+and+father.jpg" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: small;">Author: Prince Foday</span></td></tr>
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<span style="font-family: "batangche"; font-size: 18.0pt; line-height: 115%;">Political parties have their differences in ideology in Africa and
other continents, and I had experienced and continue to experience an untouchable
base-line political dispensation for all the countries travelled both developed
and developing nations, and United Kingdom and the Gambia as cases in point. The
base-line here comprises food, shelter, electricity, education, and health
care. Let us the take the case of the
Gambia, regardless of the autocratic style of governance, the country still
remain to ensure that there is reward for national efforts and the poor and
vulnerable members of society are of utmost concern and care. Gambia is a case
in point where elites and non-elites take the poor and vulnerable to a high
esteem, and taking frantic strides at private and public levels to ensure that
they are of priority, putting aside the autocratic style of President Yahya Jammeh’s
Leadership. The Gambia continues to strive highly to meet the base-line,
regardless of whatever political party that is in power. United Kingdom can be highly rated when it
comes to satisfying the base-line, and this is unshakable, whether it is Labour
Party or Conservative Party or a coalition at the helm of power. The Gambia is a country where pets and insane
are taking to a high esteem, and not to talk about service providers to the
nation. This is not the case in Sierra Leone and the situation continues to be
pathetic and yearning for urgent action. In Sierra Leone, food, shelter,
electricity, education and health care are only enjoyed by few and the bulk of
the populace are having bitter and heartbreaking experiences with the base-line.
A large proportion of their people are finding it hard to have the required
calories per day, not having decent housing to dwell, are in perpetual
darkness, the added value through education is expensive and the disadvantaged
members of society are finding its affordability challenging and the health
care system do not favour the poor and continue to pave the way for predominant
cheaper traditional health care alternatives. My concern and the global concern is the need
for nations to endeavour to reasonably satisfy the base-line. The Gambia, a
developing nation and a country highly dependent on groundnut export and tax, is
making unrelenting efforts to meet the base-line and I had a lovely time there
as a Teacher. My salary was able to afford self-contain house (that is two bed
rooms, parlour and descent lavatory), food was not a problem and I had the
required calories per day, I enjoyed eight hours electricity per day and
sometimes electricity was twenty-four hours, and had enough money to entertain
myself, friends and relatives, and save to meet unexpected shocks. Honestly,
I saw no difference in lifestyle between me and those working in other entities,
whether public or private sector organisations. This is not the case for Sierra
Leone where Teachers and a large proportion of national service providers,
except for those beating the political drums or favoured through political
connection, cannot afford decent housing, cannot have reasonable electricity
supply and cannot have the required calories per day to build their immune
system to face the high health risk surrounding them, and the satisfaction of
other welfare needs are in the red. Politics come and go, but what is required
is the type of governance, like the model in United Kingdom and the Gambia,
that has the base-line sound welfare delivery for its people. The Type of base-line
that is unwavering, regardless of any political party that comes up. This is
the type of Sierra Leone we looking forward to based on its natural wealth. If
a groundnut and tax oriented nation like the Gambia can do it, why not Sierra
Leone? I had seen it and continue to see it all out of Sierra Leone, and given
a candid opinion on the reality. I am raising this awareness to alert the
politicians in Sierra Leone that they need to do more to keep to the Jones or
global call for meeting the base-line. The political stalwarts or activists
have to be aware that this is not the time for self-centeredness or drumming to
satisfy the self, but the time to stamp or act on the reality of modern times.
The rational minded are craving for a better nation and disregarding any
detractors towards the move. It is time to decide whether you are for a forward
looking nation or a backward nation. It
is not about “after you nar you back”, but shaping the society in a way where
everyone is happy, and this should be evident in all regions, and balanced for
both rural and urban sectors of all the regions of any nation. A bird-eye view
around Sierra Leone clearly shows that infrastructural development that the
current government is knocking its chest about is concentrated only in the
urban areas and there is even a lot more to be done in order to put it to the
required standard and pride. The rural areas of all the regions in Sierra Leone
remain isolated and yet to be given the appropriate facial uplift. If you want
to prove this about Sierra Leone, take your time to drive or travel around all
the regions. You will definitely arrive at a conclusion that much is needed to
be done and you will realise that the nation needs a total overhaul to meet the
base-line standard of modern times. Furthermore, when driving around look at the
faces of people you meet in all the regions. You will realise that a large
proportion of the people are not happy, having bitter faces and wishing for a
saviour, as there is an ill-satisfaction of the base-line. In this post-war era,
the nation was governed by Sierra Leone Peoples’ Party (SLPP) and now being
govern by All Peoples’ Congress (APC), yet still, the base-line satisfaction
continue be in the red for both ruling parties. Some may want to give the
excuse of the past civil unrest, but I see the nation as simple to govern,
looking at the small a population (approximately six million people) in relation
to its God given wealth (having gold, diamond, marine resources, rich farming
soil and potential for rewarding animal husbandry, tax revenue, highly skilled
human resources and pool of other sources to be to be tapped). Development
economists had concluded that a forward looking nation depends on the political
factor and it is unquestionable that a weak political strategy has a
ripple-effect on the performance of a nation, and this can be either a positive
or negative performance. A nation only needs to have the right leader or
governance to tap the resources for the benefit of its people. Rumours are in
the air that President Ernest Bai Koroma in Sierra Leone wants to go for a
third term. If this is the case, then it is time to for him to start screening
himself on the delivery of the base-line. Furthermore, he needs to study the
trend of politics beyond his/our country on the third term issue. The trend for
nations beyond is two term, and there is a reason for that. Firstly, being in power
for long makes leadership boring and will tend to an autocratic or dictatorial style
of leadership, and a recipe for igniting civil unrest, particular for a nation
like Sierra Leone that has just emerged from war and in its fragile state. Secondly,
it blocks other leadership talents good for a nation’s positive progress and
denies the people from their search for a saviour. However, it is implied that
you might bounce back where the entire people are happy with your lovely
national dispensation of the base-line. It is a nice thing to be independent,
though the world is globalised in such a way that the concept of independence
is losing its grip. A lovely independent flag can be flown where there is a
reasonable satisfaction of the base-line. The question that requires an answer
is, Is the so called independence worthy of celebration in Sierra Leone? In my
opinion, there is nothing to celebrate. Celebration of independence should
emerge as a result of positive and plausible outcome (s). The national positive
and credible bench mark, using base-line parameters, is yet to be reached and
in negative phase for Sierra Leone. For me, it is the Gambia, Senegal and other
developing nations reasonably satisfying the base-line that are justified to
celebrate. <o:p></o:p></span></div>
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<span style="color: #4bacc6; font-family: "batangche"; font-size: 18.0pt; line-height: 115%;">Author:<o:p></o:p></span></div>
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<span style="color: #0070c0; font-family: "batangche"; font-size: 18.0pt; line-height: 115%;">Prince Foday<o:p></o:p></span></div>
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<span style="color: #0070c0; font-family: "batangche"; font-size: 18.0pt; line-height: 115%;">Reporter, Human Rights<o:p></o:p></span></div>
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zopsianechoeshttp://www.blogger.com/profile/03513239548192316648noreply@blogger.com0tag:blogger.com,1999:blog-6538249427234036250.post-4384999354337694352014-04-18T01:21:00.000-07:002015-10-20T09:33:49.480-07:00GLOBAL INCARNATOR'S (GI) EXCLUSIVE INTERVIEW WITH THE FOUNDER OF PEAGIE WOOBAY SCHOLARSHIP FUND<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhTd6E6yQJZ_gbQQFmPgKb-cknS-u9Czo5I28gXUQ5lKfXjq7P-pI7aKLcejqXX_7HOGZKtEU5zvDMgTwaKGCXRj0Xqwq8B5yoI4-kqwGTA-NWOGA28q50deEbLBzA-RsRoSDWY0_QYqaF/s1600/Paegie+Woobay.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhTd6E6yQJZ_gbQQFmPgKb-cknS-u9Czo5I28gXUQ5lKfXjq7P-pI7aKLcejqXX_7HOGZKtEU5zvDMgTwaKGCXRj0Xqwq8B5yoI4-kqwGTA-NWOGA28q50deEbLBzA-RsRoSDWY0_QYqaF/s1600/Paegie+Woobay.jpg" width="179" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="font-size: large;">Mrs Peagie Woobay, Founder/Chief Executive Officer, Peagie Woobay Scholarship Fund</span></span></span><br />
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<span style="background-color: white; color: #37404e; font-family: Tahoma, sans-serif; font-size: 16pt;">Global incarnator is
an online news outlet. It serves as news distribution hub for social networks,
tabloids in Sierra Leone and the global society. GI further plays the role of
an information store for desk research. The exclusive interview with Peagie
Woobay Scholarship fund was borne out of GI’s passion for innovation and the global
campaign for increasing private sector (both profit-making and non-for-profit
organisations) participation to nation building.</span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator:
We understood you are the founder of Peagie Woobay Scholarship Fund, what
inspired the establishment of the fund?</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay(Mrs):
It is my story, my dream, to help educate as much girls in Sierra Leone as
possible but especially to give a second chance to girls who had dropped out of
school due to teenage pregnancy. I have walked the walk of these girls as a
teenage mother at age 15 but did not drop out due to the support and second
chance given to me by my parents, so it has always been my dream to help the
teenage mums get a decent education and not be marginalised in society.</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator:
The managing editor for the GI informed us that, “he registered Voluntary
Teachers’ Association in the Gambia smoothly without bribery and minimal
protocol”, how did the registration process of the Peagie Woobay Scholarship
fund go? </span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay (Mrs):
It was bit slow but went well and I did not bribe anyone. I refused to bribe so
maybe that is why it took longer for the certificate to be signed but I kept pressing
the office of Social Welfare and Gender Affairs and got it after paying the
registration fee of Le500, 000.00 (Five Hundred Thousand Leones) which is the
right fee for a new Non-Governmental Organisation.</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator:
It is inevitable that every organisation has criteria for funding, what are
your criteria for funding of your target group?</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay(Mrs):
To benefit from the fund, you need to be a genuine teenage mother that has
dropped-out of school, marginalised in society and having the willingness to go
back to school. <o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator:
What are the strengths and weaknesses of your organisation?</span><span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><br /></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay: The
uniqueness or strength of The Peagie Woobay Scholarship Fund is addressing the
problems of both teen mums and their kids, putting the teenage mums back to
school through the scheme, helping them with books and uniforms and providing
free day cares for their kids. Our handicap is due to lack of vehicle to
correctly as yet monitor our girls’ (target group) country wide as we would
have wished. So I do not really call it weakness as it is a problem we can
overcome in the future when funds will permit us to have a vehicle.</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator:
What modalities have you put in place to get feedback from your target group or
clients?</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><br /></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay: The
foundation has well trained staffs that have the passion to carry out The
Peagie Woobay dream of empowering girls through education. The staff is made up
of nine members; a Country Director, Admin & Finance Officer and a Senior
Adviser who shares Peagie’s dream of giving a second chance to the teenage
mums, talking to parents to have healthy sex conversation with their girls and
put them on preventive methods as and when necessary. The day cares staff makes
sure the kids are well taken care of in a healthy friendly environment.</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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</span><span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator: If there are feedbacks from your
target group, what did the organisation gather from them?</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></div>
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<span style="background-color: white; color: #37404e; font-family: Cambria, serif; font-size: 16pt;">Peagie Woobay: The
girls have been in school for two terms and have been doing very well. They are
monitored monthly and for the teenage mothers weekly. It was a bit difficult
for the teenage mothers to integrate during the first term in school. Their
peer groups were a bit sometimes hard on them through their looks but my team
kept motivating them to be strong and think of the second chance they have had
to go back to school and empower themselves. They are constantly reminded to
have in mind their Role model Peagie who succeeded despite the stigma of a
teenage mother. My team gathered that it is still not easy on them as after
school, they pick up their kids from the centre and return home to a poverty
stricken home. We plan to put in place a dedicated research team during the
month of June to closely find out the reasons for the continuous problems
encountered despite the help already given by the foundation. After the
research procedures will be put in place to further alleviate poverty in the
homes of the teenage mothers (Maybe set up microcredit systems for the mothers
of the teenage mums). </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><br />
</span><span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator: On the ground in Sierra Leone
and beyond, how do you describe the support base for your organisation?</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay: The
support base has been awesome which I immensely appreciate. It is principally
made up of family, friends and people who have just seen my work done for the
girls barely a year and have believed in me.</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><br />
</span><span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator: It is incumbent on every
organisation to respond to the global call for Corporate Social Responsibility
(CSR), meaning organisations are required to keep to their obligations to
stakeholders, what is your organisation doing to meet its obligations to
stakeholders (say employees, management, government, pressure groups, target
group, community in which the organisation is operating, etc.)?</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay: The
foundation has the flair for keeping to the principle of accountability and
transparency, and promoting sound reporting culture to stakeholders. We keep records of our income and expenditure,
justify our expenses, and there are checks and controls put in place to see
that the funds are run correctly and effectively. Where over spending occurs it
is automatically corrected and reduced. The employees are well trained to
respect the monitoring and evaluation process put in place by the foundation,
and there is a strong move to encourage sound employer-employee relationship.
The foundation donated cash to Melquosh foundation in December 2013 for helping
amputees in Sierra Leone. Furthermore, the foundation is working on donating
in May 2014 to Rainbow Foundation aimed at helping rape victims in the country.
Our on-going gift-aid donations are meant to ensure that communities benefit
from our activities. In general, Peagie Woobay Scholarship Fund is striving
hard to promote an amicable environment with stakeholders. Responding to the
call for Corporate Social Responsibility is enshrined in the organisation’s
programme. </span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator:
How do you want to see the organisation within the next 10 years? </span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><br /></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay: I
want to see the project sustained so it can grow and increase the number of
beneficiaries in order to educate more girls and open more day care centres for
the kids of teenage mothers to enable the drop-out teenage mothers in the
country go back to school.</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator:
What other relevant issues do you want share about your organisation?</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><br /></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay: The
foundation needs funds to grow in order to empower more girls in Sierra Leone
so they can become drivers of progress.</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator:
GI is concern about maintaining sound interviewee-interviewer relationship,
what is your view about the interview? </span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;"><br /></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay: It
has been very accurate and to the point. The interview puts the interviewee in
a very comfortable position to answer the questions of the interviewer. It has
been a pleasure answering the questions and in so doing I have grown as well in
perspective.<o:p></o:p></span></div>
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<u><span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global Incarnator Managing
Editor’s Comment<o:p></o:p></span></u></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt;">It is certain
that the move by Peagie Woobay Scholarship Fund is the right direction,
particularly in a country where we have lots of teenage mothers dropping out of
school, either because of weak parental foundation or defective sex education
in schools or peer group pressure or abuse by the privileged as a result of the
poor background of the girl child. Sierra Leone is a nation where a large
proportion of the population are women. Women are nation builders and are faced
with extreme suffering during reproduction. There is gainsaying that, “behind
any successful man there is a woman”. Women have a major role to play towards
nation building and there is the need to empower them to contribute to the
process. Looking at Sierra Leone, women remain to be marginalised in politics
and socio-economic activities. We have a lot to do in appropriately responding
to the Millennium Development Goal (MDG) that relates to the global call for
empowering women. Empowering teenage mothers is a road map to the MDG concern for
encouraging women in any society. I have to commend the Peagie Woobay
Scholarship for working in line with the positive cause of empowering the girl
child. It is time for us all at home and abroad to provide a voluntary support
(whether material or moral or financial) to the organisation and other
organisations pursuing women’s empowerment agenda. The time is ripe for us all
to provide our individual inputs to the development process in Sierra Leone, and
whatever little helps. As I said in a social gathering sometime back, “if you
living in an untidy house with a relative (whether biological or national or
continental or global) that does not believe in cleaning, you continue
tidying-up, as it will come to a time his or her conscience will prompt him or
her to follow”. We have reached a point in Sierra Leone where we do not need to
look at others when contributing to the development process. There is a
national mess out there to clear and we all have a stake in the cleansing</span><span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 14.0pt;">.</span><span color:black="" handwriting="" lucida="" serif="" style="font-family: "; font-size: 14.0pt;"> <o:p></o:p></span></div>
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<span style="font-family: BatangChe; font-size: 14pt;">According to an article published and
authored by Tristan McConnell on Tuesday 28th August 2007 by the Times United
Kingdom, “Sierra Leone brutal civil war ended in 2002, leaving a chartered
economy and devastated population. Five years of peace have followed, during
which hundreds of millions of pounds of aid money has poured into the country,
including £40 million of aid from Britain.<o:p></o:p></span></div>
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<span style="font-family: BatangChe; font-size: 14pt;">Yet Sierra Leone has stubbornly refused to
show signs of improvement; its six million people are the world’s
second-poorest (only the people of Niger are worse off, according to the
figures from the United Nation’s human development index).<o:p></o:p></span></div>
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<span style="font-family: BatangChe; font-size: 14pt;">`The private sector is the only way that
Sierra Leone can work its way out of poverty,’ Mr. O’Cathasaigh argues- and he
is not alone in believing this. In a speech on ending poverty delivered at the
UN, Gordon Brown said: `Not only does business have the technology, the skills,
the expertise for wealth and job creation....it is also in your best interest to
help poor countries develop.”<o:p></o:p></span></div>
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<span style="font-family: Tahoma, sans-serif; font-size: 16pt;">The
article is a wake-up call for our beloved country. We now need to collectively
encourage the private sector (whether profit-making or not-for-profit
organisation) to salvage the nation from its economic malaise. Creating the
right environment for private sector entities can reduce the nation’s alarming
unemployment and pave the way for a boast in the economy. It is irrefutable
that a fair distribution of the nation’s resources for the benefit of the
people that dwell in it can generate a happy and peaceful society for all. <o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Key:
<o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Tahoma","sans-serif"; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Global
Incarnator (a,b,c...z)-Tahoma<o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-theme-font: major-latin;">Peagie Woobay (a,b,c...z)-Cumbria<o:p></o:p></span></div>
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<span style="background: white; color: #37404e; font-family: BatangChe; font-size: 16.0pt; mso-bidi-font-family: Tahoma; mso-fareast-language: EN-GB;">The Times United
Kingdom (a,b,c...z)- BatangChe<o:p></o:p></span></div>
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<span style="font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><span style="color: blue; font-family: Courier New, Courier, monospace;"><i>Prince Foday<o:p></o:p></i></span></span></div>
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<span style="font-family: Courier New, Courier, monospace; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><i><span style="color: blue;">Managing Editor, Global Incarnator News Online</span><o:p></o:p></i></span></div>
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