Teaching & Learning with Technology Essay Example for Free

Teaching Learning with Technology Essay From learning theories to technology tools, what do you find to be the most challenging aspect of teaching and learning with technology? What do you find to be the most beneficial? From learning theories to technology tools the most challenging aspect of teaching and learning with technology has been the expanding rapid modern technologies themselves. Teachers are required to learn how to use these technologies in their classroom daily. While new technologies are growing the challenge has been to insure that teachers training needs are met. Communication and information technology can provide more effective and flexible hardware/software for professional development for teachers, improve pre-and in-service training and connect teachers to the global teacher community. The most beneficial aspect of teaching and learning with technology from leaning theories to technology tools has been the integration of technology into pre-service teacher education programs from the constructivist and behaviorist perspective for the aim of improving student learning and pre-service teacher training. Technology tools allow us to better serve the diverse learning styles of our students and educate them for a wider range of intelligence. Everybody has different learning styles for meaningful learning but teachers cannot represent all the styles in a traditional classroom environment. However, with the flexibility and help of the technologies, we can design learning environments in which students are assisted in managing and constructing their own representations of knowledge in their minds. You have read about and discussed various technologies throughout this course. What technology tool intrigues you the most, when it comes to teaching and learning? Why? The technology tool that intrigues me the most when it comes to teaching and learning was the RSS feeds. I had never heard of these feeds and was fascinated at how much information can be gleaned for the Dangerously Irrelevant feed. It keeps me a breasted of the new trends and ideas that are being employed on a district-wide level and the challenges / rewards these present to School superintendents, principals as well as teachers and parents. In Week Two, you discussed principles of instructional design. Summarize briefly how these principles can support you in assessing the effectiveness of learning technologies. Instructional Design Theory provides detailed prescription on how to organize teaching and learning at the global (curricula), lesson and task level. Most work is also grounded in some learning theory. Despite and also because of the level of details these approaches attempt to formalize instruction their practical use is often debated. Some argument against reading much instructional design theory is that a good teacher with good practice intuitively knows and uses things like Gagnes steps. The Dynamic Instructional Design Model uses the elements necessary to design effective instruction. The internal feedback feature loops occur with each step of the process for continual self-examinations, feedback and corrections. You read about various learning theories in Week One. Describe how these theories influence teaching and learning with technology. There are three main categories of learning theory: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. These theories influence teaching and learning with technology when by blended learning takes place. Knowing that today’s learners are wired differently at all times, teachers are directing students’ natural online proclivity towards schoolwork. The new trend of blended learning as it applies to the various theories is the combining computers and all technologies with basic teaching styles. Reverse teaching, flip teaching, or reverse instruction all means the same as student conducted research, watch video, participate in collaborative online discussions, power point presentations and the use Web. 2 tools at home and at school both in K-12 schools, colleges and universities and distance learning programs. In Week One, you reviewed the outcomes of your degree program, identified which one(s) intrigued you the most, and explained how the outcome(s) you selected would contribute to your career. I was intrigued in Week one that through technology I am able to create, design, and evolve a program that is individualized instructions so that my students can learn at their own pace. Technology becomes the means by which I can personalize my instructions daily. I will also be sure that by following the standards of the National Educational Technology Standards for Teachers Project I will meet the requirements necessary to be prepared to utilize technologies in my classrooms. Which of these your Program Learning Outcomes do you feel you’ve grown closer to achieving? Which ones do you still find unfamiliar? I have grown closer to the Flipped classroom. The flipped classroom is a technology enabled teaching technique. â€Å"The Flip† saves content creation time while delivering engaging videos, Wi-Fi and other good assessment tools. I am also closer to the Goggle maps as a learning outcome tool for teaching literature. I am most unfamiliar with the Smartphone and other tablet devices (I-Pad, I-Pod) as technology tools for learning outcomes.

The Challenges Of The Twenty First Century Education Essay

The Challenges Of The Twenty First Century Education Essay Introduction This chapter reviews the relevant literature used in this study in a thematic and systematic manner. It begins with reviewing texts related to the contemporary local and global challenges. It then discusses the national goals of education in Kenya relating them to the demands of the 21st century. Teacher education in Kenya is then reviewed and finally the system of education in Kenya is examined. 2.2.0 The challenges of the twenty first century The 21st Century has been conceived as: The age of Globalization, the age of Knowledge Economy, and the Information age. Globalization refers to the contemporary social reality, which is characterized by change, uncertainty, unpredictability, complexity, interdependence and diversity. According to Giddens (1990) and Albrow (1994), it refers to the process by which human relations are increasingly being intensified. As a result, economic, political, cultural and social distinctions are becoming less and less inhibitive. Advancement, especially in the information and telecommunication sectors has compressed time and space and the world is gradually becoming a borderless forum for human interaction popularly known as the global village. The educational challenges in a globalized world include: ensuring that learners acquire the technological skills that enable them to access the global information and telecommunication networks, transforming learner attitudes and dispositions to enable them adapt to change and uncertainty, fostering character traits in learners that make them functional in a cross-cultural and democratic setting. Such traits include open-mindedness, tolerance and intellectual autonomy, enhancing learners capacity and attitude to think critically and creatively. Knowledge has become the most important factor in economic development in a globalized world, hence the use of the term Knowledge economy to refer to the contemporary global economy. Consequently, the ability of a society to produce, select, adapt, commercialise, and use knowledge is critical for sustained economic growth and improved living standards (World Bank, 2002). Education needs to go beyond merely informing learners. Learners have to be enabled to learn on their own, make sense of and apply knowledge innovatively. Learners, therefore, need to take charge of their thinking and direct it towards solving problems as wells as formulating and pursuing desired goals. Information and telecommunication technologies that facilitate and support knowledge-based activities have become extremely useful. Information has become easily accessible with the use of the internet hence the use of the term information age to refer to the 21st century. Merely consuming information uncritically is dangerous in a globalized age. Education should therefore enable learners to select, interrogate, evaluate and utilize information efficiently. 2.2.1 The global challenges According to Haag (1982) education systems in the world have expanded quantitatively rather than qualitatively making them unable to address current social problems. Although a lot of resources have been devoted to education, it appears like the systems of education have been ineffective in addressing social ills like inequality, intolerance, resistance to change, crime and violation of human rights among others. These social ills manifest themselves in rising levels of poverty, ethnic and racial conflicts and violation of human rights in many parts of the world. Ward and McCotter (2004) argue that developing thinking skills in educational institutions, though necessary, is inhibited by inappropriate teaching methods used by teachers, ineffective evaluation procedures and rigorous overload of the curriculum. Other negative factors include ineffective educational policies that emphasize content and structure of education while neglecting quality and process of education. Jelinek (1978 ) refers to the dominant expository methods of instruction as didacticism in which it is assumed that education is an act of depositing knowledge into learners who are mere depositories. The process of instruction is lifeless, petrified, motionless, static and compartmentalised and thus strange to the experience of the learners. The approach is irrelevant to reconstruction of the experience of the learners since they are considered to know nothing. Ultimately the approach tends to turn humans into automatons and therefore negates their dignity and abilities as human beings. Without development of thinking skills, graduates from educational institutions are observed to be limited in analytical, creative and innovative abilities that are essential in the modern knowledge based world of work. Leat (1999) blames inability of education systems to address contemporary challenges on faulty academic cultures and traditions. For instance, attainment of good grades and certificates using whatever means is valued as opposed to transformation of learners into effective agents of change in society. Unhealthy competition among learners is tolerated instead of developing the culture of cooperation and mutual responsibility. Rigid adherence to existing academic cultures inhibits ability to respond to change. Unhealthy competition among learners promotes antagonism and undermines team spirit. According to Perkins (1990) the culture in most educational institutions is characterized by minimal informative feedback and emphasis on traditional ways of doing things. This diminishes the exercise of individual initiative and choice. Consequently learners are denied an opportunity to develop essential characteristic of democratic citizenship. Such characteristics include respect for dialogue, freedom of expression and self-determination through individual choice. Barrow et al. (2006) reports that a study done in India revealed that the main challenges facing teacher education include meeting childrens specific learning needs, respecting students cultural and socio-economic context and involving parents and communities in school activities. The teachers therefore require interpersonal and counseling skills that can enable them to empathetically discern the learning needs of pupils. The teachers also need to be able to deal with diversity of learners and forge school-community collaboration. Douglass (2006) perceives preparation of employable graduates as the main challenge of education in the 21st century. According to him, emphasis on employability has led to other challenges. For instance, there are sharp divisions between scientific-technological academic disciplines on the one hand and social science and humanities on the other. He argues that there is an overemphasis on the value of scientific-technological disciplines leading to bifurcat ion of knowledge. According to NCCPPE(2008), the main challenges that education must confront in the world today include: conservation of the environment and sustainability of natural resources; the provision of health care; renewal of economic vitality; coping with change through learning; promoting core human values like justice, peace and equity and protecting human rights. This study endeavoured to find out the extent to which global challenges mentioned above impact on Kenya. It further sought to establish whether and how the system of PTE in Kenya was responsive to them. The study also designed a framework by which the challenges can be classified for effective examination. For instance, the following categories of challenges among others were be included in the framework: cognitive, cultural, political, social, emotional, economic, ethical, technological, and religious. Cognitive challenges include obstacles that hinder effective thinking. Such obstacles render learners incapable of analytical, evaluative and creative thinking. Such learners merely copy and reproduce the ideas of other people without being sensitive to context. Cultural challenges include stereotypes and prejudices that are embodied in traditions and norms of particular social groups. These traditions are passed on from one generation to another without critical scrutiny. In additio n cultural beliefs and practices tend to be ethnocentric. As such they promote conflicts and misunderstanding among social groups. Political challenges include ideologies and policies that are designed to facilitate acquisition and maintenance of political power. Often such ideologies are propagated in a competitive way without regard to sufficient analysis, evaluation and fair-mindedness. Social challenges include the need to accommodate diversity in the contemporary setting that is increasingly becoming multicultural. There is need for tolerance, open-mindedness and humility in interpersonal interactions. Emotional challenges have to do with inability to understand and deal with ones own feeling as well as the feelings of others. This is especially so in a social context that is dynamic, uncertain and stressful. Economic challenges include scarcity of resources and controversial methods of distributing the resources. These challenges are compounded by the increasing needs and wants characterised by the consumerist lifestyles. Ethical challenges arise from disagreements on principles of right and wrong leading to ethical relativism. Such relativism makes moral values difficult to apply across board leading to ethical confusion. Technological challenges include inability to control and manage the use of technology in a way that benefits society without endangering wellbeing. Such challenges include checking abuse of the internet, regulating the mass media and ensuring that nuclear technology does not get into the hands of terrorists. Religious challenges include animosity among different faiths that sometimes expresses itself in overt violent practices. Religious fanatics often engage in breach of human rights and criminal activities in the name of God. All these challenges cannot be effectively addressed unless education empowers the learners and society at large to think for themselves, analyse and evaluate issues, question beliefs and claims as well as develop the ability to creatively solve problems. 2.2.2 The challenges in Africa Assie-Lumumba (2006) perceives the debt burden, ethnic violence, armed conflicts and the scourge of HIV and AIDS as the most visible challenges that impact education in Africa. What is needed is an education system that can empower Africans to participate in the production and application of knowledge relevant in addressing these challenges and promote broad societal advancement. In Ghana, the need to develop thinking skills among learners has been recognized as a viable way of addressing contemporary challenges facing Africa. However in practice, the development of such skills has not been given adequate attention (Acheampong, 2001; Hill, 2000). There exists a mismatch between the professed value of thinking skills in education and actual efforts to develop such skills in teacher training institutions. According to Owu-Ewie (2007), classroom environment in many educational institutions in Ghana inhibit thinking in students. The teachers have been observed to be autocratic and rigid in imposing their views on students. The opinions of students are disrespected and discarded thus discouraging learner participation, curiosity and creativity. Teachers make poor use of questioning and motivation and use the lecture method predominantly. The education system fosters rote learning, drilling and exam orientation. Such a system does not facilitate a healthy teacher-learner interaction. According to Barrow et al (2006), studies done in Namibia and Nigeria reveal additional challenges facing education in Africa. In Namibia, although educational policies are strongly based on active learning and learner-centered theoretical foundation, in practice, these lofty theories are not effectively implemented. The educational policies are poorly understood, interpreted and executed. The study findings support school-based teacher professional development programs, associated with whole-school improvement programs, as very promising ways of increasing understanding and effective implementation of active-learning policies. In Nigeria, religious tensions and economic empowerment are the challenges that education needs to address. Teachers have therefore to be empowered to facilitate inter-faith harmony, creativity and self-reliance among learners. In Ethiopia, poor quality of education, insufficient financing, lack of equity and poor management are the key challenges facing educa tion (Ethiopian National Agency for UNESCO, 2001). Consequently, the ongoing educational reform encompasses every aspect of the educational system- the curricula, teacher training, educational inputs, educational finance, organization and management, structure of education, career structure of teachers, and evaluation. The reform is aimed at total restructuring of the educational system. This study examined the challenges above and related them to those in Kenya and the rest of the world. It also compared the strategies employed to address the challenges with a view to reconstructing a more responsive approach to the challenges relevant to PTE in Kenya. 2.2.3 The challenges in Kenya In Kenya, some of the 21st century challenges are HIV AIDS, gender awareness, and sensitivity to human rights (K.I.E., 2004a and 2004b). Others include poverty, crime, drug abuse, and unemployment. These challenges require that education empowers the learner to reflect and respond to them pro-actively. While informing the learners about these problems is important, empowerment of the learner demands a transformation that transcends the cognitive dimension to include all other faculties of the human person. This study explored these non-cognitive dimensions such as the creative, cultural, ethical and social among others. According to RCE (2007), sustainable development in Kenya (as in any other country) is complex since it encompasses social issues such as peace and security, human rights, gender equality, cultural diversity and intercultural understanding. Other issues include poor governance, corruption, increased incidences of diseases, erosion of cultural values and morals, among others. The economic issues include corporate social responsibility and accountability, ethical marketing, increasing levels of poverty and the widening gap between rich and poor. The other issues include trends of unsustainable production and consumption leading to inefficiency and wastefulness, poor enforcement of policies and regulations governing production and marketing. Environmental challenges include the energy, nutritional and other domestic needs of an expanding population, unsustainable use of natural resources (water, land), rural/urban migration, climate change, rural development, urbanization, disaster prev ention and mitigation concerns. This study examines the extent to which these concerns are addressed in PTE with specific reference to pedagogical approaches employed. Abagi and Odipo (1997) argue that the operation of primary education system in Kenya faces the problem of inefficiency. Low completion rates and national pupil-teacher ratio make inefficiency evident. In addition, teaching-learning time was found not to be utilized efficiently in primary schools. The factors that may be responsible for inefficiencies include: ineffective education policies and management processes, misallocation of resources to various educational levels; school based factors such as teachers attitudes, time utilization, school environment; and household based factors such as poverty. The inefficiencies identified above lead one to question the quality and relevance of education in Kenya. While Abagi and Odipo (1997) discuss inefficiency from the point of view of mismatch between resource inputs and desired output in terms of qualified graduates able to contribute to national development, this study explored another dimension of inefficiency which involves discrepanc y between pedagogical approaches and the achievement of educational goals and objectives. The focus therefore was on the process of teaching and learning in addition to other material resources employed to pursue the achievement of educational goals and objectives. 2.3.0 Global responsiveness to contemporary issues Shah, (1997) discusses the implications of globalization in the 21st century which include information revolution, dynamic demand of relevant skills, uncertainty of a borderless world economy, and intense competition among others. He suggests that responsiveness to this reality demands a paradigm shift in the management of human relationships in all spheres of life. Although he takes a political perspective and dwells on how a shift in modes of governance needs to be effected, this study adapts Shahs ideas to a globalized educational context. For instance the shift from management to leadership in political governance can be equated to the shift from authoritarian teaching to facilitative teaching in education. In both cases, control (of citizens/learners by politicians/teachers) is discouraged while participation, consultation and involvement by all parties is encouraged. This change is so fundamental that Shah refers to it as a cultural transformation. He describes it as follows: The culture of governance is also slowing changing from a bureaucratic to a participatory mode of operation; from command and control to accountability for results; from being internally dependent to being competitive and innovative; from being closed and slow to being open and quick; and from that of intolerance from risk to allowing freedom to fail or succeed (Shah, 1997) While responsiveness as described above is desirable and even necessary in the world today, it is not easy to accomplish. In developing countries for instance, the reform of the public sector has been attempted in many countries without tangible results. Shah (1997) regards attempts to reform the public sector in many developing countries as an illusion or dream. The command and control orientation is so entrenched that developing a client orientation that emphasizes collaboration and service is difficult to achieve. Consequently human relationships are devoid of a sense of responsibility and mutual respect. Relating these ideas to primary teacher education, responsiveness would mean enabling learners to be self-reliant and self-disciplined as well as actively engaging both teachers and learners as partners in the learning process. Leithwood et al (1994) assert that modern education systems have to address broader and complex goals, use a diversity of forms of instruction and strategies for learning to cater for diverse clientele as opposed to the traditional youthful learners. In addition, educational institutions will need technical resources to facilitate independent decision making and collaboration with other agencies. Future institutions of education will need greater decentralization of authority, empowerment of staff, and increased accountability to the stake holders they serve. Much effort will be employed to review the content of the curriculum and the process of instruction in order to enhance learning as well as forge useful links between the educational institutions and their environment. Specifically the following responses will be needed: provision of higher order thinking skills like analysis, evaluation and creativity. use of flexible client-centred forms of instruction and willingness to collaborate with other educational agencies. Addressing of cultural, religious and ethnic diversity and tensions and Increasing respect for the rights of individual, ability, race, age, sex etc which enhances equity as an education goal as well as equal access to knowledge. Beyer (1997) asserts that the best way to respond to contemporary challenges is to empower learners to learn. This implies facilitation of efficient and effective thinking. Such learning involves careful development of learner inclinations as well as their abilities to think skilfully. Barrow et al. (2006) reports that a research carried out in India suggest that one way of facilitating responsiveness among learners is to create a learning environment in which children are motivated to participate actively and are encouraged to think beyond their own context. This concurs with Beamons (1997) and Beyers (1997) view that the classroom environment should be motivating and provide opportunities for learners to use their cognitive and creative abilities. In order to develop the thinking skills of learners, the teachers need to use cognitive instruction approaches and learner-centred strategies which stimulate thinking. This study explored such approaches and strategies and endeavoured to find out whether they were being used in PTE in Kenya. Kea et al. (2006) recommend multicultural teacher education preparation as a viable way of promoting responsiveness to the challenges of the 21st century. Teachers who have learned culturally responsive pedagogy are believed to be more confident and effective in instructing children from diverse social, cultural, religious and economic backgrounds. Culturally responsive pedagogy involves adapting the content of instruction and teaching styles, curriculum, methodology, and instructional materials responsive to students values and cultural norms. Thus, the ultimate challenge for teacher educators is to prepare reflective practitioners who can connect, commit, and practice an ethos of care with diverse students and their families. According to Douglass (2006), responsiveness to contemporary challenges requires cross-cultural and human rights education. Governments should ensure that their primary and secondary educational systems provide for a balance and integration of national history and identity formation with knowledge of other cultures, religions, and regions. Educational approaches should be suitable for transforming the values of young people, their perceptions and knowledge about other civilizations, cultures and peoples across all regions. Critical thinking should be promoted in order to enhance fair-mindedness and objectivity in a world where information is being generated and disseminated at an amazing rate. Critical thinking is essential for analysing, evaluating and applying information. It is useful in combating misperceptions, prejudices, inaccuracies and outright lies among others. Critical thinking enhances the learners ability to separate fact from opinion, to evaluate information for bias, to construct and deconstruct meaning logically and relevantly. Such skills are important for promoting tolerance, mutual respect and responsible citizenship. This study examines the responsive approaches discussed above in the light of the Kenyan context. It aims at developing and recommending a comprehensive proposal of responsive pedagogies for teacher education that are suitable for addressing contemporary issues in Kenya. According to NCPPHE (2008) the most important educational goal is to facilitate learning by students and the society in general and thus create a learning society. In such a society, learning is a way of life and is therefore life-long. Optimized learning is that which helps strengthen democratic and civic institutions in the nation. This concept of learning extends beyond the education of students in classrooms to include educations impact on societal organizations, businesses, corporations, and cultures. This view is also adopted by Partnership for the 21st century (2004), which is a conglomeration of public and private partnership focusing on improving education in the 21st century. The partnership reached out to hundreds of educators, business leaders and employers to determine a vision for learning in the 21st century, to reach a consensus on the definition of 21st century skills, knowledge and expertise which will enable learners to thrive in contemporary world. This work endea voured to bridge the gap between the knowledge and skills most students learn today in school and the knowledge and skills required in the 21st century communities and workplaces. The critical knowledge and skills identified by Partnership for the 21st century (2004) are learning and innovation skills (creativity and innovation, Critical thinking and problem solving, communication and collaboration), information, media and technology skills (information literacy, media literacy and ICT literacy) as well as life and career skills (flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility). The partnership also identified interdisciplinary themes which summarises the content that students should learn in the 21st century. These themes include global awareness, civic literacy, health literacy and financial, economic, business and entrepreneurial literacy. This study used these themes, knowledge and skills to evaluate the success of teacher education in Kenya in equipping primary school teachers to prepare pupils for the demands of the 21st century. 2.3.1 Responsiveness to contemporary issues in Africa According to Barrow et al. (2006) research carried out in Nigeria indicated that responsive approaches in education in Africa should aim at fostering moral values such as patience, tolerance, friendliness, compassion, empathy and fair-mindedness. In addition teaching methods and strategies should create and sustain a stimulating learning environment. Teachers need to use a variety of teaching methods to reach students at different levels of ability. In Namibia, the research recommended teachers reflection on their practice in order to seek way of improving teaching and learning. Learner-centred teaching, variation of teaching methods and strategies and positive teacher attributes like kindness and courtesy were also argued to contribute to responsiveness to contemporary issues in education. Ethiopian National Agency for UNESCO (2001) describes responsive education from the Ethiopian perspective as characterized by access to basic education for all, production of responsible citizens who can solve problems and cooperate with others in productive socio-economic activities. Other characteristics of responsive education include equity, community participation in education, and suitability of academic disciplines to the needs of the country. Quality and quantity need to accompany each other in educational matters; for instance, new educational institutions should be established and the existing ones strengthened in order to produce professionals at a quantity and quality levels that match the requirements of the country. 2.3.2 Responsiveness to contemporary issues in Kenya In Kenya, attempts at making education responsive to contemporary issues and challenges is reflected in the various educational reports that have been generated since independence (Republic of Kenya, 1964, 1976, 1981, 1988 and 1999). This is evident in the review of the said reports below. The Ominde Report (Republic of Kenya, 1964) was the first commission of independent Kenya to address matters of education. It made a lasting contribution by articulating, among other issues, the goals of education in Kenya which are reinforced in the commission reports that followed. Among the recommendations that the report gave included that: partnership should be forged between government and regional and local authorities in the planning and administration of education; educational policy should be consciously directed towards promoting national unity; religious instruction should be handled as an academic subject on educational lines dissociated from the sectarian objectives of any religious group; primary education should provide training in the rudiments of citizenship; education should be responsive to contemporary needs and modern educational practice; education should be child-cantered and child study experts should be included as lecturers in teacher training colleges. The Ominde Report (Republic of Kenya, 1964) identified a number of issues of which the following are relevant to this study and remain relevant to the current situation in Kenya: Education in Kenya should foster as sense of nationhood and promote nationhood. The post 2007 election violence revealed the fact that nationhood and national unity have not yet been successfully achieved in Kenya(Republic of Kenya, 2008a) and education, to be relevant must develop among learners and teachers alike patriotism, tolerance and mutual social responsibility. Education should serve the people and the needs of Kenya without discrimination. It should develop in learners the traits of fair-mindedness, empathy and justice. Education should enable learners at all levels to adapt to change. This requires analytical and evaluative skills that enable one to examine ones context, identify and define problems clearly and accurately. It also requires creative skills to enable one to formulate and implement relevant solutions to problems. The teaching methods prevalent in educational institutions after independence were faulted by the Ominde Report (Republic of Kenya, 1964) because they neglected learner participation, imagination and understanding and emphasised drilling and authoritarian teaching. Little attempt was made to adapt instruction to the needs of learners. In teacher training colleges, few lecturers were well grounded on the crucial question of how children learn or fail to learn. The report appealed for a paradigm shift in teaching and learning as indicated in the following: We do not believe that the students will effectively break loose from the old bookish, rote methods until they have themselves shared in the exhilaration of autonomous learning and have discovered how much more complete is their final mastery (Republic of Kenya, 1964, p.116) Gachathi Report (Republic of Kenya, 1976) expounded on the implications of the ideology of African Socialism on education in Kenya. The Report recommended the following issues which remain relevant to the contemporary Kenyan context: Education needs to continue promoting national unity in order to address social and economic challenges facing the country; education should be a tool for removing social and regional inequalities and creating international consciousness; education should enhance adaptability and management of change; education should foster mutual responsibility and cooperation and education should develop positive attitudes and values that motivate people to serve diligently, honestly and efficiently. The Report recommended that all educational institutions should give increasing emphasis on problem-solving teaching methods that have a bearing on the real life situation of the Kenya environment. This study examines the extent to which PTE has addressed the concerns and recommendation of the Gachathi report. The Mackay Report (Republic of Kenya, 1981) was mainly concerned with the establishment of the second university in Kenya. It recommended the establishment of the 8-4-4 system of education. It reiterated the importance of the following objectives of education in Kenya: fostering national unity based on the adaptations of the rich cultural heritage of the Kenyan people; facilitation of the needs of national development; development of skills, knowledge attitudes, talents and personalities of learners; fostering positive international consciousness and promotion of social justice and morality. The Report observed that formal education had tended to concentrate on imparting knowledge for the sake of passing examinations instead of facilitating problem solving. Kamunge Report (Republic of Kenya, 1988) addressed education and manpower training for the rapidly changing Kenyan society. It recommended

Catapulting though Time & Physics Essay example -- Essays Papers

Catapulting though Time & Physics Hurling an object towards one’s enemy may seem as old as time itself. People have hurled fists at each other, thrown spears, and launched giant rocks into enemy territory. The use of catapults, and other objects that hurl projectiles, also seem as old as human civilization itself. The effectiveness of the catapult in flinging objects over a great distance and causing destruction is due to a few basic physics principals that govern force, energy, motion, speed and mass to name a few. The design of the catapult denotes a change in modern warfare to the engineer behind weapons being just as important as the actual soldiers and people who use them. Projectile-throwing machines are found in three main categories: the catapult, the ballista, and the trebuchet (How Stuff Works). The catapult has a lever arm attached to a â€Å"bucket† that is usually pulled back by rope and the projectile is released when the rope is cut (How Stuff Works). The ballista is basically a giant crossbow and the trebuchet is similar to the catapult but is a weighted beam with a sling carrying the projectile (How Stuff Works). In this examination, we will mainly be discussing the design of the catapult and trebuchet. Catapults have been traced back to many different civilizations throughout history, but its modern origins are usually attributed to the Greeks and the ancient scientist Archimedes who designed them (Paul 58). We know that in 339 A.D. Dionysius ordered their design in Syracus (Hansen), but their history goes back even further. The first recorded description of the catapult found in the Bible 2,800 years ago (Paul 58). One passage gives the following description of a ruler of the kingdom of Judah : And i... ...nd projectile motion among others. Even though the catapult and its physics are ancient, it has changed the way warfare is waged in the present. Works Cited Hansen, Peter V. "War Engines of the Middle Ages." The Medieval Center Seige Engines. 1998. 2 Nov. 2005 <http://www.middelaldercentret.dk/warengines.htm>. Hewitt, Paul G. Conceptual Physics 10th Edition. 10th ed. San Francisco: Pearson Addison Wesley, 2006. "How Does a Catapult Work?" How Stuff Works. 2 Nov. 2005 <http://science.howstuffworks.com/question127.htm>. "Mechanics of a Simple Trebuchet." 2 Nov. 2005 <http://www.angelfire.com/in3/trebuchet/physics/mechanicsandoptimization.doc>. Paul, Jim. Catapult: Harry and I Build a Seige Weapon. New York: Villard Books, 1991. 54-62. Vogel, Steven. Cat's Paws and Catapults. New York, London: W.W. Norton & Company, Inc., 1998.

Product Liability Essay -- essays research papers fc

In this age of endless lawsuits and litigation from everyone suing everyone else, one must ask the question â€Å"where does product liability end and consumer responsibility begin?† This question has been further complicated by occurrences that stretch to the most far-reaching ends of this spectrum, the spectrum ranging from strict product liability of the company to complete consumer responsibility. On the strict product liability of the company side, we have the cigarette industry where the CEOs of the largest cigarette companies denied that their product was liable for the cause of addiction. Almost all consumers know that the ingredient nicotine in cigarettes is addictive, due to extensive scientific testing and reports on this fact. What these CEO’s should have done was admit that they knew nicotine was addictive, and therefore made their product liable so as to give a fair warning to unknowing consumers. On the complete consumer responsibility side, we can exami ne the lawsuit where a man sued McDonald’s for over a million dollars because he spilled a cup of their coffee on his self and suffered burns. He claimed that McDonald’s was liable because there was not a warning on the lid that stated that the coffee was hot. In my opinion, this lawsuit should have never happened. The consumer is attempting to alleviate all of the responsibility from himself for spilling his coffee and pass it on to the producer of the product. Frivolous lawsuits such as this, as well as companies failing to consider the importance of product liability, have resulted in an increasing annual product liability bill. Last year alone $4 billion was spent on product liability lawsuits and settlements (McAdams, p.636). This staggering number suggests that maybe we need to reform our liability system. Ideally, we as a society would like to reach a happy medium between strict product liability of the company and complete consumer responsibility. If this occur red, lawsuits such as this would no longer drain our legal systems because an understanding would exist that the responsibility rests equally in both parties’ hands. However, that is an ideal situation, which rarely ever occurs in the real world. In the real world, tradeoffs must be made in order to reach equilibrium. These tradeoffs between strict product liability and consumer responsibility will be discussed in light of the situati... ...g to act, but just a little common sense should tell you that releasing a movie with the content such as Boyz N the Hood and only focusing on its negative themes will send the wrong message, especially in metro areas where crimes and gangs are prevalent.   Ã‚  Ã‚  Ã‚  Ã‚  In an ideal world, consumers and companies would equally share the burdens of product liability and consumer responsibility. However, in the real world, we must make tradeoffs between these two. How we do this will not only affect our legal environment, but our economic and social environments as well. Works Cited Anonymous, Industrial Distribution, New York, April 2000, Volume 89, issue 4, p.36. Brostoff, Steven, National Underwriter, Chicago, September 2000, volume 104, issue 38,   Ã‚  Ã‚  Ã‚  Ã‚  p.2 Eckert, Stephen, Marketing News, Chicago, April 2000, Volume 34, issue 9, p. 49. Giliberti, Frank, Marketing Management, Chicago, Winter 1999, Volume 8, issue 4, pp. 53-54. Lamnetti, David, The Business Lawyer, Chicago, February 2000, Volume 55, issue 2, p. 799. McAdams, Tony, Law, Business, and Society, Irwin/McGraw-Hill, New York, 2001, Sixth Edition, p. 636.

On Images :: Senses Philosophy Papers

On Images Concrete images are like pictures in the mind's imagination which have been transferred from real objects through the eyes. Abstract images also exist in the imagination, but are not easily described or communicated. Both images interplay in various ways as a person experiences emotional, dream and pure thought states of consciousness. Despite the interplay, the two kinds of images do not merge or meld into a third image type as a graduation between the two. Concrete images change, sometimes drastically. They never become abstract images, however deformed they are. Abstractions are somewhat assumed and exist as spontaneous and at times irrational images in the mind's eye. Light, reason, infinity and nothing are examples of abstract images which cannot be given accurate visual representation. Images take on different meanings with regard to language, death, prayer and society or politics; but the two types remain distinct. All human beings experience both concrete and abstract imagery . However, the level of ability to think abstractly varies from person to person. For Aristotle, the most important and most enjoyable of the senses is the sense of sight. (1) The human eye receives an image with the use of light. Vision of the physical world outside ourselves occurs as light reflects off objects, passes through the eyes, and presents an image to the mind. It is believed that these images are not unique to any single person because they are communicated and described back and forth, thus weakening the solipsist's struggle. In this paper, abstract and concrete images will be defined by way of discussion of the imagination and the mind. Apparently the mind functions in such a way that many images happen without any mechanistic equation to tell us how. The imagination is familiar and so are the images, but it is the wonder and challenge of how they interact that deepens our understanding. It is contended here that the line between the two types of images is stark and obvious, and not a graduation. Images are either concrete or abstract, without any i n between. By concrete image we understand a sort of picture present when we are seeing something or as we close our eyes and remember it. The image seems to be present as a form outside ourselves in the object and in our mind simultaneously. It is an image which has color and real properties like shape and texture. On Images :: Senses Philosophy Papers On Images Concrete images are like pictures in the mind's imagination which have been transferred from real objects through the eyes. Abstract images also exist in the imagination, but are not easily described or communicated. Both images interplay in various ways as a person experiences emotional, dream and pure thought states of consciousness. Despite the interplay, the two kinds of images do not merge or meld into a third image type as a graduation between the two. Concrete images change, sometimes drastically. They never become abstract images, however deformed they are. Abstractions are somewhat assumed and exist as spontaneous and at times irrational images in the mind's eye. Light, reason, infinity and nothing are examples of abstract images which cannot be given accurate visual representation. Images take on different meanings with regard to language, death, prayer and society or politics; but the two types remain distinct. All human beings experience both concrete and abstract imagery . However, the level of ability to think abstractly varies from person to person. For Aristotle, the most important and most enjoyable of the senses is the sense of sight. (1) The human eye receives an image with the use of light. Vision of the physical world outside ourselves occurs as light reflects off objects, passes through the eyes, and presents an image to the mind. It is believed that these images are not unique to any single person because they are communicated and described back and forth, thus weakening the solipsist's struggle. In this paper, abstract and concrete images will be defined by way of discussion of the imagination and the mind. Apparently the mind functions in such a way that many images happen without any mechanistic equation to tell us how. The imagination is familiar and so are the images, but it is the wonder and challenge of how they interact that deepens our understanding. It is contended here that the line between the two types of images is stark and obvious, and not a graduation. Images are either concrete or abstract, without any i n between. By concrete image we understand a sort of picture present when we are seeing something or as we close our eyes and remember it. The image seems to be present as a form outside ourselves in the object and in our mind simultaneously. It is an image which has color and real properties like shape and texture.

Master Tag Case

The key benefit to the revised approach is that the tags are being sent directly to the customer that needs them, the growers. The growers are then able to order another batch of tags once the plants have grown if they have a surplus in plants. Thus the reasoning for the revised approach is fulfilled by not having an abundance of un needed tags being shipped to the grower from the seed companies.The pros of the revised approach is the seeds will be planted with the tags and the tag wont leave the seed all the way from plantation until it reaches the retail customer. Also, if the grower is able to clone plants they would have the accessibility of ordering any new tags directly from MasterTag. The pro for the seed company is that they don’t have to sort tags to send off their order to the growers.Another pro is the seed companies wont have a surplus of tags in their warehouse, however, if the plant doesn’t survive from the growth of the seed the grower may build up a surp lus of tags. Although still, the grower would be better to utilize the process of order from MasterTag because they would know what plants survived from the seed. The cons of the plan is that it adds an extra step to the Growers manufacturing process. They now have to do forecasting and planning with two companies MasterTag and the seed companies, rather than just with the seed companies.

Globalization and Implementation Plan Essay

This report en religion impart rail line and demographic info to de bourneine a platform of transmission line st rollgies and alternatives for radical fund to re- don or abandon the Argentine sell grocery storeplace for sign of the zodiac approach centers. residence store mustiness be precise narrow and stpacegic to try to go in the market place out-of-pocket the abject disaster in entering the market in 1997 and material the market in 2001 from the neglect of net profit and community acceptance. family endpoint arsehole non sacrifice anformer(a) failure in genus genus genus genus genus genus genus genus genus genus genus genus genus genus Argentina or southwestward the States. ( plaza depot. 2013). syndicate transshipment center star sign store is the 4th largest retail merchant in the US, the 5th largest retailer in the know guidege base and ultimately the foundings largest home advance specialty retailer. In 35 twelvemonths, fundament termin us ope rank 2,257 retail stores in 50 states, the Di stiff of Columbia, Puerto Rico, U.S. vestal Islands, Guam, Canada, and Mexico. The distant locations (294) generate just 12% of star sign depots total revenues. They get to engineered portal and intricacy into outside(prenominal) markets through learning of smaller retailers and expanded upon their achiever. The al-Qaeda Depot, Inc. operates as a home improvement retailer. It sells twist materials, home improvement oerlaps, and lawn and garden festerings, as well as providing installation, home maintenance, and professed(prenominal) service programs to do-it-yourself, do-it-for-me, and professional customers. It serves home birthers, professional re roomlers, general contractors, repairmen, small course owners, and tradesmen.From the beginning, The stead Depot has developed strategic product shackles influencely with leading manu pointurers delivering the most easy lay products and home(a) brands. They as well as lead a combination of proprietary products worry Ryobi tools, RIDGID tools, BEHR paint, LG appliances, and Toro lawn equipment. billet Depot has set the standard for ripe merchandise for the do-it-yourselfer and the professional contractors. In addition, they push aside pull up s satisfys merchandise servicing for products arawide. ( property Depot. 2013).ArgentinaThis mickle of the report entrust go off the demographics, stinting markets, in come along levels and silver mensurates, culture and on with the centreive and governmental environment in Argentina and to the south America for rest home Depot re portal.The total population of Argentina is just over 42 jillion people covering 2.8 million straightforwardly kilometers (km). It is the 8th largest state in the military man and speaks primarily Spanish and Italian along with English, German and French. The population is primarily set among five largest cities of the nation in northern 30% of th e ground and inside 600 km of the bang-up Buenos Aires with 13 million citizens. It has slight than 1% population growth and the reasonable age is 30 years doddery with a 98% literacy rate and 16 years of formal education. Regretfully, the average unemployment rate is estimated to be 10.2 and higher for females.The income level for individuals per capita is $18,820 and ranks 73rd in the world. The labor force is comprised of 17M clipers and ranks 36th in the world. The percentage of the population below the scantiness line is 30%. Between the poverty line and the percentage of unemployment and con traction in the deliverance is does non provide a lot of discretionary money to be utilise for purchasing homes, maintenance, and re roomling.The culture of Argentina is based upon traditional Roman Catholic harbors (92% constituentship) centered upon family values and vitamin Cs of years of religious beliefs, values, dependance and fostering upon local anaesthetic relation ships. The culture is as well as driven by personal relationships with the premier(prenominal) moment of working with you to find solutions to consumer needs. Many Argentinians do not like the big nook impersonal retail stores that do not demand the personnel to spend date creating trust and loyalty with customers. (CIA Factbook. 2013).International Considerations for Argentina and Home DepotThe saving of Argentina is the 22nd largest in the world with a growth rate of 2.6% with a gross domestic product of $475B in 2012. It has a diversified thrift due to the many natural resources available to them. Manufacturing is the largest segment of industry with 20% farming with 5% and the remaining in the service and tourism sector. The silver in Argentina is based upon the peso and the electric current tack rates ranges for US dollars range from 1 peso to 4.1 to 4.6 dollars. Argentina is a member of Mercosur with Brazil, Paraguay and Uruguay implementing a Common External obl igation (CET) for non-members to pay tariffs up to 35%. This was employ to maintain those economies from the dumping of cheaper outside goods. Argentina defaulted on its debt in 2002 leading immaterial siteors to flee and take their investments elsewhere. Since then, Argentina nationalized the $24 billionpensions fund and limited the amounts of alien purchases of land.Argentina has not been able to pull in out if the economic slump and economic growth has completely stal guide. The optimistic escort point for economic growth in Argentina in 2013 pull up stakes be less than 3.5% for consumer demand, industrial production and exports. This will turn over additional economic drag for homebuyers to make purchase homes and banks willing to lend.They flummox implemented a number of measures to nurse dollars in the earth restricting hostile currency give-and-takes and debt obligations in defending the value of the peso. These obstructions induce effectively made it or s o impossible to obtain US dollars for the purposes of real estate purchases. The federal tax meanss authorization is now mandatory before devising any unknown trade purchase. The implementation of these tight insurance policy measures has the real estate activity in 2012 fell approximately 40%, making it one of the sectors conquer perpetrateing years in the country in a decade. The number of commercialized real estate proceedings in Buenos Aires fell 46% to 6,315 and residential transactions fell 15% in 2012. (Bifani. 2013)The legal formation for Argentina has become very(prenominal) regulatory over the years to protect their patronage and economy from inflation and currency issues. They keep back the Argentinas usage Code (DGA), which registers all foreign eventers and exporters. They apply import duties and taxes to all imports along import duties, statistical taxes, value-added taxes and excise duties. Argentina has strict regulations and fees regarding the purcha sing of property by foreign interests, which limits the potential for revenues and growth. (CIA Factbook. 2013).Market Considerations for Argentina and Home DepotIs Argentina, the best possible country for Home Depot to reinvest into? Argentina ranks in the bottom 10 countries in the world for foreign handicraftes to do business sector in. specifically for Home Depot, it takes 12 months for a expression follow to obtain a whirl permit, which double what it takes throughout the rest of South America. This would greatly impact Home Depot index to build stores and expand within Argentina. The majority of businesses hours operate between 9am 7 pm and can run to 9 or 10pm for retail stores. The business power structure is top down with ideas and instructions come from the top. They ar very respectful of business protocol and will not hear those social norms or status structure. With these facts in mind, it demonstrates Argentinians require time to develop trust and familiarity, especially for foreigners. Negotiations will take a considerable amount of time and you must be willing to argue and contest to get their support and consensus. They will not hesitate to interrupt and argue for the better points of agreements before proceedings to the abutting step. (Communicaid. 2009). The chase argon business points regarding the desire to potentially expand into Argentina.They give up a value added tax (VAT) across the economy and a wealth tax. These taxes discourage both(prenominal) ingrained and external business to invest in larger business ventures due the countrys desire to confiscate get from business people from investing. The government has enormous political swings of ideology and purpose. This creates an environment that can propagate corruption, bribery and short term political or economic decisions to embolden voting support. They argon a 60% tax evasion rate, which is triple that of US citizens. For many of the key economic indicators, Arg entina ranks the bottom 25% in the world for doing business, economic freedom, human rights, taxes, and corruption. The inflation rate is round 10% and outside economists are reporting about 20%. character reference cards stand low book of facts limits restricting higher purchases and up to a 45% interest rate. This does not advertise businesses to take any risks or initiatives for business growth i.e. construction businesses. (Chafkin, M. 2001). Overall check the monetary reports, Argentina is now considered a third world country due to its unvoicedy with globalization and working with foreign countries. * They submit established strict foreign investment guidelines prohibiting foreign ownership. * They have limit construction companies for building and developing business areas. * They have high tax rates and low reinvestment rates back into their country. * They have problems with government corruption, bribery and ethics. Entry Modes (Globalization & execution of instr ument Plan)This portion will cover the confused possibilities for establishing the Modes of Entry for Home Depot to reenter Argentina. Home Depots expansion in foreign markets has been less than in(predicate) much(prenominal) as the ones in South America, china and Southeast Asia. They have had some success in Canada and Mexico due to macrocosm veridical trading spouses in the NAFTA agreement and corresponding ideology of home ownership and penetration to credit, Exporting This mode of business first appearance will not effectively work for expanding and opening home improvement stores in Argentina at this time. Local enemys will prefer to source construction products from local suppliers rather than to purchase from foreign suppliers. They have implemented restrictions for international trade with tariffs and entrance barriers, which will increase the possible belligerent set to become less personable for Home Depot.Turn-Key Operations This mode of gate will not be a viable alternative due to the fact that Home Depot does not provide any explicit technology over the local DIY businesses such as mild. This mode could damage Home Depot by training and possibly improving competitors efficacy to compete with Home Depot in other markets in South America like Mexico. Licensing This mode of approach is similar to Turn-Key due to the lack of lock over the foreign business and again Home Depot cannot provide any real production improvements other than economies of scale to existing or wise business. It would plainly provide royalty fees to Home Depot and would not warrant the business investment.Franchising Franchising is similar to licensing. It works when companies have a strategic production process like such as mentioned in the text edition with Fuji-Xerox or even McDonalds. Home Depot does not provide the specialized processes or supply chain to support the maturement of franchising into foreign markets. Wholly Owned subordinate word This is the method and mode of entry Home Depot tried before and failed. At that point in time, Argentinians ability to own and purchase property was very restrictive for a majority of the population. Argentinians are not accustomed with reinvesting into their homes or dwelling.They did not have the incentives to reinvest or the desire to learn how to perform the tasks that it would take to complete a successful DIY project. Also, Home Depot is not an Argentinian or Latin American business, which creates a lack of respect and loyalty. The Easy companionship growth is due to Home Depot building the model and Easy winning them and restructuring them for Latin American consumers. (Hill, C. 2011). Joint Ventures This is the whole method or mode of entry that makes sense for Home Depot to pursue. In the textbook, there are examples of Tesco and Jollibee competing with bigger much entrenched businesses by using roast ventures and investments to establish a foothold.For Home Depot to rente r the South American market and specifically Argentina, I believe the only choice Home Depot has is to carry in joint ventures with smaller DIY businesses in Argentina and gain some traction similar to Tesco in Europe and Asia. Also, EASY is now the big player in the market with 49 DIY stores. It is doubtful they would entertain any joint ventures without the ability to be the controlling partner or wear out up its majority interest.Monetary SystemsThis portion will evaluate Argentinas story of monetary policy and its effect upon the potential desire or ability for Home Depot to reopen home improvement retail stores there. Argentina history relating to financial and monetary policy has been irritated and at a crisis stage numerous times. Argentina is working hard to revamp their economy and currency ratings. It has a gross domestic product of $475B ranking 22nd in the world and one of the largest economies in South America. In 1998 Argentina entered a four year depression resu lting from governmental tax increases, devaluing of its currency, frost bank deposits, defaulting on foreign debt up to $93B, and finally removing the linkage between the peso and the US dollar. Some of international issues relating to Argentinas reputation have been trim the international trade/currency mass meetings have been their protectionists policy and rated the worst in the world by the World Bank.They have seized control over the largest oil and skyway companies in the country. They are also being censured by the IMF for dishonest reporting of national statistics specifically inflation rates. (Singer, H. 2013). Argentina has assay practically every single monetary system known today to their economy and all have failed resulting in financial crisis over the last 35 years. The ductile exchange rate system led to a hyperinflation and the currency board has led to dramatic recessions. During the first three crises, Argentina was using a resolute exchange rate to allow go vernment control. The first crisis was in 1975 with the collapse of that stabilization be afterwards resulting in the devaluing of their currency by degree centigrade% and more than a dozen followed the attached year. The second crisis was to the Tablita political platform in 1981 the Tablita plan was to reform banking regulations and capital account restriction affecting its currency and exchange rates.It pipe down ended with an 82% devaluation of its currency in one year. The third crisis occurred within 12 months in 1982 with Alemann Plan. This plan was designed almost the banking and insurance industries connected to foreign currency exchanges. At this time, Argentina abandoned the decided exchanges for a rootless exchange system. The next strategy Argentina attempted was after the 2001 crisis and implemented a dual exchange rate system to manage and control their economy and currency values.This allows them to use both fixed and/or floating system with the ability for dissimilar fixed and floating rates during the same period of time. The fixed exchange rates are used for essential imports and exports account transactions. The floating exchange rates are used for capital account transactions determined by the market critical to providing foreign funds reserves for the country. Usually, countries implementing dual exchanges rates are using protectionist control to protect their economy and financial markets such as China. (Investopedia. 2013) lineage Strategy for Home Depot to enter ArgentinaThis portion of the report is to provide a platform of business strategies and alternatives for Home Depot to go into the Argentinian retail market for home improvement centers. Home Depot cannot afford another failure in Argentina or South America. From the beginning, The Home Depot develops strategic product alliances directly with industry-leading manufacturers to deliver the most sole(prenominal) products assortments to customers. Home Depots expansion strategies have been very successful throughout North America when they have used achievement strategies. Their expansion in Argentina did not puzzle the same results due to the lack of a substantial home improvement company to purchase. They chose to organically grow the market in Argentina. This strategy failed due to many different situations occurring during the same time frame political failure of the government and presidential resignations, colossal drop in their GDP, default on the foreign debt, currency failure, widespread unemployment and usual riots.It was like the perfect storm for the country and Home Depot. (Home Depot. 2013). In reviewing the many strategies that are available for Home Depot to re-enter the market in Argentina, there are many limitations based upon the history of Argentina and Home Depot. They definitely have the ability to leverage economies of scale for providing home improvement products at almost any price point that the consumers is willing to pay. These economies of scale would be too large for any hawkish business to ignore.Their major competitor, Cencosud is the company they change their four stores to in 2001. It is the largest retailer in South America with over 1,045 retail store in a transmutation of markets. It is a $19B company with 125,000 employees. Home Depot is a $70B corporation with 331,000 employees in about 2,294 stores. This would be an extremely difficult acquisition and inevitably against their acquisition strategy of purchasing smaller businesses and expanding through gradual growth. This also limits the amount of exporting potential to Argentina through Cencosud due to the lack of exporting profits. (Cencosud. 2013).RecommendationsAll of these factors leave The Home Depot with a limited amount of possibilities to re-enter the Argentinian market. The best possibility is to partner with Cencosud in a strategic alliance or find smaller specialized retailers that are currently competing with Cenc osud in Argentina and offer them very attractive distribution, pricing and profit sharing. I would find it difficult to invest in this countrys economy due the protectionist ideology of the government. Their policies have not created real economic growth and restrict the ability for foreign companies to invest without excessive tax on profits.The current business environment, banking system and construction restrictions are not conducive for foreign appointment or investments. Home Depot has already attempted once, I believe it would take an even larger investment to pound the negative perception in 2001. Also, they have a major competitor Sodimac in place and have had double name growth since 2005. Their best expansion strategies for Home Depot to get back into go into Argentinian markets would be establishes strategic alliances with the smaller retailers for exportations, joint ventures directly with Fallabella and foreign direct investments to invest with either of the busines ses if available depending upon the political complexity of the government. (Forbes. 2011).ReferencesBifani. (2013). Argentine Real acres Activity Sharply Falls. Retrieved fromhttp//www.homechannelnews.com/article/hd-expounds-plans-mexico-latin-america Castro, G. (2012). cayennes new Sodimac home improvement store continues to break ground underground. Retrieved from http//blog.kimcorealty.com/2012/02/chiles-new-sodimac-home-improvement-store-continues-to-break-ground-underground/ Cencosud. (2013). Our Company. Retrieved from http//www.cencosud.com/nuestra-empresa/descripcion/?lang=en Chafkin, M., (2001). Inc. mag. A Constant Feeling of Crisis. Retrieved from http//www.inc.com/magazine/201106/doing-business-in-genus Argentina_pagen_5.html CIA Handbook. (2013). Argentina. Retrieved from https//www.cia.gov/library/publications/the-world-factbook/geos/ar.html Communicaid. (2009). Doing Business in Argentina. Retrieved from http//www.communicaid.com/ accession/pdf/library/culture/doin g-business-in/Doing%20Business%20in%20Argentina.pdf Easy. (2013). Easy Argentina. Retrieved from https//www.easy.com.ar/webapp/wcs/stores/servlet/es/easyar/information-page?identifier=mapa_locales.html Encyclopedia of Business. (2013). Joint Ventures and strategical Alliances. Retrieved from http//www.referenceforbusiness.com/ circumspection/Int-Loc/Joint-Ventures-and-Strategic-Alliances.htmlixzz2SRvvAulT Forbes. (2011). Home Depot Remodels Its Growth Plans. Retrieved from http//www.forbes.com/2001/11/30/1130homedepot_print.html Global Property Value. (2013). Argentina. Retrieved from http//www.globalpropertyguide.com/Latin-America/argentina/Price-History Hill, Charles W. L. (2011). Global Business Today. (7th ed.). New York The McGraw-Hill Companies, Inc.. ISBN 978-0-07-813721-1. Home Depot. (2013).About Us. Retrieved from https//corporate.homedepot.com/OurCompany/History/Pages/default.aspx Kaminsky, G., (2009). Thirty Years of coin Crises in Argentina. External Shocks or munici pal Fragility?. George Washington University. Retrieved from http//home.gwu.edu/graciela/HOME-PAGE/RESEARCH-WORK/WORKING-PAPERS/argentina.pdf Isora, M., (2009). Importance of Strategic Alliances in Company Activity. Retrieved from http//www3.mruni.eu/int.economics/5nr/Isoraite.pdf Sprawl Busters. (2008). Argentina. Adios, Home Depot. Retrieved from http//www.sprawl-busters.com/search.php?readstory=821