Language Portfolio Essay Example | Topics and Well Written Essays - 2000 words

Language Portfolio - Essay Example It is always within my reach. My native country in Russia is where it all started. I became conscious of my existence in a place where the struggle for social steadiness is of great importance. It is the place where I became oriented with a cynical outlook in life while at the same time it enabled me to anticipate and understand any difficulties I encounter in life. Because of such view point, moving to Istanbul a few years ago became a welcoming experience for me. The shift in adjusting from Russian to Turkish culture became a needed challenge for me. Living in Turkey opened my doors to the convergence of cultures between the East and West. It allowed me to reflect on the hybrid between Western and Eastern influences. It opened my eyes to the cultural differences I have witnessed around me. Eventually, I decided to move into the United States only to immerse myself in a multi-cultural surrounding. While I experienced various intercultural encounters from my global travels, I sought to find a place where my love for culture and the arts will be satisfied. Because of this intense interest to retrace my European heritage and culture, I have looked up to the French language to equip me with better understanding of human creativity that I see in French cinema, literature, and arts. My various trips to France were always field with memorable moments that fueled my interest and love for humanities. As such, my motivation to learn French is deeply rooted from my appreciation of the country and its culture. As my future journey to live in France awaits me, I never cease to continuously the language. A Question of Identity: What it would mean for me to be a fluent speaker of French Learning French has always entailed a more personal than practical reasons to master the language. It cannot be denied that my motivation to learn French mainly comes from my appreciation of the culture in general. I learn French not only because it entails various opportunities in working fo r international organizations abroad, but also because it means that I am able to associate myself with French culture. Many might wonder why I exhibit such love for the language, but I can only tell them that I have been to many places around the world and while each country showcases a unique cultural heritage, I would say that in terms of music, architecture, movies, and literature, the French culture exhibits a more lively appreciation for the arts. Perhaps the word I should use in describing the French is sophistication. My various travels to France have always been memorable as I was able to appreciate the heritage and the undying affinity of the French people towards arts and literature. Personally, I want to live in this kind of setting where I could revel on the French countryside and associate with the like-mindedness I shared with French people. For these reasons, becoming a fluent speaker of French allows me to understand and penetrate in French society. A lot of friends whom I treasure deeply are French and to be able to gain more meaningful experiences with them, I am determined to hone

Truth in Politics Essay Example | Topics and Well Written Essays - 500 words

Truth in Politics - Essay Example For Machiavelli, 'virtu' or skill as wielded by a ruler would make for a state that would thrive and protect itself from the machinations of enemy-states. War for Plato is essentially unjust and the only justification for it is for defending the state, while for Machiavelli a state exists to wage war against other states - thus, war, is a natural condition in a state's existence. Plato and Machiavelli also lived in different eras. For the former, philosophy is concerned with the truth, as embodied by principles and how things should be, and this concern would naturally result in a perfect society. For the latter, philosophy is allied with the realities of power, in how things are as they are. Philosophers in Plato's Republic are the only ones ideal to rule (and become kings) because they love and search for the truth - as opposed to the other two classes, the people who are mainly concerned with honor, and the masses, who are concerned with money and the indulgence of physical appetites. The philosopher-kings possess the quality of truthfulness who "will never intentionally receive into their minds falsehood, which is their detestation, and they will love the truth." Truth as conceived by Plato is absolute, dealing with the eternal and the unchanging, the "forms" opposed to the fickle, the merely seen and experienced.

Undertake An Analysis Of The Strategic Position Of Tesco In The UK Assignment

Undertake An Analysis Of The Strategic Position Of Tesco In The UK Using Concept & Tools Of External And Internal Strategic Analysis - Assignment Example Undertake An Analysis Of The Strategic Position Of Tesco In The UK Using Concept & Tools Of External And Internal Strategic Analysis. Additionally, Tesco provides both online and offline financial services with a personal touch. The total revenue received by Tesco PLC as on February 2004 added up to ?33,557 million translating in a rise of approximately 18.7 % from the preceding year’s revenues that ranked ?28, 28 million (Humby et al, 2008). 1) Analyze its task environment Using PESTEL to categorize key issues which management need to respond to, focus on 6 CURRENT issues using evidence to substantiate them, for example: current Horse meat issue   Tesco operates in a globalised environment with stores worldwide, including six European countries. These include the Ireland Republic, Czech Republic, Hungary, Turkey, Slovakia and Poland. The Asian stores are located in South Korean Thailand, Malaysia, Japan, and Taiwan. However, Tesco’s performance relies heavily on the mother country’s political and legislative structure (Henry, 2008). Legislation requires the government to supply the populatio n with a wide range of job opportunities, including the extremely skilled, high paid and centrally located chances. The population demands students, senior citizens and working parents to be considered in terms of job availability for varied groups of individuals. Tesco comes in play as a challenge to local businesses, which include the cutting of costs and declaring the company’s products obsolete. This results in driving the companies out of the market completely (Nathan Rao Consumer Affairs, 2013). Tesco tries to work against the problems named by providing a labor market to diverse employees including students, disabled and the elderly in the society with relatively lower pay rates. Therefore, the employees depict a significant level of loyalty to organizations with the increased level of staff turnover currently in the community (Ringland, 2006). Economic factors Tesco takes matters relating to economic factors with a considerable level of seriousness as the factors dire ctly affect the demands, costs, prices, and the profit levels of the organization in place. The high unemployment levels in an economy results into decreased levels of effective demands for varied goods. The production level of goods lowers with a decreased profit levels, which, adversely reduces and affects the profit levels. In as much as the operating company cannot control the factors, they adversely affect the performance, and marketing mix of Tesco. Despite the growth levels that are evident in the international markets, Tesco substantially relies on the UK market for its survival. Therefore, decreased demand of UK’s foodstuffs can expose the company’s market to face risks of making losses (Nathan Rao Consumer Affairs, 2013). The social and cultural factors The British customers tend to adopt bulk shopping from their previous one stop shopping criteria. The situation prompts Tesco into additional production of food pre-cuts in the country. The increased rate of t he â€Å"ageing population† and participation by women in the employment sectors result, in an increased demand for Tesco products and services. Additionally, Tesco tends to gear most of its focus on its own label of business blend, supply chains and various operational improvements with the capabilities of driving costs out of business. Consumers purchase

Undergraduate Essay on Teaching and Education Example | Topics and Well Written Essays - 3000 words

Undergraduate on Teaching and Education - Essay Example Utilizing brief video clips of both children and adults to support its premise. This report e will outline and discusses relevant aspects of observation for understanding and introduce the concept of the vindictive as a powerful resource for revisiting and analysing documented observations. It will analyse and critically evaluate the multi-faceted role of the teacher and critically assess the importance of education on the life of a child. This is because teachers affect eternity and they never tell where their influence stop. This paper makes a conclusion that developing a high-quality system of teacher preparation requires the coordination of human and financial resources so that there is equity and quality in the programs offered by institutions within a state. This coordination is particularly critical in preschool education because the workforce is extraordinarily diverse in qualifications, knowledge, and experience, and the workforce is located in a range of settings that have historically been regulated differently. Most states probably have the leadership and much of the expertise needed to develop high-quality programs, but without coordination and support, it is unlikely that states will be able to transform the early childhood workforce in the way that research indicates is necessary. Education is often used to refer solely to formal education. However, it covers a range of experiences, from formal learning to the building of understanding through day to day experiences. Ultimately, all that we experience serves as a form of education.

Corporate Social Responsibality Essay Example | Topics and Well Written Essays - 5250 words

Corporate Social Responsibality - Essay Example The need for organizations to undertake socially responsible activities has been discussed in literature and has been a topic of academic study for a number of years. The main objective of business is to produce the goods and services that society needs. But at the same time there is a mutual dependence between business and society so as to have a stable environment with an educated workforce. A business or enterprise only contributes fully to a society if it is efficient, profitable and socially responsible. That is the basic idea of CSR is that business and society are interwoven rather than distinct entities (Galbreath, 2006). There are various definitions of CSR. The ethical behaviour of a company towards society, management acting in a responsible manner its relationships with other stakeholders who have a genuine interest in the business and CSR is the continuing commitment by business to behave ethically and contribute to economic development while enhancing the quality of life of its employees and their families as well as of the local community and generally towards the society at large' are some of these definitions. The areas touched upon by advocates of CSR includes issues such as employee relations, corporate ethics, plant closures, human rights, community relations and the environment. According to CSR Europe, a membership organisation of large companies across Europe, in their guidelines emphasize on the following areas: community, workplace (employees), environment, marketplace (customers, suppliers), ethics and human rights. Whether or not business should undertake CSR depends upon the financial strength of the company that is adopted. Those who adopt the neo-classical view of the company would believe that the only social responsibilities to be adopted by business are the provision of employment and payment of taxes. A different view of the company following the behavioural theorists might look at corporate social activity from a viewpoint that looks at the political aspects and non-economic influences on managerial behaviour. Some of the key CSR principle areas that have been cited in recent times are: To carry out organizational functions ethically and with honesty. To treat all employees fairly and equally so that they become efficient. To help protect the environment for future generations. To be concerned about the surrounding community. To respect basic human rights. (02). Analysis 2.1. Stakeholder Theories The Stakeholder Theory of a company is used identify those groups to whom the firm should be responsible. The responsibility includes a responsibility for the natural environment. Decisions should be taken in the wider interest and not just the narrow shareholder interest. The company can be defined as a series of connections of stakeholders that the managers of the firm try to manage. That is any group or individual who can have an impact or is affected by the achievement of the company's goals (Clarkson, 1995). Stakeholders are normally categorised into primary and secondary stakeholders. Primary stakeholders are the ones whose participation is vital for an organization to sustain as a growing concern. They include the likes of employees, suppliers, investors, customers and shareholders together with what is

Comparison of the discrimination Essay Example for Free

Comparison of the discrimination Essay To conclude this comparison of these two groups, the Dalits in India and the Indigenous Australians, I believe their situations can be linked and related to. The Dalits in India are regarded as the lowest of the low and are treated like rats. They are not given proper education and healthcare and not allowed to mix with non-Dalits. The IA on the other hand had there numbers decline mostly due to the European diseases brought to the country and also due to cultural genocide (the process of taking the aboriginal children and breeding them with non IAs, thus killing off the IA population). These two groups are closely related however in the case of the IAs they were the first natural inhabitants of Australia. This is the opposite to the Dalits, they were originally from India however the caste system in India has forced them into poverty. What has forced IA into poverty is the massive presence of the white population and has made the IA into a minority. However there have been recent apologies by Prime Minister Kevin Rudd of Australia to the indigenous Australians, which I would say is respectful. However there has been no sympathy towards the Dalits from the upper classes, they want the Dalits to stay in this low status for as long as possible. To conclude I believe the Dalits suffer more than the IAs, not just because of the way they are treated but the sheer number of them as a whole. Bibliography: Research on Dalits: Internet (www.wiki.com, www.dalitnetwork.org) Research on IAs: Internet (www.wiki.com, www.indigenous.gov.au, www.pm.gov.au/media/Speech/2008/speech_0073.cfm Research using class notes on IAs and Dalits.

The School Community Relationship

The School Community Relationship Education is an important tool in the development of communities and nations at large. The provision and management of quality education lies not only at the heart of central government but remains a shared responsibility of all stakeholders and the building of good working relationship among these stakeholders with particular emphasis on improving the school-community relationship . This stems from the fact point that education is seen as a social enterprise requiring the support of all stakeholders so that its contribution can benefit the entire society. (Addae-Boahene et.al,2001). For the attainment of quality education, there is the need for the community in which the school is situated to work in collaboration and harmony with the school not only in the upbringing and welfare of the pupils but must go beyond that to offer support in the provision and maintenance of the school infrastructure as well as playing a critical supporting role in the effective management and administration of the school. The school, similar to other facilities such as the community market, community borehole, is situated in the community belonging to the entire community members. The community therefore has a role to play in shaping the policies and finances of the school just as the school in turn must function to meet the social needs of the community by turning out a literate population and transmitting culture of the community to the youth. Improving the school-community relationship is key because both bodies are interdependent and failure on the part of either body to play its role can lead to a collapse of the education system with its consequent effect on the society as a whole. Again, though formal education is said to have been introduced in Ghana by the Europeans who provided not only the curricular but the infrastructure inclusive, the schools were not cited initially enough to cover all the communities in Ghana. It is against this background that some communities desirous of having formal education took it upon themselves and established basic schools, willingly recruited teachers and contributed to support them with the resources needed for their work including remuneration. As the process continued these schools were later absorbed into the public school system. (Addae-Boahene, et.al.2001).The management and financing of these schools then shifted from the communities to the central government; this created a situation that witnessed less community involvement in the management of schools, hence the beginning of poor school-community relationship. The Ministry of Education (MOE) and The Ghana Education Service (GES) recognized the importance of reciprocal partnership of school-community leaders and local school authorities in effecting changes in the school. Under the Free Compulsory Universal Basic Education (fCUBE), MOE, and GES, who have committed themselves to building a systematic approach assisting community organizations (SMC and PTA) to play a major part in the regeneration of their schools. It is the belief of the MOE and GES that communities have an important role to play in enforcing standards, developing and maintaining school infrastructure, and creating partnership between teachers, pupils and the district authorities to bring about needed changes. In conclusion the school and the community rely on each other for mutual benefit. The need for both to operate on a cooperative atmosphere cannot therefore be overemphasized. (Addae-Boahene, et.al.2001). RESEARCH PROBLEM It is very necessary that in all communities, both the community and the school operate closely and co-operate with each other as the ownership and management of the school is gradually becoming community-based, a situation in which the head teacher and the circuit supervisor should see the members of the community as partners in the educational development of the child. The significance of this relationship includes: The motivation of the school to function with the interest of the wholesome development of the society. Both the school and the community working in the same direction for the proper development of the children and the community supporting the school financially, among others. However, the central government control and management of education delivery system over a long period has had an adverse effect on the relationship between the school and the community. The kind of relationship in which the school and the community exist as separate entities. Both are seen as performing different functions and hence need not interfere with each other. The school officials run the school while the Community look on. What happens by way of development or information flow in the community is not the concern of the school and vice versa. Members of the community do not care to find out what goes on in the school nor does the school develop interest in what goes on in the community. Each of them feels the other has nothing to offer, and no effort is made for cooperation. (Amofa, 1999). This kind of relationship also called the Closed System, is very prevalent in rural areas, (Annoh, 2003). This has contributed to less community involvement and commitment in the quality m anagement of education in Ghana and the Tolon/Kumbungu District of Northern Region in particular. These poor school-community relationships in the Tolon/Kumbungu District manifest itself in several ways including; On August 1, 2009, the head teacher of Gbrumani Primary School was beaten by some community members citing the head teachers effort at settling a quarrel between two pupils in the school as interference in community affairs. May, 2010, Nyankpala community members turned Nyankpala D/A Junior High School classrooms into community toilet facility. Again, Chirifoyili community encroached on the school land, turning it to a farm land in 2008 with the argument that they will not spare their land to the school and suffer insufficient farmland.(circuit supervisors report).These incidents signal to the level of strained relationships that prevails between the school and the community in the district. These acts are impacting negatively on the delivery of education in the district. quality of education continues to fall in the district as reflected in the BECE results released by WAEC year after year. (GES Tolon, 2006,2008,2009). There is high illiteracy rate in the district, coupled with low enrolment and high drop-out rates in the schools. (Tolon/Kumbungu District profile; 2004). It is against this background that the researcher finds the research problem of this study being, the lack of improved school-community relationship in the Tolon/Kumbungu District of Northern Region, as very necessary and worth undertaken. MAIN RESEARCH QUESTION Arising from the research problem stated as, the lack of improved relationship between the school and community, the main research question for the study is; what strategies can be put in place in order to build an improved relationship between the school and the community? SUB RESEARCH QUESTIONS What is the importance of building an improved relationship between the school and community? What is meant by improved school-community relationship? What are the causes of the lack of improved relationship between the school and community? What roles can both the school and the community play towards promoting an improved school-community relationship? What are the principles underlying school community relations? MAIN RESEARCH OBJECTIVE To recommend strategies that can be put in place to promote an improved school-community relationship. SUB RESEARCH OBJECTIVES To highlight the importance of building an improved relationship between the school and community. To explain the concept of improved school-community relationship. To identify the causes of the lack of improved relationship between the school and community. To identify the roles both the school and the community can play towards promoting an improved school-community relationship. To highlight the principles underlying school community relations. LITERATURE REVIEW Conceptual Framework In this study the concepts that will be reviewed include; school, community, the school community, school management, community stakeholders, relationship, and improved relationship. In the research process, the researcher will review literature from secondary sources as this will help the researcher to; Make use of results of existing studies that are closely related to the study being conducted (Croswell, 1998: 20). Locate methodologies previously used to conduct studies in phenomenon similar to this study and to identify contrary findings (Mcmillan, 1992: 44). The researcher will employ the use of literature review in conducting this study since it will provide an understanding of the phenomenon of improved school-community relationship. It will also help to provide an analytical and theoretical framework for analyzing the findings of the research. In this; textbooks, published papers, newspaper publications, containing subjects related to the research problem will be reviewed. RESEARCH METHODOLOGY Research Design This research design is basically qualitative in nature and to achieve the purpose of the study, the following methods have been employed; participant observation, interviewing, focus group discussion, review of secondary literature, interview guide, and purposive sampling. The tools that will be used to facilitate the data collection are field notes, tape recordings and manual recordings. The data analysis will involve the use of coding, transcribing tape recording, and decoding the data transcribed. According to Strauss and Corbin (1990), qualitative research is a type of research whose findings are neither arrived at by means of statistical procedures nor quantitative means. According to Nachmias and Nachmias (1996:28), qualitative approaches facilitates our understanding of behavior through knowing the persons involved and their rituals, beliefs, values, and emotions. Qualitative approach is necessary in this study because it allows the researcher to typically investigate an aspect, thus, the lack of improved relationship between the school and the community, as it pertains to the Tolon/Kumbungu district. Again, Mcmillan and Schumacher (1993), state that qualitative research presents facts in a narrative form with words and also concerned with understanding social phenomenon from the perspective of the participants. Furthermore, the researcher will be able to gain first hand information from the people involved including head teacher/teachers, School Management Committees(SMCs), Parent Teacher Association(PTA), circuit supervisors, chiefs and assembly members, on their knowledge regarding the lack of improved school-community relationship in the district, why there is lack of improved relationship between the school and the community, the role they can play to improve the relationship, and the strategies to put in place to promote and sustain improved school-community relationship. The use of multi-method strategies in gathering data is very necessary in qualitative research. For the purpose of this study, the methods to employ in gathering data are; interactive methods and non-interactive methods. A combination of these two approaches presents to the researcher an advantage of systematically observing, interviewing, and recording processes as they take place naturally. The appropriateness of these activities to the researcher emerges from the point as explained by Miles and Huberman (1994), that they are carried out in close proximity to the local setting for a sustained period of time. DETAILED DESCRIPTION OF RESEARCH METHODS TO USE FOR THE STUDY Participant Observation In participant observation, researchers join the group they intend to study and observe it from inside (Legewie, 1991). Subjects usually change their behaviors when they know that they are being observed, so researchers may take measures to prevent them realizing that they are being studies, and hence eliminate the effects of reactivity (sarantakos, 2005; 221) Unstructured observation will be used in the study. Unstructured observation is loosely organized and the process of observation is largely left up to the observer. Participant observation will be used in this study. The researcher will visit the community schools in the Tolon/Kumbungu District and participate in both school ceremonies and community ceremonies and note all issues that reveal the lack of improved relationship between the school and the community, including; SMC/PTA meetings. The school annual open day ceremony . The celebration of the annual Damba and Fire festival. This approach will provide an opportunity for open discussion during which certain challenging issues will emerge. Interviewing In the perspective of Maykut and Morehouse (1994;80), an interview refers to a discourse shaped and organized through the asking of questions and the supply of answers, through which the interviewer and the interviewee are able to talk about the study focus; and this brings out thoughts and perceptions. On the other hand, Gillham (2000; 1) describes interview as a conversation that usually goes on between two people, the interviewer asks questions and seeks response from the interviewee. Interviews can be conducted face-to-face, through the telephone, or other means, but according to Gillham (2000: 62), the overwhelming strength of face-to-face interview is its possibility of making the communication rich. Interviews, according to Bogdan and Bilklen (1992:96) are used to gather descriptive data in the subjects own words. Through this, the researcher is able to develop insights on how subjects interpret some piece of the world. The researcher will employ semi-structured interview method for this study. Semi-Structured Interviews This method has been chosen for use for a number of good reasons. According to Borg and Gall (1989; 452), semi-structured interview facilitates a more thorough understanding of the respondents opinion and the reasons behind such opinions than what could be achieved if mailed questionnaire is used. Also, this method is good because it makes it possible for the expression of opinions by the interviewees. Again Robson (1993;231) states that, when using semi-structured method, the interviewer has the advantage of being able to modify the order of questions based upon the context of the conversation, change the wording of the question, give explanations and can avoid particular questions that appear inappropriate with a particular interviewee. Semi-structured interview has been chosen by the researcher because it has the ability to provide in-depth, objective information that account for the lack of improved school-community relationship. Though semi-structured interview will be used, the interview guide will still be used to keep the interviewer and interviewee on focus. Focus Group Discussions Focus group research can best be described as a loosely constructed discussion with a group of people brought together for the purpose of the study, guided by the research and addressed as a group. Due to the use of interviewing techniques, it is also referred to as focus group interviewing (as e.g. Bergaddresses it because and ;( ­ 1995, the group rather then specific members, it is also known as group discussion, (H. Kruger, 1983). Given that more then one group is usually included in the study, and each group constitute a separate sample of respondents, focus group can be seen as a multi-sample study. In most common application, this method entails, first the selection of people with a particular interest, expertise or position in the community, second, the formation of the group by bringing these people together in the same venue; third, the introduction of the discussion topic by the researcher, who acts as a facilitator and arbitrator, fourth, guiding the discussion so as to address the research topic, fifth, encouraging discussion among the members of the group rather than between them and the researcher, and sixth, observing and recording the discussion (sarantakos, 2005): The focus group method appears in two forms, the unstructured or semi-structured form and the structured form, which are employed by qualitative and quantitative researchers respectively (Stewart and shamdasani, 1990). Focus group discussing is employed to bring about changes in the group and its members, as a result of the direction and intensity of the discussion. It can further provide valuable information about group processes, attitude changes and manipulation, the attitudes and opinions of group members, the group or public, the effectiveness of certain methods and so on. It can also enable the testing of group strategies in solving problems (flick, 1998). Finally, the study of focus group can generate diversity and differences either within or between groups, and so revealà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. the dilemmatic nature of everyday arguments; (Lunt and Livingstone, 1996:96) This approach will be used to promote brainstorming and debate among the participants on key issues affecting school-community relationship in the district. Again focus group discussions promote the sharing and learning of new ideas among participants. The researcher will be part of the group discussion and moderating the process as well to keep the discussion on track. A total of 30 focus groups made of 15 people each will be engaged in the study (these are the PTA and SMC members of the 30 selected schools). How To Collect The Data For the purpose of data collection, the researcher will use the following tools; Interview Guide, Field Notes, and Recording. Interview Guide This will be very useful in this study. According to Borg and Gall (1989; 451), interview guide is a list containing questions mostly asked in a desired manner in the interview process. It serves as a guideline to the researcher on what to say, as the interview commences and ends. It is regarded as a checklist of topics to be covered by Dooley (1990:288), and it includes reminders of researchers interest arranged in an orderly manner to promote intercourse. In general terms, it is a guide but allowing actual questions to be framed during the interview to fit the natural tone of the intercourse between the interviewer and the interviewee. This helps to ensure that the interviewee remains unbiased in responses given. This also allows the researcher to select topics in advance but determines the sequence and wording of the questions during the interview process. (Mcmillan and Schumacher, 1993:426). The guide equally enables the researcher not to rigidly control the interview content such that the interviewee will not be able to tell the story in his own words. (Bogdan and Biklen,1992;97). For the purpose of this study, the researcher will promote flexibility by allowing the respondents to explain issues in their own words and language. Again, there will be instances in this study that the interviewer will not follow a specific order of the questions, but will rather link one response to another question not necessarily next in order as the need arises. Field Notes This will be used for noting information that may not be captured by the tape recording. This will serve as a buffer to remind the researcher during data analysis. According to Mcmillan and Schumacher (1993; 418), field notes are written at the end of each observation and describes in details the settings and activities of each subject. This will only be used for the participant observation. RECORDIING The most common methods of recording are: writing down information verbatim, in summary or in key words; tape recording conversations; video recording events; taking photographs, (sarantakoss,2006:229). For the purpose of this study tape recording, manual recording and coding will be used Tape Recording Tape recordings will also be used. Tape recordings are easier and certainly more efficient. The tapes can be listened to as many times as required, using more then one observer if desired, and this produces more accurate and more valid records (Sarandakos, 2005:229) The researcher will employ tape recordings during the interview process to record the intercourse that occurs between the interviewer and interviewee. The recordings will be played back later and the words transcribed for the purpose of data analysis. The interviewees permission will be sought by the interviewer before the use of tape recordings. The use of tape recording will help minimize possible errors that may result from forgetfulness on the part of the interviewer during the interview process. It can equally minimize the time spent in the interview. Manual RECORDIING Manual recording will equally be used, whereby two leaders will be used, with each of them taking notes in turn or one recording the data and the other acting as facilitator (sarantakos,2005). This will be transcribed later. Where circumstances do not allow for note taking, the observer will write down key words or phrases as a guide, and complete the notes after observation. CODING Codes serves as symbols, a shorthand recording, where actions and behaviors are replaced by numerals or keywords. This makes recording easier, particularly when there are many items to be recorded and many people to be observed. (sarantakos, 2005:230). SAMPLING Under qualitative designs for example where unstructured or participant observation is employed, the subjects are often chosen by means of purpose or theoretical sampling (sarantakos, 2005:224) The researcher acknowledges that the problem under study may be prevailing in other districts in the Northern Region; however the study will be limited to the Tolon/Kumbungu District of the Northern Region because there is high illiteracy rate in the district, coupled with low enrolment and high drop-out rates in the schools. (Tolon/Kumbungu District profile; 2004). Sampling is used for the study because the district has a large population size of 132,338 inhabitants (2000 population and housing census), therefore a focus on a small distinct group of participants (SMC, PTA, head teachers, circuit supervisors, chiefs, and assembly members), will enable the researcher to get an in-depth understanding of the problem of lack of improved school-community relationship in the Tolon/Kumbungu district. Purposive sampling will be the main sampling technique to use in the study. It is also the expectation of the researcher that the selected participants will be information-rich, because they are knowledgeable in terms of the phenomenon being studied. Purposive Sampling The researcher will select and interview community stakeholders in education such as PTA and SMC members, head teachers, circuit supervisors, chiefs, and assembly members. Responses and contributions of these people can form a good basis for carrying out analysis and stating findings of study in the district. There has been consensus by Gillham (2000); Mcmillan and Schumacher (1993:378); and Patton (1990:169) that purposive sampling involves selecting people with in-depth knowledge of the problem being studied, while keeping the number of interviews to a minimum for adequate representation. The people that will be selected for this study should have good ideas regarding the problem being studied. (Mcmillan and Schumacher, 1993; 378). Sample Size The district has 150 basic schools (Tolon/Kumbungu District Profile, 2004). A total of 70 people will be interviewed. This includes; 30 head teachers drawn from 30 schools out of a total of 150 basic schools in the district, 30 assembly members of the communities where these schools are located and 10 circuit supervisors supervising these schools .Study Area Tolon/Kumbungu district is chosen as the study area. The district covers a land area of 2,741 square kilometers and forms about 3.9% of the total land area of Northern Region. The district is one of the 45 new districts created by the erstwhile Provisional National Defense Council (PNDC) Law 207 in 1988 and has Tolon as the Capital. The district is characterized by high illiteracy rate, coupled with low enrolment rates and high drop-out rate in schools. (Tolon/Kumbungu District Profile, 2004). DATA ANALYSIS Unlike quantitative research, where analysis is conducted after data collection, in qualitative research the timing of analysis varies. In some cases it follows the same path as in quantitative research, but in most cases it is conducted during data collection. A combination of both models is also possible (sarantakos, 2005:344) For the purpose of this research, data analysis will be done both, during and after data collection. While collecting data, the researcher will conduct some basic analysis, record the data, and further intensify data analysis after completing the study and focusing on more specific aspects of the research question as contained in the research. In a number of cases, analysis during data collection serves to guide research in the right direction, and to facilitate a more effective treatment and coverage of the research topic. The actual analysis is conducted after data gathering is completed (sarantakos, 2005:346). Computer-Aided Data analysis (CADA) will be used to analyze data. Computers can be, and are being used in qualitative research in the context of both pure qualitative research, where analysis is done the traditional way, and the so-called enriched qualitative research (contrad and Reinharz, 1984; Fielding and Lee, 1998; Fisher, 1997, Richards, 1986; Richards and Richards, 1987,1994; Weitzman and Miles, 1994). Computer aided data analysis (CADA) is used in many forms and allows the qualitative research to process data in a way parallel to that in quantitative research (Huber, 1991; Madron, Tate and Brookshire 1987; Ragin, 1987), (Sarantakos, 2005:357) A major data analysis instrument that will be employed in this study is concepts and indicators. Indicators are concrete data, such as behavior patterns and social events, which are observed or described in documents or interview texts. They indicate the presence of a concept which the researcher develops, at first provisionally and then with more confidence. (Sarantakos, 2005:347). Analysis will be done by thoroughly examining the field notes of what will be observed by the researcher and the responses of every participant that will be interviewed. In line with Maykut and Morehouse (1994: 135), the following data analysis steps will be adopted for the study; Recording the interview conducted, making a reflection of the process, and carrying out further observations and writing notes, comments, as well as memos. Transcribing what has been recorded in the exact words. This will be done immediately after the interviews of the day. All additional comments will be placed in brackets. Reading through the data that has been transcribed and stating clearly in writing, the meaning of the transcribed data. Coding the data and identifying the code meanings in line with research question. All key items or categories (the main ideas, words,or phrases) will be listed. The researcher will then go through the literature to find out whether responses of interviewees bear common grounds with the research topic as well as other respondents conclusions in similar research works. This is done for the purpose of testing the validity of the study. Data presentation Certainly, tables and graphs are useful tools of presentation in qualitative research, but the structure of presentation does not seem to adhere to any strict rules and procedures. TIME FRAME The researcher plans to spend a period of 5 months in carrying out the study including the compilation and presentation of the report.